We have been working with undergraduate women in engineering to assess their experiences on campus and during their co-op rotations in order to influence equitable programming and inclusive practices at our institution. Our main methodology is group-level assessment, a qualitative, participatory research method that is rooted in inclusivity, stakeholder engagement, and instigating actionable change. When our university went remote, we were faced with the challenge of transitioning our community research partnership online and continuing to use our chosen method. The current article compares participant experiences in in-person and remote environments to assess the effectiveness of moving our participatory research practices to an online platform. Findings indicated that although both in-person and virtual group-level assessments allowed participants to better understand others' experiences and allowed their voices to be heard, the in-person method was more engaging. However, the virtual method allowed more time for action planning.