The paper describes an experimental program for college freshmen which applies Piaget's theory of human development to students' academic and social experiences. The program, Accenting Development of Abstract Processes of Thought (ADAPT), was designed to facilitate movement of students from concrete operational thought patterns to more formal thought patterns. It incorporated three elements which are critical to basic theories of development: concrete exploration by students, application beyond the classroom, and peer interaction. ADAPT was used in six content areas: English, history, economics, physics, anthropology, and mathematics. The courses began with concrete exploration activities and moved gradually toward more abstract formulations. For example, anthropology classes observed and recorded people's communication through positions of eyebrows, lips, arms, and legs, in order to prepare for study of research findings about body language in various cultures. Another aspect of the ADAPT program addressed the emotional/ethical side of students' experiences. In an initial exercise, students wrote descriptions of learning experiences they had encountered outside the formal educational setting and identified experiential elements that had facilitated their learning. After sharing these experiences within small groups, students were ready to apply the concepts to academic work. It is pointed out that integrated programs of student development must support academic program goals. (Author/AV)