LDES 5001 | Fall 2024: Session 9

1. Cultural Identity and Resilience

1.1. 1. Despite the challenges and dysfunctions within her family, cultural confidence remains a key aspect of her identity. Without that inner strength, what defense does she have against the pressures of racial prejudice?

1.2. 2. In your opinion, how does Lizet’s story challenge the idea of “belonging” in college? What could schools do better to support diverse students?

1.3. 3. How can universities support critical engagement with topics like privilege and systemic inequality without alienating those who may feel implicated by these discussions?

1.4. 4. How can we ensure we are accurately serving the audience at hand?

1.5. 5. What factors in a learner's personal background (cultural, socio-economic, prior knowledge) should designers consider when creating learning materials?

1.6. 6. What are other ways that educational institutions can support inclusivity and help students form a sense of belonging, particularly with those coming from minority groups?

2. Educational Equity and Resource Allocation

2.1. 1. Crucet’s novel exposes a gap in the university’s approach to addressing unequal access to resources. Resources in higher education are often skewed in favor of white students, who generally have more educational opportunities and a higher socioeconomic standing.

2.2. 2. However, instead of requiring students to climb a mountain, what would it mean for colleges to share resources and wealth across the landscape, reducing the need to ascend?

2.3. 3. What would it take for education to be reformed at the nation level, as opposed to the state level?

2.4. 4. Given the dominant culture narrative in U.S. education, what should learning designers consider in developing content/curriculum?

3. Curriculum Design and Learning Experiences

3.1. 1. As a learning designer, how would you use Lizet's story to help with your current learning engagement?

3.2. 2. What are some base resources we should consider when designing a learning course?

3.3. 3. How can we design learning experiences that lead to transformative learning, enabling students to challenge their own beliefs and assumptions?

3.4. 4. What kind of learning activities can we include in the curriculum to help students overcome imposter syndrome?

3.5. 5. How should learning designers evaluate content written by underrepresented groups to describe controversial issues?

3.6. 6. How do we design for context and consider all learners while respecting various cultural influences, academic policies, and personal beliefs?

3.7. 7. Is developing an inclusive learning environment for multiple stakeholders with varying and conflicting views practical?

3.8. 8. What learning design elements can help students navigate and resolve conflicts that arise from differing cultural backgrounds?

4. Classroom Dynamics and Engagement

4.1. 1. For my continuing generation (non first-gen) classmates, what insight did Make Your Home Among Strangers provide?

4.2. 2. How would instructors bring us hot topic issues such as white privilege, invisible discrimination, sense of belonging, etc. in the classroom?

4.3. 3. Should instructors be required to give "disclaimers" that the content, whether it's the theory of evolution or a challenged book, could be offensive?

4.4. 4. In what ways can context shape a learner’s engagement, motivation, and perception of educational content?

4.5. 5. How can universities foster resilience and open-mindedness in their students, preparing them to engage with material that challenges their perspectives?

4.6. 6. Why does Lizet's approach to her situation and suffering, instead of bringing readers closer, provoke such opposing reactions?

4.7. 7. This theme of alienation is painfully relatable for many first-generation and minority students, and the book's message resonates beyond Lizet's individual experience. What does this say about our willingness, as a society, to confront difficult topics in productive ways? What responsibilities do educational institutions have in facilitating these dialogues?

5. Free Speech and Academic Freedom

5.1. 1. To what extent should the right to freedom of speech and expression be upheld in schools? To what extent should it be regulated?