This study explored the relationship between the implementation of evidence-based instructional practices (EBIPs) and student learning outcomes. Reformed Teaching Observation Protocol (RTOP) results, instructor interviews, and learning assessment data from over 50 STEM general education faculty members initially showed a disconnection between the integration of EBIPs, assessment, and outcomes. These results informed faculty development programming which successfully supported faculty to integrate their teaching practice, student learning outcomes and assessment. Participants will review study results, experience faculty development activities, including use of the RTOP and the creation of assessment activities, and consider how these approaches might be used at their home institutions.