Online Session, June 26-30, 2023

Online studentThe 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 online learning community. 

Classes are available for CEUs or Graduate Credit.

During our online AP Summer Institute, you'll gain all the same benefits of our in-person AP Summer Institute, including exploring the course and exam, teaching strategies, and guidance for using AP Classroom except you will be in the comfort of your own home. Mark your calendar now and plan to attend an exciting Online AP Institute at Saint Joseph’s College!

Classes will meet online via our Learning Management System (LMS) for a total of 30 contact hours. All courses will start at 8:30am Monday, June 26, and there will be no synchronous learning after 12:30pm Friday, June 30. Some courses will have 4 days of synchronous learning while others will have 5 days of synchronous learning. Length of each course is determined by the AP Consultant. Please see the course description for details.


This course will consist of 4 days (Monday, June 26 through Thursday, June 29) of synchronous learning.

This course covers curriculum content, strategies, criteria, and materials for teaching Advanced Placement Biology. Participants will discuss content covered in three major topics of an AP Biology course: molecules and cells, heredity and evolution, and organisms and population. Strategies for assisting students in thinking about both broad and specific concepts in expressing their knowledge and understanding of biology will be explored.

Learning outcomes and course objectives

  • Discuss teaching strategies for AP Biology labs in the Lab Manual, as well as supplemental lab activities that can be done to meet curricular requirements.
  • Design inquiry style labs for each of the Big Ideas.  There will be an emphasis on experimental design, data analysis and reporting of results.
  • Learn how to use existing resources most effectively in implementing the changes in the Curriculum Framework.
  • Share alternative and supplemental lab activities and CER (Claim, Evidence, Reasoning) activities.
  • Work on preparing a course audit using the model syllabi provided by the College Board.
  • Work on authoring open source literature-based free response questions that can be used with students to build writing and analysis skills.
  • Design pacing guides for specific teaching situations.
  • Learn best practices in using AP Classroom to support student success in AP Biology.

Key Takeaways for Participants include the following:

  1. Understanding the course with use of CED
  2. Planning to teach the course
  3. Teaching the course
  4. How to assess student progress and understanding
  5. Engaging as a member of the AP Biology Community

Course Organization

Over the course of this workshop, teachers will become familiar with the updated Course and Exam Description (CED) in AP Biology. The updated CED organizes the course into eight commonly taught units:

Unit 1: Chemistry of Life

Unit 2: Cell Structure and Function

Unit 3: Cellular Energetics

Unit 4: Cell Cycle

Unit 5: Heredity

Unit 6: Gene Expression and Regulation

Unit 7: Natural Selection

Unit 8: Ecology

The focus of this online Advanced Placement Summer Institute will be on the following topics:

  • Changes to the CED and exam format
  • Discussing inquiry-based lab investigations, with time spent on how to analyze sample data
  • Effective use of College Board Resources, including AP Classroom.
  • Instructional strategies and tools that provide students opportunities for success in AP Biology

The updated course framework clearly connects each learning objective to specific essential knowledge and includes biology-specific science practices that build skills to help students learn to think and act like biologists. Particularly important will be the time and skill set necessary to support teachers in implementing inquiry-based investigations. Participants will be given tools and strategies for modifying traditional experiments into inquiry-based models. Participants will become familiar with both hands-on and virtual investigations and explore alternatives to these investigations that meet the same learning objectives and integrate the same science practices.

We will also take a deep dive into the most recent AP Biology exam, trends and patterns noticed in student responses, and strategies for improving student performance through intentional instructional design. There will be time allotted for teachers to work on syllabus development since all teachers will be required to submit a syllabus to meet AP Course Audit requirements during the 2023-2024 school year.


Maureen Jimenez, APSI instructorMaureen Jimenez has been an educator in the high school classroom for twenty-two years. She was hired as a first-year teacher specifically to teach AP Biology and has been teaching the course since then. She has taken courses in Professional Certificate in Teaching Advanced Placement at the UCR Extension campus to improve her techniques in the classroom. She has participated in the grading of the AP Biology exam in different levels which include Examination Reader and as part of the Leadership Team as a Table Leader and Question Leader. She graduated from California State Polytechnic University, Pomona with a Bachelor of Science in Biology and completed a Masters in Education from Claremont Graduate University. She has worked for the last 18 years at Norco High School and currently teaches a combination of AP Biology, Honors Anatomy and Physiology, Anatomy and Physiology, and Biology.

Course will be in a 5 day (Monday, June 26 - Friday, June 30) online format.

This course will focus on preparing students for the AP chemistry exam.  Participants will learn chemistry content and ways to teach in a face to face or online environment.  Content from all nine units will be addressed. Participants will perform online lab and non-lab activities, with a focus on discussion and analysis.  We will explore the construction of the AP exam and scoring rubrics giving teachers a deeper understanding of how to prepare their students for it. Participants will score practice exams questions and have an opportunity to construct their own AP type questions.


Alice Putti currently teaches chemistry and AP Chemistry at Jenison High School in Jenison, MI. She was part of the AP Chemistry Test Development Committee, serving as a member at large and College Board Advisor. Since 2004, Alice has also served as a reader, table Leader, and question Leader at the AP Chemistry Reading. She has been an AP Consultant since 2013 and has presented at state and national conferences. In 2022, Alice won the ACS James Bryant Conant Award in High School Chemistry Teaching.

This course will consist of 4 days (Monday, June 26 through Thursday, June 29) 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, APSI instructorTamra 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.
Twitter @Tamra_Carl

Course will be in a 4 day (Monday, June 26 - Thursday, June 29) online format.

This workshop is designed for teachers of AP English Language and Composition. Using the College Board’s newly revised AP Lang Course and Exam Description, we will explore contemporary units and lessons proven to effectively teach the three primary skills required for success in the course: argument, rhetorical analysis, and research (synthesis). Participants will receive several model composition exercises and assessments, including a comprehensive overview of new online AP resources (question banks, progress checks, etc). Because AP English Language students need many opportunities to discuss complex texts in multiple genres, participants will gain hands-on experience with rhetorical-reading approaches to non-fiction, literary, and informational texts. We will conduct a simulated reading of recent Free-Response exam questions using the new analytic scoring rubrics, and participants will receive full sets of sample student papers along with strategies for using those samples to inform teaching and learning. Please bring a laptop or tablet for immediate access to multiple digital resources.

Workshop Goals:

  • To identify and apply the newly articulated standards of the AP English Language and Composition exam to classroom practices
  • To explore print and digital resources, including the College Board’s new unit guides and AP Classroom question banks and progress checks
  • To develop effective syllabi
  • To expand participants’ repertoire of successful instructional strategies
  • To develop a network of valuable colleagues
  • To promote the cross-disciplinary benefits of AP Language curriculum


Amy Matthusen, APSI instructorAmy Matthusen has taught AP English Language and Composition in NYC Public Schools since 2010. She serves as ELA Department Chair at the East-West School of International Studies in Flushing, Queens and has been a Reader for the AP Language Exam since 2015. She regularly presents at the National Council of Teachers of English and has won teaching awards from the Fund for Teachers, the New Teacher Project, and the NYC Award for Classroom Excellence. Additionally, she serves as a Coach for the National Math & Science Initiative leading teachers around the country in professional development around AP Language for the last six years. She has written a variety of articles and co-authored the book Speaking Up: Manageable, Meaningful, Student-driven Conferences.

This course will consist of 5 days (Monday, June 26, through Friday, June 30) of synchronous learning.

This course is designed to benefit the AP Literature and Composition teacher. Using contemporary and literary classics, we will explore instructional strategies and assessments with equity and access as a guiding principle. During the week we will examine the following topics: course and syllabus design, the AP exam, seminar approaches, poetry, short works of fiction, major works of fiction (novels and drama), and writing. We will work on tweaking and/or constructing lesson plans and units. For those needing to construct a syllabus, guidance will be provided. Please bring teaching resources you want to revise or incorporate into your school year. The workshop will be largely hands-on and differentiated to the degree needed.

College Board Workshop Handbook
Curriculum Materials and Activities
Familiarity with Song of Solomon or Beloved  by Toni Morrison and/or The Nickel Boys by Colson Whitehead

Course Objectives: The course will prepare the beginning and experienced English teacher to

  • Understand the skills tested on the AP Literature and Composition exam (Content Knowledge)
  • Grade student essays accurately and give effective feedback (Content Knowledge and Pedagogy and Student Learning)
  • Construct lesson plans that increase students’ skills in critical reading and analytical writing (Content Knowledge and Pedagogy and Student Learning)
  • Develop focused units that prepare students for success (Content Knowledge and Pedagogy and Student Learning)
  • Use a range of primary and secondary source material to augment the study of rhetorical forms (Content Knowledge)

Day 1 (8:30 – 4:00)

Introduction and Expectations
Myths to dispel
Equity and Access
Listen to a podcast and reflect

Day 2 (8:30 – 4:00)

Examine the AP Exam
Understanding CED
Group work on CED
Share out about units
Setting up you class

Day 3 (8:30 – 4:00)

Clint Smith video
Unit Overview
“Cell One” by Chimanada Adichie
Work on a unit or the syllabus

Day 4 (8:30 – 4:00)

Share lessons in groups
Share lessons with the entire class
Long Fiction

Day 5 (8:30 until 1:00)

Sample Essay and Scoring Rubrics
AP Classroom
Tying of loose ends


Adenike Davidson, APSI instructorAdenike Davidson is a professor and Literature and Gender Studies and Director of the Women’s and Gender Studies Program at Delaware State University.  She is the author of The Black Nation Novel:  Imagining Homeplaces in Early African American Literature, 2008. Dr. Davidson has over 15 years experience with the AP Literature Exam, serving as a reader, table leader, response selector, and currently as a question leader. She is a College Board consultant for AP English Literature as well as AP African American Studies. She has also served as a reviewer for NEH applications and is currently the Board Chair elect for Delaware Humanities.

This course will consist of 5 days (Monday, June 26 through Friday, June 30) of synchronous learning.

The AP Environmental Science Institute will emphasize the college board curriculum framework, using the Course and Exam Description (CED). We will develop an understanding of how the science practices and course content tie together, to provide students with an engaging science experience and prepare them for the AP exam. The main objective of the summer institute is to ensure you understand how to plan, teach, and assess the AP Environmental Science Course. The structure of the workshop will incorporate numerous lab experiences to demonstrate how to develop lessons that teach both content and skill. During the workshop we will complete a variety of field work, wet labs, and activities that will get you and your students energized. We will explore a variety of instructional strategies to create a more inclusive AP science classroom. Overall participants will have a clear path for what students need to know and demonstrate to be more successful on the AP exam and engaged environmental scientists.


Ricardo Viteri, APSI instructorRicardo Viteri began his collegiate education at Franklin Pierce University and finished his undergrad at New Jersey City University. Upon graduation in 2004, he began teaching at a parochial school in an urban district, and later moved to a public school in Middlesex County, NJ. He later graduated with an MA in secondary education at Seton Hall University. Ricardo prides himself in organic urban farming techniques and has shared his passion with his students by starting an organic garden at the school. The produce grown is then donated to those in need. Mr. Viteri also won a grant to fund a small tilapia farm at the school. During the project, students learned the importance of water quality management and aquaculture techniques. In addition, Mr. Viteri was awarded funds to purchase a composter for the garden. He then organized some students to gather waste scraps from the cafeteria for the composter. Mr. Viteri has attended the A.P.E.S reading for 9 years now and has served on the A.P.E.S. curriculum committee from 2016-2020 as the College Board Advisor. Currently, Mr. Viteri is diving into the world of herpetology and hopes to share his knowledge of captive breeding techniques and snake behavior with anyone who would like to learn.

This course will consist of 5 days (Monday, June 26, through Friday, June 30) of synchronous learning.

This AP Summer Institute in AP European History is intended for new and experienced AP teachers looking to implement a successful program in their school. Enrollment is recommended for experienced AP teachers eager to gain insight into the current Curriculum and Design Framework in order to hone their craft. This summer institute will explore the themes, historical reasoning processes, content objectives, and time periods that define the course expectations. This institute will also explain the grading of the exam. During the institute, participants will have the opportunity to examine sample lesson plans, review the regulations for the course audit, and begin developing a pacing guide. Sample lessons will be supplied and teachers will be given opportunities to discuss and construct other lessons related to the course. While the course will cover the pacing for the entire year, participants will be given the opportunity to develop their first unit in order to receive feedback on pacing and lesson ideas. Most importantly, the workshop will create an environment of mutual respect among participants and the instructor in order to encourage a dialogue and discussion regarding issues and concerns related to AP European History.


Catherine Desmond, APSI instructorCatherine Desmond has been teaching AP European History for over ten years at a comprehensive high school in the suburbs of Baltimore, Maryland, as well as at a private online high school. She has been an AP Reader, Table Leader and/or Question Leader for the exam for over ten years allowing her the opportunity to
understand the nuances of the scoring for the written portion of the exam. She has been a contributor to AP Daily, the College Board sponsored website that provides content and skill development for all AP courses. She has written for various textbook companies related to the content and skills associated with teaching AP European History. In addition to being a high school teacher, she has taught Western Civilization I & II at a local college and has been a Park Ranger with the National Park Service.

This course will consist of 4 days (Monday, June 26 through Thursday, June 29) of synchronous learning.

The four-day French Advanced Placement Summer Institute is a dynamic, collegial experience designed to fully prepare and energize French teachers. The AP French course encourages creative teaching that engages students in language in a program that provides equity and access to all. College Board has an exciting suite of support resources that will guide AP French teachers as well as provide course and exam materials that will benefit both teachers and students. These resources include AP Classroom, AP Audit, AP Central and all essential aspects of the Course and Exam Description. My goal is to provide a vast array of materials, strategies and online resources not only for the AP level, but for the entire range of a French program. I want my participants to leave the workshop with all the tools necessary for success along with complete insight into our course and exam and most importantly, a renewed enthusiasm for teaching French.

The following are typical activities featured at my APSI workshops:

Day One

  • Introduction to the presenter and overview of the week’s work
  • Get to know each other activity
  • We will have our initial introduction to the materials developed by College Board
  • Present the key takeaways from our time together that include: understanding the course, planning the course, teaching the course, assessing student progress and understanding, and becoming a member of the AP community
  • Participants will learn the necessary vocabulary for success (includes the 3 modes of communication, the 3 facets of culture and the 6 themes of language learning)
  • Participants will play “AP Jeopardy” to learn about course expectations
  • We begin looking at the course and exam by examining the CED (Course and Exam Description).
  • We will examine the first half of the exam, the multiple choice section – this includes a presentation on the Interpretive mode in that this entire section of the exam is based on reading and listening skills
  • The group will participate in a number of activities from the College Board CED
  • Strategies for teaching interpretive skills throughout the curriculum will be shared using the examples from the CED
  • The initial tour of Ed’s website will include the reading and listening pages, with demonstrations of how to use these resources in class

Day Two

  • Review of the assignment that participants prepared for today’s session
  • Continuation of analysis of the sample exam – the free response section
  • We will begin with the two writing-based tasks (the email and the essay)
  • Participants will themselves write a response to the email question then we will look at sample student responses to set the bar for AP expectations as we use the College Board scoring guidelines
  • Analysis of the challenging essay task (our second Presentational mode activity) along with current student examples – participants will start to see how reading, listening and writing skills must be combined for student success
  • The final two parts of the exam are studied – the two speaking portions (conversation and cultural comparison that make up the interpersonal mode tasks) where participants will hear actual student performance to understand AP expectations
  • Continued use of the CED including several activities including instructional strategies as well as a description of the new, searchable question bank that will be available in Fall 2019
  • Assignment dealing with integrating authentic materials into the current curriculum of the participants

Day Three

  • Review of previous day’s assignment
  • Curriculum building activities both from the CED guide and Ed’s website
  • Vertical view of a French program that stresses a structured articulation of skills from year one through AP level
  • Examine the skill categories then engage in a treasure map activity to focus on course components
  • Demonstration of a thematic unit from the CED on the theme of Family and Communities (Families in Different Societies) and on Ed’s website that contains the full range of possible materials and assessments
  • Discussion of formative and summative assessment from the CED
  • CED oriented lesson planning that will lead to activities for participants
  • Demonstration of materials on Ed’s site not only for the AP course but also for all other levels of French instruction
  • Discussion and demonstration of how to integrate music, literature, advertisements, and assorted realia into the French curriculum – a sharing session

Day Four

  • Sharing of lesson building assignments shared on Google Drive
  • Explain the link between CED and Personal Progress Checks
  • Practice scoring student examples from this year’s exam
  • Complete a vertically aligned French curriculum model
  • Analyze the CB course audit and learn how to prepare an audit for submission
  • Share ideas on materials – texts, readers, films, supplemental guides
  • Discuss pacing for the AP course
  • Create a model for a typical day / week of AP French
  • Discuss the process of online Fall student registration
  • Discuss scaffolding activities throughout the French curriculum
  • Overview of the week’s activities
  • Q & A along with final thoughts


Ed Weiss, APSI instructorEd Weiss has spent his career teaching French at both the high school and college levels in the Philadelphia area, as well as serving as world language department chair at the secondary level.  Ed has worked for the College Board for over twenty years and has served as an AP reader, table leader and exam leader for the current French Language and Culture exam.  Ed is a national consultant for the College Board and has led Advanced Placement Summer Institutes for French teachers around the country.  He has also developed workshop and online materials for the College Board.  Ed is currently the world language curriculum specialist for the Delaware County Intermediate Unit.  He is a three-time recipient of National Endowment for the Humanities summer institute grants and has been a presenter for ACTFL, AATF, and at the French AP reading. Ed is an author of the Barron’s guide to AP French Language and Culture and is an author of levels one and four of the Wayside Publication’s French text series, Entrecultures.

This will be a 4 day (Monday, June 26- Thursday, June 29) online format. Consultant being available on Friday, June 30.

This course is designed to prepare teachers to teach Advanced Placement United States Government and Politics. This institute will address the scope and sequence of the AP* U.S. Government and Politics course. This will be based on the full cycle of an AP* course—from selection of students (and a full discussion of Equity and Access policies) through summer reading, from the AP* Audit and course to teaching units and PowerPoint presentations and projects, from constitutional foundations to the interactions which result in the formulation of political policy. There will be readings, curriculum unit development, practice tests, and computer time for project development as well as a thorough review of questions from the most recent examinations. Participants will see a variety of approaches and should be prepared for a strong interactive experience. The instructional approach includes some lectures, discussion of concepts, analysis of materials, and developments of sample units of study. Please note that there will be a great deal of focus on the test itself. This will be the third year of the redesigned test format, so I will include lessons from the College Board which focus on the revised curriculum.

Instructional Philosophy: I believe that the goal of this Institute is to combine the pedagogy necessary to understand how to teach AP US Government and Politics to high school students with a practical understanding of what is expected of students on the AP US Govt. and Politics Exam Participants who have completed the Institute will be well-prepared to develop a curriculum for an AP US Government and Politics course, be prepared to teach that course, and will have a familiarity with both the course and the AP test format so that their students will experience success in the course. More importantly, they will also understand how to get this material across to high school students.

Course Objectives: Participants in this Institute will

- Become familiar with the objectives of the AP US Government and Politics course.

- Develop an understanding of the content areas that are covered by the exam.

- Develop the ability to analyze Internet resources available for teaching the course.

- Compare and contrast some of the resources available for the teaching of this course, and make decisions as to the materials that would best serve the needs of their students.

- Complete a Unit Plan in a day-to-day format that can be used in teaching one of the five major units associated with the AP US Government and Politics course.

-  Complete a preliminary syllabus for the year, with plans as to what will be taught, how much time will be allotted to each unit, and some of the outside resources to be utilized

- Understand the importance of the 15 Supreme Court Cases and 9 Foundational Documents

Course Resources:  

AP Teacher Guides/Course Description
Internet/World Wide Web/List serves
Videos as appropriate
Various Texts/Readers, including the following:

American Government, James Q. Wilson and John J. Dilulio
American Government: Stories of a Nation for the AP Course by Karen Waples and Scott Abernathy
Lanahan Readings in the American Polity, Ladd and Serow, eds.


Anthony Dalasio, APSI instructorAnthony Dalasio served as a teacher and Humanities Department Chairman at Lackawanna Trail Junior-Senior High School for the past 34 years.  Mr. Dalasio has been an Advanced Placement teacher for the past 22 years, teaching a variety of Advanced Placement courses, including US Government and Politics, US History, Macroeconomics, Microeconomics, and Comparative Government. He has served as a Reader and or Table Leader for the AP Exams in US Government and Politics, Economics, and Comparative Government, and he has presented workshops and institutes for the College Board in AP US Government and Politics for the past sixteen years. In addition to his Advanced Placement work, he has also been an adjunct faculty member at Sacred Heart University, University of Phoenix, Marywood University, the University of Scranton and at Keystone College, serving in both the History and Education departments. The highlight of his teaching career has been his participation in the Fulbright Teacher Exchange Program, a full year teacher exchange in which Mr. Dalasio taught at a magnet school in Estonia. In his spare time, Mr. Dalasio is an avid golfer and Philadelphia sports fan, and he resides in Clarks Green, Pennsylvania with his wife, Mary Barbara.

This course will consist of 4 days (Monday, June 26 through Thursday, June 29) 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


Mark DiGiacomo, APSI instructorMark 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.

Course will run Online  Monday, June 26 - Thursday, June 29.

During this AP World History: Modern APSI, you’ll explore the course framework, the exam, and the new AP resources that will help you plan and focus instruction—and give you feedback throughout the year on the areas where individual students need additional focus. You’ll also learn about completing the digital activation process at the start of the school year that will give you immediate access to the new resources and will help ensure that your students can register for AP Exams by the new fall deadlines. By attending this APSI, you’ll gain deeper insight into the following key takeaways, among several others: Understand the Course; Plan the Course; Teach the Course; Assess Student Progress; and Engage as a Member of the AP Community. In addition, specific attention will be paid to the following AP Classroom resources: unit guides, personal progress checks, AP teacher community, and the AP question bank.


Sam Routhier, APSI instructorSam Routhier has taught AP World History at KIPP-NYC College Prep High School since 2010. He also coaches teachers throughout the school and provides ongoing professional development and support for new staff. He has also worked as an adjunct professor for social studies content at the Relay Graduate School of Education, has presented at the Character Lab Educator Summit, KIPP School Summit, and at the KIPP AP Summer Institute, and co-authored the first KIPP AP for All curriculum for AP World History. In 2019, he was recognized by the KIPP Foundation with the Harriett Ball Excellence in Teaching Award. Sam and his wife, Katy, live in Morningside Heights with their 2-year-old daughter, Kirin. He has a B.A. from Dartmouth College and an M.A.T. from the Relay Graduate School of Education.


/ Tuition and Fees for each session

$760 early bird  Changes to $860 after Monday, May 15

Refund policy

If you purchase by Monday, May 15, and originally paid: $760 AND canceled by Monday, June 12, you'll be refunded $660. For purchases after Monday, May 15, and originally paid: $860,  AND canceled by Monday, June 12, you'll be refunded $760.

/ Graduate Credit and fees for each session

$1,400 early bird  Changes to $1,500 after Monday, May 15

Refund policy

If you purchase by Monday, May 15, and originally paid: $1,400 AND canceled by Monday, June 12, you'll be refunded $1,300. For purchases after Monday, June 19, and originally paid: $1,500,  AND canceled by Monday, June 12, you'll be refunded $1,400.


Workshops will run much like those in person, with synchronous virtual meetings on our LMS, group work in break out rooms, and time to work. Please plan on being actively engaged with your workshop for 6-8 hours a day.

Please note that the College Board will not allow our consultants to record sessions.

All online workshops must meet the 30-hour requirements of the College Board and for those seeking graduate credits from Saint Joseph’s College.

You will need a computer, internet access, and the ability to participate in virtual meetings and online learning modules via our LMS (Brightspace). If you have questions about specific technical requirements for your computer, contact

All online workshops must be completed within 10 calendar days. All participants must complete all assignments within this time period.

Workshops for each cohort of participants will commence on Monday mornings 8:30am AM EST and will end on Friday by 12:30pm.

All work must be completed by the following Wednesday 8:30 AM EST. (Please note that workshop meetings will not occur after Friday.)

Expectations are that consultants will provide at least 10 hours of whole-group synchronous instruction/feedback/discussion opportunities and be available for one-on-one conferencing during dedicated “office hours” for at least one hour a day as necessary.

Daily conference hours will be determined by agreement between the consultant and the enrolled participants.

Consultants are not required to hold synchronous meetings or conference hours after 12:30pm on Friday of the scheduled workshop.

We will send you a confirmation email once you have completed your registration and payment information. Once the workshop has been confirmed (Late May – Early June) you will receive another email with additional details. If you have not heard from us, please feel free to email us at

We ask that you cancel your registration by June 12th. There is a $100 cancelation fee. Any cancellations after June 12th are nonrefundable.

Once we have at least 5 participants in the workshop we will confirm the workshop session to run. Sometimes a workshop session will not reach 5 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 and we will forward your questions to the instructor.

Purchase Orders may be emailed to

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 or electronic check.

Early Bird tuition is available for people that complete the registration by May 15th. After May 15th, the tuition increases by $100 per workshop week.

We will accept registrations up until noontime on Friday, June 23rd.

We ask that you cancel your registration by June 12th. There is a $100 cancellation fee. Any cancellations after June 12th are nonrefundable.

Registration and Payment

Registration Due Date: June 23, 12:00 PM EST

Save your spot by registering now!


Methods of payments:

  • Purchase orders may be emailed to
  • 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
Register Now
Pay Now

About Our Campus

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.