AP and WE supply a structure, guidance, and resources to AP teachers who integrate WE Service into their courses. Throughout the school year teachers will have the opportunity to guide students, who define what form their service will take.
Students who take an AP with WE Service course have the opportunity to earn recognition.
The AP with WE Service program provides teaching modules that align to AP course content and can be directly implemented into an AP course curriculum. Teachers select one module for their course. Each module focuses on an actionable topic, such as hunger or education, and incorporates WE’s service learning framework and resources. The WE model helps teachers and students identify local and global service opportunities that translate classroom learning into hands-on innovation and problem solving. Students apply the content and skills they have learned in their AP course to real-world situations that require innovation, creativity, and hard work.
Six AP with WE Service Courses Available
The program is available in these six courses:
- Computer Science A
- Environmental Science
- European History
- Human Geography
- Spanish Language and Culture
- Studio Art: 2-D Design
Seven guiding principles inform the development of the AP with WE Service program. Service projects are:
- Local/national/global. Students take one local or national action and one global action.
- Youth-led. Students drive the activity.
- Driven by teamwork. Students work on the activity in small groups.
- Teacher supported and mentored. The instructor encourages and advises the student groups and ensures the project links to AP course content.
- Productive of observable impacts. Students can see the impact of their actions.
- Cause-inclusive. Within the key content focus areas, students can choose to work on an issue they care about.
- Nonpartisan. All AP with WE Service materials are nonpartisan and do not promote or encourage a partisan position; instead, the materials are tied to the AP course content and skills, and all decisions about specific service projects are made locally.
Students who take an AP with WE Service course, meet the recognition requirements described below, and take the AP Exam for that course can earn a program recognition that will be communicated to colleges and universities on ETS Score Reports.
High schools will also have the option to indicate on students’ transcripts that they have completed AP with WE Service for a particular course.
In order for their students to earn the service-learning recognition, AP teachers must plan for in-class instruction and activities related to service learning. Each student must engage in a recommended 20 hours of service, which includes in- and out-of class work.
Students must also earn a 2 on a 3-point scale on all rubric categories within the following stages and evaluation criteria:
- Investigate and Learn: Students explore topics related to a real-world challenge or opportunity.
- Action Plan: Students develop a plan to implement their service-learning project, including one local or national action and one global action.
- Take Action: Students implement their action plan.
- Record and Reflect: Students create a portfolio to record data and their reflections about their project.
- Report and Celebrate: Students present the results of their service-learning project.
What People Are Saying
Read feedback from teachers and students who took part in the pre-pilot program.
Nearly every student developed a passion for the service project in which they participated. It allowed most of them to dig deeper into the content of the AP course and develop a richer understanding of issues relevant to the course.
—David Hong, AP Environmental Science Teacher, Diamond Bar High School, Diamond Bar, Calif.
My students have said that this has changed their approach to art, that it has changed their understanding of art.
—Katie Campbell, AP Studio Art: 2D Design Teacher, Alta High School, Sandy, Utah
Some of my students who have struggled with traditional assessments have shined with service learning, which has enhanced their confidence and subsequent performance in the classroom context as well. A few students have discovered causes for which they are passionate and will remain engaged with long beyond the project timeline.
—Allison Hunt, AP Human Geography Teacher, duPont Manual High School, Louisville, Ky.
I believe the program integrates service into the curriculum in a way that encourages students to think beyond themselves … I gained much more from the course than I would have without the service-learning aspect.
—Kelly Yi, AP Studio Art: 2D Design Student, Chattahoochee High School, Atlanta, Ga.
The service-learning program … promotes positive change and unity. This class has been a wonderful educational experience.
—Maite Nazario, AP Studio Art: 2D Design Student, Chattahoochee High School, Atlanta, Ga.