The question of whether students change in broad abilities indicative of human potential for cognitive-development, learning styles, and other generic abilities was studied at Alverno College. An additional study objective was to determine whether such change can be attributed to performance in a performance-based curriculum, rather than age, background factors, and program characteristics. Over 750 students participated in the longitudinal and cross-sectional studies by completing a battery of 12 instruments with developmental characteristics, and which employed both recognition and production tasks. The instruments were drawn from cognitive-developmental theory, experiential learning theory, and competence assessment. Cognitive-developmental and learning style measures were better indicators of change than were the generic ability measures, and recognition measures showed more change than did the production measures. The effects of the learning process on student change were more evident during the last 2 years of college. Students demonstrated intellectual ability and socioemotional maturity at entrance to college, and these abilities were integrated by graduation. The findings indicate that change is measurable, and that broad outcomes of college can be specified and assessed. (Author/SW)