Best Practices: A Triangulated Support Approach in Transitioning Faculty to Online Teaching

Abstract

The English department at North Carolina State University faced a rapid, large-scale transition of a number of its professional writing courses from traditional classes to online courses. Recognizing that numerous barriers, including unresolved administrative issues, faculty resistance, and lack of training could impede this process, administrators and faculty members collaborated to ensure that appropriate resources, peer support, and adequate professional development were available for the success of this endeavor. This transition became an opportunity for professional development activities and for carefully orchestrated administrative and peer support. As a result, twenty of forty-two professional writing classes were delivered online in the fall of 2004, and twenty of forty classes are being delivered in spring 2005.