Institutions of higher education are facing increasing pressure to improve the effectiveness and quality of academic programs (Association of Governing Boards, Top public policy issues 2011-2012, 2011). These institutions apply curricular assessment processes as a means to evaluate and improve academic effectiveness and quality. Knowledge management practices and the supporting knowledge management systems have been shown to improve innovation, performance, and quality. Mitri (A knowledge management framework for curriculum assessment, 2003) developed a conceptual architecture of a knowledge management system to support improvements to academic quality and effectiveness. This architecture applied classroom performance measures as a means of assessing the curriculum but this model did not consider assessment measures outside of classroom performance. The current study uses a single site case study to expand the existing conceptual architecture to include multiple dimensions of curricular assessment. This study resulted in indentifying the ontologies and agents used in a multidimensional curricular assessment practice. The findings from the study show the ontology layer of the conceptual architecture consists of outcome, course, survey, and evaluation ontologies and the agent layer includes both evaluators and evaluees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]