Abstract
In this paper we report on our effort, the Vertically Integrated Projects (VIP) Program (Coyle, Allebach, & Garton-Krueger, 2006), to address and potentially overcome fragmentation in higher education. The lessons learned when initiating and growing VIP within several institutions have helped to improve the program as measured by the learning outcomes for students, research outcomes for faculty, and new opportunities for partnering with other organizations. The key has been to leverage faculty interests in and Institutions’ reward structures for research, especially when research is defined in a discipline-independent way as innovation. VIP provides a mechanism that enables undergraduates to participate in and contribute to innovative efforts led by faculty and their graduate students.
| Original language | English |
|---|---|
| Title of host publication | Transforming Institutions |
| Subtitle of host publication | Undergraduate STEM Education for the 21st Century |
| Editors | Gabriela C. Weaver, Wilella D. Burgess, Amy L. Childress, Linda Slakey |
| Place of Publication | West Lafayette, Indiana |
| Pages | 223-234 |
| Number of pages | 12 |
| ISBN (Electronic) | 9781612494364, 9781557538550 |
| DOIs | |
| Publication status | Published - 15 Oct 2015 |
Keywords
- vertically integrated learning
- STEM support
- higher education
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