Course title

Pre-requisite

Course description

Students design; plan; and implement a yearlong; in-depth study or investigation in an area of personal interest through a chosen; or designed; inquiry method and develop a well-reasoned argument based on evidence collected in an academic paper of 4;000- 5;000 words. Furthermore; as a culmination of their research; students will deliver a presentation and orally defend their research design; approach; and findings. Prior to this presentation and oral defense; students whose academic paper was accompanied by an additional piece of scholarly work (e.g. a performance; exhibit; product; etc.) will arrange for the teacher and the panelists to view the scholarly work.

Inquiry Proposal FormStudents must submit to the AP Research teacher an Inquiry Proposal Form that clearly identifies the topic of study; research question; preliminary research; and the relevant methodological and ethical considerations.

**Important: Only once approval has been granted will the student be allowed to seek a consulting expert and begin the research process in earnest. If the proposed inquiry requires a more extensive consideration of ethics and potential harm (e.g.; involvement of human subjects); approval will not be granted until the inquiry proposal has also passed review by an Institutional Review Board (IRB).[CR2a] [CR3]

The Institutional Review Board (IRB) will be instituted for Empire High School to determine the validity of research proposals involving human subjects. These research proposals involving human subjects must be reviewed and approved an Institutional Review Board (IRB) before experimentation begins. According to federal regulations (45-CFR-46); the IRB must evaluate the potential physical and/ or psychological risk of research involving humans. This includes review of any surveys or questionnaires to be used in a project. Federal regulations require local community involvement. Therefore; it is advisable that an IRB be established at the school level to evaluate human research projects. Additional guidance for the purpose of and establishment of IRBs can be found at http://www.hhs.gov/ohrp/assurances/irb/.

[CR2a] — Students develop an understanding of ethical research practices.

[CR3] — In the classroom and independently (while possibly consulting any expert advisors); students learn and employ research and inquiry methods to develop; manage; and conduct an in-depth investigation of an area of personal interest; culminating in an academic paper of 4;000-5;000 words that includes the following elements:

• Introduction

• Method; Process; or Approach

• Results; Product; or Findings

• Discussion; Analysis; and/or Evaluation

• Conclusion and Future Directions

• Bibliography

Each individual students topic of research and purpose of inquiry will vary; however; the course requires students to plan and conduct a study or investigation. Throughout the inquiry process; students communicate regularly with their AP Research teacher and; when appropriate; consult with an internal or external expert.

The AP Research course allows and provides for opportunities (through various activities/assignments) for students to interact and understand the principles of discipline-specific research methods to develop; manage; and conduct an in- depth study or investigation in an area of student’s own interest in order to fill a gap in the current field of knowledge.

The final output of these efforts includes:

A. 4;000 – 5;000 word Academic Paper [75 percent of the grade] that includes several components as follows:

• Introduction:¬†This section introduces and situates the research question and initial student assumed premonitions and/or hypotheses. Furthermore; the introduction reviews the previous work(s) within the field of interest to synthesize information and a range of perspectives and insights. Moreover; the introduction serves to set up the relationship of them to the research question (e.g.; literature review) to allow students to identify the gap within the current field of study to be discussed and addressed.
• Method; Process; or Approach:¬†This section of the research paper explains and supplies justification for the chosen method; process; or approach of the student.
• Results; Products; or Findings:¬†This section provides the presentation of findings; evidence; results; or product from the student‚Äôs tasks and work.
• Discussion; Analysis; and/or Evaluation:¬†This section interprets the significance of the findings and research; results; or product and explores and examines connections to the original research question (created by student) while discussing the implications and limitations; or constraints; of the research work.
• Conclusion and Future Directions:¬†This part reflects on the process and how this project could the field of study while discussing the possible next steps in the process; and/or future directions and progression of the field of knowledge.
• Bibliography:¬†This section provides a complete list of sources cited and consulted within the research in the appropriate disciplinary style.¬†¬†

B. 15-20 minute Presentation and Oral Defense (25 percent of the grade):This presentation may be accomplished in a variety of formats; so long as it reflects the depth of the students research. Prior to this presentation and oral defense; students whose academic paper was accompanied by an additional piece of scholarly work (e.g. a performance; exhibit; etc.) will arrange for the teacher and the panelists to view the scholarly work. The defense will include up to four questions from a panel consisting of the AP Research teacher and two additional adult panel members (chosen at the AP Research teacher’s discretion that follows the AP Research Course and Exam Description of expert advisers; discipline-specific experts; school administrators; AP Seminar teacher; or teacher of similar discipline).  Students will be given opportunities throughout the academic year to practice in front of their peers to gather feedback and learn how to respond succinctly and concisely to questions and critiques.

C. Process and Reflection Portfolio (PREP):The primary purpose of the Process and Reflection Portfolio (PREP) will be used to document and provide evidence of the research process within the students’ inquiry—asking questions and coming to solutions and conclusions through serious thinking; discussion; and reflection. As a result; students will specifically keep track of the inquiry process; and are required to keep a digital Process and Reflection Portfolio (PREP)—a formative assessment tool that will be shared in real time with their AP Research Teacher. As the student will seek and research relevant information in articles; books; and other sources; the PREP will be used throughout the year as a formative assessment and maintained by students as evidence of participating in research to exhibit to academic counselors; college admission officers; and faculty members. The PREP will also be used to supplement the mandatory Vail School District graduation requirement of the Senior Exit Project (SEP). PREP will be used consistently to demonstrate the research process as it is recurrent; meaning that students will regularly revisit ideas; seek new information when necessary; and reconsider and refine their research question; topic; and/or approach through the entire process of the course. Although the academic paper; presentation; and oral defense are the assessed evidence of this process; other products; exhibits; and/or performances may be used by students to develop their ideas further; utilizing PREP as evidence.[CR4a]

With PREP; students not only document their experiences in the course and manage specific checkpoints along the way; but in any given week; students should expect to make a minimum of five or more entries in their PREP to document their engagement with the QUEST ideas; paying special attention to the following:

1. Choice of interest in subject matter (including modifications and changes from summer work)

2. Research question and its evolving into the final researchable question through the process

3. Research process that includes; but not limited to:

1. Documents

2. Multimedia

3. Contacts with mentor with summary of meeting

4. Analysis of evidence

5. Reflection of:

1. Directions in which the inquiry or project seems to lead

2. Changes to initial assumptions

6. Challenges encountered and solutions attempted during research process

The final version of the PREP will be due the following Friday (May 8th) following the April 30 grading submission of final version for the research paper and the oral defense for AP Research:

• Title Page and Table of contents

• Completed and approved Inquiry Proposal Form

• PREP entries made throughout in chronological order

• Specific pieces of work selected by the student to represent what they consider to be the best showcase for their work.

• Annotated bibliography of sources important to the student‚Äôs work

• Documentation of permission(s) received from primary sources; if required; such as IRB permission [CR2a]

• Photographs; charts; spreadsheets; and/or links to videos or other relevant visual research/project artifacts

• Documentation or log of the student‚Äôs interactions with expert advisor(s) and the role the expert advisor(s) played in the student‚Äôs learning and inquiry process (e.g.; what areas of expertise did they have; did they give the help the student needed; areas the expert advisor was able to help; etc.)

• Questions asked to and feedback received from peer and adult reviewers both in the initial stages and at key points during the research process

• Reflections on whether or not the feedback was accepted or rejected and a reflection about why

• Attestation signed by the student which states;¬†‚ÄúI hereby affirm that the work contained in this Process and Reflection Portfolio is my own and that I have read and understand the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information.‚Äù

• Draft versions of selected portions of the paper

• Notes in preparation for the presentation and oral defense

• Copy of the final version of the academic paper

*Curricular Requirements:

[CR2a] — Students develop an understanding of ethical research practices.

[CR4a] — Students document their inquiry processes; communicate with their teachers and any expert advisors; and reflect on their thought processes.

School country

School state

School city

High school

School / district Address

School zip code

Requested competency code

Date submitted

Approved

Approved competency code

• ENGL
• 4 years of English

Approved date

Online / Virtual