Rooted in the philosophy of John Dewey and the work of Kurt Hahn, experiential education is a process of whole person education based on active participation by the learner in the learning situation. As professionals committed to student development, student personnel administrators are particularly well-suited philosophically and institutionally to implement an experiential learning program. They command a variety of resources and can accommodate experimental efforts more readily than other university entities. A student affairs experiential learning center (ELC) could, for example, offer outdoor and survival education, cultural journalism, craftsmanship, and/or a variety of avocational leisure-time activities, as well as volunteer service learning activities. The student center is especially well-suited to house an experiential program, for it already has the facilities needed in an ELC program, an adaptable staff, and great campus visibility. Development of a student affairs ELC must include open communication with other groups and agencies and an interdisciplinary approach that encourages cooperation rather than competition. Provision also must be made for insurance to cover ELC staff, student center, and the university. Evaluation is essential to the program's credibility and its ability to learn from experience. Elements subject to evaluation include individual student outcomes (satisfaction and personal growth), teacher outcomes (personal and instructional development), and program outcomes (effectiveness in terms of the target population). (JC)