1. Make your home among strangers
1.1. Plagiarism
1.1.1. What role should teachers play in fostering student success? (Fikayo)
1.2. Hidden curriculum
1.2.1. How much of the hidden curriculum is students responsibility vs professors responsibility? (AC)
1.2.1.1. Whose responsibility is to accommodate multiple students' needs? The instructors or the instructional designers? (Ruihan)
1.2.2. How can we make the hidden curriculum not so hidden? (Fikayo)
1.2.3. What if someone designing for context doesn’t have the experience or know the problems the user might face? (Odmaa)
1.2.4. What if we misdescribe our clients? (Odmaa)
1.2.5. Why are discipline-related materials not emphasized enough in academic contexts prior to violations? Should such discipline-related materials be built into the mandatory curriculum? If so, how can instructors teach them in a non-redundant way? (Ruihan)
1.3. Belonging
1.3.1. How can novels be used in instructional settings? (AC)
1.3.1.1. How can we think about learning design in a way that takes students' culture and background into consideration? (Fikayo)
1.3.1.2. What approaches can instructors/instructional designers use to prevent miscommunications/misunderstandings in an academic setting? (Ruihan)
1.3.2. How do we give students access to a safe space? (Hannah)
1.3.2.1. How can universities ensure that all of their students feel a sense of “home” on their campus? (Daniel)
1.3.2.2. What are universities’ responsibilities for making sure that students are still connected with their family? (Daniel)
1.3.2.3. How can a university create a learning environment where diverse learners feel belong? Shall learners choose a learning environment that it is close to them or one that is strange to them? (Paul)
1.3.2.4. How to counter the homesick feeling? What will you suggest to someone who feels lost? How will you help the international students to feel like home? (Ambika)
1.3.3. Does higher education systemically force individuals to move away from their identity/story? (Hannah)
1.3.3.1. Should who is teaching a class influence the decisions of a learning designer? In the context of the class's student population, how should learning designers think about selecting examples to highlight in class? (Eric)
1.3.3.2. How should learning designers consider the structures and history of the institution when making design decisions? (Eric)
2. Book burning
2.1. Freedom of expression
2.1.1. Can we say that freedom of disgust is more important than freedom not to be hated? (Dayea)
2.1.2. How much right do we have to condemn other people for seeing the world and the environment differently than we see? (Aysu)
2.2. Burning
2.2.1. Is there any connection with burning being a form of protest and burning bodies after death? (Pulkit)
2.2.2. Are IDs neutral technicians who provide only technical support? Should IDs actively defend "freedom of expression" or participate in "self censorship" should any controversial materials appear in the course design? What are IDs' ethical codes to be? (Paul)