The Psychology Department seeks funding for one-year (2022-2023) to support the redesign of two large 2000-level courses by incorporating an active learning approach (~800 students). This aligns with the desire to increase the number of active learning classrooms across grounds, especially for introductory courses that are taught in large auditoriums, and to strengthen interdisciplinary practices among different courses. Specifically, our proposal will establish a consistent department template to be used as we transition our 2000-level course towards active learning, recognizing how hands-on experiences increase feelings of belonging in the classroom and positively impact the learning experience. This proposal will work toward the following main goals: 1. Establish a roadmap for an exploration of active learning in multiple large 2000 level lecture courses, to be used as an active learning model in the College of A&S; 2. Develop and implement strategies to increase the number of students involved in active learning opportunities in introductory classroom settings, focusing on inclusion and well-being; 3. Maintain a consistent structure between active learning classes taught within the same department. In order to achieve these goals, we utilize a new hybrid structure where students attend a smaller class once a week to do synchronous interactive activities, while lectures are administered online in an asynchronous way twice weekly. Outcomes will be assessed through teaching evaluation reports and students’ academic performance. Our goal is to provide a roadmap for other areas within our department who wish to explore active learning methods of instruction, as well as for other departments in the College of A&S.