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Abstract Research internships provide students with invaluable experience conducting independent research, contributing to larger research programs, and embedding in a professional scientific setting. These experiences increase student persistence in ecology and other science, technology, engineering, and mathematics (STEM) fields and promote the inclusion of students who lack opportunities at their home institutions and/or are from groups that are underrepresented in STEM. While many ecology internship programs were canceled during the 2020 COVID‐19 pandemic, others successfully adapted to offer virtual internships for the first time. Though different from what many researchers and students envision when they think of internships, virtual ecology internship programs can create more accessible opportunities and be just as valuable as in‐person opportunities when research programs and advisors develop virtual internships with intention and planning. Here, we highlight six ways to structure a virtual intern project, spanning a spectrum from purely computer‐based opportunities (e.g., digital data gathering, data analysis, or synthesis) to fully hands‐on research (e.g., sample processing or home‐based experiments). We illustrate examples of these virtual projects through a case study of the Smithsonian Environmental Research Center's 2020 Virtual Internship Program. Next, we provide 10 recommendations for effectively developing a virtual internship program. Finally, we end with ways that virtual internships can avoid the limitations of in‐person internships, as well as possible solutions to perceived pitfalls of virtual internships. While virtual internships became a necessity in 2020 due to COVID‐19, the development and continuation of virtual internships in future can be a valuable tool to add to the suite of existing internship opportunities, possibly further promoting diversity, equity, and inclusion in ecology and STEM.
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Virtual Growing Pains: Initial Lessons Learned from Organizing Virtual Workshops, Summits, Conferences, and Networking Events during a Global Pandemic
Abstract For many, 2020 was a year of abrupt professional and personal change. For the aquatic sciences community, many were adapting to virtual formats for conducting and sharing science, while simultaneously learning to live in a socially distanced world. Understandably, the aquatic sciences community postponed or canceled most in‐person scientific meetings. Still, many scientific communities either transitioned annual meetings to a virtual format or inaugurated new virtual meetings. Fortunately, increased use of video conferencing platforms, networking and communication applications, and a general comfort with conducting science virtually helped bring the in‐person meeting experience to scientists worldwide. Yet, the transition to conducting science virtually revealed new barriers to participation whereas others were lowered. The combined lessons learned from organizing a meeting constitute a necessary knowledge base that will prove useful, as virtual conferences are likely to continue in some form. To concentrate and synthesize these experiences, we showcase how six scientific societies and communities planned, organized, and conducted virtual meetings in 2020. With this consolidated information in hand, we look forward to a future, where scientific meetings embrace a virtual component, so to as help make science more inclusive and global.
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- PAR ID:
- 10453486
- Author(s) / Creator(s):
- ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; more »
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Limnology and Oceanography Bulletin
- Volume:
- 30
- Issue:
- 1
- ISSN:
- 1539-607X
- Page Range / eLocation ID:
- p. 1-11
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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