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As the pandemic wears on, expect heavier teaching loads, more service requirements, and more time online. [ABSTRACT FROM AUTHOR]

Departmental service sounded like a nightmare. But I could avoid it for only so long. [ABSTRACT FROM AUTHOR]

The author argues that U.S. college and university administrators should review their employment policies in light of labor organizing among adjunct faculty members. Topics include a contract agreement between Tufts University and adjunct professors, financial aspects of changing relationships with low-paid adjunct faculty, and the role of college presidents in relating to part-time faculty and full-time faculty teaching workloads.

The article focuses on the issue of taking naps among college professors. It explains that there is a derogatory stereotype connected with nap-taking and comments on the need for college teachers and administrators to nap more than people in other professions. Comments from various academics are included which describe their personal nap routines. The college teachers and administrators include Chon A. Noriega of the University of California at Los Angeles, Bruce Baird of the University of Massachusetts at Amherst, and Amitava Kumar of Vassar College.

The article discusses how some officials at universities and colleges in the U.S. are encouraging their professors to take a more active role in raising money for their institutions. According to the article professors often resist requests for help from an institutions fund-raising office, because they believe it is not part of their job description. The article asserts that while professors are reluctant to participate in fund-raising activities, many school officials believe that professors are the best suited candidates to raise money, because they are the closest university employees to the students and they have a better understanding of how students will benefit from charitable gifts.

The author discusses the benefits of taking a sabbatical from teaching at a college level. The author recounts her sabbatical experience, which involved writing a book and catching up on sleep. For the author, becoming a college professor was a rewarding experience, but she never expected the level of commitment involved with the job. The author explains that becoming a college professor means more then just the normal duties involved with being a teacher, correcting papers, lesson planning, ect, it also involves constant lobbying for programs to be funded and numerous committee meetings on various subjects.

The author discusses his decision to reduce his teaching work at a U.S. university, arguing that pay for faculty is insufficient given the long hours and amount of work required of college teachers. Topics addressed include the author's experience as a full-time instructor in journalism and history courses, demands on college professors to produce research and perform administrative duties, and pay disparity between the private sector and public universities and colleges.

The article discusses leadership in college and university professors, and argues that faculty members who seek leadership roles are needed and should be cultivated. The argument that academic culture often prevents leadership development and encourages faculty to avoid administrative responsibility is offered, and the suggestion that institutions should devote time and money to leadership training is offered. The assertion that professors must accept changes in higher education including greater administrative responsibilities is also presented.

The author reflects on how the university had to be more efficient. He emphasizes the need to revamp the academic calendar, restructure the teaching loads, reorganize the services provided, and re-evaluate core missions. He believes that state legislatures will soon demand accountability far beyond what is asked for today, and the campus balance sheets must make economic sense.

The author discusses her own experience with trying to start an academic program as an assistant professor, and puts that experience in the larger context of assistant professors trying to gain tenure. The author recounts how her and another assistant professor developed an academic program that become very popular at their university, but though the program was a success, the two were getting criticism from the administration for not working on enough research projects. The author was denied tenure status, by the university's administration, which she asserts happens to most assistant professors who put service obligations ahead of their own research.