Motivation is not something one "does to" someone else--goodmotivational practice requires that we engage others in a commonquest. Emphasizing the concept of intrinsic motivation, this volumeprovides useful guidelines for teachers, learners, andadministrators who wish to maximize their own performance and helpothers do the same. The authors examine how students' culturalbackgrounds and beliefs about knowledge affect their motivation tolearn, and apply the latest motivational theory to to theinstructional process and the university community. They alsoexplore what motivates faculty to strive for teaching excellenceand institutional improvement, discussing what institutions can doto support faculty in these efforts. This is the 78th issue of the quarterly journal NewDirectiond for Teaching and Learning.