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Teaching and Learning Global Political Economy for Undergraduates
Unformatted Document Text:  with a variety of student work. The third crucial stage has been to continually implement changes while retaining activities that work. Changes in teaching and learning GS 370 have been influenced most by feedback from three types of required activities listed below. Of these the Employability Profile is the most significant in its ‘internationalizing’ potential. These include: 1. Self-Assessment at the Beginning of the Semester and End of the Semester and Written assignments 2. Active learning such as the Simulation and Scenario Plan 3. Employability Profile What Students Learned Self-Assessments provide a snapshot of students at two crucial stages of their learning process. On the whole, students do acquire content knowledge, or as I call it the ‘language’ of GPE – where terms and concepts become familiar enough where students are able to make meaning of a moving target, our global economy. Students who did not ‘understand how the stock market worked’ as stated in their initial Self-Assessment, report they are able to follow the financial news at the end of the semester. These assessments and other class assignments do facilitate student achievement of course outcomes. The most significant movement from their initial self-assessment of ‘don’t know’ or ‘would like to understand’ is in their achievement of the following course outcomes: • Ability to explain and use concepts, terms and theories of global political economy • Familiarity with at least 500 –year history of global economy Bhatti APSA T and L 2/08 15

Authors: Bhatti, Robina.
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with a variety of student work. The third crucial stage has been to continually implement
changes while retaining activities that work. Changes in teaching and learning GS 370
have been influenced most by feedback from three types of required activities listed
below. Of these the Employability Profile is the most significant in its ‘internationalizing’
potential. These include:
1.
Self-Assessment at the Beginning of the Semester and End of the Semester and
Written assignments
2.
Active learning such as the Simulation and Scenario Plan
3.
Employability Profile
What Students Learned
Self-Assessments provide a snapshot of students at two crucial stages of their learning
process. On the whole, students do acquire content knowledge, or as I call it the
‘language’ of GPE – where terms and concepts become familiar enough where students
are able to make meaning of a moving target, our global economy. Students who did not
‘understand how the stock market worked’ as stated in their initial Self-Assessment,
report they are able to follow the financial news at the end of the semester. These
assessments and other class assignments do facilitate student achievement of course
outcomes. The most significant movement from their initial self-assessment of ‘don’t
know’ or ‘would like to understand’ is in their achievement of the following course
outcomes:
Ability to explain and use concepts, terms and theories of global political
economy
Familiarity with at least 500 –year history of global economy
Bhatti APSA T and L 2/08
15


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