Concrete descriptions of what has be done to improve undergraduate education at King's College, Pennsylvania are provided in this book, which represents a change agent's perspective on implementing an outcomes oriented curriculum and course-embedded assessment model. The necessity to achieve excellence in undergraduate education through intelligent deployment of limited resources while pursuing carefully defined ends is emphasized. The four chapters look at achieving excellence through change (planning for excellence, planning for change, and preparing the faculty to meet the challenge of curricular change); curriculum as an integrated plan of learning--part I (conceptualizing the curriculum and transferable skills of liberal learning); curriculum as an integrated plan of learning--part II (knowledge, traditional disciplines and inter-disciplinary perspectives and responsible believing and acting); and linking assessment and learning (purpose of assessment, course-embedded assessment model, and assessment strategies). Five appendices present additional articles and strategies: "Increasing Student Involvement in Learning through Four-Year Competence Growth Plans" (Cheryl O'Hara); "Guidelines for Writing Critical and Argumentative Essays" (George H. Hammerbacher); "Helping Students in a Criminal Justice Curriculum to Think Critically" (Bill J. Lutes); "Linking Library, Pedagogy and Curriculum" (Terrence Mech); "Making Learning Objectives Explicit in Course Syllabi" (Donald G. Stevens); "Examples of Sophomore-Junior Diagnostic Programs: Accounting, Finance, and Government" (John J. McGowan, Janet E. Mercincavage, and others); and "Examples of Senior Level Integrated Assessments" (John J. McGowan, Janet E. Mercincavage, and others). (SM)