Faculty create thoughtful lectures and assignments designed to elicit learning, but it is only after assessment that we see whether students learned. This study demonstrates the value of a three-pronged approach to using assessment results to improve learning. First, review the literature on teaching and learning within the discipline. Second, review lecture material to ensure the assessed outcomes are clearly included. Third, review assignments used to assess learning to ensure solid alignment. Using this approach, this paper shows how evidence-based improvements to a course increased student learning. While zero out of nine learning benchmarks were met in term one of the course, six out of nine were met in term two.