Learning the economics of international trade by teaching it to others: A class project on globalization

NACTA Journal, Mar 2003 by Barkley, Andrew P

Learning the Economics of International Trade by Teaching it to Others:

A Class Project on Globalization1

Abstract

This article documents a student-designed and implemented class project, where students delivered an educational program on the causes and consequences of international trade and globalization to two audiences of 4-H members and their parents. The rewards and frustrations of the class project are documented and assessments of the project by the students and the teacher are included. When a group of mature, motivated students is given a meaningful assignment, an enormous amount of learning can take place, with large gains in knowledge of the course material, interpersonal skills, teamwork, career goals, and employment preferences.

Introduction

A senior-level course in International Agricultural Trade (AGEC 623) was taught in the Department of Agricultural Economics at Kansas State University during Fall Semester, 2001. The course focused on the causes and consequences of the movement of food and fiber across national boundaries. The first several lectures covered specialization and gains from trade, and why nations engage in international trade of food and fiber. The increasingly important influences of cultural and political factors on agricultural trade were emphasized. The syllabus identified the course's required readings: International Trade in Agricultural Products (Reed, 2001), and Thomas Friedman's (2000) bestseller, The Lexus and the Olive Tree. Friedman's book delineated the impact of globalization and information technology on the standard of living, lifestyles, and habits of both people and nations who adopt and accept markets and technology, and those who do not. The syllabus also included weekly writing assignments, several midterm examinations, and a comprehensive written final examination.

Sixteen undergraduate Seniors, majoring in Agricultural Economics or Agribusiness, enrolled in this elective capstone course. Each of the students indicated a high level of interest in the global economy and international affairs in an informal survey given on the first day of class. Many of the students were College of Agriculture and University leaders, nearly all were academically successful, and all were seeking employment, approximately one-half at the end of the semester (December) and the other half at the end of the academic year (June).

The class was in session on Tuesday, September 11, 2001 when four commercial aircraft were hijacked by terrorists. Two planes crashed into the World Trade Center, and a third jet crashed into the Pentagon while economic and cultural integration and globalization were being explained and discussed in class. The students and teacher became aware of the tragedy at the end of the lecture period, when students entering the classroom for the next class period described the unbelievable events that had transpired minutes before. The class did not meet again until Thursday, September 13. On September 12, the Provost issued encouragement and instructions to all faculty members to accommodate students during this difficult and emotional time.

After some reflection, the strange coincidence of the attack with the course content on international relations, and the E-mail from the Provost inspired the instructor to formally incorporate the impact of the terrorist attacks on international trade into the course requirements. A class project seemed appropriate. Specifically, an assignment was prepared that would utilize the talents and energy of the sixteen enrolled students, in the attempt to improve a troubled world. The idea was developed September 12, and as a result, was idealistic and based on sincere concern, fear, and doubt about the future. This surreal week appeared to be a suitable time to take a calculated, well-planned pedagogical risk of an assignment that would be meaningful in the new circumstances that our nation faced.

During class on September 13, the instructor attempted to recognize the enormity of what was happening, link the current events to course content, and provide support for any student who felt troubled. The students in the class were asked if they were interested in the idea of a class project to potentially replace the comprehensive final. The instructor warned the students that the project was likely to entail considerably more time and effort than preparation for and taking a final exam. In spite of the warning, a unanimous student vote supported the initiation of a class project, to be fully conceived, planned, implemented, and assessed by the enrolled students. This article documents how the students exceeded the instructor's expectations by planning and delivering an educational and engaging educational program on the causes and consequences of international trade and globalization to two audiences comprised of 4-H members and their parents. The rewards and frustrations of the class project are documented, together with instructor and student assessments of the assignment. The project provided evidence that when a group of mature, motivated students is given a potentially meaningful assignment, an enormous amount of knowledge is acquired, including large gains in information about the course material, interpersonal skills, teamwork, career goals, and employment preferences.