Questionnaires on faculty improvement and professional development in 2-year, 4-year, and graduate colleges and universities were studied. The 756 respondents provided information on existing programs in their institutions. The estimated use and effectiveness of various development activities, types of faculty members involved, funding, and types of programs are discussed. The bulk of funding for development programs (70%) was provided by the institution, with some assistance from federal and state funds. Various types of faculty members participated in development activities on a voluntary basis. Administrative units organizing continuing faculty education were in existence between one and four years, and their programs were not yet adequately evaluated. Generally, development practices were divided into 4 categories: traditional activities such as sabbatical leave, programs conducted by experienced members of the faculty, instructional assistance from specialists, and assessment of teacher quality. (GDC)