Biology (BS)

Overview

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

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

Viterbo University Degree in Three Program for Biology Majors

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

Family Studies (Minor)

Overview

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

Sport Management and Leadership (BBA)

Overview

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

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

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

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

Technology Education (BS)

Overview

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

Learning Outcomes

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

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

Spanish Education (BA)

Overview

With the Spanish language being spoken more and more across the country, the need for Spanish teachers continues to rise. Students majoring in Spanish education take a combination of Spanish courses in the School of Humanities, and classes from the School of Education, where students learn the ins and outs of leading a classroom and being an effective teacher. Study abroad opportunities are abundant for those in the Spanish program, and students are given the opportunity to explore the culture of Latin America and Latinos with a focus on social justice. Viterbo University’s Spanish program provides the language and cultural skills that prepare students for a future as a Spanish teacher, and the education program effectively ensures that all graduates are ready to pass knowledge onto the next generations.

Policy
  • For K-12 Spanish, a period of residency of at least one month in a country where the target language is spoken is required.
  • The requirements below must be met before student teaching:
    • Courses in literature and culture must be taken in two of the three areas of the Spanish-speaking world - Spain (Peninsular), Latin America, U.S. Hispanic
    • A proficiency level of Intermediate-High in speaking assessed through a standardized oral exam (Oral Proficiency Interview)
    • A demonstrated cultural knowledge in two of the three areas of the Spanish-speaking world as evidenced through department assessment
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.

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