We may never reach agreement on all of the dimensions of learning that are integral to an undergraduate education, but there is obviously growing consensus on some of those dimensions. In any case, students will learn more effectively when we have made clear at our own institutions and in our programs not just what they will study but how they will be able to act and think as a result of their education. While there is room, indeed a need, in our teaching practice for a wide variety of pedagogies, those that engage students in the active practice of the disciplines are truer to the spirit of the learning we desire for our students. The same goes for assessment of student learning. All teachers evaluate their students; the key is to develop means of evaluation that truly assess the kind of learning discussed here.