The objective of the project described in this article was to engage nonscience majors in a science communication assignment. Most of these students will not pursue careers in the sciences, so the traditional science communication formats (review papers, poster or oral presentation, lab reports) are not germane to their background, interests, and career goals. Information on how this activity was conducted, an evaluation of what worked and didn't, as well as how it was modified over time are provided in this article. This assignment required a sizeable time commitment from the instructor. The one-on-one meetings with each student, which were crucial to the students' success, were onerous. In the first assignment, the instructor outlines the goal of the section and lets each student write the first part of the case using knowledge learned in class. This assignment serves the dual purpose of evaluating each student's learning while contributing to the class case. The best submission is selected and serves as the starting point for the next section. All students read it, the objectives of the second section are outlined, and each student writes the second section, building on the submission selected for the first section. Again the best submission is selected. The submissions could come from individual students as outlined previously, or they could be done in groups to lessen the burden of producing novel pedagogical components. This sort of competitive and collaborative case building could be used for any materials to be included in the case, from story writing, to researching media, to developing questions. In this manner, students collaborate on the production of one final class case.