MADELYN BRUSTKERN, M.S. MARGO DEMELLO, PH.D. H. MARIE SUTHERS, D.V.M., DEPT CHAIR
Mission and Goals
Anthrozoology is an interdisciplinary field that explores the spaces that animals occupy in human social and cultural worlds and the interactions humans have with them. Central to this field is an exploration of the ways in which animal lives intersect with human cultures. At its core, the field of anthrozoology is about understanding the incredibly complex and often contradictory relationships that humans share with other species. We look at the good—how animals make our lives richer, more meaningful, and healthier—and the bad—the vast levels of human exploitation of other animals to serve human needs. Students in the anthrozoology program, explore human-animal interactions through a variety of disciplines, including psychology, sociology, anthropology, and geography, and develop the knowledge and skills to improve the lives of both animals and people through animal-assisted therapy, veterinary medicine, humane education, and other service occupations. The program blends a core liberal arts education with extensive hands-on training in which students work with horses, dogs, cats, and even wildlife.
Student Learning Outcomes
By completing this major students will:
Complete hands-on learning and interaction with dogs, horses, cats, birds and many other species.
Increase their understanding of the role animals play in human society.
Recognize the interconnectedness of human and animal well-being.
Acquire knowledge and skills from the biological, social and psychological sciences to describe and explain the interactions between humans and animals.
Study and apply various therapeutic and educational approaches to improve the well-being of both humans and animals.
Experience high impact learning through community-centered safety education, animal interpretation, animal sheltering, wildlife rehabilitation, veterinary clinics, and other sources of community outreach.
Receive mentoring from professionals and scholars with expertise in animal sheltering, working dogs, service and therapy animals, human-equine studies, animal behavior and training, veterinary science, zoos, wildlife, animal agriculture, critical animal studies, intersectionality, animal law, and cross culture studies.
Be provided with opportunities to study human-animal interactions internationally.
Participate in anthrozoological research studies.
Be provided with opportunities to join faculty at national and international academic conferences.
Carroll College’s unique combination of classroom instruction and hands-on experience with horses, dogs, and some wild animals prepares students for graduate or professional study or immediate entry into an animal-related profession. The curriculum benefits any student interested in animal-assisted activities and therapies, animal-related non-profit organizations, counseling, veterinary medicine, physical and occupational therapy with animal-assisted modalities, wildlife biology, animal care and rehabilitation, animal advocacy, social work, and many other fields.
KELLIE (O'ROURKE) AGRIMSON, PH.D. TRAVIS ALMQUIST, PH.D. ASHLEY BECK, PH.D. CHRISSIE CARPENTER, PH.D. REBECCA COATES, PH.D. DAVID HITT, PH.D. CAROLINE PHARR, PH.D., DEPT. CHAIR STEPHANIE OTTO-HITT, PH.D., DEPT. CHAIR JOHN ROWLEY, PH.D. BRANDON SHEAFOR, PH.D. ELIZABETH SHEAFOR, M.A. KYLE S. STRODE, PH.D.
Mission and Goals
The Biochemistry/Molecular Biology (BMB) major program is designed to provide students with the knowledge and skills needed to enter graduate or professional school or to gain employment in their field.
Student Learning Outcomes
Students completing the Biochemistry/Molecular Biology major program are expected to have:
an understanding of the basic principles and concepts of the major field;
the critical thinking skills needed for solving problems in the field;
the abilities to evaluate and interpret data and to analyze and synthesize information from different sources;
a working knowledge of fundamental laboratory techniques and the ability to use them to perform experiments in the field; and
the writing and speaking skills needed to communicate effectively in the field.
The biology major program is designed to provide students with the knowledge and skills needed to enter graduate or professional school or to gain employment in their field.
Student Learning Outcomes
Students completing the major program in biology are expected to have:
an understanding of the basic principles and concepts of the major field;
the critical thinking skills needed for solving problems in the field;
the abilities to evaluate and interpret data and to analyze and synthesize information from different sources;
a working knowledge of fundamental laboratory techniques and the ability to use them to perform experiments in the field;
the writing and speaking skills needed to communicate effectively in the field.
ADEL DIMIAN, PH.D. BELLE MARIE, D.B.A., CPA, CMA, CIA, CFE JULIA MULL, PH.D., CFP®, DEPT. CHAIR ANNETTE RYERSON, D.B.A. ANDREW THOMAS, D.B.A., PH.D., J.D.
Mission and Goals
The Department of Business offers Bachelor of Arts degrees with majors in Business: Accounting & Strategic Finance; Business: Financial Planning; and Business: Management & Marketing. Business: Management & Marketing majors may add a concentration in International Business. Minors are available in Accounting, Business Administration, or Marketing. Two certificate programs are available: Entrepreneurship Certificate and Financial Planning Certificate. There are options to combine majors, minors, and certificates.
The vision of the Business Department is to be recognized for business education that fosters environmental, social, and economic justice in an ever-changing world.
The Business Department's mission is consistent with Carroll College's dual goals of vocation and enlightenment and prepares students for graduate school or entry into the workforce. Framed by a strong foundation in liberal arts education, the mission of the Business Department is to provide students with the strong ethical foundation and globally informed knowledge and skills necessary for today's dynamic professional environment.
Students completing the Business: Accounting & Strategic Finance are prepared for a broad range of accounting opportunities, including professional certification exams such as the CPA and CMA. Through the liberal arts education, students develop additional valuable communication and reasoning skills. Students are fully prepared to transition from the Business: Accounting and Strategic Finance program to be responsible, ethical, informed, and highly competent professionals to pursue successful future endeavors in business, entrepreneurial, and/or further academic opportunities in the field of accounting.
Student Learning Outcomes
Upon completion of the requirements, students with a major in Accounting & Strategic Finance will:
Combine principal concepts within the traditional areas of business, accounting, and finance to inform decision-making.
Utilize legal, ethical, and economic standards of business and accounting in organizational decision-making.
Model professional communication skills.
Utilize decision-support tools for accounting and organizational decision-making.
Create collaborative team environments.
Incorporate fundamental concepts and practices related to public accounting (financial accounting, tax, auditing, etc.).
Incorporate fundamental concepts and practices related to industry, non-profits, and governments (financial reporting, managerial accounting, finance, etc.).
Utilize legal and ethical principles in accounting to aid decision-making.
ADEL DIMIAN, PH.D. BELLE MARIE, D.B.A., CPA, CMA, CIA, CFE JULIA MULL, D.B.A.,CFP®, DEPT. CHAIR ANNETTE RYERSON, D.B.A. ANDREW THOMAS, D.B.A.,PH.D., J.D.
Overview
The Business Department offers Bachelor of Arts degrees with majors in Business: Accounting & Strategic Finance; Business: Financial Planning; or Business: Management & Marketing. Business: Management & Marketing majors may add an optional concentration in International Business. Minors are available in Accounting, Business Administration, or Marketing. Two certificate programs are available: Entrepreneurship Certificate and Financial Planning Certificate. There are options to combine majors, minors, and certificates.
Mission and Vision
The vision of the Business Department is to be recognized for business education that fosters environmental, social, and economic justice in an ever-changing world.
The Business Department's mission is consistent with Carroll College's dual goals of vocation and enlightenment and prepares students for graduate school or entry into the workforce. Framed by a strong foundation in liberal arts education, the mission of the Business Department is to provide students with the strong ethical foundation and globally informed knowledge and skills necessary for today's dynamic professional environment.
The Financial Planning major prepares students for careers in financial planning, investments and retirement planning, and financial counseling. Through the liberal arts education, students develop additional valuable communication and reasoning skills. Carroll College's Financial Planning major is a CFP Board-Registered program and students who complete the Financial Planning degree at Carroll are eligible to take the CFP® exam. Students are fully prepared to transition from the Business: Financial Planning program to be responsible, ethical, informed, and highly competent professionals to pursue successful future endeavors in business, entrepreneurial, and/or further academic opportunities in the field of financial planning.
Student Learning Outcomes
Upon completion of the requirements, students with a major in Financial Planning will:
combine principal concepts within the traditional areas of business to inform decision-making.
facilitate legal, ethical, and economic standards of business to organizational decision-making.
model professional communication skills.
organize decision-support tools for organizational decision-making.
create collaborative team environments.
integrate fundamental concepts and practices in financial planning.
incorporate the professional responsibilities of financial planning professionals.
construct coherent oral and written forms of communication and portray them in a professional manner.
construct a comprehensive and professional financial plan.
BELLE MARIE, D.B.A., CPA, CMA, CIA, CFE JULIA MULL, PH.D., CFP®, DEPT. CHAIR ANNETTE RYERSON, D.B.A. ANDREW THOMAS, D.B.A, PH.D., J.D. ADEL DIMIAN, PH.D.
Mission and Goals
The Business Department offers Bachelor of Arts degrees with majors in Business: Accounting & Strategic Finance; Business: Financial Planning; and Business: Management & Marketing. Students selecting a major in Business: Management & Marketing may add an optional concentration in International Business. Minors are available in Accounting, Business Administration or Marketing. Two certificate programs are available: Entrepreneurship Certificate and Financial Planning Certificate. There are options to combine majors, minors, and certificates.
The vision of the Business Department is to be recognized for business education that fosters environmental, social, and economic justice in an ever-changing world.
The Business Department's mission is consistent with Carroll College's dual goals of vocation and enlightenment and prepares students for graduate school or entry into the workforce. Framed by a strong foundation in liberal arts education, the mission of the Business Department is to provide students with the strong ethical foundation and globally informed knowledge and skills necessary for today's dynamic professional environment.
The Business: Management & Marketing major prepares students for a wide-variety of business careers. Through the liberal arts education, students develop valuable communication and reasoning skills. The business majors are designed and evaluated to ensure students are prepared for entry directly into the workforce or for acceptance into graduate school. Students are fully prepared to transition from the Business: Management and Marketing program to be responsible, ethical, informed, and highly competent professionals to pursue successful future endeavors in business, entrepreneurial, and/or further academic opportunities in the fields of management and/or marketing.
Student Learning Outcomes
Upon completion of the requirements, students with a major in Management and Marketing will:
combine principal concepts within the traditional areas of business to inform decision-making.
facilitate legal, ethical, and economic standards of business to organizational decision-making.
model professional communication skills.
organize decision-support tools for organizational decision-making.
create collaborative team environments.
organize the principal concepts, theories, and practices in and interface the interrelationships between the functional areas of business in management and marketing.
integrate cultural perspectives, social responsibilities, and ethical perspectives in organizational decision-making.
construct coherent oral and written forms of communication and portray them in a professional manner.
develop theory and practice in the business functional areas to strategic planning and analysis of organizational problems and challenges.
ERIC E. HALL, PH.D. FR. CHRISTOPHER LEBSOCK, M.D., S.T.L. FR. MARC LENNEMAN, S.T.L. WILLIAM MARK SMILLIE, PH.D., DEPT CHAIR
Mission
Catholic Studies studies the interplay between the Catholic faith, the culture it engenders, and the lives of real people living out that faith in the concrete circumstances of their lives. Armed with this understanding, students learn how to incorporate the Catholic faith into their own lives, especially their lives as intellectuals and as professionals. The program will provide students with a working understanding of the Catholic faith, understood in the sense of the contents of Catholic beliefs. The Catholic Studies major should be a second major; it will pair with any major at Carroll.
Program Objectives
To offer an organized study of Catholic Christian culture, which examines the relationship between faith and reason, faith and culture, and faith and life, and to initiate students into this study
To seek ways that the specialized disciplines contribute to a unified and integrated vision of reality, and to foster this search in faculty and students of Carroll College
To “incarnate” in Carroll College, its faculty and students, a Catholic way of understanding and being, that is, to bring Catholic intellectual, moral, spiritual, and cultural tradition into living form
To provide a curricular space where Carroll College’s dual goals of vocation and enlightenment can meet, mutually serve and inform each other
Student Learning Outcomes
Students majoring in Catholic Studies will:
1. Recognize Catholic Heritage (history, culture, and intellectual traditions of Catholicism. 2. Articulate Catholic contributions to culture, society, and human civilization. 3. Integrate diverse disciplines through a Catholic lens. 4. Incarnate the Catholic intellectual, moral and spiritual traditions into the whole of their lives.
CHRISSIE CARPENTER, PH.D. REBECCA COATES, PH.D. DAVID HITT, PH.D. CAROLINE PHARR, PH.D., DEPT. CHAIR JOHN ROWLEY, PH.D. KYLE S. STRODE, PH.D.
Mission and Goals
Chemistry is the discipline that connects all of the natural sciences. In chemistry courses at Carroll, students integrate an atomic/molecular view of matter with principles from math and physics to learn the properties and structure of matter, how matter interacts with itself, and how it is transformed in chemical reactions. Because chemistry is central to all of the natural sciences, courses at Carroll explore the interdisciplinary links that exist between chemistry, physics, earth science and biology. Carroll’s chemistry program also integrates all of the artificial divisions between the various branches of chemistry, connecting these disciplines in a unique and intentional way throughout the curriculum.
To meet the goals of chemistry students, the chemistry program is designed to provide them with knowledge and skills needed to enter graduate or professional school or to gain employment in a chemically-related field.
Student Learning Outcomes
Students completing the major program in chemistry are expected to have
an understanding of the basic principles and concepts of chemistry;
the critical thinking skills needed for solving chemical problems;
an understanding of the relationships between sub disciplines within chemistry along with the central role of chemistry in the natural sciences;
the abilities to evaluate and interpret data and to analyze and synthesize information from different sources;
a working knowledge of fundamental laboratory techniques and the ability to use them to perform chemical experiments;
a knowledge of how to work safely with chemicals;
a commitment to professionalism and ethical decision-making in their post-academic careers; and
the writing and speaking skills needed for effective scientific communication.
ALAN HANSEN, PH.D. CHARLOTTE M. JONES, PH.D. BRENT NORTHUP, M.A., DEPT. CHAIR
Mission
Our broadest departmental mission is to educate the mind and illuminate the spirit of students through systematic coursework and holistic advising.
Our departmental goals are both education/vocational and holistic. Educational/vocational goals are related to graduate school and/or specific communication-related careers. The student learning outcomes—and holistic goals—reflect the broad Carroll mission of educating the entire person including both the mind and the spirit.
Departmental Goals
The educational/vocational mission of the Communication Department:
to teach students to communicate effectively
to prepare students for a career in a communication-related field
to prepare students for possible graduate study in communication or a related field
to prepare a student for a possible career in public relations
to prepare students for a possible career in journalism
to prepare students for a possible career as a secondary education teacher of communication, speech or forensics
to train students to succeed in intercollegiate forensics competition
Student Learning Outcomes
The student learning outcomes of the Communication Department are:
students will learn to use communication constructively and unselfishly, to serve others and to promote peace on all levels—interpersonal, societal and global
students will learn the moral foundations of communication, which include the need to treat every person with reverence
students will gain intercultural awareness in order to treat people of all backgrounds with tolerance and respect
students will gain practical communication skills—such as conflict management skills, small group communication skills and relationship-building skills—which can enhance the personal life of students for a lifetime
TED WENDT, PH.D., MATHEMATICS, ENGINEERING, COMPUTER SCIENCE, AND PHYSICS, DEPT. CHAIR SHAUN E. SCOTT, ED.D. NATHAN WILLIAMS, B.S. DIANE BURKE, M.Ed, M.S.
The Computer Science program provides two main tracks (CS and CIS) to provide a solid foundation for students whose goals span a wide range of disciplines within the rapidly changing field of computer technologies. Since the tracks listed do not address every student’s desired educational plan, students may design a custom area of concentration that better addresses their focus. The computer science faculty and the college registrar must approve this plan.
Student Learning Outcomes:
Computer Science (CS)
At the completion of the Computer Science program, students will:
Demonstrate a breadth and depth of knowledge in the discipline of computer science, specifically around theory, systems, and applications.
Demonstrate comprehension of modern software engineering principles
Analyze and apply problem solving skills to formalize general problem statements into the precise algorithmic solutions needed to achieve business/organizational goals.
Demonstrate an ability to conduct industry-related research, synthesize research, and apply solutions based on research.
Demonstrate an ability to communicate effectively with a range of stakeholders (i.e. coders, end users, data entry, management, vendors, etc.).
An understanding of professional, ethical, legal, security and social issues and responsibilities.
Will be prepared for productive careers or further education in graduate school.
Will have the ability to manage a career of lifelong learning in technology.
Computer Information Systems (CIS)
At the completion of the Computer Information Systems program, students will:
Analyze and design information systems and database solutions using state-of-the-art programming techniques and applications software to achieve business/organizational goals.
Demonstrate an understanding of the enabling information technologies (IT) that organizations worldwide are using to provide a service to customers as well as develop and sustain a strategic and competitive position in the marketplace.
Demonstrate an ability to function effectively on teams to accomplish a common goal.
Demonstrate an ability to conduct industry-related research, synthesize research, and apply solutions based on research.
Demonstrate an ability to communicate effectively with a range of stakeholders (i.e. coders, end users, data entry, management, vendors, etc).
An understanding of professional, ethical, legal, security and social issues and responsibilities.
Will be prepared for productive careers or further education in graduate school.,
Will have the ability to manage a career of lifelong learning in technology.
TED WENDT, PH.D., MATHEMATICS, ENGINEERING, COMPUTER SCIENCE, AND PHYSICS, DEPT. CHAIR SHAUN E. SCOTT, ED.D. NATHAN WILLIAMS, B.S. DIANE BURKE, M.Ed, M.S.
The Cybersecurity degree option is recommended for those who intend to pursue graduate studies in computer science, or with to obtain employment in the cybersecurity field. This program equips individuals with the knowledge and skills to protect computer systems, networks, and data from cyber threats. The Cybersecurity program will focus on topics like network security, cryptography, risk management, incident response, and secure software development as well as certification preparation. Students also learn to identify vulnerabilities, assess risks, and implement security measures to safeguard information.
Student Learning Outcomes
At the completion of the Cybersecurity program, students will:
Design and implement comprehensive cybersecurity strategies and controls, applying industry-standard frameworks for threat detection to safeguard data and systems against cyberattacks.
Formulate and enforce cybersecurity policies and incident response procedures that comply with legal and regulatory requirements, while upholding ethical and professional standards to protect individual rights and privacy.
Investigate cybersecurity incidents using digital forensic techniques and execute effective incident response and recovery plans to minimize the impact of security breaches.
Apply ethical hacking methodologies using industry-standard tools to identify and address vulnerabilities in networks and systems.
Implement continuous monitoring systems to detect and respond to emerging cyber threats and vulnerabilities, including specialized strategies for securing mobile and cloud environments.
Demonstrate comprehensive knowledge of cybersecurity theory, systems, and applications by integrating foundational principles with current industry practices.
Employ strong analytical, critical thinking and problem-solving skills to address complex cybersecurity challenges by formulating clear problem statements and developing effective algorithmic solutions that mitigate risks and achieve organizational goals.
Demonstrate an ability to communicate effectively with a range of stakeholders (i.e. coders, end users, data entry, management, vendors, etc.).
Conduct industry-relevant cybersecurity research, synthesize findings, and communicate evidence-based solutions effectively to both technical and non-technical stakeholders.
KELLY CLINE, PH.D. JODI FASTEEN, PH.D. TED WENDT, PH.D., MATHEMATICS, ENGINEERING, COMPUTER SCIENCE, AND PHYSICS, DEPT. CHAIR
Mission and Goals
Carroll's Data Science program blends the fields of mathematics, computer science, statistics, and business analytics to provide a unique and integrated learning experience. You will take courses that teach you to gather, wrangle and visualize data, make predictions based off of past behaviors with machine learning, and deal with the massive data sets of today. Your coursework will be blended between computer science, mathematics and statistics, and data science.
Student Learning Outcomes
Our students will be able to use mathematics, statistics, data analysis, and computer science to solve and analyze real-world data science problems.
Our students will be able to demonstrate the ability to: create and use computer programs to solve real problems, apply data science tools in a variety of contexts, create models using appropriate statistical methods, and analyze statistical and computational models in applied settings.
Our students will be able to communicate their data science work in a clear and effective manner.
Our students will be able to demonstrate the ability to solve mathematical, statistical, data science, and computational problems using appropriate technology.
Professional Educational Objectives
The professional educational objectives of the Data Science program are to produce graduates who have:
The specialized knowledge and skills necessary for initiation into their chosen profession,
A broad range of skills necessary for effective communication,
An appreciation for the interrelationships among the branches of knowledge, and
The ethical, social, and aesthetic perspectives necessary for value-based judgement and decision making.
JOE HELBLING, PH.D., Director of Teacher Education, DEPT. CHAIR KATHY GILBOY, ED.D.
Mission
The mission of the Teacher Education Program is to prepare students for lifelong learning, intellect, imagination, self-confidence, and motivation, while preparing them for the teaching profession. Students investigate, reflect, analyze, and judge reality and truth through inquiry and discussion. Committed to educating each student as a total human being, the teacher education unit helps students to receive, respond to, organize, and characterize values. Specifically, students develop values about teaching, society, health behaviors, moral issues, education, and political influences. We ask our students to think boldly about the opportunities and responsibilities presented to us by a rapidly changing world. Students within the Program are encouraged to live Carroll College’s mission by participating in community service and by interacting with children and adults from diverse cultural, religious, economic, and intellectual backgrounds.
Teacher Education advances this mission as it works within the Carroll College’s Teacher Education Conceptual Framework. That framework is built upon a liberal arts education, structured by traditional educational philosophies, and embraced by an atmosphere of dignity, which values justice of all persons.
Student Learning Outcomes
The goal of Carroll College’s Teacher Education Program is to support students in developing teaching competencies in their chosen fields and assist them in becoming education professionals capable of responding to their students’ individual needs. Teacher education graduates from all programs will demonstrate competence in the following Montana teaching standards:
Demonstrate understanding of how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, behavioral health continuum, and physical areas, and differentiate developmentally appropriate instruction for learners of all abilities based on evidence-based practices;
Use understanding of individual differences and diverse cultures, languages and communities, including American Indians and tribes in Montana and English Language Learners (ELL), to ensure inclusive environments that enable each learner to meet high standards;
Work with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation;
Demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) the candidate teaches and create individualized learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content, and include the instruction of reading and writing literacy into all program areas;
Demonstrate understanding of 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;
Use multiple methods of assessment, including formative and summative assessments, to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making;
Plan and implement evidence-based practices that support the social, emotional, well-being, behavioral, and academic needs of all students;
Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and build skills to apply knowledge in meaningful ways;
Engage in ongoing professional learning and use evidence to continually evaluate candidate practice, particularly the effects of candidates choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner;
Interact knowledgeably and professionally with students, families, and colleagues based on social needs and institutional roles;
Engage in leadership or collaborative roles, or both, in content-based professional learning communities and organizations and continue to develop as professional educators; and
Demonstrate understanding of and ability to integrate history, cultural heritage, language and contemporary status of American Indians and tribes in Montana.
Program Requirements and Progression Benchmarks
To ensure the development of competent, ethical, and reflective educators, the Teacher Education Program (TEP) at Carroll College has established a series of progression benchmarks that students must meet to continue in the program and be recommended for licensure. These benchmarks align with state and national standards and reflect candidate growth in knowledge, skills, and professional dispositions. Students are assessed at multiple points in their preparation and must meet academic, professional, and field-based performance expectations. The Teacher Education Program reserves the right to review a candidate’s standing and progress at any point, and may require additional support plans or deny progression based on academic or professional concerns.
Key Progression Benchmarks
Benchmark 1: Completion of the Freshman Year
GPA: Maintain a cumulative grade point average of 2.5. Students must earn a minimum of a C- in all Professional Education Requirements, Major Program Requirements, and Other Program Requirements. Courses may be repeated up to 2 times until a C- or better is obtained.
Courses: Completion of ED-102 - Foundations of Education, ED-103 - Instructional Media and Technology, PSY-203 - Developmental Psychology, CORE-110, and CO-101 - Basic Communication.
Advisors: Elementary Education majors should identify an advisor in the Education Department by the end of the freshman year. Secondary Education majors should identify two advisors: an advisor in the Education Department faculty to ensure state licensure guidelines are followed, and an advisor from the faculty in their content area to coordinate their program.
CASE Test: We highly recommend that students take the Core Academic Skills for Educators Test (CASET) by the end of their freshman year or very early in their sophomore year. Minimum passing scores for Reading, Math, and Writing must be obtained prior to admission into the Teacher Education Program. Check with the Teacher Education Program Administrative Assistant or your advisor to determine current minimum passing scores.
CASET Waiver: Students may waive the CASET, if they can verify passing ACT or SAT scores in Reading, Math, and Writing. If ACT or SAT scores are not at the passing level for any individual area (Reading, Math, or Writing), students must obtain a passing score on the CASET in that individual area.
Passing ACT scores are Reading-22, Math-19, and Writing-7
Passing SAT scores are Reading and Writing-560; and Math-550
Benchmark 2: Admission to the Teacher Education Program (TEP)
Formal application to the Teacher Education Program:
Meet the following criteria not later than March 1st of the sophomore year:
Have a minimum cumulative GPA of 2.75 and have a C- or better in all program required courses at the time of application;
Passed a minimum of 1 area (Reading, Math, Writing) of the CASET or verify passing ACT/SAT scores for a minimum of 1 area;
Received a clean background check through the Department of Education;
Received positive faculty evaluations of professional dispositions, and;
Received positive evaluations of professional dispositions from field experiences.
Full Admission: Upon verification of the application materials, an interview will be scheduled. Should the interview meet program requirements, students will be fully admitted to the Teacher Education Program.
Provisional Admission: Students who do not qualify for Full Admission may qualify for Provisional Admission for the following scenarios:
GPA: Students who have a cumulative GPA of 2.25-2.74 may still be scheduled for an interview if a review of midterm grades shows that the student has the potential to meet the 2.75 criteria at the end of the semester. At the end of the spring semester, students must have a cumulative GPA of 2.75 to be eligible for Full Admission to the TEP.
CASET: A passing score on all sections of the CASET must be received by the following fall semester withdrawal date (usually mid-November) to be eligible for Full Admission. If passing scores are not received by the fall withdrawal date, students should withdraw from ED-323/ED-325 - Communications Arts I & II (Elementary majors) or ED-318 - Content Area Reading and Secondary Methods (Secondary majors) as students MUST be Fully Admitted in order to receive a passing grade in these courses. Students should consult with their academic advisors to evaluate their readiness for continued pursuit of teacher licensure and to discuss whether alternative options may better align with their strengths and goals.
Interview: Students whose interview does not meet the minimum program requirements will receive feedback and may schedule a second interview. Students who do not meet minimum requirements on a second interview will have the opportunity to complete a plan of intervention that must be completed to the satisfaction of the Education Department to be eligible for Full Admission.
Other: The Department may consider, at their discretion, provisional admission for reasons not listed in this catalog.
Notes:
Readmission After Interruption: Students who have been admitted to the Teacher Education Program, but have not been enrolled in Carroll College for one semester or more, must seek readmission into the program. See “Readmission After Interruption” under Teacher Education Policies below.
Transfer Students: Transfer students entering at the junior level may be granted conditional admission to the Teacher Education Program for one semester. See “Transfer Student Admission” under Teacher Education Policies below.
All candidates will be informed of their admission status no later than June 30 of the application year.
Benchmark 3: Admission to Student Teaching
Students who have not been fully admitted to the Teacher Education Program by March 1st of their junior year will not be considered for student teaching. All teaching candidates in K-8, P-12, K-12, and 5-12 programs must apply for admission to student teaching. Applications must be made to the Department of Education no later than March 1st of the junior year. Failure to do so will cancel the student’s opportunity to student teach during the fall and spring semesters of the following school year. It is the student’s responsibility to seek admission to student teaching. To be admitted to student teach, students must meet the following criteria:
Application: Submit a formal Student Teaching application to the Education Department;
ETS Praxis Subject Knowledge Test: Receive an acceptable rating (2 or better) on the appropriate ETS Praxis Subject Knowledge Test on the Montana Assessment of Content Knowledge (MACK) Verification for each subject/endorsement area in which the candidate will be seeking licensure. Students must obtain a score of “3” to be recommended for licensure by the Carroll College Teacher Education Program.
GPA: Have a minimum 3.0 grade point average in Major and Minor Program Requirements, Professional Education Requirements, and Other Program Requirements in each K-8, 5-12, K-12, or P-12 Major and Minor area. Elementary Education (K-8) candidates must have a minimum 3.0 grade point average in Elementary Education Content Coursework GPA on the Montana Assessment for Content Knowledge Verification;
Courses: All Major and Minor Program Requirements, Professional Education Requirements and Other Program Requirements must be completed, with a grade of “C-” or better;
Field Experience Evaluations: Receive positive evaluations from past field experiences.
Notes:
Student Teaching Placements: See details under Teacher Education Policies below.
Benchmark 4: Program Completion and Licensure Recommendation
To be recommended for licensure by the Carroll College TEP, students must:
Cumulative grade point average of 3.00 and C- or better in all Professional Education Requirements, Major and Minor Program Requirements, and Other Program Requirements.
Successfully complete all degree requirements, including Student Teaching (ED-410);
Demonstrate competencies in teaching skills and professional dispositions as assessed during student teaching;
Achieve passing scores on the Montana Assessment of Content Knowledge (MACK). The MACK includes three sources of evidence:
GPA in content-area coursework;
Praxis Subject Knowledge Test aligned with the candidate’s endorsement area(s);
Content knowledge demonstrated during student teaching, as evaluated by the cooperating teacher.
Students must meet minimum expectations in each component as well as an overall minimum score. Elementary candidates may be required to meet minimum expectations across multiple content areas (English Language Arts, Math, Science, Social Studies).
Middle School Area Of Concentration
Students with secondary or elementary teaching majors desiring to teach at the middle school level (grades five through eight) should add this emphasis to their academic preparation. This emphasis prepares the prospective teacher for the unique nature of the middle school child and program.
In addition to the Professional Education Requirements and Other Program Requirements for elementary or secondary education, the following requirements must be met:
Students must take methods courses aligned with their teaching major/minor (for secondary) or area of emphasis (for elementary) and complete student teaching at the middle school level.
Areas of academic emphasis for education majors include mathematics, science, language arts (English), and social science. To obtain the Middle School area of concentration, elementary education majors must take a minimum of 12 additional semester hours of coursework in one area of academic emphasis, beyond the requirements for the elementary education major. The emphasis area and specific coursework must be approved by the students' academic advisor in Department of Education.
Teacher Education Policies
Admission into the Teacher Education Program
The Teacher Education Program is a structured sequence of coursework and field experiences that includes benchmarks for formal admission, student teaching, and program completion. Students pursuing any Education major that leads to teacher licensure, including Elementary, Secondary, and K–12 programs, must be formally admitted into the Teacher Education Program. Admission to Carroll College does not automatically qualify a student for admission into the Teacher Education Program. All students pursuing academic programs that lead to teacher licensure must submit a Program Admission Application to the Department of Education, by the end of their sophomore year (not later than March 1st of their sophomore year). It is the student’s responsibility to seek admission to the program.
Admission Requirements
To be considered for admission, students must meet the following criteria for acceptance:
Receive acceptable minimum scores on the Core Academic Skills for Educators Test or provide verified passing scores on an acceptable college entrance exam (ACT or SAT);
Earn a grade of "C-" or better in all program required courses;
Have a minimum cumulative GPA of 2.75 at the time of application;
Complete an interview that meets program standards;
Receive positive faculty recommendations;
Pass a clear background check; and
Demonstrate a positive performance in prior K-12 field experiences
The student's application will be evaluated by Department of Education faculty based on the above criteria. Applicants will be fully admitted into the program, provisionally admitted on a provisional basis, or denied admission into the program.
Provisional Admission
Students will be admitted on a provisional basis if they meet the following criteria:
Passed at least a minimum of one area (reading, writing, mathematics) of the Core Academic Skills for Educators Test or possess verified scores on an acceptable college entrance exam (ACT or SAT) in a minimum of one area (reading, writing, mathematics);
Participated in an interview but may not have met program standards;
Have not yet met the 2.75 cumulative GPA requirement but are expected to do so before the start of the fall semester of the junior year.
All other areas have met program standards.
Students who are not directly admitted into the program will be informed of any deficiencies and may be given further opportunity for admission following academic counseling and/or academic assistance and/or counseling.
Notes:
Students who have been admitted into the Teacher Education Program, but have not been enrolled in Carroll College for one semester or more, must seek readmission into the program. See "Readmission After Interruption" below.
For Junior Level Transfer students: Transfer students entering at the junior level may be granted conditional admissionto the Teacher Education Program for one semester. See “Transfer Student Admission “ below. Two months prior to the end of that semester, they must submit a formal application for full admission. Their application will be evaluated using the same criteria as for sophomore-level students entering at the junior level and are admitted to the program on a conditional basis for one semester. One month prior to the close of that semester, junior transfer students must submit an application for full admission into the Teacher Education Program. Transfer candidates will be reviewed using the same criteria as Carroll College sophomore students.
All candidates will be informed of their admission status no later than June 30 of the application year.
Readmission After Interruption
Students who have been admitted to the Teacher Education Program but have not been enrolled at Carroll College for one semester or more must seek readmission to the program. Readmission is not automatic and will be reviewed by Department of Education faculty.
The readmission process may include:
Submission of a written request for readmission;
An updated transcript review to ensure continued academic eligibility;
A review of previously assessed field experiences and professional dispositions;
An updated background check, if more than one year has passed since the last clearance;
Additional requirements at the discretion of the department, especially if program standards or licensure requirements have changed during the student’s absence.
Students returning after an extended absence may be required to complete additional coursework or field experiences to ensure alignment with current program expectations.
Transfer Student Admission
Students who transfer to Carroll College and intend to pursue teacher licensure must apply for admission to the Teacher Education Program in accordance with all standard admission procedures and timelines.
Junior-level transfer students may be granted conditional admission to the Teacher Education Program for their first semester at Carroll College. These students must submit a complete application for full admission during that semester (by October 15 for Fall Semester). The Department of Education will notify students of their admission status no later than November 10, or the official course withdrawal deadline, whichever comes first.
Transfer students are required to:
Meet the same admission criteria as students who begin their education coursework at Carroll College, including GPA minimums, course grades, testing requirements, and dispositions evaluations;
Submit official transcripts from all previously attended institutions for review by the Department of Education;
Complete any missing pre-admission courses, including those with embedded field experiences, which provide essential assessment data on professional dispositions and teaching potential;
Participate in an advising meeting with a Department of Education faculty member to develop a customized plan of study;
Complete at least one supervised field experience that includes a formal evaluation of professional dispositions, as approved by the Department of Education. If prior field experience was completed at another institution, students must provide sufficient documentation (e.g., supervisor evaluations or disposition rubrics) for departmental review. If such documentation is not available or deemed insufficient, the department may require the student to complete a customized field placement at Carroll College prior to admission.
Post-Baccalaureate Pathway to Licensure
Individuals who already hold a bachelor’s degree from a regionally accredited institution and wish to pursue initial teacher licensure may be eligible to complete a customized post-baccalaureate program of study at Carroll College. These candidates will meet with an advisor in the Education Department to determine licensure area(s) of interest and to complete a transcript review.
Based on this review, a tailored plan will be developed that outlines the coursework, field experiences, and assessments required to meet Carroll’s Teacher Education Program standards and Montana licensure requirements. In some cases, previously completed coursework may be deemed out-of-date or not aligned with current research-based practices, in which case the student may be required to repeat or update prior coursework.
Post-baccalaureate candidates must be formally admitted to the Teacher Education Program and meet all the same benchmarks for progression, including student teaching, licensure assessments (e.g., the MACK), and demonstration of professional dispositions.
Admission to Student Teaching
All teacher candidates in K-8, K-12, and 5-12 licensure programs must apply for admission to student teaching. Admission into the Teacher Education Program at the end of the sophomore year does not automatically guarantee approval for permit one to pursue student teaching as a senior student.
Students who have not been admitted to the Teacher Education Program by March 15 of their junior year will not be considered for student teaching.
To be eligible for student teaching, candidates must meet the following academic requirements:
Receive an acceptable rating (2 or better) on the appropriate ETS Praxis Subject Knowledge Test on the Montana Assessment of Content Knowledge;
Maintain a minimum 3.0 GPA in:
Major Program Requirements,
Other Program Requirements,
Professional Education Requirements.
(For 5-12 and K-12 minors, a minimum 3.0 GPA is required in Minor Program Requirements, Other Program Requirements, and Professional Education Requirements.)
(Elementary Education candidates must have a minimum 3.0 GPA in Elementary Education Content Coursework on the Montana Assessment for Content Knowledge Verification.)
Complete all Major, Minor, Professional Education, and Other Program Requirements, with a grade of C- or better.
Note: Students with a majority of coursework completed at the C- level may not meet the 3.0 GPA requirement stated above.
In addition to academic qualifications, students will be assessed based on:
A submitted application for student teaching;
Positive faculty evaluations;
Positive performance in previous K-12 field experiences.
The application deadline for student teaching is March 15 of the academic year prior to the student teaching semester. Failure to apply by this deadline will result in the student being ineligible to student teach during the following fall or spring semester. It is the student’s responsibility to ensure timely application and admission to the student teaching program.
Student Teaching Placement
Candidates admitted to student teaching cannot be guaranteed a particular school district, building, or cooperating master teacher. The decision for placement is the responsibility of the Department of Education and school district personnel.
Student Teacher Placement Options
Option 1: Local area (no additional costs/fees)
The Carroll College local area placements are within commuting distance of the Carroll campus and include the following districts:
Teacher candidates requesting student teaching assignments outside the Option 1 placement areas must have a legitimate reason for doing so. Out-of-area placements in other communities or settings will be made when:
Local area school districts (see Option 1) cannot provide an appropriate placement in the student’s area of licensing.
An out-of-area placement provides a more valuable experience in the student’s area of licensing.
A placement in the local area will impose extreme hardship and prevent the student from completing the student teaching experience.
For any out-of-area request to be approved, the faculty members of the Department of Education must judge that there is a very low probability that the student will require direct intervention of department faculty members during his/her student teaching experience. For that reason, students minimally must possess a GPA 3.25 or better and have excellent previous field experience evaluations.
All out-of-area student teaching placements must be approved by the faculty members of the Department of Education prior to student teaching assignments. A student seeking an out-of-area student teaching placement must submit a written request prior to or in conjunction with his/her Application for Student Teaching to the Director of Teacher Education explaining in detail the rationale for his/her request. Appropriate documentation supporting the request should also be attached.
If the student teaching placement request is approved, the Department will determine the best possible supervision model. Supervision may be fulfilled with Carroll College supervisors, with contracted supervision by another college/university, with another qualified individual, or with the use of technology. All costs for supervision that would exceed those incurred during a Helena placement will be borne by the teacher candidate. This may include the salary of the college supervisor and all expenses associated with travel, lodging and meals.
If the out-of-teaching placement request is not approved, the Education Department will place the teacher candidate in a local area school (Option 1 listed above).
Competency Requirement: All Education Options
In the event that a student in a student teaching or internship placement is not making growth toward competency, supervisory personnel of the Department of Education and the placement setting may decide to withdraw a student from student teaching or the internship program. If such a scenario occurs, every effort will be made to provide alternative routes to graduation.
Education Advisory Panel
In striving to provide quality education for Carroll College’s elementary and secondary preservice and in-service teachers, the Department of Education solicits input from people involved in the educational community. The Education Advisory Panel is a group of educational professionals from the Helena community and current Carroll students who gather annually to discuss and document ideas to support and improve the Carroll College Teacher Education Program. The Panel consists of members who represent diverse areas of interest and school settings.
Transportation
Transportation to and from field experiences, internships, and student teaching locations is the responsibility of each student enrolled in education courses.
TED WENDT, PH.D., MATHEMATICS, ENGINEERING, COMPUTER SCIENCE, AND PHYSICS DEPT. CHAIR RECEP BIRGUL, PH.D. SHAYE P. BODINE, PH.D. RONALD BREITMEYER, PH.D. MARY E. KEEFFE, PH.D.,DIRECTOR OF CIVIL ENGINEERING PROGRAM, ENGINEERING MATHEMATICS (3-2 PROGRAM) COORDINATOR ANTHONY M. SZPILKA, PH.D.
Mission and Goals
Consonant with the mission of the College, the engineering programs are “dedicated to providing for its students the means for their full realization of a dual goal of vocation and enlightenment.” Society requires competent professionals who can solve contemporary problems by using connections among disciplines, especially the humanities, engineering and technology, and the sciences. The engineering programs are designed to blend the unique characteristics of Catholic liberal arts education with preparation for productive and rewarding professional careers. Carroll offers a major in civil engineering and a 3-2 engineering program. Additionally, a mathematics degree with a cognate concentration in engineering is available through the mathematics program.
LOREN GRAHAM, M.F.A. SOUMITREE GUPTA, PH.D. RYAN HALLOWS, PH.D., DEPT. CHAIR JEFFREY B. MORRIS, PH.D. KEVIN STEWART, M.F.A. SAM WALKER, PH.D
Mission and Goals
The English program is designed to provide students with the special knowledge, skills, and pedagogy needed to enter graduate or professional schools or to gain employment in their field.
Students Learning Outcomes
Students completing this major will
demonstrate close critical reading by speaking about literature clearly and persuasively;
demonstrate close critical reading by writing essays that are engaging, clear, and supported by primary and secondary research;
be familiar with major texts and contexts of United States, British, and Global literatures;
be familiar with major theories in linguistics and literary criticism;
create literary works;
learn about another culture by speaking, reading, and writing in a language other than English;
apply skills of close reading, writing, literary analysis and research in a variety of real world experiences.
The major programs of study offer sound preparation for graduate study in literature, languages, or writing. In addition, it is possible for a student to design a program to prepare for studying law or for entering a career in journalism, public relations, public information, or communications. Seniors may choose to gain practical experience by completing a Career Internship in the local community.
PATRICIA HEISER, PH.D., DIRECTOR TRAVIS ALMQUIST. PH.D MANDY LIPINSKI, PH.D.
Mission and Goals
The Environmental Program at Carroll College is an integrated and collaborative effort designed to foster connection with the environment and responsible stewardship of the natural resources, ecosystems, and wild areas we depend on. Our goal is to prepare students to become sound environmental citizens who can understand the interdisciplinary connections and practical collaborations that will lead us to a more sustainable future.
The Environmental Science major emphasizes field-based and project oriented studies, fosters critical thinking and problem solving, practical field skills. Our progressive field based curriculum centers on the process of scientific investigation, experiential learning, reflection and communication. Course-based research experiences, spanning from freshman year to graduation, are designed to prepare students for independent thesis projects or internships, and ultimately graduate study or an environmental career. A high percentage of Environmental students participate in research, complete an independent thesis, present at a variety of regional and national student and professional settings, and/or work as interns at local, state, and federal agencies.
This major is an excellent option for students seeking a career path in scientific field work, environmental assessment, resource conservation, and for those intending to continue with graduate studies in environmental or natural sciences. It is especially designed for the curious, interested, or undecided student desiring a solid introduction to sciences, practical analytical skills, and broad range of field experience.
Student Learning Outcomes
Graduates will demonstrate an integrated understanding of basic environmental sciences and scientific practice.
A sound understanding of the basic principles of biology, chemistry and the earth sciences and the relationships between them
The critical thinking skills needed for solving problems in a changing world
An ability to evaluate and interpret scientific data and to analyze and synthesize information from different sources
A working knowledge of and practical experience in fundamental environmental field and laboratory techniques
The writing and speaking skills needed to communicate effectively across disciplines
Graduates will demonstrate an understanding of the human dimension of environmental stewardship.
An understanding of basic political processes, environmental policies, and regulations operating at local, national and global levels
An evolving knowledge of sustainable economic practices
An ability to integrate and communicate science and social science data with integrity and reason
EDWARD GLOWIENKA, PH.D. ERIC E. HALL, PH.D. ELVIRA RONCALLI, PH.D. WILLIAM MARK SMILLIE, PH.D., DEPT. CHAIR
Mission
Ethics and Values Studies aims to develop student normative understanding and abilities at ethical analysis. Students completing this course of studies will develop a deeper appreciation for ethical reasoning and greater facility in ethical decision making.
Student Learning Outcomes
Students Minoring in Ethics and Values Studies will:
Carry out sophisticated ethical analysis by identifying and explaining a comprehensive range of ethical features in actions and character.
Effectively communicate ethical reasoning and analysis in both oral and written formats.
Prioritize respect for the dignity of persons in their decision-making and choices.
KIMBERLY J. SHIRE, M.F.A., THEATRE, DEPT CHAIR MICHAEL GRAY, PH.D. JULIA HARRIS, MA.
Mission and Goals
Visual Arts
The fine arts play an important role in educating our students for a rich and full life. Expanding awareness, appreciation and understanding of all the arts and enriching lives through aesthetic and creative experiences are our goals. Art classes give students fundamental training in various media, an opportunity to participate and visually express themselves and enhanced appreciation for visual art. Classes provide quality instruction that challenges students and encourages success for those with little experience in art.
Student Learning Outcomes:
Students will learn fundamental skills in various art media.
Students will achieve improvement in those fundamental skills.
Students will create and visually express themselves through art assignments.
Students will gain an enhanced appreciation for art and art history
Music
Our goal is to give students a greater appreciation for music as an art form and a vehicle for self-expression. We offer quality instruction that provides challenge, but also takes into consideration the limited musical background of many of our students.
Student Learning Outcomes:
Students will broaden their range of interest in and understanding of music.
Students will achieve growth in musical skills and knowledge.
Students will have experiences in music that enhance creativity.
Students will gain exposure to a variety of aesthetics, approaches and concepts in music that will enhance appreciation of music as an art form.
Theatre
Our goal is to give students the requisite skills for a career in theatre, and to provide learning outcomes that go beyond technical skills or virtuosity in any field they choose. Theatre studies will give students the means to place their work in the context of history, culture and society in an imaginative and concrete way as professionals. As a collaborative art form, theatre always stresses the value of leadership, communication, and confidence for the mutual benefit of all in any setting.
Student Learning Outcomes:
These are the educational outcomes of Theatre studies at Carroll College
Students will display an understanding of the social and artistic movements that have shaped theatre and the performing arts in the world today and throughout time.
Students will exhibit the ability to analyze and interpret texts and performances both in written and verbal critiques.
Students will display their knowledge of theatre and literature from a variety of cultures and time periods, from ancient to modern.
Students will exhibit the skills necessary for success in the performing arts as well as life. This includes specifically: collaboration, interpersonal communication, performance techniques, and problem solving skills. They will develop and apply these skills and knowledge in the multiple settings of rehearsals, productions and classrooms. Students will also display effective and efficient knowledge of leadership and organizational practices in the performing arts.
Students will demonstrate proficiency in one or more theatre-specific skills: performing/acting, directing, design, stagecraft, arts management, or dramaturgy.
Carroll College’s French and Francophone Studies Program (FFSP) is designed to provide students with the special knowledge, skills, and pedagogy needed to enter the workforce or professional schools as globally mindful citizens within the context of French and Francophone civilization and culture.
Student Learning Outcomes
Upon completion of our program, majors will have acquired:
communicative competency in French at an Advanced Low level as defined by the proficiency criteria of the American Council on the Teaching of Foreign Languages.
excellence in critical analysis through the production of texts and presentations focused on the understanding, synthesis, and analysis of knowledge acquired from a range of resources in French.
excellence in written and oral communication in French through structured arguments using appropriate forms of analysis and evidence.
cultural competency in French and Francophone civilizations, including familiarity with attitudes, lifestyles, conceptions of society, social and political structures from historical, anthropological, and symbolic perspectives.
the ability to reflect upon and understand other cultures, and to apply this deepened intercultural and linguistic awareness to their own conceptions of language, culture, and citizenship.
the ability to synthesize learning from within and outside French and Francophone studies in order to develop a global view of the discipline and how the knowledge and skills it promotes can be applied to other disciplines, courses of study, and beyond Carroll.
The major program of study offers sound preparation for graduate study in literature, languages, or writing. More importantly, however, the French and Francophone Studies Program is committed to providing its students with the tools of critical analysis and inquiry necessary to enter the world as global citizens with exemplary levels of intercultural awareness and engagement.
JAMIE DOLAN, PH.D., CO-CHAIR JEANETTE M. FREGULIA, PH.D., CO-CHAIR CHARLOTTE JONES, PH.D. ERIC MEYER, PH.D. JOHN RIES, PH.D., S.T.D. ELVIRA RONCALLI, PH.D. and Affiliated Gender Studies Faculty
Overview
The Minor in Gender Studies is multidisciplinary and as such enriches the traditional liberal arts curriculum by adding new perspectives on gender and how it has affected and continues to affect the lives and accomplishments of individuals. The program incorporates gender into other basic categories of analysis including the dynamics of social change, the creation and transmission of culture and the arts, the legacy and cultural construction of our physical and intellectual characteristics, and the origins and nature of current theories and social issues. It encourages our students to connect information from a broad disciplinary background that provides them with the academic foundation necessary to understand and evaluate critical issues of gender facing contemporary society.
KELLY PARSLEY, M.A., M.P.H., DEPT. CHAIR GERALD SCHAFER, PH.D.
Mission
Carroll College’s Health Sciences and Public Health programs are based on the application of evidence-based, health-related knowledge, with a goal of developing future leaders in health promotion and disease prevention on the individual, local, national, and global levels. These degree programs are inherently interdisciplinary, with emphases that include the biological, quantitative, and social sciences. They introduce students to an integrated model of health improvement and maintenance so that graduates may competently address the complex public health challenges facing the world today.
The Health Sciences major is designed for students seeking careers in clinical health professions. The Public Health major is intended for students who want to improve health by informing and leading decision-making by policymakers, practitioners, and the public, in order to advance individual and population health. These students may pursue work in population health fields such as infection control, epidemiology, and environmental health, and also in community health and education. Both degree programs work to develop future leaders who rely on their knowledge of current research for improving health on both the individual and community levels.
Goals
To provide students with the specialized knowledge, skills, and global perspective they need to pursue their chosen health profession.
To offer students practical experience that will supplement their academic work and facilitate their entry into a chosen health career.
To foster evidence-based perspectives of local, national, and global health challenges and solutions.
Student Learning Outcomes
Learning outcomes for students in the Health Sciences Program are set by the National Consortium for Health Science Education:
Foundational Knowledge of Public Health and Health Sciences: Students will gain foundational knowledge for proficiency in basic epidemiologic principles, including diseases and disorders, surveillance techniques, statistical applications, and data presentation.
Communication Skills: Students will demonstrate effective oral and written communication skills both individually and in groups.
Healthcare Delivery Systems: Students will be able to identify how various healthcare systems affect the services they provide and quality of care delivered.
Employability Skills: Students will demonstrate key employability skills including development of resumes, personal statements, and interview skills.
Legal and Ethical Responsibilities: Students will understand ethical practices with respect to regulations, policies, laws and legislative rights of citizens.
Health Care Maintenance: Students will understand the fundamentals of wellness, healthy behaviors, and the prevention of disease.
RYAN HALLOWS, PH.D., DIRECTOR SERGIO RESTREPO-MESA, PH.D.
Mission and Goals
The mission of the Juan Diego Cuauhtlatoatzín Program in Hispanic Studies and Languages is to offer students opportunities to develop critical skills to prepare them for engaged global citizenship. St. Juan Diego demonstrated enduring humility and determination teaching by word and especially by example. And in that vein, our students can expect to develop:
an ability to speak knowledgeably and courageously as ambassadors of ethical leadership, community empowerment, and environmental stewardship in both Spanish and English
a strong understanding of diverse cultures in the Hispanic World through Western and non-Western lenses
critical thinking skills enabling them to be active global citizens who are aware of their impact
communication skills to proficiently and compassionately interact with Hispanic members of our communities in both oral and written forms
Student Learning Outcomes
The Juan Diego Cuauhtlatoatzín Program in Hispanic Studies and Languages is committed to providing students with the skills needed to communicate clearly in Spanish in both formal and informal settings. While learning and developing language skills, students are introduced to, and expected to think critically about, global issues, social awareness, current events and cultural production (literature, film, art, food, music and theater). Students are immersed in the language and culture and complete the program feeling confident in their ability to speak, read, and write in Spanish. They also gain a broad understanding of Latin American and Spanish history, culture, and contemporary social issues.
DANE J. CASH, PH.D. JEANETTE M. FREGULIA, PH.D., DEPT CHAIR RONALD LAMOTHE, PH.D.
Mission
The mission of the Department of History at Carroll College is twofold. First, it is our responsibility to provide all Carroll students with an appreciation for history so that they may have a clearer understanding of the society—locally as well as globally—within which they live. Our second responsibility is to provide students with the appropriate knowledge and skills so that they may pursue professional careers both inside and outside the field of history.
This twin mission of the department is a direct outgrowth of the Carroll College Mission statement, which declares that the school “is dedicated to providing its students the means for their full realization of a dual goal of vocation and enlightenment.” Within the Department of History, faculty development is viewed as an extension of both the college’s mission and the department’s mission.
Goals and Objectives
In its effort to provide Carroll students with an appreciation for history, and thus the society within which they live, the History Department offers a broad range of courses in Ancient, Early and Modern European, American, East Asian, Middle Eastern, and African history. The department purposely avoids offering narrowly focused courses that may be of benefit to a very select number of students. We firmly believe that more broadly based courses are of greater value to majors and non-majors alike, especially when those students are all undergraduates.
Those broadly based courses also provide the foundation for students who wish to pursue professional careers in history and history-related fields. An examination of the course offerings in the department shows that we teach a significant number of upper-division courses that enable our students to obtain an increasingly sophisticated knowledge of history.
JEREMY JOHNSON, PH.D., DEPT. CHAIR ALEX STREET, PH.D.
Mission and Goals
International Relations is an interdisciplinary major designed to provide students with the training to pursue careers in international business, government, foreign service, international law, teaching, and other related fields.
The primary goals and objectives of the program are to train generalists who have a sound foundation in technical skills (economics and foreign languages) as well as in the theory and history of International Relations. Moreover, as an interdisciplinary program, International Relations is particularly suited to impart on our graduates the interrelationships among branches of knowledge.
Student Learning Outcomes
Specifically, the program will produce graduates who:
Possess a general knowledge and understanding of this interdisciplinary field.
Think analytically, critically, and are able to utilize research methodologies appropriate to the field, as demonstrated in the Senior Seminar.
Communicate effectively and collaborate well with others.
Are prepared for successful graduate study and professional careers.
The Leadership Studies Minor is committed to cultivating intellectually grounded, ethically responsible, and practically capable leaders. The program aims to enhance students’ critical thinking, problem-solving, and decision-making abilities while fostering the interpersonal and organizational skills essential for effective leadership. Rooted in interdisciplinary learning, the minor emphasizes the ability to influence others by providing purpose, direction, and motivation—preparing students to lead teams, manage complex challenges, and contribute meaningfully to the improvement of organizations and society.
Student Learning Outcomes:
Critical Thinking & Problem Solving Students will demonstrate the ability to critically analyze complex problems, evaluate multiple courses of action, and develop reasoned solutions in both individual and group settings.
Ethical Leadership & Decision-Making Students will apply ethical frameworks to real-world leadership challenges and make informed, principled decisions that reflect a commitment to integrity and accountability.
Effective Communication & Influence Students will exhibit the ability to communicate clearly and persuasively across a variety of platforms and audiences, with an emphasis on motivating and influencing others toward shared goals.
Teamwork & Organizational Leadership Students will effectively contribute to and lead diverse teams, demonstrating an understanding of group dynamics, conflict resolution, and organizational behavior.
Purpose-Driven Leadership Practice Students will articulate and apply leadership theories and practices that emphasize purpose, direction, and motivation in order to inspire others and improve organizational outcomes.
Basic Soldier Skills Students will learn Basic Soldiering skills such as how to operate in a tactical environment as part of a team, Land Navigation, Basic Marksmanship Skills, Tactical Combat Casualty Care, Fieldcraft, Communication with Military Equipment, etc.
KELLY CLINE, PH.D. JODI FASTEEN, PH.D. MARY E. KEEFFE, PH.D. CASEY PINCKNEY, PH.D. MICHAEL TRUDNOWSKI TED WENDT, PH.D., MATHEMATICS, ENGINEERING, COMPUTER SCIENCE, AND PHYSICS, DEPT. CHAIR
Mission and Goals
Consonant with the mission of the College, this program is “dedicated to providing for its students the means for their full realization of a dual goal of vocation and enlightenment.” Society requires competent professionals who can solve contemporary problems by using connections among disciplines, especially the humanities, engineering and technology, and the sciences. The programs within this department are designed to blend the unique characteristics of Catholic liberal arts education with preparation for productive and rewarding professional careers.
Student Learning Outcomes
Our students will be able to use mathematics to model and solve real-world problems.
Our students will be able to demonstrate the ability to: create and use functions to model applied problems, apply calculus in a wide variety of contexts, create mathematical models using difference and differential equations, formulate and solve linear systems, develop and analyze probabilistic models in applied settings, use the methods of statistics to analyze data from real contexts, use the tools of discrete mathematics, and create and analyze mathematical proofs.
Our students will be able to communicate their mathematical work in a clear and effective manner.
Our students will be able to demonstrate the ability to solve mathematical and statistical problems using appropriate technology.
Housed in the Department of Biological and Environmental Sciences
Faculty
NIKKI HONZEL, PH.D. STEPHANIE OTTO-HITT, PH.D.
Mission and Goals
Neuroscience is becoming an ever-more popular field of study, bridging biology and psychology. Students continuing to graduate school, occupational therapy school, and medical school are more likely to be asked to take classes with a Neuroscience focus prior to applying. Neuroscience is an up-and-coming field that hopes to extend our understanding of human behavior, disease, and mental health. In this way, neuroscience expands on our student’s intellect, imagination, and social awareness. Not only does neuroscience provide support for students continuing to professional and pre-professional programs but it also encourages students to question and think about how biology can influence human thought and behavior. Neuroscience holds promise as the key to understanding drug therapy, mental illness, and basic human function.
The nursing program at Carroll College offers a Bachelor of Science degree with a major in nursing, preparing students to practice as professional nurses and/or for graduate studies in nursing. Upon graduation, students are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Successful passage of the NCLEX-RN exam is required for practice as a Registered Nurse. The Montana Board of Nursing makes all final decisions on eligibility and issuance of RN licenses in Montana. The baccalaureate degree in nursing at Carroll College is accredited by the Commission on Collegiate Nursing Education (http://www.ccneaccreditation.org). The program is also approved by the Montana State Board of Nursing.
A baccalaureate degree in nursing represents a comprehensive, holistic approach to the delivery of healthcare for individuals, families, and local and global communities. Baccalaureate nurses utilize evidence-based practice models as they assess and plan care for the physical, emotional, social, and spiritual needs of their clients. Proficient in nursing skills, leadership skills, and health systems assessment, the Carroll nursing graduate is well-prepared to function as a generalist practitioner.
The current curriculum plans for the Carroll College Department of Nursing are available on the Carroll College website.
Mission
Inspired by the mission of our College, we are dedicated to preparing professional nurse generalists who promote excellence in holistic care. As community leaders, our graduates are critical thinkers, change agents, compassionate and skilled caregivers, as well as lifelong learners. Our graduates serve Montana, our region, and the world.
Goals
The Department of Nursing prepares its graduates to enter into the practice of professional nursing with a framework of knowledge integrated from the sciences, arts, and humanities. Emphasis is placed on the delivery of holistic nursing care which recognizes the dignity and uniqueness of every person. Completion of the major provides the foundation for life-long learning and graduate study in nursing.
The Faculty of the Department of Nursing seeks distinction in teaching, nursing scholarship, clinical expertise, and planning, directing, implementing and evaluating the curriculum.
Student Learning Outcomes
A graduate of the Department of Nursing will pass the NCLEX-RN licensure examination and enter into the profession of nursing with the following abilities:
Integrate interdisciplinary knowledge from the sciences, arts, and humanities into evidence-based nursing practice.
Evaluate organizational structures and systems leadership to enhance patient safety and quality healthcare outcomes.
Integrate nursing theory, research findings, and evidence-based practice to optimize health and well-being.
Implement patient care technologies and information management systems effectively to support clinical decision-making and optimize patient outcomes across diverse healthcare environments.
Advocate for evidence-based interventions to address social determinants of health within diverse populations in varied healthcare, social, political, financial, policy, and/or regulatory settings.
Demonstrate excellence in communication, including interprofessional communication and collaboration for improving patient health outcomes.
Implement evidence-based health promotion and disease prevention strategies tailored to diverse individuals, families, communities, and populations across varied healthcare settings.
Demonstrate personal accountability and commitment to professionalism and professional values through reflective practice and ongoing professional development.
Uphold nursing practice consistent with standards outlined by the Montana Nurse Practice Act and the ANA Code of Ethics.
Demonstrate comprehensive, Baccalaureate holistic generalist nursing care across diverse patient populations throughout the lifespan, ensuring inclusive and equitable practices.
Nursing Program Admission And Progression
Options for Admission to the Nursing Major
Students seeking admission to Carroll’s Nursing major have four options for entry, depending on their status: 1) Direct Entry, 2) Pre-Nursing Admission, 3) Transfer Admission, and 4) Accelerated Nursing track for post-baccalaureate students.
* Please note that meeting the minimum requirements for application eligibility does not guarantee admission to the nursing major, to include the Accelerated Nursing track.
The Carroll College Department of Nursing has a primary responsibility to the education of future professional nurses—a responsibility seriously recognized by the Admissions Committee, charged with selection of those candidates who best demonstrate the academic achievement, emotional maturity, integrity, and motivation necessary for consideration for admission.
The Department of Nursing reserves the right to accept for admission into the major the number of students for whom a quality educational program can be provided and in order to fulfill the accreditation guidelines mandated by the Commission on Collegiate Nursing Education. The Department will use a Priority Ranking System based on the following criteria to select students for admission. Criteria will be applied after spring grades become available for pre-nursing and transfer applications. For the Accelerated Nursing track, criteria will be applied based on application materials submitted through NursingCAS in addition to supplemental documentation that may be requested by the Admissions Committee.
Successful completion of the items listed in the application eligibility criteria for each specific entry path.
Overall college career Grade Point Average (this includes all attempted credits at an accredited college or university).
Selected GPA from the following courses: BI-201, BI-202, CH-111, CH-112, Oral Communication course, CORE-110 or ENWR-102, PSY-105, PSY-203. A course from another institution must be accepted at Carroll as an equivalent course to be calculated in this selected GPA.
Completion of Core or nursing prerequisites without need for repeating courses (no D’s or F’s) or withdrawals.
Current enrollment and the number of credits completed at Carroll College. Students who have completed 24 or more Carroll credits by the end of the spring semester will be ranked higher on this criteria than students who have completed fewer than 24 Carroll credits.
No academic integrity violations on file in the Registrar’s Office at Carroll College.
A standardized exam to measure aptitude for nursing success, to be paid by the student, may also be required.
Additional documentation, letters of recommendation, and/or interviews may be required.
Direct Entry into the Traditional Track
When applying to Carroll College, a student will be considered for Direct Entry to Carroll's nursing major if the student submits a completed application, indicating NURSING as the first major of interest, and if the student meets the eligibility criteria outlined below. Direct Entry to the nursing major requires no additional application process once the student is admitted to Carroll. To receive priority consideration, students must submit a completed application by the November 1 deadline. As a Direct Entry nursing student, students will enroll in the pre-licensure BSN nursing curriculum beginning their first semester. Direct entry students must meet all the progression criteria to progress and maintain their placement in the nursing major. (See criteria for Progression in the Nursing Major)
Students who wish to be considered for Direct Entry into the nursing major must meet the following criteria:
Minimum 3.30 GPA
Completion of, or current enrollment in, two years of science (Biology and Chemistry recommended)
Completion of, or current enrollment in, mathematics through Intermediate Algebra (Algebra II)
Submission and completion of application (receipt of all supporting credentials) by November 1, listing NURSING as the first major of interest will be given priority consideration.
*Please note that not all candidates meeting the minimum eligibility criteria will be selected for the Direct Entry Option.
Students accepting Carroll's offer of admission are required to demonstrate their intent to enroll by submitting the Enrollment Reservation form and returning it with the $200 enrollment reservation fee to the Office of Admission by May 1st. Please note that failure to submit the required enrollment reservation fee by May 1st will result in the forfeiture of an offer for Direct Entry.
Pre-Nursing Admission into the Traditional Track
Students admitted into the Pre-Nursing licensure curriculum will have the opportunity to apply to the nursing major during their first year at Carroll. Pre-Nursing students must be formally accepted to the nursing major in order to register for nursing courses. Applications for Admission to the nursing major are accepted in the spring semester each year for admission into the major the following fall semester. All students who currently have listed Pre-Nursing as their major will receive notification regarding the admission process via Carroll College email. Final decisions regarding admission to the nursing major will be made after grades from the spring semester are available. Spring grades are posted by the Friday after graduation and students will have until the following Friday to notify the nursing department and/or Registrar of any grade changes. Please note that if there are more applications than spaces available, a Priority Ranking System will be used.
Pre-Nursing students seeking admission into the nursing major must meet the following criteria for application eligibility:
Be admitted to Carroll College as a degree-seeking student.
BI-201, BI-202, CH-111, CH-112, and BI-214 (or the equivalent of these courses) must have been completed within 5 years of admission to the nursing program at Carroll College. Any of these courses, taken prior to the five-year limit, may be analyzed by the nursing department for possible use depending on individual circumstances.
Have an overall college career Grade Point Average of 3.0 or higher on a 4-point scale. (This includes all attempted credits at an accredited college or university.)
Repeat or withdraw from no more than two (2) courses considered prerequisite to nursing or nursing courses taken either at Carroll or other institutions.
Complete all required coursework, to include independent study or “incompletes”, by established deadlines.
Students with an academic integrity violation on file at Carroll College will be evaluated individually to determine whether they are eligible to apply and/or will be admitted to the nursing major.
Provide documentation noting completion of and compliance with the expectations and requirements of the nursing program clinical affiliates to include, but not limited to, official documentation for specific immunizations, a criminal background check, a 10-panel urine drug screen, maintenance of current health insurance, and American Heart Association Basic Life Support for Healthcare Providers certification. Costs to complete these clinical readiness requirements are to be paid by the student.
Instructions for completing these requirements will be provided by the Department of Nursing after acceptance to the nursing major. Students with background checks that reveal a record and/or urine drug screen that reveal a positive result will be evaluated individually to determine whether they will be eligible to progress in the nursing major. Inability to comply with the outlined clinical readiness requirements may interfere with a student's ability to participate in the nursing program clinical requirements, making the student ineligible to progress in the major. Alcohol and drug violations may interfere with Montana Board of Nursing approval to sit for the NCLEX-RN exam.
Transfer Admission into the Traditional Track
Carroll College may accept a select number of Running start, Dual-enrollment, and/or external transfer students directly into the nursing program. Accepted students will enroll in classes beginning in the fall semester following their acceptance into the college and nursing major, completing a bachelor’s degree in 3 years.
Transfer students seeking admission into the nursing major must meet the following criteria for application eligibility:
Be admitted to Carroll College as a degree-seeking student.
Complete, or be enrolled in, the following courses with a “C-” or better at the time of application: the equivalent of Carroll College BI-201, BI-202 (Anatomy and Physiology I + II with labs), PSY-105 (General Psychology), PSY-203(Developmental Psychology), CH-111 (Essentials of Chemistry with lab), CH-112 (Organic and Biochemistry), ENWR-102 (English Writing), and CO-101 (Basic Communication).
BI-201, BI-202, CH-111, CH-112, and BI-214 (or the equivalent of these courses) must have been completed within 5 years of admission to the nursing program at Carroll College. Any of these courses, taken prior to the five-year limit, may be analyzed by the nursing department for possible use depending on individual circumstances.
Have an overall college career Grade Point Average of 3.5 or higher on a 4-point scale. (This includes all attempted credits at an accredited college or university.)
Repeat or withdraw from no more than two (2) courses considered prerequisite to nursing or nursing courses taken either at Carroll or other institutions.
Additional requirements specifically for transfer students:
One semester of full-time college-level coursework within the last 3 years
At least 25 College credits must be completed by June 1
For students applying to Carroll College as a running start or dual enrollment applicant, the student is required to comply with the policies and expectations of all first-time, first-year students.
Accelerated Nursing Track
The 15-month accelerated nursing track is designed for those who have earned an associate (AA/AS), baccalaureate, or higher degree in a non-nursing field. Students in this track build on their previous degree(s) to achieve a Bachelor of Science in Nursing (BSN) degree, enabling them to become a Registered Nurse. Applicants to the accelerated nursing track must have earned an associate (AA/AS) or baccalaureate degree from an accredited college or university prior to their enrollment in the program. Applicants with an Associate of Applied Science or Applied Arts (AAS/AAA) do not qualify.
Additionally, students who earned an AA or AS degree while in high school and matriculate to Carroll as first-year students are not eligible to apply to the Accelerated Nursing Track.
Students seeking admission into the Accelerated Nursing track must meet the following criteria for application eligibility:
Complete, or be enrolled in, the following prerequisites (or their equivalent) with a “C -” or better at the time of program enrollment. This coursework needs to be completed prior to program start, with official transcripts on file with the Registrar's office.
Anatomy & Physiology I and II with labs
Essentials of Chemistry with lab
Organic & Biochemistry
Microbiology with lab
Intro to Sociology
Statistics
General Psychology
Developmental Psychology
Written Communication
Oral Communication
May be completed prior to application or taken concurrently with the accelerated nursing classes.
One theology class
One philosophy class
Note: For the theology or philosophy classes, one must be an ethical reasoning course
Other requirements:
Hold an associate (AA or AS) and/or baccalaureate degree from an accredited college or university.
Have an overall college career Grade Point Average (GPA) of 3.0 or higher on a 4-point scale (This includes all attempted credits at an accredited college or university).
Students with an academic integrity violation on file at Carroll College will be evaluated individually to determine whether they are eligible to apply and/or will be admitted to the nursing major.
The Department will use the Priority Ranking System outlined above to select students for admission. Criteria will be applied based on application materials submitted through NursingCAS in addition to supplemental documentation that may be requested by the Admissions Committee.
Provide documentation noting completion of and compliance with the expectations and requirements of the nursing program clinical affiliates to include, but not limited to, official documentation for specific immunizations, a criminal background check, a 10-panel urine drug screen, maintenance of current health insurance, and American Heart Association Basic Life Support for Healthcare Providers certification. Instructions for completing these requirements will be provided by the Department of Nursing after acceptance to the nursing major. Students with background checks that reveal a record and/or urine drug screen that reveal a positive result will be evaluated individually to determine whether they will be eligible to progress in the nursing major. Inability to comply with the outlined clinical readiness requirements may interfere with a student's ability to participate in the nursing program clinical requirements, making the student ineligible to progress in the major. Alcohol and drug violations may interfere with Montana Board of Nursing approval to sit for the NCLEX-RN exam.
Progression in the Nursing Major
To progress in the nursing major, to include the Accelerated Nursing track, the student must:
Have a grade of “C-” or better in all required nursing classes and the following co-requisites: BI-214, MA-207, PHIL-205or PHIL-208 (or other Ethical Reasoning course), SO-101. All nursing courses must be taken at Carroll College unless the nursing department grants an exception. Direct Entry nursing students must also have a “C-“ or better in all nursing prerequisites (BI-201, BI-202, CH-111, CH-112, CORE-110 or ENWR-102, Oral Communication course - e.g. CO -101/FR-101/SP-101), PSY-105, and PSY-203 to maintain their placement in the nursing major.
Maintain a minimum cumulative Carroll GPA of 2.75 at the end of each semester after admission into the nursing major.
Pass/Fail grades may be acceptable for courses not co-requisite to nursing courses as long as the student is within the parameters of the guidelines of the Academic Policies as stated in the Carroll College Catalog currently in effect.
In the event of a college academic integrity violation, the student’s ability to progress in the nursing major will be determined on an individual basis.
Provide documentation noting completion of and compliance with the expectations and requirements of the nursing program clinical affiliates to include, but not limited to, official documentation for specific immunizations, a criminal background check, a 10-panel urine drug screen, maintenance of current health insurance, and American Heart Association Basic Life Support for Healthcare Providers certification. Costs to complete these clinical readiness requirements are to be paid by the student. Instructions for completing these requirements will be provided by the Department of Nursing prior to 200-level nursing courses. Students with background checks that reveal a record and/or urine drug screen that reveal a positive result will be evaluated individually to determine whether they will be eligible to progress in the nursing major. Inability to comply with the outlined clinical readiness requirements may interfere with a student's ability to participate in the nursing program clinical requirements, making the student ineligible to progress in the major. Alcohol and drug violations may interfere with Montana Board of Nursing approval to sit for the NCLEX-RN exam.
Students who receive any legal action that would appear on a criminal background check, such as a misdemeanor or felony charge or conviction, must immediately inform the chair of the Nursing Department, and will be evaluated individually to determine whether they will be allowed to progress in the nursing major.
Students must demonstrate the academic achievement, emotional maturity, integrity, and motivation necessary for progression in the nursing major.
If the student does not meet the above progression criteria, they may not continue in the nursing major. If a student does not pass required nursing course(s), they must demonstrate competency in the failed course(s) with a grade of "C-" or better prior to taking any other nursing courses.
The policy related to Student Withdrawal and Re-application/Re-entry to the Nursing Major is found in the Department of Nursing Student Handbook.
The Carroll College Department of Nursing reserves the right to make changes to these admission and progression criteria.
Nursing Major Activities
Access to Clinical Experiences
Clinical experience begins in the 200-level nursing courses and occurs in diverse community settings, varying from Helena’s hospitals to public health, assisted-living, long-term care, home visits, and psychiatric and school settings. Although nursing clinical is primarily in Helena, out of town clinical experiences are required periodically throughout the curriculum, necessitating personal transportation at the students' expense. On-campus clinical experiences are also provided in the on-campus nursing simulation center.
Nursing students are expected to purchase Carroll College nursing scrubs, nametags, hand-held mobile devices, and other items needed for clinical/ lab experience. As part of the program onboarding process and prior to beginning 200-level courses, nursing students must demonstrate specific clinical readiness requirements required by our third-party clinical affiliates. These requirements must be kept current throughout the program duration and include, but may not be limited to, up-to-date immunization records, a criminal background check, a 10-panel urine drug screen, maintenance of current health insurance, and American Heart Association Basic Life Support for Healthcare Providers certification.
Professional nursing is regulated in Montana by the Board of Nursing to protect the health, safety, and welfare of the public. As part of their educational program, student nurses are entrusted with the responsibility of providing certain kinds of nursing care to clients/patients. It is the responsibility of the faculty to determine that the student nurse has demonstrated reasonable competence to render nursing interventions without risk to the client/patient. If the faculty member’s evaluation of the student nurse’s behavior or health status indicate that he or she is likely to provide unsafe nursing care as outlined in the course expectations, the Statutes and Rules of Nursing, and the ANA Code of Ethics, the faculty has the legal responsibility to deny the student nurse access to clinical learning experiences, which may inhibit progression in the nursing major. Professional liability insurance coverage is required for students engaged in clinical experiences and is included in registration fees.
Carroll College Student Nurses' Association (CCSNA)
The Carroll College Student Nurses’ Association is the college chapter for the state and national Student Nurses’ Association. CCSNA brings students together to help further the growth of nursing, providing opportunities for education, experience, service, and fellowship.
Sigma Theta Tau International (STTI, Sigma)
Sigma is the International Honor Society of Nursing. Sigma is an international community of nurses, dedicated to the advancement of knowledge, teaching, learning, and service through the cultivation of communities of practice, education, and research. The Zeta Upsilon Chapter of Sigma was formed through the joint efforts of the nursing faculty at Carroll College and Montana State University School of Nursing to encourage and recognize superior scholarship and/or leadership achievement in nursing at either the undergraduate or graduate level in the state of Montana. Most recently, Montana Technological University School of Nursing joined this at-large chapter in 2024.
The high percentage of nursing students who are invited to join Sigma is indicative of the strong academic success and leadership we have seen in the Carroll nursing students. Students in the traditional and accelerated nursing tracks are considered for eligibility once they have completed at least 50% of the nursing curriculum. Induction ceremonies are held twice a year on a rotating basis on the Carroll College, Montana State University and Montana Technological University campuses. At this induction ceremony, students learn about the privileges and responsibilities that come with membership in this international nursing society and receive an honors cord as a symbol of their achievement and membership.
EDWARD GLOWIENKA, PH.D. ERIC E. HALL, PH.D. ELVIRA RONCALLI, PH.D. WILLIAM MARK SMILLIE, PH.D., DEPT. CHAIR
Mission
The philosophy program develops student understanding of enduring philosophical issues, encourages student capacities for clear thought and critical reflection, and instills in students the love of wisdom. In the study of philosophy, and especially when considering the most fundamental and important questions of human existence, Carroll students become explicitly engaged in the discussion of ultimate truth and ultimate good, described in the Carroll College Mission Statement. Philosophy majors and minors study and evaluate major philosophical issues that have perennially occupied philosophers throughout its history, and will be introduced to the ideas of its major thinkers. Our program will prepare students for future graduate study in philosophy as well as many other disciplines, and students taking our course of studies acquire a deeper understanding of the complexity of the contemporary world and critically engage its challenges. Finally, the philosophy department and faculty provide sound and engaging courses to meet the needs of Carroll’s liberal arts core.
Student Learning Outcomes
Students majoring in philosophy will:
Gain acquaintance with philosophical problems and major philosophical figures
Present normative evaluations using ethical reasoning
MAJOR IN SUSPENSION - effective May 13, 2022, additional students may not declare a Physics major while it is in suspension; the Physics minor is still active and available.
Faculty
KELLY CLINE, PH.D. MARY E. KEEFFE, PH.D. ANTHONY M. SZPILKA, PH.D. NATHAN WILLIAMS, B.S.
Mission and Goals
The physics major program is intended to help students develop into successful and creative thinkers, who are able to analyze a wide variety of problems, apply appropriate models to them, and derive quantitative predictions from those models. These problem-solving skills are developed in the context of a curriculum which provides a solid grounding in the fundamental concepts of physics and mathematics, while still allowing students the freedom to explore diverse interests in other areas of the liberal arts. Innovative and engaging entry-level courses for freshmen, together with a close linkage to Carroll’s strong program in applied mathematics, are distinctive features of the physics major program.
Student Learning Outcomes
Students completing this program should be well-prepared for either employment or graduate study in physics or related technical areas. In particular, they should be able to:
evaluate and interpret data and analyze information from a variety of sources;
know or quickly learn how to operate various types of laboratory equipment, including computer-controlled data acquisition;
develop and analyze mathematical models for physical phenomena;
apply appropriate approximations that render mathematical problems amenable to analytical solutions or accurate computer simulations;
communicate effectively, whether orally or in writing, with both technical and non-technical audiences.
JEREMY JOHNSON, PH.D., DEPT. CHAIR ALEX STREET, PH.D.
Mission and Goals
Whether your goal is a career in law, politics, Foreign Service, teaching or journalism, Carroll’s Department of Political Science will provide the training necessary to prepare you for your future. With excellent professors, courses that require students to develop their skills in writing, critical thinking, and communication, and abundant opportunities to gain practical experience through Carroll’s legal and political internship programs, Carroll political science graduates are uniquely prepared for the demands of the professional world and the rigors of graduate studies or law school.
With an impressive 13-to-1 student-to-faculty ratio and modest class sizes, Carroll students enjoy the opportunity to establish close relationships with their instructors and receive individualized attention from professors, who maintain a keen interest in their students’ achievements. Carroll professors are committed to providing rigorous academic challenges in an atmosphere that values ethics and moral principles. You will emerge from Carroll prepared to lead and succeed in both your work and personal endeavors.
Student Learning Outcomes
Graduates of the Political Science program will:
Gain broad and deep knowledge of political science;
Gain effective communication skills and learn to collaborate effectively;
Gain analytical and critical thinking skills in preparation for professional careers; and
Demonstrate this knowledge and these skills by writing and presenting original research.
Pre-professional pathways are available to Carroll undergraduate students pursuing a bachelor’s degree in any major area. Only one pre-professional pathway may be declared at a time (but may be changed), and the pathway will be attached to the student's program of study as a specialization.
The requirements for each pre-professional pathway are comprised of the most commonly required prerequisite courses for related graduate and professional programs. Pre-professional pathway courses can be drawn from any other requirements in a student’s program, including but not limited to all major, minor, and Core requirements. It is important for students to understand that the prescribed set of courses in a pathway may not fully meet the admission requirements for a particular graduate or professional program. Furthermore, to achieve their pre-professional goals students may also benefit from study beyond the pathway courses, particularly within the liberal arts disciplines. If substitutions or waivers in the pre-professional pathway are required, they will be recommended by the pre-professional advisor and then evaluated and approved by the Office of Academic Affairs.
Professional certificate programs must be consonant with Carroll’s mission as a Catholic, liberal arts college, dedicated to the dual goal of vocation and enlightenment.
Professional certificate programs are designed for individuals who wish to gain a specific set of skills and knowledge in a specialized area to enhance employment opportunities, including:
individuals who have already completed an undergraduate degree individuals who wish to further their education but do not wish to commit to a four-year degree regular degree-program students who choose to earn a special credential as they complete their major or minor requirements for at Carroll. Coursework completed for the certificate may be applied to degree requirements if the student enrolls in a degree program at a later date. Credits or CEUs completed at another college or university will be considered on a case-by-case basis.
To earn the certificate, students will pass all required courses with a grade of "C-" or above.
While flexible course formats (e.g. weekend, evening, or summer sessions) may be offered, credit hours are calculated on a basis equivalent to other courses at Carroll (15 hours of class are equal to one academic credit). Some professional certificates may offer continuing education units (CEUs) as an alternative to credit hours. Using U.S. Department of Education standards, one CEU is equivalent to 10 contact hours. For students who wish to use CEUs to acquire college credit, 15 CEUs are equivalent to one college credit.
Tuition for non-degree students only is offered at a rate set for a specific certificate program; this tuition price applies only to courses required for the certificate program. Other financing options for non-degree students (post-baccalaureate tuition and employer match options) apply only for those paying regular tuition.
Certificate programs are located within an appropriate department with oversight from the Vice President for Academic Affairs who will delegate directorship as appropriate. Faculty advisors will be available for students in certificate programs.
Certificate programs and courses are approved by the college’s Curriculum Committee and Faculty Assembly.
Personnel, information resources, and facilities needed to support learning in certificate programs are provided and maintained by the college.
The Psychology Department is committed to exposing students to the basic and applied science of human behavior and mental processes. Through this exposure, students will develop and appreciation for the complexity of the discipline, an awareness of the role of psychology in everyday life experiences, and a passion to pursue one or more specific areas of psychological inquiry. Upon completion of the psychology major, students will be prepared for entry into professional degree programs, employment in applied professional programs that offer human services, and/or entry into a wide range of activities that may require a thorough understanding of human thinking and behavior. More generally, the department strives to engage each student in a life-long effort to expand their intellectual capacities and become increasingly aware of their social responsibilities.
Student Learning Outcomes
Students who successfully complete the degree in psychology are expected to have:
An understanding of the major concepts, theories, principles, historical trends, methods, and applications that define the discipline of psychology.
The critical and analytical thinking skills needed to solve problems that are germane to the human condition.
Research skills that include formulating hypotheses, selecting appropriate research designs for the questions asked, using and interpreting data analyses for descriptive and inferential research.
Communication skills using APA writing style and oral communication in group settings.
A passion for improving the human condition using an integrated biological, psychological and social perspective.
KELLY PARSLEY, M.A., M.P.H., DEPT. CHAIR GERALD SCHAFER, PH.D.
Mission
Carroll College’s Health Sciences and Public Health programs are based on the application of evidence-based, health-related knowledge, with a goal of developing future leaders in health promotion and disease prevention on the individual, local, national, and global levels. These degree programs are inherently interdisciplinary, with emphases that include the biological, quantitative, and social sciences. They introduce students to an integrated model of health improvement and maintenance so that graduates may competently address the complex public health challenges facing the world today.
The Health Sciences major is designed for students seeking careers in clinical health professions. The Public Health major is intended for students who want to improve health by informing and leading decision-making by policymakers, practitioners, and the public, in order to advance individual and population health. These students may pursue work in population health fields such as infection control, epidemiology, and environmental health, and also in community health and education. Both degree programs work to develop future leaders who rely on their knowledge of current research for improving health on both the individual and community levels.
Goals
To provide students with the specialized knowledge, skills, and global perspective they need to pursue their chosen health profession.
To offer students practical experience that will supplement their academic work and facilitate their entry into a chosen health career.
To foster evidence-based perspectives of local, national, and global health challenges and solutions.
Student Learning Outcomes
Learning outcomes for students in the Public Health Program are set by the National Consortium for Health Science Education:
Foundational Knowledge of Public Health and Health Sciences: Students will gain foundational knowledge for proficiency in basic epidemiologic principles, including diseases and disorders, surveillance techniques, statistical applications, and data presentation.
Communication Skills: Students will demonstrate effective oral and written communication skills both individually and in groups.
Healthcare Delivery Systems: Students will be able to identify how various healthcare systems affect the services they provide and quality of care delivered.
Employability Skills: Students will demonstrate key employability skills including development of resumes, personal statements, and interview skills.
Legal and Ethical Responsibilities: Students will understand ethical practices with respect to regulations, policies, laws and legislative rights of citizens.
Health Care Maintenance: Students will understand the fundamentals of wellness, healthy behaviors, and the prevention of disease.
Admission To Public Health And Health Sciences Internship Program
All Public Health and Health Sciences majors must apply for admission to the internship program. Applicants must have a minimum of 2.5 GPA or better in all requirements for the major. Planning for internships must occur during the semester prior to participation in an internship. Failure to do so may jeopardize the student’s opportunity to participate in an internship during the fall, spring or summer semesters of the following school year. For more information, see the program’s web page.
demonstrate knowledge of major theoretical, conceptual, historical, and evidence-based foundations of literacy and language, the ways in which they interrelate, their correlation to the Montana Content Standards, and the role of the reading/literacy specialist in schools. Successful candidates demonstrate knowledge of the following:
components of reading development, including, but not limited to, concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary, and comprehension throughout the grades and their relationship with other aspects of literacy;
aspects of writing development and writing processes, including, but not limited to, revising and audience, and writing foundational skills, including, but not limited to, spelling sentence construction and word processing and their relationship with other aspects of literacy;
components of language, including, but not limited to, language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, and visually representing and their relationship with other aspects of literacy; and
knowledge and awareness of the distinct and unique cultural heritage of American Indians and tribes in Montana;
create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society by:
recognizing, understanding, and valuing the forms of diversity that exist in society and their importance in learning to read and write;
using a literacy curriculum and engaging in instructional practices that positively impact studentsꞌ knowledge, beliefs, and engagement with the features of diversity; and
developing and implementing strategies to advocate for equality of educational opportunity and to develop the full educational potential of each student;
use foundational knowledge to design literacy curricula to meet the unique needs of learners by:
designing, selecting, critiquing, adapting, and evaluating evidence-based literacy curricula that meet the needs of all learners;
designing, selecting, adapting, teaching, and evaluating evidence-based instructional approaches, using both informational and narrative texts to meet the literacy needs of whole class and groups of students in the academic disciplines and other subject areas, and when learning to read, write, listen, speak, view, or visually represent;
selecting, adapting, teaching, and evaluating evidence-based, supplemental, and intervention approaches and programs while using instruction that is explicit, intense, and provides adequate scaffolding to meet the literacy needs of individual and small groups of students, especially those who experience difficulty with reading and writing; and
demonstrating the ability to collaborate with school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum;
understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; and advocate for appropriate literacy practices to relevant stakeholders by:
understanding the purposes, attributes, formats, strengths/limitations (including, but not limited to, validity, reliability, inherent language and culture, and dialect), and influences of various types of tools in a comprehensive literacy and language assessment system and applying that knowledge when using assessment tools;
collaborating with colleagues to administer, interpret, and use for decision making student assessment, instruction, intervention, and evaluation for individuals and groups of students;
participating in and leading professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for instructional decision making in classrooms and schools; and
using both written and oral communication to explain assessment results and advocate for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/guardians;
meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; and foster a positive climate that supports a literacy-rich learning environment by:
consulting with families and colleagues to meet the developmental needs of all learners;
collaborating with school personnel and providing opportunities for student choice and engagement with a variety of print and digital materials to engage and motivate all learners;
integrating digital technologies into their literacy instruction in appropriate, safe, and effective ways and assisting colleagues in these efforts; and
facilitating efforts to foster a positive climate that supports the physical and social dimensions of a literacy-rich learning environment, including knowledge of routines, grouping structures, student voice, and social interactions;
demonstrate ability to be reflective literacy professionals who critically analyze and synthesize research, policy, and promising practices; work collaboratively with individuals and groups of colleagues; demonstrate their coaching skills; and advocate on behalf of students and families by;
reflecting on their work, belonging to professional organizations, and as critical consumers of research, policy, and practices, sharing findings with colleagues and other stakeholders;
designing, facilitating, and leading professional learning experiences for groups including, but not limited to, data team meetings, professional learning communities, grade-level teams, academic department teams, and workshops while using collaborative data collection, analysis, and decision-making processes;
using their knowledge of adult learning to support teacher inquiry and reflectivity through coaching tools and processes including, but not limited to, modeling, problem solving, observation feedback cycles, and co-teaching in their work with teachers; and
facilitating and working with teachers and other school leaders to advocate on behalf of students and families, for effective literacy programs, practices, and policies.
ASSOCIATE VICE PRESIDENT FOR ACADEMIC AFFAIRS (AVPAA)
Mission and Goals
The purpose of the Self-Designed Major is to permit students in good academic standing to fulfill their personal academic objectives and complete their degree at Carroll College through an integrated program of study that is not possible through an existing major. The program should draw on the curricula of two or more disciplines and create a coherent academic focus. The student who wishes to pursue a Self-Designed Major will choose a principal advisor and two additional faculty who will work with the student to plan coursework that will provide breadth and depth in the chosen disciplines.
Student Learning Outcomes
Students completing the Self-Designed Major will define outcomes in consultation with their faculty advisory committee.
The mission of the Sociology program is to provide students with the requisite analytical tools for delving beneath the surface of everyday reality and perceiving the deeper meanings, recurring patterns, and concomitant structures that constitute the social world. As a department within a liberal arts college, we endeavor to integrate students’ study of Sociology with Carroll’s broader and publicly articulated Mission. Specifically, as a department within a distinctly Catholic liberal arts college, we are committed to honoring students’ search for understanding as we focus on social justice throughout the program.
Program Learning Goals
Students will develop a robust sociological imagination.
Students will become critical consumers of information.
Students will be able to apply social theories to social context.
Students will contribute to Sociological knowledge.
Students will communicate responsibly with and for others.
JOE HELBLING, PH.D., DEPT CHAIR KATHY GILBOY, ED.D.
Student Learning Outcomes
The program requires that successful candidates:
understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities;
demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning that:
is based on ongoing analysis of student learning, self-reflection, and professional standards, research, and contemporary practices;
allows all individuals with exceptionalities to become active, effective learners with positive social interactions, self-determination, and healthy well-being;
demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities;
use multiple methods of assessment and data sources to identify individualized learning needs and make a variety of education decisions (i.e., administer and score standardized assessments, interpret and present assessment results, write Present Levels of Academic Achievement and Functional Performance (PLAAFPS) (34 CFR 300.320(a)(1)), write measurable goals and objectives, and use data to monitor progress);
ability to identify, collect, and understand quantitative and qualitative data;
ability to accurately prepare Present Level of Academic Achievement and Functional Performance;
ability to accurately prepare Measurable Annual Goals,
ability to accurately administer, score, and analyze the results of formative, summative, and standardized assessments; and
ability to accurately interpret and present the assessment results and make ongoing adjustments to instruction;
select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning;
use foundational knowledge of the field along with professional ethics and standards
collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications;
demonstrate an understanding of the philosophical, historical, and legal foundations of special education;
demonstrate knowledge of typical and atypical language development and use systematic evidence-based instruction to enhance language development and teach communicative competence;
demonstrate knowledge and understanding of special education laws and regulations, procedural safeguards, ethical concerns, evaluations/documentation, and appropriate instructional strategies and techniques to support students with social-emotional/behavioral needs (e.g., positive behavior intervention plans/supports); and
demonstrate proficiency in Montana special education procedural competencies including knowledge of state and federal laws along with the 13 legally defined categories, knowledge of the Achievement in Montana (AIM) system and state forms, special education processes, identification of social and cultural movements in special education law, and court cases which shaped special education law, understand legal resources to assist decision making, and the ability to navigate federal and Montana law.
Transportation
Transportation to and from field experiences, internships, and student teaching locations is the responsibility of each student enrolled in education courses.
CAMERON FERGUSON, PH.D. KATHERINE GREINER, PH.D. ERIC E. HALL, PH.D. ERIC D. MEYER, PH.D. JOHN C. RIES, PH.D., S.T.D., DEPT CHAIR
Mission
The theology department’s mission is to promote careful biblical and theological reflection, spiritual awareness, and an understanding of the Catholic tradition. As mandated by the mission of the college, the theology department serves the college community, the wider civic community and the diocese of Helena in “acting as a mediator between religion and culture (and) by carrying on an academic dialogue with philosophy, science, the liberal arts, the believing community and secular society”(Carroll College’s Mission Statement).
Student Learning Outcomes
Students will demonstrate an in-depth understanding of Christian doctrines, biblical foundations, key themes in the history of theology, and contemporary issues focusing on Catholic intellectual traditions.
Students will develop the ability to analyze and interpret Scripture in its historical, literary, and theological contexts.
Students will engage in a deep, reflective dialogue between faith and reason, understanding their complementary roles in the intellectual and lived life of Christians.
Students will reflect critically on theological principles in relation to contemporary moral issues, social justice, and global challenges, with an emphasis on Catholic Social Teaching.
Students will demonstrate knowledge of the historical development of Christian theology and the historical/cultural contexts in which key theological issues have arisen.
Students will develop the skills to conduct theological research, engage critically with primary and secondary sources, and communicate their findings effectively in both written and oral forms.
Introductory Courses
One basic course (TH 101) is designed to give the student an overall view of theology and a variety of 200-level courses are designed to introduce the student to key areas and subjects within theology. Students in the major programs should complete at least two 200-level courses before taking 300-level courses. Exceptions to this general policy must be approved by the Theology Department chairperson.
Specialized Courses (In-depth Courses)
The theology program includes a number of 300-level courses to be more rigorous and in-depth.
Interdisciplinary Courses
Specified courses from other departments may be taken with the permission of the Theology Department chairperson and in accordance with the needs of an individual student’s program. The Theology Department encourages interdisciplinary and cross-disciplinary study.
