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While educators and policymakers increasingly link the ‘21st-century’ skills of communication, teamwork, problem-solving, and self-directed learning to graduate success in important high-technology industries, few studies look at how technological college faculty – who are expected to help instil these important skills in students – learn to better teach such skills. Faculty development research shows that feedback- and reflection-oriented social learning improves instruction, but has not typically investigated the full scope of beneficial teaching-focused interactions, formal and informal, in which faculty engage. Using a social network perspective, which focuses on the empirical contours of relationships across settings, this mixed methods study explores (1) the people with whom technological faculty discuss teaching, referred to as ‘teaching-focused personal networks;’ (2) the comparative contours of these networks by faculty development involvement, teaching experience, institution type, and discipline; and (3) how, if at all, faculty believe these networks influence their communication, teamwork, problem-solving, and self-directed learning instruction. Survey data (n = 192) indicate that most respondents discuss teaching with a core personal network of about four contacts, commonly institutional colleagues, around once a month. Data also show that network size, diversity, and strength – measures connected to actionable, relationship-based information and support, or ‘social capital’ – are broadly similar among faculty of varying subgroups, with one exception: respondents reporting involvement in in-depth faculty development programming have larger and stronger networks. Qualitative results show that most faculty reporting teaching-focused personal networks perceived them to benefit their teaching of communication, teamwork, problem-solving, or self-directed learning through support, reflection, feedback, and sharing new ideas. 

Scholars have long recognized that teachers’ social interactions play an important role in their learning and professional development. Still, while a growing body of research shows that teaching-focused social ties can give precollege educators access to valuable information, knowledge, and advice—or "social capital"—that improves professional practice and student learning, empirical, mixed methods studies on the phenomenon in the higher education sector are rare, and few investigate what conditions are necessary for these social ties to develop among college instructors. Focusing on college faculty in 17 associate- and baccalaureate-level institutions in one U.S. city, this study uses survey and interview data to explore the connections between structural and positional educator characteristics and the "social networks," or compilations of social ties, in which faculty reported discussing teaching. Regression analyses of survey responses (n = 244) indicate that fewer years of teaching experience, the time faculty take preparing to teach, discipline, and institution type are correlated with social network dimensions linked to improved professional practice. An inductive analysis of interview data from a subset of faculty (n = 22) supplements survey findings with descriptions of how teaching experience, organizational support, and other factors constrain and reinforce the development of teaching-focused social ties. Results confirm and extend prior research indicating that the development of teaching-focused social networks and the accrual of ties linked to social capital demand faculty and organizational investment. Findings also suggest that leaders hoping to foster beneficial ties should tailor instructional initiatives to more closely align with faculty experience and time commitments.