Views of academic affairs officers in U.S. state-supported senior colleges and universities concerning curriculum development were surveyed. A random sample of 217 state institutions listed in the 1979-80 "Education Directory for Colleges and Universities" participated. Respondents rated 19 questions on a Likert-type scale. Based on the findings it is concluded that: (1) a conceptual or theoretical framework is necessary to guide curriculum efforts; (2) courses should be experimentally tested prior to full implementation; (3) a needs assessment should be conducted as a major early step in any curriculum effort; (4) a variety of relevant learning experiences should be provided to the students; (5) a greater effort must be made to develop more individualized learning; (6) instructors should learn a variety of teaching techniques; (7) faculty need assistance in how to close the gap between valuing individual differences and doing something with those differences; (8) diagnostic testing should take place early in a course so corrective measures can be employed; (9) time, consultants, inservice programs, and financial resources should be provided to the faculty to benefit the curriculum; and (10) those responsible for the curriculum need to develop systematic plans prior to pursuing their efforts. (SW)