Guidelines are presented for implementing the self-evaluation model for instructional programs developed at American River College (ARC). After stating the reasons for conducting program reviews, the paper describes ARC's model, which uses a mini-accreditation approach to assess the extent of goal attainment within a broad category of activities and outcomes referred to as data elements. After recommending the department/program as the unit of evaluation and a 4-year cycle for reviews, the paper identifies departmental charges as identifying goals, translating goals into specific objectives, collecting and analyzing data, writing a self-evaluation report, and arranging for an outside review. Next, suggestions are offered regarding departmental involvement, the final report, objectives, and the use of the external visiting team. Following an outline of the steps involved in setting goals and objectives, the 13 data elements required in the review process are discussed, i.e., history of the department and forecast of future trends; information on similar programs offered by nearby colleges; enrollment trends; departmental costs; student characteristics and skill levels; academic standards, and retention and achievement rates; job placement data; consumer opinion of program graduates; opinions and performance of graduates; student opinions of courses; professional growth and achievement recognition of staff; curriculum and texts; and adequacy of support functions. Optional data elements and a sample statement of student objectives are included. (HB)