Laurel wanted to help her students become more comfortable finding and reading numbers that appear in statements about the aggregate health of a region. Laurel and I met in the spring prior to her fall-term class to discuss her goals, which included getting students familiar with various epidemiological and statistical concepts. At the end of our meeting, I volunteered to craft some exercises over the summer addressing those concepts.

Faculty Role: Laurel needed to build into her syllabus the possibility for exercises that I could introduce in class, but that students would need to complete at home. In other words, "take-home assignments" had to be a regular part of her course. Laurel also needed to make space for me to come speak with her class on multiple occasions and think about how she would tie course content to the exercises I had created.

My Role: I created a number of exercises that I sent to Laurel via email over the summer. She selected ones she liked and told me on which days she wanted me introduce those exercises to the class. I agreed to show up on those days. In addition, I attended her class throughout the early portion of the semester, so that students would get to know me, feel comfortable asking me questions, and not find it unusual if I ran portions of a number of class sessions. I also agreed to look over Laurel's exams, which incorporated lessons we hoped students had absorbed from the exercises.