Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.

Despite an increasing number of individuals completing doctoral degrees from earlier years, approximately 50% of students who begin a program never complete their degree. Attrition rates for students enrolled in online doctoral programs are higher than students who attend courses in a face-to-face setting. Research has identified that the lack of social integration is one of the key components associated with high student attrition rates in doctoral programs. Creating and maintaining positive student-faculty and studentstudent relationships are essential factors in doctoral persistence. As the popularity and demand for online doctoral programs increases, student retention and completion rates decrease. The literature suggests that the physical disconnect experienced by students, as well as the challenges of building relationships with faculty and peers, are contributing factors to the high rates of attrition in online doctoral programs. To that end, this study sought to determine how an institution can build relationship and community in a fully online doctoral program.

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