1. (GateWay Community College)
package shared by Mary Carrillo (GateWay Community College)
In the field of Diagnostic Medical Imaging patient images are created in a digital format. As instructors it is imperative to master the skills that are required for all imaging personnel who are acquiring patient information in an electronic format.

2. (Chandler-Gilbert Community College)
package shared by Regi Munro (Chandler-Gilbert Community College)
A Collaborative Research Project for the National Strength and Conditioning Association (NSCA) 2008 National Conference and Exhibition

3. Grapefruit Magic! (Mesa Community College)
package shared by Maureen Zimmerman (Mesa Community College)
This is a critical thinking exercise for FON 241 Principles of Human Nutrition which requires students to actively participate.

4. !Kung Project (Paradise Valley Community College)
package shared by Jennifer Strickland (Paradise Valley Community College)
This lesson is designed to provide students an opportunity to apply concepts learned during the semester, engage in discourse and recognize outcomes of cultural assimilation, colonization, and culture change.

5. 2008 National Student Success Conference (Phoenix College)
package shared by Nancy Navarrete (Phoenix College)
2008 National Student Success Conference in Oahu, Hawaii held on June 18 - 20, 2008. The workshops focused on classroom content, retention programs, and other student success strategies.

6. A Journey into Lifelong Learning (GateWay Community College)
package shared by Mauro Valente da Fonte (GateWay Community College)
I attended three conferences in the U.K. June 24-26. “What a Difference a Pedagogy Makes” at the U. of Stirling. June 27-28. “Interrogating Third Spaces” at the U. of Leicester. June 29-July 1. “Enhancing the Student Experience” at U. of Herriot-Watt in Edinburgh.

7. A Model for Peer Response Workshop (Chandler-Gilbert Community College)
package shared by Camille Newton (Chandler-Gilbert Community College)
Peer workshop groups are an integral part of most composition classes. In an effort to engage students as active learners and help them appreciate the valuable feedback that their peers can provide for their essay drafts, I have adopted the following model that has been successful for draft response workshops.

8. A S-E-X-I Paradigm for Student Responses (Chandler-Gilbert Community College)
package shared by Sharon Fagan (Chandler-Gilbert Community College)
Loosely based on Richard Paul's approach to critical thinking, the S-E-X-I acronym provides students with a brief framework for responding rally or in writing to a level beyond the merely superficial.

9. Active Engagement of PHY 112 Students through Integration of the Lecture and Laboratory (Mesa Community College)
package shared by Mark Somers (Mesa Community College)
The best practices of the Scholarship of Teaching and Learning were applied to collaboratively develop laboratory-based activities for the second semester of an integrated lecture/laboratory algebra and trigonometry-based introductory Physics course. The activities were developed based on Physics Education Research to actively engage students and explicitly focus on developing the scientific inquiry skills outlined in MCC’s Student Learning Outcomes process.

10. Active Learning in Human Anatomy and Physiology (BIO 201) (Glendale Community College)
package shared by Stephen Williams (Glendale Community College)
I changed one topic from each of the five sections of BIO 201 from straight lecture to one that involves increased active learning and interaction with pertinent web-sites. Most instructors in the high content Human Anatomy and Physiology courses (BIO 201 and 202) feel that active learning takes too long and diminishes the content that the student needs to know. I hope to show how active learning helps the students understand the material better without loss of content.