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Helping students understand complex social problems: the “ Is it corruption?” exercise

Helping students understand complex social problems: the “ Is it corruption?” exercise. Taryn Vian Boston University – School of Public Health tvian@bu.edu 617-414-1447. Context. BU course IH757 – Preventing Corruption in Health Programs (2 credits, MPH students)

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Helping students understand complex social problems: the “ Is it corruption?” exercise

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  1. Helping students understand complex social problems:the “Is it corruption?” exercise Taryn VianBoston University – School of Public Health tvian@bu.edu 617-414-1447

  2. Context • BU course IH757 – Preventing Corruption in Health Programs (2 credits, MPH students) • Online course “Corruption in the Health Sector” U4 Anti-corruption Resource Center, Norway (continuing education for mid-career health and development professionals) • Goal: develop skills in analyzing corruption risks and developing strategies to increase accountability and transparency

  3. What is corruption “Abuse of entrusted power for private gain” Transparency international

  4. Exercise • Read the vignettes • Mark “Y” if you think it is corruption, or “N” if it is not corruption • Turn to your neighbor to share your ratings. Discuss one vignette which you found hard to rate.

  5. Purpose of the exercise: help students to… • Recognize the ways that context influences perception (example: socially accepted practices; patronage and corruption) • Analyze situations to discern degrees of seriousness, potential consequences • Recognize areas and reasons why people may disagree • Engage in active learning early in the course

  6. Why I think it works • Engages students immediately; no prior knowledge needed • Think alone, pairs, group – allows time to shape thoughts before contributing • People like the surprise of disagreeing, become curious, listen to each other • Inductive reasoning, from observations to generalizations, helps students to discover principles

  7. Using this innovation • History, political science, English, social studies • Introduce social issues or controversial concepts • Examples: “racism”, “disabled”, “gender bias”, “culturally competent”

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