Uncovering the Hidden Curriculum in Engineering: Implications for Educational Practice
On Wednesday, December 4, we hosted Dr. Idalis Villanueva Alarcón, who spoke about how the hidden curriculum manifests in engineering education and shared practical strategies that instructors can use to address it.
What is the Hidden Curriculum?
The hidden curriculum refers to the unspoken norms, values, and messages conveyed within educational environments and propagated through relationships and social networks. This hidden curriculum most often affects first-generation students and other traditionally excluded groups who may not be familiar with the assumptions commonplace on campuses and in higher education in general. Examples can include skills such as note-taking or study strategies that instructors assume students already know, as well as standard protocols for communicating with faculty or locating resources on campus—all of which can negatively impact a student’s sense of belonging and persistence.
How is the Hidden Curriculum Delivered
According to the literature, a substantial amount of what is taught in the classroom is not directly related to course content. For example, in the figure below, one can see much of what is being transmitted to students is either implicit or null (how to work in teams effectively), unintentional (using gendered terms), or hidden (allowing students to self-select group members.)
Villanueva Alarcón argues that these messages don’t have to be negative. By becoming aware of how the hidden curriculum is delivered, instructors can use it to communicate clear and inclusive messages that foster a more supportive environment for all students.
Key findings from Dr. Villanueva Alarcón’s research :
- Students’ confidence shapes how they respond to the hidden curriculum:
- Students with higher confidence actively tackled challenges and worked to change their environment (e.g., challenge the status quo).
- Those with moderate confidence adapted to fit the system and to work on coping with challenges
- Students with low confidence often felt powerless and did not act on these challenges. (Sellers & Villanueva, 2021)
Practical strategies for Instructors.
- Focus on your sphere of influence:
- Instructors can’t solve systemic problems but can make a meaningful impact within their classrooms.
- Use clear and purposeful communication:
- Provide detailed instructions for assignments, explaining their purpose, skills gained, and connection to students’ long-term goals.
- Clarity in expectations helps students feel confident and improves their performance and sense of belonging.
- Instead of strict, intimidating language in syllabi, use supportive messaging that communicates expectations while showing willingness to help.
- Promote faculty-student interaction:
- Encourage students to attend office hours and bridge communication gaps. Not all students recognize the purpose of office hours or understand how to make the best use of them. Even lighthearted institutional campaigns can increase engagement and support.
- Embed choice and flexibility:
- Offer options in assignments (e.g., format or type) to accommodate diverse needs and strengths.
- Create classroom environments that feel inclusive, such as allowing students to adjust seating arrangements to foster equal interaction.
References
Sellers, V., & Villanueva Alarcón, I. (2023). From Message to Strategy: A Pathways Approach to Characterize the Hidden Curriculum in Engineering Education. Studies in Engineering Education, 4(2), 176–200. DOI: https://doi. org/10.21061/see.113.
V. Sellers & I. Villanueva. (2021). What strategies do diverse women in engineering use to cope with situational hidden curriculum? Proceedings of the American Society of Engineering Education Annual Conference & Exposition (virtual), Women in Engineering Division, Long Beach, CA, June 27-30, 2021, Paper ID #32762, p. 1-16.
Explore more of Dr. Villanueva Alarcón’s research here: https://orcid.org/0000-0002-8767-2576