This article describes the results of a follow-up investigation to a study in which researchers proposed a model for implementing a college-wide initiative in which ten essential learning outcomes students acquire from curricular and extra-curricular learning experiences were developed and implemented at the university. Using descriptive and correlational statistics, and an analysis of qualitative data researchers identified pedagogical factors that supported student competence with essential learning outcomes. This follow-up study investigated the role of the syllabus as a tool for promoting ELO competence, and the results of this study also serve as further evidence of the pedagogical practices that support ELO competence in students. Collectively, the data from this second study reveal that intentional practices on the part of faculty and professional staff, enhanced student ELO competence (Cydis, Galantino, Hood, Padden, and Richard, 2015). When researchers compared the results of the pre and post student self-perception questionnaires, an increase of 0.25, (p = 0.05) was found in round one of data collection, and an increase of 0.34 (p = 0.05) in round two indicating an increase in students' self-perception of their ELO competence from the beginning to the end of the semester. In the second iteration of the learning community and data collection, researchers further analyzed the content of participant syllabi using an adapted version of The Syllabus Rubric (Palmer, Bach and Streifer, 2014) and found that while explicit and intentional efforts to effectively integrate ELOs did in fact promote student perceived ELO competence, a learner-centered syllabus alone, did not necessarily correlate with increases in student perceived competence in the essential learning outcomes targeted in respective courses.