The pandemic-induced transition to remote instruction provided uniqueopportunities to adapt active and problem-based learning principles to develop newmaterials, teaching strategies, and assessment metrics that enrich studentengagement in transport phenomena. This project used a hybrid teaching strategy that delivered technical contentusing, both, alternate asynchronous podcasts and synchronous online sessions.Assessment was performed using remote mini-assignments every week thatchallenged student technical comprehension and development of problem-solvingalgorithms. Short assignments were administered via timed internet sharing anddiscussed 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. Inaddition, virtual class participation in office hours increased by 40% and class timespent on student-initiated questions was 34% higher during online sessions. A hybrid teaching and assessment strategy promoted problem-basedlearning to dramatically increase student engagement and performance online. Futurecurricula will continue to provide recorded solutions to complex problems to helpincrease student comprehension and class participation. In addition, virtual office hourswill be expanded in conjunction with faculty colleagues to provide additional resourcesto students.