For over two decades, general chemistry courses at California Polytechnic State University have been offered as “studio courses” which provide an active learning curriculum through high-impact, evidence-based pedagogies and assessment techniques in a highly versatile classroom environment. Data collected show significant improvement in content knowledge, more expert-like learning attitudes, and increased student engagement. With the benefit of 20 years of hindsight, we provide details and advice about the design of our curriculum, pedagogical methods and assessments used in our classrooms, as well as information about the physical design of the classroom. In addition, other considerations regarding faculty training and staff, faculty, and student buy-in are discussed.
