On Campus Session, July 24 - 28, 2023
The Saint Joseph's College AP Summer Institute is designed for new and experienced Advanced Placement teachers to enhance their practice of teaching AP courses. Our Institute is instructed by College Board certified AP consultants. We are excited to invite Advanced Placement educators to our learning community.
Classes are available for CEUs or Graduate Credit.
The length of each course is determined by the AP Consultant. Please see the course description for detail. All courses will start at 8:30am Monday, July 24, and there will be no classes held after 12:30pm Friday, July 28. Some courses will have 4 days of classroom learning while others will have 5 days of classroom learning.
Attendees enjoy an invigorating week of learning, connecting and relaxing at our beautiful lakeside campus in Southern Maine. Mark your calendar now and plan to attend an exciting AP Institute at Saint Joseph’s College!
Course will be held in a 4 day (Monday, July 24- Thursday, July 27) format on campus.
The course will provide information and experiences on how to teach both the context and laboratory components of the course pairing these with the CED - (Curriculum Exam Design), especially the learning objectives. Activities to support an understanding of the revised structure and redesign of the AP Biology Framework will be a major part of the summer institute. There will be instruction on how to prepare an audit based on the new CED for new teachers to the course. Teachers will do some of the inquiry based laboratory investigations in the AP Biology Student Laboratory Manual or alternatives to these labs. Additional activities and strategies to support inquiry-based learning will be discussed. The importance of the inclusion of math within the AP Biology Course will be emphasized.
The design of the AP Biology Exam and the importance of how to take the test based on experience with the grading process will be presented and discussed. We will review, analyze and discuss some of the multiple choice and free response questions from the 2022 exam. Teachers will learn methods to better prepare their students for writing the free response portion of the exam as well as analyze knowledge and skills involved in the multiple choice section. In addition, teachers will develop their own pacing guide aligned to the CED to better insure they provide time for students to internalize and comprehend the 8 units and spiral throughout the 6 Science Practices.
In addition, good vetted resources to supplement the AP Biology Curriculum and Exam Framework will actively be investigated.
Maureen Nosal has been a Reader, Table and Question Leader at the AP Reading for over 26 years. Maureen serves as a consultant for College Board presenting AP workshops and Summer Institutes throughout the world as well as having been a member of the APAC Steering Committee and the 6-12 Science Advisory Committee. She has also been an adjunct professor of science at Burlington County College and The College of New Jersey in the Biology and Education Departments.
Course will be in a 4 day (Monday, July 24 - Thursday, July 27) on campus format.
The AP Chemistry workshop at Saint Joseph’s College is intended for teachers who are new to AP Chemistry and also for those teachers who have some experience with the course. We will address many issues pertaining to the creation of each participant’s unique program, including an overview of the AP Chemistry universe, latest available information regarding course updates, teaching methods and resources, course syllabi, content coverage, strategies, lesson plans, technology and web sites, the most recent released exams, and others. This workshop will use College Board workbook materials available to all class participants. During the week, participants will explore the many aspects of the AP Chemistry course, including the curriculum framework, the laboratory program, the most recent examination and other past exams, and the audit of each syllabus. There will be something for everyone! We will pay special attention to the laboratory component of the course as we examine the inquiry lab approach and discuss the challenges of teaching a college-level laboratory class in a high school setting. Due to the intensive lab work, participants should bring a lab coat, lab footwear, and safety eyewear. Please bring your current textbook, a calculator, and a copy of a favorite lab to share with the other participants in the workshop.
David Hostage taught science at the secondary level from 1976 to 2020, including all levels of chemistry and other sciences as required. An active participant in the AP Chemistry community, he taught the AP course 1986-2020 and, as a College Board-endorsed consultant, has led workshops in the subject for teachers all over North America since 1988. He has been a Reader, Table Leader, and Question Leader at the grading of the AP exam since the early 1990s. For four years he was a member of the Test Development Committee for the subject. He has been the recipient of teaching awards from the American Chemical Society and the New England Institute of Chemists. Mr. Hostage is the author of a lab manual for AP Chemistry (Laboratory Investigations: AP Chemistry, Peoples Education) and multiple editions of a test review book for the subject (Multiple-choice & Free-response Questions in Preparation for the AP Chemistry Examination, D&S Marketing Systems).
Courses will be in a 4 day (Monday, July 24 - Thursday, July 27) on campus format.
This workshop is designed for beginning (new) as well as experienced teachers planning to teach AP CS Principles next school year. AP CS Principles is a broad introduction to computer science designed to improve access for all students. We will focus on the Big Ideas and Computational Thinking Practices for the course and how to help your students to succeed. In addition, we will strategize about how to recruit students to ensure diversity. We will discuss in detail the structure of the AP CS Principles Assessment including the Create Performance Task (administered during the school year) and the Multiple Choice Exam. Scoring rubrics will be utilized. We will use various sites to explore computer science, organize workshop materials, and to collaborate throughout our time together.
Jacqueline “Jackie” Corricelli has been a public school educator since August 2003. As the District Computer Science (CS) Curriculum Specialist for the West Hartford Public Schools, Jackie enjoys learning with her colleagues, as they continue to work toward computer science for all students. In addition, she teaches CS courses at Conard High School. At the state level, Jackie volunteers as Vice President of the CS Teachers Association (CSTA). At the national level, Jackie is an Advanced Placement (AP) Consultant for AP CS Principles. She is an AP Reading Leader as well as the author of the book, “AP® Computer Science Principles Crash Course”. She has presented at several conferences including the AP Annual Conference, NCTM, and CSTA. She is the lead organizer for CSTA New England, which will take place in Connecticut in Fall 2023. Jackie believes CS can and should be integrated in all subjects, Pre K-12. Computational thinking is a way of thinking about and solving problems that permeate society, economy, and culture. CS impacts all disciplines. Jackie is happiest when she works with a team to solve problems. Whether it is a team of students, teachers, coworkers, parents, or business partners, she loves to create and execute new ideas and learn from mistakes made. She is grateful for the support she receives from her family and community.
Jackie has a B.A. in mathematics and statistics from the University of Connecticut and an M.S.Ed. in mathematics secondary education from Westfield State University. She is certified in secondary mathematics and computer science education.
Course will be in a 5 day (Monday, July 24 - Friday, July 28) on campus format.
We will begin with an overview of the AP English Language and Composition course and the skills that its exam assesses. Recognizing that students come to the course from a variety of backgrounds, and teachers from a variety of placements, exam discussion is always conducted as secondary to the primary goals of improving student writing, reading, and critical thinking, especially as these relate to rhetoric.
To that end, we will explore--and share--strategies, lessons, and resources proven to teach effectively the three main skills required for success in the course: rhetorical analysis, argument, and research (synthesis). Every effort will be made to tailor the week to participants’ needs and questions and to encourage discussion of best practices. You will receive several model reading and writing exercises and assessments. We will conduct, using the analytic rubric, simulated readings of recent free-response exam questions. We will address the standardization of free-response prompt language as well as the newer composition-type multiple-choice questions.
Please bring a charged laptop or tablet.
Tim Moxey has been teaching at Lower Moreland High School (Huntingdon Valley, PA) for 31 years. He has been the AP English Language and Composition teacher for 20 years, and also teaches a British Literature survey course to college prep and honors students. A reader, table leader, and/or sample selector for the AP English Language exam since 2007, he consulted on the redesigned curriculum framework for the course in 2015. He has a BA in English from La Salle University and an MA in English from Beaver College (now Arcadia University). He is the assistant soccer coach at La Salle College High School. Prior to his teaching career, Tim worked for a few years as a copywriter at a small ad agency outside of Philadelphia. He has published in The English Journal and Aethlon: The Journal of Sports Literature, in addition to local newspapers.
This seminar will consider the rigor, breadth, depth, and writing necessary to prepare students for success on the AP Exam and in college. Topics covered include the politics of AP (screening, student selection, grading, parents, other teachers); developing or updating a curriculum (various genres, multicultural as well as classic writers, student engagement); the teaching of writing (on-demand pieces, long analytical papers, other modes of expression and the process of revision); the exam itself (understanding what is being tested, how it is scored, and how students can prepare); and close reading and analysis of texts (prose, poetry and film). While the focus will be on effective student preparation, we are also concerned with sharing teachers’ passion for literature with students as well as survival strategies for managing this course.
Diana Krauss has a BA in English from Colby College and an MFA in Theatre from Boston University. She was certified as a National Board Teacher in 2001 and 2011. Her career spans 30 years in Maine secondary schools, including Waterville, Dexter, Mt Ararat and John Bapst. For 29 of those years she taught AP Literature and Composition. She was an AP Exam Reader from 1994-2005 and has been a College Board Consultant since 1997.
This course will consist of 4 days (Monday, July 24 through Thursday, July 27) of classroom learning.
This workshop will focus on the major principles taught in introductory college-level Microeconomics and Macroeconomics courses. Participants will engage in training that will elevate new and experienced teachers’ instructional skills. They will receive instructional materials and learn pedagogical tools that will engage students and make your teaching stick. Introductory microeconomics introduces the fundamental economic concepts of scarcity, opportunity cost, trade, the role of markets and prices, the theory of the firm, market structures and market failure. Introductory macroeconomics includes economic measurement, fluctuations of business cycles, macroeconomic models and the role of stabilization policies, both fiscal and monetary. Content training on changes in Monetary Policy in AP Macroeconomics and other updates on content to the AP Microeconomics and AP Macroeconomics will be covered. Participants will interact with the course and exam description, enhancing their use of the skills pairing with content that they will apply to formative and summative assessments as is done on the AP exams. Participants should bring a laptop to use throughout the workshop. We will be accessing AP Classroom during the week.
Tamra Carl has taught AP Micro for 20+ years and AP Macro for 10+ years, and she has been a reader in AP Micro. She serves on the AP Micro Content Development Committee, and she helped create the AP Daily Micro videos in 2020. In addition to teaching, Tamra has written curriculum for Marginal Revolution University, presented with the St. Louis Fed at the AP Annual Conference in 2018, and presented at NCSS in 2020 and 2022. Her student teams have won the Illinois State Econ Challenge twice and the Midwest Region Euro Challenge twice. Tamra holds a Masters in Education from DePaul University, and a Bachelor of Arts in Economics from the University of Michigan.
This course will consist of 4 days (Monday, July 24 through Thursday, July 27) of classroom learning.
This workshop is designed for both new and experienced AP® Psychology instructors and will include review of course content, planning, and a variety of teacher resources, strategies, and assessments. It will assist you in building a solid foundation of knowledge and skills for a high-interest and successful AP© Psychology course in your school’s specific academic schedule and setting.
By attending this institute, you will gain a deeper understanding of the course content, planning the course, teaching the course, assessing student progress, and engaging as a member of the AP Community. Individualized activities will be provided for both new and experienced teachers to navigate through the latest updates in the CED (Course and Examination Description), AP® Audit, and AP® Classroom. There will be opportunities to explore how to use instructional planning reports, unit guides, personal progress checks, and the AP question bank. New teachers will be provided time to review various syllabi for a semester or year-long course, sequence & pacing, and textbook options.
Another focus of the institute will be on helping students acquire the test-taking skills they need to be successful on the AP® Psychology Exam. Instructors will be exposed to previously released exams and we will evaluate strategies for preparing students. Particular attention will be devoted to understanding how the free-response questions are graded and learning simple and effective teaching strategies for writing and scoring these types of questions. Each of the nine content areas of the course will be addressed and participants will be provided with materials to enhance their course including demonstrations, critical thinking exercises, and assessments. Projects that build content and enhance scientific skills will also be examined. An emphasis will be placed on bringing difficult content to life for students and helping instructors with content assistance in those difficult to teach areas of the course.
This interactive course will assist teachers in gaining the content and skills to allow for both teacher and student success. It will be a week of professional development focused on building meaningful connections within the AP Community and adding to your “tool box” of best practices. You will be provided with activities and strategies that can be implemented in your classroom immediately. Google Drive will be used to share a wealth of course resources. Come ready to learn and leave energized to be teaching AP© Psychology!
Michael Pastor teaches Introduction to Psychology, AP Psychology, and Criminal and Civil Law at Quaker Valley High School in Leetsdale, Pennsylvania. He has served as a reader and table leader at the AP Psychology reading for many years. He is a proud member of Teachers of Psychology in Secondary Schools (TOPSS) and the National Council for the Social Studies (NCSS). Michael also serves as a coach for the Teaching for Understanding online course as a part of Harvard’s Project Zero. In his experience, Michael has presented at the Project Zero Perspectives conference as well as numerous service-learning conferences. At Quaker Valley High School, Michael serves as the social studies department chairperson. His educational background includes undergraduate degrees in psychology and secondary education from the Pennsylvania State University and a master’s degree in school leadership from the University of Pittsburgh.
In this summer institute, we will delve into all of the aspects of the AP Spanish Language and Culture course. The institute will provide sample materials and classroom activities relating to the 2023 exam. Participants will be asked to actively participate and share best practices with the entire group each day. Be ready to share! Specifically, in our session we will delve into the following:
- Goals and Curricular Requirements of the AP course and exam
- The AP Spanish Language and Culture 2019 CED [the Course and Exam Description]
- Teaching AP Spanish Language and Culture across the curricular themes and contexts
- Become familiar with the AP Spanish Language & Culture Curriculum Framework
- Discuss the teaching of culture at all levels of Spanish and how to approach the task of making cultural comparisons and integrating culture in our daily plans
- Examine the course’s Learning Objectives and Achievement Level Descriptors
- Become familiar with the AP exam structure, analyzing each section
- Become familiar with the scoring guidelines for World Languages and Culture, and evaluate student samples according to these guidelines
- Become familiar with AP Classroom and how to use it in your daily planning
- Create questions that align with the 8 Skill categories and Learning objectives that serve as the foundation for the course
- Examine how the Equity and Access, and Diversity and Inclusion statements impact our classes
- Share pedagogical strategies that reinforce and improve interpretive, interpersonal and presentational communication of our students
- Examine and share various instructional approaches and strategies
- Using authentic resources for thematic unit design
- Discuss the use of technology, the arts, music, and images to support curricular goals
Our discussion of student performance will focus on the three communicative modes: interpretive, interpersonal, and presentational, and how they inform the structure of the exam. Additionally, we will discuss AP curriculum and syllabus development, utilizing the Unit Guides, instructional strategies and the Personal Progress Checks along with the integration of culture (products, practices and perspectives) into all levels of an AP and Pre-AP program.
Each participant will develop a unit of instruction incorporating various Instructional Strategies, formative and summative assessments, with authentic resources to share and present to the group. Moreover, each participant will choose an authentic resource aligned with one of the course themes, and create activities corresponding to each of the skills as delineated in the Skill Categories to share with the group. In addition, we will examine and share teaching strategies, instructional materials, and online resources to make our AP program vibrant, relevant, and successful. Music, video and film resources exemplifying the themes with accompanying comprehension activities will be woven throughout.
The Institute will provide you with the CED. However, please have a laptop or tablet with which to access the materials that I will provide (websites, videos, movie shorts, articles, student materials, etc.), as well as earphones or earbuds.
A few days before the Institute, I will send out a Google Form survey to find out more about you, your needs and expectations. I look forward to meeting and working with you...it will be fun!
Lourdes Rodriguez-Von Vogt was born in Chicago of Puerto Rican parents. As a first generation Puerto Rican, she grew up immersed in two worlds, linguistically, physically and culturally, that of Chicago and Puerto Rico. Lourdes received her Bachelor's degree in Spanish from the University of Illinois at Chicago (1978), and in 1980 completed her Master’s degree in Spanish Linguistics from the University of Illinois at Urbana-Champaign, as well as post-graduate coursework and preliminary exams pursuant to a Doctorate in Romance Linguistics. She studied her junior year in Barcelona, Spain, and subsequently studied in Paris, France, Perugia, Italy, and Quebec City, Canada. Lourdes has been teaching university and high school courses for 42 years. From 1990-2020 she was the World Languages Department Chairperson at Lincoln Academy, teaching all levels of Spanish, including AP Spanish Language and Culture, as well as French and Italian. She developed the department's AP Spanish Language curriculum, as well as directed the World Languages curriculum as a whole. Additionally, she coordinated homestay programs in Puerto Rico, México, Spain. After retiring from Lincoln Academy, Lourdes was a Spanish Language instructor at Bates College in Lewiston, Maine, and is currently teaching at the University of Southern Maine in Portland. In 2005, Lourdes was a finalist for the Maine Teacher of the Year.
Lourdes was a member of the AP Spanish Language and Culture Test Development Committee until 2018 and has been an AP Consultant for 11 years. Lourdes has given numerous AP Spanish Language and Culture Summer Institutes and Workshops, both online and in-person. For the past 13 years Lourdes has been a Reader and Table Leader at the AP Reading overseeing and grading the speaking portion of the AP Spanish Language and Culture exam. Furthermore, she served on the AP Annual Conference Steering Committee. Lourdes has presented at several state and regional World Languages conferences, as well as AP national conferences, including APAC, NECTFL, and ACTFL, on a variety of topics from integrating culture to incorporating Sparks and various writing and speaking activities into one’s curriculum. Lourdes lives in South Bristol, Maine with her husband, Carl, and her two cats. She enjoys cycling, canoeing, hiking and playing tennis.
Course will be held in a 4 day (Monday, July 24 - Thursday, July 27) format on campus.
This session is designed for both new and experienced teachers and will cover the material pertinent to the 2023-2024 AP® Statistics Course.
- Deepen understanding of statistical concepts and methods, as well as the 4 course skills, described in the AP Statistics Course and Exam Description (CED)
- Refine course planning to meet students’ needs given available constraints, resources, and supports.
- Examine effective instructional strategies and assessment resources for AP Statistics.
- Explore uses of AP Classroom to assess and provide feedback about student learning and to aid you in designing instruction.
- Expand professional network as part of the AP Community.
What to bring
Items you should bring during the week include:
- a laptop computer & storage device
- a TI-84 Plus graphing calculator
- a current syllabus and pacing guide (if you have)
- one classroom activity to share (if you have one)
- one best practice to share (if you have one)
- comfortable clothes and shoes for walking in the summer heat
- a light sweatshirt or sweater in case you get chilly in the AC
- note: a Google Form survey will be emailed to you several days before the institute begins – please be sure to provide your preferred email address when registering to help me in final preparations for our APSI
Day 1: July 24
AP Statistics Overview
College Board Resources (AP Central, AP Classroom, CED)
Other AP Statistics Resources
Use of Technology, Formulas and Tables
AP Audit, Pacing/Syllabi
Equity and Access as a Guiding Principle in Designing Instruction
CED Unit 1, Exploring One-Variable Data
Descriptive Statistics in Words, Numbers, and Charts/Graphs
Problem Sets on Exploring One-Variable Data
Exploring One-Variable Data Activity (Census at School)
CED Unit 2, Exploring Two-Variable Data
Scatterplots and Association
Correlation and Coefficient of Determination
Least-Squares Regression Lines
Problem Sets on Exploring Two-Variable Data
Correlation and Regression Methods Activity (Bundesliga Soccer Data)
In-Class Exercises on Exploring Data and Relationships
Sample CED Unit 2 Investigative Task
CED Unit 9, Inference for Quantitative Data: Slopes (reference only)
Confidence Interval for Regression Slope (reference only)
Significance Test for Regression Slope (reference only)
Conditions for Inference (reference only)
Day 2: July 25
CED Unit 3, Collecting Data
Scope of Inference
Simulation and Simulation-Based Inference
Problem Sets on Collecting Data
Sampling Activity (Sampling at a School Assembly)
Experimental Design Activity
CED Unit 4, Probability, Random Variables, and Probability Distributions
Randomness and Probability Rules
Mutually Exclusive Events and Independent Events
Random Variables (Discrete and Continuous)
Binomial and Geometric Distributions
Combined Event Probabilities
Problem Sets on Probability, Random Variables, and Probability Distributions
Probability Activity (Rock-Paper-Scissors)
Probability Activity (Casino Lab)
Day 3: July 26
CED Unit 5, Sampling Distributions
Sampling Distribution of a Sample Proportion
Sampling Distribution of a Sample Mean
Problem Sets on Sampling Distributions
Sampling Distributions Activity (Reese’s Pieces)
Sampling Distributions Follow-Up Activity (Reese’s Pieces)
Sample CED Unit 5 Investigative Task
CED Unit 6, Inference for Categorical Data: Proportions
Confidence Interval for a Proportion
Conditions for Inference
Margin of Error and Standard Error
Significance Tests About a Proportion
Test Statistics and P-Values
Power, Type I, and Type II Errors
2-Proportion Confidence Intervals and Significance Tests for Proportions
Problem Sets on 1-Sample and 2-Sample Inference Procedures for Proportions
Confidence Interval Activity (Presidential Polls)
Significance Test Activity (Hershey’s Kisses)
Day 4: July 27
CED Unit 7, Inference for Quantitative Data: Means
Confidence Interval for a Mean
T-Distributions and Degrees of Freedom
Significance Tests About a Mean
2-Proportion Confidence Intervals and Significance Tests for Means
Problem Sets on 1-Sample and 2-Sample Inference Procedures for Means
Confidence Interval and Significance Test Activity for Means (Cereal Box Vouchers)
CED Unit 8, Inference for Categorical Data: Chi-Square
Conditions for Inference
Chi-Square Goodness of Fit Test
Chi-Square Test for Association/Independence
Chi-Square Test for Homogeneity
Problem Sets on Chi-Square
Chi-Square Goodness of Fit Activity (M&M’s)
Strategies and Pedagogical Tools
Instructional Planning Reports PP Slide Deck
AP Classroom PP Slide Deck (revisited)
Cumulative Review Practice (Exploring Data, Collecting Data, Probability, Inference)
Common Student Errors
AP Exam Review Tips
Projects in AP Statistics
Equity and Access as a Guiding Principle in Designing Instruction (revisited)
David Wilcox holds the Eileen Mullady Distinguished Teaching Chair at The Lawrenceville School, and in his second year at Lawrenceville received the Robert B Ritter Jr award given by the Head of School for excellence in academic nurturing. David has served as a rubric team member, table leader, and reader for the College Board at the AP Statistics Reading for the past 21 years. He is also an APSI and workshop instructor for the College Board, and has been a presenter at the AP Annual Conference. David recently co-authored “Multiple-Choice and Free-Response Questions in Preparation for the AP Statistics Examination”, published by D&S Marketing Systems, Inc. His consulting work includes projects with ETS and Edgenuity, and he serves as a “What’s Going on in this Graph” moderator for The New York Times. In addition to AP Statistics, David teaches Honors Calculus-Based Probability and Statistics and develops probability and statistics curriculum for integrated math courses at The Lawrenceville School. David received a Bachelor of Science in Mathematics from Christian Brothers University in 1989, a Masters of International Business Studies (Spanish Track) from the University of South Carolina in 1994, and a Masters of Applied Statistics from the University of South Carolina in 2013.
This course will consist of 4 days (Monday, July 24 through Thursday, July 27) of classroom learning.
This Advanced Placement Summer Institute provides participants with the tools they need to implement an effective AP United States History course. During this training, teachers will explore the historical thinking and reasoning skills that are the foundation of the course. These will be addressed through the context of the components of the curriculum framework, including the required units, topics, themes, and learning objectives. Participants will understand how to use activities that organize the concepts and essential questions to develop student proficiency in the skills identified by the curriculum framework. In addition, participants will have dedicated time to work on course planning and obtain feedback from the instructor and other participants that will help them decide how they will combine the skills and content of the AP United States History course to effectively teach and prepare for the AP exam. The training will cover many topics, but there can be flexibility in terms of which areas may need more attention. One of the main goals is to make sure participant questions and individual needs are addressed as the group works together throughout the week to best prepare for the upcoming school year.
If you have any questions or concerns prior to the APSI please email me at firstname.lastname@example.org.
Mark A. DiGiacomo is in his 19th year at The Pennington School in Pennington, NJ. He is the former Chair of the History and Social Studies Department, a Faculty Mentor, and works with the theater department as a faculty advisor and assistant director. In addition to A.P. United States History, he has taught numerous U.S. and World History electives. He is the 2011 recipient of the Henry and Selma Otte Distinguished Teacher Award.
As a College Board Professional Workshop Consultant, an AP Exam Table Leader, and an AP Mentor since 2011, Mark has participated in several College Board initiatives including the Cultivating Wonder, AP Insight, and AP Mentoring programs. In addition, Mark has presented workshops nationwide and at both the AP Reading and the AP Annual Conference.
Mark holds undergraduate degrees from Moorpark College and Westmont College, and a graduate degree from Princeton Theological Seminary. He served as a member of the Lawrence Township Historic Preservation Advisory Committee. When not reading countless essays, he enjoys performing with The Faculty Band, biking, and swimming.
/ Tuition and Fees for each session
$925 early bird Changes to $1,025 after Monday, June 19
If you purchase by Monday, June 19, and originally paid: $925 AND canceled by Monday, July 10, you'll be refunded $825. For purchases after Monday, June 19, and originally paid: $1,025, AND canceled by Monday, July 10, you'll be refunded $925.
/ Graduate Credit and fees for each session
$1,400 early bird Changes to $1,500 after Monday, June 19
If you purchase by Monday, June 19, and originally paid: $1,400 AND canceled by Monday, July 10, you'll be refunded $1,300. For purchases after Monday, June 19, and originally paid: $1,500, AND canceled by Monday, July 10, you'll be refunded $1,400.
Cost for a single room: $600 Please see our Housing section below for additional options.
You can expect to learn, have fun, and relax while you are here. Our past participants have complimented our attention to detail, the food, the location, and the activities available throughout the week.
Saint Joseph’s campus sits on the shore of Sebago Lake, Maine’s second-largest lake and a four-season recreational area. It is just 20 miles northwest of coastal Portland, the state’s largest city. The college is an hour north of Portsmouth, NH, and two hours from Boston, MA.
These workshops are offered to high school teachers who either currently teach or are preparing to teach advanced placement courses at their schools. Instructors of these workshops are experienced in their fields and, in many cases, award winning faculty. Their knowledge of the subject material allows them to tailor their courses to the experience level and specific needs of individual participants.
Saint Joseph’s College is located on 474 acres overlooking Sebago Lake, one of Maine’s most beautiful locations.
The campus itself is easily navigated on foot: scenic paths connect campus buildings, and a brisk five-minute walk will take you anywhere you need to be. A hilly descent to our own private sandy beach opens onto a panoramic view of the lake with the White Mountains as a backdrop on the horizon. On campus, such social activities as a nightly Bistro with a cash bar in the Student Lounge in the Alfond Center, will be offered. A real Down East “Lobstah Bake,” complete with steamed clams, corn-on-the-cob and strawberry shortcake, takes place Wednesday evening and is included in the tuition fee.
Evening bus excursions to Portland and Freeport (home of LL Bean) may be offered if there is sufficient interest.
The Alfond Recreation Center offers a wide variety of sport and exercise options: indoor track, Nautilus weight machines, free weights, cardiovascular machines, swimming pool, and basketball courts. The center also houses lounges and public areas suitable for studying and socializing. The college has a small beach on Sebago Lake and walking trails. So, prepare to enjoy the Maine summer during the Advanced Placement Summer Institute.
On-campus housing is provided in our student residence halls. Rooms are single occupancy, in either an air conditioned five-bedroom suite with semi-private baths or a non-airconditioned traditional modern hall with one large, single-sex, shared bathroom per floor. The rooms are basic and include single beds, desks, bureaus, wardrobes, and overhead lighting. A wireless high speed Internet connection is available. The college provides one set of linens (towels, washcloths, sheets & pillowcase). You may want to pack extra towels, a small desk lamp and other amenities. The housing fee includes breakfast and dinner each day at our cafeteria. A non-participating adult/child may share your room for an additional fee. He or she is responsible for his or her own meals, which can be purchased at the cafeteria.
Off-campus accommodations near Saint Joseph’s are limited, due to its location in the heart of one of Maine’s most enjoyable recreation areas at the height of the busy summer season. If you prefer to stay on your own, early planning is essential, and the following resources may be helpful:
• Sebago Lakes Region Chamber of Commerce: www.sebagolakeschamber.com
• Chamber of Commerce of Greater Portland: www.portlandregion.com
• Maine Office of Tourism: www.visitmaine.com
• Maine Resource Guide: www.maineguide.com
Participants living off campus must provide their own transportation to and from the college and make their own reservations. Those choosing to live off campus are also responsible for arranging their own breakfast and dinner each day or may purchase meals at our cafeteria.
Yes, activities are included in your registration fee.
The two closest airports to our campus are the Portland International Jetport (PWM) which is a 35-minute drive to campus, and the Boston Logan International Airport (BOS) which is about 2-hour drive from campus.
There are two Bus station in Portland, ME: Concord Coach Lines and Greyhound Bus Lines.
Taxis and Uber transportation are available to campus from local airports and bus stations.
We do our best to accommodate all our guests and their dietary needs. We will do our best to provide vegan, gluten-free, and vegetarian options for our guests. Please be sure to note your dietary needs when you register.
My school is going to pay for me by purchase order, but their fiscal year begins after July 1. Should I register now?
Yes! We know many schools can’t issue POs until after July 1st. This is not a problem. Please register NOW, though, so we can save you a spot in the workshop. Should you decide not to attend, however, we will bill your school for a deposit fee of $100.
We ask that you cancel your registration by July 10th. There is a $100 cancelation fee. Any cancellations after July 10th are nonrefundable.
We will send you a confirmation email once you have completed your registration and payment information. Once the workshop has been confirmed (Late June – Early July) you will receive another email with additional details. If you have not heard from us, please feel free to email us at email@example.com.
Once we have at least 6 participants in the workshop we will confirm the workshop session to run. Sometimes a workshop session will not reach 6 participants quickly, and we keep the registration open longer. We do have to cancel workshop sessions occasionally.
Please check our workshop description. If you have more specific questions, you can email firstname.lastname@example.org and we will forward your questions to the instructor.
Purchase Orders may be emailed to APSI@sjcme.edu
Purchase Orders and checks may be sent to Saint Joseph’s College APSI, 278 Whites Bridge Road, Standish, ME 04084
A link will be provided via email if you are paying by Credit card and electronic check.
We will accept registrations up until noontime on Friday, July 21st.
Early Bird tuition is available for people that complete the registration by June 19th. After June 19th, the tuition increases by $100 per workshop week.
Register and pay a $100 non-refundable deposit for your spot. The balance is due before classes begin. We take checks, credit cards, and POs!
Registration and Payment
Registration Due Date: July 21, 12:00 PM EST
Save your spot by registering now!
Methods of payments:
- Purchase orders may be emailed to APSI@sjcme.edu.
- Purchase orders and checks may be sent to
Saint Joseph’s College APSI
278 Whites Bridge Road
Standish, ME 04084.
- To pay by Credit Card or Electronic Check, click on the Pay Now button
On-campus housing is provided in our student residence halls.
- Rooms are single occupancy, in either an air conditioned five-bedroom suite with semi-private baths or a non-air conditioned traditional modern hall with one large, single-sex, shared bathroom per floor.
- Rooms are basic and include single beds, desks, bureaus, wardrobes and overhead lighting. A wireless high speed Internet connection is available.
- The college provides one set of linens (towels, washcloths, sheets & pillowcase).
- You may want to pack extra towels, a small desk lamp and other amenities.
- The housing fee includes breakfast and dinner each day at our cafeteria.
- A non-participating adult/child may share your room for an additional fee. He or she is responsible for his or her own meals, which can be purchased at the cafeteria.
Cost for a single room: $600
Cost for family room: $900
Meal plan for family member or commuter: $275
Located on the shores of Sebago Lake in Standish, Maine.
About Saint Joseph's Campus
Saint Joseph’s College of Maine is where community grows – on campus, online, and around the world. Since its founding in 1912 by the Sisters of Mercy, the College has transformed learners into leaders who sustain their communities. Our mix of classroom, experiential, and professional learning offers immersive career readiness on a liberal arts foundation.
The College is located on 474 idyllic acres overlooking Sebago Lake, one of Maine’s most beautiful spots and a popular four-season recreation area. A critical community resource for the Lakes Region of Maine, our campus is easily navigated on foot. Scenic paths connect campus buildings to a forest trail system and our own private sandy beach. Come for a walk, and stay for the panoramic view of the lake with the White Mountains as a backdrop on the horizon.
In the other direction, coastal Portland is only 20 miles to the southeast of Saint Joe's. Just one hour north of Portsmouth and two hours from Boston, Portland is a foodie haven known for incorporating the best of Maine's farms and waters. It was recently named the #1 Ranked Food City in America.