A series of 10 seminars on teaching and learning across the curriculum were offered at Burlington College (Vermont) to improve faculty morale and to provide faculty development at this college which relies on an all-adjunct faculty. These interdisciplinary seminars focused on local context and culture. The 32 participants, who were paid an honorarium, were required to write papers on any aspect of teaching and learning at the college. While half of the seminars focused on these papers, the remainder focused on general considerations, such as teachers as classroom researchers, the philosophy of education, and learning theories. All participants rated the seminars highly; they viewed the seminars as an opportunity to work with other faculty and appreciated the interdisciplinary experience. In addition, a questionnaire was completed by 53 faculty at the college to obtain demographic information, along with faculty ratings on both the importance of and satisfaction with 41 items related to faculty morale and faculty development. Interview and survey findings indicated high morale among adjunct faculty in a variety of areas such as academic freedom, small class size, and student support services. However, the greatest gaps between faculty expectations and satisfaction centered on compensation for teaching and nonteaching functions. (SW)