Since the devastating Coronavirus Infectious Disease 2019 (COVID-19) pandemic outbreak, most schools, colleges, and universities worldwide had to undergo a paradigm shift by transitioning to digital teaching and learning modalities. This was essential to mitigate the contagion; however, the academic institutions needed to quickly come up with ways to ensure that the quality and rigor of education were maintained, especially the active and experiential learning required by undergraduate and graduate courses in science, technology, engineering, and mathematics (STEM). This presentation will highlight key approaches reported or proposed to effectively conduct college-level STEM courses online owing to the pandemic. These would range from synchronous versus asynchronous pedagogies to methods of teaching and assessing traditional face-to-face courses remotely, along with the application of cutting-edge technologies to uphold academic integrity. The analysis will identify and bridge gaps among college students, faculty, and administrators in integrating instructional and evaluation tools for distance STEM education. The presentation is geared primarily towards those three types of target audiences. It relates to the Florida Distance Learning Association (FDLA) 2021 conference theme as it fundamentally justifies the virtual nature of the meeting. This holistic review could help standardized adoption of evidence-based or recommended strategies of e-pedagogy and assessment across academic institutions and curricula to improve post-COVID-19 content, delivery, and efficacy of higher education in STEM.