In an institution where assessment was viewed as meaningless box-checking for the purpose of accreditation, a new reflective assessment practice changed 15 faculty members' perception of assessment in a single semester. Piloted with an interdisciplinary graduation requirement for Cultural Competency, the new assessment practice became a powerful tool for closing the loop in which participating faculty analyzed evidence to make improvements for student learning. This article provides a detailed history of the inception and development of that practice and evidence of faculty appreciation for a new four-question protocol.