This module is a resource for lecturers  




This section contains suggestions for in-class and pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.

The exercises in this section are most appropriate for classes of up to 50 students, where students can be easily organized into small groups in which they discuss cases or conduct activities before group representatives provide feedback to the entire class. Although it is possible to have the same small group structure in large classes comprising a few hundred students, it is more challenging and the lecturer might wish to adapt facilitation techniques to ensure sufficient time for group discussions as well as providing feedback to the entire class. The easiest way to deal with the requirement for small group discussion in a large class is to ask students to discuss the issues with the four or five students sitting close to them. Given time limitations, not all groups will be able to provide feedback in each exercise. It is recommended that the lecturer makes random selections and tries to ensure that all groups get the opportunity to provide feedback at least once during the session. If time permits, the lecturer could facilitate a discussion in plenary after each group has provided feedback.

All exercises in this section are appropriate for both graduate and undergraduate students. However, as students' prior knowledge and exposure to these issues vary widely, decisions about appropriateness of exercises should be based on their educational and social context. The lecturer is encouraged to relate and connect each exercise to the key issues of the Module.

Exercise 1: Case studies

Choose one or more of these case studies and lead a discussion which allows students to address and debate issues of integrity, ethics and law. If time allows, let the students vote on which case studies they want to discuss.

Lecturer guidelines

For lecturers teaching large classes, case studies with multiple parts and different methods of solution lend themselves well to the group size and energy in such an environment. Lecturers can begin by having students vote on which case study they prefer. Lecturers could break down analysis of the chosen case study into steps which appear to students in sequential order, thereby ensuring that larger groups stay on track. Lecturers may instruct students to discuss questions in a small group without moving from their seat, and nominate one person to speak for the group if called upon. There is no need to provide excessive amounts of time for group discussion, as ideas can be developed further with the class as a whole. Lecturers can vary the group they call upon to encourage responsive participation.


Exercise 2: Definitions

Split the class into three groups and assign each group the task of presenting the definitions of integrity, ethics and law to the whole class.

Lecturer guidelines

Large lecture classes: Advise students to form groups of three, then choose one or two groups at random to share their definitions. Alternatively, split the lecture hall into three groups, with each segment defining a different term, then choose one or two groups at random to share their definitions. Lecturers can tell students not to conduct internet searches but rather identify how they would define the terms.


Exercise 3: Interviews

Prior to meeting students, assign students the task of interviewing someone they think is ethical or has integrity. Students should ask the person about a difficult decision they made, and report back to the class about the interview. If this exercise is used, it is important to discuss privacy and confidentiality with students, and talk about whether the person interviewed wants to remain anonymous or not.

Lecturer guidelines

Students can do this exercise in large lecture classes, but given privacy concerns, written reports should be submitted to the lecturer, who can summarize and anonymize the reports for the class, or ask students whether they would be comfortable sharing their interviews.


Exercise 4: Films

View and discuss movies or videos that address this Module's topics, such as:

  • Blackfish (2013): a documentary that focuses on a killer whale held by the commercial park and tourist attraction SeaWorld, and the controversy over captive killer whales. Numerous lesson plans and discussion guides about this movie are available online; lecturers can review the TeachWithMovie's guidelines.
  • Blood Diamond (2006): set in Sierra Leone in 1999 in the midst of a civil war, Blood Diamond draws attention to the responsibility of citizens and businesses in the developed world to ensure that the diamonds they buy have not been used to fund conflicts abroad. It also highlights the plight of child soldiers. A useful discussion guide is available at here. The film is also discussed in connection with organized crime issues in Module 2 of the University Module Series on Organized Crime.

Lecturer guidelines

In large classes, students can view videos outside of class and lecturers can facilitate discussion during class, using small groups that report back on questions.


Exercise 5: Teaching integrity, ethics and law

Prior to class, make arrangements for your students to teach the concepts of integrity, ethics and law to younger students, e.g. university students can visit and teach high school students. In class, allocate class time for students to come up with interactive, age-appropriate ideas, prepare activities and practice the lesson (role play can work well here). Outside of class, as part of the class or an extra-curricular activity, accompany students to the high school. After the session, ask students to debrief and evaluate the teaching experience using a diary or report. The diary or report should address the practical and conceptual challenges of teaching integrity, ethics and law, as well as what students learned about integrity, ethics and law through the teaching experience.

Lecturer guidelines

This exercise requires more lecturer supervision, and may be more challenging in larger classes, but it could be made an option among a number of different exercises from which students can choose. The lecturer should act as a communication hub, with students submitting reports to the lecturer and the younger students' teachers submitting feedback for the university students to the lecturer.

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