Class Agents

Every class gets
its own agents.

Turn on the Q&A Agent, the Mentor and the Toolkit - or set up your own. Each one answers from what your class has actually published, quotes the passage, and shows exactly where it lives. Students get an answer at 11pm that points to the slide. You see every conversation.

Pilot this semester Meet the agents
FIN 301 · Class Agents
● Live
Agents
QQ&A Agent
MMentor
TToolkit
AProf. Adler’s TA
What’s the case memo asking for, and when is it due?
Q&A Agent
Friday, 11:59pm. It asks for a one-page recommendation on Nordvale’s Friday shortfall: whether it’s a liquidity or a solvency problem, one fix, and what the current ratio misses.
Conjure Nordvale case memo · instructions
Week 4 slides slide 7 · Why liquidity ≠ solvency
What counts as a fix?Where is the current ratio covered?Check my draft
Private · you, the agent and anyone you addYour educator can see it
The agents

Three to turn on.
Any number to set up.

Each agent has its own name, opening line and instructions, pre-filled so it works the moment it’s on - and yours to edit. All of them answer from the class’s own materials and say where the answer lives.

Answers from the class
Q&A Agent
The usual questions, answered from what the class has published: what’s expected this week, when something is due, where a topic is covered, what an activity is asking for, how a concept in the materials works. Answer first, then the source. When the materials disagree, it says so and prefers the most recent - and when a question really belongs to another agent, it answers as that one and says so.
Ask it“Which slides cover the current ratio, and is it on Thursday’s quiz?”
Teaches the way you choose
The Mentor
A student’s mentor for the class materials: it answers from them and shows exactly where. You pick how it teaches and it holds that manner every time - lead with the answer, coach and suggest a next step, point to where the answer is and ask one question, push them to defend it, or explain in plain language with one example and one check.
DirectCoachSocraticChallengerExplainer
Builds the worksheet
The Toolkit
For students and teams. Describe the project, the group and what you’re trying to achieve; it names the tool or framework that fits - a persona map, an empowerment map, a problem tree - quotes what it’s for, and builds the template as a Conjure activity for everyone in the conversation, one map per teammate where the tool works that way. When nothing in the toolbox fits, it designs a custom worksheet - a planning sheet, a tracker, a board of ideas, a grid - and builds that instead.
Ask it“We’re four people building a campus food-share app. Where do we start?”
Yours to define
Your own agents
Give an agent a name, an opening line, its instructions and a picture. Choose which of the class’s sources it reads and upload documents of its own - a lab manual, a style guide, the department’s policy on extensions. Let it answer as the other agents when a question fits them better, or keep it to its lane. Every rule that keeps agents honest still applies.
For exampleA writing-centre agent that reads only your rubric and the style guide, and never drafts for the student.
Grounded in your class

It answers from
what you published.

Not the open internet, and not a general model’s idea of your course. Each agent reads the sources you switch on for it, and nothing else.

  • Conjure activities - the published ones, as text: the brief, the questions, the instructions.
  • Lens slides - the slide text of published decks. Never your speaker notes.
  • The course page - its sections, notes and file names.
  • Documents you upload - PDF, Word, Excel, text. Each agent has its own list, so the Mentor can read the textbook chapter and the Q&A Agent the syllabus.
The rules that can’t be edited

Quote the documents. Never invent a due date, a policy or a passage. Say plainly when the materials don’t cover it. Answer first, then the source - and every source is a link that opens the activity, the slide or the course page itself.

A student asked the MentorIs it ever right to draw on the credit line before cutting costs?
Yes - when the problem is timing, not viability. The Nordvale case is the example the course uses: the firm is profitable, the receivable is real, and the line exists for exactly this gap. Cutting the steel order fixes the cause; the line fixes Friday. Which one is your case actually facing?
Conjure · Profitable and out of cashQ3 model answer
The line of credit exists for exactly this and is cheapest. Stopping the steel order addresses the cause rather than the symptom.
Week 4 slides · slide 7Why liquidity ≠ solvency
The current ratio tells you about timing, not health.
Answered as Mentor · Coach · both sources open in one click
How a chat works

Private when it should be.
Shared when it helps.

A student chooses each time they start a chat. You set which choice is preselected for each agent.

01
Private, or public to the class
Privately, it’s the student, the agent and anyone they add - and you can still see it. Publicly, the question and its answer post where the class can read them: a Q&A board, where others read it, add a response and second an answer, and it stays that student’s thread.
02
Open chats: a group works with the agent together
An open chat is a shared workspace. Anyone in the class who joins puts their own questions to the agent in the same thread, so a team works something through with it turn by turn. Closed, it stays the starter’s conversation - others read and respond, only the starter asks.
03
Replies, quotes and next questions
A response can answer one message and sits with it. Agents can quote what classmates wrote when it helps - with a per-message opt-out - and your own responses in public chats become something the agents cite elsewhere. Under every answer, up to three suggested next steps.
04
Live, and all of it visible to you
New messages appear as they’re sent, on every screen in the thread. You see every conversation in the class - which questions keep coming up, what the room finds confusing, who asked at 2am - before the exam tells you.

Instructor-only notes stay out. Anyone in the class can read what the agents read, so speaker notes are never a source, and you choose which documents each agent gets.

More than answers

An agent that can
build the thing.

The Class Agents live in the same course as Conjure and Lens, so a conversation can end in something the class actually works in.

From chat to activity
It builds a Conjure activity from the conversation
The Toolkit names the tool and offers to build it. One press and it’s a shared Conjure activity for the people in that chat: it saves as they type, you can work in it with them, and it shows up in your Conjure list marked as a tool the agents built.
ExampleA team of four asks how to understand the people their project serves. The Toolkit recommends a persona map, quotes what it’s for, and builds one map per teammate.
Drafting
It drafts the document, filled in
When an answer is really a document - a plan, a summary, a proposal, a form the materials include a template for - the agent drafts it in that template’s own headings from what the student told it, and marks what they didn’t say instead of guessing. It’s typed into in place and downloads as Word or PDF.
Example“Draft the project proposal from what I just described” comes back in the course’s proposal template, with the two fields still missing marked to fill in.
Attachments
It reads what students bring
A student attaches their spreadsheet, their draft memo or a PDF, and the agent reads it - a spreadsheet keeps its formulas, so “why does my runway model go negative in month 4” gets an answer about the actual cells.
ExampleThe Mentor, set to Socratic, points to the formula in C7 and asks what it assumes about receivables.
Inside the work
It sits next to Lens and Conjure
A student working through a Lens deck on their own time asks the Mentor about slide 12 and gets the passage, not a paraphrase. A student stuck in a Conjure activity asks what Part 3 is actually asking for and gets the brief, quoted. The agents are one click from the work, in the same course.
ExampleEvery question about the Nordvale case, across the whole class, in one list you can read on Thursday.
Set-up

On in minutes.
Off by default.

Nothing runs until you turn it on for a class, and what you turn on is exactly what students get.

01
Turn it on for the class
Class Agents is off until you switch it on. Name the page what you like - Class Agents, Course Guide, Ask FIN 301.
02
Pick the agents
Q&A, Mentor, Toolkit - or add your own. Each comes with an opening line and instructions already written; edit them or leave them.
03
Choose what each one reads
Conjure activities, Lens slides, the course page, and any documents you upload to that agent. Each reads only its own share.
04
Set the defaults
Whether new chats start public or private, whether public chats start open, and whether an agent may answer as the others.

Students see the agents in the class sidebar, next to the rest of the course. Turn an agent off and it’s gone from every screen; turn the whole thing off and the page is.

Who it’s for

Students get an answer.
You get the picture.

For students
A source, not a guess.
  • An answer that points to the slide - at any hour, from the class’s own materials, never a general model improvising.
  • A mentor that teaches the way the course does - coaching, Socratic, or straight to the point, as the educator set it.
  • A toolkit that builds the worksheet for the team, from the conversation, with everyone in it.
  • Their questions, on their terms - private by default if you choose, public when it helps the class.
For educators
Every question the class is asking.
  • Every conversation, visible - what’s confusing before the exam, which activity’s brief nobody understood, who is quietly lost.
  • Your own responses become sources - answer once in a public chat and the agents cite it after that.
  • Nothing invented - a due date the materials don’t state is a question the agent says it can’t answer, not a number it makes up.
  • Ten minutes to set up, and off by default for every class you don’t want it in.
Fits with

Part of the
same course.

The agents read what Conjure and Lens publish, and the Toolkit builds into Conjure. One course, one set of materials.

Conjure Assign
Every published activity is a source the agents can quote - and the Toolkit’s worksheets land in your Conjure list.
Explore Conjure Assign
Lens
Published decks are a source, slide by slide - so a student working through a deck asynchronously has the Mentor beside it.
Explore Lens
Deliberation Boards
Where the agents answer from the materials, a deliberation board makes students take a position and defend it.
Explore Deliberation
Give your class
its agents.

Turn them on for one course this semester. Bring a syllabus and a deck; we’ll have the Q&A Agent answering from them while you watch.

Pilot this semester Request a demo