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.
