Many reasons have been documented about the need for more effective teaching of mathematics in universities. These include changes in the level of mathematical skills of new students; changes in society, particularly technological ones, which have led to a strong preference for visual presentation of information; and new students lacking the independent study skills necessary to succeed in higher education. Several authorities have addressed this problem. In this article, we introduce and discuss ideas and strategies for active learning presented by Krantz and Bressoud. We cite thoughts of Zucker and give a summary of strategies formulated by Zweck.