Inspiring brighter lives in the community and beyond.

In your community, throughout your state and across our country, there are countless families and individuals who need the kind of help and support that can only come from a caring and skilled social worker. And for decades now, Marian has been educating and training social workers who truly understand those needs, and know how to go about finding solutions.

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The Program

More than anything, the social work program at Marian is about empowerment. We empower our students through a curriculum designed to prepare them for careers as certified social workers and, if desired, pursue an advanced degree. And our students, in turn, embark on lives defined by empowering individuals, families, groups and communities everywhere. By blending our proven and relevant curriculum with 450 hours of field internship experience, students are equipped to begin changing lives for the better immediately upon graduation. Marian University’s Social Work program ranks among the best in Wisconsin.  Click here for more information.

If you graduated with an associate’s degree from a Wisconsin Technical College in Human Services, Alcohol and Other Drug Abuse Counseling or Substance Use Disorder Counseling, contact the Office of Adult and Online at 920.923.8726 as you may be eligible to complete your degree in 2 years.

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

Marian University Social Work Program Assessment of Student Learning Outcomes

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 (58-61 credits):


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.

An introductory course which studies the nature and purpose of national, state, and local government, the Constitution, and the institutions and pressures of American society.

An introduction to the science of psychology through a survey of the biological, intra-psychic, and social bases of behavior. Major topics include cognition, sensation and perception, motivation and emotion, personality, behavior disorders, and social elements of behavior.

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.


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 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.

45 credits: 

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.


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.


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.



Teaches a theoretical framework for practice based on three professional assumptions: a regard for human dignity and social justice as fundamental for a democratic society, a recognition of the interconnectedness between person-environment well-being, and the acceptance of holistic problem-solving as optimal for achieving individual and social change. The course focus is on individuals, families, and groups whose concerns may immediately initiate direct services provision on their behalf. These services engage both natural supports and societal resources to favorably influence client well-being. Theoretical content in SW301 is conjointly used to implement an ecological social systems approach to assessment, intervention, and evaluation. Teaching methodology incorporates case studies and guest practitioners, as well as lecture-discussion.


Admission to the major


As an extension of the theoretical framework for generalist practice, the course focus is on societal units (the professional’s agency, other community organizations, the social work profession at large, and the social welfare institution) where concerns exist which may initiate indirect services provision. These services engage colleagues, agency constituents and clients, other professionals, community members, and regional or national groups to critically reflect upon and favorably influence the public well-being through changes in social policies, programs, and practices. Theoretical content from SWK 301 is conjointly used to implement an ecological social systems approach to assessment and intervention. Content from SWK 331 and 352 is similarly used to evaluate policy and program at agency, community, state, regional, and national levels and to suggest strategies for intervention.


Admission to the major


A basic skills development course linked to the theoretical content of the concurrent foundation courses. The course focus is primarily on direct practice skills for working with clients (individuals, families, and groups) to effect changes in their private well-being. Teaching methodology includes modeling, observation, simulation, role-play, structured exercises, use of audio-video and computer equipment, and peer or instructor feedback.


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.


An examination of frameworks for analyzing social welfare policies and programs, and the social worker’s role in policy development and implementation. Special emphasis is placed on a policy’s differential impact on women, minorities of color or other vulnerable groups who may be discriminated against by age, social class, sexual orientation, geographic location, etc. Selected policies related to income assurance, health, mental health, family-child welfare, and older adults are examined in detail.


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.


Admission to degree candidacy


It is intended to provide a forum for sharing practice accomplishments and practice issues which have arisen during the field internship. Teaching methodology incorporates a seminar format for the discussion of weekly logs, field learning contract assignments, and other experiential learning. This discussion is directed toward strengthening the integration and refinement of generalist practice knowledge, values, and skills. An initial focus is on the expanded range of roles required of generalist practice in the assessment and intervention planning with clients, the agency, and others associated with practice activities.


This course provides a continuing forum for sharing practice accomplishments and issues that have arisen during the field experience. Students discuss weekly logs, field learning contract assignments, and other experiential learning. This discussion is directed toward strengthening the integration and refinement of generalist practice knowledge, values, and skills. An additional focus is on agency-specific policy analysis, as well as termination and evaluation activities with clients and the service delivery system.


Admission to degree candidacy

Builds upon foundation course knowledge about families as well as prerequisite knowledge and skills in assessment and intervention. The course begins by reviewing issues of diversity in family forms and backgrounds, and significant historical changes in the structure and functions of American families. Students are introduced to a number of different models of family treatment including structural, psychodynamic, communications/strategic, and crisis models. Assessment, intervention, and evaluation techniques specific to work with families are presented, while at the same time maintaining a holistic perspective which includes the social context of the family and relevant cultural aspects. Guest practitioners are brought in to share their experiences and perspectives about family interventions.


SWK 411 Seminar I, Admission to degree candidacy

The first course in a two-course sequence, the field internship is designed to provide an educationally guided generalist social work experience in an approved community social services agency. It
consists of a minimum of 225 clock hours or approximately 16 hours of applied practice per week in the agency. A learning contract is used to focus on learning expectations, applied practice activities, a time frame
for their accomplishment, and the suggested means for their evaluation.


SWK 497 Social Work Internship I, Admission to degree candidacy


The second course in a two-course sequence, the field internship is designed to provide a continuation of an educationally guided generalist social work experience in the same approved community social services agency. It consists of a minimum of an additional 225 clock hours or approximately 16 hours of applied practice per week in the agency. Use of the learning contract is continued as a means of assuring a generalist approach to practice and a systematic plan for the application of learning.

14-17 credits:

University electives

Code of Ethics

of the National Association of Social Workers

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

  • service
  • social justice
  • dignity and worth of the person
  • importance of human relationships
  • integrity
  • competence


The mission of the Marian University Social Work Program is to prepare students for competent generalist social work practice at a beginning professional level. Students develop and utilize scientific knowledge as they provide leadership and skills while acting as change agents within service delivery systems. The program prepares social work students to pursue services, policies, and the creation of resources through social and political actions that are guided by ethical principles, knowledge of reciprocal relationships, and social and economic justice. Finally, the Social Work Program prepares students to pursue continuing knowledge, values, and skills to be culturally competent with socially diverse client systems of various sizes, including individuals, families, groups, organizations, and communities.
The Social Work Program mission is consistent with the purposes of professional social work education as defined in Council on Social Work Education Standards

Learning Outcomes

  • Identify as a professional social worker and conduct oneself accordingly (Knowledge Acquisition, Effective Communication, Socially Responsible Action).
  • Apply social work ethical principles to guide professional practice wisdom (Critical Thinking, Global Perspectives, Socially Responsible Action).
  • Apply critical thinking to inform and communicate professional judgments (Critical Thinking).
  • Engage diversity and difference in practice (Effective Communication, Critical Thinking, Global Perspectives, Socially Responsible Action).
  • Advance human rights and social and economic justice (Socially Responsible Action).
  • Engage in research-informed practice and practice-informed research (Critical Thinking).
  • Apply knowledge of human behavior and the social environment (Critical Thinking).
  • Engage in policy practice to advance social and economic well-being and to deliver effective social work services (Effective Communication, Socially Responsible Action).
  • Respond to contexts that shape practice (Socially Responsible Action).
  • Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Effective Communication, Critical Thinking, Socially Responsible Action).

Each year, graduates of Marian’s social work program go out and make a real difference in the world. In fact, more than 98 percent of our graduates enter graduate school or find immediate employment as social workers, in a field that the U.S. Department of Labor projects will grow by 25 percent through the year 2020. As a graduate of the program, you’ll be prepared to work in a wide range of settings, including health care, mental health agencies, rehabilitation centers, child and youth services, correctional facilities, agencies for the elderly and colleges and universities.

The Social Work Program received initial accreditation from the Council on Social Work (CSWE) in 1987 and has received continuing reaffirmation since that time. In the 2014-2015 academic year, CSWE requested our students to measure their perceived competence in starting their careers as social workers and our students rated their confidence at an impressive 100%. In addition, in 2014-2015, the Student Social Work Association was the recipient of the President’s Cup Award for Most Outstanding Student Organization at Marian University.


Learning goes beyond the classroom at Marian University, as social work Professor Leslie Jaber-Wilson and several Marian students give back to the community through service-learning projects. Click here to read more.

Council on Social Work Education
1725 Duke Street, Suite 500
Alexandria, VA 22314-3457
(703) 683-8099


Form AS4 (B) Duplicate and expand as needed.  Provide table(s) to support self -study narrative addressing the accreditation standards below.

This form is used to assist the COA in the evaluation of the program’s compliance with the accreditation standards below:

4.0.2 The program provides its most recent year of summary data and outcomes for the assessment of each of the identified competencies, specifying the percentage of students achieving program benchmarks for each program option.

4.0.3 The program uses Form AS 4(B) and/or Form AS 4(M) to report its most recent assessment outcomes for each program option to constituents and the public on its website and routinely up-dates (minimally every 2 years) its findings.

All Council on Social Work Education programs measure and report student learning outcomes.  Students are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work programs for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency.

Social Work Assessment of Student Learning Outcomes


Marian University is accredited by the Higher Learning Commission.


A Bachelor’s in Social Work from Marian commands respect. It’s that simple. Along with our founding mission of social justice and spiritual traditions, our program is respected because of the relationships we’ve developed with leading agencies and organizations that hire our graduates and partner with us on internships. These include Dodge County Human Services, Fond du Lac County Department of Social Services, Fox Lake Correctional Institution, Head Start, Juvenile Intake, St. Agnes Hospital, United Way and Winnebago County Department of Human Services.

See the Social Work Student Handbook.


Brandy Kukurba is a 2004 graduate of Marian’s social work program. Watch to learn more about life at Marian University!

Leslie Jaber-Wilson, D.S.W. 

Anie Rosenow, M.S.W.
Assistant Professor

Brenda Stueber, M.S.W.
Associate Professor



As a student in the social work program, you’ll explore the broad range of areas related to the field, including human behavior, policy analysis, social work practice and ethics and values. And you’ll enhance this study through the program’s extensive offering of hands-on learning experiences, including internships at social service agencies and other organizations throughout the state. This well-rounded approach, in addition to the opportunities to develop leadership and team-building skills in Pi Gamma Mu, Phi Alpha and the Student Social Work Association, will distinguish you in the eyes of employers and graduate schools.

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