Sessions and Events


A schedule of Annual Meeting sessions and events for each day is provided below. Please Note: An advance copy of the program will be available on this page prior to the Annual Meeting. As well, all sessions and information pertaining to the meeting will be provided to registrants in either hardcopy or via the NASAD Annual Meeting app.

Please Note

Registration is required for the Annual Meeting. Attendees who are not able to register online in advance may register on-site at the Hyatt Regency St. Louis at The Arch beginning at 10:00 a.m. on Wednesday, October 11.

Wednesday, October 11

10:00 a.m. 6:00 p.m.

Annual Meeting Registration

1:00 p.m. 5:30 p.m.

Pre-Meeting Workshop for Individuals New to Art and Design Higher Education Administration
(Continued on Thursday 8:00 a.m – 1:15 p.m.; Click here for a full description.)

(Please note: A separate fee is required, and advance registration is recommended for this Pre-Meeting Workshop. It is recommended that individuals attend and participate in all sessions scheduled within the workshop. Coffee breaks and a box lunch on Thursday will be provided.)

This workshop is intended to address several of the most important and pressing areas of concern faced by art and design leaders in the early years of their administrative careers. Faculty members with an interest in administration, and those aspiring to take on administrative roles in the future, are also welcome to attend. Each segment will involve a basic briefing on a topic followed by ample opportunity for interaction and discussion. The content will focus on principles and approaches applicable to all types of institutions. Newly minted administrators will have an opportunity to share with and learn from their peers.

3:30 p.m. 5:30 p.m.

Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines

This workshop is designed for 1) individuals attending the 2023 NASAD Workshop for Visiting Evaluators, 2) individuals attending the 2023 NASAD Workshop for Experienced Evaluators, 3) currently trained NASAD visiting evaluators, 4) representatives from institutions scheduled for NASAD comprehensive accreditation reviews within the next three years, and as well for individuals who will have the responsibility for leading the accreditation process and/or writing Self-Studies, and 5) individuals preparing materials for review by the Commission on Accreditation. The primary focus of the workshop will be the NASAD Handbook and will include a discussion of the Constitution, Bylaws, Rules of Practice and Procedure, Code of Ethics, Standards for Accreditation, and Appendices. Attendees will devote a substantial amount of time to discussing the standards—including the role they play in NASAD evaluative review processes and their application. Attendees will have the opportunity, using case study materials, to consider various scenarios which will explore the application of standards and guidelines.

(Please note: Individuals attending the Workshop for Visiting Evaluators or Workshop for Experienced Evaluators [Thursday, October 12 from 9:00 a.m.–5:00 p.m.] and/or the Briefing for Evaluators [Thursday, October 12 from 1:15 p.m. to 2:30 p.m.] are asked to attend this session in preparation for these invitational training sessions.)

5:30 p.m. 6:30 p.m.

Reception for Pre-Meeting Workshop Attendees
(Please note: This event includes a cash bar.)

All pre-meeting workshop attendees, presenters, and facilitators are invited to this informal reception, which will provide an opportunity for individuals to meet, greet, advance conversations, establish mentor/mentee connections, and cultivate valuable professional relationships with other art and design administrators. Attendees are welcome and encouraged to continue the conversations begun during the day’s sessions.

Thursday, October 12

7:30 a.m. 6:00 p.m.

Annual Meeting Registration

8:00 a.m. 1:15 p.m.

Pre-Meeting Workshop for Individuals New to Art and Design Higher Education Administration
(Continued from Wednesday) (Click here for a full description.)

(Please note: A separate fee is required, and advance registration is recommended for this Pre-Meeting Workshop. It is recommended that individuals attend and participate in all sessions scheduled within the workshop. Coffee breaks and a box lunch on Thursday will be provided.)

This workshop is intended to address several of the most important and pressing areas of concern faced by art and design leaders in the early years of their administrative careers. Faculty members with an interest in administration, and those aspiring to take on administrative roles in the future, are also welcome to attend. Each segment will involve a basic briefing on a topic followed by ample opportunity for interaction and discussion. The content will focus on principles and approaches applicable to all types of institutions. Newly minted administrators will have an opportunity to share with and learn from their peers.

8:00 a.m. 1:15 p.m.

Pre-Meeting Workshop for Seasoned Administrators

(Please note: A separate fee is required, and advance registration is recommended for this Pre-Meeting Workshop. A coffee break and a box lunch will be provided.) (Click here for a full description.)

The responsibilities of the art/design administrator are diverse and multifaceted. Each day brings new challenges and opportunities. Over time, the roles and responsibilities of an administrator often expand, change, and evolve. This pre-meeting workshop, especially designed for administrators with five or more years of experience, will include both short presentations and discussions related to various issues affecting the work of the seasoned art/design administrator. The issue of succession planning will be addressed, along with other topics of interest that will be established by the group. Experienced administrators from all types of institutions and from all levels of administration are welcome. However, individuals new to art and design administration may wish to attend the Pre-Meeting Workshop for Individuals New to Art and Design Higher Education Administration offered on Wednesday, October 11 from 1:00 p.m.–5:30 p.m., and Thursday, October 12 from 8:00 a.m.–1:15 p.m.

9:00 a.m. 5:00 p.m.

Workshop for Visiting Evaluators

This annual workshop will provide training to art/design administrators interested in becoming visiting evaluators for NASAD. Fundamentals of the accreditation process will be described in detail. Significant time will be spent discussing expectations with regard to Self-Studies and Self-Study documentation. Standards and guidelines located in the NASAD Handbook and their application to applicant institutions will receive considerable attention as potential evaluators are guided through the process of on-site review and Visitors’ Report preparation. Attendees will have the opportunity, using case study materials, to consider various scenarios that may arise during on-site reviews.

(Please note: This session is by invitation only. Service as an NASAD visiting evaluator is highly recommended. Representatives from accredited institutional members interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2024.)

(Please note: Individuals attending this training session are asked to participate in the Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines on Wednesday, October 11 from 3:30 p.m.–5:30 p.m.)

(Please note: A box lunch will be provided to all Workshop for Visiting Evaluators participants.)

9:00 a.m. 5:00 p.m.

Workshop for Experienced Evaluators

This annual workshop will provide training to art/design administrators who have previously been trained as evaluators and who have served as members of visiting teams. The role and responsibilities of the visiting team chair will be discussed. Detailed expectations regarding the review of Self-Studies, the on-site visit, and the Visitors’ Report will be reviewed. Attendees will have the opportunity, using case study materials, to consider various scenarios that may arise during on-site reviews.

(Please note: This session is by invitation only. Service as an NASAD visiting evaluator is highly recommended. Representatives from accredited institutional members interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2024.)

(Please note: Individuals attending this training session are asked to participate in the Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines on Wednesday, October 11 from 3:30 p.m.–5:30 p.m.)

(Please note: A box lunch will be provided to all Workshop for Experienced Evaluators participants.)

11:45 a.m. 12:15 p.m.

Briefing for Facilitators, Moderators, and Recorders

This briefing will provide instructions, expectations, and helpful guidelines to Annual Meeting session facilitators, moderators, and recorders. All individuals who have agreed to serve in one of these capacities should plan to attend this briefing.

12:15 p.m. 1:15 p.m.

Executive Committee Luncheon Meeting
(Please note: This event is for Executive Committee members only.)

1:15 p.m. 2:30 p.m.

An Orientation to NASAD: Briefing on Structures and Services

This session will address NASAD’s functional role as an independent accrediting organization, with particular focus on its structural and organizational connections to institutional (regional and national) and other specialized accrediting bodies; state and federal governing bodies; and applicant and member institutions. It will also provide an overview of the structure, resources, operations, and decision-making patterns of NASAD, with special attention to the benefits and responsibilities of accredited institutional membership. One emphasis will be on the ways the Association and its work assist administrators as they work to fulfill their local responsibilities. Individuals attending the NASAD meeting for the first time are encouraged to attend. Time for questions will be provided.

1:15 p.m. 2:30 p.m.

Annual Reporting Requirements: Accreditation Audit, Affirmation Statement, Supplemental Annual Report, HEADS Data Survey

This session will provide an overview of specific reporting requirements for NASAD member institutions including the Accreditation Audit, Affirmation Statement, Supplemental Annual Report, and the HEADS Data Survey, and an in-depth review of procedures for online submission of the HEADS Data Survey for degree-granting institutions. A section-by-section overview of the Survey will explain in detail the Survey submission process, types of data collected, and collection mechanisms. Time for questions will be provided.

1:15 p.m. 2:30 p.m.

Briefing: Federal Issues for Art and Design Administrators

Under the law, the federal government does not control higher education. However, the federal government does play a major role in developing conditions for the work of higher education, primarily through laws and regulations defining conditions for institutional participation in grant and student loan programs, and tax policies that influence economic conditions affecting education and the arts.

Following a brief introduction to the higher education and policy landscapes, this session will address the current political climate; various pressures on institutions; and current and prospective federal policies, laws, and regulations affecting higher education and the arts. This briefing will take a non-partisan policy analysis approach, looking at the ramifications and costs of various options and probabilities. Time for questions and discussion will be provided.

1:15 p.m. 2:30 p.m.

Briefing for NASAD Evaluators

This annual briefing is offered for individuals currently trained and serving as NASAD visiting evaluators. It will provide an opportunity for evaluators to refresh their knowledge of NASAD procedures, protocols, and standards, with particular focus on recent changes to the Procedures and the Handbook. Helpful reminders regarding the format, preparation, and required content of Visitors’ Reports will be provided. The potential impact of the activities of external constituencies, such as the federal government, states, and other review bodies, which may impact the accreditation process, will be discussed. Documentation required of institutions and evaluators will be highlighted, as well as sources and uses of helpful and informative publications aimed to assist institutions in the preparation of Self-Studies and evaluators in the preparation of Visitors’ Reports.

(Please note: This session is by invitation only. Service as an NASAD visiting evaluator is highly recommended. Representatives from accredited institutional members interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2024.)

(Please note: Individuals attending this training session are asked to participate in the Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines on Wednesday, October 11 from 3:30 p.m.–5:30 p.m.)

2:45 p.m. 4:00 p.m.

Navigating External Forces and Factors that Impact Student Success

Students today face many external challenges that have the potential to impinge upon their success, whether involving the inclusivity of dialogue within the classroom, mental health obstacles, or access to education and skill-building prior to entering college. The following three sessions will explore each of these topics in detail, offering robust discussion and possible options available to address some of the current challenges that face students studying art and design in higher education today.

(Please note: The following three sessions will be repeated from 4:15 p.m.–5:30 p.m., allowing attendees to choose one of the three sessions to attend from 2:45 p.m.–4:00 p.m., and another session to attend from 4:15 p.m.–5:30 p.m.)

Guiding Effective Dialogue in the Classroom

It is imperative to establish a classroom culture which welcomes thought, considers contributions, and explores ideas—the diversity and breadth of which enrich the in-class experience—and lays the groundwork for successful teaching and participatory learning. Conversations must be professional and sensitive to existing conditions and those that may develop. This session will explore how to develop an approach that ensures proactive attention to sensitivities that must be navigated. Attendees will consider obstacles which can prevent effective conversations, such as: what can or cannot be said and by whom, and when and how can it be said; inappropriate uses of power and authority; the role empathy plays in establishing trust; and biases—what they are and how might they be avoided. Time for open conversation and questions will be provided.

Mental Health

Mental health and general wellness continue to be important issues our students face day-in and day-out. Such conditions affect not only students, but also administrators and faculty, who may find themselves facing challenging, if not critical-care, situations. Without the appropriate tools necessary to guide or assist students, all involved in conversations may be at risk—students, faculty, and administrators alike. Attendees will explore in some detail current realities; today’s shifting landscape and what might be expected in the future as it pertains to student behavior; approaches that may be employed to address various scenarios that may arise; and accommodations—their role and value, and how accommodations might impact teaching and learning in the classroom by altering participation, deadlines, and expectations, all of which may affect the ability of the student to advance academic progress. Student success is predicated on a multitude of factors, health and wellbeing among them. Noting that art and design administrators and faculty play a predominant role in guiding student success, possession of the tools necessary to assist students who may be in jeopardy remains imperative. Today’s presenter will discuss the issues above with the intent to broaden awareness and assist art and design administrators to be prepared for the challenges they may face. Time for open conversation and questions will be provided.

Student Preparedness in the Classroom

Given variations in social, cultural, and economic backgrounds, and the availability of and access to pre-collegiate education, training, and experiences, not all art and design students arrive with the same level of training, and therefore expertise. Attendees will explore how institutions address admission criteria, as well as curricular approaches, to ensure that students are provided appropriate opportunities to learn the subject matter. Presenters will consider how differences in student backgrounds might be managed through admission, enrollment, and curricular decisions. Questions to be addressed by participants will include: What accommodations may be necessary to assist and challenge students of varying entry levels to progress and achieve learning outcomes? As art and design administrators work to maintain compliance with national curricular standards, how do they handle training and education plans for students who arrive with a range of expectations, backgrounds, and training? This session will address and offer examples of how each institution might create space for all levels and backgrounds of students. Time for open conversation will be provided.

4:15 p.m. 5:30 p.m.

Navigating External Forces and Factors that Impact Student Success

Students today face many external challenges that have the potential to impinge upon their success, whether involving the inclusivity of dialogue within the classroom, mental health obstacles, or access to education and skill-building prior to entering college. The following three sessions will explore each of these topics in detail, offering robust discussion and possible options available to address some of the current challenges that face students studying art and design in higher education today.

(Please note: The following three sessions are a repeat of the 2:45 p.m.–4:00 p.m. sessions, allowing attendees to choose one of the three sessions to attend from 2:45 p.m.–4:00 p.m., and another session to attend from 4:15 p.m.–5:30 p.m.)

Guiding Effective Dialogue in the Classroom

It is imperative to establish a classroom culture which welcomes thought, considers contributions, and explores ideas—the diversity and breadth of which enrich the in-class experience—and lays the groundwork for successful teaching and participatory learning. Conversations must be professional and sensitive to existing conditions and those that may develop. This session will explore how to develop an approach that ensures proactive attention to sensitivities that must be navigated. Attendees will consider obstacles which can prevent effective conversations, such as: what can or cannot be said and by whom, and when and how can it be said; inappropriate uses of power and authority; the role empathy plays in establishing trust; and biases—what they are and how might they be avoided. Time for open conversation and questions will be provided.

Mental Health

Mental health and general wellness continue to be important issues our students face day-in and day-out. Such conditions affect not only students, but also administrators and faculty, who may find themselves facing challenging, if not critical-care, situations. Without the appropriate tools necessary to guide or assist students, all involved in conversations may be at risk—students, faculty, and administrators alike. Attendees will explore in some detail current realities; today’s shifting landscape and what might be expected in the future as it pertains to student behavior; approaches that may be employed to address various scenarios that may arise; and accommodations—their role and value, and how accommodations might impact teaching and learning in the classroom by altering participation, deadlines, and expectations, all of which may affect the ability of the student to advance academic progress. Student success is predicated on a multitude of factors, health and wellbeing among them. Noting that art and design administrators and faculty play a predominant role in guiding student success, possession of the tools necessary to assist students who may be in jeopardy remains imperative. Today’s presenter will discuss the issues above with the intent to broaden awareness and assist art and design administrators to be prepared for the challenges they may face. Time for open conversation and questions will be provided.

Student Preparedness in the Classroom

Given variations in social, cultural, and economic backgrounds, and the availability of and access to pre-collegiate education, training, and experiences, not all art and design students arrive with the same level of training, and therefore expertise. Attendees will explore how institutions address admission criteria, as well as curricular approaches, to ensure that students are provided appropriate opportunities to learn the subject matter. Presenters will consider how differences in student backgrounds might be managed through admission, enrollment, and curricular decisions. Questions to be addressed by participants will include: What accommodations may be necessary to assist and challenge students of varying entry levels to progress and achieve learning outcomes? As art and design administrators work to maintain compliance with national curricular standards, how do they handle training and education plans for students who arrive with a range of expectations, backgrounds, and training? This session will address and offer examples of how each institution might create space for all levels and backgrounds of students. Time for open conversation will be provided.

5:30 p.m. 6:30 p.m.

Reception for the Association
(Please note: This event includes a cash bar.)

This reception offers an opportunity for attendees to gather in community, establish connections with individuals new to art and design administration, and rekindle and advance existing professional relationships. The President of the Association will offer a greeting and introduce the members of the NASAD Board of Directors.

6:15 p.m. 6:30 p.m.

Board of Directors New Member Orientation
(Please note: This event is for new Board of Directors members only.)

6:30 p.m. 9:00 p.m.

Board of Directors Dinner and Business Meeting
(Please note: This event is for Board of Directors members only.)

Friday, October 13

7:00 a.m. – 5:00 p.m.

Annual Meeting Registration

7:15 a.m. 8:30 a.m.

Continental Breakfast for the Association

8:30 a.m. 9:45 a.m.

Plenary Session: Business Meeting

Call to Order
Determination of Quorum
Welcome to Members and Guests
Introduction of Newly Accredited Institutional Members
Report of the Commission on Accreditation
Report of the Committee on Ethics
Report of the Treasurer
Announcements
Report of the Executive Director
Action on Proposed Handbook Changes
Election of Officers
Report of the President
New Business
Adjournment

10:00 a.m. 12:15 p.m.

Curriculum Considerations: An Invitation to Explore, Create, and Implement

10:00 a.m.
11:00 a.m.

Presentation

A great deal of current discussion is focused on the necessity for institutions to innovate, in particular, to offer “innovative” curricular programs. Unfortunately, and similar to other terms that have entered the higher education lexicon over the years, the definition of innovation as it applies to curricular programs is broad, and therefore, vague. What makes a curricular program innovative—new subject-matter content, new approaches, a new discipline; the replacement of existing content; the retooling of an existing program? Can a time-honored traditional program be considered innovative? What about existing content delivered through new or various modes of delivery? A case could be made to describe each as “innovative.” Attendees will consider innovation in terms of relevance, taking into account the desires and needs of students entering the academy who are drawn by programs that pique their curiosity and interest, the pressures from parents who are interested in the perceived earning power and employability of their children, and demands of the marketplace that will dictate to students entering the profession the skills and knowledge required. How do we as art/design administrators ensure the relevance and survival of the field?

Today’s presenters will share with attendees approaches taken to consider, design, and implement innovative curricular programs. Each presenter will offer a case study example that speaks to the following questions: 1) Why did the institution pursue this curricular program? What problem was the curriculum intended to solve? 2) What challenges/barriers were faced along the way and how were they addressed? 3) What is the result? To date, has the outcome aligned with the intent?

Following the introductory session, attendees will divide into breakout groups by size and type of institution. Breakout groups will have the opportunity to explore in further depth curricular design and implementation.

11:00 a.m.
11:15 a.m.

Break

11:15 a.m.
12:15 p.m.

Roundtable Discussion by Size and Type of Institution

Each roundtable discussion group will consider issues as they pertain to the previous presentation which focused on curriculum consideration and design, and the case studies presented. Attendees are encouraged to explore topics deeply through discussion, inquiry, and open conversation.

12:15 p.m. 1:45 p.m.

Luncheon for the Association

2:00 p.m. 3:30 p.m.

Peer Review as an Effective Catalyst for Advancing the Work of the Art and Design Unit

Peer review in the form and function of accreditation has been an indispensable aspect of the advancement of higher education and discipline-specific study for over 100 years. Accreditation as a framework has served as a catalyst, spurring and driving conversations and considerations which bring institutional communities together in common cause to consider what is, what could be, and what must be—to be self-reflective; to conduct “self-study.” These conversations and subsequent initiatives have served as crucial drivers to advance the education and training of students enrolled in collegiate study. Achievement is evident on many levels. Benefits inure to students, institutions, communities, and the creative economy. Individual fields of study—the realm of those with associated expertise and responsibility for the fields’ futures—advance in their sophistication and potential contributions.

In today’s session, presenters and attendees in conversation will explore questions such as:  Why peer review? Why discipline-specific peer review? Why self-study? Why peer-to-peer dialogue? Why national standards? What is the result? What is the benefit? These questions are intended to assist attendees to develop a deeper and clearer understanding of the purposes of specialized accreditation and the benefits of peer review. Participants will consider the ways in which NASAD peer review supports, encourages, and promotes strategic thinking, dialogue, consensus-building, and discovery; assists institutions to consider both short- and long-term aspects as they pertain to institutional mission, relevance, and national needs; and spurs creativity and supports innovation. The similarities and substantial differences between discipline-specific and “regional” accreditation will be discussed.

Attendees will consider avenues opened through peer-to-peer dialogue that result in productive opportunities for conversations and the sharing of information and good practices; and how these connections bring together experts guided by collective purpose who can and must continue to serve as powerful advocates, ready and able at every turn to discuss the value of art and design study, and why art and design are indispensable disciplines. The presenters will share ways in which NASAD’s accreditation initiatives have assisted and will continue to assist institutions engaged in the process; have supported and will continue to support the collective and united voice of art and design institutions; and have protected and will continue to protect and advance art and design study as integral aspects of our national landscape.

3:45 p.m. 5:15 p.m.

Briefing: NASAD Administrative Support Resources

NASAD maintains an extensive library of supplemental publications designed to assist member institutions. These publications touch upon issues including faculty work, promotion, and tenure; the duties of administrators; planning and futures analysis; assessment; and communication with others which explains the principles, aspirations, and suggested considerations for the development of effective and quality programs in art and design. This session will include a brief look at the NASAD website, highlighting the location of various online resources designed to assist institutions to develop and maintain effective and high-level programs in art and design.

3:45 p.m. 5:15 p.m.

Communicating with the Commission: Creating Effective Written Accreditation Materials

Whether developing and preparing comprehensive applications for accreditation and reaccreditation, Responses, Progress Reports, or applications for Plan Approval, Final Approval for Listing, or Substantive Change, clear and cogent material, which articulates activities at the institution while addressing standards, is necessary in order to conduct a successful conversation with the Commission on Accreditation. This session will offer an overview of the Handbook and the use of its contents in preparing Commission correspondence. Helpful ideas and suggestions will be provided for attendees who are in the process of developing materials for Commission review and for those who plan to develop materials for review in the future.

3:45 p.m. 5:15 p.m.

The Undergraduate Degree: Facilitating Design, Review, and Implementation

From time to time, and for a variety of reasons, art/design units may decide to undertake the complex task of designing new undergraduate degree programs. There are many issues that must be considered, such as the existing mission of the institution and art/design unit, how the degree will dovetail with and support these missions, the students to be served, the coursework necessary to develop desired competencies, the availability of applicable faculty expertise, and the conditions and realities of the market. As well, resources must be considered, and consensus must be built. Only with these understandings in hand can the architecture of a degree program begin to take shape.

This session will focus on the structure of undergraduate degree programs. Differences between liberal arts and professional baccalaureate degrees will be addressed, as will structural differences between majors, minors, and areas of emphasis. Issues that arise regarding title and content consistency will be discussed. The effective use of the standards to promote and embrace creative and innovative curricular programming will be explored. In addition, application procedures and submission guidelines will be discussed, with an intent to assist art/design administrators to streamline review timelines.

(Please note: Individuals attending this session may wish to attend the Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines on Wednesday, October 11 from 3:30 p.m.–5:30 p.m.)

3:45 p.m. 5:15 p.m.

Using HEADS Statistical Data for Institutional Planning and Projection

The institutional research data gathered and compiled by the Higher Education Arts Data Services project constitute a unique and valuable resource for art and design executives at degree-granting institutions. This session will highlight many of the ways the data can be used to assist, support, and possibly guide local planning, conversations, and decision-making. The session will offer a detailed overview of statistics contained in the HEADS Project (the data compiled annually from HEADS Data Surveys), and the use of HEADS navigational dashboards. In addition, attendees will also learn how to create longitudinal reports, and consider together how such reports can be used to capture, analyze, and present available data in ways which may convincingly support art and design unit initiatives.

5:15 p.m. 6:30 p.m.

Reception for the Association
(Please note: This event includes a cash bar.)

Saturday, October 14

7:00 a.m. 12:45 p.m.

Annual Meeting Registration

7:15 a.m. 9:00 a.m.

Continental Breakfast for the Association

7:30 a.m. 9:00 a.m.

Board of Directors Breakfast and Meeting
(Please note: This event is for Board of Directors members only)

8:00 a.m. 12:30 p.m.

Workshop: Preparing for NASAD Evaluation

This session will provide information and guidance concerning the self-study and visitation processes for members whose institutions are to be visited in the next two to three years, institutions planning to begin the NASAD evaluation process, and those formally engaged in the process. A step-by-step walk-through of the accreditation process will be provided, including confirmation of timelines and deadlines, and information regarding accreditation procedures, Self-Study formats, on-site reviews, the Visitors’ Report, the Optional Response, and Commission action. Questions will be addressed during this nuts-and-bolts session. All interested individuals are welcome.

(Please note: Individuals attending this training session may wish to attend the Pre-Meeting Workshop: The NASAD Handbook—Working with National Standards and Guidelines on Wednesday, October 11 from 3:30 p.m.–5:30 p.m.)

(Please note: A box lunch will be provided. Attendees are asked to register in advance.)

9:15 a.m. 10:45 a.m.

Executive Committee Meeting
(Please note: This event is for Executive Committee members only.)

9:15 a.m. 10:45 a.m.

Open Forum: A Conversation with Seasoned Administrators

This session will offer to attendees an opportunity to explore and discuss with colleagues and several seasoned administrators topics of note, interest, and concern. Offered as an open forum, all meeting registrants are welcome to attend and participate. Open dialogue and exchange are encouraged.

9:15 a.m. 10:45 a.m.

Open Forum: AI—A Helpful Tool or Dangerous Distraction?

AI has not only arrived on the doorstep of the academy; it has also assumed a place at the table. Both the higher education and art and design communities, much like many others, are working to find where and how AI might fit in the collegiate experience and as an aspect of the experience of art/design students. In this session, attendees will explore the impact AI is, will, and could have on the education and training of art and design students. Discussion will focus on: 1) Authorship (Who is the author? How is this verified?); 2) Authenticity (Where does AI end and student work begin?); 3) Originality (Will new work be created or existing work merely be recast?); 4) Critical thinking (How does critical thinking guide creation?); 5) Intellectual curiosity (Does intellectual curiosity still matter?); 6) AI’s use as a tool (Will the student remain in control or become directed by the technology? Will the tool limit or advance the creation of work?); 7) Adaptability (How should AI be integrated into the curriculum, if at all?); 8) Ethics (Who becomes the rightful owner of thought, creativity, and innovation?); and 9) Integrity (Who will know and why will that matter?). Open discussion is encouraged.

11:00 a.m. 12:30 p.m.

Roundtable for Community and Two-Year Colleges

This session will provide an opportunity to brainstorm and discuss ideas and best practices of particular relevance to community and two-year colleges, such as articulation agreements, curricular alignment, and credit-hour transfer between 2- and 4-year institutions. Participants will be encouraged to share information and issues of concern faced in their daily work, as well as initiatives and successes. Attendance is open to all interested individuals.

11:00 a.m. 12:30 p.m.

Open Forum: Faith-Related Institutions

This session is designed to provide a forum where ideas and concerns relevant to faith-related institutions may be explored and discussed. Attendance is open to all interested individuals. Participants may wish to give consideration to topics of interest in advance.

11:00 a.m. 12:30 p.m.

Open Forum: Historically Black Institutions

This session is designed to provide a forum where ideas and concerns relevant to historically Black institutions may be explored and discussed. Attendance is open to all interested individuals. Participants may wish to give consideration to topics of interest in advance.

11:00 a.m. 12:30 p.m.

Roundtable for Independent Art and Design Institutions

Art and design executives from free-standing postsecondary institutions will have the opportunity to discuss topics of specific relevance or concern and consider with colleagues challenges and opportunities faced today by independent institutions. Topics such as fiscal planning, allocation of resources, curricular planning and programming, connecting with the community, mergers and acquisitions, and higher education law and regulation will be addressed, as will those topics of interest to participants. Participants may wish to give consideration to topics in advance. The session is open to all interested individuals.

11:00 a.m. 12:30 p.m.

Roundtable for Small Art and Design Units

Administrators from small art/design units, typically with fewer than 100 majors, will have the opportunity to discuss topics of specific relevance or concern with colleagues facing similar challenges and opportunities. Attendance is open to all interested individuals. Participants may wish to give consideration to topics of interest in advance.

12:30 p.m.

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Adjournment of the 79th NASAD Annual Meeting