Undergraduate biomedical engineering (BME) programs challenge students with rigorous and multidisciplinary curricula that integrate concepts from the life sciences, mathematics, and engineering. Furthermore, BME curricula often incorporate active and team-based learning methodologies, in addition to more traditional engineering problem solving. 7 To succeed in such broad and challenging programs, students may depend on interactions with their peers, both in and out of the classroom. We have observed that the shared challenge of an undergraduate BME curriculum creates a strong sense of community among each cohort of students, and we fear that students who enter our program during the COVID-19 pandemic may miss out on the formative experiences that begin to build such a community. Among the downsides of remote and blended learning models is the lack of face-to-face interactions that contribute to a sense of community among students. Such models may introduce risks for students, as psychological sense of community has been linked to perceived cognitive learning, 10 persistence in degree programs, 12 course satisfaction, 6 and knowledge-sharing behavior. 15 Many studies have reported efforts to enhance student engagement and sense of community in online and hybrid courses. Greater sense of community has been linked to increases in computer-mediated communication among students, 3 instructor use