This report considers a number of ways to improve or reform college instruction. The methods discussed vary from those that would attempt to change what the teacher does to those that would change primarily what the student does. Which particular way one chooses to improve instruction undoubtedly depends on one's underlying philosophy of education. At one extreme, there are those who believe that the teacher's role is to help pass on a body of knowledge to students. While students are expected to put forth effort, a good deal of the responsibility for what students learn rests generally with the teacher, and improving teaching often means finding ways to improve such things as the organization of the course and the teacher's classroom performance. At the other extreme, there are those who believe that the responsibility for learning rests with the student, and that the teacher functions as a manager, a facilitator of learning who directs and motivates students when necessary. Improvement in this latter instance means helping the teacher to both develop and implement whatever techniques will cause students to learn more. In sum, the strategies for improving college teaching presented in this report, like the various roles for the teacher, cover a wide spectrum. (Author/HS)