Participants presented one main concept, one main learning outcome and one learning strategy to reach that learning outcome for that concept. I participated in group discussion and had follow-up conversations with a number of the presenters. Example: ideas on how to represent events under study chronologically (e.g. timeline with major events as anchors rather than specific years, use students with major events and with events under study to sort into right order and demonstrate clumping) Example: diffusing techno-anxiety in a required methods course (e.g. acknowledging, small exercises on non-technogeeky topics, explicitly link mechanics of program to generic thinking skills they have)