This monograph originated out of a concern that the development of the Doctor of Arts (DA) programs might founder on the insistence that they be of equivalent stature to the Ph.D. Some attempts at defining the DA justify this concern, for they vary so little from the Ph.D. pattern that it is difficult to determine whether university departments generally constitute an appropriate vehicle for developing a degree for college teachers. Observations of departments indicate that they are knowledge- or discipline-oriented rather than teacher-oriented. The very nature of the departmental organization savors more of research than of undergraduate education. Thus, this monograph attempts a statement of the criteria for a college teaching degree without regard to its equivalence to a Ph.D. (Author)