Contingent Faculty, Online Writing Instruction, and Professional Development in Technical and Professional Communication. Issue 3 (3rd July 2017)

• Record Type: Journal Article
• Authors: Meloncon, Lisa
• Is Part Of: Technical communication quarterly. Volume 26:Issue 3(2017)
• Page Start: 256
• Page End: 272
• Publication Date: 2017-07-03
• Subjects: Computer-based learning -- programmatic research; Technical writing -- Periodicals; Technical writing -- Study and teaching -- Periodicals; 808.0666
• DOI: 10.1080/10572252.2017.1339489
• Languages: English
• ISSNs: 1057-2252

Abstract

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.