Considerable evidence has been collected which highlights the benefits of active learning in STEM instruction with recent studies highlighting that a student-centered classroom may provide disproportionate benefits for underrepresented students. Unfortunately, small numbers of instructors tend to adopt active learning practices for a variety of reasons, including a lack of professional development opportunities, minimal institutional support, and structural restrictions present in a typical classroom space. In this talk, I will detail the steps taken by the University of California Irvine to increase the spread of active learning, including the opening of the Anteater Learning Pavilion, a building which houses active learning classrooms, and the formation of the Active Learning Institute, a professional development opportunity for instructors across the campus. The campus has undertaken a comprehensive assessment program collecting classroom observation data, student grade, survey, and demographic data, and faculty interview and survey data to identify the impact of these programs in a data-driven manner.