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.

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.

Elementary Education (BSEd)

Overview

Viterbo’s education program has a rich history of training teachers to become ethical leaders and exceptional educators. Viterbo elementary education majors log many hours of field experience prior to student teaching and receive extensive training in their content area, teaching theory, and teaching practice. Viterbo’s education faculty are caring and approachable and have extensive experience in the classroom.

Policy
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.
Addendum

Elementary Education (transfer agreement) Major (Bachelor of Science in Education)

The Associate of Applied Science (AAS) degree in the Early Childhood Education and Foundations of Teacher Education programs must have been earned after May 2008 for Wisconsin Technical System graduates. Students may not begin these specifically-articulated transfer programs or be considered a student in these programs until the AAS degree has been completed and documented on the technical college transcript. A student who did not complete the AAS degree could instead complete the requirements of the general major, and any completed courses of the AAS would count toward the major, but in order to come into this articulated transfer agreement program, the AAS must be completed prior to transfer to Viterbo. The student cannot be dually enrolled .  

  • Core curriculum and mission seminars – see core curriculum section of catalog. Education majors are required to take specific general education courses to satisfy DPI licensure requirements. Students may take any course fulfilling the core curriculum requirement categories, with the exception of specific courses in the following categories: historical analysis – HIST 111 or 112; scientific reasoning in the natural sciences – BIOL 100 or 160 or 161 or 203 and PHYS 102; integrating faith and practice – RLST 433.
  • Major requirements (Early Childhood Education) – EDUC 255, 290, 302, 306, 308, 311, 323, 355, 405, 413, 441, 482, MATH 255
  • Major requirements (Foundations of Teacher Education) – EDUC 255, 290, 302, 306, 308, 311, 323, 355, 405, 413, 441, 482, MATH 255
  • Certifiable minor – certifiable minors for elementary/middle education majors are available in early childhood education, English/language arts, history, mathematics, science, Spanish, and special education. Methods and student teaching in the minor are incorporated into the teaching major program.
  • Bachelor of Science requirement – a minimum of 11 credits of natural science and/or mathematics
  • Final degree requirements – a minimum of 120 college level credits, minimum of 40 credits at the 300/400 level

Transfer courses and waivers and/or substitutions could modify the required credit total in the core curriculum and major.

Business Education (BS)

Overview

The Viterbo University business education major prepares students to become business teachers at the middle and secondary levels. Through a combination of courses from the Dahl School of Business and the School of Education, a strong liberal arts foundation is provided, setting students up to enter the sought after field of business education. This foundation, paired with education courses taken through the School of Education, prepares students for a teaching career in public or private schools.

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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