The questions prompt students to review the issues covered in the module, and to consider how their ideas about these issues may have changed. Many students note changes in their understanding of what international development means. They write about having begun the module with the idea that ‘development is about developing countries’, and how this has shifted to an understanding that development is about learning about why the world is unequal. Furthermore, students may have begun by assuming that the module would be mostly about economics, and now see that international development encompasses human rights, gender, ethnicity, racism, the environment and many other areas. 

The assignment requires students to reflect on learning processes. Some students write about difficulties in coping with the complexities of international development, especially if their previous educational experience was about ‘learning answers’. Some mention that it had been challenging yet exciting to come up with their own analysis of issues, and to relate learning to their own lives. 

This assignment helps the Department to understand the impact of the introductory module. Although each student’s reflection is unique, overall the learning demonstrated by students aligns with the learning outcomes set out for the module. Therefore the reflections can be used as evidence that the module is accomplishing what it sets out to do. The reflections also highlight areas that require further exploration in subsequent modules. For example, some reflections reveal persistent stereotypical understandings and simplistic solutions, illustrating that it takes more than just one semester to move away from charity models towards a complex understanding of global interconnections and responsibilities.   

Another benefit arising from this exercise is that the students are brought into the ‘inside track’ of assessment. Students are invited to reflect on how they have learned, to name progress they have made and to identify areas they wish to develop further. Receiving academic credit for their reflective piece reinforces the value of reflection in learning, and encourages student autonomy in setting learning goals and tracking progress towards them.       

A three-year degree is a long and complex journey, shaped by a myriad of interwoven curricular and extra-curricular factors. It would not be possible (or even desirable) to ascertain the ‘impact’ or ‘result’ of a single module, and this reflective assignment does not attempt to do so. Instead, it establishes valuable processes through which both students and staff can gain insights into learning throughout the undergraduate programme.     

Image:

• Making Connections and Reflecting on Complexities in International Development. (main page & picture 1)

Credit: Maynooth University Department of International Development