Joseph and Winifred (Catlett) Swering married in 1918. They began their newlywed life in Brookings, South Dakota, before moving to Pittsburgh, Pennsylvania, where Joseph worked for Westinghouse. They later relocated to Buffalo, New York. The Catlett family had built a large home in Brookings in 1902. While living there, both Winifred and her sister, Margaruite, held their weddings in the family home. The Catlett house also hosted many social events during the family's residence. Eventually, the home was converted into student housing for South Dakota State College.
Ora Blanche Fryer Swenning was born on February 23, 1882, in Michigan to John H. and Imogen Swenehart. As an infant, she moved with her family to a homestead near Clark, South Dakota, where she spent her early childhood. Her recollections of pioneer life and survival during the blizzard of 1888 were later preserved in a personal memoir. Ora spent her later years in Minnesota and passed away on February 5, 1972, in Pipestone.
Signe Margaret Stuart was born December 3, 1937, in New London, Connecticut, to Carl Einar and Anna Louise (Gustafson) Nelson. She studied at the Yale-Norfolk Art School in 1959, earned a Bachelor’s degree from the University of Connecticut in 1959, and completed a Master of Arts degree at the University of New Mexico in 1961. She married Joseph Stuart on June 18, 1960.
Stuart joined the faculty of South Dakota State University in 1970 as a professor of art and taught until 1994. Following her retirement from SDSU, she continued her work as an independent artist based in Santa Fe, New Mexico. In 2001, she served as artist-in-residence at Grinnell College. Her career includes exhibitions and publications such as Signe Stuart: Retrospective, held March 4 to April 23, 1995, at the South Dakota Art Museum, South Dakota State University. She has been recognized in biographical listings including Marquis Who’s Who for her contributions to the visual arts.
Joseph Martin Stuart was born November 9, 1932, in Seminole, Oklahoma, to Arch William and Lillian (Lindsey) Stuart. He was raised in Albuquerque, New Mexico, where he attended high school, and served in the United States Navy during the Korean War. Following his military service, he pursued higher education under the GI Bill, earning both Bachelor of Arts and Master’s degrees in art from the University of New Mexico. He married Signe Margaret Nelson on June 18, 1960.
Stuart was an artist, museum director, curator, and educator. Over the course of his career, he held positions at the Roswell Museum and Art Center, the University of Oregon Museum of Art, the Boise Art Museum, and the Salt Lake City Art Center. He later served as director of the South Dakota Art Museum at South Dakota State University and as professor of art history. Joseph Stuart died December 9, 2016.
Janet Cressman Stofferan graduated from South Dakota State University in 1966 with a degree in fashion merchandising. While a student, she participated in Little International, the Home Economics Club, and the Episcopal Church Youth Group. She earned a Master of Science degree in apparel and textiles with a focus on cooperative extension education from the University of Tennessee Knoxville in 1972.
Following her graduation from South Dakota State University, Stofferan worked for the Simplicity Pattern Company. In 1994, she became the museum curator of the Snellman Hsia Collection at South Dakota State University, where she was responsible for managing a historical costume collection. She retired from this position in 2008.
Rhea Beryl DeHaven Stewart (1899– ) was an educator, writer, and active member of South Dakota’s literary and educational communities. Born on September 2, 1899, in Linden, Iowa, she moved with her family to homestead near Capa, South Dakota, in 1907 and later to Wessington, South Dakota, in 1915.
Stewart began teaching at a rural school while still in high school. She completed her high school education at Northern States Teachers’ College in Aberdeen, South Dakota, and earned a Bachelor of Science in Education, followed by a Master of Arts in English Literature from the State University of Iowa in 1932. She held teaching positions at Roosevelt and Simmons Junior High Schools and became Director of the English Department at Central High School in Aberdeen, where she also advised the Drama Club and initiated the student publication Word Craft.
On January 24, 1943, she married Chase David Stewart and became a farm homemaker near Wessington. Stewart was a prolific poet and writer, contributing to numerous publications and receiving awards in national competitions and state literature contests. She was a member of the South Dakota Press Women and the National League of American Pen Women, serving as state president of the latter.
Stewart remained active in education through service on the South Dakota Board of Education (1947–1959) and participation in President Eisenhower’s Conference on Education in 1955. Her achievements are recognized in Who’s Who of American Women, Who’s Who in South Dakota, and International Who’s Who in Poetry.
The history of theater at South Dakota State University began in the 1880s with the formation of eight literary societies that presented farces and plays and established traditions such as the Senior Class Play. These organizations eventually merged into a short lived dramatic club in 1923. In 1930, the Footlight Club was organized and became the primary dramatic society on campus. By 1939, theatrical productions were formally placed under the supervision of the Forensics and Dramatics Council within the Speech Department. This council oversaw all campus productions in coordination with the State Players Dramatic Club, which was founded in 1949.
A chapter of Alpha Psi Omega was officially established on the SDSU campus in 1949 and was highly active throughout the 1950s. The first designated technical director of plays at SDSU, Lawrence Stine, was appointed in 1952. Beginning in 1953, students became eligible to receive academic credit for participation in theatrical productions. In 1956, SDSU expanded its repertoire to include Broadway musicals, including a production of South Pacific, making SDSU one of the first nonprofessional groups to stage the work. That same year, summer theater productions were introduced. Revue style productions, including Rabbit Rarities and vaudeville shows, also became part of campus theater programming during the 1950s.
State University Theatre later became a unit within the Department of Communication Studies and Theatre and is also affiliated with the School of Performing Arts at South Dakota State University. Theatrical productions have been staged in more than fourteen facilities across campus, with the most recent venues including Doner Auditorium and the Oscar Larson Performing Arts Center.
A comprehensive chronological history of theater programs at South Dakota State University has been documented for the period from 1892 to 1992. While records documenting theater activities after 1992 exist, they have not yet been compiled into a single, comprehensive institutional history.
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.
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 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 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 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 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 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.
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 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.
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.
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.
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.
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.
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.
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.
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.