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 here prior to the Annual Meeting.

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 Jacksonville Riverfront beginning at 11:00 a.m. on Wednesday, October 14. 

Wednesday, October 14

11:00 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 at 8:15 a.m – 1:00 p.m.; click here for full workshop 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.

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.

1:45 p.m. 5:30 p.m.

Workshop for Visiting Evaluators
(Continued on Thursday 8:30 a.m. – 4:30 p.m.)

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. An overview of the Handbook and its constituent parts will be presented. Standards and guidelines 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.

(Please note: This workshop includes a working dinner on Wednesday evening to be held from 6:30 p.m. – 8:00 p.m. All participants are required to attend the working dinner.)

(Please note: This session is by invitation only. Institutional representatives interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

1:45 p.m. 5:30 p.m.

Workshop for Experienced Evaluators
(Continued on Thursday 8:30 a.m. – 4:30 p.m.)

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. Expectations regarding the review of Self-Studies, the on-site visit, and the Visitors’ Report will be reviewed. Responsibilities specific to the team chair will be presented.

(Please note: This workshop includes a working dinner on Wednesday evening to be held from 6:30 p.m. – 8:00 p.m. All participants are required to attend the working dinner.)

(Please note: This session is by invitation only. Institutional representatives interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

6:30 p.m. 8:00 p.m.

Workshop for Visiting Evaluators Working Dinner

(Please note: This event is for workshop participants only. Attendance is required.)

6:30 p.m. 8:00 p.m.

Workshop for Experienced Evaluators Working Dinner

(Please note: This event is for workshop participants only. Attendance is required.)

Thursday, October 15

8:00 a.m. 6:00 p.m.

Annual Meeting Registration

8:00 a.m. 12:00 noon

Pre-Meeting Workshop for Seasoned  Administrators
(Please note: A separate fee is required and advance registration is recommended for this Pre-Meeting Workshop.) (click here for full workshop 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.

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

Pre-Meeting Workshop for Individuals New to Art and Design Higher Education Administration
(Continued from Wednesday afternoon) (click here for full workshop description)

This workshop has been designed to address several of the most important areas of concern for art/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.

8:30 a.m. 4:30 p.m.

Workshop for Visiting Evaluators
(Please note: This session is a continuation from Wednesday and by invitation only.)

8:30 a.m. 4:30 p.m.

Workshop for Experienced Evaluators
(Please note: This session is a continuation from Wednesday and by invitation only.)

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

Briefing for Facilitators, Moderators, and Recorders

This briefing will present 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.)

1:30 p.m. 4:15 p.m.

Student Wellness: The Need for Proactive Engagement

Art and design institutions today face the reality that students entering and enrolled in collegiate programs of study face a variety of personal challenges. The demands posed by life, family, and new environments coupled with realizations that lessons learned during highly structured high school years may not be sufficient to prepare students for the rigors of collegiate requirements, especially as they pertain to studio coursework; that time commitments and time in general must be managed proactively; and expectations as they pertain to life after college can leave students overwhelmed and unsure of how to proceed, or worse yet, unable to proceed without intervention. This can be coupled with a pervasive pessimism held by students who perceive that today’s problems are their responsibility to address and solve, regardless of how large or complicated they may be.

These realities place pressures not only on students, but as well, on the art and design institutions that are devoted to educating these students—institutions and their communities that are aware that student issues must be addressed or at least kept in check if artistic success is to have a chance of being realized. Noting that student needs are growing in these areas, there is no doubt that institutions may or will become hard-pressed to serve the demand, and unprepared to address the depth and breadth of these and other related issues. Although one-on-one time with faculty members and mentors may provide some assistance and relief, the sheer number and complexity of the issues faced by students is now well beyond the expertise and capacity of a chosen few. To exacerbate this challenge, not all students are aware of opportunities that exist for assistance or even if they are aware, are reluctant to reach out to utilize the assistance available. In some cases, those students in greatest need may be the least likely to seek necessary help regardless of the institutional resources available. This, then, suggests that institution-wide approaches that focus on teaching students specific techniques which assist them to care for and nurture their own mental health, provide strategies that assist them to recognize their breaking points, and offer to them guidance not only for seeking help but for supporting others as well, are now in critical need.

This three-part session will consist of 1) a panel presentation focusing on salient issues which outlines both individual and organizational perspectives on student well-being, 2) moderated roundtable discussion groups assigned by geographic region which will provide an opportunity for attendees to share and explore ideas and information, and 3) a full-group dialogue session in which each roundtable group will have an opportunity to share a distillation of the topics it discussed. The panel presentation will offer to attendees the opportunity to hear from individuals intimately involved in institutional programs designed and implemented to address this burgeoning reality. Questions such as the following will be explored: What conditions must prevail if an institution is to mount a campus-wide approach and related or associated initiatives that not only address the current needs of students, but as well assist to address students’ whole-health and personal well-being? What are the components of a campus-wide approach? Should initiatives be integrated into the curriculum, advising conversations, campus-life activities? If so, in what ways? Given the multitude of issues students face today, how can arts administrators proactively generate the awareness and engagement that is necessary to promote student wellness?

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

Panel Presentation

2:45 p.m. 3:30 p.m.

Roundtable Discussion by State

Each roundtable discussion group will serve as a forum where individuals will be asked to consider the important issue of student health and wellness in detail, formulating scenarios, strategies, and creative and innovative solutions that can assist institutions not only to prepare for and deftly manage current issues related to student well-being, but work to proactively advance efforts that promote student success.

3:45 p.m. 4:15 p.m.

Sharing Potential Approaches and Solutions

Recorders from each discussion group will present brief summary reports which will provide overviews of the salient issues discussed, as well as ideas and options that may spur administrators to find and devise effective local solutions. If time allows, open discussion will follow.

4:30 p.m. 5:45 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. Questions will be taken at the end of the presentation.

4:30 p.m. 5:45 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 regional, national, and other specialized accrediting bodies, state and federal governing bodies, and to 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 especially encouraged to attend. Time for questions will be provided.

4:30 p.m. 5:45 p.m.

Briefing: NASAD Administrative Support Resources

This session will enumerate and explain the purposes of several sets of NASAD publications designed to assist institutions in the formulation of local proposals and policies. These supplemental publications touch upon issues including faculty work, promotion, and tenure; the duties of administrators; planning and future analysis; assessment; and communication with others, explaining the principles, aspirations, and suggested considerations for the development of effective and quality programs in art and design. A brief look at the NASAD website, highlighting the location of various online resources, will be offered.

5:45 p.m. 6:45 p.m.

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

This reception offers an opportunity for attendees to establish connections with individuals new to art and design administration and connect with colleagues. The President of the Association will offer a greeting and will 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 16

7:15 a.m. 8:45 a.m.

Continental Breakfast for the Association

8:00 a.m. – 5:00 p.m.

Annual Meeting Registration

8:45 a.m. 10:00 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

10:15 a.m. 12:00 noon

The Role and Value of the Studio Critique

In yesterday’s session which focused on student wellness, attendees discussed and explored the pressures facing students today, noting that student success is inextricably linked to student wellness. Informed by these understandings and reaffirming that there is a collective interest in assisting students not only to develop skills and acquire knowledge, but to attain subject-matter competence and expertise, during this session, attendees, guided by the presenter, will consider the integral role and inherent value of studio critique in general and as it applies to various and specific aspects of art and design education. Studio critique, employed as a ubiquitous and indispensable way to analyze and assess student work and progress, will explored for the role it plays 1) in promoting student development, 2) in enhancing student learning, and 3) as a helpful mechanism that can be used to inform pedagogical approaches. Participants will consider questions such as: What are some values of the studio critique process––for the student, and for the faculty? What challenges does the critique process present––for the student, and for the faculty? Does/should an institution’s approach to critique vary by studio discipline, by instructor? What is the impact of an institution’s approach to critique process on the institution’s studio culture, particularly noting that studio culture has a substantial impact on the work/life balance of its students? What are the intended results of critique process? Are these results being realized? If not, must student expectations be re-calibrated or should the pedagogical approach(es) of the institution and institution’s faculty be reconsidered? Immediately following the presentation, attendees, remaining in a roundtable setting, will engage in discussion moderated by the presenter during which attendees will consider the ways critiques and feedback can be used constructively to assist students to rethink/recalibrate/reset expectations; rekindle/reignite student focus and interest; spur curiosity; cajole students to experiment and take risks with their art/design making; develop connection and create community; and initiate dialogue, exchange, and thoughtful interaction. Ample time for group discussion will be provided.

12:00 noon 1:30 p.m.

Luncheon for the Association

1:45 p.m. 2:45 p.m.

Learning Environments: Evolving and Adapting to Support Creative Professions

Without question, students respond to the environments in which they are placed. Learning environments therefore can have a considerable effect on the way students learn. Learning environments result from a combination of conditions, for example: location, context, and culture. Each of these variables can be changed/enhanced to modify learning outcomes. The availability and use of space is often guided if not dictated by a number of internal and external factors and conditions. Today there exists a variety of types of learning spaces, such the lecture hall, designated maker spaces, informal spaces on campus, community settings, and various virtual environments. These learning spaces/environments typically include various combinations of physical collaboration and virtual interaction, the balance and combination of which is often informed by and aligned with desired learning outcomes. The one constant all learning spaces share in this age is that content is everywhere––learning has gone mobile, and the possibilities that such conditions bring about are plentiful. This would seem to bode well for the education and training of artists and designers––individuals who not only adapt easily to various and differing environments, but who will enter employment environments as disparate as can be imagined given the rate of change in art/design fields and their marketplaces. In this session, attendees will consider how information pertaining to students, propensities, marketplace conditions, and economic realities can be harnessed to assist institutions to create learning environments that not only support educational goals and objectives but also effectively enhance the learning opportunities available to students and assist them to prepare for current employment environments, as well as those anticipated in future. Following the presentation, time for questions and discussion will be provided.

3:00 p.m. 4:00 p.m.

Roundtables by Size and Type of Institution

Each roundtable discussion group will serve as a forum where individuals will be asked to consider the impact learning environments can have on the education and training of art/design students, and how learning environments can be created or manipulated to achieve a desired outcome.

4:15 p.m. 5:30 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/design executives at degree-granting institutions. This session will provide a detailed overview of statistics contained in the HEADS Data Summaries (the aggregate reports compiled annually from HEADS Data Surveys), the use of HEADS Data Summaries and Special Reports for comparison among specific peer institutions, and potential uses for HEADS data in administrative planning.

4:15 p.m. 5:30 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. Institutional representatives interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

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

Open Forum: Historically Black Institutions

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

4:15 p.m. 5:30 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, credit-hour transfer between 2- and 4-year institutions, and shared success. Participants will be encouraged to share information and issues of concern faced in their daily work. Attendance is open to all interested individuals.

4:15 p.m. 5:30 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 programming, connecting with the community, mergers and acquisitions, 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.

4:15 p.m. 5:30 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, and to pose questions to 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.

5:45 p.m. 7:00 p.m.

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

6:15 p.m. 8:30 p.m.

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

Saturday, October 17

7:00 a.m. 12:30 p.m.

Annual Meeting Registration

7:15 a.m. 8:45 a.m.

Continental Breakfast for the Association

7:30 a.m. 8:45 a.m.

Executive Committee Breakfast and Meeting
(Please note: This event is for Executive Committee 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 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 taken during this nuts and bolts session. All interested individuals are welcome.

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

9:00 a.m. 10:30 a.m.

Roundtable Discussion: The Foundations Experience – Outdated or Indispensable

Foundations courses required of students enrolling in art/design curricular programs enable students to develop basic skills and gain basic understandings, which are intended to support and serve as a foundation for future study in a student’s chosen discipline or field of study. Although foundations programs are or can be similar in nature, many are designed to align with departmental objectives and/or curricular intentionality. However, given the growing sophistication of art and design programs over the past several years, the foundations experience has burgeoned in expectation and content, driven by a need to address the ever-expanding complexities of art and design disciplines, coupled with a desire to provide students with educational experiences sufficient in breadth and depth to support their artistic endeavors. Although well-intended, it may be that outcomes resulting from the implementation of such changes are now causing faculty to question whether current foundations experiences are truly relevant and useful. Attendees will take a step back, considering together the desired intention of today’s foundations program and the role the foundations experience should play in art and design study. This session will provide to attendees the opportunity to engage in discussion about the foundations experience in a roundtable setting.

9:00 a.m. 10:30 a.m.

Strategies Behind Successful Strategic Planning

The long-term success and possible tenure of an art/design administrator often rests on the existence of and balance among a number of abiding attributes and conditions––each of which must come into play with appropriate emphasis as the administrator works to advance not only the vision of the art/design unit, but as well, the articulated vision of the institution. Of paramount importance, particularly in this age of complexity and future unknowns, is the ability of the administrator to plan strategically. Effective strategic planning can inform and lay the groundwork for incisive short-, mid-, and long-term decision-making––decision-making which will affect the operation of the art/design unit on multiple levels as it pertains to critical issues such as marketing, recruitment, enrollment, curricular design and offerings, faculty expertise, fundraising, and the like. How can administrators develop strategic plans that move art/design and institutional initiatives forward in complementary fashions? What could be some of the possible pitfalls, distractions, and/or conditions or events which may be encountered by the administrator which could jeopardize not only the livelihood of the unit, but the existence of the institution in which it resides? How should administrators proceed if such situations prevail? How can a well-conceived strategic plan be used to guide decision-making processes within an institution regardless of the challenges faced? Should a well-conceived strategic plan include an emergency action plan? How might the implementation of a plan and its provisions help to engage donors and cultural investors? How can the art/design administrator ensure that attention to a long-serving and valued strategic plan remains a foundational tenet of the art/design unit during times of leadership turnover? Can a strategic plan be used to buffer the art/design unit from initiatives that may emanate from upper administrators, state governments and/or the federal government, and local and/or national conditions which may have the ability to derail the unit’s forward progress? The presenter will introduce and explore these issues, offering ample opportunity for questions and discussion.

9:00 a.m. 10:30 a.m.

The “Greening” of the Academy

In recent years, there has been a push to address the ecological sustainability of the spaces utilized by institutions of higher education. Among advancements being undertaken, many institutions have moved forward to develop “green” spaces across campuses, focused on the sustainability of materials, and undertaken facility renovations using sustainable practices and materials. Within art and design fields, bearing responsibility for creating a sustainable work/study environment includes not only paying careful attention to creation and production, but also to consumption tendencies. Within art and design study, bearing responsibility for creating awareness includes the implementation of educational initiatives introduced around these important concepts. Attendees together will explore best practices as they pertain to the creation, maintenance, and longevity of space and materials. Participants will consider questions such as: Do institutions hold a responsibility to promote and implement ecologically sound practices for the benefit of their students and surrounding communities? If so, what steps must be taken to ensure that awareness of and attention to “greening” is considered critical rather than frivolous? How much buy-in and at what levels is buy-in required? How can art/design units create and maintain “green” initiatives, and/or improve those currently in place? What role should these initiatives play in the education and training of art and design students? If deemed an important institutional initiative, how can the institution’s attitudes be shared with students in ways which will advance their awareness of and attention to these issues? How can administrators work in collaboration with faculty and students during the development of new initiatives? Attendees will address these and related issues with the intention of discussing how change occurs and what effective change looks like.

9:00 a.m. 10:30 a.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 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.

10:45 a.m. 11:45 a.m.

Dialogue Sessions

This year, NASAD will host two dialogue sessions that will provide opportunities for attendees to meet with the Commission on Accreditation Chair and Executive Director, and the Chair and members of the Committee on Ethics. These sessions are intended to offer opportunities for open and informative discussion. Upholding the Association’s protocols as they pertain to confidentiality, the facilitators will be unable to comment on actions taken by the Commission on Accreditation as they pertain to a specific institution and/or an institution’s ongoing and individual dialogue as it may pertain to the Code of Ethics. The facilitators will address questions pertaining to accreditation policy and procedure, and the provision of the Code of Ethics.

10:45 a.m. 12:15 p.m.

Roundtable Discussion: Incorporating Interdisciplinary into the Curriculum

There has long been an acknowledgement of the need and desire for students to not only acquire various and complementary subject-matter knowledge (i.e., breaking out of silos), but as well, to learn how in collaboration with those in other artforms and fields to use this knowledge to “work” a gamut of problems from the most basic to the “wicked.” The ability of students to learn to synthesize information, observe relational connections, coordinate efforts, and collaborate with those who hold both complementary and vastly different expertises has become an integral aspect in the work and life of artists and designers. As examples, design is at the heart of city planning; cinematographers rely on color theorists and set designers; illustrators and graphic designers are needed by manufacturers. Little is produced in the world without people from different disciplines working together in collaborative ways and spaces. Therefore, it seems appropriate that consideration be given to the ways in which art and design students can and should be prepared for the varied landscape into which they will enter after graduation.

During this roundtable, attendees will consider issues such as: What are the earmarks of a truly interdisciplinary initiative? Can interdisciplinarity exist without the synthesis of ideas and knowledges which are brought together in pursuit of solutions and outcomes? Within institutions, what are the roadblocks which inhibit faculty/students from approaching and considering problems from an interdisciplinary point of view? Should an awareness of the value of the implementation of interdisciplinary approaches be built into the collegiate experience? If so, in what ways, under what circumstances?  What resources and assistance are required to support such initiatives? Attendees are asked to come prepared to discuss these and topic-related issues that can impact the effectiveness of the work of future art and design students.

10:45 a.m. 12:15 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.

10:45 a.m. 12:15 p.m.

Creating Cogent Commission Communications

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 materials, which articulate activities at the institution while at the same time addresses standards issues, 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 in the process of, or planning to, develop materials for Commission review.

12:30 p.m.

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Adjournment of the NASAD Annual Meeting