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The University

Kenneth E. Peacock, Chancellor

In North Carolina, all the public educational institutions that grant graduate degrees are part of the University of North Carolina. Appalachian State University is one of the 17 constituent institutions of this multi-campus state university.

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 Carolina. 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 Appalachian 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 students 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 engagement 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)

Accreditation

Appalachian State University is accredited by the Commission on Colleges of the SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS (1866 Southern Lane, Decatur, Georgia 30033-4097: Telephone number 404-679-4501) to award Baccalaureate, Master’s, Specialists, and Doctoral degrees. In addition to this comprehensive accreditation, other special accreditation related to graduate programs by appropriate agencies includes:

• AACSB International - The Association to Advance Collegiate Schools of Business
• 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 Council for the Accreditation of Counseling and Related Education Programs
• Council on Social Work Education (in candidacy)
• 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 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 American Music Therapy 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 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 Academy of Science
• 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

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 education 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 traveled 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. At that time 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 University and East Carolina University. This phenomenon occurred all over the country as the demand for higher education among the “baby-boomers” exploded and states rushed to establish new colleges and universities or to 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 idea 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 succeeded 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 conditions 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 institution 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 Appalachian House in Washington, D.C. 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.

Quality and Diversity

Dr. John E. Thomas, the next chancellor, was an engineer, a lawyer, and 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, concerts, 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 State University in national publications, e.g., U.S. News and 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, whose tenure was marked by still greater emphasis on campus cultural life, met with remarkable success in attracting private support for his efforts on behalf of arts programs and facilities. In addition to emphasizing the goal of diversifying Appalachian’s student body and faculty, he presided over the creation of ground-breaking partnerships with two-year colleges in the region, strengthened Appalachian’s affiliations with other universities around the globe, and, like his predecessors, practiced a decidedly student-centered administrative philosophy. During this period, Appalachian not only maintained its customary place on the list of outstanding comprehensive universities annually identified by such publications as U.S. News and World Report but was named Time Magazine’s College of the Year in 2001.

A New Century: Upon Chancellor Borkowski’s return to the faculty, Provost Harvey R. Durham served as Interim Chancellor for 2003-2004. Given his 38 years of experience on the campus and the universal respect with which he was regarded, Dr. Durham was the ideal figure to keep Appalachian on its upward trajectory while a new Chancellor was sought.
The search concluded close to home, with the appointment of Dr. Kenneth E. Peacock, Acting Provost and former Dean of the Walker College of Business, as the sixth Chief Executive of Appalachian State University. Chancellor Peacock’s contagiously ambitious vision for the university is already manifesting itself in an outpouring of new program initiatives, particularly in the field of allied health, and the energetic exploration of fresh sources of support for the multifaceted mission of the institution. By every indication, Chancellor Peacock’s leadership will keep Appalachian true to its tradition of being a student-focused institution responsive to the needs of North Carolina.

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 17 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.)

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 chairmen and board members who are former governors of North Carolina may continue to serve 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.

Each of the 17 constituent institutions (listed below) 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.

• Appalachian State University
• University of North Carolina at Asheville
• East Carolina University
• University of North Carolina at Chapel Hill
• Elizabeth City State University
• University of North Carolina at Charlotte
• Fayetteville State University
• University of North Carolina at Greensboro
• North Carolina Agricultural and Technical State University
• University of North Carolina at Pembroke
• North Carolina Central University
• North Carolina School of Science and Mathematics
• University of North Carolina at Wilmington
• North Carolina School of the Arts
• Western Carolina University
• North Carolina State University
• Winston-Salem State University

Community Service, Cultural and Educational Outreach, and Economic Development

Appalachian State University is built on the cornerstones of teaching, research and service to the community. Our faculty and staff members provide valuable resources in terms of their expertise, research and guidance. For information regarding the following resources, centers and institutes, refer to the Directory of Community Service, Cultural and Educational Outreach and Economic Development at http://www.web.appstate.edu/about/EducationalOutreachAndSupport.pdf:

Community Service Outreach:

• Appalachian College Awareness Program
• Appalachian and the Community Together
• Appalachian Family Innovations
• Appalachian Foster Grandparent Program
• Appalachian GEAR UP Partnership
• Appalachian Retired Senior Volunteer Program
• Appalachian Senior Companion Program
• Parent to Parent Family Support Network of the High Country
• Sustainable Development Outreach Program
• Upward Bound
• Western North Carolina Network for Access and Success

Cultural Outreach:

• An Appalachian Summer Festival
• Department of Theatre and Dance Performance Series
• Hughlene Bostian Frank Visiting Writers Series
• Mariam Cannon Hayes School of Music Performance Series
• Performing Arts Series
• Catherine J. Smith Gallery
• Turchin Center for the Visual Arts
• Watauga County Arts Partnership

Economic Support And Development:

• Appalachian Enology and Viticulture Services Center
• Appalachian Regional Development Institute
• Appalachian State University Energy Center
• Biodiesel Research and Education Projects
• Center for Applied Research in Emerging Technologies
• Center for Entrepreneurship
• North Carolina Small Business Technology and Development Center
• Thomas W. Reese Center for Graphic Arts and Imaging Technology
• WNC Renewable Energy Initiative

Educational Outreach And Support:

• Adult Basic Skills Professional Development (ABSPD)
• Appalachian English Language Institute
• Appalachian Learning Alliance
• Appalachian Regional Bureau of Government
• Carol G. Belk Library and Information Commons
• Brantley Risk and Insurance Center
• Cannon Music Camp
• Center for Appalachian Studies
• Center for Judaic, Holocaust and Peace Studies
• Dark Sky Observatory
• Financial Planning Center
• Institute for Senior Scholars
• Kellogg Institute
• Math and Science Education Center
• Mathematics Education Leadership Training Institutes
• Martha Guy Summer Institute
• F. Kenneth & Marjorie Geology Teaching Museum
• N.C. School Health Training Center
• Office of Conferences and Institutes
• Office of Extension and Distance Education
• Public School Partnership

Health And Human Services Programs:

• Be Active North Carolina/Appalachian Partnership
• Human Performance Lab
• Institute for Health and Human Services
• Marriage and Family Therapy Clinic
• Psychology Clinic
• Charles E. and Geneva S. Scott Communication Disorders Clinic

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