This case study traces the evolution of the Education & Technology Innovation Support Office (ETI) at the Uniformed Services University of the Health Sciences (USUHS). It probes the knowledge and experiences of the leadership and faculty, who use the ETI services.

Through discussions with the USUHS leadership and faculty, this study opened up a greater understanding of the development and adoption of the USUHS ETI, addressing the question: "How is the work of the Education & Technology Innovation Support Office (ETI) perceived by the USUHS leadership and faculty members?"

Through interviews conducted with USUHS leadership and faculty members, the major findings were as follows. The chronology of the partnership development between the faculty members and the ETI team was comprised of several major elements. This chronology starts with unbundling as the project begins and the faculty member considers his or her multiple roles as an academician as well as how ETI members can support him or her. As the ETI/faculty member partnership grows, shepherding characterizes the mentoring relationship whereby the ETI staff members guide the faculty through necessary instructional design and development stages. Once a strong trust and partnership have been forged, bridging occurs as the ETI continues to support faculty members as they cross into and integrate with new areas, expanding their understanding of instructional design methodology and helping them improve their overall teaching. The study also highlighted two other key findings: that innovation is different for each faculty member, depending on his or her experiences, and that development of a relationship between instructional designers, technical support teams and the faculty member they support is critical for success.

USUHS administrators could use this research to enhance their current practices but, more importantly, the research may aid in the operations of the ETI and other faculty support offices. It can help leadership, faculty, and support center staff integrate and provide instructional and educational technology support more skillfully. It can also influence the broader ways in which faculty support is conceptualized, planned, supported, implemented, and evaluated