The purpose of a project at the University of Oregon was to explore principles and procedures for experiential learning programs. Experiential learning in this instance refers to both prior learning and field experience. Considerable attention is paid to the Lila Acheson Wallace School of Community Service and Public Affairs within the university. This school has a strong tradition of sponsored learning, and its emphasis is on interpersonal communication and competence. The project report outlines a model of program development and proposes a continuum of institutional awareness and action. Two major concerns addressed are academic standards and costs, and the matters of program rationale and articulation are discussed. The progress of experiential learning at the University of Oregon is assessed, and the developmental needs of the program are outlined. (MSE)