Abstract

Technical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online.

Journal
Technical Communication Quarterly
Published
2017-07-03
DOI
10.1080/10572252.2017.1339489
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Citation Context

Cited by in this index (7)

  1. Technical Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. Technical Communication Quarterly
  4. Journal of Technical Writing and Communication
  5. College Composition and Communication
Show all 7 →
  1. Journal of Technical Writing and Communication
  2. Technical Communication Quarterly

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