Assessment of online learning in STEM writing intensive physics classes in a community college during COVID-19

The online delivery of STEM writing intensive physics classes in a community college during COVID-19 has been a challenge in terms of preparation time and reference materials. The City University of New York imposed writing intensive across the curriculum and Queensborough Community College accepts the implementation of the writing intensive component in STEM Physics classes. The adaptation of in-person instruction to online instruction is one of the most obvious approaches. The in-person standard pedagogy of "Ask questions the other person will enjoy answering" has been implemented using the interactive video learning principle, which can be implemented in Blackboard using the Playposit technology; initiated as a NSF SBIR project which then achieved NSF endorsement status as being 300% more effective when compared to regular video learning. The online delivery design includes the transformation of a numeric plug-in example into several scenarios described by words, the changing of input numeric information to illustrate the physics principle driven methodology in a deduction process, and the incorporation of daily experience in COVID-19 lockdown condition as physics examples to illustrate evidence based methodology in an induction process. The assessment includes improvement of self-awareness in terms of the 3-Whys, (namely, why am I learning this? why do people care that I learn this, and why should I care?), lateral thinking in terms of alternative solutions, and the level of prospection. The impact of artificial intelligence software in student learning and possible plagiarism are discussed.