Each of the courses in the flow chart (above) has two hours of workshop per week. The academic content of a workshop depends on the particular educational objectives of the course to which it's attached; all workshops, regardless of the course they support, are organized around cooperative study, interaction, and participation in the problem-solving process. They are not traditional recitations, nor are they a time for students to do or discuss homework from lecture.

Here are some examples of topics from worksheets in the project-based calculus sequence:

- Using the derivative to examine the reflective properties of parabolic dishes, elliptical couplers, and hyperbolic mirrors

- Using the integral to calculate the net total of distributed quantities such as mass, energy, and charge

- Using sequences to predict the evolution of social and natural systems

- Using the improper integral to interpolate the factorial

Worksheets are written to be relevant to students' lives (either personally or professionally) and often introduce students to "real" problems. Of course, "real" problems are "real" hard. To help students make the transition to collegiate level thinking and ability, each workshop is supported by both a faculty member and a Teaching Assistant (TA). The TAs attend workshop to help facilitate student group discussions.