Building the Implicit BSW Curriculum at a Large Southern State University

Holosko, Michael J.; Skinner, Jeffrey; MacCaughelty, Chelsea R.; Stahl, Kate Morrissey

doi:10.5175/jswe.2010.200900068

Cited by 19 publications

(12 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most schools of social work are in the beginning phases of developing models and tools to measure and evaluate the implicit curriculum and its effects. Although some have described their measurement efforts (e.g., Grady, Powers, Despard, & Naylor, 2011), concep tual frameworks (Miller, 2010), or development strategies (Holosko, Skinner, MacCaughelty, & Stahl, 2010), few empirical studies have been conducted to test the ways in which components of an implicit curriculum may be associated with student outcomes such as perceived professional competence and identity as a social worker.…”

mentioning

confidence: 99%

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Peterson¹,

Farmer

Zippay

2014

Journal of Social Work Education

View full text Add to dashboard Cite

Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students' professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included perceptions of characteristics of implicit curricula (i.e., faculty and staff diversity, supportive faculty, opportunity role structure, and access to infor mation) and mediating variables (i.e., participation, sense of community, and feeling valued by the school) as predictors of professional empowerment. Respondents were students (N = 423) of a school of social work in the northeast. Results supported the validity of the scales and fit of the hypothesized model. Implications and directions for future research are discussed.

show abstract

mentioning

confidence: 99%

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Peterson¹,

Farmer

Zippay

2014

Journal of Social Work Education

View full text Add to dashboard Cite

show abstract

“…Since the introduction of this standard, we expect social work educators will begin to share the approaches they are using to implement the Council's expectations. Holosko, Skinner, MacCaughelty, and Stahl (2010) in fact have appropriately credited the EPAS for the impetus to articulate and formalize the significance of what "many of us have long understood [about] the significance of professional socialization of social work students" (p. 421).…”

Section: Resultsmentioning

confidence: 99%

The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

Bogo

Wayne

2013

Journal of Teaching in Social Work

View full text Add to dashboard Cite

“…For example, distance education technologies can be used to bring education to those who typically might not have access to on-campus programs, therefore creating a more diverse learning environment (Rasmussen, Nichols, & Ferguson, 2006). In terms of student development, frequently asked questions (FAQs) can be used to convey information about policies and procedures related to admission, retention, and termination of distance students (Holosko, Skinner, MacCaughelty, & Stahl, 2010), and students can be advised on academics and field using technology (Wolfson, Magnuson, & Marsom, 2007). In addition to faculty possessing the competence to teach their assigned content, they also need to be competent in teaching in a distance learning environment.…”

Section: The Implicit Curriculum and Distance Education Learning Envimentioning

confidence: 99%

Operationalizing the Implicit Curriculum in MSW Distance Education Programs

Quinn¹,

Barth²

2014

Journal of Social Work Education

View full text Add to dashboard Cite

Sixteen MSW distance programs provided insight into how the implicit curriculum currently exists within their programs. Overall, distance programs carried out the activities necessary for student development; the student population made for a more diverse learning community; and faculty were receiving training. There was still a heavy reliance on making contact with students using nonvirtual space. In fact, distance programs might not be taking full advantage of how technology can support virtual contact. There also seemed to be an absence of findings that distance programs are using technology to bring the explicit content in through various media. Throughout the discussion, suggestions are provided for using technology to facilitate the manifestation of the implicit curriculum throughout the distance program.In 2008 the Council on Social Work Education (CSWE) put forth a new set of Educational Policy and Accreditation Standards (EPAS). In these standards, CSWE explicated the need for academic programs offering a bachelor's and/or master's in social work to consider the implicit curriculum and how it contributes to the professionalization of students. In short, EPAS 2008 states that the implicit curriculum "refers to the educational environment in which the explicit curriculum [the content of our classes] is presented" (CSWE, 2008, p. 10). In other words, implicit curriculum refers to the learning or educational environment in which our BSW and MSW students learn and participate. Therefore, the implicit curriculum is operationalized in the programs' commitment to diversity, student development (admissions, advisement, retention and termination, and student participation), faculty, administrative structure, and the resources for creating, maintaining, and improving educational environments for developing practitioners (CSWE, 2008).Taking social work courses on campus allows students to be immersed physically in the programs' implicit curriculum. They can walk the halls, visit with faculty in person, meet on campus with their peers, have access to the library, and attend faculty or student meetings. Students who participate in full degree programs using distance technologies, however, do so in a different learning environment, often a distance from the main campus. Regardless of this distance, the learning environment that is a function of distance technologies should exist within the same

show abstract

Building the Implicit BSW Curriculum at a Large Southern State University

Cited by 19 publications

References 15 publications

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

Operationalizing the Implicit Curriculum in MSW Distance Education Programs

Contact Info

Product

Resources

About