This study presents a process used to assess the general education component of the undergraduate curriculum, focusing particularly on the components of the methodology that provided the data used to suggesting changes in the program. The study was undertaken at an urban institution with an undergraduate population of 6,000, and involved analysis of graduates' transcripts to examine course sequence and compliance with university policy on course sequence enrollment, analysis of syllabi, a course audit questionnaire set to faculty, development of an academic profile of students, and a survey of faculty and staff. The revised curriculum that was the outcome of the study requires a base of 18 undergraduate credits, including English composition, fundamentals of math and/or intermediate algebra, civilization, and first-year experience. A 48-credit distribution component requires that students take 6 credits in each of six areas: natural sciences, social sciences, arts/media, humanities, multicultural/language studies, and quantitative and computer literacy, plus 12 additional credits as electives. The study notes that optimal use was not made of all the data collected, but suggests that as the program progresses only data needed to make necessary program changes will be collected, and that the process will become better understood. (CH)