The USA Accreditation Board for Engineering and Technology (ABET) adopted recently a new set of criteria for evaluating engineering programmes. One of these (criterion 3) refers to programme outcomes and assessment. In this article, the author describes the design and implementation of a sustainable, systematic process for defining and assessing programme outcomes. This process involves analysing each outcome into elements, defining a set of attributes for each element, selecting outcome indicators and performance targets, and developing special rubrics for an accurate assessment of student skills. The author also describes a systematic way of addressing specific programme outcomes through course and curriculum design. Each outcome is assessed in a group of selected courses in an effort coordinated by several faculty members. Course changes are implemented as necessary to increase students’ achievements in critical areas. The focus of this effort is to create a process that facilitates the continuous improvement of a programme.