Document Type

Article

Publication Date

1-1-2023

Journal Title

Communication Teacher

Volume Number

37

Issue Number

3

First Page

246

Last Page

253

DOI

https://doi.org/10.1080/17404622.2022.2162559

Version

Post-print: the version of the article having undergone peer review but prior to being published

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a CC BY-NC License

Disciplines

Communication

Abstract

The hidden curriculum (HC) consists of the implicit and embedded knowledge rooted in college curricula and found throughout students’ experiences navigating higher education (e.g., understandings of professional email etiquette, knowledge about graduate school applications and funding opportunities, and often taken-for-granted programs such as Title IX and disability accommodations). In this semester-long activity, we propose that communication instructors integrate HC mini-lessons to share important information that mitigates social capital and knowledge disparities, facilitates student reflection on their own experiences with the HC, and fosters classroom community. Through considering one’s positionality as an instructor, incorporating strategic HC mini-lessons, and seeking student feedback, instructors can share helpful and relevant information, encourage self-reflection and critical thinking about social issues, and develop rapport with students. Student outcomes associated with this activity include an increased understanding of how to navigate higher education and positive student-instructor relational dynamics.

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Communication Teacher on January 1, 2023, available at:

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