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It summarizes essential questions and discussions covering program review foundations, alignment with accreditation expectations, campus-specific implementation considerations, continuous improvement and “closing the loop,” and potential challenges. The work concludes with templates from McKendree University for comparison, editing, and adoption.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/program-review-and-assessment-for-continuous-improvement-asking-the-right-questions-occasional-paper-no-48/585539/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/program-review-and-assessment-for-continuous-improvement-asking-the-right-questions-occasional-paper-no-48/585539.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper argue that many campuses should pause and revise their program reviews?","Question",{"text":112,"@type":113},"It notes that while almost every campus conducts program reviews, the definition, purpose, structure, and assessment integration are not universally understood or consistently implemented, and too many campuses repeat the same reviews without meaningful improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What distinguishes a program review from program assessment reports in the paper?",{"text":117,"@type":113},"Program reviews cover a comprehensive set of elements such as staffing, curriculum, learning outcomes, and action plans, while program assessment reports focus exclusively on assessment, outcomes, student learning, and closing the loop.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe “closing the loop” and continuous improvement?",{"text":121,"@type":113},"It frames continuous improvement around engaging with assessment processes so that findings lead to action and follow-up, emphasizing the need to “close the loop” to drive sustained improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585539,1793147289,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","July 2020 N 0 48  \nNational Institute for  \nLearning Outcomes Assessment  \nProgram Review and Assessment for Continuous Improvement:  \nAsking the Right Questions  \nTami Eggleston  \nMcKendree University  \n[www.learningoutcomesassessment.org](www.learningoutcomesassessment.org)  \nContents  \nAbstract   3  \nProgram Review and Assessment for Continuous Improvement: Asking the Right Questions . . . . .4  \nQuestion and Discussion \\#1: What are We Even Talking About? Developing Shared Definitions   4  \nQuestion and Discussion \\#2: What do Your Accreditation Organizations Have to Say? Aligning with External Accountability Requirements . . . . .6  \nQuestion and Discussion \\#3: What Will Work forYour Campus: The Why, When, How, Who, and What of Program Review . . . . .7  \nQuestion and Discussion \\#4: So What? How Will We “Close the Loop” & Engage in Continuous Improvement? . . . . .8  \nQuestion and Discussion \\#5: Forewarned is Forearmed: What are the Potential  \nProblems?   9  \nWrap-Up . . . . .11  \nReferences   12  \nAbout NILOA   13  \nAbout the Author   14  \nPlease Cite As:  \nEggleston, T. (2020, July) . Program review and assessment for continuous improvement: Asking the right questions. (Occasional Paper No. 48) . Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.  \nNILOA Mission  \nThe National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning.  \nNational Institute for  \nLearning Outcomes Assessment  \nNational Institute for Learning Outcomes Assessment | 2  \nAbstract  \nIn October of 2019, I presented at the IUPUI Assessment Institute in Indianapolis on the topic of academic program review. While almost every campus conducts program reviews, the definition, purpose, structure, and integration of assessment in program reviews is not universally understood, accepted, or implemented. This paper summarizes essential questions and discussions campuses should have regarding program reviews and the integration of assessment into such reviews. Unfortunately, too many campuses simply keep doing the same reviews over and over. The goal for this paper is to cause campuses to pause, reflect, answer some questions, and then revise their reviews to ensure a meaningful product. The paper is organized around the essential topics of definitions, accreditation, processes, continuous improvement and “closing the loop,” and potential challenges. This paper concludes with templates from McKendree University that may serve as valuable tools which other campuses may use, edit, or compare to their own processes and practices.  \n1. What are we even talking about? Developing shared definitions.  \n2. What do your accreditation organizations have to say? Aligning with external accountability requirements.  \n3. What will work for your campus: The why, when, how, who, and what of program review.  \n4. So What? How will we “close the loop” and engage in continuous improvement?  \n5. Forewarned is forearmed: What are the potential problems?  \nNational Institute for Learning Outcomes Assessment | 3  \nProgram Review and Assessment for Continuous Improvement: Asking the Right Questions  \nTami Eggleston McKendree University  \nAt many campuses, we do things because we have always done them that way. Change is hard in academia and once we put some process, curriculum, program, template, or project into motion it typically continues over time. In academia, processes very much follow classic physics arguments that an object in motion tends to stay in motion. Many institutions are great at adding new programs, new reports, and new activities but not great at taking time to reflect and even eliminate items that are not working. But overtime, we lose sight of what we are talking about and working towards, or why th","cbCaituuQg4nLFQ9","https://ap.wps.com/l/cbCaituuQg4nLFQ9","pdf",355460,15,"English","# Abstract\n# Program Review and Assessment for Continuous Improvement: Asking the Right Questions\n## Question and Discussion #1: What are We Even Talking About? Developing Shared Definitions\n## Question and Discussion #2: What do Your Accreditation Organizations Have to Say? Aligning with External Accountability Requirements\n## Question and Discussion #3: What Will Work for Your Campus: The Why, When, How, Who, and What of Program Review\n## Question and Discussion #4: So What? How Will We “Close the Loop” & Engage in Continuous Improvement?\n## Question and Discussion #5: Forewarned is Forearmed: What are the Potential Problems?\n# Wrap-Up\n# References\n# About NILOA\n# About the Author","[{\"question\":\"Why does the paper argue that many campuses should pause and revise their program reviews?\",\"answer\":\"It notes that while almost every campus conducts program reviews, the definition, purpose, structure, and assessment integration are not universally understood or consistently implemented, and too many campuses repeat the same reviews without meaningful improvement.\"},{\"question\":\"What distinguishes a program review from program assessment reports in the paper?\",\"answer\":\"Program reviews cover a comprehensive set of elements such as staffing, curriculum, learning outcomes, and action plans, while program assessment reports focus exclusively on assessment, outcomes, student learning, and closing the loop.\"},{\"question\":\"How does the paper describe “closing the loop” and continuous improvement?\",\"answer\":\"It frames continuous improvement around engaging with assessment processes so that findings lead to action and follow-up, emphasizing the need to “close the loop” to drive sustained improvement.\"}]","Program Review and Assessment for Continuous Improvement - Asking the Right Questions - Occasional Paper No. 48 | PDF",1792054995,38]