Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


Date of this Version


Document Type



Ibrahimpašić, Emira. "GLST 201: Introduction to Global Studies" (2020). UNL Faculty Portfolios, 173. digitalcommons.unl.edu/prtunl/173.


This benchmark portfolio is an outcome of the work completed to assess a core major course I teach every semester, GLST 201: Introduction to Global Studies. The following portfolio utilizes backwards design which asks us to structure student learning based on intentionally designed assessments in order to provide evidence that students have achieve the course learning objectives or goals. The following is a detailed summary and critical analysis of course design, learning objectives, teaching methods and pedagogy, student assessment, and various course materials. Although the course syllabus lists 6 learning objectives, for the purposes of this portfolio I decided to focus on four core learning objectives, including: 1) Articulate knowledge about issues at the core of the field of global studies; 2) Gain a broader understanding and appreciation of cultural differences and points of view; 3) Develop skills in expressing yourself orally or in writing; and finally 4) Learn to analyze and critically evaluate ideas, arguments, and points of view. To assess whether or not these core learning objectives are met, I discussion how and why I conduct the course as I do, as well as how my pedagogical choices influence student learning and engagement. In addition, I discuss my findings from a quantitative and qualitative dana analysis of student work in order to illustrate the effectiveness of these choices. Finally, I reflect upon successes and potential challenges especially in the wake of COVID-19 instructional mode changes we will be seeing for the next year.