In this article, the authors share some key results from discussions, research, reflective practices, and others' perspectives on assisting students to engage and demonstrate integrative and applied learning. First, they traverse the definitional territory of this complex construct, referring to the national literature and discussion as well as their own studies to give shape to the ideas. Second, they lay out features of the type of campus assessment system and culture necessary to meaningfully capture and use information about integration and application for improving teaching for student learning. Third, they offer three examples of Alverno faculty-designed, campuswide, and required assessment instruments currently in use. Each assessment yields faculty judgments of achievement at the level of the individual student, who also uses the evaluative information for formative and summative purposes. The assessment also generates judgments of program effectiveness for faculty members who use synthesized assessment data diagnostically for curriculum improvement and for discussions with colleagues from various consortia of institutions.