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This profile highlights the course redesign and transformation of a foundational first-year course in Purdue University’s College of Technology. The faculty involved in this redesign were focused primarily on accomplishing two things with the course transformation. First, faculty recognized that the initial course objectives focused on students learning general skills that are taught throughout the University – career awareness and study skills. The goal with the course redesign was for students to learn skills that are unique to the fields of study within the College and for students to experience a student-centered pragmatic approach to teaching and learning. Second, faculty wanted students to learn a holistic and team-based approach to problem solving through the design process. Faculty have been collecting data about the impact of the varying elements of their redesign on students’ learning outcomes. Although they ask multiple research questions about their redesign, the faculty focus their inquiry on the impact of collaborative learning and peer evaluation.