2024 ASEE Annual Conference & Exposition

Background: Undergraduate Research Programs (URPs) provide students with opportunities to engage in authentic research experiences under the mentorship of faculty members. URPs are increasingly recognized as an important component of undergraduate education, as they can help students develop critical thinking skills, research skills, and teamwork skills. A notable initiative in this regard is the Research Experiences for Undergraduates (REU) funded by the National Science Foundation (NSF) which highlights the importance of such programs in science, engineering, and mathematics. Effective teamwork is essential for success in URPs, as students often work together to design and conduct experiments, analyze data, and write research papers. Effective teamwork can also help students to learn from each other and to support each other through the challenges of research.

Purpose: The purpose of this study is to examine the experiences of undergraduate students regarding teamwork in a collaborative REU program using Tuckman’s Group Development Theory. The central research question guiding this study is: "How do undergraduate students experience and manage teamwork in collaborative research settings?" The study aims to identify the strengths and challenges of teamwork in URPs, as well as the methods and processes that students use to manage teamwork effectively.

Methods: The study was conducted in a 10-week summer, full time, onsite REU program at a large Midwestern University. Fourteen students from all over the US worked in teams on a variety of research projects in the fields of engineering and applied energy at the host university. At the end of the program, the students completed a guided reflection, and the collected data was thematically analyzed to reveal perceptions about their experiences working as a team.

Results: Students reported diverse strengths in teamwork, such as the importance of differing perspectives and experiences, positive mentorship dynamics, and the value of adaptability and effective communication. Challenges included issues with resource management, conflict due to differing and rigid opinions, and communication barriers, especially in culturally diverse groups. Students utilized organizational tools and strategies, conducted regular meetings, and emphasized personal accountability and leadership to manage these challenges effectively.

Implications: The study emphasizes the need for structured protocols in URPs for managing shared resources and cultural diversity. Incorporating cultural competence training and clear conflict resolution mechanisms can enhance team collaboration. Expanding the role of mentors beyond subject matter expertise to include the facilitation of team dynamics and providing systematic mentor-mentee matching could further improve teamwork efficacy. Policies should also focus on developing interdisciplinary teams and soft skills. Encouraging engagement with URP alumni as well as the industry can provide current participants with networking opportunities, career advice, and insights into the long-term benefits of URPs. Finally, research can be demanding, therefore, providing mental health support and stress management resources for students participating in URPs can help students maintain a healthy work-life balance.