John received his bachelor's degree in Geosciences from the University of Missouri-Kansas City and his master's in Secondary Education and Geochemistry from the University of Arizona. After teaching environmental science, chemistry and geology for 20 years in the public school system in Tucson, Arizona, John accepted the position of Science Education Program Coordinator for SAHRA, an NSF Science and Technology Center for Riparian Studies in Semi-arid Regions headquartered in the Department of Hydrology and Water Resources at the University of Arizona. He has been involved in the Advanced Placement* Environmental Science program since 1996. In July of that year, he participated in the first Environmental Science AP* "Train-the-Trainers" workshop held at the University of Arkansas-Little Rock where approximately twenty-five high school teachers and college faculty members gathered to design and explore the initial AP* Environmental Science curriculum and develop appropriate laboratory experiences for the new course.

While John first started teaching the AP* Environmental Science course in 1997, he first began teaching environmental science in 1989 when it was adopted as the introductory science course for all freshmen at his high school. John has been a College Board Environmental Science consultant since 1998 and has run workshops in Tucson, Salt Lake City, Belleview, WA, and, for the first time this summer, at St. Joseph's College of Maine. He has participated as both a Reader and Table Leader since 1999 at the annual AP* Environmental Science Exam Readings and for the last three years, he has served as a Question Leader.

In addition to his work with the AP* program, he has also served as a consultant with the Praxis Teacher Certification program in Earth Sciences. John is also a trainer and workshop leader for IEEIA (Investigating and Evaluating Environmental Issues and Actions), a project-based inquiry model of instruction developed by the Center for Instruction, Staff Development and Evaluation (CISDE) at Southern Illinois University. Since 1995, John has also taught the Earth Science Methods course for the Department of Geosciences at the University of Arizona as well as the Inquiry and Water Issues summer course for teachers in the Department of Hydrology and Water Resources. In 2003-04, he served as the Teacher-In-Residence for the College of Science Teacher Preparation Program. And in 2006, he received the Presidential Award for Excellence in Mathematics and Science Teaching.

Jeanne received her bachelor's degree in Biology from the State University of New York at Brockport and her master's degree in Secondary Education from Nazareth College of Rochester. She currently teaches Biology and AP* Environmental Science at McQuaid Jesuit High School in Rochester, NY, where she also serves as Chair of the Science Department. Besides teaching at McQuaid, Jeanne is also an adjunct instructor of Environmental Science at Monroe Community College in Rochester. She has participated as a reader for the College Board*, scoring the AP* Environmental Science exam for the past five years, and is also an AP* Consultant, running summer institutes at St. Joe's College in Standish, Maine. Jeanne is co-author of the test bank and instructor's manual that accompanies the most recent edition of the AP* textbook, Living in the Environment, by G. Tyler Miller, and is a contributing author to the AP* Lab Manual for Environmental Science, an inquiry-based lab manual that accompanies the text. She also co-authored the Instructor's manual and test bank that accompanies Miller's seventh edition of Sustaining the Environment.

1. Materials
   1. The College Board* AP* Environmental Science Participant's Manual: Teacher's Guide, 2003 Released Exam, 2008 FRQs/Rubrics/Samples
   2. Handouts: Course content/information, labs, activities, resources
   3. Some of Ben's FRQs
2. Teaching AP* Environmental Science: Thoughts/Approaches/Strategies
   1. Prerequisites; The most important prerequisite
   2. Students taking AP* Environmental Science:
   3. Equity and Access
   4. The Importance/Significance of Class Discussions
   5. Lecturing: How I have modified lecture-time since 1996
   6. Course timeline, Syllabi, Time Management, Lecture/Discussion
   7. The Course and The May AP* Exam
   8. The Course Redesign
   9. Comments on some of the Free Response Questions from 1998-2007
   10. Sample Lessons
   11. The Textbook Choice
   12. Resources & Support Materials: Books, Lab/field manuals, Periodicals, Equipment, Videos
   13. Identification and discussion of "Problem Areas"
   14. The importance of "experimental design" labs; inquiry
   15. "Positive Messages"
   16. Field Trips and guest speakers
   17. Summer assignment(s)? -Pros and Potential Cons
   18. Web locations
   19. Research projects, long-term lab and field investigations
   20. Possible "Post-May AP* Exam" assignments, projects, labs, literature, videos, and more.
3. What's "New" with APES?
   1. Course Redesign: "Best Practices", Problem Solving, Experimental Design/Inquiry, Synthesis and Evaluation
4. The 2008 AP* Exam FRQs: discussion
5. The APES* Redesign: comments
6. A brief look at and comments about some of the forty FRQs from previous Exams (1998-2007)
7. Strategies for helping students prepare for chapter or unit exams, as well as the May AP* Exam. We can probably apply H. below to the quality of rest which our students might get in late April/early May as well.
8. Thoughts on how we might reduce the number of April and/or early May nights that we wake up at 2:30 a.m. thinking about AP* Environmental Science topics that we could have spent more time exploring.
9. Thoughts on improving and continuing the strength of AP* programs:
   1. Stay current: You are here! - Thank You for giving up a valuable week of your summer break to participate in this workshop. -Your students are fortunate to have you as their teacher. ---in addition to summer workshops, --- one-day institutes.
   2. Network with other APES* Teachers; discussion groups, AP* Central.
   3. The "Reading": attending the AP* Environmental Science Exam Reading in June. The AP* Reading may not occur at an ideal time for some, but I think that you will find this experience to potentially be a very valuable one. (2009 APES* Reading = University of Nebraska in Lincoln.)

     Monday, Day 1

1. Overview of the AP* Environmental Science Course.
2. Review of the APES* Participant's Manual.
3. Course Outline and objectives.
4. The "APES* Course" and the "May AP* Exam".
5. Prerequisites and the students taking the course; "The most important prerequisite."
6. Textbook options/text selection.
7. Planning the APES* course: mapping out the 180 days or so you have with your students:
   1. Scheduling and Pacing: how long to devote to each of the topic areas:
   2. Techniques, strategies, and suggestions for teaching this course.
   3. Overview of laboratory work, field investigations, and demonstrations.
   4. Grading: exams, quizzes, homework, labs, reports, presentations, projects, and other assignments.
   5. A "typical two-week period" in Ben's APES classes; sample lessons
8. Resources and Support Materials
9. Preparing for the AP* Exam.
10. A look at the major "Problem areas": mistakes and misconceptions that students often make or have regarding environmental science concepts; how to prevent/overcome these errors.
11. Set-up/conduct Laboratory and Field investigations.

     Tuesday, Day 2

1. Specific information on the Seven Major Topic Areas in the course outline:
   1. Earth Systems and Resources.......................10-15%
   2. The Living World............................................10-15%
   3. Population........................................................10-15%
   4. Land and Water Use.......................................10-15%
   5. Energy Resources and Consumption...........10-15%
   6. Pollution:.........................................................25-30%
   7. Global Change.................................................10-15%
   (--discussion regarding each of these areas will continue throughout the week--)
2. Laboratory and Field Work continued: Set up/conduct several experiments.
3. Lab and Field equipment: what do you "need"? What would be helpful to have?
4. Lab and Field manuals.
5. Videos, software, websites, periodicals.
6. Continue APES discussion on "Planning, Techniques, Strategies and Suggestions..."

     Wednesday, Day 3

1. Course Content Specifics continued.
2. Perform Lab/Field Experiments.
3. Non-text reading assignments/periodicals, field outings/trips, agencies.
4. Additional resources.
5. Video samples/titles.
6. Exam Handouts: Samples of Ben's Multiple-Choice Exams, Free Response Questions and Rubrics.
7. Thoughts on how we might reduce the number of April and/or early May nights that we wake up at 2:30 a.m. thinking about AP Environmental Science topics that we could have spent more time exploring.

     Thursday, Day 4

1. Lab and Field Work continued.
2. The AP* Examination: discussion/comments of Parts I and II of the Exam:
   Part I: The Multiple Choice Questions: comments regarding the 2003 and the 1998 Released Exams.
   Part II: The Free Response Questions: an examination of the 2008 FRQs, Rubrics, and Sample Papers, as well comments on many of the previous 40 FRQS which have appeared on exams (1998-2007).

   Grading the AP* Exam; "The Reading"---

   The "FRQ Assignment":

   Strategies to help students succeed throughout the year in your course and on the AP* Exam in May; student preparation and review suggestions.

   Discussion of "Post-May AP Exam" assignment possibilities.

   Lecture-content specifics continued.

   A few more good Video titles/samples:

     Friday, Day 5

1. Wrap-Up lab and Field Work
2. Continue course content discussions
3. Continue sharing favorite labs, resources, and ideas
4. Final thoughts and comments on teaching this superb course!