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Cultivating Student Project Ownership: Recommendations for VIP Instructors
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Kasey L. Wozniak; Anna S. Grinath; Heather J. Ray; Devaleena S. Pradhan – Scholarship and Practice of Undergraduate Research, 2025
A key component of authentic undergraduate research experiences is supporting students in recognizing their agency to shape a research project and develop project ownership. Previous research has suggested design elements that could foster project ownership in course-based research experiences. However, research is needed to examine how these…
Descriptors: Student Projects, Student Research, Undergraduate Students, Student Role
VIPs as an Approach to Prepare Students to Thrive after Graduation
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Lavanya Seetamraju; James Fredricksen; Donna Llewellyn – Scholarship and Practice of Undergraduate Research, 2025
This article describes how Boise State University uses the National Association of Colleges and Employers' set of eight "Competencies for a Career-Ready Workforce" as a foundation for the evaluation of its Vertically Integrated Project (VIP) program. Data was collected from both students and faculty to understand how often students had…
Descriptors: State Universities, Career Readiness, Core Competencies, College Faculty
Neuroscience Vertically Integrated Projects Benefit STEM Student Self-Efficacy and Identity
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Adriana D. Cimetta; Rebecca S. Friesen; Shaun M. Davis; Martha R. C. Bhattacharya – Scholarship and Practice of Undergraduate Research, 2025
Vertically integrated project courses (VIPs) are successful models for embedding long-term research participation into engineering curricula. Whether this model can be translated into gains for laboratory-based projects in biological sciences is unknown. Most biological sciences course-based undergraduate research experiences (CUREs) are a single…
Descriptors: Neurosciences, Educational Benefits, STEM Education, Self Efficacy