As a high school math teacher, I know that math can sometimes feel like a solitary subject—just you, your calculator, and an endless sea of numbers. But learning is never truly an individual pursuit. Some of the best “aha!” moments happen through collaborative problem-solving, peer discussions, and asking the right (or wrong) questions. That’s why, in my blended Workplace 20 course, I plan to create meaningful student-to-student and student-to-instructor interactions that go beyond just answering questions in a discussion board. So, how do we bring a sense of community into an online or blended math classroom without it feeling forced? How do we make learning interactive and engaging while maintaining…
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Flexible Learning for Student-Athletes: A Workplace 20 Course Profile
Course Design Rationale: Addressing the Needs of Student-Athletes Student-athletes at Notre Dame face a unique challenge: frequent travel for games, tournaments, and training often leads to inconsistent classroom attendance. As a result, students struggle to keep up with coursework, leading to learning gaps, stress, and catch-up work. Traditional learning structures do not accommodate their demanding schedules, making it difficult for them to balance academics and athletics effectively. To address this, the Workplace 20 course has been designed as a flexible, blended-learning model that allows students to engage asynchronously with their coursework. This approach ensures that all students—whether at home or on the road—can stay on track with their learning while…