A paradigm is presented for student learning outcome assessment in information systems education. Successful deployment of the paradigm is illustrated using the author's home institution. The paradigm is consistent with both the scholarship of teaching and learning and the scholarship of assessment. It is concluded that the deployment of the paradigm allows us to address program constituent concerns regarding student learning in higher education while simultaneously being consistent with accreditation requirements at the program (ABET), school (AACSB) and institutional (NEASC) levels.