NAME & SURNAME: PAUL EZALE
UNIVERSITY ID: 20245436
DEPARTEMENT AND SUBJECT: INTERNATIONAL LAW
TARGET GROUP: UNDERGRATUDATE STUDENTS TEACHER
EDUCATION PROGRAMS IN COTE D’IVOIRE, FOCUSING ON
INTERNATIONAL RELATIONS
1. Learning Objectives
Learning Objective 1 (LO1)
- Analyze the impact of globalization on international relations and
global governance
Bloom’s level: Analysis
Student will be able to identify and explain how globalization shapes
international relations and global governance structures.
- Measureable outcomes: Students will be able to describe at least three
ways that globalizations affects the governing procedures of a specific
case, such as the United Nations
Learning Objective 2 (LO2)
Bloom’s level: Evaluation
Students will be able to assess and justify the role of international
organizations in addressing global challenges such as climate change, poverty
and conflict.
- Measureable outcomes: Using predetermined criteria, students will be
able to assess the efficacy of a single international organization and
provide scholarly sources to back up their conclusion.
Learning Objective 3 (LO3)
Bloom’s level: Creation
Students will be able to design a policy brief that addresses a global issue,
considering multiple perspectives and proposing effective solutions.
- Measureable outcomes: Students will be able to create, a written policy
brief that offers practical policy recommendations and incorporates at
least two theoretical viewpoints.
2. Assessment Design
Assessment 1: Short essay analyzing the impact of globalization on
international organization. For example, (United Nations)
Type of assessment: Summative
Format: Individual written essay (1,000 words)
Assessment criteria: Use of theory, clarity of argument, depth of analysis
Alignment: This assessment measures Learning Objective 1 (LO1).
Students must apply a theoretical framework to analyze the role of
globalization in structuring international relations
Main learning objectives: LO1 Analysis of Globalization
Justification for Assessment: This assignment allow us to assesses studebts
ability to analyze institutional mechanism and causal relationships, wich
correspond to the level of bloom’s Taxonomy.
Assessment 2: Reflection evaluating the effectiveness of an international
organization in addressing a global challenge.
In this section, students will analyze the organization’s strengths and
weaknesses in light of international relations theory
Type of assessment: Formative
Format: Written reflection (500 words)
Assessment criteria: Critical reasoning, use of examples, coherence
Alignment: This assessment measures Learning Objective 2 (LO2).
Justification for Assessment: This activity assesses students ability to
formulate judgment and provide evidence, in accordance with bloom’s
taxonomy assessment levels.
Assessment 3: Project-based assignment, creation of a policy brief on a
global issue (e.g., climate change, migration).
Students will design a policy brief that integrates multiple perspectives and
proposes solutions.
Type of assessment: Summative
Format: Policy brief (1,000 words), individual
Assessment criteria: Feasibility of recommendations, originality, application
of theory
Alignment: This assessment measures Learning Objective 3 (LO3).
Justification for Assessment: In line with bloom’s taxonomy’s Creation
Level, this activity assesses students capacity to synthesize information and
produce an original work.
3. Content Selection
Resource 1
Keohane, R.O (2002). Power and governance in a partially globalized world.
Routledge
Brief summary: Keohane’s book explores the impact of globalization on
international relations and global governance. He argues that globalization
has created new challenges for international cooperation and that
international organizations must adapt to address these challenges. Keohane
(2002) examines how power and governance function in a partially
globalized international system. He argues that globalization has not
diminished the importance of states but has transformed how they interact
through international institutions. The book highlights the role of
cooperation, institutional design, and informal governance mechanisms in
managing transnational challenges such as economic interdependence and
security issues. Keohane emphasizes that global governance emerges through
complex interactions between states and institutions rather than through
centralized authority. His analysis provides a theoretical foundation for
understanding contemporary global governance structures and the limitations
of international cooperation in a globalized world.
Connection to Learning Objectives: This resource supports Learning
Objective 1 (LO1) by providing a theoretical framework to analyze how
globalization influences international relations and governance structures.
Students will use this text to complete Assessment 1, the analytical essay on
international organizations. Keohane’s concepts help students identify causal
relationships between globalization and institutional change, enabling them to
meet the analytical requirements of the assessmen
Critical Evaluation: Keohane’s book is a classic in relation literature,
widely cited and respected. It provides a nuanced analysis of globalization
and its impact on international relations, but its focus is primarily on western
perspectives.
Resources 2
Weiss, T.G & Wilkinson, R. (2014). Rethinking global governance. Polity
Press.
Brief summary: Weiss and Wilkinson’s book examines the role of
international organizations in addressing global challenges. They argue that
global governance is fragmented and often ineffective, and propose reforms
to improve international cooperation. The authors argue that traditional
models of governance are insufficient to address contemporary global
challenges, emphasizing the diffusion of authority among multiple actors,
including states, international organizations, and non-state actors. The book
critically examines power dynamics, institutional legitimacy, and the role of
authority in global governance. It contributes to the understanding of how
governance structures adapt to globalization and changing political realities.
Connection to Learning: This resource supports LO2, evaluating the
effectiveness of international organizations. It provides a critical analysis of
global governance and proposes solutions to improve international
cooperation. It directly relates to Assessment 2, the critical reflection task.
The text provides analytical tools for assessing institutional performance and
legitimacy, enabling students to develop evaluative arguments supported by
academic literature.
Critical Evaluation: Weiss and Wilkinson’s book is a comprehensive
analysis of global governance, drawing on multiple perspective and case
studies. It is well-researched and provides a balanced view of the challenges
and opportunities in global governance.
Resource 3
Acharya, A (2018). The end of American world order. Polity Press.
Brief summary: Acharya’s book exmines the rise of new global powers and
the implications for international relations.. He argues that the current
international order is in transition and that new forms of global governance
are emerging. charya (2014) proposes a Global International Relations
framework that challenges Western-centric approaches to international
relations theory. He argues for greater inclusion of non-Western perspectives
and emphasizes the importance of regional and local experiences in shaping
global governance. The article highlights the limitations of dominant
theoretical paradigms and calls for a more pluralistic and inclusive discipline.
Acharya’s work contributes to debates on diversity, representation, and
epistemological inclusivity in international relations scholarship.
Connection to Learning Objective: This resource supports LO3, creating a
policy brief on a global issue. It provides a nuanced analysis of the changing
global landscape and proposes solutions to address emerging challenges. by
informing the development of policy recommendations that reflect diverse
governance perspectives. It relates to Assessment 3, the policy brief, by
encouraging students to design inclusive and context-sensitive governance
solutions. The text helps students move beyond Western-centric assumptions
when proposing reforms.
Critical Evaluation: Acharya’s book is a timely analysis of the changing
global order, drawing on his expertise in international relations and Asian
politics. It provides a balanced view of the challenges and opportunities in
global governance, but its focus is primarily.
Backward Design Rationale
This course follows the Backward Design approach by first defining learning
objectives, then aligning assessment tasks with those objectives, and finally
selecting academic resources that support students in achieving the intended
learning outcomes.