Master of Science in Agricultural and Biosystems Engineering

at South Dakota State University USA

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.

Conservation Planning and Park Management is an interdisciplinary science that trains students to develop conservation strategies at landscape scales.  This program will prepare students for careers in Park Management, Landscape Conservation Planning, Natural Areas Management, Land Use Planning, and as a Park Ranger, and Interpretive/Naturalist.

Student Learning Outcomes
Conservation Planning and Park Management graduates will:

• Demonstrate understanding of 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)
• 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; Teamwork; Problem Solving; Civic Knowledge and Engagement)
• Lead and work with others as appropriate to successfully manage natural resources. (Cross-curricular Skill: Teamwork)
• Demonstrate appropriate use of natural resource field & lab techniques as well as contemporary technology.
• 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)
• Effectively 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; Civic Knowledge and Engagement)
• Demonstrate an understanding of the professional and ethical responsibility that is necessary for a natural resource manager. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement)

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)

The English Education Specialization requires 39 hours in English and linguistics courses and is designed to prepare the student for a career in high school or middle school teaching. Students preparing for careers in secondary education will also complete the required education courses for teacher certification.

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)

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)

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 Department of Pharmaceutical Sciences offers courses and research opportunities in pharmaceutical and biomedical sciences leading to the M.S. degree in Pharmaceutical Sciences. The didactic courses, along with the research concentration in a specific area of pharmaceutical sciences, provide a strong foundation for academic, industry and other research careers. The program places a strong emphasis on comprehensive and high quality graduate education and research experiences for the students. The M.S. degree is offered as thesis (Option A) and non-thesis (Option B) options.

Student Learning Outcomes

Graduates of the M.S. in Pharmaceutical Sciences will:

• Demonstrate knowledge of key fundamental concepts in the pharmaceutical and biomedical sciences.
• Apply pharmaceutical and biomedical science knowledge and research techniques to drug discovery and development.
• Retrieve and critically evaluate the scientific literature.
• Utilize effective written and oral communication skills.
• Demonstrate professionalism and ethical conduct.

The South Dakota State University Exercise Science program aspires to prepare health and fitness professionals with a strong understanding of the scientific concepts behind the application that is practiced in a variety of health and fitness careers. The mission of the Exercise Science program at South Dakota State University is to prepare competent entry-level Exercise Science professionals in the cognitive (knowledge), psychomotor (skills), and affective (abilities) learning domains that will assist others in adopting and championing healthy, active lifestyles.

The Exercise Science graduate will have the ability to raise awareness about health and physical activity, change behavior, and create environments that support good health practices, including, but not limited to exercise and physical activity. The exercise science professional assists people to develop self-responsibility for their own health and wellness, and implement health assessments and wellness programs that promote a healthy lifestyle. Exercise Science professionals work and study in commercial, clinical, and workplace settings to increase health, fitness, and quality of life for the general population. The exercise science professional is also able to apply their knowledge of acute and chronic exercise physiology to promote better health, reduce chronic disease, or to enhance the performance of athletes.

Student Learning Outcomes
Upon completion of the Exercise Science curriculum students will be able to meet the following outcomes:

• Apply knowledge of the acute and chronic physiological adaptations to exercise to common practices in the field of exercise physiology.
• Plan a health education/promotion program among diverse populations and in various health settings. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Develop an academic and career plan to include coursework, degrees, professional development activities, and goals. (Cross-curricular Skill: Teamwork; Foundational Lifelong Learning Skills)
• Demonstrate competence in conducting health and fitness laboratory/field tests in exercise science.
• Create a strength and conditioning program for a healthy client that demonstrates application of the theories and principles of strength and conditioning.
• Analyze graded exercise stress test data pertaining to heart rate, blood pressure, and 12-lead ECG results.
• Perform a qualitative movement analysis of a client/athlete/patient and explain the underlying movement mechanics responsible for their faulty movement patterns. (Cross-curricular Skill: Integrative Learning)
• Apply the principles of exercise testing and prescription to special populations to create safe and effective exercise plans aimed at treating and preventing chronic illness.
• Create and lead a group fitness class utilizing the principles of an ACSM certified group fitness instructor. (Cross-curricular Skill: Critical and Creative Thinking)
• Conduct a personal fitness evaluation and evaluate the results to create a personalized fitness plan specific to the needs of the client. (Cross-curricular Skill: Critical and Creative Thinking)
• Remember, understand, and apply the knowledge, skills and abilities required of a Certified Exercise Physiologist.

The Aviation Education Specialization is for students who wish to become Certified Flight Instructors and later be professional pilots in industry. Many of our graduates are in the airlines, military, government, and corporate workplaces. Top performing students of this option are often brought on as flight instructors in the SDSU program during their junior and senior years.

Student Learning Outcomes
Graduates of the Aviation Education program will be able to:

• Apply their educational experience to the aviation profession. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate instructional knowledge in single- and multi-engine aircraft to the FAA commercial pilot standard. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate instructional knowledge by creating and teaching relevant aviation topics to colleagues. (Cross-curricular Skill: Information Literacy; Teamwork)

Additionally, all students will participate in a senior capstone course that is designed to bridge the gap between their educational experience and future career. Students are evaluated using direct and indirect assessment to assure competency within the profession using a comprehensive assessment plan.

The history curriculum is adaptable to personal interests and needs, allowing students to explore the past and make connections to the present.  The Bachelor of Arts or the Bachelor of Science degree in history prepares students for careers in various professional occupations, law, journalism, teaching, business, public service, library sciences, international work, historical research, and 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)