 I think the community partners are really on board. Because we typically work with directors of agencies or people in charge of their programs, they have a really wonderful understanding of where it is they want their project to go and what they need specifically. One thing that I do, as I said, sometimes these projects can balloon, and so one of my roles is to really try to interact with a community partner. And I have in the now five years that we've had this course, two times I have had to step in and say, this is what we can do in ten weeks, that we're going to pull back a little bit because these projects, you know, there's sort of, well, boy, this is a great idea. Maybe we could try this. So the more we can identify what we're going to be doing and what it involves in the very early part of the quarter, the better. And that's also why we have this calendar of deliverables of what we're doing and when we're going to have things to you. One challenge that we sometimes have is, it really depends on the organization, but if we're doing interviews, having a good quiet place to do interviews, sometimes it's a challenge. Typically students have to go back and reshoot, and I just tell them that from the very beginning. So that's an issue, and so if I alert them ahead of time, that's helpful. The community partner, a lot of times when we're working with social service agencies, we need interviews with people who are very dependent on the community partner to identify people who would be willing to participate and also would be good interviewees. So I would say timing, getting things scheduled. The community partners are very busy, very, very busy. And so we do sometimes run into issues where we're not necessarily getting things back from the community partner as quickly as we need them. And again, that's, I really believe that the students and their teams should have their first crack at handling that. And when I divide the teams up, there are typically three or four. And I expect them all to do everything because on any team it's good for them. There is a team leader, and that team leader's role is to interact with a partner. And so they need to really keep me informed. So if there are things that they need that they're not getting into a timely manner, that's when I step in and email a community partner, call the community partner. Another thing that I've found to be really helpful is to have the community partner come to our class. So on a 10-week session we spend the first week getting organized and the partners come and make their pitch. And then really within the next week we identify who we're going to be working with, what the teams are, and what they're going to be doing. And then some of the class time is devoted to these curricular things. But I also really build in a lot of the class time to students working on their projects. And so there might be a time when they go out and they do interviews or they go out and they take photographs. Some of our projects are not on campus. We partnered with Lummi Island, for example, with Native Americans there who are working on a garden project to deal with the issues of diabetes there. And obviously students had to go to Lummi Island to do those interviews. So there is class time built in for students to do those trips. But I also build in class time for the partners to come to class and to meet with me. So again, I'm there and the students present what they've done up to that point. And then the partner weighs in, and that's really invaluable. We had one partner for Hope House where the person who was our partner was so on top of stuff. He worked in social service agencies and in PR. And he was very, very aware of what needed to be done in terms of who they needed to reach and what the point of the project was. And so he was great in getting back with critiques and reformulating, if you will, brochures and things like that. And I find that very helpful. I think that's really useful and that often happens in the classroom itself.