Something is happening at the University of Texas of the Permian Basin, Odessa, that may be a partial answer to current campus crisis a portent of things to come. Anew program at this upper level university will allow the student to meet the objectives of a course at his or her own pace. No grades will be given. In structors will announce the course objectives as well as how the student is to demonstrate her achieve ment of these objectives. Students may demonstrate their achievement via term papers, projects, formal ex aminations, oral examinations, laboratory experiments, producing a work of art, etc. When the instructor is satisfied that the student has demonstrated her achieve ment, credit will be given. This may take a few weeks in some cases, many months in others. Tell a student the objectives/' says Mager, and we may have to do little else. The campus crises have resulted in many changes in curricula programs of study. Many changes can be characterized as expedient, not based on laboratory proved principles of learning behavior. Most col leges universities indeed are attempting to update the curriculum using methods that are based on faulty assumptions. The first questionable assumption is that people have an innate intelligence that can not be changed by environment. The truth is there may be a variety of intelligences, or no intelligence at all. Greenspoon points out that the concept of intelligence as scholastic aptitude covers a very limited kind of intel ligence, an intelligence related to learning academic subject matters. Under this concept high school students with only modest scholastic aptitude test scores are denied admission into many colleges. Admissions offices take test scores as a reflection of what a student can learn. Yet low scholastic aptitude test scores may be a function of many variables besides intelligence. Many students who could learn with different procedures methods are denied the chance to learn simply because they haven't learned in the past. Another faulty old assumption is that there is some thing magical about spending a fixed amount of time learning a given quantity of material. A fixed time base may have numerous administrative advantages, the debate over the relative merit of the semester, trimester, quarter systems continues, but the amount of time spent on learning a subject is not related in any sig nificant way to student learning. Students are not equal when they enter a course. They cannot proceed at the same rate. The instructor therefore is forced to create