College teaching is examined in the context of the institution and the society that has changed socially and economically. Patterns typically followed by academics are noted, and the following influences are addressed: inflation, declining enrollments, the age distribution of faculty members, the notion of autonomy of faculty members, faculty members as entrepreneurs, accountability pressures and bureaucratization of an institution or systems of institutions, and government regulation and colleges. Theories of adult and career development are reviewed in terms of their usefulness in guiding decisions affecting today's faculty members. The extent to which a college or university could support career development or assessment activities for its faculty and staff members would relate to questions about effectiveness, reliability, and costs. Characteristic cases of seven faculty members whose careers illustrate difficulties academics may face at several stages of their lives are considered. Institutional approaches to resolving some of the faculty members' difficulties, and approaches taken by faculty members themselves, are examined, along with steps that may benefit younger faculty members, professors in midcareers, and those approaching retirement. Dilemmas facing those who may wish to alter traditional career patterns and recommendations addressed to faculty members, institutional administrators, trustees, and others are also considered. A bibliography is appended. (SW)