This chapter describes how the trend favoring assessment initiatives of a system-wide scope such as program review and collegiate learning assessment (CLA) tends to overlook the specific, highly concrete learning experiences of individual students in the liberal arts. These individual cases offer a rich source of data for assessment. The insights that can be derived from a rigorous analysis of such individual experience can tell educators much about learning outcomes, teaching quality, and curricular effectiveness. It is in this regard that this chapter argues for the student as the unit of analysis in assessment initiatives.