Abstract
This article examines a project at our institution that unfolded in unexpected ways. Faculty members had expressed interest in loose networks for collaboration and resource-sharing, so we implemented “Faculty Support Networks” (FSNs) to foster connection among faculty members interested in central teaching and learning topics: course-based assessment, developing future faculty, experiential learning, inclusive teaching, and the scholarship of teaching and learning. We present a case study of these FSNs, from the program design to their influences on our communication with faculty. Although asynchronous engagement was sparse, the FSNs did help extend our reach and draw faculty to our services.