| A key component of undergraduate research experiences is allowing students to recognize their
agency to shape a research project and develop project ownership (PO). Project ownership leads
to retention in science disciplines, pursuing higher education, and opportunities for students to
recognize themselves as scientists. Research in undergraduate course-based research experiences
(CRE) have described components of PO. However, research is needed to examine PO in a
Vertically Integrated Projects (VIP). I contribute a nuanced conceptualization of PO and describe
course elements that foster PO in the context of a VIP. Using interviews, self-reflections, and
research group meeting recordings, I describe how the development of PO is not an individual
characteristic, but a more complex interaction between student and environment. This research
describes how twelve markers capture undergraduate students’ PO. This research also highlights
how vertical structure, designing and presenting research posters, and flexibility were important
course design elements that foster undergraduate students’ PO. This research has implications for
helping instructors to design CREs and attune themselves to recognize ways for students to
develop and display PO. Such recognition is critical because moment-to-moment interactions can
either invite students into a scientific community or push them out. This study has implications
for best practices of design and implementation of the VIP model to foster undergraduate
students’ feelings of PO towards research.
Keywords: Project Ownership, Vertically Integrated Project (VIP), Course Design, Course-based
Research, Undergraduate Students |