I taught Geography 375: Geopolitics at the University of Washington. The course was delivered in an online format, utilizing synchronous and asynchronous course delivery. In this course I used scaffolded assignments over the term that set students up to succeed and have positive and meaningful learning experiences, supported by ongoing instructor feedback on their work. For their final project, students chose a topic they were passionate about and applied discourse analysis skills (developed in a prior assignment) to analyze the geopolitical imaginaries of their topic. Students were able to select a format for their project: zines, podcasts, artistic representations, or academic essays. Course activities offered the students opportunities to develop skills with different media tools. The scaffolded assignments gave students time and space to engage deeply with course content and apply it to a case study that was interesting to them. The resulting level of critical analysis and detail students offered in this project was creative, rigorous, and intellectually significant. Excerpts from student projects are below (shared with permission).