Reflective Assessment Through Theory and Lived Experience

At a predominantly white Midwestern institution, students of color—especially those from immigrant and refugee backgrounds—often face challenges engaging in classroom interactions. This SoTL study implements Reflective Assessment through Theory and Lived Experience, an intervention grounded in the “meddler-in-the-middle” model. Using two reflective papers, cross-racial peer pairing, and culturally focused class activities, the study promotes cultural awareness, positionality, and theory-informed reflection. A one-group pretest–posttest design examines belonging, cultural competence, and academic self-efficacy. We hope findings from the mixed-method approach will demonstrate meaningful improvement in these areas through reflective and experiential learning activities.