 this was a really inspiring and rejuvenating experience to work with these two graduate students and the students that took PAR. One of the things that I enjoyed about it was that I was certainly a student as well as a teacher in this classroom. And because we were all learning about PAR at the same time, really, it made it a very collaborative and very equal kind of sharing. I often felt that the students were teachers. They were teaching us what they had learned, what they had learned from their teachers and the community, that kind of thing. There were times when I felt that I could very much play the mentor role and bring my years of experience as a teacher to bear and sharing information with both graduate students. And at the same time, I felt that I could really learn a lot from them because they had a lot to share with me about their understanding of PAR, their experiences of PAR. And that was very helpful. I also feel that it was a real benefit to the class for us to work together, three of us to work together because we modeled for them what collaboration looks like. And that, I think, was a very important lesson. I think one of the biggest benefits of collaborating in this course to me was that most obvious benefit is that as a graduate student at the university, I can't teach an upper division class. And without having Joyce in the classroom, I wouldn't have had the opportunity to co-teach the class. But there were many other benefits, more personal benefits in terms of developing my resume, for instance. Very practical skills that I can put on a CV, for instance, or an application for a PhD program. I think also having had the experience, I can present on that at national conferences, for instance. Just this last month, Joyce and I spoke at the Society for Appliance Apology, and part of my presentation I discussed my experience in this class. So that's a benefit. For me, I think probably one of the largest benefits of collaboration was getting to see what goes into a course. You know, I've been a student now for almost, you know, two decades of a student, but I've never really seen from the other side of how a course goes together all that goes into it. I have no idea. We started this almost a year ago in the planning stages, starting sort of par, like, wouldn't it be great if this existed? And just seeing that whole arc from, you know, Genesis to completion is just amazing to me how it all comes together. And the whole collaborative aspect of it that I somehow got to be a part of this process is just fascinating to me. It's been really interesting seeing the different levels of collaboration that have formed, both between students, between the three of us, between Joyce and I are part of the Service Learning Faculty Fellows here at Western, and seeing those collaborations develop amongst other faculty, and seeing how their courses develop in relation to this course, and looking at assessment, syllabus creation, and all those things. I had no idea that that all went into it, and as someone who hopefully is going to become a professor someday, that to me is one of the biggest assets of being part of this process, is just getting to see, this is what I can do someday, and hopefully someday I'll be able to collaborate with graduate students and create courses like this, and other projects like this. And just that there's no training for graduate students in doing this. It's just kind of expected, you know, huge degree, out the door, go be a professor, and that I'm so glad that I've had this opportunity to get that training, and also sort of by proxy, the students in the class have gotten to see that process and have been a part of it as well. The all of us have really been able to collaborate and build off each other's energy and enthusiasm for part. It's just been really great. And we have a lot of fun. It was a lot of fun.