In winter of 2004, the Sociology Department at California State University-Bakersfield (CSUB) conducted a student assessment using an embedded assessment technique--a technique wherein a class assignment serves as an assessment tool. The authors conducted the embedded assessment for their Five-Year Program Review. Thus, similar to many departments, their decision to measure learning outcomes was motivated by an external force, namely the university administration. In the first part of this paper they describe their assessment instrument and report assessment outcomes. Next they report on a five-point "agenda for change" generated by faculty in response to the assessment outcome. Finally they present an in-depth discussion of faculty reaction to the assessment process.(Contains 5 tables and 1 footnote.)