posted by CAA — March 31, 2016
Staff members from CAA flew to the windy city to exhibit and meet the attendees at the 2016 National Art Education Association (NAEA) Convention from March 17-19. The NAEA, a CAA Affiliated Society, is the leading professional membership organization exclusively for visual arts educators. Similar to CAA’s own Annual Conference, the NAEA Convention provides professional development services including sessions, workshops, events, and activities aimed at improving visual arts instruction in American schools.
The NAEA Convention was held at the McCormick Place Convention Center and the Hilton Chicago Hotel, where CAA will hold its 108th Annual Conference in February of 2020. In the Exhibit Hall, CAA’s booth was visited by hundreds of NAEA members working and practicing across all areas of arts education. CAA staff Tiffany Dugan, director of programs, and Vivian Woo, marketing and development manager, talked with attendees and provided CAA information including institutional and individual membership brochures; the Code of Best Practices in Fair Use for the Visual Arts and Use Fair Use buttons; and information about the 2017 CAA Annual Conference in New York. Examples of Art Journal and The Art Bulletin were also on hand.
CAA looks forward to reconnecting with NAEA attendees next year in New York. For a limited time only, all NAEA members can receive a $10 discount off membership with CAA. For more information please contact the CAA Membership Department at 212-691-1051, ext. 1.
posted by CAA — December 01, 2015
The undersigned learned societies are deeply concerned about the impact of Texas’s new Campus Carry law on freedom of expression in Texas universities. The law, which was passed earlier this year and takes effect in 2016, allows licensed handgun carriers to bring concealed handguns into buildings on Texas campuses. Our societies are concerned that the Campus Carry law and similar laws in other states introduce serious safety threats on college campuses with a resulting harmful effect on students and professors.
American Academy of Religion
American Anthropological Association
American Antiquarian Society
American Association for the History of Medicine
American Folklore Society
American Historical Association
American Musicological Society
American Philosophical Association
American Political Science Association
American Studies Association
American Society for Aesthetics
American Society for Environmental History
American Sociological Association
Association for Slavic, East European, and Eurasian Studies
Association of American Geographers
College Art Association
Latin American Studies Association
Law and Society Association
Medieval Academy of America
Middle East Studies Association
Modern Language Association
National Communication Association
National Council on Public History
Oral History Association
Society for American Music
Society of Architectural Historians
Society of Biblical Literature
Society for Ethnomusicology
World History Association
DeWitt Godfrey, professor of art and art history at Colgate University and president of the CAA Board of Directors, delivered the following presentation during a panel on trigger warnings at the one hundredth anniversary conference of the American Association of University Professors in Washington, DC, on Friday, June 12, 2015. In addition, Linda Downs, CAA executive director, has written a response to the panel.
Trigger Warning Presentation AAUP
First I would like to thank Joan Bertin and Shaden Tageldin for the invitation to the College Art Association to participate in this panel. I would also like to thank CAA’s executive director Linda Downs, Nia Page, Director of Memebership and Michael Goodman, Director of IT for their support. Special thanks to Angela Gibson, Associate Managing Editor of Book Publications at MLA who created and analyzed the survey results.
I feel it’s just safer, teaching in the state of Texas, to put a clear statement on my syllabus at the beginning of the term. That way, I can point to it and say that the individual had been warned.
This is all new to me, but it’s made me think twice about each and every assignment that contains material that might make one student uncomfortable, but that is necessary for me to deliver the course as I believe it should be taught.
Self censorship is the worst form of censorship.
My concern is for the insidious ways that things like trigger warnings induce doubt, fear and intimidation.
During CAA’s Mellon Foundation supported Fair Use project, we learned shocking fact that 50% of scholars and 30% of artists had abandoned projects due to fear and misunderstanding of copyright. The chilling effects of this restrictive culture of permissions on cultural production and production of knowledge cannot be overstated; how many articles, books, exhibitions and dissertations have been lost to a culture that overemphasizes ownership and unfairly removes works from study and distribution?
I would like to place trigger warnings in the context of other ideological assaults on intellectual freedom, the ways that this brings well meaning persons from the left—often feminist left—into an uneasy (and I hope unintended) alliance with an anti-intellectual conservative right; each marshal oppressive forces of fear to stifle debate.
We are in a moment that requires academics, in my opinion, to reenage with the world, and regrettably the debates around education are currently on terms that are no longer our own. There sounds a steady drumbeat of demands that we justify the value and place of the arts and humanities in our institutions and culture; there are moves to shift already eroding funding and support towards alledgedly more practical, more instrumental areas of education and study with more quantitative deliverables of jobs and careers. And the old arguments that the humanities and arts are “good” for you or even the overwhelming evidence that arts and creative communities deliver measuable economic benefits are no longer adequate. These arguments are reactive and reduce what we do to the adjunctive and peripheral, where we cede the terms of the debate.
So what do we do in a context that can only relate to cultural production in terms of the liberal economic model? What are the counter narratives that lead us away from the place of hand wringing and learned helplessness passively awaiting our eventual destruction?
We must reassert the humanities as the space of speculation and imagination that is at the center of human experience and the creation of culture. Art is where cultures and communities work things out, where we come to terms with the unfamiliar and rexamine the familiar; we are the canary in coal mine and we hold our own string, we help define, create and then transgress the boundaries of the normative. We propose frameworks for discernment, we cultivate the value of small and subtle differences, we consider from more than a single perspective, we look closely, we see through ideologies of stark difference. We explore shifting criteria, ideally we teach our students how to construct their own, we help create the capacity for sound judgement, to understand the contingent nature of such judgements, to be comfortable with uncertainty.
A neuroscience colleague at my University put it this way: during a conversation with a group of faculty, one remarked on recent work in his field that seemed to promise, one day, that all of our feelings, emotions and sensations could be reduced to series of well understood electrochemical interactions, the merely mechanical. He replied that in the unlikely event that ever came to pass, we would still have to figure what to do about it, we would still have to decide what it would mean.
Ideological Attempts to proscibe what can and can’t be taught, even those based in good intentions like trigger warnings, put that process in jeopardy.
Very few of us, I suspect, want to deliberately or inadvertantly hurt our students but, as the survey response show, most of us want to challenge them, to provide spaces in which they confront the unfamiliar.
The idea of “safe” space has been transformed so far that the educational mission itself becomes framed as “unsafe.” I write this as a woman who works on difficult material by marginalized groups. I understand discursive inequality and the ways that texts can be experienced as deeply personal. But the “safe” idea has itself become quite dangerous, I think. A student this fall put it best: “I don’t want a safe space to protect me from the world; I want to develop tools to change the world.”
Conceptual art example.
Derived from the context shifting ready-mades of Duchamp, conceptual artists assert that the un-embodied idea alone can be a work of art. As a consequence, anything or nothing can be a work of art. Such realizations can require a wrenching shift in ones entire worldview. One day the cup and saucer on your breakfast table have clear and certain utility and meaning, the next you cannot be so sure, things slide back and forth losing and gaining defining qualities. Imagine your world-view as a completed puzzle, where the many variegated pieces fit neatly into a coherent bounded image. Changing the shape or orientation of one piece, your definition and understanding of what is and isn’t art for example, means that many—maybe even all—the other pieces must be rethought, reshaped and replaced to restore coherence, to reestablish a consistent, workable world-view.
One can understand then where the resistance and rejection of conceptual art’s challenge originates. I do not expect students to necessarily share my reading of art, I do not proselytize, but I do expect that their rejection or acceptance of this mode of art practice be based on an engagement with it, not merely because it doesn’t “fit” their current understanding.
Art often provokes emotional responses ahead of intellectual ones, students—and fellow faulty—are often offended by the challenges presented by the avant-garde, morally outraged.
Conceptual art happened, it cannot be unhappened.
How can we teach such things as war, homophobia, racism, misogyny, homophobia, and violence if we cannot expect students to read such texts or material? How can we educate students about such violence (and thus hope to end such violence) if students refuse to engage with it in the classroom? And what about students who might refuse material that is contrary to other belief systems? For example, might fundamentalist students (of any religion or political philosophy) refuse to read books on sexuality, feminism, or women? In a word, trigger warnings feel like a reasonable issue in terms of supporting student survivors of sexual violence. But what about other kinds of censorship? And painfully, it is the very students who ask for trigger warnings (often open-minded, progressive, well-meaning, feminist students) who dont understand that their feminist request sounds like a conservative one for many progressive teachers.
The appealing dangers of certainty, fanning the conflagration of fear and anxiety.
I have had my share of trauma, but I am not sure if the best way of coping is to have yet another paternalistic/maternalistic authority figure interfering with what may be a trigger or not. Let me be the judge.
I would be very wary of any policy that required instructors to provide trigger warnings, because essentially that would mean the University was regulating certain kinds of speech/imagery and denoting it as deviant or disturbing.
I have colleagues whose experience with students sensitized by such warnings, prepped for PTSD I would say, serves as appalling evidence of the manipulation of young women into self-conscious victim positions and the closing down of discourse. As a life-long feminist and survivor of kidnap and gang-rape myself, who has helped many others cope with the aftermath, I have no evidence that trigger warnings lead to anything but the cultivation of a posture of fear. And the damage to freedom of speech–and simply to education, particularly feminist education—is incalculable.
The shift from Political Correct to Individual Correctness, any one persons trauma is by definition, the greatest of traumas. The right to never be offended.
The “trigger warning”, which forces teachers to change their teaching plans based on calculations about what topics might hurt students’ feelings or make them feel “unsafe”, forces teachers into the work of affirming the narcissism of many privileged students. It also buys into the notion that learning, study and education is a consumer experience, and that the consumers (the students) get to decide whether they like the goods on offer.
How can one predict what experiences students bring so that one can provide the correct warnings? What may seem totally innocent to the faculty member may trigger a reaction from a student. It’s almost as if faculty now have to adapt each course to the number of students enrolled: independent studies would be a more accurate description of a course if accommodations have to be made for everyone.
As someone who teaches predominantly non-white literature that often times critiques white privilege, comments by white students regarding this course material seems to miss the actual point regarding trigger warnings—it refuses to acknowledge (and actually desires to protect) the very privilege that many of the texts critique.
Ideology, like theory, bends and twists all available material into the pursuit of its own agenda, and casts out the rest. Its uses are by definition limited.
We seem to be in a golden age of passive aggression, whereby the speech of others can be controlled or stopped if one feels ‘uncomfortable.’
PTSD is real, accomodations can be made as they already are for other conditions that impact a students participation, performance and evaluation.
I feel that students should assume agency and talk to their professors about any personal needs. To offer blanket trigger warnings sends the message that some triggers are more important than others. I don’t believe it is pedagogically useful to sanitize spaces of learning of anything that could cause discomfort. The “real” world does not come with trigger warnings.
Trigger warnings was the topic addressed on a panel—organized by the National Coalition Against Censorship (NCAC), the Modern Language Association (MLA), and CAA—that took place at the one hundredth anniversary conference of the American Association of University Professors (AAUP) in Washington, DC, on Friday, June 12, 2015. Joan Bertin, executive director of NCAC, led a group of speakers that included Shaden Tageldin, professor of cultural studies at the University of Minnesota and chair of the MLA’s Women’s Committee, Anita Levy of AAUP, and DeWitt Godfrey, professor of art and art history at Colgate University and CAA president.
Faculty at several universities, including Wellesley College and the University of California, Santa Barbara, have adopted procedures to warn students, on syllabi, of disturbing topics that could trigger posttraumatic stress disorder or other strong reactions to subjects that will be presented in class. Students who may be affected are allowed to miss the class in which the identified work is discussed.
CAA and MLA prepared an informal survey in preparation for this panel and sent it to all members. Bertin summarized the results in her introduction. The survey found that less than 1 percent of the respondents’ institutions have adopted a policy on trigger warnings. However, 23 percent of faculty report that they have voluntarily provided warnings several times or regularly. Student-initiated efforts have instituted trigger warnings represent 7.5 percent. Fifteen percent of faculty indicated that students in their classes have requested warnings in the course they teach. Roughly 12 percent of respondents report that students have complained, either to the instructor or to administrators, about the failure to provide warnings. And 45 percent of respondents who have had first-hand experience with trigger warnings see it as a real threat to academic freedom. Many respondents added comments to the survey regarding their approaches, policies, concerns, and questions about trigger warnings. The panel will be reviewing them and preparing a document that summarizes them to assist other faculty in approaching this issue with their students and administrators.
Godfrey believes that trigger warnings are a form of self-censorship that induces doubt, fear, and intimidation in students as well as faculty. He called on faculty to reassert the humanities as a space of speculation and imagination at the center of human experience and to help students confront the unfamiliar in order to change it. “Art is where cultures and communities work things out,” Godfrey said, “where we come to terms with the unfamiliar and reexamine the familiar.” He sees a shift from the “politically correct” to “individual correctness,” where any one person’s trauma is, by definition, the greatest trauma. The individual now is asserting a right never to be offended or challenged intellectually. This shuts the door on exploration and discussion. There is also a chilling effect on faculty who are increasingly subject to administrative, student, and parental criticism and evaluation. Trigger warnings grew out of the feminist concern for the status of women on campus, but the result is that they find themselves in a place that can be identified as that of the political right. (CAA has published the text of Godfrey’s presentation.)
Tagilden indicated that trigger warnings grew out of the feminist concern for the status of women related to the trauma of rape, and that there should be a clear differentiation between mediated reality and reality in the classroom, so that students can move beyond their own limitations and find outlets and language to deal with traumas instead of normalizing victim appropriation. If students opt out of classes with difficult material, it automatically places the personal on a political plane.
What is the cause of this interest in protecting students from topics that may be difficult or traumatizing to address? Some in the audience saw it as coddling students for fear of criticism being levied on faculty. Some saw it as a question of race and class privilege. Students who have lived protected lives determine the need for treatment of all students. Others see it as a new generation of students isolated and unable to handle personal interaction as described in Sherry Turkle’s Alone Together.
The panel will be reviewing all the comments from respondents to the CAA/MLA survey to cull the most useful approaches that were recommended from the field to address the issue of trigger warnings. These recommendations will be posted by NCAC, CAA, and MLA in the near future.
posted by Christopher Howard — March 24, 2015
In 2010, thanks to a grant from the Andrew W. Mellon Foundation, the Institute of Fine Art at New York University inaugurated the Mellon Research Initiative. The initiative’s aim was to investigate trends in graduate education and advanced research in art history, archaeology, and conservation. That investigation took place at a time when those fields faced considerable challenges—financial, institutional, and conceptual. Cutbacks in funding from all sources and the concomitant or resulting instrumentalization of university education, which favors economic rationales for degree structures, department sizes, and disciplinary evaluation, presented explicit challenges to the humanistic as opposed to the “hard” sciences. They continue to do so.
The resulting publication, Pathways to the Future: Trends in Graduate Education, was introduced and discussed during three panels at CAA’s Annual Conference in February under the rubric of “Field/Work: Object and Site.” The Pathways report is the result of four years of consultation, undertaken through a series of workshops, conferences, and committees in which our fieldworkers—graduate students, professors, publishers, and university administrators, among others—were asked about the directions being taken in art history, archaeology, and conservation. These participants considered the resources those fields require to support graduate training and research; how those resources are most meaningfully allocated; and, crucially, how learning is best delivered in curriculum and training programs.
The public workshops and conferences (now available on the institute’s video archive) were accompanied by the work of three committees convened to pose relevant questions and investigate different aspects of our practices as researchers and educators. Unified in aim, the review committees largely operated independently. They shaped their work according to concerns and protocols specific to each field. The form of their reporting varies accordingly. All three committees considered both present conditions and future possibilities.
The examination of the state of our subjects found them to be generally robust. If anything they are stronger than ever before, existing as they do in today’s image-based environment and able to promote critical seeing along with critical thinking. They are inherently interdisciplinary and equally international or global in their inquiry and potential impact. They have direct relation to material understanding, in the recovery and safeguarding of our physical heritage, in interpreting its present condition, and in forecasting future manifestations.
Although based on wide consultation and meticulous deliberation, this report is intended to contribute to vital and ongoing conversations about the disciplines of art history, archaeology, and conservation, about their professional and intellectual situation, and about strengths, weaknesses, and strategies. Their thoughts on those matters are contained in this document, which is available on the institute’s website for downloading and circulating. The institute hopes this document generates discussion and stimulates further thoughts on the topics it raises and regarding training and research in art history, archaeology, and conservation.
The institute is profoundly grateful to the Mellon Foundation for its generous sponsorship, and to all those who participated in the initiative.
posted by Christopher Howard — February 23, 2015
Teaching the History of Modern Design: The Canon and Beyond
NEH Summer Institute
Drexel University, Philadelphia, Pennsylvania
July 6–July 31, 2015
“Teaching the History of Modern Design: The Canon and Beyond” is an exciting four-week NEH Summer Institute that will prepare twenty-five college faculty from diverse disciplinary backgrounds to meet the increasing demand for, as well as interest in, courses on modern design history. In-depth seminars will focus upon three interdependent thematic units: (1) taste and popular culture; (2) women as consumers and producers of design; and (3) political and global interpretations of design after World War II.
The director’s and visiting scholars’ complementary approaches to “The Canon and Beyond” will build upon and reinforce participants’ familiarity with standard material, while simultaneously introducing new material and critical perspectives. Field trips to regional museums and collections such as the Philadelphia Museum of Art and the Hagley Museum in Delaware will provide participants direct experience with objects and suggest ways to use local collections in their own teaching. Group presentations by our participants will take place during the final week of the institute.
Application deadline: March 2, 2015
Notification date: March 30, 2015
Visiting scholars: Regina Lee Blaszczyk, University of Leeds, England; Maria Elena Buszek, University of Colorado, Denver; Catharine Rossi, Kingston University, England; Sarah Teasley, Royal College of Art, London; and Vladimir Kulic, Florida Atlantic University.
Project faculty: Carma R. Gorman, University of Texas at Austin
Institute director: David Raizman, Drexel University
posted by Betty Leigh Hutcheson — October 24, 2014
CAA’s 2014 editions of Graduate Programs in the Visual Arts and Graduate Programs in Art History are comprehensive resources that feature updated information about 630 programs in 400 schools in the United States, Canada, the United Kingdom, Europe, and beyond (see sample entries).
The directories provide prospective graduate students with the information they need to begin the application process. The directories are also key professional references for career-services representatives, department chairs, graduate and undergraduate advisors, librarians, professional-practices educators, and professors interested in helping emerging generations of artists and scholars find success.
Entries from the following program types are available: History of Art and Architecture; Studio Art and Design; Curatorial and Museum Studies; Arts Administration; Art Education; Library Science; Film Production; and Conservation and Historic Preservation.
New this year, CAA is offering PDF files of individual programs (updated in 2014) free of charge with the option of free customized PDF files, created on demand, based on the user’s preferred search criteria. Anyone can search the directories online by program type, faculty specialization, awarded degrees, country, region, state, availability of health insurance, and whether or not part-time students are admitted, or browse the directories by institution and download individual institutional records as PDF files. Search results include the program type, its location, and the program name and description, while the PDF file gives an in-depth profile of each program.
Print volumes offer several delivery options; e-books (as PDF or ePub files) can be downloaded twice and are compatible with your personal computer and most smart phones and ereaders (excluding Kindles). Please note that the individual, program-specific print volumes were last updated in 2013 and are available at a discounted rate.
Individuals can order through CAA’s website. If you are ordering for a school, institution, or department within a college or university, please download the order form and return the completed version with payment to Roberta Lawson, CAA office coordinator. We are unable to process Institutional orders online. Your order will be processed within three to five business days.
2014 Arts in Education Model Development and Dissemination & Professional Development for Arts Educators
CALL FOR PEER REVIEWERS
The U.S. Department of Education, Office of Innovation and Improvement (OII), is seeking individuals to review grant applications for the FY 2014 Arts in Education Model Development and Dissemination (AEMDD) and Professional Development for Arts Educators (PDAE) grant competitions. The AEMDD program supports research and evaluation, sustainability, documentation and dissemination of innovative models that demonstrate effectiveness for student improvement and performance in the elementary and middle school curricula. The PDAE program supports the implementation of a high-quality model for professional development of educators and instructional staff working with kindergarten through 12 grade students (K-12) in high-poverty schools. Integration of art disciplines for both programs includes: music, dance, drama, media arts, visual arts, and folk arts.
WHO: We are seeking peer reviewers from various backgrounds and professions including:
- Arts or Arts Education,
- Elementary through High School Education,
- College and University Educators
- Professional Development,
- Special Populations,
- Research and Evaluation,
- Curriculum Development,
- Model Development,
- Educational Partnerships,
- Non-Profit Organizations, and
- School Administration.
Peer reviewers may have expertise in various geographies, including urban, suburban, rural, and tribal communities.
REQUIRED AREAS OF EXPERTISE: The selected peer reviewers should have expertise in at least one of the following areas: professional and/or curriculum development, applied research and evaluation, arts based program management and design. Selected reviewers may choose to review applications for the AEMDD competition, the PDAE competition or both.
- Professional and Curriculum Development: Experience designing, evaluating, or implementing effective lesson plans and methods to learning for K-12, that focuses on teaching strategies and student engagement inside and outside of the classroom
- Experience integrating the arts into other core academic subjects
- Experience developing model in-service professional development programs for arts educators and other instructional staff
- Experience transferring or adapting projects/organizations to new settings
- Fluency in reviewing organizational assessment tools for project effectiveness
Applied Research and Evaluation:
- Extensive knowledge about current research findings in the What Works Clearinghouse (WWC) and comprehensive school reform models, with knowledge of how to apply those strategies in a variety of settings
- Knowledge of arts in education data sources and measures of program implementation and outcomes
- Knowledge and experience in developing logic models
- Expertise with experimental and quasi-experimental art based research designs
- Understanding of and experience with proven research methods successful in integrating effective practices
Arts Program Management and Design:
- Knowledge and understanding of effective operational and organizational/management infrastructures (e.g. people, processes, accountability structures, technology systems, program and grant management)
- Knowledge of or experience with building effective partnerships in a variety of sectors (education, legislative, private sectors, etc.) and successfully engaging diverse groups of stakeholders
- Experience using one or more of the following arts disciplines in program design: music, dance, drama, media arts, visual arts, and/or folk arts
- Experience building capacity and financial sustainability in organizations
- Experience developing policy to support adaptation of organizational change
- Expertise in recognizing and developing effective arts models in program implementation, particularly those for underserved students in high-poverty communities
- Experience reviewing grant applications
PEER REVIEWER EXPECTATIONS:
Application Review: Selected peer reviewers will independently read, score, and provide written comments for approximately 10 grant applications submitted to the U.S. Department of Education under the AEMDD and/or the PDAE grant programs.
Availability: Peer reviewers must generally be available for a 4 week time period and will work remotely and via teleconference. The peer review will devote time reading, scoring, developing comments, and discussing assigned applications. In addition, all reviewers will be required to participate in an online orientation webinar prior to reviewing applications.
AEMDD will require peer reviewers from May 12 until June 20, 2014.
PDAE will require peer reviewers from June 24 until July 31, 2014.
*These dates are estimates and will be confirmed upon peer reviewer selection*
Tools: Each reviewer must have access to the Internet, a phone, a computer, a printer and have the ability to access and navigate the G5 web-based system.
Quality of review: Each reviewer must provide detailed, objective, constructive, and timely written reviews for each assigned application. These reviews will be used to recommend applications for funding. They will also be shared with each applicant and the comments regarding winning applicants will be made available to the general public following the reviews.
Completion of review: Reviewers will receive an honorarium for the satisfactory completion of the above requirements during the grant review schedule. A satisfactory review requires that each application is read, scored, and discussed. The final, high-quality comments and corresponding scores will be reviewed and approved by a panel moderator prior to their final submission in the G5 system.
IF INTERESTED: If you would like to be considered as a peer reviewer, please click here and complete the Peer Reviewer Application Form. Even if you applied to be a peer reviewer for either the AEMDD and/or the PDAE grant competitions in the years prior, you must complete the Peer Reviewer Application Form. Please only submit one Peer Reviewer Application Form via the link provided above. Please also send your resume to the email address provided below no later than April 25, 2014.
Please do not exceed the three-page limit for resumes.
If you have any questions about the peer review process, please contact us by email: email@example.com
For more information about the AEMDD program, go to:
For more information about the PDAE program, go to:
posted by CAA — March 12, 2014
While the College Art Association (CAA) continues to affirm that the Master of Fine Arts (MFA) is the terminal degree in visual arts and design practice, a growing number of PhD and other doctoral degree programs in the arts are being offered by institutions within the United States and abroad. Consistent with its commitment to offer guidance to its members, their institutions, and other professional arts organizations, CAA recognizes the need to develop a statement regarding terminal degree programs in the visual arts and design. In February 2013 CAA’s Professional Practices Committee (PPC) outlined a twenty-month course of action to develop a Statement on Terminal Degree Programs in the Visual Arts and Design. This process began with the formation of an ad hoc committee to lead the project.
The committee worked over the past year on collecting and comparing information about terminal degree programs and developing draft statements. The most recent draft was presented to members at the CAA Annual Conference in Chicago in February 2014. The session was extremely well attended and included an open discussion period and a mechanism for collecting post-conference feedback. In addition, the committee presented an earlier draft at the September 2013 National Council of Arts Administrators Annual Conference and many committee members attended an open hearing on the same subject at the October 2013 National Association of Schools of Art and Design Annual Meeting.
The committee continues its work on a timetable to submit a final draft statement for PPC review by June 1, 2014; for CAA staff and legal counsel review by September 1, 2014; and for CAA Board of Directors review in October 2014.
Please review the current draft statement. Members can offer responses, comments, and suggestions at firstname.lastname@example.org until April 22, 2014. All submissions will be reviewed and considered. Please be aware that the committee will be unable to respond directly to members.
posted by Betty Leigh Hutcheson — October 24, 2013
New editions of CAA’s comprehensive directories of graduate programs in the arts are now available for purchase, featuring updated information about 630 schools in the United States, Canada, the United Kingdom, Europe, and beyond.
Entries from the following eight program types are available: History of Art and Architecture; Studio Art and Design; Curatorial and Museum Studies; Arts Administration; Art Education; Library Science; Film Production; and Conservation and Historic Preservation.
The directories are currently available for purchase as customized PDFs, created on demand based on the customer’s preferred search criteria. Anyone can search the directories online by program type, faculty specialization, degrees awarded, country, region, state, availability of health insurance, and whether or not part-time students are admitted; you may also browse by institution. Search results include the program type, its location, and the program name and description, while the purchased PDF gives an in-depth profile of each program (see sample entries). Printed volumes and ebooks will be available for purchase in early November.
CAA’s directories provide prospective graduate students with the information they need for the application process and beyond. The publications are also key professional references for career-services representatives, department chairs, graduate and undergraduate advisors, librarians, professional-practices educators, and professors interested in helping emerging generations of artists and scholars find success.
For questions about purchasing, please contact Roberta Lawson at email@example.com or 212-392-4404.