This research assesses the extent to which asynchronous online STEM courses at a public university integrate Merrill's First Principles of Instruction. Through a quantitative content analysis of thirty unique online courses within the College of Arts and Sciences, the study investigates the extent, if any, to which these courses embody principles such as problem-centered learning, activation, demonstration, application, and integration. A validated survey instrument, Course Scan, was used for evaluation and indicated a low extent of Merrill's First Principles of Instruction in the sample courses. Methodology, including the investigation plan and instrumentation, are shared. Results are shared, indicating low implementation of First Principles in sample courses, as well as a breakdown of each individual principle. Results are discussed, including implications for practice through improving design quality at the university and implications for the field of online course design in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]