Literature on the status of faculty development programming in higher education during the last decade is reviewed. It is suggested that during the 1970s faculty development underwent a boom period and is now in an important transitional phase. In the 1970s, financial problems and fears of retrenchment influenced the growth of faculty development programs. Faculty development was guided by the principles that the faculty's main role is to teach, teaching competence is not instinctive, and faculty must learn to improve classroom instruction. During the 1973-1978 "boom" period, there was a dramatic increase in faculty development programming and models, "how-to" publications were introduced and accepted, and the involvement of private and federal funding agencies and foundations accelerated. The faculty development movement was also marked by the attention of scholarly publications. It is suggested that the academic community should: continue to write on faculty development; develop and test new models that stress interrelationships of faculty development with the learner and the institution; develop mechanisms for training faculty as faculty development specialists; and incorporate faculty development as a continuing and ongoing campus priority. (SW)