If academic material is to have the same force as social and personal experience at the college level, then educators need to allow more experiences on the academic road. That experiences are becoming more important is evidenced by the emergence of competency-based programs, experimental teaching programs, cluster colleges, and experiential interludes during the college year. Efforts to add experiences to the college curriculum are also coming from faculty who are disenchanted with providing only conjecture and description. This disenchantment grows out of serious questions about the efficacy of the lecture as the sole vehicle to encourage learning. The ADAPT program at the University of Nebraska represents one possibility for those trying to wed experience and ideas. The ADAPT program encourages students to experience multiple academic disciplines in an abbreviated fashion. Further, within the context of the college classroom these experiences provide the basis for understanding the conjecture and description which is central to the discipline in question. In the following discussion the theoretical rationale for the program is described, and implications for college students are drawn. Specifics of the ADAPT program are outlined and evaluations of the program's first two years are presented. (Author)