We live by the unspoken creed that teaching is, well, not really what one is supposed to be doing. Conversely, doing a lot of teaching is construed as a sign that one is not doing well. This perverse reasoning leads scholars to conjure up all manner of strategies geared to evading the lectern and maximizing undisturbed research time. In their ingenuity and inventiveness, these tactics have the quality of grift.
Teach or Perish – The Chronicle Review – The Chronicle of Higher Education