Active learning is a teaching strategy that engages students directly in the learning process (Barnes, 1989). While this process can be implemented in diverse ways, at its root the strategy engages students actively in their own learning, extending their engagement beyond notetaking and teacher directions (Handelsman, Miller, & Pfund, 2007). Through cooperative learning, students solve problems and develop new knowledge in ways that align with the learning goals. Coupled with the student-centered approach, a focus on active learning encourages the instructor to take on a facilitator role in the classroom. As a facilitator, the instructor still provides essential details, information, and perspectives, but the root of the learning and knowledge development is created collaboratively with students through the action process. Such an approach has been shown to enhance not only understanding of content knowledge and retention but also the development of creative problem-solving strategies and of leadership skills in learners (Kramer, 2008; Marquardt & Banks, 2010; Raelin, 2009; Freeman, 2014). Importantly, comparative research on active learning strategies has shown that the method benefits the learning of diverse students in terms of race, gender, and academic ability (Hake, 1998; Knight & Wood, 2005; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). Given the potential of active learning to improve student understanding and its alignment with the philosophical underpinnings of my teaching approach, I have designed this unit to incorporate multiple means of encouraging active learning. Some of these strategies include think-pair-shares, class discussions, jigsaw activities, gallery walks, and classroom thermometer exercises among other activities detailed in later sections.