Accreditation Board For Engineering And Technology Research Articles

A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC

IntroductionIn recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.MethodsThis paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.Results and discussionThe results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.

Construction and Reflection of Software Engineering Major Based on Accreditation Board for Engineering and Technology (ABET) Certification

With the rapid development of information technology, the demand for talents in the field of software engineering is growing. In order to cultivate high-quality software engineering talents who meet the market demand, universities have continuously carried out the construction of software engineering majors. Accreditation Board for Engineering and Technology (ABET) certification, as an internationally recognized higher education quality assurance system, provides important reference and guidance for the construction of software engineering majors. Guided by student learning outcomes and core competencies, combined with the characteristics of software engineering talent cultivation, the innovation of talent cultivation mode takes industry-education integration and school-enterprise cooperation as the main development paths and explores comprehensive reform of the major in terms of professional positioning and goals, curriculum system, teaching conditions, and teachers. This comprehensive reform model has effectively promoted the development of major construction and improved the quality of talent cultivation.

Surveying Different Student Outcome Assessment Methods for ABET Accredited Computer Engineering Programs

In an effort to improve the quality of their academic programs and graduates, an increasing number of academic institutions are obtaining Accreditation Board for Engineering and Technology (ABET) accreditation for their computer engineering programs. This paper acts as a guide for managers and institutions as they get ready to start the accreditation process for their programs. There is an issue with the lack of knowledge regarding the mechanics of implementing student outcome evaluation methodologies since it causes confusion and resource waste, especially in the beginning. Furthermore, there is a paucity of literature available that discuss the methodology and the use of successful accrediting techniques for computer engineering programs. Given this, it is important to document the approaches, teaching techniques, and strategies employed by various computer engineering departments as they pursue accreditation. To the best of our knowledge, such information is not publicly available in published form, although there are fee-based training courses by ABET that provide instruction on how to approach this topic. Here, we investigate the detailed information of five different computer engineering programs and two other related programs using their self-assessment reports (SARs). These SARs span over the last 10 years and represent the outcome of different approaches toward getting accreditation. The study plan involves comparing (objectively and subjectively) the different parameters of the student outcome assessment (criterion 4) to show their convergence and divergence in dealing with accreditation requirements. We found that the selection of an assessment method depends on the goals and context of the educational program. Factors such as the learning outcomes to be assessed, the level of detail needed, available resources, and the preferences of instructors and students should be taken into account. A program may opt to use multiple assessment methods to attain a more thorough and precise evaluation of student outcomes. Ultimately, the most effective approach is one that is customized to the program's specific needs and situation.

ENPS 101—Back to school for process safety

AbstractThis paper will provide an overview of the recently issued CCPS Process Safety for Engineers: An Introduction, Second Edition and how to use it. The objective of the text is to support teaching and learning of risk‐based process safety fundamentals as defined by the Center for Chemical Process Safety (CCPS). It also addresses the Accreditation Board for Engineering and Technology (ABET) Program Criteria for Chemical Engineering, which requires that chemical engineering curricula include consideration of the hazards relevant to chemical processes. This book can be used in meeting that requirement either as a curriculum for an undergraduate‐level process safety course or to provide process safety content into common chemical engineering courses. The team creating the book included professors who teach process safety. The book is founded on the CCPS risk‐based process safety elements and points to numerous tools to support the instructor in teaching and the engineer in conducting process safety fundamentals. Each chapter begins with a detailed process safety incident case study and includes what a new engineer might do, problem sets, numerous references, and a generic presentation file for use by professors.

SUNFIT: A Machine Learning-Based Sustainable University Field Training Framework for Higher Education

With the rapid advances in Information Technology (IT), the focus on engaging computing students to gain practical experience in the IT industry before graduation is becoming increasingly complex without incorporating pedagogical strategies of success in curricula. The goal is to enable computing major students to gain in-depth knowledge and practical understanding of the IT working environment before graduating through essential industry-driven practical skills based on international standards and best practices. Unfortunately, tracking and analyzing students’ practical skills performance during their IT field training programs, which are conducted primarily off-campus at various public and private organizations, before, during, and after the training period, is a daunting task for both the college instructors and the industry trainers. To overcome these challenges, this paper introduces a Sustainable University Field Training (SUNFIT) framework, which is a pedagogical approach towards mining the educational data using machine learning to integrate and measure the field training programs against the internationally recognized accreditation standards such as Accreditation Board for Engineering and Technology (ABET). The study employs machine learning models aimed at continuously measuring and monitoring international ABET accreditation requirements on computing major courses’ academic data, elucidating student performance across various semesters, integrating best practices, and producing an evidence-based rationale approach for evaluating weak learning outcomes (LOs) with minimal manual intervention, as well as preventing faculty-specific portfolio errors. The proposed approach could be easily developed by academics, researchers, or even students, and for a variety of purposes, including enhancing poor student outcomes (SOs). In addition, various data mining and machine learning approaches have been investigated over field training assessment data for successful prediction in subsequent cycles. The results are promising, with Naïve Bayes obtaining the highest accuracy of 90.54% followed by J48 and PART algorithms at 87.83%.

One Size Does Not Fit All: Common Practices for Standards Collections and Management

There are numerous studies in the engineering literature about standards, though practical information on standards collection management in libraries is somewhat limited. This study builds upon previous studies but with both a broader scope and more granularity. The purpose is to fill gaps and add to the existing literature on standards collections and use. The workflow for collection development and management practices for standards, like other special resources, are according to each institution's preferences, clientele, campus culture, budget, and needs. To deepen the understanding of standards management in libraries, this study uses a larger sample size than previous studies found in the literature, through a survey of 336 academic libraries in the United States at institutions offering four or more Accreditation Board for Engineering and Technology (ABET) accredited engineering programs. The survey includes questions in areas that have not been studied before, such as institutional size, the highest degree offered, collecting intensity, and demand levels. Findings confirm some results of previous studies, but also show some new and unexpected findings.

Big data ethics and its role in the innovation and technology adoption process

PurposeUpon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.Design/methodology/approachThis paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.FindingsFour main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.Originality/valueThree notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills

Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. Keywords : Communication skills; Task based approach; Writing skills

Wind farm acoustics course for engineering students

The Accreditation Board for Engineering and Technology (ABET) has two learning outcomes for all engineering students that relate to “public health, safety, and welfare” and the need to consider “the impact of engineering solutions in global, economic, environmental, and societal contexts.” We describe the development of a one-credit hybrid course on wind energy acoustics that meets these learning outcomes. This course was one of five one-credit modular courses on different aspects of wind energy developed via a SUNY-funded initiative. Topics included human and environmental impacts of wind farm noise, sound perception, noise regulations, wind farm noise generation and propagation, and noise control. Students gained the acoustics background needed to understand the necessary technological aspects of wind farm noise. They used simple models to predict community noise levels and assess noise control strategies and then completed a case study project in which they proposed and debated strategies for reducing the negative impacts of a controversial wind farm. Upon completion of the course, the students expressed that they had not previously considered the possible impacts of wind farm noise. They seemed to have grown in their ability to think holistically about the potential societal and environmental impacts of wind farm noise.

Classifying academic staff according to their satisfaction as part of quality improvement project

Accreditation by a reputable organization, such as the National Commission for Academic Accreditation and Assessment (NCAAA) or the Accreditation Board for Engineering and Technology (ABET), is a requirement for academic institutions to provide superior educational services. The challenge of quality improvement (QI) in education is still very real. Effective quality procedures in academic institutions depend on a number of quality factors, including work satisfaction and effective communication. Positive academic satisfaction and strong communication skills will not only improve the working atmosphere and boost productivity, but they will also increase job satisfaction. This quantitative research study's objectives are to examine organizational communication, define communication styles, and gauge work satisfaction at an engineering college. An online survey that is based on a questionnaire is used to gather information about job satisfaction. The perceptions of the respondents were gauged using five-point Likert-type scales. The scope of the study encompassed the entire population, or the entire academic staff employed by the college. The academic staff is divided into groups using factor analysis, which subsequently identifies a number of intriguing QI topics. The findings of this study also provide credence to the idea that academic staff members who have supportive leaders, good working conditions, and a maximized feeling of perceived job security exhibit much better levels of general academic job satisfaction. The authors feel that the same methodologies and assessments can be utilized in any kind of study, even if this case is focused on a single college of engineering.

Profesionalisme Keinsinyuran

The profession of a civil engineer or civil engineer in a project has a very broad impact on people's lives. A civil engineering graduate is required to have professional expertise and high dedication in carrying out his work so that he can produce quality products and serve the needs of the community, especially in the infrastructure sector. Written and Professional Engineering Ethics Based on the formulation of the problem, it is hoped that the following objectives can be achieved: Understanding what a profession is and what its characteristics are, knowing the code of ethics of the engineering profession in realizing the needs of society. Objectives Introduction and understanding of the ethics of the engineering profession needs to be done as early as possible, even some technical colleges have included it in the curriculum and special courses. The Accreditation Board for Engineering and Technology (ABET) itself specifically provides accreditation requirements which state that every engineering student must fully understand the ethical characteristics of the engineering profession and its application. in their field and must always think positively by upholding professional ethics and integrity. The civil engineering profession is a civil engineering job which in its implementation requires expertise to serve the needs of the community in the infrastructure sector. A profession usually has a professional association, a code of ethics, and a certification and licensing process that is specific to that profession. In the work of an engineering graduate (engineer) on a project, he must have the requirements as a competent and academically accountable professional in order to produce quality products, especially in the infrastructure sector so that it is expected to serve the needs of the community as well as possible. The existence of a code of ethics that regulates the actions of a civil engineer or engineering graduate to avoid all forms of action that will harm himself, society and the environment

Towards unified management of software capstone projects in Saudi universities: a survey-based study

PurposeSaudi universities have incorporated capstone projects in the final year of an undergraduate study. Although universities are following recommendations of the National Commission for National Commission for Academic Accreditation and Assessment (NCAAA) and Accreditation Board for Engineering and Technology (ABET), no detailed guidelines for management and assessment of capstone projects are provided by these accreditation bodies. Variation in the management and assessment practices of capstone project courses and analysis of the students' capabilities to align with industry demands, to realize Vision 2030, is challenging. This study investigates the current practices for structure definition, management and assessment criteria used for capstone project courses at undergraduate level for information technology (IT) programs at Saudi universities.Design/methodology/approachA web-based questionnaire is administered using a web service commonly used for questionnaires and polls to investigate the structure, management and assessment of capstone projects at the undergraduate level offering software engineering, computer science and information technology (SECSIT) programs. In total, 42 faculty members (with range of experience of managing/advising capstone projects from 1 to more than 10 years) from 22 Saudi universities (out of more than 30 universities offering SECSIT undergraduate programs) participated in the study.FindingsThe authors have identified that Saudi universities are facing challenges in the utilized process model, the distribution of work and marks, the knowledge sharing approach and the assessment scheme. To cope with these challenges, the authors recommend the use of an incremental development process, the utilization of a project-driven approach, the development of a national level digital archive and the implementation of homogeneous assessment scheme.Social implicationsTo contribute to the national growth and to fulfill the market demand, universities are recommended to align the capstone project courses with latest technology trends. Universities must collaborate with the industry and update the structure and requirements of capstone project courses accordingly. This will further facilitate to bridge the gap between industry and academia and will develop a win–win scenario for all the stakeholders.Originality/valueAlthough universities are committed to increase innovative capacities of their students for enabling them to contribute to economic and social growth, it is still hard to know the knowledge creation and sharing at national level. Variations in the management and assessment practices for capstone projects further intensify this challenge. Hence, there is a need of smart assessment and management of software capstone projects being developed in Saudi universities. Incorporating latest technologies, such unified management can facilitate discovering the trends and patterns related to the domain and complexity.

Continuous improvement of a bioengineering CURE: Preparing students for a changing world.

Based on recent education reform guidelines to prepare professionals who are able to handle new technological, economic, social, and environmental challenges, pedagogical modifications are deemed necessary by the educators. Specifically, in biology, the rapid changes in the content and biological products demand changes in the curriculum. We aim to address this current need by providing an example of a course that was redesigned to meet the current trends of biological engineering education. In this course-based undergraduate research experience (CURE), learning objectives and possible outcomes were developed and assessment mapping was performed to align the course objectives with the Accreditation Board for Engineering and Technology (ABET) recommendations. A description of how one can assess authentic inquiry courses while adhering to the recommendations are discussed. For example, in this particular course, students completed weekly reflection assignments, maintained lab notebooks that were graded every week, presented their research to their peers at the end of the semester, and submitted a final paper to be graded. "Holistic" engineering is crucial for the all-around development of a 21st century engineer. Altering the traditional lecturing with more hands-on learning is crucial for the development of professional and communication skills of students. Such alterations could lead to the production of well-rounded life-long learners to serve the upcoming world.

Introducing Systems Thinking Techniques into an Undergraduate Engineering Education

AbstractThe world is faced with producing more complex, interdependent systems, and systems of systems. Due to the complexity and interdependencies, these systems do not lend themselves to the traditional reductionist approach, which is feasible only for complicated systems. To architect and develop complex systems requires the use of systems thinking tools and competencies which are an enabler for developing complex engineered systems, humanitarian systems, organizational structures, business strategies, production optimization, solving socio‐technical problems, etc. Because of the power of systems thinking and its global applicability, the question becomes; how can we better produce system thinkers? There are currently many effective systems thinking methods and tools which have been successfully adopted by practicing engineers. This paper will describe how we can introduce similar systems thinking elements into an existing undergraduate education through lectures/mentoring, labs/projects/experiments, case studies/background research, and multi‐discipline capstone projects/internships. Some universities have recently added systems thinking elements to their curricula, and through INCOSE's influence, the Accreditation Board for Engineering and Technology (ABET) now mandates systems thinking for all undergraduate engineering programs. This paper acts to describe a variety of implementation methods to serve as exemplars for those implementing systems thinking into existing curricula. The motivation of this work is to ultimately produce engineers who are better suited to engineering complex systems when they enter the workforce.

Efficient Hardware-in-the-Loop and Digital Control Techniques for Power Electronics Teaching

Power electronics is a core subject in electrical and electronics engineering at the undergraduate level. The rapid growth in the field of power electronics requires necessary changes in the curricula and practica for power electronics. The proposed next-generation power electronics teaching laboratory changes the learning paradigm for this subject and is for the first time used for teaching purposes in Pakistan. The proposed controller hardware-in-the-loop (CHIL) laboratory enabled students to design, control, and test power converters without the fear of component failure. CHIL setup allowed students to directly validate the physical controller without the need for any real power converter. This allowed students to obtain more repeatable results and perform extreme digital controller testing of power converters that are otherwise not possible on real hardware. Furthermore, students could start learning power electronics concepts with hardware from the beginning on a safe, versatile, fully interactive, and reconfigurable platform. The proposed laboratory meets the accreditation board for engineering and technology (ABET) student outcome criterion K such that students can continue with the same hardware and software toolset for graduate and research purposes. The knowledge and skills acquired during undergraduate years can help students create new solutions for power electronics systems and develop their expertise in the field of power electronics. The results obtained from the survey indicated that the majority of the students were satisfied with the laboratory setup. They also expressed appreciation over the provision of a high-level graphical language “LabVIEW” for the digital controllers compared to conventional low-level text-based languages such as VHDL, Verilog, C, or C++.

Relationship Between Professional Competencies Required by Engineering Students According to ABET and CDIO and Teaching–Learning Techniques

Contribution: To guide engineering educators on the complex path of understanding how to teach future engineers and how they can help engineering students to obtain the professional competencies required by frameworks and syllabus, based on didactic techniques that determine an orderly learning process. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> University education is committed to change and adaptation to the current and new realities of the world. The framework for measuring the Accreditation Board for Engineering and Technology (ABET) outcomes and Conceive– Design–Implement–Operate (CDIO) syllabus have developed a list of competencies required by engineering students, encouraging universities to meet real-world needs. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> Rethinking the role of engineering education and the purpose of education in the engineer’s professional development, proposing a roadmap for engineering educators, helping them to define which teaching–learning techniques to apply to develop the competencies and skills that university and industry require from future engineers. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> A relationship is shown between the competencies that today’s engineers must have according to ABET criterion 3 (i.e., student outcomes), which are required for continuous accreditation of the engineering and CDIO syllabus, and the respective didactic techniques considered in this research. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> To develop competencies, students should be taught based on different teaching–learning techniques in higher education. A relationship is proposed for the engineering educator, showing them which didactic technique could be adequate to be applied in the classroom to develop in students the specific competencies established by ABET (SO1 to SO7) and CDIO (SL1 to SL4).

Critical Thinking and Judgment on Engineer's Work: Its Integration in Engineering Education

In the present work we develop some core ideas to strengthen the inclusion of humanistic knowledge in scientific and technical education sustained in the mainstream definition of engineering provided by the Accreditation Board for Engineering and Technology (ABET). In order to achieve such a goal we developed a novel formal definition of the term ‘judgment’ to enlighten the conceptual links between technical rationality and critical thinking in the context of the engineering profession. The analysis intends to overcome some obstacles still present when integrating humanities in engineering training rather than including them as a mere afterthought.

Continuous Improvement in the IMSE Program of Kuwait University

Continuous improvement of an engineering program is essential and a critical process. Development and implementation of such a process is not only required by the Accreditation Board for Engineering and Technology (ABET), but it is also a necessary condition for the maturation and development of any engineering program. This paper describes the process employed by the Industrial and Management Systems Engineering (IMSE) program at Kuwait University to continuously improve its program. The employed process includes identification of the lowest score among the seven student outcomes specified by ABET. Next, the courses in the IMSE curriculum addressing this student outcome are identified, and the instructors teaching these courses took remedial actions. In the following semesters, this outcome was measured, and it was found that there is a significant improvement on this outcome. Other engineering programs can benefit from the process described in this paper.

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.

Designing Performance Metrics and Rubrics to Assess Student Outcome Attainment in Engineering Project Design Course

The identification and development of efficient assessment and evaluation procedures (Performance Metrics) is crucial for analyzing Student Outcome attainment in Engineering Programs. The present paradigm shift in the education system has diverted the focus from teacher-centric approach to learner-centric approach. It involves the active involvement of students for their respective learning. Students are intended to perform better when they get opportunity to develop skills through experiential learning. In an engineering curriculum, Project-based courses are embedded to incorporate “learning by doing” approach and provide additional orientation to the theoretical courses studied. With this vision, the objective of this article is to present a process for continuous assessment and evaluation of graduates learning in their respective Project Design course. A sequenced procedure from defining Performance Metrics/Indicators (as per Bloom’s learning levels) for Project course to evaluate results for assessing subsequent student outcome attainment level is presented. This includes development of Rubrics for selected student outcome (ABET-EAC2) related to Project design course, collating the data using direct and indirect assessment tools and their result analysis. Engineering Accreditation Commission (EAC) as defined by ABET (Accreditation Board for Engineering and Technology) has listed seven student outcomes. EAC2 defines capability of student to produce problem-specific potential design solutions to address functional requirement of societal and environmental needs. The methodology is described and implemented by taking sample data of one pass out batch of one of the Engineering Program at our Institute. The results are evaluated and analyzed according to the expected attainment level. A comprehensive analysis leads to designing and incorporation of subsequent improvement measures to establish accountability for Outcome-Based Education in terms of student’s employability.