Postsecondary instructional dynamics is a complex process in which inputs (student characteristics and expectations, resources, and faculty characteristics and preparation) are converted through the educational process (instruction strategies, models, and techniques as well as supportive services) into outputs (outcomes and benefits of instruction to students and faculty that are identifiable through assessment). Through feedback, outputs from one period of time are transmitted back to inputs for a later time. Together with a context for instruction (which includes such factors as new and continuing students, faculty, and interest groups), these dimensions of postsecondary education interact with one another to form the process of instructional dynamics. As the demand for accountability and academic reform on the part of two-year postsecondary institutions increases, instructors and administrators will need to turn their attention to the major problems and issues in instructional dynamics, including student participation, attributes, learning styles, intellectual development and capacities for critical thought; assessment of student outcomes; comparative studies about teaching and learning across the curricula now found in two-year colleges; research to determine what factors in instructor career preparation will improve student learning; the relationship between student learning needs and expectation; organizational structures and management practices that might result in more active learning; and the impact of technology on two-year college teaching practices and on access to information and development of literacy. (MN)