Factors involved in the planning, development, and review of degree programs, as well as features of traditional and alternative approaches to improving degree programs, are examined. After considering terminology and different philcsophies of education, attention is directed to the importance of program structure and the necessity of considering outcomes, content, and structure. Traditional means of structuring programs are considered, as are alternative methods that are grounded in the nature of the specific academic discipline involved. Four distinct styles of teaching and their relationship to particular outcomes are analyzed, and the usual approaches to faculty planning of courses and programs are examined. Suggestions are offered to improve course and program descriptions to increase student understanding and motivation. Systematic procedures for recurrent evaluation of courses and programs to determine program need, quality, and relationship to other curricular developments in the institution are described, and the role of student advising in curriculum and program evaluation is examined. Specific responsibilities of administrative officers at various levels in reviewing program quality and effectiveness are also addressed. A resource guide that suggests principles for program development and a second resource guide that suggests a way of dealing with the recurrent problem of course section size and the sound use of instructional resources are included, as is a comprehensive bibliography. (SW)