Master of Science in Human Sciences with Specialization in Family and Consumer Sciences Education

at South Dakota State University USA

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)

Psychology is the discipline concerned with the study of behavior and mental processes. It is a tremendously broad field spanning subject matter from the biological to social sciences. The study of psychology prepares students for work in fields like health care, counseling, education, social work, human resources, statistics, probation and corrections, business, politics, public relations, and more. Psychologists are commonly found working in conjunction with other professionals to contribute to every area of society. Advisors assist students to personalize curriculum plans to meet career and educational goals.

Student Learning Outcomes
In the Psychology major, students will:

• Express fundamental knowledge and comprehension of major concepts in psychology. (Cross-curricular Skill: Inquiry and Analysis)
• Apply scientific reasoning to psychological issues/problems. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving; Ethical Reasoning)
• Show an understanding of diversity and ethical/social responsibility in professional settings. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Write competently in APA style. (Cross-curricular Skill: Information Literacy)
• Demonstrate oral competency. (Cross-curricular Skill: Information Literacy)

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)

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 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)

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)

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)

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 South Dakota State University Master of Science in Athletic Training (AT) program aspires to prepare engaged practitioners and contemporary leaders of athletic training. Through the cultivation of a learning environment implementing innovative and best practice pedagogies, the program exists to challenge students to become reflective, professional, and ethical practitioners dedicated to improving patients’ quality of life. The overall goals of the program are to provide students with knowledge and experiences which improve the depth and breadth of professional competency in athletic training, enhance written and oral communication abilities, and promote an appreciation for the ways research can inform practice, and/or prepare students for advanced study in the field.

The Master of Science in Athletic Training prepares students for entry into clinical practice as licensed athletic trainers. The program is two years in length and includes a blend of coursework and clinical experiences completed under the supervision of preceptors who are appropriately credentialed health care professionals. Clinical experiences will include working with a variety of patients in high schools, colleges/universities, sports medicine clinics, and medical and rehabilitation clinics. Upon successful completion of the curriculum, students will be eligible to challenge the national certifying examination for athletic trainers through the Board of Certification (BOC).

Each year the Master of Science in AT program admits (1) new cohort of students who begin their plan of study during the summer term. Admission to the program is on a competitive basis. For full admission into the athletic training program, students must complete the SDSU Graduate School application as well as a secondary selective admissions application specifically for the AT program.

Student Learning Outcomes

• Demonstrate competence and confidence: Provide confident and competent, patient-centered care that meets the essential and expected practices of Athletic Training practice in order to improve patient-outcomes.
• Demonstrate ethical behaviors: Recognize and demonstrate behaviors that reflect a commitment to legal, ethical, and professional athletic training practice in a diverse and evolving healthcare environment.
• Teamwork and collaboration: Effectively collaborate within an interdisciplinary team to provide consistent, efficient healthcare that optimizes patient outcomes.
• Critical thinking: Integrate the best available evidence, clinical expertise, and patient values to provide safe and effective care
• Prioritize the patient: Demonstrate the ability to prioritize patient safety and improve quality.
• Communication: Communicate, manage knowledge, mitigate error and support decision making using information technology.

The major in Economics provides rigorous training in economic theory and quantitative methods. Students develop analytical and critical-thinking skills, and are well trained for careers in policy analysis, financial analysis, business, or law school. Students may choose the general economics major in which they will customize their program of study by selecting electives in economics, finance or policy, or they can pursue the specialization in Agricultural Economics through the College of Agriculture, Food & Environmental Sciences.  This program also provides strong preparation for students pursuing a graduate degree in economics, law, or a related field.

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.