Whereas Kindergarten through Grade 12 teachers go through extension education and training to teach, it is rare for a college faculty member to go through training on how to teach. Since there is little research about higher education faculty professional development, the purpose of this study was to learn the perspectives of college faculty who had participated in professional development activities. The literature review explored this phenomenon, as well as the higher education enrollment crisis, online learning, lack of preparation for college faculty, and links to student learning. In addition, the inception and chronology of faculty professional development is examined, foreign models of higher education faculty professional development, and past research completed at the research site. This dissertation sought to answer the research question, What impact does faculty professional development have on course design, teaching, and assessment practice? This qualitative phenomenological study utilized a survey to extract the perspectives of 20 people who had once taught at Tidewater Community College in Virginia. Of the data collected, the most relevant was that 100% of faculty noted that they felt professional development had a positive impact on their course design, teaching, and assessment practices. The data were analyzed and explored through the lens of five emerging themes. Implications for future research and practice were provided based on the research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]