Exploring How Engineering Faculty, Graduates, and Undergraduates Evaluate Hidden Curriculum via Emotions and Self-Efficacy

Authors

Idalis Villanueva, Utah State UniversityFollow
Laura Gelles, Utah State UniversityFollow
Katherine Youmans, Utah State UniversityFollow
Marialuisa Di Stefano, University of Massachusetts AmherstFollow

Document Type

Presentation

Journal/Book Title/Conference

Northern Rocky Mountain Educational Research Association.

Location

Salt Lake City, UT

Publication Date

10-17-2018

Award Number

NSF, Division of Engineering Education and Centers (EEC) 1653140

Funder

NSF, Division of Engineering Education and Centers (EEC)

Abstract

This study explored the emotions and self-efficacy self-reported by 248 engineering undergraduates, graduate students, and faculty when reading and learning about hidden curriculum. Findings point to the need to develop customized interventions to help diverse populations navigate their engineering cultures.

Comments

Free, publicly-accessible full text available through agency link on 2019-10-17.

Recommended Citation

I. Villanueva, M. Di Stefano, L. Gelles, & K. Youmans. Exploring how engineering faculty, graduates, and undergraduates evaluate hidden curriculum via emotions and self-efficacy. (2018) Northern Rocky Mountain Educational Research Association Conference, October 17-19. Salt Lake City, UT.