This article presents a process, results, and experiences of conducting an Industry Focus Group forum for curriculum assessment of the undergraduate electrical and computer engineering program at the University of Manitoba. The forum resulted in the identification of 21 gap subject areas, where a gap subject area was defined as the difference between industry's desired attributes of a new graduate and the actual abilities of a new graduate, at the time of entering the workforce. The identified subject areas were mapped to the Canadian Engineering Accreditation Board's graduate attributes for validation. Proficiency levels were assigned to the CEAB attributes and the identified gap subject areas. Finally, learning outcome statements were formed by assigning Bloom verbs to subject areas based on the selected proficiency levels.