A 200-level nutrition course with a relatively rigid set of requirements was redesigned as a blended course with half the number of face-to-face hours each week. By moving some of the responsibility for lower-level learning (on Bloom's taxonomy) outside of class by creating class guides and online quizzes, the face-to-face time could be spent on engaging activities like analyzing food labels and answering clicker questions. Even though the amount of face-to-face time was cut in half, the amount of content covered increased. Students were asked to read The New York Times for articles on nutrition and were asked to write a term paper on a book of their choosing related to nutrition, assignments not taught in the traditional course. The time normally spent teaching in class was used to grade writing. The goal of the assignments was for students to demonstrate mastery of the subject by applying the textbook knowledge to newspaper articles and to a book on nutrition. The first time the course was offered the students rated the quality of the course 6.59 on a 7-point scale and rated the instructor 7.00 on the same scale. Similar exams were given as in previous classes and students did as well on those exams as in the traditional course. The most exciting part of the course, though, was the increased level of work assigned that seemed to engage the students with the course material by stimulating higher-order thinking.