This paper discusses a new way of assessing student learning in an "aerodynamics" course through the use of portfolios. The approach is general enough so that it can be used in any engineering course, perhaps with a few modifications depending on content. The main idea is allowing the students more responsibility for their own learning. Instead of having all the students in the class perform identical activities (homework, experiments, tests, etc.), a cadre of assignments is made available to them and they may choose and perform (within reason) the ones that suit them better in terms of their own strengths and learning styles. The ultimate goal is for each student to demonstrate a minimum level of competence in all basic skills (analytical, computational, experimental, design, and communication) while pursuing excellence in at least one of them. The paper describes the various assignments and options the students have for achieving their learning objectives. It also discusses my observations on the effects of this approach to student learning as well as the response of the students.