Rea, S. C., & Shiekh, K., & Zhu, Q., & Nieusma, D. (2021, July), The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37866

\bibitem{asee_peer_37866}
  Rea, S. C., \& Shiekh, K., \& Zhu, Q., \& Nieusma, D. (2021, July), \emph{The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37866

Stephen Campbell Rea, Kylee Shiekh, Qin Zhu, and Dean Nieusma.  "The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/37866 Internet.  19 May, 2024

\bibitem{asee_peer_37866}
  Stephen Campbell Rea, Kylee Shiekh, Qin Zhu, and Dean Nieusma.
  "The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/37866 Internet.  19 May, 2024

@INPROCEEDINGS{asee_peer_37866
author = "Stephen Campbell Rea, Kylee Shiekh, Qin Zhu, and Dean Nieusma"
title = "The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/37866}
number = {10.18260/1-2--37866}
}

TY  - CPAPER
AB  - Research on engineering education interventions has focused extensively on the backward, engineering design approach. Such a course/curriculum design approach allows engineering educators to start with articulating and formulating desired student learning outcomes, and then “engineer” pedagogies to achieve student learning outcomes and assessment strategies to evaluate the efficacy of pedagogies in meeting those outcomes. Beyond explicit curricula in engineering education, education scholars have identified implicit or “hidden” curricula (HC) that contribute significantly to students’ overall learning experience. Compared to the explicit curriculum, HC are typically unintentional, unplanned, and less “controllable”—seemingly irrelevant to formal education. The hidden nature of this curriculum makes it especially difficult to anticipate, estimate, and manage its impacts on students’ development, including the formation of their professional and moral identities. Compared to other studies on HC, our interest lies in the ethics component of HC. More specifically, we seek to investigate how HC subtly yet powerfully communicate to students, both within and outside of the classroom, assumptions and moral values about engineering practice. 

The overlooked yet powerful role of HC in shaping students’ learning experience has begun generating interest in the engineering education community. To further this growing research area, we propose to review the existing literature on HC and to leverage our findings as a means to better understand engineering students’ professional formation from a more holistic perspective. In this paper, we will systematically examine relevant papers published in ASEE conference paper repository (https://peer.asee.org/), which is the largest research publication database with the most diverse representation of researchers in engineering education. 

Our analysis of ASEE conference papers will be organized around three questions: (1) How is HC defined and what unique features of HC are highlighted? (2) How is HC employed as a tool for theory building and/or data analysis and interpretation, and what issues in engineering (ethics) education have been addressed from the lens of HC? and (3) What are notable gaps exist in the literature on HC, especially those related to ethics education, and what are the opportunities for future engineering ethics education research from the HC perspective? We will discuss implications of the findings from the literature analysis for initiating a research proposal that systematically investigates the role of implicit educational messaging in shaping how students make sense of professional responsibility and the ethical ramifications of engineering practice.  
AU  - Stephen Campbell Rea
AU  - Kylee Shiekh
AU  - Qin Zhu
AU  - Dean Nieusma
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE Conference Proceedings
UR  - https://strategy.asee.org/37866
DO  - 10.18260/1-2--37866
ER  -