Here is a quick report on using Leanne’s international trade scavenger hunt and a related exercise:
I awarded five points to any student who found an item from all five regions and five points for each unique item; all other rules were the same. In a class of thirteen students, nine posted photos to the online discussion. Points earned ranged from zero to twenty-five, for a course with a grading scale of 1,500 points. One student said he was unable to upload his photos; my response was “not my problem.”
As Leanne experienced, my class found very few items from sub-Saharan Africa. Two students took photos of clothing made in Mauritius, which really isn’t part of Africa, but I counted it as such anyway. When I asked what the scavenger hunt revealed about trade flows, they were for the most part clueless, and it took a lot of prodding on my part to get them to see the possible implications of the scavenger hunt’s results.
I found this a bit disappointing because the class had engaged in a similar exercise the week before, in which teams of students tried to identify the country of origin for every item they had with them in the classroom. After about ten minutes of students searching for labels, I compiled a digest of what they had discovered by writing on the board categories of items — such as “clothing” — and the countries from which the items originated. The purpose of the exercise, which I communicated to students after some discussion, was to demonstrate that everyone in the room was a participant in globalization, whether they were conscious of it or not.
A follow-up to Amanda’s post about teaching in the time of Trump. Trump’s campaign and administration represent an opportunity to teach about racism in the construction of national identity. I stumbled into this subject accidentally in my globalization course last week, with an assignment that asked students to write a response to “Is France or the USA a more global society?” Students were supposed to reference the following items:
Zoe Chace, “Act One: Party in the USA,” This American Life, episode 600, 28 October 2016, http://tal.fm/600/1.
Earlier this week students in my globalization course wrote draft statement of purpose essays for Fulbright grant applications. This exercise hit several objectives:
The writing task was authentic. Even though the vast majority of the class will probably never actually seek to be a post-graduation Fulbright award recipient, almost all of them write application essays for scholarships. Scholarship application essays have a nearly identical audience and purpose.
The exercise reinforced for students the idea that they can actively experience other parts of the world — instead of just reading about it — and will almost certainly benefit from doing so. In this I was assisted by the assistant director of our office of international programs. She visited the class to give a 15-minute overview of the Fulbright program and to provide an example of a recent alumna who just received a Fulbright award to do work in Colombia.
Students were incredibly engaged. For thirty minutes I heard nothing but the clicking of keys as students wrote furiously on their laptops. The resulting drafts demonstrated that students took the work seriously, perhaps because they were writing about their own interests and potential futures.
I owe 100% of the credit for this game to Ashley Rondini at Franklin & Marshall College.
The Game: Word Challenge
Potential Topics: Social Justice, Attribution Error, Levels of Analysis, Methods and Measurement, Bias and Hidden Assumptions
Materials: Envelopes, letters for each team (listed at the bottom of this entry), timer
Prep Time: 5 minutes (mostly cutting squares and putting them into envelopes Play Time: 5 minutes Class Size: 6-100 Debrief Time: As long as you like, this one just keeps opening up the more you look at it. I bridged directly into my lesson. So… 15 minutes debrief and then to lecture.
Guest Contributor Dr. Kevin Pallister of the University of Massachusetts at Dartmouth joins us today to introduce his new negotiation simulation, recently published in PS: Political Science & Politics (April 2015). Dr. Pallister can be reached at firstname.lastname@example.org and is willing to share all of his simulation materials upon request.
Teaching undergraduate students about international financial institutions and issues of economic development can be challenging, especially in an introductory political science class with lots of non-polisci majors. Teaching a large (90-student) introductory international relations class a couple of years ago, I thought of how best to help my students learn about economic globalization and development. This led me to develop a negotiation-based simulation to teach students about the conflicts of interest and potential for cooperation on issues of international economic globalization and development. This was the first time I designed a simulation, and only the second time I had run a simulation in the classroom (after earlier in the course running G. Dale Thomas’ excellent “Isle of Ted” simulation).
This simulation is designed to teach students a number of key concepts in the areas of IPE, globalization and development, such as the role of power, collective action problems, bargaining tactics, and naming and shaming efforts of NGOs.
I recently attended a workshop on diversity and inclusiveness in the classroom that included the following advice:
Attend to room logistics. We exist in physical space, and the organization of that space can produce a welcoming or unwelcoming environment. The arrangement of tables and chairs might facilitate student self-segregation according to gender, ethnicity, or physical ability.
Be explicit about equal participation in discussion and group activities. Often this means deliberately calling on the students who otherwise don’t talk.
Be aware of student non-verbals. Does student A produce negative facial expressions whenever student B speaks? Does student C appear mentally disengaged?
Use multiple outlets for students to voice their thoughts. Students who might be reluctant to express themselves verbally in class might be quite willing to do so in writing online.
Maximize diversity when forming groups. Create teams composed of students who have different genders, ethnicities, cultures, and socioeconomic backgrounds. Otherwise they will tend to group with people most like themselves.
Create and reinforce rules for discussions. This can include the use of a talking stick, tokens, or other devices to ensure that everyone in class has the opportunity to speak and be heard.
Model validating behavior in response to student words and actions — nod when someone else is speaking, use phrases like “thank you for that,” and be encouraging rather than sternly critical.
My students are more interested in learning about individuals than in concepts—this is the USA, where ideas are filtered through the “me, me, me” lens of personal experience, whether real or imagined. Teaching abstract concepts tends to be difficult, but moving from specific biographical examples to institutions and principles is usually easier than going in the reverse direction. Here’s an example from the second day of my comparative politics course, when I introduce political identity: