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.