Preparing graduates to be active citizens is a core value of colleges and universities in the United States. Historically, higher education has had a commitment to developing the civic commitment of its graduates; yet the degree to which this commitment is endorsed and actualized varies with time and across institutions. In "College Learning for the New Global Century," consensus among colleges and universities is reflected in four broad essential learning outcomes for the twenty-first-century world. These four domains are knowledge of human cultures and the physical and natural world, intellectual and practical skills, personal and social responsibility, and integrative and applied learning. These domains for general education are also consistent with goals identified by future employers seeking qualified graduates to enter the twenty-first-century workplace. The topic of this article falls within the domain of personal and social responsibility. The article defines civic engagement, identifies the knowledge and skills associated within civic learning outcomes, provides the theoretical foundation for development of civic identity, offers examples of successful program strategies, and describes how student learning outcomes can be assessed in general education programs. (Contains 1 figure.)