Bachelor of Science in Hospitality, Tourism, and Event Management

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)

Food Science is the study of the science behind and involved with the production, preservation, packaging, and distribution of safe, wholesome, and nutritious foods.  Students will develop a knowledge base related to the basic physical, microbiological, chemical and engineering sciences as they are applied to foods.  These sciences are utilized to study the nature of foods, the causes of food deterioration and spoilage, and principles of food preservation.  This skill set is also employed by the scientists to develop and create approaches for the generation of new food products to assist in feeding the world through provision of foods that provide proper nutrition with acceptable taste and texture while maintaining affordability of the product.  Graduates with a degree in Food Science are well prepared for professional positions within the food industry or for further graduate study in Food Science.

Student Learning Outcomes
Upon completion of the Food Science curriculum a graduate should be able to demonstrate the following:

• An understanding of the chemistry underlying the properties and reactions of various food components. (Cross-curricular skill: Inquiry and Analysis)
• A practical proficiency in laboratory techniques associated with the determination of qualitative and quantitative analytical data related to physical, chemical, and biological aspects of foods and food ingredients. (Cross-curricular skill: Inquiry and Analysis)
• An understanding of microbial growth and survival as it impacts the safety, preservation, and spoilage of food systems. (Cross-curricular skill: Integrative Learning)
• An understanding of unit operations, process control and sanitation protocols as they relate to the production and preservation of a food. (Cross-curricular Skill: Problem Solving)
• An ability to apply statistical principles to the control and assurance of quality in the production of food products. (Cross-curricular Skill: Problem Solving; Critical and creative thinking)
• An understanding of the laws and regulations governing the manufacture and sale of food products. (Cross-curricular Skill: Inquiry and Analysis)
• An ability to utilize verbal and written communication skills effectively in a group environment. (Cross-curricular Skill: Teamwork; Diversity, Inclusion and Equity)
• An ability to apply critical thinking and reasoning skills while ethically applying scientific principles to resolving issues associated with foods and food systems. (Cross-curricular Skill: Ethical Reasoning)

The Animal Science program provides instruction in livestock breeding, feeding, management, selection, evaluation, and marketing, along with meat science, and equine studies. Courses emphasize the principles of genetics, nutrition, physiology, and meats as they affect production and management of livestock and animal products. Beef cattle, horses, sheep, and swine are the primary species discussed in courses.

The specialization allows students to focus their studies on Industry, Science, or Food Animal Health.  The Industry specialization provides flexibility for students to complete courses and minors in related areas of interest. The Science and Food Animal Health specializations are designed to meet course requirements of the Pre-Veterinary Medicine curriculum for the SDSU Professional Program in Veterinary Medicine and some other veterinary schools.

Student Learning Outcomes
Upon completion of the Animal Science major with a Food Animal Health Specialization, students will:

• Acquire knowledge of the core sciences and best management practices that are the foundation of animal science and husbandry.
• Demonstrate effective written and oral communication skills using a variety of mediums and with various audience types.
• Demonstrate the ability to function as an effective member of a team. (Cross-curricular Skill: Teamwork)
• Develop fact-based comparisons of both sides of contemporary issues that impact diversity, inclusion, equity, and professional ethics as related to animal agriculture. (Cross-curricular Skill: Information Literacy; Ethical Reasoning; Diversity, Inclusion and Equity)
• Interpret, critically evaluate, and apply information in order to recognize problems and create solutions. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving)

SDSU’s English department offers the M.A. degree in English. There are two emphases available to students:

• Studies in Literature
• Studies in Writing and Rhetoric

Within these two areas of study, the department offers three options for completing the degree:

• Option A requires twenty-four credit hours of coursework, six credit hours of thesis, a thesis project, and an oral examination. Within this option, the student may write a critical or a creative thesis.
• Option B requires thirty credit hours of coursework, two credit hours of research, a research/design project, and an oral examination.
• Option C requires thirty-six credit hours of coursework, a comprehensive written examination, and an oral examination.

Each option will support a variety of educational or professional goals. Students generally complete the program in two to three years.

Student Learning Outcomes

The English department’s M.A program prepares students for professional careers or further graduate study by developing their capacities for textual analysis, research, theory, and creative and critical writing.

Upon completing the English M.A. program, students will be able to:

• Textual Analysis: Demonstrate an advanced ability to analyze and interpret literary and cultural texts.
• Literary History: Examine significant texts, authors, periods, movements, genres, theories, and modes from literary history, interpreting the relationship between texts and their historical, aesthetic, cultural, and ideological contexts.
• Writing: Compose sophisticated argumentative, creative, and reflective texts that demonstrate focus, content, structure, evidence, style, and grammar appropriate to their rhetorical contexts.
• Theory: Demonstrate an advanced ability to apply theoretical concepts to the writing and analysis of texts.
• Research: Produce original research that advances knowledge within the discipline; generates questions for scholarly inquiry; identifies its methodological and theoretical foundations; employs library resources and discipline-specific databases; evaluates and integrates secondary criticism; and documents sources using MLA style.
• Diversity: 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, and class shape identity and influence perception. (Transferable Skill: Diversity Awareness)
• Teaching: Deliver instruction that demonstrates a growing mastery of course content (cultural analysis, rhetoric, grammar, and research) and increasing skill in helping students of varying abilities improve their cultural awareness, critical acumen, reading comprehension, and writing competence. (Graduate teaching assistants only.) (Transferable Skill: Teaching/Training)

Students majoring in Consumer Affairs who pursue the Family Financial Management specialization are usually interested in financial markets, financial decision, economics, business concepts and working with individuals to develop personal financial management skills. Required courses for the Family Financial Management specialization focus on principles and practice of insurance planning, investment strategies, income tax planning, retirement preparation, and estate planning.

Completion of the Consumer Affairs major and Family Financial Management specialization prepares students to engage in a variety of careers such as: financial services, financial planning, credit/financial counseling, human resources, marketing and sales.

Student Learning Outcomes

• Students will apply the consumer decision-making process to improve consumer well-being.
• Students will demonstrate effective resource management skills. (Cross-curricular Skill: Inquiry and Analysis; Foundational Lifelong Learning Skills)
• Students will integrate knowledge of policy and community resources to solve consumer issues. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Students will increase knowledge, awareness, and understanding of individual and social differences in consumer behavior. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The Mathematics degree program provides an outstanding educational experience to students interested in any of the wide range of excellent career or graduate school choices available in the mathematical sciences. The undergraduate mathematics curriculum is organized into three cores: the General Education Core, the Mathematics Core, and the Professional Core. Options for the Professional Core are the Computational Science Concentration, the Financial Engineering Curriculum, the Open Concentration, and the Mathematics Education Specialization. The flexible, specialized paths are available that lead to the best career options open to mathematicians and statisticians.

Student Learning Outcomes
Upon completion of the Mathematics major, students will be able to:

• Apply concepts and methods from Calculus and Linear Algebra. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving)
• Analyze, evaluate, and create mathematically rigorous arguments.(Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking)
• Use contemporary mathematical, statistical, and educational software and technology to create models, analyze data, or explain concepts as appropriate for student’s focus. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)
• Work as part of a team to solve a complex mathematical or statistical problem.
• Demonstrate mathematical independence by critically reading, understanding and re-explaining mathematical, statistical, or mathematics pedagogy resources. (Cross-curricular Skill: Information Literacy)
• Communicate complex mathematical, statistical, or mathematics pedagogical ideas clearly and succinctly both in writing and verbally as appropriate for student’s focus. (Cross-curricular Skill: Inquiry and Analysis)
• Exhibit strength in at least one career-focused or graduate school preparatory area of mathematics or statistics. (Cross-curricular Skill: Critical and Creative Thinking)
• Understand and appreciate the contributions to the field of mathematics and statistics by a diverse group of individuals and how the student fits and works in this group. (Cross-curricular Skill: Diversity, Inclusion and Equity)

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)

Electrical engineers play key roles in solving technical problems in many areas including biomedical engineering, communications, computers and digital hardware, electronic materials and sensor devices, image processing, control systems, alternative energy and power systems.

The program begins the first year developing a strong foundation in mathematics, science, and communication. Unique to SDSU, the EE program boasts a first semester introductory hands-on lab experience followed by a first course in linear circuits and lab in the second semester. Following this are two intensive years of study in circuits, energy conversion, electronics, signal, systems and control theory, electronic material and devices, digital and microprocessor systems. The junior and senior years include courses that cover the breadth and depth of the field.  During their senior year, students will select a specialization and take technical electives in their chosen area. The capstone of the program is Senior Design I and II, a two-semester sequence taken in the senior year that places every student on a team that designs, builds, tests, and demonstrates a significant electrical engineering project (typically industry sponsored), which 1) incorporates appropriate engineering standards and multiple constraints, and 2) is based on the knowledge and skills acquired in earlier course work; students also take a Project Management and Engineering Economics course that supports this sequence. The projects are developed in collaboration with SDSU researchers or industry and provide students valuable “real world” team design experience.

Program Educational Objectives
The undergraduate EE program educational objectives are to equip individuals who, after graduation and initial work experience,

•  Provide innovative and state-of-the-art approaches to solving complex technical problems through application of sound electrical engineering principles and make high quality technical decisions based on accumulated knowledge, experience, wisdom and common sense.
• Create positive organizational impact through individual contribution and teamwork with a commitment to working with others of diverse culture and interdisciplinary backgrounds.
• Demonstrate professional stewardship and ethical responsibility and exemplify a productive member of society by serving their communities and society.
• Illustrate initiative and successful career growth through measurable and impactful contributions that strongly support the organization’s core high-level goals, accompanied by lifelong learning through graduate work, professional development and self-study, leading to increases in organizational responsibility.

Student Outcomes
All graduates will have:

• An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
• An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
• An ability to communicate effectively with a range of audiences.
• An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
• An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
• An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
• An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

The Operations Management (OM) program has been designed to prepare students to manage operations and resources including people, equipment, facilities, finances, and processes. The OM program is an applied management program tailored to entry-level positions of responsibility in manufacturing, technical services companies, suppliers to manufacturers, and/or industrial sales.

There are two emphases for the OM program. The Manufacturing emphasis includes Lean, quality management systems, process development, workplace safety, supply chain management, and industrial controls. Students may elect to pursue an additional professional certification at graduation. The Electronics emphasis prepares students to work as supervisors or project team leaders in industries that manufacture, service, or develop electronic devices or distributed systems. Courses include circuits, digital & analog devices, networks, microcontrollers, PCBs, industrial controls, and PLCs.

Program Educational Outcomes
SDSU Operations Management graduates will become professionals who:

• Achieve positions of increasing responsibility or leadership with employers, professional organizations, or civic organizations as an indicator of professional competence, demonstrate the ability to communicate effectively, and successfully function in team environments (Professional Responsibility and Teamwork);
• Apply management, mathematics and science principles, and appropriate technology to the solution of current and future problems in the field of operations management, and (Problem Solving); and,
• Complete licensure, certification, short courses, workshops, or advanced degrees in technical, professional, or management subject areas to enhance their abilities in operations management practice and the global business environment (Professional Growth).

Student Learning Outcomes

Operations Management graduates will have:

• An ability to identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline. (Cross-curricular Skill: Inquiry and Analysis)
• An ability to formulate or design a system, process, procedure, or program to meet desired needs
• An ability to develop and conduct experiments or test hypotheses, analyze and interpret data and use scientific judgement to draw conclusions. (Cross-curricular Skill: Problem Solving)
• An ability to communicate effectively with a range of audiences
• An ability to understand ethical and professional responsibilities and the impact of technical and/or scientific solutions in global, economic, environmental, and societal contexts. (Cross-curricular Skill: Ethical Reasoning)
• An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty. (Cross-curricular Skill: Teamwork)
• An ability to understand the value of diverse perspectives in the workplace. (Cross-curricular Skill: Diversity, Inclusion & Equity)

The Electronics Engineering Technology Bachelor of Science degree program blends theory with an extensive hands-on, lab-based course sequence. The program has three key components: electronics foundations, advanced electronics applications, and applied management. The goal is to prepare graduates to use be proficient in using, developing, and troubleshooting electronic devices, networks, and controls. Electronics technology courses include circuits, analog and digital systems (intro and advanced), networking, programming, microcontrollers, industrial controls and PLCs, circuit board design, power systems, and communication systems. The program also includes courses in computer programming, project management, quality systems management, and statistics.

Program Educational Outcomes
SDSU Electronics Engineering Technology graduates will become professionals who:

• Achieve positions of increasing responsibility or leadership with employers, professional organizations, or civic organizations as an indicator of professional competence, demonstrate the ability to communicate effectively, and successfully function in team environments;
• Apply principles of mathematics, science and management and use appropriate technology to solve current and future problems in the field of electronics technology; and,
• Complete licensure, certification, short courses, workshops, and/or advanced degrees to be effective technical managers in the global business environment.

Student Learning Outcomes
EET graduates have:

• An ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline; (Cross-curricular Skill: Inquiry and Analysis)
• An ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline; (Cross-curricular Skill: Problem Solving)
• An ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
• An ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and
• An ability to function effectively as a member as well as a leader on technical teams. (Cross-curricular Skill: Teamwork)

The program provides coursework on campus, in classroom, laboratory, and in field-based settings.  The EET program has three dedicated electronics labs for bench work, circuit testing, and project fabrication.