Confessing History: Explorations in Christian Faith and the Historian's Vocation. The money was good, but I kept going because of the relationships. The cozy campus of Trinity University was eventually replaced by the sterility of a Louisville conference center and when that happened I stopped attending.
Having said that, I concur with everything Karen Johnson says about AP grading in her recent post at Religion in American History. Here is a taste:
But beyond the money, the
greatest benefit to me has been the educational value that I have taken away
from the experience. The AP grading
offers a chance to collaborate with high school teachers who are often at the
top of their game, a rare opportunity for those of us who teach at the college
level. I’ve come away with numerous ideas and strategies for incorporating best
practices into my classroom. Next, the
AP grading teaches you to use a rubric, and to use it well. I have found that this makes my own grading,
and crafting of assignments, much easier.
The grading also gives readers a chance to hear great historians
speak. This year Carol Sue Humphrey and Andrew Bacevich spoke to the readers. Last
year we heard from Gordon Wood. In addition, going to the grading will give
you a chance to see how the College Board rolls out its new test. In the 2014-2015
school year, they are switching from a coverage model of testing U.S. history
that requires students to know a little bit about everything to a more
skills-based model that requires students to practice historical thinking. This shift matches much of the discussion
going on in history education circles, and the AP grading is a place where
conversations about this trend abound.