Inclusive Excellence through Digital Learning: An Undergraduate Research Experience to Pilot Cross-Institutional Collaboration between a Historically Black University and a Predominantly White Institution

Autor/inn/en	Mathieu, Martine; Odera, Matilda; Ofori-Boadu, Andrea; Richmond-Bryant, Jennifer
Titel	Inclusive Excellence through Digital Learning: An Undergraduate Research Experience to Pilot Cross-Institutional Collaboration between a Historically Black University and a Predominantly White Institution
Quelle	In: Intercultural Education, 34 (2023) 3, S.235-253 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ofori-Boadu, Andrea) ORCID (Richmond-Bryant, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2180621
Schlagwörter	Inclusion; Electronic Learning; Undergraduate Students; Student Research; Intercollegiate Cooperation; Cooperative Learning; Black Colleges; Predominantly White Institutions; Intergroup Relations; Teamwork; Cultural Awareness; Intercultural Communication; Empathy; White Students; African American Students; Interaction + Suchen Sie Ihr Suchwort? Inklusion; Studentenforschung; Hochschulkooperation; Kooperatives Lernen; Intergruppenbeziehungen; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Empathie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Interaktion
Abstract	Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a 'study-within-a-study' design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01