Science is not just a body of knowledge – it involves practices, including ways of asking questions, methods of investigating those questions, and processes to generate and evaluate new knowledge claims. However, many undergraduate courses do not reflect the reality of science work. Typically, students learn that science is “knowing”, not “doing”. A recent project in the Department of Physics and Astronomy to design and develop an introductory, calculus-based mechanics course has brought together faculty members from physics and education to ask the question: "Given the constraints of a typical university course, how can we engage students in doing science?" In this talk, we will discuss what brought us together to work on this project, what is motivating this change, how we are designing the course, and what research we aim to conduct with students taking it.