Guide To Teaching and Learning

Hidden Curriculum

While New Student Orientation welcomes and informs students of university resources, faculty can help to underscore the many supports available to them. In addition, many students who have family and friends who have “been to college” will have a better idea of what it means to “be in college” than others. Some students know when and how to ask for help or ask questions in class. That course books are on reserve in the library and sometimes available through Canvas. That big, impressive words and smart quotations don’t make up for an unclear argument. But plenty of students, especially those from under-resourced high schools and historically underrepresented populations, don’t know any of this.  When norms and expectations are considered to be “universal,” they aren’t taught or stated explicitly. This creates a “hidden curriculum” and makes it harder for students to learn and feel they belong. Faculty can help students learn to be successful college students by being explicit about their course and teaching and by spelling things out clearly.

• Be explicit about everything. Employ transparent teaching practices. 
• Examine your class, with an eye for unwritten and unspoken expectations. 
• Talk with students about the “hidden curriculum,” promote a growth mindset, and consider discussing the following topics and sharing the student-facing resources with them. (It may seem silly to include email templates, but academic advisors report being asked by students how to write to their faculty.)
  • Wait, what’s a registrar? This glossary demystifies commonly used terms. 
  • How to connect with your professors outside of class
  • What to know about communicating with faculty and staff (includes email templates) 
  • Libraries and working with research librarians 
  • Value of the University Learning Center and other student support services