Research on instructional improvement interventions for college teachers is reviewed and implications for practice are briefly considered. Attention is directed to both the methodological soundness of the program evaluations and the findings of the studies. Interventions to assist faculty to change their teaching attitudes, roles, or activities are considered. The following methods of assessing program impacts are identified: measures of the professors' attitudes, observations of their classroom behavior, student ratings, and measures of students' learning. Systematic research studies on the following types of interventions are analyzed in detail: grants to support faculty projects, workshops and seminars, practice with feedback (microteaching and minicourses), feedback from ratings by students, and concept-based training (protocols). The evaluative research is evaluated and charted according to the following categories: author/date; purpose; components of design (including description of participants, duration, and instrumentation); stated results; threats to validity; strengths; weaknesses; and confidence rating. In addition, each study is coded according to Campbell and Stanley's notation system, and specific threats to each type of validity are listed. Approximately 115 references are appended. (SW)