Information concerning off-campus inservice activity (OCIA) at state universities and land grant colleges in the United States was surveyed. There was a 92.5 percent response rate to questionnaires sent to 107 deans of schools, colleges, and departments of education. Inservice activities were considered to be courses, workshops, needs assessments, and other technical assistance. Findings include the following: OCIA is a significant activity of schools of education; schools, human service agencies, government agencies, industry, business, and the military are OCIA clientele; off-campus degree and certification programs are a major thrust of OCIA; off-campus Ed.D. and Ph.D. programs are a significant element of OCIA; schools of education rely on many sources of financial support; the major motivation for OCIA is community service; most faculty active in OCIA are full-time, tenured faculty; faculty bargaining units (functioning in only 22.6 percent of state universities and land grant colleges surveyed) do not have major impact on OCIA; and most schools of education have one individual to coordinate OCIA. It is recommended that faculty active in OCIA must be appropriately rewarded by the school of education and the university, and that recognition at times of reappointment, promotion, and tenure is important. Such a system should recognize both credit bearing and noncredit bearing OCIA. Suggestions for awarding credit, scheduling and funding OCIA, and modifying residency requirements for doctoral study are offered. Advantages of OCIA for the student, the cooperating organization (school, human service agency), and the university are identified. A bibliography is appended. (SW)