Bachelor of Science, Major in Dairy Production

at South Dakota State University USA

The English major requires 45 credits in English and linguistics courses and is designed to give the student a broad overview of literature, writing, and the language.

Student Learning Outcomes
The English department’s B.A. program prepares students to become innovative professionals and global citizens by teaching them to read closely and critically, write creatively and persuasively, and explore the beauty and value of diverse literatures and cultures.

• Analyze texts closely and critically, using key literary terms and concepts to interpret how the specific elements of a text contribute to its larger meanings. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Integrative Learning)
• Identify significant texts, authors, periods, movements, genres, theories, or modes from literary history, explaining how literary texts engage with their historical, cultural, aesthetic, or ideological contexts. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Identify key theoretical ideas, concepts, or methodologies and apply them to the reading and writing of texts. (Cross-Curricular Skills: Critical and Creative Thinking; Integrative Learning)
• Write argumentative, creative, and reflective texts that demonstrate focus, content, structure, evidence, style, and grammar appropriate to their rhetorical contexts. (Cross-Curricular Skills: Critical and Creative Thinking; Integrative Learning)
• Conduct scholarly research that incorporates the use of library resources and discipline-specific databases; the evaluation and integration of secondary sources; and the documentation of primary and secondary sources using MLA style.  (Cross-Curricular Skills: Information Literacy; Inquiry and Analysis)
• 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, or class shape identity and influence perception. (Cross-Curricular Skills: Critical and Creative Thinking; Inquiry and Analysis; Integrative Learning; Diversity, Inclusion, and Equity)

Students majoring in Consumer Affairs who pursue the Family Financial Management specialization are usually interested in financial markets, financial decision, economics, business concepts and working with individuals to develop personal financial management skills. Required courses for the Family Financial Management specialization focus on principles and practice of insurance planning, investment strategies, income tax planning, retirement preparation, and estate planning.

Completion of the Consumer Affairs major and Family Financial Management specialization prepares students to engage in a variety of careers such as: financial services, financial planning, credit/financial counseling, human resources, marketing and sales.

Student Learning Outcomes

• Students will apply the consumer decision-making process to improve consumer well-being.
• Students will demonstrate effective resource management skills. (Cross-curricular Skill: Inquiry and Analysis; Foundational Lifelong Learning Skills)
• Students will integrate knowledge of policy and community resources to solve consumer issues. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Students will increase knowledge, awareness, and understanding of individual and social differences in consumer behavior. (Cross-curricular Skill: Diversity, Inclusion and Equity)

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.

Psychology is the discipline concerned with the study of behavior and mental processes. It is a tremendously broad field spanning subject matter from the biological to social sciences. The study of psychology prepares students for work in fields like health care, counseling, education, social work, human resources, statistics, probation and corrections, business, politics, public relations, and more. Psychologists are commonly found working in conjunction with other professionals to contribute to every area of society. Advisors assist students to personalize curriculum plans to meet career and educational goals.

Student Learning Outcomes
In the Psychology major, students will:

• Express fundamental knowledge and comprehension of major concepts in psychology. (Cross-curricular Skill: Inquiry and Analysis)
• Apply scientific reasoning to psychological issues/problems. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving; Ethical Reasoning)
• Show an understanding of diversity and ethical/social responsibility in professional settings. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Write competently in APA style. (Cross-curricular Skill: Information Literacy)
• Demonstrate oral competency. (Cross-curricular Skill: Information Literacy)

A German B.A. at SDSU opens the door to a world of art, music, technology, psychology, politics, medicine, and many other fields. In today’s interconnected world, many professions cross international borders and bring together people through German, the most widely spoken language in Europe.

A German B.A. prepares students to confidently use the German language in any environment. It includes courses in language, culture, pop culture, film and literature of German speaking countries and promotes intercultural competence so graduates can navigate cultural differences with ease.

Language scholarships are made available to encourage students to take advantage of multiple opportunities, both within the school and through our International Affairs Office, to study or do an internship abroad.

The major offers flexibility and can easily be added to another major.

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)

Students majoring in Consumer Affairs who pursue the Consumer Services Management specialization are usually interested in marketing, communication, human development, planning principles and working with individuals to develop personal management skills. Required courses for the Consumer Services Management specialization focus on the application of resource management concepts for families of varying structures, consumer rights and responsibilities, consumer behavior in making decisions, the impact of the marketplace on problem solving and implementation strategies for working with diverse audiences.

Completion of the Consumer Affairs major and Consumer Services Management specialization prepares students to engage in a variety of careers such as: management of non-profit organizations, management of retail businesses, Extension, credit/financial counseling, human resources, marketing and sales.

Student Learning Outcomes

• Students will apply the consumer decision-making process to improve consumer well-being.
• Students will demonstrate effective resource management skills. (Cross-curricular Skill: Inquiry and Analysis; Foundational Lifelong Learning Skills)
• Students will integrate knowledge of policy and community resources to solve consumer issues. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Students will increase knowledge, awareness, and understanding of individual and social differences in consumer behavior. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The history curriculum is adaptable to personal interests and needs, allowing students to explore the past and make connections to the present. Students pursuing a History Teaching Specialization may select either a Bachelor of Arts or Bachelor of Science degree in preparation for careers in various fields related to education. The program also provides a necessary background for graduate work or other specialized training.

Student Learning Outcomes
Students with a major in History will be able to:

• Demonstrate a knowledge of the most important historical events in U.S. History, including an in-depth study of issues facing minorities within the U.S. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Demonstrate a knowledge of the most important historical events beyond the United States. (Cross-curricular Skill: Intercultural Knowledge)
• Interpret the past in context; contextualize the past on its own terms. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Develop a disciplined, skeptical stand and outlook on the world that demands evidence and a sophisticated use of information. This includes recognizing the difference between strong and weak arguments based on evidence, seeking use of proper citations and peer review in other works. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate an awareness that knowledge is often incomplete or imperfect, and thus multiple alternatives must be considered and conclusions are subject to change. (Cross-curricular Skill: Critical and Creative Thinking)
• Know the difference between primary and secondary documents, demonstrate how and when to cite in the format of the profession.
• Identify and summarize the historical arguments of other scholars.
• Frame a historical question and develop research strategies to address it, generate historical argument that is reasoned and based on evidence selected, arranged and analyzed. (Cross-curricular Skill: Critical and Creative Thinking)
• Effectively navigate the library and online databases, as well as the archives or in the community for primary sources, peer-reviewed literature and book reviews. (Cross-curricular Skill: Information Literacy)

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.

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)

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.