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A prototype TExT (Toolkit for Exceptional Teaching) is being developed for a chemical engineering course in the area of kinetics and reaction engineering. The vast majority of engineering courses are still taught using the traditional lecture format, while research suggests that teaching methods involving active learning are more effective. Significant factors for the persistence of the lecture format include lack of faculty familiarity with the use of active learning, lack of faculty experience in the development of activities that can be used in class in place of lectures, and the amount of time and effort required to locate existing learning activities and integrate them into courses. A TExT is intended to serve as a comprehensive, integrated course delivery toolkit. In particular, it provides the written material typically found in a textbook, a complete set of "lectures" covering that material in the form of video files, a catalog of in-class activities (complete with a lesson plan, implementation tips for the instructor, and a list of any other resources that are needed), review materials for in-class use, learning objectives, solved examples to be provided to the students, and additional solved examples that can be used as homework or exam problems. The latter two include grading rubrics that are tied to the learning objectives. All the components are well integrated, using consistent nomenclature, methods and format. The current prototype TExT is being developed with the intention of using it to test (a) whether its comprehensive and integrated format will cause engineering faculty who presently utilize a traditional lecture method of teaching to implement active learning in their classrooms, (b) how the faculty time required for course preparation and delivery using a TExT and active learning compares to the time required when using the traditional lecture, and (c) whether the TExT, via the materials it provides for the instructor (lesson plans, implementation tips, etc.), enables engineering faculty who are not educational specialists to utilize active learning methods effectively (i. e. so that student learning improves relative to the traditional lecture. The complete TExT is divided into Study Units that correspond roughly to the content of approximately 20 minutes of a traditional lecture. A study unit from the prototype TExT on the topic of the Bodenstein steady-state approximation is presented here as a sample of a TExT study unit. The materials that the TExT provides for the students and the material it provides for the instructor are described and discussed. The materials for the instructor illustrate how case studies, inquiry-based learning, cooperative learning, object lessons and other methods can easily be incorporated within the TExT framework.