AP CAPSTONE: RESEARCH 2016-2017
YOUNG WOMEN’S COLLEGE PREPARATORY ACADEMY
INSTRUCTOR: MS. S. SHIELDS
E-MAIL: SSHIELDS@HOUSTONISD.ORG
CONFERENCE TIMES: TBD
TUTORIAL TIMES: TBD
OVERVIEW
AP Research allows students to deeply explore an academic topic, problem, or issue of individual
interest. Through this exploration, students design, plan, and conduct a year-long research based
investigation to address a research question. In the AP Research course, students further their
skills acquired in the AP Seminar course by understanding research methodology; employing
ethical research practices; and accessing, analyzing, and synthesizing information as they address
a research question. Students explore their skill development, document their processes, and
curate the artifacts of the development of their scholarly work in a portfolio. The course
culminates in an academic paper of approximately 4000–5000 words (accompanied by a
performance or exhibition of product where applicable) and a presentation with an oral defense.
GOALS of AP Capstone Research course include:
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Engaging and challenging students through a scholarly, rigorous cross-discipline study of
complex issues that sparks individual student curiosity
Empowering students to join the conversation of other scholars in a selected field of
discipline, contributing a new understanding to the area of study
Cultivating higher-level critical and creative thinking skills by making connections
between and among a variety of types of sources, gleaning a gap in information that begs
further investigation, thus increasing the body of knowledge of a selected field of study
Honing the academic writing craft through the art of selecting, synthesizing, and
embedding researched information with ethical academic integrity
Inculcating the collegiate-level skills of academia for a successful college and career
future
Instilling a renewed love for learning
EXPECTED STUDENT LEARNING OUTCOMES
A natural culmination of the AP Capstone Program, the Capstone Research course is
designed for the motivated student who possesses an intrinsic desire to expand a field of
knowledge by considering multiple perspectives of scholars in a student-selected area of
investigation, adding an additional dimension that contributes to the depth of
understanding of a specific facet. Through a series of scaffolding units centered around
the research process, students will analyze the credibility of arguments from a variety of
types of sources about the same issue, discerning from those sources a new, but related,
complex problem or issue, through which students will hone the art of divining and
developing a targeted research question that drives the research process. Students will
present their preliminary research in a research inquiry proposal for specific topic
examination and approval.
Capstone students understand that the research process is not linear, but recursive,
requiring students to think and re-think continually about their proposed research
question and their selected research method, design, and approach to insure a cohesive
alignment of the final academic paper of approximately 4,000-5,000 words (75% of the
summative AP assessment). Students will reflect on all phases and components of the
research process by creating and regularly updating a Process and Reflection Portfolio
(PREP Journal). Students will present their research findings in a multimedia format and
participate in an oral defense of their research (25% of the summative AP assessment).
Valuing the efficacy of the AP Capstone Program, Capstone students enthusiastically
showcase selected components of their various products for inquisitive visitors to peruse
and question.
The successful Capstone student possesses the necessary discipline for independent study
and fully engages in all phases of product development, individually and in peer-review
assessments, and adheres to all deadlines.
REQUIRED SUPPLIES:
2 Packs of Black Pens Only
1 One inch Binder
1 Folder with brads and pockets
2 Packs of index cards
1 Pack of highlighters
1 Pack of dividers
4 Packs of lose leaf paper
4 packs of Post-its
COURSE CURRICULUM
Big Idea 1: Questions & Explore
Semester 1: Skills Development
through Inquiry Units
Unit 1: Essentials of Research
Big Idea 2: Understand &
Analyze Arguments
Unit 2: Annotated Bibliography &
Literature Reviews
Big Idea 4: Synthesize Ideas
Unit 3: Research Methods
College Board Requirements
Semester 2: College Board
Assessments
Unit 4: Collecting Data
Unit 5: Academic Paper
Unit 6: Presentation & Oral
Defense
Big Idea 5: Team, Transform, &
Transmit
Big Idea
Learning Objective
LO 1.1A: Identifying and contextualizing a problem or issue.
LO 1.2A: Retrieving, questioning, organizing, and using prior
knowledge about a topic.
Q
Question & Explore
LO 1.3A: Accessing information using effective strategies.
LO 1.3B: Using technology to access and manage
information.
LO 1.3C: Evaluating the relevance and credibility of
information from sources and data.
LO 1.4A: Identifying alternatives for approaching a problem.
LO 2.1A: Employing appropriate reading strategies and
reading critically for a specific purpose.
LO 2.1B: Summarizing and explaining the main idea and the
line of reasoning, and identifying supporting details of an
argument, while avoiding generalizations and
oversimplification.
LO 2.2A: Identifying, explaining, and analyzing the logic and
line of reasoning of an argument.
U
Understand & Analyze Arguments
LO 2.2B: Describing and analyzing the relevance and
credibility of evidence used to support an argument, taking
context into effect.
LO 2.2C: Evaluating the validity of an argument.
LO 2.3A: Connecting an argument to broader issues by
examining the implications of the author’s claim.
LO 2.3B: Evaluating potential resolutions, conclusions, or
solutions to problems or issues.
E
Evaluate Multiple Perspectives
LO 3.1A: Identifying and interpreting multiple perspectives
on or arguments about an issue.
LO 3.2A: Evaluating objections, implications, and limitations
of an alternate, opposing, or competing perspective or
argument.
LO 4.1A: Formulating a complex and well-reasoned argument
S
Synthesize Ideas
LO 4.2A: Interpreting, using, and synthesizing qualitative
and/or quantitative data/information from various perspectives
and sources (e.g., primary, secondary, print, nonprint) to
develop and support an argument.
LO 4.2B: Providing insightful and cogent commentary that
links evidence with claims.
LO 4.2C: Attributing knowledge and ideas accurately and
ethically, using an appropriate citation style.
LO 4.2A: Formulating a complex and well-reasoned
argument.
LO 4.2A: Interpreting, using, and synthesizing.
LO 5.1A: Working both as an individual and with a team to
plan, produce, and present a cohesive argument, considering
audience, context, and purpose, and using appropriate media
(e.g., e3ssay, poster, presentation, documentary, research
report/thesis).
T
Team, Transform, Transmit
LO 5.1B: Communicating an argument in an evidence-based
written essay adhering to established conventions of grammar
usage, style, and mechanics to address complex, open-ended
problems.
LO 5.1C: Communicating an argument in an engaging oral
presentation using appropriate media, incorporating effective
techniques of design and delivery.
LO 5.2A: Providing individual contributions to overall
collaborative effort.
LO 5.2B: Fostering constructive team climate, resolving
conflicts, and facilitating the contributions of all team
members to address complex, open-ended problems.
LO 5.3A: Reflecting on and revising their own writing,
thinking, and/or processes.
LO 5.3B: Reflecting on personal contribution to overall
collaborative effort
AP RESEARCH COLLEGE BOARD GRADING SYSTEM:
AP Research summative assessment is based solely on the Academic paper (75%) and the Presentation
and Oral Defense (25%).
This score will not factor into the student’s grade for local credit through Houston ISD.
Component
Weight
Scoring
Academic Paper Task Overview
75% of score
Teacher scored;
College Board
Students will be assessed by their original Academic Paper.
validated
The academic paper is approximately 4,000- 5,000 words
which will be a culmination of the year long process.
Presentation and Oral Defense
(15-20) with follow-up questions
Grading Policy
Research Product Items: 30%
PREP Portfolio 35%
25% of Score
Panel scored
Homework: 15 %
Meetings/Participation: 20%
AP CAPSTONE PLAGIARISM POLICY AS DEFINED BY COLLEGE BOARD:
A student who fails to acknowledge (i.e., through citation, through attribution, by reference,
and/or through acknowledgement in a bibliographic entry) the source or author of any and all
information or evidence taken from the work of someone else will receive a score of zero on that
particular component of the AP Seminar and/or AP Research Performance Task Assessment. In
AP Seminar, a team of students that fails to properly acknowledge sources or authors on the
Written Team Report will receive a group score of 0 for that component of the Team Project and
Presentation.
To the best of their ability, teachers will ensure that students understand ethical use and
acknowledgement of the ideas and work of others, as well as the consequences of plagiarism. The
student’s individual voice should be clearly evident, and the ideas of others must be
acknowledged, attributed, and/or cited.
AP CAPSTONE RESEARCH CURRICULUM CONTENT MAP
UNIT 1: ESSENTIALS OF RESEARCH
Unit Focus:
 Method, Process or Approach
 Results, Product or Findings
 Discussion, Analysis and Evaluation
 Conclusion and Future Direction
 Bibliography
Learning Objectives/ Enduring Understandings/Essential Knowledge:
L.O. 1.1A; 1.1B; 1.1E; 1.3A; 1.3B; 1.4A E.U.1.1; 1.2; 1.3 E.K. 1.1A1; 1.1B1;1.1D2; 1.1E;
1.3A1.3B3;1.4B2;1.4C3; 1.4D1; 1.4D3
Activities:
 Students will learn course expectations
 Students will create and share PREP journal with Shields
 Students will learn and follow Mentor Protocol
 Students will choose topic/issue to carry out preliminary research
 Students will develop an annotated bibliography
 Students will finalize their research questions and proposals
Assessments:
 PREP Portfolio Reflections
 Mini Presentation
 Preliminary Inquiry Proposals
 Assess sample Research Papers
 Writing/ Research Conferences
Resources:
o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s
o Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage
Learning
o Documentation Styles. (2015) Columbia College.
http://www.columbiasc.edu/wid/documentationstyles
o Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston:
Bedford/St. Martin’s
o
Graff, G., & Berkenstein, C. (2007). They say, I say: The moves that matter in
academic writing. New York: W.W. Norton and Company.
UNIT 2: ANNOTATED BIBLIOGRAPHY AND LITERATURE REVIEWS
Units Focus:
 Collating Sources
 Purposes of Literature Review
 Composing Literature Reviews
 Function and Format of Annotated Bibliography
 Selecting Appropriate Research Method
Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as
L.O. 1.3A; 1.4B; 1.1D; 5.1F; 1.4C E.U. 1.4; 2.1; 2.2;4.1; 4.3 E.K. 1.3A6; 1.3A7; 1.4B1; 1.4B5; 1.4B7;
1.4C3
Activities:
 Discuss potential theme and its relevance to students’ lives.
Assessments:
 Finalized Research Question
 Annotated Bibliography
 Literature Review
 PREP Portfolio Reflections
Resources:
o Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).
o Conducting Research. (2016) Purdue University Online Writing Lab.
https://owl.english.purdue.edu/owl/section/2/8/
o Literature Reviews. (2016) University of North Carolina at Chapel Hill Writing
Center. http://writingcenter.unc.edu/handouts/literature-reviews/
UNIT 3: RESEARCH METHODS
Unit Focus:
 Inquiry Planning
 Progress Monitoring
 Research Consulting
 Ethical Issues in Research
Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as
L.O. 1.4D E.U. 1.4; E.K. 1.4D1; 1.4D2; 1.4D3
Activities:
 Progress and Reflection Interviews
 PREP journaling
 Draft of proposal
Assessments:
 Writing/Research Conferences
 PREP Portfolio
Resources:
o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s
o Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning
Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).
THE SECOND SEMESTER WILL BE DEDICATED TO THE COLLEGE BOARD ASSESSMENTS.
UNIT 4: COLLECTING DATA
Unit Focus:
 Literature Review
 Original Work (interviews, surveys, products or performances)
 Time Management
Collaborative Process of Research
Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as
L.O. 2.2C; 3.2A; 4.1B; 4.2A E.U. 3.2; 4.1; 4.2;4.3;4.4A; 5.3 E.K. 2.2C2; 2.2C3; 2.2D1; 4.1B1; 4.2A1;
4.3A1; 4.3A3; 4.3A4; 5.3A1; 5.3A3; 5.3A4
Activities:
 Draft Literature Review and Methodology portions of paper
 Completing original work
 Data Collection Composition
Assessments:
 Elevator Speech
 Peer Review
 Proposal/ IRB Submission
Resources:
o Student Resources. Student Peer Review Project (2016) University of Melbourne.
http://peerreview.cis.unimelb.edu.au/students/student-resources/
o Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s
Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St.
Martin’s
UNIT 5: ACADEMIC PAPER
Unit Focus:
 Editing and Revising Paper
 Peer-review
 Checking for misattribution/plagiarism
Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as
L.O. 5.1A[R]; 5.1B; 5.1C; 5.3A; 5.4A E.K. 5.1A1[R]; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1;
5.1C2; 5.1D2; 5.1E2; 5.1E3; 5.1F2;
Activities:
 Peer Revision and Editing
 Writing Conferences
 Review Originality Reports via TurnItIn
Assessments:
 Academic Paper approximately 4,000-5,000 words
Resources:
o
o
o
o
o
Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’s
Chaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning
Documentation Styles. (2015) Columbia College.
http://www.columbiasc.edu/wid/documentationstyles
Hacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St.
Martin’s
Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).
Conducting Research. (2016) Purdue University Online Writing Lab.
https://owl.english.purdue.edu/owl/section/2/8/
UNIT 6: PRESENTATION AND ORAL DEFENSE
Unit Focus:
 Organize, Prepare presentations
 Collaborate with peers
 Discussion with Seminar mentees
Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as
L.O. 5.1 C; 5.1F; 5.3C; 5.4B; E.U. 5.3; 5.4; E.K. 5.3A3; 5.3A4; 5.3C1; 5.3C2; 5.4B1; 5.4B2
Activities:
 Prepare presentation for other venues
 Prepare for other AP Exams to qualify for AP Capstone Diploma
 Revise for different audiences
 Submit to scholarly journals
Assessments:
 Presentation (15-20 minutes)
 Oral Defense
 Seminar Presentation
Resources:
o Delivery Presentation Power Point. Pandarepartee. (2016).
http://pandarepartee.pbworks.com/w/file/44674524/delivery%20presentation.ppt
The Perfect Defense: The Oral Defense Presentation. (2010) Dr. Valerie Balester.
https://www.youtube.com/watch?v=edQv9OKvfdU
AP RESEARCH OUTLINE CALENDAR
Months
August 24-October 2
In Class
Unit 1: Essentials of Research
October 5- November 6
Unit 2: Annotated Bibliography &
Literature Reviews
November 9-December 18
Unit 3: Research Methods
Culminating Activities
 Preliminary Inquiry Proposals
 Peer Review
 Finalize Inquiry Method
choice and design
 Finalize and submit Proposals
 Progress Interviews
January 5-February 12
Unit 4: Collecting Data
February 15- April 1
Unit 5: Academic Paper
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April 4- May 25
Unit 6: Presentation & Oral Defense
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Implement Inquiry Method
Continue Progress Interviews
Curate PREP Portfolios
Write, proofread, peer review
Academic Paper
Submit Final
Prepare, Practice and Deliver
Presentations with Oral
Defense
Teacher Scoring and
Uploading
Present to Seminar students
Submit to scholarly journals
EXPECTATIONS FOR ACADEMIC SUCCESS:
 Give your best effort every day.
 Seek knowledge and understanding, don’t wait for it to seek you.
 Respect and uplift your classmates. This is not a competition. It is a collaboration.
 Take chances and push yourself.
 Learn from your mistakes.
 Give solutions not excuses.
 Be open-minded and receptive.
 Remember your work is a reflection of you.
PARTICIPATION:
It is important to remember AP Research is a college class. There is an expectations that all
students act accordingly. Please do not interrupt others when they are talking, get up and walk
around, or distract others during self-guided research times, or presentations.
This class requires a significant amount of self-direction by the student, students are expected to
play a primary role in their learning process, with Ms. Shields as a skill development guide
through the research process. Students will be expected to be able to work independently and
diligently to complete their goals. Participation Grades will be taken daily and students will be
assessed using the following rubric.
ASSIGNMENTS:
Various assignments will be assigned throughout the course to check for understand and to help
the student evaluate whether she has gained mastery in specific components of the research
process.
MEETINGS:
In addition to Process Logs, students are expected to meet with the Ms. Shields, one to one, in an
attempt to facilitate conversation regarding the student’s area of research. These meetings and
conversations surrounding research are best conducted when the student has prepared information
and is ready to discuss her project. A rubric for these meetings, as well as an evaluation of
advancement between each meeting, will be used to determine the students’ grade for these
meetings.
LATE WORK:
No late work is accepted.
ABSENCES:
In the event that a student is absent from class and it results in missing work/assignment, the
student is expected to turn in the work the first day of her return to school. Absences that involve
missing a due date require an approved “excused absence” for consideration for credit. If you are
absent it is your responsibility to promptly gather the assignments that you missed. I will not
remind you of missed assignments; you must take the initiative to find out what you missed. The
assignments and lesson discussion are all available on the webpage. If you miss a test YOU must
schedule a make-up on the day you return to campus. Please keep in mind that the format of the
re-test is at the teacher’s discretion. It is your responsibility to reschedule your missed test on
your first day returning to school. Any assignments not made up from an absence will result in a
zero. Tests and projects are scheduled far enough in advance that absenteeism the day before a
test will not allow for a postponement of your test or assignment due date.
RETESTING:
Based on the nature of the products provided in AP Research, the opportunity for re-testing is
minimal and will only be offered in the case of an in-class test but it cannot be done for AP
scored Assessments or Final Exams.
EXTRA CREDIT
Extra Credit will NOT be given in this course. Students can however attend tutorials to improve
upon their grade.
For clarification in regards to these policies please see the YWCPA Handbook.
Student Information Sheet
Name: ________________________________________________________________________
Email: ________________________________________
Parent/Guardian Contact Information:
Name(s):_____________________________________________________________________
Phone: (_____) __________-________________ Best Time to Call: _______:______ (AM/PM)
Email: ________________________________________
Do you understand the policies set forth in the syllabus? _______
Parents and Students please sign below acknowledging the policies and expectations set forth in this
syllabus.
Student Signature: __________________________________________________________Date:
Parent Signature: ___________________________________________________________Date:
Note: Complete this form and give it to your instructor during the first two weeks of classes for your participation grade.