Undergraduate English faculty and faculty in six graduate fields were surveyed about students' academic listening needs. The objectives were (1) to obtain perceptions of the importance to academic success of various listening skills and activities, (2) to assess the degree to which both native and non-native speakers experience difficulties with these skills or activities, and (3) to determine faculty views of alternative means of evaluating these skills. Results show faculty perceived some listening skills as more important than others for academic success, including nine skills related primarily to aspects of lecture content. Faculty perceived that non-native students experience more difficulty with all listening activities, and that non-native students have disproportionately greater difficulty with some activities, such as following lectures given at different speeds and comprehending or deducing the meaning of important vocabulary. With respect to measuring listening comprehension, some general approaches and specific item types were judged more appropriate than others, including tasks entailing recall of details and inference or deduction. The results are used to suggest further research on the construct validity of the listening comprehension section of the Test of English as a Foreign Language. The survey questionnaire is appended. (Author/MSE)