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2022 Collaborative Network for Engineering and Computing Diversity, CoNECD 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2011812


Developing and implementing programming for pre-college and undergraduate racially and ethnically diverse (RED) students and faculty is an integral part of higher education, as it provides experiences and educational enrichment not often found in classrooms. For many practitioners, developing such programs includes tasks such as contacting speakers, securing classrooms, and arranging interactive activities to ensure a great student experience. Not on the task list: "hosting a virtual program in case of a global pandemic." As news circulated regarding the COVID-19 pandemic, schools and universities around the world took drastic measures to curtail the spread of the virus. Nearly 1,100 colleges and universities in the United States closed their campuses with only days' notice to faculty, staff, and students. COVID-19 caused the cancellation of in-person events and programs, while others quickly transitioned online. The transition online was not only a challenge to the program participants, but also to the practitioners implementing virtual educational programs. Many variables had to be considered to deliver impactful virtual instruction, such as applicable technology, accessibility, and the use of live or pre-recorded content. Moreover, creating equitable and impactful virtual programming that served racial, ethnic, and linguistically diverse individuals required the use of unique programming methods and techniques. © 2022 American Society for Engineering Education.