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The Liberal Studies/Professional Skills (LS/PS) program began with the intent to develop an assessment process that would provide immediate benefits to students and faculty. For students, we wanted to be able to provide them with information about the skills they master while they complete their course work. Underlying this intent was the belief that students need something more than a list of courses completed and grades earned (their transcripts) - that they needed to be able to verify their competencies. For faculty, the intent was to support and challenge faculty to design assignments, projects, and tests that would teach and assess students' 'critical thinking and doing' skills. The beliefs here were that positive change in pedagogy comes through a sustained faculty development program that focuses on learning outcomes and that assessment can be a meaningful process that enhances students' learning when the focus is on the design of assignments that lead to measurable learning outcomes. Out of these intents and beliefs came the multi-faceted LS/PS program. [Its] components are: a skills profile that reports each student's proficiency in the 'critical thinking and doing' skills; a template of essential skills; rubrics that establish the performance standards; an electronic database to record student performance; an LS/PS website that houses the skills templates, the rubrics, electronic database, and program information; faculty collaboration through a sustained faculty development program.