Lessons From the Field

Abstract

Online education has opened new spaces for faculty development and collaboration. On paper, remote faculty are part of their department's community. Physically, however, they are often removed from course development, faculty governance, obtaining professional growth opportunities, and developing professional relationships. Digital teaching models shift the overall faculty culture. However, there are small and simple interventions that can be implemented to help connect remote faculty to students, other faculty members, and their academic departments. Using intergroup contact theory and ideas from the community of practice theory, the cases highlighted show methods of engaging faculty. The cases also explore simple, yet practical, interventions such as virtual and face-to-face faculty meetings as well as “the micro interview,” which aims to help connect remote faculty to their departments.