As scrutiny increases on higher education to verify the value of a degree from a variety of constituents including parents, students and legislators, institutions of higher education must ensure students are receiving a sound education that meets their goals. Those primarily charged with doing so are faculty who may be content experts, but lack the pedagogical training to provide appropriate instruction. Faculty development is seen as a means to address that disconnect. However, offering quality development is not effective if the faculty is not motivated to engage in those offerings. This study examines the factors that encourage or inhibit faculty engagement in development activities. The case study institution's use of a nationally recognized faculty development program is viewed through a theoretical lens of Situation Expectancy Value Theory in order to examine the primary factors surrounding a faculty member's choice to either participate or opt out of participation. This perspective allows for examination of the complex interplay between the individual and the environment in which that choice occurs. Armed with a better understanding of the motivation of faculty, those charged with designing the development activities can provide the type of activities faculty will be more likely to engage in. [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/en-US/products/dissertations/individuals.shtml.]