Various propositions on college teaching and learning, established by the professor and graduate students in a course at the University of Florida, are presented. The importance of both the professional discipline and teaching components is stressed. The propositions are intended for graduate students to use as a resource of basic information about the teaching-learning process. For each proposition there is a brief note and a reference to a bibliographic citation. Propositions are organized into the following groups and subgroups: General Assumptions (every person is different, basic tasks of education, true education is to love knowledge, natural potential for learning); College Instructors (academic culture, culture ignores teaching strategies, student adaptation, teachers teach as taught, teacher enthusiasm, challenge for instructors, and developmental stages of instructors); Students (students face many concurrent challenges, developing cognitive complexity, conditioning to fail, and intellectual growth); What Do We Know about Learning? (intellectual challenges, motivation instinct to mastery, novelty of reward, self-learning, effect of teachers on learning, students achieve at the expected level, small groups enhance learning, perseverance and success, mastery with time, best time for learning, and knowing key resources); and What Do We Know about Teaching? (the task of teaching, cooperation not competition, communicate objectives, objectives versus measures, varying instructional methods, myth of the normal curve, one level at a time, rethinking lectures, discussion alternate, and when students learn best). Contains 21 references. (SM)