Master of Science in Chemistry with Specialization in Chemical Education

at South Dakota State University USA

The Dairy and Food Science Department provides research opportunities leading to Masters and PhD degrees. SDSU is one of two universities in the US with a Dairy Science Program that offers Dairy Production and Manufacturing majors. It is equipped with excellent laboratories, and a state of the art dairy processing plant which has the capability of processing fluid milk, cheese, butter, ice cream, concentrated and dried products, and other products. It also has a dairy research and training facility where a herd of 300 Holstein and Brown Swiss cattle for teaching and research is maintained. Metabolism and surgical facilities in the Animal Science Complex, and specialized laboratory equipment in the Genomics Lab and other departments on campus, including, Veterinary and Biomedical Sciences, and Health and Nutritional Sciences Programs are also available. Graduate students accepted in the program will have opportunities to utilize these facilities to develop basic and/or applied research programs in dairy product processing, microbiology, chemistry, food safety, dairy cattle nutrition, metabolism, breeding, microbiology of the rumen, immunology, and management, while interacting with well qualified faculty.  The SDSU Dairy Science Program, in collaboration with the Food Science and Nutrition Program at the University of Minnesota and the Food Science and Human Nutrition Program at Iowa State University, is the Midwest Dairy Foods Research Center. This provides graduate students in the manufacturing area a unique opportunity to be involved with current issues and research needs.

Student Learning Outcomes

• 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 such as dairy manufacturing, dairy microbiology or dairy production, but still be broadly based in knowledge of dairy 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.

The major in Economics provides rigorous training in economic theory and quantitative methods. Students develop analytical and critical-thinking skills, and are well trained for careers in policy analysis, financial analysis, business, or law school. Students may choose the general economics major in which they will customize their program of study by selecting electives in economics, finance or policy, or they can pursue the specialization in Agricultural Economics through the College of Agriculture, Food & Environmental Sciences.  This program also provides strong preparation for students pursuing a graduate degree in economics, law, or a related field.

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.

Psychology is the discipline concerned with the study of behavior and mental processes. The teaching specialization prepares students to qualify for certification to teach psychology in one of thousands of schools nationwide.  Students pursuing this specialization should contact the College of Education and Human Sciences before their junior year.

Student Learning Outcomes
In the Psychology - Teaching Specialization, 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)

The Master of Mass Communication (M.M.C.) consists of advanced professional studies. While it has theoretical underpinnings, the primary purpose is to enhance knowledge and skills for application in professional practice. Fifty percent or more of the courses must be skills-based. This degree targets mid-career professionals in journalism and mass communication and builds on students’ current levels of experience and skills making them more marketable. The Master of Mass Communication prepares students for the increasingly competitive workforce and changing disciplines in mass communications.

Student Learning Outcomes

• Apply the principles and laws of freedom of speech and press, in a global context, and for the country in which the institution that invites ACEJMC is located;
• Demonstrate an understanding of the multicultural history and role of professionals and institutions in shaping communications;
• Demonstrate culturally proficient communication that empowers those traditionally disenfranchised in society, especially as grounded in race, ethnicity, gender, sexual orientation and ability, domestically and globally, across communication and media contexts;
• Present images and information effectively and creatively, using appropriate tools and technologies;
• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;
• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;
• Apply critical thinking skills in conducting research and evaluating information by methods appropriate to the communications professions in which they work;
• Effectively and correctly apply basic numerical and statistical concepts;
• Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;
• Apply tools and technologies appropriate for the communications professions in which they work;
• Contribute to knowledge appropriate to the communications professions in which they work.

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)

Landscape Architecture is the art of design, planning, and management of outdoor spaces for human use and habitation. Cultural and scientific knowledge are applied to the use and arrangement of natural and man-made elements with concern for resource conservation, stewardship, and the environment. Graduates work in a wide variety of areas in the landscape industry, as designers and planners in public and private practice, and as environmental designers and managers.

Student Learning Outcomes
Students in the Landscape Architecture program will be able to:

• Collect and analyze site-related data and attributes. (Cross-curricular Skill: Inquiry and Analysis)
• Synthesize findings and analysis into design program and decisions. (Cross-curricular Skill: Inquiry and Analysis)
• Develop and analyze different design concepts and points of view. (Cross-curricular Skill: Critical and Creative Thinking)
• Apply knowledge and skills to address a design problem and provide appropriate solutions. (Cross-curricular Skill: Problem Solving)
• Develop and lead community engagement/improvement projects. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Consider diverse perspectives and user groups when making design decisions. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Address issues of diversity and equity through the design process. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The Department of Biology and Microbiology provides students with a wide range of opportunities for advanced study. The graduate faculty offer expertise and graduate student advisement in subdisciplines from molecular biology through ecology. Faculty members are very successful in obtaining extramural funds to support graduate student projects. Graduate students have modern research laboratories, equipment and field research sites available to carry out their research projects. The learning environment, scholarly excellence and quality of teaching are areas of strength in the department’s Graduate Program.

Student Learning Outcomes

• Knowledge of program: Exhibit knowledge concerning biological and/or microbiological systems/sciences at a level appropriate to a M.S. degree holder.
• Communication skills: Be able to effectively express themselves orally and in written form.
• Understand scientific method: Understand the scientific methods and techniques for solving research problems and analyze scientific data using the appropriate statistics.
• Use statistics to analyze data: Be able to use statistics to analyze scientific data.
• Specialization: Specialize in some area of biology, biotechnology and/or microbiology, but still be broadly based in knowledge in cellular and molecular biology.
• Publish research: Be able to conduct and publish scholarly research. (Option A)
• Professional Development: Demonstrate professional development and competence so that they may enter the work force in academia or industry.

The American Indian and Indigenous Studies program prepares critical thinkers for living in an interrelated world with the rigorous engagement of Indigenous intellectual traditions, interdisciplinary theories, methods and community engagement. Indigenous languages and narratives provide a grounding for the development of Indigenous leadership. Coursework provides an understanding of American Indian and Indigenous worldviews as lenses to comprehend traditional knowledge and culture, and a basis with which to view the process of colonization and decolonization of Indigenous peoples and lands.

Student Learning Outcomes

Graduates will:

• Identify and analyze the trajectory of colonization and decolonization among Indigenous peoples in the North American context. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Apply a theory of Indigenous worldview to effectively demonstrate cultural difference among Indigenous peoples and between Indigenous and non-Indigenous peoples. (Cross-curricular Skill: Intercultural Knowledge)
• Apply an Indigenous methodological lens towards a research project benefitting Indigenous communities. (Cross-curricular Skill: Integrative Learning)
• Critically analyze and evaluate contemporary Indigenous issues working across academic disciplines to further the process of decolonization and Indigenization. (Cross-curricular Skill: Inquiry and Analysis)
• Analyze the cultural and linguistic translations evident in American Indian and Indigenous Studies to develop decolonizing and Indigenizing discourses. (Cross-curricular Skill: Critical and Creative Thinking)

The Natural Resource Law Enforcement program was developed in coordination with state and federal agencies to prepare students for careers as conservation officers, federal wildlife agents, park rangers, and game wardens.  The curriculum is designed to provide students with a strong academic foundation that integrates natural resource management, conservation and law enforcement.  Students pursue coursework in wildlife and fisheries sciences, ecology, criminal law and procedures, constitutional law, social issues, and environmental laws and policies.  Students acquire skills in communication, conflict resolution, teamwork, leadership, ethics, laws and human dimensions, statistics, technology, global competence, critical thinking, and problem solving.  The Natural Resource Law Enforcement Program also delivers outstanding non-traditional educational experiences to students, further increasing their opportunities for career success.

Student Learning Outcomes
Upon completion of the Natural Resource Law Enforcement major, students 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; 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; Information Literacy; Problem Solving; Diversity, Inclusion and Equity)
• Demonstrate the ability to 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; Diversity, Inclusion and Equity)
• Demonstrate appropriate use of natural resource field and lab techniques as well as contemporary technology. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Diversity, Inclusion and Equity)
• Demonstrate the ability to appropriately analyze and critically evaluate data and other information. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Teamwork; Problem Solving)
• Demonstrate the ability to 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; Diversity, Inclusion and Equity)
• Demonstrate an understanding of the professional and ethical responsibility that necessary for a natural resource professional. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Ethical Reasoning; Diversity, Inclusion and Equity)

The Community and Regional Planning major prepares students for careers in planning agencies where they can attain positions as city managers and community planners at the city, county, state or regional level. The program also qualifies graduates to hold positions in organizations such as housing agencies, community and neighborhood development corporations, economic development agencies, federal agencies and private development firms and foundations. The core requirements consist of such topics as planning theory and law, plan development, quantitative and qualitative skills, and values and ethnics.  The City/Community Design, Environmental, and Land Use emphases give students the opportunities to cultivate specialized knowledge and skills in domains that range from social and political aspects of planning to technical areas based on engineering and design that best prepares them for more focused career pathways.

Student Learning Outcomes
Upon completion of the Community and Regional Planning major, students will:

• Acquire planning process methods by developing tools for stakeholder involvement and community engagement and working with diverse communities. They will acquire skills in governance and participation by appreciating the roles of officials, stakeholders, and community members in planned change. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Demonstrate foundational and specialized knowledge concerning the meaning of planning, planning theory, planning law, and human settlements and the history of planning. (Cross-curricular Skill: Critical and Creative Thinking)
• Understand professional ethics and responsibility by learning the key issues of planning ethics and related questions of the ethics of public decision-making, research, and client representation. (Cross-curricular Skill: Ethical Reasoning)
• Information Literacy (Cross-curricular Skill: Information Literacy)
• Explore the future scenarios by understanding of the relationships between past, present, and future in planning domains, as well as the potential for methods of design, analysis, and intervention to influence the future. They also will demonstrate proficiency in global dimensions of planning by appreciating interactions, flows of people and materials, cultures, and differing approaches to planning across world regions. (Cross-curricular Skill: Inquiry and Analysis)
• Acquire the ability to create and implement plans using integrative tools sound plan formulation, adoption, and implementation and enforcement. They will create sustainability and environmental quality by appreciating natural resource and pollution control factors in planning, and understanding of how to create sustainable futures. They will understand growth and development by appreciating economic, social, and cultural factors in urban and regional growth and change. (Cross-curricular Skill: Integrative Learning)
• Acquire leadership skills by learning how to use tools for attention, formation, strategic decision-making, team building, and organizational/community motivation. (Cross-curricular Skill: Teamwork)
• Demonstrate openness to new perspectives and diverse others, evaluate the complexity inherent to multiple perspectives, and demonstrate the ability to reassess their personal perspective when appropriate, particularly in regard to social justice and equity concerns in planning. (Cross-curricular Skill: Diversity, Inclusion and Equity)