Leading the Charge in Transforming Online Education

Sarah Rasmussen, Director of Online Education, Dakota State University

Sarah Rasmussen, Director of Online Education, Dakota State University

Sarah Rasmussen is the Director of Online Education at Dakota State University, with over 20 years of higher education experience. Starting as Dean of Students at a for-profit institution, Sarah later served as the Assistant Director of Academic & Student Affairs at The University of South Dakota’s Branch Campus. Her experience covers a wide variety of working with at-risk youth, overseeing student services and expanding online education. Outside of work, she is an avid hiker and outdoor enthusiast. She also volunteers for organizations such as “Feeding South Dakota” and supports our Veterans with events such as "Wreaths Across America". She is a proud parent of three children, although almost an empty nester!

A Career Built on Passion for Education and Growth

I have had the privilege of working in Higher Education for over 20 years. Throughout my Higher Education career, I served as a Dean of Students, Assistant Director of Academic & Student Affairs. I am currently serving as the Director of Online Education at Dakota State University. Prior to my work in Higher Education, I worked as a counselor, primarily with court-ordered clients who were mandated to attend sessions as part of their legal obligations. Overtime, I noticed that the words “court order” and “counseling” were not meant to coincide. . This created an environment of resistance, where clients would often just say what they thought I wanted to hear in order to fulfill their obligations and leave. This was challenging, as there was little genuine desire for growth, learning, or self-improvement in those stages. When the opportunity arose to transition into higher education, I didn’t hesitate. The role offered me the chance to work with a demographic that was new to me: non-traditional learners. At the time, online courses were not as prominent, but the idea of catering to adult students—those who had clear professional goals and dreams—immediately resonated with me. Over the years, I’ve come to realize exactly why I made this career pivot. What I love most about working in higher education, especially with adult learners, is their drive. Unlike the days of my court ordered clients, these people want to be here. They are invested in their own growth and learning. I don’t have to coax them into engaging in discussions or push them toward self-improvement—they’re already hungry for it. Working in online education over the years has allowed me to witness the constant change and evolution of the adult learning landscape. Today, we have modern learners, non-traditional students, lifelong learners or whatever the “buzz” term may be. These students are balancing work, family and life commitments, all while pursuing their education. Their determination to better themselves, to reach their professional and personal goals, has been a constant source of inspiration

Navigating Challenges in Research-Based, Student-Centric Online Education

If I had to pick a few, I think I would narrow it down to two things- Thriving in a crowded market and The rapid changes in technologies. Attracting and Retaining Students in a Crowded Market: With so many online programs available today, standing out while maintaining high-quality, research-based education is no small feat. While our programs focus on long-term success and deep learning, many prospective students are drawn to options that promise quick, flexible pathways that fit their busy lives. The real challenge lies in striking a balance—showcasing the value of a rigorous education while addressing the demand for affordability and career-focused outcomes. Once students are enrolled, keeping them engaged, connected and supported in the online classroom is just as critical. We want to ensure their experience not only meets but exceeds the promises we make during recruitment, building lasting relationships with our learners. Keeping Up with Rapidly Evolving Technology and Pedagogies: The rapid pace of technological change especially, accelerated by the COVID-19 pandemic can sometimes feel like a race to keep up for both faculty and students. New tools, learning platforms and teaching methods are constantly emerging and it can be challenging (but never impossible) to make sure everyone is comfortable and confident with them. The key is collaboration. Faculty, staff and administration must work together to stay ahead of the curve and create a smooth, intuitive learning environment. By focusing on shared goals and leveraging the latest technologies in a strategic way, we can ensure that our programs not only meet the expectations of our students but also prepare them for their future.

“Embrace technology and remember that students come for the content but stay for the connection.”

Managing Budgets without Compromising Quality

I would say the leverage to build partnerships with industry, educational technology providers and the other universities within our Regent system. We also rely on the deep knowledge and talents of our faculty members in their related research topics and areas of expertise to provide unique and budget-friendly solutions. Collaborating on technology purchases, sharing resources and working with Graduate Assistants can significantly reduce costs while providing students with access to cutting-edge content and tools. These partnerships can also open opportunities for shared initiatives across the university, keeping in line with budget priorities and forecasting future needs based on historical data and industry trends.

Staying Ahead in the Rapidly Evolving Digital Landscape

I have found the most effective and meaningful way is by networking with industry colleagues and experts and joining any online communities where the latest trends and tools are shared. Continuous learning keeps our courses fresh and aligned with cutting-edge innovations. I also like to make a habit of testing out new platforms, apps and tools as they emerge. I am a very visual learner so the hands-on experience helps me determine which innovations can make the most meaningful impact in our online courses. Most importantly, I work closely with administrators, faculty, instructional designers and students to gather feedback on what’s working or potentially what’s not. By leveraging a collaborative environment (no matter the career field), makes it easier to quickly identify emerging needs and explore tools that enhance the student experience.

Accessibility and Inclusion

The future of online education holds great promise for enhancing accessibility and inclusion within the online classroom. You do not always think about accessibility and inclusion as defined by the online student demographics. However, accessibility in this case would be the student's access to adequate WiFi. Access issues can also stem from time zone barriers including office hours and due dates that need to be considered. Inclusion in this sense is the sense of inclusion within the online classroom. This is another area that holds great promise in the future as we develop more and more ways to interact in real-time or other ways that are meaningful and provide Regular and Substantive Interaction. This evolution is not just about broadening access; it’s about ensuring that every student can engage meaningfully in their education, ultimately leading to greater success and achievement for all.

Sarah’s Advice

Stay flexible, stay curious and do your research before being too quick to add more technology, just for technology's sake. The landscape of online education evolves faster than the latest smartphone updates. Embrace technology and remember that students come for the content but stay for the connection. Focus on creating meaningful, engaging learning experiences and never underestimate the power of a good Wi-Fi connection!

My favorite quote: "It is not the strongest of the species that survives, nor the most intelligent that survives, but the one that is most adaptable to change." Charles Darwin