This paper documents the remote management of a first-year foundations of engineering course with special focus on students’ learning by completing a prototypebased project in an online course. The COVID-19 pandemic brought on unprecedented challenges to the teaching and learning communities around the world. Educators made purposeful changes in their teaching approaches, shifting rapidly from in-person to online mode of instruction. This study documents a project-based course that adopted an asynchronous mode of instruction as a part of the general engineering curriculum at a large Southeast university in the United States during the pandemic. This asynchronous course – through implementing necessary changes and adaptations – simulated the experience of a cross-border engineering workplace. The course content focuses on engineering design and problem-solving, physical prototyping, simulated data collection and analysis, contemporary software tools, and professional practices and expectations (e.g., communication, teamwork, and ethics). Learning activities are designed to introduce students to the types of work that engineers do daily and to challenge students’ knowledge and abilities as they explore the different elements of engineering by completing an aesthetic wind turbine project. Our paper reports on the development of the course site as informed by recent national developments in scholarship and practice for online teaching and learning. The principles of course design alignment as well as instructor presence and learner interaction as suggested by these national standards are discussed. Further, the study records strategies adapted to enable students to complete a successful prototypebased project working in geographically distributed and virtual, international teams
