where to submit ap research paper

AP ® Research Syllabus

9 pacing guide, 9.1 unit 1: introduction.

July/August : Develop research ideas/topics and formulate focused research questions. [CR1a] [CR1b]

Use Workbook (pp. 18–26) as a guide to turn a problem statement in your field of inquiry into a focused research question. [CR1a]

E-mail your teacher with your proposed research topic and focused research question. You may submit multiple topics/questions if you have not decided on just one. [CR1g]

• focused: narrowing in scope
• valuable: contributes to a new understanding in the field
• feasible: replicable method that can be completed in a few months in time for the final paper deadline

August/September : Conduct preliminary research on a research topic. Begin annotated bibliography. Refine research question and begin research proposals. Gain familiarity with the academic paper rubric. [CR1b] [CR1c] [CR1d]

Refer to Workbook (pp. 6–9) to explore different ways of knowing across disciplines. [CR1c]

• In your PREP, reflect on how your chosen discipline engages in research using your collected sources as examples. [CR1f] [CR4a]

Use Workbook (pp. 64–81) as a guide to begin your annotated bibliography. Focus on the following points:

• Select a discipline-specific style (e.g., MLA, APA, or Chicago) used in your field of inquiry. Refer to Workbook (p. 65) and Purdue OWL for detailed documentation on citation styles.
• Select and use a reference management software such as Mendeley to organize your sources and integrate your bibliography into Microsoft Word or LaTeX.
• Go through the process of SMARTER searches to ensure that sources are situated in your topic of inquiry from multiple perspectives, relevant to your research question, and integrated into the broader field of knowledge (Workbook, pp. 75–76). [CR1c] [CR1d]
• Begin your annotated bibliography with 5–10 sources. Add 5–10 sources every week to your annotated bibliography until you have enough sources to develop a literature review. Refer to Workbook (pp. 77-81) for sample annotated bibliography entries.
• When finding sources, you should use the PAARC test to assess credibility, validity, and relevance (Workbook, pp. 82–83).

Go through previous AP Research sample papers . Annotate sample papers using the new AP Research paper rubic .

9.2 Unit 2: Topic to Proposal

October/November : Complete research proposals for approval. Synthesize annotated bibliography into literature review. [CR1d] [CR3]

As a class, we will go over important ethical pratices in research, including the following:

• AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information [CR2b]
• IRB process for research involving human subjects [CR2a]
• Consent forms for research participants [CR2a]
• Parental permission for research participants under age 18 [CR2a]

Do a dry run of an inquiry method using the Health Halos Experiment (Workbook, pp. 148–153). As a class, use this topic to fill out an inquiry proposal form as a sample.

With you own research topic, complete an initial draft of the inquiry proposal form. [CR3]

Use p. 77 of the Workbook as a reference to develop a brief elevator speech with an informal poster containing the following elements: [CR5]

• Proposal title
• Problem statement & research question
• Definitions, hypotheses, and importance of study
• Proposed research methods
• List of sources
• Develop slides to present elements of the inquiry proposal form for peer review. [CR1e] [CR1g] [CR5]

Revise inquiry proposal form to reflect peer review comments. [CR1e] [CR1f]

Submit inquiry proposal form to teacher for approval. If applicable, you should include IRB forms and identify potential expert advisors. You may not begin conducting research until your teacher approves your inquiry proposal form. [CR2a] [CR3]

• Store your PREP on a cloud server and share a password-protected URL link with your teacher for weekly progress check-ups.
• Create a folder in your PREP to document reflections on peer review comments as well as feedback from your teacher and expert advisors. [CR1f]

9.3 Unit 3: Research Methods

November/December : Learn and implement replicable research methods to address research question. [CR3]

Review Chapter 3 of Gray et al. (2007, pp. 33–56) for an overview on research design.

• Learn more about your research design and the specific research methods you will employ to conduct your research.
• As a starting point, establish if you will use qualitative, quantitative, or mixed methods. Reference “6. The Methodology” tab in USC Libraries Research Guides before you embark on more specific methods.

Review Chapters 8, 9, and 10 in Creswell (2009, pp. 145–225) for quantitative, qualitative, and mixed methods, respectively.

Create a research blueprint poster and present your proposed research design/methods to the class for peer review. [CR1e] [CR1g]

• Research question and hypothesis
• Literature review
• Continue to build more sources into annotated bibliography.
• Synthesize annotated bibliography into an initial literature review draft for the research proposal. [CR1d]
• Align research question with literature review and research methods. By the time you begin applying your research methods, your research question should no longer shift to ensure that you are not trying to make the data fit your question.
• Demonstrate that you are learning enough about your research methods to apply them properly in your own research. Create a separate folder in your PREP to document your learning process on research methods. [CR1f] [CR4a]

9.4 Unit 4: Academic Paper Drafts & Peer Review

January/February : Complete implementation of research methods. Undergo peer review of academic paper drafts. [CR3] [CR1e]

Finish conducting your research and documenting your results in your PREP. [CR4a]

Adapt your research proposal into the first draft of your academic paper. Refine the methods section of your paper to reflect findings from your research. Include a new section that analyzes and evaluates your results. Your conclusion should include limitations of the study and directions for future studies. [CR3]

• Submit your initial draft for peer review.
• File the peer review comments from your classmates into your PREP.

Develop slides on your research method and findings. Present results to the class for peer review. [CR1e] [CR1g]

9.5 Unit 5: Final Academic Paper, Presentation, and Oral Defense

March/April : Complete and submit final academic paper. Conduct 20-minute presentation with oral defense. [CR3] [CR5]

Incorporate peer review feedback into the second draft of the paper. [CR1e]

• Submit your second draft for a final round of peer review.

Refer to pages 58–59 of the AP Research Course and Exam Description for the list of oral defense questions. You will receive one question per section for a total of three questions and possibly some follow-up questions. [CR5]

• In your PREP, outline some responses to these questions as preparation for your oral defense. You will not know ahead of time which questions the panel will ask, so do not try to memorize responses.

Finalize academic paper and submit it to AP Digital Portfolio. Your teacher will dedicate class time for students to upload their final papers a few days before the official deadline. [CR3]

Sign up for a 20-minute time slot to present and orally defend your research. Prior to the presentations, we will go over the presentation and oral defense rubric . The presentations and oral defense will be recorded. [CR5]

9.6 Unit 6: Beyond AP Research

May/June : Finalize PREP and begin introduction to research tools necessary for research at the undergraduate and graduate levels.

Finalize your PREP with the following points in mind: [CR4a]

Include a readme file that documents the contents and purpose of each folder and file in your PREP. Anyone who reads through your readme file should be able to understand how to navigate your PREP without ever having worked with you during the research process.

Finalize data documentation that includes metadata (i.e., data about the data) and step-by-step instructions that show how you used the data in your research methods to arrive at your results. Anyone with your PREP should be able to locate the data documentation file from your readme file descriptions and follow your instructions to replicate your results.

Explore current best practices of reproducible research.

• R (using RStudio)
• LaTeX (using TeXStudio)
• R Sweave (Rnw files = R + LaTeX)
• R Markdown (R + Markdown to produce HTML, Word, LaTeX, and PDF outputs)
• Instead of saving multiple versions of the same file with version numbers appended to the file name, you can use just one file and commit changes to a repository, which will store metadata about each version of the file.

Develop a basic static website to showcase your research for college applications and future employment.

• We will use the R blogdown package to develop a basic static website with Hugo, an open-source website generator. Hosting the site is completely optional.
• Research portfolio
• Research blog posts
• Publication section

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Ultimate Guide to the AP Research Course and Assessment

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The Advanced Placement (AP) curriculum is administered by the College Board and serves as a standardized set of year-long high school classes that are roughly equivalent to one semester of college-level coursework. Although most students enroll in an actual course to prepare for their AP exams, many others will self-study for the exams without enrolling in the actual AP class.

AP classes are generally stand-alone subjects that easily translate to traditional college courses. Typically, they culminate in a standardized exam on which students are graded using a 5-point scale, which colleges and universities will use to determine credit or advanced standing. Starting in fall of 2014, though, this traditional AP course and exam format has begun to adapt in efforts by the College Board to reflect less stringent rote curriculum and a heavier emphasis on critical thinking skills.

The AP Capstone program is at the center of these changes, and its culmination course is AP Research. If you are interested in learning more about the AP Research Course and Assessment, and how they can prepare you for college-level work, read on for CollegeVine’s Ultimate Guide to the AP Research Course and Assessment.

About the Course and Assessment

The AP Research course is the second of two classes required for the AP Capstone™ Diploma . In order to enroll in this course you need to have completed the AP Seminar course during a previous year. Through that course, you will have learned to collect and analyze information with accuracy and precision, developed arguments based on facts, and effectively communicated your conclusions. During the AP Research course, you apply these skills on a larger platform. In the AP Research course, you can expect to learn and apply research methods and practices to address a real-world topic of your choosing, with the end result being the production and defense of a scholarly academic paper. Students who receive a score of 3 or higher on both the AP Seminar and AP Research courses earn an AP Seminar and Research Certificate™. Students who receive a score of 3 or higher on both courses and on four additional AP exams of their choosing receive the AP Capstone Diploma™.    

The AP Research course will guide you through the design, planning, and implementation of a year-long, research-based investigation to address a research question of interest to you. While working with an expert advisor, chosen by you with the help of your teacher, you will explore an academic topic, problem, or issue of your choosing and cultivate the skills and discipline necessary to conduct independent research and produce and defend a scholarly academic paper. Through explicit instruction in research methodology, ethical research practices, and documentation processes, you will develop a portfolio of scholarly work to frame your research paper and subsequent presentation of it.

Although the core content and skills remain standardized for every AP Research course, the implementation of this instruction may vary. Some AP Research courses may have a specific disciplinary focus wherein the course content is rooted in a specific subject, such as AP Research STEM Inquiries or AP Research Performing and Visual Arts. Similarly, other AP Research courses are offered in conjunction with a separate and specific AP class, such as AP Research and AP Biology wherein students are concurrently enrolled in both AP courses and content is presented in a cross-curricular approach. Alternatively, AP Research may be presented in the form of an internship wherein students who are already working with a discipline-specific expert adviser conduct independent studies and research of the student’s choosing while taking the AP Research class. Finally, some AP Research courses are delivered independently as a research methods class. In this style of class, students develop inquiry methods for the purpose of determining which method best fits their chosen topic of inquiry/research question, and each student then uses a selected method to complete his or her investigation.    

Only schools that currently offer the AP Capstone Diploma may offer the AP Research course. Because it is a part of a larger comprehensive, skills-based program, students may not self-study for the AP Research course or final paper. At this time, home-schooled students, home-school organizations, and online providers are not eligible to participate in AP Capstone.

Your performance in the AP Research course is assessed through two performance tasks. The first is the Academic Paper, which accounts for 75% of your total AP score. In this paper, you will present the findings of your yearlong research in 4,000-5,000 words. Although the official submission deadline for this task is April 30, the College Board strongly recommends that this portion of your assessment be completed by April 15 in order to allow enough time for the second of your performance tasks.

The second performance task is your Presentation and Oral Defense, which accounts for the remaining 25% of your total AP score. Using your research topic, your will prepare a 15-20 minute presentation in an appropriate format with appropriate accompanying media. Your defense will include fielding three to four questions from a panel consisting of your AP Research teacher and two additional panel members chosen at the discretion of your teacher.    

In 2016, fewer than 3,000 students submitted an AP Research project, but enrollment is projected to grow rapidly, since 12,000 students took the AP Seminar assessment in 2016 and most will presumably go on to submit an AP Research project in 2017. Scores from the 2016 AP Research projects reveal a high pass rate (score of three or higher) but a difficult rate of mastery. While 67.1% of students taking the assessments scored a three or higher, only 11.6% received the highest score of a five, while nearly 40% received a three. Only 2% of students submitting research projects received the lowest score of one.    

A full course description that can help to guide your planning and understanding of the knowledge required for the AP Research course and assessments can be found in the College Board course description .

Read on for tips for successfully completing the AP Research course.

How Should I Prepare for the AP Research Course?

As you undertake the AP Research course and performance tasks, you will be expected to conduct research, write a scholarly paper, and defend your work in a formal presentation.   Having already completed the AP Seminar course, these skills should be familiar to you. You should use your scores on the AP Seminar performance task to help guide your preparations for the AP Research performance tasks.

Carefully review your scores from AP Seminar. Make sure you understand where points were lost and why. It may be helpful to schedule a meeting with your AP Seminar teacher to review your work. Alternatively, your AP Research teacher may be willing to go over your AP Seminar projects with you. You might also ask a classmate to review your projects together to get a better idea of where points were earned and where points were lost. Use this review as a jumping point for your AP Research studies. You should go into the course with a good idea of where your strengths lie, and where you need to focus on improving.

A sample timeline for the AP Research course is available on page 36 of the course description . One detail worth noting is that the recommended timeline actually begins not in September with the start of the new school year, but instead begins in May with the completion of the AP Seminar course during the previous school year. It is then that you should begin to consider research topics, problems, or ideas. By September of the following school year, it is recommended that you have already finalized a research question and proposal, completed an annotated bibliography, and prepared to begin a preliminary inquiry proposal for peer review.    

What Content Will I Be Held Accountable For During the AP Research Course?

To be successful in the AP Research class, you will begin with learning to investigate relevant topics, compose insightful problem statements, and develop compelling research questions, with consideration of scope, to extend your thinking.   Your teacher will expect you to demonstrate perseverance through setting goals, managing time, and working independently on a long-term project. Specifically, you will prepare for your research project by:

• Identifying, applying, and implementing appropriate methods for research and data collection
• Accessing information using effective strategies
• Evaluating the relevance and credibility of information from sources and data
• Reading a bibliography for the purpose of understanding that it is a source for other research and for determining context, credibility, and scope
• Attributing knowledge and ideas accurately and ethically, using an appropriate citation style
• Evaluating strengths and weaknesses of others’ inquiries and studies

As in the AP Research course, you will continue to investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence- based arguments. You will accomplish this through instruction in the AP Research Big Ideas, also called the QUEST Framework. These include:

• Question and Explore: Questioning begins with an initial exploration of complex topics or issues. Perspectives and questions emerge that spark one’s curiosity, leading to an investigation that challenges and expands the boundaries of one’s current knowledge.
• Understand and Analyze Arguments: Understanding various perspectives requires contextualizing arguments and evaluating the authors’ claims and lines of reasoning.
• Evaluate Multiple Perspectives: Evaluating an issue involves considering and evaluating multiple perspectives, both individually and in comparison to one another.
• Synthesize Ideas: Synthesizing others’ ideas with one’s own may lead to new understandings and is the foundation of a well-reasoned argument that conveys one’s perspective.
• Team, Transform, and Transmit: Teaming allows one to combine personal strengths and talents with those of others to reach a common goal. Transformation and growth occur upon thoughtful reflection. Transmitting requires the adaptation of one’s message based on audience and context.

In addition, you will use four distinct reasoning processes as you approach your research. The reasoning processes are situating, choosing, defending , and connecting . When you situate ideas, you are aware of their context in your own perspective and the perspective of others, ensuring that biases do not lead to false assumptions. When you make choices about ideas and themes, you recognize that these choices will have both intended and unintentional consequences. As you defend your choices, you explain and justify them using a logical line of reasoning. Finally, when you connect ideas you see intersections within and/or across concepts, disciplines, and cultures.

For a glossary of research terms that you should become familiar with, see page 62 of the course description .

How Will I Know If I’m Doing Well in the AP Research Course?

Because your entire score for the AP Research course is determined by your research paper and presentation, which come at the very end of the course, it can be difficult to gauge your success until that point. Do yourself a favor and do not wait until your final scores come back to determine how successful you have been in the course.

As you undertake the AP Research course, there will be many opportunities for formative assessments throughout the semester. These assessments are used to give both you and your teacher an idea of the direction of instruction needed for you to master the skills required in the AP Research course. You should use these assessments to your advantage and capitalize on the feedback you receive through each. A list of possible activities used for these assessments can be found on page 41 of the course description .

Another way that you and your teacher will track your progress is through your Process and Reflection Portfolio (PREP). The PREP serves to document your development as you investigate your research questions, thereby providing evidence that you have demonstrated a sustained effort during the entire inquiry process. You will review your PREP periodically with your teacher, who will use it as a formative assessment to evaluate your progress.

Throughout the course, you will be assigned prompts and questions to respond to in your PREP. You will use this portfolio to document your research or artistic processes, communication with your expert adviser, and reflections on your thought processes. You should also write freely, journaling about your strengths and weaknesses with regard to implementing such processes and developing your arguments or aesthetic rationales. 

Your final PREP should include:

• Table of contents
• Completed and approved proposal form
• Specific pieces of work selected by the student to represent what he or she considers to be the best showcase for his or her work. (Examples might include: in-class (teacher-directed) free-writing about the inquiry process, resource list, annotated bibliography of any source important to the student’s work, photographs, charts, spreadsheets, and/or links to videos or other relevant visual research/project artifacts, draft versions of selected sections of the academic paper, or notes in preparation for presentation and oral defense.)
• Documentation of permission(s) received from primary sources, if required — for example, permission(s) from an IRB or other agreements with individuals, institutions, or organizations that provide primary and private data such as interviews, surveys, or investigations
• Documentation or log of the student’s interaction with expert adviser(s) and the role the expert adviser(s) played in the student’s learning and inquiry process (e.g., What areas of expertise did the expert adviser have that the student needed to draw from? Did the student get the help he or she needed — and if not, what did he or she do to ensure that the research process was successful? Which avenues of exploration did the expert adviser help the student to discover?)
• Questions asked to and feedback received from peer and adult reviewers both in the initial stages and at key points along the way
• Reflection on whether or not the feedback was accepted or rejected and why
• Attestation signed by the student which states, “I 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 TM Policy on Plagiarism and Falsification or Fabrication of Information”

It cannot be stressed enough how important it is to maintain strong communications with your teacher as you progress through the AP Research course. Not only is your teacher your best resource for learning new skills and knowledge, but also it is your teacher who will be responsible for grading your final performance tasks and as such, you should always have a strong understanding of how your work is being assessed and the ways in which you can improve it. Remember, your teacher wants you to succeed just as much as you do; work together as a team to optimize your chances.

How Should I Choose a Research Topic?

You will begin to consider research topics before the school year even starts. If your AP Research class is offered in conjunction with another course, such as those rooted in a specific subject or linked to another concurrent AP course, you will have some idea of the direction in which your research should head. Regardless of whether you know the precise subject matter of your topic, you should begin by asking yourself what you want to know, learn, or understand. The AP Research class provides a unique opportunity for you to guide your own learning in a direction that is genuinely interesting to you. You will find your work more engaging, exciting, and worthwhile if you choose a topic that you want to learn more about.

As you begin to consider research topics, you should:

• Develop a list of topics and high-level questions that spark your interest to engage in an individual research project
• Identify potential expert advisers to guide you in the planning and development of your research project (For tips on how to find a mentor, read CollegeVine’s “ How to Choose a Winning Science Fair Project Idea ”)
• Identify potential opportunities (if you are interested) to perform primary research with an expert adviser during the summer, via internships or summer research projects for high school students offered in the community and local higher education institutions
• Discuss research project planning skills and ideas with students who are currently taking or have already taken the AP Research course

You might also find inspiration from reading about past AP Research topics. One list of potential research questions can be found here and another can be found here . Keep in mind that these lists make great starting points and do a good job of getting you thinking about important subjects, but your research topic should ultimately be something that you develop independently as the result of careful introspection, discussions with your teacher and peers, and your own preliminary research.

Finally, keep in mind that if you pursue a research project that involves human subjects, your proposal will need to be reviewed and approved by an institutional review board (IRB) before experimentation begins. Talk with your teacher to decide if this is the right path for you before you get too involved in a project that may not be feasible.

Once you have decided on a research topic, complete an Inquiry Proposal Form. This will be distributed by your teacher and can also be found on page 55 of the course description .

How Do I Conduct My Research?

By the time you begin your AP Research course, you will have already learned many of the basics about research methods during your AP Seminar course. You should be comfortable collecting and analyzing information with accuracy and precision, developing arguments based on facts, and effectively communicating your point of view. These will be essential skills as you move forward in your AP Research project.

As you undertake your work, remember the skills you’ve already learned about research:

• Use strategies to aid your comprehension as you tackle difficult texts.
• Identify the author’s main idea and the methods that he or she uses to support it.
• Think about biases and whether other perspectives are acknowledged.
• Assess the strength of research, products, and arguments.
• Look for patterns and trends as you strive to make connections between multiple arguments.
• Think about what other issues, questions, or topics could be explored further.

You should be certain to keep track of all sources used in your research and cite them appropriately. The College Board has a strict policy against plagiarism. You can read more about its specifics on page 60 of the course description .

How Do I Write My Paper?

Before you begin writing your final paper, make sure to thoroughly read the Task Overview handout which will be distributed by your teacher. If you would like to see it beforehand, it can be found on page 56 of the course description . You should also review the outline of required paper sections on page 49 of the course description .

Your paper must contain the following sections:

› Introduction

› Method, Process, or Approach

› Results, Product, or Findings

› Discussion, Analysis, and/or Evaluation

› Conclusion and Future Directions

› Bibliography

Before you begin writing, organize your ideas and findings into an outline using the sections listed above. Be sure to consider how you can connect and analyze the evidence in order to develop an argument and support a conclusion. Also think about if there are any alternate conclusions that could be supported by your evidence and how you can acknowledge and account for your own biases and assumptions. 

Begin your paper by introducing and contextualizing your research question or problem. Make sure to include your initial assumptions and/or hypothesis. Next, include a literature review of previous work in the field and various perspectives on your topic. Use the literature review to highlight the gap in the current field of knowledge to be addressed by your research project. Then, explain and justify your methodology, present your findings, evidence, or data, and interpret the significance of these findings. Discuss implications for further research or limitations of your existing project. Finally, reflect on the project, how it could impact its field, and any possible next steps. Your paper should conclude with a comprehensive bibliography including all of the sources used in your process.

Make sure to proofread and edit your paper yourself, have it proofread and edited by a friend, and then proofread and edit it again before you complete your final draft.

How Do I Prepare For My Oral Defense?

Once your paper is finished, you may be tempted to sit back and rest on your laurels. Although you’ve no doubt expended a tremendous about of energy in producing a final product you can be proud of, don’t forget that the work is not over yet. Your oral defense accounts for 25% of your total score so it should be taken seriously.

Your oral defense is a 15-20 minute presentation that uses appropriate media to present your findings to an oral defense panel. You may choose any appropriate format for your presentation, as long as the presentation reflects the depth of your research. If your academic paper was accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product), you should arrange with your teacher for him or her, along with the panelists, to view the scholarly work prior to your presentation.

As you plan your presentation, consider how you can best appeal to your audience. Consider different mediums for your presentation, and how those mediums might affect your credibility as a presenter. You want to be engaging to your audience while still being taken seriously.

Following your presentation, you will field three or four questions from your panelists. These will include one question pertaining to your research or inquiry process, one question focused on your depth of understanding, and one question about your reflection throughout the inquiry process as evidenced in your PREP. The fourth question and any follow-up questions are at the discretion of the panel. A list of sample oral defense questions begins on page 52 of the course description . For a complete outline of the oral defense, see page 49 of the course description . 

How Will My Work Be Assessed?

Because this assessment is only available to students enrolled in the AP Capstone program, your teacher will register you for the assessment when you enroll in the course. You should confirm with your teacher that you are registered for the assessment no later than March 1. 

You will submit your final paper and complete your oral presentation no later than April 30, at which point your teacher will submit your work and scores through an AP Digital Portfolio. Your presentation will be scored by your teacher alone. Your paper will be scored by your teacher and validated by the College Board.

You may find the scoring rubric from the 2016 performance tasks available here . You may find a collection authentic student research papers and scoring explanations available here .

Preparing for any AP assessment can be a stressful process. Having a specific plan of attack and a firm grasp of how your work is assessed will help you to feel prepared and score well. Use CollegeVine’s Ultimate Guide to the AP Research Course and Assessment to help shape your understanding of the course and how to complete your performance tasks effectively. When submission day arrives, you should feel better prepared and informed about the work you have produced.

For more about information about APs, check out these CollegeVine posts:

• Can AP Tests Actually Save You Thousands of Dollars?

• Should I Take AP/IB/Honors Classes?

• How to Choose Which AP Courses and Exams to Take

• What If My School Doesn’t Offer AP or IB Courses?

• Are All APs Created Equal in Admissions?

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

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The Ultimate Guide to Acing the AP Research Exam

By Eric Eng

Are you looking for tips and strategies to conquer the AP Research Exam? Look no further! This comprehensive guide will break down everything you need to know to ace this challenging test. From understanding the importance of the exam to studying effectively, we’ve got you covered. Let’s dive in!

What is the AP Research Exam?

The AP Research Exam is a rigorous assessment administered by the College Board . It is part of the Advanced Placement (AP) Program, which offers college-level courses and exams to high school students. AP Research is the culmination of the AP Capstone Diploma program and is designed to provide students with valuable research skills that are applicable across various disciplines.

The exam is typically taken in the final year of high school and requires students to complete a major academic research project. This project allows students to explore a research question or problem of their choice, design a study, analyze data, and present their findings in a written report and an oral presentation.

Undertaking the AP Research Exam is a significant endeavor that requires students to demonstrate their ability to think critically, analyze complex information, and communicate their findings effectively. The exam is divided into the academic paper and the presentation. The academic paper is a written document that showcases the student’s research process, including the research question, methodology, data analysis, and conclusions. The presentation, on the other hand, allows students to present their research findings concisely and engagingly.

One of the key aspects of the AP Research Exam is the freedom it offers students in choosing their research topic. This allows students to explore their interests and passions, making the research process more engaging and meaningful. Whether it’s investigating the impact of climate change on local ecosystems, analyzing the effectiveness of educational policies, or exploring the cultural significance of art forms, students can delve into a subject they are truly passionate about.

Students are encouraged to think critically and problem-solve throughout the research process. They must identify gaps in existing research, develop research questions that address them, and design appropriate methodologies to gather and analyze data. This enhances their research skills and fosters a deeper understanding of the subject matter they are studying.

Moreover, the AP Research Exam equips students with valuable skills that extend beyond the classroom. The ability to conduct independent research, analyze data, and present findings is highly valued in college and professional settings. By successfully completing the AP Research Exam, students demonstrate their readiness for higher education and the workforce challenges.

In conclusion, the AP Research Exam is a comprehensive assessment that allows high school students to showcase their research skills and explore a topic of their choice. Through completing a major academic research project, students develop critical thinking, problem-solving, and communication skills essential for college success and beyond. The exam provides a valuable learning experience and prepares students for the rigors of higher education and the demands of the modern workforce.

What is on the AP Research Exam?

The AP Research Exam includes an academic paper, presentation, and oral defense. The academic paper is a written report that outlines your research question, methodology, findings, and conclusions. The presentation and oral defense require you to present a summary of your research and answer questions from a panel of evaluators.

It is crucial to thoroughly understand and demonstrate proficiency in the following skills to excel in the AP Research Exam:

• Formulating a research question
• Conducting literature reviews
• Designing and executing a research plan
• Analyzing and interpreting data
• Communicating research findings effectively

Formulating a research question is the first step in conducting any research. It involves identifying a specific problem or topic of interest and formulating a clear and concise question you seek to answer through your research. This skill requires critical thinking and identifying gaps in existing knowledge.

Conducting literature reviews is an essential part of any research project. It involves searching for and reviewing relevant academic articles, books, and other information sources related to your research question. This skill requires strong research skills and synthesizing information from multiple sources.

Designing and executing a research plan involves developing a detailed plan for how you will collect and analyze data to answer your research question . This includes selecting appropriate research methods, determining the sample size, and ensuring that ethical considerations are considered. This skill requires careful planning and attention to detail.

Analyzing and interpreting data is a critical skill in research. It involves organizing and summarizing data, identifying patterns and trends, and drawing meaningful conclusions. This skill requires proficiency in statistical analysis and critically evaluating the findings’ significance.

Communicating research findings effectively is the final step in the research process. It involves presenting your findings clearly and concisely in writing and orally. This skill requires strong communication skills and the ability to convey complex information to various audiences effectively.

Following the Understanding by Design (Wiggins and McTighe) model, the curriculum framework aims to offer a precise and comprehensive outline of the necessary course requirements for achieving student success. This conceptual approach will direct the creation and arrangement of learning outcomes, progressing from broad to specific, ultimately resulting in focused statements concerning the content knowledge and skills essential for excelling in the course.

The AP Research curriculum comprises five overarching concepts. As always, you can structure the course content as you see fit.

• Big Idea 1: Question and Explore
• Big Idea 2: Understand and Analyze 
• Big Idea 3: Evaluate Multiple Perspectives
• Big Idea 4: Synthesize Ideas
• Big Idea 5: Team, Transform, and Transmit

The course and exam description for AP Research delineates specific abilities, referred to as transferable skills and proficiencies, which students are encouraged to cultivate and apply consistently throughout the academic year.

AP Research Exam Scoring Breakdown

The AP Research Exam is an important assessment that allows students to showcase their research skills and academic abilities. It is scored on a scale of 1 to 5, with 5 being the highest score. The exam consists of three major components: the academic paper, the presentation, and the oral defense. Each component is evaluated based on specific criteria and rubrics provided by the College Board.

The academic paper, which accounts for 75% of the total score, is a comprehensive research document that demonstrates a student’s ability to conduct independent research, analyze data, and draw meaningful conclusions. This paper is a culmination of months of hard work and dedication, and it is crucial for students to carefully review the scoring guidelines to understand what the evaluators are looking for.

These components contribute to the remaining 25% of the total score regarding the presentation and oral defense. The presentation allows students to communicate their research findings to an audience effectively. It requires strong public speaking skills and creating visually engaging and informative slides. On the other hand, the oral defense is a chance for students to defend their research and respond to questions from a panel of evaluators.

Students need to approach the AP Research Exam with a strategic mindset. By thoroughly understanding the scoring breakdown and the expectations set by the College Board, students can tailor their preparation to maximize their scores. This may involve seeking feedback from teachers or mentors, conducting practice presentations, and revising the academic paper to ensure it meets the highest standards.

Furthermore, the AP Research Exam is an opportunity for students to earn college credit and develop valuable skills that will benefit them in their future academic and professional endeavors. Through conducting research, students learn how to formulate research questions, gather and analyze data, and present their findings clearly and concisely. These highly transferable skills will serve students well in college and beyond.

The AP Research Exam is a comprehensive assessment that evaluates students’ research skills and academic abilities. Students can increase their chances of earning a high score by understanding the scoring breakdown and investing time and effort into each component. Moreover, the skills developed throughout this process will prove valuable in future academic and professional pursuits.

Why is the AP Research Exam important?

The AP Research Exam holds significant value for students for several reasons. Firstly, successfully completing the AP Research course and exam signals to colleges and universities that you have demonstrated high research skills and academic rigor. This can give you a competitive edge in the college admissions process.

AP programs are designed to provide high school students with college-level content, allowing them to earn college credit and potentially skip introductory-level courses when they enter college. Here are key aspects of Advanced Placement programs:

1. Course Offerings:

• AP courses cover a wide range of subjects, including but not limited to mathematics, sciences, social sciences, languages, arts, and humanities. Each AP course is designed to reflect the content and difficulty of a comparable introductory college-level course.

2. Curriculum Rigor:

• AP courses are known for their challenging curriculum. They go beyond the depth and complexity of typical high school courses, requiring students to engage in critical thinking, analysis, and application of knowledge.

3. Exam Structure:

• Each AP course culminates in a standardized exam administered by the College Board. The exams typically consist of a multiple-choice section and a free-response section. The exams are scored on a scale of 1 to 5, with 5 being the highest possible score.

4. College Credit and Placement:

• A primary incentive for students to take AP courses is the opportunity to earn college credit. Many colleges and universities in the United States and worldwide recognize high AP exam scores and may grant credit or advanced placement to students who perform well.

5. College Admissions:

• Completing AP courses and performing well on the exams can enhance a student’s college application. Colleges often view participation in AP programs as an indicator of a student’s commitment to academic excellence and preparedness for the challenges of higher education.

6. Flexibility and Choice:

• Students can take one or more AP courses based on their interests and academic goals. The program’s flexibility allows students to tailor their coursework to align with their intended college majors or career paths.

7. Global Recognition:

• AP programs are recognized globally, and students from various countries participate in AP courses and exams. This international recognition can be advantageous for students considering higher education abroad.

8. AP Capstone Program:

• The AP Capstone Program is a set of two courses, AP Seminar and AP Research, designed to develop students’ research, collaboration, and presentation skills. Completion of the AP Capstone Program is recognized by colleges as a significant academic accomplishment.

9. Professional Development for Teachers:

• The College Board provides professional development opportunities for teachers who instruct AP courses. This training ensures that educators are well-prepared to deliver the rigorous content of AP programs.

Important Notes:

• Student Choice: While participation in AP programs is encouraged, students must choose courses that align with their interests and academic strengths.
• Preparation: Success in AP courses often requires strong study habits, time management, and dedication. Adequate preparation is crucial for performing well on AP exams.
• College Policies: College credit policies vary, and students need to research the credit-granting policies of the specific colleges they plan to apply to.

Here are other reasons why the AP Research exam is important:

• Opportunity to delve deep into a personally interesting topic.
• Focus on cultivating critical thinking skills.
• Emphasis on honing problem-solving abilities.
• Skills acquired are highly valued in higher education.
• Skills are transferable and beneficial in the workforce.
• The AP Research Exam contributes to personal growth and future success.
• Showcases the ability to conduct independent research.
• Demonstrates proficiency in analyzing complex information.
• Signals readiness to excel in a rigorous academic environment.
• Encourages the exploration of personal interests.
• Provides a structured and academic framework for pursuing passions.
• Allows the selection of a captivating research topic.
• Immersion in a subject of genuine passion.
• Facilitates a more fulfilling and rewarding learning journey.
• Encourages engagement and enthusiasm throughout the course.
• Challenge to analyze complex issues.
• Emphasis on evaluating evidence and drawing reasoned conclusions.
• Applicability of skills not only in academia but also in real-world scenarios.
• Opportunities for collaboration with peers.
• Development of effective communication skills through projects and presentations.
• Preparation for an interconnected world that values teamwork.
• Acquisition of valuable research skills.
• Ability to gather and analyze data.
• Proficiency in conducting literature reviews and presenting findings.
• Ethical Considerations in Research:
• Understanding the importance of ethical considerations.
• Learning about the responsible conduct of research.
• Ensuring integrity and respect for the rights and well-being of research participants.

The AP Research Exam is an important milestone for students, offering numerous benefits beyond earning college credit. It provides an opportunity to showcase research skills, explore personal interests, develop critical thinking abilities, foster collaboration, and acquire valuable research skills. By successfully completing the AP Research Exam, students enhance their college applications and gain a solid foundation for future academic and professional success.

Who should take the AP Research Exam?

The AP Research Exam is designed for students who have completed the AP Research course, which is part of the AP Capstone Program. Here are the key considerations for determining who should take the AP Research exam:

Enrollment in AP Research Course:

Students typically take the AP Research Exam after completing the AP Research course. This course is part of the AP Capstone Program and provides students with the opportunity to conduct independent research on a topic of their choice.

Completion of Prerequisites:

Students should have successfully completed any prerequisites for the AP Research course as determined by their school. Prerequisites may vary, but they often include completion of other AP courses or specific coursework in research-related skills .

Interest in Independent Research:

The AP Research Exam suits students who are genuinely interested in conducting independent research. Students should be motivated to explore a research question in depth and demonstrate their ability to design, implement, and present a research project.

Commitment to the Research Process:

Students taking the AP Research Exam should be willing to commit time and effort to the research process. This includes formulating a research question, conducting a literature review, designing a methodology, collecting and analyzing data, and presenting findings.

Effective Communication Skills:

The exam includes an oral presentation and defense, requiring students to communicate their research process and findings effectively. Students should be comfortable presenting their work and responding to questions from a panel of evaluators.

Academic Preparedness:

AP Research Exam students should be academically prepared to engage in a rigorous research project. This includes critically analyzing research literature, designing a research plan, and demonstrating a deep understanding of the subject matter.

Desire for College-Level Challenge:

The AP Capstone Program, including AP Research, is designed to provide students with a college-level academic experience. Students seeking a challenging and intellectually stimulating course beyond the typical high school curriculum may find the AP Research Exam suitable.

College and Career Goals:

Students considering the AP Research Exam should reflect on their college and career goals. If their intended field of study or future career involves research, critical analysis, and effective communication, the experience gained through the AP Research course and exam can be highly beneficial.

Do colleges care about the AP Research exam?

Colleges often view the AP Research Exam, part of the AP Capstone Program, as a valuable and rigorous academic achievement. The AP Capstone Program, consisting of AP Seminar and AP Research, is designed to cultivate students’ research, analysis, and effective communication skills. Here are several reasons why colleges may value the AP Research Exam:

1. Research and Inquiry Skills:

• The AP Research course focuses on research methodology, allowing students to design, execute, and present an academic research project. Colleges appreciate students who have honed these critical research and inquiry skills, as they are applicable across various academic disciplines.

2. Preparation for College-Level Work:

• Engaging in the AP Capstone Program, including AP Research, gives students a taste of college-level research and inquiry. The skills developed in the course can contribute to a smoother transition to the demands of higher education.

3. Interdisciplinary Approach:

• AP Research encourages an interdisciplinary research approach. Colleges often appreciate students who can bridge the gap between different fields of study, as this mirrors the collaborative nature of academic research.

4. Independent Learning:

• The nature of the AP Research course requires students to work independently on a research project. Colleges value students who can take initiative, manage their time effectively, and demonstrate self-directed learning.

5. Critical Thinking and Analysis:

• The AP Research Exam assesses students’ ability to analyze and synthesize information critically. These skills are highly transferable and crucial for success in college and beyond.

6. Communication Skills:

• Presenting research findings is a key component of the AP Research Exam. Colleges appreciate students who can effectively communicate their ideas, as strong communication skills are essential in academia and many professional fields.

7. Preparation for Advanced Courses:

• Completing the AP Capstone Program, including the AP Research Exam, can signal to colleges that students are prepared for more advanced and specialized courses in their chosen field of study.

8. Unique Accomplishment:

• The AP Research Exam is a unique accomplishment that sets students apart. Not all high school students have the opportunity to engage in such advanced research projects, making it a distinctive aspect of a student’s academic profile.
• College-Specific Policies: While many colleges recognize the value of the AP Research Exam, its importance may vary among institutions. Students are encouraged to research the specific policies of the colleges they are interested in.
• Holistic Admissions: Colleges typically use a holistic admissions process, considering a variety of factors in addition to standardized test scores and AP exams. The AP Research Exam is considered within the broader context of a student’s academic achievements, extracurricular activities, and personal qualities.

How hard is the AP Research Exam?

The difficulty level of the AP Research Exam varies from student to student. As with any challenging exam, the difficulty level depends on various factors, including your preparation, study habits, and prior research experience. However, you can overcome the challenges and succeed with the right approach and dedication.

Regarding the AP Research Exam, it is important to note that the content of the exam itself does not solely determine the difficulty level. The exam assesses your ability to conduct independent research and evaluate sources critically. Therefore, the difficulty lies in your ability to effectively apply research methods and analytical skills to a research question or problem.

One factor that can influence the difficulty level of the exam is your level of preparation. The AP Research course is designed to help you develop the necessary skills and knowledge to tackle the exam successfully. Through coursework, discussions, and practice assignments, you will learn how to formulate research questions, design studies, collect and analyze data, and communicate your findings effectively. The more time and effort you invest in your preparation, the better equipped you will be to handle the challenges of the exam.

Another factor that can impact the difficulty level is your study habits. Effective time management, organization, and self-discipline are crucial when preparing for the AP Research Exam. By creating a study schedule, breaking down the material into manageable chunks, and consistently reviewing and practicing, you can enhance your understanding of the content and improve your performance on the exam .

Prior research experience can also play a role in determining the difficulty level of the exam. Suppose you have had previous exposure to conducting research projects or have participated in science fairs, debates, or other research-oriented activities. In that case, you may find certain aspects of the exam more familiar and less challenging. However, even with limited research experience, the AP Research course is designed to provide you with the necessary skills and support to succeed.

It is important to remember that the AP Research Exam is not meant to be easy. It assesses your ability to think critically, conduct independent research, and effectively communicate your findings. The exam will require you to apply your knowledge and skills to real-world problems or questions, which can be intellectually demanding. However, with proper preparation, a strong work ethic, and a growth mindset, you can rise to the challenge and succeed on the AP Research Exam.

What factors affect the difficulty of the AP Research Exam?

Several factors can influence the difficulty of the AP Research Exam. Firstly, the complexity and scope of your research question or problem can play a significant role. Choosing a too broad or narrow topic can make the research process more challenging.

When selecting a research question, it is important to strike a balance between a topic that is too broad and one that is too narrow. If your research question is too broad, you may be overwhelmed with much information to sift through and analyze. On the other hand, if your research question is too narrow, you may struggle to find sufficient sources and data to support your findings. Therefore, it is crucial to carefully consider the scope of your research question to ensure that it is manageable and allows for in-depth analysis.

Additionally, your time and effort in your research project can impact the difficulty level. Adequate planning, organization, and consistent work throughout the course can help you manage the workload and reduce stress.

Embarking on an AP Research project requires a significant time commitment. It is essential to allocate enough time for conducting thorough research, analyzing data, and writing your final paper. By dedicating sufficient time to each stage of the research process, you can ensure that you produce a high-quality project that meets the rigorous standards of the AP Research Exam.

Furthermore, effective organization is key to successfully navigating the AP Research Exam. Keeping track of your sources, notes, and drafts can help you stay organized and avoid feeling overwhelmed. Creating a detailed timeline or schedule can also assist you in managing your time effectively and staying on track with your research goals.

Consistency is another crucial factor in determining the difficulty of the AP Research Exam. Regularly working on your research project and making steady progress can help you avoid last-minute cramming and reduce stress. By setting aside dedicated time each week to focus on your research, you can ensure ample time to refine your ideas, conduct a thorough analysis, and produce a well-structured final paper.

In conclusion, the difficulty of the AP Research Exam is influenced by various factors. The complexity and scope of your research question and the amount of time and effort you invest in your project play significant roles. By carefully selecting a manageable research question, planning and organizing your work effectively, and consistently working on your project, you can confidently navigate the AP Research Exam.

How long is the AP Research Exam?

The total time allotted for the AP Research Exam, including both the academic paper submission and the oral defense, is typically around 20 to 25 minutes. This time includes both the presentation and the question-and-answer session with the panel.

It’s important to note that specific details about the AP Research Exam, including format and timing, may be subject to change. Students are advised to check the most recent information on the College Board’s official website or consult their school’s AP coordinator for the latest and most accurate details regarding the AP Research Exam.

Is it a good idea to take the AP Research exam?

Taking the AP Research Exam can be a good idea for students interested in conducting independent research, developing strong analytical skills, and showcasing their abilities in academic inquiry. Here are some factors to consider when deciding whether to take the AP Research Exam:

1. Interest in Research:

• If you are genuinely interested in conducting research and exploring a topic in-depth, the AP Research course and exam provide an opportunity to pursue your passion. The course allows you to choose a research topic that aligns with your interests.

2. Academic Challenge:

• The AP Research Exam is designed to be academically challenging, offering a rigorous experience that goes beyond standard high school coursework. If you enjoy intellectual challenges and want to engage in advanced academic work, the AP Research Exam may be a good fit.

3. Development of Skills:

• The course emphasizes developing critical research skills, including formulating research questions, designing studies, collecting and analyzing data, and presenting findings. Regardless of your chosen field, these skills are valuable in college and beyond.

4. Preparation for College:

• Engaging in the AP Research program can provide a taste of college-level research and prepare you for the expectations of independent study and inquiry that you may encounter in higher education.

5. Communication Skills:

• The exam includes a presentation component, allowing you to communicate your research findings. If you want to hone your communication skills and effectively present complex information, the AP Research Exam offers a platform for this development.

6. College Credit and Recognition:

• Depending on the college, a high score on the AP Research Exam may earn you college credit or advanced placement. Additionally, colleges often view completion of the AP Capstone Program positively in the admissions process.

7. Personal Challenge and Growth:

• Undertaking the AP Research Exam is a personal challenge that can lead to significant intellectual and personal growth. It requires self-discipline, time management, and the ability to work independently.

Considerations:

• Time Commitment: The AP Research course and exam require a significant time commitment. Be sure to assess your schedule and ensure that you can dedicate the necessary time to conduct research and prepare for the exam.
• Availability of Resources: Ensure that your school offers the AP Research course and that you have access to the resources needed to conduct research, such as a mentor or advisor, library resources, and research materials.
• Individual Goals: Consider how the AP Research Exam aligns with your academic and career goals. If you are considering a field that values research and critical analysis, the experience gained in the AP Research program can be particularly beneficial.

What is the format of the AP Research Exam?

The AP Research Exam assesses students on their ability to design, plan, and conduct independent research and present and defend their findings. The exam consists of three major components:

1. Academic Paper:

• Format: The academic paper is a major written document that presents the student’s research. It should adhere to the guidelines specified in the AP Research Course and Exam Description.
• Length: The recommended length for the academic paper is around 4,000 to 5,000 words.
• Content: The paper should include an introduction, literature review, research question, methodology, results, discussion, and conclusion. It should be well-organized, clearly written, and properly cited.
• Submission: The academic paper is submitted electronically as a PDF through the AP Digital Portfolio. It is typically due in early May.

2. Presentation:

• Format: Students must create and deliver an oral presentation based on their research. The presentation should effectively communicate key aspects of the research project.
• Time Limit: The presentation is limited to a maximum of 15 minutes.
• Content: The presentation should cover the research question, methodology, results, and the significance of the findings. It should be well-organized, engaging, and clearly articulate the research process.
• Submission: The presentation file (usually a video recording) is submitted electronically as part of the AP Digital Portfolio.

3. Oral Defense:

• Format: Following the presentation, students participate in an oral defense. This is a question-and-answer session during which students respond to inquiries from a panel of evaluators.
• Time Limit: The oral defense typically lasts for about 10 minutes.
• Content: Students should be prepared to discuss various aspects of their research, including their research question, methodology, data analysis, and the implications of their findings.
• Evaluation: The oral defense is evaluated based on the student’s ability to articulate their research process, respond to questions, and demonstrate a deep understanding of the subject matter.

Additional Considerations:

Evaluation Criteria: The exam is scored by a panel of college professors and experienced high school teachers. They assess the academic paper, presentation, and oral defense based on predetermined criteria outlined by the College Board.

Use of Technology: The AP Research Exam involves using technology to submit the academic paper and presentation. Students should ensure that they are familiar with the technical requirements and guidelines for submission.

Digital Portfolio: All components of the AP Research Exam, including the academic paper, presentation, and oral defense, are submitted through the AP Digital Portfolio, an online platform provided by the College Board.

It’s important for students to carefully review the guidelines and requirements outlined in the AP Research Course and Exam Description and to stay updated on any additional information or changes provided by the College Board. Additionally, practicing presentations and participating in mock oral defenses can help students feel more confident and prepared for the exam.

How to study for the AP Research Exam

Preparing for the AP Research Exam requires research skills, critical thinking, and effective communication. Here’s a detailed guide on how to study for the AP Research Exam:

1. Understand the Exam Format:

• Familiarize yourself with the format of the AP Research Exam. Understand the components, including the written academic paper, presentation, and oral defense.

2. Review the AP Research Course and Exam Description:

• The College Board provides a detailed Course and Exam Description (CED) for AP Research. Review this document thoroughly to understand the expectations, assessment criteria, and exam structure.

3. Select a Research Topic:

• Choose a research topic that aligns with your interests and allows in-depth exploration. Ensure it is a genuinely passionate topic, as sustained interest will be crucial throughout the research process.

4. Develop a Research Question:

• Craft a well-defined research question that is specific, relevant, and aligned with your chosen topic. Your question should guide your research and provide a clear focus for your investigation.

5. Conduct a Comprehensive Literature Review:

• Research existing literature related to your topic. A thorough literature review establishes the context for your research and helps you identify gaps or areas where you can contribute new insights.

6. Design a Methodology:

• Clearly outline your research methodology, including data collection methods and analysis techniques. Justify your choices and demonstrate an understanding of research design principles.

7. Collect and Analyze Data:

• Implement your research plan, collecting relevant data. Apply appropriate analytical methods to interpret your findings. Ensure that your data collection aligns with the ethical standards outlined in the AP Research Exam guidelines.

8. Draft Your Academic Paper:

• Organize your research findings into a well-structured academic paper. Follow the guidelines provided by the College Board for formatting, citations, and overall presentation. Clearly articulate your research question, methodology, and results.

9. Peer Review and Revision:

• Seek feedback from peers, teachers, or mentors. Use their input to revise and refine your academic paper. Pay attention to clarity, coherence, and the overall persuasiveness of your argument.

10. Prepare for the Presentation:

• Develop a compelling presentation that effectively communicates your research. Practice delivering your presentation to ensure you can articulate your findings clearly within the allotted time.

11. Rehearse the Oral Defense:

• Familiarize yourself with the oral defense process. Be prepared to answer questions from your peers and the evaluation panel. Practice articulating your research methodology, results, and the significance of your findings.

12. Review Sample Questions and Rubrics:

• Practice with past exam questions and review the scoring rubrics the College Board provides. Understand how your work will be evaluated and tailor your preparation accordingly.

13. Time Management:

• Develop a study schedule that allocates sufficient time for each stage of the research process. Effective time management is crucial to completing your research, paper, and presentation.

14. Utilize AP Classroom Resources:

• Take advantage of resources provided on the AP Classroom platform, including practice exams, sample papers, and additional materials. These resources can help you become familiar with the exam format and expectations.

15. Stay Updated on Guidelines:

• Regularly check for updates or clarifications on exam guidelines and requirements. The College Board may release additional information or resources leading up to the exam.

16. Manage Stress:

• Prioritize self-care to manage stress. Adequate rest, healthy nutrition, and breaks are essential for maintaining focus and productivity during preparation.

17. Seek Support:

• Don’t hesitate to seek guidance from your teacher, mentor, or classmates. Collaborative discussions can provide valuable insights and perspectives on your research.

18. Reflect on Feedback:

• Use feedback from practice sessions, peer reviews, and teacher evaluations to improve your work continuously. Reflecting on feedback and making strategic revisions is part of the learning process.

19. Simulate Exam Conditions:

• As you approach the exam date, simulate exam conditions during practice sessions. This includes adhering to time limits for paper writing, presentation, and oral defense.

20. Confidence and Positive Mindset:

• Approach the exam with confidence in your preparation. Maintain a positive mindset and focus on showcasing the depth of your research, analytical skills, and communication abilities.

By following these steps and maintaining a systematic approach to your research and exam preparation, you can enhance your chances of success in the AP Research Exam. Remember that the AP Research Exam is an opportunity to demonstrate your research skills and ability to contribute meaningfully to academic discourse.

Tips on the day of the exam

On the AP Research Exam day, being well-prepared and staying focused is crucial. Here are some tips to help you perform your best:

• Get a good night’s sleep: Ensure you get enough rest the night before the exam. A well-rested mind will be more alert and capable of handling complex tasks.
• Eat a nutritious meal: Fuel your body and brain with a balanced meal before the exam. Avoid heavy or sugary foods that may cause energy crashes.
• Arrive early: Give yourself ample time to get to the exam venue. Arriving early will help you settle in, calm your nerves, and review any last-minute notes.
• Read instructions carefully: Pay close attention to the exam instructions and follow them precisely. Missing out on important details can cost you valuable points.
• Stay calm and focused: Maintain a positive mindset and avoid getting overwhelmed. Take deep breaths to relax and stay focused throughout the exam.

When is the AP Research exam in 2024?

The AP Research exam 2024 will be administered in the afternoon on April 30, 2024. It’s important to note that April 30, 2024 (11:59 p.m. ET) is the deadline for AP Research students to submit performance tasks as final and for their presentations to be scored by their AP Seminar or AP Research teachers.

For a complete list of the 2024 AP Exam dates, here’s a full list:

When do AP scores come out?

AP scores are typically released in early to mid-July of the year the exams were taken. The exact release date may vary slightly from year to year, but students who took their AP exams in May can generally expect their scores to become available.

You can check for updates on the College Board’s official AP scores website if you are waiting for your AP scores. They will also email you when your scores are added to your score report. If you haven’t received your scores by mid-August, contacting AP Services for Students is recommended for assistance.

Post-exam tips

Congratulations! You have completed the AP Research Exam. However, your journey does not end here. Here are some post-exam tips to make the most of your experience:

• Reflect on your performance: Take some time to reflect on your strengths and areas for improvement. Use this self-reflection as a learning opportunity to enhance your research skills further.
• Seek feedback from evaluators: If possible, request feedback from the panel of evaluators. Their insights can provide valuable guidance for future research projects or academic pursuits.
• Celebrate your accomplishment: Regardless of the outcome, acknowledge your hard work and celebrate your achievements. Completing the AP Research Exam is a commendable accomplishment.
• Apply your research skills: The research skills you have honed throughout the AP Research course and exam can be applied to future academic and professional endeavors. Utilize these skills to pursue your passions and contribute to society.

By following this ultimate guide and implementing effective strategies, you are well on your way to the AP Research Exam . Remember, it is not just about the exam itself – the knowledge and skills you gain along the way make the AP Research experience invaluable. Good luck!

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• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

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UW Faculty Members Encouraged to Submit Papers for Release in Advance

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published August 26, 2024

University of Wyoming faculty members who have upcoming research papers that will be published in the following journals -- Nature, Science or the Proceedings of the National Academy of Sciences -- are encouraged to let UW Institutional Communications know well in advance.

UW Institutional Communications is primarily interested in writing media releases on research published in these journals but will publicize papers appearing in other peer-reviewed scientific journals as well.

For scheduling purposes, UW faculty members are encouraged to submit their papers as soon as they know they will be published. This is typically three to four weeks in advance. It is easier to work on a news release and obtain photos weeks in advance than learning only a few days before the paper is to be published. And UW Institutional Communications honors all publishing embargoes, so there is no need to worry about sending papers well in advance of the publication dates, says Ron Podell, a communications specialist in UW Institutional Communications.

To submit a paper, call Podell at (307) 460-0247 or email [email protected] .

Style and Grammar Guidelines

APA Style provides a foundation for effective scholarly communication because it helps writers present their ideas in a clear, concise, and inclusive manner. When style works best, ideas flow logically, sources are credited appropriately, and papers are organized predictably. People are described using language that affirms their worth and dignity. Authors plan for ethical compliance and report critical details of their research protocol to allow readers to evaluate findings and other researchers to potentially replicate the studies. Tables and figures present information in an engaging, readable manner.

The style and grammar guidelines pages present information about APA Style as described in the Publication Manual of the American Psychological Association, Seventh Edition and the Concise Guide to APA Style, Seventh Edition . Any updates to APA Style are noted on the applicable topic pages. If you are still using the sixth edition, helpful resources are available in the sixth edition archive .

Looking for more style?

• Accessibility of APA Style
• Line Spacing
• Order of Pages
• Page Header
• Paragraph Alignment and Indentation
• Sample Papers
• Title Page Setup
• Appropriate Level of Citation
• Basic Principles of Citation
• Classroom or Intranet Sources
• Paraphrasing
• Personal Communications
• Quotations From Research Participants
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• Abbreviations
• Capitalization
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• Punctuation
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• Basic Principles of Reference List Entries
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• Active and Passive Voice
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CALL FOR PAPERS - The 25th IEEE GZ/HK AP/MTT Postgraduate Conference

The 25th IEEE GZ/HK AP/MTT Postgraduate Conference 2024粤港澳大湾区电磁前沿研究生学术论坛 2 November 2024, Zhuhai, China

Paper submission deadline: 20 september 2024.

IEEE GZ/HK AP/MTT Postgraduate Conference is a dedicated non-peer-review and non-publication conference for postgraduate students in the fields of Microwave and Antennas. This year is the 25th anniversary postgraduate conference and will be held on 2 November 2024. The conference is jointly organized by Sun Yat-sen University, IEEE AP/MTT Guangzhou Chapter, and IEEE Hong Kong Section AP/MTT Joint Chapter. The main purpose is to enhance the communications between the postgraduate students in the region and to provide a platform for ideas exchange. This unique occasion will help our students to gain a deeper understanding on the current research focus of the related fields.

Papers describing original work in microwave theory and techniques, antennas and propagation are required. Topics include, but are not limited to

Paper Submission:

Please prepare a softcopy of the paper in camera-ready format (both PDF and Word files). The paper should be typed on A4-size paper with 25-mm margin on all sides. The template for A4 size can be downloaded from  https://template-selector.ieee.org/api/ieee-template-selector/template/550/download . All the text, figures, and references should be fitted within the limit of 4 pages. Note that no page number should be printed. The first page should include the paper title, the name and the complete mailing address of all authors, and the email address of the corresponding author. Contributed papers should be emailed to  [email protected]

Conference Committees:

Student Paper Competition:

Awards will be presented after the conference. To be eligible for consideration, the student should be the first author and the presenter of the paper.

Registration Fee:

Important Dates:

Submission Deadline: 20 September 2024 Notification of Acceptance: 8 October 2024

Dr. Shuyan Zhu (Email:  [email protected])

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AP Capstone Diploma Program Policies

2023-24 updates to ap capstone performance tasks.

Given the implications of ChatGPT and other similar generative artificial intelligence (AI) tools on the AP Capstone performance task components, we've updated the  guidance regarding the use of these tools. These guidelines require teachers to attest to the authenticity of student work in order for students to receive a score on the associated performance task.

Review the AP Seminar and AP Research course and exam descriptions (CEDs) for the full policy and details.

Certain policies are critical to the successful implementation of AP Capstone™ at your school. Adherence to program policies and exam procedures, including performance tasks, is critical to producing valid AP scores. Violations of program policies and/or exam procedures may result in the cancellation of student scores and/or your school being withdrawn from the AP Capstone Diploma™ program by College Board. The policies below are in effect for the 2023-24 school year.

Participation

Schools must submit a required online form to join the AP Capstone Diploma program or to offer AP Seminar as a standalone course. Filling out this form ensures schools, and their teachers, understand the policies and professional learning requirements. Only students whose schools offer the AP Capstone Diploma program can enroll in AP Seminar or AP Research and submit performance tasks and/or take the AP Seminar End-of-Course Exam. Homeschooled students and students enrolled at virtual schools are eligible to participate in AP Capstone. See Offering AP Capstone to Homeschooled and Virtual School Students for more information.

Prerequisite

There’s no prerequisite for AP Seminar. To develop the skills necessary for AP Research, students must first complete AP Seminar, including the end-of-course exam and all required performance tasks. Students who score a 1 or 2 in AP Seminar are still eligible to enroll in AP Research, but they may need additional support and guidance during the course.

Plagiarism and Falsification or Fabrication of Information

Participating teachers shall inform students of the consequences of plagiarism and instruct students to ethically use and acknowledge the ideas and work of others throughout their course work. The student’s individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.

A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution, or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.

A student who incorporates falsified or fabricated information (e.g. evidence, data, sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.

AP Capstone Policy on Use of Generative Artificial Intelligence (AI) 

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work. While students are permitted to use generative AI tools consistent with this policy, their use is optional and not mandatory. 

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with their teacher to demonstrate genuine engagement with the tasks.   

Required Checkpoints and Attestations 

To ensure students are not using generative AI to bypass work, students must complete interim checkpoints with their teacher to demonstrate genuine engagement with the tasks. AP Seminar and AP Research students will need to complete the relevant checkpoints successfully to receive a score for their performance tasks. Teachers must attest, to the best of their knowledge, that students completed the checkpoints authentically. Failure to complete the checkpoints will result in a score of 0 on the associated task.

• In AP Seminar, teachers assess the authenticity of student work based on checkpoints that take the form of short conversations with students during which students make their thinking and decision-making visible (similar to an oral defense). These checkpoints should occur during the sources and research phase (IRR and IWA), and argument outline phase (IWA only). A final validation checkpoint (IRR and IWA) requires teachers to confirm the student’s final submission is, to the best of their knowledge, authentic student work. 
• In AP Research, students must complete checkpoints in the form of in-progress meetings and work in the Process and Reflection Portfolio (PREP). No further checkpoints will be required. 

College Board reserves the right to investigate submissions where there is evidence of the inappropriate use of generative AI as an academic integrity violation and request from students copies of their interim work for review.  

Please see the AP Seminar and AP Research  course and exam descriptions (CEDs) for the current policy on AI and other tools along with guidance on administering mandatory checkpoints. 

AP Program Use of Turnitin 

College Board uses Turnitin to evaluate all final submissions in the digital portfolio. This measure is taken to identify instances of plagiarism and the improper use of generative AI. In cases where evidence of plagiarism and/or inappropriate generative AI usage is found, College Board reserves the right to conduct further investigations. Students may be asked to provide copies of their interim work for comprehensive review as part of the academic integrity verification process. 

In keeping with the AP Capstone policies on plagiarism and generative AI usage, AP Capstone teachers and students will use Turnitin to evaluate the originality of student work and ensure that appropriate citations are included. Access to Turnitin is provided to participating AP Capstone schools (for their AP Seminar and/or AP Research classes only). Turnitin is a valuable tool for teaching students about citation, but it’s not a plagiarism detector. Feedback from Turnitin should be considered in context and not simply taken at face value. Visit  help.turnitin.com for more information on accessing and interpreting originality reports.

Exam Ordering

AP coordinators must submit an order for AP Seminar and/or AP Research Exams through AP Registration and Ordering (myap.collegeboard.org) for all students included in their exam roster by the ordering deadline indicated in Part 1 of the AP Coordinator’s Manual . An exam must be ordered for an AP Seminar or AP Research student in order for their work to be scored by the AP Program.

If a student doesn’t plan to submit a performance task for scoring or take the end-of-course exam, their Order Exam? status should be set as No in the exam roster in AP Registration and Ordering.

Standard billing policies apply to AP Seminar and AP Research. See Part 2 of the AP Coordinator’s Manual for detailed information about billing.

AP Seminar and AP Research performance tasks, as well as the AP Seminar End-of-Course Exam, consist of free-response questions, academic papers, or presentations, and therefore aren’t rescored.

Students can get their AP Seminar End-of-Course Exam Free-Response booklets for a fee. No comments, corrections, or scores are included. Booklets for exams for which sources aren’t released on the College Board website (for example, late-testing exams) aren’t available.

Scoring and Withholding and Cancellation

If a student chooses to withhold or cancel their score for AP Seminar or AP Research, the entire AP Seminar or AP Research score, including the end-of course exam and performance tasks, is withheld or canceled. If a student submits any of the performance tasks in AP Seminar or AP Research as final in the AP Digital Portfolio or takes the AP Seminar End-of-Course Exam, they’ll receive a final AP score unless they cancel it.

Lost Instructional Days 

If a school or student has lost a significant number of net instructional days, contact AP Services for Educators before March 15, 2024, to request an extension for the digital submission of AP Seminar and/or AP Research performance tasks. Information in the request should include the school name and school code and a detailed reason for the extension request, as well as the AP ID for each impacted student. 

Accommodations for Students with Disabilities

For AP Seminar and AP Research, students with documented disabilities may be eligible for accommodations for through-course assessments (performance tasks) and the end-of-course exam for AP Seminar. For information about requesting an accommodations approval, go to collegeboard.org/apssd or contact College Board Services for Students with Disabilities (SSD) at 844-255-7728 or 212-713-8333.

Retention of Performance Task Presentation Videos

AP Seminar and AP Research teachers must keep video files of all performance task presentations and oral defenses for at least one academic year because College Board may request to review the scoring of these components to identify samples for scoring training and to ensure scoring quality. College Board directly contacts selected teachers to submit video files with instructions for providing samples and signed release forms for their students.

Role of Teacher and Expert Adviser

Please see the AP Seminar and AP Research course and exam descriptions (CEDs) to learn about the role of teachers and expert advisers. Violations of this policy may result in cancellation of student scores and/or your school being withdrawn from the AP Capstone Diploma program.

Role of the Institutional Review Board in AP Research 

All research proposals should be reviewed by the classroom teacher for ethical considerations prior to data collection. Multiple student revisions may be required before teacher approval is granted. In particular, research with human subjects, animal subjects, harmful microorganisms, or hazardous materials requires special consideration by the teacher. 

Research involving human subjects must be evaluated for: 

• potential harm to subjects that may result from their participation; 
• potential benefits of the research for the subject and the community as a whole; 
• procedures used to ensure the informed and voluntary participation of research subjects; 
• procedures used to ensure the confidentiality of research subjects. 

Accordingly, the teacher must review any surveys, interview questions, questionnaires, or other interventions to be used in a project, as well as student plans for protecting animal and human subjects’ well-being and human subjects’ anonymity and/or confidentiality. Proposals that pose more than minimal risk to participants cannot be approved . 

If students do not plan to present their findings on human subject research in a competition setting, and/or disseminate their findings by publishing or publicly presenting their findings, teacher approval is sufficient. 

However, there are two general circumstances in which additional review is necessary: 

• Students whose projects involve animal subjects, harmful microorganisms, or hazardous materials may require additional review or approval by school or district processes. 
• Students who want to publish and/or publicly present their findings regarding human subjects research will require an additional review and approval process by a federally registered Institutional Review Board (IRB). 

Many communities have IRBs in local organizations such as high schools, science and engineering competition organizations, community colleges, universities, and medical centers. 

Teachers may work with school administrators to establish and register an IRB to evaluate research projects using human subjects. The IRB registration process can be found by searching “IRB registration instructions” on hhs.gov . 

Professional Learning

Summer professional learning is required for all new AP Seminar and AP Research teachers. Teachers won’t be able to submit a syllabus for AP Course Audit authorization or access the AP Digital Portfolio without attending online or in-person training. Training is optional for returning teachers or interested administrators at schools approved the offer the AP Capstone program. In some cases, instructors may attend training up to two years prior to teaching the course. This is permissible if the instructor has attended the entirety of summer training prior to teaching the course. Teachers complete training once before the first year they teach the course—this isn’t an annual requirement.

A limited number of fee waivers for teachers from eligible schools are available through an application process. To learn more about eligibility and how to apply, go to APSI Summer Institute Scholarships .

Professional learning is offered by select AP Summer Institutes (APSIs) throughout the summer. Each session takes place over a consecutive four- or five-day period for 30 contact hours. Schools and teachers may attend the select APSI of their choice, space permitting, but teachers must be present for each day of the session. Teachers who aren’t present for any part of the training won't be authorized to teach AP Seminar or AP Research.

In addition, all AP Seminar and AP Research teachers need to complete and pass online scoring training annually to obtain access to score their students’ work. This training is virtual and self-paced. The training modules will be available in AP Classroom during the academic year.

Learn more about AP Capstone professional learning.

AP Capstone Teacher Conflict of Interest Policy

AP Capstone courses and assessments involve the scoring of student through-course performance tasks by the classroom teacher; therefore, to avoid any perceived conflict of interest, College Board recommends that no AP Seminar and AP Research teachers should be the classroom teacher for any student who is an immediate family or household member and is enrolled in AP Seminar or AP Research because this would put the teacher in the position of scoring official AP assessments. To avoid a perceived conflict of interest, College Board recommends that the immediate family or household member who is enrolled in AP Seminar or AP Research (student) should be transferred to another class section that’s taught by another teacher who doesn’t pose a conflict of interest. Alternatively, if there’s only one AP Seminar or one AP Research teacher and a schedule change won’t resolve the conflict, the school should designate a different teacher to complete required online scoring training for either course and to score the affected student’s presentation performance task components as a co-teacher in the AP Digital Portfolio. Replacement scorers must contact AP Services for Educators at cb.org/apeducatorinquiry (select the AP Capstone topic) to request access to online scoring training modules. No additional cost is incurred by a school that requires a replacement scorer.

College Board renders the aforementioned recommendations in an effort to ensure that all AP Capstone exams and courses are administered under standardized conditions and to prevent any student from receiving an unfair advantage on the AP Capstone course and exam. Such recommendations should be enforced by participating schools, their personnel, and their students to the extent feasible and in accordance with each school’s current policies and procedures applicable to such situations.

Replacing AP Capstone Teachers Mid-year

AP Seminar and AP Research teachers must complete AP Capstone summer professional learning before teaching either course.

In rare cases—such as resignation, termination, personal leave, extended illness, or death—AP Capstone teachers must be replaced during the school year. In these cases, a school may assign a teacher who hasn’t completed required training to an AP Seminar or AP Research classroom. The AP Program must be notified about replacement teachers by contacting AP Services at cb.org/apeducatorinquiry (select the AP Capstone topic).

Depending on timing, the replacement teacher may need to complete and pass required AP Capstone online scoring training and fulfill scoring responsibilities set forth in the AP Capstone Implementation Guide (pdf/743 KB). The school leader and the replacement teacher should work together to see these requirements are met.

Any replacement teacher wishing to teach AP Seminar or AP Research in a future academic year must complete AP Capstone summer professional learning before teaching the course again.

Student Extended Absence and Performance Tasks

General recommendations:.

In the event that a student experiences an unavoidable and extended absence from school and isn’t able to participate in the AP Capstone Performance Tasks (AP Seminar: Team Project and Presentation; Individual Research-Based Essay and Presentation; AP Research: Academic Paper; Presentation and Oral Defense) or any individual components of these tasks, the school/teacher should be as accommodating as possible, using technology or other means that allow the student to participate in the entire task or one or more of its components. If the student is unable to participate, for example, in the entire Team Project and Presentation or is unable to complete one or more components of either of the two performance tasks, College Board recommends one of the following options:

• Continue in the course and have their completed tasks (or components) scored taking whatever AP score is earned. For example, if an AP Seminar student is unable to participate in the Team Project and Presentation, the student could choose to complete the Individual Research-Based Essay and Presentation and the End-of-Course Exam and accept the AP score earned from these two completed assessments. (In this scenario, the teacher would remove the student from the team, and the student would receive a score of 0 for any assessment components not completed.); or
• Continue in the course and then cancel their scores by completing the AP Score Cancellation Form by the published deadline (usually by mid-June). For example, if a student is unable to participate in the AP Seminar Team Project and Presentation, they may complete the other performance task and, if the student doesn’t think their performance on the Individual Research-Based Essay and Presentation and End-of-Course Exam will earn a score the student wants to keep on record, they may cancel the score; or
• The student may elect to drop the course altogether and consider re-enrolling the following academic year.

An AP Research student who doesn’t submit an Academic Paper is ineligible to receive a score on the Presentation and Oral Defense and may elect to drop the course and re-enroll the following academic year.

Considerations for AP Seminar:

• If the student is unable to complete the Individual Research Report component of the AP Seminar Team Project and Presentation, the student would be ineligible to receive a score for the Team Multimedia Presentation because the presentation is dependent on all team members’ individual research. As a result, the student would receive no score for the entire Team Project and Presentation. If a student is in the process of completing the Team Project and Presentation, and they drop out of the group in the middle of the performance task, the remaining group members should receive scores based on the active members in the group.
• A student with extended absences may be removed from an AP Seminar team without consequence for the other students on the team, provided that all task instructions are followed to ensure completion of the Team Multimedia Presentation. However, teachers should attempt to accommodate students with extended absences as much as possible, using technology or other means to encourage participation, before considering dropping a student from a team.
• Students who don’t complete the Individual Written Argument aren’t eligible to receive scores in the Individual Multimedia Presentation or the Individual Oral Defense.
• For a student to receive an AP Seminar score, an exam must be ordered for them and that student must take the AP Seminar End-of-Course Exam. Students who submit any performance tasks as final but don’t take the AP Seminar End-of-Course Exam won’t receive an AP Seminar score.
• It’s acceptable for an AP Seminar student who hasn’t completed one or more AP Seminar Performance Tasks to take the end-of-course exam.
• Students must first complete AP Seminar, including the end-of-course exam and all required performance tasks, to develop the skills necessary to succeed in AP Research. Students who score a 1 or 2 in AP Seminar are still eligible to enroll in AP Research but might need additional support and guidance during the course.

Considerations for AP Research:

If an AP Research student is unable to complete the Academic Paper, the student would be ineligible to receive a score for the Presentation and Oral Defense because the presentation and oral defense component is dependent on the research in the Academic Paper.

Assigning AP Capstone Course Grades on Student Transcripts

Assigning course grades for AP Seminar and AP Research on student high school transcripts is a local decision and is only dependent on an AP Capstone teacher having received course authorization through the AP Course Audit. Receiving a course grade for AP Seminar or AP Research isn’t affected by a student’s completion of the through-course assessments or the AP Seminar End-of-Course Exam, unless there’s a school or district policy that dictates otherwise. Teachers should follow local policies when assigning course grades for students with extended absences from AP Capstone courses.

Retaking AP Seminar and/or AP Research

Ap seminar:.

Students may retake AP Seminar; however, they may not resubmit the work they produced in previous AP Seminar courses as part of their through-course assessment(s).

Students who retake AP Seminar must complete all Performance Tasks and the end-of-course exam; individual component, task, or exam scores from previous years can’t be applied.

AP Research:

Students may retake AP Research; however, they may not resubmit the work they produced in previous AP Research courses as part of their through course-assessment(s). Students who retake AP Research must complete the Academic Paper and Presentation and Oral Defense, on a new research topic; individual component scores from previous years can’t be applied.

Student Transfer Policy

The following protocols should be followed for students who transfer from one school to another.

From an AP Capstone School to Another AP Capstone School:

A student who is enrolled in an AP Capstone course and who transfers to another AP Capstone school may continue to participate in the AP Capstone course at their new school, provided the new school is offering the course. If a student transfers during the academic year, the new school should make every effort to capture the work previously completed by the student before the transfer.

From an AP Capstone School to a Non-AP Capstone School:

A student who is enrolled in an AP Capstone course and who transfers to a school that doesn’t offer the program may not continue to participate in the AP Capstone course. At this time, schools that aren’t authorized to offer AP Capstone courses can't accommodate students who may have been enrolled in an AP Capstone course prior to their transfers.

From a Non-AP Capstone School to an AP Capstone School:

A student who isn’t enrolled in an AP Capstone course and who transfers to an AP Capstone school may begin to participate in an AP Capstone course, at the discretion of the new school. The time in the school year when the transfer occurs may play a role in determining whether the student is eligible to participate in an AP Capstone course, given the nature of the through-course assessment(s).

Note: Instructions for indicating transfer students in AP Registration and Ordering are included in Part 1 of the AP Coordinator’s Manual. The manual also includes detailed information about exam fee policies related to transfer students.

Offering AP Capstone to Homeschooled and Virtual School Students

Homeschooled and virtual school students who wish to participate in AP Capstone have the opportunity to do so through a virtual or local brick-and-mortar AP Capstone school. Virtual and brick-and-mortar schools may have their own local deadlines and policies regarding instruction and testing; therefore, students should do the following as early as possible: 

• Use the AP Course Ledger to find a virtual or local brick-and-mortar school that offers AP Seminar or AP Research.
• Find a school to arrange testing. The AP coordinator for a school that agrees to order and administer exams for homeschooled and virtual school students will create an exam only section in AP Registration and Ordering for that subject and add those students.
• Students must enroll in both an exam only section and a teacher-led class section, in order to have access to resources assigned by the teacher for the class section as well as for teachers to submit presentation scores for students in the digital portfolio.

Note: AP Research doesn’t have an end-of-course exam, but an exam must be ordered for a student in order for their performance task to be scored.

Accredited Virtual School Providers

In order for an accredited virtual school to offer the AP Capstone Diploma program, they must sign up online and be approved to participate. Some best practices for offering AP Seminar or AP Research in a virtual setting include:

• Scheduling classes in a synchronous format
• Providing opportunities for students to collaborate outside of classroom hours through online platforms (e.g., Zoom and Google Meet)
• Grouping AP Seminar students for Performance Task 1 based on their scheduling availability

More information about special ordering circumstances can be found on AP Central and in Part 1 of the AP Coordinator’s Manual .

2023-24 AP Capstone Implementation Guide

This guide is the primary source of information for implementing the program in your school. It includes guidance for school administrators, AP coordinators, and teachers of AP Capstone courses.

Offer AP Capstone at Your School

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FDA Approves and Authorizes Updated mRNA COVID-19 Vaccines to Better Protect Against Currently Circulating Variants

FDA News Release

Today, the U.S. Food and Drug Administration approved and granted emergency use authorization (EUA) for updated mRNA COVID-19 vaccines (2024-2025 formula) to include a monovalent (single) component that corresponds to the Omicron variant KP.2 strain of SARS-CoV-2. The mRNA COVID-19 vaccines have been updated with this formula to more closely target currently circulating variants and provide better protection against serious consequences of COVID-19, including hospitalization and death. Today’s actions relate to updated mRNA COVID-19 vaccines manufactured by ModernaTX Inc. and Pfizer Inc.

In early June, the FDA advised manufacturers of licensed and authorized COVID-19 vaccines that the COVID-19 vaccines (2024-2025 formula) should be monovalent JN.1 vaccines. Based on the further evolution of SARS-CoV-2 and a rise in cases of COVID-19, the agency subsequently determined and advised manufacturers that the preferred JN.1-lineage for the COVID-19 vaccines (2024-2025 formula) is the KP.2 strain, if feasible.

“Vaccination continues to be the cornerstone of COVID-19 prevention,” said Peter Marks, M.D., Ph.D., director of the FDA’s Center for Biologics Evaluation and Research. “These updated vaccines meet the agency’s rigorous, scientific standards for safety, effectiveness, and manufacturing quality. Given waning immunity of the population from previous exposure to the virus and from prior vaccination, we strongly encourage those who are eligible to consider receiving an updated COVID-19 vaccine to provide better protection against currently circulating variants.”

The updated mRNA COVID-19 vaccines include Comirnaty and Spikevax, both of which are approved for individuals 12 years of age and older, and the Moderna COVID-19 Vaccine and Pfizer-BioNTech COVID-19 Vaccine, both of which are authorized for emergency use for individuals 6 months through 11 years of age.

What You Need to Know

• Unvaccinated individuals 6 months through 4 years of age are eligible to receive three doses of the updated, authorized Pfizer-BioNTech COVID-19 Vaccine or two doses of the updated, authorized Moderna COVID-19 Vaccine.
• Individuals 6 months through 4 years of age who have previously been vaccinated against COVID-19 are eligible to receive one or two doses of the updated, authorized Moderna or Pfizer-BioNTech COVID-19 vaccines (timing and number of doses to administer depends on the previous COVID-19 vaccine received).
• Individuals 5 years through 11 years of age regardless of previous vaccination are eligible to receive a single dose of the updated, authorized Moderna or Pfizer-BioNTech COVID-19 vaccines; if previously vaccinated, the dose is administered at least 2 months after the last dose of any COVID-19 vaccine.
• Individuals 12 years of age and older are eligible to receive a single dose of the updated, approved Comirnaty or the updated, approved Spikevax; if previously vaccinated, the dose is administered at least 2 months since the last dose of any COVID-19 vaccine.
• Additional doses are authorized for certain immunocompromised individuals ages 6 months through 11 years of age as described in the Moderna COVID-19 Vaccine and Pfizer-BioNTech COVID-19 Vaccine fact sheets.

Individuals who receive an updated mRNA COVID-19 vaccine may experience similar side effects as those reported by individuals who previously received mRNA COVID-19 vaccines and as described in the respective prescribing information or fact sheets. The updated vaccines are expected to provide protection against COVID-19 caused by the currently circulating variants. Barring the emergence of a markedly more infectious variant of SARS-CoV-2, the FDA anticipates that the composition of COVID-19 vaccines will need to be assessed annually, as occurs for seasonal influenza vaccines.

For today’s approvals and authorizations of the mRNA COVID-19 vaccines, the FDA assessed manufacturing and nonclinical data to support the change to include the 2024-2025 formula in the mRNA COVID-19 vaccines. The updated mRNA vaccines are manufactured using a similar process as previous formulas of these vaccines. The mRNA COVID-19 vaccines have been administered to hundreds of millions of people in the U.S., and the benefits of these vaccines continue to outweigh their risks.

On an ongoing basis, the FDA will review any additional COVID-19 vaccine applications submitted to the agency and take appropriate regulatory action.

The approval of Comirnaty (COVID-19 Vaccine, mRNA) (2024-2025 Formula) was granted to BioNTech Manufacturing GmbH. The EUA amendment for the Pfizer-BioNTech COVID-19 Vaccine (2024-2025 Formula) was issued to Pfizer Inc.

The approval of Spikevax (COVID-19 Vaccine, mRNA) (2024-2025 Formula) was granted to ModernaTX Inc. and the EUA amendment for the Moderna COVID-19 Vaccine (2024-2025 Formula) was issued to ModernaTX Inc.

Related Information

• Comirnaty (COVID-19 Vaccine, mRNA) (2024-2025 Formula)
• Spikevax (COVID-19 Vaccine, mRNA) (2024-2025 Formula)
• Moderna COVID-19 Vaccine (2024-2025 Formula)
• Pfizer-BioNTech COVID-19 Vaccine (2024-2025 Formula)
• FDA Resources for the Fall Respiratory Illness Season
• Updated COVID-19 Vaccines for Use in the United States Beginning in Fall 2024
• June 5, 2024, Meeting of the Vaccines and Related Biological Products Advisory Committee

The FDA, an agency within the U.S. Department of Health and Human Services, protects the public health by assuring the safety, effectiveness, and security of human and veterinary drugs, vaccines and other biological products for human use, and medical devices. The agency also is responsible for the safety and security of our nation’s food supply, cosmetics, dietary supplements, radiation-emitting electronic products, and for regulating tobacco products.

AP Research Assessment Timeline

• In the first week of class: Sign in to AP Classroom to join your AP Research class.
• Make sure that all your final performance tasks have been submitted by April 30, 2025, at 11:59 p.m. EDT or the deadline set by your teacher. 
• Don’t wait until the last minute to upload your performance tasks as final. It’s likely that many students will be submitting their work right before the deadline, which means that uploads may take longer than usual. Build in extra time to prepare and submit your work so you don’t risk missing the deadline.

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Statistics > Machine Learning

Title: amortized bayesian multilevel models.

Abstract: Multilevel models (MLMs) are a central building block of the Bayesian workflow. They enable joint, interpretable modeling of data across hierarchical levels and provide a fully probabilistic quantification of uncertainty. Despite their well-recognized advantages, MLMs pose significant computational challenges, often rendering their estimation and evaluation intractable within reasonable time constraints. Recent advances in simulation-based inference offer promising solutions for addressing complex probabilistic models using deep generative networks. However, the utility and reliability of deep learning methods for estimating Bayesian MLMs remains largely unexplored, especially when compared with gold-standard samplers. To this end, we explore a family of neural network architectures that leverage the probabilistic factorization of multilevel models to facilitate efficient neural network training and subsequent near-instant posterior inference on unseen data sets. We test our method on several real-world case studies and provide comprehensive comparisons to Stan as a gold-standard method where possible. Finally, we provide an open-source implementation of our methods to stimulate further research in the nascent field of amortized Bayesian inference.

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