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Meeting MS&T21: Materials Science & Technology
Symposium Online Teaching Best Practices for the COVID Era and Beyond
Presentation Title Debunking the Hidden Curriculum in Online STEM Courses: A Depiction of Three Latinx Engineering Educators
Author(s) Idalis Villanueva-Alarcón, John Mendoza-Garcia, Sindia M. Rivera-Jiménez
On-Site Speaker (Planned) Idalis Villanueva-Alarcón
Abstract Scope With the massive shift to deliver college courses online due to the global pandemic, there are concerns about the learning experiences of historically underrepresented undergraduate students. For faculty in disciplines like science, engineering, technology, or math (STEM), limited training in disciplinary education let alone distance education, influences the ways that diverse students engage and interact with their learning environment. Besides the challenges online education may bring, faculty also need to consider how hidden curriculum (e.g., covert exclusionary messages), if unaddressed, may negatively influence students’ virtual learning environments and experiences. In this work, three Latinx expert engineering educators depict how they navigated the virtual education of large, design-focused, or practice-based undergraduate or graduate STEM courses. Additionally, we provide examples from each of our courses and share how different learning theories (e.g., Team Learning Model, Universal Design for Learning) and evidence-based practices were used to support a diverse group of learners online.
Proceedings Inclusion? Planned: None Selected

OTHER PAPERS PLANNED FOR THIS SYMPOSIUM

Debunking the Hidden Curriculum in Online STEM Courses: A Depiction of Three Latinx Engineering Educators
Photonics Workforce Training Using Game-based Learning and Interactive Desktop Simulations
Virtual Learning in Minecraft: Using a Game to Teach Materials Engineering
Working Together Apart: Design Thinking and Sustainable Engineering Design Projects Online

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