Session: 07-01: Education

Paper Number: 151877

Assessing the E2E Sustainable Propulsion Undergraduate Education and Research Program 

Experiential learning interventions, such as undergraduate research programs, are widely recognized for their high impact on student learning. Research has shown that such interventions strengthen students' disciplinary identity, increase intrinsic motivation, and encourage the development of teamwork and technical skills. However, assessing individual learning within a team-based, real-world research environment presents unique challenges. The unpredictable nature of the learning process in these environments, where students respond to unforeseen issues and collaboratively overcome obstacles, complicates the establishment of formal formative or summative assessment protocols. Moreover, in professional settings, performance reviews are often self-directed, with employees producing artifacts that demonstrate their contributions and impact—an approach rarely mirrored in traditional STEM academic assessments, which rely on externally defined criteria such as exams or quizzes.

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. The students, working in teams of 3-8 on topics such as exploration of Sustainable Aviation Fuels (SAFs) or hybrid-electric and open-rotor designs, were tasked with developing personalized assessment portfolios that demonstrate their achievement of the program’s learning outcomes. Additionally, students were asked to identify transferable skills, such as leadership and mentorship, as part of their assessment, 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 mid-semester formative check-in, and a final portfolio submission.

Preliminary analysis suggests that students largely relied on traditional academic artifacts, such as final reports and presentations, to address course learning outcomes. However, their approaches to demonstrating professional and transferable skills, such as leadership and teamwork, were more creative and varied, with some focusing on mentorship roles and onboarding processes. A thematic analysis of student submissions reveals both alignment with academic standards and emerging themes that reflect gaps in student understanding of professional performance assessments. This indicates the need for additional scaffolding to help students better connect their academic learning with professional standards.

Understanding the limitations of assessment within such programs is crucial for extending the value of this approach to other learning experiential environments.  In this paper, we report on the range of artifacts proposed by students, analyze their alignment with both academic and industry-standard assessments, and discuss the implications for future iterations of the program. We highlight the need for increased scaffolding to guide students in aligning their self-assessments with professional expectations, while still encouraging the creativity that experiential learning environments foster.

Presenting Author: David Gray Virginia Tech

Presenting Author Biography: Dr. Gray is an Associate Professor of Practice in the Engineering Education Department at Virginia Tech. After earning degrees in Electrical Engineering and Materials Science Engineering at Virginia Tech, Dr. Gray spent 8 years in industry, eventually working as Director of R&D for a small business. David has been with the Engineering Education Department of Virginia Tech since 2018. In his role as Associate Professor of Practice, Dr. Gray is involved in the leadership of multiple undergraduate research programs and is active in multiple interdisciplinary problem-based learning initiatives. Dr. Gray’s technical research spans multiple areas, including magnetic phenomena and artificial intelligence. Dr. Gray is also working to explore how students work in teams, with specific focus on assessment of teamwork and pedagogy centering on strategies to structure effective teams in interdisciplinary academic settings.

Authors:

David Gray Virginia Tech
Karen Martinez Soto Syracuse University
Charles Haldeman Pratt and Whitney
Todd Lowe Virginia Tech