American higher education has isolated the enterprise of basic research and relegated it to the university, while simultaneously insulating the craft of teaching from the scholarship that nourishes it by identifying certain colleges, community colleges in particular, as "teaching" institutions. From the start, community colleges have not required that their faculty conduct research or publish in subject-matter areas. In fact, the heavy teaching loads required in community colleges leave teachers without the time or perhaps even the incentive to conduct scholarly research. Few community college faculty members have been able to keep abreast of their disciplines, and they enjoy fewer opportunities than their four-year college counterparts to participate in professional activities. Consequently, faculty burnout is becoming the new academic disease, as faculty members teach from year to year without significant professional development. While there are currently many faculty development programs, most place emphasis on how to teach rather than on what to teach, affording little support for scholarly activities. Community colleges need to define a middle ground, blending subject-matter research with pedagogical scholarship, in order to promote intellectual revitalization, to engage the community as a resource, and to provide field experience for students. Such a program has been developed at Montgomery College (MC) in Maryland, where faculty receive support for activities such as writing for publication, participating in performing arts, creating an artistic work, or holding a major office in a professional organization. In this way, MC is assured of having expert teachers, who are also experts in their fields. (EJV)