This study focuses on processes and outcomes associated with a faculty grassroots initiative to reform teaching and learning in an introductory chemistry course at a research university. The purpose of this study is threefold. First, the study considers faculty groups and teams as sites and sources of pedagogical change in an effort to improve undergraduate teaching. Second, the study examines the interaction between institutional change initiatives and grassroots faculty reform efforts. Third, the study aims to develop understandings of how outcomes of technology-enhanced reform can serve to alleviate time constraints on science faculty and address problems of faculty role overload. (Contains 1 table.)