Lessons Learned from Virtual Transitions of Undergraduate Student Support Programs due to the COVID-19 Pandemic

TL;DR

This paper discusses how the National Astronomy Consortium transitioned its support programs for underrepresented students to a fully remote format during COVID-19, sharing lessons learned and recommendations for future virtual support initiatives.

Contribution

It provides a detailed account of the NAC's virtual transition and offers practical recommendations for supporting marginalized students in remote research environments.

Findings

Successful virtual transition of research programs

Identified challenges faced during remote implementation

Provided long-term strategies for virtual student support

Abstract

The COVID-19 global pandemic spurred sudden and dramatic changes in the way universities and research programs operate, often with negative consequences that have disproportionately affected minorities, women, and people with low income. These consequences compound the difficulties these groups faced prior to the pandemic | in particular, the increased obstacles marginalized students encounter while pursuing STEM career paths. The National Astronomy Consortium (NAC) was founded to support underrepresented physics and astronomy students by providing research opportunities and long-term mentoring. In response to the pandemic and nation-wide shutdowns, the NAC shifted both its summer research program and its annual fall conference to a fully-remote format. Here, we discuss the changes the NAC made to achieve a successful virtual transition, and provide temporary and long-term recommendations for programs seeking to provide support to marginalized undergraduate and graduate researchers moving forward.