One of many distinctive features of the Upper School program at Williams is its intentional decision 11 years ago to replace standard Advanced Placement (AP) courses with an innovative approach to teaching and learning – our Advanced Courses Curriculum. Prioritizing depth, flexibility, and conceptual understanding over simply teaching to a standardized test, Williams students are given the opportunity to explore numerous advanced subject areas in a deeper, exploratory, and experiential manner.
This interdisciplinary approach is reflected in the work of Nora Madrigal, a second-year Classics and Science teacher who brings a distinctive perspective to chemistry instruction. Now in her fourth year of teaching, Madrigal teaches both chemistry and Latin at Williams, drawing on her academic background as a double major in Chemistry and Classics at Grinnell College and her master’s degree in Classical Philology. The intersection of these fields is a defining feature of her teaching. Prior to joining Williams, Madrigal worked abroad as a STEM Fellow at Anatolia College and most recently served as a Latin teacher at St. George’s School in Middletown, Rhode Island.
Last summer, Madrigal chose to deepen her preparation for teaching advanced-level chemistry by attending a two-week AP Chemistry Summer Session at The Taft School in Watertown, Connecticut. While Williams does not offer AP courses, the experience provided valuable insight into how advanced chemistry curricula are structured and taught.
“My goal was really just to see what a pre-existing curriculum for an advanced chemistry class looks like,” Madrigal said. “I wanted to see what people who really know what they’re doing have built, and then think about what that could look like at Williams.”
The immersive program was highly lab-focused, with long days spent completing experiments, reviewing content, and discussing instructional strategies with veteran chemistry teachers.
“We did a lot of labs,” she said. “For me, it was a chance to see what other people have tried and to get ideas for building labs that work for our students.”
More than anything, the experience reinforced the strengths of Williams’ Advanced Curriculum model.
“One of the things we talked about a lot was how you get everything done by May,” Madrigal noted. “We have a whole extra month to work with because we’re not held to that standard. I don’t need to hit every single topic in the College Board description.”
That flexibility allows Madrigal to slow down, explore topics more deeply, and respond to student curiosity without the pressure of a rigid timeline.
“It gives me more freedom,” she said. “We can linger on something interesting or move past something more quickly, depending on what students need.”
From a student perspective, Madrigal sees this as a clear benefit.
“It allows me to adapt to their needs a little bit more,” she explained. “They can really dive into the material without the stress of learning just for a test.”
While Williams still proctors the AP Chemistry exam for interested students (though not required), students must prepare independently, using both the course materials and additional resources. Madrigal supports that interest by occasionally incorporating AP-style questions into class, helping students become familiar with the format while maintaining the course’s broader goals.
In addition to shaping the advanced course, Madrigal also used insights from the summer session to reflect on and refine the Chemistry I curriculum—adjusting pacing and content to better prepare students interested in continuing their study of chemistry.
Through this thoughtful, student-centered approach, Williams’ Advanced Curriculum continues to reflect the school’s commitment to meaningful learning—where flexibility, curiosity, and depth remain at the core of the classroom experience.
This is the latest profile of our ongoing “EDpertise” series, highlighting the talented faculty and staff at Williams. To learn more about Williams, please link to our Visit page or contact us at (860) 443-5333.
