Having taught ACABS 321 for the first time in several years in 2009, it soon became evident owing to a variety of factors-among which, new ongoing archaeological and epigraphic discoveries along with the resultant explosion of our knowledge base and enhanced sophistication of research results stand out_ÑÓthat for future offerings of ACABS 321, I would need to redesign the course significantly. I plan to upgrade, update, and expand the in-class content and accompanying lecture materials; e.g., images, charts, maps and English translations of ancient foreign language texts As another factor to consider in the ever-expanding knowledge base, many previously known artifacts and written remains from the region (owing to such factors as colonialism) housed in museums and archives outside the region have in many cases been otherwise inaccessible but with each passing year such existing artifacts, alongside the new, are becoming increasingly accessible through the digitizing of such holdings and discoveries and so they too add our available inventory. Furthermore, most students have never traveled extensively in the region and for those relatively few who have visited; a formal study program on the early regional history is not typically part of the student experience. Along with these factors and the fast paced development of rich media sources for educational application, the course also needs to engage the student more directly and actively in the learning process. This I aim to achieve by requiring the students participation in a series of interactive learning modules or homework assignments and by presenting follow up in-class reviews and summaries to those modules. Thus, for a course like 321 on ancient history, not only maintaining currency and providing student access to in-class content via visual, but also enhanced student engagement through the interactive learning experience outside the classroom using rich media constitute fundamental components to improving the overall student experience.