Annual Meeting 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.

Thursday, September 15

8:00 a.m. – 6:00 p.m.

Annual Meeting Registration

9:00 a.m. – 5:00 p.m.

Commission on Accreditation
(Commission members only)

9:00 a.m. – 4:00 p.m.

This annual workshop is intended for individuals who are new, aspiring, or in the early years of their administrative careers in dance programs. It is designed to address several of the most important areas of concern for new administrators. The content will focus on principles and approaches applicable to all types of institutions. There will be ample opportunity for questions and answers, interaction, and discussion.

Please note that attendance requires registration and payment of a separate fee of $55. The workshop may be registered for either in conjunction with, or separately from, the NASD Annual Meeting.

1:00 p.m. – 4:00 p.m.

These workshops are intended for seasoned administrators in dance. They are designed to address several of the most important and developing areas of concern for administrators. These pre-meeting workshops—one designed especially for seasoned administrators from degree-granting institutions and one for seasoned administrators from professional studio schools—will offer opportunities for administrators to discuss various issues. Content will focus on principles and approaches applicable to institutions as noted in the pre-meeting workshops descriptions.

Please note that attendance requires registration. These workshops may be registered for either in conjunction with, or separately from, the NASD Annual Meeting.

4:15 p.m. – 5:15 p.m.

Open Conversation for All Pre-Meeting Attendees

Facilitators will recap and provide a summary of the day’s discussions. In addition, an opportunity for open conversation will be provided for all pre-meeting workshop attendees, presenters, and facilitators, enabling both new and seasoned administrators to meet and discuss topics of interest, including shared issues that permeate all levels of administrative experience. Attendees of the Pre-Meeting Workshop for New Dance Administrators and the Pre-Meeting Workshops for Seasoned Dance Administrators from Degree-Granting Institutions and Professional Studio Schools are invited and asked to attend.

5:15 p.m. – 5:30 p.m.

Board of Directors New Member Briefing
(Board of Directors members only)

5:30 p.m. – 6:30 p.m.

Reception for Pre-Meeting Attendees
(Cash bar)

All pre-meeting workshop attendees, presenters, and facilitators are invited to this informal reception, which will provide an opportunity to meet, greet, and cultivate valuable professional relationships with other dance administrators. Attendees are encouraged to continue the conversations begun during the day’s workshops and Open Conversation session. All registrants are welcome to attend.

5:30 p.m. – 9:00 p.m.

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Board of Directors Business Meeting and Dinner
(Board of Directors members only)

Friday, September 16

7:30 a.m. – 6:00 p.m.

Annual Meeting Registration

8:00 a.m. – 9:00 a.m.

Orientation for Executives New to NASD

This session will provide an overview of NASD: its services, publications, and role as an accrediting agency, with special attention to the benefits and responsibilities of accredited institutional membership. Discussion will emphasize ways the Association and its work can assist administrators to fulfill the many and varied aspects of their local responsibilities. Individuals attending the NASD Annual Meeting for the first time are especially encouraged to attend.

8:30 a.m. – 9:00 a.m.

Briefing for Facilitators, Moderators, and Recorders
(By invitation only)

This briefing will offer 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.

9:00 a.m. – 10:00 a.m.

General Session: Plenary Business Meeting

Call to Order
Determination of Quorum
Minutes
Report of the Commission on Accreditation
Introduction of Newly Accredited Institutional Members
Report of the Committee on Ethics
Report of the Treasurer
Announcements
Report of the Executive Director
Election of Officers
Report of the President
New Business
Adjournment

10:15 a.m. – 12:30 p.m.

Advancing the Artform During Times of Adversity

During the past two years, dance administrators have faced the need to review many, if not all, aspects associated with the education and training of dance students. Physically separated from students, feedback regarding technique has been delivered through virtual rather than in-person means; approaches to teaching have been dictated by the spaces available to students and to faculty; the creation of work became insular absent the participation of community. These and other examples demonstrate that long practiced and comfortable traditions have had to be revisited, reconsidered, and adjusted. Considering this, challenges abound, particularly as they relate to advancing the artform through teaching and learning. What are the differences between pre- and post-pandemic approaches to teaching dance? What has been lost since March 2020? What has been gained? What did we learn? How has this affected our approach to dance training? What effect will these changes have on student learning? How will these changes advance the development of student expertise?

Simultaneously, administrators, faculty, staff, and students must be guided to re-dedicate efforts to nurturing a sense of buy-in to the creative approaches that have been established, or may need to be re-established within institutions. Those involved in dance unit activities may need assistance, if not persuasion, as they work to re-engage in initiatives and re-establish an understanding of the value their contributions can make to the advancement of the field of dance within the classroom and beyond. Communicating these intentions to students may help in the transition back to “normal” studio learning. What are the best approaches to re-building community and re-establishing shared vision within dance units and institutions as we emerge from two years of change and upheaval? How can administrators best re-communicate and re-affirm to faculty and students the goals and intentions of dance study? How can students be empowered to advance their own knowledge of the artform? How can faculty members best pursue their creative endeavors, and in doing so, advance the causes of their institutions and the level of expertise of their students? Attendees will explore these issues together and in small discussion groups.

10:15 a.m.
– 11:15 a.m.

Panel Discussion

11:15 a.m.
– 11:45 a.m.

Break

11:45 a.m.
– 12:30 p.m.

Roundtable Discussions

12:30 p.m. – 1:45 p.m.

Luncheon for the Association

2:00 p.m. – 4:00 p.m.

Developing Effective Institutional Cultures

During the morning session, dance administrators considered the impact realities faced during the last two years have had on the education and training of students. During this session, attendees will advance these considerations, exploring the role, value of, and necessity to implement well-conceived, tailor-made dance unit cultures that serve to support discipline-specific initiatives of institutions offering dance study; advance the work of, and opportunities available to, those engaged in the artform; establish and ensure effective avenues of communication; and assist to insulate dance units and their offerings from the effects of future challenges.

Developing an effective institutional culture hinges in large part on the institution’s efforts to establish trust and respect among all involved—individuals who by their actions and words support conditions that build and maintain atmospheres of inclusion, open-mindedness, and engagement. Attendees will consider together the following: How conversations enriched by diversity of thought, approach, and voice can inform effective decision-making and advance institutional initiatives; how dance administrators can establish or change inculcated cultures so that consensus, rather than personal positions, guide conversations and inform decisions which serve the institution, its students, and the greater good; how to remove barriers that prevent the institution from building healthy conditions, engagements, and traditions; how the nature of conversation, the language used, and the perceptions established can affect outcomes; how the creation of safe spaces can promote conditions that establish trust and celebrate the advancement of creative work.

What role does a well-defined and implemented culture play in creating productive traditions, building trust within the unit, supporting purposes, advancing mission? How are dance unit cultures developed? Who is responsible? Who participates in the formulation? Of what value is the existence of a well-understood, accepted culture which is embraced by all? What role can such play as an institution plans the unknowns that cannot be predicted, but will arise in the future? While these and other questions will be explored, attendees will also have the chance to discuss various approaches and consider good practices.

2:00 p.m. – 2:45 p.m.

Panel Discussion

2:45 p.m. – 3:15 p.m.

Break

3:15 p.m. – 4:00 p.m.

Roundtable Discussions

4:15 p.m. – 5:30 p.m.

Annual Reporting Requirements and Administrative Resources

This session will provide an overview of specific reporting requirements for accredited institutional members of NASD including the Accreditation Audit, Affirmation Statement, Supplemental Annual Report, and the HEADS Data Survey. It will also enumerate and explain the purposes of several sets of NASD 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 futures analysis; assessment; and communicating with others, explaining the principles, aspirations, and suggested considerations for the development of effective and quality programs in dance. A brief look at the NASD website, highlighting the location of various online resources, will be offered.

4:15 p.m. – 5:30 p.m.

Comprehensive Reviews: Enhancing the Dialogue

This session will offer an in-depth look at the NASD Handbook, the various procedures of NASD, and the role of the Association’s accreditation decision-making body, the Commission on Accreditation. During discussion of the Handbook, particular attention will be given to curricular requirements located within the Standards for Accreditation. Distinctions among standards, guidelines, and recommendations will be offered, followed by discussion addressing the application of standards and guidelines. The various accreditation and reaccreditation procedures and documents of NASD will be addressed, including the Self-Study; applications for Plan Approval, Final Approval for Listing, and Substantive Change; the institution’s Optional Response to the Visitors’ Report; Responses; and Progress Reports also will be addressed. Helpful tips for creating, writing, and submitting materials to the Commission will be offered. The mandatory and effective use of the NASD Handbook in preparing submissions to the Commission will be discussed. Individuals new to NASD, and those currently involved in an accreditation review process, are strongly encouraged to attend. Individuals attending the Workshop for Self-Study or the Workshop for Visiting Evaluators offered on Saturday at 12:45 p.m. may find this session helpful.

4:15 p.m. – 5:30 p.m.

Briefing on Federal Issues for Dance 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. Issues to be addressed include economic realities and projections; public and private funding sources and trends; and prospects for new policies, laws, and regulations concerning higher education, P-12 education, and the arts. This briefing will take a non-partisan policy analysis approach, looking at the ramifications and effects of various options and probabilities.

5:30 p.m. – 6:45 p.m.

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Reception for the Association
(Cash bar)

Saturday, September 17

7:30 a.m. – 4:00 p.m.

Annual Meeting Registration

7:45 a.m. – 9:00 a.m.

Continental Breakfast for the Association

9:00 a.m. – 12:00 noon

Compassionate Care: Understanding and Addressing the Human Condition

The need to consider and react to realities affecting the health and well-being of dance students, faculty, and administrators has become increasingly important within postsecondary education. Before administrators can take initiatives that promote health and well-being within the dance unit, specific challenges must be identified, researched, tracked, and considered. In this multi-part session, attendees will first be provided an overview of the effects recent challenges have had and will likely have on administrators, faculty, staff, and students, such as blurred boundaries between academic and professional pursuits, constrained social interactions, anxieties brought about by ever-changing conditions, the loss of concessions offered during the pandemic, and other important changes. Second, attendees will have the opportunity to discuss these issues in a roundtable setting. Third, an exploration of concrete tools available to administrators, which may serve to assist in addressing specific issues, will be offered. Following both the “Facing Challenges” and “Addressing Needs” presentations, attendees will remain at their table rounds for open discussion. During these table-round discussion sessions, the presenter will visit each round to address questions and concerns raised by the attendees.

9:00 a.m.
– 9:30 a.m.

Facing Challenges

Challenges faced by dance students today extend far beyond the physical and can include social, emotional, and behavioral obstacles as well, all arising in various forms and leading to results of varying intensities. For example, competitiveness can breed anxiety; poor body image can result in a debilitating lack of confidence; bullying in person or on social media can lead to suicidal ideation; a fear of failure can cause a lack of educational and artistic engagement; worry and anxiety can be a precursor to self-doubt; lack of connection or a sense of belonging can lead to isolation. The effects of the pandemic, as well as social conditions brought about by national events, have increased the responsibilities and pressures faced by students. Simultaneously, dance faculty and administrators face their own realities that can also be tied to mental health, such as issues related to workload, in particular balancing in-person and online teaching responsibilities and maintaining an appropriate workload-to-life balance; lack of support and opportunities for and acceptance of artistic/creative work and endeavors; and power dynamics which can dissolve necessary professional boundaries and lead to burnout, frustration, detachment. How can administrators best identify the issues facing colleagues and students within the dance unit? Are certain initial responses to these issues better than others? What resources are available to track ongoing issues, in an attempt to brainstorm solutions? Within the dance unit, to what extent are cultural factors at play—factors which may impede one’s ability to communicate issues with the individuals who could play a role in devising solutions? These and other questions will be explored.

9:30 a.m.
– 10:15 a.m.

Discussions at Table Rounds

10:15 a.m.
– 10:30 a.m.

Break

10:30 a.m.
– 11:00 a.m.

Addressing Needs

During the Facing Challenges portion of this morning’s session, attendees received an overview of salient issues related to well-being as they pertain to students, faculty, and administrators within institutions offering dance study. The subsequent roundtable discussions offered to participants an extended amount of time for peer-to-peer discussion of the present-day realities facing each of these groups, with a focus on where problems lie and how administrators can facilitate conversations and guide initiatives forward as they navigate the intricacies of human conditions and interactions.

Attendees will now consider potential approaches to the issues previously discussed, considering not only the benefits of developing an understanding of mental health-related issues, but how resources can be established, nurtured, and advanced for the benefit of the institution and its dance community. Among the questions explored will be: How can solutions best be tailored to the individual, the dance unit, and/or the institutional community? Can potential solutions be broad enough to solve a variety of challenges? What steps must be taken to ensure success? Are there ways of measuring success when it comes to the personal well-being of others? What best practices or processes can be put into place to ensure the ongoing safety, well-being, and mental health of students, faculty, staff, and fellow administrators? How can a culture of trust be cultivated to ensure that individuals in need have a place in which to turn? Attendees are encouraged to share examples of good practices as well as successful efforts to address difficult challenges, and to engage in dialogue that expands thinking and promotes ideas.

11:00 a.m.
– 11:45 a.m.

Discussions at Table Rounds

11:45 a.m.
– 12:00 noon

Summary

12:00 noon – 1:15 p.m.

Box Lunch for the Association
Attendees should feel free to take their box lunch to the afternoon sessions.

12:45 p.m. – 5:00 p.m.

Workshop for Visiting Evaluators

This annual workshop will provide training to dance administrators interested in becoming visiting evaluators for NASD. Fundamentals of the accreditation process will be described in detail. Considerable 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 session is by invitation only. Institutional representatives from accredited institutions interested in becoming NASD evaluators are encouraged to contact the National Office staff for consideration for training in 2023.

12:45 p.m. – 5:00 p.m.

Workshop for Self-Study: Specifically Designed for Representatives from Degree-Granting Institutions

This session will provide information and guidance concerning the Self-Study and on-site visitation processes for individuals representing degree-granting institutions with programs in dance whose institutions are to be visited in the next two to three years, institutions planning to begin the NASD 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 Self-Study formats, on-site reviews, the Visitors’ Report, the Optional Response, and Commission action. Questions may be posed during this nuts-and-bolts session. All interested individuals are welcome.

12:45 p.m. – 2:45 p.m.

Workshop for Self-Study: Specifically Designed for Representatives from Non-Degree-Granting Programs in Dance

This session will provide information and guidance concerning the Self-Study and visitation processes for individuals representing non-degree-granting professional training programs whose institutions are to be visited in the next two to three years, institutions planning to begin the NASD 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 Self-Study formats, on-site reviews, the Visitors’ Report, the Optional Response, and Commission action. Questions may be posed during this nuts-and-bolts session. All interested individuals are welcome.

3:00 p.m. – 4:15 p.m.

Music Licensing: Required Permissions and Associated Risks

There is no question that the use of live music contributes to the creation and presentation of work, and additionally, enhances performance experiences. However, wading through current law, regulation, and issued guidance pertaining to the use of live music can be daunting. Issues to consider include whether permissions are required, and if so, the steps that must be taken to secure necessary permissions as they pertain to intended use. As well, administrators are well-served by information which outlines the inherent risks of use, absent required permissions. Today’s presenter will discuss these issues including, but not limited to, the use of music in live performance settings, classroom teaching, and student and faculty work. Time for questions will be provided.

3:00 p.m. – 4:15 p.m.

Briefing for NASD Evaluators

This annual briefing is offered by invitation for individuals currently trained and serving as NASD visiting evaluators. It provides an opportunity for evaluators to refresh their knowledge of NASD 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 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 from accredited institutions interested in becoming NASD evaluators are encouraged to contact the National Office staff for consideration for training in 2023.

4:30 p.m. – 6:00 p.m.

Forums

These discussion-based sessions will provide an opportunity for individuals to consider in further depth the issues raised during Annual Meeting sessions, as well as those of common interests. Discussion comments and issues noted by session recorders that have the potential to inform the future work of NASD will be provided to and considered by the NASD Board of Directors.

Professional Studio Schools
This forum will provide an opportunity for attendees from professional studio schools to connect and discuss issues of common concern.

Institutions with Small or Developing Dance Departments
This forum will provide an opportunity for attendees from small or developing dance departments to connect and discuss issues of common concern.

Public Institutions
This forum will provide an opportunity for attendees from public institutions to connect and discuss issues of common concern.

Private Institutions
This forum will provide an opportunity for attendees from private institutions to connect and discuss issues of common concern.

4:30 p.m. – 6:00 p.m.

Board of Directors Seminar Meeting
(Board of Directors members only)

6:45 p.m. – 7:30 p.m.

Reception for the Association
(Cash bar)

7:30 p.m. – 9:30 p.m.

Annual Dinner

9:30 p.m.

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Adjournment of the Forty-Second NASD Annual Meeting