We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The students also worked in groups on active-learning exercises to predict the effects of mutations and the results of the classic Meselson-Stahl experiment on DNA replication. The results of normalized student learning gains are presented, as a pretest was administered at the start of the semester. Students showed 56.4% and 60.8% average normalized learning gains for questions on the inheritance of genes and the replication and expression of genetic information respectively. These approaches could be applied to other biology or science courses.