In partial fulllment of the Master of Science in Renewable Energy Engineering at Oregon Tech, this thesis provides instructive guidelines on best teaching practices for Renewable Energy Engineering instruction through the design of three online courses that can either be directly used as course material or as a template to inform the instruction of other courses. Every aspect of course delivery is optimized to produce ideal student outcomes; the course calendar, Canvas layout, lecture format, course resources, lab instruction, and evaluation methods are all designed with the learner in mind. The optimization of these three courses, REE 333: Batteries, REE 412: Photovoltaic Systems, and CHEM 260: Electrochemistry, is informed by recommendations from the literature on the science of learning, both online and in general, as well as student feedback from pilot lectures and lab presentations. Student feedback, collected in the form of anonymous surveys, was used to identify deciencies in present teaching methods as well as student's preferred learning styles. The design and development of the lecture and lab sections of the aforementioned classes are detailed in this thesis; the complete set of lab presentations for each of these classes have been prepared according to this optimal methodology and are available as a deliverable of this project. In reviewing this thesis, any course instructor shall be equipped with the tools necessary to not only adapt to the switch to remote delivery, but to accommodate the style of every student learner that enrolls in their courses, producing optimal outcomes for all.
