Master of Science in Human Sciences with Specialization in Developmental Sciences

at South Dakota State University USA

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.

A degree in Studio Art prepares majors for careers as fine artists, graduate study in fine arts, and entry-level positions in art and graphic design. The degree focuses on the breadth of general studies combined with visual arts studies where majors receive certificates in one or more of the following areas: Animation, Art History, Ceramics, Painting, Printmaking, Sculpture. A 30-hour visual arts core supports the degree and creates a foundation of success in art related fields.

Student Learning Outcomes
Upon completion of the Studio Art program, students will be able to:

• Apply the basic principles of visual organization, in two and three dimensions, to the creation and the analysis of works of art. This includes the application of fundamental drawing skills, design concepts, color theory, and studio specific applications. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Generate a body of original works of art in their chosen area of specialization that exhibits a coherent set of artistic/intellectual goals. This includes the application of the relevant technologies and media associated with their area of specialization as well as other studio disciplines. (Cross-Curricular Skills: Foundation of Lifelong Learning Skills; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Analyze and critically evaluate works of art and design from various cultures and historical periods as well as the ability to apply art historical context to their own work. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Diversity, Inclusion, and Equity)
• Articulate, both orally and written, a critical discourse on their artwork and processes, the artwork of others, and art history through the appropriate application of art and design language and concepts. (Cross-Curricular Skill: Integrative Learning)
• Demonstrate the skills required by professional artists in the communication, documentation, and exhibition of their artwork and experience. (Cross-Curricular Skill: Integrative Learning)

The Agricultural Education, Communication and Leadership Major is a multidisciplinary program that provides a strong foundation in agricultural sciences. The major allows students the flexibility to select a plan of study based on their interests and skills by choosing one of three specializations: Education, Communication, or Leadership. Students in the Agricultural Education specialization will complete a professional education curriculum, as well as supportive instruction in technical agriculture, basic science, and other competencies. Graduates of the Education Specialization will qualify for a secondary teaching certificate, and will also be prepared for a variety of careers in the agricultural industry.

Student Learning Outcomes
Upon completion of the Agricultural Education Specialization of the Agricultural Education, Communication, and Leadership Major, students will:

• Demonstrate knowledge and skill across the broad field of the Agricultural, Food, and Natural Resources industries.  
• Demonstrate and apply educational content knowledge related to effective teaching and learning of diverse groups of secondary students.
• Explain the importance of and show evidence of ethical and professional behaviors. (Cross-curricular Skill: Ethical Reasoning)
• Locate and evaluate information to solve real world problems. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Evaluate core competencies and create plans for effective lifetime learning. (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Demonstrate effective written and oral communications skills.
• Evaluate a diverse spectrum of agriculturally related global challenges to communicate culturally responsible solutions to a variety of audiences. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The Art Education specialization is part of the Studio Art Program and prepares majors for careers as art educators in elementary and secondary schools (K-12). Art Education comprises courses from the Studio Art Program and the Secondary Teacher Education Program. The curriculum prepares students for the state educator certification process which includes the successful completion of a state-designated pedagogy test. Students pursue a Bachelor of Fine Arts (BFA) degree that provides instruction in all the studio art areas focusing on technical and conceptual development along with the coursework in teaching and learning.

Student Learning Outcomes
The courses in the Art Education specialization are designed to provide students with fundamental experiences necessary in visual knowledge, decision-making and the mechanisms of creative and expressive abilities. The program offers candidates interested in teaching art in schools (K-12) a strong and diverse program in art education. Upon completion of our curriculum, the student is prepared for certification as an art teacher to teach levels from kindergarten through high school. The art education curriculum, in accord with the College of Education and Human Sciences Undergraduate Teacher Education Program at South Dakota State University, provides candidates with the skills and experience necessary to develop effective teachers.

Upon completion of the Art Education specialization, students will be able to:

• Apply the basic principles of visual organization, in two and three dimensions, to the creation and the analysis of works of art. This includes the application of fundamental drawing skills, design concepts, color theory, and studio specific applications. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Generate a body of original works of art that exhibits a coherent set of artistic/intellectual goals. (Cross-Curricular Skills: Foundation of Lifelong Learning Skills; Critical and Creative Thinking; Problem Solving; Integrative Learning)
• Analyze and critically evaluate works of art and design from various cultures and historical periods as well as the ability to apply art historical context to their own work. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Diversity, Inclusion, and Equity)
• Articulate, both orally and written, a critical discourse on their artwork and processes, the artwork of others, and art history through the appropriate application of art and design language and concepts. (Cross-Curricular Skill: Integrative Learning)
• Demonstrate the skills required by professional artists in the communication, documentation, and exhibition of their artwork and experience. (Cross-Curricular Skill: Integrative Learning)
• Understand the principles of children’s artistic development, and to use that knowledge to design active learning opportunities that are appropriately adopted for varied developmental levels and diverse approaches to teaching and learning. (Cross-Curricular Skills: Integrative Learning; Critical and Creative Thinking)
• Integrate pedagogical studies with knowledge of specific disciplines to create meaningful learning experiences. (Cross-Curricular Skills: Integrative Learning; Critical and Creative Thinking)
• Develop assessment strategies to evaluate student progress, and to utilize the results to determine whether curricula programs are addressing student needs and facilitating student achievement. (Cross-Curricular Skills: Integrative Learning; Critical and Creative Thinking)

The Agronomy major provides broad training in the plant and soil sciences and in crop production technology. The integrated program is designed to provide students with an understanding and knowledge base in crops, seeds, soils, weeds, entomology, plant pathology, breeding and genetics, precision agriculture, natural resource management, and the interaction of production systems. This major is recommended for students interested in cropping systems, natural/agricultural resource management, or the agribusiness areas of crops, soils, and pest management. Individuals can prepare for careers in crop consulting, crop/plant research, and with private industry managing agricultural inputs such as pesticides and fertilizers; developing improved seed traits, plant sciences, genomics, sales, and seed production; and for work with government agencies, such as the Cooperative Extension Service, Farm Service Agency, Agricultural Research Service, and Natural Resources Conservation Service.

Student Learning Outcomes

Upon completion of the Agronomy major, students will:

• Demonstrate a fundamental understanding of basic Agronomy principles and practices.
• Demonstrate the ability to think creatively and to apply critical thinking skills when evaluating and analyzing information. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate the ability to learn, develop, and apply skills for the application of existing and emerging knowledge and technologies in Agronomy.
• Demonstrate the ability to apply scientific principles, quantitative skills, and other problem solving skills in Agronomy. (Cross-curricular Skill: Problem Solving)
• Demonstrate knowledge and application of ethical and sustainable practices in the agronomic fields. (Cross-curricular Skill: Ethical Reasoning)
• Demonstrate the ability to effectively communicate (written, listening and oral) with both scientific and non-scientific audiences.

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.

Physics is the foundation of almost all of the science and engineering disciplines. The curriculum in Physics has the flexibility to accommodate a wide range of student interests including engineering, physical science, mathematics, biological science, or health sciences. Graduates find careers in physics research, education, engineering, medicine, nuclear medicine, law, science journalism or alternatively many other choices.

Student Learning Outcomes
Upon completion of the Physics - Science Teaching Specialization, students will be able to:

• Support an environment that is inclusive to everyone regardless of race, ethnicity, gender, gender identity, sexual orientation, or disability status. (Cross-curricular Skill: Diversity, Inclusion, and Equity)
• Write a laboratory report that is appropriate for the discipline of physics and suitable for publication in an undergraduate research journal. (Cross-curricular Skill: Information Literacy)
• Defend a hypothesis or a research project by giving an oral presentation in a colloquium setting.
• Solve complex physics problems by applying scientific and mathematical principles. (Cross-curricular Skill: Problem Solving)
• Design experiments; build and use equipment; gather, analyze and interpret experimental data; and draw conclusions based upon the data. (Cross-curricular Skill: Inquiry and Analysis)
• Propose creative solutions for key issues of scientific, social, economic, or environmental merit and defend their hypothesis in either a research paper or by generating a proposal for an experimental design. (Cross-curricular Skill: Creative and Critical Thinking)

The graduate program in economics prepares students for professions in business and government as well as for advanced studies in economics and finance. Program requirements include one course in microeconomics (advanced microeconomic theory or advanced managerial economics) and one course in quantitative analysis (econometrics or advanced business decision science).  The program offers two curriculum options: an economic theory option and an applied business-economics option.  In any case, students customize their plans of study, emphasizing one of the following four subject areas.

• Agricultural Business
• Agricultural and Resource Economics
• Business Economics
• General Economics

The Ness School of Management and Economics offers an accelerated master’s program, which allows qualified students to work toward their master’s degree in economics while they complete their undergraduate degree. This accelerated program is available to qualified undergraduate students who maintain an overall undergraduate cumulative GPA of at least 3.5.

Student Learning Outcomes

• Analytical reasoning: Graduates will be able to apply economic theories and quantitative and qualitative analytical methods to analyze and evaluate economic outcomes and to make decisions.
• Communication: Graduates will be able to communicate economic-research outcomes, and the analysis underlying these outcomes, in oral and written forms to diverse audiences.
• Ethical Reasoning: Graduates will be able to demonstrate the capacity to evaluate ethical matters within the context of the discipline.
• Core economics knowledge: Graduates will be able to demonstrate the knowledge and understanding of economic terminology, mathematical and graphical tools and representations, institutions, common economic variables, and general habits of economic thought.

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)

The Master of Engineering program is a professional degree designed to grow your capacity to manage and lead in complex technical organizations. The program is 50% advanced engineering courses, 50% management and leadership courses, and can be completed on-campus or on-line.

The Master of Engineering (M.Eng.) is a terminal or professional degree as it is coursework only – no thesis. This graduate program is tailored to meet the needs of working professionals at their own pace or for senior-level engineering students who want to earn a graduate degree while still at SDSU. Core classes include project management, operations, and management and leadership, culminating in an applied industry-based project.  Advanced engineering courses come from civil, electrical, mechanical, or agricultural engineering disciplines.

The M.Eng. program has a dedicated industrial advisory board to provide input and guidance on expected student competencies and program outcomes.

Student Learning Outcomes

At the time of graduation from the Master of Engineering program, students will have:

• in-depth technical knowledge in engineering;
• knowledge of contemporary leadership and management in professional practice;
• a demonstrated ability to apply engineering, management and leadership concepts; and,
• a demonstrated ability to effectively communicate verbally, graphically and in writing.

The Capstone course (GE 750) is used to determine whether students have met expected program outcomes. In the Capstone course, students are expected to manage and execute an industry-based project or similar complex application of technical knowledge and management analysis skills.