This innovative practice study submitted in the “Competencies Development” category is a multi-methods case study that aims to examine the impact of a unique Mentoring Triad Model on enhancing research skills in undergraduate students, mentoring skills in graduate students, and professional growth in faculty mentors. The Mentoring Triad consists of an undergraduate student, graduate student, and faculty member collaborating on a semester-long research project within the context of a large Midwestern research university. Data was collected from each participant through surveys, interviews, observations, and document analysis. Results indicate the Mentoring Triad Model facilitated significant growth in research skills, psychosocial development, and professional competencies for all participants. The undergraduate student developed research abilities, intercultural competence, communication skills, collaboration, and self-regulation. The graduate student enhanced their mentoring, research, empathy, project management, adaptability, and collaboration skills. The faculty mentor refined their team management, mentoring, time management, openness to feedback, and collaborative capacities. Findings support the Mentoring Triad as an effective model for integrating research and multilevel mentorship to advance the holistic development of aspiring researchers and professionals in higher education, with implications for replication across disciplines and institutions.

This research-to-practice paper explores learnings from a study abroad program through the lens of intercultural competence. Intercultural competence, the ability to effectively navigate and engage with diverse cultures, is increasingly rec-ognized as a critical skill in our interconnected global society. This competence is particularly important for pre-freshman students, who are at a formative stage of their educational and personal development. Recognizing the need to cultivate these skills early, this study evaluates the effectiveness of a structured study abroad program at a large Midwestern univer-sity, aimed at enhancing intercultural competence among pre-freshman students. Fifteen participants completed the Intercultural Development Inventory (IDI) assessment before and after a two-week program in Germany and Spain and maintained reflective journals. A mixed-methods approach was employed, with quantitative analysis of IDI scores and qualitative analysis of journal entries using thematic analysis. The results indicate a significant increase in IDI scores, with students moving from Polarization (86.37) to Minimization (94.36) on the Intercultural Development Continuum, suggesting enhanced intercultural understanding. Qualitative data revealed themes such as increased adaptability, deeper cultural insight, and enhanced self-awareness in students, illustrating the program's transformative potential. Overall, the study highlights the effectiveness of structured study-abroad programs in fostering intercultural competence. Immersive experiences, coupled with reflective practices, can promote multidimensional growth. These findings advocate for the integration of structured international experiences into pre-freshman curricula to foster global readiness and intercultural skills. Future research should expand to other institutions and incorporate longitudinal studies to further validate and refine these educational initiatives.

This paper presents a systematic literature review that examines the enhancement of teamwork through games. The importance of teamwork in various domains is highlighted, emphasizing its role in achieving common goals and fostering effective group efforts. However, teaching teamwork poses challenges, as educators need to address dynamic interactions and develop students' collaborative skills and abilities. Furthermore, the history of games in education is explored, tracing their roots to John Locke's educational theories and their application in facilitating engaging and effective learning experiences. The methodology section outlines the inclusion and exclusion criteria for selecting relevant studies. Peer-reviewed articles published after 2010 were included, focusing on primary research that specifically addresses teamwork. Two electronic databases, Taylor & Francis, PubMed, and IEEE Xplore, were utilized to gather resources, ensuring reliable and abundant data. The data analysis involved a summary and evaluation of published research on enhanced teamwork approaches. A systematic literature review table was constructed to synthesize and summarize the selected studies. The PRISMA model was followed for identifying, assessing eligibility, and including relevant articles in the review. The results section presents key findings from the selected studies, showcasing their study designs, research questions, target populations, domains, and learning outcomes. The studies highlight the potential of teamwork to enhance team performance in games and the effectiveness of game-based training for fostering teamwork. Additionally, computer-based learning games were found to encourage collaborative learning and help students understand the significance of teamwork in achieving desired outcomes. This systematic literature review contributes to the understanding of how games can be used as effective tools for enhancing teamwork. It provides insights into the existing research landscape and identifies gaps and opportunities for further investigation. The findings have implications for educators, trainers, and organizations seeking to foster effective teamwork skills through game-based approaches. This paper can serve as a valuable resource for researchers and practitioners interested in exploring the intersection of teamwork and games in various contexts.

This research paper investigates the effectiveness of cooperative learning and co-regulation strategies in promoting teamwork and enhancing students' performance in higher education. The study was conducted in an in-person intermediate-level information system design course with 152 students divided into 31 teams. The students utilized the Scrum framework to manage a semester-long project with three milestones. Retrospective data were collected at the end of each milestone, and the first milestone data were analyzed in this study. Through a thematic analysis of retrospective data collected after the first milestone, the study examines students' planning, monitoring, and reflection strategies. The findings reveal that students demonstrated adaptive planning, equitable contribution, and task allocation based on individual strengths and preferences. In terms of monitoring, students adopted a proactive approach, displayed relational competence, and utilized both synchronous and asynchronous communication channels. Regarding reflection, students valued effective planning and execution but struggled with time management. They developed concrete improvement strategies for the next milestone, emphasizing realistic deadlines, improved communication, and a better understanding of team members' strengths. This research contributes to the understanding of cooperative learning and co-regulation in promoting effective teamwork in higher education. The findings have implications for pedagogical practices and suggest the importance of integrating cooperative learning and co-regulation strategies in team-based learning environments. Future research can further explore the application of these strategies in different educational contexts and investigate their long-term effects on students' performance and engagement.

This study implemented transformative pedagogy as a reflective approach to promote intercultural self-awareness and its potential consequences in the context of teamwork. The context was a second-year systems analysis and design course with 118 students in the fall 2021 semester and 155 students in the spring 2022 semester. The research question was: What are students' beliefs regarding their own cultural values and the potential implications of those values on their teamwork interactions? Findings from the study indicate that students realized that team dynamics and values are crucial to team experience. We found that students believed that commitment to the team and communication of values contributed to the experience of teamwork and teamwork success. Students also believed that coming together and making decisions together in a collectivistic manner would help the progress of the team.