Vertically Integrated Projects, STEM Identity, and Self-Perceived Competence

This study examined the impact of a Vertically Integrated Projects (VIP) program on engineering identity, self-efficacy, mindset, intentions to stay in engineering, and self-perceived science, technology, engineering, and mathematics (STEM) knowledge/skills through a pre/post-survey design with 22 students. Results indicated no significant changes in identity, self-efficacy, mindset, or intentions to stay in engineering; however, participants reported increased self-perceived understanding of how technical solutions are used in an applied context. Notably, most participants acknowledged that VIP contributed to their development across various skills, particularly in communication and teamwork. These findings suggest that whereas impacts on identity and related measures were minimal, VIP effectively enhanced students’ perceptions of their technical and collaborative abilities, highlighting the program’s potential for fostering both technical and soft skills.