International Journal for Academic Development
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Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education through online or blended modalities. We identify key trends in the reported outcomes of these programs, as well as aspects of program design and implementation that might enable or impede program success. Finally, we provide eight recommendations to help guide the implementation of online and blended faculty mentorship programs.