At Carleton College students work with visual materials in all parts of the curriculum. So how do you make sure they get the technical support they need? An extensive research study of faculty and students led to a new coordinated support model. Andrea Lisa Nixon, Heather Tompkins and Paula Lackie explain how they got it done.

With increased online access to historical sources, will students "read history" differently among such artifacts as text, image, or video? Questioning his own assumptions of students' abilities to analyze historical sources, Peter Felten conducted pedagogical investigations to understand student interpretation of a variety of sources. Designing the use of visual artifacts in the classroom helped students learn not only how to interrogate and interpret primary sources, but also how to construct original arguments about history. Students' understanding of history deepened while they became emotionally engaged with the material.