In higher education, convergences occur when academic affairs and student affairs find common ground and partner to promote student learning. Such a moment occurred at North Georgia College and State University (NGCSU) when the associate dean of students made an appointment with the new executive director of institutional effectiveness to discuss a shift in perspective on student affairs outcomes. North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. In this article, the authors from three divisions offer their perspectives. This article describes how the university worked on implementing assessment of the five North Georgia College and State University Learning Outcomes in the core curriculum, the major curriculum, and the cocurriculum. The assessment of the five learning outcomes include: (1) assessment of learning outcome on communicating effectively; (2) assessment of learning outcome on analytical, contextual, and holistic thinking; (3) assessment of learning outcome on integrative learning; (4) assessment of learning outcome on critical reflection and taking action; and (5) assessment of learning outcome on analysis of ethical interactions. Examples of initial efforts to use assessment to drive the university's work are presented.