Introductory physics course design is a challenge requiring innovation across many dimensions and responsibilities, all with the goal of improving student competencies. Discipline-based education research contributes to reaching that goal through developing and validating ways to improve active learning. For physics competencies, the main aspects to integrate are conceptual understanding, problem solving and lab work. Each aspect must be taken into account, especially for students who are not pursuing a physics degree. This paper illustrates research carried out in a coordinated way on different aspects, from the same perspective, using the same research approach, and with coherent methods to contribute to innovation in teaching physics at university level.
