An evaluation was made of a pilot three week graduate seminar in community development offered at Syracuse University in 1970 as part of the graduate program in adult education. It also tested Robert Stake's Countenance Model, a typology or framework involving the concepts of adult education program rationale, inputs, transactions in the learning process, and outcomes. As the work progressed, the Stake model was applied. Data were drawn from daily student recorder notes, a summary questionnaire, required term papers, interviews and conversations with students, and such theoretical sources as Mouly's "The Science of Educational Research," Stake's "The Countenance of Educational Evaluation," and an Alan Knox chapter in Shaw's "Administration of Continuing Education." The most successful data collecting instrument was the series of daily notes, designed to provide practice in "Action Research" and to provide feedback for modifying subsequent presentations. The Stake model proved to be a useful organizing principle, but the questionnaire needs to be refined through continuous use. Explicit statement of teacher expectations, plus some ongoing supervision, seems desirable; and independent verification of goal achievement might be attempted by formal test procedures. (LY)