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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 Division of Budget and Finance at South Dakota State University is responsible for overseeing the institution’s fiscal operations and ensuring financial accountability in support of the university’s academic and administrative mission. Operating under the policies and guidelines of the South Dakota Board of Regents, the division manages budget development, financial reporting, accounting, and related business functions essential to university operations.

Over time, the division has expanded to encompass a broad range of financial and administrative services. Its responsibilities include budget planning and administration; accounting and financial analysis; accounts payable and payroll; purchasing and property management; cashiering and card services; grant administration; institutional research; risk management; logo licensing; and student loan collections. The division also administers the university’s Banner finance system, which supports integrated financial management and reporting.

The Division of Budget and Finance provides financial oversight for major institutional initiatives and capital projects and supports long term fiscal planning and stewardship. Its work includes monitoring liquidity, assets, and net position, as well as coordinating activities related to bonds, investments, and special funds. Through these functions, the division plays a central role in maintaining the financial stability of South Dakota State University and supporting the efficient use of public and private resources.

Student affairs functions at South Dakota State University developed gradually as the institution expanded and student needs became more complex. Early student support services were informal and dispersed, but by the mid-20th century the university moved toward a centralized administrative structure. In February 1942, the South Dakota Board of Regents approved a reorganization that created a Junior and Senior College Division. The Junior College Division assumed responsibility for student personnel services, preparatory curricula, and terminal programs, with Raymond Y. Chapman appointed as director.

In 1949, the Junior College Division was discontinued and replaced by the Division of Student Personnel Services, again under Chapman’s leadership as dean. This division centralized oversight of student services that had previously reported directly to the president, consolidating administrative responsibilities and reducing institutional fragmentation. Until 1958, the dean guided policy and program development with input from the president, the Administrative Council, and a Committee on Student Personnel Services composed of senior student services staff. During the 1958–1960 biennium, the committee was dissolved and regular staff meetings were introduced to improve internal coordination.

As the university continued to grow, student services expanded in scope and complexity. In 1969, an associate dean was appointed in anticipation of Chapman’s retirement, and further reorganization followed in 1970 with updated procedures and new programs. A major restructuring in 1986 resulted in the division being renamed the Student Affairs Division, a designation that remains in use. Core responsibilities have included testing and counseling, orientation, student records, General Registration, financial aid, veterans’ services, student employment and placement, educational research, and counselor training, as well as oversight of New Student Week and coordination with housing, health services, admissions, and student activities.

The Division of Student Affairs later incorporated enrollment management functions, reflecting a broader institutional emphasis on recruitment, retention, and student success. Operating within the context of a land-grant university, the Division of Student Affairs and Enrollment Management supports student well-being, engagement, and development through programs and services designed to complement academic instruction and prepare students for professional and civic roles.

The Office of Information Technology at South Dakota State University provides technology services and infrastructure in support of the university’s academic, research, and administrative functions. The office encompasses multiple specialized units serving faculty, staff, and students across campus.

Administrative and Research Computing supports large scale research computing and institutional data systems. Classroom Technology Services manages technology enhanced classrooms and oversees the installation, maintenance, and upgrading of instructional equipment. The eSDSU Laptop Center provides students with access to educationally priced computer systems and technical support. Information Security develops and implements protocols to safeguard institutional data and systems.

Information Technology Operations coordinates daily IT services and administers programs that support faculty, staff, and students. Student Information Technology Services operates the Support Desk, maintains general use computer labs, and manages equipment loan and repair services. Instructional Design Services assists faculty with course design, distributed learning, and instructional technology integration. The Student Technology Fellows Program provides structured technology support to faculty and university units through student participation.

The Division of Technology and Security manages core cyberinfrastructure, including high performance computing systems, secured data storage, and campus networking. In 2014, the division secured National Science Foundation funding to establish a Science DMZ to enhance research data transfer. In 2018, a 100 gigabit research network was implemented to strengthen connectivity to regional and national research networks. Through these coordinated efforts, the office supports the university’s technological and research infrastructure.

The South Dakota State University Economics Club was organized as a chapter of the Student Section of the American Farm Economic Association, founded in 1910. The club adopted its constitution in 1955 and has maintained records of activity from 1951 through 2012. It was established to promote academic and professional engagement in economics and related social sciences.

The club’s stated goals are to stimulate interest in economics and allied fields, encourage cooperation and mutual support among students in the social sciences, and provide opportunities for interaction between students and professional staff. Membership has included undergraduate and graduate students with interests in economics, as well as faculty involved in teaching, research, and extension within the department.

The Eminent Farmer and Homemaker Program was established at South Dakota State University in 1927 to recognize outstanding leadership and service in agriculture and rural life. The first honorees were two South Dakota farmers selected following a campaign led by the Farmer magazine and the South Dakota Agricultural Extension Service. Their portraits were placed in Agricultural Hall on what became known as the “Wall of Fame,” and the recognition was conferred by action of the South Dakota Board of Regents. In 1928, the program expanded to honor women under the title Master Farm Homemaker, an initiative supported by The Farmer’s Wife magazine to highlight the importance of farm women in their homes and communities. In 1935, the title changed to Eminent Farm Homemaker, and women were formally recognized alongside male recipients by the Board of Regents. The designation later evolved to Eminent Homemaker.
In its early years, the honor included the granting of an honorary degree; by the 1950s, the terminology was clarified to distinguish the award from an academic honorary degree while preserving its significance. The program has been jointly administered by the College of Agriculture, Food and Environmental Sciences, the College of Education and Human Sciences, and the Cooperative Extension Service, with nominations reviewed annually and approved by the university president and the Board of Regents. In 2019, the program was renamed the Eminent Leaders in Agriculture, Family, and Community Award, reflecting a broader recognition of leadership across agricultural, family, and community spheres. Since 1927, more than 300 individuals have been honored for their contributions to South Dakota’s agricultural and civic life.

In the late 1960s, the South Dakota Legislature created the Office of the Commissioner of Higher Education and directed it to develop an Academic Master Plan to define the roles of the state’s public universities and improve efficiency. As part of this process, Committee D was charged with reviewing academic programs. In 1969, the committee recommended consolidating engineering education by transferring the South Dakota State University College of Engineering to the South Dakota School of Mines and Technology, citing anticipated cost savings.

The recommendation triggered intense opposition at SDSU and statewide. Faculty, students, alumni, and community members argued that eliminating engineering at SDSU would undermine the university’s land grant mission and long established academic strengths. The proposal generated extensive public debate, media coverage, and legislative activity, including efforts such as the Bibby Bill intended to preserve engineering education at SDSU. Between 1971 and 1972, the issue was widely discussed in Board of Regents meetings and the state legislature. Ultimately, the Board of Regents decided not to eliminate the College of Engineering at SDSU, making the controversy a defining episode that underscored institutional resilience and strong public support for maintaining engineering education in Brookings.

The mission of Engineering Extension is to assist the private and public sectors of the state with their technical needs for the purpose of economic development. These programs satisfy these needs: 1) Occupational safety and health surveys of the workplace for any South Dakota employers who request the service. 2) Training workshops and seminars to update skills regarding technical needs and to certify individuals who are required to work under specific government regulations (e.g. asbestos).

The Engineering Resource Center, established in 1986, serves the university, citizens, and industry in South Dakota through a combination of outreach and technology transfer programs. These programs are designed to be complementary, with knowledge gained from one often supporting or enhancing the others. The center's initiatives include Engineering Extension, the Office of Remote Sensing, the South Dakota Space Grant Consortium, the South Dakota Local Transportation Assistance Program, the University/Industry Technology Service, the Manufacturing Extension Partnership, and the Essential Networking and Training for Entrepreneurship (ENTRE) program.

The center undertakes projects directly or through interdisciplinary teams composed of students, university faculty, and external experts. It maintains an online expertise database to help identify faculty and industrial consultants, along with a separate database containing information on manufacturers and processors in South Dakota.

The South Dakota Space Grant Consortium, funded in part by NASA, includes South Dakota State University, the South Dakota School of Mines and Technology, Augustana College, and the EROS Data Center. Its goal is to foster interest in aerospace science among students and faculty and to encourage careers in related fields. The University/Industry Technology Service links university resources with industry, business, and government to solve technical problems and support economic development. The ENTRE program offers a ten-session course designed to help individuals explore and refine entrepreneurial ideas, promoting business development and economic growth across the state. The Office of Remote Sensing, established in 1969 as the Remote Sensing Institute with support from Senator Karl Mundt, uses multispectral imagery and geographic information systems for natural resource studies and mapping projects in South Dakota and beyond. It is supported by both state and federal funding.

The Ethel Austin Martin Program in Human Nutrition at South Dakota State University was established in 1997 through an endowment created by Dr. Ethel Austin Martin, a 1916 graduate of the university and a nationally recognized nutritionist. Dr. Martin completed graduate studies at Columbia University and the University of Chicago and served as Director of Nutrition Services for the National Dairy Council from 1929 until her retirement. Before her death in 1993, she established an endowment to create a permanent professorship in nutrition science at her alma mater. This vision was realized with the establishment of the Ethel Austin Martin Chair in Human Nutrition, first held by Dr. Bonny Specker.

The program was created to advance research and education in human nutrition through a multidisciplinary approach. It supports collaborative research projects, pilot studies, and partnerships with other departments and investigators, including work related to bone health and rural populations. Educational initiatives include formal coursework, visiting professorships, and the annual E.A. Martin Distinguished Lecture in Human Nutrition. The program also recognizes donor support through the Ethel Austin Martin Society.

South Dakota State University was established in 1881 as Dakota Agricultural College, with its first building completed in 1884. As the campus expanded through the early twentieth century, additional academic and administrative structures were constructed, including the Agricultural and Administration Building, later known as Morrill Hall, built between 1911 and 1918. Significant physical growth occurred during the mid twentieth century, particularly from the 1950s through the 1970s, as enrollment increased and the institution transitioned from a college to a university. Subsequent decades included continued development of academic, residential, and student facilities.

The Physical Plant was established as a service organization to support the university’s operations by maintaining buildings, grounds, and infrastructure. Funded through state appropriations and service charges, the unit provided building maintenance, custodial services, utilities operation, mail delivery, moving services, security, waste disposal, key and lock management, pest control, facilities engineering, event setup, and liaison services for construction and remodeling projects. In 2008, the Physical Plant was renamed Facilities and Services, continuing responsibility for the operation, maintenance, and development of the university’s physical environment.

The Faculty Association records document the establishment and development of the South Dakota State College (SDSC) Faculty Association from its founding in 1946 until its dissolution in the early 1970s. The organization was formed to promote unity and cooperation among faculty, administration, and the South Dakota Board of Regents. According to its original constitution, the Faculty Association aimed to establish procedures for carrying out faculty duties and responsibilities, facilitate communication, and elect faculty representatives.

Membership included all faculty members holding the rank of instructor or higher. Although the Faculty Association did not function as a decision-making body, it served as a forum for addressing general faculty welfare concerns. It also elected up to five representatives to the President’s Administrative Council, the institution's main administrative policymaking body.

In the late 1960s, following a faculty vote to establish an Academic Senate, the Faculty Association’s role began to diminish. It continued to meet during the transition but ceased functioning entirely after 1972.

Faculty meetings were a longstanding tradition at South Dakota State University, regularly convened by the university president to share information on campus and external developments. In the institution’s early years, these meetings also served as forums for faculty decision-making on policies and procedures. As the university expanded, it became increasingly difficult to conduct such comprehensive meetings, prompting the creation of more formal administrative bodies such as the Council of Deans. Faculty meetings continued but shifted toward a primarily informational function.

By the late 1940s, faculty expressed a need for more structured representation beyond informational meetings. The Faculty Association emerged to serve as an advocacy group for faculty interests. In the mid-1960s, the formation of the Academic Senate further formalized faculty governance. President Emeritus H.M. Briggs characterized later faculty meetings as resembling town hall gatherings—open to all faculty, optional in attendance, and informal in structure. By the early 1970s, these meetings transitioned from a monthly schedule to being held once per semester or on an as-needed basis.

South Dakota State University has a long-standing tradition of faculty governance. In 1946, faculty established the Faculty Association to advocate for faculty interests and welfare. While not a formal decision-making body, the association played a consultative role in shaping university policies. By the mid-1960s, faculty sought a more formal role in institutional governance. Following extensive discussion, they voted to establish an Academic Senate, which was implemented in 1970. The Faculty Association facilitated the transition and formally disbanded in 1972.

The Academic Senate was created to serve as a representative body for faculty, researchers, campus-based extension specialists, and non-teaching professional staff. While similar bodies exist at other institutions, the SDSU Academic Senate is distinct in its composition, scope, and authority.

As an elected body, the Academic Senate represents faculty interests, promotes institutional improvement, facilitates communication, and contributes to the development of university policies. It holds constitutional authority for formulating and approving policies related to academic, faculty, student, and internal senate affairs, within the constraints of state law and Board of Regents regulations.

The Faculty Women’s Club at South Dakota State College was organized in the early twentieth century at the invitation of Mrs. Elwood C. Perisho, wife of the college president. Created to strengthen connections among female faculty members, faculty wives, and women students, the club combined social fellowship with practical service to the campus community.

Its early structure included four standing committees: Student Loan Fund, Extension, Hospital Bed, and Faculty Mother. The Extension Committee organized programs and promoted the college to prospective students. The Hospital Bed Committee responded to the lack of a formal campus health service. The Faculty Mother Committee paired faculty housewives with women students for informal mentorship, a practice later replaced by a Courtesy Committee. By 1926, the club’s primary committees were Student Loan, Courtesy, and Calling, with the Student Loan Committee becoming central to the organization’s mission. Through teas, benefits, bake sales, concessions, and graduation collections, members raised funds to provide small, low-interest loans to students.

Beyond campus, the club participated in civic improvement efforts in Brookings. Members worked with the Civic League to advocate for municipal services such as garbage disposal and depot beautification, and they established a student employment center to connect students with local domestic work opportunities. During the 1930s, the club focused on preserving and strengthening its loan fund while expanding its programming to include lectures on international affairs and travel. Members also supported the formation of the Girl Scouts locally and assisted underprivileged children, in addition to hosting visitors during major campus events.

During World War II, the club contributed to national relief efforts through Red Cross work, the assembly of kit bags, and the purchase of war bonds and stamps. It also welcomed the wives of Army Administration School participants and formed interest groups centered on activities such as needlework, dramatics, book discussions, and recreation. A Newcomers Club provided temporary membership for new faculty families.

In the postwar decades, the organization continued to adapt. In 1953–1954, members endorsed the development of an art center and museum on campus, establishing a building fund and contributing sustained financial support through the 1960s. The club’s independent student loan fund was eventually merged with the university’s broader financial aid program. By the 1970s, interest groups expanded to include horticulture, gourmet cooking, and antiques, and regular monthly meetings gave way to fewer annual gatherings. Scholarship administration transitioned to the university’s financial aid office in the 1980s.

Reflecting broader institutional and social change, the organization evolved in the 1990s and, by the late decade, became the SDSU Club, opening membership to men and redefining its identity within the university community.

The South Dakota State University Foundation was established in 1945–1946 as an independent, nonprofit organization to support the university through private philanthropy. Its creation was prompted in part by the need to secure external funding for research initiatives, including work associated with Professor E. L. Erickson. Organized as a 501(c)(3) entity, the Foundation developed as the primary private funding partner for South Dakota State University, separate from state appropriations and tuition revenue.

Over time, the Foundation expanded its role to manage endowed funds, administer scholarships, and support academic programs, faculty initiatives, and capital projects. Governed by a Board of Governors and a large Council of Trustees, it oversaw a growing endowment and coordinated major fundraising efforts, including comprehensive capital campaigns. In 2017, the Foundation and the SDSU Alumni Association began co-locating operations, reflecting increased coordination between advancement and alumni engagement. This collaboration culminated in a formal consolidation effective January 1, 2026, creating the SDSU Alumni & Foundation, which unified fundraising and alumni relations functions under a single organizational structure to support the university’s long-term development.

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.

Graduate education at South Dakota State University developed gradually prior to the formal establishment of the Graduate School. The university awarded its first Master of Science degree in 1891, and graduate instruction expanded under the supervision of a faculty committee for several decades. In 1957, graduate work was organized into a centralized Graduate School to provide consistent oversight, standards, and administration. The following year, the university awarded its first Master of Education and Doctor of Philosophy degrees, marking a significant expansion of advanced academic offerings.

The Graduate School operates as a unified administrative unit without departments, coordinating graduate education across the university’s academic colleges. It supports master’s and doctoral programs in a wide range of disciplines, with particular emphasis on agriculture, engineering, natural sciences, nursing, pharmacy, and related applied fields aligned with the land grant mission. Doctoral programs were established in selected disciplines, including agronomy, animal science, biological sciences, chemistry, sociology, and atmospheric, environmental, and water resources. Over time, graduate curricula were refined, including the discontinuation of the Master of Science Teaching degree in 1996.

Governance of graduate education is vested in the Graduate Faculty, composed of university administrators, deans, department heads, and selected faculty members based on training and experience. This body establishes policies and academic standards and authorizes faculty to teach graduate courses, advise students, and serve on examining committees. The Graduate School’s history reflects a sustained commitment to advanced education, scholarly inquiry, and research in support of professional leadership, scientific advancement, and service to South Dakota and the region.

Greek life at South Dakota State University has been present on campus for more than a century and has developed through the formation of fraternities, sororities, and governing councils. The Inter Fraternity Council was established in 1924 to provide coordination and oversight for fraternity chapters. In 1949, Alpha Delta Pi became the first sorority established on campus. Over time, the fraternity and sorority system expanded, and governance evolved to include both the Interfraternity Council and the College Panhellenic Association, which oversee recruitment, policy development, and programming for their respective chapters.

The Greek Council serves as the central governing body for the fraternity and sorority community, developing policies, promoting academic standards and leadership development, and coordinating campus wide initiatives such as Greek Week and philanthropic activities. Through its organizational structure and council system, Greek life has remained an established component of student involvement and campus life at the university.

Dr. Helen Johnson Van Zante, a Brookings County native and 1920s mathematics graduate of South Dakota State College, established the Van Zante Endowment to support the visual arts at her alma mater. A physicist by training and a pioneering developer of the microwave oven, Van Zante also maintained a lifelong passion for studio art, inspired by SDSC professor Ada B. Caldwell. In 1987, following a retrospective of her paintings at the Ritz Gallery, she donated her personal art collection to the Department of Visual Arts and received an honorary doctorate. The following year, she was recognized as a Centennial Alumni by the South Dakota Board of Regents.

The endowment she created funds visiting professorships and design forums with an emphasis on interior design, housing, and visual arts. These initiatives are jointly supported by the Department of Visual Arts and the College of Family and Consumer Sciences. Since its inception, the Van Zante Endowment has enriched SDSU’s academic and cultural environment by bringing nationally recognized artists and designers to campus for lectures, exhibitions, and student engagement.

Hobo Day is the homecoming celebration of South Dakota State University and features a parade through campus and downtown Brookings, a Jackrabbits football game, and longstanding university traditions. The first Hobo Day was held on November 2, 1912. The event has developed into the largest one day celebration in South Dakota and serves as a central occasion for alumni to return to the university for athletic events and campus activities. Over time, Hobo Day has become an enduring part of South Dakota State University’s institutional history and student life.

The Home Economics Club was composed of students interested in both professional home economics and homemaking. Operating under its own constitution, the club was affiliated with the State Home Economics Association and the American Home Economics Association (now the American Association of Family and Consumer Sciences). Its primary purpose was to foster friendships among students and faculty in the College of Home Economics while promoting professional development and interests. Club activities aimed to support the organization’s goals, enhance members’ knowledge and skills, broaden cultural awareness, and provide professional and social experience benefiting the community, school, and nation.

The Human Resources Office at South Dakota State University developed from earlier personnel administration functions established to manage employment and employee records. Originally known as the Department of Personnel Services, the unit was renamed the Human Resources Office in 2003 to reflect its expanded responsibilities.

The office oversees employment processes, compensation, fringe benefits, staff training, and records management for university employees. It provides consultation and guidance to supervisors and staff and ensures compliance with South Dakota Board of Regents policies and applicable state and federal regulations. Responsibilities include administration of provisions related to the Americans with Disabilities Act, the Fair Labor Standards Act, and the Family and Medical Leave Act, as well as determinations related to overtime eligibility and other employment standards.

The Office of International Affairs at South Dakota State University was established in 1988 as the Office of International Programs to coordinate and promote international engagement across the institution. The unit was first directed by Dr. David Hilderbrand, during whose tenure the university signed its initial international exchange agreements with institutions in China, South Korea, and England. In November 1993, Harriet Swedlund became Acting Director and was appointed Director in May 1994, serving until fall 2003. Under her leadership, the office expanded international student and faculty exchanges and developed partnerships with multiple institutions as well as participation in the College Consortium for International Studies and the Cooperative Center for Study Abroad. In September 2005, the office was renamed the Office of International Affairs to reflect its expanded scope.

The office serves as the administrative unit responsible for initiating, coordinating, and managing international programs. Its responsibilities include international undergraduate admissions, services for international students and scholars, immigration advising, study abroad planning, and the management of international agreements. The office also fosters campus and community engagement related to global initiatives and maintains administrative records documenting its activities.

Intercollegiate athletics at South Dakota State University began in the late nineteenth century, with football organized in 1885 and other activities such as baseball and track and field developing soon thereafter. Early athletic programs were largely student led, as administrative oversight and professional coaching were limited. Competition initially consisted of intramural contests and occasional intercollegiate events that often accompanied broader academic gatherings.

In 1905, following a football game, a newspaper account described the team as “quick as jackrabbits,” a nickname that was subsequently adopted as the university’s mascot. In 1922, South Dakota State College became a founding member of the North Central Conference, with faculty member Dr. Harry Severin serving as conference secretary for four decades. The university competed in the North Central Conference for much of the twentieth century before transitioning to NCAA Division I competition beginning with the 2008–09 academic year. Since that transition, South Dakota State has competed in Division I conferences including the Summit League and the Missouri Valley Football Conference, expanding its intercollegiate athletic programs and facilities.

The South Dakota State University Rodeo Club was organized in October 1952 when approximately 50 students met in the campus Stock Judging Pavilion to establish a collegiate rodeo team. In its first year, members began competing through the National Intercollegiate Rodeo Association within what is now the Great Plains Region. The inaugural Jackrabbit Stampede Rodeo was held May 20–21, 1953, in Clear Lake, South Dakota, marking the beginning of one of the university’s longest running athletic traditions.

The Stampede relocated to Rapid City in 1954, was suspended in 1955, and resumed in 1956, continuing annually thereafter. In 1956, the rodeo program began a longstanding partnership with the Sutton family, who provided livestock and equipment for competitions. With their assistance, the Rodeo Club constructed its first on-campus arena in 1958 using salvaged and donated materials. During the 1960s, designated rodeo grounds were established west of the Animal Science Arena for practice and competition. While competition later moved to indoor venues to accommodate weather and attendance needs, the grounds have remained in use for outdoor practice.

Each spring, the Jackrabbit Stampede draws competitors from across the Great Plains Region and is sanctioned by the National Intercollegiate Rodeo Association. The event has received regional recognition multiple times and remains a central component of the university’s rodeo program. Since its founding, the program has included more than 1,200 participants and has produced numerous qualifiers for the College National Finals Rodeo. The SDSU rodeo program continues to operate within the structure of regional and national intercollegiate rodeo competition.

The first catalog of South Dakota State University included a proposed engineering curriculum. A full course of study was outlined, and by 1891, the university’s two graduates were both engineering students. Early instruction focused on civil and mechanical engineering, while electrical engineering was taught through the Department of Physics, briefly known as the Department of Physics and Electrical Engineering. By 1900, growing enrollment led to the creation of separate departments for civil, mechanical, and electrical engineering.

In 1924, the university reorganized into five divisions—precursors to modern colleges. The Engineering Division offered degrees in civil, mechanical, and electrical engineering. Physics and mathematics were housed in the General Science Division, while agricultural engineering was initially in the Agriculture Division. All eventually became part of the Engineering Division, now the College of Engineering.

In 1976, due to declining enrollment and budget concerns, the South Dakota Board of Regents proposed consolidating engineering education at the South Dakota School of Mines in Rapid City. The proposal, known on campus as the Engineering Controversy, was never implemented but generated significant opposition and renewed support for the College of Engineering at SDSU.

In 1986, the College established the Engineering and Environmental Research Center to serve the university, industry, and citizens of South Dakota. The center launched several initiatives, including the Engineering Extension Service, the Office of Remote Sensing, the South Dakota Local Transportation Assistance Program, the University/Industry Technology Service, and the Manufacturing Extension Partnership.

Jerome J. Lohr, who enrolled in 1955 as a civil engineering student, has had a lasting impact on the College of Engineering through his leadership, philanthropy, and advocacy. In recognition, the South Dakota Board of Regents approved renaming the college the Jerome J. Lohr College of Engineering on June 20, 2013.

The Latin American Area Studies Program was first introduced in the 1976–78 general catalog and has remained largely consistent in focus since its inception.

The program is designed to allow students to pursue interdisciplinary studies across colleges and departments, combining Spanish language instruction with coordinated coursework on the geography, culture, socio-economics, and politics of Latin American countries.

Primarily vocational in nature, the program is intended for students seeking a Latin American emphasis alongside a disciplinary major in areas such as history, economics, political science, geography, anthropology, Spanish American literature, sociology, or professional fields like Food and Nutrition or Agronomy.

The program prepares students for careers in agriculture, family and consumer sciences, nursing, international business, the Foreign Service, the Peace Corps, and roles with government agencies, the United Nations, or private companies engaged in Latin America. It also fosters improved communication and understanding between Latin America and the United States.

Little International is a two-day agricultural exposition planned, organized, and managed by students at South Dakota State University. Recognized as the largest student-run two-day agricultural event in the country, it offers high school and college students the opportunity to compete in livestock judging, showmanship, and fitting contests.

The event has been held annually since 1921, with only three cancellations: in 1926 due to a Scarlet Fever epidemic, and in 1944–1945 during World War II. Modeled after the Chicago International Livestock Exposition, the first Little International took place in what is now the Agricultural Heritage Museum. It was relocated to the Intramural Building in 1952 and has been held in the Animal Science Arena since 1977.

In the week leading up to the exposition, student staff transform the Arena by constructing the iconic red barn and white fence, setting up bleachers, and preparing the green-dyed wood chips for the show ring. Each staff member is responsible for fulfilling the duties of their assigned committee, which may involve organizing contests, managing livestock, or coordinating the event schedule.

Little International provides a dynamic, hands-on learning environment that helps students develop technical skills, time management, responsibility, and leadership. It also fosters camaraderie, school spirit, and networking among participants, making it a hallmark experience for students pursuing careers in agriculture.

The Department of Electrical Engineering and Computer Science at South Dakota State University traces its origins to early instruction in electrical engineering, which began in 1899 within the physics curriculum. A separate Department of Electrical Engineering was formally established in 1909. In 1968, the department launched the Center for Power System Studies (CPSS) to strengthen collaboration between the university and the regional power industry.

Computer Science developed as a distinct discipline in the early 1980s, beginning with the introduction of a minor in 1980 and the formation of a standalone department soon afterward. The university introduced a bachelor's degree in computer science in 1983, followed by a graduate program in 1991. In 2003, the departments of Electrical Engineering and Computer Science were merged, forming the Department of Electrical Engineering and Computer Science. A software engineering program was added at that time but discontinued in 2011 due to budget constraints.

1980s, leading to undergraduate and graduate degree programs and the merger of the Electrical Engineering and Computer Science departments in 2003. In 2017, the department became part of the Jerome J. Lohr College of Engineering and was later named the McComish Department of Electrical Engineering and Computer Science following a $5 million endowment by alumni Richard and Karen McComish. The department offers undergraduate degrees in electrical engineering and computer science and continues to support industry-focused initiatives through CPSS while maintaining its longstanding role in engineering education at SDSU.

The Miltonian Literary Society was one of the earliest student organizations at South Dakota State University. Originally founded as the Lyceum Club in the early 1880s with male-only membership, it split in 1887 to form the coeducational Athenian Literary Society. In 1892, the Lyceum Club reorganized under a new charter as the Miltonian Literary Society. The group focused on developing forensic, dramatic, and social skills through debates, oratory, extemporaneous speaking, dramatic readings, and one-act plays. The society remained active until the early 1930s.

Instruction in general economics at South Dakota State College began under the name of political economy. It was later integrated with history and philosophy before becoming an independent discipline in 1921 with the establishment of the Department of Farm Economics. The department focused on teaching, research, and extension, and over time, became a leader in the scientific study of South Dakota's economic issues.

As noted in the 1996–1998 Undergraduate Bulletin, the Economics Department prepares students to apply economic principles and analytical techniques to decision-making in areas such as agricultural business, agricultural economics, and general economics. The curriculum emphasizes core economic concepts, equipping students to understand the complexities of the economic and business environment and to pursue graduate study in fields such as economics, agricultural economics, business administration, management, finance, and law.

The department offers Bachelor of Science degrees in agricultural business and agricultural economics through the College of Agriculture and Biological Sciences, and a Bachelor of Science in economics through the College of Arts and Sciences, with an optional emphasis in business economics. Minors are available in accounting, agricultural business, agricultural marketing, and economics. These programs prepare students for careers in farm and ranch management, agricultural finance, agribusiness, banking, business management, sales, marketing, government service, and related fields.

The Non-Traditional Student Club aimed to foster a community for individuals interested in lifelong learning. Its goals included expanding educational opportunities for a diverse student population, promoting the exchange of experiences among members with varied backgrounds, and providing support and information to anyone pursuing educational opportunities at South Dakota State University. Membership was open to all students interested in lifelong learning, with associate membership available to university staff and prospective students.

The Non-Traditional Student Program Office supported students who had experienced a break in their education or who were older than traditional college-age students. The office provided advising services, access to a dedicated lounge, and opportunities for involvement through the Non-Traditional Students Club. Both the program and the club were formalized in the mid-1970s, with the office serving as the coordinating body for the club, which was officially established in April 1976.

The Office of Diversity Enhancement at South Dakota State University, formerly known as the Office of Diversity and Equal Opportunity, was established to support institutional efforts related to equal opportunity and campus climate. The office advises the university community and develops programming intended to promote diversity in teaching, learning, and cultural engagement.

The office collaborates with units such as Admissions on minority student recruitment and with Human Resources on equal opportunity matters. It has coordinated initiatives and events, including the annual Festival of Cultures, and has served as a resource for students, faculty, and staff. In alignment with policy direction from the South Dakota Board of Regents, institutional language and organizational structures related to diversity initiatives have evolved over time.

Before 1960, academic programs and related matters at South Dakota State College were managed independently by departments and offices. As responsibilities expanded, the position of Dean of Academic Affairs was established in 1960 to centralize oversight. In 1973, the title was changed to Vice President for Academic Affairs, reflecting the position’s elevated role. Simultaneously, the Vice President for Administration (formerly Assistant to the President) was created to oversee non-academic administrative functions.

The Vice President for Academic Affairs, serving as the university’s chief academic officer, reports directly to the president. All college deans—including those from Arts and Sciences, Agriculture and Biological Sciences, Family and Consumer Sciences, Engineering, Nursing, Pharmacy, General Registration, Education and Counseling, the Graduate School, and the Library—report to this office.

Key responsibilities include oversight of curriculum development, faculty affairs, scholarship standards, academic advising, honorary degrees, and appeals related to academic integrity. The office plays a central role in establishing and maintaining the university’s academic policies and standards.

.The Admissions Office at South Dakota State University originated in the institution’s early years following its establishment as Dakota Agricultural College in 1881. Initial admissions efforts in the late nineteenth century consisted primarily of catalog announcements and student classification records that outlined academic offerings and enrollment procedures. By the early twentieth century, the office began issuing more formal informational circulars and recruitment publications. Materials such as the Announcements for South Dakota Agricultural College (1894–1895) and student classification records (1890–1902) document these early processes.

During the mid to late twentieth century, admissions activities expanded to include viewbooks, fact sheets, and coordinated recruitment campaigns. Publications such as the SDSC View Book (1935), You Can Attend SDSC (undated), and later You Can Go Anywhere from Here! (2002, 2005) reflect changes in outreach strategies. By the early twenty first century, the office incorporated orientation programming, campus visit events, early registration materials, and digital communication tools into its operations. These developments illustrate the evolution of admissions practices alongside the broader growth and administrative development of the university.

South Dakota State University has maintained a long standing commitment to extending educational opportunities beyond the main campus through outreach, continuing education, and distance learning. These efforts developed to support working professionals, place bound students, and others seeking flexible access to university programs. Over time, off campus instruction expanded to include credit and non credit courses, workshops, conferences, short courses, and professional development offerings delivered through on site and distance formats.

Continuing and Distance Education evolved through several administrative structures. Previously known as Outreach Programming and later the Division of Lifelong Learning and Outreach, these functions were placed under the College of General Registration in 2000. In 2007, the Office of Continuing and Extending Education was established as an independent administrative unit with responsibility for coordinating off campus educational programs and overseeing distance education, including internet based courses and Digital Dakota Network offerings. Outreach sites have included the University Center in Sioux Falls, the West River Graduate Center in Rapid City, the Capital University Center in Pierre, and partnerships with institutions such as Lake Area Technical Institute in Watertown.

The office coordinates state and self supported programs that align with the university’s land grant mission by delivering educational services statewide and beyond. Programs and services have included continuing education units, professional development and certification programs, Nursing RN Upward Mobility, University Week for Women, tax update workshops, and discipline specific training in areas such as nursing and agriculture. These activities reflect the university’s role in supporting lifelong learning, workforce development, and access to higher education through flexible delivery models.

The Environmental Health and Safety Office at South Dakota State University supports a safe learning and working environment for faculty, staff, and students. The office assists campus departments in evaluating safety conditions and implements regulatory codes applicable to teaching, research, and operational activities.

Environmental Health and Safety oversees programs related to laboratory and occupational safety, hazardous materials management, radioactive materials, respiratory protection, personal protective equipment, and chemical hygiene. The office ensures compliance with applicable federal and state regulations, including standards issued by the Environmental Protection Agency, Occupational Safety and Health Administration, and Nuclear Regulatory Commission. Through policy development, training, consultation, and oversight, the department promotes regulatory compliance, risk management, and environmental stewardship across the university.

The Financial Aid Office at South Dakota State University administers student financial assistance programs and maintains records documenting the development of aid services at the institution. While the university was established in 1881, the expansion of federally supported student aid followed the passage of the Higher Education Act of 1965, which formalized many of the programs administered by the office. Over time, the office’s responsibilities evolved from managing institutional scholarships and awards to coordinating federal, state, and agency based assistance programs.

The office administers federal and state aid, institutional scholarships, and awards from government agencies including the Bureau of Indian Affairs, Veterans Administration, and Vocational Rehabilitation. It determines students’ educational costs and oversees the distribution of financial assistance to a substantial portion of the student body. Archival records document scholarship information, student assistance programs, and related administrative activities, reflecting the office’s role in supporting student access to higher education.

The Office of Institutional Research and Assessment at South Dakota State University developed in the mid twentieth century in response to the need for coordinated institutional data and structured planning. Reporting to the Office of the Provost and Vice President for Academic Affairs, the office is led by a director and supported by professional staff. Its responsibilities include the management of institutional data, coordination of university wide assessment initiatives, accreditation reporting, and compliance activities. The office prepares institutional reports such as Factbooks, peer comparison data, IPEDS submissions, and Common Data Sets, and provides data in support of strategic planning initiatives, including Imagine 2023.

The office administers and coordinates assessment activities at multiple levels. Freshman placement is determined through ACT or COMPASS scores, and the office facilitates participation in the Cooperative Institutional Research Program. Departments administer the Collegiate Assessment of Academic Proficiency as required by the State Board of Regents. The office collects departmental assessment plans and graduating senior exit evaluation summaries for central review and analysis. Additional services include operating a testing center for national and Regents examinations, administering and proctoring exams, designing and analyzing surveys, processing instructor evaluations, and providing consultation on assessment practices.

The Office of Multicultural Affairs at South Dakota State University was established to develop and coordinate initiatives that supported multiculturalism and student success within the university community. The office promoted inclusive social, cultural, educational, and recreational opportunities and provided services designed to enhance the academic experience of students from underrepresented backgrounds. Its responsibilities included student success advising, leadership development, coordination of multicultural programming, and collaboration in recruitment efforts focused on minority student populations.

The office administered programs such as the Minority Student Orientation and the Minority Peer Mentor Program, which paired incoming students with upper class mentors to support academic transition and campus engagement. It also managed the National Student Exchange program and worked closely with cultural student organizations, including the African Students’ Association, Black Student Alliance, Native American Club, and various international student groups. In response to policy direction from the South Dakota Board of Regents, the office’s structure and designation evolved, transitioning toward a model focused on Student Connection and Engagement while maintaining support services for students and campus programming related to cultural awareness and community development.

The Office of Records and Registration at South Dakota State University has served as the custodian of official academic records since the institution’s early years following its establishment as Dakota Agricultural College in 1881. Archival records of the office span 1884 to 2011 and document its longstanding responsibility for maintaining student enrollment data, academic histories, and institutional reporting. Historically, the office managed registration procedures, preserved official student records, and ensured compliance with academic policies as the university developed.

The office maintains records of enrollment, biographical data, grades, credits, and degrees awarded. It oversees course registration, assesses tuition and fees, issues transcripts upon written request, processes enrollment verifications, and monitors athletic eligibility. Additional responsibilities include preparing semester course schedules, assigning classrooms, providing enrollment and academic performance reports, coordinating graduation clearance with college deans, managing candidate lists, and assisting with commencement ceremonies. Over time, its record keeping practices have transitioned from manual systems to online registration and transcript services.

The Office of the President oversees the general administration of the university. In addition to various administrative responsibilities, the president prepares an annual report for the Board of Regents. This report typically includes updates on current and past university affairs, policies, and future plans.

Historically, the president managed most administrative functions and often held a faculty position. As the university’s operations grew more complex, these responsibilities were increasingly delegated to other administrators. The president is appointed by the Board of Regents.

Theodore Schultz was the only graduate of South Dakota State University to receive a Nobel Prize. He was awarded the Nobel Prize in Economics in 1979 for his groundbreaking work on the theory of investing in human capital. To honor this achievement, a planning committee was established to organize a series of campus events and activities celebrating Dr. Schultz’s legacy and scholarly impact.

The Plant Science Department at South Dakota State University was established in 1969 through the merger of the Agronomy and Plant Pathology Departments. In 1979, entomologists were added when the Entomology and Zoology Department was dissolved. Thus, the department’s history reflects the evolution of these three academic areas.

Agronomy instruction began in 1888, with early field trials conducted through the Agricultural Experiment Station. Initially part of the Geology and Agronomy Department, agronomy became an independent department in 1902. Over the decades, the department developed strengths in plant breeding, crop and soil science, and seed variety research and instruction.

Plant pathology followed a similar trajectory, with early instruction offered under the Botany Department. The department underwent multiple name changes—reflecting its evolving focus—before officially becoming the Plant Pathology Department in 1950. Research was primarily conducted through the Agricultural Experiment Station.

The Entomology and Zoology Department existed from 1920 to 1979, though courses in these areas were offered as early as 1887. Scientific investigations began in 1888 under the Agricultural Experiment Station. The department shifted from the General Science Division to the Agriculture Division in 1925. From 1938 to 1963, wildlife management courses were included before becoming a separate area. When the department was dissolved in 1979, entomology joined Plant Science, while zoology moved to Biology.

In 2011, the Plant Science Department merged with the Department of Horticulture, Forestry, Landscape and Parks. The department’s expertise now includes agronomy, entomology, genetics, horticulture, landscape architecture, plant pathology, plant physiology, soil science, and weed science. It offers B.S. degrees in Agronomy, Horticulture, and Landscape Architecture, as well as M.S. and Ph.D. programs in Agronomy and Biological Science. The department consistently ranks among the top at SDSU for research expenditures and productivity.

Facilities span six campus buildings, housing laboratories, greenhouses, seed facilities, and the functional genomics core. Additional resources include the SDSU Seed Testing Laboratory, Plant Diagnostics Clinic, Seed Certification, and Foundation Seed Stocks Division. Research is also conducted at three nearby research farms and four statewide research stations. Field Specialists are based in six regional extension offices. The department’s newest facility is the McCrory Gardens Education and Outreach Center.

The Publications Council served as the advisory body for all student publications at South Dakota State College. Its membership consisted of two faculty members appointed by the university president, the student editors and business managers of The Collegian and the Jackrabbit, representatives from other recognized student publications, and additional members selected by the Board of Control. The Council oversaw the operations of The Collegian and the Jackrabbit and exercised supervisory authority over other student publications in accordance with the student constitution.

Individuals, groups, or organizations seeking to initiate a new publication or program were required to obtain the Council’s approval. Working jointly with the Board of Control, the Council regulated the types of advertising permitted in all student publications. Its duties also included recommending engravers for the Jackrabbit and approving related contractual agreements.

The Council was responsible for nominating and recommending candidates for the positions of business manager and managing editor of the Jackrabbit and The Collegian. Applicants, typically rising juniors or seniors, submitted written applications. Candidates for editor of The Collegian were required to submit at least three original editorials and three news articles and have a minimum of one year of experience on the newspaper staff. All applicants were required to meet the academic standards of the college. The Council forwarded two candidates for each position to the Board of Control, which made the final appointments. It also advised the Board on staff salary recommendations for the publications under its jurisdiction.

The Publications Council appears to have been dissolved around 1970. Its advisory functions are now carried out by the Media Council, which provides support and oversight for The Collegian, the Jackrabbit yearbook, and KSDJ Radio Station.

The Reel Images Film Society at South Dakota State University emerged from a shared interest in bringing independent, international, and historically significant cinema to campus audiences. Formed by a coalition of faculty, staff, students, and members of the Brookings community, the society was established to expand film culture beyond mainstream commercial offerings. Its founders recognized that many important works of cinema, particularly foreign films, documentaries, experimental works, and classic titles, were rarely screened in local theaters or readily available through conventional distribution channels. Reel Images was created to fill that gap.

From its inception, the society adopted a format centered on curated programming. During each academic year, Reel Images presents one film per month, typically organized around an annual theme. Themes have provided intellectual cohesion to the series, linking films by genre, director, cultural region, historical period, or social issue. This thematic structure reflects the university’s broader academic mission by encouraging critical engagement, interdisciplinary discussion, and exposure to diverse artistic perspectives.

Screenings are open not only to the university community but also to residents of Brookings and the surrounding region, reinforcing the land-grant commitment to public cultural enrichment. By consistently featuring films that challenge, inform, and broaden aesthetic experience, the Reel Images Film Society has contributed to the cultural life of South Dakota State University and strengthened connections between campus and community through shared cinematic exploration.

The Remnant Trust is a public educational foundation dedicated to sharing a growing collection of original and first edition works that explore the themes of liberty and dignity, with some volumes dating as early as 1250. In the fall semester of 2005, South Dakota State University hosted a loan of fifty titles from the Remnant Trust. These rare volumes were housed in the SDSU Archives & Special Collections within the Hilton M. Briggs Library. The initiative emphasized direct engagement with historical texts, encouraging students, faculty, scholars, and the public to touch, feel, and read the original works. This hands-on approach reflected the Trust's mission to make historical materials accessible and to foster a deeper understanding of the philosophical foundations of freedom and human rights.

The loan of these materials to SDSU marked a significant academic and cultural enrichment for the university community. By providing access to primary source texts spanning centuries, the collaboration promoted intellectual curiosity, historical inquiry, and public scholarship.

Residential life at South Dakota State University began in the 1880s when early students resided in unfinished campus buildings. By the early twentieth century, structured housing emerged to accommodate students enrolled in programs such as the School of Agriculture, which required on campus residence for portions of the academic year. Following World War II, significant enrollment growth led the university to expand housing through the use of converted military barracks and temporary structures in an area known as College Grove. These facilities housed veterans and their families until they were gradually removed between 1961 and 1975 and replaced with permanent residence halls, including Harding Hall and Lowry Hall.

The Department of Residential Life oversees on campus housing and food service operations. Residence halls function as living learning communities intended to support academic and social development. Unmarried students are generally required to reside in university housing and participate in a meal plan unless they meet specified enrollment or age criteria. The department also manages family housing, selected apartment units, and University Food Service operations, including meal plan administration and dining services for students, faculty, and staff.

The Scholastic Standards Committee at South Dakota State University served as a central body in the development and oversight of academic policy during the mid-twentieth century, with its most active period spanning approximately 1956 to 1967. Operating as an advisory committee to the Dean of Academic Affairs, the committee played a key role in shaping institutional standards during a time of enrollment growth and curricular expansion.

Its primary responsibilities included reviewing and approving new curricula and course changes, recommending graduation requirements, establishing minimum standards for communication skills, and setting policies governing student academic probation. The committee also addressed policies related to student conduct in academic settings, including regulations for student travel and other activities connected to coursework. Through these functions, the committee contributed to maintaining academic rigor and consistency across departments.

The work of the Scholastic Standards Committee formed part of a broader framework of faculty governance at SDSU. Alongside related bodies, such as the Committee on Scholastic Affairs, it reflected the university’s ongoing efforts to formalize academic procedures, clarify standards, and balance administrative oversight with faculty input in matters of curriculum and student achievement.

From 1908 to 1960, the South Dakota School of Agriculture at Brookings provided practical, vocational education to young men and women across South Dakota. Operating on the campus of South Dakota tate College, the school offered a five-month academic year focused on vocational agriculture and home economics, while still including standard subjects such as English and arithmetic. Students, known as Aggies, participated in extracurricular activities, including publishing a school newspaper, and often balanced their education with work or family responsibilities during the remaining seven months of the year.

In its early years, the school attracted strong enrollment from rural students, many of whom were older than traditional high school age and lacked access to nearby secondary schools. The short academic term and residential model appealed to students who lived far from established public high schools.

The passage of the Smith-Hughes Act of 1917, which funded vocational programs in public schools, contributed to a gradual decline in enrollment. The establishment of more high schools throughout South Dakota further reduced the demand for the School of Agriculture. In the post-World War II era, the school shifted focus to offering agricultural certificates akin to associate degrees. By the early 1950s, home economics courses were phased out, and female enrollment dropped significantly.

Despite maintaining agricultural offerings, declining student numbers led South Dakota State College to discontinue the high school-level curriculum in 1959. The school was officially closed in June 1960, after the final class graduated. Its closure marked the end of a transitional institution that had long served rural South Dakota youth at a time when access to secondary education was limited.

The first journalism course at South Dakota State College was offered in 1908, 27 years after the college's founding, during a period when journalism programs were emerging in many Midwestern state universities. In 1919, the School of Printing was established, and in 1924, Journalism Professor Charles D. Byrne, later Chancellor of Higher Education for Oregon, merged the journalism and printing departments to form the Department of Printing and Rural Journalism.

In the 1930s and 1940s, the department offered a two-year printing program combined with three additional years of journalism, resulting in a Bachelor of Science in Printing and Rural Journalism (PRJ). The department achieved accreditation in 1948, the first year of national journalism accreditation. South Dakota State College was the first department to be visited by an accrediting team and recommended for accreditation, according to Dean Earl English of the University of Missouri School of Journalism. In 1951, under department head George Phillips, the current building was dedicated.

In 1956, the PRJ program was revised to a four-year curriculum, and a Bachelor of Science in Printing Management was introduced. That same year, the department began offering a Bachelor of Science in Journalism and a Master of Science in Journalism. In 1958, a Master of Science in Printing Management was added, making the department one of the few in the country to offer a graduate degree in printing management. The program was discontinued in 1972.

After Professor Phillips retired in 1973, Professor Vernon Keel, who later became director of the Elliott School of Communication at Wichita State University, took over as department head. The graduate program was suspended from 1973 to 1975 to focus on the undergraduate program. Professor Keel resigned in 1976 to become department head at the University of North Dakota. Professor Ruth Laird led the department until 1978, followed by Professor Richard Lee, who served from 1978 to 2002. Professor Mary Arnold, the current department head, was appointed in 2002.

English has been an established course of study since the College’s founding. Early curricula included three English courses associated with agriculture, general science, and civil engineering, each emphasizing grammar, composition, speech, rhetoric, literary theory and practice, and the history of English drama. These core subjects have remained central to English instruction over the years.

According to the 1998–2000 bulletin, the English Department’s curriculum is organized into two areas: English and linguistics. Instruction covers critical thinking, language history and usage, literature, literary criticism, and technical communication. The English major prepares students for careers in teaching, writing, and editing, as well as for professional study in law, business, theology, library science, and social work—fields where strong language skills are essential.

The SDSU Advisory Council was established to promote a clearer understanding of the university’s objectives, activities, challenges, and needs in relation to the broader needs of the State of South Dakota. Its primary function was to consult with the university administration on these matters, study them from the perspective of citizens and public welfare, and communicate its conclusions both to the administration and, through appropriate channels, to the public.

The Council did not function as a legislative lobby, nor did it replace any existing organizations focused on specific aspects of the university’s operations. Its membership was composed of individuals from across the state representing diverse sectors of business and industry.

The Stakota Club at South Dakota State University was active from 1962 to 1969 and originated in the early 1940s as a coeducational pep organization known as the Cottontails. The group later reorganized under the name Stakota Club to establish a unified identity focused on promoting school spirit and supporting university athletics. Membership was selective, and members were actively involved in campus traditions and athletic events.

The club supported football and basketball games through coordinated cheering activities, including pom pom routines performed with the pep band and cheerleaders. Members occasionally traveled to away games and sponsored the university’s Jackrabbit mascot. The organization also sponsored Pep Week activities, including the selection of a Pep King and Queen, and hosted an annual banquet and dance. Additional activities included assisting with Parents’ Day registration, serving refreshments after games, and organizing fundraising events such as a spring car wash. In April 1969, the club voted to become inactive due to declining membership.

Student organizations at South Dakota State University have been active since the institution’s early years following its establishment in 1881. By the late nineteenth century, students had formed literary societies and academic clubs to promote debate, public speaking, and professional development. As academic programs expanded, discipline specific organizations emerged, supporting applied learning and student engagement. Over time, additional organizations developed to address cultural, social, and service interests, reflecting changing student populations and campus priorities.

Several long standing organizations and traditions have shaped student life. The Students’ Association has served as the official student government, representing student interests and coordinating governance activities. Hobo Day, first held in 1912, became an annual campus tradition featuring parades and student participation. Fraternities and sororities have been formally organized on campus since the mid twentieth century. In 1992, the Native American Club was established to support Indigenous students and promote cultural awareness, later becoming the American Indian Student Association. Through these and other organizations, students have contributed to leadership development, campus programming, and community building.

Student Health and Counseling Services at South Dakota State University originated in 1980 with the Brookings Wellness Program, initiated by Brookings Hospital. Over time, the program expanded to provide coordinated physical and mental health services to students. The services are organized as a unified operation integrating medical care, counseling, and wellness education in order to address student health needs while supporting academic participation. The department is housed in the Miller Wellness Center and is part of broader university wellness initiatives.

The program provides outpatient primary care, medical consultation and referral, health education, human sexuality services, and administration of student health insurance. Mental health services include short term individual counseling, group sessions, workshops addressing study skills and test anxiety, and consultation or referral to campus and community resources. The Counseling Center utilizes a stepped care model to deliver services based on individual needs. Services are provided by physicians, nurses, counselors, and support staff, with referrals to specialists as necessary. The office also oversees immunization compliance, medical testing, health record review, and outreach programming. Historical documentation of the development of these services is maintained in the University Archives.

The Director of the Summer School was responsible for implementing university policies guiding the summer session program at South Dakota State University. Acting under the authority delegated by the university president, the director supervised and authorized the various activities associated with the summer session. The summer session typically lasted eight weeks and included standard courses, specialized workshops, and other instructional programs offered for shorter durations.

The University Center in Sioux Falls, formally known as the South Dakota Public Universities and Research Center, emerged from a practical idea with statewide ambition: bring public higher education directly to South Dakota’s largest city without duplicating entire campuses. Established under the direction of the South Dakota Board of Regents, the Center was designed as a cooperative site where multiple public universities could offer degree programs in one shared facility.

In its early years, the site was often informally referred to as “USDSU,” reflecting the strong presence of both University of South Dakota and South Dakota State University programming in Sioux Falls. Over time, the collaborative model expanded to include additional institutions such as Dakota State University, Black Hills State University, Northern State University, and South Dakota School of Mines and Technology.

The Center became a vital access point for place-bound students, working adults, and degree-completion learners in the Sioux Falls region. Through this shared-campus structure, students could earn accredited degrees from South Dakota’s public universities while remaining in the state’s primary economic hub.

In 2019, the Board of Regents approved a restructuring plan to transition the University Center into a branch campus of the University of South Dakota, marking a new chapter in its evolution. Throughout its history, the University Center has reflected South Dakota’s pragmatic approach to higher education: collaboration over competition, access over distance, and statewide service anchored in Sioux Falls.

University College at South Dakota State University developed from early student support and advising functions designed to serve students without declared majors and those needing additional academic preparation. Originally organized within student services, the unit evolved through several administrative forms during the mid 20th century. In 1949, it became the Office of Student Personnel and Terminal Courses, and in 1969 advising undeclared students was formally added to its mission. In 1970, admissions, records, and student personnel were consolidated into the Division of Student Services.

In 1974, the Office of General Registration was designated a non degree granting college by the South Dakota Board of Regents and launched its first course, UC 101. The unit expanded its scope during the late 20th century, merging with placement services and relocating to Medary Commons by the mid 1980s. In 2001, it became the College of General Studies and Outreach Programs and was authorized to offer degree programs and certificates, along with leadership and pre professional options. Career Planning Services and tutoring initiatives were added to support student development.

In 2011, the college shifted its focus toward improving retention, first year success, and support for at risk students, and adopted the name University College. New initiatives included the Academic Success Program, the First Year Advising Center, expanded tutoring and supplemental instruction, and peer mentoring. In 2013, the Exploratory Studies Program was introduced to provide students with structured academic exploration and informed major selection. Through these developments, University College has played a central role in student advising, academic support, and undergraduate success at South Dakota State University.

University Marketing and Communications at South Dakota State University, formerly known as University Relations, is responsible for coordinating and managing institutional communications and promotional activities. Housed in the Communications Center, the unit supports advancement activities in collaboration with the SDSU Foundation, Alumni Association, and Admissions Office. It operates a news bureau and publications office, coordinates special events, and advises university administration and departments on internal and external communications.

The News Bureau serves as the primary liaison to media outlets, distributing information to print and other media. The Publications Office produces university publications and provides photography, design, and writing services in coordination with the Printing Laboratory. The unit oversees brand standards, including use of the institutional logo and mascot, manages digital and web communications, and administers the university’s trademark and licensing program in collaboration with the Office of Finance and Budget. Through these activities, the office supports consistent institutional messaging and public representation.

The University Program Council at South Dakota State University serves as the primary student programming organization responsible for coordinating campus entertainment, cultural, educational, and recreational events. Organized and led by student members, the council plans and implements activities designed to promote student engagement and leadership development. The organization operates through specialized committees that oversee areas such as special events, social awareness, marketing, films and forums, arts, recreation and travel, and showcase programming.

Funded primarily through the General Activity Fee, the University Program Council administers student fee resources to provide programming for the campus community throughout the academic year. Student leaders manage event planning, budgeting, promotion, and execution, with opportunities for broader student involvement through committee participation and coordinator roles. The council functions as a recognized student organization within the university’s student activities structure.

The Honors College at South Dakota State University was established in the fall of 1999. President Peggy Gordon Elliott initiated the transformation of the existing honors program into a more prestigious college. Harriet Swedlund and Bob Burns were tasked with researching honors programs at other institutions and developing a model suitable for SDSU.

The Honors College was designed to reflect the characteristics of SDSU’s faculty and student body. It offers highly motivated students the opportunity to pursue a challenging and flexible honors curriculum while working toward a degree in any major. The program demonstrates South Dakota State University’s commitment to academic excellence, campus involvement, and academic enrichment.

Students in the Honors College benefit from smaller class sizes and a more rigorous curriculum, while maintaining engagement with the broader university community. The presence of Honors College students contributes to raising academic standards for the wider campus.

The mission of the Honors College is to provide high-quality academic and enrichment opportunities for motivated undergraduate students. Its curriculum is carefully designed yet flexible, emphasizing academic achievement, global awareness, cultural understanding, communication skills, and community service. The college operates on principles of flexibility, accommodation, and vision to adapt to changing needs.

When the United States entered World War I in 1917, many students left college to serve in the military. After the armistice was signed on November 11, 1918, discharged servicemen began returning to college campuses. Recognizing a responsibility to support these veterans, the South Dakota Legislature passed the “Veteran’s Free Tuition Law” in 1919, allocating $15,000 to cover tuition costs. This financial support continued through 1920.

Following the attack on Pearl Harbor, the U.S. entered World War II on December 8, 1941. Once again, large numbers of students left college for military service. By the spring of 1944, even as the war continued, the first returning servicemen began reappearing on campus. The G.I. Bill (Public Law 346), signed into law on June 22, 1944, provided comprehensive benefits to eligible veterans, including government-funded education and training, unemployment readjustment allowances, and guaranteed loans for homes, farms, or businesses. The education and training provisions ended on July 25, 1951, though those already enrolled or with valid interruptions could continue. Training benefits under this bill concluded entirely in 1956. A new G.I. Bill, passed on July 16, 1952, extended similar benefits to veterans of the Korean conflict.

In addition, the Vocational Rehabilitation Act (Public Law 16), enacted on March 24, 1943, offered training opportunities for disabled World War II veterans. Those qualifying under this act received the same subsistence allowances as those under the G.I. Bill. While training could begin any time after discharge, it had to be completed by July 25, 1956.

South Dakota State University saw many students affected by these laws. To support them, the university established a Veterans Advising Office after World War II. This office assisted returning veterans with their transition to college life, helping them navigate paperwork and access financial benefits.

The Vice President for Administration oversees campus support, service, and administrative units, ensuring efficient operations and strategic direction. Responsibilities include financial management, personnel services, facilities maintenance, student services, legal affairs, public relations, policy development, campus planning, and alumni and foundation support. This role is vital to the university's stability, growth, and ability to serve students and faculty effectively.

The Water and Environmental Engineering Research Center is located in the College of Engineering. Formerly names the Northern Great Plains Water Resources Research Center, this center conducts research, education and outreach activities through principal investigators who are faculty members in the Engineering College. Projects are funded by governmental agencies, cities and industries, and are focused on engineering solutions to water resources and environmental problems. These solutions often require collaboration with other university departments or off-campus units. The research center also maintains an environmental chemistry laboratory in Crothers Engineering Hall in conjunction with the Civil and Environmental Engineering Department. The laboratory supports research projects, environmental engineering courses and outreach activities.

The mission of the Center is to enhance the habitability and economic development of the Northern Great Plains through multidisciplinary research of the region's vast water and related land resources. The center supports this mission through the conduct of engineering and related research on significant issues affecting water resources by focusing on various disciplines in higher education such as agriculture, health and social sciences, law, chemistry, and biology in partnership with engineering, to assure a critical mass of researchers working to foster multi- and interdisciplinary work on the conservation, development, management and use of water and related land resources.

The South Dakota Water Resources Institute was established as an administrative unit of South Dakota State University on October 8, 1954, and was formally conceptualized in 1964 under the Water Resources Act. In September 1990, it was placed under the administrative authority of the College of Agriculture and Biological Sciences.

The Institute provides leadership in coordinating water resources research and training at SDSU and affiliated institutions and agencies across the state. It administers funds from the U.S. Department of the Interior through the Water Resources Research Act of 1984, as well as from the state of South Dakota. These funds support research aimed at addressing water-related issues at the state, regional, and national levels. The Institute also supports graduate research, technology transfer, and information dissemination.

Additionally, the Institute operates the Water Quality Laboratory, which serves the state by providing analytical testing of inorganic constituents and select pesticides in water.

The Women's Studies Program at South Dakota State University (SDSU) is an interdisciplinary minor that allows students to explore topics related to women’s experiences and contributions across various fields. Course offerings examine the development of feminism and women’s evolving roles in family life, religion, the workforce, and politics. The program is especially relevant for students pursuing careers in social work, counseling, nursing, business, or education.

The Young Men’s Christian Association at South Dakota Agricultural College was officially established on November 14, 1897. The organization sought to promote the development of mind, body, and spirit by encouraging Christian faith, character, citizenship, and leadership among students. Governed by a cabinet with members serving one year terms, the association organized weekly fellowship meetings, conducted deputation work, operated an employment bureau, and provided reading rooms, rest areas, and recreational opportunities. The YMCA remained active on campus into the early twentieth century.

The Young Women’s Christian Association was similarly organized to support the spiritual and social life of female students. Open to all women enrolled at the college, the YWCA provided opportunities for Christian expression and community involvement and was governed by its own cabinet. The two organizations occasionally held joint meetings and contributed to the religious and social life of the campus during the institution’s early decades.

The Young People’s Society of Christian Endeavor aimed to promote an earnest Christian life, foster mutual fellowship, and encourage service to God, as outlined in its constitution. Membership included active and associate members. Active members were young individuals who identified as Christians and were committed to the society’s purpose. Associate members were of good character but not yet ready to identify as Christians. They received the prayers and support of active members and were excused from participating in prayer meetings, with the hope that they would eventually become active members.

The Students’ Association at South Dakota State University was established in the early twentieth century as the official representative body of the student population. In its initial form, governance was exercised through a Board of Control elected annually by students and advised by the Dean of Men and Dean of Women. The Board oversaw student activities, addressed campus concerns, allocated student funds, regulated student councils, and managed student enterprises.

Over time, the organization evolved into a Student Senate model with expanded responsibilities in advocacy and shared governance. The Students’ Association serves as a liaison between students and university administration, the South Dakota Board of Regents, and other higher education entities. Composed of a Senate representing academic colleges and led by elected officers, the Association administers student activity fees, supports student organizations and services, and participates in institutional decision making on behalf of the student body.