| description abstract | Abstract. In this paper, we explore the implementation of a student-led, performance-based assessment model in a vertically integrated, industry-sponsored undergraduate research program focused on sustainable aviation. Understanding the limitations of assessment within such programs is crucial for extending the value of this approach to other experiential learning environments. Students were tasked with creating personalized assessment portfolios to demonstrate their achievement of program learning outcomes, as well as identifying transferable skills such as leadership and mentorship, drawing on the transversal skills and competencies (TSC) model. The intervention included the development of an individualized portfolio plan at the start of the semester, a midsemester formative check-in, and a final portfolio submission. Our findings reveal educational successes within Education to Engineering (E2E), including strong student engagement, the ability to connect their assessments to team-specific deliverables, and the use of reflective practices that align with professional skill development. However, students predominantly relied on traditional academic artifacts, such as final reports and presentations, with limited emphasis on transferable skill development. Most students favor hierarchical evaluation, where grades are assigned by faculty or subject matter experts, over scalable methodologies like self-assessment. Despite this, the inclusion of nontraditional artifacts, such as reflective journals and proposals for future work, demonstrates the program's influence in encouraging metacognitive growth and professional skill development. Additionally, a strong correlation in artifact types among team members reflects a deep understanding of their projects and a rejection of one-size-fits-all assessment approaches. In addition, this paper discusses the use of the framework/tools used in this analysis to help quantify the effectiveness of these types of student-led programs, from the student, professor, and industrial perspective, while acknowledging the different priorities of each group. These findings highlight the need for enhanced framework/scaffolding to help students better align their academic learning with professional standards and progress toward a scalable, student-centered assessment model. The program's demonstrated success in engaging students with interdisciplinary, team-based projects and encouraging professional skill development positions it as a model for future educational innovations. | |
