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Background: Although agile and Scrum have been important frameworks in software engineering for over a decade, little research has explored how teams use Scrum language within their sprints. Literature review: Most explorations of Scrum communication have been collected through self-reported means. These studies are inherently unable to explore how Scrum teams use Scrum-centric language in their meetings in ways that adhere or run counter to standard Scrum practice. Research questions: 1. In what ways is Scrum reflected in the language used by team members in various sprint meetings? 2. What associations exist between the job title of team members and their use of Scrum language? 3. What does a discourse analysis reveal about the ways in which this team uses language to value and discount Scrum? Research methodology: For three sprints over 10 weeks, I recorded meetings of 27 Scrum team members. I transcribed these meetings, developed a codebook for assigning Scrum language categories, conducted an interrater reliability agreement on the data, completed a correspondence analysis on how Scrum language associates with meeting types and job titles, and conducted a discourse analysis to determine in what ways these teams value and discount Scrum. Results/discussion: Scrum language was found in all recorded meetings across all three sprints, with much language found in the planning meetings. Few associations existed between Scrum language and job title, suggesting that Scrum at this engineering firm is an egalitarian process. In addition, the discourse analysis revealed that this engineering firm valued User Story and Sprint Execution language while discounting Capacity and Story Pointing language. Conclusions: Although this group broadly adheres to Scrum practices about 68% of the time, this study finds that several current standard components of Scrum are routinely discounted. This exploratory study suggests that more research into the in-situ use of Scrum language in engineering workplaces is necessary to better inform engineering professionals about the communicative expectations of Scrum and to better enable engineering communication educators to prepare future engineers for Scrum realities. [ABSTRACT FROM AUTHOR]

Nowadays, considerable attention is paid to agile methods as a means to improve management of software development processes. The widespread use of such methods in professional contexts has encouraged their integration into software engineering training and undergraduate courses. Although several research efforts have focused on teaching Scrum through simulating a software development project, they covered only the learning of programming practices within a Scrum team. Furthermore, few studies tackle nontechnical skills other than the development practices themselves. The work presented here introduces an original Scrum-based training model enhanced with agile coaching to maximize student performance. This was validated by a case study on a capstone project in a Scrum course. This paper summarizes the positive results of introducing agile coaching, which resulted in approximately 22% more coverage of software engineering practices. In addition, a survey data showed that, compared to students who did not receive coaching, coached students gained valuable insight into the internalization of Scrum, problem solving, and guidance by means of checkpoint meetings. [ABSTRACT FROM PUBLISHER]

Although traceability information is vital to many software engineering activities, agile development approaches rarely use it because of the extra effort required. In this industry case study, the authors report the results of applying their lightweight semiautomated method that integrates traceability into software architecture developed with an agile process like Scrum. [ABSTRACT FROM PUBLISHER]

In this paper, an undergraduate capstone course in software engineering is described that not only exposes students to agile software development, but also makes it possible to observe the behavior of developers using Scrum for the first time. The course requires students to work as Scrum Teams, responsible for the implementation of a set of user stories defined by a project domain expert playing the role of the Product Owner. During the course, data on project management activities are collected in order to analyze the amount of work completed, compliance with the release and iteration plans, productivity, ability in effort estimation, and the like. The paper discusses the achievement of teaching goals and provides empirical evaluation of students' progress in estimation and planning skills. A summary of lessons learned and recommendations is given, reflecting the issues to be considered when teaching courses in agile software development. Surveys of students have shown that they were overwhelmingly positive about the course, indicating that the course fully met or even exceeded their expectations. [ABSTRACT FROM PUBLISHER]