This lecture, by a professor of English and literature who is a recipient of the AAU (Association of Atlantic Universities) Instructional Leadership Award, states that the lecturer does not have a lot of faith in faculty development as a way of improving university teaching. The lecture also states that the professor is generally skeptical of lectures by outstanding professors--like the one he is giving. The lecture focuses on the professor's objections to faculty development (and he once was a faculty development officer), especially when there are lots of faculty members who have not the slightest interest in improving their teaching. There are many professors who do not believe it is their responsibility to be wonderful teachers; they believe that university students should be wonderful learners and that wonderful learners will learn from pretty well anybody who understands a discipline or area of knowledge. As an example, the lecture recounts the educator's experience when he was involved in a revision of the course numbering system at St. Thomas University (New Brunswick, Canada). It also gives the example of developing English department curricula. The lecture suggests that if situations are arranged in which people talk about learning in the context of "collaborative investigation," as opposed to the context of attention to individual, isolated teachers, everybody's attention will be directed to something other than whether an individual professor's teaching is "up to snuff." (NKA)