This paper examines the use and implementation of rubrics designed by the ELIPSS Project (Enhancing Learning by Improving Process Skills) in multiple learning environments. The rubrics were designed to promote undergraduate students' understanding of chemistry through novel pedagogies and innovative strategies. Many recent reports have called for the development of professional skills as part of a quality undergraduate experience to better prepare college graduates to enter the workforce; this preparation requires more explicit assessment of these skills in chemistry and other STEM fields. Development and assessment of professional skills must largely take place as part of course experiences. However, skill development remains an implicit component of coursework that is not addressed in a meaningful way due to a lack of tools and strategies for assessing skill development and providing feedback to students. To address this need, The ELIPSS Project rubrics were crafted to assess evidence of information processing, critical thinking, problem solving, communication, teamwork, management, and metacognition skills in student written work and group interactions. This report provides a broad overview of how the rubrics have been implemented across a variety of learning environments, including detailed descriptions of two case studies. Results from faculty surveys and analysis of these case studies indicate that instructors have changed their curricula to include more explicit assessment of professional skills using a variety of instructional practices. Interviews with teaching assistants and students indicate that while the teaching assistants obtained a clearer understanding of how to assess professional skills in both written work and group interactions, the students continue to need more specific feedback in order to improve their skills.