Master of Science in Chemistry with Specialization in Chemical Education

at South Dakota State University USA

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)

Wildlife and Fisheries Sciences major requirements prepare undergraduate students for careers in wildlife and fisheries conservation and management. Coursework is directed at organisms, natural populations and communities, their habitats and human users. Imbedded in these courses are additional skills that further enable students to be competitive in the natural resources disciplines. These skills include communications, teamwork, leadership, ethics, statistics, technology, global competence, critical thinking, and problem solving. Most employment is with state and federal natural resource agencies. Each state has natural resource agencies that hire students with wildlife and fisheries sciences degrees and multiple federal agencies hire graduates from the program. In addition, employment opportunities exist with local and tribal governments, non-governmental organizations, and private industry. Many undergraduates continue their education by seeking advanced degrees.

Student Learning Outcomes
Upon completion of the Wildlife and Fisheries Sciences major, students will:

• Understand 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)
• 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)
• Apply natural resource field and lab techniques and contemporary technologies to management of natural resources. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Teamwork; Problem Solving)
• Analyze and critically evaluate data and other information. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Teamwork; Problem Solving)
• 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)
• Display professional and ethical behavior consistent with that expected in a natural resource management field. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Diversity, Inclusion and Equity)

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 society’s most pressing scientific problems. Professional chemists are employed in a number of diverse fields: governmental policymakers, pharmaceutical and industrial chemists, intellectual property attorneys, high school teachers, and physicians. The curriculum reaches both the breadth and depth of the discipline. Students take a foundational course in each of the five subdisciplines (analytical, biochemistry, inorganic, organic, and physical chemistry) and advanced courses in these subdisciplines based on the student’s individual interests and career goals. Undergraduate training in chemistry at SDSU provides students with enhanced critical-thinking skills and problem-solving abilities, attributes that are highly desired in the modern workforce. The chemistry major is also excellent preparation for professional study in medicine, dentistry, business, and law. The American Chemical Society (ACS), in recognition of the quality and rigor of the curriculum, certifies the B.S. degree in chemistry offered by the Department. In addition to completing the degree requirements listed below, students engage in independent research projects in collaboration with departmental faculty; this capstone experience affords students a means to apply the knowledge of the discipline to questions for which the answers are unknown.

Student Learning Outcomes
Upon completing a B.S. in Chemistry, 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)

The Aviation Education Specialization is for students who wish to become Certified Flight Instructors and later be professional pilots in industry. Many of our graduates are in the airlines, military, government, and corporate workplaces. Top performing students of this option are often brought on as flight instructors in the SDSU program during their junior and senior years.

Student Learning Outcomes
Graduates of the Aviation Education program will be able to:

• Apply their educational experience to the aviation profession. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate instructional knowledge in single- and multi-engine aircraft to the FAA commercial pilot standard. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate instructional knowledge by creating and teaching relevant aviation topics to colleagues. (Cross-curricular Skill: Information Literacy; Teamwork)

Additionally, all students will participate in a senior capstone course that is designed to bridge the gap between their educational experience and future career. Students are evaluated using direct and indirect assessment to assure competency within the profession using a comprehensive assessment plan.

The English Major - Writing Specialization requires 45 hours of literature, linguistics and writing courses. Students receive a well-rounded background in literature, but with more intensive work in Creative and/or Professional writing. This program serves students seeking careers in creative or professional writing.

Student Learning Outcomes
The English department’s B.A. program prepares students to become innovative professionals and global citizens by teaching them to read closely and critically, write creatively and persuasively, and explore the beauty and value of diverse literatures and cultures.

• Analyze texts closely and critically, using key literary terms and concepts to interpret how the specific elements of a text contribute to its larger meanings. (Cross-Curricular Skills: Inquiry and Analysis; Critical and Creative Thinking; Integrative Learning)
• Identify significant texts, authors, periods, movements, genres, theories, or modes from literary history, explaining how literary texts engage with their historical, cultural, aesthetic, or ideological contexts. (Cross-Curricular Skills: Inquiry and Analysis; Integrative Learning)
• Identify key theoretical ideas, concepts, or methodologies and apply them to the reading and writing of texts. (Cross-Curricular Skills: Critical and Creative Thinking; Integrative Learning)
• Write argumentative, creative, and reflective texts that demonstrate focus, content, structure, evidence, style, and grammar appropriate to their rhetorical contexts. (Cross-Curricular Skills: Critical and Creative Thinking; Integrative Learning)
• Conduct scholarly research that incorporates the use of library resources and discipline-specific databases; the evaluation and integration of secondary sources; and the documentation of primary and secondary sources using MLA style.  (Cross-Curricular Skills: Information Literacy; Inquiry and Analysis)
• 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, or class shape identity and influence perception. (Cross-Curricular Skills: Critical and Creative Thinking; Inquiry and Analysis; Integrative Learning; Diversity, Inclusion, and Equity)

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 Ecology and Environmental Science major includes a strong core in biological and physical sciences and a variety of elective courses that allow students to follow different career paths within the major. Most students enrolled in this major are planning careers with state and federal natural resource agencies, consulting firms and industry. Predefined emphases are available to support careers in ecological informatics and analysis, watershed management, ecology, analytical laboratory analysis and health.  Students seek employment with state or federal environmental monitoring and regulatory agencies or private consulting firms immediately following graduation.  Many go on to pursue graduate degrees in conservation, ecology and environmental science.

Student Learning Outcomes
Upon completion of the Ecology and Environmental Science major, students will:

• Understand 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; 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; Critical and Creative Thinking; Information Literacy; Problem Solving; Diversity, Inclusion and Equity)
• 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; Civic Knowledge and Engagement; Diversity, Inclusion and Equity)
• Apply natural resource field and lab techniques and contemporary technologies to management of natural resources. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Teamwork; Problem Solving; Diversity, Inclusion and Equity)
• 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; Diversity, Inclusion and Equity)
• 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; Diversity, Inclusion and Equity)
• 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)
• Display professional and ethical behavior consistent with that expected in a natural resource management field. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Teamwork; Problem Solving; Civic Knowledge and Engagement; 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.

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 Science 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)

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.