Master of Science in Civil Engineering

at South Dakota State University USA

The major in Business Economics combines the analytical rigor of an economics degree with the practical skills of a management degree. Students can tailor the program to their interests by choosing from a variety of electives in areas such as accounting, business law, decision science, entrepreneurship, economics, finance, management, and marketing.  Career opportunities for Business Economics majors include management, finance, banking, sales, real estate, and marketing. The Business Economics major also serves to prepare students for graduate work in law, economics, and business.

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

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

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

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

SDSU, in partnership with the University of Minnesota (U of MN), is offering a collaborative Professional Program in Veterinary Medicine leading to a Doctor of Veterinary Medicine (DVM) degree. Students must first complete all their pre-veterinary requirements and then can apply to the new professional program.  Students admitted to the professional program will be allowed to dual-enroll in the Biological Sciences (M.S.) - Veterinary Medicine Specialization, thus having the opportunity to simultaneously earn an M.S. degree while completing the PPVM coursework needed for transitioning to the University of Minnesota to complete the final two years of the DVM degree. For more information visit the Association of American Veterinary Medical Colleges, Veterinary Medical College Application Service (VMCAS).

Student Learning Outcomes

Students will:

• Demonstrate understanding of central biological principles and mechanisms that underlie animal health and disease from the molecular to histologic to gross levels.
• Demonstrate knowledge of normal function and behavior, pathophysiology, clinical manifestations, diagnosis, treatment, and management or control of important domestic and foreign animal diseases.
• Demonstrate understanding of food safety, zoonotic disease, and public health issues.
• Retrieve and integrate information from the veterinary literature.
• Ability to understand and interpret research related to mechanisms of disease, diagnostic technology, and treatments.

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. Graduates of the Agricultural Education, Communication and Leadership Major - Leadership specialization will be well prepared for employment with agricultural organizations such as breed associations and commodity organizations.

Student Learning Outcomes
Upon completion of the Leadership 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 leadership principles.
• Upon completion of the program students will 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)

Landscape Architecture is the art of design, planning, and management of outdoor spaces for human use and habitation. Cultural and scientific knowledge are applied to the use and arrangement of natural and man-made elements with concern for resource conservation, stewardship, and the environment. Graduates work in a wide variety of areas in the landscape industry, as designers and planners in public and private practice, and as environmental designers and managers.

Student Learning Outcomes
Students in the Landscape Architecture program will be able to:

• Collect and analyze site-related data and attributes. (Cross-curricular Skill: Inquiry and Analysis)
• Synthesize findings and analysis into design program and decisions. (Cross-curricular Skill: Inquiry and Analysis)
• Develop and analyze different design concepts and points of view. (Cross-curricular Skill: Critical and Creative Thinking)
• Apply knowledge and skills to address a design problem and provide appropriate solutions. (Cross-curricular Skill: Problem Solving)
• Develop and lead community engagement/improvement projects. (Cross-curricular Skill: Civic Knowledge and Engagement)
• Consider diverse perspectives and user groups when making design decisions. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Address issues of diversity and equity through the design process. (Cross-curricular Skill: Diversity, Inclusion and Equity)

Students in this major are exposed and participate in all aspects of theatre, through a broad-based education. Students will gain practical experience with the newest techniques and technology of theatre. In this major, the hands-on education involves participation in State University Theatre and Prairie Repertory Theatre.

Student Learning Outcomes
In the Theatre major, students will be able to:

• Think conceptually and critically about text, performance, and production. (Cross-curricular Skill: Inquiry and Analysis; Integrative Learning)
• Demonstrate an understanding of playwriting and production processes, aesthetic properties of style, and the way these shape and are shaped by artistic and cultural forces. (Cross-curricular Skill: Inquiry and Analysis)
• Be acquainted with a wide selection of theatre repertory including the principal eras, genres, and cultural sources. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Develop and defend informed judgments about theatre. (Cross-curricular Skill: Inquiry and Analysis)
• Demonstrate ability in areas of performance, production, or playwriting appropriate to their individual needs and interests and consistent with the goals and objectives of the program. (Cross-curricular Skill: Problem Solving)
• Understand procedures and approaches for realizing a variety of theatrical styles. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)

If applicable, students will be prepared to gain entry level positions:

• In the profession in the areas of design, technology, or stage management, or gain entrance to graduate programs for additional training prior to entering the profession.
• As performers or gain acceptance to graduate programs for additional training or to enter the profession.
• In theatre management, promotions/business or gain acceptance to graduate programs for additional training or to enter the profession.

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)

Dietetics is the education and practice of food, nutrition and wellness and offers a wide variety of jobs in the health promotion, wellness, nutrition care and foodservice administration areas. Registered dietitian nutritionist (RDN) provide nutrition education and counseling and are pivotal in preventive health care and community nutrition programs. Additionally, a RDN is essential to the total care of a patient in a healthcare facility through nutritional assessment and medical nutrition therapy. Students develop an understanding and competency in food, nutrition, wellness, and management and a background in the basic and behavioral sciences to apply the science of nutrition for the promotion of health and disease prevention.

The employment opportunities are in health promotion and wellness programs, public health agencies, foodservice and food production industries, schools, universities, the armed services, hospitals, nursing homes, and state, national and international organizations. Governmental regulations require the services of dietitians in federally supported programs. The consulting services of a dietitian are often sought by architects and hospital administrators in planning and equipping food preparation and services facilities.

Mission and program objectives are available on the Nutrition and Dietetics homepage at www.sdstate.edu/health-and-nutritional-sciences/nutrition-and-dietetics. Program outcome data are available upon request from the program director.

Student Learning Outcomes
Upon completion of the Nutrition and Dietetics major, students will:

• Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidence-based practice decisions. (Cross-curricular Skill: Information Literacy)
• Use current information technologies to locate and apply evidence-based guidelines and protocols.
• Apply critical thinking skills. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate effective and professional oral and written communication and documentation.
• Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and describe interprofessional relationships in various practice settings. (Cross-curricular Skill: Ethical Reasoning)
• Assess the impact of a public policy position on nutrition and dietetics practice.
• Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.
• Identify and describe the work of interprofessional teams and the roles of others with whom the registered dietitian nutritionist collaborates in the delivery of food and nutrition services.
• Demonstrate an understanding of cultural competence/sensitivity. (Cross-curricular Skill: Intercultural Knowledge)
• Demonstrate identification with the nutrition and dietetics profession through activities such as participation in professional organizations and defending a position on issues impacting the nutrition and dietetics profession. (Cross-curricular Skill: Intercultural Knowledge)
• Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others.
• Use the Nutrition Care Process to make decisions, identify nutrition-related problems and determine and evaluate nutrition interventions.
• Develop an educational session or program/educational strategy for a target population.
• Demonstrate counseling and education methods to facilitate behavior change for and enhance wellness for diverse individuals and groups. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Explain the processes involved in delivering quality food and nutrition services.
• Describe basic concepts of nutritional genomics.
• Apply management theories to the development of programs or services.
• Evaluate a budget and interpret financial data.
• Describe the regulation system related to billing and coding, what services are reimbursable by third party payers, and how reimbursement may be obtained.
• Apply the principles of human resource management to different situations.
• Describe safety principles related to food, personnel and consumers.
• Analyze data for assessment and evaluate data to be used in decision-making for continuous quality improvement.

The Interdisciplinary Studies major is designed for those pursuing unique educational goals. Each student develops a goal-driven plan of study approved by the department selecting coursework relevant to those unique goals. Career opportunities for graduates are vast, evolving from the knowledge, skills and attitudes acquired through a well-designed plan of study. Interdisciplinary studies graduates have been very successful in the job market and in gaining acceptance to graduate/professional schools. Most graduates pursue careers in broad industries or emerging fields. Intensive advising and career planning are critical elements to ensure the plan of study appropriately prepares students for future goals.

Student Learning Outcomes
Interdisciplinary Studies graduates will be able to:

• Analyze how historical and metaphorical models support research and problem solving through diverse disciplinary approaches. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Diversity, Inclusion and Equity)
• Apply interdisciplinary analytics to research. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Integrative Learning; Diversity, Inclusion and Equity)
• Express interdisciplinary understanding of a complex problem through the integration of disciplinary insights in an undergraduate research project. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Foundational Lifelong Learning Skills; Integrative Learning; Diversity, Inclusion and Equity)
• Illustrate how interdisciplinary study contributes to success in future professional and personal goals. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Integrative Learning; 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.