Recent calls for accountability in higher education underscore the need for evidence of the “value added” effect of college attendance. One of the espoused goals of higher education is to prepare individuals personally and socially for effective and civil participation in society. Increasingly, student affairs administrators are expected to demonstrate how campus programs and experiences serve these broader goals, but many college educators find assessment overwhelming and intimidating. Drawing on Astin’s I-E-O model and a new tool for administrators, I conduct several analyses to measure the influence of “good practice” experiences on 8,000 students’ personal/social learning. Results suggest that peer interactions, faculty-student interactions, and active learning experiences explain 24% of the variance in development. Findings hold promise in terms of future practice, policy, and research.