We describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom environment, and (c) increasing active learning. Key elements of the instructional development process described here are the voluntary, nonpunitive format in which the subject matter instructor is always in control, "driving" the course for his or her continual self-improvement, and the collaboration between subject matter experts (science faculty) and "guiding" educational experts. We describe how Analytical Chemistry lecture and lab content were aligned, and how in-class activities were changed to include more active learning. The effects of the changes were assessed using student perception surveys and test scores. Overall, this demonstrates how science faculty can catalyze the development of their teaching approaches.