Chapter 5

Contents
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Introduction
Relationships with Faculty
     Academic Freedom
     Equity of Treatment / Faculty Rights
     Diversity and Non-Discrimination
     Table 19:  Faculty Diversity, 1992 – 2000
     Shared Governance
     Grievance Process
Relationships with Staff
     Equity of Treatment / Staff Rights
     Diversity and Non-Discrimination
     Shared Governance
     Grievance Process
Relationships with Students
     Equity of Treatment / Student Rights
     Diversity and Non-Discrimination
     Table 20:  Student Diversity, 1991 – 2000
     Shared Governance
     Grievance Process
     Integrity in Intercollegiate Athletics
     Student Activities / Organizations
     Honesty in Recruitment, Admissions and Retention of
        Students
Representation of the Institution to External Constituencies
     External / Marketing Publications
          Public Relations
          Recruitment and Academic Documents
     Internal / Academic Publications
          Academic Catalog
          Course Schedule
          DSU Faculty / Staff Handbook
          Trojan Handbook
     Student Publications
          Dakota Access
          Trojan Yearbook
Collaboration with Other Institutions of Higher Education
     Academic Advisory Council
     Business Affairs Council
     Council of Presidents and Superintendents
     Student Affairs Council
     Sioux Falls Center for Public Higher Education
     Discipline Councils
Relationships with Government, Industry, and Other Entities
Federal Compliance
     Accreditation
     Advertising and Recruitment Materials
     Alcohol, Drug and Substance Abuse
     Americans with Disabilities Act
     Computer Usage and Copyright
     Credits, Program Length, and Tuition
     Dual Institutional Accreditation
     Environmental, Health, and Personal Safety
     Family Educational Rights and Privacy Act
     Harassment and Discrimination
     Higher Education Reauthorization Act
Third-Party Comment Process
Summary of Institutional Strengths and Concerns Relative to
   Criterion 5

Chapter Five

Criterion 5

The institution demonstrates integrity in its practices
and relationships

Introduction

This chapter provides evidence that Dakota State University demonstrates integrity in its practices and relationships by adhering to both the letter and the spirit of local, state, and federal laws and to the code of ethics commonly accepted by the academic community. This adherence is reflected by the institution's:

• Policies and procedures, made public in documents and contractual agreements. 

• Day-to-day practices that are consistent with its publicly stated policies. 

• Expectation that all members of its internal constituencies (faculty, staff, administration, and students) observe the tenets of those policies. 

• Full disclosure of all agreements with both internal and external constituencies. 

• Decision-making and implementation processes, without conflict of interest, at all levels of the institution. 

• Willingness to honor all commitments made in all its public representations. 

Dakota State University is 119 years old. Its customs and practices have evolved in a tradition of commitment to academic integrity. As a public institution, DSU's policies and practices are open to public scrutiny, debated in the daily newspapers, and examined in public forums and in any other arena that reflects the public's interest. Salary decisions, capital improvements, campus expansions, and changes in programs are all subject to public scrutiny and review. Because it is accountable to all its constituencies, the institution ensures that all decisions are made and implemented in an atmosphere of integrity and public accountability. It has a long history of ethical practices and it adheres to the statement of good practices and shared responsibility developed in 1999 by the Council for Higher Education Accreditation (CHEA) Specialized and Professional Advisory Panel. This statement provides a framework in which the institution and its accrediting bodies can work to

strengthen their relationships and achieve greater benefit from the accreditation process. (The statement of good practices and shared responsibilities adopted by CHEA will be available in the documents room.)

This chapter begins with an overview of the institution's working relationships with its primary internal constituencies (faculty, staff, and students) before moving to an overview of the institution's working relationships with its primary external constituencies. The chapter concludes with a discussion of the institution's compliance with state and federal laws. 
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Relationships with Faculty

In Fall 1999, the institution's faculty included 73 full- and 23 part-time / adjunct members. (See Table 4: Demographic Characteristics of DSU Faculty in Chapter 2 for details on the demographic characteristics of the faculty.) Faculty members are recruited nationally and are recommended for hire to the vice president for academic affairs by a search and screen committee. The institution's search and screen procedures suggest that the committee include faculty members from the college and at least one student from the academic discipline, as well as one faculty member from outside the discipline. Advertisements are routinely placed in the Chronicle of Higher Education, in regional magazines, on discipline-specific list servs, and at national conferences. All position announcements comply with EEO and ADA requirements. For academic year 1998-1999, the institution advertised nationally and filled 12 new / open full-time faculty positions. In academic year 1999-2000, 20 new / open full-time faculty positions were filled. In preparation for academic year 2000-2001, 12 new / open full-time faculty positions were filled.

The salaries of tenure-track faculty typically match standards set by the Faculty Salary Survey by Discipline issued by the Office of Planning, Budget, and Institutional Research at Oklahoma State University. (Institutions who are members of the National Association of State Universities and Land-Grant Colleges participate in the annual survey.) Part-time and adjunct faculty members are offered term contracts, with salaries determined by the credit hour load assigned to them. Tenure-track, adjunct, and part-time faculty are all full voting members of the General Faculty and are eligible to serve on faculty committees. Adjunct and part-time faculty are not expected to fulfill the research and service obligations that are required of full-time term and tenure-track faculty. 
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Academic Freedom: The institution's commitment to academic freedom is essential to its existence as a public, educational institution. Academic freedom extends to the faculty member's right to teach as well as the student's right to learn. These rights are imbedded in the fabric of state, federal, regental, and institutional policies, particularly BOR Policy 1:11 Academic Freedom and Responsibility. These policies and procedures clearly provide for the protection of the faculty's and the students' rights. (Additional details on the institution's adherence to the principle of academic freedom are provided in the section on structure and governance of the general faculty in Chapter 2 and in the section on undergraduate curriculum and undergraduate degree programs in Chapter 3.)
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Equity of Treatment / Faculty Rights: In addition to academic freedom, faculty rights are considered in all aspects of the personnel process including recruitment, appointment, renewal and removal, promotion, and tenure. Most faculty rights (recruitment, appointment, renewal, grievances, and removal) are governed by system-wide policies and procedures. Others (such as promotion and tenure) are governed by institutional policies and procedures and were written by the faculty and/or institutional committees with faculty review and approval. Specific documents that institutionalize faculty rights include:

• DSU Faculty / Staff Handbook.

• DSU Policy Manual
(www.departments.dsu.edu/personnel/policies/default.htm ).

• BOR Policy Manual and specifically policies in Chapter 4
(www.ris.sdbor.edu/system/policy/policy.htm).

• The collective bargaining agreement negotiated annually with the Council on Higher Education (COHE), the faculty bargaining unit
(www.ris.sdbor.edu/system/COHE2000/agreement.htm ).

These documents clearly define the relationships between the faculty, the students, the staff, and the Board of Regents and provide guidance on the appropriate procedures for handling grievances.

In 1999, an ad-hoc faculty task force, appointed by the president, reviewed the institution's promotion and tenure document, a document that had not been revised since 1993. In the midst of the campus review process, the Board of Regents office sponsored a workshop on faculty evaluation, primarily because

In addition to academic freedom, faculty rights are considered in all aspects of the personnel process including recruitment, appointment, renewal and removal, promotion, and tenure. 

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the current COHE contract directly links faculty evaluations to salary increases. At that point, the DSU task force expanded its efforts so that the revised promotion and tenure guidelines could also shape the annual faculty evaluation process. The faculty and the president formally approved the revised document in March 2000. (A copy of DSU Policy 02-45-00 Faculty Evaluation / Promotion and Tenure Guidelines will be available in the documents room.)

In 1999, a campus workload committee was also formed, guided by the rules for membership and discussion specified in the COHE contract. The committee worked to revise the faculty workload policy, a document that had not been revisited since before the mission change. The revised document was approved by the campus workload committee in March 2000 and made available to the faculty and Academic Council via campus discussions and e-mail. The revised faculty workload policy provides greater flexibility to deans for reducing faculty workload, includes the supervision of graduate students and graduate assistants, recognizes the impact of new technologies on course delivery, and expands the equated formulas used to calculate workload. (A copy of the faculty workload policy will be available in the documents room.)

All other policies, procedures, and documents related to equity of treatment / faculty rights and resolution of internal disputes related to those issues are reviewed annually and revised when appropriate. These policies and procedures are published in the DSU Faculty / Staff Handbook, in the institutional policy manual, in the Board of Regents Policy Manual, and/or in the COHE collective bargaining agreement. All these publications are available to faculty via the DSU web site or via links on the DSU web site to other, system-wide web sites. 
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Diversity and Non-Discrimination: The institution strictly adheres to all federal and state regulations related to affirmative action and non-discrimination and has established institutional policies and procedures that reinforce that commitment. These policies are one means by which the institution enhances access to education and works to build a diverse educational community. The institution has committed both time and resources to developing a multicultural environment in which the dignity and rights of the individual are respected.

As indicated in Chapter 2 (Table 4: Demographic Characteristics of DSU Faculty), the ethnicity of the faculty approximately reflects the state and

The revised faculty workload policy provides greater flexibility to deans for reducing faculty workload, includes the supervision of graduate students and graduate assistants, recognizes the impact of new technologies on course delivery, and expands the equated formulas used to calculate workload. 

region's diversity. Approximately 8 percent of the institution's faculty members are persons of color. However, as indicated by Table 19: Faculty Diversity (below), a small positive change has been made in the composition of the faculty over the last eight years.

In 1994, the campus received a three-year grant from the Bush Foundation to provide financial support for a number of campus initiatives. One of those initiatives was diversity. The grant provided an opportunity for the campus to host a multi-cultural video and lecture series and student multi-cultural presentations. The various events were designed to make faculty and students more aware of and sensitive to the cultural diversity in the region as well as in the nation and world. (A copy of the final 1994-1996 Bush Grant report will be available in the documents room.) 
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Table 19:  Faculty Diversity, 1992 to 2000 

* From SD BOR Fact Books for FY93 –FY00
(Faculty diversity was not tracked in the
  SD BOR Fact Book prior to FY93.)

 The university strongly believes that it can benefit from continued efforts to increase diversity, although those efforts have often yielded less than satisfactory results. In Fall 1998, a campus-wide working group was formed to renew and coordinate campus efforts related to diversity and to facilitate the sharing of ideas. The group includes faculty, administrators, staff, and students who have a direct responsibility for or interest in diversity. In its first year, the group developed a Diversity Vision Statement and a plan of action. The vision statement was circulated to all governing groups, refined based on input, and given final approval in May 1999. The statement reads, in part:

Individuals who differ in age, creed, culture, disability, ethnicity, gender, race, sexuality, and socioeconomic status all contribute to the diversity which we value in the university community. Respect for all individuals and interaction with people different from oneself are essential components of a university education.

Faculty and staff recognize that the environment they create and sustain for learning is one of the defining characteristics of a university. The plan of action put together by the diversity working group and presented to the

president in May 1999 addressed the need for improved campus diversity, outlined potential funding options, and established specific goals for student and faculty recruitment and retention. One of the first steps in the plan of action calls for hiring a diversity coordinator. That position has been funded and individuals are currently being interviewed. Additional details related to the institution's commitment to diversity and non-discrimination are provided in the section devoted to Strategic Initiative 7 — Diversity in Chapter 4. (A copy of the institution's strategic statement and the diversity working group's plan of action will be available in the documents room.) 
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Shared Governance: Responsibility and authority for academic programs is shared between the South Dakota Board of Regents, the institution's administration, and the general faculty. The institution's commitment to shared governance is reflected in the authority invested in the faculty to control the academic offerings of the institution and to shape the academic policies and procedures of the institution.

In 1995, the faculty voted to rewrite the General Faculty Constitution and to abolish the Faculty Senate structure that had existed on campus. The new constitution established a governance structure that provides for a more democratic approach to academic decision-making. The faculty meets as a body of the whole once a month during the academic year to discuss academic issues and reach consensus on resolutions or recommendations to the administration. The functions of the general faculty are also carried out through a system of standing committees (and/or ad-hoc task forces) that report to the general faculty. The responsibilities of these standing committees are described in the bylaws of the general faculty. Both the general faculty constitution and the bylaws of the general faculty are included in Appendix B of the DSU Faculty / Staff Handbook.

Within this governance structure, the faculty has primary responsibility for initiation, development, review, and revision of all academic coursework and programs, although the final authority to approve these actions lies with the South Dakota Board of Regents. Faculty support is also necessary to change any policies or procedures related to academic issues. During the past year, the general faculty instituted changes in these academic areas:

• Midterm grades.

• Special topics and independent study courses.

The institution's commitment to shared governance is reflected in the authority invested in the faculty to control the academic offerings of the institution and to shape the academic policies and procedures of the institution.

• Goals, criteria, course outcomes, and courses included in the
institutional graduation requirements and information technology / literacy requirements.

The faculty also took an active part in discussions on reorganization of the academic units within the colleges. Because of the strongly held views of the faculty, the administration decided to make no changes in the institution's academic structure.

In November 1998, Dakota State University conducted its first Campus Quality Survey in cooperation with the Performance Horizons Consulting Group. The survey was used again in February 2000. This instrument was adapted for the educational environment from categories used in the Malcolm Baldridge Award and the Presidential Award for Quality. It is specifically designed to provide feedback from faculty, administration, and staff on management of the institution. The survey results are used to pinpoint areas needing improvement and to help increase employee performance and satisfaction.

In 1998, the survey was completed by 164 employees, including 60 faculty (36 percent of respondents). According to the 1998 survey results, the faculty were most satisfied with these campus services, programs, and activities:

• Computer technology is integrated into DSU's academic programs.

• DSU's computing environment provides a competitive advantage in higher education.

• The mission, purpose and values of this institution are understood by employees.

• Department meets as a team to plan and coordinate work.

• Students have a way to provide feedback on their level of satisfaction with campus programs and services.

These campus services, programs, and activities received an average rating of 4.0 or higher on a scale of 1 = very dissatisfied and 5 = very satisfied.

According to the 1998 survey results, the faculty were least satisfied with these campus services, programs, and activities:

• Employees are rewarded for outstanding job performance.

• DSU faculty and staff have adequate input into the allocation of computing resources.

• There are effective lines of communication between departments.

• Service personnel receive special training in customer service.

• DSU employee workload is fairly distributed.

The faculty were most satisfied with "Computer technology is integrated into DSU's academic programs."

These campus services, programs, and activities received an average rating of 2.6 to 2.8 on a scale of 1 = very dissatisfied and 5 = very satisfied. Overall, 70 percent of the faculty indicated they were satisfied or very satisfied with their employment at DSU.

In 2000, the survey was completed by 181 campus personnel, including 68 faculty. According to the 2000 survey results, the faculty were most satisfied with these campus services, programs, and activities:

• Computer technology is integrated into DSU's academic programs.

• DSU's computing environment provides a competitive advantage in higher education.

• The mission, purpose and values of this institution are understood by employees.

• Faculty and staff take pride in their work.

• The institution has user-friendly computer systems.

These campus services, programs, and activities also received an average rating of 4.0 or higher on a scale of 1 = very dissatisfied and 5 = very satisfied.

According to the 2000 survey results, the faculty were least satisfied with these campus services, programs, and activities:

• There are effective lines of communication between departments.

• Service personnel receive special training in customer service.

• DSU employee workload is fairly distributed.

• Employees are rewarded for outstanding job performance.

• Guarantees of satisfaction are offered to students to ensure quality services.

These campus services, programs, and activities received an average rating of 2.9 to 3.1 on a scale of 1 = very dissatisfied and 5 = very satisfied. Overall, 88 percent of the faculty indicated they were satisfied or very satisfied with their employment at DSU.

In the last year, the campus has worked to improve some of the services, programs, and activities that received low ratings from faculty. Campus initiatives include:

• Doing more to publicly celebrate awards and accomplishments.

• Expanding the supervisor evaluation process.

• Increasing opportunities for faculty and staff training.

Overall, 88 percent of the faculty indicated they were satisfied or very satisfied with their employment at DSU.

On average, the results of the Campus Quality Survey reflect a relatively positive attitude on campus toward the institution as a whole and toward the quality of service provided to the institution's constituencies. (Additional information on the Campus Quality Survey and actions taken as a result of that survey will be available in the documents room.) 
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Grievance Process: Due process is guaranteed to all faculty through the COHE collective bargaining agreement (particularly, Chapter 7 Contract Disputes) and specifically in BOR Policy 4:7 Grievance _ Faculty. The grievance process guaranteed by these documents is also outlined in the DSU Faculty / Staff Handbook. (The COHE agreement, the BOR Policy Manual, and the DSU Faculty / Staff Handbook will be available in the documents room.) Only three formal complaints or grievances have been filed in the last 10 years by the faculty against the institution. All were settled at the institutional level. (Details on grievances filed against the institution by faculty in the last 10 years will be available in the President's Office.) 
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Relationships with Staff

In Fall 1999, DSU staff included 122 full- and 4 part-time employees, categorized as either exempt or Career Service Act employees. Exempt employees are those whose duties are classified as political, professional, executive, or administrative in nature and, thus, are exempt from the Fair Labor Standards Act (FLSA) rules concerning wage and hour policies. All other staff employees are categorized as Career Service Act (CSA) employees and are subject to the FLSA rules concerning wage and hour policies.
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Equity of Treatment / Staff Rights: Staff rights are considered in all aspects of the personnel process, including recruitment, appointment, renewal and termination, compensation, recognition, and the grievance process. Chapter 4 of the BOR Policy Manual institutionalizes staff rights for BOR employees. This document clearly defines the relationship between the staff, the institution, and the Board of Regents and provides guidance on the appropriate procedures for handling grievances. All CSA employees are full voting members of DSU's Career Service Association. 
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Diversity and Non-Discrimination: The institution strictly adheres to all federal and state regulations related to affirmative action and non-discrimination and has established institutional policies and procedures

that reinforce that commitment. These policies are one means by which the institution enhances access to education and works to build a diverse educational community. The institution has committed both time and resources to developing a multicultural environment in which the dignity and rights of the individual are respected.

As indicated in Chapter 2 (Table 5: Demographic Characteristics of Exempt and CSA Employees), the ethnicity of the institution's CSA and exempt employees approximately reflects the state and region's diversity. Approximately 1 percent of the institution's staff are persons of color. Though national searches are conducted for most exempt positions, few persons of color apply for these positions. CSA positions are generally advertised on a local and state level, and most applicants tend to come from a close geographic area. Because little ethnic diversity exists in southeastern South Dakota, it is difficult to hire a culturally diverse CSA staff. 
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Shared Governance: The Career Service Act of 1974 established a system for management of career service personnel in state government. The act addresses appointment, promotion, compensation, removal, transfer, and other matters related to personnel management. CSA employees are governed by a council consisting of representatives from five classification groups. The council is charged with serving as a liaison to the university president and brings forward employee concerns and recommendations for training, incentives, and recognition programs. The council meets regularly during the academic year and holds a monthly association meeting that is open to all CSA employees. (Minutes of these monthly meetings for the last calendar year will be available in the documents room.) Career Service employees also elect a representative to serve on the State Career Service Advisory Council. This statewide council meets twice each year. (See DSU Policy 04-25-00 Career Service Employees, DSU Policy 04-25-01 DSU Career Service Council By-Laws, and BOR Policy 1:7:5 Career Service Advisory Council.)

As mentioned earlier in this chapter, in 1998, Dakota State University conducted a Campus Quality Survey in cooperation with the Performance Horizons Consulting Group. Approximately 30 exempt and 71 CSA employees completed the survey in November 1998; 37 exempt and 73 CSA employees completed the survey in February 2000.

According to the 1998 survey results, staff members were most satisfied with these campus services, programs, and activities:

• Computer technology is integrated into DSU's academic programs.

• DSU's computing environment provides a competitive advantage in higher education.

• The mission, purpose, and values of this institution are understood by employees.

• The institution has user-friendly computer systems.

• Campus services are user-friendly.

These campus services, programs, and activities received an average rating of 4.0 to 4.6, on a scale of 1 = very dissatisfied and 5 = very satisfied. Three of the five top-rated areas were also rated highest by the faculty.

According to the 1998 survey results, staff members were least satisfied with these campus services, programs, and activities:

• Employees are rewarded for outstanding job performance.

• Written procedures clearly define who is responsible for each
operation and service.

• There are effective lines of communication between departments.

• Service personnel receive special training in customer service.

• DSU employee workload is fairly distributed.

These campus services, programs, and activities received an average rating of 2.5 to 2.8, on a scale of 1 = very dissatisfied and 5 = very satisfied. Overall, 58 percent of the staff indicated they were satisfied or very satisfied with their employment at DSU.

According to the 2000 survey results, staff members were most satisfied with these campus services, programs, and activities:

• Computer technology is integrated into DSU's academic programs.

• DSU's computing environment provides a competitive advantage in higher education.

• Efforts to improve quality are paying off.

• Campus services are user-friendly.

• Institution has user-friendly computer systems.

These campus services, programs, and activities also received an average rating of 4.0 or higher on a scale of 1 = very dissatisfied and 5 = very satisfied.

Staff were most satisfied with "Computer technology is integrated into DSU's academic programs." 

Three of these areas also received the highest ratings by faculty.  According to the 2000 survey results, staff member were least satisfied with these campus services, programs, and activities:

• There are effective lines of communication between departments.

• Service personnel receive special training in customer service.

• DSU employee workload is fairly distributed.

• Employees are rewarded for outstanding job performance.

• Processes for selecting, training, recognizing and empowering personnel are carefully planned.

These campus services, programs, and activities received an average rating of 2.3 to 2.7 on a scale of 1 = very dissatisfied and 5 = very satisfied. Overall, 62 percent of the staff indicated they were satisfied or very satisfied with their employment at DSU.

During the past year, the campus has implemented several new initiatives to address these concerns. In 1995, the CSA employee group implemented an employee recognition program. CSA employees were divided into five groups by classification code (clerical, custodial, general / institutional administration, technical support, and maintenance) and one employee from each group was selected by his/her peers for recognition. This recognition was expanded in Spring 1999 to honor 10 employees annually (two from each of the five classification groups) and to include the selection of an employee of the year from among those individuals recognized each month. Honored employees receive a cash gift and are recognized at monthly CSA meetings and at faculty / staff meetings. Their photos appear in the local newspaper, and brief biographies of the honored employees are also posted on the DSU web site. The employee of the year from the previous year is recognized at the campus-wide faculty-staff orientation meeting in the fall and receives one year of free campus parking. A pilot project was also implemented in Spring 1999 to give more employees (both exempt and CSA) a voice in the evaluation of DSU's management. While an evaluation process was already in place to allow faculty to evaluate their dean's performance, the evaluation of other administrators did not include input from subordinates. Employees who report directly to members of the Executive Council and the Academic Council were given an opportunity to provide feedback on their supervisor's

performance. The statistical results of the evaluation process were provided to both the manager and the manager's immediate supervisor by the DSU Assessment Office and were used in the annual evaluation and salary decision process. The process was expanded to include additional managers in Spring 2000. Both the process and evaluation instrument will be reviewed and refined during 2000-2001. The Executive Council also implemented a series of brown-bag presentations during Fall 1999 in an effort to keep the campus more informed on issues affecting DSU. These presentations included informational topics such as curricular changes recently approved by the Board of Regents, the campus recruitment/marketing process, updates on the Community Center project, and the campus technology infrastructure.

Lack of training opportunities was also a concern voiced in the Campus Quality Survey by exempt and CSA employees. Training opportunities are generally made available through the State Bureau of Personnel and are publicized by the Director of Human Resources and Budget. Other, on-campus workshops are generally held at the beginning of each academic year to provide faculty and staff with training in new or upgraded software packages. To increase on-campus training opportunities, the Office of Distance Education has implemented a series of workshops and on-line tutorials on web design / development. The CSA group also began work during 1999-2000 to investigate additional, continuing education opportunities, to promote more awareness of continuing education, and to encourage supervisors to support their employee's attendance. The CSA group sponsors a scholarship program in which CSA employees who want to take college courses may apply for up to $50 in tuition assistance. In 1999-2000, 8 CSA employees benefited from the scholarship program. (Additional information on the Campus Quality Survey results and actions taken to improve staff satisfaction will be available in the documents room.) 
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Grievance Process: The institution has clearly established policies and procedures for the resolution of internal disputes. DSU adheres to the grievance process established for all Career Service Act employees of the State of South Dakota, with the process outlined in BOR Policy 4:9 Grievance / Classification Review _ Career Service Employees. The availability of a formal grievance process is referenced in the DSU Faculty / Staff Handbook with employees directed to the appropriate BOR policy for details. Copies of

To increase on-campus training
opportunities, the Office of Distance Education has implemented a series of workshops and on-line tutorials on web design / development. 

both the BOR Policy Manual and the DSU Faculty /Staff Handbook are available to employees on the web. In the last 10 years, three formal complaints / grievances have been filed by CSA employees against the institution or against another CSA employee. Two were resolved at the institutional level and one at the Board of Regents level. (Details on the grievances filed by CSA employees in the last 10 years will be available in the President's Office.) 
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Relationships with Students

In Fall 1999, DSU had 2,003 full- and part-time students enrolled in either on-campus or distance courses. These students generated 1,335 FTE. (The BOR does not release official headcount and FTE figures for spring semesters, so these are the most current figures available.) At DSU, student recruitment is organized around a 5-tiered approach with greatest emphasis on Tiers 1A and 1B (the region surrounding Madison and the region which includes Pierre, Rapid City, and the towns in the northern and southern Black Hills). Student applications are handled on a system-wide basis through the Enrollment Services Center in Vermillion (particularly when students apply to more than one regental institution), although some individual applications are still processed through the DSU Enrollment Services Office. Historically, about 55 percent of students who apply to DSU actually enroll at the institution. (A copy of the institution's current marketing plan will be available in the documents room.)

Interested students are invited to attend one of the seven Discover DSU Days scheduled during the academic year. Admitted students are encouraged to attend a pre-registration session at some point during the summer, prior to the beginning of the academic year. The institution schedules five of these summer events, in addition to the mass registration that is held just before school starts. About 90 percent of new students (and often their parents) take advantage of these summer pre-registration events, where they take placement tests, learn more about students services (for example, housing and food service, financial aid and fee payment) and meet with faculty advisors to plan their fall schedule. 
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Equity of Treatment / Student Rights: The institution has clearly defined policies and procedures regarding institutional relationships with

students and student organizations. The institution guarantees to its students:

• Confidentiality of student records and disciplinary proceedings.

• Affirmative action in part-time and work study hiring.

• Freedom from harassment, discrimination, intimidation, and inappropriate research with human subjects.

• Input into the evaluation of teaching policies and procedures.

• Appropriate and ethical grading practices.

• Participation in student governance.

• A grievance process to protect the student when their rights are violated.

These student rights, as well as related student responsibilities, are formalized in the DSU Trojan Handbook, the DSU Faculty / Staff Handbook, and the institution's academic catalog. The academic catalog, which includes the current tuition and fee rates, is provided to new students during the admission and registration process. However, students may also obtain a copy of the most current catalog at any time from the registrar in Enrollment Services. The DSU Trojan Handbook is provided annually to each student during the fee payment process. A paper copy of the DSU Faculty / Staff Handbook is provided annually to each department and is also available electronically at http://www.departments.dsu.edu/personnel/handbook/default.htm  . These documents clearly define the relationship between the students, the institution, and the Board of Regents and provide guidance on the appropriate procedures for handling grievances.

The university's commitment to equity in the treatment of its students is further demonstrated by its willingness to provide access to services (e.g., counseling, advising, and tutoring; extra-curricular activities; fair and open disciplinary proceedings; employment opportunities both on and off campus) and to guarantee freedom from harassment, discrimination, and intimidation. In the last 10 years, one formal complaint was filed by a student against a faculty member for sexual harassment. The complaint was investigated by the Office of Civil Rights (OCR) and was dismissed after the investigation. In the last 10 years, one formal complaint was filed by a student against the institution for violations of the Americans with Disabilities Act. That complaint was investigated by the OCR and was dismissed after the

investigation. (Details on grievances filed against the institution by students in the last 10 years will be available in the Office of the Vice President for Academic Affairs.) 
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Diversity and Non-Discrimination: The institution strictly adheres to all federal and state regulations related to affirmative action and non-discrimination and has established institutional policies and procedures that reinforce that commitment. These policies are one means by which the institution enhances access to education and works to build a diverse educational community. The institution has committed both time and resources to developing a multicultural environment in which the dignity and rights of the individual are respected.

As indicated in Chapter 2 (Table 6: Demographic Characteristics of DSU Students) the ethnicity of the student population approximately reflects the state and region's diversity. Approximately 2 percent of the institution's students are persons of color. As indicated by Table 20: Student Diversity, 1991 - 2000 (below), the ethnic diversity of the student population typically ranges from 2 to 4 percent.

The University continually seeks to expand its students' awareness and appreciation of other cultures and other people, both in the classroom and through extra-curricular activities and events. For example, the Native American Students' Club brings speakers to campus each school year and, for the past three years, has organized an event celebrating Native American culture. This year's focus was a mini Wacipi (little powwow) on April 14, 2000. Over 75 DSU students, 110 Madison and Oldham-Ramona grade school students, 100 Flandreau Indian School students, and 75 students from McLaughlin, Ridgeview, Sisseton, and Winnebago, NE, high schools attended the event, which also included campus tours and a special luncheon for the high school students who attended. 
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Table 20:  Student Diversity, 1991 - 2000

* From SD BOR Fact Books for FY92 –FY00
(Student diversity was not tracked in the
 SD BOR Fact Book prior to FY92.) 

The institution has committed both time and resources to developing a multicultural environment in which the dignity and rights of the individual are respected. 

A diversity working group, which includes student membership, has developed an action plan to expand institutional activities on behalf of diversity. (The plan of action developed by this group was described in more detail in the section on Strategic Initiative 7 _ Diversity in Chapter 4. A copy of the action plan will be available in the documents room.) Besides cultural diversity, the institution also focuses on intellectual diversity, integrity, and disciplined inquiry in the search for knowledge. Every effort is made to ensure that students are exposed to a wide spectrum of opinions in the classroom and in the activities and events sponsored by the campus. 
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Shared Governance: The University actively seeks opportunities to involve students in the governance of the institution. Students have membership on a majority of the institutional standing committees as well as on institutional task forces. Because students are the primary consumers of these services, they play an important role on advisory committees for operation of the bookstore, student health service, and food service. The Student Association Senate also plays a key role in institutional planning and management. Additionally, the president of DSU's Student Association Senate is a member of the South Dakota Student Federation. Established by the Board of Regents, the federation is composed of the student association president and vice president from each university. It meets regularly and provides feedback on student-related issues at each meeting of the Board of Regents. 
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Grievance Process: The institution has established policies and procedures that describe the institution's relationship with and responsibilities to students. Policies that address student rights and responsibilities generally also describe the process for resolution of internal disputes and include an explanation of the notification and grievance process available to students who feel their rights have been violated. For example, the institutional policy on grade appeals is detailed in the academic catalog and describes a three-tiered appeal process, beginning with discussions between the student and the faculty member. Grievances which are not resolved may require discussion between the student, the faculty member, and the dean, or between the student, the faculty member, and a faculty / student committee appointed by the vice president for academic affairs. Similarly, the process for appealing administrative and judicial decisions is detailed in institutional policies and described at length in the DSU Trojan Handbook. 
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Every effort is made to ensure that students are exposed to a wide spectrum of opinions in the classroom and in the activities and events sponsored by the campus. 

Five formal student complaints / grievances have been filed against faculty in the last 10 years. Three formal student complaints have been filed against DSU administrators in the last 10 years. One formal student complaint has been filed against a CSA employee in the last 10 years. All were resolved at the institutional level. (Details on the grievances filed by students against the institution and/or DSU employees will be available in the President's Office.) 
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Integrity in Intercollegiate Athletics: The institution has clearly established policies and procedures regarding the institution's relationship with and responsibility for intercollegiate athletes. The athletic department at Dakota State subscribes to the rules adopted by the National Association of Intercollegiate Athletics (NAIA) and to the newly formed Dakota Athletic Conference (DAC-10) for eligibility, recruitment, and participation of student athletes. For a freshman athlete to be eligible, she/he must meet two of the following three criteria:

• Achieve a minimum score of 18 on the ACT or 860 on the SAT on a national testing date.

• Achieve a minimum high school grade point average of 2.00 on a 4.00 scale.

• Graduate in the top half of her/his high school graduating class.

Additionally, the student must be enrolled in a minimum of 12 institutionally approved and/or required credit hours during participation and must make normal progress (completion of 24 credits each academic year) toward a recognized baccalaureate degree. Upon reaching junior status (completion of 64 credits), the student-athlete must have a cumulative grade point average of 2.00 or higher to be eligible to compete. Eligibility reports are submitted in a four-step review and endorsement process, which includes approval signatures from the head coach, registrar, faculty athletic representative (FAR), and the athletic director. Eligibility reports are carefully reviewed by both the registrar and the faculty athletic representative before they are submitted for final approval by the athletic director. The current FAR is a former athletic director who understands both the reporting rules and the importance of integrity in the reporting process. When questions or issues arise, the regional eligibility chair or the NAIA office is contacted for clarification. The head coach and athletic director or FAR meet with team members each season to discuss eligibility requirements. This year, athletes

will also be provided with a copy of the DSU Athletic Handbook. (A copy of the DSU Athletic Handbook will be available in the documents room.) The athletic director is also currently working with the registrar to develop an early-warning notification system using Colleague, the institution's student record system, to identify student athletes who drop below NAIA eligibility requirements (enrollment in 12 credit hours of coursework during the semester of competition).

The maintenance of satisfactory cumulative grade point average by DSU's athletes reinforces the preeminence of academics at DSU. For example, in the 1999-2000 academic year, the overall cumulative grade point average for 66 female athletes was 3.26. In Fall 1999, the women's basketball team had an overall cumulative GPA of 3.31 and 16 of the 20 players had semester GPAs of 3.00 or higher. The team also had three members named NAIA Academic All-Americans in AY99-00. The women's cross-country team had an overall cumulative GPA of 3.72 with one NAIA Academic All-American. Five of the 6 female cross-country runners had semester GPAs of 3.00 or higher. In 1999-2000, female athletes enrolled in an average of 15 credit hours each semester. (Additional information on the scholastic performance of female athletes will be available in the documents room.)

In the 1999-2000 academic year, the overall cumulative grade point average for 158 male athletes was 2.83. The basketball team had the highest composite with a cumulative GPA of 3.02; the football team had the lowest with a cumulative GPA of 2.56. One member of the men's basketball team was selected as an NAIA Academic All-American. In 1999-2000, male athletes enrolled in an average of 14 credit hours each semester. (Additional information on the scholastic performance of male athletes will be available in the documents room.)

Although the institution awards scholarships based on athletic talents, DSU does not award full-ride athletic scholarships. During the 1999-2000 academic year, of the 26 full-ride scholarship equivalents (as defined by the NAIA), 44 percent of the scholarship funds were based on athletic ability and 56 percent were based on academic ability or financial need. In women's sports, 26 percent of the scholarships were based on athletic ability and 74 percent on academic ability or financial need. In men's sports, 30 percent of the scholarships were based on athletic ability and 70 percent were based on

The maintenance of satisfactory cumulative grade point average by DSU's athletes reinforces the preeminence of academics at DSU. 

academic ability or financial need. Athletes who receive athletic scholarships and subsequently leave the team must repay the athletic portion of their scholarship monies to the athletic department (either in full or in part, depending on the length of their participation). The athletic department has established this policy to reinforce the obligation of the student athlete to his/her teammates and to the institution.

Within the athletic department, the athletic director and the coaches work to emphasize the role of athletics in the students' lives. The Athletic Department has established a handbook, which includes a mission statement for athletics, athletic department goals, and policies and procedures related to student athletes. For example, the handbook describes the drug and alcohol education program for athletes, with the ultimate goal of making student athletes acutely aware of the problems associated with drug and alcohol abuse and of changing the behavior of athletes who violate drug/ alcohol usage policies. An individual team may also establish a code of conduct for its particular sport and require team members to sign it. These codes of conduct typically describe appropriate disciplinary action for violations. 
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Student Activities / Organizations: The institution has clearly established policies and procedures regarding the institution's relationships with and responsibilities for providing access to student activities / organizations. The DSU Trojan Handbook emphasizes the university's commitment to student organizations and activities. This support is provided, in part, because of the skill building that results from meaningful student involvement in campus activities and events. In return, these student organizations advance the quality of campus life because of the campus events they sponsor. The student handbook includes a description of the campus student organizations, together with the policies and procedures related to their creation, support, privileges, and responsibilities.

During new student orientation, students are encouraged to become involved in one or more student organizations. An activities fair is conducted during the third week of each semester to acquaint new students with DSU organizations and activities. Faculty and staff volunteer to serve as organization advisors and staff from the Student Activities Office provides leadership training and other forms of support to the organizations, as well. Students are afforded opportunities for personal growth through participation

The Athletic Department has established a handbook, which includes a mission statement for athletics, athletic department goals, and policies and procedures related to student athletes 

in the Adventure Program (a service learning organization) and for learning and recreation through an extensive intramural sports program. The University also provides for the recognition of both individual and organizational achievement through a variety of awards programs, including the Certificate of Merit Program, membership in institutional and national honorary organizations, and the honors and awards event conducted each April. Further, the Board of Regents officially recognizes outstanding student organizations on each campus. 
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Honesty in the Recruitment, Admission, and Retention of Students: The university's commitment to fair treatment of students in recruitment, admission, and retention is reflected in its publications, statements, and advertisements disseminated to prospective and enrolled students. These publications, statements, and advertisements accurately describe and fairly represent the institution, its operations, and its programs. These BOR and institutional policies and procedures set the standards for treatment of students:

• Admissions: BOR Policy 2:3 System Undergraduate Admissions.

• Grading, academic progress, probation, and suspension: BOR Policy 2:10 Minimum Progression Standards, DSU Policy 03-14-00 Minimum Progression Standards, DSU Policy 03-29-00 Academic Grade Deletion Policy, DSU Policy 0-31-00 Grade of Incomplete.

• Computing privileges: DSU Policy 03-61-00 Computing Privileges.

• Academic misconduct: DSU Policy 03-22-00 Academic Misconduct.

• Residency requirements: BOR Policy 2:29 University Residency Requirements and DSU Policy 03-58-00 University Undergraduate Residency Requirements.

• Tuition and tuition refunds: BOR Policy 5:5 Tuition and Fees,
BOR Policy 5:6 Reciprocity Agreements, BOR Policy 5:7 Refunds and DSU Policy 03-44-00 Refund Policy.

• Appeal processes for academic issues: DSU Policy 03-30-00 Appealing Academic and Administrative Decisions.

These institutional policies are included in the DSU Trojan Handbook, in the DSU Faculty / Staff Handbook, and in the academic catalog. To ensure accuracy, these publications are updated and republished annually. Academic

issues are appealed through the Office of the Vice President for Academic Affairs. Disciplinary issues are appealed through the Office of the Vice President and Dean of Student Affairs.

During the 1999-2000 academic year, the Student Senate expressed strong concern about diminished student access to computers, primarily because increased student enrollments had resulted in more course sections being offered (reducing the day-time open-access hours of the computer classrooms in the academic buildings) and because the 24-hour computer lab was moved to the Trojan Center (reducing lab hours to 7 a.m. to 1 a.m. on weeknights and 7 a.m. to 11 p.m. on weekends). To facilitate student access, open-access times for all the computer classrooms were posted on the computer classroom doors and an open-access schedule and a list of available software in each lab was posted on the Web. However, students on the Computing Resource Advisory Committee (CRAC) indicated that more needed to be done to increase student access. Lengthy discussions revealed that access from 1 a.m. to 7 a.m. was not an issue as much as weekend and holiday access. The compromise reached for academic year 2000-2001 is to extend the weekend hours for the computer classrooms in the academic buildings, especially on holiday weekends. 
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Representation of the Institution
to External Constituencies

As an educational institution, DSU has a history of cooperative involvements with local and regional school districts, with regional businesses, organizations, and other state agencies and with other institutions of higher education. The long-term history of these relationships provides significant evidence that the institution's relationships with all external constituencies are conducted ethically and responsibly. (Additional information on the relationships formed with external constituencies and on the formal partnership agreements signed by the institution with external constituencies will be available in the documents room.) 
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External / Marketing Publications: The institution uses public relations techniques and recruitment / admissions materials to publicize the institution to its external constituencies. All institutional publications, statements, and advertising are reviewed by administrators in academic affairs, in business affairs, and in student affairs prior to publication. This multi-level review is

As an educational institution, DSU has a history of cooperative involvements with local and regional school districts, with regional businesses, organizations, and other state agencies and with other institutions of higher education. 

used to ensure that all institutional publications, statements, and advertisements accurately and fairly describe the institution, its operations, and its programs.  
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Public Relations: The institution's public relations efforts are focused on spreading good news about DSU. Primary attention is given to placing news and features in the print and broadcast media outlets in Madison and Sioux Falls. (These media outlets include three Sioux Falls television stations, the Sioux Falls Argus Leader, the Madison Daily Leader, Associated Press, Madison's radio station KJAM, plus public radio and public television.) When appropriate, news and features are also submitted statewide to weekly newspapers. (A copy of the institution's marketing plan will be available in the documents room.) To aid the institution's public relations efforts, an additional writer (public / sports information) was added to the staff in August 2000. 
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Recruitment and Academic Documents: Academic publications (such as the view book or the CD-Rom used for recruitment, program brochures, and the academic catalog) are used to present the institution and its academic programs to potential students and other external constituencies. These documents are reviewed and updated annually and are distributed to prospective students at high school career fairs and at Discover DSU Days. (Representative copies of these recruiting materials will be available in the documents room.) 
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Internal / Academic Publications: The institution uses its academic catalog, course schedule, the DSU Trojan Handbook, and the DSU Faculty / Staff Handbook to inform students of its academic programs and the policies and procedures which govern their enrollment in those programs. All internal publications are reviewed by administrators in academic affairs, in business affairs, and in student affairs prior to publication. This multi-level review is used to ensure that all institutional publications accurately and fairly describe the institution, its operations, and its programs.  
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Academic Catalog: The academic programs of current students are governed by the academic catalog in force when the student is admitted to the university, unless the student formally changes majors or requests that his / her plan of study be guided by the academic information included in a newer catalog. The DSU academic catalog is reviewed and updated annually and is provided to new students when they register for courses in the fall and to 
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current students upon request. The entire catalog is also available on the DSU web site at http://www.dsu.edu/catalog . (A copy of the most current academic catalog will be available in the documents room.) 
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Course Schedule: The list of courses offered each academic year is published electronically on the DSU web site at http://www.dsu.edu/catalog/00-01schedule . Students are encouraged to pre-register for both the fall and spring semesters at the same time, although year-long registration is not required. A separate summer school schedule is also published electronically. Paper copies of the course schedules for both the academic year and summer school are made available to prospective students and/or part-time students who might not have computer access. (A paper copy of the current course schedule will be available in the documents room.) 
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DSU Faculty / Staff Handbook: The DSU Faculty / Staff Handbook outlines university policies and practices in the areas of personnel, academics, and support services, and outlines the institution's committee structure. The document is not intended to duplicate complete policies that appear in other official reference manuals, but rather provides general information with reference to specific policies for more detailed information. The handbook is updated annually and a printed copy is provided to each university office. The entire document is also available on the DSU web site at http://www.departments.dsu.edu/personnel/handbook/default.htm  . (A paper copy of the most current faculty / staff handbook will be available in the documents room.) 
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Trojan Handbook: The DSU Trojan Handbook is prepared annually by the Student Affairs Office and provided in hard copy to each student during the tuition payment process. The entire document is also available on the DSU web site at http://www.departments.dsu.edu/Student_Services/handbook  . Together with the academic catalog, the handbook details the contents of the contract the student and the university enter into when the student enrolls in the university. 
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Student Publications: The institution encourages the production of two student publications: a student newspaper and a student yearbook. 
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Dakota Access: The campus newspaper, The Dakota Access, is published every two weeks during the academic year by a student editorial staff, advised by a faculty member in the College of Liberal Arts. The staff is housed in the 
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Hunter Publishing Lab in Beadle Hall, home of the College of Liberal Arts. The activities of the student editorial staff are governed by the Student Media Board. The media board, which includes both student and faculty members, provides support for the staff's activities and is also responsible for financial oversight of the funds allocated to the activity by the General Activity Fund Allocations Committee. 
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Trojan Yearbook: The Trojan Yearbook is published annually by a student staff, advised by either a faculty or staff member, generally someone from the College of Liberal Arts. The yearbook staff is housed in Karl E. Mundt Library 206 and is governed by the Student Media Board. 
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Collaboration with Other Institutions
of Higher Education

The institution is proactive in developing contracts and collaborative agreements with other regental institutions. These collaborative agreements allow the institution to share faculty and facilities and to develop and deliver programs efficiently in a state where financial effectiveness is always a goal. It is the policy of the institution (reinforced by the top administration) to conduct all relationships with other institutions of higher education in an ethical and responsible manner.

The funding formula currently in place for regental institutions was described in detail in the section on financial resources in Chapter 2. Briefly, the funding framework can be described as a 95/5 formula with 5 percent of the funding based on the institution's performance in five incentive categories. One of these five performance categories, Incentive Fund 4, addresses collaboration among the six regental institutions. In Incentive Fund 4, the institution receives funding credit for courses and programs offered in collaboration with other institutions in Sioux Falls at the Center for Public Higher Education (CPHE), for courses delivered via distance to students enrolled at the other regental institutions, and for courses delivered via distance by other institutions to students enrolled at DSU. (A copy of the current rotation schedule from the CPHE will be available in the documents room, along with the delivery agreements that currently exist between DSU and the other regental institutions.)

The administrative staff of the institution also participates in system-wide advisory councils. These councils are intended to guide system-wide policies

The institution is proactive in developing contracts and collaborative agreements with other regental institutions. 

and procedures and to inform the BOR office staff of issues and concerns on the individual campuses. 
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Academic Advisory Council (AAC): The Academic Advisory Council consists of the vice presidents of academic affairs from the six institutions of higher education under the control of the South Dakota Board of Regents. It functions as a senior policy advisory group on academic issues; current and proposed courses, programs, and degrees; academic standards; transfer of courses; and system-wide academic policies. It also makes recommendations to the BOR, to the Council of Presidents, and to the BOR office staff on implementation of policies related to those issues. (Academic decisions on individual campuses are guided by the operational guidelines established by the AAC and an institution's curriculum decisions will be placed on the AAC agenda for discussion at the request of any of the other institutions.) (Curricular changes are posted to institutional web sites as a way to encourage system review and discussion. DSU's curriculum changes for the last academic year can be found at www.departments.dsu.edu/curriculum.) The council is chaired by the Senior Administrator in the board office and meets approximately every six weeks, prior to the regular meetings of the Council of Presidents and the Board of Regents (Minutes of the Academic Advisory Council for the last calendar year will be available in the documents room.) 
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Business Affairs Council (BAC): The Business Affairs Council consists of the senior business / finance officers from each of the six institutions of higher education under the control of the South Dakota Board of Regents. The primary role of the BAC is to provide system guidance on matters relating to accounting, budget, human resources, funding, and physical plant issues. The BAC develops policies regarding all these areas as well as tuition and fee assessment and collection. BAC also oversees the budgets of other system activities, including the Sioux Falls CPHE, the Enrollment Services Center (the central processing point for admission applications), the Regents Information System (the central point for student data processing / reporting), and the Pierre Capitol University Center. The council is chaired by the Board of Regent's director of administrative affairs and meets approximately every six weeks, prior to the regular meetings of the Council of Presidents and the Board of Regents as well as for ad hoc conference calls and an annual retreat. (Minutes of the Business Affairs Council for the last calendar year will be available in the documents room.) 
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Council of Presidents and Superintendents (COPS): The Council of Presidents and Superintendents consists of the six presidents and two superintendents of the institutions under the control of the South Dakota Board of Regents. It functions as the senior policy advisory group and performs duties as the board requires. The council is chaired by the Executive Director of the Board of Regents and meets approximately every six weeks, prior to the regular meetings of the Board of Regents. (Minutes of the meetings of the Council of Presidents and Superintendents for the last calendar year will be available in the documents room.) 
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Student Affairs Council (SAC): The Student Affairs Council consists of the senior Student Affairs officers from each of the six institutions of higher education under the control of the South Dakota Board of Regents. It functions as a senior policy advisory entity for the BOR and facilitates cooperation among the campuses on matters related to student affairs. The council meets at the call of the Board of Regent's general counsel, who serves as chair, and meets two or three other times per year. Tele-conference calls are used to deal with single-agenda issues. The SAC members are also in regular contact with one another during the year via e-mail. (Minutes of the meetings of the SAC for the last calendar year will be available in the documents room.) 
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Sioux Falls Center for Public Higher Education (SF CPHE): The Center for Public Higher Education was established in 1992 to provide approved South Dakota Board of Regents programs for the working adult population in Sioux Falls. Dakota State University, South Dakota State University, and the University of South Dakota cooperate to provide these programs, courses, and services at the center. DSU provides courses leading to a M.S. in Information Systems, a B.S. in Information Systems, a B.S. in Multimedia/Web development, a B.S. in Electronic Commerce, an A.A. in General Studies, an A.S. in Applications Programming, and an A.S. in Business Management degrees as well as certificates in not-for-profit management and programming and systems development at the center. DSU also shares in a rotation schedule for providing general education courses at the center.

The Center for Public Higher Education receives appropriate financial and academic support from the three participating universities, which includes DSU. The Center is administered by a director and a governing

committee made up of program coordinators from each of the contributing institutions and a staff representative from the Board of Regents. The Center is funded by contributions from the three participating institutions (described in more detail in Chapter 2) and operates under and adheres to the BOR policies and procedures followed by the institutions. Academic issues such as grade appeals and faculty evaluations are handled by the institution offering the course or program, following the policies and procedures established at that institution.

Dr. Judy Nissen, the Center's director, represents DSU (as well as the other two institutions who offer programs and courses through the Center) at Sioux Falls-based organizations (such as Kiwanis or Chamber of Commerce) and at education fairs. For example, in January 1999, Dr. Nissen attended an education fair for immigrants and refugees, sponsored by Lutheran Social Services. LSS held a series of seminars that addressed topics such as college admission, financial aid, career choices, and degree programs. The educational fair was the culminating activity, with approximately 50 attending.

In December 1998, the Center and the Board of Regents entered into a joint powers agreement with the Sioux Falls school board to build and share a single building on the Southeast Technical Institute campus. The building is currently under construction and will be ready for occupancy in December 2000. (A copy of the agreement will be available in the documents room.) 
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Discipline Councils: DSU faculty members also serve on system-wide discipline councils. These discipline councils, organized as needed by the academic liaison in the BOR office, are responsible for discussing and reaching consensus on academic issues that affect all the regental institutions. In addition, they are responsible for analyzing current system-wide procedures and for recommending changes that facilitate inter-institutional cooperation. Institutions that offer programs in the academic field are entitled to membership on the discipline council for that field of study. (A summary of the institution's faculty currently serving on discipline councils will be available in the documents room.) 
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Relationships With Government,
Industry, and Other Entities

As indicated earlier in this document, the institution's mission change in 1984 was driven, in part, by the need to support economic development

DSU faculty members also serve on system-wide discipline councils. 

within the state. Since that time, the faculty and staff of DSU have continued to focus on the institution's contribution to economic development by emphasizing services to education, government, and business / industry. This commitment is evident throughout the institution's strategic statement and throughout the strategic initiatives of the functional units of the institution. And, as the institution's reputation in the region and nation has matured, the opportunities for collaboration with external constituencies have increased. The institution has established formal agreements with government, industry, and other entities through its academic and business units. Regardless of the impetus for or the formality of the collaborative arrangement, all the institution's relationships with external constituencies are conducted in an ethical and responsible manner.

The policies of the State of South Dakota and the South Dakota Board of Regents provide the structure and often specify the oversight processes for monitoring all contractual arrangements and for ensuring that DSU and BOR policies are met. These policies clearly describe the institution's relationships with and responsibilities to its external constituencies and subsidiary or related business enterprises. For example, all contracts that involve delivery of academic credit are approved through the BOR office and all faculty compensation is provided through the DSU payroll processes. (Additional information on DSU's relationships with external constituencies and copies of the institution's formal partnership agreements with external constituents will be available in the documents room.) 
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Federal Compliance

This section of the self-study document is provided in response to the Commission's directive that all institutions seeking accreditation be in compliance with federal regulations. Dakota State University enforces all state and federal regulations governing institutions of higher education and takes responsibility for informing its internal and external constituencies about those regulations. These regulations cover such concerns as privacy; racial, ethnic, and sexual harassment or discrimination; alcohol, drug, and other substance abuse; and environmental and workplace safety. 
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Accreditation (III.A.1.): The institution was granted accreditation by the North Central Association of Colleges and Schools in 1961 for a period of 10 years. Accreditation has continued after comprehensive visits in 1971, 1981,

The institution
has established
formal agreements
with government, industry, and
other entities
through its
academic and business units.

and 1991. The institution's assessment plan also received approval from NCA in 1995. During the 1999-2000 academic year, DSU received NCA approval to offer master's degrees in information systems and in computer education and technology. In that same academic year, the institution also received NCA approval to offer the Health Information Administration degree via distance.

In addition to accreditation by NCA, the institution has received accreditation in a number of specific programs. All other special accreditations are listed in the section on accreditation history in the introductory chapter of this self-study document and in DSU's academic catalog. In 1993, DSU lost its NCATE accreditation, was moved to candidacy, and was given three years to meet concerns expressed in the March 1993 review. In March 1996, the institution was re-evaluated by NCATE and the unit accreditation board granted accreditation with one stipulation to the College of Education, at the initial teacher preparation level, in October 1996. In February 1998, documentation was submitted to remove the stipulation and full accreditation was re-granted in April 1998. The institution is scheduled for a continuing accreditation visit by NCATE in Spring 2002. (Additional information on the institution's NCATE accreditation will be available in the documents room.) 
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Advertising and Recruitment Materials (IV.B.2.): The University's advertising and recruitment materials provide fair and accurate descriptions of the institution's policies and programs for students and other constituencies. The academic catalog includes the Commission's address and telephone number. Effective September 1, 2000, the DSU web site and other newly printed advertising and recruitment materials that refer to the institution's NCA accreditation will also contain the Commission's address and phone number. (Samples of the institution's advertising and recruitment materials, including those distributed by the Sioux Falls Center for Public Higher Education, will be available in the documents room.) 
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Alcohol, Drug, and Substance Abuse: The BOR and institution's policies on alcohol, drug, and other substance abuse on campus are published in the DSU Trojan Handbook. These policies also specify the disciplinary actions taken as the result of policy infractions. 
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The University's advertising and recruitment materials provide fair and accurate descriptions of the institution's policies and programs for students and other constituencies. 

Americans with Disabilities (ADA) Act: The institution does not discriminate on the basis of disability in the admission process or in the employment process and includes a statement related to non-discrimination in all its public documents. Students who meet the criteria of the Americans with Disabilities Act are eligible for accommodations necessary for them to gain access to an education. Job applicants with disabilities are asked to identify any necessary accommodations during the employment application process. 
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Computer Usage and Copyright: The institution requires that computer users abide by the policy on "Ethical Use of Computing Resources" developed by EDUCOM, a non-profit consortium of over 450 colleges and universities. DSU Policy 03-61-00 Computing Privileges includes the disciplinary actions taken for infractions of this policy. The policy also references the institution's compliance with software license agreements and federal regulations related to copyright and harassment. 
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Credits, Program Length, and Tuition (I.C.9.): DSU uses semester credit hours as the basic measure of the learning experiences provided for students. Tuition and fees are set system-wide by the Board of Regents. DSU carefully adheres to the policies established by the Board of Regents relative to tuition and fee calculations and administers these rates uniformly for all students in similar categories. Current tuition and fee rates are provided in the DSU catalog and on the DSU web site at www.departments.dsu.edu/enrollment_services/cost.htm . 
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Dual Institutional Accreditation (III.A.3.): Dakota State University does not hold nor does it seek dual institutional accreditation with any other national accrediting agency. 
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Environmental, Health, and Personal Safety: It is the institution's responsibility to provide a safe and productive environment for faculty, staff, and students. To that end, the institution has a cooperative agreement with the Madison Police Department to investigate crimes, respond to emergencies, and to assist with crime prevention. A campus night watchman is available to respond to emergencies and to provide individual security as needed. For example, students can request that the night watchman accompany them if they are alone on campus and feel uncomfortable walking from building to building. Campus crime statistics for the previous three academic years are

reported each year in the DSU Trojan Handbook and the DSU Faculty / Staff Handbook.

The Director of the Physical Plant, working with the Student Association Senate, conducts periodic campus lighting tours to review the adequacy of night-time lighting. These annual tours have resulted in small physical changes as well as larger changes such as the installation of lighting along 6^th Street.

The institution also has a Chemical Hygiene Plan in place for the College of Natural Sciences. An electronic version of this plan is available on the web at www.homepages.dsu.edu/bleilr/CHP.htm.

In compliance with state laws, all institutional buildings have been designated as non-smoking buildings, with smoking areas generally provided away from doorways. All drivers in DSU vehicles must comply with state laws regarding seatbelts and the transportation of non-state employees. 
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Family Educational Rights and Privacy Act (FERPA): FERPA guidelines are provided to all faculty and staff during faculty orientation week; published in the DSU Trojan Handbook and in the DSU Faculty/Staff Handbook, and are available upon request from the Office of Student Affairs and the registrar. 
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Harassment and Discrimination: BOR and institutional policies on racial, ethnic, and sexual harassment or discrimination are published in the DSU Faculty/Staff Handbook and in the DSU Trojan Handbook. These policies also specify the disciplinary actions taken as the result of policy infractions. 
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Higher Education Reauthorization Act (I.A.5.): DSU is audited annually by the South Dakota Department of Legislative Audit. As part of that audit, the administration of Title IV funds is reviewed. In addition, DSU has occasional compliance audits from the U.S. Department of Education. These reviews indicate that DSU is properly interpreting rules and regulations in the administration of Title IV funds. DSU has not had any annual audit exceptions or review findings that have resulted in liability. The default rate for DSU's Federal Family Education Loan program for FY97 was 2.9 percent, compared to 8.8 percent nationally. The DSU default rate for FY98 was 1.5 percent; national default rates for FY98 have not yet been released. (Documents related to the institution's Title IV compliance will be available in the documents room.)

Twelve institutions offer teacher preparation degree programs in South Dakota. Representatives from these 12 programs (including the College of

The default rate for DSU's Federal Family Education Loan program for FY97 was 2.9 percent, compared to 8.8 percent nationally. 

Education at DSU) are currently working with the state Department of Education and Cultural Affairs to establish the reporting criteria for Title II of the education bill. 
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Third-Party Comment Process

DSU has complied with the Third Party Comment Process as specified in the NCA Handbook of Accreditation, Second Edition. A list of constituencies and optimal methods for contact was organized in Spring 2000. The first press release, using the sample format provided in the NCA handbook, was published in the student newspaper, the Dakota Access, on May 4, 2000. Postcards were sent to employers of 1999 DSU graduates and to approximately 50 cooperating K-12 teachers in early spring and summer of 2000. Press releases were sent to 137 South Dakota newspapers and five Minnesota newspapers in June 2000. A front page article on the NCA accreditation process was printed in the Madison Daily Leader on July 6, 2000, and included the information regarding the third-party comment process. An e-mail message was sent on August 28, 2000, to inform faculty, staff, and students of the process. In addition to this electronic notice, the third-party comment process was also discussed during an NCA update given to faculty and staff during faculty orientation meetings in Fall 2000. Postcards were also stuffed into University Bookstore bags during the first week of school. (Examples of the notices used for the third-party comment process will be available in the documents room.) 
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Summary of Institutional Strengths and Concerns
Relative to Criterion 5

Institutional publications, statements, and advertisements accurately and fairly describe the institution, its operations, and its academic programs. The institution's policies and practices are consistent with its mission, and all relationships (with both internal and external constituencies) are conducted in an ethical and responsible manner. Where appropriate, institutional policies are published in public documents and include the appropriate grievance procedures for all its internal constituencies. Policies are also in place for monitoring contractual arrangements with government, industry, and other organizations.