Over the past decade, rising tuition costs and concerns about student success and retention rates have led to an increased focus on levels of student engagement in higher education. The current interest in student engagement may be helping to revive the traditional view of education as a community of learners. The growing use of Web 2.0 technologies such as social networking sites, blogs, and wikis in higher education courses seems to offer some support for this revival, but there has been little research about how these tools are actually impacting student learning and engagement. The University of Calgary recently began to explore whether these tools could be used to increase the level of student engagement with course concepts, peers, faculty, and external experts--potentially leading to increased student success, retention, and satisfaction. To help determine how effective Web 2.0 technologies could be at increasing student engagement and improving academic outcomes, faculty members at the University of Calgary redesigned a series of undergraduate courses using the Inquiry through Blended Learning (ITBL) program. The focus of this program was to help faculty members meaningfully integrate Web 2.0 technologies into their courses to significantly shift teaching and learning from a passive lecture approach to an engaged and collaborative approach. (Contains 3 tables, 1 figure and 9 notes.)