21 Association of Research Libraries Research Library Issues 301 — 2020 success.”25 The double-bind of addressing the dominant cultural elephant in the room in this way is that, by critiquing and addressing the systemic failures within an institution, institutions can then in turn uphold such attempts as a kind of diversity “success”—even by simply naming the challenges and not working to adequately address them. While the approach outlined in this piece may feel new to undergraduate engagement within academic libraries, especially because our program was built centering populations of students who have been historically minoritized, we must resist the urge to put this work on a pedestal and name it a success of DEI work within the institution of libraries. It is our job to engage all undergraduate students to meet their needs in a holistic way that works toward individualized success for each student. Acknowledging and purposefully centering our diverse campus in conceptualizing an undergraduate engagement program is not a special marker of institutional success. It is simply doing our job. In Light of COVID-19 UEP at UIC, like many programs and initiatives on college campuses, has had to make shifts to accommodate the reality of our new educational environments—namely the shift to virtual spaces. The pandemic has unintentionally highlighted the gaps in our initial formation of the program regarding our work with off-campus learners. Prior to COVID-19, the availability of online instruction at UIC was not ubiquitous however, as we are learning more from our campus leadership and the trends of higher education, it has become clear to us that when the pandemic ceases our institution will likely move to a hybrid educational model incorporating off-campus and on-campus learners. As we began to understand the reality of this shift, it became important for us to understand how our prior strategic planning and program implementation needed to also change. It is for this reason that we at UEP have decided to focus on the future of this new hybridity, particularly as it relates to undergraduate support, throughout this academic year. The methodology we have