  Adaptive remote instruction has led to important lessons for the future,
including rediscovery of known pedagogical principles in new contexts and new
insights for supporting remote learning. Studying one computer science
department that serves residential and remote undergraduate and graduate
students, we conducted interviews with stakeholders in the department (n=26)
and ran a department-wide student survey (n=102) during the four academic
quarters from spring 2020 to spring 2021. Our case study outlines what the
instructors did, summarizes what instructors and students say about courses
during this period, and provides recommendations for CS departments with
similar scope going forward. Specific insights address: (1) how instructional
components are best structured for students; (2) how students are assessed for
their learning; and (3) how students are supported in student-initiated
components of learning. The institution is a large U.S. research university
that has a history of online programs including online enrollment in regular
on-campus courses and large-scale open enrollment courses. Our recommendations
to instructors across the scope of this department may also be applicable to
other institutions that provide technology-supported in-person instruction,
remote enrollment, and hybrid courses combining both modalities.
