During this talk, I will describe how considerations of enhancing student views of knowledge has informed my curriculum and pedagogical strategies. In general, first-year Science students hold naïve views of knowledge. For example, students accept new knowledge as a set of rules or facts without reflecting as to why they take place and do not see themselves a capable of adding to existing knowledge. Important goals in undergraduate education are helping students transform how they view the certainty, source and limitations of knowledge. As the first chemistry faculty member in Vantage College, I will focus on the pedagogical changes made in the CHEM 121 Vantage course and the development of Vantage College First-year Project course sequence (VANT 148/149), as well as, the transformation of CHEM 301 into a team-based learning course.