Publications

Writing about inclusive & trauma-informed online education, training, and faculty development

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.

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.

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

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

That Human Element: Fostering Instructor Presence Through Online Instructional Videos

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

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.