## 4 Discussion and Conclusions
Publications such as [9] may provide concise guidelines, but repositories of the same lessons taught in multiple formats would be beneficial for educational instructors. For example, if course delivery must change to synchronous online (e.g., Zoom) sessions, educators may have to consider how to model interaction by requiring students to ask questions, turn on cameras and make eye contact, and so forth as discussed by [9], but they might also need to change the lesson aspects to meet learning needs that are not addressed by the aforementioned considerations (such as changing from three to two main content objectives). Additionally, educators may need to model desired behavior when teaching format changes. As the format changes, strategies for content delivery and student engagement might also take a new form. In this type of environment, planning can no longer solely focus on learning activities, but also encompass the structure of the learning environment in an online setting. Traditional in-person classroom course design focuses on the pedagogy, content knowledge, instructional strategies, and other well researched areas. Switching learning environments creates the need to focus on the infrastructure as well, which is an added burden to educators that in the past have not needed to be adept in this area as well. Taking a preemptive approach to plan alternative instructional delivery combinations for lesson aspects can offer continued flexibility in future course redesign efforts and making in-the-moment, necessary, teaching changes. The lessons learned from this LIFT research study, center around creating a space for learning--online and in-person, or both, rather than centering around traditional pedagogical content knowledge in traditional or online spaces. The authors' research question asked, \"How does an interdisciplinary undergraduate grant team, including a late-term preservice K-12 teacher, prepare science outreach lessons for a broad spectrum of potential delivery modes?\" In the spirit of _lessons learned_, the authors offer the following potential options (or recommendations) for secondary and post-secondary STEM educators planning courses subject to changing formats and social distancing constraints:  
1. Move lecture and content instruction online or into a hybrid scenario using pre-recorded videos and podcasts. These can be viewed before, during, or after class depending on the needs of the activity and can be prepared in advance of the course. 2. Use synchronous class discussions to webinar (e.g., Zoom) or asynchronous discussion format and encourage/require students to ask questions and respond to each other. This promotes interaction and provides a space for community building. 3. Offer step-by-step instructions for student at-home experiments and activities as soon as possible. Providing resources, such as instructions as soon as they are created is a mechanism to allow maximum student engagement and response time. Since students working at home are often following a non-traditional school schedule, and in a non-traditional school space, providing extra time to engage with materials is of the utmost importance. 4. Provide access remote STEM learning opportunities (such as remote telescope observations, PhETs, and more) to allow students the time and space to interact with STEM experiences from the place where they are trying to learn. 5. Apply [24] considerations for authenticity, collaboration, and personalization along with situatedness, contextualization, conversation, data sharing, customization, and agency. Although the authors offer suggestions, there is no one answer or one uniform way that every educator and every student respond to shifting teaching modalities. Each person has a different set of constraints and all of those must be taken into consideration; thus, instructional adaptations should be previously prepared and fluid for flexible teaching. **Author Contributions:** Conceptualization, T.J.K., A.C.B., and D.C.; methodology, T.J.K., A.C.B. ; validation, T.J.K.