The “Great Online REU Migration”: Evolve Rapidly or Go Extinct

Abstract:

The COVID-19 pandemic caused major disruptions for REU programs in almost every conceivable way. Our international and interdisciplinary REU program focusing on tropical ecohydrology had already accepted its cohort of students for summer 2020 when these disruptions occurred. In addition to an international travel ban, our university’s administration decided that all REU programs should be cancelled. Our program was among only two programs on-campus allowed to migrate to a distance-based format. About half of students elected to conduct full research projects, since they were entering their final undergraduate year and unlikely eligible to defer to summer 2021. Research projects evolved rapidly into three possible modes: (1) self-collection of data at the student’s local site, (2) surrogate data collection by university faculty/staff during the REU period, and (3) analysis of pre-existing data sets collected prior to the REU period. Remaining students were given the opportunity to defer research projects for a year but participate in professional development activities with the full cohort over videoconferences. These activities included workshops on general research tools and methods, scientific communications, and graduate school preparation, among other topics. Videoconferencing and communications tools were adopted to maximize opportunities for cohort and network building. Mentoring strategies and expectations likewise adapted to the challenges for remote learners. Students submitted AGU abstracts and presented posters at the conclusion of the program, and they wrote reflective essays to self-reinforce learning and assist the program directors in assessment. In addition to lessons learned on best practices and tools for the issues mentioned above, the process of migrating to an online program structure yielded other important insights for future REU programs faced with difficult circumstances: continuation of an altered REU is much better than cancellation (i.e., evolution is preferable to extinction); students participating remotely face different challenges than on-campus participants requiring altered mentoring; and distance participation is a viable REU strategy that can open opportunities for new student populations.