Bachelor of Science, Major in Mechanical Engineering

at South Dakota State University USA

The Ecology and Environmental Science major includes a strong core in biological and physical sciences and a variety of elective courses that allow students to follow different career paths within the major. Most students enrolled in this major are planning careers with state and federal natural resource agencies, consulting firms and industry. Predefined emphases are available to support careers in ecological informatics and analysis, watershed management, ecology, analytical laboratory analysis and health.  Students seek employment with state or federal environmental monitoring and regulatory agencies or private consulting firms immediately following graduation.  Many go on to pursue graduate degrees in conservation, ecology and environmental science.

Student Learning Outcomes
Upon completion of the Ecology and Environmental Science major, students will:

• Understand ecological and environmental principles required for management of natural resources for multiple-uses, including (but not limited to) wildlife habitat, water management, ecosystems services, recreation, and livestock production. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)
• Describe how natural resource management fits into the context of society and how societal factors (e.g., economics, policy, laws, regulations, attitudes, behaviors, norms) influence natural resource management. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Diversity, Inclusion and Equity)
• Lead and work with others as appropriate to successfully manage natural resources. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)
• Apply natural resource field and lab techniques and contemporary technologies to management of natural resources. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Teamwork; Problem Solving; Diversity, Inclusion and Equity)
• Analyze and critically evaluate data and other information. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)
• Analyze and critically evaluate data and other information. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)
• Communicate (both written and orally) with both scientific and non-scientific audiences. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Diversity, Inclusion and Equity)
• Display professional and ethical behavior consistent with that expected in a natural resource management field. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)

The curriculum in the Biology Secondary Education specialization is designed to provide students with the background needed for a successful career teaching biology in middle and high schools. Students complete a broad distribution of courses that include all the major areas in Biology as well as coursework in pedagogical and professional development. For secondary education majors that may teach in a rural school or apply to graduate school, speak to an advisor about taking additional chemistry, physics, and math classes.

Student Learning Outcomes
Upon completion of the Biology major with a Secondary Education specialization, 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.
• Apply the process of science.
• Demonstrate understanding of and application of quantitative reasoning; information flow, exchange, and storage; relationship between science and society.
• Tap into the interdisciplinary nature of science.
• Communicate and collaborate with other disciplines.
• Understand how learners grow and develop, recognize that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences.
• Understand and use 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.
• Plan 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.
• Understand and 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.

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)

The Hospitality, Tourism, and Event Management program develops visionary leaders through excellence in student-centered education, skill development, research, service, and collaboration with global hospitality and tourism industries. The curriculum exposes students to many aspects of the hospitality industry and instills in them the critical skills required for the modern workplace. Students complete two professional practicum experiences while pursuing their degree, which provides introductory and supervisory level industry experience. Students are exposed to many aspects of the hospitality industry and to instill in them the critical skills required in today’s workplace.

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)

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 Master of Architecture (M.Arch.) program prepares professional leaders with specialized knowledge and skills to meet the nation’s needs in design, build, and education.  The aim of the program is to prepare architecture majors to practice in a full range of contexts and settings.

The Master of Architecture degree is comprised of a 48 credit hour, four semester graduate curriculum which rounds out the department’s seven semester NAAB accreditation candidate professional program. (See department website (www.sdstate.edu/arch/) for NAAB Professional Program details.)

Student Learning Outcomes

• Research: Understand the theoretical and applied research methodologies and practices used during the design process.
• Project Implementation: Demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.
• Integrative Decision-Making: Be able to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.
• Mediated Practices: Use a diverse range of mediated practices to think about and convey architectural ideas, including writing, investigating, speaking, drawing, and modeling.  
• Ethics: Understand the ethical issues involved in the exercise of professional judgment in architectural design and practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct.Team Building: Understand the methods for selecting consultants and assembling teams; identifying work plans, project schedules, and time requirements; and recommending project delivery methods.

The major in Entrepreneurial Studies is designed to enhance entrepreneurial talent by providing students with the knowledge, skills and experiences to think entrepreneurially and create value in our society. The program allows students to cultivate a mindset for thinking creatively and develop the ability to be innovative. The curriculum emphasizes entrepreneurship, business management, and interdisciplinary electives.

Student Learning Outcomes
Graduates will

• Be able to use analytical methods to make effective decisions. (Cross-curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving)
• Be able to communicate effectively. (Cross-curricular Skill: Information Literacy)
• Be able to evaluate matters of ethics in the profession and the culture more broadly. (Cross-curricular Skills: Ethical Reasoning; Diversity, Inclusion and Equity)
• Have the requisite body of knowledge in management and economics.

The Community and Public Health Education program is designed to prepare students in planning, implementing, delivering and evaluating health programs that will improve the quality of life of individuals, groups and communities.

Majoring in Community and Public Health is an excellent foundation for students to apply to various graduate and professional programs, which may include: medical school, physician’s assistant school, chiropractor school, physical therapy school, occupational therapy school, and health administration and counseling.

Student Learning Outcomes

Upon completion of the Community and Public Health major, students will:

• Analyze factors that influence health and illness of individuals, groups or communities. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate the ability to communicate health information, in both oral and written forms, and through a variety of media, to diverse audiences. (Cross-curricular Skill: Intercultural Knowledge)
• Demonstrate knowledge of contributions made by individuals from diverse and/or underrepresented groups to one’s local, national and global communities. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Assess and reflect personal values in relation to current issues and ethical dilemmas within the health profession. (Cross-curricular Skill: Ethical Reasoning)
• Demonstrate the ability to locate, use, evaluate and synthesize health information. (Cross-curricular Skill: Information Literacy)
• Students will consider perspectives of diverse groups when planning, implementing and evaluating health programs. (Cross-curricular Skill: Critical and Creative Thinking)
• Productively participate in a group activity. (Cross-curricular Skill: Teamwork)

The Spanish major - Teaching specialization at SDSU consists of language, culture, literature and professional courses to prepare students for teaching careers in primary, middle or secondary schools or for further graduate study.

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

• Speak, read and write Spanish 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 Spanish-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)