A 20-month old faculty development program at a large urban university, Virginia Commonwealth University, is examined by discussing the strategies employed to facilitate faculty growth, and analyze, in hindsight, how appropriate or inappropriate they may have been in view of faculty or institutional needs. Virginia Commonwealth University's conception of faculty development covers a broad range. It includes development as a teacher, for example, sharpening of teaching and evaluation skills, getting feedback on teaching behavior, and clarifying values of teaching and learning. But it also includes development of other faculty roles, such a planning and managing curricula and advising students. At a third level, faculty development seeks to help design an organizational climate whereby the faculty member may work toward accomplishment of his/her own personal and professional goals. In short, the purpose of faculty development is to help faculty members function more comfortably and effectively in the university setting. Based on those observations, implications for the development of other faculty development programs are noted and discussed in terms of guidelines for initiating, implementing, and evaluating them. (Author/PG)