Guidelines, theory, examples, and references pertaining to self-assessment for colleges and universities are presented in this publication from the University of the State of New York. Guidelines as drafted by the Regents' Project on Self-Assessment for Colleges and Universities include a list of conditions for self-assessment, the procedural steps, and a summary of criteria for the assessment process. Models of self-assessment programs undertaken at 15 New York colleges are described. The models illustrate various aspects of self-assessment including: faculty evaluation, cost of self-assessment, the necessity of involving both administrative and teaching staff, and strategies to encourage staff participation. Brief essays on the rationales for self-assessment by Harold Orlans (On Institutional Self-Evaluation), Marvin W. Peterson (Self-Assessment: Balancing Perspectives for Improved Institutional Viability), Ernest G. Palola (Program Effectiveness; Beyond Cost-Benefit Analysis), Gordon W. Blackwell (The Scope of Self-Assessment in Institutional Planning: A Case Study), and Bruce Dearing (Self-Assessment for Growth) are included. An annotated selective bibliography is included as well as a list of the participants in the Regent's Project on Self-Assessment for Colleges and Universities. (SF)