Appalachian State University Undergraduate Catalog 2003-2005

356 Pages·2004·2.02 MB·English

U
NDERGRADUATE
B
ULLETIN
2003-2005
A S U
PPALACHIAN TATE NIVERSITY
Academic Calendar for 2003-2004, 2004-2005
FALL SEMESTER, 2003 FALL SEMESTER, 2004
July2-Aug. 1; June 30-Aug. 3;
Aug. 20-21 Orientation for new undergraduate students Aug. 19-20 Orientation for new undergraduate students
August 21 Registration/faculty meetings August 20 Registration/faculty meetings
August 25 First day of classes August 24 First day of classes
September 1 Labor Day holiday September 6 Labor Day holiday
September 4 Convocation/Assessment Day September 9 Convocation/Assessment Day
October 23-24 Fall break October 18-19 Fall break
November 26-28 Thanksgiving holidays November 24-26 Thanksgiving holidays
December 8 Last day of Formal Class Meeting Pattern December 7 Last day of Formal Class Meeting Pattern
December 9 Reading day December 8 Reading day
December 10-16 Final examination period (excluding December 9-15 Final examination period (excluding
Saturday, December 13 and Sunday, Saturday, December 11 and Sunday,
December 14) December 12)
December 13 Commencement ceremonies December 11 Commencement ceremonies
SPRING SEMESTER, 2004 SPRING SEMESTER, 2005
January 7-8 Orientation for new undergraduate students January 5-6 Orientation for new undergraduate students
January 8 Registration/faculty meetings January 6 Registration/faculty meetings
January 12 First day of classes January 10 First day of classes
January 19 Martin Luther King, Jr. holiday January 17 Martin Luther King, Jr. holiday
March 8-12 Spring break March 7-11 Spring break
April 12-13 Easter holidays March 28-29 Easter holidays
April 28 Last day of Formal Class Meeting Pattern April 27 Last day of Formal Class Meeting Pattern
April 29 Reading day April 28 Reading day
April 30-May 5 Final examination period (excluding April 29-May 4 Final examination period (excluding
Sunday, May 2) Sunday, May 1)
May 8-9 Commencement ceremonies May 7-8 Commencement ceremonies
First Five-Week Summer Session, 2004 First Five-Week Summer Session, 2005
May 24 Registration May 23 Registration
May 25 First day of classes May 24 First day of classes
June 25 Last day of classes June 24 Last day of classes
First Graduate/Teacher Term, 2004 First Graduate/Teacher Term, 2005
June 7 Registration/first day of classes June 6 Registration/first day of classes
July 2 Last day of classes July 1 Last day of classes
July 5 Independence Day holiday July 4 Independence Day holiday
Second Five-Week Summer Session, 2004 Second Five-Week Summer Session, 2005
July 6 Registration July 5 Registration
July 7 First day of classes July 6 First day of classes
August 6 Last day of classes August 5 Last day of classes
Second Graduate/Teacher Term, 2004 Second Graduate/Teacher Term, 2005
July 6 Registration; First day of classes July 5 Registration/first day of classes
July 30 Last day of classes July 29 Last day of classes
Appalachian State University Web Site: www.appstate.edu
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Undergraduate Bulletin
Announcements for 2003-2004, 2004-2005
Vol. LXXXXII
Appalachian State University is
committed to equality of educational
opportunity and does not discriminate
against applicants, students or employees
on the basis of race, color, national
origin, religion, gender, age, disability or
sexual orientation. Appalachian also
actively promotes diversity among
students and employees.
The Appalachian State University
Undergraduate Bulletin is intended for
information purposes only and does not
constitute a contract between the
University and the student. While this
catalog presents policies and programs
as accurately as possible at the time of
publication, the University reserves the
right to revise any section or part without
notice or obligation.
We would like to know if you receive more copies than you need. If you want to be removed from the Undergraduate Bulletin mailing
list, or if you receive more than one copy, please let us know by writing to the Office of Admissions, Appalachian State University,
ASU Box 32004, Boone, North Carolina 28608-2004.
40,000 copies of this publication were printed at a cost of $49,254, or $1.23 per copy.
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Table of Contents
Appalachian State University’s Mission Statement..................................................................................................................................3
Appalachian’s Expansion of the Mission Statement.....................................................................................................................3
Appalachian State University - A History of Service to Students ...............................................................................................4
Accreditation......................................................................................................................................................................................5
History of the University of North Carolina..................................................................................................................................6
Student Assessment............................................................................................................................................................................7
Special Service Programs for the Region.................................................................................................................................................8
Academic Affairs.........................................................................................................................................................................................10
Student Life .................................................................................................................................................................................................18
Student Financial Aid.................................................................................................................................................................................27
Expenses.......................................................................................................................................................................................................31
Enrollment Services ...................................................................................................................................................................................36
Admissions........................................................................................................................................................................................36
Registrar............................................................................................................................................................................................39
General Studies................................................................................................................................................................................39
Academic Regulations................................................................................................................................................................................43
The Undergraduate Curriculum..............................................................................................................................................................55
The College of Arts and Sciences.............................................................................................................................................................83
Anthropology; Appalachian Studies; Biology; Chemistry; Computer Science; English; Foreign Languages and
Literatures; Geography and Planning; Geology; History; Interdisciplinary Studies; Mathematical Sciences;
Philosophy and Religion; Physics and Astronomy; Political Science/Criminal Justice; Psychology; Sociology and
Social Work
The Walker College of Business.............................................................................................................................................................183
Accounting; Economics; Finance, Banking and Insurance; Information Technology and Operations Management;
Management; Marketing
The Reich College of Education.............................................................................................................................................................215
Curriculum and Instruction; Human Development and Psychological Counseling; Language, Reading, and
Exceptionalities; Leadership and Educational Studies
The College of Fine and Applied Arts..................................................................................................................................................242
Art; Communication; Family and Consumer Sciences; Health, Leisure and Exercise Science; Military Science;
Technology; Theatre and Dance
The Hayes School of Music.....................................................................................................................................................................297
The Faculty Register.................................................................................................................................................................................312
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Appalachian’s Mission
Appalachian State University is a public comprehensive university, offering a wide variety of degree programs at the baccalaureate,
master’s, and intermediate levels as well as the Ed.D. in Educational Leadership. With a distinctively residential campus and a
faculty and staff characterized by high quality and broad diversity of professional skills, Appalachian takes as its mission the
practice and propagation of scholarship. This is accomplished particularly through instruction, but also through the research,
creative, and service activities of the University community. Appalachian is committed to excellence in its undergraduate and
graduate educational programs, while continuing to serve as a center of cultural and professional activity within its state and
region.
— The University of North Carolina Board of Governors (1998).
APPALACHIAN’S EXPANSION OF THE MISSION STATEMENT
Founded in 1899 as Watauga Academy, Appalachian State University evolved into a state teachers’ college, later broadened its
mission to include the liberal arts, gained regional university status, and in 1971 became a part of The University of North Caro-
lina. From its beginning as a small local institution, Appalachian has developed into a university with students from every section
of North Carolina, as well as from other states and nations. Throughout its growth, the University has maintained a strong sense of
community. It continues to provide educational leadership and service to the state and region. The University is committed to
fostering an understanding of Appalachain regional culture and the protection of the natural environment.
Appalachian State University is a comprehensive university, offering a broad range of undergraduate programs and select graduate
programs. Undergraduates receive a well-rounded liberal education and the opportunity to pursue a special field of inquiry in
preparation for advanced study or a specific career. Graduate students engage in advanced study and research while developing
and extending their academic or professional specializations. Although the campus is largely residential in character and its stu-
dents are predominantly of traditional college age, the University seeks to serve a diverse student body.
With instruction as its primary mission, the University is committed to excellence in teaching and the fostering of scholarship. As
an academic community, it takes pride in its tradition of faculty commitment to students both inside and outside the classroom.
Mindful of the relationship between the curricular and extracurricular, Appalachian seeks to promote the intellectual, cultural and
personal development of its students.
At Appalachian, scholarship and service are complementary to the instructional mission. The major purposes of scholarship,
including research, writing and other creative activities, are threefold: to serve as a basis for instruction, to ensure a vital and
intellectually engaged faculty, and to contribute to the advancement of knowledge. Service is provided through effective engage-
ment in appropriate professional activities, active participation in the concerns of the University community, consultation services,
the extension into the community of the professional knowledge and skills of the faculty, staff and students, and the sharing of the
University’s cultural and recreational activities.
— The Appalachian State University Board of Trustees (1995).
The following educational goals have been adopted for the baccalaureate degree:
1. Breadth of knowledge through the study of the arts, the humanities, mathematics, the natural sciences and the
social sciences.
2. Depth of knowledge in at least one area of study.
3. Effective communication skills.
4. An enhanced capacity for logical and creative thinking, analysis, synthesis and evaluation.
5. The ability to apply methods of inquiry.
6. Computational skills and the ability to interpret numerical data.
7. An understanding of the interrelatedness of knowledge.
8. An awareness of the world’s diversity of cultural and national experiences, identities and values.
9. An understanding of the issues and problems facing the contemporary world.
10. An understanding of, and respect for, diverse opinions and ideas.
11. An awareness of ethical issues and ethical behavior.
12. A commitment to learning as a lifelong process.
In support of these goals, Appalachian State University will provide:
13. An intellectually and aesthetically stimulating atmosphere throughout the University.
14. An environment that encourages interaction among members of the University community.
15. A variety of learning experiences, both within and outside the classroom.
16. Experiences that promote personal growth and development.
17. An environment that fosters a commitment to public responsibility and community service.
18. Opportunities to develop career goals and to prepare for specific careers.
The University
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APPALACHIAN STATE UNIVERSITY: A HISTORY OF SERVICE TO STUDENTS
THE DESIRE TO EDUCATE
When Blanford B. Dougherty and his brother Dauphin D. Dougherty founded Watauga Academy in 1899 with just 53 students
enrolled in three grades, they were motivated by a driving desire to educate teachers for the mountains of Northwest North
Carolina. Rural mountain communities had not had access to or really much use for education beyond grade school. Many parents
were indifferent about educating their children, and farming left little time for school. But the growth of a national public educa-
tion movement influenced the success of Watauga Academy. At the turn of the century, modernizing America needed educated
citizens and trained teachers. The demand for secondary school teachers had burgeoned since the civil war as the number of high
schools and students increased.
Being astute, D.D. Dougherty was convinced that the state would fund institutions established to train teachers needed by the state.
So in 1903, he drafted a bill for the N.C. Legislature funding a state teachers’ training school in Boone. He travelled to Raleigh by
horse and by train in January 1903, and with determination and skilled persuasion, won over the state legislature by one vote.
Watauga Academy became Appalachian Training School for Teachers and opened its doors on October 5th with $2,000 available
from the state. 325 students were registered.
B.B. Dougherty continued to recruit students, to solicit funds from local sources and the state, and to build facilities needed to
accommodate the students. In 1929, the school became a four-year, degree granting institution named Appalachian State Teachers’
College. Over 1,300 students were enrolled in the Bachelor of Science degree programs for primary grades education, physical
education, math, English, science, and history.
Appalachian attained national standards by becoming accredited by the American Association for Teacher Education in 1939, and
the Southern Association of Colleges and Schools in 1942. Qualified, dedicated faculty were attracted to teaching at Appalachian
and helped build its reputation as an excellent institution for the preparation of teachers.
Enrollments dropped during World War II, as men enlisted and were drafted but dramatically increased when returning veterans
were supported by funds to return to school (the G.I. Bill). Older, more experienced students changed the character of the student
body and campus life.
GROWING INTO A UNIVERSITY
Dr. Dougherty retired, and leadership between 1955 and 1969 came from Dr. William H. Plemmons who did much to shape
Appalachian’s growth. He provided respected academic leadership and a new vision of what Appalachian could be. He focused on
building new facilities, as the major structures on campus were out of date, in disrepair, and inadequate for an enrollment of 1,500
students. During his administration, 24 buildings were added, and enrollment grew to nearly 5,000 resident students. A master
plan was created for rebuilding and expanding the campus.
Appalachian was transformed from a single-purpose teacher’s college into a multipurpose regional university. Appalachian State
Teacher’s College became Appalachian State University in 1967 along with other state institutions like Western Carolina and East
Carolina. This phenomenon occurred all over the country as the demand for higher education among the “baby-boomers” ex-
ploded and states rushed to establish new colleges and universities or expand existing institutions.
Appalachian experienced a doubling of enrollments during the 1970’s to about 9,500 and a growth in faculty to 550, two-thirds of
whom held the Ph.D. degree. This was possible because of increased federal funding for numerous programs, federal support for
student loans, and generous financial support from the state of North Carolina. The ideal of every qualified high school graduate
attending college seemed within reach, and this changed the landscape of Appalachian and American higher education.
NATIONAL RECOGNITION
Dr. Herbert Wey succeed Dr. Plemmons in 1969, first as president and then in 1971 as chancellor. Chancellor Wey’s ten years as the
head of Appalachian brought phenomenal growth, marked by innovation and change. Wey took advantage of the favorable condi-
tions he encountered to significantly change the direction and character of Appalachian. He could do this because outside funding
for experimental programs amounted to millions of dollars and also because the lines of authority in the new University of North
Carolina system were not yet clear, giving him a freedom of movement.
Dr. Wey used this window of opportunity to introduce innovations that won Appalachian its first national recognition as an
institition of change. He started the student teacher program that continues today. He founded the college of business which grew
so rapidly, its development had to be curtailed. He reduced the number of required courses so that students could experiment with
more elective courses. During this time, Appalachian acquired the Loft in New York City and the Applachian House in Washington,
DC for faculty and students to use. Watauga College was born. Wey also approved the active recruitment of minority students
recommended by a number of concerned faculty. And the Bachelor of Arts degree was added to those offered by the University.
Campus during this time was characterized by outstanding young teachers and exceptionally well qualified students.
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QUALITY AND DIVERSITY
Dr. John E. Thomas, the next chancellor, was an engineer, a lawyer, a manager. He was interested in quality control at Appalachian,
and he supported high quality changes and a broadening of influence and scope. Committed to the master plan of controlled
growth to a maximum resident enrollment of 10,000 students, Chancellor Thomas focused on recruiting a first-rate faculty, most
of whom had either the Ph.D. or the terminal degree in their field. Dr. Thomas strengthened attention to undergraduate education
and supported review of required courses. Cultural life on campus broadened, marked by well-known, dynamic performers, con-
certs, theatre, recitals, and speakers. Dr. Thomas was interested in technology and focused on strengthening the University’s
communications infrastructure. He supported international studies and education, and during this time, exchange programs were
set up with campuses in countries including China, Germany, and Costa Rica.
The results of these progressive changes have been regular recognition of Appalachian in national publications, e.g., U.S. News &
World Report, as one of the outstanding comprehensive universities in the Southeast and nation.
Dr. Francis T. Borkowski succeeded Dr. Thomas in 1993. Chancellor Borkowski has pointed Appalachian in important new direc-
tions. He has focused his attention squarely and firmly on student diversity and cultural life on campus. With an eye on the future
needs of Appalachian students, progressive programs and classes are being introduced. And attention is being paid to the under-
graduate experience. Like chancellors before him, Dr. Borkowski is aware of the responsibility to the public, and he is committed
to development and change.
ACCREDITATION
Appalachian State University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to
award Bachelor’s, Master’s, Specialist’s, and Ed.D. degrees. In addition to this comprehensive accreditation, other special accredi-
tation by appropriate agencies includes:
AACSB International - The Association to Advance Collegiate Schools of Business
The American Association of Family and Consumer Science (undergraduate)
The American Chemical Society (undergraduate)
The American Dietetics Association
The American Speech-Language-Hearing Association
The Association of University Programs in Health Administration
The Commission on Accreditation of Allied Health Education Programs/Joint Review Committee-Athletic Training
The Commission on Accreditation for Dietetics
The Commission on Accreditation for Marriage and Family Therapy Education
The Computer Sciences Accreditation Board, Inc.
Computing Accreditation Commission of the Accreditation Board for Engineering and Technology
The Council for the Accreditation of Counseling and Related Education Programs
Council on Social Work Education
The National Association of School Psychologists
The National Association of Schools of Art and Design Commission on Accreditation
The National Association of Schools of Music
The National Association of Schools of Public Affairs and Administration
The National Association of Schools of Theatre
The National Council for Accreditation of Teacher Education
The National Recreation and Park Association/American Association for Leisure and Recreation Council on Accreditation
The North Carolina Department of Public Instruction
The University is a member of appropriate state and national associations and organizations to which its professional programs are
related. These include, but are not limited to, the following:
The American Association for Marriage and Family Therapy
The American Association of Colleges for Teacher Education
The American Association of University Women
The American Council on Education
The American Counseling Association
The Association of Collegiate Schools of Planning
The Association for Gerontology in Higher Education
The Association for Library and Information Sciences Education
The Association of Supervision and Curriculum Development
The Association for Theatre in Higher Education
The Association of Teacher Educators
The Broadcast Education Association
The Carolina’s Speech Communication Association
The Conference of Southern Graduate Schools
The University
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The Council of Colleges of Arts and Sciences
The Council of Graduate Departments of Psychology
The Council of Graduate Programs in Communication Sciences and Disorders
The Council of Graduate Schools
The Highlands Biological Foundation
The National Association of Business Teacher Education
The National Association of Industrial Technology
The National Business Education Association
The National Collegiate Honors Council
The National Communication Association
The National Film and Video Association
The National Middle School Association
The National Organization on Legal Problems of Education
The North Carolina Association of Colleges and Universities
The North Carolina Association of Colleges for Teacher Education
The North Carolina Association of Summer Sessions
The North Carolina Dance Alliance
The North Carolina League of Middle Schools
The North Carolina Professors of Educational Leadership
The North Carolina Theatre Conference
Professional and Organizational Development
The Public Relations Society of America
South Atlantic States Association for Asian and African Studies
The Southeastern Theatre Conference
The Southern States Communication Association
The Teacher Education Council of State Colleges and Universities
The U.S. Institute of Theatre Technology
HISTORY OF THE UNIVERSITY OF NORTH CAROLINA
In North Carolina, all the public educational institutions that grant baccalaureate degrees are part of the University of North
Carolina. Appalachian State University is one of the 16 constituent institutions of the multi-campus state university.
The University of North Carolina, chartered by the N.C. General Assembly in 1789, was the first public university in the United
States to open its doors and the only one to graduate students in the eighteenth century. The first class was admitted in Chapel Hill
in 1795. For the next 136 years, the only campus of the University of North Carolina was at Chapel Hill.
In 1877, the N.C. General Assembly began sponsoring additional institutions of higher education, diverse in origin and purpose.
Five were historically black institutions, and another was founded to educate American Indians. Several were created to prepare
teachers for the public schools. Others had a technological emphasis. One is a training school for performing artists.
In 1931, the N.C. General Assembly redefined the University of North Carolina to include three state-supported institutions: the
campus at Chapel Hill (now the University of North Carolina at Chapel Hill), North Carolina State College (now North Carolina
State University at Raleigh), and Woman’s College (now the University of North Carolina at Greensboro). The new multi-campus
University operated with one board of trustees and one president. By 1969, three additional campuses had joined the University
through legislative action: the University of North Carolina at Charlotte, the University of North Carolina at Asheville, and the
University of North Carolina at Wilmington.
In 1971, the General Assembly passed legislation bringing into the University of North Carolina the state’s ten remaining public
senior institutions, each of which had until then been legally separate: Appalachian State University, East Carolina University,
Elizabeth City State University, Fayetteville State University, North Carolina Agricultural and Technical State University, North
Carolina Central University, the North Carolina School of the Arts, Pembroke State University, Western Carolina University, and
Winston-Salem State University. This action created the current 16-campus University. (In 1985, the North Carolina School of
Science and Mathematics, a residential high school for gifted students, was declared an affiliated school of the University; and in
1996, Pembroke State University was renamed The University of North Carolina at Pembroke through Legislative action.)
The UNC Board of Governors is the policy-making body legally charged with “the general determination, control, supervision,
management, and governance of all affairs of the constituent institutions.” It elects the president, who administers the University.
The 32 voting members of the Board of Governors are elected by the General Assembly for four-year terms. Former board chair-
men and board members who are former governors of North Carolina may continue to serve for limited periods as non-voting
members emeriti. The president of the UNC Association of Student Governments, or that student’s designee, is also a non-voting
member.
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Each of the 16 constituent institutions is headed by a chancellor, who is chosen by the Board of Governors on the president’s
nomination and is responsible to the president. Each institution has a board of trustees, consisting of eight members elected by the
Board of Governors, four appointed by the governor, and the president of the student body, who serves ex-officio. (The NC School
of the Arts has two additional ex-officio members.) Each board of trustees holds extensive powers over academic and other
operations of its institution on delegation from the Board of Governors.
STUDENT ASSESSMENT
As a public University (a member institution of The University of North Carolina), Appalachian has an obligation to provide
relevant student information to the State of North Carolina. This being true, the University periodically surveys and/or tests
designated groups within its student population. The University transmits the information to The University of North Carolina’s
Office of the President and, ultimately, to the State of North Carolina. The surveys/tests are used to assess academic programs,
student achievement, student perceptions and attitudes, etc. The information obtained plays an important role in the determina-
tion of policy at the institutional level, and in the creation and continuation of programs within the University of North Carolina
System.
Students should understand that information obtained through the surveys/tests is protected by the Family Educational Rights
and Privacy Act of 1974, a federal statute that prohibits the release of student information in a form that identifies an individual
student. Information that identifies an individual student can be released, but only with the explicit written permission of that
student.
Special Service Programs for the Region
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Special Service Programs for the Region
In accordance with its mission to serve the people of the region in which it is located, Appalachian State University sponsors several
programs designed to serve the educational, cultural, social, economic and governmental needs of the people and institutions of
its region:
APPALACHIAN CONSORTIUM
The Appalachian Consortium is a non-profit, educational association whose membership is composed of institutions of higher
education and cultural agencies in the Southern Highlands. The purpose of the Appalachian Consortium is to promote among the
general public an understanding and appreciation of the culture of the region. The purpose is achieved through the sponsorship
of conferences, forums, festivals and workshops with special emphasis on Appalachian traditions and environment. The consor-
tium serves as a vehicle for the development of cooperative projects initiated by regional scholars and teachers at member institu-
tions and agencies. The Appalachian Consortium is supported by public and private grants and member contributions. The
Appalachian Consortium Press is a division of the Appalachian Consortium which publishes works dealing with the Southern
Highlands.
APPALACHIAN REGIONAL BUREAU OF GOVERNMENT
The Bureau’s primary goal is to serve local government and law enforcement personnel in the region and beyond, enabling them
to function more effectively. These services are chiefly in the form of inservice training, technical assistance, research, and infor-
mation. Educational programs sponsored by the Bureau are in the areas of law enforcement, budgeting, financial and personnel
management, planning, tourism, zoning and land use planning, historic preservation, and environmental concerns.
CENTER FOR APPALACHIAN STUDIES
Through programs and projects in such areas as the Appalachian region’s history, culture, arts, and social and environmental
concerns, the Center for Appalachian Studies assists in the clarification and evaluation of regional issues. The center also publishes
the Appalachian Journal, works closely with the Appalachian Collection, a research library, the Appalachian Cultural Museum, and
coordinates the Appalachian Studies undergraduate minor and M.A. programs.
EXTENSION AND DISTANCE EDUCATION
The Office of Extension and Distance Education is the administrative unit of the University responsible for the implementation of
off-campus programs, whether credit or not for credit. This office coordinates participation in the Appalachian Learning Alliance,
which includes degree programs offered on ten regional community college campuses; The Graduate Center on the campus of
Winston-Salem State University; and the Admissions Partnership Program, through which talented high school students enroll in
University coursework while still in high school. This office coordinates with academic departments to extend institutional re-
sources into the University’s service region.
MATHEMATICS AND SCIENCE EDUCATION CENTER
The Appalachian Mathematics and Science Education Center is one of ten centers which are part of the North Carolina Mathemat-
ics and Science Education Network. Other centers are located on nine University of North Carolina campuses. The mission of the
MSEN is to improve the quality and quantity of mathematics and science teachers in the state. Consequently, the center regularly
offers courses, workshops, institutes, and conferences, both on campus and at various sites throughout the region for teachers and
students preparing to teach.
The center is located in rooms 220, 221 and 222 of Walker Hall and houses a vast array of science and mathematics materials which
can be checked out and used not only by Appalachian faculty and area public school teachers, but by students as well. Science and
mathematics manipulative kits, journals, video tapes, textbooks, and models are available for use by students enrolled in methods
classes or who are student teaching. Appalachian faculty and students are welcome to come in and browse through the center’s
materials.
NATIONAL CENTER FOR DEVELOPMENTAL EDUCATION
The Center is the nation’s primary resource for information, training and research in the field of developmental education.
Developmental education is that aspect of postsecondary education concerned with the learning and human development needs of
academically underprepared students. Each year hundreds of postsecondary educators take advantage of Center services. The
Center is located within the Reich College of Education.
THE BROYHILL INN AND CONFERENCE CENTER
Appalachian’s Broyhill Inn and Conference Center is located at an elevation of 3,535 feet at the western end of campus. The Center
contains 17 meeting rooms. Two large exhibition areas and outdoor spaces can be utilized for receptions and social functions. The
Broyhill Inn is a full-service hotel with 83 sleeping rooms including expansive suites, an attractive dining room and total banquet
facilities. Program development specialists and conference coordinators are available to assist with conference program planning
and implementation.