A teacher's experiences in teaching higher education in the United States during the 1981 fall semester at the University of North Carolina at Chapel Hill are discussed. The course is an introductory course for graduate students in the higher and adult education doctoral program, but it also attracts students from throughout the university and nearby institutions. A new approach was used for the fall 1981 semester: students learned about higher education by designing a course. The weekly classroom activities were not markedly different from other semesters, but the main goal of the course directed students to come up with a coherent and comprehensive course on Higher Education in the United States. Classroom activities included oral presentations by students, which other students evaluated. Students assigned a grade individually and the average was the grade for the presentation. While one exam was prepared and graded by the instructor, the second was individually designed and taken by the students. The instructor graded both the content of the second exam and the questions posed. The final variation from the usual course conduct was the ultimate product: an outline of a course entitled, "Higher Education in the U.S." In addition, five evaluations of the course were provided by the students: on the first day of class; after the first exam; half way through the course; an instructor-designed evaluation at the end of the course; and a computerized school-wide evaluation. Copies of the evaluation forms and actual responses are appended, along with a course outline that specifies course objectives, requirements, tests, and reading assignments. (SW)