Abstract
The pandemic-induced transition to remote instruction provided unique opportunities to adapt active and problem-based learning principles to develop new materials, teaching strategies, and assessment metrics that enrich student engagement in transport phenomena. This project used a hybrid teaching strategy that delivered technical content using, both, alternate asynchronous podcasts and synchronous online sessions. Assessment was performed using remote mini-assignments every week that challenged student technical comprehension and development of problem-solving algorithms. Short assignments were administered via timed internet sharing and discussed synchronously immediately after online submission. Student performance on mini-assignments steadily increased and was 15% higher during remote instruction than the previous year of in person lectures. In addition, virtual class participation in office hours increased by 40% and class time spent on student-initiated questions was 34% higher during online sessions. A hybrid teaching and assessment strategy promoted problem-based learning to dramatically increase student engagement and performance online. Future curricula will continue to provide recorded solutions to complex problems to help increase student comprehension and class participation. In addition, virtual office hours will be expanded in conjunction with faculty colleagues to provide additional resources to students.
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