College students involved in initiating curricular change demonstrate a receptivity to the use of certain kinds of environmental conditions in an educative manner. These students are self directed, exploratory and have the ability to create their own opportunities for satisfaction. Most college students, however, are not part of this group, and have not developed "educative" response patterns. Redesigning our campuses into "educational environments" would make them more responsive to the needs of this larger group. Such environments would include the following features: (1) provisions for diverse stimuli for students, (2) discouragement of traditional responses, (3) encouragement of new kinds of responses, (4) encouragement of active and analytical participation of students in the environment, (5) increases in the anxiety threshold when low levels threaten to paralyze adaptive behaviors, (6) acceptance of normal student "identity crises", (7) opportunities for students to test their new selves and knowledge, (8) appropriate feedback to students as they change, and (9) sympathetic resources for students when necessary. (LS)