Abstract:

The forced shift to remote instruction for the 2020-2021 academic school offered important lessons about how our computer science department delivers instruction to its undergraduate and graduate students. Four years after the Covid-19 pandemic, there has been a surprising lack of pedagogical innovation across universities despite the valuable lessons that were learned during the period of emergency remote instruction. In particular, teaching remotely in the 2020-2021 year offered lessons about:
(1) how content is delivered to students;
(2) how students are assessed for their learning; and
(3) how students are supported in their learning.

This case study outlines what instructors did in our CS department, what instructors and students had to say about these shifts, and includes key lessons and recommendations for CS instructors going forward. Our institution is a highly selective U.S. research university that operates on-campus instruction and has a history of online programs (historically aimed at continuing and professional learners), and offers lessons for CS departments at other universities with highly motivated students. However, we highlight specific teaching practices and course structures that can be used in any CS teaching context. We resurface these lessons to emphasize the valuable way that changes around content delivery, grading and support can lead to pedagogical innovations and a better student experience, as well as to highlight the new challenges that higher education faces in the post-pandemic era.

Keywords:

Pedagogical Innovations, Enhancing learning and the undergraduate experience, STEM Education Experiences, e-learning Experiences, Lessons Learned from the COVID-19 Pandemic.