Perhaps a decade ago, accreditation agencies might have been satisfied with a list of student learning outcomes and some evidence that students achieved them. More and more, accreditors request evidence of "improvement". It is not enough to merely demonstrate that what one is doing works reasonably well; one must also show that he or she invests in new ideas to improve the institution. This is the context in which Baylor University senior administrators approved a quality enhancement plan to strengthen the undergraduate experience. While the program developed from an accreditation requirement, it quickly became an opportunity to do something creative for the benefit of students. In the resulting program, Engaged Learning Groups (ELGs), educators aimed to increase student engagement in academics through small residential learning communities led by faculty teams. In this article, the authors share how the assessment efforts of Baylor University's ELGs have led to effective advocating for program improvement as well as increased administrative support.