Hidden curriculum consists of the necessary behaviors, norms, and knowledge needed for student success that is not overtly taught in the classroom. This poster will show the preliminary results from a study that evaluates hidden curriculum in computing students at Michigan Technological University. This study analyses three perspectives of hidden curriculum: faculty, students, and near-peer mentors (i.e., learning center coaches, SAM leaders, and lab instructors) through semi-structured interview and survey methods to dive deep into individuals experiences and observations while trying to generalize the findings to the larger Michigan Technological University computing context.
The completion of programming assignments rarely happens one-on-one with an instructor. They can be completed at all hours, with many assignments being submitted and only receiving feedback along with the grade. Finding antipatterns of novice programmers allows us to automatically provide rich, immediate feedback whenever they program. An antipattern is a common code mistake programmers make. Antipatterns can be found in programs by using tests, regex, and abstract syntax trees. While finding them is useful, code to do so can be complex. By using the new tool C-Slam combined with tree-sitters, ease of use and coverage of antipatterns is increased.
We will present redesigned existing and newly designed course learning activities as an innovative strategy to foster curiosity, connection, and creating value elements of the entrepreneurial mindset in engineering students. Cultivating such habits will allow students to be curious about new opportunities and ideas, connect varied information, and create value by solving problems. We will show before and after versions of redesigned existing and newly designed course learning activities. We will show that these redesigned or newly designed course learning activities encourage students to practice both course topics and the three key elements of the entrepreneurial mindset.
