The handbook is presented in four major parts. In part one Arthur Chickering sees college curricular change as a continuing process made necessary by conditions that are both internal and external to the college. In part two David Halliburton builds on Chickering's rationale, shifting the focus to the curriculum itself. Here he deals with the underlying assumptions of curricular design. William Bergquist introduces the subject of curricular practice, considering the general issue of curricular diversity and presenting an eight-category model of nontraditional curricula. Jack Lindquist then treats the topic of implementing curricular change, highlighting the skills needed in this phase. (MSE)