When the pandemic hit in March 2020, the authors were in position to pivot their undergraduate and graduate Print/Paper/Book class to the online environment, having already decided to transition to a hybrid model for summer 2020. The course focus was previously geared toward students developing a practice that could be sustained outside the printmaking studio. While the shift to the virtual realm provided affordances and security during a challenging season, it was not without its shortcomings. Isolation became manifest in a physical, geographic sense of (social) distance and artistically as students lacked the social dynamic experienced within the studio. This article presents two approaches that responded to the isolation many experienced during the pandemic. The first details student-centered, pedagogical modifications enacted through online software programs and university platforms. The second approach highlights how a sense of community was created in the online course to counter isolation.