Faculty development programs in colleges and universities must be faulted for not having adequate theory, employing comprehensive approaches, or showing a deep intention. An adequate theory of faculty development will involve a sophisticated understanding of the process of professionalization and an integrating theory of human development. Approaches, in terms of strategies and tactics, must respond to the interests and needs of students, faculty, and society. Deep qualitative objectives defy quantification but remain unquestionably important. The case for facutly development includes the faculty need to be prepared to work with new students in new places, to be made acquainted with alternative modes of teaching and learning, to be more sophisticated in their knowledge of the workings of the institution, and to become more conscious of the end of the learning experience for which teaching is a means. Behind the case for faculty development is the concern for institutional survival and for the needs of the larger society. Clearly we need more than the psychological-developmental approach, which deals mainly with the strengthening of the individual, even as we need more than the administrative-bureaucratic approach, which measures development by institutional criteria. (JT)