Neuroscience VIP course strengthens STEM identity, boosts student success

A recent study led by faculty and researchers at the University of Arizona finds that immersive, multi-semester undergraduate research experiences can significantly enhance student confidence, scientific identity, and career readiness—especially for those pursuing degrees in neuroscience and the biological sciences.

The course, Brain Communication Networks, was developed as part of the University of Arizona’s Vertically Integrated Projects (VIP) initiative and centered on student-led investigations into genetic variants associated with amyotrophic lateral sclerosis (ALS). Unlike typical course-based undergraduate research experiences (CUREs) lasting a single semester, VIP courses allowed students to enroll continuously over many semesters, providing opportunities for content mastery, peer mentorship, and a better appreciation of the research process.

Researchers Martha Bhattacharya, Adriana Cimetta, Shaun Davis, and Rebecca Friesen conducted a mixed-methods study to evaluate the outcomes of this course model. The findings—published in the Scholarship and Practice of Undergraduate Research—offer compelling evidence that VIP courses foster meaningful growth in STEM self-efficacy, identity, and collaborative skills.

“The students are often shocked to realize that they can do real biomedical research in a class, and it changes their whole outlook on their college education: they are contributing knowledge, not just absorbing it," said Bhattacharya. "It’s powerful for them to take ownership of a scientific question. From an instructor perspective, it’s incredibly rewarding to watch students gain confidence in their own scientific abilities.”

Beyond the Traditional Lab

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Traditional CUREs are widely acknowledged to increase access to research and support student engagement in their curriculum. However, most are limited to a single semester, restricting the depth of learning and continuity in research skill development. The VIP model, which originated in engineering, expands on this concept by embedding long-term, team-based research into the curriculum. Here at the University of Arizona, the VIP program was founded in Fall 2020 and has quickly become a success, with 58 active teams across over 20 departments and over 1500 students who have participated since the program’s inception. Dr. Bhattacharya’s VIP was the first offered in the College of Science, and she served as the VIP Program’s Faculty Director from 2022-2024.

In Brain Communication Networks, students explore human ALS-linked gene variants using fruit fly models, collaborating across disciplines such as neuroscience, molecular biology, bioengineering, and computer science. Teams meet weekly and participate in hands-on lab sessions in which they are expected to plan their own experiments and monitor their progress in lab notebooks. The course structure promotes peer mentorship and leadership development as returning students supported new enrollees.

“Working with a group allows me to share my ideas while also getting help and feedback from students who have taken this class before,” wrote one student.

Strong Gains in Student Confidence and Identity

Using the Persistence in the Sciences (PITS) survey, researchers measured changes in student self-efficacy, science identity, and science communication. After just one semester, students showed significant gains in self-confidence and identification as scientists. Students also began sharing their work with faculty, family, and peers beyond the classroom, a shift that signals growing comfort in their scientific identity.

“Communicating findings allows for more cooperation with interested individuals and potentially gives outside sources an outlet for ideas and information that can improve and expand the research,” wrote one student.

Student Voices Underscore Transformative Impact

Qualitative responses further illuminated the course’s impact. Many students described a shift in mindset—from simply learning science to actively doing science. Some noted that working on the same research project over time allowed them to build a sense of ownership, while others shared how the experience influenced their career trajectory.

“I went from wanting an MD to shooting for an MD/PhD now, as I don’t think I can leave research now that I’m in it,” wrote one student.

Students also praised the peer mentorship dynamic. Those returning for multiple semesters expressed a desire to help newer classmates, while first-time participants valued the guidance and camaraderie of experienced teammates.

“One thing that I enjoyed about this class was that it connected me with other students who love science, and through those relationships I was able to become better at science even outside of the course,” wrote another student. “These relationships became extremely valuable to me.”

High Retention, Broader Impacts

Of the 95 students who enrolled in the course over six semesters, 93 either graduated in a STEM field or were still pursuing a STEM degree at the time of the study—a remarkable 97.9% retention rate, well above national average of 62 percent.

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The VIP model also inspired students to pursue additional research opportunities, such as summer programs or independent study, with many finding success in competitive placements.

Scaling the Model: Opportunities and Challenges

The study acknowledges that VIP courses in neuroscience and “bench science” fields require significant faculty time investment and logistical support, including lab space and supplies. (For Dr. Bhattacharya’s course, seed funds from the University of Arizona CURE Institute and the College of Science permitted the launch of the course, which later attracted funding from the National Science Foundation CAREER program.) Another challenge is that because students across various majors participate, ensuring VIP courses count toward degree requirements remains a challenge.

Despite these challenges, the authors argue that VIPs hold immense promise—not only for neuroscience but across fields, including social sciences and the arts. As institutions seek more inclusive, high-impact educational experiences, the VIP model may prove essential for cultivating the next generation of scientific and thought leaders. Dr. David Margolis, Faculty Director of the UA VIP Program, says that the program, “is committed to supporting and expanding these team-based experiences to students in all disciplines.”

“My VIP course and other VIPs on our campus are making a name for the University of Arizona as a leader in engaged student learning," added Bhattacharya. "They are training our future workforce to be better prepared to solve problems and work as teams. An added bonus is that they forge a deep connection between students and faculty that lasts for years. I love teaching this course and am truly grateful to be a part of these students’ scientific trajectory."