Following a discussion of opportunities for improving academic rigor that addresses the challenges of curriculum redesign, theories of learning and multimedia design, and academic departments and multimedia design, this paper focuses on the migration of an introductory course on library research skills at the University of Nebraska-Lincoln from a self-paced, paper manual to a World Wide Web-based, multimedia platform. The paper covers the following topics: (1) the goals of curriculum redesign, including curricular goals, faculty development goals, and curricular redesign; (2) guiding the redesign process, including providing the theoretical basis and putting theory into practice through content analysis, formative and summative assessment, and content specifications; and (3) outcomes of the redesign effort, including curricular quality and faculty development.