Vertically integrated project courses (VIPs) are successful models for embedding long-term research participation into engineering curricula. Whether this model can be translated into gains for laboratory-based projects in biological sciences is unknown. Most biological sciences course-based undergraduate research experiences (CUREs) are a single semester, prohibiting longer-term assessment of student growth. A neuroscience VIP was designed in which students performed experiments to investigate the causality of genetic variants linked to amyotrophic lateral sclerosis (ALS). Students could enroll for up to three consecutive semesters. Through pre-course and post-course surveys and qualitative responses, strong gains were found in self-efficacy, science identity, and networking over multiple semesters of participation. The study shows that VIP courses in neuroscience are effective ways of promoting student gains in STEM.