Musical Theatre (BFA)

Overview

This conservatory-style program is for students who demonstrate the talent, potential, commitment, and drive needed to pursue careers as professional musical theatre artists. Students focus in acting, singing, and dancing while enriching their knowledge on the practice of theatre. The Viterbo program is an excellent choice for those who aspire to become professional artists.

Policy
  • Students wishing to major in theatre or musical theatre must audition and interview with a faculty committee.
  • All students taking MUTH 171/371, private voice lessons are required to perform juries at the end of every semester and attend voice studio class when offered.
  • There will be a qualifying audition for those students who wish to test out of DANC 110 and/or other lower division dance courses. Students who test out of DANC 110 and/or other lower division dance courses must still complete six credits of dance courses.
  • 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 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
  • Demonstrate the ability to act, i.e., to project one's self believably in work and action into imaginary circumstances in roles in a wide variety of styles and formats
  • Demonstrate a flexible, strong, and controlled voice with trained breath support; appropriate vocal range and freedom from vocal and postural tension in rehearsal and performance; the student will also demonstrate the ability to project the voice effectively in theatre spaces of varying sizes
  • Demonstrate musicianship by learning accurate rhythm, pitch, phrasing, tempi, and appropriate vocal style that is consistent with performance practice in their vocal repertoire
  • Demonstrate physical competence in dance and movement
  • Demonstrate a knowledge and understanding of basic production elements, including a thorough command of make-up for a variety of characters
  • Demonstrate knowledge of musical theatre repertory, the history of its development and the relationship of this history to styles of performance
  • Demonstrate effective audition techniques

Biology (Minor)

Overview

The total credits of the minor requirements are 15–16. Transfer course, waivers and/or substitutions, and prerequisite courses could modify these credit totals. 
 
Policy

Biology minors must maintain a biology grade point average (GPA) of 2.00 in biology courses.

Sport Science (Minor)

Overview

The sports and leisure industries continue their rapid growth and a strong demand exists for qualified and skilled professionals with a strong background in science, research, exercise science, human performance, and psychology combined with management and ethical leadership skills. The sport science minor at Viterbo University helps students expand their knowledge on the complexities of sport science, and provides students with experience needed to get a foot in the door for graduate school, as well as the industry of sport science itself. The skills learned with this minor work wonders in a multitude of professions, and is an excellent choice for those who are interested. Students majoring in sport management and leadership may not declare a sport science minor.

Policy

Students majoring in sport management and leadership may not declare a sport science minor.

Human Resources Management (Minor)

Overview

Most successful companies regard people as their biggest asset, and the quality management of human resources as central to their business strategy. HR professionals now find themselves in more and more leadership roles, which has led to an increase in HR positions both nationally and internationally. This minor combines business and management courses with psychology classes, which give students a better understanding of the skills needed to work in a human resources department. This minor is great for students who wish to go into HR after graduation, or simply wish to strengthen their personal and business skills.

The total credits of the minor requirements are 15. Transfer course, waivers and/or substitutions, and prerequisite courses could modify these credit totals.
 

Neuroscience (BS)

Overview

Neuroscience majors develop the knowledge and skills necessary to systematically evaluate relationships between the brain and human/animal behavior. Students learn and test foundational and contemporary theories through scientific reasoning, laboratory experiences, and independent research. Graduates pursue professional degrees in health-related fields, advanced degrees in neuroscience or related disciplines, and entry-level careers in mental health services or biomedical research.

Policy
  • Students majoring in neuroscience must maintain a biology grade point average (GPA) of 2.25 to continue in and graduate from this program. The neuroscience GPA is based on all grades earned in the required and elective courses taken in neuroscience and required support courses. Any student whose neuroscience GPA falls below 2.25 will be placed on probation for one semester. If the neuroscience GPA is not raised during that semester, the student may not enroll in further neuroscience courses. An earned grade of a D or lower in any neuroscience or support course will not be credited toward the neuroscience 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 and explain fundamental concepts in neuroscience, biology, and psychology.
  •  Read and analyze primary scientific literature in neuroscience, biology, and psychology.
  • Integrate research findings across disciplines and levels of analysis.
  • Develop hypotheses and design experiments.
  • Collect, analyze, and interpret quantitative data.
Addendum
Undergraduate Student Enrollment in Master of Science in Mental Health Counseling

Exceptional undergraduate students seeking a bachelor degree in neuroscience can apply to the Master of Science in Mental Health Counseling (MSMHC) program for provisional admittance. Students must meet the following requirements:
• 2nd semester of junior year
• GPA of 3.25 or higher
• Prerequisites of PSYC 171, 340 and a research methods course

Students would complete all admission requirements for the MSMHC program with the exception of the Miller Analogies Test (MAT) and submission of their final undergraduate transcript; these will be 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 MSMHC Program Director.
 
  

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.

Environmental Science (Minor)

Overview

Humans are inescapably connected to the environment—from food and medicine to the services the environment provides (clean air and water for example). For students concerned about the human impact on the environment and how to improve the world, an environmental science minor is an excellent choice. The environmental science minor at Viterbo University helps connect students to the natural world through a flexible program with a broad-based background in biology, chemistry, environmental science, and sustainability courses. This minor takes an integrated approach to environmental studies with a systems-level view of how organisms interact with the environment, helping graduates in a variety of careers.

Accounting (Minor)

Overview

Accounting minors get a foundation of financial and managerial expertise and then add additional emphasis in areas like cost accounting, federal tax, and nonprofit accounting. An accounting minor layers the language of business onto other programs that might use it every day in the workplace like arts administrators or nurse managers.

Social Studies Education (BS)

Overview

Broad field social studies education combines the study of history with the breadth of insights and understanding from the social sciences. The program prepares students for teaching positions in economics, geography, history, political science, psychology, or sociology. Students also take courses in the School of Education, and learn the educational tools and social studies knowledge needed in order to be a successful teacher at the middle and secondary school levels. 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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