Statistics is generally classified as a difficult course. In this regard, promoting an active learning environment is a popular instructional strategy. However, there is much evidence in the literature of a literal and simplistic interpretation of "active learning environment". This report describes an approach to facilitating introductory statistics. The model embodies constructivism, the integrated curriculum approach and outcomes-based assessment. Statistics is promoted as data management, and is defined as: a structured and logical process of collecting, organizing, analyzing, interpreting and presenting data, based on specific objectives, for the purpose of decision-making. This model provides a logical framework that reflects real world applications. In particular, it has the potential to offer appropriate stimuli for cognitive effort, resulting in learning that is meaningful rather than rote. [This paper was published in: The Proceedings of Joint Statistical Meetings (JSM). American Statistical Association, 2002. p1396-1399.]