Design Features, Impacts & Outcomes of the VIP Model​

Leveraging information provided by the VIP Consortium, consider the following aspects of the VIP model regarding student impacts and outcomes.  Much of the text presented below is available on the VIP Consortium website.

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In VIP programs, undergraduate students - from various academic years and disciplines -  work with faculty on ambitious, long-term, large-scale research projects.  Structured as semester-long courses, VIP operates like lab groups or think tanks rather than the traditional lecturer-class model, giving students direct involvement in research and innovation while earning academic credit.

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Faculty-Led Teams: Faculty create projects around their scholarly interests, bringing expertise and enthusiasm to each team. The VIP structure is uniquely designed to advance faculty scholarship and research while emphasizing undergraduate learning.

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Collaboration & Mentorship: VIP's long-term nature creates a unique mentorship environment: faculty mentor teams, experienced students mentor new members, and students move into leadership positions as others graduate. Students develop leadership and collaboration skills.

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Active & Longitudinal Participation: Students are eligible to participate in the same team throughout the rest of their academic careers.

This extended timeline provides the time and context for students to: 

• gain deeper insights into their field of study;

• learn and practice professional and research skills;

• make substantial contributions to real-world projects; and

• experience different roles on large, multi-disciplinary teams.

Core VIP Team Design Features​

• Rooted in the scholarly/research goals of VIP Faculty Mentors.

• VIP Teams are large-scale (10+ students) and long-term (multiple years of operation).

• VIP Teams are diverse - multidisciplinary teams are encouraged but not required.

• VIP Teams have dedicated learning, meeting, and research spaces (as needed).

• Students receive academic credit for each semester of VIP involvement.

• Students develop disciplinary and professional skills.

• VIP Faculty Mentor and student participation is driven by mutual interest in shared goals.

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Why are Students Interested in VIP?

• Belonging:  being a part of a research group and feeling membership therein.

• Mentorship: receiving multimodal (personal, academic, research, professional) mentorship from peers, potential graduate students and postdoctoral associates that might be involved, and the VIP Faculty Mentor.

• Barrier Removal: VIP program participation does not have GPA requirements, nor does it require prior experience.

• Professional Development: students learn new skills inside and outside their academic discipline.  Additionally, students develop broader professional competencies such as communication skills, collaboration, problem-solving, leadership, and resilience.

• Preparing for the Future:  students prepare for potential graduate training or other post-graduation opportunities they may wish to pursue.

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Why should Campus Partners be Interested in VIP?

• Longitudinal and large-scale involvement of students in scholarly/research goals.

• Increased continuity of knowledge when engaging students in research (as compared with traditional smaller-scale engagement).

• Students are enthusiastic, motivated, and productive.

• Provides beneficial educational and broader impacts for grant proposals.

• Adds a new dimension to scholarly/research exploration.