Bachelor of Science, Major in Chemistry Education

at South Dakota State University USA

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 specializing in communication take courses in agriculture along with courses in the School of Communication and Journalism.

Graduates of the Communication specialization report agricultural information to farmers and ranchers, consumers, governmental agencies, agribusinesses, commodity groups, and legislators through positions in public relations, sales, marketing, journalism, social media, and the government.

Student Learning Outcomes
Upon completion of the Communication 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 in-depth knowledge of journalism and mass communication.
• 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 communication 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)

Conservation Planning and Park Management is an interdisciplinary science that trains students to develop conservation strategies at landscape scales.  The specialization in Park Administration and Management prepares student for careers in park management, particularly Federal and state government managed facilities.  The courses outlined in this specialization are designed to enhance the human management focus needed for this career track.

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)

The Precision Agriculture major prepares students for careers that bridge the gaps between agronomy, agriculture machinery management, and data sciences caused by the rapid evolution of high-speed sensor technology.

Student Learning Outcomes
Upon completion of the Precision Agriculture major, students will:

• Demonstrate foundational and specialized knowledge in crop management, environmental stewardships, and precision agriculture technologies and their integrations at local, regional, and global scales. (Cross-curricular Skill: Critical and Creative Thinking)
• Explore complex local, regional, and global issues using a precision agriculture perspective to formulate questions and draw informed conclusions that are based on critical scientific analysis and interpretation of information. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate economic and environmental proficiency in applying the proper principles and technologies of precision agriculture and to address socioeconomic issues in Agricultural sciences. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Demonstrate the ability to collect, organize, analyze, and synthesize accurate digital field maps using specialized software and have the operational knowledge for specialized precision agriculture equipment, computers, and spreadsheet applications to produce meaningful management recommendations (Cross-curricular Skill: Information Literacy)
• Effectively communicate and demonstrate openness to new perspectives and diverse others, and demonstrate the ability to reassess their personal perspective within precision agriculture activities when appropriate. (Cross-curricular Skill: Diversity, Inclusion and Equity)

The Master of Science degree in Operations Management (MSOM), offered through the Jerome J. Lohr College of Engineering, is a program for professionals interested in expanding their ability to manage technical functions in an organization as the next logical step in their career path.

Students may elect to pursue the traditional thesis route under Option A: this is valuable for individuals who anticipate future graduate work toward achieving the terminal degree in a related field. Most students select the research/design paper route under Option B: this requirement generally takes the form of a project in collaboration with local or regional industry to solve a problem or to improve a system or process. A third option, Option C, is a non-thesis program that provides more coursework in lieu of the research component. Option C requires approval of the faculty advisor.

Regardless of the option selected, the student works with his/her Major Advisor to develop the program of study plan, make consistent progress toward completion of the degree, and to show proficiency in integrating and applying  management concepts through the Final Oral Exam.

Student Learning Outcomes

• Able to analyze information & make appropriate decisions.
• Project management skills: Demonstrate competence in developing, managing and closing out a project (simulated, case study, or practical application).
• Effective communication: Effective use of professional communication skills including interpersonal, written, and in presentations.

In addition to a traditional thesis-based (Option A) M.S. degree, the Department also offers a predominantly on-line Chemistry M.S. with chemical education specialization. This is a non-thesis (Option B) degree that focuses on the content necessary for practicing high school teachers to achieve highly qualified status. Admission in this program is limited to in-service high school/college science teachers. Students interested in thesis-based M.S. degree in the sub-disciplinary area of chemical education should select the Chemistry (M.S.) program in their application for admission.

Student Learning Outcomes

• Demonstrate knowledge of AP curriculum: Students will be able to demonstrate knowledge of topics in the Advanced Placement curriculum in chemistry.
  • Students will be able to explain atomic theory.
  • Students will be able to describe bonding and intermolecular forces.
  • Students will be able to explain phases of matter.
  • Students will be able to explain thermodynamics and equilibria.
  • Students will be able to describe kinetics.
  • Students will demonstrate an understanding of electrochemistry, nuclear chemistry, and organic and biochemistry.
• Apply content knowledge toward teaching: Students will apply content knowledge toward teaching and critique their approaches toward teaching various chemistry topics.
• Action research project: Students will investigate the learning environment in their classroom via an action research project.
• Make discipline accessible and meaningful: Students will use the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Prepare plans of instruction to support all students: Students will prepare 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.

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.

This major prepares students with essential written and visual communication, critical thinking, strategy, design, and research skills for careers in public relations and marketing communications.

Student Learning Outcomes
Students completing a public relations 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.

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 M.S. in Interdisciplinary Sciences program is an innovative, flexible, and highly individualized graduate program designed to meet students’ academic and professional goals. Students will work with their advisor to finalize their plan of study in at least two or three disciplines, using classes that are relevant to supporting the student in achieving their educational goals. Students will complete a plan of study with a research/design paper or coursework only option.

Student Learning Outcomes

• Demonstrate an understanding of the relationship between the various disciplines incorporated into their plan of study;
• Identify and apply relevant theoretical frameworks;
• Have fundamental knowledge of their disciplines and specific knowledge of their particular area of study; and
• Demonstrate mastery of subject matter on their plan of study.

Students who undertake a project will be able to:

• Develop a plan for the project or develop a plan for a scholarly or creative work;
• Locate, retrieve and utilize appropriate information;
• Read, understand, and critically review the primary literature or previous creative works;
• Utilize appropriate methodologies to conduct an applied study, implement a project, or utilize appropriate skills to produce a creative work;
• Analyze results using qualitative or quantitative techniques when appropriate;
• Compare their results to previous studies when appropriate;
• Explain the contribution of their work to the broader field of existing knowledge or to previously created works; and
• Communicate the originality of, as well as the independent thinking and rationale for their work, in oral or written format.

Students who undertake the course completion option will be able to:

• Undertake scholarly or creative work as demonstrated in specific class assignments;
• Locate, retrieve and utilize appropriate information;
• Read, understand, and critically review the primary literature or previous creative works;
• Analyze results using qualitative or quantitative techniques when appropriate;
• Compare their results to previous studies when appropriate;
• Explain the contribution of their work to the broader field of existing knowledge or to previously created works; and
• Communicate the originality of, as well as the independent thinking and rationale for their work, in written or oral format.

The major in Graphic Design provides a comprehensive visual communication experience, including mobile technology, interface design, user experience design, animation and motion graphics, product/package design, brand identity design, data visualization design, and entrepreneurship. Graduates of the Graphic Design program will create professional portfolios, engage in real experiences working in industry, and have the opportunity to build strong connections with professionals nationally and internationally. South Dakota State University graduates are prepared to work in almost any field imaginable. A 12-credit visual arts core taken in conjunction with the graphic design sequence supports the degree and creates a foundation for success. Through taking the core and taking 6 additional ART, ARTH or ARTE courses, majors qualify for the Studio Arts Minor adding breadth and depth to the degree.

Student Learning Outcomes

• Acquire core knowledge of graphic design practice.
• Demonstrate fluency in the visual vocabulary and technical skills relevant to Graphic Design – Typography, Grid systems across analog and digital media, visual narratives (photography, illustration, and type-as-image), and conceptualization of the work based on research. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving; Intercultural Knowledge)
• Imagine and articulate research, conceptualization, and varied solutions (generate effective ideas) to any problem. (Cross-curricular Skill: Critical and Creative Thinking)
• Display innovative synergies of media types across print, screen, packaging and emerging media and excel in one or several of the following Areas of Emphasis: Print, Packaging & Environmental, Interaction Design, Media Fluency, Motion.
• Demonstrate the ability to function as an effective member of a team. (Cross-curricular Skill: Teamwork)
• Demonstrate the professional awareness and physical preparation necessary to enter the design workspace. (Cross-curricular Skill: Critical and Creative Thinking; Information Literacy; Problem Solving; Intercultural Knowledge; Integrative Learning)