Assessing The E2E Sustainable Propulsion Undergraduate Education And Research Program

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 semester's start, a mid-semester formative check-in, and a final portfolio submission. Our findings reveal educational successes within 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 non-traditional 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.