Methods and implications of various reforms in higher education are assessed. Such concepts as individualization, new roles for the teacher, the learning contract, the planning portfolio, and other wide-ranging resources for learning are discussed. Specific implications include: (1) the existence of more options and possibilities for students graduating from open high school programs; (2) the loosening of traditional requirements for college entrance; (3) changes in the uninterrupted course through 16 or more years of schooling; (4) changes in the students themselves; e.g., more adult students; (5) the theoretical implication concerning the curriculum and trends supporting the concept of life-long education. It is concluded that as the style of pedagogy in higher learning changes, the teaching styles of the next generation of teachers will be affected. The future teachers will function also as guides, facilitators, and learning consultants. (LBH)