In 1994, Lord Fairfax Community College (LFCC), in Virginia, revised its general education and major assessment routines to include indirect measures, such as graduate and employer surveys, with direct Academic Profile testing. This report describes LFCC's first full cycle of assessment under the new routines carried out from 1993 to 1995. Following a brief executive summary, the report describes changes and outcomes for the following review areas: (1) general education assessment, indicating that respondents to graduate surveys report that they gained in all skill areas included and that external evaluations of a sample of student essays received a grade 2.1 out of 4; (2) assessment of majors based on grades and interviews/surveys of students, graduates, and employers, including suggested improvements for the general engineering, electronics, and office systems programs; (3) performance review of programs at LFCC's Fauquier Campus; (4) assessment of dual-credit (high school/college) instruction, revealing that the average grade point average since 1992 has been from 2.722 to 2.871 but that only 8% of dual credit students become full-time LFCC students; and (5) the use of findings in planning, evaluation, and resource allocation. The final sections provide an LFCC assessment schedule for 1995-97 and information on LFCC links with a Virginia Community College System (VCCS) restructuring plan. Appendixes include goals and measures for general education and majors assessment; survey instruments and results from off-campus and dual-credit assessments; an assessment, planning, and budgeting flowchart; and a letter of response from the VCCS. (MAB)