A description is provided of the process used in developing a brief summative-evaluation instrument that was created for use at a large university in the Southwestern United States in its attempt to be more responsive to the changing climate of assessment and accountability that universities are facing today. Beginning with a conceptual systemic model for addressing university faculty development, the discussion continues with the development of the instrument within the context of the conceptual model. The instrument was shown to be reliable and valid through the use of the Kuder-Richardson generalized reliability formula, coefficient alpha. Also included is a literature review for instrument development plus 19 attached appendices of data tables for the sampled participants from the areas of educational psychology, elementary education, educational administration, educational specializations, and secondary education. Contains 54 references. (GLR)