In their 2011 study "Academically Adrift," Richard Arum and Josipa Roksa present considerable evidence that undergraduates in US colleges and universities make surprisingly little progress in their first two years of college. While acknowledging the force of this argument, the authors ask whether Arum and Roksa's evidence--about students' development of general skills including critical thinking, analytical reasoning, writing and problem solving--fully accounts for students' learning in college. On the basis of their experiences as a faculty member who teaches literature and oversees humanities assessment at her university (Rosenthal) and as a former staff member of a foundation that supports learning outcomes assessment at colleges and universities (Heiland), the authors argue that a fuller understanding of what students learn in college would account for the contributions of the disciplines. Disciplinary learning contributes both to the development of general skills like those listed above, and to the development of knowledge and skills particular to given fields. We in the humanities must articulate and assess the contributions made by our own fields, lest they be represented reductively, or, worse, not at all. (Contains 3 notes.)