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

at South Dakota State University USA

This area of specialization is designed for the person who plans to become a communication educator. While the emphasis is primarily on secondary education, the area can serve as a specialization for teaching higher education as well.

Student Learning Outcomes
Graduates will be prepared to:

• Describe the Communication discipline and its central questions by employing communication theories, perspectives, principles, and concepts. (Cross-curricular Skill: Inquiry and Analysis)
• Engage in Communication inquiry. (Cross-curricular Skill: Inquiry and Analysis)
• Create and critically analyze messages appropriate to the audience, purpose, and context. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate the ability to accomplish communicative goals (self-efficacy). (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Prepare for ethical public influence that embraces differences. (Cross-curricular Skill: Civic Knowledge and Engagement; Diversity, Inclusion and Equity)

Agricultural Systems Technology graduates serve an increasingly complex agricultural industry in a wide variety of ways. These individuals have a sound fundamental knowledge of agricultural and biological sciences related to the technical, mechanical and energy aspects. This background combined with a solid understanding of the interactions between agriculture and society provides AST graduates many career opportunities. Graduates use their technological knowledge, coupled with managerial and leadership skills, to increase America’s food and energy supply, security, and safety. Graduates may pursue careers in renewable energy such as ethanol and bio-diesel, farm machinery and equipment, natural resources, livestock facilities and systems, and production agriculture.

Student Learning Outcomes

Upon completion of the Agricultural Systems Technology major, students will have:

• The ability to apply knowledge of mathematics and science. (Cross-curricular Skill: Information Literacy)
• An ability to design and conduct experiments, as well as to analyze and interpret data. (Cross-curricular Skill: Inquiry and Analysis)
• An ability to function on multidisciplinary teams. (Cross-curricular Skill: Teamwork)
• An ability to identify, formulate, and solve problems. (Cross-curricular Skill: Problem Solving)
• An understanding of professional and ethical responsibility. (Cross-curricular Skill: Ethical Reasoning)
• An ability to communicate effectively.
• A recognition of the need for, and an ability to engage in life-long learning. (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• A knowledge of contemporary issues.
• An ability to use the techniques, skills, and modern tools necessary to identify solutions to problems.

The South Dakota State University Exercise Science program aspires to prepare health and fitness professionals with a strong understanding of the scientific concepts behind the application that is practiced in a variety of health and fitness careers. The mission of the Exercise Science program at South Dakota State University is to prepare competent entry-level Exercise Science professionals in the cognitive (knowledge), psychomotor (skills), and affective (abilities) learning domains that will assist others in adopting and championing healthy, active lifestyles.

The Exercise Science graduate will have the ability to raise awareness about health and physical activity, change behavior, and create environments that support good health practices, including, but not limited to exercise and physical activity. The exercise science professional assists people to develop self-responsibility for their own health and wellness, and implement health assessments and wellness programs that promote a healthy lifestyle. Exercise Science professionals work and study in commercial, clinical, and workplace settings to increase health, fitness, and quality of life for the general population. The exercise science professional is also able to apply their knowledge of acute and chronic exercise physiology to promote better health, reduce chronic disease, or to enhance the performance of athletes.

Student Learning Outcomes
Upon completion of the Exercise Science curriculum students will be able to meet the following outcomes:

• Apply knowledge of the acute and chronic physiological adaptations to exercise to common practices in the field of exercise physiology.
• Plan a health education/promotion program among diverse populations and in various health settings. (Cross-curricular Skill: Diversity, Inclusion and Equity)
• Develop an academic and career plan to include coursework, degrees, professional development activities, and goals. (Cross-curricular Skill: Teamwork; Foundational Lifelong Learning Skills)
• Demonstrate competence in conducting health and fitness laboratory/field tests in exercise science.
• Create a strength and conditioning program for a healthy client that demonstrates application of the theories and principles of strength and conditioning.
• Analyze graded exercise stress test data pertaining to heart rate, blood pressure, and 12-lead ECG results.
• Perform a qualitative movement analysis of a client/athlete/patient and explain the underlying movement mechanics responsible for their faulty movement patterns. (Cross-curricular Skill: Integrative Learning)
• Apply the principles of exercise testing and prescription to special populations to create safe and effective exercise plans aimed at treating and preventing chronic illness.
• Create and lead a group fitness class utilizing the principles of an ACSM certified group fitness instructor. (Cross-curricular Skill: Critical and Creative Thinking)
• Conduct a personal fitness evaluation and evaluate the results to create a personalized fitness plan specific to the needs of the client. (Cross-curricular Skill: Critical and Creative Thinking)
• Remember, understand, and apply the knowledge, skills and abilities required of a Certified Exercise Physiologist.

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.

A major in Communication Studies prepares students to understand the central role that communication plays in people’s lives. Graduates of this program will receive the training, expertise and background that will promote professional success in a wide variety of career areas where communication is a critical requirement.

Student Learning Outcomes
Graduates in Communication Studies will be able to:

• Describe the Communication discipline and its central questions by employing communication theories, perspectives, principles, and concepts. (Cross-curricular Skill: Inquiry and Analysis)
• Engage in Communication inquiry. (Cross-curricular Skill: Inquiry and Analysis)
• Create and critically analyze messages appropriate to the audience, purpose, and context. (Cross-curricular Skill: Critical and Creative Thinking)
• Demonstrate the ability to accomplish communicative goals (self-efficacy). (Cross-curricular Skill: Foundational Lifelong Learning Skills)
• Prepare for ethical public influence that embraces differences. (Cross-curricular Skill: Civic Knowledge and Engagement; 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)

A major in Interior Design prepares students for professional practice, through research informed, design thinking infused and practice-based projects and opportunities that will strengthen their rational and creative thinking. Very broadly, it seeks to teach students the importance and value of the design process and design thinking, promote the awareness and knowledge of the contributions of the profession to the health, safety and well being of people in the built environment, and to prepare graduates of the program to succeed as professional designers. Upon graduation from this CIDA (Council of Interior Design Accreditation) Accredited program, students are eligible to begin the NCIDQ (National Council of Interior Design Qualification) certificate examination process.

The curriculum is interactive, haptic and performance based, offering problem solving experiences in all major areas of design practice (i.e. healthcare, retail, corporate, residential, etc.), in addition to areas of focused instruction including human factors and behaviors, materials, history, building systems and construction, building codes and regulations, lighting, acoustics and professional practice. The overarching goal of the interior design program is to provide a transformative teaching and learning environment where passion and creativity are fostered, and careers are shaped. This is accomplished through four main goals woven into each project and opportunity delivered across the program: to be experiential, to be contextual, to be collaborative, to be empathetic.

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

• Synthesize research findings to inform design solutions. (Cross-curricular Skill: Inquiry and Analysis; Diversity, Inclusion and Equity)
• Create interior environments infused with design-thinking. (Cross-curricular Skill: Critical and Creative Thinking; Problem Solving)
• Apply practice-based knowledge and skill sets to interior spaces. (Cross-curricular Skill: Teamwork; Ethical Reasoning)

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

• Studies in Literature
• Studies in Writing and Rhetoric

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

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

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

Student Learning Outcomes

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

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

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

The M.S. in Nutrition and Exercise Sciences provides an opportunity to specialize in Nutritional Sciences or Exercise Science. Students are prepared for careers in clinical, industry, or research fields. A partial list includes clinical dietitians, public health nutritionists, research dietitians, clinical exercise physiology, strength and conditioning, research assistants or coordinators, instructors, or public health officials.

Student Learning Outcomes

• Apply foundational knowledge and skills in the theory and application of nutrition and exercise sciences to professional practice, education, and research.
• Develop effective written and oral communication skills.
• Critically analyze and synthesize scientific evidence to defend a position.
• Demonstrate effective career preparedness.

Geography is the scientific study of the distribution of both physical and human features of the Earth’s surface. Geographers seek to describe, relate and explain the natural and cultural phenomena that distinguish places around the world. Geographers focus upon “where” and “why” questions concerning the global environment. Geography also functions as a bridge between the natural sciences; its perspective on the location of phenomena makes it unique among the academic disciplines. The process of change is a fundamental theme in geography and the examination of how humankind modifies the Earth is a continual emphasis. The study of geography is thus of vital concern to all citizens and provides graduates with numerous career opportunities in business, education, and government.

The Geography program is designed to provide the student with a general education as well as a concentration in the major field of study. The faculty recommends that majors take several courses in disciplines closely related to their specific area of interest in geography. Those interested in physical geography might register for associated courses in physics, agricultural sciences, botany or other allied disciplines. If one is interested in human geography, course work in sociology, economics, history, political science or foreign language or some other social science might be considered. For technical geography, computer science and mathematics courses are recommended. Qualified students may also enhance their academic experience with participation in the Undergraduate Scholars Program.

Program Emphases

• The Planning Emphasis stresses research techniques and is oriented toward future employment in governmental, industrial, military, or planning positions.
• The Environmental Planning and Management Emphasis is designed to prepare students for careers in governmental, industrial, managerial, recreational areas, and commercial corporations.

Student Learning Outcomes
Graduates with a major in Geography will:

• Demonstrate foundational and specialized knowledge in both the physical and human sciences and their interconnectedness at local, regional, and global scales. (Cross-curricular Skill: Information Literacy)
• Interpret the ethical consequences of global issues concerning the environment to strengthen commitment to local, national, and global citizenship. (Cross-curricular Skill: Ethical Reasoning)
• Demonstrate proficiency in the application of appropriate geographical technologies and techniques to address issues in the physical and/or human sciences.
• Communicate geographic ideas clearly and effectively (e.g., maps, writing, oral presentations, posters, photos, flowcharts, tables, graphs, and illustrations).
• Apply observations from laboratory and/or field experiences to analyze problems and offer solutions. (Cross-curricular Skill: Inquiry and Analysis; Problem Solving)
• Demonstrate the ability to collect, organize, analyze, and synthesize information about people, places, and environments in a spatial-temporal context. (Cross-curricular Skill: Information Literacy; Problem Solving)
• Explore complex local, regional, and global issues using a geographical 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)