“A Place to Be Heard and to Hear”: the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research

• Published in: Innovative higher education 2023-04, Vol.48 (2), p.219-238
• Main Authors: Larracey, Caitlin, Strobach, Natalie, Lirot, Julie, Matthews, Thai-Catherine, Robinson, Samanda
• Format: Article
• Language: English
• Subjects: Access to Education; Collaboration; College students; Communities of Practice; Community Colleges; Education; Educational Opportunities; Equal Education; First Generation College Students; Higher Education; Humanities; Intercollegiate Cooperation; Interpersonal Relationship; Low income groups; Low Income Students; Minority Group Students; Program Design; Programming; Race; Self evaluation; Self Evaluation (Individuals); Student Attitudes; Student Needs; Student Research; Students; Two Year Colleges; Undergraduate Students
• ISSN: 0742-5627; 1573-1758
• DOI: 10.1007/s10755-022-09612-x

This article reports findings from a study of laboratory-styled humanities undergraduate research (UR) programming designed to increase access to this high-impact practice, better reaching historically excluded students and less visible institutions. The Humanities Collaboratory (HLAB) is a ten-week summer research program that emerged from the partnership of a research university and the area community college system. Aimed at actively addressing educational inequity, and the more specific lack of access humanities students have to impactful UR opportunities, HLAB offers an intensive humanities research experience to first-generation students, low-income students, and Students of Color currently enrolled in two-year colleges, HBCUs, MSIs, and HSIs. Since the program’s creation in 2018, qualitative data collected from 50 participating students over three years of self-evaluations illustrates why HLAB presents a significant learning opportunity for students and highlights the critical importance of relationship-building in UR. Analyzing students’ responses through the heuristic of communities of practice provides insight into a community-focused UR pedagogy that emphasizes relationality among students, mentors, and institutions. Students detail the importance of collaborative skill-building, opportunities for peer support, networking connections, and possibilities for more holistic personal growth in UR experiences. Our findings describing the benefits of relational UR signal the need for cooperative programming designs that increase access to undergraduate research for humanities students across institutions of higher education.