Educators who recognize the need to clarify their programs' goals have focused much effort over the past decade on learning outcome statements that summarize complex academic ideas in succinct terms. But have the projects gone far enough? While faculty have worked to demystify disciplines and programs, the words they use still come across as insider's lingo. The good faith effort to make academe's implicit assumptions explicit may still be indecipherable to many other audiences. Considering the concerns students (and parents) hold about career prospects, a good starting point would be to reframe the story with an eye toward potential employers. The aim is not to turn away from educators' intellectual principles or academic integrity--or to turn higher education into vocational training. The exercise is one of translation, searching for ways to describe the varied proficiencies and talents of graduates in terms that resonate with those in position to hire, while also helping students craft more persuasive narratives of their educational experiences. This article argues that to bridge the divide between academe and employment, educators must become bilingual advocates for liberal education. By building a "bridge" language that conveys the knowledge and abilities of college learners to the general public, educators can become more effective advocates for their graduates and their profession.