ABSTRACT
The COVID-19 pandemic forced faculty across the country to review, reenvision, and implement different educational practices that have previously been taken for granted. In this article, we, a group of faculty, share our experiences of pivoting a major event: The traditionally on-site summer institute for doctoral students, into a virtual summer institute. Strategies and experiences for the on-site event were redesigned according to the online setting's affordances and limitations to meet the students' outcomes and needs, as described in the equivalency theory (Simonson, 1999). We begin this article with a brief overview of our event, followed by a discussion of the equivalency theory and students' and faculty's perceptions of the event. We conclude the article with lessons learned and recommendations for successfully transitioning a face-to-face educational event to an equivalent online-learning experience.