As the COVID-19 crisis disrupts students' sense of community and appreciation for in-person instruction, the author presents a pedagogical experiment involving several collaborative, team-based learning strategies to engage all learners, regardless of location. Students in a sophomore-level required seminar are tasked with various team-based assignments, including notetaking, critical essays, interviews, and reflective writing exercises. Outcomes suggest a framework for the creative use of teams and out-of-classroom collaboration, even in challenging contexts where disruption and displacement complicate both teaching and learning. Curricular objectives are described, and student feedback is summarized.