Implementing an Intervention in the Spelman College African Diaspora and the World Course
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This article describes an interdisciplinary team of researchers’ exploration of the impact of metacognitive instruction on first-year students enrolled in Spelman’s signature course—African Diaspora and the World (ADW). The two-phased, randomized controlled trial influenced administrators to increase the number of ADW sections, focused faculty discussions on pedagogy rather than content, emphasized the interdisciplinary perspective of the course, used a long-term developmental approach to professional development, and required all students to use ADW peer tutoring. The majority of faculty and students viewed these changes positively.
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