Michigan's Macomb Community College's institutional assessment model involves using technology to collect and disseminate data on student learning in order to facilitate continuous improvement and adaptation. The first element of this five-part model is the mandatory testing, orientation, and placement of incoming students. Using placement test scores, course grades, and placement recommendations, computer programs analyze the comparative success and retention rates of students who do and do not follow placement recommendations. Success rates, retention, and completion rates have all improved for those who do. The second part of the model relates student learning outcomes to course objectives. A computerized "Early Warning System" uses faculty input to identify students at risk of failure during the first weeks of each semester, and passes on suggestions for improved attendance or additional counseling. Student perceptions of faculty and course effectiveness are also analyzed. The third element is long-term monitoring. Each student's program is regularly analyzed and updated by the computer, not only in terms of progress toward a degree, but also with regard to fulfilling transfer requirements. The fourth element is exit competency assessment, using pre- and post-tests to measure student gains after 2 years. A review of degree requirements is underway which emphasizes student learning rather than course requirements. The fifth element of data collection focuses on transfer and employment. Former students, current staff, area employers, and senior colleges and universities are surveyed to inform the development of strategies for meeting the needs of future students. (JSP)