Academic research, statewide reports, and regional report cards describing K-12 student achievement on standardized tests have become commonplace throughout the US. Incorporating outcomes assessment in higher education is proceeding more slowly. Faculty and staff at colleges and universities have not embraced the assessment movement, and many remain locked in debates on the merits of assessment and begrudge the added responsibilities associated with implementing effective assessment. While accrediting agencies are an initial catalyst in implementing outcomes assessment, most faculty are not actively participating in assessment activities at the program or department level. This article presents some practical recommendations to faculty and administrators who must guide and implement assessment initiatives at colleges and universities. The article looks at the delicate process of empowering faculty to engage in meaningful assessment in a new way. Although institutions have varying motivations, requirements, and goals associated with program or departmental assessment, four common interrelated areas described in this article can help faculty reorient assessment from a K-12 focus toward a process that has faculty ownership.