A sociometric survey examined the informal faculty development network existing within the School of Nursing at East Tennessee State University. During the fall 1983 semester, all 25 nursing faculty members at the school were asked to complete a self-report instrument dealing with patterns of seeking and providing advice regarding their role as a teacher. Multidimensional scaling and cluster analysis techniques were used to uncover the latent or emergent structure of a faculty development network at the school. It was concluded that little informal sharing of information existed between members of the associate and baccalaureate degree programs. New faculty members appeared to linger at the fringes of the faculty development networks and therefore did not have access to suggestions from colleagues. Part-time faculty members were more likely to act as isolates in the teaching development network. The principle of homophily seemed to be operating, as faculty members selected others with whom to interact concerning professional development. Those members who were alike in terms of years since graduate school tended to cluster together. The results of this study were seen as demonstrating the utility of the techniques of multidimensional scaling and cluster analysis in a research study of this nature. (MN)