A study of faculty development activities in the community colleges in Illinois was conducted to determine what faculty development activities were being conducted; to determine whether orientation activities were felt to improve instruction; to compare the effectiveness of on-campus, inservice activities and off-campus, professional activities; to contrast the usefulness of group and individual activities; and to identify methods used to evaluate faculty development activities. Questionnaires were mailed to the chief academic officer at each of the 52 community colleges in the state. Study findings, based on a 75% response rate, included the following: (1) 94% of the colleges held an orientation activity for new contractual faculty, 89% provided orientation for part-time faculty, 100% conducted inservice activities, 92% provided some degree of funding for attendance at professional meetings, and 86% offered sabbatical leaves; (2) the majority of the respondents perceived orientation activities to be useful for the improvement of instruction, though orientation for part-time faculty was not perceived as positively as that for full-time faculty; (3) professional activities were perceived as being somewhat more useful than traditional inservice activities for the improvement of instruction; (4) with some qualifications, group activities were considered more useful than individual activities; and (5) evaluation efforts were found to be sporadic and somewhat unsophisticated. (LAL)