A Vertically Integrated Curriculum: Project-Based Learning in Operations Research for Bachelor-Master Continuum Programs

This paper presents and evaluates a vertically integrated, project-based learning (PBL) curriculum design for an Operations Research (OR) course within a Bachelor-Master continuum program. Traditional segmented teaching often leads to disjointed knowledge and redundant learning between undergraduate and postgraduate stages. To address this, we developed a spiral curriculum framework grounded in constructivist and scaffolding theories. The framework employs a sequence of progressively complex, cross- semester projects designed to integrate core algorithmic learning, modeling practice, and frontier research exploration. Implemented in a five-year integrated program (in Information Management and Systems Engineering) at a research-oriented university, the course was assessed using a mixed- methods approach. Data from two cohorts of students (N = 58), including academic performance analysis, project artifact evaluation, surveys, and focus group interviews, were collected. Preliminary results indicate that the curriculum significantly enhances students' advanced modeling capabilities, independent research skills, and sense of academic community. Undergraduates were exposed to research thinking early on, while postgraduates deepened their understanding through mentoring roles. The paper discusses the implications of this moel for facilitating seamless academic transition and cultivating research-ready talent, alongside challenges in scaling implementation, such as faculty coordination and differentiated assessment. This study provides an actionable exemplar for curriculum re- form in STEM-integrated education.