A project to improve college instruction in the basic and allied health sciences at New York Chiropractic College and the New York Institute of Technology is described. Attention was directed to: the kinds of resources colleges and professional schools provide to improve instruction; motivation of faculty to explore innovative or strategic teaching methods; and the type of system analysis faculty can use in evaluation of instruction. During 1981-1985 a one-day faculty development workshop was scheduled each year. Observations were also made of faculty teaching in lecture halls, laboratories, and clinics. The faculty member met with an educational consultant (a science education specialist), who provided information about instructional improvement and research papers. Based on the faculty member's comments during the conferences, the consultant prepared a "Checklist for Faculty Self-Evaluation," which is appended. Also employed was an instrument for student evaluation of faculty, "Student Description of Teaching," which is also appended. Also considered are: providing students materials in preparation for lectures, teaching from the simple to the complex, allowing students to ask questions during the lecture, motivating the listener, critical thinking, and selective listening. (SW)