Cross-Categorical Special Education (Elementary Education Minor)

Overview

The cross-categorical special education minor prepares teachers to strengthen their instructional practices, increase achievement for all students, and become educational leaders. Students who earn a B.S. in education and wish to become special education instructors are perfect for this minor. The special education minor also provides students with the cross-categorical special education license. Transfer course and waivers and/or substitutions could modify these credit totals.

Theatre (BFA)

Overview

This conservatory-style program is designed for students who demonstrate the talent, potential, commitment, and drive to pursue careers as professional actors. Our intensive actor training curriculum is enhanced with courses such as theatre history, dramatic literature, makeup, introductory design, technical production, and stage management, all designed to develop a comprehensive knowledge of the craft and industry. The Viterbo program is an excellent choice for those dedicated to becoming professional actors who also aspire to be multi-skilled theatre makers.

Policy
  • Students wishing to major in theatre or music theatre must audition and interview with a faculty committee.
  • All theatre and music theatre students are considered “candidates” for their designated degree program through the first four semesters. The process for determining each student’s degree track includes a meeting with faculty at the end of the first year of study to make a preliminary assessment about student progress toward the desired degree program and area of emphasis. In the spring semester of the sophomore year, students meet with the faculty to formally audition or interview for entry into the upper division of their desired degree program. Transfer students also audition or interview for entry into their desired program on a timeline determined by the faculty based on individual experience and background.
  • Students in all degree programs are considered part of the department’s theatre “company.” All majors are required to be actively involved in each production through design, performance, and technical support in one of the shops or in service as a member of a production crew. Through practical experiences in all aspects of theatre, students enhance their knowledge and gain a respect and appreciation for theatre as a collaborative art form.
  • Students in the BFA program: of the eight total credits of required theatre practicum for the acting emphasis (four semester in the theatre core; four in the major), one semester must be a performance of a minor role, and one must be a performance of a major role.
  • Students must earn a grade of C or higher in any theatre course required for the major or emphasis. Earning lower than a C will require the student to retake the course.
Learning Outcomes
  • Read and analyze a variety of texts for the purpose and intent of production.
  • Demonstrate familiarity with the history and traditions of theatre practice.
  • Make connections between academic training, classroom and studio experience, and production with the goal of a professional experience.
  • Demonstrate proficiency in the use of research for a variety of theatrical practices.

Mathematics Education (BS)

Overview

The mathematics education major at Viterbo University explores many different concepts, particularly patterns, space, and change. The degree provides a solid foundation in logical and critical thinking and unique problem solving skills. This foundation, paired with education courses taken through the School of Education, prepares students for a career in secondary education. These skills, and degree, also translate well into other in-demand fields, such as business, industry, and government.

Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

Biology (BS)

Overview

Viterbo’s biology program provides students with a breadth of knowledge within the biological sciences, including cellular and molecular biology, anatomy and physiology, ecology, behavior, and evolution; as well as the opportunity to gain a greater depth of knowledge in specialized areas of interest. The biology program at Viterbo offers a student-centered learning environment including hands-on experiences, career exploration, research, and internships within the curriculum.

Policy
  • Students majoring in biology must maintain a biology grade point average (GPA) of 2.25 to continue in and graduate from this program. The biology GPA is based on all grades earned in the required and elective courses taken in biology and required support courses. Any student whose biology GPA falls below 2.25 will be placed on probation for one semester. If the biology GPA is not raised during that semester, the student may not enroll in further biology courses. An earned grade of a D or lower in any biology or support course will not be credited toward the biology major.
  • Directed research must be faculty-approved, but may be conducted at an institution other than Viterbo University with prior approval. Special topics are offered periodically. Credit for these courses may substitute for one or more of the listed courses with faculty approval.
Learning Outcomes
  • Understand importance of interrelationships and unifying themes of major biological concepts
  • Understand the elements of the scientific method, design and implement experiments independently, and analyze and present data to the faculty and peers in a competent and professional manner
  • Students should be familiar with the principles, operation, and problems of common laboratory procedures and instrumentation
  • Students should understand the complexity of ethical issues surrounding science
Addendum

Viterbo University Degree in Three Program for Biology Majors

This accelerated degree program provides an opportunity for outstanding, highly motivated students to complete their bachelor’s degree in three years rather than the traditional four. This program is available to students who wish to major in biology.

Family Studies (Minor)

Overview

The Family Studies minor is an interdisciplinary program which focuses on human development within the family context. The two primary focuses of the minor are on nature of family interactions and family issues, and family interactions within broader social institutions. Students take mainly a mixture of social work and psychology courses, helped with options in nursing, philosophy, and criminal justice classes, in order to fulfill the requirements laid out to become a family studies minor. The minor is beneficial to all students and supports work in a variety of fields including health care, social services, counseling, youth services, teaching, ministry, family law, and business.

Sport Management and Leadership (BBA)

Overview

Viterbo’s sport management and leadership program provides students with an education that features real world amateur and professional sport experiences and interactions with professionals in the industry. In addition to business concepts and theories, students will learn new perspectives and skills in athlete, facilities, and project management, as well as problem-solving, leadership, and ethical decision-making.

Policy
  • All students pursuing the BBA degree must maintain a cumulative grade point average of 2.5 or higher (on a 4.0 scale) in the major requirement courses, and students must receive a letter grade of C (2.0) or higher in each of these courses. If a grade of CD or below is earned in any of these courses, the course must be repeated until a grade of C or higher is achieved. Students pursuing the business education major must maintain a 2.75 grade point average in all business and education coursework.
  • All transfer students seeking an undergraduate degree offered by the Dahl School of Business must earn a minimum of 15 credits of business coursework at Viterbo University.
Learning Outcomes
  • Understand and appreciate the influence that cultural traditions, social values, psychosocial and international experiences have on sport managers
  • Apply managerial and leadership theories and techniques as they relate to the sport industry.
  • Analyze ethical issues to develop a personal philosophy regarding social responsibility in the sport management setting
  • Apply marketing concepts related to the sport industry to create effective internal and external communications
  • Apply principles of finance and budgeting within sport-related agencies with various organizational structures, functions, and authority
  • Apply legal concepts as they relate to the sport management and leadership environment

The Servant Leadership Embedded Certificate is embedded within the Business Core curriculum. The certificate outcomes include the following:

  • Practice ethical decision-making
  • Communicate through storytelling
  • Develop contemplation and discernment
  • Understand how to build community and support the Common Good

Technology Education (BS)

Overview

Technology education teachers are in high demand and Viterbo's program has a 100% placement rate. Technology education teachers have a unique opportunity to expose young people to a wide variety of hands-on technology-related projects and explore possible career paths. These highly skilled educators play a critical role in developing the workforce of tomorrow. The technology education program is built around a collaborative effort between Viterbo University and Western Technical College. The School of Education at Viterbo provides coursework on the fundamentals of education theory and practice. Technology courses at Western provide the fundamentals of woodworking, construction, computer aided drafting, manufacturing techniques, fabrication, engine and fluid systems. With a degree in technology education, graduates will be ready to excel in this high demand field.

Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
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