Concern about the research and writing abilities of undergraduate students led to the development, implementation and enhancement of four sequential writing assignments in an introductory course. These writing assignments--which included a report on an interview of a professional in the field, a research paper on an aspirational career, a research paper on interim positions that would prepare a person for the chosen career, and a reflection paper--were designed to help students gain increased knowledge of, and understanding about, careers in sport management. Based on reflections and feedback from students, revisions in these assignments were made over three years to strengthen students' research and writing skills. A course portfolio containing examples of student learning enabled the professor to provide evidence of student learning and to make the teaching-learning process more visible.