Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have expectations about how they should be taught. The instructor enters the same classroom and presents the students with materials and assessments that he/she believes reflect his/her learning goals for the students. When students encounter a reformed physics class, there is often a "misalignment" between students' perceptions, and learning goals the instructor designed for the students. We want to propose that alignment can be achieved in a reformed physics class by taking a holistic view of the classroom. In other words, it is not just about teaching physics, but a problem of social engineering. We will discuss how we applied this social engineering idea on multiple scales (individual students, groups, and the whole class) to achieve alignment between students' expectations and the instructor's learning goals.