APSI Faculty

This year's institute will feature highly qualified College Board-endorsed consultants who will provide resources and share teaching strategies that have contributed to the success of their students. For more information about the faculty and courses, click on the sessions below.

Institute location:

  • Hawaii Loa Campus (Kaneohe) - 45-045 Kamehameha Highway,, Kaneohe, Hawaii  96744

 

2019 FACULTY AND SESSIONS

  • Art History (Erin Reiner)
  • Calculus AB (Jon Kawamura)
  • Computer Science A (Rich Kick)
  • English Language and Composition (Sherry Wynn Perdue)
  • English Literature and Composition (Rebecca McFarlan)
  • Japanese Language and Culture (Yo Azama)
  • Psychology (Amy Jones)
  • Statistics (Luke Wilcox)
  • U.S. History (Kyle Vanderwall - Updated materials & strategies)
  • World History (James Rowland)
  • Pre-AP English (two days)
  • Pre-AP Science (two days).
 

 

JON KAWAMURA earned his B.S. in Mathematics from Willamette University and his M.S. in Interdisciplinary Studies from Western Oregon State College. Jon has taught high school mathematics since 1986 and currently teaches at West Salem High School in Oregon. He started teaching AP* Calculus in 1995 and has also enjoyed teaching AP* Statistics.
Jon started scoring AP* Calculus exams in 1999 and has served as a Table Leader for five years. He has worked as a College Board* Consultant conducting one-day workshops since 2004, and has done numerous 4-day AP* Summer Institutes throughout the Western States. In 2008, he was recognized with a Siemens AP* Teacher Award for Oregon. Jon is currently a member of the AP* Calculus Test Development Committee and also was a member of the AP Insight Committee.

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REBECCA MCFARLAN is a National Board Certified teacher who for 39 years has taught English on both the high school and college levels. She has 33 years of experience teaching both the AP English Literature, AP English Language courses, and both AP Capstone courses. For the past 17 years she has been a reader and more recently a table leader for the AP English Literature Exam. Currently she teaches at Indian Hill High School in Cincinnati, OH. In addition to full time teaching duties, she serves as district Instructional Leader for grades 9-12 and ELA Program Leader for K-12. She is a College Board Consultant for AP English Literature, AP English Language, and AP Research. Over the past 20 years she has facilitated workshops both nationally and internationally. Rebecca has conducted several workshops in China focusing on both AP and PreAP English curriculum for Chinese students. For the past eight years she has served as a coach and mentor to other College Board consultants. She was recently appointed to College Board’s Instructional Development Committee to help develop instructional materials for teachers of AP Literature. Rebecca co-authored the article “Bridging the Grammar Gap: An Interdisciplinary Approach” which appeared in The English Journal in January 2003. In 2004 she received the Martha Holden Jennings Master Teacher award. She developed three online workshops for AP Central, contributed to the AP Literature Mentor materials, and has worked on the development of several workshops.

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ERIN REINER graduated from the University of Northern Colorado with her BFA in Visual Arts Education, including one semester taking art history and visual art classes at the University of Hawaii at Manoa. She has been teaching visual arts in public high schools since 2000 in Missouri, Texas, Florida, Connecticut and Colorado. Erin has taught Advanced Placement Art History since 2003 and is also experienced in distance education and virtual high school with the course. Erin was a reader for the AP Art History Exam in 2011 through 2014, became a Table Leader in 2015 and 2016, and then was promoted to Question Leader in 2017 and 2018. Erin started consulting for the College Board in 2014 and has ran four day Advanced Placement Summer Institutes and one-day workshops throughout the country. Erin has also ran art history programs throughout the district and state of Colorado, including organizing tours for art history students at the Denver Art Museum. 

Erin loves working with and spreading her passion for art history to others including students in the classroom, adults at workshops, and art historians at the AP reading. Her teaching style is active, fun, and engaging, and she is always trying to expand the art history community. Her main desire is to get AP Art History into as many classrooms as possible, and make teachers and art historians feel prepared and passionate as well.  She is constantly developing resources to empower her workshop participants, and shares around 500 files of content in order to help those just starting to teach the course up through those with decades of experience.  Personally, Erin tries to travel to view art as often as possible, recent highlights have been walking the Camino across northern Spain in 2017 and visiting Mexico City in 2018.  She is very excited to be returning for a second APSI to Hawaii.

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KYLE VANDERWALL has taught AP US History for 15 years at Grandville High School in Grandville, MI. Over that span, the program has grown from 40 students enrolled to over 100. He has served the College Board in a number of capacities over the last several years. For the past eight years, he has participated in the AP Reading as both a Reader and Table Leader scoring the Long Essay and Document-Based Question. Kyle has lead numerous one-day and week-long workshops for the College Board in Hawaii, Texas, Colorado, Wisconsin, Minnesota, Illinois, Indiana, Ohio, Missouri, and back to his home state of Michigan. He was also an author of materials for AP US History Insight and the AP Online Professional Development modules, where he focused on developing strategies to help students and teachers understand the historical reasoning skills taught in APUSH. Additionally, Kyle has been an author of ancillary materials for multiple AP US History textbooks. Kyle completed his undergraduate work at Hope College, finished his first Master’s Degree at Grand Valley State University and is currently enrolled in graduate study at Western Michigan University in the History Department where he is focused on nineteenth century political party developments and internal migration patterns in the United States. Kyle and his wife Ashley have three children, Theodore, George, and Eliza. They reside in Grandville, MI. 

Course Description:

This weeklong workshop will focus on reaching a broad spectrum of background, experience, and confidence in teaching AP U.S. History. The primary goal of the course design will be to introduce new concepts and strategies aimed at helping your students be successful. Throughout the workshop we will spend considerable time analyzing the writing associated with the course and ways that you can help your students stay engaged in that process, while further developing a deeper understanding of US History.

While the writing will take up much of our time together, we will also take deep dives into the course framework, scope and sequence, and information relevant to the new resources provided by the College Board starting in Fall 2019. These new resources will provide teachers with the resources they have been asking for and we will devote time to them so teachers are better equipped to integrate them as part of their instruction. Classroom-ready activities for primary source analysis, secondary sources, and other requisite AP History reasoning skills will be an important part of our week, as well. Participants will also be given the opportunity to examine and score DBQs, LEQs, and SAQs so they feel more confident scoring their students’ responses. Our time will be collaborative, active, and it will help refine your understanding of this course. If you have attended this session before, rest assured we will be going over new resources, activities, and strategies germane to AP U.S. History.

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LUKE WILCOX is a math teacher and teacher leader from East Kentwood High School. Luke’s teaching has been recognized with the Presidential Award for Excellence in Mathematics and Science Teaching and was most recently honored as the 2017-2018 Michigan Teacher of the Year. Each of these awards has provided him the opportunity to visit the White House. Luke has been teaching AP Statistics for 13 years. His students have consistently outperformed national averages with an overall 97% pass rate. He is an AP Statistics Exam reader in the summer and a consultant for the College Board. He has written questions for the AP Exam and just finished writing the Teacher’s Edition for one of the widely used AP Statistics textbooks. Along with his colleague Lindsey Gallas, Luke has created www.statsmedic.com, a website dedicated to helping math teachers bring statistics to life.

Course Description:

This workshop will deepen understanding of AP Statistics in a collaborative environment. Big ideas include exploring and visualizing one and two variable data, sampling and experimentation, probability, random variables, sampling distributions, and statistical inference via confidence intervals and significance tests. Simulation is used throughout to increase understanding. We will explore and engage the content through activities that can be implemented immediately in the classroom. Old AP exam questions will be unpacked with a focus on the rubrics used to grade the questions.

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SHERRY WYNN PERDUE is a writing center director, a writing and rhetoric faculty member, and an AP English Language and Composition consultant. She earned graduate degrees in English/American Studies (Michigan State University) and Educational Leadership (Oakland University) and attended the School of Criticism and Theory (then at Dartmouth College).

When she is not teaching or consulting with writers, Sherry is collecting data, developing training curriculum, mentoring one of the center’s writing consultants, or presenting at conferences. In her fleeting spare time, she is composing a memoir, Married on a Monday—7 ½  Years Later—and other Quirky Tales of an Academic Storyteller.

Sherry's publications on evidence-based research in writing centers, the unique needs of dissertation writers, information literacy, and undergraduate research have appeared in The Writing Center JournalEducation LibrariesJournal of Academic Librarianship, and Perspectives in Undergraduate Research and Mentoring. In addition to composing her own scholarship, she has served as co-editor of The Peer Review, book review editor of WLN: A Journal of Writing Center Scholarship, managing editor of The Oakland Journal, and editor of Re-Visions: Journal of the Women's Studies Program at Michigan State University and The Oil Pipeline Monitor. For the last few decades, she has maintained WriteSpace, her own editing, ghostwriting, and consulting business.

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