In this article, the authors reviewed one effort to deepen students' connections to the humanities through the use of campus-based cultural resources at Queensborough Community College (QCC) of the City University of New York (CUNY), a minority-serving institution in one of the most diverse counties in the United States. Focusing specifically on the 2015-16 colloquia series "Gender, Mass Violence, and Genocide," organized by the first author through the Harriet and Kenneth Kupferberg Holocaust Center (KHC) and with the National Endowment for the Humanities (NEH) matching support, the authors outlined and compared the findings of a two-phase exploratory research protocol designed to assess students' aligned learning. While phase one measured that learning against the dimensions of the AAC&U Global Learning Valid Assessment of Learning in Undergraduate Education (VALUE) Rubric, phase two used content analysis to parse the meaning and evidence of each dimension from a student's perspective.