There has been a gradual shift from a content-centered to an outcome-based approach for more effective teaching and learning, especially in engineering courses. Employers have been increasingly demanding engineering graduates possessing an optimal blend of technical (discipline-oriented) and non-technical or soft skills. This paper presents a unique pedagogical approach of blending Bloom's taxonomy and ABET criteria to develop student outcomes and to conduct a course in an activity-based environment. A mapping has been developed to correlate Bloom's taxonomy levels and ABET student outcomes. A mid-level course in the area of Applied Mechanics (Mechanics of Solids) is presented as a case study. Instructional strategy and implementation in the course is discussed through various activities, involving some key principles of solid mechanics. Integration of ABET criteria and Bloom's taxonomy, correlation matrix for the two philosophies, and improved course delivery. Effectiveness of the proposed innovative approach was evaluated through a students' survey. The methodology was well received, and the survey results were very encouraging. This integrated strategy can be easily adopted for other courses in the Applied Mechanics and Design stream, and for other engineering and science courses.