Bachelor of Arts, Major in Geography

at South Dakota State University USA

The Master of Mass Communication (M.M.C.) consists of advanced professional studies. While it has theoretical underpinnings, the primary purpose is to enhance knowledge and skills for application in professional practice. Fifty percent or more of the courses must be skills-based. This degree targets mid-career professionals in journalism and mass communication and builds on students’ current levels of experience and skills making them more marketable. The Master of Mass Communication prepares students for the increasingly competitive workforce and changing disciplines in mass communications.

Student Learning Outcomes

• Apply the principles and laws of freedom of speech and press, in a global context, and for the country in which the institution that invites ACEJMC is located;
• Demonstrate an understanding of the multicultural history and role of professionals and institutions in shaping communications;
• Demonstrate culturally proficient communication that empowers those traditionally disenfranchised in society, especially as grounded in race, ethnicity, gender, sexual orientation and ability, domestically and globally, across communication and media contexts;
• Present images and information effectively and creatively, using appropriate tools and technologies;
• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;
• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;
• Apply critical thinking skills in conducting research and evaluating information by methods appropriate to the communications professions in which they work;
• Effectively and correctly apply basic numerical and statistical concepts;
• Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;
• Apply tools and technologies appropriate for the communications professions in which they work;
• Contribute to knowledge appropriate to the communications professions in which they work.

Chemistry is often referred to as the central science because of its strong connections to the other natural sciences and mathematics. Chemistry is therefore an area of study that allows students vast opportunity to explore the unknown and to address some of society’s most pressing scientific problems. Professional chemists are employed in a number of diverse fields: governmental policymakers, pharmaceutical and industrial chemists, intellectual property attorneys, high school teachers, and physicians. The curriculum reaches both the breadth and depth of the discipline. Students take a foundational course in each of the five subdisciplines (analytical, biochemistry, inorganic, organic, and physical chemistry) and advanced courses in these subdisciplines based on the student’s individual interests and career goals. Undergraduate training in chemistry at SDSU provides students with enhanced critical-thinking skills and problem-solving abilities, attributes that are highly desired in the modern workforce. The chemistry major is also excellent preparation for professional study in medicine, dentistry, business, and law. The American Chemical Society (ACS), in recognition of the quality and rigor of the curriculum, certifies the B.S. degree in chemistry offered by the Department. In addition to completing the degree requirements listed below, students engage in independent research projects in collaboration with departmental faculty; this capstone experience affords students a means to apply the knowledge of the discipline to questions for which the answers are unknown.

Student Learning Outcomes
Upon completing a B.S. in Chemistry, graduates will:

• Understand the basic concepts fundamental to chemistry.
• Be properly prepared for laboratory investigations.
• Develop in-depth knowledge of at least four of the five subdisciplines of chemistry (analytical, biochemistry, inorganic, organic, and physical).
• Demonstrate knowledge of modern chemistry topics, which could include catalysis, environmental chemistry, green/sustainable chemistry, materials science, and toxicology.
• Be able to design and execute experiments, analyze data, and use the chemical literature. (Cross-curricular Skill: Inquiry and Analysis)
• Be able to synthesize the curricular knowledge and skills in a capstone (research) experience. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy)
• Understand the scientific process and develop problem-solving skills. (Cross-curricular Skill: Problem Solving)
• Retrieve information effectively. (Cross-curricular Skill: Information Literacy)
• Develop chemical safety skills.
• Be able to rely on collaboration, effective teamwork, safety, and ethical practices. (Cross-curricular Skill: Teamwork; Diversity, Inclusion and Equity)
• Learn professional ethics. (Cross-curricular Skill: Ethical Reasoning)
• Have proficiency in essential green chemistry competencies.
• Be able to assess, comprehend, and communicate science. (Cross-curricular Skill: Inquiry and Analysis)

Agricultural and Biosystems Engineering is the science of engineering applied to the products and processes of agriculture and related industries. Design projects solicited from industry provide students with relevant “real world” design experience.  This provides hands on learning in variety of technical areas such as natural resource management, irrigation and drainage, water resources development, machine dynamics and design, precision agriculture, agricultural power, properties and processing of biological materials, environmental control for livestock, indoor air quality, structures, control and disposal of agricultural wastes, computers, or instrumentation. To earn the Bachelor of Science Degree in Agricultural and Biosystems Engineering, students must have an average grade of “C” or better in courses taken and required in the ABE curriculum and take the Fundamentals of Engineering examination prior to graduation.

Program Educational Objectives

• To produce engineers that become competent in methods of analysis involving use of mathematics, fundamental physical and biological sciences, engineering sciences, and the computer skills needed for the practice of agricultural and biosystems engineering.
• To produce engineers that develop design skills, including the ability to think creatively, to formulate problem statements, to communicate effectively, to synthesize information, and to evaluate and implement problem solutions.
• To produce engineers that become capable of addressing issues of ethics, safety, professionalism, cultural diversity, globalization, environmental impact, and social and economic impact in engineering practice.
• To produce engineers that will contribute to agricultural profitability though the development, adaptation, and proper use of improved and safer engineering technologies, production systems, and management practices.

Student Outcomes

Graduates of the Agricultural and Biosystems Engineering program will have:

• An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
• An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
• An ability to communicate effectively with a range of audiences.
• An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
• An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
• An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
• An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

SDSU’s English department offers the M.A. degree in English. There are two emphases available to students:

• Studies in Literature
• Studies in Writing and Rhetoric

Within these two areas of study, the department offers three options for completing the degree:

• Option A requires twenty-four credit hours of coursework, six credit hours of thesis, a thesis project, and an oral examination. Within this option, the student may write a critical or a creative thesis.
• Option B requires thirty credit hours of coursework, two credit hours of research, a research/design project, and an oral examination.
• Option C requires thirty-six credit hours of coursework, a comprehensive written examination, and an oral examination.

Each option will support a variety of educational or professional goals. Students generally complete the program in two to three years.

Student Learning Outcomes

The English department’s M.A program prepares students for professional careers or further graduate study by developing their capacities for textual analysis, research, theory, and creative and critical writing.

Upon completing the English M.A. program, students will be able to:

• Textual Analysis: Demonstrate an advanced ability to analyze and interpret literary and cultural texts.
• Literary History: Examine significant texts, authors, periods, movements, genres, theories, and modes from literary history, interpreting the relationship between texts and their historical, aesthetic, cultural, and ideological contexts.
• Writing: Compose sophisticated argumentative, creative, and reflective texts that demonstrate focus, content, structure, evidence, style, and grammar appropriate to their rhetorical contexts.
• Theory: Demonstrate an advanced ability to apply theoretical concepts to the writing and analysis of texts.
• Research: Produce original research that advances knowledge within the discipline; generates questions for scholarly inquiry; identifies its methodological and theoretical foundations; employs library resources and discipline-specific databases; evaluates and integrates secondary criticism; and documents sources using MLA style.
• Diversity: Explain how literature both reflects and enriches the diversity of human experience through its exploration of the ways in which race, ethnicity, religion, gender, sexuality, ability, and class shape identity and influence perception. (Transferable Skill: Diversity Awareness)
• Teaching: Deliver instruction that demonstrates a growing mastery of course content (cultural analysis, rhetoric, grammar, and research) and increasing skill in helping students of varying abilities improve their cultural awareness, critical acumen, reading comprehension, and writing competence. (Graduate teaching assistants only.) (Transferable Skill: Teaching/Training)

The M.S. in Human Sciences specialization in Merchandising provides an understanding of merchandising at every level, with emphasis on current trends in the United States and the global marketplace, factors that will distinguish graduates among their peers. Students can obtain a focus on the merchandising aspect of the business. The additional expertise offered through the merchandising certificate may position individuals for career advancement or a new career in merchandising. Graduates of the program are prepared to work in product development, promotions, and retail management in this ever-expanding industry.

Student Learning Outcomes

• Demonstrate the ability to identify and understand theories, principles, practices and terminology related to the merchandising industry.
• Demonstrate competency in communicating effectively using oral and written techniques, to include the use of technology, in the gathering and professional presentation of information.
• Apply their knowledge of leadership, planning, and controlling to business activities and merchandising organizations.
• Analyze and evaluate the triple bottom-line (economic, social, environmental) impact of sustainable merchandising industry activities and processes.
• Demonstrate strong research, analytical and strategic decision-making skills.

The Department of Mathematics and Statistics is a large, diverse, and active organization. The department’s mission is to provide excellent instruction, conduct high-quality research and scholarly activity, and prepare graduates and provide mathematical and statistical services that are both regionally relevant and internationally competitive. The department offer students the opportunity to pursue master’s and doctoral level graduate studies in a collegial environment with small class sizes and high faculty-student interaction and research activity.

The focus of the M.S. in Mathematics Program is the development of sophisticated mathematical models and their implementation on high performance computing platforms. The curriculum features a balance of application, computation, and theory with particular emphasis in the areas of operations research, computational science, and the development of probabilistic and deterministic models. Areas of faculty and graduate student research activity include computational biology, computational finance, molecular dynamics simulation, operations research, optimization, and Ramsey theory. The program is particularly effective at preparing graduates to work in business, industry, or government as well as preparing students to continue on to the CSS PhD or other PhD program.

Student Learning Outcomes

• Students will understand mathematical or statistical models.
• Students will be able to construct and apply standard mathematical and statistical models.
• Students will be able to solve problems using appropriate software to implement the appropriate models.
• Students will be able to disseminate the results of their work to others.
• Students will be able to apply Argument Deconstruction in mathematics and statistics

Geography is the scientific study of the distribution of both physical and human features of the Earth’s surface. Geographers seek to describe, relate and explain the natural and cultural phenomena that distinguish places around the world. Geographers focus upon “where” and “why” questions concerning the global environment. Geography also functions as a bridge between the natural sciences; its perspective on the location of phenomena makes it unique among the academic disciplines. The process of change is a fundamental theme in geography and the examination of how humankind modifies the Earth is a continual emphasis. The study of geography is thus of vital concern to all citizens and provides graduates with numerous career opportunities in business, education, and government.

The Geography program is designed to provide the student with a general education as well as a concentration in the major field of study. The faculty recommends that majors take several courses in disciplines closely related to their specific area of interest in geography. Those interested in physical geography might register for associated courses in physics, agricultural sciences, botany or other allied disciplines. If one is interested in human geography, course work in sociology, economics, history, political science or foreign language or some other social science might be considered. For technical geography, computer science and mathematics courses are recommended. Qualified students may also enhance their academic experience with participation in the Undergraduate Scholars Program.

Program Emphases

• The Planning Emphasis stresses research techniques and is oriented toward future employment in governmental, industrial, military, or planning positions.
• The Environmental Planning and Management Emphasis is designed to prepare students for careers in governmental, industrial, managerial, recreational areas, and commercial corporations.

Student Learning Outcomes
Graduates with a major in Geography will:

• Demonstrate foundational and specialized knowledge in both the physical and human sciences and their interconnectedness at local, regional, and global scales. (Cross-curricular Skill: Information Literacy)
• Interpret the ethical consequences of global issues concerning the environment to strengthen commitment to local, national, and global citizenship. (Cross-curricular Skill: Ethical Reasoning)
• Demonstrate proficiency in the application of appropriate geographical technologies and techniques to address issues in the physical and/or human sciences.
• Communicate geographic ideas clearly and effectively (e.g., maps, writing, oral presentations, posters, photos, flowcharts, tables, graphs, and illustrations).
• Apply observations from laboratory and/or field experiences to analyze problems and offer solutions. (Cross-curricular Skill: Inquiry and Analysis; Problem Solving)
• Demonstrate the ability to collect, organize, analyze, and synthesize information about people, places, and environments in a spatial-temporal context. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Explore complex local, regional, and global issues using a geographical perspective to formulate questions and draw informed conclusions that are based on critical scientific analysis and interpretation of information. (Cross-curricular Skill: Inquiry and Analysis)

One of the fastest growing scientific disciplines is also one of the youngest – biochemistry. Biochemistry is the application of atomic and molecular principles to the function of plant and animal life processes. This multifaceted science includes the study of all life forms and depends on basic concepts derived from chemistry, biology, physics, and mathematics. Training in biochemistry at the undergraduate level positions students well for careers in biotechnology, pharmaceutical development, government laboratories, and is very appropriate as a pre-professional course of study. The B.S. in Biochemistry curriculum at SDSU builds upon a solid foundation in chemistry, and incorporates selected aspects of biology, physics, and mathematics to complete the undergraduate degree. In addition to completing the degree requirements listed below, biochemistry students engage in undergraduate research with faculty members in the department.

Student Learning Outcomes

• Students will understand the basic concepts fundamental to chemistry.
• Students will be properly prepared for laboratory investigations.
• Students will understand the nature of biological energy.
• Students will understand catalysis.
• Students will be able to describe energetic coupling of chemical processes in metabolic pathways.
• Students will be able to describe biological macromolecules.
• Students will describe the factors which determine the structure of biological macromolecules.
• Students will be able to relate structure and function.
• Students will be able to describe macromolecular interactions.
• Students will understand that macromolecular structure is dynamic.
• Students will be able to discuss regulation of the biological activity of macromolecules.
• Students will be able to relate the structure (and hence function) with the foundational principles of chemistry and physics.
• Students will be able to use a variety of experimental and computational approaches to observe and quantitatively measure the structure, dynamics and function of biological macromolecules. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving)
• Students will be able to describe the genome.
• Students will be able to discuss the relationship between nucleotide sequence and biological function.
• Students will be able to explain gene transmission from one generation to the next.
• Students will be able to describe genome maintenance.
• Students will understand the scientific process. (Cross-curricular Skill: Inquiry and Analysis)
• Students will be able to assess, comprehend, and communicate science. (Cross-curricular Skill: Inquiry and Analysis)
• Students will be able to rely on collaboration, effective teamwork, safety, and ethical practices. (Cross-curricular Skill: Teamwork; Diversity, Inclusion and Equity)
• Students will be able to describe the biological need for homeostasis.
• Students will be able to link steady state processes and homeostasis.
• Students will be able quantify homeostasis.
• Students will be able to describe control mechanisms.
• Students will be able to describe cellular and organismal homeostasis.
• Students will be able to synthesize the curricular knowledge and skills in a capstone (research) experience. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy)

The goal of the B.S. in Human Development and Family Studies is to provide an interdisciplinary approach to study and work with individuals and families. This program draws from theory and research that examines the process of human development across the lifespan and the dynamic interaction of family members. Students pursuing the B.S. in Human Development and Family Studies gain knowledge and experience in the science of human growth and development, human interaction, and family relationships. Graduates work in careers that promote healthy development and positive family functioning across the lifespan, such as: a Social Services Case Worker, Provider at Residential Treatment Center, Youth Organization Worker, Program Director for Youth, Family or Senior Citizen Center.

Student Learning Outcomes
In the Human Development and Family Studies major, students will:

• Identify the effects of diverse environments on the development of individuals and families. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Apply human development and family theories and concepts to the experiences of individuals, couples, and families. (Cross-curricular Skill: Critical and Creative Thinking)
• Apply human development and family theories to explain and improve individual growth and family interaction. (Cross-curricular Skill: Problem Solving)
• Reflect on their experience of participating in community-based programs. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Demonstrate effective written and oral communication skills in a group setting. (Cross-curricular Skill: Teamwork)

Dietetics prepares Registered Dietitian Nutritionists to practice dietetics at an advanced level and/or pursue doctoral study.  The program seeks to develop research skills, stimulate independent thought, and provide up-to-date knowledge in foods, nutrition, and food service/business management. This program prepares individuals to integrate and apply the principles ranging from the biomedical sciences, human behavior, and management to design, and to lead effective food, nutrition, health and wellness programs in a variety of settings. This online program will be a degree tailored for credentialed, practicing dietetics professionals who seek to enhance their knowledge in a specific area of dietetics practice or to retool for new career opportunities in dietetics practice. The student must already have the RDN credential or have a Verification Statement from an ACEND accredited Didactic Program in Dietetics. This degree does not prepare one to become a credentialed RDN.

Student Learning Outcomes

• Foundational knowledge: Apply foundational knowledge and skills in the theory and application of nutrition and dietetics sciences to professional practice, education, and research.
• Communication skills: Develop effective written and oral communication skills.
• Critical thinking: Critically analyze and synthesize scientific evidence to defend a position.
• Career preparedness: Demonstrate effective career preparedness.