Projects are embedded in faculty mentors' research, creation and exploration.
Faculty create projects embedded in their own research; they create a culture of mentored learning in an environment of mutual interest.

Projects are long-term and large-scale, continuing for many years, even decades.
Faculty determine the projects and define the areas of research; when mentored properly, students become mentors themselves, leading to a self sustaining learning and innovation environment. 

Program is curricular and all participating students are graded.
The checks and balances with which students are familiar are still present; this enables the team lead to ensure students remain engaged, get appropriate feedback on their discipline-specific learning as well as their overall ability to engage in self-directed learning. 

Students can participate and earn credits toward their degrees for 2+ years.
Students learn at a more natural pace, allowing them to reinforce their learning and gain deeper insights into the technical content while also having the time to discover areas of interaction with other fields of study. 

Learning outcomes focus on both disciplinary and professional skills.
Students develop the habit of self-directed, life-long learning, inclusive teamwork, project management, leadership, ideation and innovation. Faculty gain a deep field on which they can rely to execute their ideas, train and attract enthusiastic and capable graduate students, and increase their research output. 

Multi-disciplinary teams are encouraged but not required.
Most - if not all - projects rely on a diverse team to be actualized. In some instances, however, especially at the onset, it is easier to set basic parameters around a concept before engaging people from other disciplines.

Dedicated classroom and meeting spaces.
VIP is not meant to be unstructured - providing a consistent environment, timetable and format for regular meetings helps ground the team. 

Faculty, student participation is based on mutual interest.
Learning happens best when the mind is open; having an innate desire to be engaged in a specific VI P's activities is a key contributor to success for the faculty member, the graduate students and the undergraduate students.