Sessions and Events

(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.

This workshop is designed for 1) individuals attending the 2024 NASAD Workshop for Visiting Evaluators, 2) individuals attending the 2024 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 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 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 17 from 9:00 a.m.–5:00 p.m.], and/or the Briefing for Evaluators [Thursday, October 17 from 1:15 p.m. to 2:30 p.m.] are asked to attend this session in preparation for these invitational training sessions.)

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.

(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.

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 experienced 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 16 from 1:00 p.m.–5:30 p.m., and Thursday, October 17 from 8:00 a.m.–1:15 p.m.

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.

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 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.

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.

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.

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 2025.)

(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 16 from 3:30 p.m.–5:30 p.m.)

The NASAD Annual Meeting provides an opportunity for art and design executives to gather in community to consider and discuss issues important to the fields of art and design; to explore options and possibilities that enable art/design executives to advance their work and that of their institutions; to share good practices and lessons learned that inform planning and projections; and to establish and nurture life-long professional relationships and personal friendships—those that are rekindled without pause or hesitation at the onset of every NASAD Annual Meeting. NASAD welcomes you to this extraordinary community of administrators, academicians, educators, practitioners, colleagues, and friends and hopes that you will participate actively in all aspects of the NASAD Annual Meeting.

Today, art and design administrators continue their efforts to deepen their understanding of the breadth and depth of AI’s capacity, and in doing so, to consider whether and how aspects of AI can/should be harnessed, used, and implemented as useful tools in the education and training of students enrolled in art and design study. Working to keep pace with unfolding AI technology, attendees will consider not only AI’s place within the landscape of collegiate education, but its potential impact on the fields of art and design. In 2023, attendees merely scratched the surface when they considered AI’s effect on aspects such as Authorship, Authenticity, Originality, Critical Thinking, Intellectual Curiosity, Adaptability, Ethics, and Integrity. During today’s session, attendees will probe more deeply into the impact AI is having on the ability of artists and designers to create authentic work. Questions such as the following will be considered: What role should/does AI play in the creation of student work? At what point does the work move from artist-conceived to computer-defined; from artist-created to computer-generated? Must teaching strategies and assessment mechanisms be altered to address technology-enhanced student engagement? If so, in what ways? Attendees will have the opportunity to share examples of successful uses of AI, as well pitfalls to be avoided. Time for open conversation will be provided.

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

Institutional peer review, particularly that which is specifically focused on discipline-specific areas, is invaluable. Approval of accreditation and new curricula applications indicates immediate approval of an institution’s compliance with national standards. Such comprehensive undertakings provide to institutions opportunities to consider in thorough detail not only the success of their operations, but as well, the relevance and effectiveness of the curricular programs offered. Guided by proactive and thoughtful leadership, the process of comprehensive review often serves as a springboard from which institutions can engage in deep self-reflection, recognize areas in need of further consideration, and cultivate opportunities for continuous development, particularly with regard to initiatives that support student learning and therefore success. However, truly effective institutional peer review can only be accomplished if and when faculty buy-in and ownership exists and when faculty are embraced and welcomed as an integral part of the process. In this session, the presenter will offer successful strategies for engaging faculty in the peer review process, such as framing and offering opportunities for fruitful conversations; fostering a spirit of collaboration; identifying shared goals; focusing efforts which lead to the continuous improvement of student outcomes; celebrating successes while identifying challenges; and recognizing the peer review process as an integral way to establish community within the art and design unit. Attendees will have the opportunity to explore successful peer review models and the assistance well-planned initiatives can provide.

Aligned with the 2023 Annual Meeting session which explored the topic of student mental health, today’s session will focus specifically on art and design faculty, staff, and administrators and how they might achieve work/life balance by minimizing their levels of stress. Left unchecked, these conditions can lead to depression, burnout, and early exit from the discipline at a time when experienced leadership is essential both in the classroom and across the institution. Facing shrinking budgets and reductions in personnel, faculty, staff, and administrators often witness expanding workload responsibilities which can lead to increased physical exhaustion, persistent anxiety, and concern with regard to job security. External issues such as declining professional respect for the work of the academy and increasing public attacks on higher education often exacerbate these palpable realities. Balancing internal and external conditions coupled with the responsibility to assist and serve the needs of students can be overwhelming. In today’s session, attendees will explore a number of considerations such as: How might faculty, staff, and administrators begin or continue to prioritize personal wellbeing so that a reasonable and realistic balance between work and life can be achieved? What assistance and resources are available to help navigate current challenging realities? What boundaries must be drawn by institutions, by individuals? How might faculty, staff, and administrators collaborate to enhance or redefine institutional expectations of productivity and identify avenues of support that align better with current disciplinary realities? Time for questions and open conversation will be provided.

The need to articulate clearly and definitively the importance of art and design study has never been more important, particularly as institutions search for ways to reduce costs in the face of low enrollments and dwindling support and consider as viable options the scaling back of curricular programs or their discontinuation altogether. A systematic approach entertained by many institutions when it comes to consideration of a program’s viability is a simple bottom-line calculation. Unfortunately, these calculations often do not reflect the intangible benefits study in art/design provides, not only to the student enrolled, but also to an institution’s community. Without proactive discussions which emphasize the benefits of art/design study, these disciplines are in jeopardy of being undervalued at best, and at worst, disregarded. Few can articulate better than those with expertise in art and in design the role, value, and importance of art/design study at all stages of human development. This critical responsibility often falls to the art/design administrator whose role it is to protect, defend, and advance opportunities for study in art and design. Accepting this responsibility, the art/design executive then must develop, hone, and use with regularity “pitches” which not only speak to the need to maintain art and design as viable curricular forces which align with institutional mission, but also as important aspects in the everyday life of individuals. Attendees will work together to develop sets of talking points intended to target various constituencies (e.g., upper administrators, colleagues in other disciplines, parents, federal and state officials, etc.) that, to a certain extent, play a role in the future of art and design as ongoing and essential collegiate offerings.

Regardless of institution type and size, students arriving to pursue certificates, two-year associate degrees, and four-year baccalaureate degrees often lack essential entry-level preparation, which may diminish their potential for success. The quest to increase enrollment, improve retention, and mentor students toward program completion—often tied to institutional, state, and federal funding—may be hindered as faculty encounter incoming students with little to no foundational art and design training. Compounding the situation is the expectation held by students and their families, upper administrators, and members of state and federal agencies, that students should progress quickly and efficiently through degree programs without the burden of extra cost or extended time to complete the scaffolding of coursework necessary for a student to develop competence in a chosen area of study. Identifying underprepared students and providing appropriate curricular support places a strain on program administrators as well as faculty mentors. In this session, attendees will explore issues such as: traditional and evolving entry-level expectations; methods for identifying underprepared students and measures that can be taken; mentorship strategies to assist these students to progress toward degree completion; and the resultant alignment of academic expectations, program outcomes, and related measures of student and program success. Time for open conversation and questions will be provided.

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.

Whether developing and preparing comprehensive applications for accreditation and reaccreditation, Responses, Progress Reports, and/or applications for Plan Approval, Final Approval for Listing, and/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.

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 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 16 from 3:30 p.m.–5:30 p.m.)

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 16 from 3:30 p.m.–5:30 p.m.)

These individually assigned and scheduled appointments are intended to provide to interested Annual Meeting attendees who indicated interest in advance an opportunity to meet with experienced administrators to discuss topics related to the work of art/design executives.

These individually assigned and scheduled appointments are intended to provide to interested Annual Meeting attendees who indicated interest in advance an opportunity to meet with staff to discuss topics of an accreditation nature.

This session will offer to attendees an opportunity to explore and discuss with other new 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.

This session will offer to attendees an opportunity to explore and discuss with other experienced 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.

There is no question that students entering the workforce today must possess not only subject matter expertise, but also a robust depth of knowledge in, and awareness of, a multitude of issues related to their field of study. Depending upon a student’s choice with regard to employment, one such area may be that of accessibility—a topic that is addressed in detail in the Americans with Disabilities Act (ADA) of 1990, as amended, and its associated regulations. Attendees will consider the issue of accessibility, specifically how institutions can heighten student awareness of this issue and seek to prepare them for what they may encounter as they enter the workforce. Participants will share information, ideas, and successful practices, and consider ways to build institutional cultures of awareness as they relate to both institutional mission and curricular offerings.

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. Participants may wish to give consideration to topics of interest in advance. Attendance is open to all interested individuals.

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.

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.

Art and design executives from free-standing postsecondary institutions will have the opportunity to discuss topics of specific relevance or concern and consider 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 of interest in advance.

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.