During 1967-1970, 9 faculty members from each of 2 developing institutions (Freed-Hardeman College and Lane College) engaged in a research development program that sought to train 1 person in research methodology and to offer concurrently an in-service training program to the other 8. Each group met every 2 weeks each academic year for a 2-hour seminar. Several teaching techniques were studied, 1 by each group each semester. The participants were evaluated by students through the Purdue Rating Scale for Instruction and the Stanford Teacher Competence Appraisal Guide. Two analyses were made on the data: (1) a t-test over items and participants, and (2) a difference score matrix for each faculty group on each scale for each treatment. Results revealed only a few items of significance on t-tests and differential effects on matrices. Criterion tests over 2 treatments revealed cognitive changes. Nonintellective effects were evidenced in administrative personnel, teachers, and students. In 1971, faculty members from Memphis State University joined the group in studying proposal writing where the participants submitted proposals to funding agencies. (Author/HS)