Teaching and Scholarship Hub

Understanding the Hidden Curriculum 

Format: 45-minute presentation, 15-minute Q&A, small group, register in advance

This presentation focuses primarily on the support that faculty can provide to first-generation college students, both in the classroom and through mentorship relationships. Key findings from Rachel’s longitudinal comparative study of first-generation and continuing generation students at two elite, highly competitive colleges indicate that first-generation students place a higher value on faculty mentorship than their continuing generation peers but are less confident and knowledgeable about how to identify a mentor and pursue that support. Additionally, first-generation students are more likely to revise their self-estimate of academic preparation downward between the introductory and advanced years of college, indicating that the need and desire for academic support grows over time for first-generation students while remaining stable over time for their continuing generation peers. Specific elements of classroom management, student participation, office hours, the syllabus, and course assignments will be analyzed through a student-centered lens. The presentation and Q&A session is suitable for faculty involved in teaching and learning initiatives and those who seek to advise and serve as mentors to first-generation students.