The need to respond to changing student clientele, new educational technologies, and increasing demands to do more with fewer resources presents serious challenges for two-year college faculty and can negatively effect faculty vitality and commitment. Faculty vitality, however, has been shown to be significantly related to the vitality and well-being of educational institutions, particularly in times of change. Research conducted in the Wisconsin Technical College System (WTCS) found that vitality, commitment, and innovation in two-year college faculty were related to the following four elements: (1) commitment to teaching and learning; (2) initiative in curriculum development; (3) initiative in the professional teaching role; and (4) professional development activities pursued through credit courses, working in the professional field, participating in college and department committees, or taking on non-teaching assignments. Organizational factors determined in the research to enhance faculty job satisfaction and productivity included adequate financial compensation, shared values with the institution and variety in work role, administrative support, and appropriate workload. Moreover, for faculty in the WTCS, these elements tended to be interrelated, with, for example, adequate compensation associated with shared values and appropriate workload. Instructional administrators must be aware of faculty's needs and concerns and their relationship to faculty's generative activities in curriculum and professional development. (TGI)