In response to societal grand challenges, professors have unique opportunities to effect change, repurposing their expertise to deploy relevant, timely, practical, and research-backed knowledge for the betterment of communities. Drawing on scholarship on postcrisis organizing, the entrepreneurial hustle, and social entrepreneurship, we provide a firsthand, real-time case description of a three-day "virtual idea blitz" organized in response to the COVID-19 crisis. The event was organized and executed in less than a week and ultimately involved 200 individuals, including entrepreneurs, coders, medical doctors, venture capitalists, industry professionals, students, and professors from around the world. By the end of the weekend, 21 ideas with corresponding pitches were developed in five thematic areas: health needs, education, small businesses, community, and purchasing. We describe how the community was rapidly rallied, and we discuss the key learning outcomes of this spontaneous entrepreneurial endeavor. We provide evidence from participants and mentors that showcases the value of the time-compressed virtual idea blitz in accelerating social entrepreneurial action. We offer practical guidance to academic, community, and professional institutions that would like to replicate or build upon our approach to stimulate the formation of community-based and coordinating efforts to thwart the ongoing threat of COVID-19, as well as other societal challenges that might emerge in the future.

The learning objective for this article is to present the reader with some basic and intermediate strategies for teaching case studies in an online classroom environment. The authors draw upon their considerable experience to describe a number of classroom situations and provide tips, tools and techniques that the reader will immediately be able to bring back to their online classroom. The COVID-19 pandemic has increased the urgency to quickly develop skills for the online higher education classroom. The general outline of this paper is as follows: The authors begin with some preliminary considerations regarding how to set the stage for online case instruction. The authors then discuss some practical and pedagogical issues to consider as an instructor designs their online course. Next, the authors present a brief overview of some synchronous, asynchronous and hybrid online case teaching approaches. Academic integrity issues are discussed, as well as a brief debate regarding the future of online higher education.