Institutional accreditation and the Commission on Accredited/Approved Dietetics Education (CAADE) require documentation of learning outcomes, results of assessment initiatives and evidence that assessment results are used to improve programs. Limited money and faculty tune make ongoing assessment and continuous program improvement difficult. Collaborating with institutional assessment initiatives is an effective partnership for faculty to assess DPDs and learning outcomes. Two collaborative assessment initiatives involved the Critical Thinking Assessment Batter (CTAB) and the Follow Along & Career Tracking System (FACTS) survey. Assessment Office personnel purchased and administered assessment instruments, analyzed data and reported findings to DPD faculty. No significnt differences in critical thinking, writing proficiency or applied reasoning were identified when scores for dietetics majors were compared to CTAB national means. CTAB national means, minimum-maximum scores were as follows: critical thinking 20.1, 1-32; writing 22.3, 1-36, and; applied reasoning 55.7, 1-96. FACTS survey respondents, including dietetics majors, qualitatively and quantitatively assessed their undergraduate education. Faculty used findings to improve the DPD curriculum (altered teaching strategies, revised curricular content, designed learning activities for students to integrate prior knowledge into current couses). The following benefits resulted from participation in multidisciplinary, interdepartmental assessment initiatives: reduced assessment costs to the DPD; enhanced faculty/student discussions about professional responsibility for self-assessment, and the opportunity to practice a variety of assessment strategies.