Bachelor of Fine Arts, Major in Studio Art with Specialization in Painting

at South Dakota State University USA

The French Teaching specialization at SDSU consists of the same aims and content as the French B.A. In addition, teaching candidates receive training in the most current professional standards and methods for teaching excellence in French in the cultures from the French-speaking world. Experiential learning course offerings and service-learning sites complement the program with hands-on teaching opportunities. Program graduates typically secure teaching positions domestically and abroad in public and private schools, immersion classroom, or they receive 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 French major, students should be able to:

• Speak, read and write French 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 French-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 specialization in Agricultural Economics is an applied field of economics concerned with the application of economic theory in optimizing the production and distribution of food, biofuel and fiber. Students develop analytical and critical-thinking skills, and are well prepared for careers in agricultural policy analysis, natural resource stewardship, or future graduate study. The curriculum emphasizes economic theory, agricultural economics, quantitative methods, and agricultural and biological sciences electives. This program also provides strong preparation for students who wish to pursue a graduate degree in economics, agricultural economics, law, or related fields.

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 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 Natural Resource Management specialization will provide training in ecology, evolution, environmental sciences, and range areas of expertise with a focus on basic and applied research.

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.

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.

The M.S. in Human Sciences specialization in Merchandising provides an understanding of merchandising at every level, with emphasis on current trends in the United States and the global marketplace, factors that will distinguish graduates among their peers. Students can obtain a focus on the merchandising aspect of the business. The additional expertise offered through the merchandising certificate may position individuals for career advancement or a new career in merchandising. Graduates of the program are prepared to work in product development, promotions, and retail management in this ever-expanding industry.

Student Learning Outcomes

• Demonstrate the ability to identify and understand theories, principles, practices and terminology related to the merchandising industry.
• Demonstrate competency in communicating effectively using oral and written techniques, to include the use of technology, in the gathering and professional presentation of information.
• Apply their knowledge of leadership, planning, and controlling to business activities and merchandising organizations.
• Analyze and evaluate the triple bottom-line (economic, social, environmental) impact of sustainable merchandising industry activities and processes.
• Demonstrate strong research, analytical and strategic decision-making skills.

As a family and consumer sciences educator, the FCSE graduate is qualified to teach content in a wide range of settings, including in middle and high schools, occupational training programs, adult programs, or to serve as an extension educator. The FCSE program prepares students with comprehensive subject matter background from all areas of family and consumer sciences, (human development, family studies, consumer affairs, apparel, housing, nutrition, hospitality, and personal finance) contributing to the versatility of the major. The program focuses on characteristics of various learners or clients, learning principles and different applications of the teaching-learning process.

Student Learning Outcomes
Upon completion of the Family and Consumer Sciences major students will:

• Analyze family, community, and work interrelationships; investigate career paths; examine family and consumer sciences careers; and apply career decision making and transitioning processes. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Use resources responsibly to address the diverse needs and goals of individuals, families, and communities in family and consumer sciences areas such as resource management, consumer economics, financial literacy, living environments, and textiles and apparel. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Apply principles of human development, interpersonal relationships, and family to strengthen individuals and families across the lifespan in contexts such as parenting, care giving, and the workplace. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Civic Knowledge and Engagement; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Promote nutrition, food, and wellness practices that enhance individual and family well- being across the lifespan and address related concerns in a global society. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Civic Knowledge and Engagement; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Develop, justify, and implement curricula that address perennial and evolving family, career, and community issues; reflect the integrative nature of family and consumer sciences; and integrate core academic areas. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Integrative Learning; Diversity, Inclusion and Equity)
• Facilitate students’ critical thinking and problem solving in family and consumer sciences through varied instructional strategies and technologies and through responsible management of resources in schools, communities, and the workplace. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Create and implement a safe, supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Engage in ethical professional practice based on the history and philosophy of family and consumer sciences and career and technical education through civic engagement, advocacy, and ongoing professional development. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Ethical Reasoning; Foundational Lifelong Learning Skills; Diversity, Inclusion and Equity)
• Assess, evaluate, and improve student learning and programs in family and consumer sciences using appropriate criteria, standards, and processes. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Ethical Reasoning; Integrative Learning; Diversity, Inclusion and Equity)
• Integrate the Family, Career and Community Leaders of America student organization into the program to foster students’ academic growth, application of family and consumer sciences content, leadership, service learning, and career development. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Civic Knowledge and Engagement; Ethical Reasoning; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)
• The teacher candidate will foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

A major in advertising will prepare students with effective written and visual communication, critical thinking, strategy, design, and research skills. Through coursework and experiential learning experiences, including a required internship, graduates gain experience working on teams to develop solutions for applied projects, clients, and competitive campaigns.

Student Learning Outcomes

Students completing an advertising 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.

Learning one or more foreign languages is about much more than just grammar and structure of languages.  To learn a language is to engage with the heritage of entire civilizations, as well as with the contemporary norms that structure societies’ politics, religions, identities, and workplace, in order to communicate more effectively.  Furthermore, language study provides models for dealing with cultural differences that are applicable in any part of the world, including the U.S., taken together, courses offered in Spanish at SDSU prepare students with the skills to function and communicate effectively in any environment.

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)

The Agricultural Science curriculum is designed for the student undecided as to a specific major field of study within the area of agriculture, or who may want to combine multiple fields of study within agriculture, or plans to return to the farm or ranch after college. A large number of free electives are available allowing the student to take courses in the different disciplines needed for a diversified career or to manage a production unit.

General electives may be selected from any area and allow students to develop special competencies or interests. When qualifying for a Bachelor of Science degree a student may, through a choice of electives, complete courses in business, prepare for graduate study, or enroll in special areas of study such as plant and/or animal science.

Student Learning Outcomes

Upon completion of the B.S. degree in Agricultural Science, students will:

• Locate and evaluate information to aid in decision-making. (Cross-curricular Skill: Information Literacy)
• Recognize the importance of continued learning in relation to their profession. (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Consider diverse perspectives and understand global challenges in agriculture. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Demonstrate critical thinking and problem solving skills. (Cross-curricular Skill: Problem Solving)
• Explain benefits of an agricultural minor or chosen emphasis.
• Articulate their role in the agricultural industry through effective written and oral communication skills.