For the past 23 years, students at California State Polytechnic University at Pomona have benefited from its Interdisciplinary General Education Program (IGE)--a sequential, interdisciplinary general education program that culminates in a capstone course. IGE's history and structure support a strong culture of assessment. The program, founded in 1983 with an emphasis on measuring student learning outcomes, was designed to provide an integrated liberal arts experience to students attending a comprehensive public polytechnic university. To accomplish this, student cohorts complete an eight-quarter sequence of interdisciplinary classes that satisfy humanities and social sciences general education requirements. Interdisciplinary General Education Program (IGE) promotes deep, integrative learning as advocated by Ernest Boyer: "As students see how the content of one course relates to that of others, they begin to make connections, and in so doing gain not only a more integrated view of knowledge, but also a more authentic view of life". The curriculum and instructional approach encourage students to become what the American Association of Colleges and Universities' Greater Expectations report calls "intentional learners"--individuals who are empowered, informed, and responsible. The article describes how a departmental culture focused on assessment that enabled IGE faculty members to examine this capstone experience and make changes that have substantially improved student learning. (Contains 10 notes.)