Introduction
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Contents

Brief History of the University
Mission Change:  1983 – 1984
Since the Mission Change:  1984 to Present
     Business and Education Institute    
     Center of Excellence in Computer Information Systems
     Center for Public Higher Education
Significant Changes Since the 1990 Evaluation
Accreditation History
DSU Self-Study Process
Organization of Self-Study Document
Response to Concerns of 1990 Comprehensive Evaluation
Response to Concerns of 1999-2000 Focused Evaluations
     Master of Science in Information Systems
     Distance Delivery of Health Information Administration
     Master of Science in Education in Computer Education
            and Technology
General Institutional Requirements (GIRs)
Table 1:  Growth in DSU Foundation Assets
Guidelines for Distance Education
Table 2:  Administrative, Clerical, and Technical
         Support Staff for Distance Education

Introduction

Dakota State University is an institution that prides itself on innovation while ensuring quality education. In the past, the institution has focused on undergraduate education programs. With the accreditation of both a master's degree in information systems and one in computer education and technology, the institution has moved into the arena of focused graduate education.

This self-study report is prepared as Dakota State University's application for continued accreditation by the North Central Association. The report demonstrates that DSU satisfies all five North Central Association criteria and the General Institutional Requirements. With this report, DSU also seeks approval to change DSU's affiliation status to require no prior Commission approval to offer established, Board of Regents-approved degree programs via distance delivery. The on-site visit required for NCA approval of this application for continued accreditation and for this change in affiliation status is scheduled for October 16-18, 2000.
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A Brief History of the University

Dakota State University was established in 1881 as the first teacher education institution in Dakota Territory. Teacher education remained the primary mission of the institution through the 1950s. In response to the changing needs of South Dakota in the 1960s, the university began the expansion of its role to include studies in the liberal arts and business. Throughout its history, the role and mission of Dakota State University has remained closely linked to the social and economic needs of the region. The institution is located in the center of the most populous portion of South Dakota and is within 50 miles of the state's largest city, Sioux Falls. In the decade of the 1970s, the University was assigned the responsibility of developing new associate degree programs and certification programs to provide graduates for the newly developing business sectors in the state. Although South Dakota is largely a rural state and agriculture is its principal industry, changes in the economic aspects of agriculture have required that the citizenry and its legislative bodies carefully consider alternatives to agriculture to ensure future economic growth.

In 1980, South Dakota welcomed the entry of a major new industry into the state: the banking industry. The banking and financial operations concentrated in eastern South Dakota quickly grew into one of the state's

With the accreditation of both a master's degree in information systems and one in computer education and technology, the
institution has moved into the arena of focused graduate education. 

largest industries. The success and growth of banking and other information-oriented, computer-based industries in South Dakota, as well as a growing crisis in agriculture, prompted the leadership of the state to take bold and decisive action. During the early 1980s, the regental institutions of the state reviewed and evaluated the educational opportunities offered across the state. Requirements for graduation from high school and for admission into college were strengthened with additional requirements in English, fine arts, foreign languages, mathematics, science, and technology. These changes in requirements were recognized as essential, initial steps in improving the educational process at both the pre-college and college levels.

However, the need to provide employees prepared for South Dakota's new banking and information-services industries was urgent and required significant changes within existing college programs. Further, such changes necessitated the development of new degree programs, the retraining of existing faculty, the hiring of new faculty, and funding to provide new computer equipment and facilities. After lengthy discussions between leaders in state government, the banking and information industries, the Board of Regents, and institutional faculty and administration, all participants agreed to focus the development of new programs at one institution initially and then use the experience and knowledge from this development to expand programs throughout the educational system. As a consequence of these discussions, the educational programs at Dakota State University were changed to emphasize computer technology and the integration of technology into traditional academic disciplines. 
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Mission Change: 1983 and 1984 

In 1984, the Legislature of the State of South Dakota (South Dakota Codified Laws 13-59-2.2) assigned Dakota State University the role and mission of developing computer and technically oriented programs in information systems, business, teacher education, and medical services at both the undergraduate and graduate levels. The law also provided for the continuation of the tradition of liberal arts and two-year programs at the institution. The primary goal of this action was to provide graduates for the growing information-oriented sector of the state's economy. Additionally, the institution was called upon to help elementary, secondary, and vocational

In 1984, the Legislature of the State of South Dakota (South Dakota Codified Laws 13-59-2.2) assigned Dakota State University the role and mission of developing computer and technically oriented programs in information systems, business, teacher education, and medical services at both the undergraduate and graduate levels. 

technical institutions develop programs to better prepare their graduates for success in an information-oriented society.

The Legislature provided $2.6 million in additional operating funds to support a three-year transition at DSU. The mission change was implemented in two phases. During the initial phase of the transition, all academic programs were reviewed and evaluated. The Board of Regents approved the phasing out of programs that were duplicated at the five other regental institutions or whose graduates would enter an over-supplied marketplace. New information systems programs, computer equipment, and facilities were approved for DSU.

The second phase of the transition began in August 1984 with the development and introduction of new curricula that integrated computers and information technologies into traditional academic subjects and added coursework specific to the new computer and information systems areas. Existing faculty were retrained, and new faculty were hired. Programs to implement the research and service aspects of the new role and mission were started. During the transition, students who were enrolled in degree programs that were scheduled to be phased out received a full opportunity to complete those programs. To ensure the continuation of education quality when the number of students continuing in a program became very small, a special faculty-mentoring program was developed.

In response to the change in role and mission, the faculty, staff, and students of DSU worked together to design new approaches to education and to include computer technology in the educational process. This transition was a period of stress and fomentation for all involved. It was also a period of great exhilaration for many faculty and staff, who were invigorated and renewed by the need for innovation, adaptation, and change. Some faculty and staff were unable to adapt to the changing conditions, but those who stayed and adapted to the new mission were justly proud of their accomplishments. Realizing that experimental, innovative programs are expensive, private industry and state government provided the University with additional support. Many state resources, such as consultants from other state departments, provided assistance and guidance that contributed greatly to the mission change. Local and national industries also provided consultants and assistance in the design and implementation of new programs and courses.

The extensive integration of computers through all aspects of the DSU curriculum was initially supported by both mainframe and micro-computing capabilities. The campus has since moved exclusively to personal computer (PC) applications. Students at DSU enjoy an access to computers that is better than the national average. While some universities expect students to buy computers, DSU makes high-end computers accessible to all students in virtually every campus building, including the cafeteria. With an excellent student-to-computer ratio (4.4 to 1), all computing resources are available to every student, regardless of major area of study. Improvements in equipment and facilities continue to be a high priority on the institution's planning agenda and budget.
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Since the Mission Change: 1984 to present

In the past, DSU relied heavily upon students from adjacent communities for a stable enrollment in teacher education and its other, largely liberal arts degree programs. Prior to the mission change, most DSU students lived within 50 miles of the campus. It should be noted that most of these were traditional students, coming to the institution directly from high school.

Since the mission change, the DSU student population has changed markedly. Initially, enrollments plunged, dropping 27.6 percent the first year after the change. When enrollment(s) began to increase again, the student composition also changed. Today, the majority of the students are enrolled in the College of Business and Information Systems, and the average age of the student population has decreased. Today, roughly 35 percent of Dakota State University's students are classed as non-traditional students and are 24 years of age or older.

The severe 27.6 percent enrollment drop in 1984 was followed by another 12.6 percent decline in 1985, resulting in a drop in headcount from 1,246 to 867 in two years. But the new curriculum changes, combined with new institutional vigor and stability, worked together to bring Dakota State University's enrollment to an all-time high of 2,003 in Fall 1999. Currently, the demand for Dakota State University graduates in information systems and in other, technology-intensive degree programs is much greater than the supply. And, significant to the times, DSU experienced a name change, from Dakota State College to Dakota State University in 1989. The change was

also brought about, in part, because of the legislature's recognition of the institution's 21^st-century curriculum.

The institution's mission and changes in its degree programs and curriculum have led to national recognition by the American Association of State Colleges and Universities. Dakota State University received a special commendation from that organization in 1987. This national commendation, named after G. Theodore Mitau, recognized DSU and nine other U.S. institutions for innovation and change in higher education. Other awards that have come as a result of the mission change and the resultant emphasis on computer technology in the curriculum include:

• A collaborative project with IBM to develop an educational use and academic research project in digital image processing.

• A substantial scholarship program with information-intensive
companies such as Citibank South Dakota, Schwans, Federated Insurance, and Gateway to attract top-notch information systems and computer science students.

• A Department of Education Title III grant to increase the efforts and efficiency of the Dakota State University Foundation.

• A Bush Foundation grant to fund a substantial faculty development program.

• A national ranking of 12^th on the list of America's 100 Most Wired Colleges (Yahoo! Internet Life May 1998). DSU was the only South Dakota institution to make the list and ranked above such prestigious universities as UCLA, Stanford, Duke, Notre Dame, Yale, Drake, Harvard, and Princeton. In subsequent years, DSU has increased its ranking to #10 in 1999 and to #9 in 2000.

• A partnership with Gateway to provide a $60,000 laptop computer lab for in-service education students and a $50,000 Gateway CyberCafe in the Trojan Center, the institution's student union.

• A partnership with U.S. West to provide student interns to support their Widening Our World (WOW) Project.

• The selection as a training site for the Governor's Technology for Teaching and Learning (TTL) academies in 1997, 1998, 1999, and 2000. DSU developed and delivered the academy's curriculum in 1997. In subsequent years, the curriculum developed at DSU has been used at academies at the other regental institutions in the state. To date, DSU has conducted professional development training in technology for 961 K-12 teachers through these summer academies.

• A participant in a five-year, comprehensive Technology Innovation Challenge grant awarded to South Dakota by the U.S. Department

DSU ranked #12 on the list of America's 100 Most Wired Colleges (Yahoo! Internet Life May 1998). 

In subsequent years, DSU has increased its ranking to #10 in 1999 and to #9 in 2000. 

of Education. Known as LOFTI (Learning Organizations for Technology Integration), this grant offers practicing and pre- service educators the skills to effectively use technology in their teaching. Partners in the LOFTI grant include the College of Education at DSU.

In the spirit of innovation and to maintain a leadership position in its mission, Dakota State University has established relationships with three outreach partners: the Business and Education Institute and the Center of Excellence in Computer Information Systems (created and controlled by DSU), and the Center for Public Higher Education in Sioux Falls (a Regental initiative).

Business and Education Institute (BEI): The Institute was established in 1985 to provide technical outreach services for DSU and facilitate collaborative technical relationships among commercial, educational, and governmental partners. The services offered through the Institute are broad-based, including economic development programs, workforce development programs and curricula, and application development projects.

Center of Excellence in Computer Information Systems: The Center of Excellence was established in 1997 to bring together faculty, staff, and students who combine a high level of information systems skills with knowledge in a traditional discipline. The primary goal of the Center is to train graduates who can take the lead in development and application of information technology tools for a wide variety of uses in business, industry, government, and education. Students from any academic program can be admitted to the Center of Excellence if they successfully complete the prerequisite courses and a rigorous admission process. Admitted students complete a core of technical coursework, an internship experience, a research project, and a professional exit exam. Students who satisfactorily complete all these requirements are designated as graduates of the Center of Excellence.

A secondary purpose of the Center is to provide training and technical assistance throughout South Dakota in computer and information management technology. The Center carries out research and development activities in information management and hosts an annual conference to assist in the dissemination of research in the discipline. The Center has also developed and manages listservs and provides electronic conferencing opportunities to aid in the dissemination and discussion of topics related to information management.

Center for Public Higher Education in Sioux Falls (CPHE): The Center for Public Higher Education was established in 1992 to provide South Dakota Board of Regents-approved degree programs for the working adult population in Sioux Falls. Three regental institutions, Dakota State University, South Dakota State University, and the University of South Dakota, cooperate to provide degree programs, courses, and services at the Center.

For its part, 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 as well as a Certificate for Not-for-Profit Management and a Certificate for Programming and Systems Development at the Center. DSU also shares in a rotation schedule for providing general education courses at the Center.
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Significant Changes Since the 1990 Evaluation

While some significant changes have already been noted in the preceding section and others will be evidenced in the document that follows, it must be noted here that Dakota State University has fulfilled much of the intent that it demonstrated to consultant-evaluators during the last evaluative process when it was granted 10 full years of accreditation. During the last self-study period, the institution documented the foundation it was laying in order to successfully implement its new mission. The decade of the 1990s has been a period of great success because Dakota State University has built upon that very solid foundation.

Since the last NCA comprehensive visit, the following major changes have taken place at DSU:

• Technology has been integrated into all academic areas, which has led to national recognition for DSU as a leader in information technology.

• NCA has given approval to DSU to offer master's degrees in Information Systems and Computer Education and Technology.

• NCA has given approval to offer a bachelor's degree in Health Information Administration via distance.

• A comprehensive strategic plan with seven main areas of emphasis has been developed and implemented.

• A comprehensive assessment plan has been developed and implemented.

• The general education curriculum has been reviewed and revised.

• Policies and procedures that govern promotion and tenure and workload have been reviewed and updated.

• The process of shared governance and management evaluation has been reviewed and improved.

• The institution has experienced an explosion in student enrollment s the mission-change programs have matured and been recognized for their excellence.

• The University is seeing its early investments in distance education pay off in significant increases in enrollment - 172 in 1996-1997, the first year of the establishment of the Office of Distance ducation, to 500 in 1999-2000.

Since 1881, the University has dedicated itself to providing challenging degree programs that meet the needs of a continuously changing society. Today, the institution provides students with one of the most innovative educational environments in the nation. The continuation of this tradition of service is of prime importance to the faculty, staff, and students of Dakota State University.
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Accreditation History

Dakota State University was granted North Central Association accreditation in 1961 for a period of 10 years. Accreditation has been continued via comprehensive visits in 1971, 1981 and 1991, with the next comprehensive visit scheduled for October 16-18, 2000. The institution's assessment plan also received approval from North Central Association in 1995. During the 1999-2000 academic year, Dakota State University received North Central Association approval to offer master's degrees in information systems and in computer education and technology and NCA approval to offer the Health Information Administration degree program via distance.

In addition to accreditation by the North Central Association, the institution has received accreditation in a number of specific programs. Teacher Education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE), with their next accreditation visit scheduled for 2002. Additionally, the South Dakota Department of Education (DOE) has certified all Teacher Education programs, with their next review scheduled for 2002. The Commission on Accreditation of Allied Health Education Programs (CAAHEP) has accredited the Health Information

Since 1881, the University has dedicated itself to providing challenging degree
programs that meet
the needs of a continuously changing society. 

Management programs (including Health Information Technology and Health Information Administration), in collaboration with the American Health Information Management Association. Their next review is scheduled for 2001-2002. The Respiratory Care program is also accredited by CAAHEP, in collaboration with the Respiratory Therapy Association. Their next review is scheduled for 2003-2004.
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Dakota State University's Self-Study Process

The self-study process was initiated at DSU during Spring 1998 when self-study co-coordinators were appointed. Members of the NCA Organizing Committee were selected and announced to faculty and staff during orientation week in Fall 1998.

The NCA Organizing Committee members are: 
Co-Chairs:
    Carrie Ahern, Assessment Specialist
    Nancy Moose, Associate Professor of Adult Education

Committee Members: 
    Ethelle Bean, Director of the Karl E. Mundt Library
    Linda Brozik, Executive Administrative Assistant  
    Evan Gough, Student Association President
    Mark Lee, Vice President for Administration and University Advancement
    Lynette Molstad, Assistant Professor of Business and Information Systems  
    Cecelia Wittmayer, Vice President for Academic Affairs  

To develop the self-study goals, the committee reviewed such documents as the campus strategic statement, previous NCA self-study and focused visit documents, and DSU's 1990 self-study report. The campus constituents reviewed and formally approved the self-study goals during Fall 1998. The committee also developed a timeline for the study. In March 1999, the NCA Organizing Committee developed working committees, chaired by a member of the NCA Organizing Committee and responsible for drafting specific chapters of the self-study document. The self-study goals, timeline and committee membership are included in the self-study plan which was submitted to NCA in May 1999. (The membership of these working committees and a copy of the 1999 self-study plan will be available in the documents room.)

To facilitate communication, the committee minutes, self-study goals, and the working timeline were placed on the DSU Intranet site, which is accessible to all faculty and staff. Campus e-mail, direct mailings, and the student newspaper provided other communication opportunities for including the

campus in the self-study process. To solicit input from the faculty, staff, and students, the organizing committee also initiated a series of contests. As each new chapter of the self-study document was completed, it was posted to the NCA self-study web site and a campus-wide e-mail message invited the campus to answer specific questions about the chapter, to provide suggestions for change, or to participate in a "find the errors" game. The first three people to respond won prizes, ranging from a bookstore gift certificate to a coupon for free treats at the cafeteria. As a result of these contests, suggestions from students, faculty, and staff were incorporated into the self-study document and some suggestions were implemented on campus. (Copies of the contests and the suggestions received as a result of these contests will be available in the documents room.)

The self-study process followed by DSU has complemented the institution's strategic planning efforts by reviewing the initiatives under the strategic areas of emphasis and evaluating progress toward achieving those initiatives. It has created opportunities for communication and input from the entire campus that has generated commitment to the self-study process and has renewed commitment to the strategic planning process. Campus-wide participation in collecting, editing, and evaluating this self-study document has also helped ensure the integrity of the self-study process. (A description of the review process and a list of the campus reviewers will be available in the documents room.)

This self-study document is intended to demonstrate to NCA that the necessary personnel, policies, and procedures are in place for DSU to receive continued accreditation. It is also intended to demonstrate to NCA that the necessary personnel, policies, and procedures are in place so that DSU may offer established, Board of Regents-approved degree programs at the Center for Public Higher Education in Sioux Falls and via distance delivery without prior NCA approval. This self-study document is intended to demonstrate to NCA that findings from the institution's assessment program are used to inform its planning and budgeting processes and to measure curricular and institutional effectiveness and that concerns from previous accreditation visits have been addressed. Finally, this self-study document is intended to highlight the institution's strengths and concerns and to describe its plans for addressing concerns and for building on its strengths.
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This self-study document is intended to demonstrate to NCA that the necessary personnel, policies, and procedures are in place for DSU to receive continued accreditation. 

The Organization of the Self-Study Document

The self-study document is organized around the five criteria for accreditation established by the North Central Association. These chapters are intended to establish patterns of evidence that Dakota State University has effectively responded to previous concerns and meets all criteria for re-accreditation. For ease of analysis, the patterns of evidence associated with each criteria are highlighted in boldface type in each chapter:

Chapter One: Criterion I — Goals and Purposes 

Chapter Two: Criterion II — Organizing Resources to Meet Goals and Purposes 

Chapter Three: Criterion III — Accomplishing Educational and Other Purposes 

Chapter Four: Criterion IV — Planning for the Future 

Chapter Five: Criterion V — Demonstration of Integrity 

The General Institutional Requirements (GIRs) and the Guidelines for Distance Education are discussed in this introductory chapter, and the Basic Institutional Data Forms are included at the end of the document in Appendix F. Other supporting documents will be available in the documents room.
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Response to the Concerns of the 1990 NCA Comprehensive Evaluation

The NCA comprehensive evaluation team report from 1990 highlighted these concerns:

• Lack of terminally prepared faculty, particularly in those disciplines central to the new mission.

• While the faculty and staff find the planning process to be very open and consultative, it has not resulted in projected allocations of new resources, schedules for new programs, or locations for future off-campus efforts.

Since 1990, the proportion of terminally prepared faculty, particularly in those disciplines central to the new mission, has dramatically increased. In 1989, 29 percent of the faculty had terminal degrees; 63 percent have terminal degrees today. Among the information systems / computer science faculty: none had terminal degrees in 1989; 50 percent had terminal degrees in 1993-94; 62 percent have terminal degrees today. To facilitate this increase in terminally prepared faculty, only faculty with terminal degrees have been hired into permanent, tenure-track positions since 1990.

In addition, the University has instituted a strategic planning process that is now used to allocate financial resources and guide other campus initiatives.

Since 1990, the proportion of terminally prepared
faculty, particularly
in those disciplines central to the new mission, has dramatically increased. In 1989, 29 percent of the faculty had terminal degrees;
63 percent have terminal degrees today. 

Strategic planning procedures were formalized in the spring of 1998. Currently, each department is required to submit strategic initiatives for the upcoming fiscal year in early April. These initiatives must receive approval by the appropriate Executive Council administrator and, ultimately, by the President. These initiatives are then used to establish institutional priorities during the budget cycle for the next and for future fiscal years. (A copy of the most current strategic plan will be available in the documents room.)
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Response to the Concerns of the
1999-2000 Focused Evaluations

Master of Science in Information Systems: In April 1999, an NCA team visited DSU to evaluate the proposed graduate program in information systems. The focused visit team report highlighted five areas that needed improvement:

• The program assessment efforts for the Master of Science in Information Systems degree have to be reviewed and improved for program implementation.

• An advisory committee should be created immediately to support and offer advisement to the new program.

• A graduate faculty committee should be created immediately to support and offer advisement to the new program.

• A scholarly activity plan that ties into the graduate faculty's evaluation procedures needs to be developed for the business graduate faculty.

• Policies, procedures, and governance systems for graduate education both on and off campus should continue to be developed. Policies and procedures needed include:  
    • Graduate Council membership 
    • Curriculum approval 
    • Graduate advising 
    • Student admissions and retention 
    • Program completion procedures 
    • Awarding of degrees.

The institution has addressed the concerns highlighted in the focused visit report. In fact, many of these concerns were addressed prior to the focused visit in November 1999, when an NCA team evaluated the master's degree in computer education and technology. Progress to date includes:

• The assessment plan for the MSIS program has been reviewed and revised by the college graduate faculty committee. The MSIS Graudate Program reviewed and approved the plan on August 9, 2000.

• An advisory board that will address undergraduate and graduate issues is being formed. Four firms — Gateway, Schwan's, Sun MicroSystems, and Daktronics — have agreed to appoint executives to the board and offers to three other corporations are pending. The first meeting of the advisory board is scheduled for Fall 2000.

• The College of Business and Information Systems has organized a graduate faculty committee that meets on a regular basis to discuss admission issues, program / curricular changes, evaluation / assessment procedures, and orientation and placement procedures. The committee is also responsible for approving students for admission to the program.

• A scholarly activity plan is currently being reviewed by faculty and will be completed in Fall 2000.

• The Graduate Council, working with the Director of Graduate Programs, has established these graduate policies and procedures: 
    • Graduate Assistantships 
    • Graduate Faculty 
    • Plan of Study/Candidacy 
    • Graduate Admissions 
    • Registration of Graduate Students 
    • Graduate Advising 
    • Satisfactory Progression / Good Academic Standing 
    • Graduate Council Curriculum Review and Approval 

(These policies can be found in the DSU Policy Manual.)

Distance delivery of Health Information Administration program: The focused visit team that evaluated the proposed graduate program in information systems also evaluated DSU's plan to deliver the Health Information Administration degree program via distance. The focused visit team report from April 1999 highlighted one area that needed improvement:

• Despite progress in hiring terminally degreed faculty, there is still concern for the lack of terminal degrees in two-thirds of the Health Information Management faculty.

Since the team's visit, the Health Information Management faculty who are not terminally degreed have begun programs that will allow them to complete terminal degrees within the next four years.

Master of Science in Education in Computer Education and Technology: In November 1999, an NCA team visited DSU to evaluate the proposed graduate program in computer education and technology. The focused visit team report highlighted three areas that needed improvement:

• Long-term faculty staffing will be a challenge if other deans withdraw support because of their own needs for faculty to meet the demands of increasing undergraduate enrollments.

• In light of the dramatic and continuing undergraduate enrollment growth, the new master's degree will make even greater staffing demands on the Library and Enrollment Services. If the current level of student service is to be extended to distance education graduate students, additional staffing is likely to be needed as this second master's degree is added.

• Plans for handling faculty workload and reward systems are unclear. While it is admirable that the institution and the graduate faculty plan to teach the graduate courses in-load, it is likely that some new policies related to faculty compensation will need to be developed in order to meet the demands of an increasing undergraduate and graduate enrollment.

The institution has addressed the concerns highlighted in the focused visit report. Progress to date includes:

• The institution is currently advertising for and intends to hire one additional faculty member to join the College of Education in Spring 2001. The position will be funded by revenues generated from a DIAL consortium agreement. (A copy of the DIAL consortium agreement will be available in the documents room.)

• The institution has hired one additional reference librarian to join the professional staff of the Karl E. Mundt Library. In addition, the institution has added one additional accounting assistant in Enrollment Services.

• The Graduate Council has developed policies that establish appropriate credentials and teaching loads for and the research activities of graduate faculty. Currently, faculty teaching graduate courses are assigned a nine-credit teaching load per semester. In addition, the institution's promotion / tenure and workload policies have been updated to reflect the institution's expectations for graduate faculty.
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General Institutional Requirements (GIRs)

NCA has established 24 General Institutional Requirements (GIRs) that must be met by institutions seeking accreditation. These requirements, and DSU's responses, are briefly discussed below:

1.  It has a mission statement, formally adopted by the governing board and made public, declaring that it is an institution of higher education.

The mission of Dakota State University, as formally adopted and approved by the South Dakota Legislature (South Dakota Codified

Law 13-59-2.2) and the Board of Regents, appears in the catalog and all other appropriate publications. It is also included in this document in Chapter 2.

2. It is a degree-granting institution.

The South Dakota Board of Regents has approved these associate and baccalaureate degrees at Dakota State University:

College of Business and Information Systems: 
Associate of Science in Applications Programming  
Associate of Science in Business Management 
Associate of Science in Health Information Technology 
Associate of Science in Office Management 
Bachelor of Business Administration in Accounting 
Bachelor of Business Administration in Finance 
Bachelor of Business Administration in Management 
Bachelor of Business Administration in Management for
          Information Systems 
Bachelor of Business Administration in Marketing 
Bachelor of Science in Professional Accountancy 
Bachelor of Science in Business Education 
Bachelor of Science in Computer Science 
Bachelor of Science in Computer Education 
Bachelor of Science in Electronic Commerce 
Bachelor of Science in Health Information Administration 
Bachelor of Science in Information Systems 

College of Education: 
Bachelor of Science in Elementary Education 
Bachelor of Science in Elementary Education / Special Learning
        and Behavioral Problems 

College of Liberal Arts: 
Associate of Arts in General Studies 
Bachelor of Science in English for Information Systems 
Bachelor of Science in English Education 
Bachelor of Science in Fitness-Wellness Management 
Bachelor of Science in Multimedia/Web Development 
Bachelor of Science in Physical Education

College of Natural Sciences: 
Associate of Science in Respiratory Care 
Bachelor of Science in Biology for Information Systems 
Bachelor of Science in Biology Education 
Bachelor of Science in Physical Science 
Bachelor of Science in Physical Science Education 
Bachelor of Science in Math for Information Systems 
Bachelor of Science in Math Education 
Bachelor of Science in Respiratory Care

The South Dakota Board of Regents has approved these graduate degrees at Dakota State University:

College of Business and Information Systems: 
Master of Science in Information Systems 

College of Education: 
Master of Science in Education in Computer Education
       and Technology

3. It has legal authorization to grant its degrees and it meets all legal requirements to operate as an institution of higher education wherever it conducts its activities.

Dakota State University is authorized to offer degrees by the South Dakota Legislature and the South Dakota Board of Regents.

4. It has legal documents to confirm its status.

The institution has legal documents to confirm its status as a public institution of higher education. (These documents will be available in the documents room.)

5. It has a governing board that possesses and exercises the necessary legal power to establish and review basic policies that govern the institution.

The framers of the South Dakota Constitution created a constitutional board to govern the state's institutions of higher education. The framers subscribed to the view that public institutions of higher education could prosper only if their governance was committed to public officials who had the opportunity to become thoroughly familiar with the unique needs of the institutions and whose decisions could, thereby, remain untainted by the ever-shifting enthusiasms and priorities of politicians. The present form of constitutional governance, the South Dakota Board of Regents, first became effective in 1897.

The South Dakota Board of Regents has the constitutional responsibility for governing the Unified System of Public Higher Education in South Dakota, which includes full power, responsibility, and authority to supervise, coordinate, manage, and regulate the institutions within the System (SD Constitution Article XIV and BOR Policy 1:0). Most of the statutory material relating to the System can be found in SDCL chapters 13-49 through 13-62. The Board of Regents sets policy direction for the System, oversees the management of its resources (personnel, facilities, and financial), and establishes and monitors its educational programs. The Board of Regents executes its authority through the adoption of policies, approval of programs, selection and evaluation of System and institutional executives, and the setting of annual budgets, tuition and fees, and legislative budget requests.

6. Its governing board includes public members and is sufficiently autonomous from the administration and ownership to ensure the integrity of the institution.

The South Dakota Board of Regents is composed of nine voting members appointed by the Governor and confirmed by the South Dakota Senate (BOR Policy 1:3). One of the nine members is a student regent. Terms of each regent, except for the student regent, are six years, with terms expiring the last day of March or when a successor is appointed and qualified or unless removed as provided in SDCL 3-17-1. The term of the student regent is two years, expiring the first day of July of every even-numbered year unless removed under the provisions of SDCL 3-17-1 or if such student does not remain enrolled in a post-secondary institution controlled by the Board. No two regents may be residents in the same county, and no more than six may be members of the same political party.

7. It has an executive officer designated by the governing board to provide administrative leadership for the institution.

Dr. Jerald A. Tunheim, appointed by the Board of Regents as president in 1987, is the executive officer of Dakota State University.

8. Its governing board authorizes the institution's affiliation with the Commission.

The Board of Regents authorizes institutional accreditation by North Central Association of Colleges and Schools. It receives reports of accreditation visits and NCA Commission decisions. Dakota State University has been continuously accredited by NCA since 1961.

9. It employs a faculty that has earned from accredited institutions the degrees appropriate to the level of instruction offered by the institution.

The faculty have degrees appropriate to the level of instruction offered by the institution. A list of faculty and their academic credentials is published in every Dakota State University catalog. (A copy of the most current catalog will be available in the documents room.) Demographic characteristics of the DSU faculty are included in Chapter 2 of this document.

10. A sufficient number of faculty are full-time employees of the institution.

In Fall 1999, the institution employed 73 full-time and 23 adjunct / part-time faculty. (These numbers are based on faculty headcount data maintained by the Office of the President for Fall 1999 and do not include exempt employees who hold faculty rank.) A list of faculty and their academic credentials is published in every Dakota State University catalog. (A copy of the most current catalog will

be available in the documents room.) Demographic characteristics of the DSU faculty are included in Chapter 2 of this document. According to the FY00 BOR Fact Book, DSU's 1999 FTE student - to faculty ratio was 19.8 to 1. (A copy of the FY00 BOR Fact Book will be available in the documents room.)

11. Its faculty has a significant role in developing and evaluating all of the institution's educational programs.

The internal decision-making process for adding, deleting, and/or revising education programs at Dakota State University includes approval by the faculty within the program and the college that provides that program and approval by one of two campus-wide faculty committees. (The Vice President for Academic Affairs chairs both of these committees.) The DSU Curriculum Committee approves curricular changes in undergraduate courses and programs. The DSU Graduate Council approves curricular changes in graduate courses and programs. The general faculty (which functions much like a Faculty Senate on other campuses) reviews and approves all curricular actions by these two committees. (Copies of the minutes from the DSU Curriculum Committee and the DSU Graduate Council will be available in the documents room.)

DSU faculty also play a pivotal role in the assessment of student academic achievement. Faculty have designed and approved the policies, procedures, and timelines for assessment of entry-level skills, the general education curriculum, and undergraduate and graduate curricula.

12. It confers degrees.

Dakota State University offers programs leading to associate, baccalaureate, and graduate degrees. Degrees are awarded in May of each academic year. The curricular programs leading to these degrees are described in the institution's undergraduate and graduate catalogs. (Copies of the most current catalogs will be available in the documents room.)

13. It has degree programs in operation, with students enrolled in
    them.

Dakota State University has South Dakota Board of Regents approval to offer degree programs at the associate, baccalaureate, and graduate level. In Fall 1999, the institution offered 37 degree programs with 1,335 FTE students enrolled in them. (A summary of Fall 1999 program enrollments will be available in the documents room.)

14. Its degree programs are compatible with the institution's mission and are based on recognized fields of study at the higher education level.

DSU faculty also play a pivotal role in the assessment of student academic achievement. 

All academic programs at Dakota State University integrate computer technology into the curriculum. This integration is an integral part of the institution's mission.

Degree programs pass through an internal approval process before moving through an external review process that includes the Academic Affairs Council (AAC), the Council of Presidents and Superintendents (COPS), and the South Dakota Board of Regents. (AAC and COPS are described in more detail in Chapter 5. The academic review process is described in more detail in Chapter 3.)

The institution's degree programs are defined by the Classification of Institutional Programs (CIP codes) used by the U.S. Department of Education.

15. Its degree programs are appropriately named, following practices common to institutions of higher education in terms of both length and content of the programs.

The programs at Dakota State University, at all levels, follow traditional practices in naming, content, and length of time required for completion. On average, baccalaureate degree programs require the completion of 128 credit hours; associate degree programs require the completion of 64 credit hours. The master's degree in information systems requires the completion of 30 credit hours beyond a baccalaureate degree. The master's degree in computer education and technology requires the completion of 36 credit hours beyond a baccalaureate degree.

16. Its undergraduate degree programs include a coherent general education program consistent with the institution's mission and designed to ensure breadth of knowledge and to promote intellectual inquiry.

The South Dakota Board of Regents recently mandated a review of all general education requirements at the regental institutions with the goal of developing a two-tiered program: a system-wide general education core required of all students enrolled at all the regental institutions and a mission-specific core required of students enrolled at specific institutions. One of the mandates of faculty assigned to develop this two-tiered general education program was to ensure breadth of knowledge and to promote intellectual inquiry. The system-wide general education core received final BOR approval at their December 1998 meeting. The mission-specific core developed by Dakota State University received final BOR approval at their June 1999 meeting. The goals, criteria, and courses approved for inclusion in both the system-wide core and the mission-specific core are discussed in more detail in Chapter 3. (They are also published in every DSU catalog and are available in the documents room.)

17. It has admission policies and practices that are consistent with institution's mission and appropriate to its educational programs.

The South Dakota Board of Regents has adopted a system-wide standard for admissions to associate and baccalaureate programs (BOR Policy 2:3).

For admission to a baccalaureate degree program, students must complete a set of high school course requirements and rank in the top 60 percent of their high school graduating class, or earn an ACT composite score of 18, or obtain a high school GPA of at least 2.6 on a 4.0 scale.

For admission to an associate degree program, students must meet the baccalaureate admission requirements, or rank in the top 60 percent of their high school graduating class, or earn an ACT composite score of 18, or obtain a high school GPA of at least 2.6 on a 4.0 scale, or complete the GED with a combined score of 225 and a minimum of 40 on each test.

Full, unconditional admission to the master of science degree program in information systems (MSIS) is granted when the candidate satisfies these minimum requirements:

• Baccalaureate degree from an institution with full, regional accreditation for that degree.

• Undergraduate GPA of 2.5 or higher (on a 4.0 scale).

• Minimum score of 500 on the GMAT (preferred) or 1000 (verbal and quantitative) on the GRE admissions tests. The tests must have been taken within the last five years.

OR

• Approved waiver of GRE or GMAT, based upon documentation provided with the application. Applicants who have several years of appropriate, relevant experience may request, in writing, an official waiver of the graduate admission test. The work experience must show at least five years of experience in an appropriate or related field, with a demonstrated progression of increased responsibility. Standardized admission tests in combination with other factors such as GPA are an indicator of the potential for success in the graduate program. Therefore, such waivers will be the exception, based upon real evidence of the potential for successful completion of the program.

• Demonstrated basic knowledge in both business fundamentals and information systems.

• International students (those students for whom English is a second language) must also meet the following requirements: 

• Minimum TOEFL score of 550 and 
• Official documentation that they have sufficient funds

to cover all the necessary living and tuition expenses for the duration of their program of study.

Full, unconditional admission to the master of science degree program in computer education and technology (MSCET) is granted when the candidate satisfies these minimum requirements:

• Baccalaureate degree from an institution with full, regional accreditation for that degree.

• Successful completion of an accredited teacher preparation program or state teacher certification

• Academic achievement and potential based upon a satisfactory undergraduate grade point average and satisfactory verbal and quantitative scores on the GRE.

• Demonstrated basic knowledge of computers and their applications for educational purposes.

• International students (those students for whom English is a second language) must also meet the following requirements: 

• Minimum TOEFL score of 550 and
• Official documentation that they have sufficient funds to cover all the necessary living and tuition expenses for the duration of their program of study.

DSU's graduate programs are designed for students with work experience and maturity and for more recent graduates who have less work experience but are already familiar with the field. Students who are deficient in one area may seek conditional admission to the program. Other factors such as student maturity, professional references, and special expertise will also be used to determine admission to the program. The Graduate Council approved the admission policy for the MSIS on March 5, 1999, and the admission policy for the MSCET on January 29, 1999. (A copy of the minutes from the Graduate Council meetings will be available in the documents room.) Graduate faculty committees from the colleges offering the degree programs determine student admissibility, based on documentation submitted by applicants to the programs.

18. It provides students access to those learning resources and support services requisite for its degree programs.

Student support services include, but are not limited to, ADA and other types of counseling, career planning and placement services, recreational sports and fitness activities, and tutorial and skills development services. These services are described to students during new student orientation week and through the Freshman Success Seminar, a six-week program designed to acclimate freshmen to the college environment. In addition to these on-campus services, the Office of Distance Education provides similar services for distance students via the DSU web site.

19. It has an external financial audit by a certified public accountant or a public audit agency at least every two years.

External audits are conducted annually by Legislative Audit, a public agency responsible for auditing South Dakota state agencies, departments, and universities.

20. Its financial documents demonstrate the appropriate allocation and use of resources to support its educational programs.

Three principal documents highlight the allocation and use of resources at DSU. The first is the annual operating budget for the institution. This document represents the fiscal year plan for expenditures. It is developed in the spring of the year, prior to the beginning of the new fiscal year on July 1. The second set of documents includes the financial report and management report. These documents display actual expenditures and revenues for the fiscal year. When read together with the operating budget, they provide insights on how successful the institution has been in implementing the fiscal year resource allocation plan. The final document is the budget request prepared for the Board of Regents and generally constrained to a few major request items. Thus, it does not always represent all the priorities of the campus, but it does represent specific areas that need additional resources to support the institutional mission. (The most current financial documents will be available in the documents room.)

21. Its financial practices, records and reports demonstrate fiscal viability.

The operating budget and financial reports display a record of fiscal responsibility and viability at the institution. The annual budget is prepared to balance the resources available to the institution from the State of South Dakota, student tuition and fees, and other revenues. The University can clearly demonstrate that it is able to carry out its mission with its resource base. DSU has a history of receiving funds from the State that reflect (on a per-FTE basis) a recognition of the institution's unique mission. A summary of DSU's financial information is included in the FY00 BOR Fact Book. This document shows DSU is consistently at or near the top in per-student funding among the six regental institutions. (A copy of the most current BOR Fact Book and copies from the last 10 years will be available in the documents room.)

In recent years, the University has added significant new resources to its operating base because of enrollment growth. The funding framework adopted last year by the Board of Regents reflects a priority of stable state funding for its campuses. As long as a campus maintains between 96 percent and 104 percent of its base student enrollment, no base-funding changes occur. However,

This document shows DSU is consistently at or near the top in per-student funding
among the six regental institutions. 

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DSU has exceeded 104 percent of its base student enrollment in both the first and second year of the funding framework (the only BOR institution to do so). Consequently, DSU added almost $220,000 to its operating budget base for FY00 and over $1.16 million to its operating budget base for FY01. These funds are used to support mission-central programs and activities and are in addition to base budget increases designated to meet BOR salary policy and benefits mandates.

The institution has also experienced increased success in the private fund-raising arena. The DSU Foundation is a separately incorporated foundation with the sole purpose of supporting DSU programs and students. The Foundation's assets have grown dramatically in recent years.

22. Its catalog or other official documents include its mission statement, along with accurate descriptions of: 
    • Its educational programs and degree requirements;
    • Its learning resources;
    • Its admissions policies and practices;
    • Its academic and non-academic policies and procedures
    directly affecting students;
    • Its charges and refund policies; and
    • The academic credentials of its faculty.

  he catalog and the student handbook are the primary sources of academic information for students. In addition, the institution makes this information available via its web site and in separate, stand-alone documents provided by the individual student services and student enrollment areas. (Samples of these documents will be available in the documents room.)

23. It accurately discloses its standing with accrediting bodies with which it is affiliated.

Every DSU catalog includes a statement of general accreditation, as well as a list of programs that have achieved specialized accreditation and the names of those accrediting associations. A list of programs that have achieved specialized accreditation and the names of those accrediting associations are included in this chapter.

24. It makes available upon request information that accurately describes its financial condition.

Dakota State University is a tax-supported, public institution that functions as part of the Board of Regents system. In addition to its external audits that describe the institution's financial condition, the institution also publishes an annual report to the BOR and to the South Dakota Legislature. All these documents are considered public documents and are available upon request from the institution's library or the institution's business office. Tuition and fees are published in every catalog and on the institution's and the Board of Regents' web sites.
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Guidelines for Distance Education

NCA has defined distance education, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study or audio, video, or computer technologies. Institutions offering distance education are expected to meet the requirements of its own regional accrediting body and to be guided by the Western Interstate Commission for Higher Education (WICHE) principles. In addition, an institution is expected to address, in its self-studies and/or proposals for institutional change, a set of expectations set forth by NCA. This section of the self-study document provides evidence that DSU has incorporated the principles of good practice for distance education outlined in the Guidelines for Distance Education, in Chapter 12 of the NCA Handbook for Accreditation (1997).

1. Curriculum and Instruction

Programs provide for timely and appropriate interaction between students and faculty, and among students.

Distance education faculty typically use course outlines to highlight for students the schedule for delivering to them and receiving back from them the class materials, (i.e., when assignments and information will be posted to the web site and when assignments and discussions should be posted to the instructor). Course outlines are augmented by discussion boards to ensure student - student and student - faculty interaction. Distance education instructors also check their e-mail and the discussion boards on a frequent basis. (They are aided in this daily check-in process by the on-line student assistants assigned to them by the Office of Distance Education.)

The institution's faculty assumes responsibility for and exercises oversight over distance education, ensuring both the rigor of the programs and the quality of instruction.

Distance education instructors have full responsibility for decisions related to course materials, exercises and assignments, and evaluation materials. These materials are created by the faculty teaching the courses, with design assistance provided by the instructional technologist in the Office of Distance Education or the faculty support team in Computing Services.

The institution ensures that the technology used is appropriate to the nature and objectives of the programs.

Dakota State's mission ensures the integration of technology throughout the curriculum and DSU's faculty has a long history of evaluating and using a variety of technologies in their courses. The faculty makes decisions on appropriate distance education technologies for distance-delivered courses based on their own course delivery experience, discussions with colleagues, and input from various advisory groups, including the on-line faculty discussion group and colleagues within Computing Services and the Office of Distance Education

The institution ensures the currency of materials, programs, and courses.

The feedback provided from assessment activities is used to pinpoint areas of success as well as those curricular areas that need improvement. In addition, the institution's instructional and professional development funds can be used by distance delivery faculty to attend conference and workshops specific to distance delivery of courses / programs. Faculty members review software, textbooks, and other educational resources each year to ensure current technology and topics are included in course materials. The instructional technologist in the Office of Distance Education aids in this process by continuously reviewing and notifying faculty of appropriate course management and software products on the market. In addition, the Office of Distance Education also provides a summer grant program, intended to aid faculty with course development.

The institution's distance education policies are clear concerning ownership of materials, faculty compensation, copyright issues, and the utilization of revenue derived from the creation and production of software, telecourses, or other media productions.

The professional staff in the Office of Distance Education and the Karl E. Mundt Library regularly provide (or provide access to) educational workshops for faculty and staff on issues related to ownership of materials, copyright issues, faculty compensation, etc. (A list of the distance education workshops provided in the last

several years will be available in the documents room.) In addition to these workshops, the Office of Distance Education also provides a summer grant program, intended to aid faculty with course development. The RFP for these summer grants stipulates that all course materials are the intellectual property of the faculty members. (A copy of the RFP is included in Appendix E of this self-study document.)

The institution provided appropriate faculty support services specifically related to distance education.

The Office of Distance Education Office is responsible for providing support to faculty teaching via distance. This office provides administrative and clerical assistance to facilitate the delivery of the classes, as well as technical support via an instructional technologist and an on-line support team established in Computing Services.

In addition to these support professionals, the institution funds 19 on-line student assistants and 10 technology student fellows who also provide direct faculty support.

The professional library staff also provides instructional support through on-line tutorials, research guides, and other library service support available on the web at http://www.departments.dsu.edu/library/instruct.html  . (A paper version of these guides will be available in the documents room.)

During the academic year, the Office of Distance Education provides opportunities for distance delivery faculty to meet and discuss distance education concerns, issues, problems and solutions. These discussion sessions are usually held several times each semester. The Distance Education Coordinating Committee also serves as a valuable resource for development of distance education courses and services.

The institution provides appropriate training for faculty who teach in distance education programs.

DSU provides opportunities for the faculty to obtain instruction and training in the technology and methods necessary for Internet

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delivery of courses, both on campus and at conferences / workshops at other locations. On campus, the institution has participated in satellite programs such as "Am I A Crook? Copyright Issues on the Internet", "Putting Your Course Online", and "On-Line Education: Four Perspectives" and each fall provides technology workshops for faculty. Faculty have also participated in virtual conferences sponsored by the Collaboration for the Advancement of College Teaching and Learning. (A list of the educational sessions offered in recent years by the Office of Distance Education will be available in the documents room.)

2. Evaluation and Assessment

The institution assesses student capability to succeed in distance education programs and applies this information to admission and recruiting policies and decisions.

Student success is always a topic of discussion at the distance education faculty meetings. Faculty who teach distance courses regularly exchange information on student performance in on-campus versus on-line courses. Preliminary data analysis suggests that delivery mode does not adversely affect student performance. (Additional information on student performance, gathered by faculty in the Health Information Administration program, will be available in the documents room.)

To ensure that student expectations are appropriate, course outlines typically include an on-line student tutorial and a reference to the appropriate computing technology needed to successfully complete the course. In addition, Computing Services maintains an on-line computing support site at http://www.support.dsu.edu .

Admission criteria specific to the Health Information Administration program, the only degree program currently delivered via distance at DSU, is available in the self-study report for institutional change submitted to NCA in March 1999. (A copy of that self-study document will be available in the documents room.)

The institution evaluates the educational effectiveness of its distance education programs (including assessments of student learning outcomes, student retention, and student satisfaction) to ensure comparability to campus-based programs.

The institution's assessment plan was approved by NCA in 1995. That plan requires that each college / degree program collect assessment data to evaluate the currency and effectiveness of its undergraduate programs. The assessment plan for the Health Information Administration program delivered via distance is similar to the plan used for delivery of on-campus programs. Information from certification exams, graduate and employer surveys, course grades, employment statistics, and assessment testing is evaluated by the HIA faculty each year. (A copy of the

DSU Undergraduate Assessment Plan and copies of the annual reports on assessment will be available in the documents room.)

As with on-campus courses, on-line students are given an opportunity to provide feedback to faculty by completing an anonymous student opinion survey in every course, every semester. In addition, a random sample of students complete a student satisfaction inventory that rates numerous programs and services provided by the university. The Office of Distance Education also surveys students to evaluate satisfaction with services provided. (A copy of that survey is included in Appendix E of this self-study document.)

Because the health information administration courses have been delivered via distance for just two years, the faculty have not collected a great deal of historical data, but some student performance data (such as course grades) has been compared to similar data for on-campus classes. To date, this data has suggested that student performance in on-line courses is similar to performance to on-campus courses.

The institution ensures the integrity of student work and the credibility of the degrees and credits it awards.

All Dakota State University entry-level, general education, and major-field assessment policies apply to all students, including distance education students. To ensure the integrity of student work, alternative methods for administering tests have been established, using distance testing sites or testing proctors at a site near the student (often a reference librarian at a local library or a testing specialist at the local high school). Students in the Health Information Administration degree program (delivered via distance) must complete the BOR-mandated proficiency exam (the ACT CAAP). DSU has worked with ACT to ensure that the exam is administered to students at a distance by authorized personnel who have training and experience in the administration of standardized tests. ACT has also been willing to work with DSU to develop electronic methods of delivering secure exams in locations around the world.

A proctor verification form or a similar process developed by the instructor is used to certify the confidentiality and security of the content and administration of the examinations. (A copy of the proctor verification form is included in Appendix E.)

3. Library and Learning Resources

The institution ensures that students have access to and can effectively use appropriate library resources.

The Karl E. Mundt Library supports student research and learning at a distance by providing Web-based database services, accessible from the library's home page at http://www.departments.dsu.edu/library . These database services include the online catalogs of

over 70 libraries in the South Dakota Library Network and the databases of such information services as Lexus / Nexus, Accessible Archives, ProQuest, and ACM Digital Library. The library sends materials to distance students, provides Interlibrary Loan services, and offers direct assistance by e-mail or phone to help students use appropriate library resources. Additional research and instructional support is provided in several web-based tutorials and in the "Guide to Research for Health Information Management Courses" at http://www.departments.dsu.edu/library/himguide.html . In addition, the library staff has prepared several useful on-line tutorials. These are available at http://www.departments.dsu.edu/library/instruct.html  . The web page designed just for distance learners is available at http://www.departments.dsu.edu/library/distance%20students.htm  . Access to electronic resources at the Mundt library are authenticated via DSU's proxy server. Instructions for logging into the proxy server are available at http://www.departments.dsu.edu/library/proxinst.html  .

The institution monitors whether students make appropriate use of learning resources.

In all distance-delivered courses, the course instructor is a participant in the course discussion boards and is therefore able to observe student use of the discussion boards. As with on-campus courses, assignments requiring bibliographic work are evaluated for appropriateness of the references cited.

The institution provides laboratories, facilities, and equipment appropriate to the courses or programs.

The institution provides labs, facilities, and resources appropriate to support on-campus education. However, many distance students do not live in proximity to the DSU campus and therefore can not conveniently make use of the on-campus facilities. As a consequence, distance education students have the responsibility of providing their own computer technology and Internet access. To support distance education students, DSU does specifically provide:

• Access to web-based materials developed by faculty to support specific program and class objectives via either the instructor's web site or the course web site.

• An electronic mail-box for each student enrolled in a distance-delivered course. Many students already have an e-mail box provided through their ISP, but DSU will provide another if the students wish to segregate personal mail from academic mail.

• A web site that students can use to maintain web based course assignments or personal web materials.

• Access to library research materials (detailed above and on the library home page). Since some of these resources are IP protected, DSU provides a login account on a proxy server to ensure the student has full access to the complete complement of library services.

• Access to dial-up services in Madison or Sioux Falls.

4. Student Services

The institution provides adequate access to the range of student services appropriate to support the programs, including admissions, financial aid, academic advising, delivery of course materials, and placement and counseling.

DSU has established procedures and methods to provide student services, such as registration, financial aid, library, bookstore, and academic advisement, to distance education students. Some of these services have been developed specifically for distance students. These services are accessible via the web site established by the Office of Distance Education at http://www.courses.dsu.edu/disted/studentguide.htm  . Other services, such as the financial aid information, were developed so both on-campus and on-line students would have 24 / 7 access to the information.

The institution provides an adequate means for resolving student complaints.

Policies and procedures for handling concerns or complaints, such as appealing academic or administrative decisions, are outlined in the DSU catalog, the Trojan (student) Handbook, and the DSU Faculty / Staff Handbook. All of these student resources are available on-line. (Paper copies of these references will be available in the documents room.)

Student complaints related to distance materials are likely to fall into two categories: complaints related to the appropriateness of materials included on a particular site or complaints related to academic integrity. Complaints related to the appropriateness of distance materials are handled through the institution's computer usage and copyright policies. Complaints related to academic integrity (grading fairness, for example) are handled through the appropriate academic integrity policy. The institution has made a conscious decision to not establish separate policies and procedures for distance-delivered courses. Instead, established policies and procedures have been adapted, where necessary, to apply to include distance education. In this way, DSU ensures that policies governing both on-campus and on-line students are consistent.

In addition, the faculty teaching distance courses often encourage students to discuss concerns and problems that have been encountered in the Internet courses on the course's discussion

board. The Health Information Administration faculty have also established a student advisory board, which will listen to and try to resolve student complaints related to the HIA courses. Finally, the Office of Distance Education often receives and either resolves or refers to the appropriate office any complaints related to distance course delivery.

The institution provides to students advertising, recruiting, and admissions information that adequately and accurately represents the programs, requirements, and services available.

DSU has developed an extensive Internet web site, at www.dsu.edu, which includes the DSU catalog and admissions and program information. The Health Information Administration program has also developed a web site with curriculum and admission information specific to its program.

The institution ensures that students admitted possess the knowledge and equipment necessary to use the technology employed in the program and provides aid to students who are experiencing difficulty using the required technology.

Faculty who teach in the Health Information Administration program have developed an orientation session for on-campus students planning to take the HIA Internet courses. These faculty have also incorporated a "Tips for Taking Internet Courses" segment into their course materials and have shared the segment with other distance faculty so it can be included in their course materials as well.

DSU's Computing Services has developed an on-line technical support guide for distance (or campus) students at http://www.support.dsu.edu . Computing Services staff also cooperates in answering technology questions received from students by faculty and staff. As mentioned above, the library staff has also developed on-line tutorials to assist students.

5. Facilities and Finances

The institution possesses the equipment and technical expertise required for distance education.

The institution annually makes a major investment in technology, making it one of the most technologically sophisticated universities of its size and type. This annual investment is often equivalent to approximately 4.5 percent of the educational and general operating budget. The Computing Resource Advisory Committee (CRAC) is responsible for assembling an annual recommendation for technology expenditures for the president, who approves the investment. CRAC is a broad-based committee with 19 faculty, student, and administrative members. Details on the most recent institutional expenditures for technology are included in Chapter 2 of this document.

The Office of Distance Education and Computing Services both provide technical support for faculty teaching courses delivered through alternate means, such as Internet. This support includes administrative and clerical assistance provided to facilitate the delivery of the classes, as well as technical help from an instructional technologist, on-line student assistants, technology student fellows, and an on-line support team established in Computing Services.

Dakota State also provides opportunities for faculty to obtain instruction and training in the technology and methods necessary for Internet delivery of courses. The institution has provided access to satellite programs such as "Am I A Crook? Copyright Issues on the Internet", "Putting Your Course Online", and "On-Line Education: Four Perspectives" and generally includes at least one technology workshop in the fall faculty orientation schedule. Faculty have also had an opportunity to participate in virtual conferences related to distance education that have been sponsored by the Collaboration for the Advancement of College Teaching and Learning. (A list of the educational sessions offered by the Office of Distance Education Office will be available in the documents room.)

The institution's long range planning, budgeting, and policy development processes reflect the facilities, staffing, equipment, and other resources essential to the viability and effectiveness of the distance education program.

After two years of planning and discussion, DSU formally adopted a strategic statement and a set of seven strategic initiatives in Spring 1998. These strategic initiatives are intended to guide the planning and budgetary processes on campus and to emphasize DSU's commitment to excellence.

The strategic statement includes a core statement and a strategic vision statement, both of which include specific references to distance education initiatives. The strategic initiative that addresses academic programs also includes a specific reference to distance education.

The strategic initiatives are used to guide the institutional planning and budgetary processes and to align human, financial, and physical resources with these seven strategically important areas. A number of specific budgetary decisions relating to distance education are highlighted below:

• In FY97, DSU created the Office of Distance Education as part of the BOR's Reinvestment Through Efficiencies program and a director, instructional technologist, and secretary were hired. Funds for the staff and the operations and materials budget came from state general funds. The operation is not expected to be self-supporting.

• In FY 97, DSU also budgeted approximately $225,000 for the BOR's Redesign of the University Curriculum program. These initial funds were used for faculty course development and experimental delivery. The institution's commitment to this strategic initiative continues today with the total budget planned for FY00 at $188,659.

• DSU has funded summer development grants for faculty since the Office of Distance Education was established. These grants are awarded to faculty for course development projects with a particular emphasis on on-line education. The grants generally range in size from $1,500 to $3,500. A detailed discussion of the summer grants program is included in Chapter 2.

• DSU has updated its promotion and tenure and workload policies to include distance delivery.

• The institution funds on-line student assistants and technology student fellows who aid faculty in course delivery. Details on the assignment of these student assistants are included in Chapter 2 and Chapter 3.
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