Learning assessments can point to which pedagogical tools are most effective at improving students’ knowledge and skills. Inspired by the sociology department’s learning assessment program, we present a pre- and post-test assessment of students’ perceptions of their term paper writing skills in a senior seminar and a graduate seminar. Pedagogical techniques in these courses included incorporating the instructor’s research through parallel writing, bringing technology into the classroom through the iPads program, and collaborating with library staff to support student learning through library research. The pre-test captures students’ perceived abilities to find peer-reviewed resources, communicate ideas effectively in writing, cite sources, design a research project, analyze data, and avoid plagiarism. The posttest—to be conducted in early May 2015 after completion of a term paper—will again capture students’ perceived abilities. In addition, students will be asked the extent to which their final papers were improved through parallel writing, having access to the iPads in the classroom, sessions with the library staff, peer review, and professor’s comments on drafts. Students will rank these supports in terms of what most helped them produce a high quality paper. We will present a preliminary analysis of this assessment, engage participants in a discussion of the assumptions instructors make about the knowledge and skills students bring to higher level courses, give participants the opportunity to brainstorm their assessment plans for the fall semester, and discuss the implications that these assessments have for evolving course designs.