A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…