General Information

Reinventing Theological Education

B. H. Carroll Theological Institute is reinventing theological education in innovative, creative ways that make ministerial training more relevant, practical, effective, as well as affordable and accessible to all Christian workers. Using a nexus of scholars, teaching churches, and learning centers, Carroll Institute mobilizes the Body of Christ to minister and serve an increasingly lost and needy world. With a focus on the Great Commission, this approach commits a minimum of resources to buildings and a maximum of resources to intellectual capital and learning technologies. It operates from a center in Arlington, Texas where professors (Senior Fellows) with a depth and breadth of experience in theological disciplines plan curricula. They also teach and coordinate the work of academically qualified scholars (Resident Fellows) in Teaching Churches across the nation and ultimately around the world. Carroll Institute uses a broad range of media to connect with the churches and provide theological education that is biblically based and practically oriented.

Mission Statement

B. H. Carroll Theological Institute is a graduate-level community of faith and learning that equips men and women called to serve Christ in the diverse and global ministries of His church.

Vision Statement

Through an integrated network of Fellows, Teaching Churches, and Learning Centers, the Institute seeks to mobilize the priesthood of believers for service in society. It provides, through appropriate media, theological education that is both biblically based and praxis oriented. The Institute develops Christ-centered leaders who are committed to academic excellence, life-long learning, and transformational ministry. The Institute works collegially with other evangelical Christians. Its confessional basis is the consensus of opinion concerning those articles of the Christian faith and practice that have been most surely held and expressed in historic Baptist principles and practices.

Core Values

• Christ-centered, Spirit-led character
• Bible-based, world-engaged curriculum
• Historic Baptist identity and principles
• Intellectual energy interacting with effective praxis
• Vulnerable, responsive, and relevant to a changing world
• Accessible and affordable to all believers
• Collegial, collaborative, and encouraging environment
• Diverse and inclusive community with a global impact
• Linked with and mutually accountable to the churches
• Individual attention to and respect for students
• Synergistic dialogue between Senior Fellows and field-based Resident Fellows
• Intentional, holistic formation of all persons, faculty and students
• Perpetual education: lifelong and mutual learning between faculty and students

Learning Clusters

The curriculum design for the Institute is built around the organizing principle of four Learning Clusters. These clusters are natural convergences of the functional roles in ministry. Each cluster develops a set of skills and synthesizes learning for ministers to use in planning and exercising the responsibilities related to the calling and mission of the church. The four clusters collectively form a continuum of practical learning built upon the academic subjects, which are arranged as follows:

Scripture and Witness (SW)
Biblical Languages - SWBLA
Biblical Literature - SWBLI
Biblical Interpretation - SWBIT
Biblical Preaching - SWBPR

Faith and Heritage (FH)
Theology - FHTHE
Church History - FHCHS
Ethics - FHETH
Philosophy - FHPHI

Ministry and Formation (MF)
Pastoral Ministry - MFPMN
Leadership - MFLDS
Foundations of Education - MFFND
Administration - MFADM

Worship and Mission (WM)
Worship - WMWOR
Evangelism - WMEVA
Missions - WMMIS
Church Music - WMCMU

Competencies

The curriculum is competency based with learning outcomes designed to integrate the Christian knowledge/understandings, skills, and values/attitudes needed for effective ministry in today's world. The learning experiences and study programs relate to the following core competencies in the four Learning Clusters. Objectives and learning outcomes of all courses taught at Carroll Institute are based on the following set of competencies:

Scripture and Witness: Reliance upon the Scripture as the Word of God and the indispensable role of biblical truth for faith and ministry; communication of the message of the Bible centered in the proclaimed gospel, addressed in relevant terms to contemporary culture, and reflected in the tasks of preaching, teaching, and witness that lead to such competencies as:

• To engage reading strategies in the use of Scripture that enhance personal growth, critical awareness, and lifelong learning.
• To appropriate the historic witness of the Scripture in its ancient setting by adequate study of the literature, history, and culture of the Bible.
• To access the Hebrew and Greek texts of the Scripture using linguistic skills to prepare biblical sermons and to teach biblical content.
• To expound the meaning of biblical texts using proper methods and principles of exegesis informed by historic Christian practice and responsive to current needs.
• To interpret diverse portions of the biblical canon in terms of the whole of Scripture, seeking unity between the two testaments, so that the Bible may function properly in theological reflection and worship by the church.
• To construct and deliver sermons that are biblical and homiletically sound, setting a program of self-critique for improvement and interchange with those who hear.
• To communicate biblical truth through preaching, teaching, writing, and personal witness, or through music, worship, and other appropriate modes.

Faith and Heritage: The historic formulations and confessions of the Christian faith; the impact of philosophical and ethical traditions and Christian truth on the history of Christianity; and the distinctive role of Baptists in shaping faith and practice that lead to such competencies as:

• To develop a working knowledge of the major historical periods, movements, persons, and issues, as well as the political, social, and religious, influences in the development of Christianity and Baptist history that provide a basis for the beliefs and practices of the church in relation to the world.
• To deal critically with historical evidence, sequence, analogy, and generalization with regard to the history of Christianity and Baptists, and to communicate insight from historical explanation in relating the past to the present.
• To communicate the confessional development of Christianity and Baptist heritage in the context of theology, philosophy, history, and in conversation with the current human experience.
• To model a working theology in one's ministry that reflects an awareness of Christian doctrine in light of its biblical, confessional, philosophical, and historical development. To lead the whole church toward a working theology that gives attention to content, methodology, and process by which Christian theology continues to be formulated and developed within the life of the congregation.
• To demonstrate how understanding of Scripture, history, philosophy, and theological foundations of Christian ethics informs the construction of one's own beliefs and convictions, and how it expresses itself in action.
• To develop within the church an awareness of how understanding of Scripture, theology, philosophy, history, and principles of Christian ethics lead to development of values, moral perspectives, ethical behavior, and sound decision making.
• To develop a personal worldview relevant to Christian ministry taking into consideration other contemporary worldviews, philosophical issues, major religions, religious sects, culture, and science.
• To lead a congregation to develop an adequate defense of the Christian faith against arguments from non-Christian belief systems.

Ministry and Formation: Essential ministries of character and leadership that nurture faith in Christ, build and develop churches, meet human needs at every level, and transform situations to God's purposes; principles, methods, and resources that equip teachers and leaders for the development of educational programs in congregations and denominations that lead to such competencies as:

• To train and develop church leaders in the proper interpretation of the Bible and application of its truth within the life and ministry of the church.
• To model effective leadership skills and appropriate relationships with the staff, church members and other members of the community, and to develop these skills in other church leaders by helping them to be motivated, communicate effectively, resolve conflicts, and develop ongoing leadership improvement plans.
• To demonstrate pastoral care that is both skilled and relational and serves the ministry needs of church members and other members of the community in administering and conducting the ordinances, hospital visits, various counseling opportunities, weddings, and funerals.
• To function as curriculum coordinator of the church, assisting in the adoption of a philosophy of teaching and training that reflects an understanding of the functions of the church integrated with a curriculum plan that identifies ministry needs, and effects specific strategies for reaching learning goals.
• To lead the church to adopt a working model for calling out, training, equipping, and developing church leaders in the areas of teaching skills and age-appropriate methods for the church's educational programs.
• To reflect and develop a biblical view of Christian stewardship within the church and to give leadership to budgeting and responsible operation and control of finances.

Worship and Mission: Practice and forms of public and private worship, music in the Christian experience, the church's mission in a global context, and the formative disciplines of Christian character and devotion that lead to such competencies as:

• To plan and lead worship services that are built on biblical principles and patterns, that are shaped by essential Christian doctrines, and that exhibit sound principles of design and function.
• To teach others the biblical, theological, historical, and cultural dimensions of worship and the implications of these for planning, leading, and experiencing worship.
• To lead the church to understand the various elements of worship and appreciate diverse styles and expressions of worship.
• To model awe and love for God and educate the congregation in personal, family, and corporate worship.
• To model openness to the broad spectrum of worship experiences in history and in various cultural contexts, and lead a congregation to explore ways these may be used in planning and leading worship.
• To teach the biblical and theological foundations for evangelism and missions and the various ways the church has grown and spread.
• To communicate biblical truth through personal witness, preaching, teaching, music, and other appropriate means.
• To lead the congregation to have a passion for sharing the Gospel of Christ.
• To lead the congregation to have respect for persons of diverse cultures and backgrounds, and demonstrate sacrificial love for people.

Philosophy

B. H. Carroll Theological Institute differs from other theological institutions in the scope of its philosophy of education, its approach to resources, and its relationship with churches and other educational institutions. Carroll Institute does not accept certain implicit but persistent assumptions about ministerial training. Theological education does not have to be highly competitive. By enlarging incentives and opportunities for learning, the entire student base is expanded to such a degree that other institutions will benefit as well.

The cost of theological education does not have to escalate perpetually. The expanding student base and revenue from ancillary activities enable Carroll Institute to lower costs of tuition for students.

Theological education does not have to be restricted by institutional location. Instead of building a large central campus, Carroll Institute distributes learning and makes it accessible at the grass roots level through a nexus of Teaching Churches. Although Carroll Institute uses innovative technologies and many of its classes are connected electronically, it is not primarily a "distance-learning" or "online" seminary. Rather, it is essentially a network of Teaching Churches where scholars meet face-to-face in learning clusters. In many instances new technology expedites the accomplishment of the goal to make theological education more accessible and affordable, and global electronic technology enables the Institute to access first-rate resources and world-class scholars. However, the primary goal is to provide a congregational-based laboratory that makes theological education more relevant and effective. Professors throughout the network of Teaching Churches conduct local classes at set times within small groups of students. Emphasis is placed on academic excellence, practical training, and personal contact with qualified mentors in peer learning clusters.

Current theological education often fails to integrate praxis with academics in a meaningful way. In fact, there are marked indicators that the trend is to move away from this integration, thus emphasizing classical over practical studies and giving students only token training in the churches. Recognizing that the best theological education does not exclude practical application from academic excellence, Carroll Institute reestablishes the vital relationship with the local church and uses it as a laboratory for ministerial training. It uses a broad range of media to reconnect with churches to provide theological education and real-world assistance that is biblically based, academically sound, and practically oriented.

Carroll Institute synergizes the resources of innovative technology, a pool of mentor-scholars, the facilities and human resources of churches, a "cutting-edge" generation of students, assessment tools and ministerial programs, and creative use of financial resources. Our philosophy not only harnesses ingredients essential for effective and efficient theological education, it also pioneers a twenty-first century seminary that will mobilize, train, and unleash an incredibly large and potent army of servants for God's kingdom.

Accreditation

Carroll Institute has initiated procedural steps with those boards and associations that certify and accredit schools of higher education: the Texas Higher Education Coordinating Board (THECB), the Southern Association of Colleges and Schools (SACS), the Association of Theological Schools (ATS), and the National Association of Schools of Music (NASM). Certification by the state of Texas is one of the prerequisites to apply for accreditation with the regional and national associations.

Having met the standards of the Texas Higher Education Coordinating Board, the Institute was granted a Certificate of Authority (January 2007) to offer the following degrees,

• Master of Divinity degree with major in Christian Ministry
• Master of Music degree with major in Christian Ministry
• Master of Arts degree with majors in Theology, Education, and Music.*

Carroll Institute now seeks additional certification for its programs of advanced studies. We intend to apply for accreditation with SACS immediately upon being certified. Since most of our courses of study will require two or more years to complete, we intend to offer degrees about the time students complete their courses of study. Therefore, we hope to offer accredited degrees upon completion of the self-study, site-visit, and approval by the accrediting agencies.

The leaders of the Carroll Theological Institute have over 300 years of experience in graduate theological education. That experience includes multiple self-studies and accrediting processes along with proficiency in graduate-level teaching, curriculum design, and competency-based education. From the beginning the Institute has demanded high standards of academic work that will meet or exceed all criteria necessary for accreditation. Because peer evaluation and accreditation are essential and valuable to the effective training of ministers, the quality of the faculty, the effectiveness of the curriculum, and the competencies of the graduates must be validated through certification by THECB and through accreditation by SACS, ATS, and NASM. Therefore, academic excellence, effectiveness in ministry, and building the kingdom of God will be ultimate goals for every student.

What does accreditation mean and what is the advantage for a student? Accreditation makes the transition easier as students move from one accredited school to another. The regional nature of accreditation allows a receiving school in the same or another state to assess the quality of a sending school and accept the incoming student's credits and academic record. This ease of transfer applies across the nation through reciprocal agreements between the regional accrediting agencies.

An individual school may also evaluate unaccredited course work and transfer such credits into a degree plan. Carroll Institute evaluates all transcripts submitted to determine if a student's previous course work from another institution will be acceptable for transfer.

*This certificate does not constitute accreditation; the issuance of this certificate attests only to an institution’s having met the board’s standards established for nonexempt institutions. Questions or complaints about this institution should be addressed to:

Texas Higher Education Coordinating Board
Box 12788, Capitol Station
Austin, Texas 78711
or call: (512) 427-6238

Heritage and Identity

Identity

B. H. Carroll Theological Institute is a free-standing community of Christian scholars with multiple sources of funding and a self-perpetuating board of governors. It is distinctively Baptist. It affirms those articles of Christian faith and practice which have been surely held and expressed in historic Baptist principles and practices. It operates in cooperation primarily with, but not limited to, Baptist churches. It also cooperates with other Great Commission Christians who are on the cutting edge of ministry.

B. H. Carroll

B.H. Carroll (1843-1914) was a giant among Baptist leaders. While pastor of First Baptist Church of Waco for almost thirty years, he strengthened the Baptist witness and profoundly influenced the social life and political structures across Texas and the South. He became a legendary expositor. He was involved at every level of Baptist life. Other denominational leaders consulted with him on all important decisions. Yet, Carroll's most enduring legacy was in theological education. In his pastoral study, he tutored Baylor ministerial students and developed theological courses that were put into the university curriculum. Carroll chaired the Baylor board of trustees, served on its faculty, and was Dean of the Bible Department. He led the trustees to start Baylor Theological Seminary (1905) and later convinced the BGCT to separate it as a free-standing institution (1907). In 1908 he chartered it as Southwestern Baptist Theological Seminary. Altogether, Carroll taught for forty-three years. By publishing his curriculum in the Baptist Standard, he extended his influence across the South. He did more to form the theology and shape the ideals of preachers than any other person of his generation. George W. Truett said this was Carroll's crowning work and his real passion: "No other task in all his life seemed so completely to enthrall his thoughts and energies as the task of Ministerial Education...this man, in season, out of season, pleaded forever for the better education of God's preachers."

Legacy

Carroll emphasized two dimensions of theological education as equally important: academic excellence and practical application. He challenged students to develop keen intellects, but he also showed them how to apply knowledge in meaningful ways. His desire was for leaders in the churches to be equipped with all the tools for ministry and to know how to use them effectively. Carroll's vision was to make this theological education accessible and affordable to all Christian leaders - to every worker and teacher in the church, in addition to those persons called to full-time vocational ministry. In 1905, he put it this way:

If we ever intend to make the Texas Baptists the greatest spiritual force in the world and to be potential in shaping the destiny of our state and nation, we must provide at home for the right and adequate training of a great host of spiritual leaders. Not to do it is a sin. We may not devolve this responsibility on others, nor can we safely postpone the work.

Carroll Institute perpetuates and extends this legacy. We will provide accredited theological education that is academically excellent and practically applicable in a way that it is accessible and affordable to every Christian leader. This is a vocational school: we will train professional ministers. Yet, in a fuller sense, this is a theological institution: we will "institute," or invest persons with a spiritual charge. That charge is not limited to full-time ministers but will be shared with all Christian leaders called to prepare for ministry.

Carroll Institute is non-traditional and innovative, but it will sustain the DNA of Carroll's legacy, as defined by L. R. Scarborough: it will be denominationally anchored as a distinctively Baptist institution responsible to Baptist churches; it will teach the Word of God; and it will magnify both scholarship and spiritual life. We will use creative approaches to theological education and its delivery. At the same time, we are reviving a heritage and perpetuating a legacy for those who remain loyal - loyal to historic Baptist principles - loyal to our Lord, His Word, and His commission - loyal to our and future generations. We hope that by providing a common ground for those who remain loyal, this new seminary also might help to bring healing to a wounded denomination.

Admissions

Diploma Program of Study (See Course Descriptions)

Applicants who are at least 25 years old and do not have a baccalaureate degree may apply to a Diploma program of study. An applicant must meet the following requirements prior to admission into Carroll Institute:

• Earned High School Diploma or its Equivalent (Graduate Equivalency Diploma). The student must submit a copy of the high school diploma or GED.
• Letters of Recommendation. Three letters of recommendation are required, reflecting evidence of the applicant's character, commitment, and readiness for diploma level study in ministry preparation.
• Church Endorsement. The applicant is required to have the Church Endorsement Form completed by the church of which the applicant is a member.

Professional Ministry Programs of Study (See Course Descriptions)

Applicants for admission to the Professional Ministry programs of study are required to have completed a bachelor's degree from a regionally-accredited college or university. An applicant must meet the following requirements prior to admission into Carroll Institute:

• Earned Baccalaureate Degree. Official transcripts must be sent to the Institute by all colleges/universities that have conferred degrees upon the applicant. The applicant is responsible for having these sent. Applicants will be considered who have a comparable degree from a recognized institution outside the United States. The degree must be evaluated by a recognized credentials evaluation service such as World Education Services (WES), PO. Box 745, Old Chelsea Station, New York, NY 10113-0745, phone 1-900-937-3895, www.wes.org.
• Letters of Recommendation. Three letters of recommendation are required reflecting evidence of the applicant's character, commitment, and readiness for professional-ministry level study in ministry preparation.
• Church Endorsement. The applicant is required to have the Church Endorsement Form completed by the church of which the applicant is a member. A minimum grade point average (GPA) of 2.0 (on a 4.0 scale) is a prerequisite for admission.

Advanced Courses of Study (See Advanced Studies Handbook)

Applicants entering Carroll Institute for the first time are required to complete all general admission application procedures. All returning students must update personal information on the Admissions form. An earned baccalaureate degree from an accredited college or university (or an equivalent diploma approved by the Institute) and a master's degree or its equivalent from an accredited seminary or university must have been completed by the time the applicant begins advanced study.

Request for Application. In order to apply for the program of Advanced Course of Study program, an applicant must have maintained an overall grade point average (GPA) of 3.0 (on a 4.0 scale) in all graduate level work and a GPA of 3.5 in graduate level work related to specific area of the advanced course of study (Cluster Area). All prior work will be evaluated before acceptance into a specific area of study. Applicants may be required to complete additional courses to meet equivalency requirements. The preliminary step toward application is to submit a letter requesting application material from the Advanced Studies Council. This request may be submitted when the student has completed one-half of a prerequisite degree. The letter of request should include:

• Statement of goals and purpose for pursuing an Advanced Course of Study;
• Declaration of the chosen Learning Cluster discipline (see above) for major study;
• A formal request for application materials, including the following documents:
  Transcripts. Transcript request forms will be included in the application materials. When entering Carroll Institute for the first time, an applicant must request official transcripts from all schools that have conferred baccalaureate and master's degrees. Transcripts must be received by the Institute directly from the granting institutions.
  Graduate Record Examination or Miller Analogies Test. For admission each applicant must attain a minimum total score of 1000 on the Graduate Record Examination. This total requires a minimum of 500 on the verbal test; the other 500 may be accomplished by either the quantitative or the analytical portion of the test. On the MAT, a minimum score of 50 is expected. The applicant will arrange to take the GRE or the MAT and forward the results to the Institute. Carroll Institute does not administer these tests.
  

Research Paper. For admission each applicant must submit to the Advanced Studies Council a research paper either previously prepared (an ungraded copy) or prepared especially for the application on a subject in the student's chosen major field of study. This paper should be 25-35 pages in length. The paper should represent the applicant's best quality of research and writing. The form and style should follow the 7th edition of Kate Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations. The paper will be graded in terms of form, presentation, and content to determine whether the student is capable of doing research and writing at an advanced level.

References. For admission each applicant must provide three recommendations by former professors who are familiar with the applicant’s academic ability. Forms for these references will be included in the Advanced Studies application materials.

Interview. Each approved applicant will be interviewed by the Advanced Studies Council prior to taking Qualifying Examinations. No interview will be scheduled until each stage of the application process has been satisfactorily completed: application form with accompanying documents, references, and research paper.

Qualifying Examinations. Each applicant will take qualifying examinations. This examination probes the applicant's general ability to organize thoughts and express those thoughts logically and clearly around topics related to the applicant's chosen major field of study.

Conditional Admission. All applicants are admitted conditionally to the Advanced Course of Study with the understanding that their performance for this level of work will be reviewed carefully each term until the conditional period is completed. Conditional status will not extend into the student's second full year of study. If the student's performance is not adequate at that point the Committee will make a determination to terminate the student's further participation in the program.

Standards of Conduct

As a community of Christian leaders, Carroll Institute seeks to maintain high standards of integrity in all areas of life, including academic work, ministry, and community relationships. Given these objectives, students are expected to maintain appropriate personal standards and use wise judgment in matters pertaining to personal conduct. Any set of community conduct standards may contain elements with which some of its members disagree. Nevertheless, out of a desire to encourage an environment appropriate to its purposes, respect for its heritage, and concern for the values of its constituency, B. H. Carroll Theological Institute has established the following behavioral guidelines for all students.

Practices that are not in keeping with Scriptural teachings and wholesome Christian lifestyle, such as dishonesty, theft, sexual misconduct and harassment, use of pornography, profanity, racism, and infringement on the rights of others are considered serious violations of the standards of conduct and will not be condoned.

In a Christian academic community, academic dishonesty, including cheating, plagiarism, and misappropriation of library materials, is regarded as a serious violation of standards of conduct.

Abuse of one's body is inappropriate for any Christian. Students will refrain from the possession or use of harmful substances, intoxicants, and all illegal drugs.

Christians are expected to show respect for governmental authority. Students are therefore expected to uphold the laws of the local community, the state, and the nation.

Students are expected to refrain from all practices that are questionable and encourage exposure to demeaning social relationships.

Carroll Institute values a community environment that is free from all forms of discrimination and harassment. Therefore, discrimination and harassment of any type will not be tolerated by the institution. Those found in violation will be subject to disciplinary action.

In order to facilitate orderly community life, students are expected to abide by other procedural rules and regulations as announced.

Student Fees

(Student fees are subject to change without notice.)

For Diploma and Professional Ministry Courses of Study
Registration Fee $40/per term
Course Fee $250/per course
Online Library Fee $125/per year

For Advanced Courses of Study in Church Ministries
Registration Fee $40/per term
Course Fee $200/per unit

For Advanced Courses of Study in Research Studies
Matriculation Fee $750/per term

For Online Classes
Registration Fee $40/per term

Course Fee $250/per course

For Readers
A "Reader" at Carroll Institute takes courses much like an auditor in other institutions. Individuals who elect to take courses as a Reader may attend class sessions, receive class materials, participate in class discussions and activities, and have access to the online eLibrary. Courses attended by Readers, however, do not apply toward course of study requirements and are not transcriptable. Individuals who become Readers should only do so after determining that they do not want to apply the course(s) toward a program of study for a degree.

Registration Fee NA
Course Fee $40/per course
Online Library Fee $125/per year
(optional)

Application for Reader
	Click on the image to the left for a Reader Application

Other Fees:
Application Fee: No Charge
Add/Drop Add Course: No Charge
(Student may only Add a class through the end of the first week of classes.)
Transcript Evaluation Fee: No Charge
Conference Course: Course Fee Only (no additional charge)

Refund Policy

Students who drop a course before the first class meeting receive a full refund of the course fee. Students withdrawing within the first two weeks of class receive a 50% refund of the course fee. No refund is given after the second week of classes.

Students who withdraw from all courses before the first class in a given term will receive a full refund of the Registration Fee. Students who withdraw from all courses in the first two weeks of class receive a 50% refund. No refund is given for the Registration Fee after the second week of class.

Withdrawal Policy

Students who withdraw from a class during the first 4 weeks will receive a (W) withdrawal. Students who withdraw after 4 weeks will receive a failing grade (F). A student who considers withdrawing after the 4th week will be given the option of taking an incomplete grade (I) and will be allowed up to an additional 4 weeks beyond the end of the term to complete the course. If the course is not completed by the end of the 4th additional week, the incomplete automatically becomes a failing grade (F). If there are extraordinary circumstances, a student may petition the Senior Fellows for an exception to this policy.

Application and Registration

IF YOU ARE READY TO APPLY, COMPLETE THE FOLLOWING INSTRUCTIONS:
If you plan to become a student at Carroll Institute, please visit our website at www.bhcti.org and complete the Application for Admission. Download and print the Church Endorsement form and three Recommendation for Admission Forms. Additional instructions are given online. The Institute admits students year-round and accepts applications at any time. At least six weeks prior to enrollment in a Term, you should submit the following:

• Application form - online or mail-in form

• Church endorsement form

• Official copies of transcripts

You may contact us in one of the following ways:

B. H. Carroll Theological Institute
120 E. Abram St.
Arlington, Texas 76010

Voice: 817-274-4284
Fax: 817-274-2226
E-mail: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
Website: www.bhcti.org

IF YOU ARE READY TO REGISTER FOR COURSES, FOLLOW THESE INSTRUCTIONS:
Registration for classes will be possible only after admission has been granted.

Registration for a course will begin four weeks and close one day prior to start of classes. Students will register for courses online. Prior to the beginning of class, all course requirements and textbook lists will be available online.

Regular courses of study at Carroll Institute are conducted in four, eight-week terms (Alpha Term, Emmanuel Term, Paschal Term, and Omega Term). Because of the intense nature of the terms, one would only expect within a single term to complete half the number of courses normally completed in a semester. For example, students who normally take four courses in a semester should divide this load between two terms and take two courses each term.