Bachelor of Science, Major in Electrical Engineering

at South Dakota State University USA

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)

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)

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)

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.

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.

The department has three academic components:

• The first year School of Design cross-disciplinary experience.
• The three semester pre-professional building arts and public works design experience.
• The seven semester professional program experience.

A Bachelor of Fine Arts in Architecture degree (BFA-Arch) is recommended for those who want a studio-based liberal arts education in architecture as their first post-secondary experience.  Students in this program typically come from high school, community colleges / technical institutes, and transfer from other majors.  The B.F.A. in Architecture is 120 credit hours in eight semesters that can be completed in four regular (Fall & Spring only) academic years.  Students completing the B.F.A. can apply to the two year Master of Architecture program to cap the education as NAAB accredited professional training in architecture.  One must hold an NAAB accredited degree to become an architect.

Student Learning Outcomes

Upon completion of the architecture major, students will be able to:

• Move ideas from abstract to concrete through graphical methods.
• Measure and understand the impact of ideas on theoretical, social, political, economic, cultural, and environmental contexts.
• Use a diverse range of mediated practices to think about and convey architectural ideas, including writing, investigating, speaking, drawing, and modeling.
• Comprehend the technical aspects of both construction and mediating technologies and be able to apply that comprehension to architectural solutions.
• Capacity to synthesize a wide range of variables into an integrated design solution.
• Understand business principles for the practice of architecture, including management, advocacy, and the need to act legally, ethically, and critically for the good of the client, society, and the public. (Cross-curricular Skill: Ethical Reasoning)

The Data Science Specialization of 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 data science. Graduates gain all the mathematical expertise associated with the B.S. in Mathematics degree program while simultaneously building substantial additional expertise in the mathematical, statistical, and computational methods of data science.  Graduates are thus prepared for any post-graduation outcome including immediate entry into the professional world or further study in a pursuit of a Master’s degree or a Ph.D. in mathematics, statistics, or data science.

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 Medical Laboratory Science (MLS) program prepares its graduates for employment in hospital or medical laboratories. The curriculum emphasizes basic science, medical laboratory science, critical thinking and communication skills, including structured learning in the laboratories of clinical affiliated laboratories. During the first two years, students complete basic science courses necessary for entrance into the professional clinical program. Upon completion of pre-MLS requirements, students apply for entrance into the professional component of the major. The professional program consists of on-campus medical laboratory science courses and an off-campus clinical experience. The program provides the scientific background in hematology, immunohematology, urinalysis, phlebotomy, microbiology, immunology, molecular biology, clinical chemistry, and management necessary for a laboratory career.

Program Goals

• Provide an educational program within the framework of the University setting in accordance with the Standards of Accredited Programs for the Medical Laboratory Scientist as established by the National Accrediting Agency for Clinical Laboratory Science (NAACLS).
• Provide adequate numbers of entry-level medical laboratory scientists to meet the workforce needs of the state of South Dakota and surrounding areas.
• Provide the health care community with quality individuals who are competent to conduct laboratory procedures in large medical facilities and small rural laboratories and who demonstrate positive professional attitudes, ethics and practices.

Enabling Objectives

• Provide a curriculum that includes a general or liberal education, content specific theory and applications, technical knowledge, professionalism and clinical competence to successfully complete a national certification exam.
• Assist students in career placement by providing academic and occupational advisement.
• Instill in students a sense of professionalism, commitment to lifelong learning and academic excellence.
• Prepare students to successfully enter the health care field as competent entry-level professionals that communicate well, appreciate social diversity and possess a genuine compassion and concern for others.

Student Learning Outcomes

In the Medical Laboratory Science major, students will:

• Apply principles of management that include administrative methodologies and assessment to clinical laboratory practice.
• Apply principles of educational methodologies including objectives and learning outcomes, domains, and Bloom’s taxonomy to curriculum design, evaluation, and assessment in clinical laboratory practice and continuing professional development. (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Exercise independent judgement and critical thinking to correlate and recognize discrepancies associated with normal and abnormal test results using patient history, characteristics, and demographics. (Cross-curricular Skill: Inquiry and Analysis)
• Evaluate, demonstrate and perform best laboratory practices as outlined in the standard operating procedures to correctly and independently follow procedures and policies to perform laboratory test procedures. (Cross-curricular Skill: Problem Solving)
• Demonstrate effective oral or written communication with other students, faculty, patients, professional colleagues, physicians, other members of the health care team, and the public to effectively and efficiently transmit test results and instructions.
• Proficiently construct and devise written documents in accordance with quality management and quality assurance.
• Demonstrate and value professional conduct that includes compassion, concern, integrity and respect when dealing with patients, colleagues, faculty, students, physicians, other members of the health care team, and the public independent of race, sex, religion, ethnicity or diversity. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Practice and demonstrate the use of appropriate ethical standards in all matters related to medical information and patient care including strict adherence to patient confidentiality rights as mandated by the Health Insurance Portability and Accountability Act (HIPAA). (Cross-curricular Skill: Ethical Reasoning)

This program takes advantage of the types of courses central to a liberal arts education. Although the degree is not tied to any specific career aspiration, students often use the degree as preparation for careers in musicology, composing, music librarianship, and private studio teaching. The flexibility of the curriculum is also used by students desiring a performance-based course of study and to prepare for graduate school.

Student Learning Outcomes
Music Studies 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)

This major prepares students with essential written and visual communication, critical thinking, strategy, design, and research skills for careers in public relations and marketing communications.

Student Learning Outcomes
Students completing a public relations major will be equipped to:

• Understand and apply the principles and laws of freedom of speech and press, for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances.
• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.
• Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.   (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Understand concepts and apply theories in the use and presentation of images and information. (Cross-curricular Skills: Diversity, Inclusion and Equity, Information Literacy)
• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity. (Cross-curricular skill: Ethical Reasoning)
• Think critically, creatively and independently. (Cross-curricular Skills: Inquiry and Analysis, Critical and Creative Thinking)
• Conduct research and evaluate information by methods appropriate to the communications professions in which they work. (Cross-curricular Skill: Inquiry and Analysis, Information Literacy)
• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve.
• Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness. (Cross-curricular Skill: Critical and Creative Thinking)
• Apply basic numerical and statistical concepts. (Cross-curricular Skill: Inquiry and Analysis)

Apply tools and technologies appropriate for the communications professions in which they work.