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When evaluating the effectiveness of study abroad programs, students overwhelmingly report that they continue to develop their self-confidence and world view as a result of their study abroad experience once they return home. This article presents a study that uses the intercultural development inventory (IDI) to address whether or not students' cultural learning continued to improve four months after returning from their study abroad experience.

Although it has been 5 years since the Association to Advance Collegiate Schools of Business (AACSB) expressed the expectation that schools should be demonstrating a high level of maturity implementing their assurance of learning programs, the authors' results indicate that most accredited programs are in the early stages of developing their closing-the-loop practices. Among assurance of learning leaders there is disagreement as to what constitutes a closingthe-loop activity and there are serious challenges to systematically implementing curricular responses including the time necessary to develop, initiate, and then reevaluate effectiveness. Faculty ownership, a crucial feature of the assurance of learning process, is reported as the number one challenge confronting accredited programs.