Annual Meeting Sessions and Events


A schedule of Annual Meeting sessions and events for each day is provided below.

An advance copy of the program of all sessions and events with meeting room locations will be available here immediately prior to the Annual Meeting. A copy of the program will also be provided to attendees in their registration packets.

Registration is required for the Annual Meeting.

Wednesday, March 25, 2020

8:00 a.m.–6:00 p.m.

REGISTRATION

9:00 a.m.–5:00 p.m.

COMMISSION ON ACCREDITATION
(Commission members only)

9:00 a.m.–4:00 p.m.

PRE-MEETING WORKSHOP FOR NEW AND ASPIRING THEATRE ADMINISTRATORS IN HIGHER EDUCATION
(Separate fee and advance registration required; click here for full workshop description)

This workshop has been designed to address several of the most important areas of concern for new and aspiring administrators. Each segment will involve a basic briefing on a designated topic, followed by ample opportunity for interaction and discussion. The content will focus on principles and approaches applicable to all types of institutions.

Participants are invited to attend the Reception for Pre-Meeting Workshop Attendees to be held from 5:15 p.m.–6:15 p.m.

10:00 a.m.–4:00 p.m.

PRE-MEETING WORKSHOP FOR SEASONED THEATRE ADMINISTRATORS IN HIGHER EDUCATION
(Separate fee and advance registration required; click here for full workshop description)

The responsibilities of the theatre 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 seasoned administrators, will include both short presentations and discussions related to various issues affecting the work of theatre administrators. Topics will be established by the workshop leaders and will include, but not be limited to: working with faculty, students, and other administrators within and across disciplines; communicating with upper administrators; issues of promotion and tenure; financial management of the theatre unit; marketing the theatre unit to prospective students and the public; strategies for dealing with difficult situations; and succession planning. Topics of interest to attendees may be considered as well. Attendees from all types of institutions and from all levels of administration are welcome.

Participants are invited to attend the Reception for Pre-Meeting Workshop Attendees to be held from 5:15 p.m.–6:15 p.m.

4:15 p.m.–5:15 p.m.

ORIENTATION FOR NEWCOMERS TO NAST

This session will provide an orientation to the resources and operations of NAST, 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. At the end of the session, attendees will have the opportunity to pose questions and engage in discussion.

5:15 p.m.–6:15 p.m

RECEPTION FOR PRE-MEETING WORKSHOP 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, establish mentor/mentee connections, and cultivate valuable professional relationships with other theatre administrators. Attendees are also welcome and encouraged to continue the conversations begun during the day’s workshops. All registrants are welcome to attend.

5:45 p.m.–6:00 p.m.

BOARD OF DIRECTORS NEW MEMBER ORIENTATION
(Board of Directors members only)

6:00 p.m.–9:00 p.m.

BOARD OF DIRECTORS DINNER AND BUSINESS MEETING
(Board of Directors members only)

Thursday, March 26, 2020

7:30 a.m.–6:00 p.m.

REGISTRATION

8:00 a.m.–12:00 noon

WORKSHOP: PREPARING FOR NAST EVALUATION
(Please note: A box lunch will be provided. Attendees are asked to register in advance.)

This workshop will provide information and guidance pertaining to the NAST comprehensive evaluation process including discussion of the self-study and visitation processes for members whose institutions are to be visited in the next two years, institutions planning to begin the NAST evaluation process, and those formally engaged in the process. A step-by-step walk-through of the accreditation process will be provided, including confirmation of timelines and deadlines, and information regarding accreditation procedures, Self-Study formats, on-site reviews, the Visitors’ Report, the Optional Response, and Commission action. Questions will be taken during this nuts-and-bolts session. This session will be particularly helpful to those administrators mounting accreditation reviews during the 2020–2021 and 2021–2022 academic years. However, all interested individuals are welcome.

8:00 a.m.–12:00 noon

WORKSHOP FOR VISITING EVALUATORS
(Please note: This workshop is by invitation only. Individuals interested in becoming NAST evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

This annual workshop will provide training to theatre administrators interested in becoming visiting evaluators for NAST. Fundamentals of the accreditation process, and the roles and responsibilities of visiting evaluators will be discussed in detail. Significant time will be spent discussing NAST 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.

9:00 a.m.–11:15 a.m.

WORKSHOP FOR EXPERIENCED EVALUATORS
(Please note: This workshop is by invitation only. Individuals interested in becoming NAST evaluators are encouraged to contact the National Office staff for consideration for training in 2021.)

This workshop will provide training to theatre administrators who have previously been trained as evaluators and who have served as members of visitation teams. Expectations regarding the review of Self-Studies, the on-site visit, and the Visitors’ Report will be reviewed. Responsibilities specific to the chair of visiting teams will be presented.

11:30 a.m.–12:00 noon

BRIEFING FOR MODERATORS AND RECORDERS

This briefing, conducted by NAST staff, will offer instructions, expectations, and helpful hints to individuals who have been asked and have agreed to serve as Annual Meeting session moderators and recorders. All moderators and recorders should plan to attend this briefing. An opportunity for questions and answers will be provided.

12:30 p.m.–1:45 p.m.

GENERAL SESSION: PLENARY BUSINESS MEETING

Call to Order
Determination of a Quorum
Welcome to Members and Guests
Minutes
Agenda
Report of the Committee on Ethics
Report of the Commission on Accreditation
Introduction of New Accredited Institutional Members
Report of the Treasurer
Report of the Executive Director
Action on Proposed Handbook Revisions
Election
Report of the President
Appreciation
New Business
Adjournment

2:00 p.m.–3:15 p.m.

KEYNOTE ADDRESS

3:30 p.m.–4:45 p.m.

CONNECTING WITH THE COMMUNITY: EXPLORING OPTIONS, CREATING POSSIBILITIES

The work of the theatre unit can be an invaluable and indispensable asset to the institutional community. Not only can the power of storytelling coalesce communities, it can promote connection, deepen understanding, and advance awareness. The work of the theatre unit has the ability to open doors that have been closed, re-establish ties that have been broken, and mend long-standing rifts. But, does this ability stop at the academy’s threshold? Can it extend beyond the boundaries of the institution? Should the theatre unit seek to expand its reach into the community, and in doing so, is it possible that the closed doors, broken ties, and protracted rifts that exist just beyond the academy walls can be opened, re-established, and mended? Today’s session will extend the conversation begun in Minneapolis. Vignettes will be shared which depict not only success stories, but initiatives that posed challenges and how these challenges were addressed. Attendees will also consider how community connections might in return enhance the cultural and artistic development of the theatre unit, and lead to innovative initiatives that may result in fruitful opportunities for theatre students. Attendees will give thought to how communities can be best served by the work of the institution. How can theatre be a catalyst for positive results? How might administrators work with their faculty and students to further community engagement efforts? Guided by the presenter, attendees will consider how community connections can be established, and what it means to nurture such connections.  Rather than developing concrete action plans, participants will advance their understanding of the realm of possibilities.

5:00 p.m.–5:45 p.m.

FOCUSED ROUNDTABLE DISCUSSIONS, ASSIGNED

These focused roundtable discussions serve as a forum for individuals to discuss issues raised during both the preceding session on community engagement and the keynote address. Attendees are asked to advance in detail the conversations begun, considering not only the benefits of developing and building community, but how connections can be established, nurtured, and advanced for the benefit of the community, including but not limited to the students, faculty, institution, and community. Attendees are encouraged to share examples of good practices as well as difficult challenges, and to engage in dialogue that expands thinking and promotes ideas.

5:45 p.m.–6:45 p.m.

PRESIDENT’S RECEPTION FOR THE ASSOCIATION
(Cash bar)

This reception offers an opportunity for attendees to establish connections with individuals new to theatre administration and rekindle friendships with seasoned administrators. Members of the NAST Board of Directors will be introduced.

6:45 p.m.–9:00 p.m.

BOARD OF DIRECTORS DINNER AND SEMINAR MEETING
(Board of Directors members only)

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Friday, March 27, 2020

7:15 a.m.–5:45 p.m.

REGISTRATION

7:15 a.m.–8:30 a.m.

CONTINENTAL BREAKFAST FOR THE ASSOCIATION

8:45 a.m.–10:00 a.m.

MAKING THE STORY RELEVANT

Part of the continued popularity of certain playwrights is the long-held acceptance that the themes are both timeless and universal. Shakespeare, for instance, remains the most-performed and most-taught playwright in the United States. Nonetheless, in making decisions to perform such works, theatre administrators face the risk that the works will be received by contemporary audiences as tedious, inaccessible, or out of touch. Theatre administrators therefore must grapple with a multitude of challenging aspects as they relate to any given work: language barriers, historical unfamiliarity, or foreignness of context. For these reasons and others of pressing import, administrators must pay careful attention and ensure that the dialogue is not only relevant and engaging, but as well elevates the experience to a place which challenges the audience to derive value from the story itself. Updating a play’s setting, context, language, and attire involves a considerable amount of thoughtful decision-making that can serve to illuminate works in thought-provoking, timely, and meaningful ways. Further, theatre can be a vehicle used to deepen understandings of human principles, open minds, begin discussions, and coalesce communities–all through its ability to tell impactful stories. This places before theatre administrators a number of important issues to be considered when the selection of work is being considered. What influences/should influence the creative process when planning a new production, and what must be done to ensure that the stated vision and approach (1) is clearly understood by all involved, (2) effectively guides individuals throughout the learning process, and (3) inspires the entire creative process? When is a new idea or interpretation of a classic work conceptualized enough to attempt its realization? What determines when an idea is not ready yet? What risks are involved in play selection, casting, physical location, and adaptation? Pedagogically, what are healthy ways of discussing these risks with students, of involving them in the process? When should important traditions be maintained and when should liberties be encouraged? Without involving histrionics or over-sensationalism, what ensures that the outcomes of certain decisions will captivate, speak to, and engage an audience? How can theatre explore controversial issues with nuance and sensitivity, without adopting an agenda or taking a side? How can the education and training provided by theatre units to students instill and develop in them a curiosity and willingness that will prod them to explore universal themes with  depth, breadth, and varieties of lenses? What is the nature of interplay around ideas such as what is classic, what is important, what is relevant, and what is innovative? The presenter will lead a discussion which explores the process of (1) conceptualizing a work, (2) making deliberate choices that guide a work’s production, and (3) presenting performances which will resonate with audiences and enable them to transcend views, beliefs, and understandings held.

10:15 a.m.–11:30 a.m.

HONING THE PITCH: PROMOTING AND PROTECTING THE VALUE OF THEATRE STUDY

The need to reframe, refine, and reconfirm the ways in which theatre administrators articulate the value of and need for theatre study and practice in higher education, and theatre in the life of any academic community, remains critically important today. Failing to accept our responsibility to articulate the importance of our discipline, and to educate those who may hold less-informed views, particularly when they wield decision-making power that is directly related to the allocation of resources needed to sustain and advance theatre education and training, can place the artform at risk. Examples of such risks include fewer opportunities for students and audiences, reductions in the availability of funding and resources, and a devaluation of, or worse yet, loss of the important place theatre holds in the local creative economy. Should theatre administrators fail to accept the duty to discuss, promote, and defend the value of theatre study, or relinquish discussion of it to those who lack knowledge of or expertise in theatre, we do so at our own peril and to that of our field. What then should, must, and can we do? To start, it may be helpful for theatre administrators to define the constituencies and roles each can play in its support of the work of the theatre unit–peers, members of other collegiate units, upper administrators, members of local communities, city and state officials, representatives of foundations and external entities, and the like. With the intent to broaden the tools in our advocacy toolbox, attendees will consider the following questions: How is a successful advocacy campaign designed? How visionary must such a campaign be? How should “the pitch” be crafted, tailored, and delivered to different audiences? Approaches, both successful and less than successful, to promote theatre and theatre education will be discussed. Time for questions and conversation will follow.

10:15 a.m.–11:30 a.m.

USING CONTENT DELIVERY APPROACHES TO ENHANCE AND ADVANCE STUDENT LEARNING

In response to the expansion of student learning propensities, new modes of content delivery have emerged. Regardless of mode–interactive, learner-paced, flipped, unbundled, blended, and e-based–there remains the need to ensure that required and necessary content is being delivered to students in ways that advance the acquisition of skill and development of knowledge. As well, it is important to consider that no mode unto itself will result in success, and further, that great care must be exercised in the tailoring of the mode to the learning propensity. Noting that propensities and modes are growing exponentially, how can the modes available today be utilized to ensure that students are gaining  subject-matter knowledge? Do some topic areas/discipline-specific lessons lend themselves better to one approach over another? What are the benefits (and drawbacks) of face-to-face learning, online learning, and other learning approaches? Is there enduring value in the lecture-discussion approach? If so, what is this value and why does it remain effective? What is the importance of the teacher-student educational relationship, and if important, how can it be nurtured while various delivery approaches are utilized? Is a more traditional approach necessary if learning is to occur? Lastly, how can educators best navigate and utilize, to the benefit of each student, the vast number of available resources? Time for discussion will be provided.

10:15 a.m.–11:30 a.m.

MANAGING UP: DEVELOPING AND MAINTAINING RAPPORT WITH UPPER ADMINISTRATORS

“Managing Up” is a well-established business principle. Applied in the academic setting, it is an invaluable skill to possess. Managing up in productive ways can build trust, lasting relationships, and connections that can result in mutually beneficial outcomes for not only the theatre unit and the upper administration, but also for the institution as a whole and its students. Characteristics that mark successful alliances include shared acceptance of understandings and collective and genuine support for expressed missions, goals, objectives, and outcomes; the offering of factual and helpful information in advance and on an ongoing basis; a desire to collaborate and connect; mutual respect for schedules and existing time commitments; and high levels of accomplishment and proficiency, particularly as they relate to the education and training of students. Relationships can be enhanced further by the perceived and real value that the work of the theatre unit brings to the institution. Attendees will give thought and consideration to these issues and the following questions: How can effective rapport with upper administrators be established? What short- and long-term steps can/should be taken by the theatre executive to ensure that strong rapport will not only be developed, but maintained? With whom should connections be established? Attendees may wish to share good practices that have resulted in positive outcomes.

11:45 a.m.–1:00 p.m.

LUNCHEON FOR THE ASSOCIATION

1:15 p.m.–3:00 p.m.

STUDENT MENTAL HEALTH: BROADENING AWARENESS

With alarming regularity, we are witnessing an uptick in the number of students who are facing and struggling with psychological challenges. The roots of anxiety are far-reaching and can result from social, emotional, and behavioral conditions faced by students. These psychological challenges can arise in various forms and arrive with varying intensities. They can be fed by a number of conditions. Failure to land a role can undermine confidence. An inability to disengage from the storyline can create false realities. Participating in the portrayal of real-life atrocities can result in trauma. Incidents of campus violence can breed fear. Consideration of future remuneration can lead to worries about long-term financial stability. As theatre administrators, we may be ill-equipped to address such issues, much less recognize when help or intervention may be necessary. What are the signs of a brewing problem? What can/must be done to assist a student in need? What must be done when need is evident but not directly disclosed? Where can a student turn for help? Today’s presenter will address these questions, and in doing so, strive to deepen awareness among theatre administrators, and bring to light some of the issues that are prevalent on campuses today. Time for discussion will be provided.

3:15 p.m.–4:45 p.m.

THE ENROLLMENT CLIFF: ADDRESSING ANTICIPATED REALITIES THROUGH PROACTIVE PLANNING

Due to the decline in birthrate attributed to the effects of the 2008 financial crisis, projected enrollment levels at postsecondary institutions are expected to decline precipitously between the years 2025 and 2029. It is likely that this enrollment slump will continue several years thereafter, though the decline is not expected to be as drastic as in preceding years. The effects these trends could have on institutions of higher education could result in the need for substantial institutional changes, such as a reduction in the breadth, depth, and number of curricular programs and the concomitant need to downsize the faculty, changes in levels and structures of financial support, the need to develop new recruitment pipelines and rethink marketing strategies, and the necessity to create and nurture community partnerships, to name only a few. Given the extent of possible effects, theatre administrators must be prepared to proactively consider, study, plan for, and address appropriately the anticipated change in the number of students expected to enter the academy. Administrators must also be ready to manage the changing landscape in ways that can result in positive institutional outcomes. Attendees will explore these issues, considering questions such as: What is the likely impact the predictions will have on an institution given its geographic location? Will some areas of the country be affected differently than others? Will the projected decline affect all institutions equally? If not, should institution type be taken into account, or should other demographic factors be considered? What, specifically, is expected within the next year, five years, ten years? In preparing for anticipated declines in enrollment, what initial steps can/must theatre administrators take? If enrollments decrease, what will be the impact on teaching, learning, and curricular programs? What can be done to prepare for and minimize possible negative effects? The presenter will offer a briefing regarding the aforementioned trends and projections, including their possible impact on institutions of higher education. Given such information, administrators will work together to consider various strategies that may assist them to manage the coming tide and contemplate initiatives that can be employed to ensure the ongoing vitality of postsecondary theatre education and training. Time for questions and discussion will be provided.

5:00 p.m.–6:15 p.m.

FOCUSED ROUNDTABLE DISCUSSION (ASSIGNED BY SIZE AND TYPE)

These focused roundtable discussion sessions offer to participants from institutions of similar size and type the opportunity to examine and reflect upon issues of shared interest and concern. Attendees are asked to consider and frame the issues related to the preceding session on enrollment trends and to come prepared to share with colleagues thoughts, ideas, and concerns. Participants will be asked to think deeply about and discuss in detail the issues and ideas presented. Rather than discussing in brief a multitude of issues related to enrollment, attendees may wish to explore extensively several of the most salient issues.

6:15 p.m.–7:15 p.m.

RECEPTION FOR THE ASSOCIATION

6:15 p.m.–7:15 p.m.

URTA MEETING

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Saturday, March 28, 2020

7:30 a.m.–12:15 p.m.

REGISTRATION

7:30 a.m.–8:30 a.m.

BOARD OF DIRECTORS BREAKFAST AND SEMINAR MEETING
(Board of Directors members only) 

8:30 a.m.–9:45 a.m.

OPEN FORUM: HISTORICALLY BLACK INSTITUTIONS

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

8:30 a.m.–9:45 a.m.

ROUNDTABLE FOR COMMUNITY AND TWO-YEAR COLLEGES

This session will provide attendees with an opportunity to pose specific issues and questions for consideration by the entire group. Topics may be determined in advance or raised during the roundtable. This roundtable is open to all attendees.

8:30 a.m.–9:45 a.m.

ROUNDTABLE FOR NON-DEGREE-GRANTING AND PROFESSIONAL STUDIO SCHOOLS

This session will provide attendees with an opportunity to pose specific issues and questions for consideration by the entire group. Topics may be determined in advance or raised during the roundtable. This roundtable is open to all attendees.

8:30 a.m.–9:45 a.m.

NAST ADMINISTRATIVE SUPPORT RESOURCES

NAST has a number of resources available for institutions to assist in the formulation of local proposals and policies. This session will enumerate and explain the purposes of several sets of information. Areas of discussion will include 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 programs in theatre. Information described above is available on the NAST website, as is detailed and extensive information helpful to the general public, students, administrators, theatre administrators new to NAST, and those embarking upon accreditation and reaccreditation applications. A brief look at the website, highlighting its resources and use, will be offered.

10:00 a.m.–11:15 a.m.

OPEN HEARING: SPECIFIC OPERATIONAL STANDARDS FOR FREE-STANDING THEATRE INSTITUTIONS OF HIGHER EDUCATION; SPECIFIC OPERATIONAL STANDARDS FOR PROPRIETARY INSTITUTIONS OF HIGHER EDUCATION

2020 will mark the last year of the Association’s multiyear comprehensive review of its accreditation standards. This year’s hearing will take comments on two remaining sections of the Handbook which address accreditation standards: Specific Operational Standards for Free-Standing Theatre Institutions of Higher Education, and Specific Operational Standards for Proprietary Institutions of Higher Education. An electronic copy of the hearing text will be sent to all Annual Meeting attendees in advance of the meeting. Participants are encouraged to bring a marked copy to the hearing. Please note: NAST welcomes comment pertaining to its accreditation standards. Feedback may be forwarded to the National Office at any time.

10:00 a.m.–11:15 a.m.

CREATING COGENT COMMISSION COMMUNICATIONS

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

10:00 a.m.–11:15 a.m.

CURRICULUM DESIGN: THE UNDERGRADUATE DEGREE

From time to time, and for a variety of reasons, theatre 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 theatre 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 market into which students will enter. As well, resources must be considered, and consensus must be built. Only with these understandings in hand can the architecture of a degree begin to take shape.

This session will focus on the structure of undergraduate degree programs. Differences between liberal arts and professional baccalaureate degrees will be addressed, as will differences between majors, minors, and areas of emphasis. Issues that arise regarding title and content consistency will be discussed. As well, the effective use of the standards to promote and embrace creative and innovative curricular programming will be explored. A review of the NAST Handbook and discussion of the Council of Arts Accrediting Associations’ Achievement and Quality resources available on the NAST website will be offered.

10:00 a.m.–11:15 a.m.

BRIEFING: FEDERAL ISSUES FOR THEATRE ADMINISTRATORS

Under the law, the federal government does not control higher education. However, the federal government does play a major role in developing conditions for the work of higher education, primarily through laws and regulations defining conditions for institutional participation in grant and student loan programs, and tax policies that influence economic conditions affecting education and the arts. Following a brief introduction to the higher education and policy landscapes, this session will address the current political climate; various pressures on institutions; and current and prospective federal policies, laws, and regulations affecting higher education and the arts. This briefing will take a non-partisan policy analysis approach, looking at the ramifications and costs of various options and probabilities. Time for questions and discussion will be provided.

11:30 a.m.–12:45 p.m.

THE NATURE OF CURRICULAR INNOVATION

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

11:30 a.m.–12:45 p.m.

BRIEFING FOR EVALUATORS
(Please note: This session is by invitation only.)

This annual briefing is offered for individuals currently trained and serving as NAST visiting evaluators. It will provide an opportunity for evaluators to refresh their knowledge of NAST 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 in the preparation of Visitors’ Reports.

11:30 a.m.–12:45 p.m.

OPEN FORUM: NAST ACCREDITATION PROCESSES—PROCEDURES, STANDARDS, GUIDELINES, AND PRACTICES

(Please note: Individuals who attend the Thursday morning session entitled “Workshop: Preparing for NAST Evaluation” may find this Open Forum helpful.)

This forum will provide an opportunity for discussion of NAST requirements and procedures with regard to applications for accreditation/reaccreditation, Plan Approval/Final Approval for Listing, and Substantive Change; as well as use of the Handbook and application of standards. It will be guided by the questions posed by participants, which may be prepared in advance and focus on general, rather than specific institutional issues. All meeting attendees are welcome.

11:30 a.m.–12:45 p.m.

ANNUAL REPORTING RESPONSIBILITIES OF ACCREDITED MEMBER INSTITUTIONS

Member institutions are required to submit information to NAST on an annual basis. This session will address specific reporting requirements, timelines, deadlines, and helpful suggestions aimed to ensure complete and accurate submission of the Accreditation Audit, Affirmation Statement, Supplemental Annual Report, and the HEADS Data Survey.

The predominant focus of this session will be 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, collection mechanisms, and presentation of calculated data.

Information regarding statistics contained in the HEADS Data Summaries (the aggregate reports compiled annually from HEADS Data Surveys), the use of HEADS Data Summaries and Special Reports for comparison among specific peer institutions, and potential uses for HEADS data in local policy discussions and administrative planning, will also be provided.

12:45 p.m.

ADJOURNMENT OF THE 55th NAST ANNUAL MEETING

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