Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts; and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution's administration. The institution's recognition of faculty members' efforts to teach online in relation to the traditional concepts of scholarship, tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment. This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching online courses, and we investigated faculty members' perceptions regarding these institutional efforts.