A collection of six papers on faculty development concerns is presented. In "The Scholar-Practitioner Dilemma," Robert J. Menges notes the dual roles of scholarship and teaching that faculty members confront and introduces the topics that are addressed by the other authors. Attention is directed to the processes involved in intellectual work. In "A Mathematician's Journey: From Applying the Pure to Purifying the Applied," Ronald A. Smith describes how his original training in mathematics affected his search for a conceptual framework and for research methods to work in faculty development. Robert E. Young notes in "Tanning My Hide with Research," that linking theory and behavior became both his intellectual quest and the problem on which he worked with faculty, and he describes research with teachers that focuses on their conceptions about teaching. "On Doing Intellectual Work: Grasping the Power of the Gestalt," by Rita Weathersby, outlines her concern with adult development, with special reference to students, and her interest in how conceptions of situations change and how such perspective shifts can be understood and facilitated. In "The Creativity of Being Marginal: A Style of Generating Research in Education," John D. W. Andrews brings a clinical perspective to his activities of teaching and faculty development, since his practitioner skills include psychotherapy. His concerns include the effects of tension and problem formulation, research procedures, and dissemination of findings. In "The Path of Passionate Inquiry: A Comment on Smith, Young, Weathersby, and Andrews," Michael M. Piechowski traces paths described by the authors. (SW)