The past year has underscored the need for a citizenry that can navigate immense social change. At the same time, many colleges are reducing liberal arts programs while promoting pre-professional fields. Liberal arts proponents argue that a broad grounding in philosophy, literature, mathematics, and the social and physical sciences is key to developing the foundational competencies that constitute a transformative education. Thus, the more students engage in a liberal arts education, the more adaptive, tolerant of diversity, and civically engaged they will be–in sum, more equipped to engage in our democratic society and navigate a rapidly changing world. This two-year project will examine whether a liberal arts education fosters the enduring skills needed for living in a diverse and democratic society. Specifically, it will provide answers to the following questions: RQ1: To what extent do undergraduates receive a liberal education? How does this differ within institutions, across fields of study, and among students from different racial/ethnic and social class backgrounds? RQ2: Does the extent to which undergraduates receive a liberal education predict long-term pluralistic orientation, openness to diversity, and political and civic engagement? To answer these questions, we will apply quantitative analysis to an immense data infrastructure that contains detailed information about the college experience and long term outcomes of students from seven diverse public colleges. Year 1 of the project will focus on developing new measures of students curricular experience that characterize the topical breadth, depth, opportunity for engagement with faculty, and diversity of classmates of each student in the data. In Year 2 of the project, we will primarily focus on disseminating the results by engaging with practitioners, presenting, and writing for various venues and audiences.