Welcome to the complex and murky world of International Security Studies (ISS). In the upcoming weeks, you will experience a plethora of emotions, from confusion, disbelief, and sometimes anger about the subjects we will discuss in the classroom. As you transition through various stages of what it means ‘security’ in International Relations, you will learn about diverse theoretical approaches, including, but not limited to, Feminist and Human Security Studies. You will learn how to apply those theories and approaches in the context of various subjects, like health, gender, human-, drugs-, and weapons trafficking. At the end of this course, you will experience profound enlightenment through the gained knowledge about Security and tranquility by completing a process of uncovering the complexity of the surrounding world.
The ISS course offers students the ability to practice their competence in an autonomy-supportive way by incorporating a diverse array of activities that constitute 40% of the final grade.
The diversity of activities
Every student has a unique learning style; some are good at writing, while others are good at oral presentations. Therefore, it is vital to offer the students different activities as a part of summative assessment, which results in equal opportunity to master course-related skills and receive a good grade. At the same time, it is essential to challenge their comfort zones by exposing them to activities outside their learning style. Therefore, the Security Studies course utilizes a balanced mix of activities.
The ISS course offers students the ability to practice their competence in an autonomy-supportive way by incorporating a diverse array of activities that constitute 40% of the final grade.
The diversity of activities
Every student has a unique learning style; some are good at writing, while others are good at oral presentations. Therefore, it is vital to offer the students different activities as a part of summative assessment, which results in equal opportunity to master course-related skills and receive a good grade. At the same time, it is essential to challenge their comfort zones by exposing them to activities outside their learning style. Therefore, the Security Studies course utilizes a balanced mix of activities.
The Flip (formerly FlipGrid) unleashes the potential of those students whose learning style promotes creativity. The short video above has been recorded in the form of a podcast and/or news interview with a guest on the topic of nuclear weapons. The student also refers to my challenge for bonus points to further engage students in critical thinking about the subject. The students have a maximum of 10 minutes to present their arguments; in the video, they can integrate various tools like PowerPoint, web links, and a whiteboard. They have autonomy in the way of recording those videos.
In another activity, students are asked to search for survivors of human trafficking and analyze their stories based on the UN International Labour Office, Operational Indicators of Trafficking in Human Beings. They are also asked to reflect on the applicability, ease of use, and potential gaps of those indicators based on selected cases. The activity supports the learning style of those who favor data collection, analysis, and reflective writing. It also supports the need for autonomy because the students search and decide on the case to analyze based on mentioned indicators. Lastly, the activity illustrates the life and experience of real human trafficking victims instead of simply exposing students to abstract indicators.
[Picture]
Padlet Activity
In another activity, students are asked to identify and briefly discuss the cases of (in) securities based on the Human Security Framework (United Nations Trust Fund for Human Security). It is a good illustration of how learning style can impact the approach to the same activity by different students and, simultaneously, satisfy their needs of autonomy (they decide how to respond to each Security padlet) and competence. Some students search for written data and provide links, while others upload videos or record a short audio file illustrating their experience of selected Human Security (e.g., look at the Personal Security in the image above with personal reflection by the student). Based on the students' feedback, the Padlet software activities were one of the favorite.
[Picture]
Interactive Video via FeedbackFruits
One of value added activities by FeedbackFruits is interactive video (for further explanation of the tool, click here). It can be interview (as in the case above), documentary, or part of the class recording. The students are asked to answer structured questions as in the image above concerning Rome Statue. The question connects to the class content and content of the interview. The students cannot proceed further until they answer the questions. They are also asked to generate discussion threads and responses by addressing any issues mentioned during the interview. The ability to stop the video to address an issue connected the content of the classroom or selected reading, allows students to focus on important elements related to the topic at hand and reinforce the knowledge developed during the class.
The four mentioned examples are just a small sample of activities students are exposed to during the year-long Security Studies course. Based on the general feedback and the fact that each year all the students complete those activities on time, it indicates that teaching methods satisfying different learning styles and psychological needs of autonomy and competence are effective tools that reach course learning objectives.
Finally, the last and important component of the Security Studies course that connects academia to work environments within international relations are the Guest Lectures (Alignment with Triple-A). Every year, I invite 2 to 3, sometimes more, guest speakers to present their views and share expertise based on selected topics. Some of those guest speakers are IIR alumni. The students have the opportunity to not only acquire unique knowledge but also ask questions about the career and background of guest speakers and how they reached their leadership positions. It is a source of valuable information.
Students' Feedback
The students appreciate the diversity of activities, their interactive nature, and importance in terms of self-development, for example:
The students appreciate the diversity of activities, their interactive nature, and importance in terms of self-development, for example:
Dr. Pawinski's teaching style is much more structured for critical thinking. When the UWI speaks about critical thinking, I think that this is what it is trying to achieve.
I did like interactive Padlets
The best part were engaging and interactive activities
The creative ways assignments were delivered using various IT and online platforms made the course enjoyable. Also the lecturer ensured what was taught was understood and he also had a wealth of knowledge in this area
it was online, but included opportunities for group work/learning, breakout sessions as well as adequate class interaction. The October start was also effective to allow students to obtain some IR perspective before beginning the seminar
Other students also identify the role of relatedness as one of enablers of effective teaching:
It is always refreshing to have an educator who allows students to properly develop their own opinions, evidence etc - this greatly encouraged my attendance and interest
Dr Pawinski was very upbeat, friendly, and engaging. He was always willing to help students deepen understanding and remained patient throughout our discussions.
Its wide range of issues