In 2007, I was hired with the task of leading reform of the introductory large-lecture
physics courses. Since that time, we have focused on the reform of the calculus-based
physics sequence, changing both curricular materials and classroom spaces. This talk
will discuss the motivation behind a few key specific changes that were made, and a
detailed quantitative analysis of the impact of these changes on student achievement. I
will then take a broader look at the field of physics education research and argue for the
need of a deeper look into what is happening in the classroom, and outline some of the
work we are doing toward this effort.