The effect of a highly-structured faculty development program that focused on improving teaching skills and writing productivity through weekly individual sessions was studied with 16 social sciences faculty. Participants were alternatively assigned to one of four groups that emphasized development in teaching skills, writing productivity, or a combination of both. In the writing program, faculty contracted for a regimen of time management with a priority on brief, daily periods of undisrupted writing. In the teaching skills program, faculty began with a structured sequence of role-playing and were then evaluated using videotape feedback. The following teaching skills were assessed: postural and vocal relaxation, use of expressive gestures, and organization and enthusiasm in lecturing. At weekly meetings, participants completed the Scholarly Activities Rating Scale (SARS) in order to assess their involvement in and attitudes toward a wide range of scholarly activities assumed to be relevant to faculty development. Findings indicate that emphases on both writing and teaching produced clear improvements in dimensions such as teaching success, teaching/work eagerness, and burnout. Scholarly writing appeared to produce a broad range of self-rated improvements in scholarly activities. A SARS form is appended. (SW)