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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.

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.

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

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

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

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

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

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

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

Beginning in 1971, the Florence and Geraldine Fenn Scholarship was offered to students in the College of Family and Consumer Sciences. Geraldine Fenn had created this scholarship as a memorial to her sister Florence.

The scholarship offers students an opportunity to learn about other ways of life by spending six weeks living and working in inner city Denver. The students were given a limited amount of money to use for their expenses to teach them about low-income lifestyles. They were required to find their own housing and learn to use the Denver bus system. The students generally worked for the Denver welfare office and various shelters and daycare in the city. The scholarship was usually given to two to four students per summer.

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 first student union at South Dakota State University, Pugsley Union, was completed in 1940 and named for former president Charles W. Pugsley. It served as the center of campus life and housed facilities such as the Jungle cafeteria and Christy Ballroom. In 1973, a new University Student Union was constructed to accommodate increased enrollment and expanded student activities. A major renovation and expansion in 2004 updated the facility and reconfigured interior spaces, including the Main Street area. Pugsley Union was later repurposed as the Pugsley Continuing Education Center.

The Student Union and Activities office oversees the University Student Union and coordinates co curricular programming that supports student leadership, engagement, and campus activities. The Union houses the Students’ Association, student publications, campus radio station KSDJ, Student Legal Services, the Center for Student Engagement, dining services, and the University Bookstore. The office also supports more than 240 student organizations, the University Program Council, Fraternity and Sorority Life, and New Student Orientation. Services administered through the Union include technical services, central reservations, leisure skills programming, and event coordination, making the facility the primary gathering place for student life.

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.

Physics instruction at South Dakota State University developed to serve multiple institutional needs, including preparation for engineering careers, foundational science education for students across disciplines, and professional training in physics. From its early years, the program emphasized strong grounding in core physics principles supported by qualified faculty and dedicated instructional facilities. Historically, the department offered two primary academic paths: Engineering Physics, which combined physics coursework with mechanical or electrical engineering, and a more flexible physics curriculum designed for students pursuing graduate study, medical and health related fields, education, meteorology, and other scientific careers.

Over time, the Department of Physics expanded its curriculum, facilities, and research capacity while maintaining a focus on undergraduate education and close faculty student engagement. Housed in Daktronics Engineering Hall in recent years, the department supported instruction and research in areas such as condensed matter, materials science, optics, renewable energy, nuclear physics, and astrophysics. Undergraduate research became a central component of the program, complemented by student organizations, public outreach, and statewide STEM engagement. Administratively located within the College of Arts and Sciences for much of its history, the department was reassigned to the College of Natural Sciences in 2018, reflecting ongoing organizational evolution while sustaining its mission of rigorous instruction, applied 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.

Instruction in human nutrition and foods at South Dakota State University originated within the early home economics curriculum. Initial coursework in cooking expanded into formal foods instruction, and by 1907 dietetics courses had been introduced. By 1918–1919, the university catalog noted that the curriculum prepared students for institutional employment, with campus cafeterias serving as laboratory spaces. Following the 1924 divisional reorganization of South Dakota State College, the Department of Foods and Nutrition was formally established, and early research activities were supported through the Agricultural Experiment Station. The curriculum underwent regular revision to remain responsive to advances in nutrition science and evolving professional needs.

Program growth accelerated in the mid-20th century. In 1955, a restaurant management program was introduced and later developed into the Hotel, Restaurant, and Institution Management program, combining coursework in food service operations, business, and economics with practicum-based experience. The dietetics program also expanded significantly through the creation of a coordinated undergraduate pathway and accreditation by the American Dietetic Association, requiring supervised internships at approved sites and qualifying graduates for the dietetic registration examination. Food science was added as a program option in 1966, offering students access to specialized laboratories and research opportunities in food processing, safety, and analytical methods grounded in chemistry and the biological sciences.

These academic areas eventually came together within the Department of Nutrition, Food Science, and Hospitality, offering undergraduate and graduate education in nutrition, dietetics, food science, and hospitality management. The department’s history reflects a sustained emphasis on experiential learning, research, and professional preparation, supporting careers in healthcare, public health, food industries, regulatory agencies, education, and hospitality services.

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.

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.

Instruction in apparel, fashion, and interior design at South Dakota State University developed to prepare students for professional careers that combine creative practice with analytical and business skills. Programs in Fashion Studies and Retail Merchandising emphasize the cultural, scientific, and commercial dimensions of apparel and textiles, including design, product development, merchandising, consumer behavior, and supply chain processes. Coursework integrates historical, aesthetic, economic, sociological, and psychological perspectives, and requires substantial experiential learning through a supervised practicum. Resources such as the Snellman Hsia Collection and Laboratory support the study of historic costume and textiles as part of the academic program.

Interior design education at SDSU focuses on technical competence, design thinking, and the functional and aesthetic planning of interior environments. The accredited curriculum emphasizes studio based problem solving and prepares students for work in residential, commercial, and specialized design settings. Together, these programs have been administered through academic units that reflect a multidisciplinary approach, including affiliations with the School of Design and the School of Health and Human Sciences. Departmental partnerships, such as participation in visiting scholar programs at the Fashion Institute of Technology, further support professional preparation and external engagement within the fields of apparel merchandising and interior design.

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

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

The Department of Agricultural and Biosystems Engineering at South Dakota State University was formally established in 1925, building on earlier coursework in civil and agricultural engineering offered beginning in 1902. Created to support the modernization of agriculture, the department initially focused on mechanization as farming transitioned from horse drawn equipment to tractor based systems. Jointly administered by the Colleges of Agriculture and Engineering, the department expanded over time in response to changing agricultural practices, research needs, and technological advances.

In 1999, the department was renamed Agricultural and Biosystems Engineering to reflect its broadened emphasis on biological systems, environmental management, and sustainable technologies. Entering the 21st century, the department’s teaching and research increasingly addressed precision agriculture, water management, and data driven agricultural systems, supported by modern facilities such as the Raven Precision Agriculture Center. Celebrating its centennial in 2025, the department’s administrative history reflects a continuous evolution from mechanization to integrated, technology focused approaches to agriculture, while maintaining close ties to industry and applied research.

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.

Pharmacy instruction at South Dakota State College began in 1887 with coursework in subjects including physics, algebra, bookkeeping, chemistry, materia medica, botany, physiology, hygiene, and pharmacy. The early program was designed to prepare students to work as druggists, and the first pharmacy degrees were awarded in 1893. A four-year curriculum option was introduced by 1898 and became the required standard by 1930.

Between 1931 and 1970, the program expanded its professional scope. During this period, the college established the Tau Chapter of Rho Chi, a pharmacy honor society; initiated a continuing education program for practicing pharmacists; adopted a five-year pharmacy curriculum; and introduced an externship program to provide experiential training. By the 1996–1998 academic bulletin, the College of Pharmacy had transitioned to a six-year Doctor of Pharmacy (Pharm.D.) program, comprising a two-year pre-pharmacy sequence grounded in biological and physical sciences and a four-year professional phase integrating pharmaceutical sciences, therapeutics, and professional practice.

The mission of the College of Pharmacy and Allied Health Professions emphasizes preparation of graduates with primary care skills focused on the rational use of medications and therapies to achieve optimal patient outcomes. The College also aims to foster lifelong learning and a professional commitment to service and improvement within the field.

Nursing education at South Dakota State College began in 1935, when the institution established a Department of Nursing under the Division of Pharmacy at the request of the South Dakota Nurses’ Association. Leila Given served as the first director, and the first nursing degree was awarded in 1936 to Rachel Hasle. Under the leadership of Martha Krause from 1939 to 1943 and R. Esther Erickson from 1943 to 1954, the program expanded but continued as a five year course that relied on a cooperative arrangement with Sioux Valley Hospital in Sioux Falls for clinical training.

A four year nursing program was introduced in 1952, while clinical education continued at Sioux Valley Hospital under joint oversight with Augustana College. Public Health and Rural Nursing components were added in 1954. In 1955, Helen Gilkey was appointed director, contractual relationships with Sioux Valley Hospital were ended, and new clinical sites were developed throughout South Dakota and Minnesota. The following year, the Department of Nursing was elevated to divisional status, becoming the Division of Nursing with Gilkey as its first dean. In 1957, the division relocated to Solberg Hall, the former Engineering Building.

The Division of Nursing received national accreditation from the National League for Nursing in May 1960 and has maintained continuous accreditation since that time. When South Dakota State College became South Dakota State University in 1964, the division was redesignated as the College of Nursing. The Board of Regents subsequently authorized the creation of three departments within the college: Nursing, Health Science, and Continuing Education. In 1969, the college moved into the newly constructed Home Economics Nursing Building, which provided expanded instructional and laboratory space. The Department of Health Science offered majors and minors in areas such as public health and environmental health, while Continuing Education supported professional development through workshops for healthcare practitioners.

In 1977, clinical education was consolidated entirely within South Dakota following a review of clinical placements. That same year, the Board of Regents approved the development of a Master of Science in Nursing and an extended baccalaureate program for registered nurses in western South Dakota. Between 1978 and 1980, the college secured legislative and federal funding to support the implementation of graduate education, including a grant from the Advanced Nurse Training Program. By the late 1990s, the College of Nursing was organized into four departments: Undergraduate Nursing, Graduate Nursing, Research and Special Services, and West River Nursing. Academic offerings included Bachelor of Science and Master of Science degrees in Nursing, with an optional Health Science minor, and programs were approved by the South Dakota Board of Nursing and accredited by the National League for Nursing.

The College of Family and Consumer Sciences at South Dakota State University developed from one of the institution’s earliest academic initiatives aligned with its land grant mission. Instruction began in 1885 with the establishment of a four year program in Domestic Economy, making South Dakota State College one of the first land grant institutions to create a formal home economics department. The curriculum combined scientific training with liberal and practical education, preparing students, particularly women, for leadership in home and family management. Renamed Home Economics by 1915, the program expanded significantly following the Smith Lever Act and Smith Hughes Act, which strengthened extension and vocational education. By the 1920s, coursework in nutrition, clothing, design, home management, and child development supported growing enrollment and statewide influence, particularly through teacher preparation and public school service.

The division evolved steadily through the mid 20th century, adding child development in 1945, technical journalism in 1946, and graduate instruction in 1952. When South Dakota State College became a university in 1962, the unit was elevated to the College of Home Economics. Continued curricular development led to a core curriculum in 1975 and expanded specialized programs in education, extension, human services, and interior design. In 1994, the college was renamed the College of Family and Consumer Sciences to reflect national disciplinary trends and an emphasis on the relationships among individuals, families, and their environments.

Organizational restructuring in the early 21st century marked a significant transition. In 2009, the College of Family and Consumer Sciences merged with the College of Education and Counseling to form the College of Education and Human Sciences. Subsequent consolidations brought together programs in health, nutrition, consumer sciences, and recreation, culminating in the creation of the School of Health and Consumer Sciences in 2022. Further restructuring in 2024 resulted in the School of Health and Human Sciences, while the Consumer Affairs program was transferred to the Ness School of Management and Economics. Although the College of Family and Consumer Sciences no longer exists as a standalone unit, its academic legacy continues through these successor programs, maintaining a longstanding commitment to applied science, education, and service that supports families, communities, and human well being.

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.