Dr. David Dittenber is an assistant professor of civil engineering at LeTourneau University in Longview, Texas. He earned his bachelor's degree in mechanical engineering at LeTourneau and spent a year teaching high school math and science. He then attended West Virginia University, where he earned his master's and doctoral degrees in civil engineering, with a research focus on the use of composite materials in infrastructure. Dr. Dittenber chose to return to his alma mater to teach, largely because of LeTourneau's reputation of being a hands-on, undergraduate-centric, teaching-focused engineering program. Ms. Allyson Jo Ironside, Oregon State UniversityAlly Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development of students.c American Society for Engineering Education, 2017 Bringing Experiential Learning into the Online Classroom: A Mechanics of Materials Course Case StudyAbstract An online Mechanics of Materials course offered in the summer of 2016 by LeTourneau University was designed to include several unique components intended to facilitate experiential learning in a manner more typically found in some traditional classroom-delivery courses. In addition to video lecture and example materials, course innovations aimed at achieving these outcomes included: a small project involving students' evaluation of mechanics principles in their surroundings with a peer review, an analysis of a case of historical importance in which a failure related to mechanics of materials occurred, and the delivery of a physical activity kit to each student filled with demonstration materials relevant to the concepts of the course. Student perceptions about the efficacy of the tools and projects at meeting the goal of increasing connections between course concepts and real world applications were collected through a brief survey of participating students. Based on the results of the survey, students appear to selfidentify that both small projects and several of the materials available in the physical activity kit contributed positively to their connections between the course concepts and real world applications. Student feedback through free-response also included helpful recommendations, such as increased interaction opportunities between course participants and the replacement of written instructions with video demonstrations showing how to make the best use of the items in the physical kit.