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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 Department of Residential Life at South Dakota State University oversees all on-campus housing and food services. Residence halls serve as living-learning communities, fostering personal growth, academic success, and social interaction. Unmarried students are generally required to live in residence halls and participate in a meal plan unless they have completed four semesters of full-time enrollment or are at least two years post–high school graduation. Family housing and select apartments are also available. The department manages the University Food Service, which offers a high-quality, cost-effective dining program. All residence hall students must purchase at least a Base meal plan. A computer-based declining balance system allows for individualized account management. Meal plans are also available to other students, faculty, and staff at discounted rates.

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.

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 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.

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 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.

The Records and Registration Office maintains official student records, including enrollment, biographical data, grades, credits, and degrees awarded. It oversees course registration, assesses tuition and fees, and issues transcripts upon receipt of written, signed requests. The office also processes enrollment verifications, monitors athletic eligibility, prepares semester course schedules, assigns classrooms, and provides reports and analyses on enrollment and academic performance. In coordination with college deans, the Registrar facilitates the graduation clearance process, manages candidate lists, and assists with commencement ceremonies.

The Office of Multicultural Affairs at South Dakota State University develops and coordinates campus initiatives that support multiculturalism within the university community. The office facilitates programs and activities aimed at promoting academic success and enhancing the overall college experience for students from underrepresented backgrounds. It contributes to the university’s broader mission by fostering inclusive social, cultural, educational, and recreational opportunities.

Key functions of the office include providing support services for students of color, coordinating multicultural programming, managing the National Student Exchange and the Minority Peer Mentor programs, and assisting in recruitment efforts focused on underrepresented student populations.

The Minority Student Orientation program serves incoming students who identify as African American, Asian American, American Indian, or Latino. The program provides opportunities for students to build community and connect with university resources.

Cultural organizations affiliated with the Office of Multicultural Affairs include the African Students' Association, Bangladesh Students' Organization, Chinese Students Association, Indian Students' Association, International Relations Club, Arabian Club, Black Student Alliance, Japanese Students' Association, Islamic Cultural Club, Malaysian Students' Association, and the Native American Club. Records related to these and other student organizations can be found under UA 35 Student Organizations.|The Minority Peer Mentor Program is designed to assist new ethnic minority students in transitioning to academic and social life at South Dakota State University and within the Brookings community. The program connects first-year students with upper-class peer mentors to foster supportive relationships that promote academic success, personal development, and engagement with campus resources.

Program goals include fostering intellectual growth, developing academic and time management skills, addressing cultural and interpersonal topics, and supporting student retention and graduation. Peer mentors provide guidance, act as role models, and serve as liaisons to university support services.

The Office of International Affairs (OIA) serves as the administrative unit at South Dakota State University (SDSU) for initiating, coordinating, and managing programs that promote international engagement across the university.

Established in 1988 as the Office of International Programs, the unit was first directed by Dr. David Hilderbrand. During his tenure, SDSU signed its first international exchange agreements with institutions in China, South Korea, and England. Dr. Hilderbrand led the office until fall 1993, when he became Director of SDSU Sioux Falls Programs.

In November 1993, Associate Professor Harriet Swedlund became Acting Director and was appointed Director in May 1994. She served until her retirement in fall 2003. Under her leadership, the office experienced significant growth in international student and faculty exchanges and developed partnerships with over a dozen institutions and two major consortia: the College Consortium for International Studies (CCIS) and the Cooperative Center for Study Abroad (CCSA).

Dr. Karl J. Schmidt, who joined SDSU in September 2003 from Missouri Southern State University, is the office’s third director. With a background in international affairs and Asian history, Dr. Schmidt has expanded semester-abroad programs and faculty initiatives. SDSU has also joined national organizations such as the American Council on Education’s Internationalization Collaborative, the Council on International Educational Exchange (CIEE), and the International Student Exchange Program (ISEP).

In September 2005, the office was renamed the Office of International Affairs to better reflect the breadth of its activities.

The Office of Institutional Research and Assessment, reporting to the Office of the Provost and Vice President for Academic Affairs, is led by a full-time director and supported by four staff members. The office coordinates university-wide assessment initiatives and provides a range of testing services for students and the broader community.

Student assessment begins at the freshman level with placement determined by ACT or COMPASS scores. The office also facilitates the Cooperative Institutional Research Program (CIRP), a national longitudinal study collecting baseline data on first-year students.

At the mid-level, departmental staff administer the Collegiate Assessment of Academic Proficiency (CAAP) exam—mandated by the State Board of Regents—which measures student skills in writing, mathematics, reading, and science reasoning.

The office oversees the collection and review of departmental assessment plans. After each term, departments submit summary data from graduating senior exit evaluations for central recording and analysis.

The Director also serves as a campus-wide consultant on assessment practices. Periodic surveys of current students and alumni support ongoing evaluation efforts.

Additional services include operating a testing center for exams such as the ACT, CLEP, and MCAT; proctoring exams for SDSU and non-SDSU students; administering Board of Regents proficiency tests; scoring and reporting results for faculty; designing surveys; offering consultation; and processing instructor evaluation forms.

The Financial Aid Office administers a variety of student financial assistance programs, including federal and state aid, scholarships, and awards from government agencies such as the Bureau of Indian Affairs, Veterans Administration, and Vocational Rehabilitation. Approximately 80% of full-time students at South Dakota State University receive some form of financial assistance. The office is also responsible for determining students’ educational costs.

The Environmental Health and Safety Office at South Dakota State University (SDSU) is responsible for supporting campus personnel in maintaining a safe learning and working environment for faculty, staff, and students. The office implements and enforces regulatory codes applicable to teaching and research activities and provides assistance to departments in evaluating their current safety conditions.

South Dakota State University has a longstanding commitment to outreach, delivering educational services across South Dakota, the region, and beyond. These services include programs at the University Center in Sioux Falls, the West River Graduate Center in Rapid City, the Capital University Center (CUC) in Pierre, Nursing Upward Mobility, and various distance education classes, workshops, and services.

Continuing and Distance Education, previously known as Outreach Programming and the Division of Lifelong Learning and Outreach, coordinates off-campus educational programs, supporting the University’s mission to serve citizens statewide and globally. These outreach efforts include state- and self-supported programs delivered through on-site and distance education, credit and non-credit courses, conferences, workshops, and short courses.

In 2000, Outreach Programming was placed under the College of General Registration. In 2007, the Office of Continuing and Extending Education was established as an independent administrative unit. This office oversees Distance Education, including internet-based courses and Digital Dakota Network (DDN) offerings.

Outreach sites include the Capital University Center in Pierre, University Center (South Dakota Public Universities and Research Center) in Sioux Falls, West River Graduate Center in Rapid City, and Lake Area Technical Institute (LATI) in Watertown. Programs include University Week for Women, Tax Update Workshops, Continuing Education Units, the Nursing RN Upward Mobility program, and a range of conferences and institutes.

The Admissions Office at South Dakota State University has its roots in the institution’s earliest years, dating back to its founding as Dakota Agricultural College in the 1880s. Early admissions efforts were modest, consisting primarily of catalog announcements and classification documents aimed at informing prospective students of academic offerings and enrollment procedures. By the early 20th century, the office began producing more formal recruitment materials, including circulars of information and promotional pamphlets.

As the university grew through the mid-20th century, the Admissions Office expanded its scope to include targeted viewbooks, fact sheets, and correspondence campaigns designed to attract students from across South Dakota and beyond. The late 20th and early 21st centuries saw significant changes in both outreach and operations, including the development of newsletters, campus visit events such as Junior Day, orientation programming, and the adoption of digital tools for application and communication. Throughout its history, the office has adapted to changing enrollment trends, technologies, and institutional goals while continuing to serve as the gateway to the university for thousands of students.

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 Office for Diversity Enhancement, formerly known as the Office of Diversity and Equal Opportunity, supports South Dakota State University's commitment to fostering diversity across campus. The office advises the university community and develops programming aimed at promoting diversity in teaching, learning, and cultural engagement. It collaborates with the Office of Admissions on minority student recruitment and with Human Resources on Equal Opportunity efforts. The office also organizes the annual Festival of Cultures, which highlights and celebrates the university's diverse community. The University maintains a strong commitment to an inclusive environment that upholds dignity and ensures all individuals can reach their full potential without discrimination or harassment.

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 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.

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 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.

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.

In 2017, as part of a university-wide college reorganization, the department became part of the newly established Jerome J. Lohr College of Engineering. Today, 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."

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 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.

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 Jackrabbit Stampede Rodeo is one of South Dakota State University’s oldest and most recognized athletic traditions. It originated with the founding of the SDSU Rodeo Club in October 1952, when approximately 50 students gathered in the campus Stock Judging Pavilion (now the Agricultural Heritage Museum) to organize a competitive rodeo team. Just months later, the inaugural Jackrabbit Stampede was held May 20–21, 1953, in Clear Lake, South Dakota.

Following its successful debut, the Stampede moved to Rapid City in 1954. Although the event was suspended in 1955, it resumed in 1956 and has continued annually since then, establishing itself as one of the longest-running collegiate rodeos in the region.

A pivotal relationship was formed in 1956 when the Sutton family, a prominent name in South Dakota rodeo production since 1926, began supplying livestock and equipment to the SDSU rodeo program. That partnership deepened over the decades and became foundational to the program’s development. With assistance from the Suttons, the Rodeo Club constructed its first on-campus arena in 1958 using salvaged materials and donated chutes.

During the 1960s, SDSU established designated Rodeo Grounds west of the Animal Science Arena, which served as a practice and event venue for many years. While competition eventually transitioned to indoor facilities to accommodate weather and audience needs, the grounds remain an active outdoor practice space.

The Jackrabbit Stampede is held annually each spring and draws participants from across the Great Plains Region. The rodeo is sanctioned by the National Intercollegiate Rodeo Association (NIRA), and SDSU competes regularly against other universities in South Dakota, North Dakota, Nebraska, Iowa, and Wisconsin. The Stampede is considered one of the premier events in the region and has been named NIRA’s Great Plains Region Rodeo of the Year multiple times.

Over the years, the SDSU rodeo program has grown to include full-time coaching staff, scheduled indoor and outdoor practices, travel reimbursement, and scholarships for student-athletes. More than 1,200 students have participated in the program, including several qualifiers for the College National Finals Rodeo (CNFR) and National Finals Rodeo (NFR).

Today, the Jackrabbit Stampede remains a central tradition at South Dakota State University, combining competitive excellence with deep-rooted community and alumni support. Its enduring partner

"In the early history of South Dakota State College, administrative support for varsity athletics was minimal. This reflected a broader trend among land-grant institutions, where college administrators often viewed competitive athletics as unnecessary, potentially hazardous, and inconsistent with the academic mission of higher education. As a result, the organization and administration of early athletic programs were primarily led by students.

Football was first organized in the fall of 1885. Like baseball and track and field, early athletic activities were generally intramural, with competition occurring between classes or campus divisions. Prior to the 20th century, intercollegiate athletic competitions included a range of events such as baseball, football, track and field, tennis, bicycle races, and oratorical contests. It is believed that intercollegiate athletic events may have originated from state oratorical competitions, where participants sought to broaden the appeal of their gatherings by including athletic contests.

One challenge in the development of early athletics at South Dakota State was the absence of professional coaching staff. Early teams were often coached by senior students or faculty members volunteering their time.

A significant development occurred in 1922 with the formation of the North Central Conference (NCC). Dr. Harry Severin, Professor of Zoology at South Dakota State, was instrumental in the founding and long-term administration of the conference, serving as its secretary for 40 years. South Dakota State College won the first championship held under the NCC.

Since the 1920s, South Dakota State University has been actively involved in intercollegiate athletics. In addition to its strong participation in the North Central Conference, the university has also played a role in introducing and supporting new sports, including wrestling, gymnastics, field hockey, swimming, and a variety of sports clubs. South Dakota State University transitioned to NCAA Division I status beginning with the 2008–09 academic year.

The Department of Personnel Services was renamed the Human Resources Office in 2003. This office oversees employment, fringe benefits, staff training, and records management at South Dakota State University. It provides consultation and guidance to employees and managers to support a collaborative and high-quality work environment.

The Human Resources Office is also responsible for ensuring compliance with applicable regulations. It disseminates information related to South Dakota State University and South Dakota Board of Regents policies, as well as state and federal human resources laws and guidelines. The office addresses compliance matters related to the Americans with Disabilities Act (ADA), Fair Labor Standards Act (FLSA), and the Family and Medical Leave Act (FMLA), and determines employee eligibility for overtime.

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.

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.

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.

The Greek Council at South Dakota State University serves as the primary governing body for the university’s fraternity and sorority community. Established in 1924 as the Inter‑Fraternity Council, the organization has evolved to support a diverse and growing Greek system. The Council develops policies, promotes academic and leadership excellence, and coordinates campus-wide initiatives such as Greek Week, philanthropy events, and educational programming. Over the decades, SDSU’s Greek Council has played a central role in uniting fraternities and sororities, fostering student engagement, and shaping a vibrant campus life.

South Dakota State University (SDSU) granted its first Master of Science degree in 1891. The first Master of Education degree and Doctor of Philosophy degree were granted in 1958. A committee supervised all graduate work until 1957, when the Graduate School was established.

The Graduate School operates as one unit with no departments or department heads. The Graduate School is committed to providing an atmosphere for qualified students to obtain rigorous advance education in a variety of fields in preparation for service and leadership in their professions and society. It also promotes scholarly pursuits and scientific research for the advancement of knowledge within a climate of freedom of inquiry. The Master of Science, Master of Arts, and Master of Education degrees are offered in approximately 30 majors. The Doctor of Philosophy is offered in agronomy; animal science; atmospheric, environmental, and water resources; biological sciences, chemistry; and sociology. The Master of Science Teaching degree was discontinued July 1, 1996, and no new students were admitted after that date.

The graduate faculty is composed of the university president, Vice President for Academic Affairs, Vice President for Administration, graduate dean, college deans, heads of departments in which graduate courses are given and other faculty, chosen on the basis of their training and experience, in accordance with the policies of the Graduate School. The Graduate Faculty acts on all matters of policy and standards. In addition, individual Graduate Faculty are authorized to serve as adviser to graduate students or, on their examining committees and to teach courses for graduate credit.

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.

The South Dakota State University Foundation was established in 1946 to support an invention by Professor E.L. Erickson. Since its founding, the Foundation has grown into the primary fundraising organization for South Dakota State University. It operates as an independent 501(c)(3) nonprofit entity, dedicated to advancing the university’s mission through private support.

The Foundation is governed by a 95-member Council of Trustees, which provides strategic oversight and leadership. Its mission is to unite the aspirations of students, the university, and donors to build a better SDSU. The organization raises and manages private contributions that fund scholarships, academic programs, and capital projects.

Each year, the Foundation administers scholarships benefiting more than 4,500 students. It also leads major fundraising campaigns for infrastructure development, including projects like the Avera Health and Science Center. In addition to fundraising, the Foundation manages endowments and donor funds to ensure long-term financial sustainability and impact for the university.

The Faculty Women’s Club at South Dakota State College (now South Dakota State University) was established following a meeting convened by Mrs. Elwood C. Perisho, wife of the college president. The organization was formed to promote relationships between female faculty members, faculty wives, and women students, while also encouraging social engagement among club members.

Early organizational efforts resulted in the establishment of four standing committees: the Student Loan Fund Committee, the Extension Committee, the Hospital Bed Committee, and the Faculty Mother Committee. The Extension Committee developed programs for members and disseminated information about the college to prospective students. The Hospital Bed Committee was formed in response to the absence of a campus health service. The Faculty Mother Committee assigned faculty housewives to groups of women students for informal social interaction; this was later discontinued and replaced by a Courtesy Committee.

By 1926, the club maintained three primary committees: Student Loan, Courtesy, and Calling. The Student Loan Committee played a central role, raising funds through events such as benefits, teas, bake sales, film concessions, and graduation collections. These funds provided loans to students, often with small interest charges.

While the club focused largely on campus-related activities, it also participated in local civic initiatives. In the early 1920s, members collaborated with the Civic League on efforts to improve city services, including advocating for a garbage disposal system and beautification of the depot grounds. The club also established a student employment center to connect students with domestic work opportunities.

During the 1930s, the club prioritized maintaining its loan fund, which was secured by a bond. Programming expanded to include topics such as international affairs and travel. The club contributed to community efforts by helping organize the Girl Scouts in Brookings and supporting underprivileged children. They also hosted women attending campus events such as Farm and Home Week and participated in May Day celebrations.

During World War II, club members supported the war effort through Red Cross work, assembling kit bags, and purchasing war bonds and stamps. They welcomed the wives of Army Administration School attendees into the club. This period also saw the formation of interest groups focused on needlework, dramatics, book reviews, and recreation. A Newcomers Club was created to provide a three-year membership opportunity to wives of new male faculty and newly appointed female faculty.

In 1953–1954, the club endorsed the development of an art center and museum on campus, initiating a building fund and establishing a long-term planning committee. By the 1960s, the club had contributed significant financial support to the project. During this decade, the club’s student loan fund was merged with the college’s broader loan program.

In the 1970s, the club expanded its interest group offerings to include horticulture, gourmet cooking, and antiques. Regular monthly meetings were discontinued in favor of gathering three to four times annually. By the 1980s, scholarship administration was transferred to the university’s financial aid office.

The organization continued to evolve through the 1990s. By the late 1990s, the Faculty Women’s Club became the SDSU Club, opening membership to men and reflecting broader institutional changes.

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.

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.

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.

The Physical Plant was established as a service organization to support the university’s primary objectives by providing and maintaining the physical environment and associated services. Its operations were funded through a combination of state-appropriated funds, charges for services and supplies provided to specific departments or activities, and maintenance and repair allocations from the Board of Regents for designated projects.

Services provided by the Physical Plant included the operation, maintenance, repair, and remodeling of university buildings and grounds, as well as the operation and repair of selected equipment. Additional services encompassed custodial work in academic, administrative, and some research buildings; central mailing and U.S. mail delivery; moving services; security; trash collection and disposal; key and lock management; pest control; utilities operation and maintenance; building and land inventory; event setup; facilities engineering; and acting as a liaison for construction, maintenance, and remodeling projects.

In 2008, the Physical Plant was renamed Facilities and Services.

Dr. Ethel Austin Martin graduated from South Dakota State University in 1916 and went on to complete graduate studies at Columbia University and the University of Chicago. She taught at several institutions before joining the National Dairy Council in 1929, where she served as Director of Nutrition Services until her retirement. A nationally respected nutritionist, Dr. Martin was instrumental in advancing the field through the development of research grant programs, the organization of nutrition conferences, the founding of academic journals, and the authorship of several influential textbooks.

Before her death in 1993 at the age of 100, Dr. Martin established an endowment at SDSU with the goal of creating a permanent professorship to ensure high-quality, ongoing instruction in nutrition science. That vision was realized in 1997 with the establishment of the Ethel Austin Martin Chair in Human Nutrition, first held by Dr. Bonny Specker.

The Ethel Austin Martin Program in Human Nutrition was created to advance knowledge in the science of human nutrition through a multidisciplinary approach. It seeks to foster practical applications that improve public health and provide professional development opportunities for students, faculty, and staff at SDSU.

The program supports active research projects both within the program itself and through collaborations with other investigators at SDSU and throughout the region. It provides financial support for pilot projects that involve multidisciplinary partnerships. Educational efforts include formal coursework and support for visiting seminar speakers. A central tradition of the program is the annual E.A. Martin Distinguished Lecture in Human Nutrition, which brings world-renowned experts to campus and reinforces SDSU’s commitment to excellence in nutrition education and research.

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 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).

In the late 1960s, the South Dakota Legislature established the Office of the Commissioner of Higher Education and tasked it with creating an Academic Master Plan to define the roles of the state’s public universities and improve efficiency. As part of this plan, Committee D was charged with reviewing academic programs. In 1969, the committee recommended consolidating engineering education in South Dakota by transferring the South Dakota State University (SDSU) College of Engineering to the South Dakota School of Mines and Technology, citing projected cost savings of $200,000.

The proposal sparked widespread controversy at SDSU and across the state. Faculty, students, alumni, and local supporters expressed strong opposition, fearing the loss of SDSU’s long-established engineering programs and the negative impact on the university’s identity and mission. The issue gained extensive coverage in local media and was intensely debated in public forums and Board of Regents meetings.

The controversy culminated between February and March 1971, when the Board of Regents ultimately decided not to eliminate the SDSU College of Engineering. The episode became a defining moment in the university’s history, symbolizing institutional resilience and the community’s commitment to preserving engineering education at SDSU. Today, the episode is documented in archival records, committee minutes, local newspaper accounts, and scholarly works, including a thesis examining the rhetoric and public discourse of the debate.

The Eminent Farmer and Homemaker Program has been a program of South Dakota State University since 1927. In that first year, following a campaign by the Farmer magazine and the South Dakota Agricultural Extension Service, the South Dakota Board of Regents named two South Dakota farmers Eminent Farmers. In addition to the degree granted by the Board of Regents, the farmer's portraits were hung on the wall in Agricultural Hall in what became known as the ""Wall of Fame"". In 1928, the Eminent Farmers were joined by two Master Farm Homemakers, a title granted by the Farmer's Wife magazine and the South Dakota Agricultural Extension Service. Women in 12 other states also received the citation, which began as an effort to heighten awareness of the role the farm home played in the community. These Master Homemakers also had portraits placed on the wall and were given the citation in a ceremony taking place at the same time as the Eminent Farmer ceremony. Beginning in 1935, the women's title changed to Eminent Farm Homemaker and the women, along with the men, were granted the degree by the South Dakota Board of Regents. Later still, the title evolved to its current name Eminent Homemaker.

In the early years, the Board of Regents actually granted an honorary degree to the chosen nominees. In the 1950's, the terms were clarified to set the citations apart from that of an honorary degree yet are still a great honor. Today, the College of Agriculture and Biological Sciences, the College of Family and Consumer Sciences and the Cooperative Extension Service jointly administer the Eminent Farmer and Homemaker program at South Dakota State University. The college deans and the director of the Extension Service appoint a committee made up of faculty and staff of the respective divisions to take responsibility for the program. Each spring, this committee sends out a letter to County Extension offices asking for nominations and alerts the news media that nominations are being sought. The committee makes recommendations based upon the nominees' contributions to their communities, their families and the professions. Their final recommendations are sent to the president of South Dakota State University for approval and then forwarded to the Board of Regents for final approval.

In 2019, the name of the program was changed to Eminent Leaders in Agriculture, Family, and Community.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 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).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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