The traditional lecture approach in many science disciplines has been shown to have weaker learning outcomes than well implemented active learning schemes. Out of the physics courses at UVa, the potential for improvement is greatest in the Physics courses for the life science majors due to greater diversity of scientific background, aspirations, and learning culture within those majors. We propose a significant overhaul of our traditional introductory physics course PHYS2020, the second semester of a two-semester algebra-based sequence for life science majors and students on the pre-medical track. As our starting point we chose an active learning approach based on context-rich material and collaborative, small-group problem-solving. This shift represents a significant change in our introductory curriculum. Furthermore, our goal is to create a method that can be easily modifiable for all other Introductory Physics courses and even to be expandable as a multidisciplinary course. We also consider the adaptability of the course to both in-person and on-line settings.