Implications from common themes underscore the need to redefine and expand the purposes of professional education and to consider experiential learning programmatically in relation to these purposes. Other implications relating to program design and to how we view and manage the process of learning are summarized. (Author/MLW)

Institutionalization of experiential learning can be enhanced by an administrative office that serves individual programs without limiting the autonomy and initiative of faculty and academic departments. Some critical factors in the federation of field-based learning programs at San Francisco State are highlighted. (MLW)

The programs of sponsored experiential learning can improve their bargaining position within the institution by practicing and demonstrating cost-effective forms of operation. Effective sponsored experiential learning programs can actually increase the cost-effectiveness of the host institution. (MLW)

Field educators are increasingly looking to programs of prefield preparation to help students bridge the gap between academic campus-based learning and field experience programs. Examples of such preparation include, in addition to job skills, cross cultural training, learning and data gathering skills, role and group skills, and decision making.

The role of the cooperative education program coordinator, vital to the success of the program, is shown to include student advising, job placement, and liaison with employers and with teaching faculty and administrators. Guidelines are suggested. (Author/LBH)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

The community experience program at Boston University, designed to provide services to students and faculty in the areas of field education, career exploration, and voluntary action, is described. The staff's understanding of formal and informal systems was the key to successful program development. (MLW)

Most college curricula are matched by professional counterparts in state and federal governments. A program of public service internships can serve the liberal arts by bringing them together. The Albany (New York) Semester Program places students in full-time 15-week internships with state agencies. (MSE)

Since contemporary society creates serious problems in the education of youth, it is suggested that carefully planned and executed programs of cooperative education can help ameliorate the situation. The issues of educating for employment and transmitting values are discussed. (Author/LBH)

Although cooperative education may be uniquely American, other nations place great importance on relating work and education. Types of programs, calendars and schedules are reviewed, and global patterns are described. (Author/LBH)