TABLE OF CONTENTS
I. MONTREAT COLLEGE MISSION
A. School of Arts and Sciences
B. School of Professional and Adult Studies
II. ACADEMIC DEPARTMENT MISSION STATEMENTS
A. Biblical, Religious and Interdisciplinary Studies Department
B. Business and Computer Science Department
C. Education and Physical Education Department
D. English and Foreign Language Department
E. Fine Arts Department
F. L. Nelson Bell Library
G. Natural Science Department
H. Outdoor Education
I. Social Sciences Department
III. MONTREAT COLLEGE FOUNDATIONS
IV. EDUCATIONAL OBJECTIVES
V. Basic Competencies
VII. SPECIFIC REQUIREMENTS FOR THE MAJORS (SAS)
A. American Studies
B. Bible and Religion
C. Biology
D. Business Administration
E. Computer Information Systems
F. Elementary Education
G. English
H. Environmental Studies
I. History
J. Human Services
K. Interdisciplinary Studies
L. Music
M. Outdoor Education
N. Worship Arts
IIX. SPECIFIC REQUIREMENTS (SPAS)
A. Bachelor of Business Administration
B. Bachelor of Science in Management
IX. SPECIFIC REQUIREMENTS FOR MINORS (SAS)
A. Art
B. Chemistry
C. Communications and Theatre
D. Interdisciplinary Studies
E. Modern Languages
F. Physical Education
G. Theoretical and Applied Leadership
X. SPECIFIC REQUIREMENTS FOR THE GRADUATE PROGRAM (SPAS)
Institutional Effectiveness at Montreat College:
Plan for Educational Outcomes
I. MONTREAT COLLEGE MISSION
Christ-centered, student-focused, service-driven: equipping agents of transformation, renewal, and reconciliation.
A. The School of Arts and Sciences Mission Statement
The mission of the School of Arts and Sciences is to promote the integration of faith and learning from an informed, biblical perspective. Faculty, staff, and students form a Christian community of learners pursuing the premise that all truth is God's truth and exploring the significance of this in the various academic disciplines. We are committed to a thorough exploration of the complementary relationship between biblical truth and academic inquiry. We openly embrace students of all cultures, races, and faiths in an atmosphere of academic excellence, intellectual inquiry and Christian love.
B. The School of Professional and Adult Studies Mission Statement
The mission of the School of Professional and Adult Studies is to provide compressed, experiential-based learning to adults with previous work experience. With an emphasis on group dynamics and interactive learning, the School of Professional and Adult Studies integrates theory and practice and permits adults to complete their educational goals while continuing to be involved in their current career. Informed by a Christian world-view, the program is committed to promoting life-long learning with curricula that continually meets the needs of a changing work environment.
II. ACADEMIC DEPARTMENT MISSION STATEMENTS
The faculty at Montreat College is committed to providing excellent undergraduate and graduate instruction in its academic program. Essential to this commitment is a liberal arts education from an informed, Christian perspective. The summary of academic division mission statements that follows reflects this commitment.
A. Biblical, Religious and Interdisciplinary Studies Department
The mission of the Biblical, Religious Studies and Interdisciplinary Studies Department is to provide instruction and mentoring in biblical studies, philosophy, cross-cultural studies, and educational ministries from the perspective of a Reformed world view in order to expose, challenge, and equip students to mature in their critical thinking skills and the application of a biblical world view to their intended field of study, and to mature in their faith and commitment to Jesus Christ.
B. Business and Computer Science Department
The mission of the Business Administration Department is to equip students with knowledge necessary for them to serve in today's competitive business environment and to cultivate in all students, at all levels, (undergraduate and graduate) an entrepreneurial and ethical spirit in their approaches to business decision making.
C. Education and Physical Education Department
The mission of the Teacher Education Division is expressed in the conceptual framework, "The Teacher as Reflective Communicator." The intent of the conceptual model inherent in the theme is to equip students with a command of an integrated liberal arts core and the content-area of their teaching discipline from an informed Christian perspective; pedagogical knowledge and skills; the necessary "decoding" skills to read reflectively their audience, purpose, and context; and the practiced art and skill of adjusting content and method for their perceived audiences, purposes, and contexts. Throughout, this theme is based in the Christian concept of love; students learn that love of God and love of neighbor profoundly and positively affect their ability to perceive their read of students' needs.
D. English and Foreign Language Department
The mission of the English and Foreign Languages Department is to provide the core of a liberal arts education through the creative articulation of the human condition as explored by the disciplines of communication arts, language, and literature.
E. Fine Arts Department
The mission of the Music Division is to provide to the student body and greater college community an essential core of classes in music which is designed to broaden and strengthen the liberal arts education and enhance cultural opportunities in the community and through which students and community members may explore and experience the creative nature of God and the creative expression of human culture.
F. L. Nelson Bell Library
The purpose of the L. Nelson Bell Library is to develop and maintain access to a collection that supports the educational programs of Montreat College. In addition, the library provides both on and off campus access to online resources and to materials available through library resource sharing efforts. In collaboration with the faculty, the library offers instructional programs that help students develop skills in information retrieval and research that encourage life-long learning. In support of the wider community, the library extends selected services to Montreat residents and hosts community events.
G. Natural Science Department
The mission of the Natural Science Department is to provide the knowledge and experience base required for students to serve in the diverse fields of science. Critical thinking skills, environmental stewardship and interpretation will be emphasized. Students will be equipped with the technical and philosophical foundations necessary to make decisions with regard to their personal and vocational lives.
H. Outdoor Education
The purpose of the Outdoor Education department is to equip students with philosophical underpinnings, experience-based knowledge, applied skills, and communication expertise in the field of Outdoor Education. This learning will be accomplished using a liberal arts Christian perspective that is integrated with experiential education and faith development. Faith development in students is encouraged by faculty in two ways: 1) exemplifying the teaching of Jesus Christ, and 2) encouraging students to follow his example of servant leadership, reconciliation, and compassion in every sphere of life.
I. Social Sciences Department
The purpose of the Social Science Department is to prepare students for working with the rapidly changing structure of our contemporary society and for careers in governmental and social agencies, churches, and Christian organizations. Course work blends theory in human development, counseling, and social work with supervised off-campus field experiences in a variety of human service settings.
III. MONTREAT COLLEGE FOUNDATIONS
We believe humanity is God's creation in His own image, and therefore persons are thinking, relational, moral and spiritual beings of dignity and worth. We seek to serve students in all of these dimensions. Our aim is to challenge students to become the complete persons a loving God intends them to be and to live in vital relationship with Him. Therefore, we seek to be a faith community as well as an academic community. We see our educational mission as an extension of the great ends of the Church and seek to graduate students who are committed to Christian servant-leadership in the world, promoting personal and social righteousness by God’s grace and to His glory.
As a Christian college in the Presbyterian tradition, we are guided in our pursuit of academic excellence by the framework of Reformed beliefs. We confess the living God as the ultimate foundation of our faith and the source of all truth. We believe God is revealed perfectly in Jesus Christ. We affirm our Lord and Savior Jesus Christ as the center of history, restoring purpose, order, and value to the whole of life. We believe Jesus Christ to be the focus and culmination of scripture and that God's written Word is inspired, authoritative and, rightly interpreted by the Holy Spirit, is our infallible rule for faith, conduct, and worship. We study and address a world and humanity which were created good, corrupted by the fall, redeemed through faith in Christ, and are moving toward the final consummation of God's purposes through the work of the Holy Spirit.
In the plan presented below, the faculty outline in broad terms what graduates should learn, how such learning will be assessed, and how this information will be used to improve the educational program of the College. The three broad areas discussed are educational objectives, general competencies, and competencies in the majors. In addition, this plan describes the specific requirements for each major.
IV. EDUCATIONAL OBJECTIVES
The College provides a well-rounded, liberal arts curriculum with an emphasis on traditional and selected professional degree programs, including degree programs for adult learners. The College's educational objectives include:
That students will develop an informed, biblical world view including the following:
1. The sovereignty of God over all creation and knowledge;
a. A lifestyle of Christian service to others and the community;
b. The recognition of the intrinsic worth of self and all persons;
c. A genuine critical openness to the ideas and beliefs of others;
d. The formation of values and ethical reasoning;
e. An appreciation for what is beautiful, true and good in the arts and literature;
f. A respect for and attitude of stewardship toward the whole of creation;
g. An understanding of the past and its interconnectedness with the present and future.
2. That students will demonstrate effective written and oral communication skills.
3. That students will demonstrate critical thinking and problem-solving skills.
4. That students will demonstrate essential computer information systems skills.
5. That students will demonstrate competency in their academic majors.
6. That students will develop interpersonal and team skills and an understanding and appreciation of their personal strengths and weaknesses.
7. That students will become reflective and responsible citizens, effective leaders, and committed laity.
Some of these educational objectives are quantifiable and are measured through course performance; indeed, the objectives of each course are specifically linked to the overall educational objectives of the College via course syllabi. On the other hand, some of these educational objectives are affective and thus difficult to measure in a quantifiable manner. However, the College assesses some of these affective objectives by requiring all students, regardless of the major, to take and successfully complete a common senior-level course, Philosophy 461, Philosophy of Faith and Learning Seminar. An integral part of this course is the presentation in class of a theme relating their academic major to a biblical worldview.
V. BASIC COMPETENCIES
To insure that associate and baccalaureate degree graduates are receiving a quality education, the College measures basic knowledge competencies in the following areas:
A. Mathematical Computation Competency
The purpose of this competency is to prepare students who can demonstrate basic mathematics skills. The specific competencies will be geared to the particular needs of the various majors of the College.
In order for a student to be graduated with an associate or baccalaureate degree, he or she must achieve mathematical competency in one of the following three ways:
1. Grade of "C" or above in Math 101 or the equivalent.
OR
2. Pass a math test covering material from any mathematics course from Math 101 or above.
OR
3. Appropriate placement scores.
Results of the test are forwarded by the Math Department to the Registrar who then notifies the advisors.
The Natural Science Department uses the results of the competency achievement for an annual review of the placement process, the required mathematics textbooks and courses, and the teaching effectiveness of the math professors. Changes in teaching style and material are instituted as needed.
B. Oral Expression Competency
The purpose of this competency is to prepare graduates who can demonstrate skill in oral communication. Specifically, students give extemporaneous oral presentations that either inform or persuade. Competency is achieved when students demonstrate in the context of oral presentations clarity of thought, originality of ideas, organizational techniques, appropriate diction, critical thinking, supporting strategies, and effective delivery.
In order for students to be graduated with an associate or baccalaureate degree, they must meet one of the oral competency requirements as follows:
1. Grade of "C" or above in English 221 (Principles of Speech) or the equivalent.
OR
2. Give three satisfactory oral presentations (minimum of five minutes each) according to guidelines established by the English Department. The instrument for evaluating these oral presentations is developed and housed with the English Department.
Each year the English Department reviews the performance of students in English 221, the oral presentations made by other students to fulfill the competency, and the oral competency instrument. In addition, the English Department is available to advise the faculty on ways to incorporate oral presentations into the curricula.
C. Reading Competency
The purpose of this competency is to produce graduates who can demonstrate effective reading skills. Competency will be achieved when students evidence college-level reading skills including analytical and critical thinking, comprehension, speed, and vocabulary.
In order for students to be graduated with an associate or baccalaureate degree, they must achieve reading competency in one of the following ways:
1. Grade of "C" or above in a literature course (English 201, 202, 203, 204, or the equivalent).
OR
2. Appropriate placement scores.
Results of the reading competency are forwarded by the Registrar to the advisors.
The results of the reading competency are reviewed regularly by the English Department to measure student reading competency, to aid in determining whether selected reading texts from various disciplines are appropriate for student reading levels, and to encourage reading outside the classroom.
D. Writing Competency
The purpose of this competency is to prepare graduates who can demonstrate skill in written communication. Specifically, students are given instruction in rhetorical principles and extensive practice in deliberative, expressive, expository, analytical, critical, and research-oriented writing. Competency will be achieved when students evidence a clear understanding of the writing process (including pre-writing, writing, and re-writing), an awareness of audience, organizational skills (including an effective thesis and pertinent supporting details), appropriate diction, and acceptable grammar and mechanics. In addition, research-oriented writing must demonstrate familiarity with library resources and the integration of primary and secondary sources.
In order for a student to be graduated with an associate or baccalaureate degree, he or she must achieve writing competency in one of the following ways:
1. Grades of "C" or above in both English 101 and 102 (or 172) or the equivalent.
OR
2. Appropriate CLEP or AP scores.
OR
3. Pass a writing test based on a series of writing assignments, including a research component. The English department conducts this test as needed, and all writing is evaluated by a faculty committee.
Results of the writing test are forwarded by the English Department to the Registrar who then notifies the advisors.
The English Department reviews annually the performance of students in English 101 and 102 or 104 and assesses how students in different sections taught by different teachers performed. This information is used to determine new strategies for teaching writing, necessary changes in course content, and how teaching writing may be extended across the curriculum.
E. Computer Skills Competency
Normally prior to completing 60 credit hours, all students must demonstrate computer literacy in one of the following three ways:
1. Successful completion of Computer Information Systems (CS) 102 or 204, or the equivalent with a grade of "C" or better
OR
2. Successful completion of the Computer Competency Examination
OR
3. Transfer credit received for successful completion of a comparable course taken at another college or university.
VI. COMPETENCIES IN THE MAJORS
To insure that baccalaureate graduates are receiving a quality undergraduate education that is comparable with other undergraduate programs in the United States, the College will demonstrate that students are achieving competencies in their majors. This will be done by using Major Field Achievement Tests developed by Educational Testing Service for the following majors: American Studies (History), Business Administration, English, Biology (or a comprehensive achievement examination in environmental studies), History, Human Services (Psychology), Mathematics. A final comprehensive test based on a model developed by Dordt College is used to measure the competency of students majoring in Bible and Religion. Tests to measure the competency of students majoring in Outdoor Education and Music are being explored. In all cases, the appropriate academic department will review the results of these tests annually, report their findings to the Vice President and Dean of Academics, and initiate necessary changes to the curriculum through the Academic Affairs Committee.
VII. SPECIFIC REQUIREMENTS FOR THE MAJORS (SAS)
A. American Studies
The purpose of the American Studies major is to prepare students academically and spiritually for careers in both the public and private sector, for graduate studies, or for research. This preparation will be accomplished in three ways: 1) through a Christian liberal art’s curriculum that incorporates a solid foundation in the broad diversity of historical disciplines and methodology, 2) training in research skills that can be applied to other disciplines, and 3) a general background in history that integrates the stated goals of melding faith and learning.
Graduates with a baccalaureate degree in American Studies will be prepared to enter graduate schools in a broad range of categories including American studies, history, political science, American literature, and other related liberal arts disciplines; in addition, graduates may look forward to careers in law, medicine, ministry, business, communications, and criminology. Furthermore, international students may use this degree as a springboard for returning to their native countries to teach American history, culture, and language. Courses are designed to educate students broadly on all important aspects of American life; specific areas will be American history and literature, social institutions, economic development, religious life, and other related areas. Before graduation, students will demonstrate a close familiarity with the key aspects of American culture, analytical and critical thinking skills, and effective writing skills.
In order to graduate with a major in American Studies, students must successfully complete all courses in the major, including American Studies 401, American Studies, and History 491, Senior Thesis. Students majoring in American Studies are encouraged to undertake significant travel experiences.
Annually, the History Department will review MFAT scores in history of American Studies graduates as well as the work done in History 491 and will make written recommendations to the Vice President and Dean of Academics regarding ways to improve the curriculum and instruction for American Studies students. In addition, follow-up surveys of graduates who have been in the workplace five years or more will be conducted annually.
B. Bible and Religion
The purpose of the Bible and Religion major is to provide instruction and mentorship in biblical studies, philosophy, cross-cultural studies, and educational ministries from the perspective of a Reformational worldview. This instruction and guidance will lay the foundation for equipping and challenging students to mature in their critical thinking skill and in their faith and commitment to Jesus Christ.
Graduates with a baccalaureate degree in Bible and Religion will be prepared to enter the educational ministries of the Church or theological seminaries or graduate schools of religion in preparation for the pastoral ministry. Courses are designed to equip students so they can demonstrate: 1) effective biblical interpretation skills; 2) a basic knowledge in biblical studies and related areas; 3) the ability to integrate the findings of other disciplines with a biblical world view in order to develop a comprehensive and coherent understanding of the world. Specific structured learning situations will include: 1) readings and lectures covering a broad range of material in biblical studies and related areas, 2) lectures, student papers, and practice involving the application of critical thinking skills to the biblical text and related areas, and 3) experiential learning activities, including a cross-cultural experience, which enables the student to integrate theoretical and practical dimensions of knowledge in a meaningful way.
Before graduation, students must demonstrate the acquisition of the minimum basic skills and knowledge required by the major courses. In particular, passing grades in Bible and Religion 211 and 302 plus an additional nine (9) hours in 300 or above Bible courses, and demonstrate basic analytical and historical skills in biblical interpretation. A passing grade in Philosophy 461 and Philosophy 491 or General Education 441 (Internship) measures a student’s ability to integrate faith with what has been learned and to develop the ability to express this in the written form prescribed by the College.
The Bible and Religion professors evaluate students who have declared a major in Bible and Religion each semester. This information provides an indication of the strengths and weaknesses of the major or of a particular student. Beyond the liberal arts form of evaluation including language skills, exiting students will be given a comprehensive exam developed by the division which requires the student to draw upon a specific content base and demonstrate the ability to conceptualize and apply the information. After review, written recommendations will be made to the Vice President and Dean of Academics regarding ways to improve curriculum and instruction. The Vice President and Dean of Academics will review these recommendations with the Department and may offer other suggestions for curriculum review.
C. Biology
Graduates with a degree in Biology will be prepared to apply a strong background in scientific principles of biology, ecology and chemistry to concepts related to fields of biology and the environment and to pursue further training in professional or graduate studies. Graduates will also be able to integrate a broad-based learning experience through program requirements in the liberal arts with particular emphasis given to humanities and Christian worldview development.
1. Students will be trained in the broad foundational concepts and skills of biology.
a) Students will be able to utilize critical thinking, understand the ambiguities of science, and integrate
reference sources and data to develop clear conclusions.
b) Students will have opportunity to utilize a broad range of skills within the biology discipline.
2. Students will be able to integrate liberal art skills within their scientific training.
a) Students will be able to integrate scientific knowledge with a biblical world view.
b) Students will be given the opportunity to integrate faith and learning with contemporary scientific issues
and associated ethical considerations.
c) Students will obtain the knowledge necessary to become responsible stewards of their natural
environment.
3. Students will receive professional skills and multiple engagement tools to expand and give application to
their opportunities while at Montreat College and after.
a) Students will have opportunity to learn through small group work, student leadership, peer training,
written and verbal communication, and independent engagement.
b) Students will have the opportunity to enhance their professional development through class projects and
other experiences.
D. Business Administration
The purpose of the Business Administration program is to produce graduates who are able to creatively integrate business education and leadership skills into effective Christian service, are broadly educated citizens and capable, ethical, and competent Christian business leaders, are well-grounded in the free enterprise economic system and are able and motivated to make worthwhile contributions toward improving the economic system, who possess the requisite knowledge of leadership and management philosophy to make positive contributions in their professional careers, are able to administer personal and family finances according to sound scriptural and business principles, who possess the leadership, quantitative, technical, psychological, social, and communication skills necessary to be effective leaders in their current marketplace, and are prepared to pursue degrees at the graduate level.
Montreat College graduates with a baccalaureate degree in Business Administration will be prepared to demonstrate both adequate knowledge of the precepts and practices in the numerous disciplines involved in the operations of businesses as well as appropriate analytic and communication skills. Specifically, students will read and study in the areas of accounting, business law, economics, finance, information management, management, marketing, quantitative analysis, and other pertinent business-related areas. In order to graduate with a baccalaureate degree in Business Administration, students must successfully complete all required courses in this field of study, including Business 460, Strategic Management, which requires the preparation of a case study analysis that necessitates the integration of subject matter from most, if not all, the subject areas studied. This case analysis, on an approved actual company, is expected to indicate the level of a student's analytical and critical thinking, writing style and ability, research capabilities, and the student's overall grasp of the concept of developing sound strategy in a dynamic business environment. This analysis will also be presented orally before a class of the student's peers. Students in BS 460 also competitively participate in a computer simulation that provides an integrative, capstone experience. This simulation enhances their understanding of strategies for competing successfully in globally competitive and e-commerce environments.
A supervised internship within a company will provide students with the opportunity to integrate classroom instruction with on-the-job learning in an area associated with their concentration. The internship will consist of at least 180 hours with a company approved by the student’s academic advisor. The Performance during internships will be monitored through an on-site visit by the student’s academic/internship advisor, an evaluation by the student’s onsite supervisor, a midterm experience report by the student intern, and a final written report by the student.
All exiting Business Administration students will be given the MFAT in Business supplied by ETS in order to assess the overall performance of the individuals in each class relative to national norms and relative to the performance of those in previous classes. Subscore assessment indicators in accounting, economics, finance, management, marketing and quantitative analysis will also be monitored.
At annual, or more frequent intervals, the Business Administration faculty shall evaluate the overall Business curriculum and make indicated recommendations to the Vice President and Dean of Academics on how they believe the curriculum might be improved and enhanced.
E. Computer Information Systems
The purpose of the CIS degree is to provide students with knowledge and information technology that can be applied to business in the global economy, society, and the environment.
The curriculum for the CIS major emphasizes computer technology and quantitative analysis with less emphasis on business administration. This major requires the most computer technology and quantitative analysis courses and the fewest business administration courses of the four information systems degrees.
Specific objectives for the CIS major are to provide students with sufficient infrastructure knowledge of hardware, software, telecommunications, and operating systems technology to effectively maintain organizational IT systems. Additionally, skills in applying quantitative techniques to the design and maintenance of IT systems are developed in each CIS major.
The CIS major provides preparation for the most heavily technology systems-oriented career choices in the IT field, e.g., network engineer, systems administrator, and systems consultant.
A supervised internship within an organization will provide students with the opportunity to integrate classroom instruction with on-the-job learning in CIS. The internship will consist of at least 180 hours with a company approved by the student’s academic advisor. The performance during internships will be monitored through an on-site visit by the student’s academic/internship advisor, an evaluation by the student’s onsite supervisor, a midterm experience report by the student intern, and a final written report by the student.
Additionally, the Business and CIS department will develop a comprehensive examination that covers the entire CIS curriculum. Before students can be graduated with the Bachelor of Science in CIS degree, they have to successfully complete this examination. The Business and CIS Department will annually evaluate the results of this comprehensive examination and make changes in course content, the deletion of ineffective courses, the addition of new courses, and other matters pertinent to curriculum adjustment.
Also, the Business and CIS Department annually reviews the results of the student evaluations done in every course. Based on this review as well as faculty evaluations of the courses, the department then adjusts pedagogy, learning outcomes, grading practices, research requirements, writing expectations and requirements, use of new learning technologies, and other pertinent instructional concerns to improve both individual courses and the CIS curriculum as a whole.
F. Elementary Education
The Elementary Education Department educates students who possess a definitive understanding of how all children develop and learn so that they can utilize varied instructional approaches including technology to design effective learning experiences and assessments that enhance critical thinking skills. Practicing their Christian commitment, students know how to establish a classroom climate that celebrates individuality and encourages partnerships with both parents and the community. We provide the groundwork for our students to become reflective practitioners, professional educators, and life-long learners.
The courses and experiences offered in the professional education curriculum are designed primarily to foster in each student the skills needed to be an effective communicator in the classroom, that is, a person who knows his or her content and methodology and adjusts both content and method for a given audience, purpose, and context.
To accomplish this, the program will foster in the student 1) a knowledge of current schooling, including the historical, social, spiritual, and philosophical foundations of American education; 2) a knowledge of the characteristics of students who make up the schools, including students with exceptionalities; 3) a knowledge of the psychological principles and theories that underlie effective educational practices; 4) a knowledge of the interrelated processes of listening, speaking, reading, writing, and viewing; 5) a knowledge of and facility with the teaching strategies: presentations, questioning, induction, and deduction; 6) the necessary tools and attitudes for a successful student teaching experience; and 7) a desire to become a lifelong learner including association with professional organizations.
Students are required to pass all general education and elementary education courses with a grade of C- or above; meet or exceed the NC passing score for the Praxis PPST Examination in reading, writing, and mathematics; maintain a 2.7 or above GPA; attempt the Praxis II Examinations in Elementary Education: Curriculum, Instruction, and Assessment and the Elementary Education: Content Area Exercises; complete a successful student teaching placement with a grade of C or above; and complete all degree and North Carolina licensure requirements.
G. English
The purpose of the English major is to educate students to articulate creatively the human condition, encouraging reflective communication.
Graduates with a baccalaureate degree in English will be prepared to demonstrate both a knowledge of literature and effective communication skills. Specifically, students will read and study extensively imaginative literature with an emphasis on the masterpieces; also, students will engage in advanced writing projects (public affairs, advanced composition, or creative writing) that will cover the broad spectrum of communications. Before graduation, students will demonstrate critical and analytical thinking, familiarity with the major schools of literary criticism, an understanding of literary genres, practical application of literary techniques and language, and a significant understanding of the links between literature and the historical, cultural, and social milieus that produced it.
In order to graduate with a major in English, students must successfully complete all required courses in the major, including English 491, Philosophy of Faith and Learning Thesis, which will include a twenty-five to thirty-five page research paper. This paper will be on a literary, creative writing, or communication topic of the student's choice. The paper must demonstrate analytical and critical thinking, good, clear cogent prose, the integration of primary and secondary sources, and familiarity with literary knowledge and technique. The paper will also be defended orally before a committee of the faculty.
Annually the English Department will evaluate MFAT scores of English graduates, the papers written in English 491, annual surveys of current juniors and seniors regarding evaluation of courses in the major, and alumni surveys and will make written recommendations to the Vice President and Dean of Academics regarding ways to improve the curriculum and instruction for English majors.
H. Environmental Studies
The Environmental Studies program prepares students to understand and critically examine environmental issues from an interdisciplinary perspective, to teach in various outdoor settings, and to engage in scientific research. The program utilizes biological, chemical, and ecological course work and field experiences to prepare students for further academic studies or professional training and provides opportunities for career preparation and professional contacts through independent projects, teacher education, internships, and seminars. Graduates are prepared to succeed in graduate work and a wide range of entry-level positions in the Environmental Studies field.
Graduates with a baccalaureate degree in Environmental Studies will possess a fundamental knowledge of the structure and function of the Earth’s natural systems. In addition, the program will emphasize an interdisciplinary approach within its courses so that students can demonstrate a firm grasp of the Environmental Studies field from various standpoints. To this end, they will possess knowledge of the many fields associated with environmental studies including environmental science, history, philosophy, theology, education, justice, law, ethics, communication and economics. Students will read and study classic articles, books and essays to understand current environmental issues in an historical context.
The program will emphasize praxis such that students will possess applied skills that are a marketable manifestation of the more theoretical knowledge they are learning in the Environmental Studies Major. Graduates will be familiar with the various methods used to conduct scientific research. In addition to analytical, research, and communications skills students will demonstrate critical thinking and problem solving skills with application to current environmental problems.
The central tenets of each field are examined from a Biblical worldview perspective. Students are encouraged to exercise their freedom to question and their freedom to believe as they explore the relationship between God and the whole of creation. In order to accomplish this, the program will provide students with multiple opportunities to critically integrate their faith with Environmental Studies knowledge. Furthermore, students are encouraged to become responsible stewards of their natural environment.
I. History
The purpose of the History major is to prepare students academically and spiritually for careers in both the public and private sector, for graduate studies, or for research. This preparation will be accomplished in three ways: 1) through a Christian liberal art’s curriculum that incorporates a solid foundation in the broad diversity of historical disciplines and methodology, 2) training in research skills that can be applied to other disciplines, and 3) a general background in history that integrates the stated goals of melding faith and learning.
Graduates with a baccalaureate degree in History will be prepared to demonstrate an understanding of the past, of those events leading up to the present, and of the forces contributing to the future. Specifically, students will read and study extensively the history of the world with an emphasis on United States history; in addition, knowledge of the history of Christianity and of at least one non-Western area is required. Before graduation, students will demonstrate a broad knowledge of the world and its cultures, a heightened perception of human action, a formulation of a Christian world view based on fact, and analytical and critical thinking skills.
In order to graduate with a major in History, students must successfully complete all courses in the major including History 491, Senior Thesis, which will include a substantial research paper on a topic agreed upon by the student and the advisor. The paper must demonstrate analytical and critical thinking, good, clear, cogent prose, the integration of primary and secondary sources, and familiarity with historical knowledge and technique. In addition, the student must make an oral defense of the paper before a committee of the faculty. Students majoring in History are encouraged to undertake significant travel experiences.
Annually, the History Department will evaluate MFAT scores of history graduates and the papers written for History 491 and will make written recommendations to the Vice President and Dean of Academics regarding ways to improve the curriculum and instruction for History majors. In addition, follow-up surveys of graduates who have been in the work place five years or more will be conducted annually
J. Human Services
The purpose of the Human Services major is to prepare students for working with the rapidly changing structure of our contemporary society and for careers in governmental and social agencies, churches, and Christian organizations. Course work blends theory in human development, counseling, and social work with supervised off-campus field experiences in a variety of human service settings.
Graduates with a baccalaureate degree in Human Services will be prepared to demonstrate both the knowledge of family life and the ability to work with at least one age group (children, adolescents, young adults, middle adults, or older adults). Specifically, students will read and study a broad range of material in the areas of human development, marriage and family relations, counseling, and social services, and participate in an internship/field education program in which students will work with one or more age groups.
Before graduation, students will successfully complete the internship/field education and write a substantial paper in Human Services (HU) 441 which will include an understanding of the relationship between and integration of human development and human services in the context of family life.
Reports from internship/field education supervisors as well as information derived from the HU 441 paper will provide an indication of the strengths/weaknesses of the major or of a particular student. Annually, Human Services graduates' MFAT scores in Psychology will be reviewed by the Human Services faculty to assess needed changes in the curriculum. In addition, graduate school performance will serve as an indicator of the strengths and weaknesses of the major.
K. Interdisciplinary Studies
Students normally pursue one of the regular academic majors offered by the college. However, students also have the option of designing their own major so that they may engage in in-depth study that draws on two or more academic disciplines at the college. These programs, called Interdisciplinary Studies majors, are individualized programs of study developed in consultation with the faculty advisor.
A student wishing to propose an Interdisciplinary Studies major must do so before completing 80 hours of coursework. Courses which have already been completed must be indicated on the proposal for the Interdisciplinary Studies major, and these courses may comprise no more than 75% of the total course credits proposed. The major must consist of at least 48 hours of coursework. To insure sufficient depth in the major, a minimum of 30 credits must be courses numbered 300 or higher; these will be in addition to any internship credits. To insure that the proposed major differs significantly from existing majors, there may be no more than a 75% overlap with an existing major. Major courses should be available at Montreat College; limits on transfer credits and directed studies should be within the normal pattern for other majors.
In constructing and seeking approval for an Interdisciplinary Studies major, students must submit a written proposal in collaboration with the faculty advisor to the Vice and President and Dean of Academics or designee. The proposal should include (1) A rationale for the program, (2) A description of appropriate professional goals, (3) A list of General Education courses completed, (4) A list of General Education courses that need to be completed, (5) A list of courses totaling at least 48 hours that one has taken or plans to take with a clear statement on how each course will contribute to meeting the stated goals, (6) A statement on whether an internship or thesis will be completed, and (7) a means of assessing whether the goals articulated were met. The program must satisfy all General Education and Competency requirements, including the language requirement for a BA. The Vice President and Dean of Academics or designee will consult with the department chair(s) in which twelve or more hours are taken for their support of the Interdisciplinary Studies major before granting final approval.
L. Music
The purpose of the Music major is to provide students pre-professional training for a career as a performer, teacher, church musician, composer, or manager.
Graduates with a Bachelor of Music (organ, piano, or voice) will be able to articulate a biblical philosophy of music; demonstrate knowledge of music theory and related skills; exhibit poise and confidence in music performance; recognize and interpret music literature from various periods, including classical, traditional, sacred, and contemporary Christian idioms; instruct others in music performance; function effectively as a director of music in a local church; teach music in a private situation; and demonstrate possession of a foundation in music adequate for further study.
Through successful preparation and presentation of the junior and senior recitals, Music majors will demonstrate sustained activity as performing artists in their major instrument. In addition, students will display a comprehensive knowledge of music through successful completion of supporting studies in music theory and music history, and by the selection, preparation and performance of appropriate literature.
In order to graduate with a major in Music, students must present the junior and senior recitals, successfully complete all required courses in the major, including literature and pedagogy courses appropriate to their major instrument, achieve acceptable proficiency in a minor instrument, and score a passing grade on the music vocabulary examination.
Each year the Music Department will evaluate the success of its students in various audition and performance situations, scores of music vocabulary exams, and the numbers of students enrolling in graduate programs in music or accepting professional positions. Annually, written recommendations to the Vice President and Dean of Academics regarding ways to improve the curriculum and instruction for Music majors will be made.
M. Outdoor Education
The purpose of the Outdoor Education major is to equip students with philosophical underpinnings, experience-based knowledge, applied skills, and communication expertise in the field of Outdoor Education. This learning will be accomplished using a liberal arts Christian perspective that is integrated with experiential education and faith development. Faith development in students is encouraged by faculty in two ways: 1) exemplifying the teachings of Jesus Christ, and 2) encouraging students to follow his example of servant leadership, reconciliation, and compassion in every sphere of life.
Graduates with a baccalaureate degree in Outdoor Education will be prepared to demonstrate both the knowledge and practical ability to plan, organize, implement and evaluate an outdoor education program as an administrator and as an instructor. Specifically, students will study and practice the philosophical foundations for outdoor education, principles of leadership and group dynamics, a wide range of outdoor skills (including backpacking, map and compass, Leave No Trace Ethics, canoeing, rockclimbing, first aid, lifesaving, rescue and safety), a variety of methods of teaching and curriculum development, programming and administrative skills, risk management, ecological and environmental considerations, and principles of Christian discipleship.
Before graduation, students must demonstrate a practical knowledge of conservation and wilderness living, an ability to plan and lead programs and an understanding of how to use outdoor education to accomplish specific goals (with an emphasis on Christian growth) in a variety of settings. This will be observed and evaluated through a 21-day wilderness experience, class projects and the internship/field education program.
In order to graduate with a major in Outdoor Education, students must successfully complete all required courses in the major, including Outdoor Education 280, Discovery/Wilderness Practicum, which will include a substantial paper describing the student's experience.
Reports from the internship/field education supervisors, as well as information derived from the Outdoor Education 280 papers will provide an indication of the strengths and weaknesses of the major.
N. Worship Arts
The Bachelor of Arts degree in Worship Arts is designed to train students to become the worship leaders and fine arts facilitators for the worshipping communities of the next generation.
Graduates with a B.A. in Worship Arts will be equipped to step into roles of leadership, performance, and production in Christian ministry as appropriate to their areas of concentration: Music, Theater, or Visual Art. They will have acquired knowledge and an understanding of the history and philosophies of worship, as well as professional training in a specific aspect of the fine arts. Each student will successfully complete both theoretical and practical /applied courses, as well as a practicum or internship in his/her chosen concentration.
Students pursuing the Worship Arts major will also benefit from an overview of all three disciplines through courses in the core curriculum and an interdisciplinary Worship Arts Practicum during the senior year. Worship Arts majors will also complete several courses through the Bible and Religion Department, which will further enhance their preparation for Christian service in the arts.
VIII. SPECIFIC REQUIREMENTS FOR THE MAJORS (SPAS)
A. Bachelor in Business Administration
The purpose of the BBA is to offer adult learners the opportunity to complete a Bachelor’s degree in Business Administration that provides exposure to human problems and develops personal values through a well-planned, sequenced curriculum which integrates cognitive, social, and interpersonal skills for the workplace.
The Montreat College School of Professional and Adult Studies (SPAS) adults with previous college experience a way to complete their undergraduate education in business while remaining fully involved in their working careers and maintaining their family, work, church, and other responsibilities. Throughout the program, students are challenged through devotions and discussion to integrate their practical workplace experience with interactive classroom instruction and group projects according to their own Christian world and life perspective, as introduced at the program’s outset. The modular format offers sequential courses involving classes one night a week and weekly group study meetings by each group of three to five students, building team work and study skills.
The BBA curriculum prepares the students in terms of the technical and analytical competencies, critical thinking, and workplace teamwork and communication skills needed to make valuable contributions in a market-driven global economy. Needed technical and functional competencies are taught through required courses in marketing, administrative theory and organizational behavior, leadership and human resource management, communications, management information systems, accounting, economics, finance, international business, business ethics, and business law. Written, oral, communication, and analytical skills are developed through course instruction and honed through project requirements throughout the curriculum.
Students in BS 460 competitively participate in a computer simulation that provides an integrative, capstone experience. This simulation enhances their understanding of strategies for competing successfully in globally competitive and e-commerce environments.
In addition, a final Individual Business Project requires students to integrate competently and confidently a broad business knowledge and various technical, quantitative, and functional skills in an ethical, God-honoring manner.
All exiting Business Administration students will be given the MFAT in Business supplied by ETS in order to assess the overall performance of the individuals in each class relative to national norms and relative to the performance of those in previous classes. Subscore assessment indicators in accounting, economics, finance, management, marketing and quantitative analysis will also be monitored.
At annual, or more frequent intervals, the Business Administration faculty shall evaluate the overall Business curriculum and make recommendations to the Vice President and Dean of Academics on how they believe the curriculum might be improved and enhanced.
B. Bachelor of Science in Management
The purpose of the BSM degree is to provide adult students with interpersonal skills and leadership knowledge and strategies in order to be equipped to effectively manage or supervise, directly or indirectly, the work of others.
The BSM is designed for working professionals seeking a business degree program and learning environment that builds upon their educational foundations and work experience, integrating business skills with biblically based principles. The program is appropriate for individuals employed in the for-profit business arena as well as service organizations, public service, non-profits, service-related industries, and other helping professions in today's diverse society and increasingly global marketplace. Prerequisite courses insure that students have sufficient background in basic business concepts to succeed in the program. The BSM curriculum focuses on developing skills in written and oral communication, critical thinking, teamwork, and ethical and Christian worldview approaches to managerial problem-solving.
In order to graduate with a Bachelor’s degree in Management, students must successfully complete all required courses in this field of study, including Business 430, Organizational Strategic Planning, which requires strategic management analysis of many real-world organizations. In addition, each student prepares a very detailed case study analysis of a company of their choice that necessitates the integration of subject matter from most, if not all, the subject areas studied. This case analysis, on an approved actual company, is expected to indicate the level of a student's analytical and critical thinking, writing style and ability, research capabilities, and the student's overall grasp of the concept of developing sound strategy in a dynamic business environment. This analysis will also be presented orally before a class of the student's peers.
Each student’s learning experience culminates with the completion of a service project illustrating his/her ability to make a significant, God-honoring contribution to the business world.
IX. SPECIFIC REQUIREMENTS FOR MINORS (SAS)
A. Art
The Art Minor will offer a strong foundation in the classical methods of learning visual art-making processes. In each studio course, the elements and principles of visual art are approached through observation, interpretation, and response. Although formalism is taught and encouraged, it is woven into the resulting artwork rather than standing alone as “abstract.” By this method of learning, the faculty and student have a common source, similarly perceived, which guides the process of decision-making and problem solving when creating works of art.
Curriculum and Goals
COURSE EMPHASIS
AR101 or AR102 Survey of Art I or II to better understand great themes in art
AR 241 Drawing I to develop basic drawing ability
AR 246 Photography to become proficient in digital photography
AR 344 Sculpture to express ceramic sculpting concepts
AR 342 Painting to competently paint en plein air and in-studio
AR 461 Seminar in Art to produce a portfolio of visual art in a chosen medium
Student art works created in studio courses are developed by observation, interpretation, and response. The successful Art Minor candidate will present a body of completed works for each course, with special emphasis on the capstone course, AR 461-Seminar in Art, regularly reviewed and critiqued by the teaching faculty.
B. Chemistry
Graduates with training in chemistry will be prepared to apply an introductory chemistry foundation (two year background in chemical principles and skills) to biology, ecology and environmental concepts and pursue further training in professional or graduate studies. Graduates will also be able to integrate a broad-based learning experience through program requirements in the liberal arts with particular emphasis given to humanities and Christian worldview development.
1. Students will be able to integrate liberal art skills within their chemistry training.
a. Students will be able to integrate scientific knowledge with a biblical world view.
b. Students will obtain the knowledge necessary to become responsible stewards of their natural
environment.
c. Students will be able to clearly present the materials of the course to other students using professional
presentations.
2. Students will be trained in the foundational concepts and skills of a two year chemistry program.
a. Students will be able to utilize appropriate math skills in chemical calculations and common chemical
applications.
b. Students will understand introductory chemical organization, chemical interactions at the basic physical,
and organic levels and various applications to environmental topics.
c. Students will have an understanding for various chemical mechanisms and their applications.
d. Students will be able to perform basic experimentation and laboratory investigations specific to the level
of their course requirements.
e. Students will be able to make observations, record, and appropriately analyze data; often being required
to compile their findings in scientific format reporting with advanced graphic manipulations and critically
integrated conclusions.
f. Students will be given the opportunity to develop their laboratory skills to include advanced and
independent investigations utilizing various applications and analytical instrumentation.
3. Students will be able to bring application of chemical concepts to other related disciplines.
a. Students will be able to make chemical applications to other classes in their program of study
b. Students will be able to make conceptual integrations with processes within various disciplines in
biology, chemistry, biochemistry, and environmental sciences.
C. Communications and Theater
The Communication and Theatre minor at Montreat College provides an exciting hands-on approach to developing the skills needed to perform or produce theatre. Courses are offered in acting, directing, playwriting, stagecraft, and more. These courses can be taken as a minor or as electives. The courses are practical for anyone who will need to engage with an audience in a performing or teaching capacity. There is one student main stage production per year utilizing student actors and technicians. Each acting, playwriting, or directing course culminates in a showcase performance of final scenes for the college. A theatre ensemble involving a select 4-6 student team goes out into the community and performs ministry-related material at area churches, schools, and prisons on alternate years.
D. Interdisciplinary Studies
The Interdisciplinary Studies minor at Montreat College is structured to provide students with a broad based exposure to Liberal Arts studies. The intent of the program is to offer a sequence of courses that enable students to satisfy educational objectives which might not otherwise be met by a particular, pre-established degree program. By gaining insight into the humanities, students will be better equipped to ascertain the human condition and the relationship of their own majors to those of other academic disciplines.
E. Modern Languages
The Modern Language Curriculum prepares students of French and Spanish to function proficiently in the target language and to cultivate sensitivity to members of the target cultures, enhancing their career opportunities, and to become agents of Christ’s renewal and reconciliation in the world.
F. Physical Education
The curriculum for the physical education minor includes classes in officiating and coaching and offers the opportunity for students to compete an internship in a related area. In addition, health, activity, and management classes round out the curriculum.
The goal of the minor is to prepare students to serve their community in athletic endeavors such as little league, community, and school teams in both the public and private sectors. In addition, students are prepared academically to enter post-graduate study as well as to continue their personal development by putting into practice healthy life skills.
The minor will be assessed by annual surveys to determine program effectiveness. Surveys will be given to undergraduates prior to graduation as well as to graduates at the end of the first and second year following graduation.
F. Theoretical and Applied Leadership
The Leadership minor at Montreat College is an interdisciplinary curriculum that is supervised by the Outdoor Education Department. The minor is designed to attract students from all majors who are interested in a strong academic program of leadership development that emphasizes experiential learning. This minor is for the student who is ready for the exciting challenges of personal faith maturity, critical thinking, discerning truth, effectively communicating to a wide variety of populations, looking forward to what God is doing in the world while understanding a historical perspective of church and cultural norms and trends, and becoming agents for renewal and reconciliation in the world.
X. SPECIFIC REQUIREMENTS FOR THE GRADUATE PROGRAM (SPAS)
A. Master’s in Business Administration
The purpose of the MBA program is to prepare graduate students to meet the dynamic challenges facing the business community of the 21st century.
In the MBA program, students increase their level of expertise in such skill-based areas as interpersonal relationships, decision-making, leadership, information processing, and communications. In addition, because today’s global business community demands qualified managerial talent, the MBA program prepares students to meet this need from an informed, business perspective. Through an integrated, sequenced curriculum, the MBA program provides an overall perspective of business functions and the interrelationship of these functions within an organization which form the total business enterprise. The curriculum provides the student an opportunity to conduct research, analyze case studies, solve problems, and complete a comprehensive business strategy analysis, continuously encountering new information and problems related to personal and professional development. Students are exposed to issues in ethics and, through integration of the curriculum, are given frequent opportunities to examine personal values and ethics within a Christian community. An international focus is integrated into the curriculum and can be found within such courses as finance, economics, and marketing as well as a specific course in international business. Students in the program utilize modem-equipped notebook computers with access to world-wide networking. Course work includes relevant computer business applications, including statistical packages, spreadsheets, and word processing. Throughout the curriculum, students must analyze real problems encountered in the workplace using theory gained in the classroom. This combination of theory and application enhances the professional development of the student. Students are required to communicate their ideas both orally and in writing throughout the curriculum, as evidenced by completion of individual and group presentations, written reports and research papers, and participation in classroom discussions.
The overall M.B.A. curriculum is assessed primarily as follows. First, the research abilities of M.B.A. graduates are assessed annually by the Business and CIS Department’s evaluation of student performance in BS 581, Strategic Research Analysis Project, which includes a comprehensive research paper. The Business and CIS Department members review the nature, scope, and depth of both the primary and secondary research of students who complete BS 581. After this review is complete, specific adjustments are made to the curriculum.