The Implicit Curriculum: Student Engagement and the Role of Social Media

ABSTRACT

This article presents results from an exploratory study conducted as a component of an assessment of the implicit curriculum in one master’s-level social work program. Web-based surveys were used to collect data from 80 graduate social work students in online and face-to-face programs. Findings indicate students who perceived social media as more useful reported higher levels of engagement and participation in program governance. The implications for social work education deal with the ability to competently use social media as a tool to increase student engagement. Students will only be exposed to elements of the implicit curriculum if they are active participants in their academic environments.

Additional information

Notes on contributors

Cory M. Morton

Cory M. Morton is an Assistant Professor in the Department of Social Work at University of New Hampshire.

Melissa Wells

Melissa Wells is a Professor in the Department of Social Work at University of New Hampshire.

Trish Cox

Trish Cox is a Clinical Assistant Professor in the Department of Social Work at University of New Hampshire.