Developing Social Capital for College Teaching: Exploring Connections Between Faculty Teaching-Focused Personal Networks and Evidence-Based Teaching

Evidence-based teaching is widely recognized as critical for student learning in science, technology, engineering, mathematics, and medicine (STEMM), yet whether and how faculty develop these instructional practices through their social ties remains less well understood. To illuminate these dynamics, this study applies a social capital lens to investigate the role of faculty teaching-focused social networks. Using mixed-methods social network analysis of survey data from 868 faculty and 83 in-depth interviews, we examine the connection between instructors’ personal networks and their use of evidence-based teaching approaches for fostering communication, teamwork, and self-directed learning skills. Quantitative findings suggest that the size, range, and strength of faculty teaching-focused personal networks correlate with their use of evidence-based instructional practices. Complementing these associations, our qualitative analysis details the specific relational mechanisms, objects, and instrumental and expressive returns that faculty perceive as influential. We conclude by discussing implications for institutional policies and faculty development approaches, with findings suggesting that cross-sector professional connections and strategic network cultivation are critical for advancing evidence-based teaching practices in STEMM fields.