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.
posted by Emmanuel Lemakis — July 08, 2013
The New York Center for Art and Media Studies (NYCAMS) offers a one-semester, sixteen-credit-hour undergraduate residency for visual artists, designers, and creative writers in New York. Our programs combine rigorous classroom study with internship and fieldwork experience, providing our students broad and competitive platforms for entering the arts professions. For eight years, NYCAMS has operated successfully as an off-campus program of Bethel University, serving over three hundred students from twenty-two partner institutions. However, current economic and enrollment challenges necessitate the search for a new host institution. NYCAMS is seeking administrative and fiscal oversight from a college or university with a vision for serving the next generation of young artists through interdisciplinary modes of instruction, collaborative models of learning, and dedicated professional mentorship. To learn more, please contact NYCAMS director John Silvis.
CAA’s Committee on Diversity Practices would like to introduce the Directory for Diversity Practices and to invite CAA members to submit syllabi and recommend additional material for it. The Directory for Diversity Practices has been developed to provide a range of updated documents, texts, and links related to ethnicity, race, gender, sexuality, disability, and aging for use in the classroom. It is accessible via the CAA website under the tab marked Resources.
The directory is divided into five user-friendly sections:
- Getting Started
- Classroom and Curricula
- Diversity in Academe
- Images and Documents of Art and Culture
The Committee on Diversity Practices is dedicated to building a useful and evolving resource for teaching the visual arts and art history. CAA encourages you to visit the site and to let the committee know how it can add to the directory in order for it to be more useful. The committee regards this directory as a work in process and seeks comments and submissions (emails below) from the CAA community at large.
Suggestions for any of the five areas are welcome and will be added as appropriate. Material included in its entirety must be in the public domain, contributed by the authors or copyright owners who have given permission to publish it on the CAA website, and/or otherwise publicly available. Contributions should be relevant, applicable, and up to date. Older material will be selected on its continuing relevance.
The committee welcomes the submission of syllabi addressing issues and topics related to diversity and art. It hopes to significantly expand this section, which promises to be a valuable resource for anyone seeking current models for inclusive curricula. Kindly send your syllabus as a Word file. Please remove any references to the specific details of the class (dates, name of institution, office hours and location, etc.). Professors retain the copyright for their work.
CAA has updated its directories of graduate programs in the arts, revising current entries and adding new ones. CAA’s comprehensive guides—listing 650 programs across five countries—provide prospective graduate students with the information they need to begin the application process. Graduate Programs in Art History covers four program types: History of Art and Architecture, Arts Administration, Curatorial and Museum Studies, and Library Science. Graduate Programs in the Visual Arts presents program listings in Studio Art and Design, Art Education, Film Production, and Conservation and Historic Preservation.
Organized alphabetically by school name within each program type, entries describe curricula, class size, faculty and specializations, admission and degree requirements, library and studio facilities, opportunities for fellowships and assistantships, and the availability of health insurance. To get a better sense of the content, look at these sample entries.
Individual programs types can be purchased separately as ebook or print volumes. You can also purchase individual entries in two ways: search the directories 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 by institution name to download individual entries as PDF files.
The directories also serve as 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 more details and to order the directories, please contact Roberta Lawson at 212-392-4404.
posted by Christopher Howard — June 20, 2012
The results of a 2010 survey of contingent faculty members and instructors in American higher education, published today by the Coalition on the Academic Workforce (CAW), have confirmed much of what has been reported anecdotally: part-time faculty members demonstrate a dedicated level of commitment to teaching and to the institutions that employ them, but this commitment is not reciprocated by those institutions through compensation or other professional support. The findings also describe larger course loads for teachers, imbalances in compensation in relation to not only professional credentials but also gender and race, and minimal participation in academic decision-making. Further, contingent faculty face longer durations of provisional employment and slim prospects for career advancement, with schools failing to meet their preference for full-time status.
According to a 2009 government study, 75.5 percent of all faculty members at colleges and universities in the United States are contingent: that is, they hold part-time or adjunct positions, have full-time non-tenure-track jobs, or serve as graduate-student teaching assistants. Part-timers alone make up nearly half the total professoriate. The US Department of Education, however, has not kept statistics on contingent-faculty salaries since 2003, when it last carried out its National Study of Postsecondary Faculty. CAW’s comprehensive survey, administered in fall 2010, was conducted in an effort to provide meaningful data for this rapidly growing concern. Of the nearly 30,000 survey respondents, 1,102 were CAA members: 591 in studio art and design, 362 in art history, and 149 in art education. The CAW report focuses on the largest group of contingent faculty: part-timers.
CAA is a founding member (1997) of CAW, which is a group of higher-education associations, disciplinary associations, and faculty organizations committed to addressing issues associated with deteriorating faculty working conditions and their effect on college and university students in the United States. Specifically, CAW’s purpose is to: collect and disseminate information on the use and treatment of full- and part-time faculty members serving off the tenure track and the implications for students, parents, other faculty members, and institutions; articulate and clarify differences in the extent and consequences of changes in the faculty within and among the various academic disciplines and fields of study; evaluate the short-term and long-term consequences of changes in the academic workforce for society and the public good; identify and promote strategies for solving the problems created by inappropriate use and exploitation of part-time, adjunct, and similar faculty appointments; promote conditions by which all faculty members, including full- and part-time non-tenure-track faculty members, can strengthen their teaching and scholarship, better serve their students, and advance their professional careers.
Andrew Delbanco, the author of College: What It Was, Is, and Should Be (2012), stated that, in 1975, 60 percent of college professors were full-time faculty with tenure. The reasons for the accelerated shift toward contingent labor since that time are many. Decreases in state funding, capital expansion without commensurate revenue, increases in specialized knowledge requiring thousands of course offerings, and swelling student enrollment all have had a detrimental effect on faculty budgets, more so than on any other area of expenditures in higher education. Jane Wellman, who led the Delta Project on Postsecondary Education Costs, Productivity, and Accountability, affirmed these observations in a recent New York Times interview:
What the evidence shows is that we’ve done more to cut costs in the faculty area than elsewhere in the budget, and we’ve done it by bringing in more adjuncts and part-timers. So there’s a handful of professors with tenure, who don’t teach very much, and then there’s [a] lot of people who have no benefits who do more of the teaching. I think it’s probably hurting academic quality, especially at institutions where the students are not well prepared. The attrition [of students] is mostly in the first two years, and that’s mostly where the adjuncts are.
While no hard evidence has determined that an increase of adjuncts has diminished the quality of teaching in higher education, the CAW survey results clearly demonstrate pressure on part-time faculty due to not only expanding workloads and larger classes—especially for part-time faculty teaching at multiple institutions—but also expectations to be involved in academic decision-making without additional compensation.
Professors of studio art and art history are acutely aware of all these issues. Enrollment has risen persistently for art-history and studio courses for years, while tenured positions have diminished. The survey results do bring some slightly positive news: median pay for contingent faculty in studio art and design and in art history is $3,000 per three-credit course (the nationwide median is approximately $2,700). In addition, workers at campuses with a union presence earn more than those at nonunion schools. Compensation is lower, however, for survey respondents who identified themselves as black, although the number of African Americans who participated in the survey was low. Please visit the CAW website for details on these issues and more.
The CAW report will provide important data for discussions taking place in several of CAA’s Professional Interests, Practices, and Standards Committees. The Student and Emerging Professionals Committee will be addressing contingent-faculty issues at a panel at the 2013 Annual Conference in New York, which will include Michael Bérubé, president of the Modern Language Association and director of the Institute for the Arts and Humanities at Pennsylvania State University, who will present an overview of the Academic Workforce Data Center, a compilation of historical data of the growth of contingent faculty by universities. Bérubé will also discuss the need to nationalize the academic-job market. Jeanne Brody, an adjunct professor at Villanova University and Saint Joseph’s University, will summarize the ways in which adjunct faculty members are effectively organizing and advocating better treatment within the university system. Victoria H. F. Scott of Emory University will discuss the establishment of an Art History Society of the Americas, which would explore abolishing adjunct position types, raising salaries, collecting statistics, and setting policies to improve and monitor working conditions.
The Committee on Women in the Arts, which focuses on women’s issues in the workplace and beyond, will respond to survey results on gender. Although women make up two-thirds of all CAA members, they tend to occupy the lowest rungs of academia, while men continue filling the higher-ranking and higher-paid positions. To continue the discussion, the committee will present a panel at the 2013 conference, chaired by the artist and professor Claudia Sbrissa, on how the “feminization” of art history may have contributed to lower salaries and prestige for women.
Similarly, the Committee on Diversity Practices will discuss issues related to retention of faculty members of color during its panel at the 2013 conference.
CAA would like to thank the individuals who generously volunteered their time and expertise to develop and tabulate CAW’s survey: John Curtis, director of research and public policy, American Association of University Professors; David Laurence, director of research, Modern Language Association; Kathleen Terry-Sharp, director of academic relations and practicing and applied programs, American Anthropological Society; Craig Smith, director of higher education, American Federation of Teachers; and Robert B. Townsend, deputy director, American Historical Association.
The information on this page has been updated. Please visit the main directories page for the most up-to-date information.
This fall CAA will publish new editions of Graduate Programs in Art History and Graduate Programs in the Visual Arts. As comprehensive resources of schools across the United States, Canada, the United Kingdom, Australia, and New Zealand, the guides list over 650 programs in fine art and design, art and architectural history, curatorial studies, arts administration, and more.
Prospective graduate students will find everything they need to know before beginning 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.
Graduate Programs in Art History covers four disciplines: Art History, Curatorial and Museum Studies, Arts Administration, and Library Science. This directory integrates programs in visual studies and architectural history into Art History. Similarly, Graduate Programs in the Visual Arts comprises four areas: Studio Art and Design, Art Education, Film Production, and Conservation and Historic Preservation. Studio Art and Design combines programs in fine art with those in graphic, industrial, and object design.
Organized alphabetically by school name within each discipline noted above, entries describe curricula, class size, faculty specializations, admission and degree requirements, library and studio facilities, opportunities for fellowships and assistantships, and more. Readers can draw important conclusions from these facts, such as the competitiveness of a program based on the amount of applications received and accepted. Need health insurance or housing while in school? Many programs provide details about what they offer.
The directories are available in multiple print and digital formats, as books, ebooks, and downloadable PDFs. The complete volumes of each directory are only available in print.
The complete Graduate Programs in Art History and Graduate Programs in the Visual Arts cost $41 each for CAA members and $51 for nonmembers, plus shipping and handling.
You can also order all entries within five of the eight disciplines as discrete perfect-bound, soft-cover books. The prices below do not include shipping and handling:
Art History: $22
Art Education: $18
Curatorial and Museums Studies: $16
Film Production: $15
The three remaining disciplines—Arts Administration, Library Science, and Conservation and Historic Preservation—are available only as ebooks and cannot be ordered as discipline-specific books.
Individuals can order both directories and the discipline-specific books through the CAA website (link forthcoming). If you are ordering for a school, institution, or department within a college or university, please download the PDF form (forthcoming) and return the completed version with payment to Roberta Lawson, CAA office coordinator, who will ship the directories to you within two business days of your purchase.
All entries within a particular discipline may be ordered as single ebooks. After placing your order on the CAA website, you will receive an email with a link(s) to the ebook(s). Each ebook can be downloaded a limited number of times and will be compatible with your personal computer and most smart phones and ereaders (excluding Kindles).
You can also order all entries within five of the eight disciplines as ebooks:
Art History: $22
Art Education: $18
Curatorial and Museums Studies: $16
Film Production: $15
Studio Art and Design: $26
Ebooks of all entries in Arts Administration, Library Science, and Conservation and Historic Preservation are priced as follows:
Arts Administration: $14
Conservation and Historic Preservation: $14
Library Science: $12
Ebooks can only be ordered through the CAA website (link forthcoming).
Sets of Entries
Individuals can search the directories by discipline, faculty specialization, country, region, state, degree type, and availability of health insurance via the CAA website and download PDFs of entries from either or both directories for $2 per entry (up to twenty entries). Upon ordering the entries, you will receive an email with a link to a single PDF containing the entries you have selected.
Questions about ordering? Please contact Roberta Lawson, CAA office coordinator, at 212-392-4404.
posted by CAA — December 15, 2010
CAA’s two Directories of Graduate Programs in the Arts, covering MA, MFA, and PhD programs in art and art history, are now on sale: $15 for CAA members and $20 for nonmembers, plus $4 shipping.
Published in late 2008 and early 2009, the directories remain the most comprehensive resources available for prospective graduate students in the visual arts, listing hundreds of programs in the United States, Canada, the United Kingdom, Australia, New Zealand, and elsewhere worldwide. CAA will introduce revised, online versions of the directories in fall 2011, with a price to be determined.
The directories come in two volumes, each sold separately: Graduate Programs in Art History includes art history, visual studies, museum studies, curatorial studies, arts administration, and library science; and Graduate Programs in the Visual Arts comprises studio art, graphic design, applied arts and design, film production, art education, and conservation. An index lists schools alphabetically and by state and country for quick reference. An introductory essay presents a detailed description of the elements of a program entry, including explanations of the various kinds of programs and degrees offered, helping place your search and selection process in context.
CAA accepts online purchases from individuals only. If you are ordering on behalf of a school, department, library, museum, or other institution, please download and complete this form and submit it via mail or fax to: CAA, 275 Seventh Ave., 18th Floor, New York, NY 10001; 212-627-2381.
Updated on February 23, 2011.