When Dr. Christine Altinis stepped into the Extended General Chemistry sequence during the early stages of the COVID-19 pandemic, she saw an opening to reimagine the course. With the sudden shift to online instruction and a renewed emphasis on teaching effectiveness, she leaned into active learning as a way to drive stronger outcomes.
Having previously taught off-sequence General Chemistry 2, she had already witnessed how traditional lecture formats could leave students behind. “I had seen too many students—especially first-generation, underrepresented, or returning students—struggle not because they lacked ability, but because the large enrollment course structure didn’t give the students the time, in-class support, or sense of belonging they needed to thrive.”
With that in mind, she redesigned the course around three core goals: creating a highly structured learning environment with both frequent low-stakes and cumulative higher-stakes assessments, building student confidence through repeated exposure to tough concepts, and improving equity by fostering community through collaborative group work and support from Learning Assistants. “I wanted to do all I could to remove the instructional barriers to allow students to realize their true potential,” she said.
One strategy she used in lectures and active learning recitations that were especially impactful was the “I Do, We Do, You Do” framework. In practice, this model encourages brief lectures followed by modeled problem-solving, then peer collaboration. “The I Do, We Do, You Do model allows for scaffolded activities to be implemented in any classroom size, but it is especially effective for lectures with over 200 students,” she explained. As students talk through problems and answer polls using tools like Slido, the classroom evolves into an environment where mistakes are expected, and reflection is part of the learning. “Discussing results and why one answer may be wrong also allows students to build metacognitive strategies.”
Learning Assistants are central to this approach. In addition to offering academic support, they serve as near-peer mentors who help students navigate campus life. For many Learning Assistants, the role has been transformative. Hoda Saleh, a sophomore Chemical Engineering major, shared, “Through this role, I’ve come to appreciate that effective learning is student-centered and thrives in environments where collaboration is encouraged.” They added, “I found myself naturally incorporating the strategies I learned into my work with students and seeing them succeed because of it was incredibly fulfilling.”
The course also includes reflection-based tools like Learning Objective Trackers and exam wrappers, which are designed to strengthen students’ self-awareness and study habits. “Learning Objective Tracker is a low-stakes assignment that keeps students on their toes about learning objectives they’re still trying to master,” she said. “Those who have taken these metacognitive exercises seriously and made changes can go from earning 30 on exam 1 to earning 80 on exam 4.”
What stands out most to Dr. Altinis are the moments when students start to believe in themselves. “There is something powerful in that moment when a student becomes confident enough in their knowledge to explain challenging questions to a peer and surprise themselves.” Watching students evolve from anxious learners to confident leaders and seeing the first cohort of Learning Assistants graduate with honors or move on to professional schools, remains the most meaningful part of her teaching experience.
Lauren Hamm, a senior majoring in Chemistry, echoed that sentiment. “Extended is definitely helping students to have a deeper understanding of the chemistry they learn in this class by having a large LA population behind them and a meticulous course design that is focused on their success in chemistry and related fields.”
Biological Sciences major Alicia Morales agreed, saying, “Dr. Altinis makes sure to try to reach every single student and make chemistry enjoyable. As a Learning Assistant, having the privilege to facilitate learning within a classroom with such fantastic support from instructors has been pleasant and rewarding.”
As Dr. Altinis continues to refine and lead the Extended General Chemistry sequence, the course stands as a model for what’s possible when learning is built on structure and belonging. It’s not just about passing chemistry; it’s also about building the kind of confidence that stays with students long after the semester ends.
Additional Presentations, Research, and Publications
CCB Departmental Colloquium, March 2025
“Is Lecturing Enough? Leveraging Technology and Low-Stake Assignments to Empower Underprepared STEM Students”
Presentation highlighted the use of Playposit and Slido polling software to enhance in-class active learning and design more inclusive assessment strategies.
Biennial Conference on Chemical Education, July 2024
- “Above and Beyond Active Learning: Designing a Student-Centered Environment Through Assignments That Encourage Metacognition and Planning”
- “Is Didactic Lecturing Dead? Crafting a Dynamic Learning Experience with Playposit”
This session discussed a meta-analysis on flipped learning, which showed improved student outcomes when video-based instruction was paired with traditional in-class teaching. Students used a Playposit video playlist for pre-class content or post didactic instruction on content for review, while in-class time focused on collaborative problem-solving with the “I Do, We Do, You Do” model. Data from Playposit and Qualtrics was shared to evaluate its impact.
Publication
Muñiz, M. N., Altinis-Kiraz, C., & Emenike, M. E. (2022). “Extending Equity, Access, and Inclusion: An Evolving Multifaceted Approach to Transform a General Chemistry Course at a Large, Flagship, Research Institution.” Journal of Chemical Education, 99(1), 227–238. https://doi.org/10.1021/acs.jchemed.1c00387