Living-learning communities seem to offer rich settings for the development of cultural competencies; yet seldom do they measure intercultural learning outcomes. Drawing on Bennett's developmental model of intercultural sensitivity and Sanford's theory of challenge and support, this study uses mixed assessment methods to analyze learning outcomes for six cohorts of students in a first-year "global science" learning community for international and domestic students. Data suggest that focusing excessively on dealing with difference may be counter-productive; while attention to developing self-awareness and empathy can significantly increase the competence outcomes for members of both groups.

• Katherine Yngve
• Lan Jin
• Laura J Starr
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• Global Science Partnerships Learning Community: The First Six Years v.2.0 - published 11 Feb 2020 in Reports/White Papers