Changing curriculum involves more than effecting variations in content of particular courses; it involves the sum total of experiences afforded the student in the pursuit of his educational objectives. Rather than debate whether what is happening is new or different or evidence of change, this review of the current literature reports what is being written about curriculum and leaves it to the reader to make judgments about degrees or kinds of change. There is an attempt to compare program elements over time and to analyse these trends toward change in terms of three kinds of responses by institutions that have resulted in new programs: (1) the creation of new institutions; (2) the transformation of existing institutions as in the "cluster colleges" and the"college-within-college" as well as totally reorganized colleges; and (3) change through accretion and attrition, i.e., the addition of new programs or emphases and the droping of old programs. The transformation is illustrated by gradual changes and developments in general education, in the areas of concentration or majors; the development of new areas of concentration; the changes in academic calenders to allow for more course experimentation; and procedural changes, such as new grading systems, variations in advising, development of contract and performance-based courses, and others. (JMF)