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Generating Student Interest in AP ES
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by Judy Jerolaman
Gill St. Bernard's School
Gladstone, New Jersey
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| | Equity as a Guiding Principle
When starting an AP Environmental Science (AP ES) class, several factors need to be considered. First and foremost, the student enrollment must be examined. "The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population."1 This equity policy statement should be the guiding principle for student enrollment. No student should be excluded from the opportunity to engage in an AP ES course during his or her high school years.
Student enrollment should be as varied as the topics that are the backbone of this course. The nature of AP ES lends itself to students of all abilities. AP ES challenges their critical thinking skills, applies their mathematical abilities, shows them how to integrate scientific principles, and appeals to their scientific curiosity as well as enabling them to become informed and productive citizens. AP ES is equivalent to a one-semester college-level course and is an excellent option for those students not necessarily interested in taking AP Biology, AP Chemistry, or AP Physics. While these courses focus on one scientific discipline in greater depth, AP ES addresses a wide range of scientific fields with emphasis on their integration and application to environmental problems and solutions. Since AP ES encompasses topics from ecology, geology, meteorology, energy studies, economics, sociology, political science, and ethics, it has this broad appeal. Furthermore, the application of scientific concepts to real-world problems makes this course extremely popular as well as practical. This practical nature appeals to a wider range of students with regard to interests as well as academic ability. Even students who may not be so academically gifted can perform well on the AP Environmental Science Exam if they have the drive and determination to do so. However, the students in this course should have completed at least two years of high school lab science. Students should also be competent in mathematics since there is a substantial quantitative analysis component to this course. It is desirable that AP ES students be competent in solving problems using dimensional analysis or the factor-label system. These topics are usually covered either in a freshman physics course or in chemistry. Therefore, the preferable preparation for AP ES includes courses in biology, chemistry, and algebra.2 Upon completion of this course, students feel a true sense of accomplishment and feel empowered to contribute to the environment in a positive manner.
A Keen Interest in Environmental Studies
The classroom dynamic should be one of excitement and lesson plans should include many opportunities to work collaboratively. To foster a dynamic of excitement, the students enrolled in this course, while they can have varied academic backgrounds, must have one aspect in common: they must display a keen interest in the subject.
So, how do we reach those students who would not necessarily be thinking about taking AP ES? AP PotentialTM is a program available from the College Board that effectively identifies students who would be good candidates for AP courses. Although it was developed before AP ES, it can be easily adapted to identify prospective AP ES students. Guidance counselors can encourage these students to enroll in AP ES. Teachers can also nurture student interest in AP ES by fostering their students' confidence and desire to learn more about the environment. Such a positive approach can be invaluable in directing students towards the challenge of an AP course. It is a rigorous and challenging course, but if an individual is willing to put in the work, then why not let him or her try?
Students from one year to the next tell their friends about AP ES, and their enthusiasm and energy is apparent. The appeal for the college-bound student is obvious. It is very important that they be exposed to a difficult and demanding course. This will make for an easier transition to college-level work. Students are interested in courses that are not only useful but can also be beneficial in both an academic and a personal sense.
An environmental club can be an excellent channel for generating interest in the AP ES course. Meaningful projects and field studies create a stimulating opportunity for the students to investigate and appreciate their environment. Fundraising activities can include raising money to help support "adopt-an-acre" programs, a school recycling program, or an Earth Day fair. These activities can generate interest and enthusiasm and motivate students to enroll in the AP ES course.
Starting an AP Environmental Science class may seem like an onerous task, but concentrating on the importance of student enrollment makes the process easier. The diversity of the students in the course is of extreme importance. If diversity is present, then the differences of opinions and ideas will result in a more interesting class. Living in a global environment means that people from all backgrounds -- racial, ethnic, and socioeconomic -- should be included in decisions about the environment. We are all connected. Only by working together as a global community will we be able to ensure future sustainability of our environment.
And it all can begin in our AP ES classes!
1 Achieving Equity
2 AP Environmental Science Course Description
Judy Jerolaman has been teaching science at the Gill St. Bernard's School for 20 years. She has been the science department chair for eight years and has developed curriculum for several courses (including a course in forensic science). Judy has served as an AP Environmental Science Exam Reader for five years, including three years as a Table Leader.
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