1. Rock Art Research in the Field and Laboratory (Mesa Community College)
package shared by Niccole Cerveny (Mesa Community College)
The project included attendance at a conference of scholars in rock art research. The results of this project apply new theory to my doctoral research, and adapt the Rock Art Stability Index (from doctoral research) for easy use by the community and in the field laboratory.

2. Areal Weighting with Thiessen Polygons (GateWay Community College)
package shared by Lisa Young (GateWay Community College)
This is a brief tutorial that demonstrates the procedures for determining areal weighting from point precipitation gages using the Thiessen Polygon Method.

3. Photoblogging: Publish and Build Communities Around Digital Images (Chandler-Gilbert Community College, District Office)
package shared by Alan Levine (District Office)
This was a presentation created for the TCC 2004 Online Conference (April 2004) on features and uses of "photoblogs" or image weblogs.

4. Glendale Community Colleg Earth Science Image Archive / Earth Science Power Points on the Palette (Glendale Community College)
package shared by Stan Celestian (Glendale Community College)
To create power point presentations using images from the Earth Science Image Archive. Currently power points about mineral identification, crystal systems and rock identification are "on-line". Other power point presentations are ready and will be "on-line" by June 4, 2004.

5. Halo: An Interactive Learning Module for Geology Lecture and Lab (Mesa Community College)
package shared by Robert Leighty (Mesa Community College)
This project produced a dynamic, student-centered game module for Physical Geology Lab that will ultimately be incorporated into other MCC lecture and lab classes. MCLI also provided funding for residential faculty reassigned time for Robert Leighty and for supplies to produce 8 prototype modules for GLG 103.

6. Excellence in Mathematics Competition (Chandler-Gilbert Community College)
package shared by Trey Cox (Chandler-Gilbert Community College)
We ran a junior high mathematics contest for the local schools. Through the continuation of this project we hoped to motivate and enourage students at a young age to pursue a math and/or science career as well as have an enjoyable time competing against students from the East Valley.

7. Visualizing Geology Through Discourse (South Mountain Community College)
package shared by Sian Proctor (South Mountain Community College)
Geology is a visual spatial discipline. Because all of my students are non-science majors, the visual/spatial nature of the course can be difficult. One way in which I try to increase student visual/spatial ability is by engaging in think-pair-share activities using images. Small group discussions allow the students to distribute their knowledge and gain collective meaning about concepts. I would like to run a research study that looks at the following questions: 1. Does the use of animations increase student visual/spatial ability significantly more than the use of static images? 2. Do students discuss animations and static images differently even though they both represent the same concepts?

8. States For Sale Project and Presentation (South Mountain Community College)
package shared by Sian Proctor (South Mountain Community College)
This is an outline for students to do a project and presentation on the resources available to states. Students will explain the spatial distribution of resources (mineral, energy, air, water), assess their impact on human health and safety, and make recommendations for improvement in a specific area.

9. A Treasure Lost: Was the Site Viable for a Copper Mine? (2001-2002 SyRIS Module) (Estrella Mountain Community College)
package shared by Rosemary Leary (Estrella Mountain Community College)
This Problem-Based Learning (PBL) module requires students to use information from geology to learn about different copper containing minerals as well as about the use of topographic and geologic maps as applied to copper mining. Chemistry students analyze the "ore" samples to determine the amount of copper present, while environmental biology students share information on the environmental impacts of copper mining and look at a specific site to determine the type of impacts that could be expected. All three components are required in a "capstone" paper/project.