Researchers Explore Hidden Curricula in CS with SCI’s First NSF Grant

The School of Computing Instruction (SCI) has received its first National Science Foundation (NSF) grant. The $2 million grant will allow SCI to explore hidden curricula in computer science (CS) education.

The three-year project, led by SCI Lecturer Pedro Guillermo Feijóo García in collaboration with Arizona State University and Purdue University, aims to uncover unseen factors affecting student success, particularly for underrepresented groups.

“Leading in this NSF grant is a milestone for SCI. This project highlights our commitment to advancing research in CS education and emphasizes our dedication to creating inclusive and supportive learning environments for all students. I commend Pedro for his drive and pioneering spirit,” SCI Chair Olufisayo Omojokun said. 

Understanding Hidden Curricula

Hidden curricula refer to informal lessons and skills students acquire beyond the classroom, which shape students’ educational journeys. These factors can influence how students handle challenges like anxiety, depression, and impostor feelings (i.e., imposter phenomenon). The research aims to better understand these influences and create supportive, learner-centered solutions.

Betsy DiSalvo, a professor at the School of Interactive Computing (SIC), and Ashutosh Dhekne, an assistant professor at the School of Computer Science (SCS), are co-investigators. They are supported by Tamara Pearson, the senior director of research and programs at the Constellations Center for Equity in Computing, and Chaohua Ou, an assistant director at the Center for Teaching and Learning and the Managing Director of the National AI Institute for Adult Learning and Online Education (AI-ALOE). 

Key collaborators from the Ira A. Fulton School of Engineering at Arizona State University include Maria Elena Chavez Echeagaray, assistant teaching professor, and Ricardo Iris, assistant professor. Also, Alejandra Magana, the W.C. Furnas Professor in Enterprise Excellence from the Polytechnic Institute at Purdue University, will contribute their expertise.

The research will focus on improving well-being and academic outcomes by addressing knowledge, skills, and experiences that students gain outside traditional instruction.

“Understanding hidden curricula in CS from the perspective of a student’s mental health is something no one else has done before,” Feijóo García said. “It’s not just about student clubs or internships; it’s about students’ sense of community.”

Key Research Areas

The project will focus on three main areas:

• Mental Health Risks: This area will explore hidden curricula factors contributing to mental health challenges, such as anxiety, depression, and impostor feelings. For example, the research will compare impostor feelings (i.e., imposter phenomenon) among students who have completed internships with those who have not, aiming to identify influencing factors.
• Programming Environments: This focus will examine how students engage with programming environments and identify effective scaffolding strategies to address technical challenges. For instance, disparities in access to resources, such as laptops, can significantly affect the learning experience. Some students can afford to buy additional devices, while others can’t. The research will explore how institutions can better support all students by providing equitable access to resources.
• Makerspaces: This area will investigate how collaborative, hands-on learning environments, such as open labs, enhance students' creativity, exploratory skills, and sense of belonging.

Dhekne emphasized the importance of understanding how students work with embedded systems hardware, especially for those handling it for the first time. The team says students usually bring their computers to class because they fear they might break or stop working if new software and tools are installed.

“This grant will help us address questions such as: What issues do students face when installing and modifying their personal devices for coursework? What context and tools would empower students to explore setting up their devices for physical computing courses?” Dhekne said.

“The team plans to launch pilot projects next semester and seek feedback from students and faculty about their experiences with hardware.”

Mixed-Methods Approach

The research will use quantitative and qualitative methods to fully understand students' experiences. “We’ll measure factors like anxiety and impostor feelings using standardized social psychology methods,” Feijóo García explained. “But we’ll also reach out through interviews and focus groups to truly understand what’s going on in students’ minds.”

The team hopes to build a knowledge base that benefits Georgia Tech and the broader CS education community by focusing on individual narratives alongside the data.

The project will also compare findings with engineering programs at Arizona State, a Hispanic-serving institution, to examine how language barriers affect learning, especially for international and Hispanic students. Purdue’s large Latin American population will further enrich the study.

A Path Toward Inclusion

Through their collaboration, the multi-institutional research team aims to foster a more diverse and inclusive CS education environment nationwide. Ultimately, Feijóo García envisions developing a framework or taxonomy by the program's end, providing guidelines for structuring hidden curricula.

“We want to improve students’ experiences and to do that, we need to understand what’s happening outside the classroom,” Feijóo García said. “So many fears and uncertainties weigh on them—that’s where hidden curricula come in. That’s why we’re excited to pursue this project.”