This review of academic programming considers changes that have occurred as a reaction to real or perceived shifts in institutional and social conditions and values, program design, and program approval, review, and evaluation. Among the conditions influencing programming decisions in the late 1970s are open-access policies, affirmative-action policies, the new majorities of part-time and female students, the demand for noncredit and nontraditional educational opportunities, developments in collective bargaining, and geographic duplication of degree program. The curriculum for American undergraduates typically contains three components: general education, the major concentration, and electives. It is shown that the undergraduate career is now divided almost equally among these three components, and that a growth in elective-taking has been at the expense of the general education component. Curricula have been redesigned to serve the increasing body of adult students, since the number of traditional-age college students has been declining. Program approval refers to a state agency's giving permission to an institution to offer a program. Program review involves analysis of an institution's existing programs, by a state agency, by the institution itself, or possibly by an accrediting group. In practice these terms often are used interchangeably. Publications and studies in various states on program review, approval, and evaluation are cited. A bibliography is included. (SW)