Complete data set for From Classroom to Career: A Cross-Disciplinary Study of Project-

This multi-institutional study examines how Project-Based Learning (PBL)assessments develop career readiness skills among undergraduate andgraduate students across diverse academic disciplines. Implemented acrossseven courses at Clemson University and Penn State University, this researchemployed the National Association of Colleges and Employers (NACE) CareerReadiness Competencies framework to systematically evaluate employabilityskill development through PBL assessment strategies. Means, pairwisecomparisons, and marginal frequencies were calculated from 217 studentsurveys to assess both skill development perceptions and learningpreferences. Findings reveal that students perceived development in criticalNACE competencies, particularly communication, technology, andprofessionalism skills. Students demonstrated a strong preference for PBLover traditional examination methods, reporting reduced stress levels andenhanced knowledge retention and learning. These results suggest thatstrategically designed PBL assessments serve as effective active learningtools that simultaneously evaluate student learning and cultivate essentialworkplace competencies. The study contributes to active learning scholarshipby providing empirical evidence for PBL's dual function as both anassessment method and a career preparation strategy. Results support theintegration of PBL assessments as a scalable, discipline-agnostic approach toaddress the growing demand for graduates equipped with 21st-centuryworkforce skills while maintaining rigorous academic standards.