Bachelor of Fine Arts, Major in Studio Art with Specialization in Art Education

at South Dakota State University USA

Agricultural Systems Technology graduates serve an increasingly complex agricultural industry in a wide variety of ways. These individuals have a sound fundamental knowledge of agricultural and biological sciences related to the technical, mechanical and energy aspects. This background combined with a solid understanding of the interactions between agriculture and society provides AST graduates many career opportunities. Graduates use their technological knowledge, coupled with managerial and leadership skills, to increase America’s food and energy supply, security, and safety. Graduates may pursue careers in renewable energy such as ethanol and bio-diesel, farm machinery and equipment, natural resources, livestock facilities and systems, and production agriculture.

Student Learning Outcomes

Upon completion of the Agricultural Systems Technology major, students will have:

• The ability to apply knowledge of mathematics and science. (Cross-curricular Skill: Information Literacy)
• An ability to design and conduct experiments, as well as to analyze and interpret data. (Cross-curricular Skill: Inquiry and Analysis)
• An ability to function on multidisciplinary teams. (Cross-curricular Skill: Teamwork)
• An ability to identify, formulate, and solve problems. (Cross-curricular Skill: Problem Solving)
• An understanding of professional and ethical responsibility. (Cross-curricular Skill: Ethical Reasoning)
• An ability to communicate effectively.
• A recognition of the need for, and an ability to engage in life-long learning. (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• A knowledge of contemporary issues.
• An ability to use the techniques, skills, and modern tools necessary to identify solutions to problems.

In addition to a traditional thesis-based (Option A) M.S. degree, the Department also offers a predominantly on-line 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 in-service high school/college 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

• Demonstrate knowledge of AP curriculum: Students will be able to demonstrate knowledge of topics in the Advanced Placement curriculum in chemistry.
  • Students will be able to explain atomic theory.
  • Students will be able to describe bonding and intermolecular forces.
  • Students will be able to explain phases of matter.
  • Students will be able to explain thermodynamics and equilibria.
  • Students will be able to describe kinetics.
  • Students will demonstrate an understanding of electrochemistry, nuclear chemistry, and organic and biochemistry.
• Apply content knowledge toward teaching: Students will apply content knowledge toward teaching and critique their approaches toward teaching various chemistry topics.
• Action research project: Students will investigate the learning environment in their classroom via an action research project.
• Make discipline accessible and meaningful: Students will use the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Prepare plans of instruction to support all students: Students will prepare 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.

The program offers a variety of courses that encompass a broad range of Electrical Engineering areas including: alternative energy and power systems; computer engineering, communications; electronic materials, devices and sensors; nano technology, photovoltaic devices and systems; and signal and image processing. The department’s graduate faculty conduct active research in these areas using modern research facilities and equipment.

Program Educational Objectives

The EE graduate program objectives are to equip individuals to

• Discover and disseminate knowledge relevant to the discipline of electrical engineering.
• Provide leadership for increasingly complex roles in electrical engineering and industry.
• Contribute to the advancement of the science of electrical engineering serving regional and national needs.

Student Learning Outcomes

• Understand fundamental principles: Articulate a solid understanding of the fundamental principles in the area of specialization and supporting areas.
• Communication skills: Demonstrate an ability to communicate, both orally and in writing, technical information in an effective manner.
• Conduct research and/or design project: Conduct research and/or design projects that demonstrate ability to model, analyze and design electrical engineering processes and systems.

The M.S. in Human Biology provides graduate-level preparation for students for successful admission to professional schools, including those not admitted directly to professional school from an undergraduate program. The program is designed to provide graduate-level preparation for students who desire admission to professional schools in human healthcare. This includes but is not limited to programs such as: Allopathic Medical Doctor (M.D.), Doctor of Osteopathic Medicine (D.O.), Doctor of Optometry (O.D.), Doctor of Chiropractic (D.C.), Doctor of Dental Surgery (D.D.S), and Master of Science – Physician Assistant Studies (M.S. – PAS). The M.S. program allows for additional opportunities to demonstrate their academic excellence and polish their professional skills. This program directly strengthens the academic capacity of the student with special attention to advanced content knowledge and case based application, professional development and professional skills needed by the healthcare provider.

Student Learning Outcomes

• Integrate the biological, biochemical, physiological and structural aspects of the human body.
• Demonstrate quantitative literacy and evaluate quantitative reasoning.
• Communicate effectively (written and oral).
• Demonstrate leadership and adhere to the ethical standards of the field.

The South Dakota State University Master of Science in Athletic Training (AT) program aspires to prepare engaged practitioners and contemporary leaders of athletic training. Through the cultivation of a learning environment implementing innovative and best practice pedagogies, the program exists to challenge students to become reflective, professional, and ethical practitioners dedicated to improving patients’ quality of life. The overall goals of the program are to provide students with knowledge and experiences which improve the depth and breadth of professional competency in athletic training, enhance written and oral communication abilities, and promote an appreciation for the ways research can inform practice, and/or prepare students for advanced study in the field.

The Master of Science in Athletic Training prepares students for entry into clinical practice as licensed athletic trainers. The program is two years in length and includes a blend of coursework and clinical experiences completed under the supervision of preceptors who are appropriately credentialed health care professionals. Clinical experiences will include working with a variety of patients in high schools, colleges/universities, sports medicine clinics, and medical and rehabilitation clinics. Upon successful completion of the curriculum, students will be eligible to challenge the national certifying examination for athletic trainers through the Board of Certification (BOC).

Each year the Master of Science in AT program admits (1) new cohort of students who begin their plan of study during the summer term. Admission to the program is on a competitive basis. For full admission into the athletic training program, students must complete the SDSU Graduate School application as well as a secondary selective admissions application specifically for the AT program.

Student Learning Outcomes

• Demonstrate competence and confidence: Provide confident and competent, patient-centered care that meets the essential and expected practices of Athletic Training practice in order to improve patient-outcomes.
• Demonstrate ethical behaviors: Recognize and demonstrate behaviors that reflect a commitment to legal, ethical, and professional athletic training practice in a diverse and evolving healthcare environment.
• Teamwork and collaboration: Effectively collaborate within an interdisciplinary team to provide consistent, efficient healthcare that optimizes patient outcomes.
• Critical thinking: Integrate the best available evidence, clinical expertise, and patient values to provide safe and effective care
• Prioritize the patient: Demonstrate the ability to prioritize patient safety and improve quality.
• Communication: Communicate, manage knowledge, mitigate error and support decision making using information technology.

This degree is designed for students who enjoy music but want a career option outside of performing or teaching music. The program prepares students for careers in music manufacturing, retail sales, music production, publishing, arts management, industry, and a variety of other fields. An on-the-job internship experience is included as part of the professional requirement for the degree.

Student Learning Outcomes
Music Entrepreneurship students will:

• Analyze, synthesize, and create music as a means of supporting developing careers in music education and/or performance. (Cross-curricular Skill: Inquiry and Analysis)
• Be able to perform as soloists, ensemble members, and/or chamber musicians at appropriate levels for their concentration. (Cross-curricular Skill: Teamwork)
• Integrative Learning (Cross-curricular Skill: Integrative Learning)
• Demonstrate proficient knowledge of the information literacy as pertained to research method—specifically when it comes to researching and writing about music. (Cross-curricular Skill: Information Literacy)
• SLO 5 (Diversity and Inclusion) will be assessed through learning opportunities presented in the first-year MUS 119 course, reinforced through discussion of MUEN programming, and through progress in projects associated with MUS 130, World Music. Data will be collected and analyzed every three years and stored in the Music office. Benchmark for success is that 80% of students will demonstrate proficient knowledge of the diversity of values, beliefs, practices, and ideas embodied in the discipline of music. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The French Teaching specialization at SDSU consists of the same aims and content as the French B.A. In addition, teaching candidates receive training in the most current professional standards and methods for teaching excellence in French in the cultures from the French-speaking world. Experiential learning course offerings and service-learning sites complement the program with hands-on teaching opportunities. Program graduates typically secure teaching positions domestically and abroad in public and private schools, immersion classroom, or they receive 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 French major, students should be able to:

• Speak, read and write French 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 French-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)

The Mathematics degree program provides an outstanding educational experience to students interested in any of the wide range of excellent career or graduate school choices available in the mathematical sciences. The undergraduate mathematics curriculum is organized into three cores: the General Education Core, the Mathematics Core, and the Professional Core. Options for the Professional Core are the Computational Science Concentration, the Financial Engineering Curriculum, the Open Concentration, and the Mathematics Education Specialization. The flexible, specialized paths are available that lead to the best career options open to mathematicians and statisticians.

Student Learning Outcomes
Upon completion of the Mathematics major, students will be able to:

• Apply concepts and methods from Calculus and Linear Algebra. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving)
• Analyze, evaluate, and create mathematically rigorous arguments.(Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking)
• Use contemporary mathematical, statistical, and educational software and technology to create models, analyze data, or explain concepts as appropriate for student’s focus. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)
• Work as part of a team to solve a complex mathematical or statistical problem.
• Demonstrate mathematical independence by critically reading, understanding and re-explaining mathematical, statistical, or mathematics pedagogy resources. (Cross-curricular Skill: Information Literacy)
• Communicate complex mathematical, statistical, or mathematics pedagogical ideas clearly and succinctly both in writing and verbally as appropriate for student’s focus. (Cross-curricular Skill: Inquiry and Analysis)
• Exhibit strength in at least one career-focused or graduate school preparatory area of mathematics or statistics. (Cross-curricular Skill: Critical and Creative Thinking)
• Understand and appreciate the contributions to the field of mathematics and statistics by a diverse group of individuals and how the student fits and works in this group. (Cross-curricular Skill: Diversity, Inclusion and Equity)

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 program provides students with a broad background in all facets of microbiology, preparing them to pursue careers in diagnostic and research laboratories, public health, agriculture, food industry, pharmaceutical companies, academia, governmental agencies, and the private sector. With the recommended electives, the graduate is prepared to pursue health-related professional or graduate education for advanced training. The goal is to provide a sound but varied educational experience.

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

• Demonstrate understanding and application of evolution; biological structure and function; biological and biochemical pathways and transformations of energy and matter; and biological systems. (Cross-curricular Skill: Information Literacy)
• Apply the process of science. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy)
• Demonstrate understanding of and application of quantitative reasoning; information flow, exchange, and storage in microorganisms; relationship between science and society. (Cross-curricular Skill: Information Literacy)
• Demonstrate knowledge on how microorganisms interact with and impact their environment and the interaction between microorganisms and humans, animals and plants.
• Describe and use new and existing methods and technologies in and out of the laboratory setting.
• Tap into the interdisciplinary nature of science. (Cross-curricular Skill: Integrative Learning)
• Communicate and collaborate with other disciplines. (Cross-curricular Skill: Teamwork)