Bachelor of Arts, Major in Interdisciplinary Studies

at South Dakota State University USA

The Precision Agriculture major prepares students for careers that bridge the gaps between agronomy, agriculture machinery management, and data sciences caused by the rapid evolution of high-speed sensor technology.

Student Learning Outcomes
Upon completion of the Precision Agriculture major, students will:

• Demonstrate foundational and specialized knowledge in crop management, environmental stewardships, and precision agriculture technologies and their integrations at local, regional, and global scales. (Cross-curricular Skill: Critical and Creative Thinking)
• Explore complex local, regional, and global issues using a precision agriculture 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)
• Demonstrate economic and environmental proficiency in applying the proper principles and technologies of precision agriculture and to address socioeconomic issues in Agricultural sciences. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Demonstrate the ability to collect, organize, analyze, and synthesize accurate digital field maps using specialized software and have the operational knowledge for specialized precision agriculture equipment, computers, and spreadsheet applications to produce meaningful management recommendations (Cross-curricular Skill: Information Literacy)
• Effectively communicate and demonstrate openness to new perspectives and diverse others, and demonstrate the ability to reassess their personal perspective within precision agriculture activities when appropriate. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The Interdisciplinary Studies major is designed for those pursuing unique educational goals. Each student develops a goal-driven plan of study approved by the department selecting coursework relevant to those unique goals. Career opportunities for graduates are vast, evolving from the knowledge, skills and attitudes acquired through a well-designed plan of study. Interdisciplinary studies graduates have been very successful in the job market and in gaining acceptance to graduate/professional schools. Most graduates pursue careers in broad industries or emerging fields. Intensive advising and career planning are critical elements to ensure the plan of study appropriately prepares students for future goals.

Student Learning Outcomes
Interdisciplinary Studies graduates will be able to:

• Analyze how historical and metaphorical models support research and problem solving through diverse disciplinary approaches. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Diversity, Inclusion and Equity)
• Apply interdisciplinary analytics to research. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Integrative Learning; Diversity, Inclusion and Equity)
• Express interdisciplinary understanding of a complex problem through the integration of disciplinary insights in an undergraduate research project. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)
• Illustrate how interdisciplinary study contributes to success in future professional and personal goals. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Integrative Learning; Diversity, Inclusion and Equity)

The curriculum in general Biology provides breadth of exposure to fundamental areas of biology.  Students majoring in Biology without a specialization take coursework providing a balance of cell, molecular, and organsimal classes. Students select from microbiology, botany, and animal based classes based on their desired career path.

Student Learning Outcomes

• Graduates will demonstrate fundamental knowledge and comprehension of fundamental concepts in biology and microbiology. (Cross-curricular Skill: Information Literacy)
• Graduates will demonstrate scientific reasoning and problem solving. (Cross-curricular Skill: Problem Solving)
• Graduates will demonstrate technical laboratory proficiency in applying fundamental knowledge of biology and microbiology. (Cross-curricular Skill: Information Literacy)
• Graduates will demonstrate effective oral and written communication skills.

The German Teaching specialization at SDSU consists of the same aims and content as the German B.A. In addition, teaching candidates are given training in the most current professional standards and methods for teaching excellence in Germanic language and cultures. Former candidates have gone on to teach in public and private schools and have gone for further training in order to teach English as a Second Language and prepare for University-level teaching.

Student Learning Outcomes
Upon the completion of the German major, students should be able to:

• Speak, read and write German at the Intermediate-High or Advanced level, developing solid competence in the language needed for everyday life and advanced narrative skills in the past, present, and future. (Cross-curricular Skills: Intercultural Knowledge; Inquiry & Analysis; Information Literacy)
• Demonstrate understanding of and growth in the skills required for intercultural communication and competence and life-long learning. (Cross-curricular Skill: Intercultural Knowledge; Diversity, Inclusion and Equity; Critical & Creative Thinking)
• Identify the cultural perspectives of the German-speaking world’s civilizations and their cultural products, such as literatures, arts, institutions, pop cultures, etc. and compare the cultural frames that determine everyday life in French- speaking cultures and the U.S. (Cross-curricular Skills: Intercultural Knowledge; Critical & Creative Thinking; Inquiry & Analysis; Information Literacy)
• Adapt behavior to a variety of cultural contexts through critical analysis of cultural frames. (Cross-curricular Skills: Intercultural Knowledge; Creative & Critical Thinking; and Diversity, Inclusion and Equity)
• Articulate the value of their language and cultural studies and apply this knowledge in future employment. (Cross-curricular Skill: Intercultural Knowledge; Diversity, Inclusion and Equity)

A degree in Studio Art prepares majors for careers as fine artists, graduate study in fine arts, and entry-level positions in art and graphic design. The degree focuses on the breadth of general studies combined with visual arts studies where majors receive certificates in one or more of the following areas: Animation, Art History, Ceramics, Painting, Printmaking, Sculpture. A 30-hour visual arts core supports the degree and creates a foundation of success in art related fields.

Student Learning Outcomes
Upon completion of the Studio Art program, students will be able to:

• Apply the basic principles of visual organization, in two and three dimensions, to the creation and the analysis of works of art. This includes the application of fundamental drawing skills, design concepts, color theory, and studio specific applications. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Generate a body of original works of art in their chosen area of specialization that exhibits a coherent set of artistic/intellectual goals. This includes the application of the relevant technologies and media associated with their area of specialization as well as other studio disciplines. (Cross-Curricular Skills: Foundation of Lifelong Learning Skills; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Analyze and critically evaluate works of art and design from various cultures and historical periods as well as the ability to apply art historical context to their own work. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Diversity, Inclusion, and Equity)
• Articulate, both orally and written, a critical discourse on their artwork and processes, the artwork of others, and art history through the appropriate application of art and design language and concepts. (Cross-Curricular Skill: Integrative Learning)
• Demonstrate the skills required by professional artists in the communication, documentation, and exhibition of their artwork and experience. (Cross-Curricular Skill: Integrative Learning)

The Food Science program offers excellent opportunities for graduate level coursework and research leading to academic or industry careers in Food Science.  Graduate students receive advanced preparation related to food processing, product development, and food safety.  Food Science is a multi-disciplinary program that is administered by the Department of Dairy and Food Science, but may also include such diverse areas as animal science, food grain processing, and agricultural & biosystems engineering.

Student Learning Outcomes

• Exhibit knowledge concerning food science at a level appropriate to a M.S. degree holder.
• Demonstrate adequate presentation and communication skills, including thesis and journal article writing, poster and oral presentation skills.
• Demonstrate information literacy for science-based inquiry and critical review of existing knowledge sources.
• Demonstrate an understanding of scientific methods and application of analytical techniques for solving research problems.
• Develop a deep understanding of experimental design, statistical analysis and use of inferential statistics to make valid judgements based on scientific data.
• Specialize research focus in some area of food processing, food product development, food microbiology or food safety, but still be broadly based in knowledge in food science.
• Be able to conduct and publish scholarly research. (Option A)
• Demonstrate professional development and competence so that they may enter the work force in academia or industry.

The Department’s chemistry faculty research programs fall into the thematic focus areas of environmental chemistry and green chemistry, chemical sensor development, organic synthesis, materials chemistry, natural products chemistry, and chemical education. Within these multidisciplinary and interdisciplinary focus areas, students can select research projects that involve the traditional subdisciplines of chemistry – analytical, biochemistry, inorganic, organic and physical. Currently active research projects in the Department focus on various aspects of analytical chemistry, drug discover and delivery, synthesis or photoactive materials including polymers, materials chemistry and self assembly, chromatography, the chemistry of cell membranes, cancer biology, environmental and green chemistry, chemistry of climate change, photo-physical chemistry, natural products synthesis, biophysical chemistry, computational chemistry, and solid-state NMR. For additional information about these options review the descriptions of current faculty research interests on the Department.

In addition to a traditional thesis-based (Option A) M.S. degree, the Department also offers a predominantly online Chemistry M.S. with chemical education specialization. This is a non-thesis (Option B) degree that focuses on the content necessary for practicing high school teachers to achieve highly qualified status. Admission in this program is limited to practicing high school science teachers. Students interested in thesis-based M.S. degree in the sub-disciplinary area of chemical education should select the Chemistry (M.S.) program in their application for admission.

Student Learning Outcomes

• Comprehensive knowledge: Graduate degree recipients will possess comprehensive disciplinary knowledge with high competence.
  • M.S. degree recipients will be able to demonstrate chemistry knowledge and advanced technical skills.
  • Graduate degree recipients will be prepared to demonstrate knowledge and technical skills in a large variety of professional fields, careers and endeavors.
  • Graduate degree recipients will communicate effectively in an oral, written and visual manner to technical audiences and stakeholders.
  • Graduate degree recipients will possess and practice high standards of scientific integrity and professional ethics.
• Trans-disciplinary professional skills: Graduate degree recipients will possess trans-disciplinary professional skills.
  • Graduate degree recipients will apply creativity to innovation.
  • Graduate degree recipients will recognize the importance of workplace diversity in culture, gender, perspective, and experience.
  • Graduate degree recipients will work effectively with peers and develop mentoring skills.
  • Graduate degree recipients will develop an understanding of the intellectual property process and the business needs of their workplace.
• Students will be familiar with the research literature of their chemistry subdiscipline and have the ability to keep abreast of major developments to acquire a working background in any area.
• Students will be able to demonstrate skill in the recognition of meaningful problems and questions for research.
• Students will possess technical skill in laboratory manipulation.
• Students will be able to demonstrate skill in designing experimental protocols and in conducting productive self-directed research.

The Mechanical Engineering Department offers courses for the degree Master of Science in Mechanical Engineering. Also, course offerings can be used in co-major or minor programs for students of other departments. The graduate program in mechanical engineering concentrates on advanced study, including design and research, in such areas as thermofluid science, solid mechanics and dynamics, and industrial and quality control engineering. Students are encouraged to broaden their education by participating in supporting programs in established departments such as mathematics, computer science and other fields of engineering.

Student Learning Outcomes

• Articulate a solid understanding of the fundamental principles in the general areas of the mechanical engineering discipline and supporting areas.
• Demonstrate an ability to communicate, written and verbal, technical information in an effective manner.
• Conduct research and/or design projects that demonstrate ability to model, analyze and design mechanical engineering processes and systems.
• Demonstrate the transferable skills necessary for a career as a researcher and/or for employment in a senior and leading capacity in a relevant area of professional practice or industry, through career preparedness training, such as writing cover letters and resumes.

A degree in Studio Art prepares majors for careers as fine artists, graduate study in fine arts, and entry-level positions in art and graphic design. The degree focuses on the breadth of general studies combined with visual arts studies where majors receive certificates in one or more of the following areas: Animation, Art History, Ceramics, Painting, Printmaking, Sculpture. A 30-hour visual arts core supports the degree and creates a foundation of success in art related fields.

Student Learning Outcomes
Upon completion of the Studio Art program, students will be able to:

• Apply the basic principles of visual organization, in two and three dimensions, to the creation and the analysis of works of art. This includes the application of fundamental drawing skills, design concepts, color theory, and studio specific applications. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Generate a body of original works of art in their chosen area of specialization that exhibits a coherent set of artistic/intellectual goals. This includes the application of the relevant technologies and media associated with their area of specialization as well as other studio disciplines. (Cross-Curricular Skills: Foundation of Lifelong Learning Skills; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Analyze and critically evaluate works of art and design from various cultures and historical periods as well as the ability to apply art historical context to their own work. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Diversity, Inclusion, and Equity)
• Articulate, both orally and written, a critical discourse on their artwork and processes, the artwork of others, and art history through the appropriate application of art and design language and concepts. (Cross-Curricular Skill: Integrative Learning)
• Demonstrate the skills required by professional artists in the communication, documentation, and exhibition of their artwork and experience. (Cross-Curricular Skill: Integrative Learning)

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 human society’s most pressing scientific problems. The Chemistry Education program will prepare students for careers in high-quality teaching of chemistry at the secondary/high school level. The curriculum consists of a set of core requirements for students to acquire fundamental chemistry content knowledge and skills shared by all high-quality chemistry teachers, requirements for cognate knowledge development and skills acquisition (e.g., mathematics and other sciences), while meeting the state licensure requirements to teach high school. The core requirements provide foundational understanding in all five sub-disciplines of chemistry (analytical, biochemistry, inorganic, organic, and physical), representing breadth of content knowledge.  The curriculum also allows for exploration into the depth of chemistry content by including elective coursework in chemistry, environmental chemistry, and a capstone research course.

Student Learning Outcomes

Upon completing a major in Chemistry Education, 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)
• Demonstrate teaching effectiveness. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Illustrate learner development.
• Recognize learning differences and learning environments. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Formulate content knowledge.
• Implement uses of multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
• Create plans of instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
• Engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
• Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.