Starting a Faculty Development Program: Strategies and Approaches

typical fashion in which Americans have gone about confronting and responding to change on an individual basis without reference to the experience of others, without awareness of the past or insight into long-range implications. Unfortunately, faculty development practi-tioners have been accused of this same failure to study and develop a theoretical basis for action. A new idea for improving college or university teaching is sparked. The idea materializes into an event and two years later, no one has ever heard of it. The idea re-emerges, is tried again, and vanishes into the dark. This paper is an attempt to capture some of those ideas that have been tried in a variety of institutional settings as well as some of the principles that have guided practitioners in the planning, implementation, and evaluation of fac-ulty development programs. Lindquist (1978), in a collection of essays by faculty development leaders, delineates those areas to which consideration must be give