In this article, the authors detail the major themes set out in the previous articles in this volume, tying them together using the framework of organizational intelligence. In his article about the nature of institutional research, Terenzini (1993) invoked the concept of organizational intelligence, arguing that institutional researchers must be competent in three tiers of intelligence: (1) technical and analytical intelligence; (2) issues intelligence; and (3) contextual intelligence. The framework is interdependent and hierarchical, in that becoming competent in a higher tier necessarily demands competence at the lower levels. That is, before an institutional researcher can possess the knowledge and skills demanded of intelligence issues at tier 2, he or she must first gain conceptual and performance-related intelligences in the technical and analytical aspects of the work represented by tier 1. The authors briefly review the three tiers of organizational intelligence that Terenzini (1993) described and follow each with a discussion about how the current arc of student engagement contains important content and process elements to master within each tier.