General education programs need not be circuitous or formless. They should: stress development of the intellect; focus on problem-solving skills; integrate general objectives and professional competencies; and foster interdisciplinary studies. (MSE)

A reflective judgment model of adult intellectual development is proposed, for use by college faculty and staff in helping students question their assumptions about knowing and learning and in making more reflective judgments. The model is based on cognitive development theory and has specific implications for the college years. (MSE)

Though student-designed programs have been justified by references to humanism, systems theory, and romantic idealism, a more secure foundation lies in developmental theory. When properly advised, it is suggested, student-designed programs resemble the most desirable processes of liberal education. (Author/MLW)