Faculty development has become an increasingly prominent concept for a growing number of faculty and administrators in American colleges and universities. To bring about the significant improvements in instruction demanded by the new and difficult issues facing higher education in the 1970's, it is essential that a faculty development program be both comprehensive and based on a set of diverse, though related strategies. Our proposed approach to faculty development is based on the assumption that significant changes must take place at the three levels of attitude, process, and structure. This handbook, designed as a self-contained guide to faculty development, presents both theoretical guidelines and practical suggestions for actually doing faculty development. The first section presents a brief overview of faculty development. Next follow sections on instructional, organizational, and personal development. Each of these sections contains separate chapters on such issues as classroom observation and diagnosis, decision-making, and helping skills. Each chapter typically includes an introductory discussion followed by related instruments, handouts, and exercises. A final section suggests a number of ways colleges and universities can develop and sustain their own faculty development programs. (Author/KE)