The novel coronavirus is unquestionably serious and deadly, as of this writing, with more than 14 million cases reported worldwide and over 600,000 deaths. The spread of SARS-CoV-2 appears to occur through the emission of large and small droplets that are deposited on surfaces and released into the air, the latter of which (defined as aerosols) can hang and circulate in the air for hours while remaining infectious. Aerosols are emitted from the human respiratory tract through normal breathing, forced-air breathing (as during exercise or the playing of wind instruments), speaking, singing, coughing, and sneezing. It would appear that the smallest aerosols may be inhaled into the lungs and could lead to more serious disease, such as pneumonia, respiratory distress syndrome, and sepsis. Unfortunately, infected individuals are not always symptomatic and could pose a risk to others in artistic settings.

Within the performing arts, it has been reported that COVID-19 has spread during choral rehearsals, resulting in a majority of participants being infected; several of these cases even led to death. Due to the surmounting unknowns and the continued spread of the virus, collegiate arts programs are facing challenges as they are called upon to adapt and resume operations. Given the methods of transmission of COVID-19, it is appropriate to ask what risks instructors, students, and administrators in the arts disciplines are likely to face. For example, how should choral and wind-music settings be managed, noting that these two activities require deep breathing and result in the subsequent dispersion of bioaerosols? Are theatre students endangering their surrounding colleagues if they are required to vocalize often and/or loudly? Are dance studios large enough to dissipate bioaerosols during rehearsals? Are music practice rooms safe for more than one individual? How many individuals can be accommodated safely in a particular studio setting? How can accommodations be made for those involved, especially individuals who, if infected, may be at a higher risk for health complications?

This series will follow several current and ongoing scientific studies. As we begin, the sessions are anticipated to be offered during a six-month period beginning in August of 2020 and will align with the availability of salient findings from the studies. Individuals conducting the studies with expertise in bioaerosol emissions and related fields will lead the sessions. The presenters will seek to provide information addressing questions such as: What is the rate (and size) of bioaerosol emitted by performers of varying age and gender when engaging in arts activities, and why is this important to know? How effective are active and passive control measures at reducing bioaerosol emissions and exposures, measures such as isolation and distancing, room ventilation and filtration, respirator and mask use, and use of personal protective equipment. Can the risks of co-exposure be reduced to levels which allow operations to continue using these active and passive controls?

Additionally, presenters will explore ways in which arts administrators might approach, consider, and determine the amount, completeness, and accuracy of information being disseminated at the present time, and ensure the possession of credible information that will have a reasonable shelf life and assist to provide guidance to an institution crafting an ongoing plan of action.

Time for questions will be provided.

Facilitators/Presenters: Shelly Miller, University of Colorado Boulder
Donald Milton, University of Maryland
John Volckens, Colorado State University
Moderator: Daniel Goble, Colorado State University

Date: August 21, 2020
Time: 3:30-5:00 p.m. ET
Click here to view Donald Milton’s slides from this session
Click here to view John Volckens’s slides from this session
Click here to view Shelly Miller’s slides from this session

BIOGRAPHIES

Shelly L. Miller is a Professor of Mechanical Engineering and a faculty member of the Interdisciplinary Environmental Engineering program at the University of Colorado Boulder. Her current research projects include designing engineering controls for improving indoor environmental quality, association of coarse particles with health effects in urban and rural areas, characterization of indoor environmental quality, characterizing ultrafine particles that penetrate into mechanically ventilated buildings, understanding the microbiology of the built environment, and studying how HVAC systems play a role in infectious disease transmission. Dr. Miller received a Ph.D. degree and Master of Science degree in Civil and Environmental Engineering from the University of California, Berkeley, as well as a Bachelor of Science degree in Applied Mathematics from Harvey Mudd College.

Donald Milton is a Professor of Environmental Health at the University of Maryland (UMD) School of Public Health, with a secondary appointment in the UMD School of Medicine. He is board certified in Internal and Occupational and Environmental Medicine, which includes more than twenty years of experience in environmental and occupational medicine referral practice. His research interests and projects include the interrelated areas of infectious bioaerosols, exhaled breath analysis, and development and application of innovative methods for respiratory epidemiology. He has served on editorial boards for the publications Applied Environmental Microbiology, Indoor Air, and BMC Public Health; additionally, he served as a chair for the American Conference of Governmental Industrial Hygienists’ Bioaerosols Committee. Dr. Milton received a Ph.D. degree and a Master of Health degree in Environmental Health from Harvard University, a Doctor of Medicine degree from Johns Hopkins University, and a Bachelor of Science degree from the University of Maryland at Baltimore County.

John Volckens is an Associate Professor in the Department of Mechanical Engineering at Colorado State University (CSU), where he also directs the Center for Energy Development and Health. His research interests involve combustion science, aerosol technology, and air pollution-related disease. He is a co-founder of the CSU Partnership for Air Quality, Climate, and Health, as well as Access Sensor Technologies. He has published over 100 manuscripts related to exposure science, aerosol technology, and air pollution-related disease. In March 2020, the CSU lab began serving as the respirator performance testing center for the Colorado COVID-19 Response Task Force. Dr. Volckens earned a Ph.D. degree and a Master of Science degree from the University of North Carolina at Chapel Hill, as well as a Bachelor of Science degree in Civil/Environmental Engineering from the University of Vermont.

Please note: The information provided in this session is not intended to (a) suggest, provide, or impose definitive solutions to specific challenges faced by schools, rather it is provided to expand understandings as school representatives consider options associated with current school realities and anticipated possibilities, or (b) represent required accreditation standards, guidelines, or procedures.

With more than 52 million cases of the novel coronavirus reported worldwide and over 1 million deaths to date, there is no question but that this virus remains of grave concern. As we discussed during the last session, the spread of SARS-CoV-2 appears to occur through the emission of large and small droplets that are deposited on surfaces and released into the air, the latter of which (defined as aerosols) can remain suspended and circulate in the air for hours while remaining infectious. Aerosols are emitted from the human respiratory tract through normal and forced-air breathing (such as during exercise or the playing of wind instruments), speaking, singing, coughing, and sneezing. It would appear that the smallest aerosols may be inhaled into the lungs and can lead to more serious disease, such as pneumonia, respiratory distress syndrome, and sepsis. Unfortunately, infected individuals are not always symptomatic and therefore can pose risks to others.

We have learned a great deal about this virus. At the same time, there remain unknowns. What we know for sure at this time is that this virus continues to spread, and therefore, collegiate fine and performing arts programs face day-in and day-out challenges as they are called upon to resume operations, or to adapt in ways that enable the continuation of operations, which may take various shapes and forms. Given the methods of transmission of COVID-19, it remains appropriate to ask what additional risks instructors, students, and administrators in the arts disciplines may face. For example, how should choral and wind-music settings be managed, noting that these two activities require deep breathing and the subsequent dispersion of bioaerosols? Are theatre students endangering their surrounding colleagues if they are required to vocalize often and/or loudly? Are dance studios large enough to allow for the dissipation of bioaerosols during rehearsals? Are music practice rooms safe for more than one individual? How many individuals can be accommodated safely in a particular studio art or design setting? How can accommodations be made for those involved, especially individuals who, if infected, may be at a higher risk for health complications?

This series will follow several current and ongoing scientific studies. These sessions, which began in August of 2020, will align with the availability of salient findings from the studies. This second session in the series will be led by Professor John Volckens of Colorado State University. Professor Volckens will provide an update on the progress of his ongoing study focused specifically on bioaerosol emissions, including current factual information which this study has brought to clear light, and how an understanding of this information may, should, and will affect our work in the fine and performing arts fields.

Additionally, Professor Volckens will provide an update on his ongoing work to understand the efficacy of masks and face-coverings, which are now thought to be a primary means to control the spread of the virus from individuals in close contact.

Given the substantial amount of information available today, Professor Volckens will discuss ways in which arts administrators might approach, consider, and determine the completeness and accuracy of information in circulation and that being released at the present time – this to assist arts administrators to ensure that they possess and are working with credible information that not only can be expected to have a reasonable shelf life, but also, assist to provide guidance to administrators crafting short- and long-term plans of action.

The opportunity to pose questions will be provided.

Presenter: John Volckens, Colorado State University
Moderator: Daniel Goble, Colorado State University

Date: December 2, 2020
Time: 4:00-5:00 p.m. ET
Click here to view slides from this session

BIOGRAPHY

John Volckens is an Associate Professor in the Department of Mechanical Engineering at Colorado State University (CSU), where he also directs the Center for Energy Development and Health. His research interests involve combustion science, aerosol technology, and air pollution-related disease. He is a co-founder of the CSU Partnership for Air Quality, Climate, and Health, as well as Access Sensor Technologies. He has published over 100 manuscripts related to exposure science, aerosol technology, and air pollution-related disease. In March 2020, the CSU lab began serving as the respirator performance testing center for the Colorado COVID-19 Response Task Force. Dr. Volckens earned a Ph.D. degree and a Master of Science degree from the University of North Carolina at Chapel Hill, as well as a Bachelor of Science degree in Civil/Environmental Engineering from the University of Vermont.

With more than 141 million cases of the novel coronavirus reported worldwide and over 3 million deaths to date, there is no question but that this virus remains of grave concern. As we discussed during the last session, the spread of SARS-CoV-2 appears to occur through the emission of large and small droplets that are deposited on surfaces and released into the air, the latter of which (defined as aerosols) can remain suspended and circulate in the air for hours while remaining potentially infectious. The human respiratory tract emits both droplets (liquid particles larger than 100 μm) and aerosols (those smaller than 100 μm) through activities such as normal and forced-air breathing (such as during exercise or the playing of wind instruments), speaking, singing, coughing, and sneezing. Large droplets can be projected into the body at close range, while aerosols may be inhaled deep into the lungs. Unfortunately, infected individuals are not always symptomatic and therefore can pose risks to others in close proximity.

We have learned a great deal about this virus. At the same time, there remain unknowns that cloud our decision making. What we know for sure at this time is that this virus continues to spread, and therefore, collegiate fine and performing arts programs face day-in and day-out challenges as they are called upon to resume operations, or to adapt in ways that enable the continuation of operations, which may take various shapes and forms. Given the methods of transmission of COVID-19, questions linger about what additional risks we may face as instructors, students, and administrators in the arts disciplines. For example, how should choral and wind-music settings be managed, noting that these two activities require deep breathing and the subsequent dispersion of bioaerosols? Are theatre students endangering their surrounding colleagues if they are required to vocalize often and/or loudly? Are dance studios large enough to allow for the dissipation of bioaerosols during rehearsals? Are music practice rooms safe for more than one individual? How many individuals can be accommodated safely in a particular studio art or design setting? How can accommodations be made for those involved, especially individuals who, if infected, may be at a higher risk for health complications?

This series will follow several current and ongoing scientific studies. These sessions, which began in August of 2020, will align with the availability of salient findings from the studies. This third session in the series will be led by Professor John Volckens of Colorado State University. Professor Volckens will provide an update on the progress of his ongoing study focused specifically on bioaerosol emissions in the performing arts, including current factual information that this study has brought to clear light, and how an understanding of this information may, should, and will affect our work in the fine and performing arts fields.

Additionally, Professor Volckens will provide an update on ongoing work to understand the efficacy of masks and face-coverings, which are now thought to be a primary means to control the spread of the virus from individuals in close contact.

Given the substantial amount of information available today, Professor Volckens will discuss ways in which arts administrators might approach, consider, and determine the completeness and accuracy of information in circulation and that being released at the present time – this to assist arts administrators to ensure that they possess and are working with credible information that not only can be expected to have a reasonable shelf life, but also, assist to provide guidance to administrators crafting short- and long-term plans of action.

The opportunity to pose questions will be provided.

Presenter: John Volckens, Colorado State University
Moderator: Daniel Goble, Colorado State University

Date: May 20, 2021
Time: 2:00-3:15 p.m. ET
Click here to view slides from this session

BIOGRAPHY

John Volckens is an Associate Professor in the Department of Mechanical Engineering at Colorado State University (CSU), where he also directs the Center for Energy Development and Health. His research interests involve combustion science, aerosol technology, and air pollution-related disease. He is a co-founder of the CSU Partnership for Air Quality, Climate, and Health, as well as Access Sensor Technologies. He has published over 100 manuscripts related to exposure science, aerosol technology, and air pollution-related disease. In March 2020, the CSU lab began serving as the respirator performance testing center for the Colorado COVID-19 Response Task Force. Dr. Volckens earned a Ph.D. degree and a Master of Science degree from the University of North Carolina at Chapel Hill, as well as a Bachelor of Science degree in Civil/Environmental Engineering from the University of Vermont.

With alarming regularity, we are witnessing an uptick in the number of students, faculty, and staff who are facing and struggling with psychological challenges. Current events have led to the disruption of normal processes and therefore have taken a toll on all individuals involved in arts programs. The roots of anxiety are far reaching and can result from social, emotional, and behavioral conditions. These psychological challenges can arise in various forms and arrive with varying intensities. A student’s failure at an audition, jury, or job opportunity can undermine confidence. Dwelling on social conditions brought about by national events can result in trauma. Incidents of campus violence can breed fear. Consideration of future remuneration can lead to worries about long-term financial stability.

Simultaneously, arts faculty and administrators face their own realities that can also be tied to mental health and well-being. Issues related to workload-to-life balance, lack of support for and acceptance of artistic/creative work and endeavors can lead increasingly to burnout, apathy, and detachment. How can faculty and administrators effectively deal with difficult situations that pertain to, for example, a lack of optimism, evaluation and assessment processes, mentorship of students and junior faculty, conversations that present varying opinions held? Since the nurturing of individuals and the environment in which they operate can result in positive outcomes, how can administrators enable participants to remain cognizant of the overall effectiveness of group dynamics, which can enhance the wellness of the entire arts unit?

Exacerbated by the events of the last year and future unknowns, the list of psychological challenges offered above is only partially reflective of today’s realities. The duration of pandemic as well as the many questions left to be answered, may be suggested to be causing weariness, frustration, and despondence. While arts administrators may be ill-equipped to address such issues, much less recognize when help or intervention may be necessary, administrators must not only manage the challenges, but also the aftermath, particularly as it relates to the health and well-being of individuals involved in the work of the unit. Administrators must help to buffer faculty, staff, and students so that the work of the arts unit can continue. In terms of mental health and well-being during this time, what can/must be done to assist students, faculty, and staff in need? What must be done when need is evident but not directly disclosed? Where can individuals within the arts unit turn for help? Where does the administrator turn for assistance and support? Today’s presenter will address these questions, and in doing so, strive to deepen awareness among arts administrators and bring to light some of the issues that are prevalent on campuses today. Time for questions will be provided.

Presenter: Nadine Kaslow, Emory University
Moderator: Michael Wilder, Wheaton College

Date: April 16, 2021
Time: 2:00-3:45 p.m. ET
Click here to view slides from this session
Click here to view Excellence vs. Perfection handout from this session

BIOGRAPHY

Nadine J. Kaslow, PhD, ABPP is a Professor and Vice Chair for Faculty Development, Diversity, Equity, and Inclusion, Emory University School of Medicine Department of Psychiatry and Behavioral Sciences; Chief Psychologist and Director of the Grady Nia Project, Grady Health System; Director of the Atlanta Trauma Alliance; and Director of the Postdoctoral Residency Program in Health Service Psychology, Emory University School of Medicine. In 2012, she received a Doctorate of Humane Letters from Pepperdine University. She has held numerous fellowships throughout the United States and, in 2014, served as President of the American Psychological Association (APA) and Editor of the Journal of Family Psychology. Dr. Kaslow has also received numerous awards, including the 2004 Distinguished Contributions for Education and Training Award from the APA, the Association of Psychology Postdoctoral and Internship Center’s Award for Excellence in Postdoctoral Training, Emory University’s Thomas Jefferson Award for service to the community, and the Emory School of Medicine Lifetime Leadership and Service Award. Her primary areas of research include the culturally-informed assessment and treatment of family violence (intimate partner violence, child maltreatment) and suicide in youth and adults, post-traumatic stress disorder and its treatment, couples and family therapy, women’s mental health, integrated healthcare and a competency-based approach to psychology education and supervision. A member of Rosalynn Carter’s Mental Health Advisory Board, Dr. Kaslow is the psychologist for the Atlanta Ballet and a frequent media guest.

The pandemic has made teaching in the fine and performing arts more difficult, in some respects, nearly impossible. Now more than ever, administrators may encounter situations and therefore decisions which must be made as they pertain to issues such as course offerings and the various ways content is delivered, the necessity to modify facilities to ensure their safe use, management of already-scarce resources, among others. Scientific findings can be invaluable in informing decision-making processes. Assuming that information is verified and can be applied with some certainty, how might scientific findings inform or change teaching and learning in the fine and performing arts? Given the technical nature of recent scientific studies and findings, how is an administrator to know how to interpret certain conclusions, let alone know what is reliable information and what is not? How can such findings be used to enhance and guide planning today and in the coming year(s)?

Presenter: Adam Schwalje, University of Iowa
Moderator: Thomas Webster, East Texas Baptist University

Date: April 8, 2021
Time: 2:00-3:15 p.m. ET
Click here to view slides from this session

BIOGRAPHY

Adam Schwalje is a resident physician and National Institutes of Health T32 research fellow in the Department of Otolaryngology at the University of Iowa Hospitals and Clinics. A bassoonist, Dr. Schwalje was a band teacher and music educator before receiving a Doctor of Musical Arts degree from the Cincinnati College-Conservatory of Music. He is currently the medical liaison for the International Double Reed Society. Dr. Schwalje completed his medical training at the University of California, San Francisco.

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 and resources 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 as 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 currently share is that content is everywhere––learning has gone mobile, and the possibilities that such conditions cause to arise as we have witnessed first-hand in these last months 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.

Presenters: Jason Blythe, Google
Theresa Fitzgerald, Sesame Workshop
Hayes Raffle, Google Learning and Education
Moderator: Todd S. Jokl, Rochester Institute of Technology

Date: November 3, 2021
Time: 12:00-1:30 p.m. ET

Now more than ever, administrators encounter a number of scenarios rife with risk. If left unresolved, these scenarios can result in undesirable and/or dire consequences. At the local level they may pertain to student and faculty wellness or resource management; at the institutional level, administrative support; at the state level, funding; at the national level, communicable disease; and at the federal level, the imposition of law, guidelines, and regulation. Administrators by fiat have become managers of realities, and therefore, of threats, liabilities, and risks.

Before considering options or making decisions , it is important to recognize several key factors, such as a) factual and scientifically-verified information is a critical aspect in the decision-making process, b) solutions and action plans must be tailored to individual institutions, and c) based on the pressures placed on arts administrators to come to swift and effective resolution, risk is inherent. Thus, to successfully mitigate for risk, there must be a consideration of local conditions and realities, since what works for an institution in one region may not be the best solution for an institution in another. A review of all options available and a willingness to stack these options as necessary to find a combination that addresses institutional challenges is also key to risk mitigation. Familiarity with laws, regulations, guidelines, and legal vernacular can also often help administrators avoid problematic situations that can put individuals or an institution as a whole at risk. In addition, once a well-conceived action plan––one that has considered the risks inherent in each of the moving parts––has been adopted, it may be important to consider developing plans that address how information will be documented and disseminated to students, faculty, staff, parents, and the public.

Attendees will consider the anticipated fallout from known and projected events related to the novel coronavirus. They will explore options that may be beneficial to consider in the short and long term. Participants will explore ways in which administrators can prepare for tomorrow, build portfolios of viable options that are informed by reliable information and local conditions, and become more deeply aware of how to actively watch for, consider, and manage the ongoing challenge of risk mitigation and management. Time for questions will be provided.

Presenters: Kevin Case, Case Arts Law LLC
Peter Chin-Hong, University of California, San Francisco
Adam Schwalje, University of Iowa
Moderator: Thomas Webster, East Texas Baptist University

Date: August 17, 2020
Time: 1:00-2:30 p.m. ET
Click here to view slides from this session

BIOGRAPHIES

Kevin Case is the founder and Principal of Case Arts Law LLC, a legal firm that represents musicians and artists nationwide in labor and employment matters, including the drafting and negotiation of collective bargaining agreements and individual employment contracts on behalf of symphony and opera musicians. Since 2015, he has served as General Counsel to the International Conference of Symphony and Opera Musicians (ICSOM). A seasoned litigator, Mr. Case has broad-based experience advising clients in cases involving employment discrimination, employee discipline and discharge, non-competition and other restrictive covenants, and personal injury. Mr. Case, a violinist, symphonic musician and graduate of the Eastman School of Music, has held orchestral positions across the United States. Mr. Case graduated from the Chicago-Kent College of Law, where he served as Executive Articles Editor for the Chicago-Kent Law Review.

Peter Chin-Hong is a Professor of Medicine and Associate Dean for Regional Campuses at the University of California, San Francisco (UCSF), where he directs the immunocompromised host infectious diseases program. He specializes in treating infectious diseases, particularly infections that develop in patients who have suppressed immune systems and donor-derived infections in transplant recipients. A medical educator, he was the inaugural holder of the Academy of Medical Educators Endowed Chair for Innovation in Teaching. Dr. Chin-Hong earned his undergraduate and medical degrees from Brown University before completing an internal medicine residency and infectious diseases fellowship at UCSF.

Adam Schwalje is a resident physician and National Institutes of Health T32 research fellow in the Department of Otolaryngology at the University of Iowa Hospitals and Clinics. A bassoonist, Dr. Schwalje was a band teacher and music educator before receiving a Doctor of Musical Arts degree from the Cincinnati College-Conservatory of Music. He is currently the medical liaison for the International Double Reed Society. Dr. Schwalje completed his medical training at the University of California, San Francisco.

The mental health and well-being of students, faculty, and administrators has become increasingly important within postsecondary education, and the need to consider and react to national conditions during the past year has become tantamount. For each of these three perspectives, definitive information may not always be available, as many regions are still grappling with the effects of the pandemic, political turmoil, and social unrest. At times it may feel that stability on all levels is not ensured, as ramifications from these effects remain uncertain and ever-changing.

Students enrolled in collegiate programs of study already 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; 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. Additionally, training within the arts places an emphasis on connecting with colleagues and the self – connections that may have waned during the past eighteen months due to lockdowns and closures. A separation from creating original work may have arisen from the monotony of online learning, as compared to the synthesis of information that arises naturally during multi-dimensional, in-person learning experiences. All of this may be coupled as well 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. 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, students with greatest needs may be those least likely to seek necessary help regardless of the institutional resources available.

These realities also place pressure on institutions devoting their expertise, energies, and resources to educating these students—institutions, their faculties, and their communities that are aware that student issues must be addressed or at least kept in check if creative 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 different in nature, faculty members and administrators too are grappling with a wide range of challenges and pressures. Throughout the past eighteen months, faculty members have faced the need to create and modify various forms of content delivery while maintaining rigorous approaches to their creative practice, pedagogy, scholarship, and research during an upended period of time. Faculty loads and responsibilities have expanded exponentially in some cases. Administrators have also faced a growing number and complexity of challenges as they seek to understand the breadth of many issues that have arisen. While administrators may have faced the need to become experts in new areas, difficulties arise when colleagues who typically convene and develop policies in person are not physically present with one another. Additionally, new and ever-changing issues can distract administrators from traditional and continuing responsibilities that have long since been established as crucial to their institution’s ongoing success. Where do administrators turn for help or solace when burnout prevails, stakes continue to rise higher, and answers are either unavailable or elusive?

The problems faced by students, faculty, and administrators suggest that institution-wide initiatives focusing on the development of specific approaches which assist in the maintenance and care of one’s mental health are of vital importance. These approaches could offer to individuals help in defining their breaking points, providing guidance and support to others, and recognizing when there is a critical need for help. Attendees will consider how the issues above may/will affect the capacity of individuals under and facing such pressures to function, endure, move forward, succeed, and flourish, particularly when confronting a cycle of frustration, confusion, worry, anger, and anxiety.

Presenter: Nadine J. Kaslow, Emory University
Moderator: Jade Jewett, California State University, Fullerton

Date: December 3, 2021
Time: 2:00-3:30 p.m. ET
Click here to view slides from this session

BIOGRAPHY

Nadine J. Kaslow, PhD, ABPP is a Professor and Vice Chair for Faculty Development, Diversity, Equity, and Inclusion, Emory University School of Medicine Department of Psychiatry and Behavioral Sciences; Chief Psychologist and Director of the Grady Nia Project, Grady Health System; Director of the Atlanta Trauma Alliance; and Director of the Postdoctoral Residency Program in Health Service Psychology, Emory University School of Medicine. In 2012, she received a Doctorate of Humane Letters from Pepperdine University. She has held numerous fellowships throughout the United States and, in 2014, served as President of the American Psychological Association (APA) and Editor of the Journal of Family Psychology. Dr. Kaslow has also received numerous awards, including the 2004 Distinguished Contributions for Education and Training Award from the APA, the Association of Psychology Postdoctoral and Internship Center’s Award for Excellence in Postdoctoral Training, Emory University’s Thomas Jefferson Award for service to the community, and the Emory School of Medicine Lifetime Leadership and Service Award. Her primary areas of research include the culturally-informed assessment and treatment of family violence (intimate partner violence, child maltreatment) and suicide in youth and adults, post-traumatic stress disorder and its treatment, couples and family therapy, women’s mental health, integrated healthcare and a competency-based approach to psychology education and supervision. A member of Rosalynn Carter’s Mental Health Advisory Board, Dr. Kaslow is the psychologist for the Atlanta Ballet and a frequent media guest.

Current employment projections as they pertain to traditional art and design disciplines are not only a bellwether for what may be in store for art and design graduates, but as well, these projections are expected to have a substantial effect on art/design practices beyond the academy. Therefore, if design education in the academy is to remain relevant now and in the years to come, institutions of higher education must not only consider but plan for the anticipated context and types of design practice designers will face. Our graduates will encounter a world filled with complex problems characterized by the volume, variety, and volatility of relationships among interdependent forces and elements. This is a context defined by systems-level challenges, not easily met by the artifact-driven curricular models developed in the modern age of mass production.

Today’s presenter will discuss and interpret current data available to art and design administrators who may wish to consider aligning their practices, curricula, and the opportunities available to students with the present and future realities these employment projections suggest. Attendees will consider implications for curricular content, faculty expertise, and the relationships between academic institutions and professional practice. Attendees will be asked to step beyond existing comfort zones and together consider how the academy can not only assist graduates to transition beyond academy walls, but to become change makers in addressing the complex problems we face as a society. Time for exploration of thoughts and questions will be provided.

Presenter: Meredith Davis, North Carolina State University

Date: November 18, 2021
Time: 1:00-2:15 p.m. ET

BIOGRAPHY

Meredith Davis is Emerita Professor at North Carolina State University, where she served as Department Head of Graphic Design and Director of the PhD in Design. An AIGA national medalist and NASAD Fellow, Meredith served as board member of AIGA, Commission on Accreditation of NASAD, president of the American Center for Design, and founding president of the Graphic Design Education Association. She is author of the AIGA Design Futures papers and a member of the executive committee of The Future of Design Education, an international initiative of 700 professional and academic volunteers to rethink design education. Professor Davis is an author of books and articles on design and design education and serves on the editorial boards of Design Issues and She Ji, the journal of innovation, economics, and design.

Institutions of higher learning receiving federal financial assistance are bound to adhere to the provisions of Title IX, a law first introduced in 1972 as an amendment to the Higher Education Act which states that “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial aid.” The provisions of this law and its application have been under scrutiny for the last several years. In September of 2017, the Department of Education (a) rolled back Title IX guidance, specifically provisions included in the 2011 “Dear Colleague” letter and the 2014 Question and Answer set, (b) issued interim guidance pertaining to Title IX, and (c) published notice of its intent to renegotiate current regulations through the process known as Negotiated Rulemaking. Before the comment-period deadline in early 2019, the Department of Education received over 100,000 comments; subsequently, the Department issued a final rule in May 2020, the provisions of which go into effect August 14, 2020.

Such actions and activities affect institutions directly, and therefore raise questions such as: What should institutions be doing to prepare for what lies ahead? What training, staffing, and policy initiatives must be enacted during this period of change? What impact will new regulations have on various campus practices? What are the implications of the final rule on institutional reporting responsibilities, and on how institutions must address student issues and needs? In an effort to advance awareness of Title IX and its provisions, the session presenter will address key factors and delve deeply into the results of the recent negotiations and rulemaking. Additionally, a portion of time will be devoted to the review of case studies intended to assist participants to develop an expanded understanding of current revisions and interpretations of the guidance in force at this time. Time for questions and discussion will be provided.

Presenter: Deborah L. Brake, University of Pittsburgh
Moderator: Michael Wilder, Wheaton College

Date: October 2, 2020
Time: 1:00-3:00 p.m. ET
Click here to view slides from this session

BIOGRAPHY

Deborah L. Brake is Associate Dean for Research and Faculty Development, John E. Murray Faculty Scholar, and Professor of Law at the University of Pittsburgh, where she teaches Constitutional Law, Employment Discrimination, and Gender and the Law. She is a nationally recognized scholar on gender equality and the law, with expertise in Title IX and athletics, sexual harassment and sexual violence, employment discrimination, pregnancy discrimination, and retaliation. She is a co-author of the 8^th edition of Gender and Law: Theory, Doctrine, Commentary, as well as the author of Getting in the Game: Title IX and the Women’s Sports Revolution. Her articles have been published in journals such as the Georgetown Law Journal, Minnesota Law Review, William and Mary Law Review, North Carolina Law Review, Indiana Law Journal, and the Harvard Journal of Law & Gender. Her scholarly work has twice been cited in U.S. Supreme Court opinions and she has testified before Congress in both the House and the Senate. Before going into academia, she was senior counsel at the National Women’s Law Center. Ms. Brake received a J.D. degree from Harvard Law School and a Bachelor of Arts degree in political science from Stanford University.

Administrators today are responsible for an expanding number of issues, events, and activities, all of which require the need to develop and possess a level of expertise in areas that range from curricular design to building operation to fundraising and advocacy, to name only a few. As expected, these growing responsibilities result in not only an increase in the number of issues that arrive on an administrator’s desk, but in a broadening of their variety, intensity, and level of difficulty. The start of a successful strategic plan, therefore, often rests on the ability to define and diagnose the type of problems faced, which includes: a thoughtful consideration of social, emotional, and political conditions; a search for valid, salient information; the use of data; a depth of understanding of the inner workings of complex systems; and an acknowledgement of the individuals and constituencies that may be affected. Thus, strategic thinking that can deepen understandings and result in carefully considered and effective decision-making processes is of vital importance in establishing and maintaining the viability of any administrative unit.

While the time spent developing and implementing a strategic plan may seem ambitious and time consuming, it is likely that a framed approach may become embedded quickly in the day-to-day activities and decision-making taking place––a way of thinking that organically takes hold and results in broader consideration of the realities faced by the academy today. Crafting an approach that is guided by artistically centered, intellectual thinking tested against serious and informed considerations in light of current facts, realities, reasonable possibilities, and long-standing practices, may be well-worth the journey. Even such, the making of a decision does not ensure that its application will always apply. The world is in flux, and decision-making is an ongoing process that may need to produce ever-changing outcomes. Certain decisions may need to be made that ensure future decision-making considerations, thereby building strategic thinking into the process as a whole.

What roles do uncertainty, exploration, and the wisdom of others play in any decision-making process? How can processes include a thorough enough consideration of options, probabilities, and pay offs? How can local conditions impact issue-specific decisions? How can administrators develop their strategic thinking methods in ways that move the unit’s and the institution’s initiatives forward in complementary fashions? What are the possible pitfalls and distractions which may be encountered? How can barriers be circumvented, and who can assist in this endeavor? What does it mean for a strategic plan to be well-conceived? How might the implementation of a plan help to engage those who are immediately impacted? How can upper administrators serve as mentors to their colleagues, thus ensuring that strategic thinking, understanding of complexity, and context-driven decision making remains an important tenet of the arts unit during times of transition or changes in leadership? What are methods of conceptualizing the relationship between the decisions of upper administration, state governments, and the federal government? If no action is taken, what is likely to prevail?

This session will serve to assist attendees to expand the tools in their strategic thinking toolkit and aims to leave administrators with a set of ideas, concepts, and action steps needed to implement a well-conceived plan.

Time for questions will be provided.

Presenter: Scott E. Page, University of Michigan
Moderator: David Gier, University of Michigan

Date: August 18, 2020
Time: 2:00-3:30 p.m. ET
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BIOGRAPHY

Scott E. Page is the John Seely Brown Distinguished University Professor of Complexity, Social Science, and Management at the University of Michigan. His research, accounted for in five books, focuses on the myriad roles that diversity plays in complex systems, the application of models to makes sense of complexity, and complexity theory. Additionally, he has published papers in a variety of disciplines including economics, political science, computer science, management, physics, public health, geography, urban planning, engineering, and history. In 2011, he was elected to the American Academy of Arts and Sciences. Dr. Page received a Ph.D. degree in Managerial Economics and Decisions Sciences and a Master of Science degree in Business from Northwestern University, a Master of Arts degree in Mathematics from the University of Wisconsin, and a Bachelor of Arts degree in Mathematics from the University of Michigan.

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.

Presenter: Paul Florek, NASAD National Office

Date: May 11, 2021
Time: 2:00-3:00 p.m. ET

This briefing is offered by invitation for individuals currently trained and serving as NASAD visiting evaluators and consultants. It provides an opportunity for evaluators and consultants to refresh their knowledge of NASAD procedures, protocols, and standards, with particular focus on 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 affect 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 and consultants in the preparation of Reports. (Please note: Individuals interested in becoming NASAD evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

Presenter: Karen P. Moynahan, NASAD National Office

Date: October 7, 2020
Time: 1:00-2:15 p.m. ET

This session will provide 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 suggested collection mechanisms.

Presenter: Nora R. Hamme, NASAD National Office

Date: January 13, 2021
Time: 12:00-2:00 p.m. ET

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 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 Data Summaries (the aggregate reports compiled annually from HEADS Data Surveys), and the use of HEADS Data Summaries and Special Reports for comparison among specific peer institutions. In addition, participants 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/design unit initiatives.

Presenter: Nora R. Hamme, NASAD National Office

Date: April 28, 2021
Time: 1:00-2:00 p.m.

This session will provide information and guidance concerning the self-study and visitation processes for individuals whose institutions are (a) scheduled to be visited in the next two years, (b) planning to begin the NASAD evaluation process, (c) formally engaged in the process, or (d) contemplating the submission of original applications for accreditation. A step-by-step walk-through of the nuts-and-bolts 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. All three Self-Study formats (A, B, and C) will be discussed. Participants are encouraged to have in hand a copy of the current NASAD Handbook.

Presenter: Nora R. Hamme, NASAD National Office

Date: October 27, 2021
Time: 12:00-4:00 p.m. ET

This annual workshop will provide training to art and design administrators interested in becoming visiting evaluators for NASAD. Fundamentals of the accreditation process, and the roles and responsibilities of visiting evaluators will be discussed in detail. Significant time will be spent discussing NASAD expectations with regard to Self-Study submissions and Self-Study documentation. An overview of the Handbook and its constituent parts will be provided. 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. Further specific attention will be devoted to guidelines that speak to the preparation of Visitors’ Reports.

(Please note: This workshop is by invitation only. Individuals interested in becoming NASAD evaluators are encouraged to contact Kathryn Omune in the National Office for consideration for training in 2022.)

Presenters: Meredith Davis, North Carolina State University
Robert Milnes, University of North Texas
Staff Resource: Stacy R. Fletcher, NASAD National Office

Date: December 1, 2021
Time: 12:00-4:00 p.m. ET