The COVID-19 pandemic forced schools around the world to move online in 2020, including my home institution University at Buffalo, The State University of New York (UB). Months into online learning, many students started to suffer from either social disconnection in asynchronous settings or Zoom fatigue in synchronous settings. How can we effectively include our students online to feel meaningfully connected yet not overwhelmed by long lectures and presentations? Liberating Structures (LS) are simple, concrete tools that can be used to organize learning activities and facilitate transformative experiences in classrooms, or for that matter any meeting in any organization, in ways that include and engage all participants. Since I joined UB faculty in Fall 2010, I have been part of a global community of LS practice, and one of the first to apply LS in academia and higher education. As detailed in the attached publications, the theoretical premise of LS can be traced back to the Socratic method of encouraging dialogue, allowing for unpeeling ever deeper layers of insight in a sequential and iterative manner and can also be derived from the classic works of the likes of Bruner, Dewey, Freire, Montessori, and Piaget who argued that collective and collaborative learning emerges not from the one-way transmission of content from an expert to a student, but rather through a process where members of a learning community can interact, dialogue and experience self-discovery. The implementation of LS can also be viewed within the growing movement in higher education—the Scholarship of Teaching and Learning which favors pedagogical tools that make learning more participatory, engaging and student-centered. Lipmanowicz and McCandless, who codified and systematized three dozen LS protocols, credited complexity science as the conceptual background and inspiration for LS. They emphasized that LS distribute power and influence more widely by including everyone, invite self-organization to flourish by letting go of over-control, expand and connect networks by breaking down silos, increase transparency and the rapid reciprocal flow of information, and build new sets of feedback loops via many new forms of interaction; and increase diversity by engaging more people and perspectives. Each LS specifies five interrelated structural elements:(a) The structuring invitation to focus attention, (b) spatial arrangement that allows participants to stand, move freely and be face-to-face, (c) participation distribution to ensure everyone participates at once and equally, (d) group configuration to ensure one works with pairs, quartets and whole group, and (e) the sequence of steps and time allocation for effectively executing the above. Detailed instructions and examples are available on LiberatingStructures.com. Although Fall 2020 was my first official online teaching experience, I was able to adapt LS through weekly synchronous Zoom meetings to include all students in the learning process. My undergraduate course was about social network analysis. There was no way for the students to gain better perspective about social networks without networking in my class. Here are four examples of how I adapted LS for inclusive online learning in this context. (1) 1-2-4-ALL is a popular LS to engage everyone simultaneously in generating questions, ideas and suggestions. I adapted it in at least two ways for online learning. For any quick check-ins or simple questions, I would pose the question during the live Zoom session by asking it verbally and popping it in the “chat” box, give students a minute to consider their answer and type up their response in the “chat” box but wait till my signal to press enter so we can a “text waterfall” with everyone’s contribution. This adaptation makes it 1-ALL. Another way I adapted this LS is to pose the question live, give each student appropriate time to come up with their individual answer, then randomly assign them into “breakout rooms” in pairs or a group of 4, often with instructions and templates on Google Slides to facilitate and document this round of small-group discussions for no more than 10 minutes depending on the topic and task, then bring everyone back to the main room for each group to share their best insights with the rest of the class. This adaptation makes it 1-2ALL or 1-4-ALL. (2) Drawing Together is a LS that helps reveal insights and paths forward through nonverbal expression. I had assigned the students to watch one of the six episodes of Netflix documentary Connected as a way to discover and appreciate networks. In week 2, I adapted Drawing Together for each student to create a drawing based on their understanding of the episode they watched, capture their drawing as a digital photo to share via Google Slides in “breakout rooms” then the entire class to showcase the insights they discovered on their own and with their peers. (3) Celebrity Interview is an LS that connects the experience of leaders and experts with people closest to the challenge at hand. I was able to bring in two social network analysis experts to our Zoom classroom, one senior expert in Canada (a founder of the international network of social network analysis) and one emerging expert in Holland (a newly minted PhD and co-founder of New Momentum Foundation specializing digital network analysis for youth engagement). Students were enthusiastic to suggest interview questions and also had excellent reflections after the interviews. It provided them rare opportunities to meet someone they wouldn’t otherwise have access to, get a personal connection and deeper understanding of their professional journey, and inspirations from their work about real-life applications. (4) Critical Uncertainties is a more advanced LS that help develop strategies for operating in a range of plausible yet unpredictable futures. Set up four scenarios based on the quality of social connections and the amount of time alone during COVID-19 for the students in “breakout rooms” collaborate and generate coping strategies for surviving and thriving in one of these four plausible yet unpredictable futures. This adapted exercise gave them a platform to contemplate on their personal social networks, interaction patterns and gaps, share what was working well for them, and discover new ideas and coping strategies together.