A case study is presented to illustrate how an undergraduate hydraulic engi
neering course was refined to address student concerns, meet educational re
quirements and departmental goals, serve employer needs, and satisfy alumni
interests. The refinement process was influenced, in part, by ABET 2000 cr
iteria for program outcomes and assessment. This paper documents how severa
l 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.