Abstract
Herein, we describe our experience transitioning two multi-instructor, multisection courses in both general and organic chemistry online during the COVID-19 pandemic from face-to-face instruction methods to an online content delivery format. Beyond the challenges of common assessments, we also had to coordinate discussion sections hosted by teaching assistants and workshops hosted by undergraduate peer facilitators. We discuss the difference in attendance and assessments before and after the transition to online learning. Additionally, we discuss the different uses of technology to host office hours, deliver synchronous and asynchronous teaching, and facilitate efficient communication between instructors and students. The evolution and adaptation of our assessment and communication strategies as online teaching progressed are also discussed.