Publications
Writing about inclusive & trauma-informed online education, training, and faculty development.
30+ articles, book chapters, conference papers, and blog posts.
PEER REVIEWED
A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors.
During the COVID-19 Pandemic, Columbia University's School of Social Work created a webinar series to support faculty who had to quickly transition to online teaching without prior e-learning experience. The award-winning series was freely open to all faculty anywhere, and shared the School's expertise from running a high quality online master's degree program and intensive online faculty training institute. This article describes the series' goals, planning, logistics, sessions, and impact.
Skilled technical support is essential to enable webinars, synchronous online classes, and other live online events to run smoothly. This article shares an example of an interactive online training program that develops the technical skills and expertise needed to support live online events hosted on web conferencing platforms.
Through an application of transformative learning theory and principles of liberatory education to a case study, we hope to contribute to an emerging dialogue around best practices in addressing microaggressions and acts of oppression in online learning environments.
The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.
*Chosen by the JSWE Editorial Advisory Board out of all articles published in 2021 as the JSWE Best Conceptual Article of Volume 57
In this essay, we reflect on our individualized experiences as adjunct faculty, one teaching during the first semester of the pandemic in March-May and the other teaching during the second semester of the pandemic in May-July. Because of the collective trauma and distress of the pandemic, we gained a new perspective on a practice we believed in -- we reconceptualized TITL practices as much more fundamental to teaching, both now and in the long term.
BELL launched a blended learning training for the tutoring staff working in its summer program in 2008, and won Training Magazine’s Blended Learning and Performance Project of the Year. The e-learning from that blended learning training is discussed in this paper.
The organization trained over 800 instructional staff and their managers in all five regions using the new blended training format. BELL's example demonstrates the worth of allocating significant time up front to set clear goals, establishes ways to measure effectiveness, develops internal expertise about e-learning design, and plans how to meet anticipated learner and stakeholder needs.
As administrators in social work programs, both authors have hired and trained social workers to serve as adjuncts in bachelor’s and master’s social work programs in different geographical areas of the U.S. However, in these roles, we have noted that many social workers interested in becoming adjunct instructors often do not know how to start the process or what is needed. This article aims to provide practical information for social work practitioners about how to become and serve as adjunct instructors for a social work education program. Free view-only link: https://rdcu.be/dbjws
Marquart, M. (2023, September). Supporting faculty engagement and well-being by creating opportunities for short presentations during virtual faculty development sessions. Journal of Faculty Development, 37(3), 97-98. Special section on Engaging Faculty through Faculty Development. https://www.proquest.com/scholarly-journals/supporting-faculty-engagement-wellbeing-creating/docview/2858411956/se-2
Hitchcock, L. & Marquart, M. (2023, May 3). Adjunct Teaching in Social Work Education: Practical Information for using your MSW in Higher Education. Clinical Social Work Journal, special issue on Life After the MSW. https://doi.org/10.1007/s10615-023-00868-0 and free view-only publisher link: https://rdcu.be/dbjws
Counselman-Carpenter, B., Cummings, S., & Marquart, M. (2023, May). Trauma-Informed Macro Strategies to Support Faculty Resiliency. Journal of Faculty Development, 37(2), 12-14. Special section on trauma-informed faculty development. https://www.ingentaconnect.com/contentone/magna/jfd/2023/00000037/00000002/art00012 and https://www.proquest.com/scholarly-journals/trauma-informed-macro-strategies-support-faculty/docview/2810213037/se-2
Marquart, M., Verdooner, E., Englisher, M., Standlee, J., & Samuel, V. (2022). A hybrid approach to HyFlex teaching: Lessons learned from a 2-year pilot with online and residential students. Distance Learning, 19(4), 19-38. https://www.proquest.com/scholarly-journals/hybrid-approach-hyflex-teaching-lessons-learned-2/docview/2813050368/se-2
Marquart, M. & Báez, J. C. (2021, July). Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic. Journal of Transformative Learning 8(1), 63–74. Special issue on Disrupted Learning Amid the Pandemic. https://jotl.uco.edu/index.php/jotl/article/view/433
Hitchcock, L.I., Báez, J. C., Sage, M., Marquart, M., Lewis, K. & Smyth, N.J. (2021). Opportunities from COVID-19: A roadmap from crisis to a new transformational normal for the social work classroom. Journal of Social Work Education. Special issue on Teaching, Field Education, and Administration in the Time of Pandemic or Natural Disaster. https://doi.org/10.1080/10437797.2021.1935369
Folk, K., Marquart, M., Florio, M. B., & Garay, K. (2021). Developing Technical Expertise to Support Synchronous Online Classes: The Columbia University School of Social Work Institute on Technical Skills for Online Event Production. International Journal of Advanced Corporate Learning, 14(1), 15-28. https://doi.org/10.3991/ijac.v14i1.19873
Marquart, M., Báez, J. C., & Florio, M. B. (2020, December). Promoting Quality E-Learning During the COVID-19 Pandemic via an Award-Winning Webinar Series for Faculty Transitioning to Teaching Online. Paper in the Proceedings of the 6th International Conference on E-Learning. IEEE Xplore. https://ieeexplore.ieee.org/document/9385465
Marquart, M. & Verdooner, E. (2020, September). Strategy: Co-creating Classroom Community Agreements. Journal of Faculty Development, 34(3). Special section on Pedagogy: Modifying Active Learning Strategies to Fit HyFlex/BlendFlex Instruction.
Verdooner, E. & Marquart, M. (2020, September). Strategy: End of Semester Reflection. Journal of Faculty Development, 34(3). Special section on Pedagogy: Modifying Active Learning Strategies to Fit HyFlex/BlendFlex Instruction.
Creswell Báez, J., Marquart, M., Chung, R., Ryan, D., and Garay, K. (2019, October). Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute. Journal of Teaching in Social Work, 39(4-5), 505-518. Special Issue: Online and Distance Social Work Education: Current Practice and Future Trends.
Ortega, A., Andruczyk, M., & Marquart, M. (2018, January 4). Addressing Microaggressions and Acts of Oppression Within Online Classrooms by Utilizing Principles of Transformative Learning and Liberatory Education. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 28-40.
Marquart, M., Rizzi, Z. J., & Parikh, A. D. (2010, April). Using e-learning to train youth workers: The BELL experience. Afterschool Matters Journal, 10. 28-36.
Marquart, M., & Rizzi, Z. J. (2009, November). Case study of BELL e-learning: Award-winning, interactive e-learning on a nonprofit budget. International Journal of Advanced Corporate Learning, 2(4), 50-56.
BOOK CHAPTERS AND CONTRIBUTIONS
How Co-Teaching and Other Strategies Promote Lively Student Engagement
In Herman, J. & Nilson, L. (Eds.), Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online
Practical Tips: Applying Accessibility Practices across a Curriculum
In (Hitchcock, L., Sage, M., & Smyth, N., Eds.), Teaching Social Work with Digital Technology
Instructional Strategies for Synchronous Components of Online Courses
In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments
That Human Element: Fostering Instructor Presence Through Online Instructional Videos
In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments
A Modified Version of HyFlex: Piloting Remote Live Participation at Columbia University's School of Social Work
In B. J. Beatty (Ed.), Hybrid-Flexible Course Design
Fostering a Spirit of Collaboration by Sharing Power with Students About Course Decisions
In Thompson, P. & Carello, J. (Eds.) Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education
Creating Community Agreements Collaboratively with Online Students: Reasons, Anti-Racist Considerations, and Logistics in Adobe Connect
In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value
Nair, M., Marquart, M., & Young, L. Program Development and Grant Writing. (2023, June 23). In Mullen, E. J. (Ed.) Oxford Bibliographies in Social Work. New York: Oxford University Press. https://doi.org/10.1093/OBO/9780195389678-0324
Marquart, M., Ortega, A., Shedrick, D., Verdooner, E., & Andruczyk, M. (2022). Creating Community Agreements Collaboratively with Online Students: Reasons, Anti-Racist Considerations, and Logistics in Adobe Connect. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books. https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes/community_agreements
Marquart, M. (2022). Bringing All Students onto Webcam Together for Special Circumstances: Using a Large Video Pod. In M. Marquart, L.W. Marshall, R. Chung, & K. Garay (Eds.), Designing Engaging and Interactive Synchronous Online Class Sessions: Using Adobe Connect to Maximize its Pedagogical Value. EdTech Books. https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes/all_students_on_webcam
Marquart, M., Seibel, K., Wong, N., & Scott, N. (2022, August 6). Fostering a Spirit of Collaboration by Sharing Power with Students about Course Decisions. In Thompson, P. & Carello, J. (Eds.) Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-92705-9_4
Verdooner, E. & Marquart, M. (2021, February). A Modified Version of HyFlex: Piloting Remote Live Participation at Columbia University’s School of Social Work. In Beatty, B. (Ed.), Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books. https://edtechbooks.org/hyflex/modified_hyflex_rlp
Creswell Báez, J., Marquart, M., Chung, R., Ryan, D., and Garay, K. (2020, March). Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute (chapter 19). In Kurman, P. and Littlefield, M. (Eds.), Online and Distance Social Work Education: Current Practice and Future Trends. New York & London: Routledge.
Ortega, A., Andruczyk, M., & Marquart, M. (2019, April). Addressing Microaggressions and Acts of Oppression Within Online Classrooms by Utilizing Principles of Transformative Learning and Liberatory Education (chapter 17). In Spencer, M. (Ed.), Microaggressions and Social Work Research, Practice and Education. New York, NY: Routledge.
Marquart, M. & Counselman-Carpenter, B. (2019, March 18). Practical Tips: Applying Accessibility Practices across a Curriculum. In (Hitchcock, L., Sage, M., & Smyth, N., Eds.), Teaching Social Work with Digital Technology, p. 326. Alexandria, VA: CSWE Press.
Marquart, M. & Counselman-Carpenter, B. (2019, March 18). Case Study: Teaching Online with Students who are Deaf. In (Hitchcock, L., Sage, M., & Smyth, N., Eds.), Teaching Social Work with Digital Technology, pp. 327-28. Alexandria, VA: CSWE Press.
Marquart, M. & Drury, M. A. (2018, April). How Co-Teaching and Other Strategies Promote Lively Student Engagement. In Herman, J. & Nilson, L. (Eds.), Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online (pp. 81-91). Sterling, VA: Stylus Publishing, LLC.
Marquart, M., Fleming, M., Rosenthal, S., & Hibbert, M. (2016, March). Instructional Strategies for Synchronous Components of Online Courses. In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments (pp. 188-211). Hershey, PA: IGI Global.
Hibbert, M., Garber, A., Kerr, K., & Marquart, M. (2016, March). That Human Element: Fostering Instructor Presence Through Online Instructional Videos. In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments (pp. 91-112). Hershey, PA: IGI Global.
INVITED AND PUBLIC-FACING
Segal, K., Jethwani, M., Marquart, M., Curtain, M., and Lowe, K. (2021, September 24). The Power of Faculty Support Spaces: Whether faculty work on campus, remotely or in a hybrid model, supporting their well-being is vital. Inside Higher Ed. https://www.insidehighered.com/advice/2021/09/24/importance-support-spaces-faculty-well-being-opinion
Marquart, M., Segal, K., Ortega, A., Curtain, M., & Feldmann, B. Addressing Substance Use in Online Classes. What do you do when a student at home starts drinking an adult beverage during a virtual class? Five academics offer strategies for dealing with it without shaming or stigmatizing. Inside Higher Ed. https://www.insidehighered.com/views/2021/06/17/advice-dealing-alcohol-and-substance-use-online-classes-opinion
Marquart, M. & Wong, N. (2021, May 3). In the Spotlight: 12 Asian and Pacific Islander (API) Social Workers. The New Social Worker. https://www.socialworker.com/feature-articles/practice/spotlight-12-asian-pacific-islander-api-social-workers/
Marquart, M. & Folk, K. (2021, January 7). Twelve Online Educators Share Advice and Encouragement. Association of American Colleges & Universities Liberal Education Blog.
Wong, N. & Marquart, M. (2020, October 29). 7 Insider Tips for Online Students from Recent Online Degree Grads Who Now Work in Online Education. The New Social Worker.
Marquart, M. & Russell, L.R. (2020, September 10). Dear Professors: Don’t let student webcams trick you: Instructors who teach live online classes should thoughtfully consider whether to require students to use their webcams during class. EDUCAUSE Transforming Higher Ed Blog.
Marquart, M., Carello, J., & Creswell Báez, J. (2020, July 3). Trauma-Informed Online Teaching: Essential for the Coming Academic Year. The New Social Worker.
Marquart, M., Seibel, K., and Wong, N. (2020, June 8). Fostering a spirit of collaboration with Social Work Students during the COVID-19 Pandemic. Teaching and Learning in Social Work Blog.
Creswell Báez, J., Marquart, M., & Bidwell, L. (2020, March 17). Need to move your class online in a hurry? Here's how. The Star Tribune.
Marquart, M. and Verdooner, E. (2019, June 16). Sharing power with students by seeking their input on a grading rubric. Teaching and Learning in Social Work Blog.
Marquart, M. and Ryan, D. (2019, January 15). Taking Online Courses -- 7 Professional Benefits for Social Work Students. Social Work Today.
Marquart, M. and Kendal, T. (2018, August 8). 5 Professional Benefits of Volunteering as an OLC Accelerate Field Guide. Online Learning Consortium Blog.
Marquart, M. and Counselman-Carpenter, B. (2017, June 23). Supporting the success of online students who are deaf: Lessons presented at #SWDE2017. Teaching and Learning in Social Work Blog.
Alzuru, M. & Marquart, M. (2015, July 6). Online students develop marketable professional skills. EDUCAUSE Review.
The Training Doctor (Interviewer) & Marquart, M. (Interviewee). (2012, November 2). Spicing Up Your Classroom Training – an Interview with Matthea Marquart (Interview transcript).
Hadge, V. (Interviewer), Marquart, M. (Interviewee), & Rizzi, Z. (Interviewee). (2009, July). Award Winning E-learning (Audio recording).
Malloy, L., Marquart, M., Smith, S., & Simmons, S. (2008, October). Good staff is hard to find: What skills do NYC nonprofit staff need? New York Nonprofit Press, 7(9). 21.
Hadge, V. (Interviewer) & Marquart, M. (Interviewee). (2008, September). Spicing Up Classroom Training (Audio recording).
Breen, D., Marquart, M., & Sorden, A. (2008, August). Connection questions: Develop an arsenal of functional queries and start working the room your own way. T+D Magazine. 26-29.
Adams, T., Kennedy, A., & Marquart, M. (2008, May). Use in-house SMEs to develop and deliver training. Touch Points. 2.
Cordova, L. & Marquart, M. (2008, Spring). Message from the co-editors. LEARN, 5(1). 2.
Marquart, M. (2008, March 10). A BELLwether program: Training at nonprofit organization BELL (Building Educated Leaders for Life) has kids’ interests – and futures – at heart [Online exclusive]. Training Magazine.
Adams, T., Kennedy, A., & Marquart, M. (2008, March). The reluctant trainer: There are many time-tested strategies to help subject matter experts become master trainers. T+D Magazine. 24-27.
Adams, T., Kennedy, A., & Marquart, M. (2008, February). Get a move on: Put some life into classroom training with engaging activities that force participants to leave their seats. T+D Magazine. 26-29.
Marquart, M. (2007, December). Spicing up classroom training. Sacramento ASTD Chapter News, 4. 9.
Marquart, M. (2007, September). Spicing up classroom training: Trainers can add zing to a leader guide with a few simple tips. T+D Magazine. 24-27.
Marquart, M. (2007, Fall). September event report: A professional trainers' panel with managers and consultants. LEARN, 4(3). 2-3.
Marquart, M. (2007, July 30). Olympics in your backyard. Education.com.
Marquart, M. & Sorden, A. (2007, April). Put down the script: Trainers can avoid reading leader guides during presentations with the help of a few practical tips. T+D Magazine. 26-28.
Marquart, M. (2007, Spring). March chapter event report: Executive on-boarding. LEARN, 4(2). 2-3.
Marquart, M. (2007, Winter). ASTDNY workshop report: Catherine Mattiske. LEARN, 4(1). 2-6.
Marquart, M. (2006, Fall). ASTDNY event: Testing & survey methodology. LEARN, 3(2). 1-5.
Marquart, M. (2006, Summer). Bringing ICE to ASTDNY: An ASTDNY event report. LEARN, 3(1). 2-6.
Marquart, M. (2002, Fall). Message from the President. NOW News, 29(4). 1.
Marquart, M. (2002, Spring/Summer). Message from the President: Progress report on the first 100 days of the chapter’s year. NOW News, 29(3). 1.
Marquart, M. (2002, Spring/Summer). Separating Guiliani fact from Giuliani fiction. NOW News, 29(3). 11.
Marquart, M. (2002, Spring/Summer). Women of Power and Influence Awards 2002. NOW News, 29(3). 7.
Marquart, M. (2002, April). Message from the President. NOW News, 29(2). 1.
Hanlin, J. & Marquart, M. (2002, April). NOW-NYC joins protest of Bush’s anti-choice agenda. NOW News, 29(2). 1-3.
Marquart, M. (2002, April). With the endorsement of NOW-NYC’s PAC, Liz Krueger wins State Senate seat. NOW News, 29(2). 3.
Marquart, M. (2001, November/December). NOW-NYC hosts forum for the Mayoral candidates in Democratic primary. NOW News, 28(6). 4.
Marquart, M. (2001, July/August). Hundreds of New Yorkers join the Emergency March in DC to support reproductive rights. NOW News, 28(4). 1-7.
Marquart, M. (2001, July/August). Millennium Lecture: Domestic violence and mandatory arrest. NOW News, 28(4). 5-6.
Marquart, M. (2001, May/June). Millennium Lecture: Feminist organizing. NOW News, 28(3). 3-4.
Marquart, M. (2001, March/April). NOW-NYC joins Inaugural protests in D.C. NOW News, 28(2). 1-4.