Documenting the Achievements of Our Students without Compromising Excellence

When questions arise about the quality and costs of higher education, honors educators, administrators, and students are best positioned to provide answers. When national groups report data questioning the achievement of our graduates, are we willing to be held accountable? Are we even in a position to provide evidence that our students have not only achieved some minimal level of competency but also excelled by exploring challenging issues central in our society, our disciplines, our nation’s workforce, our government, and the international arena