This study explored the efficacy of faculty-development programs for new faculty members at a proprietary institution of higher education. The purpose of the study was to determine whether there was an increase in faculty members' self-assessment of topics from the faculty-orientation curriculum as they became more familiar with their new instructional roles over time. The researcher obtained permission to use a de-identified data set containing post-faculty-orientation survey responses, using the research site's pre-existing data-collection tool at specific points in time following participants' completion of the faculty-orientation course. The new world Kirkpatrick model--specifically level one ("reaction")--was used as a framework, and a Kirkpatrick tabulation value was calculated and used to analyze participant self-reported relevance and self-reported preparation for 11 topic areas at specific time points following training (e.g., 1 week, 30 days, 60 days, 90 days, and 6 months). Participants were provided an opportunity to share how much of the content from the faculty-orientation course they had applied to their work as instructors at each of the time points. The findings indicate low response rates among the potential participants in this census study, along with points of weakness in the orientation-course curriculum regarding relevance and preparedness on specific topics at later points in the survey series. The study data indicate an increase in faculty members' assessments of their training experience at the reaction level, providing an opportunity for future research into support interventions and follow-ups with new faculty members after completion of the faculty-orientation course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]