This article highlights the findings from two studies about faculty productivity in the United States that were discussed at the American Educational Research Association's annual conference in San Diego this month. The first paper, titled "International Faculty: Experiences of Academic Life and Productivity in U.S. Universities," found that faculty members in the United States with foreign undergraduate degrees appear to be more productive as researchers than are those who earned degrees domestically. The paper says the reasons for this are unclear, especially given the relative dissatisfaction that such professors feel toward their jobs. The researchers offer several possible explanations: that only the best and brightest scholars of other countries secure tenure-track faculty positions at American colleges; that the foreign colleges where such faculty members received their undergraduate degrees were more selective or more focused in their offerings than the American colleges their colleagues attended; or that faculty members with foreign degrees simply work harder, perhaps because they are more focused or isolated or believe they need to work especially hard to gain tenure or earn U.S. citizenship. The second paper, titled "International and Citizen Women Faculty Productivity at Research Universities in the United States," was based on an analysis performed by Kate Mamiseishvili, an assistant professor of higher-education leadership at the University of Arkansas at Fayetteville. She found that the foreign women she studied were substantially less productive than their American counterparts in terms of the time spent teaching and working with students. The foreign women were substantially more productive, however, when it came to research, as measured by their publication records and the numbers of presentations or exhibitions they had given over the previous two years. Although citizen and noncitizen women did not significantly differ in the time they had devoted to service activities, the international female academics were substantially more likely to perform such activities within their own institutions.