With pedagogical philosophy and practice changing significantly, faculty development has become much more important. Each chapter in this volume identifies particular areas of opportunity, and although the authors recognize that not every initiative suggested can be implemented by all institutions-circumstances such as institutional mission, available resources, and governance issues will dictate that-it is their hope that every reader will be able to glean details that might provide a spark or fan a flame on campus. As educators themselves, McKee, Johnson, Ritchie, and Tew invite you