Just over ten years ago, John Schuh and Ann Gansemer-Topf authored NILOA Occasional Paper #7, "The Role of Student Affairs in Student Learning Assessment" (2010). The authors identified contributions and challenges for student affairs assessment and called on student affairs professionals not only to develop meaningful programs and services, but also to verify that those experiences add "value to the student experience at the institution" (p. 6). A decade has passed since student affairs professionals were called to demonstrate student learning through their initiatives and some questions come to mind. How did student affairs professionals respond to this challenge? How did they implement their assessment efforts over the past ten years? Moving forward from 2020, how will student affairs professionals respond to the challenges now facing higher education including challenges induced and exacerbated by the COVID-19 pandemic and calls to address institutionalized racism? In this paper, we examine some of the advances student affairs assessment professionals have made to student learning, the contributions they made to the field of assessment, the obstacles they overcame, and the opportunities that lie ahead.