American Indian Studies as developed in institutions of higher education should be designed to produce a new type of person--a warrior-scholar, community activist who not only understands the various worlds in which the Indian must live but is actively involved in improving these worlds via bicultural participation in a pluralistic society. The development of Indian Studies should include courses for undergraduates, graduates, and summer institutes taught by Indian teachers or non-Indian professionals who have been sensitized to the Indian perspective. An informal survey of the kinds of courses most successful in American Indian Studies reveals a need for courses in: (1) general nationwide history; (2) culture as expressed via language; (3) the urban Indian; (4) regionalized history; (5) literature and oral traditions; (6) ethno-science; (7) Native women; (8) music; (9) art; (10) dance; (11) penal institutions; (12) community development; (13) the reservation Indian; (14) religion and philosophy; (15) contemporary issues; (16) an historical perspective on Indian education; (17) research and analysis of critical issues affecting the American Indian; and (18) direct independent study. Graduate programs utilizing these kinds of courses should be practical and field based to assure emergence of the warrior-scholar. (JC)