An educational environment characterized by shrinking fiscal and physical resources has spurred many institutions to undertake comprehensive academic program review. Such a process assesses the performance of programs and prioritizes them for de-emphasis, maintenance, or enhancement. How can applied learning be properly acknowledged within program review? On the macro level, performance criteria can be re-envisioned to reward the pedagogical practices embodied in applied learning. On the micro level, an applied learning assessment instrument is discussed and tested that can provide multidimensional performance data across academic fields.