2025 ASEE Annual Conference & Exposition

In academia, hierarchical structures often create rigid dynamics, where senior tenured faculty exert significant control over junior, non-tenured members and students. This top-down approach can stifle the growth and collaboration of junior faculty and students. Scrum, an Agile approach designed for flexibility and self-organization, contrasts sharply with this rigidity. Over the last four years, we have implemented Scrum in about twenty different projects, and in almost all cases, we have seen a better results, in a shorter amount of time. However, we also observed a number of additional side effects because of applying Scrum in the department service activities. This paper will describes four such side effects.
By applying Scrum in four different departmental service teams, the Scrum process fostered a sense of empowerment, which in turn encouraged greater involvement. This increased participation led to the growth of capabilities, particularly among younger faculty and students. As their skills developed, the teams’ overall performance improved, resulting in higher productivity and contributions that are more equitable across all teams. Furthermore, workload equity fostered an improved sense of belonging within the department's culture, reinforcing collaboration and inclusivity. This cultural shift ultimately reflects the broader positive impact that Agile methods have had across various industries, driving both individual and collective growth. Through examining four sample RED teams, we can assess how Scrum influences the professional growth and empowerment of both faculty members and students, potentially leading to a more dynamic and collaborative academic environment. Finally, by implementing Scrum, academic teams—comprising faculty and students—can experience a fairer and more empowering environment. Scrum encourages self-management, accountability, and continuous improvement.