Key concepts from theory and research on student learning are discussed, and a conceptual framework to promote the design of local instructional improvement efforts is presented. The objective is to advocate that institutional researchers focus more directly on the basic issues of teaching and learning and to suggest that improving instructional program quality will improve student learning. The framework identifies factors, or intervenors, that affect the type/amount of student learning as well as policies and programs that may affect these intervenors. Six intervenors are covered: student involvement, learning expectations, assessment and feedback, individualization, instructional methods, and content. The intervenors are used as criteria to review the quality of instructional programs. Three types of improvement strategies are considered: student input (e.g., admissions, financial aid), process (resources and curriculum), and outcomes. Examples of quality improvement strategies for each type of strategy are identified. Finally, six implications for institutional research focusing on student learning and local improvement efforts are identified, including: preparation and continuing education needs of practitioners, and a new role and focus for policy analysis. (SW)