Canadian journals in psychology, education, and higher education were reviewed to assess the contribution of psychology to Canadian higher education. Over 100 articles were selected, plus books and monographs published between 1970 and 1980. The articles were grouped according to whether they dealt with cognition and learning; instruction; student characteristics; or the organization and operation of the university from a psychological viewpoint. Within each topic area, a further discrimination was made between whether the articles were theories and experimental findings, or methods and measurements. Two-thirds of the research was done in the areas of cognition and learning or instruction, with the greatest emphasis on teaching methods and the evaluation of teaching. Research in cognition and learning focused on modes of learning and on the actual process of learning and thinking. In the category of instruction, teaching goals and factors and the interaction of instruction and cognition were focal topics. Methods at this level were concerned with the effects of different teaching methods, the training of teaching assistants, and the evaluation of teaching. At the level of student characteristics, achievement and development factors were prominent, and methods for selecting and upgrading students were found. At the most global level, the organization and operation of the university, the principal topics were staff development and psychology in the university, and the methods dealt with special programs in higher education, and evaluation in and of the university. It is suggested that most of the work with concrete and abstract learning has not been applied to knowledge as it is found in university programs. A bibliography is appended. (SW)