In 2007, I was hired with the task of leading reform of the introductory large-lecture physics courses. Since that time, we have focused on the reform of the calculus-based physics sequence, changing both curricular materials and classroom spaces. This talk will discuss the motivation behind a few key specific changes that were made, and a detailed quantitative analysis of the impact of these changes on student achievement. I will then take a broader look at the field of physics education research and argue for the need of a deeper look into what is happening in the classroom, and outline some of the work we are doing toward this effort.