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Open Access research with a European policy impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the European Policies Research Centre (EPRC).

EPRC is a leading institute in Europe for comparative research on public policy, with a particular focus on regional development policies. Spanning 30 European countries, EPRC research programmes have a strong emphasis on applied research and knowledge exchange, including the provision of policy advice to EU institutions and national and sub-national government authorities throughout Europe.

Explore research outputs by the European Policies Research Centre...

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

Marshall, Stephen and Coyle, Edward and Krogmeier, James V and Abler, Randal T. and Johnson, Amos and Gilchrist, Brian E. (2014) The vertically integrated projects (VIP) program : leveraging faculty research interests to transform undergraduate STEM education. In: Transforming Institutions: 21st Century Undergraduate STEM Education Conference, 2014-10-23 - 2014-10-24, IN.

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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.