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Also known as Commercial Science, the Department of Commerce at South Dakota State University existed in the early 1900s and disappeared from college catalogs around 1903. The department offered both secretarial and commercial courses. Secretarial instruction included business law, commercial methods (such as letter writing and filing), typewriting, money and banking, shorthand, and accounting. Commercial courses covered topics such as bookkeeping, business methods, commerce and industry, business affairs, and related subjects.

The Faculty Round Table was established on November 1, 1901, with the purpose of fostering professional and social engagement among its members. Membership was limited to the college’s faculty and instructors, along with their spouses. The group held regular monthly meetings during the academic year, with the goal of encouraging intellectual exchange through the presentation and discussion of scholarly papers.

The Hatch Act of 1887 established the Agricultural Experiment Station and required all colleges created under the Morrill Act of 1862 to form a department designated as an Agricultural Experiment Station. These stations were tasked with acquiring and disseminating practical and useful agricultural information for the people of the United States, as well as promoting scientific investigation and experimentation. The act required annual reports from all stations and the distribution of periodic bulletins or progress reports. Federal funds supported this work, and in 1887 Dakota Agricultural College, the predecessor of South Dakota State University, established its Agricultural Experiment Station in accordance with these requirements.

Today, much of the station’s research is conducted in Brookings, with additional work carried out at six field stations and at the West River Agricultural Research and Extension Center in Rapid City. Field stations address local or specialized agricultural problems, and further research is conducted on farms and ranches, in wildlife areas, in streams and reservoirs, and in cooperation with businesses and institutions across nearly every county in the state.

The research program of the College of Agriculture and Biological Sciences is based on structured experiments that provide new knowledge and service to the citizens of South Dakota. This information is used by farmers, ranchers, homemakers, industry, university classrooms, and extension education programs. Research covers livestock; crops and soils; community and public affairs; animal health; fertilizers; garden and orchard; home and consumer topics; water resources and irrigation; forestry; insects; farm machinery; marketing; business management; farm buildings; pollution; range and grass; fisheries; plant diseases; wildlife; sociology; and biostress in plants, animals, and humans. Funding is provided through state and federal appropriations, industry grants, and federal and state grants. Research findings are published in Experiment Station or Extension bulletins, scientific journals, and in the quarterly publication Farm and Home Research.

The South Dakota Agricultural Heritage Museum was established in 1967 by South Dakota State University (SDSU). From 1975 to 1995, it operated as a program of the South Dakota State Historical Society. In April 1995, the museum was reaffiliated with SDSU and now reports directly to the Vice President for Administration.

The museum is dedicated to preserving, studying, and interpreting materials related to South Dakota agriculture and rural life from 1860 to the present. Its scope includes agricultural technologies, crops, livestock, and the social, cultural, and institutional aspects that have influenced and been influenced by the state’s rural environment. The museum’s permanent and part-time staff carry out key museum functions, including collecting, restoring and preserving, researching, exhibiting, and interpreting items relevant to its mission.

In 1947, the South Dakota General Federation of Women's Clubs voted to raise funds for an art center to provide the people of South Dakota with a dedicated space to view works of art. In 1950, the Federation selected the campus of South Dakota State College in Brookings as the location for the facility. Construction began in 1969, and the Memorial Art Center was dedicated in 1970. In 1976, it became the first museum in South Dakota to receive accreditation from the American Association of Museums. Reflecting its expanded programming and statewide role, the South Dakota Board of Regents renamed the institution the South Dakota Art Museum in 1987.

The museum's mission is to collect and preserve works of art that represent South Dakota’s diverse artistic heritage. The tradition of building the museum’s collection began with a donation from the Women’s Club at the time of the building’s completion. Additional acquisitions were made through support from the South Dakota State University Alumni Association and the South Dakota Arts Council. The museum’s permanent collection has since grown through both purchases and private donations, and it serves as a key resource for exhibitions, educational outreach, and scholarly research.

The South Dakota Art Museum features galleries dedicated to works by Harvey Dunn, Oscar Howe, Native American tribal art, and Marghab Linens. Additional galleries host rotating exhibitions showcasing a range of themes, media, and artistic styles. The museum also offers public programming including lectures, exhibition briefings, receptions, children’s activities, films, and other events.

From its inception, home economics extension work in South Dakota was organized primarily at the neighborhood and community level, with counties supporting anywhere from one to several individual clubs. In areas where multiple home demonstration clubs were well-established, county demonstration councils were formed to coordinate activities and advise the county home demonstration agent. These councils helped shape programming and priorities, while a state-level council convened annually during State Farm and Home Week to provide broader direction and share recommendations with local groups.

The earliest predecessor to Extension clubs in South Dakota was the Farmers’ Institute, a university-sponsored program that delivered lectures on farm and home topics. Homemaking was a central part of these programs, enabling rural women to benefit from shared knowledge and discussion. Prior to formal Extension work, community women’s clubs created their own educational programs and met in rural churches or homes.

Following the passage of the Smith-Lever Act in 1914, Venia Keller was appointed the first female Extension worker in South Dakota. Her work, and that of early specialists, was closely tied to the Farmers’ Institute and homemakers’ clubs, offering demonstrations and lectures—particularly on food preparation—at county fairs and other public events. During World War I, funding from the Federal Food Production Act enabled the employment of county home demonstration agents, who worked with the Food Administration to promote food conservation, canning, and alternative food sources, including cottage cheese.

The 1920s saw steady growth in home demonstration work, with organized clubs expanding across the state. Districts were added, leader training meetings were introduced, and new educational efforts were launched in food, clothing, and home management. In 1928, the Capper-Ketcham Act provided funding that allowed agents to focus on fewer counties, improving service. That same year, the South Dakota Federation of Home Demonstration Clubs was formally organized at the State Fair, with its first business meeting held in early 1929. The Federation encouraged participation from individual clubs and held two annual statewide meetings—a business session at the State Fair and an educational gathering during Farm and Home Week at South Dakota State University.

The Federation aimed to facilitate the exchange of ideas about home life and relied on the Extension Service for educational materials and planning. Early projects included state contests in poultry, egg recipes, ironing, bread baking, and vegetable preparation, enhancing club programming. During the Great Depression, district meetings were held to reduce travel costs, a practice continued into the 1940s when Farm and Home Week was discontinued.

In 1950, clubs undertook their first statewide fundraising project, sponsoring a German exchange student to study home economics and extension at SDSU. Extension clubs also contributed funds to organizations such as the Crippled Children’s Hospital and the South Dakota Art Museum.

By the 1970s, local leaders began planning meetings independently to emphasize local needs while still promoting Council goals. The main function remained consistent: to strengthen county participation, promote educational projects, and build community ties. Over time, the organization’s name evolved—from the South Dakota Home Demonstration Clubs to the South Dakota Home Extension Homemakers Clubs, and later to the South Dakota Community and Family Extension Leaders—but its core mission of improving home and community life remained unchanged.

Formed in 1971, the South Dakota Association for Intercollegiate Athletics for Women was a state-level governing body for collegiate women’s athletics in South Dakota. It organized competitions, coordinated with national organizations such as the Division for Girls’ and Women’s Sports and the Association for Intercollegiate Athletics for Women, and worked to standardize competition and promote women’s athletic programs across the state. Membership included most public and private institutions in South Dakota. The association concluded its activities in June 1982 as national governance shifted, particularly with the NCAA assuming responsibility for women’s athletics. Its work marked an important transitional period during the early implementation of federally mandated equity in collegiate sports.

The South Dakota Home Economics Association was founded in November 1913 when Eva Dawes, the first home economics instructor at the University of South Dakota, was appointed by Dean Parish of the South Dakota Education Association to organize home economics teachers across the state. The inaugural meeting, held in Sioux Falls, was attended by 16 teachers, and Dawes served as the association’s first president for three years.

In 1994, following a nationwide survey by the American Home Economics Association recommending updated terminology, the organization was renamed the South Dakota Association of Family and Consumer Sciences.

The association’s purpose is to advance education, science, and research in family and consumer sciences, establish professional standards, and provide leadership on social, economic, and psychological issues. It sponsors seminars and conferences and advocates for legislation aimed at improving home and family life.

In 1890, the South Dakota Legislature established a governing board for higher education, creating a nine-member Board of Regents appointed by the governor and officially known as the Regents of Education. This board operated in conjunction with each institution’s individual Board of Trustees, which retained primary authority over local decision-making and institutional operations.

This dual system of governance continued for six years. However, administrative inefficiencies and conflicting oversight prompted legislative reform. In November 1896, the South Dakota Constitution was amended to establish a single, centralized five-member Board of Regents with full authority over all public educational institutions in the state.

Over time, the Board’s structure evolved. Today, the South Dakota Board of Regents is composed of nine members, including one student regent. Regular regents serve six-year terms, while the student regent serves a two-year term. The Board acts as the constitutional governing body for six public universities and two special schools in South Dakota. Its responsibilities include approving institutional budgets, curricula, faculty appointments, and salary structures, among other governance duties.

The South Dakota Crop Improvement Association (SDCIA) traces its origins to the formation of the South Dakota Corn Growers and Corn Breeders Association in September 1906. Initially intended as a temporary organization to enhance corn cultivation in the state, it became permanent following the success of its first crop show. A.E. Chamberlain of Howard was elected the association’s first president.

In 1909, the organization broadened its scope to include other grains and was renamed the South Dakota Corn Growers and Grain Growers Association. In 1924, it merged with the South Dakota Experimental Association, a group focused on testing and promoting new crop varieties. The following year, the combined organization adopted the name South Dakota Crop Improvement Association.

Since then, the SDCIA has played a central role in advancing seed crop improvement across the state. It established several key initiatives, including the Seed Council of South Dakota in 1928 and the Foundation Seed Stocks Corporation in 1944, to oversee seed testing and certification. The organization holds an annual state crop show and membership meeting to educate farmers about new seed varieties and farming techniques. It also supports the development of county-level associations to promote agricultural education and the use of pure, certified seed.

The South Dakota Dairy Association, founded in 1904, played a key role in advancing the state's dairy industry. It promoted dairy farming practices, supported producers, and contributed to the sector's economic impact. The association was governed by a board including a president, vice-president, and secretary-treasurer, ensuring strategic direction. Since 1976, South Dakota State University has hosted the South Dakota Dairymen’s Conference, later renamed the Dairy and Forage Conference. Annual conventions facilitated industry collaboration and policy discussions. In 1993, the association merged with the North Dakota and Minnesota dairy promotion councils to form the American Dairy Association and Dairy Council.

In 1980, the National Science Foundation established the Experimental Program to Stimulate Competitive Research, known as EPSCoR. The program was created to assist states in developing self sustaining academic research enterprises with competitive capacity that supports economic viability and development. The mission of EPSCoR is to strengthen research and education in science and engineering throughout the United States and to prevent an undue concentration of such research and educational resources. Since its establishment, several federal agencies have developed comparable programs, including the National Aeronautics and Space Administration, the Department of Energy, the Department of Defense, and the National Institutes of Health.

The South Dakota EPSCoR program seeks to enhance the state’s research capacity in science and technology, expand educational opportunities for K 12, undergraduate, and graduate students, and encourage technology transfer and commercialization activities that support economic development within South Dakota. To achieve these objectives, South Dakota EPSCoR maintains collaborative relationships with the Office of Commercialization, the Governor’s Office of Economic Development, and the South Dakota Board of Regents. Participating institutions include the South Dakota School of Mines and Technology, South Dakota State University, and the University of South Dakota.

The South Dakota Farm Bureau is one of the oldest agricultural organizations in the state, with roots dating back to 1913 when local efforts began at the county level. The South Dakota Farm Bureau Federation was officially established in 1917. Initially, the Bureau worked closely with the Cooperative Extension Service, but this relationship had largely dissolved by 1935 as the organization evolved independently.

The South Dakota Farm Bureau Mutual Insurance Company, once a key service arm of the Federation, offered insurance exclusively to its members. This member-owned company merged with the Iowa Farm Bureau Mutual Insurance Company in July 1999, at which point it ceased operations under the South Dakota name. The South Dakota Farm Bureau Service Company, a for-profit corporation wholly owned by the Federation, continues to operate in support of the Bureau’s broader mission.

In 1881, farmers in Yankton County organized the first alliance in Dakota Territory, inspired by Milton George, editor of the Western Rural, who condemned discriminatory railroad practices and advocated for the National Farmers’ Alliance. A sharp drop in wheat prices in 1884 fueled widespread unrest, prompting mass meetings in Clark, Huron, Mellette, and Redfield, where farmers called for railroad regulation. In response, a territorial railroad commission was established in January 1885, but opposition rendered it powerless to set freight rates. The movement strengthened in February 1885, when delegates from eleven counties convened in Huron to form the Dakota Farmers’ Alliance, affiliating with the national organization. By mid-summer, the number of local alliances in the territory had tripled, demonstrating the growing influence of the farmers’ movement.

Journalist Isaac Newton Gresham founded the Farmers Educational and Cooperative Union in Point, Texas, in 1902 to protect and promote the interests of family farmers. The organization expanded nationally in 1905.

The Farmer’s Union was introduced to South Dakota around 1914 by former members of the Nebraska Farmers Union who had relocated to the state. Early organizational efforts in South Dakota were driven by Farmers Union officials from Nebraska.

On March 16, 1917, the South Dakota Farmers Union was officially established as a state unit during its first state convention in Mitchell. The convention brought together 268 delegates representing 14 counties, reflecting the organization's growing presence. By this time, 134 local chapters had been formed across the state.

Education has been a cornerstone of the South Dakota Farmers Union, pioneering programs that were later adopted by other state units. In its early years, the Union played a crucial role in collective purchasing, helping farmers acquire essential supplies such as flour, coal, and twine.

The South Dakota Higher Education Faculty Association (HEFA) was established on March 27, 1971, by forty-five faculty members representing five state-supported educational institutions. The group formed in response to frustrations over low salaries, a state Supreme Court ruling that limited faculty rights to due process in disputes with administrative officers, and ineffective communication with the Board of Regents on matters traditionally regarded as faculty prerogatives. According to its constitution, HEFA aimed to give South Dakota’s public college and university faculties a unified voice on issues affecting them and to represent their individual and collective interests before influential decision-making bodies. A primary goal of the organization was to improve communication between faculty and all levels of university administration.

By 1976, the HEFA branch at South Dakota State University underwent a reorganization to expand its membership and joined with faculty groups from other state institutions to form the South Dakota Faculty Coalition, a broader and more inclusive organization. In 1977, HEFA ended its pursuit of recognition as the official collective bargaining unit for higher education faculty and instead endorsed the Council of Higher Education–National Education Association (COHE–NEA) to serve in that capacity. Following this endorsement, HEFA appears to have dissolved by 1978.

The South Dakota Humanities Council (SDHC), founded in 1972 in response to an act of Congress, is the only cultural organization whose sole mission is to deliver humanities programming to the people of South Dakota. Through literature, history, and other humanities subjects, the Council promotes increased cultural awareness and appreciation of the state’s rich cultural heritage while emphasizing the importance of understanding the universal human experience. This programming vision forms the core mission of SDHC.

The agency supports and promotes public programming while providing grant funding to South Dakota non-profit and educational organizations for programs in traditional humanities disciplines. For 35 years, the SDHC has offered a wide range of opportunities. Financial grant support is available for community organizations through Discussion Grants, Media Grants, and Research Grants.

The Council is operated by a staff of five full-time professionals and governed by an 18-member volunteer board of South Dakotans who set policy, provide guidance, and determine programming goals and missions. The board includes citizens from varied backgrounds, with four members appointed by the Governor of South Dakota.

The South Dakota Nurses’ Association (SDNA) was established on July 11, 1916, in Rapid City as the South Dakota State Association of Graduate Nurses, with Elizabeth Dryborough elected as its first president. Initially comprising just seventeen nurses, it became the 43rd constituent of the American Nurses Association. The association adopted its current name in 1929 and introduced a district-based organizational structure, later expanding to thirteen districts in 1957.

From its inception, SDNA has played a central role in advancing nursing standards and professional practice across South Dakota. Its earliest achievement was drafting and promoting the 1917 Nurse Practice Act, which established licensing standards and led to the formation of the South Dakota Board of Nursing. Since then, SDNA has consistently advocated for educational requirements, continuing education, and health care legislation. It has supported professional development through conventions, workshops, and its long-standing publication, The South Dakota Nurse.

The South Dakota Nurses Association exemplifies the foundational influence on nursing regulation and its ongoing leadership in shaping health care policy, education, and professional advancement for nurses in South Dakota.

The South Dakota Nurses Foundation was formally established in 1999 as a secondary foundation to support and collaborate with the South Dakota Nurses Association. A previous version of the Foundation operated from 1990 to 1998 but was disbanded due to leadership challenges.

The Foundation focuses on three core objectives: advancing research to expand nursing knowledge and improve healthcare practices; supporting education to promote health-related learning and professional development; and providing service to benefit the people of South Dakota through the healthcare profession.

Since its reestablishment in 1999, the Foundation’s Board of Directors has met annually, with the exception of 2001.

The South Dakota Ornithologists’ Union (SDOU), established in 1949, is a nonprofit organization dedicated to the study, appreciation, and conservation of birds in South Dakota. It serves as a network for both amateur birdwatchers and professional ornithologists, fostering interest in birdlife through field observation, research, and educational initiatives. The Union publishes South Dakota Bird Notes, a quarterly journal that documents bird sightings, research findings, and seasonal activity across the state. It also maintains an official state bird list and oversees a Rare Bird Records Committee to verify unusual observations. Through regular meetings, field trips, and conservation grants, the SDOU has contributed significantly to the understanding and preservation of South Dakota’s avian biodiversity.

In the spring of 1970, I.J. Carey and others founded the South Dakota Paint Horse Club, an affiliate of the American Paint Horse Association. Carey served as President for three years before becoming National Director and Secretary-Treasurer.

The South Dakota Paint Horse Club operated as a non-profit organization to promote the paint horse—a breed known for its distinctive white and dark-colored markings. The club focused on publicizing the breed through newspapers, television ads, and magazines, as well as by organizing horse shows, fairs, auctions, and races. These efforts, which included local and national awards and memorabilia, significantly increased interest and membership.

Among the club’s most notable contributions were its paint horse shows and the Hoofprints newsletter, launched in 1975. The newsletter featured updates from officers and directors, show dates, futurity results, meeting notes, sales, and financial statements. Due to financial challenges, the South Dakota Paint Horse Club disbanded in 2021, leaving a lasting legacy in support of the paint horse breed.

The South Dakota Resources Coalition was established in the early 1970s, during the formative years of the national environmental movement. Although conservation efforts had long existed, significant federal action began after 1967 with the creation of the U.S. Environmental Protection Agency and the passage of major environmental legislation.

In 1972, Governor Richard Kneip sought to unify various grassroots environmental groups in the state, offering political support and visibility. Esther R. Edie, then secretary of South Dakotans for a Quality Environment, facilitated communication among citizens' groups. With support from the governor’s office, a South Dakota Environmental Symposium was held on September 28, 1972, attracting around 80 participants. The event featured state officials and experts addressing topics such as water management, forest practices, air quality, recycling, and the establishment of a formal environmental organization.

Following the symposium, the South Dakota Environmental Coalition was formed and became active in state and national environmental issues, including the Oahe irrigation project, the Clean Air Act, the Water Pollution Control Amendments, and the Trans-Alaska pipeline. The group held its first annual meeting in May 1973 at Augustana College. By the end of that year, numerous South Dakota organizations had joined, representing a broad coalition of environmental, civic, and academic interests.

In 1978, the group adopted the name South Dakota Resources Coalition to reflect its wider scope and was incorporated as a non-profit. In 1982, it established the South Dakota Resources Protection Fund to support lobbying efforts. Over the years, the coalition has sponsored public education initiatives and partnered with South Dakota Public Television and the U.S. EPA on projects addressing water quality and land use. Notable projects include the 1973 television series Who Shall Control the Land?, a water quality institute funded in 1974, and the film The Invisible Thief in 1978–79.

The coalition has participated in numerous state advisory committees and regional environmental initiatives, including the South Dakota Futures Program and the Great Plains Environmental Conference. Throughout its history, the South Dakota Resources Coalition has played a significant role in advancing environmental advocacy in the state, particularly in areas such as water quality, waste management, and mining regulation.

The South Dakota Social Science Association was composed of professional sociologists and students from colleges and universities across the state. The organization sponsored annual meetings, paper competitions, award ceremonies, and published an academic journal. Its meetings provided a forum for presenting research, exchanging ideas, and fostering collaboration in the field of sociology. The association became inactive in the 1980s.

The South Dakota State Climate Office serves as the official source of climate and drought information for the state. It provides a range of resources, including data, tools, outlooks, and other climate-related materials to support decision-making across sectors. The office serves individuals and organizations involved in agriculture, industry, public safety, and the general public. Its information is made accessible through multiple channels, including websites, social media platforms, and both print and electronic publications, ensuring broad availability and public engagement.

The Athenian Literary Society was established in 1888 as an offshoot of the Lyceum literary society. That same year, it was officially chartered by the final session of the Dakota Territorial Legislature. Originally limited to male members, the Society soon lifted this restriction and granted women full membership rights. Its mission was to cultivate skills in oratory, debate, and extemporaneous speaking, while also fostering social engagement. Weekly meetings featured a variety of activities, including essays, debates, speeches, declamations, games, and musical performances.

Became South Dakota State University in 1964.

The Committee on Scholastic Affairs would hear, consider and make recommendations on grade appeals, student transfers, academic probation, absences, and withdrawal of students

The Practice Cottage was an educational living space central to SDSU’s Home Economics program from the 1920s through the 1930s, later becoming known as the Home Management House. It served as a practical laboratory for generations of students learning domestic skills.

The South Dakota State Poetry Society was founded by Dr. James C. Lindberg of Northern State College and formally organized in Huron on October 5, 1927 in the Marvin Hughitt Hotel. The first officers of the organization were: Dr. Lindberg, President; Gertrude B. Gunderson of Mitchell, Vice President; and Ethelyn Miller Hartwich of Huron, Secretary. The stated purpose of the society is to encourage and foster the writing and publication of poetry by South Dakota writers. The organization was registered as a Nonprofit Corporation with the South Dakota Secretary of State on September 22, 1970.

Dr. Lindberg developed the first South Dakota Poetry magazine, Pasque Petals, which was made the official publication of the poetry society at its organizing meeting. Publication began in May of 1926 and continues today. It is the oldest poetry journal in continuous publication in the National Federation of State Poetry Societies.

South Dakota State Poetry Society is directed by a board made up of nine South Dakota poets who select an editor for Pasque Petals, oversee the annual national competition of poetry, and recommend the South Dakota Poet Laureate to the Governor. The current Poet Laureate is Lee Ann Roripaugh of Vermillion. The Poet Laureate post was a lifetime appointment until a recent change in state law that sets a four-year term.

Past Poet Laureates are:

• Badger Clark, 1928-1957
• Adeline Jenny, 1958-1973
• Mabel Frederick, 1973
• Audrae Visser, 1974-2001
• David Allan Evans, 2002-2014

South Dakota State University (SDSU) originated in 1881, when the Dakota Territory legislature authorized the establishment of a land-grant agricultural college under the provisions of the Morrill Act. The first campus building was completed in 1883, and the institution gradually broadened its academic scope beyond agriculture as South Dakota approached statehood.

In 1904 the school was renamed South Dakota State College of Agriculture and Mechanic Arts, reflecting its expanding programs in science, engineering, and the liberal arts. Over the following decades it continued to grow in size, mission, and research activity.

The institution achieved full university status in 1964, becoming South Dakota State University. Today SDSU offers comprehensive undergraduate and graduate programs, including doctoral degrees, and continues to advance its land-grant mission through teaching, research, Extension, and service to the people of South Dakota.

In 2006, South Dakota State University (SDSU) celebrated its 125th anniversary, marking a significant milestone in the institution’s long-standing service to education, research, and community development. To plan and coordinate the commemoration, the university established the 125th Anniversary Planning Committee, which was tasked with organizing a yearlong series of events, publications, and initiatives that reflected the institution’s legacy and accomplishments since its founding in 1881.

The committee was chaired by Carol J. Peterson, with University President Peggy Gordon Miller and Presidents Emeriti Sherwood Berg and Robert Wagner serving as honorary co-chairs. Its membership represented a broad cross-section of SDSU’s community, including faculty, staff, students, administrators, and alumni. Members included Joel Hefling, Edward P. Hogan, Wesley Tschetter, Padmanaban Krishnan, Deb Gulbranson, V.J. Smith, Carolyn Clague, Stephen Van Buren, Barbara Hartinger, David Marquardt, John Miller, Steve Marquardt, Laurie Nichols, Michele Sage, Adam Karnopp, Jennifer Crickard (staff), Emery Tschetter (staff), Adam Zobel (student), and Cy Fixen (student).

Together, this diverse group worked to ensure that the 125th anniversary observance was both celebratory and substantive, encompassing a wide range of commemorative activities that honored SDSU’s past while inspiring future growth. Their work culminated in public events, gala celebrations, outreach programs, exhibitions, memorabilia, and historical documentation projects, many of which engaged alumni and communities across South Dakota.

The records produced by the committee including correspondence, minutes, audiovisual media, publications, and memorabilia are preserved in the SDSU Archives and Special Collections, providing a lasting resource for understanding the university’s heritage and the planning of major institutional milestones.

The Administrative Council was established in 1942 as the successor to the Council of Deans, which had originated in 1923 as the Committee of Deans. The earlier body was composed of the deans of academic areas, including the colleges and the Deans of Men and Women. It handled decisions related to campus regulations, student requests to exceed course loads, absences, disciplinary matters, vocational course implementation, and adjustments to course credits. It also approved candidates for degrees and set the academic calendar. Although the president’s name appears frequently in the minutes, it is not clear whether he attended all meetings.

The renaming to Administrative Council did not involve a change in function, and its responsibilities and discussion topics remained consistent. By the mid-1950s, membership expanded to include faculty representatives from the Faculty Association.

By 1955, the Faculty Handbook described the Administrative Council as meeting weekly with the president to address matters of administration and policy raised either by the president or by council members. Although not formally defined as a decision-making body, it continued to carry out such functions. The university president served as chair. This description remained in the handbook until 1970, when the newly formed Academic Senate assumed the Council’s policy-making and decision-making responsibilities.

In 1889, before South Dakota achieved statehood, 16 members of that year’s graduating class formed the Dakota Agricultural College Alumni Association. These early graduates came together “for the purpose of preserving a feeling of unity and fellowship between the several graduates and for the purpose of cementing more closely the bonds existing between the alumni and their Alma Mater.”

The association’s first efforts to maintain contact with graduates began in 1908–09 under Chairperson Prof. B.T. Whitehead. In 1910, the Alumnus newsletter was launched with Hubert B. Mathews as editor, laying the groundwork for what would become STATE Magazine. A major early initiative was the establishment and support of Hobo Day activities, beginning in 1912.

In 1962, the Alumni Association passed a resolution advocating the name change from South Dakota State College of Agricultural and Mechanical Arts to South Dakota State University. According to Art Sogn (’47), past chairperson of the Association, the success of the name change was largely due to alumni efforts. During the 1970s, the association, which had been housed in five different offices over a nine-year period, began discussing the need for a permanent headquarters. At a council meeting on June 23, 1973, a proposal for the Tompkins Alumni Center was presented. The center was dedicated during Alumni Days on June 12, 1976. In 1980, plans for a patio addition were revived, including a clock tower to house the Old North Clock donated by the classes of 1922 and 1923. The bell from Old Central, once in the Coughlin Campanile, was later added.

In 1992, the Alumni Association became an independent 501(c)(3) nonprofit organization. In 2000, it launched the Return to Glory campaign, raising funds to restore the Coughlin Campanile. The restored structure was rededicated on September 22, 2001. By 2006, the Association had expanded its reach through a website and electronic newsletter.

In 2008, the Jackrabbit Advocates—a legislative advocacy group—was formed to provide alumni a strong, independent voice in support of public higher education. In 2010, renovations to Tompkins Alumni Center were completed, including the addition of the Paul Freeburg (’33) Archives Room. Alumni are encouraged to visit the center as their home on campus.

The American Indian and Indigenous Studies program at South Dakota State University is designed to provide students with a broad understanding of Indigenous values, histories, and communities in the United States. The program emphasizes both historical and contemporary Indigenous experiences, with coursework addressing Indigenous histories, languages, arts, sovereignty, social and political issues, and present day circumstances. As a small academic program, it allows students to identify individual areas of interest and pursue undergraduate research related to Indigenous topics. Students who complete the program earn a Bachelor of Arts degree and are prepared for careers serving Indigenous communities, including work in tribal or federal agencies. Study within the program supports cultural understanding and responds to the need for multicultural awareness in higher education.

In 1994, the minor was renamed the American Indian Studies minor, coinciding with the introduction of Lakota language courses. In 2013, the university began offering a Bachelor of Arts in American Indian Studies. The major and minor have continued to support a comprehensive understanding of American Indian experiences. In 2021, the program was renamed the American Indian and Indigenous Studies Program.

The Native American Club was first organized in 1992 under the leadership of Jack Marken, Head of the English Department. The club was established with four primary objectives. These objectives included hosting prospective Native American students, providing academic support through tutoring, offering a space for Native American students to engage with their culture, and promoting cultural awareness through programs and activities for the South Dakota State University and Brookings communities.

The Native American Club sponsored a wide range of activities and events, including hand games tournaments, Indian taco sales, basketball tournaments, and Indigenous conferences. The organization is best known for establishing the South Dakota State University Wacipi. The club held its first contest Wacipi in 1977. After a hiatus, the contest resumed in 1990 and has since been held annually as a Native American Club event.

In 2015, the Native American Club changed its name to the American Indian Student Association. Following the name change, the scope of the organization’s objectives was reduced. The American Indian Student Association no longer hosted prospective Native American students or provided tutoring services. The association continues to provide a welcoming space for Native American students and to support cultural awareness programs and activities.

The American Indian Education and Cultural Center first opened in 2010 and was located on the southwest side of campus near the Academic Evaluation and Assessment Building and the Jerome J. Lohr Building. The center was established with three primary purposes: to recruit Native American students to the university, to support the retention of Native American students, and to assist Native American students in completing their college degrees.

In 2016, the center was renamed the American Indian Student Center under the direction of April Eastman. At that time, the center relocated to the lower level of Enrollment Services due to construction of the Alumni Center on the site formerly occupied by the American Indian Education and Cultural Center. In 2017, the American Indian Student Center received $4.5 million in donor funding to support the creation of a new facility for Native American students. In 2020, the center moved to its current location just south of the Rotunda.

The American Indian Student Center continues to support the original purposes of the American Indian Education and Cultural Center while expanding its focus on student retention. Services provided include tutoring, access to computers, financial assistance, drum rooms, art rooms, and study spaces. The center also supports Indigenous student organizations by providing meeting space, assistance with event planning, and guidance on club activities. In collaboration with the Native American Club, the American Indian Student Center has helped coordinate events such as the South Dakota State University Wacipi Powwow, which provides opportunities for Indigenous and non Indigenous participants to engage in traditional dances and cultural experiences.

Since 1887, the Animal Disease Research & Diagnostic Laboratory has maintained a tradition of providing quality veterinary diagnostic services to the state and region. As one of only 42 North American laboratories that are fully accredited by the American Association of Veterinary Laboratory Diagnosticians, the laboratory serves animal owners by acting as a reference laboratory for animal health professionals and state/federal regulatory officials. This rigorous accreditation standard is compliant with international expectations as laid out by the OIE, thus ensuring trade markets are available to their clients.

As a reference laboratory, they provide the precise detailed animal disease information that is needed for those in charge of managing, treating and preventing diseases of animals. Many of the diseases the laboratory deal with are also potential human diseases, and thus the lab also plays a significant service role for public health surveillance. The laboratory serves all companion and food animal owners by working with their local veterinarian.

The laboratory continues as a member of the USDA National Animal Health Network (NAHLN), a member of the USDA/FDA Food Emergency Response Network (FERN), and a member of the DHHS/FDA Veterinary Laboratory Reference Network (Vet-LRN).

The Career Center, formerly known as the Career and Academic Planning (CAP) Center, assists students with career planning and professional development. Services include career counseling, interest and skills assessments, and workshops on career development.

The Career Resource Library offers information on more than 21,000 careers, major U.S. employers, SDSU academic majors, and employment outcomes for SDSU graduates.

The Center coordinates experiential education programs, allowing students to integrate classroom learning with supervised work experience in business, industry, and government settings.

Students seeking part-time, summer, internship, or full-time employment can access job search support, including resume development, interview preparation, and employer connections through workshops and one-on-one assistance.

The Career Center also offers a two-credit course, Mastering Lifetime Learning Skills, each semester to help students become more effective learners. Support is also available for students seeking tutoring or coping with test anxiety.

The Centennial Steering Committee was established on July 16, 1979, to oversee the planning and execution of South Dakota State University’s Centennial Celebration in 1981. H.M. Briggs, President Emeritus of SDSU, served as Chairman, while former Vice President David Pearson was appointed Vice-Chairman. The committee was composed of representatives from various academic and administrative units across campus, as well as individuals from outside the university community. Its first meeting took place on July 21, 1980.

At the inaugural meeting, Briggs outlined the committee’s responsibilities and emphasized that each member would also serve as chair of a corresponding sub-committee aligned with their area of university involvement. The Steering Committee organized into multiple sub-committees to handle specialized components of the celebration, such as publications, events, and departmental participation. Each sub-committee was tasked with developing programming and executing their portion of the centennial.

Committee members received stipends from the university to support their planning work, with financial support increasing as needs evolved. While sub-committees carried out much of the programmatic work, the Centennial Office, staffed by Briggs and office assistant Yvonne Ehlebracht, handled the committee’s day-to-day operations. The office coordinated budgeting, recordkeeping, logistical arrangements, and meeting planning, and also managed a majority of the outgoing and incoming correspondence related to the Centennial.

The college’s academic program is twofold, encompassing both traditional agriculture and the biological sciences. Agricultural work spans four primary areas: academic programs, research, extension, and statewide services. Research and investigations address issues in livestock, natural resources, field crops, veterinary science, horticulture, agricultural economics, dairy, landscape design, and mechanized agriculture. These findings inform classroom instruction, extension work, and public inquiries. The Extension Service disseminates research findings statewide, bringing applied knowledge directly to communities.

Biological sciences are primarily conducted within the departments of biology/microbiology and wildlife and fisheries sciences. These disciplines are integral to all departments focused on plant and animal sciences.

The College of Arts and Sciences originated as the General Sciences Course. Beginning in 1884, students could earn a Bachelor of Science degree by taking courses rather than selecting majors—in subjects such as English and rhetoric, Latin, French, German, history, philosophy, physical science, mineralogy and geology, biological science, metallurgy, mathematics, and music. There were no departmental administrators or a dean until 1924, when the General Science Division was established. In 1953, applied arts were added to its title. Following the institution’s transition to university status, the Division of Science and Applied Arts became the College of Arts and Sciences.

The College of Arts and Sciences fulfills two key roles at the university: it provides instruction in the university’s general education core and offers disciplinary education in the arts and sciences.

Today, the College includes fifteen departments offering major and minor programs leading to one of three undergraduate degrees. Additionally, five departments in other colleges offer programs administered through the College of Arts and Sciences.

South Dakota State University has long served as a training ground for educators, although teacher preparation was not a primary focus in its earliest years. Many early graduates became teachers, and students frequently taught in rural schools during college breaks. The first formal teacher preparation program was established in 1904 as the Department of Latin and Pedagogy. In 1906, it was reorganized as the Department of Philosophy, incorporating courses in the history and methods of education alongside philosophy and psychology. A distinct Department of Education was created in 1913, adding professional education courses to the curriculum.

In 1924, with the university’s reorganization into divisions, the Department of Education was placed within the General Science Division, which later became the College of Arts and Science. This college oversaw education until 1975, when the Division of Education became an autonomous unit. In 1989, it was restructured as the College of Education and Counseling, coordinating all professional education programs at the university.

The College of Education and Counseling later merged with the College of Family and Consumer Sciences to form the College of Education and Human Sciences. The college now offers 15 majors and 22 minors in areas such as consumer sciences, counseling and human development, health and nutritional sciences, and teaching, learning, and leadership.

South Dakota State College was among the first five land-grant institutions to establish a formal department of Home Economics. Initially known as Domestic Economy when it began in 1885, the four-year curriculum offered scientific training alongside a liberal and practical education for young women, preparing them for leadership in home and family management.

By 1915, the department had been renamed Home Economics, following the passage of the Smith-Lever Act, and later expanded through the Smith-Hughes Act of 1917. These acts encouraged land-grant universities to broaden their outreach and service missions, resulting in significant growth for the department. Extension programs and formal education initiatives led to increased enrollment. Traditional coursework in nutrition, clothing, and design was augmented with hands-on training in home management and early childhood development. By the late 1920s, graduates were serving in public schools across South Dakota, significantly expanding the department’s influence.

The division remained largely unchanged until 1945, when the Department of Child Development was created. A year later, Technical Journalism was added. Graduate courses were introduced in 1952, and when South Dakota State College became South Dakota State University in 1962, the division was elevated to the College of Home Economics.

In the following decades, the college continued to evolve. A core curriculum was established in 1975, and in 1981, specialized programs were introduced to better prepare students for careers in education, extension, human services, and interior design. Reflecting broader national trends, the College of Home Economics was renamed the College of Family and Consumer Sciences in 1994, in response to recommendations from the American Home Economics Association.

For much of the late 20th century, the College of Family and Consumer Sciences offered interdisciplinary programs that prepared students for careers in family services, hospitality, apparel merchandising, interior design, and related fields. Programs emphasized the relationship between individuals, families, and their environments, and graduates were equipped for work in education, social services, business, and community development.

By 2009, the college structure began to shift. The College of Family and Consumer Sciences merged with the College of Education and Counseling to form the new College of Education and Human Sciences. Over the next decade, departments within the college were consolidated. In 2010, Health, Physical Education, and Recreation joined with Nutrition and Food Science to form the Department of Health and Nutritional Sciences. This department later merged with Consumer Sciences, and in 2022 became the School of Health and Consumer Sciences.

In July 2024, further restructuring led to the renaming of this unit as the School of Health and Human Sciences. At the same time, the Consumer Affairs program was transferred to the Ness School of Management and Economics, reflecting its alignment with financial planning and economic education.

Today, the original College of Family and Consumer Sciences no longer exists as an independent entity. Its programs live on through the School of Health and Human Sciences and the Ness School, reflecting a broader university strategy of interdisciplinary integration. These units continue to uphold the original mission of the home economics program—preparing students for professional roles that support families, communities, and individuals through applied science and service.

In 1935, at the request of the South Dakota Nurses’ Association, South Dakota State College established a Department of Nursing under the Division of Pharmacy, with Leila Given as its first director. The first degree was awarded in 1936 to Rachel Hasle. Under subsequent leaders Martha Krause (1939–1943) and R. Esther Erickson (1943–1954), the program expanded but remained a five-year course in partnership with Sioux Valley Hospital in Sioux Falls for clinical experience.

In 1952, a four-year program was introduced. Clinical experiences continued at Sioux Valley Hospital, now jointly overseen with Augustana College. Public Health and Rural Nursing were added in 1954. In 1955, Helen Gilkey became director, contracts with Sioux Valley Hospital were ended, and new clinical sites were established in South Dakota and Minnesota. In 1956, the Department of Nursing became the Division of Nursing, with Gilkey as the first dean. The division moved into Solberg Hall (Old Engineering Building) in 1957.

The Division of Nursing earned national accreditation in May 1960 from the National League for Nursing and has maintained this status continuously.

In 1964, South Dakota State College became South Dakota State University, and the Division of Nursing became the College of Nursing. The Board of Regents then created three departments within the college: Nursing, Health Science, and Continuing Education. In 1969, the college moved to the new Home Economics-Nursing Building, providing expanded classroom and lab space, including advanced audiovisual facilities. The Department of Health Science offered majors and minors for students interested in public health, administration, sanitation, and environmental health, while Continuing Education offered workshops for nursing and healthcare professionals.

In 1977, following a review of clinical placements, all clinical activities were consolidated within South Dakota. That fall, the Board of Regents approved the development of a Master of Science in Nursing and the establishment of an extended BS program for registered nurses in the West River area.

From 1978 to 1980, the college secured legislative and federal funding, including a grant from the Advanced Nurse Training Program, to develop and implement the master’s program.

By the late 1990s, the College of Nursing consisted of four departments: Undergraduate Nursing, Graduate Nursing, Research and Special Services, and West River Nursing. Students could earn BS or MS degrees in Nursing, with an optional Health Science minor covering topics such as health programs, education, epidemiology, and occupational health. Programs were approved by the South Dakota Board of Nursing and accredited by the National League for Nursing, with memberships in key professional organizations.

The South Dakota State University College of Nursing is committed to advancing health care and improving quality of life across the state, region, and nation through education, research, and the provision of expert services to individuals, families, and communities.

In 1887, South Dakota State College (SDSC) offered its first pharmacy coursework, including subjects such as physics, algebra, bookkeeping, chemistry, materia medica, botany, physiology, hygiene, and pharmacy. The program aimed to train young men and women as druggists, with the first degrees awarded in 1893. By 1898, a four-year pharmacy course was introduced as an option, becoming mandatory by 1930.

Between 1931 and 1970, the college established the Tau Chapter of Rho Chi, launched a continuing education program for practicing pharmacists, implemented a five-year pharmacy curriculum, and introduced an externship program.

According to the 1996–1998 undergraduate bulletin, the College of Pharmacy offered a six-year Doctor of Pharmacy (Pharm.D.) program, structured into a two-year pre-pharmacy phase and a four-year professional phase. The pre-pharmacy curriculum provided a strong foundation in the biological and physical sciences, emphasizing critical thinking. The professional phase combined pharmaceutical science coursework with a comprehensive sequence of therapeutics and professional practice.

The College’s mission is to prepare graduates with effective primary care skills, focusing on the pharmacist’s role in promoting the rational use of medications and related therapies to achieve optimal patient outcomes. Additionally, the College seeks to inspire lifelong learning and foster a caring professional attitude, encouraging graduates to become agents of change within the profession.

The Cooperative Extension Service at South Dakota State University traces its roots to the late 1880s, when local farmers began seeking agricultural advice from college experts. Early outreach took the form of Farmers’ Institutes, which began in 1888 as formal meetings to share best practices in crop and livestock production. These institutes evolved from local agricultural gatherings that had been held in the Dakota Territory since around 1880. By the 1890s, state legislation provided modest financial support, and the Agricultural College was authorized to hold institutes statewide. However, it was the passage of the Smith-Lever Act by Congress in 1914 that fundamentally reshaped agricultural extension work across the country.

Under the Smith-Lever Act, a cooperative system was established between the U.S. Department of Agriculture, state colleges, and local communities to deliver agricultural education and demonstration programs. South Dakota appointed its first county agent in Brown County in 1912, under an early partnership between the USDA, the Better Farming Association, and South Dakota State College. By 1914, the college formalized its agreement with the USDA to create a Division of Extension, laying the groundwork for federally supported extension activities across the state.

Initially, the Extension Service provided direct, individualized support to farmers and homemakers. Over time, it shifted toward working with organized groups and associations. Early on, the Farm Bureau Federation was closely tied to extension efforts, with the Extension Service playing an active role in organizing local bureaus. However, as concerns grew over the blending of public service and organizational advocacy, the formal partnership ended in 1935.

Two major areas of Extension focus have been youth and family programs. Boys’ and girls’ club work, which began in 1913, later evolved into the 4-H program, supported by Smith-Lever funding. Home demonstration work, initially offered through the Farmers’ Institutes, became a formal part of Extension, addressing topics ranging from poultry care and home cooking techniques to nutrition and clothing. Women served as early demonstrators before the establishment of regular home demonstration agent positions.

Specialists within the Extension Service have complemented the work of county agents by providing expertise in areas such as dairy production, livestock breeding, farm management, and construction. This combination of generalist and specialist services allowed the Extension Service to meet a wide range of technical and practical needs across the agricultural sector.

Today, the mission of the Cooperative Extension Service is to extend research-based knowledge and leadership practices to individuals, families, and communities across South Dakota. As the off-campus educational arm of the College of Agriculture and Biological Sciences and the College of Family and Consumer Sciences, the Extension Service works to improve agricultural practices and strengthen family and community life statewide. Through its agents and specialists, and using media such as print, radio, television, satellite communication, and in-person outreach, the Cooperative Extension Service brings the resources of South Dakota State University to every community, helping South Dakotans meet the challenges of change in farming, ranching, home life, and beyond.

The primary responsibility of the Curricula Evaluation Committee was to conduct an internal evaluation of South Dakota State University's doctoral program as part of the accreditation process during the mid to late 1960s. The committee's work contributed to institutional self-assessment efforts and helped ensure that SDSU’s graduate-level programs met the standards required by accrediting bodies.

Courses related to agricultural engineering and the application of engineering principles to farming have long been offered at South Dakota State University. The first formal department, established as the Department of Architectural and Agricultural Engineering, combined civil and agricultural engineering coursework. In 1902, it was renamed the Department of Civil and Agricultural Engineering. A separate Department of Agricultural Engineering was created in 1925 within the Division of Agriculture, although students continued to take foundational courses through the Division (now College) of Engineering. Today, the department is jointly administered by the College of Agriculture and Biological Sciences and the College of Engineering. In 1999, the South Dakota Board of Regents approved the addition of ""Biosystems Engineering"" to the department’s name, now Agricultural and Biosystems Engineering.

Agricultural and Biosystems Engineering applies engineering principles to agricultural facilities and processes. The curriculum includes core courses in mathematics, physics, and chemistry, with technical emphases in areas such as natural resource management, irrigation and drainage, water resource development, machine dynamics and design, machine vision, agricultural and electrical power, processing of biological materials, environmental control for livestock, waste management, agricultural structures, computing, and instrumentation. Courses in meteorology, climatology, and microclimatology are also available to engineering and non-engineering students.

Agricultural Systems Technology, another component of the department, provides broad training in agricultural sciences and the technologies used in agriculture and related industries.

Courses related to animal science have long been offered at South Dakota State University. In the early years, instruction focused primarily on livestock, with separate departments often dedicated to specific animal types, such as poultry. General animal science courses were taught across various departments. Over time, departmental specialization declined, and these programs were eventually consolidated. The department's scope expanded to include rangeland management.

Today, the Department of Animal Science offers a Bachelor of Science degree with majors in animal science or range science. The curriculum prepares students for careers in livestock production, agricultural business, farming and ranching, and natural resource management on both private and public lands, as well as for graduate study.

The Department of Apparel Merchandising and Interior Design offers a Bachelor of Science degree with majors in Apparel Merchandising and Interior Design. Apparel Merchandising courses prepare students for careers in the fashion industry, including production, wholesaling, retailing, and consumer use of apparel and household textiles. The program examines the cultural and scientific aspects of apparel and textiles, with emphasis on aesthetic, economic, historical, sociological, and psychological factors.

The Interior Design curriculum prepares students for careers in residential and commercial design through coursework in technical, material, historical, cultural, and aesthetic aspects of design. Studio work emphasizes design problem-solving. The department is affiliated with the Fashion Institute of Technology (FIT) in New York City, where students may participate in a “visiting scholar” program focusing on areas such as fashion design, fashion buying and merchandising, or related fields.

Instruction in the biological sciences at South Dakota State University began in 1885, with the first student graduating in the field in 1888. When academic departments were formally established in 1897, biology was not included. Instead, related subjects such as zoology, botany, and entomology were taught through various departments. A combined Department of Botany and Biology was established in 1966, but an independent Department of Biology was not created until 1980.

Today, the Department of Biology and Microbiology offers undergraduate curricula leading to a Bachelor’s degree in biology. Students may choose between two programs: one offered through the College of Agriculture and Biological Sciences (Biological Sciences curriculum) and the other through the College of Arts and Sciences. The programs are academically identical, differing only in college-specific requirements. Within the major, students may select an area of emphasis based on their interests and career goals. The Biology emphasis prepares students for a broad range of careers in the biological sciences. The Botany emphasis focuses on plant science, supporting careers in research and industry. The Zoology emphasis centers on the scientific study of animals and provides a foundation for fields such as medicine, veterinary science, and oceanography. The Pre-professional emphasis is designed for students intending to pursue admission to professional health science programs.

In the 1884–85 catalog, chemistry was listed under the Department of Natural Sciences as part of the agriculture curriculum. Three courses were offered: elementary chemistry, analytical chemistry, and agricultural chemistry. By 1892, all students were required to complete three terms of elementary chemistry, while analytical and agricultural chemistry were available as electives.

Chemistry first appeared as an independent department in the 1897–98 catalog, with a significantly expanded curriculum. Course offerings continued to grow, with new courses added regularly every few years. In 1944, the department’s professional curriculum received approval from the American Chemical Society.

Following World War II, increased enrollment led to the expansion of departmental staff. By 1958, the department was authorized to offer a Ph.D. in biochemistry, and in 1965, Ph.D. programs were approved in most branches of chemistry. The Biochemistry Experiment Station, established in 1887, remained separate until it merged with the Chemistry Department on July 1, 1974.

In the 1998–2000 catalog, the Department of Chemistry and Biochemistry was listed as approved by the American Chemical Society for training professional chemists. In addition to the B.S. in chemistry, the department offers coursework to support other disciplines, a minor in chemistry, and graduate programs leading to the M.S. and Ph.D. degrees.

Civil engineering was among the first disciplines taught at South Dakota State University. Early students could complete a prescribed course of study leading to a Bachelor of Science degree in Civil Engineering. Prior to 1902, civil engineering courses were offered through the Department of Architectural and Agricultural Engineering or the Department of Mechanical Engineering. In 1902, the Department of Civil and Agricultural Engineering was established. In 1925, Agricultural Engineering became its own department within the Division of Agriculture, and a distinct Department of Civil Engineering has existed since.

The civil engineering curriculum covers the planning, design, construction, operation, and maintenance of infrastructure such as highways, airports, bridges, dams, water and wastewater systems, irrigation and drainage networks, and river and harbor facilities. The program is accredited by the Engineering Accreditation Commission of ABET (Accreditation Board for Engineering and Technology).

The program aims to prepare professionals capable of applying scientific and engineering principles to solve civil engineering problems. It also emphasizes the development of high standards of professional conduct.

Speech instruction has long been part of the South Dakota State University curriculum. In the early years, the preparatory department provided public speaking courses for high school students, while the English Department offered instruction in public speaking and rhetoric, including elocution and oral reading. Over time, various departments assumed responsibility for public speaking instruction, including the Elocution and Physical Culture Department, the Public Speaking Department, and again the English Department. A distinct Speech Department first appeared in the 1924 course catalog, offering courses in debate, public speaking, and play production. Required rhetoric courses were moved from the English Department to the Speech Department in 1938.

By the 1950s, the Speech Department was firmly established. The Board of Regents approved a speech major in 1958, and a master’s degree became available. Course offerings expanded to include forensics, drama, and radio, followed by film and television instruction. In the 1970s, the communication disorders program was established within the department to prepare students for careers in speech-language pathology and audiology.

Beyond formal coursework, the department has supported a rich array of extracurricular activities. In the early years, speech and literary societies organized plays and debates that served as major campus events. As these societies declined, student involvement continued through debate competitions, theatrical productions, and work with the State College broadcasting system and campus radio station KAGY.

Since the early 1990s, the department has been known as the Department of Communication Studies and Theatre. It offers programs in speech communication, speech education, theatre, and media production, including radio, television, and film. The department continues to provide numerous opportunities for student engagement through both academic and extracurricular activities.

Instruction and research in dairying at South Dakota State University began well before the formal establishment of the Department of Dairying in 1897. By that time, coursework in the field was already developed. A dedicated dairy building was constructed in 1892, providing laboratories and specialized rooms for instruction. In addition to its standard academic offerings, the department operated a short course in creamery practices for over 50 years, ranging in length from two to twelve weeks. These courses were well attended and widely regarded.

While the department's name has changed slightly over the years, its core mission has remained consistent—preparing students for careers in dairy production and manufacturing. The department has offered a Master of Science in Dairy Science since 1903, and students may also pursue a Ph.D. in agriculture with a focus on dairy science or dairy cattle nutrition and management. Research activities are closely tied to the Agricultural Experiment Station, and the department has also played a longstanding role in the Cooperative Extension Service.

The Department of Dairy Science maintains a strong presence on campus and in the Brookings community through its dairy processing plant and sales room. Students gain hands-on experience producing milk, cheese, butter, and ice cream, which are sold on-site and used in university dining facilities.

Geography was among the first subjects taught at South Dakota State University upon its founding in 1881. Although geography courses were occasionally offered through various departments, a formal program did not emerge until 1966–67, when a bachelor's degree in geography was approved. In 1968, the Department of History and Geography was established. By 1971, the program had expanded significantly, leading to increased faculty appointments. A separate Department of Geography was created in 1973, followed by the approval of a Master of Science degree in Geography in 1974.

Today, the geography curriculum trains students to describe, analyze, and explain natural and cultural phenomena that distinguish regions around the world. Courses emphasize technical geography, environmental planning, and resource management.

Physical education has been part of the South Dakota State University curriculum since its early years, reflecting the institution’s commitment to developing mind, body, and spirit. Students were historically required to complete coursework in either physical education or military science to graduate. Instruction evolved over time and was housed in departments with names such as Music and Physical Culture, Elocution and Physical Culture, and eventually Physical Education and Recreation.

A major in physical education was introduced in the 1940s with separate tracks for men and women, and a graduate degree was added in 1953. The department was renamed Health, Physical Education, and Recreation (HPER) in 1969–70, followed shortly by the introduction of a degree in public recreation. Additional majors and minors were later developed.

Now part of the College of Education and Human Sciences, the department operates as the Department of Health and Nutritional Sciences, offering undergraduate programs in Athletic Training, Nutrition and Dietetics, Exercise Science, Health Education, Physical Education, and Sport, Recreation and Park Management, along with related minors.

The teaching of history at South Dakota State University developed alongside the college. From the beginning, students in all divisions of the college were required to take basic history courses. As time went on and the numbers of students and teachers multiplied, the Department of History was able to carve out its own niche. At times, other disciplines were taught through the department and the name was occasionally changed to reflect these areas. In 1905, the department was known as the Department of History and Political Science, this lasted until 1967. After a year as the Department of History, in 1968 the name changed to the Department of History and Geography to reflect the number of geography courses taught. In 1973, a separate geography department was established and the history department was reorganized into a resemblance of today's department.

The courses offered by the Department of History are intended to prepare majors for careers in teaching, government, and service-oriented occupations, and to provide a necessary background for graduate work or other specialized training. / History is now merged into the Department of History, Political, Sciences, Philosophy, and Religion.

The Department of Horticulture and Forestry was established in 1887 as one of the original units of the college and its newly organized experiment station. Early research focused on windbreak trees, orchard and small fruits, vegetables, and ornamental trees and shrubs, with practical applications across South Dakota. Over the years, the department maintained active research programs in horticulture, forestry, landscape design, and park management. In the mid-1980s, it was renamed the Department of Horticulture, Forestry, Landscape and Parks and offered a Bachelor of Science in Agriculture degree with majors in horticulture, landscape design, and park management. In the summer of 2011, the department was merged with the Department of Plant Science.

Mathematics has been part of South Dakota State University since its founding. In the early 1900s, the department emphasized developing habits of systematic and accurate thinking, proficiency in calculation, and independent problem-solving. Original demonstrations and problem-solving were central to each course.

Today, the Department of Mathematics offers a strong liberal arts curriculum with opportunities for focused study in mathematics, as well as support courses for other academic units. Over time, the department has been administratively housed in either the College of Engineering or the College of Arts and Sciences. Currently, financial and administrative matters fall under the College of Engineering, while degrees are conferred through the College of Arts and Sciences. An effort to consolidate this dual administration was proposed but not approved by the South Dakota Board of Regents.

Mechanical engineering has been taught at South Dakota State University since its earliest years. Initially, students could follow a prescribed course sequence leading to a Bachelor of Science degree in Mechanical Arts, later renamed Mechanical Engineering. During the first two years, mechanical engineering students shared coursework with civil engineering students, with specialization occurring in the junior and senior years.

In 1897, the Department of Mechanical Engineering was established to oversee the mechanical engineering curriculum. At that time, most civil engineering courses were transferred to the Department of Architectural and Agricultural Engineering, though some remained with mechanical engineering. By 1902, with the formation of separate Civil and Electrical Engineering departments, Mechanical Engineering became an independent department, a structure that continues today.

Graduates of the mechanical engineering program pursue careers in research, development, design, testing, manufacturing, operations, maintenance, marketing, sales, management, and administration.

Military instruction has long been a part of campus life at South Dakota State University. The Morrill Act of 1862, which established the nation's land-grant colleges, required institutions to offer instruction in “military tactics.” At SDSU, formal military classes began in September 1884 under Professor Robert F. Kerr. Instruction consisted of lectures, recitations, and regular drills. Until 1918, the university met federal military training requirements through mandatory drills and academic coursework led by civilian faculty.

The National Defense Act of 1916 established the Reserve Officers’ Training Corps (ROTC), which standardized military training across all land-grant institutions, including SDSU. ROTC replaced the earlier system with a formalized structure directed by the War Department, which set the curriculum and provided personnel and equipment. Local land-grant colleges served as the headquarters for their respective ROTC programs.

One notable figure in SDSU’s ROTC history is General Omar Bradley, who served as Professor of Military Science at the university. While best known for commanding the largest U.S. field force during World War II and becoming the first Chairman of the Joint Chiefs of Staff, Bradley also gave SDSU’s Army ROTC its enduring nickname: “The West Point of the Plains,” a title still embraced by cadets and alumni.

ROTC participation was once compulsory for underclassmen, who were required to complete two years of basic military training. Selected upperclassmen could choose to pursue advanced training. Initially, SDSU’s program included multiple service branches, but by 1942—when DePuy Military Hall was built—training was limited to Army and Air Force ROTC. ROTC remained mandatory for all male freshmen and sophomores until 1969, when the South Dakota Board of Regents made participation voluntary. Despite the change, the program has remained active, with students continuing to enroll.

Today, the Army ROTC program at SDSU offers training in leadership, ethics, management, and personal development, preparing cadets for service as commissioned officers in the Army, Army National Guard, or Army Reserve. Through classroom instruction, hands-on exercises, and field training, cadets gain the skills and values essential to military and civilian leadership.

The Global Studies major and minor were introduced at South Dakota State University in 2004. This interdisciplinary program offers students a broad academic foundation, preparing them to be globally literate, culturally aware, and proficient in a modern foreign language.

The program provides students with a current understanding of global studies, including contemporary global events, and potential career paths in international business, global corporations, government agencies (both domestic and international), and non-governmental organizations. A central goal is to promote global citizenship and a broad perspective on the individual's relationship to the world community. Global Studies is administered through the Department of Modern Languages and Global Studies.

Music instruction has been a part of South Dakota State University since its founding in 1881. Initially organized as the Department of Music and Physical Culture, the program expanded in 1904–1905 into a four-year Department of Music with four faculty members. Early course offerings included piano, voice, stringed instruments, orchestra, pipe organ, band instruments, and music theory. The music major was discontinued during the Great Depression but reinstated after World War II, with curricular and extracurricular opportunities such as chorus, orchestra, and band continuing to be available.

A major curricular revision in 1975 led to the establishment of three degree programs—Bachelor of Arts in Music, Bachelor of Science in Music, and Bachelor of Music Education—and earned the department national accreditation. By the 1996–1998 academic bulletin, the department offered the BA in Music, MS in Music Merchandising, and the Bachelor of Music Education, as well as a minor in music.

In 1938, South Dakota State University offered its first Conservation of Natural Resources course through the Entomology and Zoology Department. By 1939, the college catalog included conservation and wildlife management as a formal area of study. The program expanded over the years, and by 1950, students could pursue a BS in agriculture or a BS in wildlife techniques and conservation. Graduate courses were introduced in 1957, eventually leading to a Master of Science degree in both areas. In 1963, these developments culminated in the creation of a separate Department of Wildlife and Fisheries Sciences.

The department continued to grow, with a wildlife extension agent added in 1970 and increasing faculty numbers. Although the wildlife techniques major was later discontinued, new areas of study were introduced. Today, the department—now known as the Department of Natural Resource Management—offers BS, MS, and PhD degrees designed to prepare students for careers with government agencies and private organizations.

The department’s mission is to conduct research, educate students at all levels, and provide outreach benefiting South Dakota and society at large. Its work focuses on ecology and environmental science, rangeland ecology and management, and wildlife and fisheries sciences.

Human nutrition and foods courses have been part of the home economics curriculum at South Dakota State University since its earliest days. Initial cooking courses expanded into foods courses, and by 1907, dietetics courses were added. By 1918–1919, the university catalog noted that coursework prepared students for institutional jobs, with campus cafeterias used for laboratory experience.

In 1924, following the divisional reorganization of South Dakota State College, the Department of Foods and Nutrition was established. The Agricultural Experiment Station supported the department’s first nutrition and foods research, enhancing the curriculum. Over the years, the program underwent frequent revisions to maintain relevance to student needs and evolving fields.

In 1955, a restaurant management program was introduced. This has since developed into the Hotel, Restaurant, and Institution Management program, offering students a strong foundation in lodging and food service management, supported by coursework in business and economics. Practicum-based work experience strengthens the academic program, preparing students for careers in hotels, motels, restaurants, private clubs, airlines, and food services across industrial, healthcare, and educational settings.

The dietetics program has evolved significantly, including the development of a Coordinated Undergraduate Program and eligibility for the Dietetic Registration Examination upon graduation. Today, the Nutrition and Food Science—Dietetics Option equips students for roles in hospitals, nursing homes, public health agencies, industry, education, the armed services, and governmental or international organizations. The curriculum, accredited by the American Dietetic Association (ADA), includes a required internship at one of approximately 155 ADA-approved sites, qualifying students to sit for the registration exam.

In 1966, food science was added as a program option. This field provides students with access to specialized equipment and research opportunities, preparing them for careers in the food processing industry or for graduate study in food science, with coursework grounded in chemistry and the biological sciences. Graduates pursue entry-level positions in the food industry and with regulatory agencies.

Today, the Department of Nutrition, Food Science, and Hospitality offers a Bachelor of Science degree with majors in Hotel, Restaurant, and Institution Management and in Nutrition and Food Science, with options in Dietetics and Food Science, as well as a minor in Nutrition.

Prior to the establishment of the Department of Philosophy and Religion in 1968, instruction in those subjects was sporadic. Religion courses were occasionally taught by local clergy, with the first mention of this arrangement appearing in the 1947–48 course catalog. Philosophy courses, by contrast, were taught by college faculty.

Philosophy has been part of the curriculum since the university’s founding. The Morrill Act, which established land-grant institutions like South Dakota State University, required instruction in ""moral philosophy."" A Chair of Psychology and Philosophy was created in 1885, and a Department of Philosophy was established in 1906. For a time, it included philosophy, psychology, and education before these disciplines were moved under the Department of Education in 1913. In 1967, a Department of Psychology and Philosophy was briefly reestablished before splitting the following year into separate departments for psychology and for philosophy and religion.

The department began offering minors in philosophy (1975) and religion (1978). Although efforts were made to establish a philosophy major, the Board of Regents denied the request.

Philosophy and religion courses remain open to students of any major. The study of these subjects is intended to broaden students’ perspectives and explore foundational questions in human thought. The program is now part of the Department of History, Political Science, Philosophy, and Religion.

The Physics Department at South Dakota State University has long served three primary objectives: to support students pursuing careers in engineering, to provide foundational physics instruction for students across disciplines, and to prepare students for professional careers in physics. Historically, the department offered two main academic tracks: Engineering Physics, which combined a core of physics courses with mechanical or electrical engineering coursework; and a more flexible Physics curriculum designed for students pursuing diverse career paths, including graduate study, medical school, education, and meteorology. Both tracks emphasized strong foundational training supported by qualified faculty and dedicated facilities.

In recent years, the department has expanded its offerings and infrastructure while continuing its foundational mission. Now housed in Daktronics Engineering Hall, the department supports advanced instruction and research in areas such as optics, renewable energy, and nuclear physics. The curriculum remains rooted in core physics while allowing students to specialize through electives and minors, including a Nuclear Engineering minor. Undergraduate research is a key component, with students actively participating in faculty-led projects and events like the Undergraduate Research, Scholarship, and Creative Activity Day (URSCAD). The department also collaborates with the Sanford Underground Research Facility (SURF) and engages in statewide outreach through public events and STEM education initiatives.

Today, the Department of Physics, located administratively within the College of Arts and Sciences, continues to prepare students for careers in industry, research, and education by combining rigorous academics with hands-on research and public engagement.

The first college catalog (1884–1885) listed political economy as a course of instruction. At the time, political economy was a broad 19th-century discipline encompassing political science, economics, and sociology. By the 1890s, academic departments began to form, and political science courses were incorporated into various departmental groupings. In 1905, the Department of History and Political Science was established, serving as the administrative home for both fields until their separation in 1967.

Political science courses aim to: 1) convey the values and traditions of democratic institutions and encourage civic engagement; 2) promote global awareness and understanding; 3) develop critical thinking and strong communication skills; 4) support other social sciences as a cognate field; and 5) provide political science majors with foundational and advanced coursework across the discipline’s subfields to support intellectual and career development.

Today, Political Science is part of the Department of Political Science, Philosophy, and Religion.

Courses in psychology were first introduced at South Dakota State University in 1885 as part of a combined philosophy and psychology curriculum. In 1913, psychology was incorporated into the Department of Education, where course offerings gradually expanded from two to twelve and faculty increased. From 1938 to 1941, psychology operated briefly as a separate department before returning to its association with education. In 1954, the university approved a Bachelor of Science degree in Psychology. In 1967, psychology was again separated from education and paired with philosophy in a joint department. The following year, it became an independent Department of Psychology, a status it has maintained since. The department offers a Bachelor of Science degree with several curricular tracks, including pre-professional, applied, teaching, and psychological services options.

Sociology was formally established as a department at South Dakota State University in 1925, though courses in the field had been offered earlier through the history and political science departments. The first course with a rural focus was introduced during the 1913–1914 academic year.

The creation of a dedicated rural sociology department was largely a response to the Purnell Act of 1925, which provided federal funding for research in sociology and economics. By the 1930s, the department had become sufficiently established to lead sociological research projects under the Works Progress Administration (WPA). From 1933 to 1942, collaboration between the department and various government agencies helped solidify rural sociology’s role at the university.

The curriculum expanded significantly from its early beginnings. Students can now earn either a B.A. or B.S. in sociology with one of six emphases: general sociology, teaching, social work, human services, criminal justice, or personnel services. A master’s degree in rural sociology has been offered since 1932. In 1961, the university launched a unique interdisciplinary Ph.D. program in social science, allowing students to combine coursework in history, political science, psychology, economics, and sociology. After three years, the program was revised to offer the Ph.D. exclusively in sociology.

Today, the Department of Sociology and Rural Studies remains an integral part of the College of Agriculture and Biological Sciences. Its courses are designed to (1) support undergraduate majors and minors in sociology, (2) provide service courses for students in other disciplines, and (3) fulfill requirements for graduate degrees in sociology.

The Student Union and Activities office oversees the University Student Union and co-curricular programming designed to foster student leadership, cultural awareness, and recreational engagement.

Key services include the Leisure Skills Center (offering billiards, video arcade, banner making, camping and ski equipment rental, and off-campus housing resources), Information Exchange (check cashing, fax services, and ticket sales), Technical Services (event lighting, staging, and sound), and Central Reservations.

The Student Enrichment Programs office advises the University Program Council, which coordinates campus-wide activities such as arts events, community service, concerts, Hobo Day, lectures, publicity, recreation and travel, Showcase, and special events. It also supports the Greek system, all student organizations, and manages New Student Orientation.

Additional student-run services housed in the Union include the Collegian and Jackrabbit publications, the Students’ Association, campus radio station KSDJ 90.7, and Student Legal Services.

The Veterinary Science Department provides advising services to students in the pre-veterinary medicine curriculum and offers courses in the biomedical sciences for undergraduate and graduate majors in related sciences. The department also offers several graduate research assistantship positions in microbiology, virology, and molecular biology for students majoring in other departments. Active research programs in diseases of food-producing animals support graduate training.

The State of South Dakota does not have a professional College of Veterinary Medicine. A pre-veterinary medicine curriculum is offered which allows students to obtain prerequisites for application of Colleges of Veterinary Medicine in other states. Students may meet requirements in two or three years of pre-veterinary study. Many students complete a major for the Bachelor of Science Degree before entering the professional curriculum of Veterinary Medicine. Many degree options are available to students in the pre-veterinary medicine curriculum, but popular choices include Animal Science, Biology, Microbiology, and Dairy Science. Students typically select a BS option late in their freshman year or during their sophomore year.

In 2011, the department changed its name to the Veterinary & Biomedical Sciences Department. The new name better reflects the activities of the department, especially relative to the research work with zoonotic pathogens and the training of its students under the One Health concept.

The department has always had a strong mission related to preparing undergraduate students for entry into veterinary colleges within the region, training graduate students for careers related to veterinary or human infectious disease research or careers in diagnostic medicine, and providing public service through South Dakota’s only animal health diagnostic laboratory, the SD Animal Disease Research and Diagnostic Laboratory (ADRDL).

Art instruction has been a part of South Dakota State University’s curriculum since its earliest years. Initial courses required women students to take drawing and painting, while drawing was included in all programs of study for men. Over time, the curriculum expanded to include courses in art education, fine arts, and visual arts, administered through the Department of Art.

The Department of Visual Arts offers studio and lecture-based courses designed for all students, regardless of major. For those pursuing careers as artists, art educators, or designers, the department provides foundational training for professional practice or graduate study. Degree options include a Bachelor of Fine Arts in Visual Arts with concentrations in art education, graphic design, fine arts, and general art.

On July 1, 2015, South Dakota State University established the School of Design, uniting programs in art, design, and architecture that were previously housed across several colleges, including Arts and Sciences, Education and Human Sciences, and Agriculture and Biological Sciences.

The Office of Budget and Finance oversees the university’s administrative fiscal operations. It encompasses several specialized units that deliver a broad range of financial services, including risk management and logo licensing. Key responsibilities include accounting, accounts payable, shared AP services, budget planning, cashiering, card services, grant administration, institutional research, payroll, property management, purchasing, and student loan collections. The department also manages the university’s Banner finance system.

In February 1942, the South Dakota Board of Regents adopted a plan to reorganize the college structure, creating a Junior and Senior College Division. The Junior College Division was responsible for student personnel services, preparatory curricula for the Senior College, and terminal programs. Raymond Y. Chapman was appointed Director of this new division.

By 1949, the Junior College Division was discontinued, and in its place, the Division of Student Personnel Services was established with Chapman as Dean. As the college expanded and administrative structures evolved, the division assumed greater responsibilities. Various student services were centralized under this division, reducing the number of departments reporting directly to the college president and consolidating oversight under fewer offices.

In 1969, an Associate Dean of Student Personnel Services was appointed in preparation for Chapman’s retirement. Reorganization plans were set in motion to transition into a more comprehensive Student Services Division. New programs and updated procedures were introduced in 1970. Another reorganization in 1986 resulted in the division’s name being changed to the Student Affairs Division, a title it still holds today.

Until 1958, the Dean of Student Personnel Services oversaw administrative policy and program direction, guided by the college president, the Administrative Council, faculty, and department heads. A Committee on Student Personnel Services—chaired by the dean and composed of key staff such as the Deans of Women and Men, Directors of Housing, Food Services, and Student Activities, the college nurse, and student personnel—provided policy recommendations and consultation. This committee was dissolved during the 1958–60 biennium, and regular staff meetings were introduced to improve internal communication across the division.

The Student Affairs Division offers a wide range of services and programs designed to support students in maximizing their university experience. Annual and biennial reports consistently reflect this mission.

Core functions of the division include testing and counseling services, new student orientation, General Registration administration, terminal course programs, faculty counselor training, educational research and measurement, teaching of counselor practicum courses, veterans’ records, financial aid (loans and scholarships), and student placement (both part- and full-time).

Additionally, the division has historically overseen New Student Week, student records, and other core student programs. Several functions are managed in collaboration with other campus or external offices, including student health services, housing, food services, student activities, admissions and records, and high school outreach.

The Office of Information Technology at South Dakota State University supports the university’s land-grant mission by providing technology, services, and expertise that facilitate academic success, research, and creative activity. The office also promotes the use of technology to enhance the efficiency and effectiveness of university operations. It includes several specialized units that serve faculty, staff, and students across campus.

Administrative and Research Computing (ARC) provides computational resources to support large-scale research and prioritizes data analysis and computer programming for management and student information systems. Classroom Technology Services manages technology-enhanced and DDN classrooms, including the installation, maintenance, and upgrading of classroom equipment. The eSDSU Laptop Center offers students access to current technology through partnerships with Gateway and Apple, providing customized systems at educational pricing along with on-site technical support.

The Information Security team develops and implements protocols to safeguard university data and ensure the security of institutional systems and users. Information Technology Operations oversees the daily management of the Office of Information Technology and coordinates IT units and services. This group also manages several programs, including InsideState, the eSDSU Laptop Center, the Faculty Upgrade and Redistributed System programs, and Student Information Technology Services.

Student Information Technology Services (ITS) operates the Support Desk, serving as the primary contact for technical support for students, faculty, and staff. ITS is also responsible for equipment loan and repair services and the upkeep of general-use computer labs. Instructional Design Services supports faculty in instructional design, distributed learning, and the integration of media in the classroom, and also provides software training and equipment instruction for students and staff.

The Student Technology Fellows (STF) Program is a selective undergraduate program in which students receive a stipend equivalent to 32 credit hours of tuition and general fees per academic year. In return, participants provide technology support to faculty and university units. University Networking Systems and Services (UNSS) maintains the infrastructure that supports the university’s technology systems, ensures campus-wide internet access, and oversees the server environment that hosts institutional software and applications.

The South Dakota State University Economics Club is a chapter of the Student Section of the American Farm Economic Association, established in 1910. The Club adopted its constitution in 1955. Its three primary goals are to stimulate interest in Economics and related fields, foster cooperation and mutual support among students in the Social Sciences, and provide opportunities for broader connections between students and professionals in these areas. Membership includes students with a strong interest in Economics and allied Social Sciences, as well as graduate students and faculty involved in teaching, research, and extension within the Economics department.