apsi-logo The Advanced Placement Summer Institute will take place June 28 – July 1. Course hours are 8:00 – 4:00pm. Click here to download registration form.


Teacher Bios  



The goal of the course is provide a framework to begin an Advanced Placement Biology course for those teachers just beginning this challenging course. It will include content, hands-on activities and laboratory work that aid in the development of AP Biology.

Teacher Bio:

Carol Leibl is the Director of Science Programs at the National Math and Science Initiative located in Dallas, TX . Carol has 27 years of AP Biology teaching experience, most of it spent at James Madison High School in San Antonio, Texas. Her educational career has included many awards, including the Christa McAuliffe Fellowship Award, Texas Biology Teacher of the Year, Siemens Award for Excellence in Teaching, and NABT Teacher of the Year for Texas. She has been a College Board consultant since 1985 and has been a reader for the AP Biology Exam. In this capacity, Carol has led numerous summer institutes as well as one and two-day workshops. Her passion includes her husband and two sons and long distance bicycling.

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The institute will give participants an overview of the AP Calculus AB course including the philosophy and goals, the topics, ways to introduce and teach the topics, technology use, the Rule of 4, and assessment. Participants will learn how the exams are written and scored and how to adapt the exam questions for use in their class. Resources from AP Central, the internet and the NMSI Teachers’ web site will be explored. Teachers new t o AP Calculus will learn how to get started; teachers who have taught an AP Calculus course will get new insights and ideas.

Teacher Bio:

Lin McMullin is currently the Director of Mathematics Programs, National Math and Science Initiative. Before coming to NMSI, he was a high school mathematics teacher, consultant and author Most of his 34 years in the classroom were spent in upstate New York, where he taught all levels of high school mathematics including Advanced Placement Calculus AB and BC. He served for 16 years as a reader or table leader for the AP calculus exams. He led workshops and institutes for teachers in the United States and abroad for almost 20 years. He is the author or co-author of several books. His book for AP teachers, Teaching AP Calculus, has been well received and is now in its second edition. Since retiring from teaching, he worked on several projects including serving on the original calculus authoring team for Agile Mind’s online Calculus and Algebra 1 programs. He is the author of the AP calculus Teacher’s Resource Guide for the current edition of Calculus by Larson, Hostetler and Edwards (8th edition) and the editor/developer of the AP Tool Kit for the new text Calculus by Jon Rogawski. He is the assistant author of the popular D&S Marketing System’s AB and BC calculus review books. Lin is a graduate of Ursinus College and Clarkson College of Technology (now Clarkson University). He is married and the father of three grown sons.

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This AP Chemistry Summer Institute incorporates an in-depth study of chemistry content with successful teaching methods and efficient pacing.  Emphasis will be placed on the components of the course that differentiate it from the usual high school chemistry course such as electrochemistry, chemical kinetics, chemical equilibrium, thermodynamics and net ionic equations.  Participants will be provided opportunities to learn new technologies as they relate to classroom teaching methods and laboratory exercises.

Teacher Bio:

René McCormick has taught AP® Biology, AP Chemistry, and AP Physics. She pioneered the AP Chemistry Program at Southlake Carroll High School. She was a member of the AP Chemistry Test Development Committee from 1999-2001-the committee which writes the AP Chemistry Exam. Her syllabus is currently published in the AP Teacher’s Guide and she authored the chapter on using technology in the AP Chemistry classroom. In 2001, at Southlake Carroll High School, she had some of the best AP Science results in the country as 75 AP exams were passed in Biology, Chemistry and Physics of which 34 were fives. In 2000, she was awarded the prestigious Siemen’s award for outstanding AP science teaching, the Advanced Placement Special Recognition Award by the Southwest Region of the College Board, and the Radio Shack National Teachers award for use of Technology in the Science Classroom. She has coordinated several College Board summer institutes and conducted numerous 2-day workshops in the Southwest Region. She has conducted workshops for T-cubed and several districts around the state and technology training for College Board consultants.

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The AP English Language and Composition Institute will focus on identifying and applying effective teaching strategies in AP English Language and Composition. We will address integrating released College Board examination materials into the curriculum, and we will focus on the 2010 Examination and Reading. In addition, we will examine effective syllabi, managing the scoring and revision of essays, and teaching the analytical skills necessary for success on the multiple-choice battery. The Institute will also include participants’ sharing their “best practices.”

Teacher Bio:

Philip Templet has been teaching English for over thirty years–he has taught in public schools as well as parochial schools in the South, Midwest, and Southwest, every level from seventh grade to sophomore in college.  Currently, he is an English instructor at the School for the Talented and Gifted in the Dallas ISD. He is also a reader for the Advanced Placement Language and Composition examination and a consultant for the College Board, Louis Educational Concepts, and Laying the Foundation.  Teaching is his passion; working with young people has proved to be the elusive elixir of youth.

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Participants in the English Literature session will review the expectations for the AP English Literature and Composition exam and explore the content and methods necessary to achieve the goals of the course.  During the week, we will explore works from the major eras of literature covered in the course including working to develop multi-genre units with a true focus on student skill development.  Content area topics include but are not limited to:  the literary hero, Shakespeare studies with a focus on character types and motif analysis, focusing on the sonnet to strengthen poetry analysis techniques, satire study and practice, building a bridge between American and British Romantic poets, women’s literature including The Awakening and a unit of women’s poetry, and additional thematic units as time permits.  During the week, we will also review methods for improving students’ multiple choice performance, creating and implementing student workshops to walk them through the process of literary analysis, developing methods to increase student writing practice while lightening the teacher grading load, and investigating various review strategies to prepare students right before the exam.  Overall, the principle focus will be to create lessons and units that develop a student’s ability to analyze a passage for deeper understanding and connect an author’s style to his purpose while also remembering to keep the fun in the classroom.

Teacher Bio:

Elizabeth Davis is a 1988 graduate of Texas A&M University with an English Composite teaching field.  After fifteen years at A&M Consolidated High School in College Station, Texas, her family made the move six years ago to Austin where she now teaches AP and on-level English at Westwood High School for Round Rock ISD.   In her teaching career, Elizabeth has taught Advanced Placement, honors, and on-level senior and junior English, sponsored the yearbook and student council, and served as English Department chair at both high schools. She has also taught SAT preparation and worked with the Medical School at Texas A&M University preparing potential students for the MCAT exam.  Having taught both the English Literature and the English Language courses over the past twenty years has helped deepen her understanding of making connections and building bridges between the two courses and has also reinforced the importance of teaching writing and analysis at all levels of the vertical team.  Outside the classroom, Elizabeth enjoys being a coach’s wife, a mother of two boys, and a member of her church choir and ladies ensemble.

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This workshop will provide teachers with curricular materials and classroom-tested strategies to teach an advanced level history course and to prepare students for success on the AP United States History exam. Participants will be provided with sample syllabi that address content and pacing concerns, sample lessons and activities to engage students in the historical process.  Particular emphasis will be given to activities that train students to read, write and think like historians.

Teacher Bio:

Susan Babkes began her teaching career in 1981 after earning her Bachelor’s degree in music and a Master’s degree in secondary education and history. She continued her education while she was teaching, earning two additional Master’s degrees.  She holds an M.A. from the State University of New York at Stony Brook in European History and an M.A. in Intellectual History from Washington University in St. Louis, where she was a teaching assistant and adjunct professor in the history department. She is currently the chair of the Social Studies Department at John L. Miller-Great Neck North High School on Long Island, New York, where she has taught a variety of courses, including: AP. U.S. History, AP European History, AP World History and AP Psychology. She is also a member of the adjunct faculty in the history department at the C.W. Post Campus of Long Island University. Ms. Babkes is the recipient of numerous grants and awards, including a Mellon dissertation fellowship, an NEH grant to study the Progressive Era at Hull House in Chicago, a Gilder-Lehrman award to participate in an international conference on the Cold War, and an Annenberg grant for alternative education.  More recently, she updated the 2008 edition of Cracking the AP U.S. History Exam, published by The Princeton Review. Ms. Babkes has traveled extensively and has lived and studied abroad.

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Building an effective AP program varies by school and depends on each school’s unique culture, resources, and needs. Strong leadership, training, planning, teaming, goal setting, charting and interpreting data, professional development, and implementing a school wide plan are key to a successful AP program.

* Participants will be provided resources to train faculty and staff, educate parents in their community, and offer their students post secondary guidance through high school course planning.

* Participants will synthesize multiple forms of data and use indicators to guide decision making to serve the best interests of their students and school communities.

* Participants will learn to develop goals and to design interventions based on an analysis of the data provided by College Board to their school.

* Participants will develop strategies and review key components for student and teacher recruitment, leadership, training, and Pre-AP(r) and AP professional development.

* Participants will assess the requirements for developing and sustaining a college-going culture that will encourage and sustain open and equal access and learn to identify barriers and challenges that emerge.

* Participants will learn to analyze AP score data effectively. Analyzing AP score data can help administrators understand their students’ performance on the AP Exams and chart overall progress toward school and district goals.

Teacher Bio:

Debbee Reynolds has been an educator and administrator for over 33 years. She joined the staff of Advanced Placement Strategies in 2002 and is a Program Director for numerous APIP district programs as well the Director of Advanced Academics for all APS schools. Her responsibilities include the implementation, administration, and management of Advanced Placement Incentive Programs in English, Math, and Science in Texas public schools. Prior to joining APS Debbee was the Southlake Carroll ISD Guidance and Counseling director. During her years of public school service Debbee served as a teacher, academic and counseling administrator, and district testing administrator in grades K-12. She has extensive experience as a organizer, trainer and presenter for administrators and counselors at numerous professional conferences and workshops including College Board, the Association of College Admission Counselors, AdvanceNOLA, and NMSI affiliates. Debbee is a reader for various national scholarship programs including Dell Scholars.

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