All curricular faculty must play a role in promoting quality writing; therefore, targeted professional development is essential.  Assisting instructors to identify good writing and to become good writers are the goals of the first development area, learning and communicating through writing.  Project needs and stakeholder input led to three additional areas for development, all focused on improved instructional effectiveness: active learning, assessment, and learning styles.  Relevant literature confirms the value of active learning (Chickering & Gamson, 1987; Barr & Tagg, 1995; Cross, 1999; Umbach & Wawrzynski, 2005), assessment (Chickering & Gamson, 1987), and learning styles (Kolb, 1984; Chickering & Gamson, 1987; O’Banion, 1997) in improving student learning.  In-service training began in Fall 2007 and will be the principal approach to development; however, external training, such as conferences and seminars, will also be supported. Development areas will be modified or change based on assessment results and project needs.