ABSTRACT
Most American colleges and universities stipulate a general education component in the design of undergraduate education; however, there is no consensus on an ideal design for a general education curriculum (Astin, 1993). There is even less agreement on effective strategies to assess the quality of general education outcomes (Ratcliff, Johnson, La Nasa, & Gaff, 2001). Because of the importance of the foundation provided by general education courses, assessing the quality of such courses should be of paramount importance for all institutions. Strategies for assessing general education tend to reflect an institution’s mission and conceptualization of the curriculum.
