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

Abstract

ABSTRACTThis 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.