When the Program with Developing Institutions was funded for a second year, it was decided to hold a national conference at Vincennes University, plus subsequent regional meetings, on the new faculty development program. It was to stress change in relation to faculty development and improved instruction, with a chance for small-group discussions. Main addresses were on reasons for change, process of affecting change, innovative colleges, challenge of educational technology, change in a small private college, USOE and developing colleges, plea for starting over, students as change agents, new communication potentials for junior colleges, comparative guidance and placement as a change tool, general and technical education, and time for a change. Panels discussed the change process, catalysts of change, how students are turned on, and education for whom. Major ideas from the small-group discussions were the use of interaction analysis, role playing, and sensitivity training; use of tapes to aid in evaluation; more use of students as tutors, counselors, etc.; faculty workshops in using visual aids; limited class size for developmental courses; released time for innovation; constant appraisal and revision of teaching methods; interdepartmental cooperation in remedial programs; compensatory programs for the deprived; peer-group interaction to turn students on; student participation in all phases of college life; turned on faculty to produce turned on students; change as a function of student needs. (HH)