A case study is presented to illustrate how an undergraduate hydraulic engineering course was refined to address student concerns, meet educational requirements and departmental goals, serve employer needs, and satisfy alumni interests. The refinement process was influenced, in part, by ABET 2000 criteria for program outcomes and assessment. This paper documents how several of the ABET 2000 criteria are satisfied and how they are in turn used in continuous improvement of the course. Alternate measures of FE Exam results and other current and proposed tools used in assessing and documenting the outcome of the changes implemented are presented.
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Nirmalakhandan et al. (2000) studied this question.
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