We discuss cognitive dissonance in several areas throughout academia. We begin by looking at teaching and learning in an electromagnetics classroom and give arguments on how dissonance can lead to deeper learning, increased motivation, improved introspection and an admission of incomplete knowledge. It's argued that if enough time and energy is allotted to resolve the dissonance then many of the dangers of using cognitive dissonance can be avoided. We move from the classroom to focus on professors and researchers where it's argued that cognitive dissonance can lead to ethical failures or even misconduct. Finally, we look at how project funding may lead to a researcher's dissonance, and in turn, to defending beliefs or ideas that they themselves don't hold. By exploring these ideas in several areas, we show the many facets and intricate nature of cognitive dissonance in general.