International Scholars Series - Navigating the Hidden Curriculum in STEM

Event date: 

Thursday, February 14, 2019 -
11:30AM to 1:00PM

Event location: 

Campus Center 165-69

Session Overview

What do students learn in university classes that professors apparently don't teach in an explicit form? What do professors teach without being aware of? In this seminar, we will explore some of the most common assumptions about STEM education with the goal of improving teaching and learning for an inclusive environment. 

Session Goals

  • Explore privileges and assumptions we take for granted. 
  • Learn to recognize hidden curriculum in our classroom and department. 
  • Brainstorm ideas on how we can make the hidden curriculum visible to international faculty and students. 

Join us to build community with other international faculty, postdocs, and grad students, and to learn from and with each other. You don't have an international background but are interested in the topic? Come join us! Co-sponsored by TEFD and the Graduate School Office of Professional Development. Pre-registration required.

More information about the International Scholars Series offered by TEFD.

Presenter Bio

Marialuisa Di Stefano is a lecturer for the College of Education in the department of Teacher Education and Curriculum Studies. She completed a postdoctoral fellowship from the Department of Engineering Education at Utah State University. She earned her PhD in curriculum and instruction, with emphasis on bilingual education and cultural studies from Utah State University. Di Stefano is a multilingual and multicultural educator, researcher, and advocate for historically marginalized groups in education. Her research interest lies in bridging perspectives between STEAM education, bilingual education, and transnational civic education, and how such intersections may lead to a more equitable education system. Di Stefano was recently awarded an NSF DRK-12 grant to facilitate professional development opportunities around engineering education in dual language classes, specifically for K-5 bilingual teachers who work with Latinx emergent, bilingual students.