This volume presents the proceedings of a conference on higher education non-traditional and interdisciplinary programs. The papers are grouped into 13 categories. The categories, together with some of the topics treated by the papers grouped within them, are as follows: (1) "Assessing Experiential Learning" (integration into a traditional four-year institution, new directions, new collaborations, 10 years of portfolio program assessment at Lewis and Clark State College, Fairleigh Dickinson University's portfolio process, assessment standards); (2) "Changing the Culture of Teaching and Learning" (student self-assessment; the political geography of higher education; cultures for emancipatory curricula; Lynchburg College, Virginia; an evolving write to learn program); (3) "Creating Learning Communities" (coping with change, faculty reward systems, collaboration, adult learners, Marist College Cluster, teaching in prison); (4) "Decentering the Teaching Process" (client-centered courses, student directed learning, and team learning); (5) "Defining Ways of Knowing" (intuition, the culture of knowing, reconciliation, the liberal arts); (6) "Developing Effective Teaching Techniques in Interdisciplinary Programs" (connections across disciplines, analyzing student evaluations, teaching debate and the canon, secular study of religion, team teaching, interdisciplinary study through the modern novel, problem based learning, the Dyad Seminar, learning journals); (7) "Developing New Methods, Models and Markets" (graduate study, critical thinking, advanced writing, textual studies, nontraditional doctorate, pre-service teachers course, adult education market, human cognition and predispositions, adaptive behavior); (8) "Integrating the Arts and Sciences" (arts and sciences and the visual arts, history, drawing, integrating creative writing and science in the classroom); (9) "Linking Technology with Nontraditional/Interdisciplinary Education" (creating learning communities, distance graduate education, videotaping, interstate authorization of distance education, State University of New York via satellite, assessment, a quantitative reasoning course); (10) "Meeting the Needs of Special Constituencies" (politics of education, effective management education, assessment, the weekend format, learning spirals, returning women, preparing non-access adults for middle class jobs, adult learners, critical thinking, Cambridge College, educational opportunities, assisting inner-city families); (11) "Providing Quality Programs Off Campus" (humanities programs, program "how to" , models); (12) "Serving Corporate Needs Through Partnership Models" (program models, follow-up analysis, prior learning assessment); and (13) "Understanding the Politics of Nontraditional/Interdisciplinary Education" (home economics, student service, gaining support for nontraditional programs, an analytic framework, Cazenovia College, New York). References follow many of the papers. (JB)