Objective: This study is aimed at understanding the ways in which faculty at community colleges utilize their industry experiences to inform their teaching. Method: The research drew on Merriam’s basic qualitative approach in analyzing data from 14 semi-structured qualitative interviews. Results: Our findings expand upon prior research surrounding faculty development and community college faculty experiences. Our analysis revealed several themes in regard to how community college faculty with industry backgrounds follow diverse pathways leading to their teaching positions; how they teach using practical applications of concepts and sharing real-life examples; how they utilize their industry networks to enhance their academic programs and create practical opportunities for students; how they replicate workplace settings in their classrooms; and how they prepare students for their future careers. Contribution: Our study contributes new empirical evidence on the myriad ways in which faculty apply industry experiences in their instruction. The findings indicate that community colleges would benefit from offering targeted supports and pedagogical training for faculty with an industry background; encouraging faculty from all backgrounds and disciplines to share successful teaching strategies; and utilizing faculty members’ expertise, networks, and experiences from industry in mathematics-oriented classrooms.

目标：本研究旨在了解社区学院的教职员工如何利用他们的行业经验为教学提供信息。方法：该研究利用 Merriam 的基本定性方法分析来自 14 个半结构化定性访谈的数据。结果：我们的发现扩展了先前围绕教师发展和社区大学教师经验的研究。我们的分析揭示了具有行业背景的社区大学教师如何通过不同途径获得教学职位的几个主题；他们如何使用概念的实际应用和分享现实生活中的例子进行教学；他们如何利用他们的行业网络来加强他们的学术课程并为学生创造实践机会；他们如何在课堂上复制工作场所环境；以及他们如何为学生的未来职业做好准备。贡献：我们的研究为教师在教学中应用行业经验的无数方式提供了新的经验证据。调查结果表明，社区学院将从为具有行业背景的教师提供有针对性的支持和教学培训中受益；鼓励来自不同背景和学科的教师分享成功的教学策略；并在面向数学的课堂中利用教师的专业知识、网络和行业经验。