Publications about VIP by University of Arizona Team Leaders
Impact of a Neuroscience VIP on Student STEM identity and self-efficacy
Takeaway: VIP courses in neuroscience are effective ways of promoting student gains in STEM. Strong gains were found in self-efficacy, science identity, and networking over multiple semesters of participation.
Scope: Collected precourse and postcourse surveys and qualitative responses from student participants in a neuroscience VIP course (N=31).
Abstract: 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 semester, prohibiting longer-term assessment of student growth. A neuroscience VIP was designed in which students performed experiments to investigate the causality of genetic variants linked to amyotrophic lateral sclerosis (ALS). Students could enroll for up to three consecutive semesters. Through precourse and postcourse surveys and qualitative responses, strong gains were found in self-efficacy, science identity, and networking over multiple semesters of participation. The study shows that VIP courses in neuroscience are effective ways of promoting student gains in STEM.
Citation: Cimetta AD, Friesen RS, Davis SM, and Bhattacharya, MRC. Neuroscience Vertically Integrated Projects Benefit STEM Student Self-Efficacy and Identity. SPUR (2025) 8 (3).
Links:
Link to article on the “Scholarship and Practice of Undergraduate Research” journal website.
Link to full article PDF.
Link to University of Arizona College of Science news coverage about this publication.
Link to Dr. Martha Bhatttacharya's VIP Brain Communication Networks.
Highlighting challenges and recommendations for increasing undergraduate student participation in research (case study, Applied Economics)
Takeaway: Challenges in engaging undergraduate students in research often involve student interest, timing, and access. This paper describes a research internship program designed to overcome these three hurdles. The internship program involved students who were incorporated into Josephson and Michler's VIP team.
Scope: Eight students were hired as part of the applied economics internship.
Abstract: Research is a core activity at universities, but the largest group of people at most universities—the undergraduate students—frequently graduate without scientific research experience. In this case study, we highlight challenges to engage undergraduates in the research process and focus on three key issues: student interest, timing, and access. We then report on our experience of preparing and rolling-out a research internship program designed to overcome these three hurdles. We target: (1) students not interested in a career in research, (2) lower-division students with little to no classroom research experience, and (3) students who are underrepresented in economics and/or STEM based on their race/ethnicity or gender identity. We candidly discuss the benefits, costs, hurdles, constraints, and successes of the program’s first cohort and make recommendations for others interested in curating
similar programs at their own institutions.
Citation: Athnos, A., A. Josephson, J. Michler, L. Rudin Rush. Expanding Undergraduate Research Experience: Opportunities, Challenges, and Lessons for the Future. Applied Economics Teaching Resources, Volume 7, Issue 2, April 2025 - Special Issue: Undergraduate Research in Agricultural and Applied Economics – Part 2.
Links:
Link to article on the “Applied Economics Teaching Resources” journal website.
Link to full article PDF.
Link to Dr. Anna Josephson and Dr. Jeffrey Michler’s VIP Team Applied International Development Economics (AIDE) Lab.
Looking for more research on VIP? Additional information on the VIP model's efficacy can be found on the Publications page on this site.