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.