Abstract
Any institution of higher education intending to conduct a major reform of its general education program inevitably will confront the multiple challenges of designing and delivering a curriculum with understood purposes and proven effectiveness (Reynolds, 1998, p. 150). Successfully meeting those challenges may entail significant alteration of the substance and oversight procedures that typify the program being replaced. The relevant literature avail able for consultation is substantial, but typically offers case stud ies that are success stories. We believe, however, that much can be learned from curriculum reform experiences that are unsuccess ful. Hence, in this essay we pursue two interrelated goals. First, we examine the substance of a new program of general education at James Madison University (JMU) and identify design weak nesses in the new curriculum. Second, by highlighting problems encountered in the reform process at JMU, we infer a set of strat egies for effective general education reform.
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