Designing for Context 10/26

1. What do professors need to understand about first generation college students and how should that knowledge inform the way they behave?

2. What should education policymakers understand about first generation college students and how should that inform policy?

3. What would Lizet’s story look like if COVID-19 showed up mid-story and she had to stay at home? What are student dropout rates looking like during COVID-19?

4. Do you think students are unconsciously or consciously drawing their own beliefs and values into their projects?

5. I think students are complex and come from different backgrounds, values, desires, and beliefs. Is there more to the phrase: what is learning, and how are students affected by learning?

6. If you were to meet the main character, how would you design a chemistry curriculum/course/ learning experience without putting pressure on the students?

6.1. To further this question, why is it important to talk about imposter syndrome among BIPOC students within PWI's?

7. Also, I noticed that the Academic Integrity Committee made stereotypes and microaggression statements on what high school she attended (Crucet, 2016, pp. 11-12). How would you design better inclusion and anti-racist training for this and many Academic Integrity committees?

8. What can institutions do to encourage students to better support their peers and advocate for belonging?

9. How might institutions help students become more aware of how their behaviors might alienate BIPOC or first-gen students?

10. What does it mean for a teacher to “know” a student? How do we understand a “good” student from a “poor” student? What informs our categorization?

11. As a learning designer, I am interested in creating a place of reflection that leads to a learning of oneself, however I wonder what subject would this appropriate for. Would it be Philosophy? Could one incorporate reflection in Math, and examine one’s self-talk within the subject?