 I created a graduate elective called race, power, privilege and health that last semester, last fall was the first time I taught it. And that was sort of what led me to hypothesis. So I was teaching it in a hybridized manner. So we were meeting maybe once a month in person but the most for the most part we were going to be online. And I knew that it was going to be critical for us to develop cohesiveness as a community. If we were going to be able to have these difficult conversations that needed to be had in terms of race, power and privilege. And I was actually blown away with how the class gelled and how they were able to build community and form those relationships at a distance. And I certainly attribute hypothesis to a large portion of that. And so I wanted to use it again in my spring course so in my spring course I taught a fully asynchronous online course, the art and science of teaching nursing. And it was actually the first time I taught a completely asynchronous on online course and again, the need to have community be a critical like being intentional about community when people were distant and when you have graduate nurses. They're working in the hospital incredibly stressed with the things that they're seeing so how do I build a support and a communal atmosphere, while we're still separated and hypothesis again came to the rescue. And many of the students were actually educators themselves and so they were like, I'm going to use this in my class. And so I'll share later but I asked them what was it about hypothesis and they had some really insightful things to share about what was so meaningful and why it was better than a discussion board.