| Social work educators’ opportunities during COVID-19: A roadmap for trauma-informed teaching during crisis LI Hitchcock, JC Báez, M Sage, M Marquart, K Lewis, NJ Smyth Journal of Social Work Education 57 (sup1), 82-98, 2021 | 35 | 2021 |
| Addressing microaggressions and acts of oppression within online classrooms by utilizing principles of transformative learning and liberatory education A Ortega, M Andruczyk, M Marquart Microaggressions and Social Work Research, Practice and Education, 236-248, 2020 | 23 | 2020 |
| Developing and supporting faculty training for online social work education: The Columbia University School of Social Work Online Pedagogy Institute JC Báez, M Marquart, RYE Chung, D Ryan, K Garay Online and Distance Social Work Education, 273-286, 2020 | 23 | 2020 |
| Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic M Marquart, JC Báez Journal of Transformative Learning 8 (1), 2021 | 18 | 2021 |
| Technology in social work education: Educators’ perspectives on the NASW technology standards for social work education and supervision B Anthony, L Baker, SR Brady, B Counselman-Carpenter, S Cummings, ... University at Buffalo School of Social Work, State University of New York, 2017 | 14 | 2017 |
| Instructional strategies for synchronous components of online courses M Marquart, M Fleming, SA Rosenthal, M Hibbert Creating teacher immediacy in online learning environments, 188-211, 2016 | 13 | 2016 |
| Trauma-informed teaching and learning online: Principles & practices during a global health crisis JC Baez, MS Marquart, K Garay, RYE Chung | 12 | 2020 |
| Trauma-informed online teaching: Essential for the coming academic year M Marquart, J Carello, JC Báez The New Social Worker Magazine, 2020 | 11 | 2020 |
| Best Practices for Inclusivity of Deaf/deaf/Hard of Hearing Students in the Synchronous Online Classroom. EA Counselman Carpenter, A Meltzer, M Marquart World Journal of Education 10 (4), 26-34, 2020 | 11 | 2020 |
| The human element: Fostering instructor presence through online instructional videos M Hibbert, KR Kerr, AA Garber, M Marquart Creating teacher immediacy in online learning environments, 91-112, 2016 | 9 | 2016 |
| Developing Technical Expertise to Support Synchronous Online Classes: The Columbia University School of Social Work Institute on Technical Skills for Online Event Production. K Folk, M Marquart, MB Florio, K Garay International Journal of Advanced Corporate Learning 14 (1), 2021 | 5 | 2021 |
| Co-creating Classroom Community Agreements. M Marquart, E Verdooner Journal of Faculty Development 34 (3), 87-89, 2020 | 5 | 2020 |
| Can online students be fully integrated into residential courses via web conferencing? Lessons learned from two pilot courses at Columbia University--# OLCAccelerate MS Marquart, MG Englisher, KJ Tokieda, V Samuel, J Standlee, ... | 5 | 2018 |
| ChatGPT: Implications for social work education and practice MS Marquart, L Goldkind | 4 | 2023 |
| Bringing all students onto webcam together for special circumstances: Using a large video pod M Marquart Designing Engaging and Interactive Synchronous Online Class Sessions: Using …, 2022 | 4 | 2022 |
| Online Skills-Based Motivational Interviewing Lab: Tools to Prepare Students for Field Education A Whitfield, M Piepmeier, MS Marquart | 4 | 2021 |
| Converting an experiential clinical skills-based lab from an on-campus to a live online version: A pilot M Piepmeier, MS Marquart | 4 | 2020 |
| Supporting successful live online classes: Good instructional design is not enough MS Marquart, MP Fleming | 4 | 2014 |
| Case study of BELL e-learning: Award-winning, interactive e-learning on a nonprofit budget M Marquart, Z Rizzi International Journal of Advanced Corporate Learning (iJAC) 2 (4), 50-56, 2009 | 4 | 2009 |
| Leadership Development for Educators & Trainers-Best Practices for Addressing Power, Privilege and Oppression when Teaching Topics of Diversity & Increasing the Intersectional … DE Shedrick, MS Marquart | 3 | 2020 |
Rebecca Y. ChungColumbia University, School of Social WorkVerified email at columbia.edu
