This case study chapter relates the experience of developing, evaluating, and iterating a media-rich asynchronous online course in light of increasingly sophisticated data-driven measures of course quality. The case will begin by introducing two guiding analytics frameworks: depth of use (DOU) and video analytics housed in the video content management system at the university. DOU is a measurement of the extent to which LMS tools and elements to promote learner engagement are incorporated into a course site, and it has shown a statistically significant positive correlation with several indicators of student engagement, as well as with mean final student grade in a given course (Hassan et al., Depth of use: An empirical framework to help faculty gauge the relative impact of learning management systems tools. Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education. https://doi.org/10.1145/2543882.2543885, 2020). Video analytics are used to determine student viewing patterns and glean insights into how the instructional videos could be improved. Additionally, the case will explore the successes and challenges of designing an undergraduate computer science course to meet university priorities. This case will have implications for a wide variety of readers, including but not limited to administrators, professors, and instructional designers.