Bachelor of Science, Major in Agricultural Education, Communication and Leadership with Specialization in Communication

at South Dakota State University USA

The goal of the online M.S. specializing in Family and Community Services (FCS) is to provide advanced, professional education and research expertise that focuses on improving individual, family, and community well-being. This specialization is delivered entirely online through Great Plains Interactive Distance Education Alliance (Great Plains IDEA) and is designed to meet the educational needs of military service members and their spouses. Students who successfully complete this specialization will earn a Master of Science in Human Sciences specializing in Family and Community Services.

Student Learning Outcomes

• Research-based perspective: Student will be able to use a research-based perspective on individual, family, interpersonal and community dynamics across the lifespan.
• Design, implement and sustain program: Student will have the knowledge and skills to design, implement, and sustain family and community service programs.
• Leadership and management: Student will have the knowledge and skills for leadership and management of family and community service programs.

Students in this major are exposed and participate in all aspects of theatre, through a broad-based education. Students will gain practical experience with the newest techniques and technology of theatre. In this major, the hands-on education involves participation in State University Theatre and Prairie Repertory Theatre.

Student Learning Outcomes
In the Theatre major, students will be able to:

• Think conceptually and critically about text, performance, and production. (Cross-curricular Skill: Inquiry and Analysis; Integrative Learning)
• Demonstrate an understanding of playwriting and production processes, aesthetic properties of style, and the way these shape and are shaped by artistic and cultural forces. (Cross-curricular Skill: Inquiry and Analysis)
• Be acquainted with a wide selection of theatre repertory including the principal eras, genres, and cultural sources. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Develop and defend informed judgments about theatre. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate ability in areas of performance, production, or playwriting appropriate to their individual needs and interests and consistent with the goals and objectives of the program. (Cross-curricular Skill: Problem Solving)
• Understand procedures and approaches for realizing a variety of theatrical styles. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)

If applicable, students will be prepared to gain entry level positions:

• In the profession in the areas of design, technology, or stage management, or gain entrance to graduate programs for additional training prior to entering the profession.
• As performers or gain acceptance to graduate programs for additional training or to enter the profession.
• In theatre management, promotions/business or gain acceptance to graduate programs for additional training or to enter the profession.

A major in Interior Design prepares students for professional practice, through research informed, design thinking infused and practice-based projects and opportunities that will strengthen their rational and creative thinking. Very broadly, it seeks to teach students the importance and value of the design process and design thinking, promote the awareness and knowledge of the contributions of the profession to the health, safety and well being of people in the built environment, and to prepare graduates of the program to succeed as professional designers. Upon graduation from this CIDA (Council of Interior Design Accreditation) Accredited program, students are eligible to begin the NCIDQ (National Council of Interior Design Qualification) certificate examination process.

The curriculum is interactive, haptic and performance based, offering problem solving experiences in all major areas of design practice (i.e. healthcare, retail, corporate, residential, etc.), in addition to areas of focused instruction including human factors and behaviors, materials, history, building systems and construction, building codes and regulations, lighting, acoustics and professional practice. The overarching goal of the interior design program is to provide a transformative teaching and learning environment where passion and creativity are fostered, and careers are shaped. This is accomplished through four main goals woven into each project and opportunity delivered across the program: to be experiential, to be contextual, to be collaborative, to be empathetic.

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

• Synthesize research findings to inform design solutions. (Cross-curricular Skill: Inquiry and Analysis; Diversity, Inclusion and Equity)
• Create interior environments infused with design-thinking. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)
• Apply practice-based knowledge and skill sets to interior spaces. (Cross-curricular Skill: Teamwork; Ethical Reasoning)

Dietetics is the education and practice of food, nutrition and wellness and offers a wide variety of jobs in the health promotion, wellness, nutrition care and foodservice administration areas. Registered dietitian nutritionist (RDN) provide nutrition education and counseling and are pivotal in preventive health care and community nutrition programs. Additionally, a RDN is essential to the total care of a patient in a healthcare facility through nutritional assessment and medical nutrition therapy. Students develop an understanding and competency in food, nutrition, wellness, and management and a background in the basic and behavioral sciences to apply the science of nutrition for the promotion of health and disease prevention.

The employment opportunities are in health promotion and wellness programs, public health agencies, foodservice and food production industries, schools, universities, the armed services, hospitals, nursing homes, and state, national and international organizations. Governmental regulations require the services of dietitians in federally supported programs. The consulting services of a dietitian are often sought by architects and hospital administrators in planning and equipping food preparation and services facilities.

Mission and program objectives are available on the Nutrition and Dietetics homepage at www.sdstate.edu/health-and-nutritional-sciences/nutrition-and-dietetics. Program outcome data are available upon request from the program director.

Student Learning Outcomes
Upon completion of the Nutrition and Dietetics major, students will:

• Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidence-based practice decisions. (Cross-curricular Skill: Information Literacy)
• Use current information technologies to locate and apply evidence-based guidelines and protocols.
• Apply critical thinking skills. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate effective and professional oral and written communication and documentation.
• Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and describe interprofessional relationships in various practice settings. (Cross-curricular Skill: Ethical Reasoning)
• Assess the impact of a public policy position on nutrition and dietetics practice.
• Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.
• Identify and describe the work of interprofessional teams and the roles of others with whom the registered dietitian nutritionist collaborates in the delivery of food and nutrition services.
• Demonstrate an understanding of cultural competence/sensitivity. (Cross-curricular Skill: Intercultural Knowledge)
• Demonstrate identification with the nutrition and dietetics profession through activities such as participation in professional organizations and defending a position on issues impacting the nutrition and dietetics profession. (Cross-curricular Skill: Intercultural Knowledge)
• Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others.
• Use the Nutrition Care Process to make decisions, identify nutrition-related problems and determine and evaluate nutrition interventions.
• Develop an educational session or program/educational strategy for a target population.
• Demonstrate counseling and education methods to facilitate behavior change for and enhance wellness for diverse individuals and groups. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Explain the processes involved in delivering quality food and nutrition services.
• Describe basic concepts of nutritional genomics.
• Apply management theories to the development of programs or services.
• Evaluate a budget and interpret financial data.
• Describe the regulation system related to billing and coding, what services are reimbursable by third party payers, and how reimbursement may be obtained.
• Apply the principles of human resource management to different situations.
• Describe safety principles related to food, personnel and consumers.
• Analyze data for assessment and evaluate data to be used in decision-making for continuous quality improvement.

The Early Education and Care (EEC) is an online undergraduate program provided by seven universities working in collaboration. This program will prepare you to work in early childhood settings with young children, especially those whose family members are highly mobile. When students complete the program they will be qualified to work in a variety of programs that offer early care and education in the community and on military installations. Some of these programs are:

• Childcare centers and homes
• Infant/toddler and preschool programs
• Head Start programs
• Before and after-school programs for children ages birth to eight

Student Learning Outcomes

• Students use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. (Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Integrative Learning; Diversity, Inclusion and Equity)
• Students know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Civic Knowledge and Engagement; Integrative Learning; Diversity, Inclusion and Equity)
• Students know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Students understand that teaching and learning with young children is a complex enterprise and its details vary depending on children’s ages, characteristics, and the settings within which teaching, and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Integrative Learning; Diversity, Inclusion and Equity)
• Students use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Students identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (Cross-curricular Skill: Information Literacy; Civic Knowledge and Engagement; Ethical Reasoning; Foundational Lifelong Learning Skills; Diversity, Inclusion and Equity)
• Students develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood—in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs). (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Civic Knowledge and Engagement; Ethical Reasoning; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)

The graduate program in economics prepares students for professions in business and government as well as for advanced studies in economics and finance. Program requirements include one course in microeconomics (advanced microeconomic theory or advanced managerial economics) and one course in quantitative analysis (econometrics or advanced business decision science).  The program offers two curriculum options: an economic theory option and an applied business-economics option.  In any case, students customize their plans of study, emphasizing one of the following four subject areas.

• Agricultural Business
• Agricultural and Resource Economics
• Business Economics
• General Economics

The Ness School of Management and Economics offers an accelerated master’s program, which allows qualified students to work toward their master’s degree in economics while they complete their undergraduate degree. This accelerated program is available to qualified undergraduate students who maintain an overall undergraduate cumulative GPA of at least 3.5.

Student Learning Outcomes

• Analytical reasoning: Graduates will be able to apply economic theories and quantitative and qualitative analytical methods to analyze and evaluate economic outcomes and to make decisions.
• Communication: Graduates will be able to communicate economic-research outcomes, and the analysis underlying these outcomes, in oral and written forms to diverse audiences.
• Ethical Reasoning: Graduates will be able to demonstrate the capacity to evaluate ethical matters within the context of the discipline.
• Core economics knowledge: Graduates will be able to demonstrate the knowledge and understanding of economic terminology, mathematical and graphical tools and representations, institutions, common economic variables, and general habits of economic thought.

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)

The Construction Management (CM) program prepares graduates to assume entry-level management positions in construction and related industries. Our CM curriculum is primarily focused on commercial building construction, the program also covers heavy-highway-utilities and residential construction. Regardless of the construction industry sector chosen, students will demonstrate the knowledge and skills to deliver construction projects with respect to scope, schedule, budget, quality, safety and the environment.

Program Educational Outcomes
SDSU Construction Management graduates will become professionals who:

• Achieve positions of increasing responsibility or leadership with employers, professional organizations or civic organizations as an indicator of professional competence, demonstrate the ability to communicate effectively, and successfully function in team environments;
• Apply principles of contemporary management techniques, critical thinking skills, and mathematics and science to solve problems, and manage construction projects; and,
• Continue to learn via professional organization engagement, continuing education, graduate degrees, employer-based training programs, or other development opportunities that increase productivity, open doors to promotion, and make them more effective managers.

Student Learning Outcomes
Upon graduation from the Construction Management program, our students will have:

• An ability to identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline. (Cross-curricular Skill: Inquiry and Analysis)
• An ability to formulate or design a system, process, procedure or program to meet desired needs.
• An ability to develop and conduct experiments or test hypotheses, analyze and interpret data and use scientific judgment to draw conclusions. (Cross-curricular Skill: Problem Solving)
• An ability to communicate effectively with a range of audiences. (Cross-curricular Skill: Diversity, Inclusion & Equity)
• An ability to understand ethical and professional responsibilities and the impact of technical and/or scientific solutions in global, economic, environmental, and societal contexts. (Cross-curricular Skill: Ethical Reasoning)
• An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty. (Cross-curricular Skill: Teamwork)

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)

This area of specialization is designed for the person who plans to become a communication educator. While the emphasis is primarily on secondary education, the area can serve as a specialization for teaching higher education as well.

Student Learning Outcomes
Graduates will be prepared to:

• Describe the Communication discipline and its central questions by employing communication theories, perspectives, principles, and concepts. (Cross-curricular Skill: Inquiry and Analysis)
• Engage in Communication inquiry. (Cross-curricular Skill: Inquiry and Analysis)
• Create and critically analyze messages appropriate to the audience, purpose, and context. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate the ability to accomplish communicative goals (self-efficacy). (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Prepare for ethical public influence that embraces differences. (Cross-curricular Skill: Civic Knowledge and Engagement; Diversity, Inclusion and Equity)