This study's focus was to understand faculty perceptions of the academic work environment and assessment of student learning both quantitatively and qualitatively: then synthesize the results into a holistic understanding of assessment from a private Midwestern University. The mixed-methods study design collected data from full-time faculty using a web-based survey with open and closed-ended questions. The quantitative strand asked faculty about their job-person fit, job-related feelings, and perception of three assessment traits 1) willingness to engage, 2) culture, and 3) benefits towards teaching and learning. The qualitative strand sought to gather faculty perceptions of the current state of assessment in higher education that included 1) benefits, 2) challenges, 3) support, and 4) strategies to improve faculty engagement. Then the quantitative and qualitative data from the surveys were mixed, triangulated, and the results suggested that academic resources were essential to assessment in higher education. It was evident, faculty found the benefits of assessment relevant by the results associated with assessment benefits in each strand of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]