Revised general education (GE) curricula at two community colleges are described in an effort to illustrate the outcomes of a "telic" curriculum revision based on: (1) the collective identification of the purposes of GE by an institution's faculty, and (2) the design of a GE curriculum which reconciles those identified purposes with the needs and preferences of non-traditional students. The report first discusses the desirability of curriculum reform based on institutional self-evaluation, rather than on simple comparisons with other colleges, and then examines the problems involved in matching curriculum design with the diverse student bodies associated with open enrollment. This is followed by a description of the GE curriculum developed at Miami-Dade Community College to further its commitment to open enrollment and, at the same time, to meet external demands for career-oriented courses, increased emphasis on basic skills, and higher academic standards. This section also includes an examination of student assessment procedures used to determine the appropriate balance between core courses and basic skills courses. Finally, the report describes the revised GE curriculum developed at Cedar Valley College (Texas) to support the college's commitment to education for citizenship through a sequence of "Skills for Living" courses stressing the individual's role and responsibility in society. (JP)