ED - Education
An introductory course for prospective teachers that examines the role of education in American society and the nature of teaching as a profession. Topics include the historical, philosophical, political, legal, and economic foundations of public education; current issues in education; and the influence of social and cultural factors on schools. Students will also reflect on their personal strengths, motivations, and suitability for teaching. The course introduces the conceptual framework and assessment process for the Carroll College Teacher Education Program. A 20-hour field experience in a public school classroom is required.
This course prepares future teachers to effectively integrate technology into K–12 instruction. Students will explore current digital tools, learning management systems, multimedia resources, and assistive technologies that support student learning and engagement. Emphasis is placed on designing instruction that uses technology to differentiate learning, promote collaboration, and enhance assessment. Students will create a unit plan that demonstrates intentional technology integration aligned with instructional goals. The course supports learners with varying levels of prior experience using educational technology.
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.
This course explores methods and strategies for teaching physical education and promoting health in elementary school settings. Students will examine the components of a comprehensive physical education curriculum, including developmentally appropriate activities, health promotion concepts, instructional techniques, and assessment strategies. Emphasis is placed on creating a year-long physical education plan aligned with the needs and abilities of elementary-aged children. Students will also explore the role of physical education as an essential element of general education. A 3-hour field experience in an approved elementary physical education setting is required.
This course is designed to equip preservice teachers with knowledge, skills, and appreciation for using the arts (visual, media, drama/theater, music, and dance) as an effective methodology for learning in an integrated curriculum. We explore how students learn (1) with the arts, (2) through the arts, and (3) about the arts. Students in this course will experience a variety of arts and arts-integrated lessons, as well as design and deliver their own standards-based arts-integrated lessons to an elementary class.
Students read, listen to, and evaluate a wide variety of fiction and nonfiction literature written for or enjoyed by children. Emphasis is placed on selecting high-quality, developmentally appropriate literature that fosters students’ enjoyment of reading, strengthens literacy skills and comprehension, and deepens conceptual understanding across disciplines and broader life experiences. Techniques for using literature to develop reading skills and to integrate it into content-area instruction are introduced. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521).
This course explores psychological theories and principles that influence teaching, learning, and development in educational settings. Topics include cognitive, behavioral, and sociocultural theories of learning; motivation; individual differences; and classroom management. Emphasis is placed on the practical application of learning theory to instructional decision-making and teacher-student interactions. The course prepares students to understand and support the learning and development of children and adolescents across diverse classroom environments.
This course engages students in a supervised field experience designed to deepen their understanding of the educational experiences of P–12 students from historically marginalized groups. Through direct observation and participation, students explore how factors such as race, ethnicity, gender, socioeconomic status, language, and ability influence student learning and classroom dynamics. The course emphasizes reflection on personal biases and the development of inclusive, culturally responsive teaching practices. An asynchronous online component, completed over approximately six weeks, includes readings, viewings, discussion forums, activities, and written reflections. Students complete this coursework concurrently with their field experience. Students must meet with an advisor in the Department of Education to plan the details of their field placement prior to registration. A 30-hour field experience in an approved educational setting is required.
This course looks at the sociological, psychological, historical, and philosophical foundations of middle schools. In addition, middle school program, organization, planning, curriculum, and evaluation will be explored. Organizational characteristics such as interdisciplinary teaming, scheduling, advisory programs, and exploratory programs are explained and researched. Issues in curriculum and curriculum development/organization are introduced. Emphasis will be placed on developing an interdisciplinary unit of study at the middle school level. Students will be required to complete 15 hours of field experience.
This course presents best practices based on current research for classroom and behavior management including, but not limited to, classroom procedures and expectations, organization of materials, and classroom space for optimum learner benefit. Instructional and behavioral management strategies for individual and large group classrooms for diverse populations will be explored. Using classroom observation, students will report, reflect, and evaluate management techniques and begin to consider their own management styles.
A course designed to help the preservice teacher develop a defensible rationale for making curricular and instructional decisions concerning the substance of instruction, techniques of instruction, and evaluation practices as unique to the teaching of elementary social studies and science. This course combines lecture and laboratory in which students will study science and social studies curricula, the planning and design of hands-on activities and materials, and teaching both content and process. Students will complete a field experience of at least 5 hours that involves observation, planning, and delivering instruction in a school or community-based setting related to science, social studies, or integrated STEM.
This course prepares preservice teachers to design, interpret, and apply a range of classroom assessments to inform instructional planning and support student learning. Students will explore formative and summative assessments, assessment design, scoring rubrics, grading practices, and interpreting standardized test data. Emphasis is placed on aligning assessment with learning objectives and standards, using data for instructional decision-making, and understanding issues of reliability and validity in educational measurement.
Advanced Writing. Content Area Reading & Secondary Teaching Methods.
This course prepares secondary education candidates to plan and deliver effective instruction in their content areas while supporting adolescent literacy development. Students examine methods of instructional planning, lesson delivery, and assessment, with an emphasis on integrating reading, writing, speaking, listening, and vocabulary into content-specific teaching. Strategies to improve study skills, literacy comprehension, and student engagement are addressed. Note: This course is offered in two formats. Students pursuing secondary licensure take ED 318-A for 4 credits, which includes a required 45-hour field experience completed outside of scheduled class time; one credit is awarded for successful completion of the field experience. Students must successfully complete the field experience in order to pass the course. Elementary Education majors with a Reading minor take ED 318-B for 3 credits, as their 45-hour field experience is completed in ED 325 – Teaching Communication Arts II, taken concurrently. Students must register for the appropriate section based on their program of study.
Advanced Writing.
This course focuses on the development, curriculum, instruction, and assessment of writing, speaking, listening, viewing, and thinking as components of the communication arts. Students explore methods, materials, and strategies for teaching these language processes in the elementary classroom. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521) and Elementary Education K–8 standards (ARM 10.58.532).
Diagnostic-Based Interventions in Literacy Instruction.
This course addresses four key components of assessment-driven literacy instruction: (1) formal and informal assessments of students’ reading interests, attitudes, and abilities; (2) research-based reading strategies, methods, and techniques; (3) instructional planning based on diagnostic data; and (4) reporting students’ literacy strengths and growth areas with recommendations for continued development. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521). Students complete a supervised clinical field experience consisting of ten one-on-one sessions with an assigned K–5 student.
Teaching the Communication Arts II.
This course emphasizes effective, research-based instruction in reading. Topics include emergent literacy, word recognition, fluency, vocabulary development, comprehension, and metacognitive strategies. Students study a range of instructional materials, assessments, and methods for supporting diverse readers in elementary classrooms. Course content and outcomes align with the International Literacy Association (ILA) standards and the Montana Reading Specialist K–12 standards (ARM 10.58.521) and Elementary Education K–8 standards (ARM 10.58.532). A 45-hour field experience in a public school classroom is required and integrated into the course structure; approximately one-third of scheduled class time is dedicated to completing this experience, and one credit hour reflects this field-based component. Students must successfully complete the field experience in order to pass the course.
Arts & Letters-Literature. A study of literature written for young adults. Students will read, listen to and evaluate a wide variety of literature published for or enjoyed by young adult readers, including traditional folk tales, myths, and legends; fantasy and realistic fiction; biography and autobiography; and poetry. Students will also study techniques for teaching and using literature in the 5-12 classroom.
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 half-day, two-semester field experience program for qualified senior students. The internship will be consecutive, beginning the fall semester of the senior year and ending with the spring semester of the senior year. Due to scheduling of course work, the first semester's internship is in the morning hours, while the second semester's field experience is completed in the afternoon.
A half-day, two-semester field experience program for qualified senior students. The internship will be consecutive, beginning the fall semester of the senior year and ending with the spring semester of the senior year. Due to scheduling of course work, the first semester's internship is in the morning hours, while the second semester's field experience is completed in the afternoon.
This capstone seminar is required of all teacher-education students during their student teaching semester. It addresses professional concerns of the classroom teacher, the creation of the Teacher Work Sample, and the final consideration of the college's core curriculum.
Organization and Administration of the Reading Program. This course develops skills for organizing, managing, and evaluating reading programs for all children (K-12) and presents methods for promoting staff, administration, and community support for reading programs. Admission to Student Teaching required.
For qualified students pursuing professional teacher licensing in a minor endorsement area only, or seeking a second minor endorsement. A full day directed teaching program in the student's minor area. The program is open to elementary and secondary education majors who are pursuing a minor in a certifiable area and may be completed in either the first or second semester of the senior year.
Sed Vitae. For qualified students pursuing professional teacher licensure in a major or in both a major and minor endorsement area. This is a full-day, 15-week directed teaching placement in the student’s major and, if applicable, minor area. Open to elementary and secondary education majors who have been formally admitted to student teaching. The experience may be completed in either the fall or spring semester of the senior year.
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.
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.