Here we share results from a larger study of professional development (PD) provided to faculty at Research I Urban University (RIUU), where STEM faculty modeled active learning strategies and provided ready-to-use STEM materials to teaching staff. Data from 94 STEM faculty, who comprised 27% of the total participants (N = 340), demonstrated a knowledge benefit and a desire for additional student demographic information to help faculty further understand students' needs, particularly those from underserved communities. We conclude with recommendations to university stakeholders seeking to engage teaching staff in active learning strategies which support student engagement and learning.