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This innovative-practice work-in-progress paper explores student leadership development over multiple semesters in team-structured project-based courses. While student growth is expected in a single semester, the study asks if multiple semesters of participation lead to continued leadership growth, and if so, over how many semesters of participation growth continues. The study examined peer evaluation ratings in general leadership (coordination of teams’ work) and technical leadership (serving as a technical/content area leader) in a single semester of Georgia Tech’s Vertically Integrated Projects (VIP) Program, a multidisciplinary, multi-semester, team-structured, projectbased, and credit-bearing program in which student teams support faculty research. Analysis examined means and distributions on two peer evaluation questions (N = 1,073 and N = 1,047) by student academic rank and number of semesters of participation in the program. Findings indicate that within their teams, students’ leadership increased through the third semester, with students making their greatest leadership contributions in the third semester and beyond; and students of lower academic rank provided as much leadership (including technical leadership) as older students who had comparable experience on the team. Both the VIP model and the operationalization of leadership represent innovative practices, because the VIP model yields measurable gains in student leadership, and the measurement of student leadership is based on peer-evaluations instead of self-assessments. The educational model and research in this paper are aligned with the FIE values of encouraging mentorship and professional growth, appreciating multidisciplinary approaches, valuing new approaches, and generating new knowledge. The paper addresses limitations and next steps for the study. 

Abstract—The Level-up workshop will challenge exclusive and exclusionary models for undergraduate research experiences, and it will give participants tools to expand undergraduate research to serve all students. The model and associated tools are adaptable, and they have been implemented in 44 colleges and universities of varying sizes, settings and missions in 12 countries.