Motivation is not something one "does to" someone else--good motivational practice requires that we engage others in a common quest. Emphasizing the concept of intrinsic motivation, this volume provides useful guidelines for teachers, learners, and administrators who wish to maximize their own performance and help others do the same. The authors examine how students' cultural backgrounds and beliefs about knowledge affect their motivation to learn, and apply the latest motivational theory to to the instructional process and the university community. They also explore what motivates faculty to strive for teaching excellence and institutional improvement, discussing what institutions can do to support faculty in these efforts. This is the 78th issue of the quarterly journal New Directiond for Teaching and Learning.