SHINE Remote


Long List of Resources                            (Scroll all the way down!)

We work closely with iRobot and they have virtual robotics software that can provide virtual tours and panel discussions about robotics

How Mentors Might Work Together in Subgroups

Share any ideas or questions here or email Katie (private).       
MENTORS: Collaborate on common activities as subgroups by research configurations: robotics, electrical & materials sci, civil-aero-mechanical, biomed-chem eng-environmental.

Here is draft schedule to begin pacing your remote lessons on your research team lab and with others in your subgroup.

Mentors in the various subgroups are encouraged to work together to identify common tools and techniques that can be taught to all the students in each subgroup. Those collaborative spreadsheets have been moved here. The evolving master calendar for the entire cohort is here.

 Here is an example using Dr. Kaori Noridomi's ideas for how the Biomed-Chem Eng-Environmental labs might work together.

Additional examples of how to shift from a wet lab research experience to remote from Kaori (PI: Roberts) and Zumra (PI: Lee) here.


See Dr. Noridomi's rough draft of how to pace the seven weeks of SHINE in Prof. Roberts' lab.

Before COVID, SHINE mentors dedicated ~12-15 hours/week overseeing the progress of the SHINE student to learn specific skills, conduct increasingly challenging tasks, and shadow the research team. SHINE Remote would change to the mentors planning remote tasks that parallel what the research team itself is doing during Shelter At Home, including:

  • analyzing data already collected (SHINE students might analyze older data, not necessarily the most recent) and learning the software, math, or other specialized skills to analyze that data;
  • shadow the mentor performing certain tasks on Zoom;
  • watching videos or taking tutorials listed here on this page under the Resources column;
  • reviewing key STEM concepts/skills asynchronously (with their SHINE partner if there are two SHINE students in one PI's group);
  • mentors will probably need to provide synchronous outreach to their SHINE mentee (once or twice a day or every other day, etc. - TBD);
  • we can consider shipping materials, kits, or products to the SHINE student's home.

Additionally, the SHINE team at the K-12 STEM Center will continue to provide outreach to SHINE students on the nature of R1 University knowledge production (including teaching students how to read the peer-review literature you assign them during Week 1), science communication, exploration of various types of engineering research, college admissions tips, and social time.