Faculty development is considered in relation to student needs through instructional development, faculty needs through personal and professional development, and the needs of the institution through a focus on organizational development. Faculty development strategies implemented at California State University, Long Beach, have addressed the need to provide augmented learning for faculty in declining departments to teach part-time in areas of high enrollment, the need for faculty renewal and revitalization, and the need to assist faculty in improving their organizational competence within academic departments and the larger organizational body. One approach to organizational development has been a consultative service to academic departments interested in conducting a departmental self-study. Environmental factors that affect college faculty and the institutions include greater choices available to students and a diversified student body, including adult students. These new environmental forces and changing expectations of colleges lead to the need to reexamine the purposes of the institutions, as well as assisting faculty of declining departments to develop secondary teaching areas. Faculty retraining activities at California State University, Long Beach, are noted, and vignettes of faculty are provided as illustrations. The Inter-Campus Faculty Consultation Program for Instructional Improvement is also described. (SW)