“The Science Education Initiative showed that it is possible for large, research-intensive science departments to make major changes in their teaching,” says Carl Wieman, professor of physics and education at Stanford University and an advocate for active learning. In his new book, Improving How Universities Teach Science, Wieman discusses his experience transforming teaching at 13 science departments at the University of Colorado at Boulder and the University of British Columbia. The initiative was guided by three questions: what should students learn, what are students learning, and which instructional practices will improve student learning?