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1. Sparking Action: How Emotions Fuel or Inhibit Advocacy around Hidden Curriculum in Engineering

   Gelles, L.; Youmans, K.; Villanueva, I. (January 2019, European Society of Engineering Education)
2. Exploring how engineering faculty, graduates, and undergraduates evaluate hidden curriculum via emotions and self-efficacy

   Villanueva, Idalis; Gelles, Laura; Youmans, Kate; Di Stefano, Marialuisa (January 2018, Northern Rocky Mountain Educational Research Association)

   Hidden curriculum (HC) consist of the particular assumptions that are held by individuals about schooling that are manifested in practice (Smith, 2014). These assumptions can be recognized through socio cultural interactions, experiences with their physical surroundings, or exposure to virtual environments (The Glossary of Education Reform, 2017; Killick , 2016; Margolis, 2001; Smith, 2014). HC has been explored widely in fields such as education, psychology, business, and medicine (Baird, Bracken, & Grierson, 2016; Borges, Ferreira, Borges de Oliveria , Macini , Caldana , 2017; Cotton, Winter, & Bailey, 2013; Joughin , 2010; Margolis, 2001; Rabah , 2012; Smith, 2014) but is relatively unaddressed in engineering (Erickson, 2007; Villanueva et al., 2018) and more specifically neither the positive or negative implications of HC in engineering have been explored. This study sought to use a mixed method approach to understand the mechanisms behind HC recognition (via emotions and self efficacy) for engineering students and faculty nationwide. 

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3. Uncovering the Hidden Curriculum: Finding Dispositional Expectations

   https://doi.org/10.1109/FIE58773.2023.10343265  

   Frezza, Stephen; Exter, Marisa; Sabin, Mihaela; Pears, Arnold (October 2023, IEEE)
4. An initial exploration of hidden curriculum in engineering

   Villanueva, I. (January 2018, Purdue Engineering Education Seminar Series)
5. Hidden curriculum advocacy and resources for graduate students in engineering

   Gelles, Laura; Youmans, Kate; Villanueva, Idalis. (January 2019, CONECD Conference)

   The purpose of this Work In Progress (WIP) qualitative study was to explore how engineering graduate students respond to and value hidden curriculum that is revealed to them through video scenarios and six explicit statements. This WIP paper will focus on how awareness of resources, emotions, and confidence can spark an action for students to help themselves (i.e., self-advocacy) or help others (i.e., advocacy) specifically in regards to raising awareness and revealing hidden curriculum within engineering. The goals of this WIP paper are to: (a) explore how graduate students react to and value the hidden curriculum presented; and (b) determine what graduate students perceive is necessary to take action in regards to the issues presented in the video and hidden curriculum statements. 

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