As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.