2024 ASEE Annual Conference & Exposition

Background: Undergraduate research experiences hold great potential for students to develop critical thinking skills, engage in hands-on learning, and contribute to academic and professional growth. Central to the success of these research experiences is the accessibility of timely and constructive feedback, which aids in students' development and performance. Traditional approaches to research program management in such contexts often lack structured feedback mechanisms. However, the Scrum framework of project management offers a structured framework that could potentially enhance feedback accessibility.

Purpose: This study aims to evaluate the effectiveness of the Scrum framework in enhancing feedback accessibility and effectiveness in undergraduate research mentoring. The specific research question of the study is: "How does the implementation of the Scrum framework influence the dimensions of feedback sources, timing, content, and use in undergraduate research programs?" By focusing on this overarching question, the study seeks to offer valuable insights into the potential benefits and challenges of applying agile methodologies, aiming to enrich the mentoring experience and improve learning outcomes and student satisfaction.

Methods: The study was conducted in a senior-level undergraduate course offered at a large midwestern university. The course focused on project management, research skills, and mentorship in the context of a research project. Data were collected through guided student reflections at the end of the semester and analyzed thematically according to the " Integrated Feedback Dynamics Framework (IFDF)", comprising four dimensions: Feedback Sources, Feedback Timing, Feedback Content, and Feedback Use.

Results: Implementation of Scrum resulted in a diverse range of feedback sources, with students valuing the multiple perspectives received. Timely feedback emerged as a significant benefit, with weekly stand-up meetings and milestone retrospectives allowing for rapid, responsive feedback. The content of feedback was praised for its specificity and relevance, guiding students in refining their research effectively. Furthermore, students demonstrated a strong engagement with the feedback, applying it methodically to their work and expressing appreciation for the iterative improvement it enabled.

Implications: The findings highlight the transformative power of structured feedback in Scrum, enhancing teamwork, co-regulation, and metacognition in undergraduate research. The study suggests the potential of agile methodologies like Scrum in educational settings to improve feedback processes and student engagement. However, it acknowledges the need for a balance between structured feedback and self-directed learning in research education.