Vertically Integrated Projects (VIP) Programs: Multidisciplinary Projects with Homes in Any Discipline

Cullers, Jocelyn B. S.; Hughes, Will; Llewellyn, Donna C.

doi:10.18260/1-2--29103

Cited by 13 publications

(11 citation statements)

References 4 publications

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“…), they have implemented their VIP programs in varying ways. More about the implementations can be read in a collaborative paper by authors from sixteen consortium institutions [8].…”

Section: Dedicated Classroom and Meeting Spacesmentioning

confidence: 99%

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Correlation Between Academic Credit-use Policies and Student Persistence in Multidisciplinary Vertically Integrated Project (VIP) Courses

Sonnenberg-Klein¹,

Coyle²,

Abler³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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In the Vertically Integrated Projects (VIP) Program, undergraduates earn academic credit for their participation in long-term, large-scale, multidisciplinary project teams that are created at the request of faculty to assist them with their research and other innovative activities. The students contribute their disciplinary skills to the project, collaborate with students from other disciplines, and learn and practice many professional skills. A key to launching and maintaining productive VIP teams is having students participate for multiple semesters, sometimes up to six semesters. This allows students to develop deeper expertise and take on increasing levels of responsibility. Academic departments have established a range of credit-use policies for VIP courses, with some departments incentivizing multiple semesters of participation, with different incentives and varying thresholds for each policy. Beyond curricular policies, the number of semesters students participate in VIP may be affected by matches/mismatches between students and their instructors' departments, as well as student academic rank in their first semester of VIP. This study describes policies for the four academic units with highest enrollments in VIP at the Georgia Institute of Technology, and examines the number of semesters students (N = 869) participate in VIP by policy, by academic rank, and by matches-mismatches between student and instructor departments. In a secondary analysis, persistence rates are compared for a degree program before and after an incentivizing credit-use policy was established (N = 45). Results show correlation between higher persistence and two policies: 1) allowing all VIP credits to count as in-major electives after a minimum number are earned; and 2) allowing students to fulfill a design sequence requirement through VIP, with no additional planning/requirements beyond the normal design sequence. The study employed chi-square analysis for all but one analysis, because assumptions for analysis of variance were not met. These findings will be of use to existing and prospective VIP Programs, as well as institutions and departments seeking to increase student persistence in undergraduate research.

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“…), they have implemented their VIP programs in varying ways. More about the implementations can be read in a collaborative paper by authors from sixteen consortium institutions [8].…”

Section: Dedicated Classroom and Meeting Spacesmentioning

confidence: 99%

“…They are all members of the VIP Consortium, which was formed to facilitate improvement and dissemination of VIP Programs via collaboration amongst VIP sites. To this end, the VIP Consortium identified seven key elements of VIP Programs[8] [9]:1. Projects are embedded in faculty mentor's research efforts.VIP teams are started at the request of faculty.…”

mentioning

confidence: 99%

Correlation Between Academic Credit-use Policies and Student Persistence in Multidisciplinary Vertically Integrated Project (VIP) Courses

Sonnenberg-Klein¹,

Coyle²,

Abler³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Multi-disciplinary teams are encouraged but not required. 7. Dedicated classroom and meeting spaces.…”

Section: The Vip Model: a Brief Backgroundmentioning

confidence: 99%

“…The VIP model has now been adopted by thirty-seven institutions (twenty-six US, eleven international), well beyond the fourteen institutions under the initial grant. A more extensive discussion of the VIP model and VIP Consortium can be found in [3], [7]- [9].…”

Section: The Vip Model: a Brief Backgroundmentioning

confidence: 99%

Breaking Down the Silos: Innovations for Multidisciplinary Programs

Amoo

Bringardner

Chen

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Dr. Amoo designs and develops application-specific Field Programable Gate Array (FPGA) -based processors to tackle the problem of computational complexity. She has particular interest in High Performance Computing (HPC), remote sensing, autonomous navigation, and extraterrestrial applications wherein size, weight, power, speed, and computational accuracy are criteria. She has expertise in integer, fixed, and floating-point hardware system design, signal processing, controls, and atmospheric radiative transfer modelling. Dr. Jack Bringardner, NYU's Tandon School of EngineeringJack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is also an Assistant Professor in the General Engineering Department and Civil Engineering Department where he teaches the First-Year Engineering Program course Introduction to Engineering and Design. He is the Director of Vertically Integrated Projects at NYU. His Vertically Integrated Projects course is on Smart Cities Technology with a focus on transportation. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based curriculum, first-year engineering, and transportation. He is active in the American Society for Engineering Education and is the Webmaster for the ASEE First-Year Programs Division and the First-Year Engineering Experience Conference. He is affiliated withthe Transportation Engineering program in the NYU Civil and Urban Engineering Department. He is the advisor for NYU student chapter of the Institute for Transportation Engineers.

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“…Project-based courses and learning continue to increase in engineering programs and degrees, as universities seek to overhaul their curriculum, support different methods of teaching and learning, and satisfy new ABET criteria [2]. To support these courses, new curricular programs have been developed such as the service design program, EPICS, at Purdue, and the Vertically Integrated Projects (VIP) program, started at Georgia Tech [3,4]. These programs seek to support project-based learning from the cornerstone, first-year project to the capstone, senior design class.…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space

Bill¹,

Schoenwiesner²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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All students in the first-year course, Introduction to Engineering and Design, are required to attend the makerspace orientation training, which includes a tour, safety information, and training to operate the entry level 3D printers. Attendance at this training is required before participating in any other machine training sessions for all students. The training structure for first-year students has gone through several iterations. When the makerspace first opened, faculty from the first-year program worked with the makerspace manager to require training during one of the regular lab sessions. These lab sessions are three hours long, offered once per week for each class section of 12-18 students, and three of the sections have lab concurrently. This method continued throughout Fall 2016 -Fall 2018, but several issues arose with negotiating time for the rest of the lab activities and consistent quality across all training sessions with large groups attending at once. Over the past academic year, faculty, staff, and TAs experimented with the structure of lab activities and now require this training as part of a pre-lab assignment.Based on feedback from makerspace student staff and first-year students, the size of these prelab training sessions has been limited and they are available to first-year students only. This allows students to participate with others in their cohort, and makerspace student staff also emphasize opportunities for use of the space, machines, and that technical and design workshops are available through the space. A survey has been developed and was sent out to the Fall 2019 first-year cohort to assess student confidence in their training experience, whether they have participated in any additional training or follow up events, as well as two open ended response questions. Survey data from Fall 2019 is presented and further iterations for the Spring 2020 semester discussed.

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Vertically Integrated Projects (VIP) Programs: Multidisciplinary Projects with Homes in Any Discipline

Cited by 13 publications

References 4 publications

Correlation Between Academic Credit-use Policies and Student Persistence in Multidisciplinary Vertically Integrated Project (VIP) Courses

Correlation Between Academic Credit-use Policies and Student Persistence in Multidisciplinary Vertically Integrated Project (VIP) Courses

Breaking Down the Silos: Innovations for Multidisciplinary Programs

Work in Progress: Lessons Learned Supporting First-Year Students in an Academic Maker Space

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