Masters

College of Engineering, Letters, and Sciences

College

Area of Interest

Degree Level

Overview

The Master of Arts in Relational Communication and Lifespan Studies (MARCLS) is designed for students seeking to enhance their interpersonal effectiveness and leadership capabilities in diverse work environments. This non-counseling program is ideal for individuals whose roles benefit from advanced communication and human development expertise but do not require clinical licensure. Please note that the MARCLS program is not CACREP-accredited and does not lead to licensure in clinical mental health counseling.

The MARCLS curriculum draws from the core graduate courses offering a strong foundation in areas such as ethics, counseling theory, diversity and inclusion, lifespan development, career development, and interpersonal skill-building. Emphasizing a multicultural and developmental approach, the program fosters a professional identity rooted in social justice, advocacy, and community engagement.

Graduates of the MARCLS program are prepared to work in a wide range of settings where the ability to work with, support, and lead others is essential. The program emphasizes outreach, resilience, and well-being, equipping students with the tools to make a meaningful impact in their organizations and communities.

Policy

Grades

Students must maintain a cumulative grade point average of 3.0 for all MARCLS coursework, with no individual course grade lower than C.

Attendance

All graduate students are expected to attend all class meetings. If a student is unable to attend a class, the student must contact the instructor and take responsibility to meet the class objectives. This makeup will ordinarily require additional written work. It is the duty of the student to make arrangements for missed work. If more than one class meeting is missed within a course, the student shall contact the instructor and the MARCLS director in advance to discuss whether the student should enroll in the course at another time.

Transfer Credit

Individual consideration will be granted in the awarding of transfer credits in order to ensure the student meets the licensure requirements as a professional counselor. Up to 15 credits may be transferred from another CACREP-accredited program.

Requirements

All students are required to complete 30 credits and maintain a 3.0 grade point average to be awarded the Master of Arts in Relational Communication and Lifespan Studies degree. Those credits include core courses to be completed by all students, as well as electives to fulfill requirements of one of the program’s focus areas. Contact with one’s academic advisor will focus on developing an academic plan.

All students who earn the MARCLS degree are not eligible to re-enter or complete the Master of Science in Mental Health Counseling program at Viterbo University. This is due to the overlap in coursework and the need to maintain distinct degree programs.

Learning Outcomes

Demonstrate professional ethical standards of practice: Students will demonstrate knowledge of ethical standards and legal considerations relevant to professional counseling by accurately identifying and applying concepts on the final examination.
Articulate the impact of values, beliefs and cultural diversity perspectives relative to the counseling process: Students will demonstrate knowledge of how values, beliefs, and cultural diversity influence the counseling process by accurately identifying culturally relevant concepts and their implications on the final examination.
Apply contemporary theories of human development: Students will demonstrate knowledge of contemporary theories of human development by accurately identifying key theoretical concepts and developmental principles on the final examination.
Demonstrate the application of career counseling theories and skills: Students will demonstrate knowledge of career development theories and decision-making models by accurately identifying and applying these concepts on the final examination.
Conceptualize counseling theories and utilize in individual counseling skills: Students will demonstrate knowledge of major counseling theories by accurately identifying theoretical principles and their applications on the final examination.

Master of Science in Speech-Language Pathology

Degree Type

College

Area of Interest

Degree Level

Speech-language Pathology Major Sheet 2025 268.25 KB

Sample Plan

Overview

The Viterbo MS-SLP program is designed to meet all the requirements for the American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) and for Wisconsin State Licensure for medical and/or educational practice as a speech-language pathologist.

Over the course of two years, students will gain an in-depth knowledge of the assessment, treatment, and challenges affecting individuals with communication disorders. The program provides a solid understanding of Deaf culture and the needs of diverse communities with in-person coursework and clinical experience.

Program includes clinical experiences in health care facilities and schools .

Policy

Students enrolled in the MS-SLP program must maintain a grade point average (GPA) of 3.0 to continue in and graduate from this program. The MS-SLP GPA is based on all grades earned in the required and elective MS-SLP courses taken to meet knowledge and skills requirements for clinical practice in speech-language pathology. Any student whose MS-SLP GPA falls below 3.0 will be placed on probation for one semester, with a remediation plan in place. If the MS-SLP GPA is not raised during that semester, the student may not enroll in further MS-SLP courses.

Requirements (MS-SLP) ALL STUDENTS

Prior to starting the MS-SLP program, students must show completion of the following:

Baccalaureate degree in Communication Disorders and Sciences or equivalent from an accredited institution.
OR: any baccalaureate degree from an accredited institution and completion of a post-baccalaureate program from an accredited institution.
Current cardiopulmonary resuscitation (CPR) training for Health Professionals (American Heart Association).
Up-to-date health history and immunization profile including: • Physical examination form — MS-SLP Physical Form; - Record of up-to-date immunization status including — tetanus, diphtheria, measles, mumps, rubella, hepatitis B, COVID-19 (complete series), varicella, and meningococcal meningitis • Results of an annual Tuberculin test. • Failure to have these documents on file by the first day of classes may result in being dropped from the professional sequence.
Criminal background check.
25 hours of guided observation of clinical/educational speech pathology and/or audiology practice.

It is required that the student's health file and CPR certification remain current throughout the course of the program. Failure to comply will mean that the student will not be allowed to begin or to continue in clinical practicum experiences.
Federal and state statutes require that criminal background checks be completed for all persons who provide health care for others or who have access to people who receive care.
Clinical and educational agencies prohibit placement of students with criminal histories of specific crimes and offenses that have been identified as bars to employment or licensure (such as abuse, assault, or neglect).
Students are required to complete criminal background information disclosure statements at the beginning of each level of the program to ensure that requirements continue to be met. In addition, off-campus clinical and educational practicum sites may have other specific requirements that students must meet prior to placement.
Individuals whose criminal background check identifies bars to the provision of care in contracted agencies, or places restrictions on client contact, will not be allowed to progress in the MS-SLP program.
Viterbo University MS-SLP program utilizes a wide variety of community agencies to assist students in meeting the MS-SLP curriculum objectives. Each student is responsible for his/her own transportation to and from these clinical/educational agencies.
Studnts will be required to purchase their own professional liability insurance for any clinical experiences occurring outside of the university semester dates.
In order to progress in the MS-SLP program, students must earn a grade of B or higher in all MS-SLP courses. Students who earn a grade of BC or lower for any MS-SLP course will be placed on probation and a remediation plan will be put into place. Failure to complete the remediation plan will result in dismissal from the program.
In addition, students must maintain a cumulative grade point average (GPA) of 3.0 or higher throughout the MS-SLP program. Failure to do so will result in being dropped from the program.

Learning Outcomes

Meet all learning outcomes standards for Certification in Speech-Language Pathology (CCC-SLP) through the American Speech-Language-Hearing Association (ASHA) and for Wisconsin state licensure to practice medical and/or educational speech-language pathology.

ASHA Knowledge and Skills Learning Outcomes Standards

Knowledge Outcomes
Standard IV-A
Demonstrated knowledge of statistics as well as the biological, physical, and social/behavioral sciences.

Standard IV-B
Demonstrated knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span.

Standard IV-C
Demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:

Speech sound production, to encompass articulation, motor planning and execution, phonology, and accent modification
Fluency and fluency disorders
Voice and resonance, including respiration and phonation
Receptive and expressive language, including phonology, morphology, syntax, semantics, pragmatics (language use and social aspects of communication), prelinguistic communication, paralinguistic communication (e.g., gestures, signs, body language), and literacy in speaking, listening, reading, and writing
Hearing, including the impact on speech and language
Swallowing/feeding, including (a) structure and function of orofacial myology and (b) oral, pharyngeal, laryngeal, pulmonary, esophageal, gastrointestinal, and related functions across the life span
Cognitive aspects of communication, including attention, memory, sequencing, problem solving, and executive functioning
Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities
Augmentative and alternative communication modalities

Standard IV-D
Demonstrated current knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Standard IV-E
Demonstrated knowledge of standards of ethical conduct.

Standard IV-F
Demonstrated knowledge of the principles of basic and applied research and research design. In addition, the applicant must have demonstrated knowledge of how to access sources of research information and must have demonstrated the ability to relate research to clinical practice.

Standard IV-G
Demonstrated knowledge of contemporary professional issues, ethics, and diversity, equity, and inclusion.

Standard IV-H
Demonstrated knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice.

Skills Outcomes
Standard V-A
Demonstrated skills in oral and written or other forms of communication.

Standard V-B
Practicum experiences sufficient in breadth and depth (at least 400 documented and supervised hours of direct patient/student contact hours) to achieve minimum competence levels in the following skills outcomes sufficient for entry into a post-graduate, clinical fellowship year (CFY) of professional practice:

Evaluation

Conduct screening and prevention procedures, including prevention activities.
Collect case history information and integrate information from clients/patients, family, caregivers, teachers, and relevant others, including other professionals.
Select and administer appropriate evaluation procedures, such as behavioral observations, non-standardized and standardized tests, and instrumental procedures.
Adapt evaluation procedures to meet the needs of individuals receiving services.
Interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
Complete administrative and reporting functions necessary to support evaluation.
Refer clients/patients for appropriate services.

Intervention

Develop setting-appropriate intervention plans with measurable and achievable goals that meet clients'/patients' needs. Collaborate with clients/patients and relevant others in the planning process.
Implement intervention plans that involve clients/patients and relevant others in the intervention process.
Select or develop and use appropriate materials and instrumentation for prevention and intervention.
Measure and evaluate clients'/patients' performance and progress.
Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients.
Complete administrative and reporting functions necessary to support intervention.
Identify and refer clients/patients for services, as appropriate.

Interaction and Personal Qualities

Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the individual(s) receiving services, family, caregivers, and relevant others.
Manage the care of individuals receiving services to ensure an interprofessional, team-based collaborative practice.
Provide counseling regarding communication and swallowing disorders to clients/patients, family,caregivers, and relevant others.
Adhere to the ASHA Code of Ethics and behave professionally.

Master of Science in Community Medical Dietetics - RDNs

Degree Type

College

Area of Interest

Degree Level

Overview

This 30 credit hour pathway was designed to support dietetic/nutrition professionals with the advanced skills, knowledge and behaviors to grow within the field. This is an evidence-based program placing emphasis on disease prevention and management, while offering electives that allow you to focus in areas such as sports nutrition, a systems approach to obesity, nutrigenomics, or one that accentuates your current work. The variety of electives, and subsequent research project, offer you the flexibility to enhance your current practice or develop the expertise in a specific area of personal interest.

Policy

Grades
Students must maintain a cumulative grade point average of 3.0 for all coursework, with no individual course grade lower than a C.

Transfer Credit
Individual consideration will be granted in the awarding of transfer credits. Up to six graduate level credits may be transferred into the Master of Science in Community-Medical Dietetics degree, if equivalent. Credits must have been earned from a regionally accredited program, taken within the last seven years, have an earned grade of B or better, and be equivalent to the course it is replacing in the requirements at Viterbo. Coursework older than seven years may be waived or given credit based on individual review. Students who wish to transfer credits need to contact the Office of Graduate Admissions for details on the process. Courses will be evaluated for equivalency and written notification of acceptance of transfer credit will be provided to the student by the director. Transfer credit is only eligible for coursework taken prior to enrollment and petitioned for prior to matriculation.

Learning Outcomes

Facilitate inter- and intra-professional teamwork and collaboration.
Design, conduct, analyze, and defend research applicable to practice setting.
Apply leadership principles to practice positions in nutrition and dietetics.
Demonstrate competence in the interpretation and critique of scientific health care literature using an evidence analysis approach; apply and integrate findings into practice settings.
Interpret results of a comprehensive nutrition-focused physical assessment relative to nutritional well-being using nutritional diagnostic reasoning and standardized language.

Master of Science in Community Medical Dietetics - Dual Master’s with Dietetic Internship

Degree Type

College

Area of Interest

Degree Level

Overview

The Dual MS with Dietetic Internship (MS & DI) is designed for students with a degree in dietetics from an ACEND accredited DPD program. Students will complete a dietetic internship and also further their nutritional knowledge and skills through graduate-level coursework. Candidates for the master's with internship path may apply through DICAS or directly to Viterbo University. Candidates applying through DICAS should complete the Viterbo dual MS & DI application once matched.

Select the master's pathway that will meet your professional goals:

Non-thesis clinical focus (48 credits). The clinical emphasis provides intensive supervised practice hours for students wanting additional patient care experience.
Thesis track (39 credits). The thesis track meets accreditation requirements for supervised practice hours while providing students with experience working one-on-one with a research advisor and conducting their own research.

Students will have the option of numerous electives in order to cater their degree to their particular area of interest.

Policy

Learning Outcomes

Facilitate inter- and intra-professional teamwork and collaboration.
Design, conduct, analyze, and defend research applicable to practice setting.
Apply leadership principles to practice positions in nutrition and dietetics.
Demonstrate competence in the interpretation and critique of scientific health care literature using an evidence analysis approach; apply and integrate findings into practice settings.
Interpret results of a comprehensive nutrition-focused physical assessment relative to nutritional well-being using nutritional diagnostic reasoning and standardized language.

Master of Science in Community Medical Dietetics - Initial RDN License Prep/Direct Entry

Degree Type

College

Area of Interest

Degree Level

Overview

This 63 credit hour pathway is designed for students that require foundational coursework to become a registered dietitian. Further, students will obtain advanced nutrition skills through graduate coursework with an emphasis in their particular area of interest. In addition, this track includes supervised practice, providing students with all experiences needed to take the registration exam to become a registered dietitian.

Policy

Grades
Students must maintain a cumulative grade point average of 3.0 for all coursework, with no individual course grade lower than a C.

Transfer Credit
Individual consideration will be granted in the awarding of transfer credits. Up to 15 graduate level credits may be transferred into the Master of Science in Community-Medical Dietetics Direct Entry degree, if equivalent. Credits must have been earned from a regionally accredited program, taken within the last seven years, have an earned grade of B or better, and be equivalent to the course it is replacing in the requirements at Viterbo. Coursework older than seven years may be waived or given credit based on individual review. Students who wish to transfer credits need to contact the Office of Graduate Admissions for details on the process. Courses will be evaluated for equivalency and written notification of acceptance of transfer credit will be provided to the student by the director. Transfer credit is only eligible for coursework taken prior to enrollment and petitioned for prior to matriculation.

Learning Outcomes

Facilitate inter- and intra-professional teamwork and collaboration.
Design, conduct, analyze, and defend research applicable to practice setting.
Apply leadership principles to practice positions in nutrition and dietetics.
Demonstrate competence in the interpretation and critique of scientific health care literature using an evidence analysis approach; apply and integrate findings into practice settings.
Interpret results of a comprehensive nutrition-focused physical assessment relative to nutritional well-being using nutritional diagnostic reasoning and standardized language.

Master of Science in Nursing-Direct Entry

Degree Type

College

Area of Interest

Degree Level

Overview

This Master of Science in Nursing (Direct Entry - DE MSN) degree at Viterbo University received approval from The Higher Learning Commission to launch in fall 2021.

The DE MSN program is a 63-credit-hour program that blends online coursework with residential clinical experiences. Designed in an accelerated full-time format the program is a lock-step sequence cohort model.

Delivery:

46-credits of Nursing and Scholarly Research Project coursework online
17 -credits of Clinicals and Skills Labs in-person in the La Crosse region throughout each semester

Policy

Nursing (Direct Entry Master’s Degree [DEMSN]) Admission requirements

Bachelor’s degree from an accredited institution with a minimum cumulative grade point average (GPA) of 3.0. In addition, prior to enrolling in NURS 501 students must complete a Developmental Psychology course and 3 credits of Statistics. And, within seven years of acceptance into the DEMSN, students must have completed, 4 credits of Chemistry, 8 credits of Anatomy and Physiology with labs, and 3 credits of Microbiology with a lab, all with C’s or better.

Additional requirements to enroll in Clinical Graduate NURS Courses, which are in the second semester:

Current CPR for health professionals (must be American Heart Association)
Caregiver Criminal Background Check
Current Nursing Assistant (CNA) certification, from any state
- Licensed Practical Nurses, who are currently practicing in this role, will qualify to request a waiver for the CNA certification. Prospective international students, who practiced in a foreign country as a certified health professional, may also qualify for a waiver and request that the DEMSN committee review their qualifications.
Physical exam report
Health insurance
Record of up-to-date immunizations including:
- Tetanus and Diphtheria within last 10 years
- Measles, Mumps, and Rubella - 2 vaccinations or positive titers
- Varicella zoster or positive titer
- Two-step Tuberculosis
- Hepatitis B vaccination series - three shot series or blood tests to show immunity
- Flu Shot (completed annually)
- COVID-19 vaccination (complete series)

It is required that the student’s health file and CPR certification remain current throughout the course of the program. Failure to comply will mean the student will not be allowed to continue in practicum experiences.

Federal and state statutes require that criminal background checks be completed for all persons who provide nursing care for others or who

have access to people who receive care.

Clinical agencies prohibit the placement of students with criminal histories of specific crimes and offenses that have been identified as bars to employment or licensure (such as abuse, assault, or neglect). The School of Nursing requires that all students complete a background information disclosure statement and a criminal history search prior to acceptance into the DEMSN program. Students also are required to complete background information disclosure statements at the beginning of each year of the program to ensure that requirements continue to be met. In addition, clinical agencies may have other specific requirements that students must meet prior to placement. Individuals whose background check identifies bars to the provision of care in contracted agencies or places restrictions on client contact will not be allowed to progress in the program.

Viterbo University School of Nursing utilizes a wide variety of community agencies to assist students in meeting the nursing curriculum objectives. Each student is responsible for his/her own transportation to and from these clinical agencies.

Students will be required to purchase their own liability insurance for any clinical experiences occurring outside of the university semester dates.

Additional requirements related to the professional program can be found in the current DEMSN student handbook.

Progression in the DEMSN Nursing Sequence

Students must establish then maintain a cumulative grade point average (GPA) of 2.75 or higher throughout the program. Per the university financial aid policy, graduate students whose cumulative GPA drops below 3.0 may not qualify for federal financial aid. For all financial aid questions, we direct you to the financial aid office. Furthermore, to remain in the program your cumulative GPA must increase each subsequent semester until it is above 2.75, which is where it must remain until the completion of the program.

Clinical/Practicum Progression

Prescribed numbers of clinical hours have been incorporated into the plan of study. Courses with a clinical component must be taken in sequence. Students must maintain this rigorous plan or may face dismissal. A ratio of four clock hours to one didactic hour per week is used; therefore, one credit of practicum credit is 30 hours of clinical/practicum. Therefore, it is important to consider working only part-time or not at all during the nursing program.

Readmission to the School of Nursing

An individual previously dismissed from the School of Nursing seeking readmission shall be required to complete a readmission packet. The guidelines shall be obtained from the DEMSN Program Director. The completed readmission packet will be evaluated on an individual basis by a readmission board.

Policy and Guidelines Applying to Non-Discrimination on the Basis of Disabilities

The School of Nursing supports the Viterbo University policy and guidelines relating to the non-exclusion of qualified students from university programs solely by reason of disability. To meet the requirements of and to successfully participate in the graduate nursing program at Viterbo University, a student must be able to perform skills which are essential to entry-level nursing roles. While Viterbo University will provide reasonable accommodations in certain course requirements to assist a special needs student to meet certain course outcomes, there are some essential skills for which there are no known substitutes. The applicant to the graduate nursing program and the student throughout the program must be able to meet these requirements. Accordingly, these specific requirements may vary somewhat.

Transfer Credits

Up to six credits may be transferred to the DEMSN program, if equivalent. In order to be considered for transfer, the grade earned must be at least a B. Transfer credits must be graduate credit taken from an accredited institution of higher education completed within the last five years and equivalent to the course it is replacing in the requirements at Viterbo. Courses older than five years may be given credit based on individual review. Students who wish to transfer credits must have an official transcript sent to the director of the DEMSN program. Courses will be evaluated for equivalency and written notification of acceptance of transcript credit will be provided to the student by the director.

Students who have completed any graduate-level courses may be eligible to transfer up to six credits to satisfy various curriculum requirements and will be assessed on an individual basis.

Transfer Credits after Admission

The DEMSN program has been carefully planned and developed to meet the needs of the graduates. In view of the connection of the curriculum to the desired outcomes and the quality of the graduate, once a student has begun classes as a degree-seeking student in the Viterbo University DEMSN program, all classes must be taken at Viterbo University.

Time for Completion

Six credits per semester is considered full-time study; however, some semesters contain more credits in the 18-month plan of study. It is expected that students will complete the program in five semesters. Time spent as a non-degree student does not count toward the completion period, but students will be subject to the catalog/curriculum requirements in effect at the time they become degree-seeking. All full-time degree-seeking students who have not been granted a leave of absence must register each semester until all degree requirements are completed.

Learning Outcomes

Provide holistic relationship-based care that is congruent with the principles of diversity, equity, and inclusion for all persons, families, communities, and society.
Partner effectively with clients, health team members, and community stakeholders to achieve health equity for all persons.
Synthesize knowledge from the liberal arts, the sciences, health information technologies, and the discipline of nursing to provide professional holistic nursing care.
Demonstrate safe, evidence-informed clinical reasoning in designing and providing professional holistic nursing care to achieve quality health outcomes for all persons.
Integrates nursing values, standards, and ethical principles to advocate for health policies, practice, and equitable access to healthcare for all.
Construct a professional holistic nursing identity through reflective practice, self-care, and scholarly inquiry.

Master of Science in School Counseling

Degree Type

College of Engineering, Letters, and Sciences

College

Area of Interest

Degree Level

Overview

At Viterbo, we are committed to your success. A program faculty advisor is assigned to work with you throughout the program, and we offer professional development throughout the academic year, including day-long conferences and workshops. Student organizations provide social activities, philanthropic opportunities, and community-based advocacy.

Additional school counselor degree highlights include:

Hands-on learning. Experiential learning allows you to develop the skills necessary to work with K–12 students. Counseling skills labs are an essential part of the learning experience.
Real experiences. Course highlights include working with students in schools during your practicum and internship and creating projects targeted at counseling interventions.
Faculty. Our fully licensed, clinically experienced faculty are professionally active and engaged—many have specialty certifications in play therapy, for example.
Learning environment. Our supportive, caring learning environment is supported by small class sizes that allow you to form professional relationships with faculty and peers.

Policy

Grades

Students must maintain a cumulative grade point average of 3.0 for all MSSC coursework, with no individual course grade lower than C.

Attendance

All graduate students are expected to attend all class meetings. If a student is unable to attend a class, the student must contact the instructor and take responsibility to meet the class objectives. This makeup will ordinarily require additional written work. It is the duty of the student to make arrangements for missed work. If more than one class meeting is missed within a course, the student shall contact the instructor and the MSSC program director in advance to discuss whether the student should enroll in the course at another time.

Transfer Credit

Individual consideration will be granted in the awarding of transfer credits in order to ensure that the student meets the licensure requirements as a Professional School Counselor. Up to 15 credits may be transferred from another CACREP accredited program.

Requirements

All students are required to complete 60 credits and maintain a 3.0 grade point average to be awarded the Master of Science in School Counseling degree. Those credits include the school counseling curriculum, field based experiences and research activities. Initial contact with one’s academic advisor will focus on developing an academic plan.

Research Project Requirements

All students will complete an action research project prior to graduation. This advocacy and research project will be completed in conjunction with an internship experience. This research project will address an issue, need, or problem relevant to the school counseling profession. The student will develop an action research proposal based upon the unique needs identified during internship and designed to inform the school counseling program at the internship student’s school site. Student will develop a methodology for the identification, collection, and analysis/synthesis of project data. Students are required to present their project and outcome data to the public.

School Counseling Requirements

Students are required to complete 60 credit hours for the MSSC program. For those students who hold a teaching license EDUC 613 and EDUC 619 will be waived. Students will then select 6 credit hours of electives that match with their educational goals. These electives are required to be graduate courses and may include courses in the Doctorate in Education in Counselor Education and Supervision program.

Learning Outcomes

Students will learn and demonstrate ethical practice.
Students will demonstrate awareness of how their values, beliefs, cultural perspectives, and experiences impact the counseling process and professional relationships with clients and colleagues.
Students will demonstrate creativity and flexibility in implementing developmentally and culturally responsive prevention and interventions in the K-12 school environment for individuals, small groups and in classrooms.
Students will evaluate and integrate theory and research in their counseling practice.
Students will demonstrate effective professional counseling relationships with K-12 students, their families and stakeholders within the school setting.
Students will engage in academic and career planning with K-12 students to develop comprehensive career development programming.
Students will demonstrate the development and evaluation of a comprehensive counseling program and program evaluation techniques grounded in research and measurement.
Students will demonstrate the use of current and emerging technologies to assist with comprehensive program development, program evaluation and management in order to assist students in reaching their academic, career development and social/emotional goals

Addendum

Accreditation

The Master of Science in School Counseling was approved by the Higher Learning Commission in January of 2021.

MSSC Pathway to Ed.D.

MSSC students may enroll in a maximum of four doctorate level courses (12 credits) that will meet the requirements. Due to licensing requirements for the state of WI in school counseling, these courses will be considered electives added to a student’s program of study. Recommended courses are: COUN 710: Introduction to Counselor Education; COUN 772: Ethics; and COUN 715: Supervision Foundations.

Master of Arts in Teaching

Degree Type

College

Area of Interest

Degree Level

Overview

The Master of Arts in Teaching program is designed for students to explore the core principles of their chosen track, gaining a comprehensive understanding of pedagogy, curriculum development, and instructional strategies specific to their focus area. Whether aiming to teach young learners in elementary schools, specialize in a content area at the secondary level, or work with students with diverse learning needs, this program equips educators with the tools and knowledge necessary to excel in their chosen field.

Policy

Elementary Education | Secondary Content Area Education:

Completion of required content coursework with a grade of “C” or better in each course
A passing score on the Praxis II in the content area or the ACTFL Oral and Written for Spanish (for students pursuing a Secondary Content Area licensure only)
Methods coursework in the content area
Pre-Student Teaching field-experience in addition to a full-semester of Student Teaching
Earn a passing score on the Wisconsin Foundations of Reading Test (for students pursuing elementary education only)

Cross-categorical Special Education:

Completion of required content coursework with a grade of “C” or better in each course
Methods coursework in the content area
Pre-Student Teaching field-experience in addition to a full-semester of Student Teaching
Earn a B or better in EDUC-681

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

A minimum cumulative undergraduate GPA of 2.75
Completion of required content coursework from undergraduate degree in field of study with a grade of “C” or better
All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program.
Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.
A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.
Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate-level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program.

Transfer Credit

Upon acceptance, a student may transfer up to six credit hours of graduate credit taken within seven years of the application date.

Learning Outcomes

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

• PUPIL 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, crossdisciplinary 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.

Accelerated Coordinated Master's Dietetics (ACMD) Program

Degree Type

College

Area of Interest