Why Aren't My Students Reading: Faculty & Student Research Unveiling the Hidden Curriculum of Course Material Usage

This reflective essay follows a faculty working group as they attempt to understand barriers to access to course materials through the scholarship of teaching and learning (SoTL). Through the workgroup's research and collaboration with students in a problem-based learning course, the workgroup...

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Bibliographic Details
Published inInternational journal for the scholarship of teaching and learning Vol. 15; no. 1
Main Authors Goode, Jayne R., Morris, Kerri, Smith, Bradley, Tweddle, J. Christopher
Format Journal Article
LanguageEnglish
Published Centers for Teaching & Technology at Georgia Southern University 28.05.2021
Georgia Southern University
Subjects
Access to Education
College Faculty
emerging majority
epistemological access
Hidden Curriculum
hidden pedagogy
Instructional Materials
Paying for College
Teacher Role
textbook
Textbooks
Use Studies
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Summary:This reflective essay follows a faculty working group as they attempt to understand barriers to access to course materials through the scholarship of teaching and learning (SoTL). Through the workgroup's research and collaboration with students in a problem-based learning course, the workgroup uncovered elements of the hidden curriculum in assumptions regarding course material procurement. The collaboration has served as the foundation for efforts to begin to transform the way that faculty on campus make use of textbooks and course materials in their courses. This transformation should make explicit to faculty that the utilization of course materials for all aspects of the course are often hidden pedagogy and must be made explicit by each instructor.
ISSN:1931-4744
1931-4744
DOI:10.20429/ijsotl.2021.150102