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Stephen J. Friedman, Outcomes, Learning, and Assessment in General Education 3focused on the development of outcomes at the program and course levels.The OUGE sponsors a series of seminars each year to faculty teaching coursesin the GEP. Indeed, the language of outcomes is familiar to all of those whoadminister the GEP at CUHK, and, by degrees, faculty are using outcomes toguide learning. The course approval process developed by the OUGE requiresoutcomes to be articulated. By stating what we expect students to know andbe able to do as a result of participating in our programs or enrolling in ourcourses, we are creating an environment in which learning and assessment canflourish. These three, outcomes, learning, and assessment, become integratedinto a framework within which students can make the most of their collegiateand GE experiences, and faculty can think about their programs and coursesfrom the perspectives of their students.Given a mandate (and moving towards an outcomes-based approachwas viewed in just that way by many faculty), the reaction is often to proposea new course. Suppose there is interest in having students grapple with ideasfound in seminal readings on a certain theme. There is no shortage of creativetitles for such courses. The World of Ideas, 2 developed as a capstone coursein the GEP at UW-Whitewater, is one with which I am familiar. Its origins,in part, can be traced to a frantic effort to revise the GEP, instigated by theuniversity’s administration. Doing what they do best, the faculty developedcourses like The World of Ideas primarily around the topics and texts thatthey enjoy teaching. Based on the readings used by some of the faculty on mycampus, I would love to teach that course! However, the natural first step inan outcomes-based approach should be to develop some outcomes; courses2 Students cannot enroll in the course until their junior year. Some of the themes include “TheGood Life,” “Human Condition,” “Community,” and “Visions of the Future.”