Since the origins of higher education in North America, interested parties have argued the role of colleges and universities. Some advance a public good argument for educating students as active citizens; others, from a private good stance, focusing on preparing graduates for employment. Moore, Leffingwell and Nelson suggest a hybrid purpose: preparing college graduates as leaders who are career-ready and also oriented toward advancing the well-being of their workplace, organization, or community. Achieving these goals, the authors argue, begins with ensuring that all educators who support student learning in and out of the classroom have been prepared with the skills, knowledge, and habits of mind that practitioners want students to learn during their college years. Therefore, the desired outcomes of recalibrating the CLDE agenda advanced in this volume must include consideration of student affairs professional practice and graduate preparation programs.