This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is described and the ways in which each rubric supports teaching and learning is discussed. These two rubrics are intended to be examples for other faculty to emulate as well as evidence of the role that rubrics can play across many different fields and disciplines. The article concludes with a description of the steps in designing a rubric and a process for using rubrics for course and program improvement.