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This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-raising (Stage 1), focal awareness (Stage 2), or subsidiary awareness (Stage 3). Suggestions are made as to which programs fit the different developmental stages.
John Bruce Francis (Sat,) studied this question.