This paper describes different models of faculty development in engineering from five higher education institutions that support CDIO implementation. It is interesting to see that although geographically dispersed, these institutions express a strong consensus that it is necessary for faculty to be trained in educational methods. The five models encompass many similar characteristics that are in line with a fundamentally sound faculty training programme. They all share the basic activities one expects to find within a faculty development facility. That said, each model has built its unique functioning structure which sets it apart, particularly in the nature of the programme, and the format delivery takes place. These differences are most likely related to national policies and legislations, as well as to cultural or historical reasons. The paper also discusses the pedagogical training and support given to faculty implementing CDIO.
