Experiential Learning programs are so dispersed within a university that one of the first steps in institutionalization is systematic study of existing activities and practices. The benefits of such an effort are described and procedures based on experiences in pilot attempts are suggested. A sample instrument for study is provided. (MLW)

Experiences in prior learning programs are discussed by three adult learners. The College of New Rochelle's Life Experience Portfolio Program, Marylhurst Education Center's Prior Learning Program, and Ohio University's Prior Learning Program are summarized. (MLW)

Rigorous professional standards and review procedures, appropriateness of program goals and activities, and use of mutually reinforcing pedagogical strategies are seen as typical of experiential learning in established graduate education programs. Twelve programs using experiential learning in graduate and professional education are examined.…

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 implementation of a management and decision information system at Marylhurst College for Lifelong Learning and its potential for similar programs is discussed. The system has three areas of decision making: learners, divisions, and program management. The functions of marketing, student information, and cost analysis are being developed.…

A model of graduate experiential learning assessment is proposed, based on the work of the Council for the Advancement of Experiential Learning. Present program practices in 12 programs are related directly to the model so that sound practices can be identified and replicated in other programs. (MLW)

The consortial approach to assessment of prior learning can reduce costs and increase the availability of service. CLEO (Compact for Lifelong Educational Opportunities), a consortium of 38 colleges and universities in the Delaware Valley region, is described. (Author/MLW)

Three prior learning program directors relate their experiences with program implementation. Three different types of institutions are represented: Sinclair Community College, State University of New York at Cortland, and American University, Washington, DC. Vital statistics and program descriptions are presented. (MLW)

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)

If educators and employers operate on the assumption that learning can occur in a variety of settings for different purposes, higher education-business collaboration can extend the resources of both and create new opportunities for learners. Specific FIPSE projects are noted. (MLW)

For many experiential learning programs, the critical task in program institutionalization is the process whereby external funding for program development is replaced with institutional funds for program continuation. The success of cooperative education at Tidewater Community College is described. (MLW)

Employee desire for academic credit can be a key element in creating productive programs and communication between business and higher education. The nationwide Program on Noncollegiate Sponsored Instruction is described. Monitoring the quality of corporate training is seen as essential. (Author/MLW)

The Lisle Fellowship program in 14 countries focuses on human relations in an intercultural group and integrates interaction within the group to interaction within the host community, attempting to broaden personal perspectives about values and attitudes. A time is provided to risk new behaviors or test new responses. (MSE)