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Our primary mission is to support teachers by way of providing and supporting technical media equipment.  We work closely with the IT staff to integrate media equipment with computer hardware and software.  Additionally we provide general media support for other areas of the college.  If it involves audio or video, from TVs to microphones, we are involved!

We offer equipment check-out services for Faculty and Staff members that includes projectors, laptops (for the projectors if needed), portable screens, and Hand-held DV recorders.  We also duplicate DVDs and CDs (although we don’t provide editing support) and we offer technical recommendations for any and all Audio/Visual applications campus-wide.

Extension 0444 Instructional Media Support, Building West B118

Instructions for Using Classroom A/V Equipment

Using the Hovercam Ultra 8 Document Camera

Watch the video

Instructions with diagrams


Button Box Classroom Equipment Operating Instructions

Watch the video

     Classrooms: West B102, 110, 124, 127, 221, 222, 223, 224, 208, 209
                        Philpott 121, 137, 140, 141 
                        All Frith Classrooms

General Document Camera Operation

Qomo QD700&3900 Document Camera Software:
Instruction Sheets for QD700 and QD3900

West 134 Operations:

West 135 Operations:

Qomo Projector Control:

Switcher Projector Control:

A/V Services Request Form

PHCC has been accepted to the Royalty Free Music Grant Program.

This Music Grant Program provides music and sound effects for colleges, universities, and other education related types of establishments at no cost. By participating, faculty members, staff and students will be able to use award-winning music for a variety of non-profit educational projects such as background music in theatrical productions, tech-based programs, film, television, PowerPoint presentations, web sites, and many more.

Award winning library of royalty free music from

What is and Why use Cooperative Learning

A. What is Cooperative Learning?

  1. Formal Cooperative Groups - groups that last from one class period to several weeks.
  2. Informal Cooperative Groups - groups are ad-hoc groups that lost from a few minutes to one class period.
  3. Base Groups - long-term groups (lasting for the entire semester) that are heterogeneous with stable membership whose primary purpose is for members to give each other support, help, encouragement, and assistance with long-term, committed relationships.

B. Why should teachers utilize cooperative learning?

  1. Research indicates that cooperative learning results in a significantly higher achievement and retention than do competitive and individualistic learning.
  2. Research indicates that cooperative learning promotes a greater use of higher-  level reasoning strategies and crucial thinking than do competitive or individualist  efforts.
  3. In cooperative groups, members more frequently generate new ideas, strategies, and solutions that they would think of on their own.
  4. Research indicates that cooperative learning aids in the transfer of learning among subjects and disciplines.
  5. Cooperative learning results in more positive attitudes toward the subject area and greater continuing motivation to learn more about it. This positive attitude extends to the overall instructional experience.


The Instuctional Media Services Department is open Monday through Friday 8:00 am to 5:00 pm and weekends as needed. The IMS Department is responsible for the following equipment and services:

Audio/Visual Equipment and Services
Audio and Video Production
Graphic Art
Multimedia Classrooms
College Cable Access Channel 20
Audio and Video Duplication Services
Compressed Video
Web Conferencing
Audio and Presentation Systems


A. Definition: IA is to ensure that each individual student has acquired or mastered the group goal. In this chain, there will be no weak link or Each must pull his own weight.


B. Ways to structure IA"

  • Assess the performance of each individual member (quiz, test, etc).
  • Give the results back to the individual and the group to compare to a preset standard of performance.
  • Give random individual oral examinations.
  • Observe each group and group member.
  • Assign one student in each group the role of checker of understanding.
  • Have students teach what they learned to someone else.
  • Have group members edit each other's work.
  • Have students use what they have learned to solve a different problem.