| Publication |
2009.
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| Summary/Abstract |
This paper presents an active learning module design and implementation strategy for use in an undergraduate course on globalization, world politics, international political economy, or international relations. Students are first asked to conduct research on their wardrobe and its origins by country, allowing for classroom discussion of research methods and designs. Results are submitted, along with a short response essay. This is evaluated in conjunction with a case-study short reading and shared discussion, followed by a short video/multimedia presentation on free trade and labor issues. Drawing on literature on active learning, I argue that this presents a more cohesive approach for engaging students in the material on a substantive level, while at the same time allowing them to actively appreciate and understand such diverse concepts as commodity chains, free trade zones, fair trade versus free trade, gendered divisions of labor, consumer responsibility, research methodologies, and macroeconomic shifts in employment across nations. This also serves as a rubric for instructors to use in creating their own topical "modules." Preliminary data and classroom results are discussed, as are additional strategies for lesson development.
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