AP | Cambridge Capstone Program and CredentialJohn Barnhill, Florida State UniversityKen O’Donnell, California State University Kelly Stromberg, North Central High SchoolVal Sismey, Cambridge International Examinations Pamela Kerouac, AP Higher Education Policy, College Board

Perspectives from Higher Education

adapted from the Association of American Colleges & Universities

General Education in the Baccalaureate

☼ KNOW ABOUT human cultures and the natural world

☼ KNOW HOW to inquire, think, solve, communicate

☼ ENGAGE in the broader world

☼ INTEGRATE learning to adapt to new ideas

Chancellor Charles B. ReedCalifornia State University

February 25, 2008

We held a series of meetings with agriculture, engineering, entertainment, biotech, teacher education, criminal justice, and tourism and hospitality.

No matter the industry, we found similarities in the skills they wanted from our graduates:

* Come ready to work the first day on time* Communicate and think critically * Work in teams * Use technology * Speak multiple languages and * Think and communicate globally

Richard A. GreenwaldDrew UniversityOctober 1, 2010

The Triangle Fire (2005)The World in a Box:

Containerization (2011)

“We are witnessing a new way of working developing before our eyes.

“Today, breadth, cultural knowledge and sensitivity, flexibility, the ability to continually learn, grow and reinvent, technical skills, as well as drive and passion, define the road to success.”

Keith J. PedenSenior Vice President Human Resources, RaytheonBoard Member, Massachusetts Dept. of Higher Education

We are done with focusing only on “deep dive” learning in individual subjects.

We need systems thinkers, who can integrate what they know across multiple disciplines, and cultures, and ways of knowing.

integration and relevanceaccess and portability

The tension facing publicregional comprehensives

vs.

CSU General Education Breadth

Intersegmental GE Transfer Curriculum (IGETC)

AP | Cambridge Capstone Program and CredentialProgram Description, Assessment, and Transcripts

New Program: AP | Cambridge Capstone Program and Credential

• AP and Cambridge International Examinations have collaborated to create an innovative secondary education program that gives students an opportunity to practice investigative, analytical, and research skills in an interdisciplinary context.

• The two-year program is designed to complement the in-depth subject-matter study provided through AP courses and exams.

• A pilot of the new program began in fall 2012.

Program Goals

The AP | Cambridge Capstone Program aims provide the opportunity to practice:

• Disciplined and scholarly research skills

• A critical, questioning approach to information

• Self-reflection and independent thought

• An understanding of, and engagement with, key global issues

• Awareness, understanding, and respect for the diversity of perspectives

Curriculum Structure and Credential Requirements

10th -12th

Grade

Year Two

Year One

Research Project

Seminar Course

To qualify for the AP | Cambridge Capstone Credential, students must:

1. Earn qualifying scores on the Seminar Course and Research Project Assessments

2. Earn scores of 3 or higher on three or more AP Exams

Any year of HS

Year Two

Year One

Research Project

Seminar Course

Essay (4500-5000

words)

Team Project

Individual Presentati

on

Written Exam

Goals of the Seminar Course

10th -12th

Grade

Year Two

Year One

Research Project

Seminar Course

•Develop and assess problem solving, team project-based work and effective communication.

•Expand critical thinking and awareness through inquiry and reflection on issues of global relevance.

Any year of HS

Year Two

Year One

Research Project

Seminar Course

Essay (4500-5000

words)

Team Project

Individual Presentati

on

Written Exam

Seminar Course Topics

Seminar Course

Students explore topics through multiple thematic dimensions to develop research & inquiry skills.Sample topics

- Genetic modification- Urbanization- Alternatives to oil- Artificial intelligence- Technology & intelligent buildings- Online & interactive communities- China as an emerging superpower- Endangered cultures- International law- Supra-national organizations-Integration andmulticulturalism

Sample topics-Genetic engineering-Medical ethics & priorities-Standard of living & quality of life-Ethical foreign policy-Religious-secular divide-Economic globalization-Migration and work-Impact of the internet-Ethics and economics of food-Economic role of women-Science and politics of climate change-Industry and pollution-Biodiversity

Culture

Global Topic

Science&

Technology

Politics

Ethics

Economics

Environment

Development of Research and Inquiry Skills Is Central to both Courses

ReflectionAssess the impact

of research on personal

perspectives.

Deconstruction

Detailed analysis of a point of view.

Reconstruction

Identification & evaluation of

evidence for and against competing

points of view.

Communication Communicate views, information and research effectively and convincingly.

Students engage in multiple iterations of the Critical Path, a teaching and learning process.

Seminar Assessments Evaluate Multiple Modes of Performance

Component Duration Weight

Scoring

Team Project Students are evaluated on their individual contributions as well as the group as a whole.

Group Report: <3,000 words Personal Report: <2,000 words

~20% Internally assessed; externally moderated

Individual PresentationStudents are given a problem statement and source materials; they conduct independent research and develop and deliver a presentation.

12-15m ~30% Internally assessed; externally moderated

Written ExamStandardized examination that assesses student mastery of inquiry.

1h 30m ~50% Externally assessed, short answers + extended essay

Seminar Course

Goals of the Research Project

10th -12th

Grade

Year Two

Year One

Research Project

Seminar Course

• Builds on AP and/or Seminar Course subject, deepening program of study

• Articulates with and provides progression from Seminar Course

• Enables students to develop practical skills in research methodology and the skills to manage a sustained piece of academic work

Any year of HS

Year Two

Year One

Research Project

Seminar Course

Academic Paper(4500-5000

words)

Team Project

Individual Presentati

on

Written Exam

Assessed Components of the Research Project1. Clearly articulated research question as the title

2. Literature review that outlines the research materials used and how the materials offer information and views relating to the question

3. Analysis and evaluation of the evidence

4. Conclusion that answers the research question and in which a judgment is made on the issue that is consistent with the evidence and how it has been evaluated

5. Reflection on the method used to research, the approach taken, the strengths and weaknesses of the evidence, and the implications of the conclusion(s) reached

6. Complete bibliography of sources consulted

Academic papers must include:

Research Project

Assessments Overview

• Internal assessments-AP Teacher Training

• Performance Measures and Rubrics

• Externally moderated-Cambridge Trained

Scorers

• Colleges will receive:

HS course transcripts with the program listed

Cumulative score report on AP scale of 1-5

Recognition of Credential achievement after

year 2

• College score report (see example)

The Value of Capstone to Colleges…Paul Kohn, Ph.D., Vice Provost for Enrollment Services, GEORGIA Institute of TECHnology

AP Cambridge Capstone Participants will be viewed as:

Possessing a progressive orientation toward their education

through the meaningful application of learning in ways that

surpass the traditional AP curriculum;

Better prepared to authentically describe their goodness of fit

within a research university;

Eager to solve society’s “BIG” problems;

Accustomed to working in teams, closely with

teachers/mentors;

Possibly more resourceful and ambitious than many of their

fellow college applicants.

Florida State University is a poster child for AP, literally!

A brief look at FSU’s 2012 numbers:

• 5,250 Test Takers Reported

• 24,703 Exam Scores Reported• 3,955 test takers with a score of 3 or

higher• 46,242 credit hours awarded for a

savings of over $9.8 million for students

So why am I excited about another AP Course?

• Because AP/Capstone Program is not just another AP course!

• It goes beyond any single course with its emphasis on breadth of study across curricula and its development of critical thinking, analysis and research skills.

Capstone Pilot SchoolsMiami-Dade County Public Schools, FL

Miami Palmetto Senior High School

Barbara Goleman Senior High School

Miami Southridge Senior High School

North Miami Beach Senior High School

New York City, NY

Brooklyn Technical High School

Spring Independent School District, TX

Carl Wunsche Sr. High School

Irving Independent School District, TX

Jack E. Singley Academy

Nimitz High School

Spokane School District, WA

North Central High School

Prince George’s County Public Schools, MD

Bowie High School

Eleanor Roosevelt High School

McCracken County Public Schools, KY

Lone Oak High School

Metropolitan Nashville Public Schools, TN

Hume Fogg Academic High School

Independent Schools

Chadwick School, Los Angeles, CA

Deerfield Academy, Deerfield, MA

Non-US Schools

Hong Kong International School, Tai Tam, Hong Kong

Strathcona High School, Edmonton, Alberta, Canada

AP | Cambridge Capstone Program and CredentialA Few Snapshots of the Pilot Schools

 North Central High School

• North Central High School – Spokane, Washington

• We are an Urban Comprehensive Public High

School located 5 blocks from downtown -

operating since 1908

• Student population 1,200

North Central High School

• Urban Comprehensive Public High School

• 86% Graduation Rate

• 68% Graduate with college-ready transcript

• 73% College Retention Rate (BERC Group data)

• 77% Caucasian and 23% Students of Color

• 60% low income/Free or Reduced Lunch

• Of that 60% representing low income-40% are identified as living in extreme poverty according to the Federal Description (less than 50% of Federal Poverty Level)

• 45% of NC students participating in AP -eligible for Free/Reduced Lunch

• 33% of our seniors eligible for Free/Reduced lunch took an AP class vs. 18% or seniors statewide

AP Cambridge Capstone Implementation

North Central High School

Implementation:

• 19 students enrolled in Seminar Course

• Seminar students are each concurrently enrolled in AP Language & Comp

• 13 Seminar students are concurrently enrolled in a variety of additional AP courses including Calculus AB, Calculus BC, Physics, US History, Chemistry, Studio Art, Statistics

• All Capstone teachers are experienced AP teachers (AP Language and Comp, AP Lit and Comp and AP European History)

• Topics include a variety of global issues related to technology, environment, scientific advances, individual rights, demographics and economic development

AP Cambridge Capstone

North Central High School

• Student Feedback

• Faculty and administrator observations

• AP Capstone Teacher insight-

• Seminar experience-instructional shifts, collaborative learning outcomes, new directions in assessment

• Topics explored

• Readiness for Individual Research project, time management, and Capstone Research paper.

AP Cambridge Capstone implementation

AP | Cambridge Capstone Program and CredentialWhat’s Next?

Status of the AP | Cambridge Capstone Pilot

Fall 2012

August 2013

Fall 2013

August 2014

Cohort 1: Score reports for the Seminar Course are sent to designated colleges.

Cohort 1: Students begin the Research Project. Transcripts that include Capstone information are included with student applications.

Cohort 2: Students begin the Seminar Course.

Cohort 1: The first AP | Cambridge Credentials are issued to colleges, along with score reports for the Research Project.

Cohort 2: Score reports for the Seminar Course are sent to designated colleges.

Cohort 1: Students began the Seminar Course.

Get Ready for AP | Cambridge Capstone

• Inform recruiters, registrars, and admission officers about the program.

• Recognize successful Capstone students for their achievement. Sign on to the statement of support for the program or

provide your own statement: visit www.collegeboard.org/capstone.

Considering providing merit scholarships or granting credit to students who have earned the Capstone Credential.

Your institution may receive score reports and transcripts from Capstone students in 2013.

Higher Ed Statement of Support Students who have challenged themselves with a rigorous curriculum, developed strong critical thinking skills, and experienced interdisciplinary learning in a global context will be poised to make the most of their college experience. The AP | Cambridge Capstone Program will provide an excellent opportunity for students to develop those skills.

The AP| Cambridge Capstone experience not only promotes rigorous curricular content but also equips students with the independent research, collaborative teamwork, and the 21st-century knowledge and skills essential to success in college and in today’s interconnected world. The program combines the in-depth subject-matter study offered through AP courses and exams with the interdisciplinary global seminar curricula and assessment of research projects and presentations offered by University of Cambridge International Examinations.

The goals of the Capstone program are:

• Engagement with rigorous college-level curricula • Promotion of a critical, questioning approach to information • Development of disciplined and scholarly research skills applied to topics

of global relevance.

60+ Institutions Have Signed the Statement of Support

View the full list of institutions at www.collegeboard.org/capstone.

Thank You!

To learn more about the AP | Cambridge Capstone Program and Credential, visit:

www.collegeboard.org/capstone

To list your district/school’s interest in future participation, please email capstone@collegeboard.org

Q&A with Panelists