The need for faculty development, approaches to faculty development, and 16 postulates for a successful faculty development program are examined, based on a survey of literature of the 1970s. Among the reasons faculty development is needed are the following: decreased faculty mobility caused by declining university enrollments, financial problems that require more efficient use of existing faculty, and the lack of awareness of the variety and sophistication of instructional methods available for classroom use. Approaches to faculty development range from the independent review by faculty members of their own courses and methods and attempts to make changes to emphasize the systematic design and implementation of instruction. Other approaches include the political approach, the educational research approach, and the interinstitutional approach. Assertiveness training workshops and growth contracts are methods by which faculty members can become involved in their own development. Postulates for a successful program include the following: provide an acceptable rationale for why the faculty development program is needed, involve the faculty in planning, balance institutional priorities and individual needs, make participation voluntary, include part-time faculty, reward participation, publicize the program adequately, evaluate the results, and provide adequate funding. A bibliography is included. (SW)