A review of the research literature on teaching and learning in the college classroom is presented. An introduction notes the role of research in identifying new goals for higher education and offers a conceptual framework based on a student mediation model and a focus on the process-product relationships between faculty teacher behavior and student outcomes. Individual sections then review the research in terms of: (1) student entry characteristics (intelligence, motivation and personality, and cognitive styles); (2) student cognition (knowledge structure, learning strategies, and thinking and problem solving); (3) student motivation (description of the expectancy path, description of the task-value path, antecedents of motivational constructs, interventions for motivation, and assessment); (4) instructional method (peer learning and teaching, the case method, lecture, class size, independent study, research on learning from reading, programmed instruction and Keller's Personalized System of Instruction, testing, and teaching methods); (5) academic tasks and activities; (6) attribute-treatment interactions; and (7) what effective teachers do. Tables and figures are included. Contains approximately 500 references. (SM)