After the transition to online instruction in response to the COVID-19 pandemic, students in our program lamented the loss of connection to their peers, more so than diminished access to faculty, teaching assistants, or other resources. Fortunately, given that the semester was well underway when the transition occurred and few students in our courses were new to our BME program, we feel that students missed out on relatively few formative community-building experiences. This would not be the case for a fall semester of online instruction, however, so we must take action for the sake of our incoming class of undergraduate students. Our experience from spring 2020 and our review of the relevant literature suggest that we can be successful at building community among our new cohort of BME students, regardless of the mode of instruction.