  There are compelling reasons to shift our pedagogy toward evidence-based
active learning methods that substantially improve student success, and now
plenty of resources to aid in that shift. These include the recent CBMS
Statement on Active Learning, MAA Instructional Practices Guide (IPG), and MIT
Electronic Seminar on Mathematics Education. But implementation is neither
quick nor easy. There are still plenty of individual, institutional, cultural,
and professional obstacles, along with wonderful opportunities.
  At the 2019 Joint Mathematics Meetings we co-organized a guided discussion --
an ``un-panel'' -- sponsored by the American Mathematical Society's Committee
on Education in order to stimulate the process of our community moving toward
active learning in our teaching pedagogy. Seventy participants with fifteen
discussion leaders expanded an initial list of issues, and considered questions
around both challenges and opportunities. Here we summarize from these
discussions, suggesting areas for collaborative efforts ranging from local
colleagues and educational institutions to national and global professional
societies.
