Instructions:

Refer to the materials in this module and what you learned in the previous modules as you engage with one of the three case studies. Then, answer the reflection questions at the end of the case study.

In an upper division political science class of 30 junior and senior students, the instructor planned a discussion on the impact of social media on political polarization. The goal was to facilitate a respectful and engaging dialogue, helping students understand different perspectives, and develop critical thinking skills.

The instructor began by assigning pre-reading materials, including articles and research papers presenting various viewpoints on the topic. Students were asked to come prepared with notes and questions. The instructor also set clear guidelines for the discussion, emphasizing respect, active listening, and the importance of evidence-based arguments.

The instructor started the discussion by giving a brief overview of the topic and highlighting key points from the readings. Then, students were divided into small groups to discuss specific questions:

• How has social media influenced political opinions?

• What are the benefits and drawbacks of social media in political discourse?

• Can social media be regulated to reduce polarization? If so, how?

After 20 minutes of group discussions, students reconvened to share their thoughts with the entire class. Each group presented their findings, followed by an open-floor debate where students could ask questions and challenge each other's viewpoints.

One group reported that social media is a tool for brainwashing people, arguing that social media algorithms are designed to create echo chambers, making users more susceptible to manipulation and to extreme ideologies. 

Another group reported that people who believe in fake news are ignorant and expressed frustration with the spread of misinformation. Other students were upset by these comments because they unfairly blamed individuals rather than addressing systemic issues.

The last group reported that regulating social media is a violation of free speech. They argued the balance between free speech and the need to curb harmful content online. Some students argued for more stringent regulations, while others feared that such measures could lead to censorship and a loss of open dialogue.

Reflect on the following questions: 

1. What can the instructor do to facilitate the complex and diverse opinions of the students?

2. If you were the instructor, which of your social identities would enhance and/or potentially hinder how you would respond to the students? How so?

3. In what ways can this class experience be a learning experience for the instructor and the students?

In an undergraduate sociology course of mostly first-year students, the instructor assigned a reading that examined the history of race relations in the United States. The reading included historical documents and academic analyses that some students of color found upsetting and offensive. 

The instructor selected the reading to provoke critical thinking and in-depth discussion on race relations. Prior to the discussion, the instructor provided context for the reading and emphasized the importance of engaging with challenging materials to understand different perspectives. However, no specific trigger warnings were given about the potentially distressing content.

During the next class meeting, several students of color expressed their discomfort and anger about the reading. They felt that the material was insensitive to their experiences and that the instructor had not adequately prepared the class for such emotionally charged content. 

In class, students of color said that the reading intended to spark controversy rather than facilitate meaningful learning, which caused feelings of frustration and betrayal. Another student said that they don’t see how this helped them understand anything; that it felt like an attack. Meanwhile, white students, who avoided eye contact and mostly had their head down, seemed afraid to say anything.

Reflect on the following questions: 

1. Given the emotions students expressed in class, what can the instructor do at the moment to acknowledge the students? 

2. How can the instructor better prepare themselves and the class about trigger warnings that may impact students of color?

3. If you were the instructor, what potential learnings might you take away from this experience?

In a mid-semester faculty meeting, an instructor who teaches a computer science course, expressed concerns about their students' lack of motivation to complete assignments. Specifically, the instructor mentioned that the female students in the class were asking an excessive amount of questions, which they felt was disrupting the flow of the lectures. The instructor also believed that the women are not putting in the effort outside of class and were overly reliant on class time for understanding material. 

Reflect on the following questions: 

1. If you were a colleague to this instructor, what questions would you ask to help them think deeply about how they perceive the female students in the class?

2. What strategies could the instructor use to diversify learning modalities for the students?

3. If you were the instructor, how would you address motivation to complete assignments?