The educational reform movement of the 1980s has sparked a renewed emphasis on the quality of teaching and learning, not only in community colleges, but at every level of education. Most teachers embark upon their careers knowing very little about teaching and learning and, unfortunately, remain naive observers of their profession. Classroom research provides an opportunity for teachers to sensitively and knowledgeably observe their students' learning and the day-to-day effects of their teaching. Drawing upon stimulus-response and cognitive psychological theories of learning, classroom research calls upon college teachers to obtain feedback from their students throughout the semester and to use the results to form or shape instruction as it progresses. Classroom research increases the productive interactions between teaching and learning by investigating what teachers do to cause learning. The tools of classroom research are necessarily different from the statistical methods of traditional educational research. One tool, called "Minute Papers," asks students to state the most important thing they learned during a class session and identify the questions that remain uppermost in their minds. Classroom research methods are designed to integrate research on the effectiveness of instruction into everyday teaching on an ongoing, self-renewing basis. The teaching orientation and comprehensive curricula of the community college make it the ideal arena for classroom research. (JMC)