Six years ago, in 2018, I embarked on a transformative journey to Trinidad and Tobago, a country that has a rich cultural heritage and a diverse population. The unique blend of intercultural experiences from my time in East Asia and Eastern Europe (you can read more here) through the nomadic life for over 15 years, permits me to take the studies of international relations beyond theoretical discourses towards an in-depth intercultural adventure. I have gained a deep appreciation for the differences and similarities that exist among different civilizations and have used this knowledge to shape my approach to teaching and learning in higher education. I have been able to apply this knowledge at the Institute of International Relations (IIR) at the University of the West Indies (UWI). Therefore, I have decided to apply for the UWI/Guardian Life Premium Teaching Awards to share with you a journey into self-discovery of mastering teaching and learning skills and through the pandemic as a testament to my persistence in finding methods to enrich the student experience in becoming the 21st leader in the Caribbean region. The following page will guide you through a variety of aspects via hyperlinks to the pages on this website that highlight impactful and innovative teaching methods that follow the Self Determination Theory (Ryan and Deci, 2017) combined with my unique international life by assisting students in becoming distinctive UWI graduates.
Teaching Philosophy
Any journey begins with a foundational narrative that explains the context of the endeavor and the logic behind actions that support the learning experience. In my case, this narrative is shaped by the Self-Determination Theory (hereafter SDT). The SDT posits the existence of a motivation continuum from heteronomous to autonomous, distinguished on the basis of the degree to which external values and regulations can be internalized and integrated within one’s inner self. The external values and regulations that support the needs of autonomy, competence, and relatedness are more internalized than those that thwart or hinder the three mentioned basic psychological needs (Ryan and Deci 2000). Autonomy is concerned with the extent to which an individual authentically concurs with the forces that do influence one’s behavior; competence refers to feeling effective in one’s ongoing interactions with the external environment and the opportunities to exercise and express one’s capacities; lastly, relatedness concerns feeling socially connected. People feel relatedness most typically when they feel cared for by others but also it is about belonging and feeling significant among others. Relatedness pertains to a sense of being integral to social organizations beyond oneself. Individuals in autonomy-supportive environments tend to show higher self-esteem, positive work attitude, creativity, and willingness to acquire new knowledge (Ryan and Deci 2006). The SDT is a well-established and empirically tested theory in higher education, whereas students whose basic psychological needs are satisfied show higher retention of knowledge and increased participation in class activities. Autonomous motivation also results in better grades (Self-Determination Theory, Verma, 2024). Therefore, my teaching philosophy (click here) applies SDT in a way that all three psychological needs are satisfied.
Any journey begins with a foundational narrative that explains the context of the endeavor and the logic behind actions that support the learning experience. In my case, this narrative is shaped by the Self-Determination Theory (hereafter SDT). The SDT posits the existence of a motivation continuum from heteronomous to autonomous, distinguished on the basis of the degree to which external values and regulations can be internalized and integrated within one’s inner self. The external values and regulations that support the needs of autonomy, competence, and relatedness are more internalized than those that thwart or hinder the three mentioned basic psychological needs (Ryan and Deci 2000). Autonomy is concerned with the extent to which an individual authentically concurs with the forces that do influence one’s behavior; competence refers to feeling effective in one’s ongoing interactions with the external environment and the opportunities to exercise and express one’s capacities; lastly, relatedness concerns feeling socially connected. People feel relatedness most typically when they feel cared for by others but also it is about belonging and feeling significant among others. Relatedness pertains to a sense of being integral to social organizations beyond oneself. Individuals in autonomy-supportive environments tend to show higher self-esteem, positive work attitude, creativity, and willingness to acquire new knowledge (Ryan and Deci 2006). The SDT is a well-established and empirically tested theory in higher education, whereas students whose basic psychological needs are satisfied show higher retention of knowledge and increased participation in class activities. Autonomous motivation also results in better grades (Self-Determination Theory, Verma, 2024). Therefore, my teaching philosophy (click here) applies SDT in a way that all three psychological needs are satisfied.
Effective Teaching
Thesis Supervision Feedback
Considering the background of students attending my courses, namely, young professionals who are practitioners of international relations, teaching effectiveness means bridging the gap between academia and the work environment through engaging in activities that support students’ autonomy, competence, and relatedness (the SDT). To do so, I implement several measures to ensure a positive and effective experience in the classroom. First and foremost, all my courses are in online modality. It provides the necessary flexibility to the working professionals as they join the class at home, office, or even when they are in transit from office to home. Second, I utilize various software to enrich the in-class and post-class experience through summative and formative assessment activities (list of software here).
In the Strategic Studies course (click here for further discussion), I utilize the FeedbackFruits software (click here for the website) for Briefs assignment that requires students to write five (5) Briefs on selected topics (out of 12, which follows the aspect of autonomy in the SDT) while other students peer-review the quality of the submitted written assignment. The peer review is guided by five criteria, supported by random pop-up notifications, post-peer-review feedback from the lecturer, and, lastly, reading the peer-review of their Briefs by other students. The approach allows students to become better writers, communicate effectively within limited space, search for sources to support their arguments and engage critically with course material. The data shows that students improve their grades as they progress from the first to the last Brief and Peer-Review (data for 2021/2024, click here). The other in-class activities assist students in better understanding and practice of selected topics. As one of the students concluded, “the best part of this course was the class engagement and activities which enhanced understanding of the topics discussed.”
The War Gaming course (click here for more information) is designed as an experiential course that allows students to discover themselves through reflection on their personality, communication, and negotiation skills and improve the selves of their peers by conducting peer assessments. The game replicates the reality of international negotiations, which can take hours per day, and follows political neorealism, which places national interests at the centre of international relations. Within the 8hrs of gaming, the student can identify and reflect in their reports a plethora of emotional and behavioral states that include stress, anxiety, irritation, and tiredness, as well as building trust with other people, negotiating towards mutual benefit, thirl of winning the game or relief due to survival until the end. The data shows that students improve their grades as they progress from the first to the last Games and Self-Reflection Reports (data for 2019/2024, click here). To summarize, as one of the students concluded, “this was my favorite course for the semester. I was skeptical, but the gaming sessions presented a unique and out-of-the-box way of practicing diplomacy. It was riveting and engaging, and Dr. Pawinski spent more than 12 hours going through instructions and providing very detailed feedback. An excellent course I would recommend to all of my peers!”
The Security Studies course (click here for further information) consists of numerous IT-enhanced activities that support students' autonomy and competence. Due to the broad scope of security challenges, the course provides a unique opportunity for students to develop, practice, and discuss issues encompassing the Caribbean region and the World. The in-class and post-class activities enable student creativity (as in the case of the Flip recordings), exchange of ideas (as in the case of Padlet), and implementation of real-life tools (as in the case of the UN criteria identifying victims of human trafficking). As one of the students concluded, “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.” What is more, the course is further enhanced by the introduction of guest speakers who are recognized experts in the field, have significant leadership experience on selected security matters, and many of them are alumni of the Institute of International Relations.
Lastly, the teaching effectiveness goes beyond the classroom and involves supervising the MSc theses (for a list of students under my supervision, click here). It is teaching and learning through research. Contrary to the classroom setting, supervision is a very individualized experience for both the supervisor and supervisee. Within a short period of time, both need to learn about each other and develop lasting relationships that will result in quality end-product. My approach to supervision follows the SDT, with autonomy by supporting the decisions of the student, competence by providing timely and quality feedback, and relatedness that consist of regular, scheduled, and non-scheduled communication to build said relationship. The effectiveness of the supervision is reflected in the collected data (Thesis Supervision Feedback). The first is the number of distinctions students received under my supervision (out of 12 completed, 7 obtained distinction). The second one, as a form of self-improvement, at the end of the supervision, I ask students to complete an optional survey on their experience (click here for the results). The results indicate effective supervision, with all the students strongly agreeing that “the supervision you have received contributes to the successful completion of your thesis.” As one of the students further explained “Dr Pawinski is by far one of the most supportive lecturers I have had through my academic career. I wish there was an option to say more that ‘Strongly Agree’ as he is always very clear in his standards, goes above and beyond in directing students and supporting their academic and professional aspirations.”
To conclude, each course brings a unique teaching and learning experience to ensure that students reach the objectives and become more effective in their daily work. The future will surely bring further modifications, esp. by infusing the tools from the evolving landscape of EdTech.
Thesis Supervision Feedback
Considering the background of students attending my courses, namely, young professionals who are practitioners of international relations, teaching effectiveness means bridging the gap between academia and the work environment through engaging in activities that support students’ autonomy, competence, and relatedness (the SDT). To do so, I implement several measures to ensure a positive and effective experience in the classroom. First and foremost, all my courses are in online modality. It provides the necessary flexibility to the working professionals as they join the class at home, office, or even when they are in transit from office to home. Second, I utilize various software to enrich the in-class and post-class experience through summative and formative assessment activities (list of software here).
In the Strategic Studies course (click here for further discussion), I utilize the FeedbackFruits software (click here for the website) for Briefs assignment that requires students to write five (5) Briefs on selected topics (out of 12, which follows the aspect of autonomy in the SDT) while other students peer-review the quality of the submitted written assignment. The peer review is guided by five criteria, supported by random pop-up notifications, post-peer-review feedback from the lecturer, and, lastly, reading the peer-review of their Briefs by other students. The approach allows students to become better writers, communicate effectively within limited space, search for sources to support their arguments and engage critically with course material. The data shows that students improve their grades as they progress from the first to the last Brief and Peer-Review (data for 2021/2024, click here). The other in-class activities assist students in better understanding and practice of selected topics. As one of the students concluded, “the best part of this course was the class engagement and activities which enhanced understanding of the topics discussed.”
The War Gaming course (click here for more information) is designed as an experiential course that allows students to discover themselves through reflection on their personality, communication, and negotiation skills and improve the selves of their peers by conducting peer assessments. The game replicates the reality of international negotiations, which can take hours per day, and follows political neorealism, which places national interests at the centre of international relations. Within the 8hrs of gaming, the student can identify and reflect in their reports a plethora of emotional and behavioral states that include stress, anxiety, irritation, and tiredness, as well as building trust with other people, negotiating towards mutual benefit, thirl of winning the game or relief due to survival until the end. The data shows that students improve their grades as they progress from the first to the last Games and Self-Reflection Reports (data for 2019/2024, click here). To summarize, as one of the students concluded, “this was my favorite course for the semester. I was skeptical, but the gaming sessions presented a unique and out-of-the-box way of practicing diplomacy. It was riveting and engaging, and Dr. Pawinski spent more than 12 hours going through instructions and providing very detailed feedback. An excellent course I would recommend to all of my peers!”
The Security Studies course (click here for further information) consists of numerous IT-enhanced activities that support students' autonomy and competence. Due to the broad scope of security challenges, the course provides a unique opportunity for students to develop, practice, and discuss issues encompassing the Caribbean region and the World. The in-class and post-class activities enable student creativity (as in the case of the Flip recordings), exchange of ideas (as in the case of Padlet), and implementation of real-life tools (as in the case of the UN criteria identifying victims of human trafficking). As one of the students concluded, “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.” What is more, the course is further enhanced by the introduction of guest speakers who are recognized experts in the field, have significant leadership experience on selected security matters, and many of them are alumni of the Institute of International Relations.
Lastly, the teaching effectiveness goes beyond the classroom and involves supervising the MSc theses (for a list of students under my supervision, click here). It is teaching and learning through research. Contrary to the classroom setting, supervision is a very individualized experience for both the supervisor and supervisee. Within a short period of time, both need to learn about each other and develop lasting relationships that will result in quality end-product. My approach to supervision follows the SDT, with autonomy by supporting the decisions of the student, competence by providing timely and quality feedback, and relatedness that consist of regular, scheduled, and non-scheduled communication to build said relationship. The effectiveness of the supervision is reflected in the collected data (Thesis Supervision Feedback). The first is the number of distinctions students received under my supervision (out of 12 completed, 7 obtained distinction). The second one, as a form of self-improvement, at the end of the supervision, I ask students to complete an optional survey on their experience (click here for the results). The results indicate effective supervision, with all the students strongly agreeing that “the supervision you have received contributes to the successful completion of your thesis.” As one of the students further explained “Dr Pawinski is by far one of the most supportive lecturers I have had through my academic career. I wish there was an option to say more that ‘Strongly Agree’ as he is always very clear in his standards, goes above and beyond in directing students and supporting their academic and professional aspirations.”
To conclude, each course brings a unique teaching and learning experience to ensure that students reach the objectives and become more effective in their daily work. The future will surely bring further modifications, esp. by infusing the tools from the evolving landscape of EdTech.
Professional Development
As we stepped into the 21st century, higher education embarked on a roller-coaster journey, demanding constant refreshing and updating of teaching skills. The relentless push for the implementation of new technologies necessitates an effective educator to seek novel ways to integrate these technologies into courses, with the most recent being Artificial Intelligence. In line with my teaching philosophy, I am always on the lookout for opportunities to develop new skills and implement innovative modifications to the courses. This led me to complete a Postgraduate Certificate in University Teaching and Learning at the University of the West Indies in 2019 (click here to see the certificate). The degree provided a solid and necessary background in education theories, enhancing the implementation of various in-class assignments and showcasing my commitment to professional development.
Upon the outset of the COVID-19 pandemic and a shift to an online teaching modality, I have been searching and testing various software to ensure the quality of education and continue supporting three psychological needs identified by the SDT. For example, one of the many software programs that I have utilized (list here) since COVID-19 is Kialo for Education (click here for the website), which was implemented in the Strategic Studies course (click here). Furthermore, as a pro-active educator, in the past two (2) years, I have been using the FeedbackFruits platform (click here) as a part of the Educators Initiative Program. In 2022, I have also completed the FeedbackFruits certified course “Increasing interactivity in online and hybrid course design” (see the certificate). This tool suit has been in use constantly across all the courses (see above, effective teaching section). I continue to collaborate with FeedbackFruits by attending their workshops and conferences. Based on the internal survey conducted by FeedbackFruits, the students in my courses enjoy and see the benefits while interacting with various tools of this provider. Lastly, I follow Reimagine Education's pioneering pedagogical approaches that boost learning outcomes and employability (click here) and HolonIQ’s Education Intelligence Unit, which tracks innovative EdTech developments (click here). To conclude, whatever the future brings, I am always open to innovating and implementing novel solutions that adjust to 21st-century learners.
As we stepped into the 21st century, higher education embarked on a roller-coaster journey, demanding constant refreshing and updating of teaching skills. The relentless push for the implementation of new technologies necessitates an effective educator to seek novel ways to integrate these technologies into courses, with the most recent being Artificial Intelligence. In line with my teaching philosophy, I am always on the lookout for opportunities to develop new skills and implement innovative modifications to the courses. This led me to complete a Postgraduate Certificate in University Teaching and Learning at the University of the West Indies in 2019 (click here to see the certificate). The degree provided a solid and necessary background in education theories, enhancing the implementation of various in-class assignments and showcasing my commitment to professional development.
Upon the outset of the COVID-19 pandemic and a shift to an online teaching modality, I have been searching and testing various software to ensure the quality of education and continue supporting three psychological needs identified by the SDT. For example, one of the many software programs that I have utilized (list here) since COVID-19 is Kialo for Education (click here for the website), which was implemented in the Strategic Studies course (click here). Furthermore, as a pro-active educator, in the past two (2) years, I have been using the FeedbackFruits platform (click here) as a part of the Educators Initiative Program. In 2022, I have also completed the FeedbackFruits certified course “Increasing interactivity in online and hybrid course design” (see the certificate). This tool suit has been in use constantly across all the courses (see above, effective teaching section). I continue to collaborate with FeedbackFruits by attending their workshops and conferences. Based on the internal survey conducted by FeedbackFruits, the students in my courses enjoy and see the benefits while interacting with various tools of this provider. Lastly, I follow Reimagine Education's pioneering pedagogical approaches that boost learning outcomes and employability (click here) and HolonIQ’s Education Intelligence Unit, which tracks innovative EdTech developments (click here). To conclude, whatever the future brings, I am always open to innovating and implementing novel solutions that adjust to 21st-century learners.
Quality Student Experience
The Triple-A strategy, a cornerstone of the University of the West Indies (click here), is a comprehensive approach encompassing three (3) strategic goals: Access, Alignment, and Agility. In the following paragraphs, I will demonstrate how my teaching and learning and the student experience align with each of these strategic goals, thereby contributing to the University's overarching mission.
Access
Access is defined as increased participation in higher education for all with the capacity and desire to learn, with particular attention to the underserved and diaspora Caribbean populations across all continents. It is within this transnational context that my courses are offered in an online modality to accommodate as broad a body of potential students as possible. In the past few years, there were nationals of Trinidad and Tobago living in the UK and China who took my Strategic Studies course; there were also nationals from Guyana and Jamaica in the War-Gaming and Security Studies courses. The online modality opens the border to the unlimited potential of accommodating students worldwide. By ensuring the satisfaction of autonomy, relatedness, and competence needs (as per the SDT, please see the section below for further illustrations) combined with innovative application of IT software (click here for the list of software used in my classes), the online modality provides access and quality of teaching and learning in higher education.
Alignment
Alignment is defined as building relevant and value-added relationships with alumni, governmental and non-governmental sectors, and international partners. This strategic objective is most visible in my Security Studies course. It is a year-long course divided into theoretical and security challenges components. In the second component, I frequently invite guest speakers who are either alumni of the Institute of International Relations and/or recognized experts in selected security matters. For instance (for illustrative list of guest lectures, click here), Major Michael Adams, an MSc degree alumnus, presented on the topic of regional security collaboration; Ms. Alana Wheeler, also an IIR alumna, a former Director of the Anti-Trafficking Unit at the Ministry of National Security, T&T, focused on human trafficking in the region; Mr. Callixtus Joseph, Assistant Director at CARICOM IMPACS, presented on small arms trafficking issues. These alumni and stakeholders play a crucial role in bridging academia and practice, demonstrating the real-world relevance of my courses. Lastly, my teaching and learning experience goes beyond academic walls. Together with Prof. Jessica Byron (former IIR Director, 2016-2022), we delivered a workshop on Intelligence and Security Analysis for the Integrated Threat Assessment Centre, National Security Council, Office of the Prime Minister, Trinidad and Tobago. A brief glimpse consisting of positive feedback on the quality of the workshop can be found at the bottom page here (click here).
Agility
Agility is defined as the use of resources and capabilities to respond to the needs of customers, including alumni, and improve the global presence of the University. As detailed in the sections below, I have taken the initiative to bring innovative resources and solutions to the classroom as a way to enhance teaching and learning quality, as expected by the standards of the top 1% of universities in the world. As a part of the Educator Initiative Programme (hereafter EIP), I have brought the FeedbackFruits tool suit (click here for the website), a state-of-the-art software used by such universities as Leiden University, Imperial College London, and The University of Melbourne (for case studies, click here). Through the EIP, I have integrated software that is not available to any other Department, Unit, or UWI campuses. The students report consistently a positive experience when interacting with this software through various activities, for example, interactive video, peer-review, and discussions (further discussed in paragraphs below). Integration of FeedbackFruits is a very needed response to the market demands, whereas future students' preferences changed to blended, online, and/or asynchronous modalities of teaching and learning. Therefore, I do hope, in the near future, to bring FeedbackFruits to the wider academic community and increase global presence at the University of the West Indies as an innovative hub along with other top Universities that are partnering with the said tool suit.
The Triple-A strategy, a cornerstone of the University of the West Indies (click here), is a comprehensive approach encompassing three (3) strategic goals: Access, Alignment, and Agility. In the following paragraphs, I will demonstrate how my teaching and learning and the student experience align with each of these strategic goals, thereby contributing to the University's overarching mission.
Access
Access is defined as increased participation in higher education for all with the capacity and desire to learn, with particular attention to the underserved and diaspora Caribbean populations across all continents. It is within this transnational context that my courses are offered in an online modality to accommodate as broad a body of potential students as possible. In the past few years, there were nationals of Trinidad and Tobago living in the UK and China who took my Strategic Studies course; there were also nationals from Guyana and Jamaica in the War-Gaming and Security Studies courses. The online modality opens the border to the unlimited potential of accommodating students worldwide. By ensuring the satisfaction of autonomy, relatedness, and competence needs (as per the SDT, please see the section below for further illustrations) combined with innovative application of IT software (click here for the list of software used in my classes), the online modality provides access and quality of teaching and learning in higher education.
Alignment
Alignment is defined as building relevant and value-added relationships with alumni, governmental and non-governmental sectors, and international partners. This strategic objective is most visible in my Security Studies course. It is a year-long course divided into theoretical and security challenges components. In the second component, I frequently invite guest speakers who are either alumni of the Institute of International Relations and/or recognized experts in selected security matters. For instance (for illustrative list of guest lectures, click here), Major Michael Adams, an MSc degree alumnus, presented on the topic of regional security collaboration; Ms. Alana Wheeler, also an IIR alumna, a former Director of the Anti-Trafficking Unit at the Ministry of National Security, T&T, focused on human trafficking in the region; Mr. Callixtus Joseph, Assistant Director at CARICOM IMPACS, presented on small arms trafficking issues. These alumni and stakeholders play a crucial role in bridging academia and practice, demonstrating the real-world relevance of my courses. Lastly, my teaching and learning experience goes beyond academic walls. Together with Prof. Jessica Byron (former IIR Director, 2016-2022), we delivered a workshop on Intelligence and Security Analysis for the Integrated Threat Assessment Centre, National Security Council, Office of the Prime Minister, Trinidad and Tobago. A brief glimpse consisting of positive feedback on the quality of the workshop can be found at the bottom page here (click here).
Agility
Agility is defined as the use of resources and capabilities to respond to the needs of customers, including alumni, and improve the global presence of the University. As detailed in the sections below, I have taken the initiative to bring innovative resources and solutions to the classroom as a way to enhance teaching and learning quality, as expected by the standards of the top 1% of universities in the world. As a part of the Educator Initiative Programme (hereafter EIP), I have brought the FeedbackFruits tool suit (click here for the website), a state-of-the-art software used by such universities as Leiden University, Imperial College London, and The University of Melbourne (for case studies, click here). Through the EIP, I have integrated software that is not available to any other Department, Unit, or UWI campuses. The students report consistently a positive experience when interacting with this software through various activities, for example, interactive video, peer-review, and discussions (further discussed in paragraphs below). Integration of FeedbackFruits is a very needed response to the market demands, whereas future students' preferences changed to blended, online, and/or asynchronous modalities of teaching and learning. Therefore, I do hope, in the near future, to bring FeedbackFruits to the wider academic community and increase global presence at the University of the West Indies as an innovative hub along with other top Universities that are partnering with the said tool suit.
Development of the Distinctive UWI Graduate
A distinctive UWI graduate should demonstrate that he/she is: a critical and creative thinker; an effective communicator with good interpersonal skills; IT skilled and information literate; innovative and entrepreneurial; globally aware and well-grounded in his/her regional identity; socially, culturally and environmentally responsible, and guided by strong ethical values.
A critical and creative thinker
Every course that I teach cultivates the skill of becoming or/and improving the creative and critical thinking of the students. For example, the War Gaming course (link here) positions the students in unpredictable, uncertain, and ambiguous environments and enables them to explore various options in each scenario that they generate and take risks without real-life consequences. In other words, the war gaming simulation is intellectually liberating as opposed to traditional courses and situates students within safe-to-fail conditions. The reflection report submitted after each game further strengthens the in-game experience by adding self-assessment and peer assessment of each game's performance. The War Gaming promotes an in-depth development of both skills, as explained by one of the students after 2nd graded game: “I aim to approach future challenges with a clear mind and a focused strategy, minimizing the impact of emotional highs and lows on my decision-making process. This will allow me to navigate the complexities of the game with a level-headed approach, increasing my chances of success in the long run. In doing so, I hope to cultivate a mindset that prioritizes rationality and critical thinking over impulsive reactions.”
As mentioned, the other two courses, namely, Strategic Studies (click here) and Security Studies (click here), play a crucial role in cultivating critical and creative learning skills as well. These courses are designed to challenge students and encourage them to think outside the box. One of the former students firmly asserted in their testimonial, “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.”
An effective communicator with good interpersonal skills
The War Gaming Course is a prime example of how students can actively develop their verbal and non-verbal communication skills and their ability to collaborate with people of different personality styles (click here for further evidence). The other courses also hones communication and interpersonal skills through written forms, a crucial skill for any international relations graduate. In the case of Strategic Studies, for instance, students write five (5) Briefs on selected topics (out of 12, which follows the aspect of autonomy in the SDT) while other students peer-review the quality of the submitted written assignment. The peer review is guided by five criteria, supported by random pop-up notifications, post-peer-review feedback from the lecturer, and, lastly, reading the peer-review of their Briefs by other students. This active learning approach not only enhances their communication skills but also inspires them to provide constructive and critical feedback to their peers in non-offensive ways (click here for evidence). In SDT terms, the students take responsibility (autonomy-supportive) in building critical and constructive communication skills via written form (competency-supportive) towards each other (relatedness-supportive).
IT skilled and information literate
All three courses implement IT-rich and innovative teaching and learning software that enhances the students' pre-class, in-class, and post-class experiences. The already mentioned FeedbackFruits in Strategic Studies (click here) is one example of improving the IT skills of the students. Furthermore, by simultaneously satisfying both SDT needs, namely autonomy and competence, the students can take the initiative in self-learning the content of the course through the creative utility of the provided software. In the case of Security Studies (click here), students record a short video on selected topics via Flip software (click here). The Flip gives students an enormous opportunity to express their creative thinking, as in the case of the following student (click here for direct link) who combined class assignment into an interview style at the TV station. It is important to note that it was not a requirement to generate this type of recording. The students were in the freestyle and open format delivery structure as long as they addressed the subject matter. In short, innovative use of IT combined with the continues support of autonomy and competence of the students can reach desired learning objectives.
All in all, there are many tools (click here for the list) that I utilize for formative and summative assessment. The creative utility of IT tools that are closely connected to learning outcomes and through autonomy and competence supportive environment can translate into development of innovative leaders of the future who think about technology as a tools that can support the fulfillment their career objectives.
Innovative and entrepreneurial
Students regularly highlight in the feedback the practical nature of the activities of each course, in particular, the war gaming simulation. Within this context, it is important to note that many students in my classes are working young professionals with experience in foreign embassies, governmental ministries, and civil society actors. Therefore, the connections they make between in-class activities and their jobs illustrate the successful bridge-building between the academic environment and the practice of executing the skills from the courses. A powerful illustration of this bridge-building is a reflection by a student on a war gaming course and his work experience in a diplomatic mission; he highlighted the importance of adaptability in life, the harsh reality that people encounter in work environments, and how negotiation skills experienced in the game can assist in managing both challenges (click here for more details). All in all, the strategic studies, security studies, and war gaming courses allow students to develop an innovative mindset, become entrepreneurial, and excel in their responsive fields of work.
Globally aware and well-grounded in his/her regional identity
Each course, particularly Strategic Studies and Security Studies, is designed to foster students' understanding of various challenges at the global, regional, local, and individual levels. It's not just about comprehending the problems discussed in class, but also about actively participating in solution generation through collaborative work. For example, as part of the assessment activity in the Security Studies course, students are asked to use a Padlet (link to the software) template that is categorized according to seven (7) human (in)securities. They are given autonomy in selecting the level of analysis by providing a source to support their arguments. Many students choose Trinidad and Tobago; some focus on countries in the Caribbean region. While the initial Padlet (the first post, most visible) focuses on problem identification, students are also asked to comment under at least three (3) Padlets posted by etheir peers by addressing the problem and focusing on problem-solving. The author of the Padlets is encouraged to further respond to the comments by expanding or critiquing the points made in the comments (link to illustrative example). This activity promotes honest discussion and strengthens the students' local and regional identity, fostering a sense of connection and engagement.
Without further extended narrative on this skill, it is sufficient to state that the Strategic Studies course (click here) is expanding the horizons of the students beyond region by focusing on wars and conflict, past and present. It exposes them to different philosophical traditions like Sun Tzu or Carl von Clausewitz. In short, through the autonomy-supportive environment, my courses strengthen local and regional identity among the students and promote cross-cultural experience to enrich their understanding of the contemporary world.
Socially, culturally, and environmentally responsible
International security studies is not only about addressing contemporary security challenges but also developing socio-cultural awareness, sensitivity, and knowledge about other countries. For instance, in the Strategic Studies course, in a week covering the role of culture in warfare, the students are exposed to frameworks like strategic culture (click here explore more), national culture (for more information, click here), and national value cultures (to read about it, click here). As a part of knowledge reinforcement, the students complete an activity that asks them to describe the national culture of and, out of it, develop the strategic culture of Trinidad and Tobago. It is a group activity. As per SDT, to support autonomy, the students can decide to focus on Trinidad and Tobago or another country. It also generates certain flexibility within the activity. If all groups focus on the same country, it will allow them to discuss similarities and differences; if groups decide to focus on different countries, it will allow for comparative activity. Through this activity, the students are becoming responsible for their intercultural communication skills.
In intelligence analysis, another class in the Strategic Studies course, students learn and practice about 190 cognitive biases that affect social interactions (for cognitive bias codex, see here). For instance, through a prepared Excel file, students are asked to assign a probability to frequently used probability phrases in any work environment and social interaction. They analyze and consider the surprising differences in the results, e.g., why there is a 30% probability difference in understanding work “likely.” Through this exercise, the students are responsible for improving their social communication skills in work and daily life (click here for illustration).
Guided by strong ethical values
Although the courses that I teach are in the darker realm of human behaviour, the students have a chance to develop a deeper understanding of the ethical, moral, and legal aspects of this behaviour. For example, through the use of FeedbackFruits, for the past two (2) years, the students watch a short, 10-minute interview on the subject of the Russian invasion of Ukraine and are asked to answer several questions related to international legal norms governing state relations as well as generate their discussion posts (reactions) to the statements in the interview (click here for further discussion on this activity). In another instance, via the Kialo for Education platform, the students enter a group debate on the ethics and morality of the existence and use of Nuclear Weapons (click here for further illustration). Lastly, in the war gaming simulation, upon reaching a point when one of the players might be eliminated from the game, the students experience a more profound moral dilemma that is common in international relations along the lines of political neorealism and liberalism – to eliminate or not. Based on the feedback in the last class presentation across the past few years, this dilemma is a recurring theme that generates an intense self-reflection among the students (click here for illustration). War, conflict, human rights violations, and a plethora of human insecurities; although all of those challenges a reflection on the dimmer and darker side of human existence, students also have the opportunity to reflect, learn, and practice their inner moral and ethical values when interacting with the content of those courses.
A distinctive UWI graduate should demonstrate that he/she is: a critical and creative thinker; an effective communicator with good interpersonal skills; IT skilled and information literate; innovative and entrepreneurial; globally aware and well-grounded in his/her regional identity; socially, culturally and environmentally responsible, and guided by strong ethical values.
A critical and creative thinker
Every course that I teach cultivates the skill of becoming or/and improving the creative and critical thinking of the students. For example, the War Gaming course (link here) positions the students in unpredictable, uncertain, and ambiguous environments and enables them to explore various options in each scenario that they generate and take risks without real-life consequences. In other words, the war gaming simulation is intellectually liberating as opposed to traditional courses and situates students within safe-to-fail conditions. The reflection report submitted after each game further strengthens the in-game experience by adding self-assessment and peer assessment of each game's performance. The War Gaming promotes an in-depth development of both skills, as explained by one of the students after 2nd graded game: “I aim to approach future challenges with a clear mind and a focused strategy, minimizing the impact of emotional highs and lows on my decision-making process. This will allow me to navigate the complexities of the game with a level-headed approach, increasing my chances of success in the long run. In doing so, I hope to cultivate a mindset that prioritizes rationality and critical thinking over impulsive reactions.”
As mentioned, the other two courses, namely, Strategic Studies (click here) and Security Studies (click here), play a crucial role in cultivating critical and creative learning skills as well. These courses are designed to challenge students and encourage them to think outside the box. One of the former students firmly asserted in their testimonial, “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.”
An effective communicator with good interpersonal skills
The War Gaming Course is a prime example of how students can actively develop their verbal and non-verbal communication skills and their ability to collaborate with people of different personality styles (click here for further evidence). The other courses also hones communication and interpersonal skills through written forms, a crucial skill for any international relations graduate. In the case of Strategic Studies, for instance, students write five (5) Briefs on selected topics (out of 12, which follows the aspect of autonomy in the SDT) while other students peer-review the quality of the submitted written assignment. The peer review is guided by five criteria, supported by random pop-up notifications, post-peer-review feedback from the lecturer, and, lastly, reading the peer-review of their Briefs by other students. This active learning approach not only enhances their communication skills but also inspires them to provide constructive and critical feedback to their peers in non-offensive ways (click here for evidence). In SDT terms, the students take responsibility (autonomy-supportive) in building critical and constructive communication skills via written form (competency-supportive) towards each other (relatedness-supportive).
IT skilled and information literate
All three courses implement IT-rich and innovative teaching and learning software that enhances the students' pre-class, in-class, and post-class experiences. The already mentioned FeedbackFruits in Strategic Studies (click here) is one example of improving the IT skills of the students. Furthermore, by simultaneously satisfying both SDT needs, namely autonomy and competence, the students can take the initiative in self-learning the content of the course through the creative utility of the provided software. In the case of Security Studies (click here), students record a short video on selected topics via Flip software (click here). The Flip gives students an enormous opportunity to express their creative thinking, as in the case of the following student (click here for direct link) who combined class assignment into an interview style at the TV station. It is important to note that it was not a requirement to generate this type of recording. The students were in the freestyle and open format delivery structure as long as they addressed the subject matter. In short, innovative use of IT combined with the continues support of autonomy and competence of the students can reach desired learning objectives.
All in all, there are many tools (click here for the list) that I utilize for formative and summative assessment. The creative utility of IT tools that are closely connected to learning outcomes and through autonomy and competence supportive environment can translate into development of innovative leaders of the future who think about technology as a tools that can support the fulfillment their career objectives.
Innovative and entrepreneurial
Students regularly highlight in the feedback the practical nature of the activities of each course, in particular, the war gaming simulation. Within this context, it is important to note that many students in my classes are working young professionals with experience in foreign embassies, governmental ministries, and civil society actors. Therefore, the connections they make between in-class activities and their jobs illustrate the successful bridge-building between the academic environment and the practice of executing the skills from the courses. A powerful illustration of this bridge-building is a reflection by a student on a war gaming course and his work experience in a diplomatic mission; he highlighted the importance of adaptability in life, the harsh reality that people encounter in work environments, and how negotiation skills experienced in the game can assist in managing both challenges (click here for more details). All in all, the strategic studies, security studies, and war gaming courses allow students to develop an innovative mindset, become entrepreneurial, and excel in their responsive fields of work.
Globally aware and well-grounded in his/her regional identity
Each course, particularly Strategic Studies and Security Studies, is designed to foster students' understanding of various challenges at the global, regional, local, and individual levels. It's not just about comprehending the problems discussed in class, but also about actively participating in solution generation through collaborative work. For example, as part of the assessment activity in the Security Studies course, students are asked to use a Padlet (link to the software) template that is categorized according to seven (7) human (in)securities. They are given autonomy in selecting the level of analysis by providing a source to support their arguments. Many students choose Trinidad and Tobago; some focus on countries in the Caribbean region. While the initial Padlet (the first post, most visible) focuses on problem identification, students are also asked to comment under at least three (3) Padlets posted by etheir peers by addressing the problem and focusing on problem-solving. The author of the Padlets is encouraged to further respond to the comments by expanding or critiquing the points made in the comments (link to illustrative example). This activity promotes honest discussion and strengthens the students' local and regional identity, fostering a sense of connection and engagement.
Without further extended narrative on this skill, it is sufficient to state that the Strategic Studies course (click here) is expanding the horizons of the students beyond region by focusing on wars and conflict, past and present. It exposes them to different philosophical traditions like Sun Tzu or Carl von Clausewitz. In short, through the autonomy-supportive environment, my courses strengthen local and regional identity among the students and promote cross-cultural experience to enrich their understanding of the contemporary world.
Socially, culturally, and environmentally responsible
International security studies is not only about addressing contemporary security challenges but also developing socio-cultural awareness, sensitivity, and knowledge about other countries. For instance, in the Strategic Studies course, in a week covering the role of culture in warfare, the students are exposed to frameworks like strategic culture (click here explore more), national culture (for more information, click here), and national value cultures (to read about it, click here). As a part of knowledge reinforcement, the students complete an activity that asks them to describe the national culture of and, out of it, develop the strategic culture of Trinidad and Tobago. It is a group activity. As per SDT, to support autonomy, the students can decide to focus on Trinidad and Tobago or another country. It also generates certain flexibility within the activity. If all groups focus on the same country, it will allow them to discuss similarities and differences; if groups decide to focus on different countries, it will allow for comparative activity. Through this activity, the students are becoming responsible for their intercultural communication skills.
In intelligence analysis, another class in the Strategic Studies course, students learn and practice about 190 cognitive biases that affect social interactions (for cognitive bias codex, see here). For instance, through a prepared Excel file, students are asked to assign a probability to frequently used probability phrases in any work environment and social interaction. They analyze and consider the surprising differences in the results, e.g., why there is a 30% probability difference in understanding work “likely.” Through this exercise, the students are responsible for improving their social communication skills in work and daily life (click here for illustration).
Guided by strong ethical values
Although the courses that I teach are in the darker realm of human behaviour, the students have a chance to develop a deeper understanding of the ethical, moral, and legal aspects of this behaviour. For example, through the use of FeedbackFruits, for the past two (2) years, the students watch a short, 10-minute interview on the subject of the Russian invasion of Ukraine and are asked to answer several questions related to international legal norms governing state relations as well as generate their discussion posts (reactions) to the statements in the interview (click here for further discussion on this activity). In another instance, via the Kialo for Education platform, the students enter a group debate on the ethics and morality of the existence and use of Nuclear Weapons (click here for further illustration). Lastly, in the war gaming simulation, upon reaching a point when one of the players might be eliminated from the game, the students experience a more profound moral dilemma that is common in international relations along the lines of political neorealism and liberalism – to eliminate or not. Based on the feedback in the last class presentation across the past few years, this dilemma is a recurring theme that generates an intense self-reflection among the students (click here for illustration). War, conflict, human rights violations, and a plethora of human insecurities; although all of those challenges a reflection on the dimmer and darker side of human existence, students also have the opportunity to reflect, learn, and practice their inner moral and ethical values when interacting with the content of those courses.
Conclusion
My journey continues. To be an effective educator and to ensure that students reach learning objectives, adaptability is a necessary skill in the current, dynamic EdTech environment. I follow Reimagine Education's pioneering pedagogical approaches that boost learning outcomes and employability (click here) and HolonIQ’s Education Intelligence Unit, which tracks innovative EdTech development (click here). The next decade or so will bring another wave of change in the role and use of technology in higher education. It might be the artificial intelligence or the augmented reality. It is not a far-fetched dream that one day, we, the teachers and students, will be sitting in an augmented reality chair in our homes and transposing our minds to a different reality. Progress cannot be stopped; you either adapt or lag behind. As 21st Century Educator, I push forward with hopes to equip my students with knowledge and tools to prepare them for the future. A future with them as progressive and innovative leaders.
My journey continues. To be an effective educator and to ensure that students reach learning objectives, adaptability is a necessary skill in the current, dynamic EdTech environment. I follow Reimagine Education's pioneering pedagogical approaches that boost learning outcomes and employability (click here) and HolonIQ’s Education Intelligence Unit, which tracks innovative EdTech development (click here). The next decade or so will bring another wave of change in the role and use of technology in higher education. It might be the artificial intelligence or the augmented reality. It is not a far-fetched dream that one day, we, the teachers and students, will be sitting in an augmented reality chair in our homes and transposing our minds to a different reality. Progress cannot be stopped; you either adapt or lag behind. As 21st Century Educator, I push forward with hopes to equip my students with knowledge and tools to prepare them for the future. A future with them as progressive and innovative leaders.