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Scholars recognize that K-12 teachers' social interactions, particularly within teaching focused relationships, are important to professional development. This is true whether discussions take place in formal or informal settings. Few studies, however, seek to link the teaching-focused relationships of "college faculty" directly to their instructional practice, nor to explore perceptions of what these relationships entail and how they influence teaching at the college level. Using surveys (n=868), interviews (n=83), and a social capital theoretical framework, this mixed-methods social network analysis explores associations between teaching focused "personal networks"--compilations of relationships surrounding individual faculty-- and the use of evidence-based instructional methods. We also explore faculty perceptions of how network interactions shape their teaching. Quantitative results indicate that the size, range, and strength of faculty teaching-focused personal networks positively correlate with the use of evidence-based instructional methods, while qualitative results point to the ways faculty see different kinds of network ties, relational mechanisms and objects, and returns influencing teaching practice.

Competencies known variously as "soft" or "21st century skills" are increasingly linked to college students' academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this paper, we report findings from a mixed-methods study of the degree to which industry experience influences how faculty in science, technology, engineering, mathematics, and medicine teach teamwork, oral and written communication, problem-solving, and self-directed learning skills in 2- and 4-year postsecondary institutions. Using inductive thematic and hierarchical linear modeling techniques to analyze survey (n=1,140) and interview (n=89) data, we find that faculty place relatively low emphasis on these skills, but that industry experience is significantly associated with teaching oral communication, teamwork, and problem-solving skills. Other factors, including race and perceptions of departmental teaching norms, also influenced skills-focused instruction. Industry experience also informed problem-based learning activities, knowledge of desired workplace skills, and a focus on divergent thinking. Given that industry experience is an important, but not the only influence on skills-focused instruction, policies aimed solely at hiring faculty with industry experience will be of limited utility without a corresponding focus on training in teaching and instructional design.