The theory of comprehensive educational development is explored in terms of a plan for its implementation at Des Moines Area Community College (DMACC). The report first discusses the curriculum development model proposed by Taba in 1961 and identifies its curricular, instructional, and faculty development components. A rationale for a comprehensive educational development plan at DMACC follows a discussion of the current status of educational development at the college, which is characterized by unorganized efforts that result in the inefficient use of resources in the planning process, disagreement about the outcomes of curriculum development, lack of standards for development outcomes, and lack of faculty commitment to the development process. Long-range goals and objectives for educational development are then outlined, as are the following short-range activities: (1) defining the "product" of educational development, (2) establishing a structure for its implementation based on a closed-loop process of 14 suggested tasks, (3) developing strategies to marshall financial and human resources in the development process, and (4) testing this process on a pilot basis. The report concludes with a discussion of the criteria to be used in evaluating the process. Appendixes outline procedures for conducting comprehensive educational development, present a mission statement, and provide a time budget for a pilot test. (JP)