| 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. |