ES - Environmental Studies
An introduction to Earth and the geologic processes that shape our planet. Topics include origin and formation of solar system, interior structure of the planet, plate teotonics, geologic history, and the erosion process that shape the surface on which life depends. We will also discuss geologic resources, geologic hazards, human impacts, and the climate system. Lecture topics are reinforced by hands-on laboratory and field trips that include rock and mineral identification, interpretation of geologic features, use of maps and satellite imagery.
This course provides a basic scientific knowledge and understanding of how our planet works from a global environmental systems perspective. Topics covered include: basic physical principles, driving forces, and the interconnection of dynamic earth systems (lithosphere, hydrosphere, atmosphere, biosphere, cryosphere), fundamentals of climate science, meteorology, oceanography, climate change, resource use, human impacts, environmental health and sustainability. MUST TAKE ES 134 LABORATORY CONCURRENTLY.
ES 133L is a one-semester laboratory experience
specifically designed for environmental students,
or those interested in field studies. This course
emphasizes macro-scale biology (plants and
animals, evolution and ecology). Field and
laboratory projects will feature authentic studies
important to our local and regional ecosystems and
will emphasize marketable skills of value to
environmental scientists. Math explorations will
help students understand how mathematics can yield
profound insights into biological concepts.
This laboratory provides hands on experiential learning in various environmental sciences. Students will acquire skills in: environmental field and lab sciences, data collection and analysis, problem solving, field and computer mapping and interpreting scientific information. Students will also investigate case studies of environmental problems and solutions and learn to communicate different perspectives effectively. MUST BE TAKEN CONCURRENTLY WITH ES 124 LECTURE.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
Environmental Beta is an experiential course designed to introduce students to the many perspectives from which they can engage with the natural world. The course begins with a week-long river trip down the Missouri River where students and faculty explore the integration of the scientific, social, political, historical and spiritual aspects of a wilderness landscape. Faculty from the Environmental program will be joined by faculty from anthropology, philosophy, English, other humanities and social sciences. Students will develop skills in the observation, description and interpretation of the natural world, building connections with the land, the Carroll faculty, and with each other. The second part of the course includes weekly meetings or field trips exploring the many and diverse environmental careers that students may pursue. From non-profits, to government agencies to outdoor education, student will hear from the different professional who have followed or found careers preserving, protecting, restoring, or teaching about the environment.
A practical exploration of an environmental issue on the Carroll College campus, or encompassing the campus and the local community, through class analysis of the issue and concrete engagement with its resolution. The course may be taken for credit up to three times in different semesters, with an exploration of at least two different topics/projects. Students must work with an advisor to prepare a proposal and must receive prior approval to register.
A course designed to improve the scientific literacy of students interested in solving the conservation/environmental challenges that result from overuse of natural resources. Using concepts and practices from taxonomy, ecology, genetics, and geography, conservation biology seeks the most effective strategies for addressing threats to biological diversity, ecological integrity and environmental health.
With an ever-growing concern about the conservation of biodiversity, there is increasing emphasis on developing skills and techniques to inventory species distributions and to monitor population dynamics. Field sampling techniques and skills in taxonomy are crucial to conservation surveillance. This course is an introduction to basic field and curator skills necessary to collect, manage and maintain specimen data for biological inventory and monitoring. The specific aims for this ten-week experience are: 1) to develop collection techniques in a field setting; 2) to practice processing and management of specimens and associated data; 3) to communicate findings to Montana stake holders.
With an ever-growing concern about the conservation of biodiversity, there is increasing emphasis on developing skills and techniques to inventory species distributions and to monitor population dynamics. Field sampling techniques and skills in taxonomy are crucial to conservation surveillance. This course is an introduction to basic field and curator skills necessary to collect, manage and maintain specimen data for biological inventory and monitoring. The specific aims for this ten-week experience are: 1) to develop collection techniques in a field setting; 2) to practice processing and management of specimens and associated data; 3) to communicate findings to Montana stake holders.
With an ever-growing concern about the conservation of biodiversity, there is increasing emphasis on developing skills and techniques to inventory species distributions and to monitor population dynamics. Field sampling techniques and skills in taxonomy are crucial to conservation surveillance. This course is an introduction to basic field and curator skills necessary to collect, manage and maintain specimen data for biological inventory and monitoring. The specific aims for this ten-week experience are: 1) to develop collection techniques in a field setting; 2) to practice processing and management of specimens and associated data; 3) to communicate findings to Montana stake holders.
With an ever-growing concern about the conservation of biodiversity, there is increasing emphasis on developing skills and techniques to inventory species distributions and to monitor population dynamics. Field sampling techniques and skills in taxonomy are crucial to conservation surveillance. This course is an introduction to basic field and curator skills necessary to collect, manage and maintain specimen data for biological inventory and monitoring. The specific aims for this ten-week experience are: 1) to develop collection techniques in a field setting; 2) to practice processing and management of specimens and associated data; 3) to communicate findings to Montana stake holders.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
Designed as a field immersion experience followed by a open-ended project work, students will practice basic field techniques, collect original data and complete at least one analytical project. Examples of field courses include: Winter Ecology in Yellowstone, Alaska Field Studies, Tropical Ecology, and Natural History of Montana.
Designed as a field immersion experience followed by an open-ended project experience, students will practice basic field techniques, collect original data and complete at least one analytical project. Examples of field experiences include: Winter Ecology in Yellowstone, Alaska Landscape Dynamics, Tropical Ecology, and Natural History of Montana. Global Diversity may apply when it is offered as a study abroad.
An introduction to the chemical, physical, and
biological properties of soils; the origin,
classification, and distribution of soils and
their influence on people and food production; the
management and conservation of soils; and the
environmental impact of soil use. Units on soil
geomorphology, engineering soils, and a week-long
field trip (May) will provide students a broad
understanding and exposure to the various ways to
investigate, describe, and classify soils, as well
as how to apply knowledge of soils in a range of
disciplines.
A project and field-based introduction to the
identification and interpretation of landforms,
investigation of landscape forming processes
(streams, glaciers, weathering, slopes) and the
interpretation of climate / environmental history
from sediments and stratigraphy. Field projects
include: bedrock and surficial geologic mapping,
glacier reconstruction, slope analysis, and
description and interpretation of sediments. The
fall semester emphasizes field studies, data
collection and the development of course-based
research projects that are continued into
following spring semester.
This course is a continuation of the project-based
field studies initiated during fall semester (ES
381 Landscape Processes). Research questions and
project ideas developed in the fall will be
continued in spring where laboratory, statistical,
and geospatial analysis are emphasized. Students
complete final written reports connecting their
work the existing literature, and give oral
presentations of their results.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
Environmental Omega is a senior capstone experience where students compile a final portfolio of the work they have completed over the course of their degree, reflect on internship/research and/or field experiences, and chart a path for the future. Meeting once a week, students will come together as a peer -working group as they prepare applications for graduate school or employment.
This class is designed to provide an analytical overview of the theory and practice of National Environmental Policy Act (NEPA), which is used to identify potential environmental impacts of various activities and to propose means to avoid or reduce the significant impacts. The class will concentrate on understanding the role of NEPA(and MEPA in Montana) in regards to environmental management, including the strengths and limitations. The class will utilize application exercises and expert guest speakers to present examples of current NEPA practices.
A one-semester focus on an environmental issue explored through a working association with a federal or state agency, a private enterprise, a community group, or a non-profit organization.
Independent study is open to junior and senior students only. At the time of application, a student must have earned a 3.0 cumulative grade point average. A student may register for no more than three (3) semester hours of independent study in any one term. In all cases, registration for independent study must be approved by the appropriate department chairperson and the Vice President for Academic Affairs.
Special Topics courses include ad-hoc courses on various selected topics that are not part of the regular curriculum, however they may still fulfill certain curricular requirements. Special topics courses are offered at the discretion of each department and will be published as part of the semester course schedule - view available sections for more information. Questions about special topics classes can be directed to the instructor or department chair.
A senior year research paper or research project, in lieu of an honors thesis, focused on a specific environmental issue or research question; the paper or project should provide evidence of scholarship, data analysis and interpretation, and a written report presented to the department faculty and student peers.
The senior thesis is designed to encourage creative thinking and to stimulate individual research. A student may undertake a thesis in an area in which s/he has the necessary background. Ordinarily a thesis topic is chosen in the student's major or minor. It is also possible to choose an interdisciplinary topic. Interested students should decide upon a thesis topic as early as possible in the junior year so that adequate attention may be given to the project. In order to be eligible to apply to write a thesis, a student must have achieved a cumulative grade point average of at least 3.25 based upon all courses attempted at Carroll College. The thesis committee consists of a director and two readers. The thesis director is a full-time Carroll College faculty member from the student's major discipline or approved by the department chair of the student's major. At least one reader must be from outside the student's major. The thesis director and the appropriate department chair must approve all readers. The thesis committee should assist and mentor the student during the entire project. For any projects involving human participants, each student and his or her director must follow the guidelines published by the Institutional Review Board (IRB). Students must submit a copy of their IRB approval letter with their thesis application. As part of the IRB approval process, each student and his or her director must also complete training by the National Cancer Institute Protection of Human Participants. The thesis is typically to be completed for three (3) credits in the discipline that best matches the content of the thesis. Departments with a designated thesis research/writing course may award credits differently with approval of the Curriculum Committee. If the thesis credits exceed the full-time tuition credit limit for students, the charge for additional credits will be waived. Applications and further information are available in the Registrar's Office.