THE ACCEPTED GOAL OF TEACHING IS TO CAUSE LEARNING, AND THE LEARNING SHOULD BE EVIDENT IN THE CHANGED BEHAVIOR OF THE STUDENT. ALTHOUGH IT IS GENERALLY ASSUMED THAT JUNIOR COLLEGES STRESS TEACHING, WHILE THE UNIVERSITY EMPHASIZES RESEARCH, INSTRUCTIONAL IMPROVEMENT HAS BEEN THE SUBJECT OF FEW INSTITUTIONAL RESEARCH PROJECTS. GOLDEN WEST COLLEGE, IN PLANNING AN AUDIO-TUTORIAL APPROACH, DEFINED ITS OBJECTIVES IN EIGHT STEPS--THE GOALS AND THEIR HIERARCHY, THE TIME AND SEQUENCE OF EACH UNIT, THE MOST EFFICIENT METHODS OF TEACHING WITHIN THE LIMITATIONS OF BUDGET AND OTHER OBSTACLES, PREPARING INSTRUCTIONAL MATERIALS, AND COLLECTING DATA FOR EVALUATION. OAKLAND COMMUNITY COLLEGE IS PREPARING PROGRAMED INSTRUCTIONAL MATERIALS FOR USE IN ITS SYSTEMS APPROACH. OBJECTIVES AND WAYS TO EVALUATE THEIR ACCOMPLISHMENT ARE ESTABLISHED BEFORE THE COURSE IS GIVEN, THEREBY SPECIFYING GOALS FOR TEACHERS, ADMINISTRATORS, AND STUDENTS. THE TYPICAL JUNIOR COLLEGE, HOWEVER, CONDUCTS LITTLE CONTROLLED RESEARCH. EFFORTS AT INSTRUCTIONAL IMPROVEMENT ARE LIKELY TO (1) BE UNSYSTEMATIC, (2) BE MADE BY ADMINISTRATORS, NOT TEACHERS, (3) PROVIDE NO WAY TO MODIFY THE SYSTEM IN ACCORDANCE WITH VALID FINDINGS, (4) LACK MEASURABLE GOALS FOR STUDENTS, (5) FOCUS ON INSTRUCTOR BEHAVIOR INSTEAD OF STUDENT GAIN, (6) FOLLOWUP ONLY THE TRANSFER STUDENT, AND (7) RELY ONLY ON THE GPA FOR EVALUATION OF STUDENT PERFORMANCE. THIS ARTICLE IS PUBLISHED IN "IMPROVING COLLEGE AND UNIVERSITY TEACHING," VOLUME 16, NUMBER 1, WINTER 1968. (HH)