A course critique based on a multi-channel model of education has been developed and administered to 1,599 students enrolled at the U.S. Air Force Academy in the 1988 spring semester. The single-page instrument asks students to evaluate contributions the overall course made to their personal enjoyment, critical thinking, and subject knowledge, as well as rate the contributions of 10 course elements such as instructor, text, and classmates. The utility of this approach is shown by data analyses at three levels of evaluation: department, course and instructor. Several pedagogical implications are discussed. (JD)