About OFDS

Mission, Vision and Goals

Vision

A trusted partner for faculty success.

Mission

Create opportunities for a community ecosystem where faculty achieve professional fulfillment and advance each other’s success.

Goals

Create unique opportunities that unite faculty members with common interests that fosters a sense of community.
Create a program offering resources for faculty to learn effective mentorship skills, connecting them with experienced mentors for collaborative growth.
Provide engineering faculty with specialized workshops tailored to their interests and needs that ensures the delivery of valuable content.
Create opportunities for internal faculty recognition to increase visibility and acknowledgment on a national scale.

Our vision, mission, and goals reflect a commitment to empowering faculty, fostering community, and ensuring continuous recognition within the dynamic landscape of engineering education.

Our Beginnings

In the spring of 2008, the Engineering Faculty Development Office (EFDO) was established with the specific aim of connecting faculty members in the College of Engineering (COE) with opportunities for personal and professional growth. This initiative originated from the Promoting Underrepresented Presence on Science and Engineering Faculties (PURPOSE) Institute, founded and led by Christine Grant, Ph.D. The NSF- funded institute focused on the development of underrepresented minority engineering faculty members, emphasizing preparation, recruitment, and retention of URM faculty in engineering and science.This work inspired her to address the broader needs of COE faculty.

With the support of former COE Dean Louis Martin Vega, Ph. D.Grant formed the EFDO whose ” foundational mission was to recruit, promote, and retain excellent faculty across the college; actively engage faculty, administrators and staff across departments, and celebrate faculty success, achievement and promotion.” ¹ She was selected to be the first Associate Dean of Faculty Development for the COE because of her background and experience. As an African American woman with a senior position within the college, Grant also had first hand familiarity with challenges related to faculty diversity. In fact, in 2016, Grant was only one of ten African American women in the U.S. who were full ChE professors. ²

In 2008, Grant’s office assumed responsibility for hosting the New Faculty Orientation Workshop (NFOW), the group’s first major event. The NFOW is an annual event in August meant to ease the integration of new faculty members into the college.

Throughout its history, EFDO has had several names: Faculty Development and Special Initiatives, and more recently Engineering Faculty Advancement which better reflected the office’s involvement in the COE Retention, Promotion & Tenure process. Joel Ducoste, Ph.D. was named as Grant’s successor in 2022 after holding the position for 2 years on an interim basis. He has been diligently working to foster a sense of community in the college and has successfully expanded his group and amplified what they do for COE faculty members. In January 2024, the group was renamed the College of Engineering Office of Faculty Development and Success (OFDS) and has big plans for the coming year and beyond.

References
[1, 2] Grant, C. S., Smith, B. E., Martin-Vega, L. A., & Qaqish, O. B. (2016, June). Case study: Establishing a sustainable faculty development unit within a college of engineering. In 2016 ASEE Annual Conference & Exposition.

In the landscape of academia, the term “faculty development” stands as a complex puzzle and a challenge to interpret. What constitutes the development of faculty members? Is it confined to the act of teaching a course, or does it involve a more structured and formalized approach? These were the questions that prompted OFDS to convene and reflect during the past summer.

The discussion centered on what faculty development looks like today, resulting in a series of exercises to evaluate OFDS’ current activities and future direction. In response to the increased demands and evolving challenges within engineering education, it has undertaken a strategic and purposeful shift. This transformation isn’t just about words; it reflects a thoughtful understanding of the changing needs of faculty members and the dynamic nature of expertise in higher education.

This evolution underscores a commitment to not only facilitate faculty advancement, but also to cultivate a culture of ongoing development and strong community. As we navigate the complexities of higher education, OFDS is positioned to be a steadfast resource by providing support tailored to the unique challenges faced by engineering faculty, and in essence, marking a pivotal moment in OFDS’ trajectory, affirming a dedication to the continuous improvement and triumph of engineering faculty.