@article{bartlett_warren_chapman_2021, title={Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning}, volume={6}, ISSN={2472-5889}, url={http://dx.doi.org/10.5195/ie.2021.158}, DOI={10.5195/ie.2021.158}, abstractNote={North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined}, number={2}, journal={Impacting Education: Journal on Transforming Professional Practice}, publisher={University Library System, University of Pittsburgh}, author={Bartlett, Michelle E. and Warren, Carrol L. and Chapman, Diane D.}, year={2021}, month={Apr}, pages={43–47} }