A common feature across many postgraduate programmes is the output of research from a "dissertation project". We present a case study on the redesign of the 60-credit Individual Project, a core component of the MSc Advanced Chemical Engineering and Sustainable Engineering programmes at the University of Strathclyde, Glasgow, UK. The study addresses critical challenges in traditional dissertation assessment: the overemphasis on written final reports, which limits student motivation for broader skill development; the vulnerability of such reports to AI-assisted production, raising concerns about academic integrity; and the lack of authenticity in experience; which restricts students membership into research communities of practice.

The redesign shifts the focus from output-based assessment to a more holistic approach, emphasising skill development and authentic learning. Key innovations included diversifying assessment types to prioritize continuous performance and skills (40%), alongside a 7,000-word journal article (40%) and a presentation with Q&A (20%). Reflective logs, supported by formative feedback meetings, were introduced to give students the opportunity to engage more deeply with their own research skills development. Supervisory pairings ensured continuity, scalability, and quality assurance, while detailed rubrics offered quality control in assessment criteria and feedback.

Informing these changes included extensive consultation with academic supervisory, complemented by workshops on reflective writing, research ethics, AI use, and presentation skills. Feedback from students and supervisors highlighted high satisfaction with staff support, communication, and the journal article format. Reflective logs were valued for tracking progress, though some students and supervisors noted challenges with repetition and application. Supervisors observed increased student ownership, improved writing, and enhanced engagement, while appreciating the flexibility of supervisory pairings.

This study demonstrates the value of authentic and diverse approaches to assessment in catalysing deeper and reflective learning; fostering authentic communities of practice around research for Masters students; mitigating AI-related risks; and enhancing student and supervisor satisfaction. The approach offers a scalable model for rethinking dissertation projects across disciplines, particularly in STEM fields, to better align assessment with learning outcomes and contemporary challenges.

Keywords: Postgraduate projects, communities of practice, diversifying assessment, authentic learning.