The project of faculty development program evaluation, developed by the Center for the Study of Higher Education of the University of Michigan, is described. Project thrusts were: to develop assessment instruments for judging the success of faculty development programs; to provide formative and summative evaluation for the programs of the 24 participating institutions; and to explore the effectiveness of a number of strategies aimed at faculty growth in a variety of institutional settings. After a literature search on potential goals of the faculty development program, experts rated item and suggested criteria for evaluating whether particular goals had been reached. Site visits and case studies of the faculty development programs at the 24 schools were undertaken, along with the design and administration of seven survey instruments. There were four principal surveys (on the faculty role, on teaching, on scholarship, and on program evaluation), plus a demographic sheet, and two secondary surveys (faculty viewing students, and administrators defining scholarly activity for their faculty). Among the findings are the following: faculty apparently have a highly internal set of criteria for judging their classroom performance which is supported by personal experience with students and is relatively free from colleagues' and supervisors' opinions; the professor's task is to transmit knowledge and skill to able people who agree with the teacher's goals; most faculty will lecture regardless of the course size or level; improving teaching in the classroom was the faculty's leading desire, followed by the desire to improve interpersonal skills. Sample survey forms are appended. (SW)