Exploring Teamwork Experiences in Collaborative Undergraduate Research (REU) Programs through Tuckman's Group Development Theory

Sakhi Aggrawal; Lisa Bosman; Alejandra J. Magana

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 29
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47429

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Paper Authors

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Sakhi Aggrawal Purdue University orcid.org/0000-0002-2274-0152

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Sakhi Aggrawal is a Graduate Research Fellow in Computer and Information Technology department at Purdue University. She completed her master’s degree in Business Analytics from Imperial College London and bachelor’s degree in Computer and Information Technology and Organizational Leadership from Purdue University. She worked in industry for several years with her latest jobs being as project manager at Google and Microsoft. Her current research focuses on integrating project management processes in undergraduate education. Her main goal is to understand how work management and product development practices widely used in industry can be modified and adapted to streamline undergraduate STEM education.

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Lisa Bosman Purdue University

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Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.

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Alejandra J. Magana Purdue University orcid.org/0000-0001-6117-7502

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Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor of Engineering Education at Purdue University.

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Abstract

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.

Citation
Format

Aggrawal, S., & Bosman, L., & Magana, A. J. (2024, June), Exploring Teamwork Experiences in Collaborative Undergraduate Research (REU) Programs through Tuckman's Group Development Theory Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47429

TY - CPAPER
AB - 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: &quot;How do undergraduate students experience and manage teamwork in collaborative research settings?&quot; 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.
AU - Sakhi Aggrawal
AU - Lisa Bosman
AU - Alejandra J. Magana
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Exploring Teamwork Experiences in Collaborative Undergraduate Research (REU) Programs through Tuckman's Group Development Theory
UR - https://peer.asee.org/47429
ER -