Editor's Note

Welcome to the Journal of General Education, Volume 56, Issue 2! In this issue, in five articles and one book review, authors tackle issues related to assessment in general education. They consider not only what outcomes should be assessed but also who should be assessed, when assessment should be done, and how assessment should be done.

In "Linked Psychology and Writing Courses Across the Curriculum," Kima Cargill and Beth Kalikoff undertake an assessment of student performance, using knowledge revealed through grades and writing as examples, in two linked general education courses. Thomas P. Mackey and Trudi E. Jacobson, in "Developing an Integrated Strategy for Information Literacy Assessment in General Education," look at performance outcomes for information literacy in two different courses. In "Classroom Research in a General Education Course: Exploring Implications Through an Investigation of the Sophomore Slump," Steven E. Gump looks at performance outcomes of grades and attendance, noting a change that occurs during the sophomore year. In "Assessing the Art of Craft," Richard A. Gale and Lloyd Bond consider the assessment of arts and provide a framework for outcomes including knowledge, creative production, integrative contextualization, and critical communication. Providing us with a different perspective, in "Attitude Changes of Undergraduate University Students in General Education Courses," Mark W. Anderson, Mario Teisl, George Criner, Sharon Tisher, Stewart Smith, Malcolm Hunter, Stephen A. Norton, Jody Jellison, Andrei Alyokhin, Eric Gallandt, Sandra Haggard, and Elizabeth Bicknell consider attitudes as outcomes of general education courses.

The book review for this issue, written by Susan L. Aloi, is in keeping with the issue's theme of assessment in general education. Indeed, Aloi reviews Assessing General Education Programs by M. J. Allen and provides readers with important insights on the work. Aloi recommends the text as a useful resource for those involved in the process of general education assessment.

I hope you will enjoy this issue and that in reading these important works, you will be inspired to make your own contributions to the Journal of General Education! For guidelines for submitting articles, see those contained in this volume or visit the following URL: http:// muse.jhu.edu/ journals/ journal_of_general_education/ information/ guidelines.html.