Assuming that nontraditional institutions espouse teaching and learning approaches that differ from conventional elitist college education, this book shows what can be done for high-risk students, and also how it can be done. Their philosophical orientations are identified and related to instructional content, objectives, and strategies. Chapters include the following: (1) "Perspectives on Instructional Systems Design," which presents theoretical and experiential views on the why, what, who, how, and how well of instructional systems; (2) "Perceptions of High-Risk College Students," which describes the personal and demographic identities of these students; (3) "Instructional Systems in American Higher Education: Private-Traditional, Land-Grant-State, Black, Community," which gives an overview of the salient characteristics of instructional procedures in each of those institutions; (4) "An Instructional Paradigm for High-Risk College Students," which includes its rationale and basic assumptions; and (5) "Taking Stock--Meeting the Challenge," which calls for positive steps to be taken in all types of institutions to systematically deal with the complex problems of upgrading undergraduate teaching. Appended are a basic, prototype English course syllabus, an article on "The Literate Demands of a Typical College Textbook," a condensed review of levels and dimensions of reading comprehension, and an article on the Directed Reading Activity (DRA) adapted to college studies. (MSE)