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The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. 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.

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An effective means of achieving a high degree of interactivity and instructor immediacy in an online course is through the use of synchronous online webinars, herein referred to as live sessions. This chapter outlines the philosophy, techniques, and affordances contained within the School of Professional Studies (SPS) at Columbia University's model for online course support. Of paramount importance to the SPS model is a strong technical support system and a series of replicable class procedures and processes that draw on the strengths of SPS's webinar interfaces and support personnel and on the academic prowess of SPS's instructors. This chapter serves as a practical toolkit of strategies and best practices, with wide potential for implementation, regardless of program size or budget. The authors discuss SPS's model and technologies, some common issues and solutions, and SPS's overarching philosophy. Finally, this chapter offers alternatives for schools with differing needs or constraints, with the core goal of increasing instructor immediacy and fostering student interactivity.

This case study discusses the current gap in knowledge of how to best support Deaf/deaf/Hard of Hearing learners in online classrooms in higher education and shares important recommendations for instructors, course designers and program administrators. Written from both the student and instructor perspective, this case study explores current trends in online higher education, data on the experience of Deaf/deaf/Hard of Hearing students and current options for improving inclusivity in the online classroom as well as specific issues related to content delivery are examined. Best practices and implications for practice that address meeting the needs and improving accessibility for Deaf/deaf/Hard-of-Hearing learners are reviewed.

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