This book investigates the challenge of defining and measuring learning outcomes within liberal arts education. Georgine Loacker, drawing on her experience in higher education, examines the historical development of liberal arts curricula and the evolving expectations placed upon them. The work analyzes various pedagogical approaches and assessment methods employed to articulate what students should know and be able to do upon graduation, addressing the inherent difficulties in quantifying the broad skills fostered by a liberal arts education.

This work is likely to be of interest to educators, administrators, and policymakers involved in higher education, particularly those focused on curriculum design and assessment in liberal arts contexts. Its historical perspective and focus on the practical challenges of defining learning outcomes suggest a text aimed at providing a grounded understanding of a complex issue within academic pedagogy. The book's approach likely offers insights into the ongoing debate about the value and measurement of a liberal arts education.