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)

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 agenda for promoting and expanding experiential learning in other cultures includes building commitment, examining organizational issues in program planning and implementation, assessment needs, and discussion of faculty and student rewards of cross-cultural study. Additional resources and literature references are given. (MSE)

Periodic assessment of cooperative education programs is shown to provide a sound information basis for future program directions. A comorehensive evaluation model is described that focuses on what is done, how it is done, and why it is important. Specific goals are outlined. (Author/LBH)

Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

An experimental MBA at Southern Methodist University is described in which the primary learning experience for students involves live projects with business organizations in the local community. A summary of results from research conducted on this program is presented, showing the comparative effectiveness of this program with a traditional one.…