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Undergraduate research experiences (UREs) significantly enhance students’ critical thinking, problem-solving, and teamwork skills, and foster pathways to graduate studies. Social science laboratory-based undergraduate research experiences (LUREs) offer similar benefits with more impact on the understanding of the research process and influence career direction. As online undergraduate programs increase, research opportunities must adapt to incorporate otherwise excluded remote students. This study employs an expert panel method that collects insights from 22 experienced lab leaders around meeting the substantial challenges of mentoring online students in social science lab groups. Through thematic analysis, four key challenges and proposed solutions to enable remote undergraduate students to successfully engage in research labs were identified. These solutions offer practical guidance to improve inclusivity and accessibility for online learners. 

Abstract Informed by decades of literature, water interventions increasingly deploy “gender‐sensitive” or even “gender transformative” approaches that seek to redress the disproportionate harms women face from water insecurity. These efforts recognize the role of gendered social norms and unequal power relations but often focus narrowly on the differences and dynamics between cisgender (cis) men and women. This approach renders less visible the ways that living with water insecurity can differentially affect all individuals through the dynamics of gender, sexuality, and linked intersecting identities. Here, we first share a conceptual toolkit that explains gender as fluid, negotiated, and diverse beyond the cis‐binary. Using this as a starting point, we then review what is known and can be theorized from current literature, identifying limited observations from water‐insecure communities to identify examples of contexts where gendered mechanisms (such as social norms) differentiate experiences of water insecurity, such as elevating risks of social stigma, physical harm, or psychological distress. We then apply this approach to consider expanded ways to include transgender, non‐binary, and gender and sexual diversity to deepen, nuance and expand key thematics and approaches for water insecurity research. Reconceptualizing gender in these ways widens theoretical possibilities, changes how we collect data, and imagines new possibilities for effective and just water interventions. This article is categorized under:Human Water > Value of WaterEngineering Water > Water, Health, and SanitationHuman Water > Water as Imagined and RepresentedHuman Water > Methods