Students are not the only ones demanding higher outcomes from educational institutions. There
is also increasing pressure from accreditation institutions. In particular, the Accreditation Board
for Engineering and Technology (ABET) specifies outcomes that university graduates in engineering
and technology must meet for their programs to be accredited[1]. Commonly referred to
as outcomes 3a-k, these criteria include, “an ability to communicate effectively,” and “an ability
to identify, formulate, and solve engineering problems,” as well as, “an ability to function on
multidisciplinary teams.” Many of these criterion are generally difficult to teach and assess effectively
with informative lectures and closed form questions.