Fostering inclusion by demystifying the "hidden curriculum" of grad school

Students do not start grad school on an even playing field when they are not aware of the "hidden curriculum" - the information that is not explicitly taught, but that is necessary for success. This can include anything from the process of conducting and publishing research, successfully working with an advisor, applying for funding, time management, dealing with imposter syndrome, and implicit bias. By teaching courses or seminars that address this knowledge and related skills, graduate programs can encourage greater student success while fostering more inclusive and diverse environments. I am a co-author on correspondence in Nature Geoscience entitled, "First-year graduate courses foster inclusion." It was great to work with colleagues at R1 institutions across the country to learn about their efforts implementing successful programs, and I enjoyed sharing my perspective on the specific needs of students in M.S.-only graduate programs. Faculty who are interested in curriculum development for graduate courses can join the GeoGrad curriculum listserv or Slack channel.

Below is Figure 1, "Navigating graduate school" by Makenzie Kerr. The figure is a cartoon map depicting the many challenges of graduate school, as well as potential sources of help, that may block the path to graduation.