1. Merging a dual-credit course, like ACP, with the AP curriculum.

2. Who am I?  My name is Cheryl McLean.  I teach High School Chemistry at Westfield High School, in Westfield Indiana.

3. ♣Westfield high school is a suburban high school with about 1600 students. ♣We have experienced growth of about 100 students per year for the last 10 or so years. ♣Our school operates on a trimester system, so each trimester represents a semester of material covered in 60 days. Class periods are 72 minutes.

4.  Our 1 st and 2 nd year courses are 2 trimesters long.  Our AP/ACP course is a 3 trimester course.  Students must complete “successfully” the 1 st year course to take the AP/ACP course.  About ⅓ to ½ of my AP/ACP students also take the 2 nd year course.

5. Who am I?  I have been teaching for 27 years, 21 of those years at the high school level.  I have taught Advanced Placement Chemistry, off and on, for about 15 years.  I have taught Advanced College Project (ACP), which is a dual-credit course, for 9 years.  I will explain what AP and ACP are in more detail in a moment!  I am currently serving as President of the Indiana Alliance of Chemistry Teachers (IACT).

6. I am…  NOT:  an expert in AP, ACP or merging the two together!  trying to sell something!  trying to promote the ACP program (or CALM), although I do think both are great programs.  just an ordinary high school chemistry teacher.  still working to better merge the AP and ACP programs to offer my students some choice.  planning to continue refining my program until I retire!  open to suggestions!

7. So, what is AP?  AP Chemistry is a course sponsored by the College Board. This is the same organization that does the SAT and ACT exams.  AP Chemistry is a program that is designed to provide the curriculum of an introductory college level course in a high school setting.  An exam is given in May to determine the accomplishment level of each student.  This exam score may translate into credit for a university course. The level of credit awarded varies with each university.

8. So, what is AP?  Teachers must submit their syllabus to AP for approval.  This audit process insures that the required curriculum is being taught and also strengthens the designation of AP for a course on a student’s transcript.

9. So, what is ACP?  ACP stands for Advance College Project and is a dual-credit course sponsored by Indiana University/Bloomington. (they do sponsor more than just chemistry for dual-credit!)  High School teachers are vetted and then trained by IU staff so they can confidently and competently teach the college course in a high school setting.  A detailed syllabus for the course must be submitted every year by the teacher to the ACP office.

10. So, what is ACP?  The initial training, which takes place in the summer, includes a detailed study of the required curriculum, instruction in the subject area and teaching tips.  Teaching materials are provided as well as university contacts for any questions or problems that may arise during the school year.

11. So, what is ACP?  Yearly seminars keep these high school teachers connected to the university.  These seminars include time for professors from the university to talk about recent research and new developments in their field. Teaching techniques and tips are shared and sometimes “field trips” are taken to local labs and facilities.

12. So, what is ACP?  So now we know how teachers are screened for the program, kept connected, current and “on track”.  How are students selected?  Can just any student who wants to take the course earn credit?

13. So, what is ACP? Generally, ACP students should  Rank in upper half of high school class  Have a GPA of 2.5 or higher on a 4-point scale  Have combined SAT score ≥ 1000 (500* & 500) or ACT composite ≥ 21 or PSAT ≥ 100 (50 & 50) * ACP Chemistry requires SAT math score of 570 or above  Be on track toward fulfilling basic academic preparation for admission to a four-year postsecondary institution

14. So, what is ACP?  Students must apply just as any student would apply for admission to I.U.  The school guidance counselor reports SAT/ACT scores, GPA….  Finally, the high school teacher has their input. This is very important as high school juniors and a college freshman are very different and numbers don’t always tell the correct story.

15. So, what is ACP?  The university also sends a representative to each participating school during the school year to not only validate that the instruction, student expectations and assessments are college level, but also to provide additional support to the high school teacher.  As a result, this program has been very successful in many high schools.

16. Why try to blend ACP and AP?  The State of Indiana has changed the graduation requirements for students who will graduate in 2010.  Those students who want to earn an Academic Honors Diploma must meet the following requirements:

17. Why try to blend ACP and AP?  For the Core 40 with Academic Honors diploma, students must:  Complete one of the following:  Complete AP courses (4 credits) and corresponding AP exams  Complete IB (Higher Level) courses (4 credits) and corresponding IB exams  Earn a combined score of 1200 or higher on the SAT critical reading and mathematics  Score a 26 or higher composite on the ACT  Complete dual high school/college credit courses from the Core Transfer Library (6 transferable college credits)  Complete a combination of AP course (2 credits) and corresponding AP exams and dual high school/college credit course(s) from the Core Transfer Library (3 transferable college credits)

18. Why try to blend ACP and AP?  Most high school students do not take the SAT or ACT until their junior year. If they do not meet the requisite scores, they would have to scramble to take these AP and/ or dual credit courses their senior year.  Therefore, many will decide to begin taking these AP and/or dual credit courses as juniors.  As juniors, many students have NO idea where they want to attend college or what they want to major in when they get to college so trying to decide whether to take AP or ACP would be a tough choice.

19. Advantages of Merging AP and dual- credit courses: 1.Having my course set up as an AP/ACP course offers my students choice. For example:  Students who are great test takers can take the AP option and work to score a 4 or 5 to earn their credit.  Students who are not great test takers can take the course for IU credit and earn 10 credit hours from IU. This credit is like any college credit and the students can get an I.U. transcript. These credit hours often give the student an advantage when registering for classes.  We see that these ACP students are able to transfer the credit successfully, and that they stay in college (IU data) and have higher GPA’s (IU data)

20. ACP Course Transfer Percent Success Rate Self-reported data from follow up student surveys %

21. College Graduation in Indiana  58% of Indiana high school seniors entered directly a post-secondary institution in 2002 The National Information Center for Higher Education Policymaking and Analysis, 2002  Of those students entering in 2001-02, 55% graduated with a college degree within six years  Indicating only 32% of Indiana’s high school graduates are earning a four year college degree The National Information Center for Higher Education Policymaking and Analysis, 2006

22. College Graduation in Indiana  On the next slides we see that ACP students not only have better retention at I.U., but they also have better GPA’s.

23. Retention: ACP Students at IU Data prepared by Todd Schmitz, director of reporting and research, Office of Student Information and Fiscal Services, Indiana University, 2001-2006 ACP students vs. non-ACP students (matched data set)

24. GPA: 2001-2006 at IUB ACP students vs. non-ACP students (matched data set) Data prepared by Todd Schmitz, director of reporting and research, Office of Student Information and Fiscal Services, Indiana University, 2001-2006 ACP Non-ACP

25. Advantages of Merging AP and dual- credit courses: 2. Students who are going to major in chemistry, medicine, engineering... may take the course for experience only and not for credit to insure success when they enter their college program. They do not have to pay for credit or transfer their AP score. 3. Students are able to demonstrate the rigor of the course by showing that it is an AP approved course. This is very helpful when trying to transfer credit to an out of state school that is not familiar with ACP.

26. Advantages of Merging AP and dual- credit courses: 4. For many high schools, it is too expensive to offer separate AP and dual-credit courses. Class sizes may be too small for each course, in which case neither would be offered. Staffing is often a concern too. 5. Since both AP and ACP are intended to be the 1 st year of college chemistry, the curriculum for each should be similar. 6. I am sure there are more advantages, and they would vary for each school, however that is not the focus of this presentation.

27. How I went about Merging AP and ACP Chemistry: Curriculum  First I recognized the need to merge these two programs, not only for the benefit of our school, but to better meet the needs of my students, especially with the new graduation requirements.  I had to convince our administration to schedule this combined class as a 3 trimester class. I knew it would be impossible to cover all the material and do all the labs in 120 days.

28. How I went about Merging AP and ACP Chemistry: Curriculum  Once our administration was on board, I looked very carefully at what I was currently teaching and compared that with the required AP curriculum.  I identified “holes” in my current curriculum and extraneous content as well.

29. How I went about Merging AP and ACP Chemistry: Curriculum  The “holes” included the following:  nuclear chemistry  organic chemistry  complex ions  colligative properties  electrochemistry  entropy and free energy  common ion effect  buffers  These topics simply couldn’t be covered in a 120 day course.

30. How I went about Merging AP and ACP Chemistry: Curriculum  I then took a hard look at what I was teaching, how I was presenting the material, and how much and what type of “work time” I was giving my students.  I realized I was “spoon-feeding” my students too much with lectures explaining everything instead of highlighting what I know are “trouble spots”.  I was giving them too much time in class to work on problems or review for a test.

31. How I went about Merging AP and ACP Chemistry: Curriculum  I also recognized that a summer assignment was a must. For me, this includeded the first 3 chapters of the book (problem solving, measurement, error analysis, atomic theory, classification of matter, naming and basic stoichiometry).  Assignments included reading, problems from the text, graphing data, and Internet based homework called C.A.L.M.  These assignments were due the first week of class.

32. How I went about Merging AP and ACP Chemistry: Curriculum  I then removed the extraneous work days and the time spent doing the first 3 chapters.  This additional time, plus the 180 day schedule for the class made me confident I could cover all the required curriculum.  I then went back and inserted the curriculum I had not had time to cover previously.  I compared my “new” curriculum with the topics required by AP and looked for any remaining “holes”.

33. How I went about Merging AP and ACP Chemistry: Lab  Once I was satisfied that I was covering all the curriculum required by AP, I began to look at my lab component.  The lab component was more challenging as I had labs I had acquired over the years from workshops, other teachers and ACP that I wanted to include.  Again, I compared what I currently had in my program to the AP required labs.  The suggested labs for AP include 3 gas labs. I have 1 gas lab in my program and did not want to include more as my students do 2 gas labs in 1 st year chemistry and come into this class with a pretty good understanding of gases.

34. How I went about Merging AP and ACP Chemistry: Lab  I also omitted the determination of a formula lab as my students do that lab in 1 st year chemistry too. Instead my student do a more complex lab where they decompose BaCl 2 2H 2 O. They use stoichiometry, pooled class data and their final mass to determine what the product is.  In addition, my students do a measurement lab where they become familiar with pipets and burets, learn to pool class data and find standard deviation. I think the time is well spent so they have the process skills they need throughout the year.

35. How I went about Merging AP and ACP Chemistry: Lab  Many of my labs covered the same objectives and lab skills as the AP labs. I just had to explain those objectives clearly enough so they would be accepted in the AP audit process.  However, several “introductory” labs had to be dropped to insure time later in the year for entropy and electrochemistry labs.  For example, an early lab titrating vinegar with a standard base was replaced with an oxidation – reduction titration lab. A similar acid-base lab is done later in the course in conjunction with acid-base equilibrium.

36. How I went about Merging AP and ACP Chemistry: Lab  Before I officially merged these 2 classes, I tried out several AP labs in the areas where I didn’t think I had satisfactory labs. Many of the chemical supply companies have these available as kits which really makes this trial process easier.  After trying these out in one of my classes, I decided which I liked, which I didn’t want to use again and those I wanted to modify somewhat.  I then inserted the labs I wanted to keep into my curriculum and compared this again to the AP lab program.

37. How I went about Merging AP and ACP Chemistry.  I then submitted my syllabus to AP to go through the AP Audit.  I did have to explain some of my labs in more detail for this process since they didn’t have the titles of the AP labs. But once explained, my syllabus was approved.  Once accepted, this syllabus then has the “stamp of approval” from AP and allows the AP designation to be part of the class title on the student’s transcripts.  This AP Audit process is a one time procedure, not a yearly procedure, although there is a yearly renewal of some kind.

38. How I went about Merging AP and ACP Chemistry: Process Skills  One of the things I think is so important in both the lecture and the lab component is writing.  For the majority of my labs, the students must write a detailed introduction. This introduction is part of the ACP lab format that I find very valuable.  In general, at least with the AP kits you can purchase, I have found that the AP lab formats do not require as much analytical writing.

39. How I went about Merging AP and ACP Chemistry: Process Skills  The lab introduction I require my student to write consists of 3 basic parts.  First, the student must identify the purpose or purposes of the lab.  Secondly, they must identify what data they need to collect and what techniques they will use to collect that data.  Lastly, they must explain how they will use that data to answer the stated purpose of the lab. This includes explanations of formulas and calculations.

40. How I went about Merging AP and ACP Chemistry: Process Skills  I have found that this format does two important things to help prepare the student for the AP test and for college in general.  First, this forces the student to see the big picture of the lab. If they really write a thorough introduction, they begin the lab with a very clear understanding of what they are doing and why they are doing it. They know what techniques are critical to the lab and what data is essential.

41. How I went about Merging AP and ACP Chemistry: Process Skills  Secondly, I believe that this process forces the student to become a better writer.  Writing is such an important component of the AP exam (also college and life in general) and the more we can make our students write analytically, the better able they will be able to answer free response questions.

42. How I went about Merging AP and ACP Chemistry: Process Skills  Another way I try to incorporate writing into my course is through unit and cumulative review.  Old AP tests are available on the AP website. Using the free response questions from these old tests not only provides a great review for unit tests, but again forces the students to write, and write more analytically.  I think that it is important to grade at least some of these review questions. There are several ways that can be approached.

43. How I went about Merging AP and ACP Chemistry: Process Skills  Of course, the teacher can grade every one of these. However, that can be very time consuming and often it is impossible to accomplish this task. You must not let the AP class consume your life!  Students can use a peer review process. This not only allows the student to get good feedback on their paper, but also to see how another student approached the question. I think that if trained properly, this is a great option.

44. How I went about Merging AP and ACP Chemistry: Process Skills  Another way feedback can be provided is to use the AP test scoring guides. If students see how points are awarded, they begin to see what items are important to include, what can be omitted and the level of detail required for full credit on a question.  Questions can be discussed in class as a rather expedient way to give feedback to students.  Each of these methods provides students with excellent feedback on their writing and preparation level not only for a unit test, but also for the AP exam.

45. How I went about Merging AP and ACP Chemistry: Process Skills  I also make my students do cumulative reviews.  These reviews cover not only the current unit, but incorporate previous units.  Again, the writing is important, but this process also helps students see how topics tie together and keeps the information fresh for the student.  This hopefully prevents the panic about the amount of material on the test that can set in for students several weeks before the AP test.

46. How I went about Merging AP and ACP Chemistry: Resources  I am not an expert, but I am willing to help! I have already had several teachers in Indiana come to me for help to merge these two courses.  There are many experts who will guide you through this process:  The AP website (apcentral.com) is a great resource. Old tests, sample curriculum, test taking suggestions, links to other resources... are all available on this website.  AP also sponsors various levels of AP training. Many of these are conducted during the summer at local universities. Often you can receive credit for taking one of these courses.

48. How I went about Merging AP and ACP Chemistry : Resources  The ACP program sponsored by Indiana University is a wonderful resource. They provide not only training, but also curriculum support, university contacts, the opportunity to borrow equipment, tours...  Their website is www.acp.indiana.eduwww.acp.indiana.edu  I am sure that many other universities offer dual- credit courses that can be combined with an AP course in the high school setting.

50. How I went about Merging AP and ACP Chemistry : Resources  Peers are a wonderful resource.  I know many high school chemistry teachers come from a small school and they are the only chemistry teacher! This can be very frustrating and isolating but there are organizations to help you in addition to AP and ACP.

51. How I went about Merging AP and ACP Chemistry : Resources  The ACS is really reaching out to high schools. You can contact your local ACS chapter and ask for assistance.  Their website is www.acs.orgwww.acs.org  ACS is also sponsoring High School Chemistry Clubs. This can be a great way to get high school student excited about chemistry!

53. How I went about Merging AP and ACP Chemistry : Resources  Teachers in Indiana can become involved in the Indiana Alliance of Chemistry Teachers, IACT.  Teachers in this organization are more than willing to assist other chemistry teachers. We are in the process of developing a mentoring program for young teachers.  http://www.chem.purdue.edu/sciexpress/IACT%20Webpage/IACT.htm  Other states may have similar programs.

54. How I went about Merging AP and ACP Chemistry : Resources  Many AP accepted textbooks now have workbooks, study guides, etc... that are specifically designed to help prepare your students for the AP test.  High school teachers can get these materials free of charge when they adopt an AP textbook.  There is also a great deal of software available for AP teachers. However, many of these items are too expensive for limited school budgets.

55. How I went about Merging AP and ACP Chemistry : Resources  Internet homework is also a wonderful resource for AP teachers. Many textbooks offer these types of programs.  Often these textbook homework sites are just the problems from the text, online. This really just allows the student not to take the book home- not an advantage in my mind.  Many times these programs are provided at a cost per student. Again, this can become cost prohibitive for schools.

56. How I went about Merging AP and ACP Chemistry : Resources  I use C.A.L.M. (Computer Assisted Learning Method) as my Internet homework program.  C.A.L.M. is an Internet homework program provided free of charge by Indiana University. This program is available to any teacher, even outside Indiana.  The nice thing about CALM is that it is not tied to any textbook, so you do not have to change your Internet homework program every time you change your textbook.  When teaching an AP/dual-credit course, your curriculum should not change so the questions you have in C.A.L.M. would not need to change either.

57. How I went about Merging AP and ACP Chemistry : Resources  I love C.A.L.M. because I get to design my own course and select my own questions from a database of nearly 4000 questions.  One thing that makes C.A.L.M. so special is that each student is assigned their own unique version of the question from the data base. This prevents cheating and allows student to talk about process and problem-solving, not answers.  If you are interested, check the website: www.calm.indiana.edu www.calm.indiana.edu

59. How I went about Merging AP and ACP Chemistry.  In conclusion, you first need to determine what type of program is going to best meet the needs of your students, your school and your community.  Find out what dual-credit courses are offered in your community and see if they would meet your needs.  Make sure the credit from the course is widely accepted. If not, there is little benefit for your students.

60. How I went about Merging AP and ACP Chemistry.  As you design your course, ask for help. There are many resources you can utilize so you don’t have to “reinvent the wheel”.  Don’t expect perfection from yourself or your students.  Make sure your students are working as hard as you are!

61. How I went about Merging AP and ACP Chemistry.  Good Luck  Take care of yourself!  QUESTIONS

62. How I went about Merging AP and ACP Chemistry.  My contact information is:  Cheryl McLean  Westfield High School  18250 N. Union Street  Westfield, IN 46074  mcleanc@wws.k12.in.us mcleanc@wws.k12.in.us  Please contact me if I can be of any assistance.  I have copies of my syllabus on CD’s. Please feel free to use these as a starting point for your course.