Undergraduate biology instruction is often modeled on traditional lecture formats that limit student engagement and participation. This session shares a year-long effort to implement evidence-based learning practices (EBLPs) in first- and second-year biology courses at Coastal Alabama Community College in response to the evolving needs of today’s students. Aligning with the conference theme of adapting pedagogy for a hybrid future, this panel explores strategies that directly involve students in the learning process while maintaining academic rigor and required course content. Presenters will discuss the integration of structured group work, live-action visual demonstrations, metacognitive activities, and purposeful classroom materials to reduce passive learning and increase engagement. Participants will leave with practical, adaptable strategies for implementing active learning in undergraduate science courses, along with clear examples of how these approaches can enhance student involvement and support meaningful learning outcomes in regional higher education settings.