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Stephen J. Friedman, Outcomes, Learning, and Assessment in General Education 7when it comes to their own civic responsibilities, environmental stewardship,and so on. GEPs should also inspire students to see themselves as alwaysunfinished, and that there is always more to learn.Teamwork: One of the facets of the GEP housed in some of the Collegesat CUHK is a capstone project—a Senior Seminar. Like the FoundationCourse, this course helps insure a commonality of GE experiences. Here,students work in teams, each with members that cross a spectrum of majors,to produce a written project that will be presented orally to peers. One of thecomplaints often heard in a range of employment settings is that workers lackthe skills necessary to be part of a team. Finally, the Colleges at CUHK havedeveloped a number of “informal” learning opportunities for students. Theseinclude listening to speakers on a range of topics and completing projectswith peers. These experiences are designed to instill a sense of collegiatepride and the realization that learning can occur both inside and outside ofthe classroom.Thus, my ideal GEP results in students who can make practical judgmentsusing a range of problem-solving strategies. They are firmly anchored in anunderstanding of their own culture but appreciate the contributions fromothers, value learning across their entire lifespan, and are able to workeffectively with others. Certainly there are other dimensions not listed above(perhaps arguably more important ones). However, after watching from afarrecent events that have unfolded in the United States (the demise of severalbulwarks of the financial sector, the continued waging of the war in Iraq, risingunemployment, and the mortgage crisis), I am convinced that emphasizingthe ability to use practical judgment will be of paramount importance fortomorrow’s citizens, and it is the cornerstone of my ideal GEP.