Faculty: Request a VIP Team, Step 1 Instructor Form 1 – for Lead Instructors Greetings Faculty, Researchers, and Academic Professionals, The VIP Program supports faculty through large multidisciplinary student teams. Although it is a model of undergraduate research, the policies and processes differ from conventional undergraduate research courses. We ask prospective instructors to confirm understanding of the model and program before requesting a team. Lead instructors, please complete the form below. Secondary instructors, please complete our form for secondary instructors, which includes credentialing questions. (Lead instructors take care of the questions in the new team request form.) Name * Email * VIP Teams are Embedded in Faculty Projects VIP supports faculty by embedding multidisciplinary student teams in long-term faculty projects. Faculty engagement is greatest when VIP enhances the instructor’s portfolio and/or advances them toward a goal. These portfolios or goals may be in research, scholarly endeavors, or passion projects such as service learning. benefits instructor * I understand a VIP team is meant to benefit me. Instructors are Credentialed Tenure track instructors leading projects within their area of expertise do not require additional credentialing. For accreditation-related purposes, they will still be asked to provide credential-related information. When tenure track instructors lead projects outside of their areas of expertise, the department most closely related to the project will need to approve the project and instructor credentials. Non-tenure track instructors 1) need approval from their direct supervisors to lead a VIP team, with the expectation of participating for at least three years, and 2) need to be credentialed to teach the VIP project course. (This is different than credentialing for GT1000.) Instructors will need to obtain these approvals prior to having the project posted. [LINK TO BE ADDED] Checkboxes * I understand that instructors are credentialed. Project Scope VIP projects are long-termProjects are expected to last at least 3 to 5 years. Most projects evolve with the instructors’ research portfolios, operating indefinitely. Of the 10 teams established in spring of 2020, two lasted 3-4 years, one lasted 5 years, and 7 are still running. Checkboxes * I understand that projects are expected to last at least 3 to 5 years. VIP teams are largeVIP has a minimum target team size of 10 students, although new teams are sometimes smaller (around 8 students). Faculty are able to lead such large teams because students participate multiple semester, and returning students help lead the team. Longitudinal analysis of peer evaluations confirm growth in student leadership roles over time, which reduces the burden on faculty. A team size of 10 ensures that enough students return the following semester to maintain continuity. While this may seem large, once established, most instructors choose to expand their teams, with an average size of 23. Checkboxes * I understand that the minimum target team size is 10 students. VIP Teams Require Continuity New and Returning Students Each SemesterTo maintain a team size of 10 or more students, VIP teams accept new students each semester to replace those who graduate or leave the team. Student persistence in the program varies by major, but roughly half return for a second semester, roughly half of these students return for a third semester, and roughly half of these return for a fourth semester. Checkboxes * I understand that VIP teams accept new students each semester. Pausing and Restarting Strongly AvoidedThe long-term nature of VIP is intended to provide faculty with an ongoing source of students and student leaders, and to provide students with multi-year experiences. Pausing a team would eliminate growth for student leaders, would negatively impact students using VIP to fulfill multi-semester degree requirements, and would leave instructors with no student leaders when they restart the team. For these reasons, the VIP Program avoids pausing and restarting teams. When needed, instead of pausing a team, instructors can choose to not accept new students. This enables them to reduce the size of the team while continuing to mentor students who are already on the project. In these instances, the teams are marked as “full,” so new applicants do not apply. When faculty go on sabbatical or family leave, new students are not accepted, but teams typically continue to operate. In semesters such as these, teams are usually co-mentored by graduate students and other faculty (typical during family leave), or the instructor continues to mentor the team virtually (sabbatical, study abroad, etc.). Because of the negative impact of a full team pause, instructors who seek to pause their teams (i.e. to not accept their returning students) may not be allowed to restart the team. Checkboxes * I understand that, in order to avoid a full team pause, instructors can choose to not accept new students while still mentoring returning students. This is coordinated program coordinators, so new applicants do not apply. Student Selection Nominal Screening Student selection in VIP differs from traditional undergraduate research in a few ways. The first main difference is that students are not screened by GPA, resumes, or interviews. While this may seem counterintuitive, many years of experience have shown enthusiasm to be the strongest predictor of success in VIP. In the application, students are asked to explain in 350 characters or less their motivation for wanting to join the team. Keeping this field short ensures it does not become a resume. Online Applications Students apply to join VIP teams through an online application form. Instructors are welcome to recruit students to their teams, but students still need to fill out the online application. Instructors can ask students to include specific notes to the application reviewer (i.e. “Professor ____ asked me to apply,” etc.). Who Handles Applications To keep from overwhelming new instructors, the VIP Program handles student applications in the first few semesters for a team. Once the team is up and running, approvals are handled by instructors. When reviewing applications, instructors should not look up student grades, should not request resumes, and should not request interviews. Graduate mentors can assist with applications, but they must follow the same policies and must complete CTL’s FERPA modules for Teaching Assistants. While undergraduate serve as peer mentors, undergraduates cannot be involved in reviewing applicants. Returning Students Teams are expected to accept returning students for second and subsequent semesters. Poor performance should be communicated and handled through midterm feedback and final grades. Unless students undermine the function of the team, teams are expected to accept returning students. If a student is not thriving, has received low grades, and still wants to return, instructors are encouraged to meet with the student to discuss their motivations and goals. Checkboxes * I understand that students are not screened by GPA, resumes, interviews, or letters of recommendation. I understand that students apply through an online form, which is handled by VIP in the first few semesters; that returning students are generally accepted; and that graduate students can assist with applications (but undergraduates cannot). VIP is a Course Credits and Student Time on Task VIP is offered for 1-2 (and in some cases 3) credits. Sophomores are limited to 1 credit. Juniors and Seniors can take it for 1-2 credits. Students in their last semester of VIP, who have participated in the prior semester, and who have instructor approval can participate for 3 credits. Graduate students can enroll for 1-3 credits. Students who are paid to participate (RAs, PURA, hourly pay) register for a 1-credit audit class. 1 credit = 3 hours outside of class 2 credits = 6 hours outside of class 3 credits = 9 hours outside of class Grading Students receive letter grades. They are graded in three equally-weighted areas: contributions to the project, documentation, and teamwork. Syllabi need to include criteria used to assess student performance. The VIP Program provides starting-point rubrics that instructors can adapt to their contexts. Checkboxes * I understand that students are graded and that VIP provides starting-point rubrics. Submit If you are human, leave this field blank. 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