A Review of 50 Years of Teaching Conservation Science at SUNY Buffalo State

ABSTRACT

Art conservation science education is intertwined with the education of conservators. An apropos quote from Dr. Christopher Tahk, former scientist and director at the Cooperstown and later Buffalo State art conservation graduate training program, clearly describes this relationship and sums up the success of the science curriculum in the art conservation training programs “students are going out now, becoming conservators and understanding science, and so they can talk with scientists and there is a more of a rapport between the two.” Conservation science education has evolved to better achieve this aim, and this article highlights, discusses, and reflects on the challenges presented to conservation science educators, while examining possibilities and hopes for the future.

RÉSUMÉ

L'enseignement de la science en conservation de l'art et la formation des conservateurs-restaurateurs sont interconnectés. Une citation appropriée du Dr Christopher Tahk, ancien scientifique et directeur au programme d'études supérieures en conservation de l'art de Cooperstown puis de Buffalo State, décrit clairement ce lien et résume la réussite du cursus scientifique au sein des programmes d'étude en conservation de l'art : « Les étudiants partent maintenant, deviennent conservateurs-restaurateurs et, parce qu'ils ont une compréhension de la science, peuvent échanger avec les scientifiques et il y a plus d'affinités entre eux ». L'enseignement de la science en conservation a évolué pour mieux atteindre cet objectif et cet article souligne, discute et se penche sur les défis auxquels sont confrontés les spécialistes de l'enseignement des sciences de la conservation, en étudiant les possibilités et les perspectives d'avenir. Traduit par Mireille Brulotte.

RESUMO

A educação em ciências da conservação da arte está entrelaçada com a educação de conservadores. Uma citação apropriada do Dr. Christopher Tahk, ex-cientista e diretor do programa de treinamento de pós-graduação em conservação de arte em Cooperstown e posteriormente em Buffalo State, descreve claramente essa relação e resume o sucesso do currículo de ciências nos programas de treinamento em conservação de arte “os alunos estão saindo agora, se tornando conservadores e entendendo a ciência, para que possam conversar com os cientistas e haja mais uma relação entre os dois”. A educação em ciências da conservação evoluiu para melhor atingir esse objetivo, e este artigo destaca, discute e reflete sobre os desafios apresentados aos educadores de ciências da conservação, enquanto examina as possibilidades e esperanças para o futuro. Traduzido por Beatriz Haspo.

RESUMEN

La educación en ciencias de la conservación de arte está entrelazada con la educación de los conservadores. Una cita apropiada del Dr. Christopher Tahk, anterior científico y director en Cooperstown y luego del programa de postgrado en conservación de arte de Buffalo State, describe claramente esta relación y resume el éxito del plan de estudios de ciencias en los programas de formación en conservación de arte “los estudiantes están saliendo ahora, convertidos en conservadores y entendiendo la ciencia, para que puedan hablar con los científicos y haya un mayor entendimiento entre los dos”. La educación en ciencias de la conservación ha evolucionado para lograr mejor este objetivo y este documento destaca, discute y reflexiona sobre los desafíos presentados a los educadores de ciencias de la conservación y al mismo tiempo examina las posibilidades y esperanzas para el futuro. Traducción: Amparo Rueda.

KEYWORDS:

• Conservation science
• education
• pedagogy
• holistic education

Acknowledgements

The authors would like to thank the late Dr. Christopher Tahk and the late Dr. Robert Feller for sharing their insight and thoughts into the history of conservation science. Thank you also to retired Buffalo State art conservation faculty – James Hamm, Jonathan Thornton, Judy Walsh, and Dan Kushel for sharing their memories of the program over the years. Finally, thank you to The Andrew W. Mellon Foundation for their generous support to conservation science.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Andrew W. Mellon Foundation.

Notes on contributors

Aaron Shugar

Dr. Aaron Shugar is the Andrew W. Mellon Professor of Conservation Science in the Garman Art Conservation Department at Buffalo State College. He received his PhD in Archaeometallurgy from the Institute of Archaeology, UCL. He has published and conducted extensive scientific analysis on a wide range of art and archaeological materials for over 20 years. Address: As for Ploeger. Email: [email protected].

Rebecca Ploeger

Dr. Rebecca Ploeger is an Associate Professor of Conservation Science in the Garman Art Conservation Department at Buffalo State College. She received her PhD in Chemical Sciences from the University of Torino, Italy. Her main research interests are in the design, characterization and stability of synthetic polymeric materials use by artists and conservators. Address: SUNY Buffalo State College, Rockwell Hall, 1300 Elmwood Ave, Buffalo, NY 14222. Email: [email protected].

Meredeth Lavelle

Meredeth Lavelle went to the University of Buffalo where she earned an MA in art history with a minor in museum studies. She was a publications editor at the Albright Knox Art Gallery in Buffalo and a lecturer at Niagara County Community College before joining the Garman Art Conservation Department in 2002. Meredeth is currently the program manager where she is responsible for everything from grant writing and fundraising to budgets, events, and social media accounts. Address: As for Ploeger. Email: [email protected].