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.…

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)

Moving problem-centered, experiential programs into the mainstream of graduate and professional education will require more formal mechanisms for leadership. Students of graduate education programs that infuse the disciplinary study of academe with the applied perspective of professional practice gain broader contact with the problems of the…