Each semester faculty members at a regional university encountered students in their courses who were unprepared for learning. As the demand for rigor continues to increase in all fields of study continues to increase, professors expressed concern regarding preparedness of their students to enter the work-force. In an effort to leverage the learning taking place under their direct supervision, faculty members re-designed their courses and placed responsibility for basic content acquisition on the students. When students arrived in class each week, students were actively engaged in the learning process through student-centered learning events. After class, students were required to demonstrate reflective practitioner skills in a real-world format. Application of digital tools allowed students to learn the basic content and demonstrate learning in a manner conducive to their learner preferences. Students were engaged in the learning process before, during and after class. The course redesign instructional model provides a framework for CELDA participants as they address main issues with the evolving learning processes and technical applications in the digital age. [For the full proceedings, see ED562107.]