Inspiring the health and well-being of the community.

You’re inspired to serve your community. There are individuals and families who are in need of the help and support that only comes from a caring and knowledgeable community health worker. For nearly 80 years, Marian has been educating and training the future professionals who understand the needs of the community and know how to find solutions.

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The Program
Inspired to serve, the community health and human services program at Marian is all about understanding and trust. We empower our students through a hands-on curriculum designed to prepare them for exciting careers as public health and human service workers that build trusting relationships and offer resources to the greater community.

For more details regarding this program, view Marian’s Academic Bulletin.

Sample Course Plan:
Download Sample Course Plan

General Education Program, 46-49 credits of University requirements, including School of Nursing and Health Professions course requirements:

A survey of the changes which occur during the entire lifespan as people develop: physical, motor, cognitive, moral, and social-emotional. Developmental theory and research data are critically considered. Application of existing knowledge about the variables which affect the course of development is emphasized.

An introductory course to familiarize students with the field of sociology and the scientific study of human society. Includes study of culture, socialization, status and role, small groups, collective behavior, race, social class, social change and the basic social institutions. Emphasis is given to key sociological perspectives: functionalism, conflict theory, and symbolic interactionism.

Prerequisites:

Appropriate math placement test score MAT 001 Basic Algebra, with a grade of C or higher

An interdisciplinary introduction to the basic principles of data analysis with an emphasis on application. Students are expected to apply these principles to data analysis in their respective areas of study. The applied focus is on the computerized application of summary statistics, one-/two-/multi-sample tests, linear models, association tests, randomness/normality tests, and probability distributions as used across a variety of community and organizational settings. Other techniques may be added as appropriate for specific disciplines.

Community Health and Human Services Core, 23 credits:

This course covers the historical development of health and welfare policy and the impact of social, economic factors, and the ideological systems on related laws, policies and programs. The development of related professions and selected social movements is also addressed.

In consultation with the instructor, students will identify and design a capstone project that demonstrates their ability to integrate the knowledge gained throughout the Community Health and Human Services curriculum. Projects may include, direct service learning experiences in community health and human service agencies, research projects or other forms of applied learning.

Prerequisites:

An introductory historical survey of selected American minorities including Native Americans, African-Americans, Asian Americans, Hispanic Americans, women, religious minorities and other minority groups. The course focuses upon the consequences of the interplay of cultural, political and economic processes relative to minority/majority relations and the American experience.

This course explores the structure of health care policy, organization of health care delivery systems, health care financing, and their inter-relationships. Emphasis is placed on nursing’s and other selected health professionals’ role impact on the health care environment.

A general survey course introducing students to social work and human services in contemporary society. Professional knowledge, values, and skills for intervention and the nature of interdisciplinary approaches to complex problems and issues are included. It further explores the special concerns of those most vulnerable and discriminated-against. At issue is the professional mandate of social work to join in a concerted effort with other human service professionals to influence the social welfare institution and its social programs to become more responsive to these special populations. Teaching methodology includes interviews with practicing professionals and field trips to a variety of social agency settings.

A general purpose skill development course that enhances assertive behavior, interpersonal communication, problem-solving, and group member skills for effective teamwork in organizational environments. Consideration is given to multicultural variables that influence human relations skills. Teaching methodology includes lecture-discussion and interactive exercises.

Prerequisites:

A course incorporating theories derived from the liberal arts base, including physical science, biology, sociology, and political science. An ecological systems framework is used to integrate these various theories in order to develop a comprehensive understanding of person and environment dynamics. This understanding is then used to develop a holistic assessment approach, which is a distinguishing feature of generalist practice. Course emphasis is on the application of this integrated systems framework in the assessment phase of work with individuals, families, and small groups. The course content is linked to other foundation content through its application in the problem-solving process. Teaching methodology includes lecture-discussion and exercises in applied assessment.

Prerequisites:

This course presents the basic principles and methods of social science research. Students are introduced to techniques for critical analysis of the professional practice literature and how, as consumers, they can incorporate research findings into practice. Students also acquire knowledge and skills for applying research with their social work practice as well as in the area of program evaluation. Students conceptualize research questions, determine appropriate designs and methodologies, and incorporate qualitative and quantitative data analysis. Professional values and ethics, as well as sensitivity to human diversity, are subsumed within the conduct of research.

Community Health and Human Services Electives, 15 credits from the following:

Provides information about common medical terms, definition and usage. The Systems Model is used to organize content and make it more meaningful for the development of medical vocabulary.

A course allowing for instruction in areas not included in the regular Community Health and Human Services curriculum. A subtitle indicating this specific subject is added each time the course is offered.

The student reviews concepts of anatomy and physiology, acquires knowledge about the pathophysiology of disease processes affecting the person across the life span. The student utilizes the processes of critical thinking and decision making within the evolving professional nurse role by exploring concepts and alterations of immunity, inflammation, infection, cellular proliferation, hormonal, musculoskeletal, renal, neurological, respiratory, hematological, and cardiovascular systems and functions of the person across the life span.

This course examines the cultural and structural aspects of poverty and their impact on populations at risk both globally and in particular in the United States. Emphasis is placed on policy, programs and services – both health and economic – designed to alleviate poverty and address its damaging effects.

A course allowing for instruction in areas not included in the regular Community Health and Human Services curriculum. A subtitle indicating this specific subject is added each time the course is offered.

Examination of theory and practice impacting community health systems. Exploration of the systemic, ecological and multidisciplinary frameworks for understanding social network, neighborhood, organizational and community behavior, including identification and evaluation of the roles of community members impacting social change.

This course introduces students to the study of aging, focusing on health policy and services designed for this rapidly increasing demographic group. In 2011 the first baby boomers turned 65 which means policy and service must respond quickly to rapidly increasing system demands. In addition to a general overview of aging and the life-course, a range of current issues relevant to aging will be presented.

A course introducing students to community mental health services in contemporary society. A review of the history of mental health services, legislative changes, and evidence-based practices is provided. Includes exploration of current service delivery systems and the role of community health and human services practitioners.

With emphasis on practical application, the course focuses on the theories and dynamics of group decision-making. Various processes are explored along with leadership responsibilities and analysis of group effectiveness.

A study of how people develop their religious and ethical sensibilities and how those sensibilities affect how people respond to contemporary religious and ethical issues. Rooted in the work of theologians and educational theorists, this course facilitates critical analysis of contemporary religious and ethical issue and helps students decide how to solve such issues.

Prerequisites:

Dialogue between Christians, Jews, and Muslims has become increasingly important in the twenty-first century. What are these faith traditions, what are their basic beliefs and sacred texts (and the prejudices and stereotypes that accompany them), and how do people who align themselves with these traditions worship? These questions are examined through the practice of genuine dialogue that fosters unity, validation, and work for the common good. In this way, students can understand their own religious tradition more deeply in relation to other traditions. The practicality of interreligious and interfaith work is considered. This course is both theoretical and experiential, requiring students to visit a synagogue, church, and mosque outside of class sessions.

This course focuses on core concepts, skills, and tools that define the health care informatics field, including the examination of health information technologies to promote safety, improve quality and foster consumer centered care and efficiency.

The student is provided the opportunity to acquire knowledge about selected nutrients in nutritional health. Emphasis is placed on nutritional physiological needs, assessment and support throughout the lifespan, and implications surrounding nutritional deficits. Elements of client education are also examined. Knowledge gained promotes insights into the professional role by enabling the student to form values, communicate, think critically, and make decisions related to maximum nutritional health potential. (Open to non-Nursing majors.)

Prerequisites:

This course explores the major types of psychopathology to include anxiety disorders, personality disorders, mood disorders, schizophrenia, organic brain disorders, substance-related disorders, somatoform disorders, dissociative disorders, eating disorders, sleeping disorders, mental retardation, adjustment disorders, sexual and gender identity disorders, impulse control disorders and delirium, dementia and amnestic disorders. Emphasis is given to the issues surrounding classification, etiology and treatment.

An examination of the relationship between brain chemistry and behavior. Special attention is paid to drug use/abuse and the application of drugs to the treatment of psychological disorders.

A survey course designed to acquaint the student with the general principles of psychological counseling and psychotherapy. In addition, examples of counseling approaches from the psychodynamic, behavior and learning, cognitive, humanistic, and selected recent models are discussed. A brief introduction to group counseling, family therapy, and crisis intervention is also included.

A survey of major theories of personality functioning, covering such areas as the nature, determinants, development, structure, motivational bases, and dynamic operations of the human personality. Examples of theories from the following areas are treated: psychodynamic, behavior and learning, cognitive, humanistic-phenomenological, trait, and Eastern. Each theory is critically analyzed in terms of its assumptions, logical cohesiveness, research support, and applications.

A focus on practical techniques derived from theory and research in learning. Emphasis is on assessment, intervention, and evaluation in both clinical and non-clinical settings.

A survey of a broad range of psychopathological disorders which can affect children and adolescents. Attention is given to description, assessment, theoretical and empirical explanations for and treatment of the disorders.

An examination of the data and theories which help us to understand the connections between our bodies and our actions. The anatomical, physiological, and chemical correlates of a wide range of human activities, from simple reflexes to complex decision making and thinking, is examined. The issue of brain damage and recovery from it is also considered.

Prerequisites:

This is a basic skills development course linked to the theoretical content of various majors in the School of Nursing and Health Professions. Students work together in a lab setting to prepare and write a grant proposal. Grant proposals are targeted to the student’s major area of study.

This course examines the Wisconsin Statutes and Administrative Codes that guide helping professionals in their practice with clientele. Attention is directed toward assisting the helping professional recognize the legal duties and responsibilities within their professional lives. Particular emphasis is placed on the children code, mental health/developmental disabilities, protective services, care records, mandatory reporting, abuse, domestic violence, and professional conduct.

Introduction to death, dying, grief and bereavement.

Examination of bereavement theory and application for individuals and groups.

Examination of the history, theory and practice of hospice and palliative care.

Examination of the attitudes and responses of children and teens to death, loss, and grief, in context of human developmental stages.

Examination of contemporary theories of the causes of suicide, and contemporary approaches to prevention, intervention and post-intervention.

33-36 credits:

University Electives

Community Health and Human Services majors must comply with Marian University professional academic standards.

Mission

The mission of the Marian University Community Health & Human Services program is to prepare students for competent health and human service practice at a beginning professional level. Students develop and utilize scientific knowledge, research and practice knowledge as they provide direct services to individuals, families or the community. The program prepares students to provide case management services, understand community contexts, and collaborate with local, state, national, and global stakeholders.

Learning Outcomes

  • At entry level, identify as a community health and human services professional and model professional conduct and ethical behavior.
  • Identify, interpret, and analyze evidence-based information related to the purpose, structure, and processes of community organizations and government agencies focused on community health and human services through the lifespan.
  • Demonstrate knowledge of human behavior and collaborative communication skills to engage in assessment, intervention, termination, and evaluation with diverse individuals, families, organizations, and communities.
  • Demonstrate an understanding that the needs of local, state, national, and global populations are multifaceted and dynamic and are best addressed from a collaborative, reflective, and interdisciplinary approach.

Graduates of the community health and human services program are prepared to go out and make a real difference in the world. In a field that the United States Bureau of Labor Statistics projects will grow by 21 percent through the year 2022, you’ll be prepared to for employment in a variety of health and human services settings, including housing, children’s services, courts and legal systems, community outreach and disability services, as well as prepared for graduate study in social work, counseling, thanatology, law and other disciplines.

The Community Health and Human Services major is a new major at Marian University and our first students graduated in May of 2015. These students completed senior capstone projects at community agencies such as Agnesian Hospital and Pillar & Vine foster care agency.

100% of graduates are working in their field within six months of graduation.

Marian University is accredited by the Higher Learning Commission.

At Marian University, community health and human services students are instilled with care and compassion, and are inspired by our founding mission of service and social justice. With our reputation of building quality community relationships, our program offers students a hands-on experience through internship opportunities within local organizations and businesses, many of which may lead to employment following graduation.

Admission to the major is completed during the application process to Marian University. Community Health and Human Services majors are required to complete all course work with a 2.0 GPA average.

Leslie Jaber-Wilson, MSW
Program Chair
lejaberwilson02@marianuniversity.edu

As a student in the community health and human services program, you’ll discover a wide range of areas related to the public health field, including outreach, community education, social justice and advocacy, all of which work to serve the diverse communities across the nation.

Apply Now

1-800-2-MARIAN
(1-800-262-7426)
admission@marianuniversity.edu

If you have any questions regarding the program, please contact:

Leslie Jaber-Wilson, MSW
Program Chair
lejaberwilson02@marianuniversity.edu

Teri Durkin
Academic Advisor for Health Professions
tadurkin33@marianuniversity.edu