Program Overview

PhD. Concentration in Cultural Heritage and Preservation Studies

Chaps PhD

This 12 credit concentration within the Department of Art History Ph.D. program provides participants with the opportunity to broaden and give depth to their art historical/archaeological areas of specialization through the exploration of cross-disciplinary and global approaches to the analysis of monuments, sites and works of art within the context of World Heritage.

The CHAPS concentration is an appropriate complement for all of the fields of specialization currently offered in the Department of Art History. Students are encouraged to think broadly and cross-culturally, and to integrate relevant theory and practice into their art historical research, writing, and teaching. The concentration provides participants with additional areas of competence that will enhance career opportunities both outside and within academia. Cultural Heritage Preservation is a fast growing trans-disciplinary academic field at both the undergraduate and graduate levels. Potential employers outside of academia include: museums-ranging from encyclopedic to highly specialized; cultural institutions and sites; governmental and non-governmental agencies dealing with tangible and intangible cultural heritage (the World Monuments Fund, UNESCO, ICOMOS, for example); auction houses; local, regional and national preservation offices; historic preservation commissions and societies; preservation advocacy organizations; cultural resource management firms; architectural and landscape architecture firms; and design or planning firms (national and international in focus). Cultural Heritage Preservation is a fast growing trans-disciplinary academic field as well.

CHAPS concentration: Curriculum

Four courses (12 credits)

Normally graduates participating in the program will take the Seminar in Global Heritage Preservation in addition to two seminars on key issues in Cultural Heritage. A fourth course may be an additional seminar on a key theme, or an internship approved by the CHAPS advisor.

Dissertation Proposal

Students choosing the CHAPS concentration will be encouraged to develop a dissertation topic with a strong cultural heritage component in consultation with their CHAPS and Art History advisor. A CHAPS faculty member will serve on the Dissertation committee.

Qualifying Exam

The qualifying exam consists of an oral exam followed by the ten day written paper. Both the written and oral exams will contain a CHAPS concentration component. A CHAPS faculty member will serve on the examination committee.

The oral examination is approximately two hours in length. After successful completion of this portion, the student undertakes the written portion. The topic of the paper, which is assigned by the committee, is designed to assist students with formulating concepts and methods for their dissertations.

Admission

Students accepted into to the Graduate Ph.D. Program in Art History through the existing admission process have the option of choosing to pursue this concentration.

Ph.D. Coursework requirements with CHAPS concentration.

36 credits of coursework, of which 12 credits must be related to the CHAPS program. 6 credits - dissertation proposal

6 credits - qualifying exam

24 credits - research

72 TOTAL

Ideal Course of Study

An Ideal course of study:

For Ph.d students entering without an M.A.

Before entering:

During the summer before entering the program, student should complete study of at least one language.  The second can be studied upon entrance into the program. (Renaissance/Baroque students often take German as a 4th course).

The First Year:

Every student is required to take a Methods course in the first year. Students are required to take all their courses at Rutgers, rather than the consortium, unless there are extenuating circumstances, in which case approval is required by the Graduate Program Director, as well as the faculty member at the consortium institution.  By the end of the first year, students should begin to think about their dissertation topics, and do exploratory research during the summer.  If the student is interested in either a curatorial studies or CHAPS certificate, he or she should plan summer internships.

The Second Year:

In the second year, students are encouraged to take at least one course at a consortium school.  They should consider choosing a minor field, and hone in on the subject of their Master’s essay, which must be complete before they can register for dissertation research or exam preparation in September of the third year.  By the end of the second year, students should have a grasp of their potential dissertation topics, spending a good portion of the summer preparing their dissertation proposals and identifying the members of their qualifying exam committee.  The second language requirement should be completed by September of the third year.

The Third Year:

This year is spent working on both the dissertation proposal and qualifying exams.  Students are advised to have completed both by the end of this year, which allows them to submit applications for outside funding in the fall of the fourth year.  Students may schedule their proposal presentations in the fall semester, and the exams in the spring, or the reverse.  This decision is made based on the student’s level of preparation, and it should be made in consultation with the advisor and graduate program director.

The Fourth Year:

Students should be fully embarked on dissertation research, and working on grant applications for year five.

The Fifth and Sixth Years:

These should be devoted to dissertation research, writing, and revision, with completion ideally by the end of the sixth year.  Exceptions can be made if the student’s research requires extensive travel and additional language preparation.

 

For Students Entering with an MA:

The First Year

Students entering with an M.A. apply for courses from their prior institution to be accepted at Rutgers.  Twenty four credits is the maximum number accepted.  Final decisions about transfer credits are made at the beginning of the second semester.  If sufficient credits are accepted, students will take one year of courses, including a methods course, unless exemption is granted by the graduate director.  Students are expected to have completed at least one language requirement before entering, and are encouraged to complete their second by the September of the second year.

Students with an M.A. should come to the program with a general idea for potential dissertation topics.  They will be expected to present their dissertation proposals and take their qualifying exams by the end of the second year, and begin to apply for outside funding at the beginning of the third year.  Research and writing of the dissertation will follow as above, with the understanding that students work to complete their dissertations by the end of their fifth year.

Please Note: Mellon Fellowships and other graduate school fellowships are not available to students after the sixth year. 

After the seventh year, students must file a request to the Graduate School, if approved by the graduate program director, to extend their registration.

Master’s Degree Learning Goals and Assessment

                                       The Graduate Program in Art History

                              Master’s Degree Learning Goals and Assessment

                                                Adopted September 2011

 

The Graduate Program in Art History at Rutgers trains M.A. students at an advanced level in the history and theory of the world’s art, architecture and visual culture.  Students are trained as generalists, but explore one field in depth for their Master’s essay. We also provide students with the opportunity to earn professional certificates in Curatorial Studies and in Cultural Heritage and Preservation Studies (CHAPS).  Students can apply to earn either an M.A. in Art History, or an M.A. in CHAPS, although course requirements overlap.  For students interested in pursuing a future Ph.D., we prepare them to apply to top graduate programs.  The Rutgers M.A. is the foundation for museum positions as a curator, educator, administrator, or archivist, and also for positions within the growing field of Cultural Heritage.

Learning Goal One for Students:

*Master the skills of art historical research and writing necessary to work effectively in a variety of museum and academic settings.  Develop critical thinking, ability to do visual analysis, incorporate historical material and identify and use relevant theoretical frameworks.

Assessment of student achievement in Goal One.

*Review graduate course grades and narrative evaluations by faculty. Perform thorough   evaluations of all first year students through a rotating committee of three faculty members, who report on student progress to the graduate director.

*Evaluate students’ completion of requirements: a methods course, coursework in at least three different fields, and four courses with term papers

*Review student progress with close faculty advising and mentoring

*Design a comprehensive written examination assessing the depth and breadth of students’ knowledge of the field of art history.

* Guide student in preparation and completion of the Master’s essay—ordinarily an expansion of a substantial seminar paper.  Two faculty readers will evaluate the essay.

*Roles of the Program in helping students to achieve Goal One

*Provide close advising to ensure that students are being prepared in a coherent and academically rigorous way

*Supply effective, regular monitoring of student progress, with annual reports of student’s progress—from both the student and faculty advisors.

*Conduct a regular review of the curriculum by faculty—its suitability and effectiveness for preparing students for future responsibilities in museums, academia and institutions concerned with cultural heritage preservation. 

*Advise interested students about applying to a competitive PhD program outside Rutgers

*Learning Goal Two for Students:

*Engage in rigorous, original research

 

 

 

*Assessment of graduate student achievement of Goal 2:

*Identification of a topic appropriate for a Master’s essay, with the advice of two faculty readers.

*Production of a Master’s essay, done under the guidance of one faculty advisor, and a second reader

*Present conference papers and outline future articles for publication

*Role of the Graduate program in helping students achieve Goal Two.

*Provide early introduction to research methods and opportunities for research, not only in consultation with one’s potential advisors, but through a Methods course taught for new students every year. 

*Advise on and provide opportunities for presenting research in progress and receiving feedback.

*Provide comprehensive advising and assist in the identification of mentors.

*Learning Goal Three for Students

*Prepare to be professionals in careers that require training at advanced levels for administrative, educational and curatorial positions; positions within the field of preservation studies and cultural heritage; and related fields in which an Art History M.A. is a great advantage: publishing, non-profit foundations, auction houses, and commercial galleries. 

Assessment of graduate student achievement of Goal Three:

*Review evidence of papers written for courses and presented at conferences, exhibition proposals crafted, and/or manuscripts submitted for publication.

*Roles of the program in helping to develop Goal 3:

*Mentor M.A. students in securing internship opportunities

*Offer an exhibition seminar at least every other year, to train students to manage curatorial and educational responsibilities within a museum setting.

*Supervise publication of the Rutgers Art Review, fully staffed by a rotating editorial board of graduate students.

*Host a series of lectures by established scholars and serve as advisors to students on their own lecture series. Advise them on securing funding for the series.

*Survey Alumni and follow up regularly to maintain professional ties.

PhD Learning Goals and Assessment

                                    The Graduate Program in Art History

                                    PhD Learning Goals and Assessment

                                                Adopted September 2011

 

The Graduate Program in Art History at Rutgers trains PhD students at the highest level in all aspects of the history and theory of the world’s art, architecture and visual culture.  In addition, we provide PhD students with the opportunity to earn professional certificates in Curatorial Studies and in Cultural Heritage and Preservation Studies (CHAPS).  Our students are prepared to assume a range of top positions within the academy, a wide variety of museums in all cultural fields, and also within the growing field of Cultural Heritage, which may encompass positions with federal or state government agencies concerned with preservation and public policy.   

Learning Goal One for Students:

*Attain mastery of the ability to do rigorous research, construct original arguments, and substantiate them in a persuasive, fluent manner.  Identify topics that will make a significant contribution to the field, shaping future discussions and wherever possible, fortifying connections to related endeavors in the humanities and social sciences. 

*Assessment of student achievement in Goal 1.

*Evaluate graduate course grades and assess narrative evaluations by faculty.

* Evaluate students’ completion of requirements: a methods course, coursework in at least three different fields, four courses with term papers

*Organize faculty reviews of student progress, based on close advising and mentoring, from both individual advisors and the graduate director.

*Conduct a two-part PhD exam to assess the depth and breadth of students’ knowledge: an oral exam with a committee of four faculty members, and, if the exam is successful, a ten day research paper, evaluated by the same committee.

 *Role of the Program in helping students to achieve Goal One

*Provide close advising to assure that students are being prepared in a coherent and academically rigorous fashion.

*Engage in effective, regular monitoring of student progress, providing annual reports of student’s progress—from both the student and the committee members

*Organize a regular review by faculty of the graduate curriculum—its coherence and logic; periodically evaluate the requirements of exams, proposal presentations, and dissertation defenses.

*Work with students to develop the bibliographies for their exams and the outlines for their dissertation proposals

*Advise students about relevant graduate seminars offered by the schools in the consortium: Columbia, NYU downtown, the Institute of Fine Arts, the Graduate Center at CUNY, UPenn, and Stonybrook.

*Learning Goal 2 for Students: Engage in and Conduct Original Research

*Assessment of Graduate Student Achievement of Goal Two:

*The presentation and defense of the student’s dissertation proposal at an open workshop, attended by both graduate students and faculty. 

*The submission of an expanded proposal, including bibliography, to the faculty, which votes on the proposal at the next faculty meeting.  

*The Assessment of the quality of the PhD dissertation: When the PhD dissertation is completed and vetted by the advisor and the entire committee, the student presents his/her research at a public defense, followed by a private discussion with the dissertation committee, which may request revisions.  Committees are composed of three Art History faculty and one outside reader, often an Art Historian from a peer institution who is a specialist in the student’s field, and/or a scholar in a related field—History, Classics, Area Studies, for example—who can supply specialized knowledge and support.

* Submission of conference papers and peer-reviewed articles based on the dissertation

Role of the Graduate program in helping students achieve Goal Two.

*Provide early introduction to research methods and opportunities for developing original topics, both in consultation with potential committee members, and through a Methods course taught for new students every year.

*Provide opportunities to present research and receive feedback: conduct rehearsals of projected talks and conference papers, and advise on submission of manuscripts to journals, including the Rutgers Art Review.  

*Support students in identifying potential funding sources, both within and outside Rutgers. 

*Provide comprehensive advising and assist in the identification of mentors.

*Learning Goal Three for Students:  Prepare PhD students to be professionals at the highest levels of academia, museum administration and curating, as well as leaders in the field of preservation studies and cultural heritage.

 *Assessment of graduate student achievement of Goal 3:

*Mentor students in securing internships at institutions that will help train them for the work ahead.

*Review papers presented, publications submitted and advise on professional networking opportunities.

*Evaluate the teaching effectiveness of graduate student instructors with regular observation, and a follow-up discussion, with faculty mentors.

*Keep a current Alumni Data Base.  

PhD Examination Format

The student has a choice of two alternate forms of qualifying examinations.

A written examination followed by an oral exam:
A written examination may be taken either in one eight-hour session on one day or in two four-hour sessions on two consecutive days. The student must answer four essay questions in their field of concentration. Within a week of the successful completion of the written examination, an oral examination, of approximately two hours' duration, will follow.

An oral examination followed by a written research paper:
The oral examination will be approximately two hours in length and will focus on factual aspects of the student's field of specialization. Within six months after passing the oral examination, the student must take the second portion, which consists of a written research paper on an assigned topic to be completed within a period of ten days.

In the case of either, evaluation of the written section is made by the doctoral examination committee. Their decision is communicated to the student within a week of the completion of the examination. In the event that the student is judged to have failed the written section of the examination, committee members will be available to the student either individually or as a group to discuss their decision. In the case of a failure at the oral examination level, the student will be informed immediately upon conclusion of the committee's deliberations. A student who fails the doctoral qualifying examination will be allowed to retake it once, and must do so within a year after the first attempt.

After successfully completing the qualifying examination, the student will be formally admitted by the Graduate School to candidacy for the Ph.D. degree. Successful completion also entitles those students excused from the Master's examination to receive a Master's degree.