The processes of redesigning a traditional face-to-face biology course, 'teaching' the blended course and revising it will be described, along with a narration of how the process changed the instructor's role in the class. Discussion of the first blended offering will describe a course in transition, while the description of the revised course will include specific examples of learning modules. Those for the 'at-home' portion of the course will illustrate how the required course content can be covered, assessment techniques that demonstrate learning. Realistic estimates of instructor time in monitoring 'at-home' learning will be provided. Examples of face-to-face active collaborative learning modules will demonstrate how learning 'at-home' and face-to-face are integrated. They will further show how all of the face-to-face time is used for scenario (i.e., quantitative, experiment, hypothesis) – based exercises promote critical thinking and deeper learning predicated on content learned at home. Finally, several examples of formal individual and group assignments with value-added content and learning objectives will be demonstrated, along with rubrics and estimates of instructor time for grading.