Research on teaching and learning in introductory mathematics courses has identified a need to address underpinning concepts during instruction and on assessments. Faculty teaching these courses are challenged with addressing a plethora of learning objectives in a limited amount of time, which may lead to a focus on lower levels of cognitive demand. All students deserve opportunities to develop their understanding of foundational concepts in mathematics. This workshop highlights innovative practices designed to foster and effectively assess conceptual understanding. We will showcase strategies recently implemented in Calculus I courses that include developing classroom routines to explain concepts; emphasizing application questions; and revising assessments for higher cognitive demand. Workshop participants will learn about these efforts and engage with others to adapt and develop actionable strategies and assessments for the undergraduate mathematics course they teach.