The second offering of the class showcased a variety of skills and topics to help grow the students into their first professional experiences. While the software element taught how the concepts of the different core classes related to each other, the leadership content was meant to help apply this to the real world. While I knew I could lean on the faculty to help, our Dean stressed that the Section Lead's perspective as current students should arbitrate how skills were chosen and framed.

So I turned inward. What skills did I lack? Which of my peers' behaviors were impressive to me? Why? How could a recruiter tell that I was not a Senior student, or one who had had an internship? I extrapolated this line of thought to the general student body, and informed my recommendations to my colleagues. Beyond considering the quality of content, we constantly asked ourselves about scale. We had to create assignments and exercises that would work for classes up to 60 students while only being able to test on classes of 15; we also had to build a recruitment, training, and placement process for Section Leads that could coordinate the entire class at once. This was my first experience in forecasting, so I mostly served a questioner role that helped the Dean consider things from a student perspective.

I knew that the more students would learn, and the more immersed they felt, the more meaningful the impact of their shared experience would be. Each lesson was meant to feel like exactly what the student needed may not have realized they needed.

My co-Section Lead and I shared content creation. We would assemble lessons, receive faculty approval, teach the lesson, and work feedback into the lesson at the end of the semester. This process was rather iterative the first time I taught, whereas my Senior year semester focused on solidifying the student-determined benefits of the course. At this point, the Dean and I understood the software and knew the aggravating aspects that broke the reality it attempted to portray. We received layered feedback about the leadership lessons which uncovered points of resistance, like a misunderstood real-life application of a lesson or a concept being more thoroughly covered in a different class.

We created the leadership lesson plan below, and we specifically built in additional time to allow for more classroom discussion. The benefits of this were immediate; students asked more questions despite our generally infrequent attendance in office hours, and it depleted previous dependencies on homework. More classroom time and in-class room activities limited the amount of time students were spending in this course, which assuaged the aggravation felt when comparing the volume of work to the 1 credit hour earned.

While it seemed we accomplished creating shared experiences in the classroom, the Dean dreamt of recreating the penultimate session with all students simultaneously in the Business Instructional Facility atrium, the open air center of our college's primary building. He envisioned teams collaborating at the large tables, with the Dean announcing the live decision sessions over microphone and leading teams continuing forward into more advanced rounds. We never finalized the planning for the hallmark event that he dreamt up, but if I were to go back, I would want to mitigate the following potential points of confusion or conflict:

• Ensure that wi-fi was strong enough to support >800 laptops operating at once
• Student and faculty traffic flows, both between classes and for those not participating in the event
• Coordination/cancellation of other events that students or faculty may need to participate in on the event day
• Communication to affected professors and faculty explaining event purpose and required student engagement
• Media planning to capture the excitement of the event to share with prospective students, alumni, families, and more