Iowa State University’s Industrial and Manufacturing Systems Engineering (IMSE) Department has been teaching and practicing continuous improvement for many years. Since 2003, a formal process for curriculum assessment related to ABET outcome items [a-k] and departmental outcome items [l-p] has been in place. This process has provided structure for obtaining, documenting, and using feedback from stakeholders, including students, alumni, faculty, and industry. Quantitative feedback is received through stakeholder surveys and outcome item assessment. Qualitative feedback is received from capstone design industry partners, alumni working in industry, and the IMSE Industrial Advisory Board. The IMSE capstone design course (IE441) has served as a principle linkage within the department for this process, and this paper describes how Industry and outcome item assessment are used to improve the capstone curriculum. Quantitative data are provided that indicate positive improvements resulting from interactions with Industry. Examples of qualitative feedback are also included. Outcome items [g] (An ability to communicate effectively) and [h] (The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context) are specifically addressed for the period of 2003-2011, with positive results seen in both areas.