Intercultural interaction and engagement in the classroom offer numerous benefits for all students, including the development of intercultural awareness and opportunities to practice intercultural communication skills. Such engagement also fosters a stronger sense of belonging and has been shown to positively influence student learning outcomes1.
While the presence of international students and students from diverse backgrounds has expanded opportunities for intercultural interaction in Canadian post-secondary classrooms, both anecdotal and empirical research indicate that spatial proximity alone does not necessarily lead to meaningful collaboration among students across cultural, linguistic, and educational differences2.
To support Queen’s educators in intentionally designing and facilitating effective group work, the Centre for Teaching and Learning (CTL) has adapted the Intercultural Collaboration for Learning Framework3 as a pedagogical resource. This framework comprises six interrelated components, each representing distinct teaching considerations and learning opportunities that promote meaningful interactions among students with diverse backgrounds3, 4.
(Adapted from Arkoudis, S., et al., 2010)
Six Interrelated Components
Planning is the first and most critical step to foster engagement and interactions among students from diverse cultural and linguistic backgrounds. Formalizing intercultural collaboration in the classroom can be achieved in several ways3, 5:
- Identify the instructional objectives
- align student group work with course learning outcome(s) to clarify what students are expected to achieve through collaboration (e.g., knowledge to apply, skills to practice)
- align student group work with course learning outcome(s) to clarify what students are expected to achieve through collaboration (e.g., knowledge to apply, skills to practice)
- Engage with subject knowledge
- engage students with course content by learning from one another, drawing on prior knowledge, experiences, and values
- engage students with course content by learning from one another, drawing on prior knowledge, experiences, and values
- Design collaboration in multiple forms
- account for students’ diverse approaches to learning when planning intercultural group work (e. g., pairs, small groups, large groups, online synchronous or asynchronous)
- account for students’ diverse approaches to learning when planning intercultural group work (e. g., pairs, small groups, large groups, online synchronous or asynchronous)
- Build in individual accountability
- structure individual accountability into group work to help monitor student learning; this also helps prevent the “free-rider” phenomenon
Randomly assigning students to groups, such as counting off and grouping by number, is often the quickest approach, especially for large or space-constrained classes. To increase diversity and vary group composition, the following factors should be considered5, 6:
- Decide on group size
- there are no fixed rules; group size should be informed by the project objectives, the number of students, and the range of perspectives needed within a group
- there are no fixed rules; group size should be informed by the project objectives, the number of students, and the range of perspectives needed within a group
- Decide who selects group members
- responsibility for selecting group members exists on a continuum between the instructor and students
- responsibility for selecting group members exists on a continuum between the instructor and students
- Decide on roles
- group members should be assigned clear and specific roles to balance workload and reduce the risk of “free riding”
- group members should be assigned clear and specific roles to balance workload and reduce the risk of “free riding”
- Develop contingency plans
- plan in advance for alternative arrangements in case group membership changes (e.g., student absence or withdrawal from the course)
The goal of supporting collaboration is to help students understand the purpose of intercultural engagement and interaction, and to develop the skills needed to work effectively with peers from diverse cultural and linguistic backgrounds3, 4, 6.
- Introduce group work
- do not assume students understand the benefits of intercultural engagement; explicitly communicate these benefits (e.g., explain the connection to course learning goals)
- clearly describe what students are expected to do in group work and what the final product may look like
- Set ground rules
- establish shared agreements, such as respect, active listening, and clear communication for collaboration
- consider using a group contract to support accountability and shared responsibility
- Monitor group work
- communicate clearly what the educator can and cannot do to support group work; monitor the groups but do not hover
- support group cohesion, as students tend to work more effectively when they have opportunities to get to know one another
- Devote time specifically to teamwork skills
- do not assume students already know how to work in intercultural groups
- help students develop skills to collaborate effectively and productively
Intercultural collaboration in higher education extends beyond pedagogical practices and centres on student experiences. Students generally feel more comfortable interacting with one another in a safe, welcoming, and inclusive classroom environment3.
- Use icebreakers
- icebreakers help students feel comfortable working with each other and support the development of openness and trust
- when planning icebreakers, consider the amount of time available as well as the intended outcomes (e.g., inviting students to introduce themselves or share prior learning experiences)
- Encourage students to move beyond their regular social groups
- allocate seating or ask students to sit with someone they have not previously talked to or worked with
- structure activities that require students to work with peers from different cultural and linguistic backgrounds
- Create a safe, welcoming, and inclusive environment
- foster a classroom where students feel secure and encouraged to experiment with new ways of learning
- increase students’ willingness to interact with peers from diverse cultural and linguistic backgrounds
Meaningful learning is strengthened when students step back and reflect on their collaboration processes. Strategies that support critical reflection include3, 7:
- Reflecting on one’s role and contributions to group work, which supports the development of self assessment skills important for academic success
- Analyzing the group learning process, including interactions and how diverse perspectives were negotiated to support peer learning
- Examining one’s approaches to knowledge and discussing intercultural collaboration with peers to build understanding and compassion for different ways of learning
Effective reflection can be encouraged by asking students to:
- analyze and synthesize ideas to prepare feedback for peers
- engage with constructive feedback that supports their own learning
- reflect on different perspectives that informed their approaches to learning
Reflection activities may vary in length and complexity, such as:
- checklist
- itemized scoring sheet
- reflective essay
Many principles used to assess individual work also apply to group work; however, assessing collaboration presents additional challenges. Depending on the learning objectives, educators may assess the group product, the collaboration process, or both. Group assessment also requires translating collective performance into individual grades, which can raise concerns about fairness and equity. The following principles offer guidance4, 6, 8:
- Assess individual and group learning
- evaluate individual learning and performance alongside the group’s output
- ensure both are reflected in the overall project grade
- Assess process and product
- assess both how students worked together and what they produced
- use group evaluation, peer evaluation, and/or self evaluation to support assessment
- Clarify assessment criteria and grading scheme
- clearly explain goals, expectations, and criteria for intercultural group work
- provide rubrics for group and individual components in advance
- use rubrics to deliver meaningful formative and summative feedback
Educators should also determine how different components are weighted by considering:
- the balance between group and individual assessment
- the weight given to process versus product
- the role of group, peer, and self evaluation in the final grade
Read more about the Intercultural Collaboration for Learning Framework by accessing the Promoting Intercultural Engagement and Collaborations in the Classroom Handbook (PDF, 1.3MB). For additional guidance on group work, consult the CTL resource on Designing Group Work.
To support effective collaboration in intercultural group settings, educators may encourage all students to seek opportunities to develop intercultural awareness and competence. The Queen’s University International Centre (QUIC) offers the Intercultural Awareness Certificate for both students and staff.
In addition, Student Academic Success Services (SASS) offers group work training for students upon educator request. For more information, please contact SASS at academic.success@queensu.ca.
You may also find the curated by Carnegie Mellon University to be a helpful resource.
- Eames, Chris, and Kevin Stewart. (2008). “Personal and Relationship Dimensions of Higher Education Science and Engineering Learning Communities.” Research in Science & Technological Education 26 (3): 311–21.
- Fincher, R., Carter, P., Tombesi, P., Shaw, K. & Martel, A. (2009). Transnational and temporary: Students, community and place-making in central Melbourne. (As cited in 22.)
- Arkoudis, S, et al. (2010). Finding Common Ground: enhancing interaction between domestic and international students.
- Arkoudis, S, et al. (2013) Finding common ground: enhancing interaction between domestic and international students in higher education, Teaching in Higher Education, 18 (3).
- Implementing Group Work in the Classroom. Centre for Teaching Excellence, University of Waterloo.
- What are best practices for designing group projects? Eberly Centre for Teaching Excellence & Educational Innovation, Carnegie Mellon University.
- Welikala, T. & Watkins, C. (2008). Improving Intercultural Learning Experiences in Higher Education: Responding to cultural scripts for learning. London: Institute of Education, University of London.
- Making Group Work Work in an Intercultural Class. Learning and Teaching Services, Algonquin College.
lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Intercultural Group Work. Centre for Teaching and Learning, Queen’s University