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.

Science Education (BS)

Overview

A degree in science education prepares the student to lead a science classroom at the middle and high school levels in a way that sets pupils up to enjoy their curriculum, and seek more scientific knowledge. This major is perfect for those who want to teach, and have a passion for the sciences.

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.

Nutrition Sciences (BS)

Overview

Nutrition sciences is the science of nutrition and so by its nature, it encompasses other scientific disciplines including biology, chemistry, and biochemistry. It is also the study of how food and nutrients affect the human body requiring study of food science, anatomy, and physiology. The program's curriculum highlights foundational knowledge and skills as well as overall concepts, values, research methods, and applications that could prepare you to pursue a variety of career opportunities in health care and nutrition science-related industries. The ultimate objective of Nutrition Science is to understand how nutrition can play a role in health and disease prevention and focuses on building content knowledge and skills in the broad areas of nutrition science and health care.

Viterbo University's nutrition and dietetics degrees are accredited by the Accreditation Council for Education in Nutrition and Dietetics (ACEND), an affiliate for the professional organization, the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2190 Chicago, IL 60606.

Learning Outcomes
  • Scientific and Evidence Base of Practice: Integrate scientific information and translation of research into practice
  • Professional Practice Expectations: Knowledge of beliefs, values, attitudes ,and behaviors for professional practice
  • Clinical and Customer Services: Develop and deliver information, products, and services to individuals, groups, and populations
  • Practice Management and Use of Resources: Strategically apply principles of management and systems in the provision of services to individuals and organizations
  • Provide nutrition education to community groups for health promotion and disease prevention using a variety of technology
Addendum

Undergraduate Student Enrollment in Master of Science in Community Medical Dietetics

Students seeking to meet the requirements for the registered dietitian nutritionist credential can apply to the Master of Science in Community Medical Dietetics (MSCMD) program for provisional admittance. Students should complete all admission requirements for the MSCMD by Oct. 1 of senior year first semester and submission of their final undergraduate transcript required upon completion of their bachelor degree program. Provisionally admitted students could enroll in a maximum of nine graduate credits (provided availability of seats). Refer to the Undergraduate Student Enrollment in Graduate Course policy in this catalog. Students interested in this opportunity should contact the MSCMD Program Director.

Post-Baccalaureate Teacher Licensure (Non-Degree)

Overview

The post-baccalaureate licensure program is an accelerated program for students who already have an undergraduate degree and would like to pursue an initial teaching license. Viterbo University offers programs that can lead to initial teaching licensure in three primary paths:

  • Elementary Education,
  • Cross-categorical Special Education, and 
  • Nine different Content Areas

 For most Content Areas, the program can be completed in as little as one year. The program has an Education Core of 25 credit hours, plus any additional content specialty coursework needed. Total credit hours for each Content Area vary based upon prior undergraduate coursework. Content Areas include:

  • Art Education
  • Business Education
  • English Language Arts Education
  • Math Education
  • Music Education
  • Social Studies Education
  • Science Education
  • Technology Education
  • Spanish Education

The Elementary Education post-baccalaureate program is an online program can be completed in two years. The program consists of 47 credit hours with the option to take three additional Cross-categorical Special Education courses for a total of 55  credit hours.

The Cross-categorical Special Education licensure program is a two-year, 38 credit hour program offered online.

Policy

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
  • 50 hours of field experience
  • Earn a B or better in EDUC-681

Elementary/secondary education:

  • Completion of required content coursework (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education) with a grade of “C” or better, or a passing score on the Praxis II in content area
  • Methods coursework in the content area (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education)
  • Field experiences or hours as determined by the instructor
  • Earn a passing score on the Wisconsin Foundations of Reading Test (for students pursuing elementary education)
     
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, 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.

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

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.

Nursing (BSN Degree Completion)

Overview

Viterbo’s BSN degree completion program is a fully-online program that allows students to complete a Bachelor of Science in Nursing degree following the completion of an associate or diploma degree in nursing. This flexible and personalized program is designed for working nurse professionals looking to complete their bachelor’s degree within a minimum of one year. A degree plan will be created for you depending on the credits you transfer.

Policy

Admission to Professional Pathways

This path is designed for students waiting to start nursing core courses at the technical school. Students will be eligible to apply for financial aid at Viterbo, so long as the student is not taking courses at any other institution and has not applied for aid elsewhere.

The following program requirements must be completed and a Professional Pathway’s Verification form must be approved by the Associate Dean of the student’s respective nursing program. Students are required to:

  • Complete Anatomy and Physiology and either Advanced Anatomy and Physiology or Microbiology, with a minimum grade of “C” in both courses
  • Complete 15 credits of general education requirements, including: Written Communication, Speech, Sociology, Psychology, & Developmental Psych, with a minimum 2.25 GPA
  • Maintain a minimum 2.25 GPA throughout the program

Admission (BSN completion)

  • To be admitted to the BSN Completion program, applicants must have an Associate Degree in Nursing (ADN) or a Registered Nurse Diploma from a regionally accredited college or technical school. Also, students must show documentation of an active U.S. registered nurse license prior to beginning the second session of nursing courses in the program.  
  • Students will be considered for admission as long as they have a cumulative grade point average of at least 2.25 on a 4.00 scale.

Policy (BSN completion)

  • Up to 38 credits of lower division nursing credits will be awarded to the BSN Completion program student who has graduated from a community college, vocational/technical school, or diploma program.
  • Students must take a minimum of 13 credits of nursing courses through Viterbo’s BSN Completion program. All nursing courses transferred, are subject to a review of the syllabus and approval of the program chair. The courses are those completed after the ADN or a Registered Nurse Diploma program from a regionally accredited college or technical school.
  • A student who does not maintain a 2.5 cumulative grade point average in nursing courses may not be permitted to progress in nursing designated courses until the grade point average is re-established at 2.5.
  • A student who receives a grade of “CD” or below in a nursing course is placed on probation and must earn grades of “C” or better in any repeated courses in all remaining non-concurrent nursing courses. Failure to do so will result in dismissal from the nursing program.
  • A non-probationary student who earns a “D” or “F” in a nursing course may be given the opportunity to repeat the course the following semester (if the course is offered). The student will only be permitted to take another nursing course pending development of an academic success plan.
  • Additional requirements related to the program can be found in the BSN Completion program handbook.

Clinical Requirements (BSN completion)

  • Students must meet both university (health history and immunization profile) and clinical agency personnel requirements (up-to-date immunization records - including COVID-19 complete series, and background checks) as specified for prescribed coursework and clinical experiences.
  • Federal and state statues 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 placement of students with criminal histories of specific crimes and offenses that have been identified by the state of Wisconsin or others 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. Individuals whose background check identifies bars to the provision of care in contracted agencies or places restrictions of client contact will not be allowed to progress in the program.
  • Students must have the ability to collect appropriate subjective and objective data associated with obtaining a nursing history and performing a physical assessment. The emphasis is on knowing normal findings and normal variations in the healthy adult, well child, and the well elder person as demonstrated by one of the following:
    • Currently completing health histories and physical assessments in the students’ nursing practice
    • Graduate after 1990 from an ADN program
    • A course must be completed prior to registering for NURS-451 if the student does not meet one of the above criteria

Readmission Policy (BSN completion)

  • An individual previously dismissed from the School of Nursing shall be required to complete a readmission packet for the respective program (traditional or BSN Completion program). The packet shall be obtained from the assistant dean of the program to which the individual is seeking readmission. The completed readmission packet will be evaluated on an individual basis by the assistant dean and a readmission board.
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.
  • Communicate and collaborates effectively with clients, health team members, and community stakeholders to achieve optimal holistic health outcomes.
  • Integrate 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.
  • Provide respectful and compassionate care through incorporating the values, standards and ethical principles of the nursing discipline.
  • Demonstrate development as a professional holistic nurse leader through reflective practice, self-care, and scholarly inquiry.
     
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