How can we integrate elements of continuous improvement across the curriculum, capturing elements of course- and program-level assessment? Effective reporting of assessment data must involve a strategy that permits information from the course-level to “communicate” with the program-level assessment, i.e. the program outcomes and program educational objectives as defined by ABET. One possible strategy being used by the Department of Chemical Engineering at Tennessee Technological University (TTU) will be presented. Experiences in excess of six years with this methodology will be shared to illustrate that an effective process must be adaptive and evolving.