Abstract
The educators of India's young engineers on are embarking on the recognized standard of practice for achieving consistently top notch engineers - namely, outcomes-based education (OBE). Visits to eight institutions around the country provided an interesting opportunity to learn first-hand how motivated faculty are to foster student success and implement the OBE. This paper touches on some philosophical differences between Indian and U.S. based accreditation agency parameters and an analysis of some practices in India that could result in shortcomings froman accreditation visit.
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