School Counseling Certificate

Overview

This program is designed to meet the Wisconsin Department of Public Instruction (DPI) requirements for school counselors.

Policy

The exact number of courses taken by certificate students will be determined upon entry into the program. Students will be required to take a minimum of 18 credit hours. A plan of study will be created for each student in the certificate in school counseling. Courses will be determined by the coordinator of the school counseling program who will complete an audit of the certificate student’s previous master’s level course work. Since this program is designed to meet the Wisconsin Department of Public Instruction (DPI) requirements for school counselors it is possible that students will take more than 18 credit hours. Each student will need to meet the requirements established by the WI DPI.

Learning Outcomes
  • Students will articulate the impact of values, beliefs, and cultural perspectives relative to the counseling process.
  • Students will demonstrate professional ethical standards of practice and the application of contemporary theories and principles of school counseling.
  • Students will be able to conceptualize individual, group, and systemic approaches in school counseling work.
  • 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 demonstrate the development and evaluation of a comprehensive counseling program and utilize program evaluation techniques grounded in research and measurement.
  • Students will demonstrate effective professional counseling relationships with K-12 students, their families, and stakeholders within the school setting.
  • Students will demonstrate classroom instruction skills and individual/small group counseling skills to facilitate students’ social/emotional, academic, and career development throughout their Pk-12 school experience.

Clinical Mental Health Counseling Certificate

Policy

The exact number of courses taken by certificate students will be determined upon entry into the program. Students will be required to take a minimum of 18 credit hours. A plan of study will be created for each student in the certificate in clinical mental health counseling. Courses will be determined by the coordinator of the clinical mental health counseling program who will complete an audit of the certificate student’s previous master’s level course work. Since this program is designed to meet the Wisconsin Department of Safety and Professional Service (DSPS) requirements for clinical mental health counselors it is possible that students will take more than 18 credit hours. Each student will need to meet the requirements established by the WI DSPS.

Learning Outcomes
  • Students will articulate the impact of values, beliefs, and cultural perspectives relative to the counseling process.
  • Students will demonstrate professional ethical standards of practice and the application of contemporary theories and principles of clinical mental health counseling.
  • Students will be able to conceptualize individual, group, and systemic approaches in clinical mental health counseling work.
  • Students will evaluate and integrate theory, research, and evidence-based approaches within their counseling practice.
  • Students will demonstrate accurate conceptualization and diagnosis of clients’ presenting issues.
  • Students will demonstrate effective counseling relationships with their clients and effective communication skills with colleagues within the agency setting.

Pre-Anesthesiologist Assistant

Overview

Anesthesiologist assistants are highly educated allied health professionals who work under the direction of an anesthesiologist to help implement the anesthetic plan as prescribed by the anesthesiologist. Anesthesiologist assistants are trained through master’s degree professional programs in the delivery and maintenance of quality anesthesia care as well as advanced patient monitoring techniques. Anesthesiologist assistants can be thought of as similar to physician assistants, except that they work exclusively with anesthesiologists and practicing independently or in a primary care setting is NOT included in the Anesthesiologist assistants' scope of practice. Anesthesiologist assistants usually practice in a hospital setting that uses an Anesthesia Care Team approach and are always supervised by anesthesiologists. This track requires selection of a major.

Addendum

Viterbo University offers pre-health advising programs with majors in biology, biochemistry, and neuroscience. These three majors have been determined to best satisfy the pre-health professional admission requirements of most professional schools in a four-year major curriculum. See the Pre-Professional Handbook for more specific information about each pre-professional program.

Pre-Genetic Counselor

Overview

Genetic counselors are professionals who have specialized education in genetics and counseling to provide personalized help patients may need as they make decisions about their genetic health and how genetic conditions may affect their families. Genetic counselors have advanced training in medical genetics and counseling to interpret genetic test results to guide and support patients. Genetic counselors typically receive a bachelor's degree in biology, social science or a related field, and then go on to receive specialized training via a Master's degree in genetic counseling. This track requires selection of a major.

Addendum

Viterbo University offers pre-health advising programs with majors in biology, biochemistry, and neuroscience. These three majors have been determined to best satisfy the pre-health professional admission requirements of most professional schools in a four-year major curriculum. See the Pre-Professional Handbook for more specific information about each pre-professional program.

Pre-Audiologist

Overview

Audiologists examine individuals of all ages and identify those with the symptoms of hearing loss and other auditory, balance, and related sensory and neural disorders. They then assess the nature and extent of the dysfunction and assist patients in the treatment and management of their disorder. Audiologists earn the Doctor of Audiology (Au.D.) degree, as this is the entry level degree for clinical practice. This track requires selection of a major.

Addendum

Viterbo University offers pre-health advising programs with majors in biology, biochemistry, and neuroscience. These three majors have been determined to best satisfy the pre-health professional admission requirements of most professional schools in a four-year major curriculum. See the Pre-Professional Handbook for more specific information about each pre-professional program.

Master of Science in School Counseling

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.

Elementary Education (BS Degree Completion)

Overview

Viterbo’s elementary education degree completion program is an online program that provides a pathway to licensure as an elementary educator for those who do not currently hold a bachelor’s degree. Typically students enter this program having earned an associate degree or have 35–65 credits of undergraduate coursework. In this program students earn a BS in elementary education within two to three years.

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.

Computer Science (BS)

Overview

Viterbo’s computer science program is 41 credits (internship pathway) or 47 credits (co-op pathway) of core coursework, consisting of computer science, mathematics, information systems, and management courses. In combination with core curriculum, the complete credit load for this program is 98-108 credits. Students will choose a concentration track outside of computer science to apply skills within that area (business, creative design, data science, engineering or mathematics), take part in team-based, industry-related projects embedded into their coursework, and have an internship or co-op experience.

Learning Outcomes
  • Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
  • Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
  • Communicate effectively in a variety of professional contexts.
  • Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
  • Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
     
Addendum

Computer Programming Certificate: CSCI-110, 160, 200.

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