Despite widespread efforts to increase access to and inclusion in STEM, minoritized students remain excluded from both STEM majors and STEM professions. The reasons for this are complex, but instructors can play an active role in disrupting these inequities. Although active learning techniques have been shown to improve student performance on average, Elli will address the question of whether active learning can also be a partial solution to achieving equitable student outcomes. In this webinar, she will share recent work demonstrating that opportunity gaps—differential performance between PEERs (Persons Excluded due to Ethnicity or Race) and over-represented students—were reduced by 75% in college STEM courses when instructors incorporated active learning strategies, but only when active learning was implemented in a majority of class time. Elli finds these data hopeful, albeit demonstrating only a partial solution to inequity in higher education.