This two-part series describes the structure of the stoichiometry course at North Carolina State University. The course had a variety of learning objectives, and several nontraditional pedagogies were used in the course delivery. This first paper outlines the course structure and policies, the preparation given to the teaching assistants who played an integral part in the course delivery, and the course assignments. The next one describes the methods used for classroom instruction and assessment. (For Part 2, see EJ829453.)