The vertically integrated projects (VIP) program: leveraging faculty research interests to transform undergraduate STEM education

Stephen Marshall, Edward Coyle, James V Krogmeier , Randal T. Abler , Amos Johnson , Brian E. Gilchrist

Research output: Contribution to conferencePaper

Abstract

The Vertically-Integrated Projects (VIP) Program is an education program that operates in a research and development context. Undergraduate students that join VIP teams earn academic credit for their participation in discovery and design efforts that assist faculty and graduate students with research and development issues in their areas of technical expertise. The teams are: multidisciplinary – drawing students from across campus; vertically integrated – maintaining a mix of sophomores through PhD students each semester; and long-term – each undergraduate student may participate in a project for up to three years. The continuity, technical depth, and disciplinary breadth of these teams enable the completion of projects of significant benefit to faculty members’ research programs.
We compare the implementations and success of VIP Programs at five different institutions by a variety of criteria, including: origin and type of implementation strategy; number of disciplines involved; type of institution; implementation in the curriculum; resources and support available; growth of the program; grading/assessment strategy and tools; relationship with other discovery and design programs; software tools for program administration; number of students and faculty involved; etc. While programmatic variations and support have a marked effect on the success of VIP at each institution, its implementation in the curriculum and the ease of scheduling and timetabling teams stand out as two of the most important issues for every VIP site. The common slow pace of curricular change and the variability of curricular implementations across disciplines and institutions, lead to specific recommendations and strategies for future growth and dissemination of the VIP Program.

Conference

ConferenceTransforming Institutions: 21st Century Undergraduate STEM Education Conference
CountryUnited States
CityIndianapolis
Period23/10/1424/10/14

Fingerprint

research interest
Education
Students
education
Curricula
student
research and development
curriculum
grading
Scheduling
scheduling
semester
credit
continuity
expertise
graduate
participation
resources

Keywords

  • science education
  • vertically integrated learning
  • technology education
  • engineering education
  • mathematics education
  • STEM education

Cite this

Marshall, S., Coyle, E., Krogmeier , J. V., Abler , R. T., Johnson , A., & Gilchrist , B. E. (2014). The vertically integrated projects (VIP) program: leveraging faculty research interests to transform undergraduate STEM education. Paper presented at Transforming Institutions: 21st Century Undergraduate STEM Education Conference, Indianapolis , United States.
Marshall, Stephen ; Coyle, Edward ; Krogmeier , James V ; Abler , Randal T. ; Johnson , Amos ; Gilchrist , Brian E. . / The vertically integrated projects (VIP) program : leveraging faculty research interests to transform undergraduate STEM education. Paper presented at Transforming Institutions: 21st Century Undergraduate STEM Education Conference, Indianapolis , United States.9 p.
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abstract = "The Vertically-Integrated Projects (VIP) Program is an education program that operates in a research and development context. Undergraduate students that join VIP teams earn academic credit for their participation in discovery and design efforts that assist faculty and graduate students with research and development issues in their areas of technical expertise. The teams are: multidisciplinary – drawing students from across campus; vertically integrated – maintaining a mix of sophomores through PhD students each semester; and long-term – each undergraduate student may participate in a project for up to three years. The continuity, technical depth, and disciplinary breadth of these teams enable the completion of projects of significant benefit to faculty members’ research programs. We compare the implementations and success of VIP Programs at five different institutions by a variety of criteria, including: origin and type of implementation strategy; number of disciplines involved; type of institution; implementation in the curriculum; resources and support available; growth of the program; grading/assessment strategy and tools; relationship with other discovery and design programs; software tools for program administration; number of students and faculty involved; etc. While programmatic variations and support have a marked effect on the success of VIP at each institution, its implementation in the curriculum and the ease of scheduling and timetabling teams stand out as two of the most important issues for every VIP site. The common slow pace of curricular change and the variability of curricular implementations across disciplines and institutions, lead to specific recommendations and strategies for future growth and dissemination of the VIP Program.",
keywords = "science education, vertically integrated learning, technology education, engineering education, mathematics education, STEM education",
author = "Stephen Marshall and Edward Coyle and Krogmeier, {James V} and Abler, {Randal T.} and Amos Johnson and Gilchrist, {Brian E.}",
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Marshall, S, Coyle, E, Krogmeier , JV, Abler , RT, Johnson , A & Gilchrist , BE 2014, 'The vertically integrated projects (VIP) program: leveraging faculty research interests to transform undergraduate STEM education' Paper presented at Transforming Institutions: 21st Century Undergraduate STEM Education Conference, Indianapolis , United States, 23/10/14 - 24/10/14, .

The vertically integrated projects (VIP) program : leveraging faculty research interests to transform undergraduate STEM education. / Marshall, Stephen; Coyle, Edward; Krogmeier , James V; Abler , Randal T. ; Johnson , Amos ; Gilchrist , Brian E. .

2014. Paper presented at Transforming Institutions: 21st Century Undergraduate STEM Education Conference, Indianapolis , United States.

Research output: Contribution to conferencePaper

TY - CONF

T1 - The vertically integrated projects (VIP) program

T2 - leveraging faculty research interests to transform undergraduate STEM education

AU - Marshall, Stephen

AU - Coyle, Edward

AU - Krogmeier , James V

AU - Abler , Randal T.

AU - Johnson , Amos

AU - Gilchrist , Brian E.

PY - 2014/10/23

Y1 - 2014/10/23

N2 - The Vertically-Integrated Projects (VIP) Program is an education program that operates in a research and development context. Undergraduate students that join VIP teams earn academic credit for their participation in discovery and design efforts that assist faculty and graduate students with research and development issues in their areas of technical expertise. The teams are: multidisciplinary – drawing students from across campus; vertically integrated – maintaining a mix of sophomores through PhD students each semester; and long-term – each undergraduate student may participate in a project for up to three years. The continuity, technical depth, and disciplinary breadth of these teams enable the completion of projects of significant benefit to faculty members’ research programs. We compare the implementations and success of VIP Programs at five different institutions by a variety of criteria, including: origin and type of implementation strategy; number of disciplines involved; type of institution; implementation in the curriculum; resources and support available; growth of the program; grading/assessment strategy and tools; relationship with other discovery and design programs; software tools for program administration; number of students and faculty involved; etc. While programmatic variations and support have a marked effect on the success of VIP at each institution, its implementation in the curriculum and the ease of scheduling and timetabling teams stand out as two of the most important issues for every VIP site. The common slow pace of curricular change and the variability of curricular implementations across disciplines and institutions, lead to specific recommendations and strategies for future growth and dissemination of the VIP Program.

AB - The Vertically-Integrated Projects (VIP) Program is an education program that operates in a research and development context. Undergraduate students that join VIP teams earn academic credit for their participation in discovery and design efforts that assist faculty and graduate students with research and development issues in their areas of technical expertise. The teams are: multidisciplinary – drawing students from across campus; vertically integrated – maintaining a mix of sophomores through PhD students each semester; and long-term – each undergraduate student may participate in a project for up to three years. The continuity, technical depth, and disciplinary breadth of these teams enable the completion of projects of significant benefit to faculty members’ research programs. We compare the implementations and success of VIP Programs at five different institutions by a variety of criteria, including: origin and type of implementation strategy; number of disciplines involved; type of institution; implementation in the curriculum; resources and support available; growth of the program; grading/assessment strategy and tools; relationship with other discovery and design programs; software tools for program administration; number of students and faculty involved; etc. While programmatic variations and support have a marked effect on the success of VIP at each institution, its implementation in the curriculum and the ease of scheduling and timetabling teams stand out as two of the most important issues for every VIP site. The common slow pace of curricular change and the variability of curricular implementations across disciplines and institutions, lead to specific recommendations and strategies for future growth and dissemination of the VIP Program.

KW - science education

KW - vertically integrated learning

KW - technology education

KW - engineering education

KW - mathematics education

KW - STEM education

M3 - Paper

ER -

Marshall S, Coyle E, Krogmeier JV, Abler RT, Johnson A, Gilchrist BE. The vertically integrated projects (VIP) program: leveraging faculty research interests to transform undergraduate STEM education. 2014. Paper presented at Transforming Institutions: 21st Century Undergraduate STEM Education Conference, Indianapolis , United States.