McMaster University Art History Self Study

McMASTER UNIVERSITY
PROGRAM SELF-STUDY AND AREAS OF SPECIFIC CONCERN
FOR THE PROGRAM
Art History
Submitted to Review Team consisting of
Dr. David Cast, Bryn Mawr College
Dr. Janice Helland, Queen’s University
Dr. Shiela Petty, University of Regina
Dr. Maureen Hupfer, McMaster University
Date
Spring, 2009
1
Acknowledgement: Portions of this template have been inspired from the OCGA Appraisal Brief prepared
by the School of Graduate Studies, McMaster University
CONTENTS
1 THE PROGRAM 4
1.1 Description of Program and Academic Unit 4
1.2 Describe indicators of quality 6
1.3 List any key changes 7
1.4 Discuss strengths, weaknesses and opportunities 7
2 CURRICULUM and STRATEGIC/ACADEMIC PLANS 10
2.1 Provide brief descriptions of the Program requirements and degree options 10
2.2 Goals and Learning Objectives of the Program 10
2.3 The most recent academic plan for the University 11
2.4 The strategic/academic and staffing plan of each
unit contributing to the Program 11
2.5 The University academic regulations 11
2.6 The Faculty academic regulations 11
2.7 The Program academic regulations 11
2.8 The URL for the program calendar 11
2.9 Summary table 12
2.10 Describe recent and anticipated Program changes 18
3 RESOURCES 18
3.1 Budget 18
3.2 List non-academic staff 18
3.3 Physical facilities and space 20
3.4 List any equipment and support services 21
3.5 Provide information about technology resources 21
3.6 Library resources 21
4 STUDENT PERFORMANCE 22
4.1 Admission practices for the University 22
4.2 Admission practices for the Program 22
4.3 Student retention and degree completion data 22
4.4 Current enrolment plans 31
4.5 Scholarships, awards 31
5 STUDENT LEARNING EXPERIENCE 38
5.1 Student satisfaction/concerns 38
5.2 Results from teaching evaluations 74
5.3 Description of student input unto this self-study 77
5.4 Additional data 77
5.5 Student satisfaction based on exit surveys 79
5.6 Success rates of professional certification 147
5.7 Placement after graduation 147
6 TEACHING 150
6.1 Distinctive aspects of teaching in this program 150
6.2 Teaching and curriculum innovations 151
2
6.3 Faculty Members 152
6.4 How research related to undergraduate teaching 152
6.5 Faculty teaching loads 153
6.6 Student-faculty ratios 154
6.7 Service teaching 154
7 GRADUATE PROGRAM APPRAISAL 211
8 MAJOR AREAS OF CONCERN 211
9 DEAN OF FACULTY STATEMENT 212
10 LIST OF PARTICIPANTS IN SELF STUDY 212
Appendix 3.6
213
Appendix 4.2
220
Appendix 6.6
239
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The Program Self-Study and Areas of Specific Concerns is the center of the review process. This study
provides each Program under review the opportunity to assess its strengths and weaknesses, obstacles it
faces in achieving its goals, issues raised in student surveys, topics it would like the review team to address,
an assessment of how the program is contributing to the current university academic plan, etc. There is
significant information gathering but it is the analysis of the information that is essential. Student
participation is an essential component of the self-study. The outcome of the initial self-study process
should be the preparation of documents for the review team, particularly a joint list of areas of concerns on
which advice is solicited. In addition, documentation should include a list of the participants, an outline of
the process followed, and a detailed summary of proceedings. Students should have a role in the drafting
of the individual or joint areas of concerns.
1 THE PROGRAM
1.1 Description of Program and Academic Unit

History and structure of the Program and the relationship to other Programs
at McMaster:
This should include information about all noteworthy or distinctive

aspects of the program including co-ops, experiential and problem based
learning, student exchanges, etc.
McMaster University’s Undergraduate Programs in Art History have, at their core, a

number of courses on the history of Western art that provide three primary foci: the art of
ancient Greece and Rome, Italian art of the Renaissance and Baroque periods and North
American and European art of the period 1750 to the present. In addition, we have
recently added courses in Asian art, an area in which we would like to see further
expansion.
The curriculum design is centered on:
. an organization, through the various levels, to lead students toward

increased/increasing sophistication not merely in terms of information but in
terms of method.
. a structure to heighten analytical abilities and high-light problem solving.
. a desire to provide students with intellectual skills and communication abilities

that are transferrable skills, that can be used by graduates whether or not they
pursue further study in art history.
. an ambition to equip well those students who may choose to pursue graduate
work.
. a desire to ensure that the training/abilities/expertise of faculty members is
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utilized in the most productive way possible, students thereby receiving the best
direction and supervision available.
. an aim to extend the student’s learning experience beyond courses that are
historical, into courses that approach art from various other directions.
In pursuance of those factors, we have
. designed a number of Level III lecture courses that develop, extend, and deepen
consideration of material related to that presented in specific Level II courses.
. provided students with a unique fourth year. Beyond our Thesis course, AH
4O06, all Level IV courses are seminars.
. designed courses that emphasize communication skills: writing for lecture

courses, writing and verbal presentation in seminars.
. maintained a Level IV Thesis course to provide our best students with the
experience of intensive research and writing over an entire academic year.
. incorporated theory in many historically-based courses.
. added to our history courses a course on Visual Literacy (AH 2A03), a course on
Aesthetics (AH 2H03), another on Theorizing Culture Through Performance (AH
3L03), a course on Issues in Studio Criticism (AH 3P03), a seminar on The Study,
Criticism and Evaluation of Art (AH 4V03), and another seminar, Introduction to
Art Galleries and Museums (AH 4X03).
The Art History unit of the School of the Arts is composed of three faculty members: Dr.
Angela Sheng, Dr. Alison McQueen, and Dr. Hayden Maginnis.
In offering the Art History programs, the faculty are augmented by:
. Dr. Joseph Sokalski, from the Theatre and Film unit of the School of the Arts,
who teaches Art History 2G03 and 3XX3, courses on the history of film.
. Dr. Janice Hladki, from the Theatre and Film unit of the School of the Arts, who
teaches Art History 3L03: Theorizing Culture Through Performance
. Members (3) from the Department of Classics who teach Art History 2B03, 2C03,
3G03, 3H03, 4BB3, courses on Greek, Roman and Early Christian art.
. One member of the Department of Communication Studies and Multimedia who

teaches Art History 2F03, a course on the history of design.
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. One member of the Department of Philosophy who teaches Art History 2H03.
The Art History program is administered by the School of the Arts within the Faculty of
Humanities. McMaster was the first university in Canada to offer Art History courses.
These began in the 1930s with a Carnegie grant. As a program, Art History originally
formed a department with Art. In 1996 the former departments of Art and Art History,
Drama and Music came together to form the School of Art, Drama and Music (SADM).
Multimedia joined SADM in 1999 and the name of the unit was changed to The School
of the Arts (SOTA) to acknowledge the new configuration. Multimedia left SOTA to
form a new department of Communication Studies and Multimedia (CSMM) in 2005.
1.2 Describe indicators of quality used for the program, faculty and students:
Program: We have begun to diversify the areas that are covered in the program to go
beyond Western Europe and North America to include Asia and we hope to continue in
this direction and include the Middle East. Along with this curricular development we
regard the methodological diversity as an indicator of quality in the program. Examples
of our methodologies are connoisseurship, stylistic history, socio-historical context
(including religious thought), gender theory, psychological theory, modernism,
postmodernism, and deconstruction.
Faculty: Our indicators of quality are the success of our teaching (based on student
evaluations), research productivity and administrative service.
Students: We measure the quality and success of our students by their successful and
timely completion of their degree in art history, the quality of their writing and tests, their
awards, and their success in applying for graduate programs.
Entry into an Honours Art History program requires a minimum Cumulative Average of
6.0 on the 30 units completed in Level I, plus an average of at least 7.0 in Art History
1A03 and 1AA3. Entry into the B.A. program requires a minimum Cumulative Average
of 3.5 on the 30 units completed in Level I, plus an average of at least 4.0 in Art History
1A03 and 1AA3.
Art History 3P03 and all level IV seminars are restricted to program students. The thesis
course, Art History 4O06, requires a grade of A- in a previous course in the chosen field
of study.
In the most recent Humanities Awards Ceremony (February 1, 2008), thirteen Art History
students received awards, an impressive showing for a small program.
All courses are reviewed each semester in Faculty mandated course evaluations.
Student numbers in the Level I courses are consistently high, demonstrating strong
student interest across the Faculty and the University.
Art History 1A03 Art History 1AA3
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2008/09 181 199
2007/08 153 169
During the past three years, overall enrollments in Art History have significantly
increased. The figures below are drawn from the Registrar’s Reports:
Full-Time Registrations:
Year B.A Single Hons. Combined Total

Hons.
2008/09 17 16 14 47
2007/08 17 13 16 46
2006/07 16 19 14.5 49.5
2005/06 8 15 11.5 34.5
2004/05 10 25 (single and 35
combined
Hons,)
Part-Time Registrations:
Year B.A. Single Hons. Combined Total

Hons.
2008/09 12 5 1.5 18.5
2007/08 10 5 1.5 16.5
2006/07 10 5 3 18
2005/06 9 9 2.5 20.5
2004/05 5 7 (single and 12
combined
Hons.)
1.3 List any key changes that have been made in response to other reviews
and/or student surveys:
The addition of courses on Asian art and visual culture resulted from discussions with
students concerning the need for greater diversity in the program and the faculty’s desire
to develop the program to better address changes in the discipline.
1.4 Discuss strengths, weaknesses and opportunities with regard to the program:
We have a small, cohesive and high quality program. The small number of faculty in art
history presents certain challenges. As indicated above, we would like to further
diversify our course offerings into the area of Middle Eastern Art. This requires a new
faculty position. We would also note that at present we are unable to offer even an
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introduction to the western medieval tradition (early Christian through Gothic) and we do
not have a contemporary specialist on faculty. Students in our program have the
opportunity of working with art history faculty on the study of an exceptional collection
of original works of art at the McMaster Museum of Art (MMA). The resources of the
MMA are integrated into our program at all levels. Our close relationship with the Art
program allows students the rare opportunity to participate in a course that brings
together art history and studio art students in the critique environment. Our faculty
attracts students from across campus, including Engineering and Society and Arts and
Science students who seek to undertake special thesis and other directed studies work in
art history. Resonating with our aim to diversify, the art history faculty are engaged with
the newly established Confucius Institute at McMaster University.
Each of the three faculty members has their research published regularly in international
peer-review journals and scholarly presses.
Dr. Angela Sheng
Dr. Sheng is the newest member of the Art History faculty, having come to McMaster in
2005 with the rank of Assistant Professor. Her Ph.D. was awarded in 1990 (University of
Pennsylvania).
Dr. Sheng’s career path has been unusual. She has taught Chinese Art History at McGill
University (2001) and at Keio University/Temple University Japan (1996-99) in Tokyo.
In 1993-94 she was Adjunct Professor in Textile History at the Fu Jen Catholic
University in Taipei. From 1990 to 1994, she was Assistant Curator in the Textile
Department of the Royal Ontario Museum. She has also worked for the China Division of
the Canadian International Development Agency (2001-02), the Chinese and Mongolia
Division of the Department of Foreign Affairs and International Trade (2001), and the
Canadian Embassy in Tokyo (1996-99). Dr. Sheng brings a rich variety of career
experience and extensive experience living in Eastern Asia to her students.
She teaches Asian Art, Canadian Art, and a course on Visual Literacy. Dr. Sheng has
taught seminars on the following topics: Art and Visual Culture 900-1400:
Interculturality, Art and Visual Culture 900-1400: Pax Mongolia, Art and Visual Culture
1750-Present: Interculturality: Chinoiserie and Japonisme, and Art and Visual Culture
1400-1750: Interculturality: East and West.
In September 2008, Dr. Sheng opened a major exhibition at the University of Hawai’i Art
Gallery: Writing with Thread, Tradition and Textiles of Southwest Chinese Minorities, an
exhibition in preparation for several years.
In 2007, Dr. Sheng was awarded a RDI grant from the Social Sciences and Research
Council of Canada, for her project Exploring Interculturality for integrating diversity to
build sustainable communities: lessons from Eastern Arctic Canada and Southwest
China.
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She is currently working on a book manuscript: Reading Textiles of the Silk Road:
Intercultural Transmission of Art and Technology in the First Millennium.
Dr. Alison McQueen
Dr. McQueen is currently an Associate Professor. She received her Ph.D. in 1998
(University of Pittsburgh) and came to McMaster in 2000, having previously taught at
Mount Alison University (1998-2000).
She teaches, at the upper levels, European and North American art from 1750 to the
present, including Art History 3P03: Issues in Studio Criticism, and Contemporary Art
that incorporates works from across the globe. Dr. McQueen annually teaches one of our
first year courses. She has offered seminars on the following topics: Art Collecting and
Patronage 1750 to the Present, Contemporary Art and the burden of Art History,
Psychological Theories and Visual Culture, The Cult of Rembrandt, and Conceptual Art
Practices.
Dr. McQueen has co-authored two books (1997, 1998) and her The Rise of the Cult of
Rembrandt was published in 2003. In addition, she has contributed two essays to books
and published eight journal articles, as well as a series of reviews.
Her record of nine Peer-reviewed/Contributed Presentations at Meetings is distinguished:

two papers for the International Congress of the History of Art (London, England, 2000;
Montreal, 2004), four for the University Art Association of Canada (Toronto, 1998;
Montreal, 2001; Kingston, 2003; Toronto, 2008), three for the College Art Association of
America (New York, 2000; Philadelphia, 2002; Boston, 2006).
Dr. McQueen has held two major research project grants from the Social Sciences and
Humanities Research Council of Canada (2000-3; 2005-8).
She is currently working on a book manuscript: Empowering Empress Eugénie: Gender,

Politics and Visual Culture in the Nineteenth Century.
Dr. Hayden Maginnis
Dr. Maginnis received his Ph.D. in 1975 (Princeton University) and, after a post-doctoral
fellowship in Germany (Alexander von Humboldt Stiftung), came to McMaster in 1977.
He is currently a Full Professor.
He teaches, at the upper levels, European art from 1200 to 1700, with particular focus on
Italian art. In addition, he offers a seminar on The Study, Criticism and Evaluation of Art
and annually teaches one of our first year courses. Over the years, he has offered many
seminars on a range of topics, including Early Sienese Art, Pietro Lorenzetti, Giotto, and
The Young Michelangelo.
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Dr. Maginnis has given Peer-reviewed/Contributed Presentations at many professional
meetings and at various universities.
Dr. Maginnis has authored two books on the history of early Italian painting, Painting in
the Age of Giotto and The World of the Early Sienese Painter, edited three books (a
fourth is in progress), and contributed essays to eight books. He is a contributor to The
Dictionary of Art. He has also authored thirty-two articles and a number of reviews, all
for major, international journals.
Dr. Maginnis has held two major research grants from the Social Sciences and
Humanities Research Council of Canada (1981-86; 1996-99).
He is currently working on a book manuscript: Early Sienese Painting.
2. CURRICULUM and STRATEGIC/ACADEMIC PLANS
2.1 Provide brief descriptions of the Program requirements and degree options:
Program Structure:
Art History offers two Level I courses that are open to all university students, Art History
1A03: Introduction to the Study of Art and Art History, and 1AA3: Introduction to the
History of Art.
Beyond Level I, the program offers the following degrees:
• Honours Art History
• Combined Honours in Art History and Another Subject
• Combined Honours in Art History and Arts and Science
• B. A. in Art History
• Minor in Art History
Beyond Level I, the program has cross-listed 30 units of courses offered by other
departments or programs. Of these, 15 units are Classics courses, 9 units are Theatre &
Film Studies courses and 3 units are drawn from the offerings of each of Philosophy and
Communications Studies and Multimedia.
Detailed information is available at:

http://registrar.mcmaster.ca/calendar/year2008/sec_335.htm
2.2 Goals and Learning Objectives of the Program:
The goals and learning objectives of the program are:
To provide the following: to develop critical thinking; to cultivate communication skills,

written and oral; to enhance visual literacy; to provide students with an understanding of the
discipline of art history; to prepare those who wish to further their education beyond the
undergraduate level.
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These goals and learning objectives are being met by:
We have a broad curriculum that covers Western European, North American and Asian art.
The historical eras included in our curriculum range from Ancient Greek and Roman Art to
Pre-Han, Han, Six Dynasties, Tang, Song, Yuan, Ming, Renaissance, Baroque, Modern and
Contemporary Art.
We have a planned sequence of courses that is intended to build over the course of a three or
four year program for both Majors and Honours art history students. At the first year level
our two required courses provide a foundation that equips students with the basic tools they
need to study Art History. The level two courses present material in increasingly diversified
areas and with more detailed historical context. Level three explores specific themes and
more sophisticated analysis. Students enter fourth year with both the breadth and depth of
knowledge and skills required to undertake the analytical work that is the basis of our
seminars and thesis work. Faculty incorporate a significant amount of their original
research into lectures and seminars at the third and fourth-year level.
2.3 The most recent academic plan for the University is located at:
http://www.mcmaster.ca/pres/refining/report.cfm
2.4 The strategic/academic and staffing plan of each unit contributing to the
Program is located at [URL] or is attached:
The most recent strategic plan for the program was prepared in response to the External
Review of SOTA conducted during the Fall term, 2005. Copies of this document can be
provided if required.
2.5 The University academic regulations are located at:
2.6 The Faculty academic regulations (if applicable) are located at:
2.7 The Program academic regulations are located at:
2.8 The URL for the program calendar is:
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2.9 Summary table:
Include (for the last five years): courses offered in each term, enrolment program and
non-program (this info will be supplied by the Registrar), instructors (including name
and category of appointment)
UNIVERSITY COURSES
5 YEAR HISTORY
Category of
SUBJECT COURSE TERM D/E Instructor Appointment
SESSION: 200309
McQueen Assistant
ART HIST 029 1AA3 2 D Davies Sessional
ART HIST 029 1A03 1 D McQueen Assistant
ART HIST 029 2A03 1 D Davies Sessional
ART HIST 029 2B03 1 D Taught by Classics
ART HIST 029 2C03 2 D Taught by Classics
ART HIST 029 2D03 2 E McQueen Assistant
ART HIST 029 2F03 1 D Tharme Sessional
ART HIST 029 2H03 1 E Taught by Philosophy
ART HIST 029 2I03 1 E Davies Sessional
ART HIST 029 3AA3 1 E McQueen Assistant
ART HIST 029 3D03 2 D Davies Sessional
ART HIST 029 3H03 2 D Taught by Classics
ART HIST 029 3I03 1 D Davies Sessional
ART HIST 029 3J03 2 E McQueen Assistant
ART HIST 029 3PP3 1 D Macduffee Sessional
ART HIST 029 3P03 2 D McQueen Assistant
ART HIST 029 4AA3 1 D McQueen Assistant
ART HIST 029 4BB3 2 D Taught by Classics
ART HIST 029 4C03 2 D No information
ART HIST 029 4E03 1 D No information
ART HIST 029 4O06 1 D Thesis
ART HIST 029 4X03 2 D Pierce Sessional
SESSION: 200409
ART HIST 029 1AA3 2 D Davies CLA

ART HIST 029 1A03 1 D McQueen Assistant
ART HIST 029 2A03 1 D Davies CLA
ART HIST 029 2D03 2 D McQueen Assistant
Taught by
ART HIST 029 2F03 1 D Communications/Multimedia
ART HIST 029 2H03 1 D Taught by Philosophy
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ART HIST 029 2I03 2 E Davies CLA
ART HIST 029 3AA3 1 D McQueen Assistant
ART HIST 029 3B03 2 E Davies CLA
ART HIST 029 3D03 1 D Davies CLA
ART HIST 029 3G03 1 D Taught by Classics
ART HIST 029 3P03 2 D McQueen Assistant
ART HIST 029 3S03 1 D Maginnis Professor
ART HIST 029 4E03 2 D Davies CLA
ART HIST 029 4H03 1 D McQueen Assistant
ART HIST 029 4V03 2 D Maginnis Professor
SESSION: 200505
ART HIST 029 2A03 1 E Davies Sessional
SESSION: 200509
ART HIST 029 1AA3 2 D Maginnis Professor

ART HIST 029 1A03 1 D McQueen Associate
ART HIST 029 2A03 1 D No information
ART HIST 029 2D03 2 D McQueen Associate
ART HIST 029 2D03 2 E
ART HIST 029 2G03 1 E Taught by Theatre/Film
ART HIST 029 2Z03 1 D Sheng Assistant
ART HIST 029 3AA3 2 D McQueen Associate
ART HIST 029 3D03 1 E Davies Sessional
ART HIST 029 3J03 1 D McQueen Associate
ART HIST 029 3L03 2 D Taught by Theatre/Film
ART HIST 029 3P03 2 D McQueen Associate
ART HIST 029 4C03 1 D Maginnis Professor
ART HIST 029 4E03 2 D Sheng Assistant
ART HIST 029 4H03 1 D No information
SESSION: 200605
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SESSION: 200609
ART HIST 029 1AA3 2 D Maginnis Professor

ART HIST 029 1A03 1 D Davies Sessional
ART HIST 029 2A03 1 E Sheng Assistant
Taught by
ART HIST 029 2F03 2 D Communications/Multimedia
ART HIST 029 2I03 1 E Maginnis Professor
ART HIST 029 3AA3 1 E Davies Sessional
ART HIST 029 3B03 1 D Sheng Assistant
ART HIST 029 3P03 2 D Maginnis Professor
ART HIST 029 3S03 2 D Maginnis Professor
ART HIST 029 3XX3 2 E Taught by Theatre/Film
ART HIST 029 4C03 1 D Sheng Assistant
ART HIST 029 4X03 2 D Sheng Assistant
SESSION: 200705
ART HIST 029 1AA3 2 E Davies Sessional

ART HIST 029 1A03 1 E Davies Sessional
SESSION: 200709
ART HIST 029 1AA3 2 D Davies Sessional

ART HIST 029 2A03 2 D Sheng Assistant
ART HIST 029 2D03 2 D McQueen Associate
Taught by Communications
ART HIST 029 2F03 2 D Multimedia
ART HIST 029 2I03 1 D Maginnis Professor
ART HIST 029 3J03 1 D McQueen Associate
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ART HIST 029 3L03 2 D Taught by Theatre/Film
ART HIST 029 3P03 1 D Maginnis Professor
ART HIST 029 3XX3 2 E Taught by Theatre/Film
ART HIST 029 4C03 1 D Maginnis Professor
ART HIST 029 4E03 2 D McQueen Associate
ART HIST 029 4H03 1 D Sheng Assistant
ART HIST 029 4X03 2 D Sheng Assistant
Term I
SESSION 200809 (only)

ART HIST 029 2I03 1 E Maginnis Professor
ART HIST 029 3B03 1 D Sheng Assistant
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200309 200409 200505 200509 200605 200609 200705 200709 200805
DEPARTMENT/COURSE
T1 T2 T1 T2 T1 T1 T2 T1 T1 T2 T1 T2 T1 T2 T3 T1 T2
ART D AY 1A03 1 1 1 1 1
HIST 1AA3 1 1 1 1 1
2A03 1 1 1 1
2B03 1 1 1 1 1
2C03 1 1 1 1 1
2D03 1 1 1
2F03 1 1 1 1
2H03 1 1 1 1
2I03 1
2Z03 1 1 1
3AA3 1 1
3B03 1
3D03 1 1
3G03 1 1
3H03 1 1 1
3I03 1
3J03 1 1
3L03 1 1
3P03 1 1 1 1 1
3PP3 1
3S03 1 1
3Z03 1 1
4AA3 1 1 1
4BB3 1 1 1 1 1
4C03 1 1 1 1
4E03 1 1 1 1 1
4H03 1 1 1
4O06 1 1 1 1 1 1 1 1 1
4V03 1 1
4X03 1 1 1
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EVENING 1A03 1 1
1AA3 1 1
2A03 1 1
2D03 1 1 1
2G03 1 1 1 1 1 1
2H03 1
2I03 1 1 1 1
3AA3 1 1 1
3B03 1
3D03 1 1
3I03 1
3J03 1
3XX3 1 1
Total 12 12 11 10 1 14 12 1 12 11 1 2 11 13 1 2 2
PREPARED BY THE OFFICE OF INSTITUTIONAL RESEARCH AND ANALYSIS
UPDATED DATE: 29JAN2009
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2.10 Describe recent and anticipated Program changes not outlined in the
strategic/academic plan:
Not applicable
2.11 Discuss strengths, weaknesses and opportunities with regard to the

curriculum and strategic/academic planning:
Our strengths include the breadth and depth of our curriculum, the calibre of faculty
teaching and research, the cohesion of the program through all levels, our connections
with the Art program and the McMaster Mueum of Art. Our challenges include the
following: we have only one seminar room with limited capacity, we have insufficient
library resources, particularly for books in the discipline of art history in which the
quality of illustrations is critical, the small faculty complement places significant pressure
and strain with regard to fulfilling program requirements and administrative duties. The
quality of our teaching and research positions us well to develop a graduate program in
art history. McMaster currently offers language courses in Latin, Greek, French, Italian
and Chinese (recently established Conficius Institute) that would be integral to a graduate
program in art history. The exceptional resources of the McMaster Museum of Art would
also be an integral part of a graduate program in art history.
3 RESOURCES
3.1 Budget:
Art History has no designated budget. The three other programs in the School of the Arts
enjoy access to budget lines through which they draw on funds that are guaranteed to be
renewed every year. These programs (Music, Art, and Theater and Film Studies) use
their budgets to organize concerts, performances, and speaker’s series among other
events. The faculty of Art History would very much like their discipline to receive
equitable treatment with the assignment of comparable resources to benefit their students.
The operating budget for Art History is part of the total budget of the School of the Arts,
and can only be estimated according to expected usage in areas that are drawn upon by all
of SOTA’s disciplines.
The annual operating budget for the program is prorated as: $8,175. Included in this
figure are the following: office expenses (telephone, communications, postage, etc),
supplies, equipment, recruitment, printing and publicity, etc. Salaries for faculty,
instructors, staff, and TAs are not included in this figure.
3.2 List non-academic staff including numbers and roles. In some cases
staff are not allocated specifically to program support and should be
prorated.
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All staff, except Teaching Assistants, serve the School of Arts as a whole. No-one is
specifically assigned to Art History.
Staff Type Role Numbers

Administrative Administrative Coordinator: 1 (approximately 33%
budget including payroll; assigned to each of the units
supervision of other staff; in SOTA - *Art/Art History,
administration of facilities; Music, Theatre & Film
co-ordination of interactions Studies)
with other areas of the
university (Physical Plant, *Art History faculty wish to
Custodial, etc); co- note that Art and Art
ordination of curricular History are separate
issues among faculty, the programs. They formed a
Director of SOTA and the department prior 1996 and
Dean’s office; Health and the formation of SOTA but
Safety; timetabling; they no longer form a
supervising publicity; discrete unit. The
supervising and writing assignment of staff and
contracts for unionized resources should be
sessional instructors, hourly reevaluated.
instructors, staff and TAs;
etc.
Administrative Assistant: 1 (approximately 33%

processing and file assigned to each of the units
management of accounts, in SOTA - *Art/Art History,
including faculty PDA and Music, Theatre & Film
research accounts as well as Studies)
providing faculty and
instructor assistance with *N.B. see above
such accounts,
reimbursements and
disbursements of
honorariums, etc.; handling
of confidential matters
relating to Tenure and
Promotion; setting up
itineraries for interviews of
applicants for
appointments; securing
performing rights; etc.
Clerical reception; bookings (student 2 (approximately 33%
rehearsals, keys, equipment, assigned to each of the units
appointments with in SOTA - *Art/Art History,
undergraduate counselors, Music, Theatre & Film
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etc); course evaluations; Studies)
course outlines; publicity
design and web-site *N.B. see above
maintenance; ticket sales;
exams and grade sheets;
faculty CVs and Annual
Activity Reports; etc.
Technical equipment maintenance, 1 (minimal time assigned
purchase and the acquiring specifically to Art History)
of estimates for new
purchases; Health and
Safety; etc
Teaching Assistants run tutorials; assist with 11 at 130 hours each; 2 at
grading; attend classes; hold 65 hours each. (a full TA is
office hours to assist 260 hours)
students; assist faculty with
the delivery of courses, etc.
OSAP students assist the technical director, 3 (none are specifically
the Studio Technologist and assigned to Art History)
in the office: cleaning and
maintenance of all
equipment and areas used
by the programs; assist with
filing, typing phone calls in
the office; etc.
Publicity Manager supervise all aspects of 1 (minimal time assigned to
publicity including press Art History)
releases, posters, programs,
etc.; design and post events
to the SOTA web site;
advise on publicity design
and distribution; ensure that
publicity materials conform
to university regulations;
etc.
3.3 Physical facilities and space (including assigned teaching facilities)

include:
There are four principal spaces in which art history courses are taught:
Togo Salmon Hall (TSH) B-128 has seats for 250 students and is the classroom used for
both first year courses. TSH B-105 has seats for 150 students and is used for some
second year courses. TSH B-106 has seats for 90 students and is used for second and
third year courses. Each of these three rooms are shared with other disciplines and access
is scheduled by the Registrar’s office. TSH 321 can hold approximately 20 students and
is used for tutorials for first year classes and fourth year seminars. The seminar room is
20
348 square feet and is equipped with a digital projector, two slide projectors and black-
out curtains.
The Administrative offices of SOTA are located on the fourth floor of Togo Salmon Hall
(TSH). Faculty members have access to private offices with telephone and network
access to the internet and McMaster enterprise computer services. Faculty offices and the
primary seminar room used by Art History are on the fourth and third floors, respectively,
of TSH. Faculty offices vary from 105 to 127 square feet, comparable to offices
throughout the Faculty of Humanities.
A total of approximately 3707 sq. ft. is assigned to Art History for undergraduate
teaching, faculty and Teaching Assistant offices.
Information about these classrooms scheduled by the Registrar’s office is available at:
http://www.ltrc.mcmaster.ca/cfmdocs/classservices/index.cfm.
[Describe any future plans e.g. relocation or space expansion. It is more important to
give an overview of the facilities available than to give extensive measurements.]
A new “Liberal Arts” building has been identified as a priority for the current Capital
Campaign. The new building has yet to be designed, but may contain technology-
enhanced classrooms that may be available for the teaching of Art History.
3.4 List any equipment and support services:
On request of the art history faculty, the audio-visual equipment in each of the four above-
noted lecture and seminar rooms has been upgraded between October 2007 and August
2008. The data projectors are now of high quality, there are sufficient screens for projection
of both digital images and slides, the projectors for which are housed in TSH B-105A
between two lecture halls. The data projectors in TSH B-105, B-106 and B-128 are the
responsibility of Classroom Audio Visual Services and this office provides technical
support and instruction as needed. The data projector in TSH-321 is owned by the School
of the Arts and, when required, technical support is offered by one of the School’s
Technicians. Support Services for slides and digital images is provided by the staff of the
Lyons Instructional Media Center which is slated to move to Mills Library in 2009.
3.5 Provide information about technology resources:
The Art History faculty use both slides and digital images and make use of the on-line
resource ARTstor, which is available through Mills Library. Since December 2008
faculty have also been able to access the FADIS (Fine Arts Digital Imaging System) at
the University of Toronto.
3.6 Library resources:
21
See Appendix 3.6
3.7 Discuss strengths, weaknesses and opportunities with regard to resources:
Recent upgrades to the data projectors in each of the lecture and seminar rooms means that
ARTstor and other digital scans are now projected as high quality images.
The limited library resources means that students are typically required to use RACER to
bring books and articles from other libraries to McMaster’s campus in order to complete
research necessary for their course work. The library resources are very weak in new areas
of teaching and research for the program, such as Chinese and Contemporary Art.
Designated funding for library purchases in these areas was not granted at the time of the
new tenure-track hires who would teach in these fields.
There are no designated resources for activities in Art History. The pedagogy and
research of the Art History program would benefit from the opportunity of a regular
budget for invited speakers. Allocated monies would also make it possible for students to
participate in education-centered trips to regional museums (ie. The ROM, Gardiner,
AGO and McMichael Collections in Toronto and the Albright-Knox Museum in
Buffalo).
4 STUDENT PERFORMANCE
4.1 Admission practices for the University:
Admission requirements for the University are outlined in
http://registrar.mcmaster.ca/external/other-admissions.htm.
4.2 Admission practices for the Program:

The program admission requirements can be found at:
Information to be supplied by Planning and Analysis:
-general profiles of students admitted (secondary school – Ontario & out
of province, college, mature, visa)
-in-program performance of students
See Appendix 4.2
4.3 Student retention and degree completion data: (Planning and

Analysis will supply info)
22
2003/04 2004/05 2005/06 2006/07 2007/08
RESULT OF SESSION # % # % # % # % # %
CHECK GRADUATION ELIGIBILITY DUE TO GRADES FOR

LOP COURSE 1 2.50
CLEAR TO GRADUATE. 21 36.21 12 32.43 1 2.50 15 25.86 13 22.81
MAY CONTINUE 37 63.79 24 64.86 37 92.50 41 70.69 43 75.44
MAY NOT CONTINUE AT UNIVERSITY 1 1.72
MAY NOT CONTINUE IN PROGRAM 1 2.70 1 1.72 1 1.75
NOT ELIGIBLE TO GRADUATE 1 2.50
TOTAL 100.0 100.0 100.0 100.0 100.0
58 0 37 0 40 0 58 0 57 0
23
2003/04 2004/05 2005/06 2006/07 2007/08
RESULT OF SESSION # % # % # % # % # %
B.A. CHECK GRADUATION ELIGIBILITY DUE TO GRADES FOR

LOP COURSE 1 12.50
CLEAR TO GRADUATE. 6 31.58 1 8.33 3 18.75
MAY CONTINUE 100.0
13 68.42 6 0 6 75.00 10 83.33 13 81.25
MAY NOT CONTINUE AT UNIVERSITY 1 8.33
NOT ELIGIBLE TO GRADUATE 1 12.50
All 100.0 100.0 100.0 100.0 100.0
19 0 6 0 8 0 12 0 16 0
BA/HO CLEAR TO GRADUATE. 15 38.46 12 38.71 1 3.13 14 30.43 10 25.00
N
MAY CONTINUE 24 61.54 18 58.06 31 96.88 31 67.39 29 72.50
MAY NOT CONTINUE IN PROGRAM 1 3.23 1 2.17 1 2.50
All 100.0 100.0 100.0 100.0 100.0
39 0 31 0 32 0 46 0 40 0
H.A/SC MAY CONTINUE 100.0
I 1 0
All 100.0
1 0
24
Art History – Cumulative Average (CA) Statistics:
Analysis Variable : CA_NO Cumulative Average

Minim Maxim Me Media Std
YEAR N um um an 25th Pctl n 75th Pctl Dev
2003/0 5 3.20 11.60 7.8 6.70 8.00 9.30 1.96
4 8 2
2004/0 3 4.10 11.50 8.3 7.20 8.65 9.20 1.79
5 8 2
2005/0 4 3.80 11.40 8.3 7.40 8.60 9.20 1.40
6 1 0
2006/0 5 3.00 10.80 8.0 7.20 8.55 9.40 1.69
7 8 8
2007/0 5 4.40 10.80 8.1 7.40 8.40 9.30 1.60
8 7 6
Art History – Mean CA – 2003/04 to 2007/08:
25
Art History - Median (CA) showing number of students 2003/04 to 2007/08:
26
Art History – CA Statistics – 2003/04 to 2007/08 – by Degree:
YEAR=2003/04
25t 75t
h h
Degr Pct Medi Pct Me Std
ee # Min l an l Max an Dev
B.A. 1 3.2 4.6 6.20 7.9 10.0 6.2 2.00
9 0 0 0 0 5
BA/H 3 5.7 7.3 8.30 9.5 11.6 8.5 1.43
ON 9 0 0 0 0 9
27
YEAR=2004/05
25t 75t
h h
B.A. 6 4.1 4.7 7.65 8.8 9.00 6.9 2.16
0 0 0 8
BA/H 3 5.0 7.7 8.70 9.7 11.5 8.5 1.63
ON 2 0 0 5 0 7
YEAR=2005/06
25t 75t
h h
B.A. 8 3.8 6.0 6.75 7.3 8.60 6.5 1.41
0 5 0 8
BA/H 3 7.0 7.9 8.70 9.3 11.4 8.7 1.04
ON 3 0 0 0 0 2
YEAR=2006/07
25t 75t
h h
B.A. 1 3.0 5.1 7.00 7.5 9.10 6.3 1.93
2 0 5 0 3
BA/H 4 4.3 7.6 8.75 9.5 10.8 8.5 1.30
ON 6 0 0 0 0 4
28
YEAR=2007/08
25t 75t
h h
Degre Pct Medi Pct Me Std
e # Min l an l Max an Dev
B.A. 1 4.4 5.5 6.55 7.7 9.90 6.6 1.54
6 0 5 0 9
BA/HO 4 4.7 8.0 8.70 9.6 10.8 8.7 1.25
N 0 0 0 0 0 3
H.A/SC 1 8.6 8.6 8.60 8.6 8.60 8.6
I 0 0 0 0
Art History – Mean CA – by Degree – 2003/04 to 2007/08:
29
4.4 Current enrolment plans (program and non-program students):
Given the current faculty complement, our plan is to maintain the numbers of program
and non-program students enrolled in art history. We would, however, like to see growth
in both areas to accompany new faculty appointments.
4.5 Scholarships, awards (University and program specific):
Based on the McMaster University’s Award Winners for 2007 in the Faculty of
Humanities, the availability of scholarships for Art History majors is limited compared to
those available to other disciplines.
Out of nearly 100 in-course awards, some can be given to students of any discipline: The
Chancellor’s Gold Medal, The Dr. Harry Lyman Hooker Scholarships, The Kneale
Brothers 1937 Academic Grant (based on financial need), The University Senate
Scholarships, and The University Scholarships.
Only 2 scholarships are given specifically to students in Art History:

The Eleanor Dornbush Marples Prize in Art History and The Peter McPhater Memorial
Scholarship (shared with Art students).
If Art History students had a minor or double major in Classics, they could also apply for
The Hellenic Prize and The E.T. Salmon Scholarship for Travel.
After several years of fundraising efforts, a new scholarship is currently being established
in memory of D. Marc Kirouac who graduated from Honours Art History in 2003.
Awards of $1,000 will be granted each of five years and should begin in 2009. The terms
of the award are currently being determined.
The following chart is based on statistics provided by the Provost’s Office:
Dean/Provost
Honour List
Year Students
No Dean
% %
2003/04 58 72.41 27.59
2004/05 38 71.05 28.95
2005/06 41 80.49 19.51
2006/07 58 75.86 24.14
2007/08 57 77.19 22.81
30
From 2003 to 2008, the number of Art History students is consistent, close to 60. Please
note that a Combined Honours or Combined Majors student is counted as .5 in the
McMaster University system. The percentage of these students being listed on the
Dean/Provost Honour List is high, around 75%, more or less.
Without other contextual statistics (e.g., the total enrolment in Humanities and relative %
by discipline and then the % of scholarships by discipline), it would appear that Art
History students generally do very well academically but have few opportunities to gain
scholarships, when compared to students in other disciplines.
ENTRANCE RENEWAL PROGRAM REVIEW AS OF DECEMBER 15, 2008

FACUL L STUD. YE
AWARD TYPE TY PROGRAM V NO AWARD NAME PAID AR SUBJ
-------------------------- ------
-- -------- ------------------ -- ------- -------------------- --- ---- -----
2008 ENTRANCE HUMA 065741 HONOUR AWARD $1,0 200
RENEWALS N ART HIST 3 0 LV 2 00 8 029
HUMA 075326 HONOUR AWARD $1,0 200
N H ART HIST 2 5 LV 2 00 8 029
HUMA H ART 074529 HONOUR AWARD $1,0 200
N HIST&ENGLISH 2 0 LV 2 00 8 029
HUMA H ART 066125 HONOUR AWARD 200
N HIST&HISTORY 3 0 LV 1 $750 8 029
N HISTORY&CLAS 3 7 LV 3 00 8 029
5
2007 ENTRANCE HUMA 065741 HONOUR AWARD $1,0 200
RENEWALS N ART HIST 2 0 LV 2 00 7 029
HUMA H ART 066125 HONOUR AWARD 200
N HIST&HISTORY 2 0 LV 1 $750 7 029
N HISTORY&CLAS 2 7 LV 3 00 7 029
3
2008 IN-COURSE PROGRAM REVIEW AS OF DECEMBER

15, 2008
FACUL L STUD. YE SU
AWARD TYPE TY PROGRAM V NO AWARD NAME PAID AR BJ
------ ----
---------------------------- -------- ------------------ -- ------- -------------------- --- ---- -
2008 NEW IN-COURSE HUMA H ART 056772 HOOKER, H.L. $1,5 200
AWARDS N HIST&ANTHROP 3 8 SCHP. 00 8 010
HUMA 054503 HOOKER, H.L. $1,5 200
N H ART&ART HIST 3 5 SCHP. 00 8 028
HUMA 065406 200
N H ART&ART HIST 3 5 UNIV (SEN) SCHP. $800 8 028
HUMA 974179 O'SHAUGHNESSY 200
N ART HIST 3 6 PRIZE* $500 8 029
HUMA 974179 200
N ART HIST 3 6 RAYMOND AWD $0 8 029
HUMA 067211 200
N H ART HIST 2 3 UNIV (SEN) SCHP. $800 8 029
HUMA H ART 056772 HOOKER, H.L. $1,5 200
N HIST&ANTHROP 3 8 SCHP. 00 8 029
HUMA H ART 045036 MCKAY,A.G. 200
N HIST&CLASS-A 4 3 CLASSICS $100 8 029
31
HUMA H ART 045036 MARPLES,E. ART 200
N HIST&CLASS-A 4 3 HISTO $175 8 029
HUMA H ART 066125 $1,0 200
N HIST&HISTORY 2 0 EXCHANGE GRANT 00 8 029
HUMA H ART 680741 UNIVERSITY 200
N HIST&HISTORY 3 0 PARTTIME. $250 8 029
HUMA H ART 680741 200
N HIST&HISTORY 3 0 G. GEORGE MEDAL $400 8 029
HUMA H ART 065076 200
N HIST&SOC 2 9 UNIV (SEN) SCHP. $800 8 029
HUMA H ART 065076 WOMEN'S ART 200
N HIST&SOC 2 9 ASSOC. $750 8 029
HUMA H ART 065152 200
N HISTORY&CLAS 2 7 UNIV (SEN) SCHP. $800 8 029
HUMA H ART 065152 HOOPER,B.O. 200
N HISTORY&CLAS 2 7 SCHP. $250 8 029
HUMA 054503 HOOKER, H.L. $1,5 200
N H ART&ART HIST 3 5 SCHP. 00 8 029
HUMA 065406 200
18
2008 IN-COURSE
RENEWALS
0
2007 NEW IN-COURSE HUMA H ART 056772 HOOKER, H.L. $1,5 200
AWARDS N HIST&ANTHROP 2 8 SCHP. 00 7 010
HUMA 055236 200
HUMA 065406 200
HUMA 054824 200
N ART HIST 2 2 UNIV (SEN) SCHP. $800 7 029
HUMA 038022 ROTARY/HAM A.M. 200
N ART HIST 3 3 AWD $0 7 029
HUMA 974179 MARPLES,E. ART 200
N ART HIST 3 6 HISTO $175 7 029
N HIST&ANTHROP 2 8 SCHP. 00 7 029
HUMA H ART 045036 $1,0 200
N HIST&CLASS-A 3 3 HELLENIC PRIZE 00 7 029
HUMA H ART 045036 200
N HIST&CLASS-A 3 3 VAREY SCHP. $275 7 029
HUMA H ART 047189 200
N HIST&CLASS-A 4 0 UNIV (SEN) SCHP. $800 7 029
HUMA H ART 047189 200
N HIST&CLASS-A 4 0 MCKAY,A.G. SCHP. $350 7 029
N HIST&MMEDIA 4 8 SCHP. 00 7 029
HUMA 055236 200
HUMA 065406 200
14
Art History - Dean/Provost Honour List - 2003/04 to

2007/08
32
Dean/Provost
Honour List
ART
Students
HISTORY No Dean
% %
2003/04 58 72.41 27.59
2004/05 38 71.05 28.95
2005/06 41 80.49 19.51
2006/07 58 75.86 24.14
2007/08 57 77.19 22.81

2007/08
33
2007/08 - by Degree
34
Dean/Provost
Honour List
ART HISTORY Students
No Dean
% %
2003/0 B.A. 19 89.47 10.53
4
BA/HO
N 39 64.10 35.90
2004/0 B.A. 100.0
5 6 0 .
BA/HO
N 32 65.63 34.38
2005/0 B.A. 8 87.50 12.50
6
BA/HO
N 33 78.79 21.21
2006/0 B.A. 12 91.67 8.33
7
BA/HO
N 46 71.74 28.26
2007/0 B.A. 16 87.50 12.50
8
BA/HO
N 40 75.00 25.00
H.A/SC
I 1 . 100.00

2007/08 - by Program
35
Dean/Provost
ART HISTORY Students Honour List
No Dean
ART HIST 61 55 6
H ART HIST 65 54 11
H ART
HIST&ANTHROP 4 1 3
H ART HIST&CLASS-A 13 10 3
H ART HIST&COMPLIT 3 1 2
H ART HIST&CSCT 4 3 1
H ART HIST&ECON 2 2
H ART HIST&ENGLISH 20 17 3
H ART HIST&FRENCH 1 1
H ART
HIST&FRENCH(A) 3 3
H ART HIST&GEOG 2 2
H ART HIST&HISTORY 10 7 3
H ART HIST&MMEDIA 15 13 2
H ART HIST&PEACEST 2 1 1
H ART HIST&PHIL 2 1 1
H ART HIST&POL SCI 3 1 2
H ART HIST&REL ST 2 2
H ART HIST&SOC 3 2 1
H ART HIST&WOM ST 1 1
H ART
HISTORY&CLASSICS 1 1
H ART&ART HIST 29 14 15
H
ARTHIST&CMST(CLT) 5 2 3
H ARTS&SCI&ART
HISTORY 1 1
36
2007/08 - by Program
37
H ART&ART HIST 29 14 15
H
ARTHIST&CMST(CLT) 5 2 3
H ARTS&SCI&ART
HISTORY 1 1
4.6 Discuss strengths, weaknesses and opportunities with regard to student

performance:
A higher faculty complement would allow for a better faculty-student ratio in art history
which would increase the attention individual students receive. This would, in turn,
heighten student performance. Access to greater library resources would result in
enhanced student performance, especially in research papers and independent thesis
work.
5 STUDENT LEARNING EXPERIENCE
5.1 Student satisfaction/concerns identified in student surveys: – will be conducted by

external company
McMaster University Program Review
Art History Q1a. For which degree are you registered?
Pass Bachelor (3-year degree) 23%
Honours Bachelor (4 or 5-year degree) 37%
Combined Honours Bachelor (4 or 5-year

degree)
40%
38
Combined Pass BA/Bachelor of Social Work
(4-year program)
0%
Responses 35
Q1b. Are you enrolled in the co-operative (co-op)

Art History education option in your program?
Yes 4%
No 96%
Valid Responses 24
Not applicable - there is no co-op for my
program
31%
Responses 35
Q2. If you are in a combined program, please indicate

Art History your other area of study.
Please see Program Comments Tab
Q3. If you are intending to declare a minor, please

Art History indicate your minor program.
Please see Program Comments Tab
39
Q4. How many total units are you enrolled in between

Art History September and April of the current academic year?
1. Less than 24 units 26%
2. 24 or more units 74%
Responses 35
Art History Q5. What is your year of study?
1st year 0%
2nd year 31%
3rd year 37%
4th year 20%
5th year 6%
Other 6%
Responses 35
Please see Program Comments tab for 'Other' years of study
40
6. To what extent did taking Level 1 courses in this area
Art History of study influence your decision to enter this program?
Very much influence 46%
Some influence 37%
Little influence 6%
No influence 11%
Valid Responses 35
Not applicable (Still taking Level 1 courses) 0%
No opinion 0%
Responses 35
2. If you are in a combined program, please indicate your other area

of study.
English
Combined Honours Arts and Science & Art History
Cultural Studies Critical Theory
Communication Studies
English
41
English
History
Art
communication studies
Classics
art
Fine Art
Fine Art
3. If you are intending to declare a minor, please indicate your minor

program.
Religious Studies and Classics
n/a
History
English
42
Classics
Religious Studies
Religious Studies
Minor in business
Theatre and Film, Culture Studies
French
5_oth1. What is your year of study? If a respondent selected "Other",

they were asked to please specify.
I am a part-time, mature student
I have taken several fourth year courses.
2nd degree
43
Q7. Thinking about your overall experience in non-elective courses required for your program, please indicate
the extent to
which you are satisfied with the following aspects of your instructors and the curriculum:
Art History
Satisfaction Ratings
7 = Very Satisfied
1 = Very Dissatisfied
Valid
7 6 5 4 3 2 1 N/A Responses
Responses
Quality of teaching by instructors 34% 37% 23% 6% 0% 0% 0% 35 0% 35
Helpfulness of instructors 26% 37% 31% 6% 0% 0% 0% 35 0% 35
Instructors’ presentation of course

materials
26% 43% 26% 3% 3% 0% 0% 35 0% 35
Instructors’ knowledge of their subject

areas
83% 11% 6% 0% 0% 0% 0% 35 0% 35
Instructors’ responsiveness to students in

the classroom
26% 49% 23% 3% 0% 0% 0% 35 0% 35
Instructors’ availability to students

outside of the classroom
26% 31% 29% 14% 0% 0% 0% 35 0% 35
Approachability of instructors 17% 46% 29% 6% 3% 0% 0% 35 0% 35
Opportunities for participation in class 23% 43% 26% 6% 0% 3% 0% 35 0% 35
44
Balance between various teaching
methods, such as lectures, tutorials, labs, 15% 33% 24% 12% 6% 6% 3% 33 6% 35
and other methods
Effectiveness of course materials, such
as textbooks, handouts, electronic-based 18% 41% 24% 9% 3% 6% 0% 34 0% 34
materials, etc.
Quality of teaching by teaching assistants
(TA's)
17% 31% 14% 28% 3% 0% 7% 29 17% 35
Helpfulness of teaching assistants (TA's) 17% 28% 21% 24% 3% 0% 7% 29 17% 35
Quality of teaching by tutorial or lab

assistants
20% 28% 20% 24% 4% 0% 4% 25 29% 35
Helpfulness of tutorial or lab assistants 27% 19% 27% 15% 8% 0% 4% 26 26% 35
Lab facilities and equipment 13% 0% 33% 20% 13% 7% 13% 15 57% 35
Program courses building on one another

to produce cumulative knowledge
26% 40% 31% 3% 0% 0% 0% 35 0% 35
Variety of evaluation methods, such as
tests, exams, assignments, participation, 14% 31% 34% 17% 3% 0% 0% 35 0% 35
labs, etc.
Appropriateness of evaluation methods,
such as tests, exams, assignments, 17% 34% 31% 17% 0% 0% 0% 35 0% 35
participation, labs, etc.
Effectiveness of evaluation methods in
assessing required course material
20% 23% 46% 9% 3% 0% 0% 35 0% 35
Fairness of evaluation 26% 46% 20% 9% 0% 0% 0% 35 0% 35
Instructors’ feedback to students 26% 43% 11% 17% 3% 0% 0% 35 0% 35
Variety of course offerings 11% 17% 34% 11% 23% 0% 3% 35 0% 35
Availability of courses 17% 11% 20% 20% 14% 14% 3% 35 0% 35
Program content 29% 29% 26% 14% 3% 0% 0% 35 0% 35
45
Q8. Please indicate the extent to which you think each is IMPORTANT for you to learn and develop as part of the courses you are
Art History taking in your program at McMaster, and rate the extent to which you are Satisfied that your program is contributing to your
learning and development in these areas:
Importance Ratings Satisfaction Ratings

7 = Very Important 7 = Very Satisfied
1 = Not at all Important 1 = Very Dissatisfied
*Valid
7 6 5 4 3 2 1 7 6 5 4 3 2 1 N/A *Responses
Responses
Written communication 66% 23% 6% 6% 0% 0% 0% 15% 36% 27% 18% 3% 0% 0% 35 0% 35
Oral communication 41% 24% 24% 9% 0% 3% 0% 3% 38% 25% 19% 9% 6% 0% 34 0% 34
Presentation skills 29% 14% 29% 17% 0% 11% 0% 12% 21% 27% 21% 15% 3% 0% 35 0% 35
Critical thinking skills 60% 29% 9% 0% 3% 0% 0% 24% 36% 27% 9% 3% 0% 0% 35 0% 35
Problem-solving skills 38% 18% 24% 9% 0% 12% 0% 19% 19% 23% 19% 13% 3% 3% 34 3% 35
Math/statistical skills 0% 8% 8% 33% 17% 17% 17% 36% 0% 18% 18% 0% 18% 9% 12 66% 35
Computer skills 6% 24% 24% 18% 12% 6% 12% 27% 7% 13% 33% 0% 13% 7% 17 51% 35
Technical skills 18% 18% 12% 18% 18% 12% 6% 13% 19% 19% 0% 25% 13% 13% 17 51% 35
Field skills 32% 40% 20% 0% 4% 0% 4% 13% 8% 25% 21% 17% 4% 13% 25 29% 35
Hands-on learning 54% 27% 4% 8% 4% 0% 4% 13% 13% 21% 21% 8% 13% 13% 26 26% 35
46
Practical work-related
skills
40% 27% 20% 3% 0% 7% 3% 7% 14% 18% 36% 11% 11% 4% 30 14% 35
Time management 65% 15% 9% 9% 0% 3% 0% 16% 25% 28% 22% 3% 3% 3% 34 3% 35
Project management 44% 28% 16% 6% 3% 0% 3% 10% 33% 27% 17% 3% 7% 3% 32 9% 35
Leadership skills 32% 13% 29% 10% 6% 3% 6% 7% 18% 39% 18% 7% 7% 4% 31 11% 35
Research skills 79% 9% 6% 0% 6% 0% 0% 28% 25% 22% 6% 9% 6% 3% 34 3% 35
Self-directed learning
skills
55% 24% 9% 9% 0% 3% 0% 23% 35% 26% 16% 0% 0% 0% 33 6% 35
Career development 67% 17% 3% 3% 3% 3% 3% 0% 21% 18% 25% 14% 11% 11% 30 14% 35
**Other skill 1 33% 67% 0% 0% 0% 0% 0% 33% 33% 33% 0% 0% 0% 0% 3 57% 7
**Other skill 2 0% 100% 0% 0% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 1 80% 5
**Other skill 3 0% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 100% 0% 0% 1 80% 5
*Valid Responses & Responses based on Importance Ratings

Respondents who selected N/A were not considered for the Importance or Satisfaction Ratings
47
8_18_oth. Other skill If a respondent selected "Other", they were
asked to please specify.
Examine and critique
Communication Skills
gallery appreciation

gallery visits

tours of art historical sites
48
Q9. For the following list of facilities and resources, please indicate BOTH the extent to which you think each is important to
your learning experiences in your program, and the extent to which you are satisfied with each:
Art History Importance Ratings Satisfaction Ratings

7 = Very Important 7 = Very Satisfied
*Valid
7 6 5 4 3 2 1 7 6 5 4 3 2 1 N/A *Responses
Responses
Library resources (electronic)

related to your Program area
53% 24% 21% 0% 0% 0% 3% 9% 21% 30% 15% 12% 9% 3% 34 3% 35
Library resources (printed)

related to your Program area
69% 26% 6% 0% 0% 0% 0% 9% 50% 9% 18% 6% 9% 0% 35 0% 35
Computer labs 0% 14% 36% 14% 0% 21% 14% 17% 17% 17% 25% 0% 8% 17% 14 60% 35
Computer technical support 13% 33% 7% 20% 0% 13% 13% 21% 36% 0% 0% 14% 7% 21% 15 56% 34
Study space 48% 23% 26% 0% 0% 0% 3% 20% 23% 10% 17% 13% 10% 7% 31 11% 35
Seminar rooms 59% 24% 14% 3% 0% 0% 0% 4% 14% 36% 18% 18% 11% 0% 29 17% 35
General classroom facilities 68% 21% 9% 3% 0% 0% 0% 6% 18% 39% 9% 9% 3% 15% 34 3% 35
Technology in the classroom 54% 29% 11% 6% 0% 0% 0% 6% 21% 24% 15% 18% 9% 9% 35 0% 35
Social space 37% 23% 17% 7% 3% 10% 3% 10% 21% 24% 24% 14% 7% 0% 30 14% 35
Lab space (non-computer) 38% 23% 23% 8% 0% 0% 8% 8% 15% 15% 23% 8% 15% 15% 13 62% 34
49
Lab equipment 57% 0% 14% 0% 14% 0% 14% 0% 14% 29% 14% 29% 14% 0% 7 79% 34
Field equipment 40% 20% 20% 10% 0% 0% 10% 10% 10% 30% 20% 20% 0% 10% 10 71% 34
Q10. In thinking about your overall learning experiences in your program, please indicate the extent to which you are satisfied with
each of the following:
Art
History Satisfaction Ratings
7 = Very Satisfied
1 = Very Dissatisfied
7 6 5 4 3 2 1 Valid Responses N/A Responses
Overall quality
of program 31% 51% 11% 3% 3% 0% 0% 35 0% 35
instruction
Overall quality
of course 11% 34% 43% 3% 3% 3% 3% 35 0% 35
offerings
Overall
development of 26% 34% 29% 9% 3% 0% 0% 35 0% 35
skills and abilities
Preparation for
future studies or 14% 26% 14% 17% 17% 6% 6% 35 0% 35
work
50
Overall quality
of learning
experiences in
23% 34% 26% 17% 0% 0% 0% 35 0% 35
this program
Overall
personal growth
& intellectual
46% 26% 20% 9% 0% 0% 0% 35 0% 35
development
51
McMaster University
Program Review
11. To what extent has your program met your
Art History expectations?
Better than you expected 38%
Just what you expected 47%
Worse than you expected 16%
Valid Responses 32
No opinion 9%
Responses 35
12. To what extent

Art History would you recommend your program to a friend
with the same interests?
Highly recommend 41%
Would recommend 53%
Would not recommend 6%
Valid Responses 32
No opinion 9%
Responses 35
52
13. To what extent
Art History would you recommend the university to others?
Highly recommend 55%
Would recommend 42%
Would not recommend 3%
Valid Responses 33
No opinion 6%
Responses 35
14. What did you like the best about your program?
Some of the professors are incredibly knowledgeable and deliver relevant information in a way
conducive to learning. Also, access to the McMaster Museum of Art, and their collection has
proven to be an excellent learning aid.
Having the McMaster Museum of Art on campus is extremely helpful. The use of the comparative
method with slides is helpful in learning.
Flexibility to focus on areas of interest in my papers.
Improving my communication (oral and writing) skills
Opportunities within the MMA and teaching assistant/ marker jobs
Access to experts -______-, ________, _______!
Professors knowledge of their field and ability to answer students questions with enthusiasm and
in most cases, first hand knowledge. (ie; an actual witness to a piece of art located in Europe)
53
The emphasis placed on the development of critical thinking skills in assessing art objects,
media, literature, etc.
I like the variety of courses offered, and the fact that you can (to a degree) self-direct your studies
in a personal area of interest.
The dedication and skills of my instructors who make a valiant effort with virtually no resources or
support.
learning about art is very important to me and interests me greatly, so majoring in art history is a
worth while experience for me.
The professors are very intelligent, passionate about what they teach, and always eager to help
their students.
During first year, going to the McMaster Museum of Art every other week for tutorials (during first
semester with ______), and the qualified TAs that I had both semesters.
The teaching style of some courses and the content
The professors themselves and their extensive knowledge about what they teach. Also the
quality of the material presented and its wide range.
The art we study and its relation/impact to various cultures surrounding it, vice versa.
Profs are approachable and can elaborate and assist you in further research. The program is
small, which helps getting to know your peers and the teaching styles of certain profs. Excellent
fourth year seminar courses.
I like the professors the best.
54
I have had the opportunity to study under the best in the world in a interest that captivates me. I
have been able to speak to and write about the people whose books are the benchmark for study
in Art History. It has been an honour to have the authors of the most renowned books on an
aspect of Art History as my instructors. It is surely unusual in a B.A. course to have a world
respected scholar take an interest in my ambition to write about a little known piece of art and to
have the mentorship and support of that scholar and I have that at Mac. I am most grateful for the
opportunity to study at this level and to have been accorded the respect and encouragement of
_______.
I find it helpful when you can tell a professor really enjoys what he/she is teaching you and the art
history professors do.
Specific Professors made the learning experience more interesting
professors know their stuff, i like learning from them and hearing what they have to say.
Professors are very knowledgable about their field of study and are extremely intelligent.
_____
The classes are quite interesting and I enjoy the material covered as well.
appreciation of historical architecture, art objects, developing skills in understanding these

objects in perspective to the events of the times (political, religious, economic, social)
Learning not just the techniques about paintings and sculptures etc, but to go more in depth and
to learn about the artist and have an idea of what was going on at that time. There is a broad
range of examples.
the flexibility of program selection. everything was open to me, and i had my choice of what i was
interested in. not once did i ever feel hindered in my experience here.
55
- a lot of interesting information
- professors are knowledgeable and easily approachable
- information can be used as general (built upon in furture courses) and specific
- provides background historical/social/cultural content
- courses with hands-on learning provide exciting opportunities to engage with artworks on
personal and professional levels
- course diversity allows for a wider range of knowledge
Intimate classroom settings. (Easier to get to know profs and students).
Expertise of the professors.
Friendliness of some of the professors.
Rapid feedback from some of the professors.
the teaching quality and class sizes
15. What did you like the least about your program?
Some professors are unclear and their lectures seem uninspired. A wider variety of 19th and 20th
centuries Art History courses would also be appreciated.
I wish there was more variety in the courses offered. They are generally all apart of about the
same three time periods.
56
Upper level courses are offered on an alternate year basis. This reduces the range of available
courses for students who are juggling to meet commitments with their second degree.
Professors being unclear as to who created a piece of art, its name, and where its from. Also
where to find it in the text as to attain all of this information.
The monotonousness of the assessments/tests.
I think there should be more choice within the core course list. Art History covers such a broad
range of subjects, and there are courses I did not have any interest in yet had to complete as a
requirement for my degree. Studying something more relevant to my own interest would benefit
me more, as I am not taking much away from the subjects I dont enjoy.
Too few courses are offered at any one time. There are too few written assignments due
primarily, to the lack of T.A.s. The classroom facilities are archaic and the supportive technology
is even worse. No time is devoted to teaching research skills, the location of research resources
or to active discussion. A University of the size and reputation of McMaster and especially one
that may boast of an excellent Art Gallery of its own should have a Graduate Studies program in
Art History. Fianlly, no effort is made to align Art History with appropriate supportive or related
electives.
The class rooms
technology in the classrooms
lack on hands-on experiences
lack on field work
lack of discussion about future prospects with this degree
The quantity of courses offered. Perhaps more faculty is needed. There are many ancient art
courses but few modern courses available.
The temporary faculty members that seem to be rootless, that dont have proper offices to visit
during office hours. Also the fact that _____ covers so much history over just one semester. I
would reccommend turning it into a full-year (6 unit) course, in order to cover the material
properly. (i.e. spending one week on 2000 years of history feels a bit rushed)
57
The teaching style of certain other courses
The lack of actual time taken to prepare the students for after university and real world
experiences and opportunities. Also there is little participation within art institutions or actual
opportunites presented by the university or course to create opportunities to do so.
Lectures tend to have very little variation.
Lack of assistance in essay writing specifically in the field. Lack of diversity in subject matters
and topics available for study, especially after survey courses in first and second year; third year
should have more diverse and specific topics rather than further elaborated survey courses.
I dislike the program because I dislike the subject.
The lack of availibility of a wider choice in the study of European art has at times been a
challenge. To keep ones knowledge of Art History on the level of new advances in thought about
art of the past I believe there needs to be a greater choice in study of the specific schools of art. I
have taken courses where I made choices more on the desire to hear more from that instructor
than the subject matter of the course. This means that I made a compromise on the topic that
might have slowed my own accumulation of knowledge in the specific area where I am most
inclined.
I dont like having to take electives. I would have preferred full terms of art history.
-A lot of essays
-hard grading of papers/ tests
some professors rely too much on group work based on readings, and we do not get to hear their
opinions, or what they truly know
Few program choices, some professors are brilliant but not good teachers.
lack of modern and contemporary art courses/seminars
58
the workload is rather heavy and everything is due around the same time in most if not all of the
classes.
time of 2nd year lectures not consistent throughout week, which is not convenient for my
activities outside of the university therefore appreciate 3rd year level courses are consecutive
hours
It seems like we overlap sertain slides that we look at and it gets boring. You think going into a
new class youll learn new things, but then you just sit there bored because you have already
learned something about that slide
lack of suitable technology in the classroom, lack of job prperation courses or any technical
aspects at all, no study of the actual art market as it is today. overall lack of preperation for any
work place or any job in related fields.
some of the professors lecturing techniques were less than favorable. also, the majority of
Teaching Assistants were much less than favorable, and didnt seem to know what they were
doing.
- few courses offer hands-on learning
- a lot of cultural theory and less actual art-based learning than expected
- some courses geared specifically to those who intend to move on in the field (ie. graduate
studies or museum work)
- not very much opportunity to focus on one specific type of art (wide range of courses, some 2nd
year courses do not continue in higher-level courses)
Some of the professors are extremely slow in their feedback and therefore you dont know where
you stand (in terms of grades) throughout the semester.
Many of the suggested texts are not worth the money.
Some professors are disrespectful to the students, for no reason.
courses werent always offered each year
59
16. Do you have any other comments about your experiences in your
program?
My first year general ____ class is what led me to decide to major in art history, because of the
quality it was taught at.
The lack of community despite the Art Hist/ Art Society --- possibly more avenues for group work.
More utilization of the MMA and the AGH!! Field trips or project topics?
More collaboration with Fine Arts Program.
Possibly, more architectural history courses
It would be beneficial to have more widespread access to information about pursuing graduate
studies, career opportunities, fourth year seminars, etc.
I think offering more courses as full year, or in two parts would be beneficial and allow students to
better grasp the material. For some subjects one term does not seem like long enough to move
beyond the surface of the material.
I find art history somewhat of a forgotten subsection of the humanities faculty. Its a very
independant sort of stream. Itd be nice to see more activities or field trips to get to know
classmates better or gain more field experience. Itd be nice to use the art gallery on campus
more and the hamilton art gallery. Textbooks and slides all the time for four years gets stale!
More specialized courses would be helpful, such as different movements in the 20th century. I
like the fact that it is an intimate program.
60
I love my program! I would however, say that cross-listed courses can be annoying. McMaster
requires us to take very specific level-two courses (e.g. _____), and then cross-lists them with
other departments such as communications. They then fill up, and second year Art History
students are unable to enroll in them. I find this particullarly unfair, as McMaster is requiring us to
complete these courses in order to graduate. More sections of popular courses (or options in
which level-two courses one can take) is important...
First year tutorials are quite helpful as a review session, even though not mandatory
We (a great majority of those who wish to further pursue work in the art history field) would really
appreciate a co-op or internship available in the undergraduate level in order to have hands-on
experience and a better understanding of the field and work opportunities.
My most rewarding experiences have been in the study of ______and, happily for me, there has
been only one instructor that I failed to find inspiring and that person is no longer on campus.
That instructor was never aware of my opinion of his abilities. I have enjoyed the Religious
studies courses that I have taken as electives and find ________ work most interesting. I was
fortunate early on in my study to realize that my interest was most toward Art History and I have
been fortunate to have had_______ for an instructor.
overall good, im happy, im working hard, and i plan to do the same in the future
I was rather upset at the beginning of the year when I had been working with an art hist prof in
developing a course for the _____ listing. I had met with the museum curator and we came up
with a research and placement opportunity. The proposal was turned down by the art history
department which was rather sad. I was told to take a seminar, which will not fit into my schedule
next year. I, along with the museum curator felt that the opportunity was rather different than a
seminar class. I turned to the humanities faculty and am currently going through with the project
with a Classics professor. I was turned off of the art history department following this, after all
help from professionals in a field that I am interested in would have been beneficial I feel!
However, I am glad to be developing this course with my advisors and feel that the experience
taken away will be of great value.
I am enjoying this program very much; would enjoy if tours both locally, nationally and
internationally were considered and available for credits
- may be helpful to require a certain number of history courses in addition to art history, as much
theory in art history is based off cultural theory
- hands-on learning or seeing how art is actually made in the art studios
- allowance of art and art history programs to overlap (that students may take art if enrolled in art
history or that students can get a first-hand look at how art is created, since art students must
take art history)
61
The variety of teaching backgrounds is great.
Too many classes are cut each year and the facilities (textbooks available in the library,
classrooms) are lacking.
placements would be helpful, more interaction with the mcmaster museum as a resource
A. Thinking about the immediate future, what do you

Art History intend to do after graduating?*
Another Bachelor's degree 3%
Graduate School 45%
Teacher's College 21%
**Professional Designation 6%
College Diploma or University Certificate 24%
Look for employment in a program-related

field
36%
Look for employment in a non-program-

related field
9%
Travel 52%
***Other 15%
Responses* 70
Prefer not to say 0%
Number of Cases 33
*Respondents were instructed to 'Select all that apply'.
**Please see Demographic Comments tab for specified 'Professional Designation' and 'Other' comments
62
Art History B. What is your age?
Less than 18 0%
18-20 43%
21-24 40%
25-29 9%
30-34 0%
35 or older 9%
Valid Responses 35
Responses 35
Art History C. Are you:
Male 15%
Female 85%
Valid Responses 34
Responses 35
63
27_oth1. Thinking about the immediate future, what do you intend to
do after graduating? If a respondent selected "Professional
Designation", they were asked to please specify.
M.Architecture?
MBA
MBA
27_oth2. Thinking about the immediate future, what do you intend to

do after graduating? If a respondent selected "Other", they were asked
to please specify.
Internship
Given my age and health concerns I can only hope that after my degree I can write or engage in
some quasi-public activity to do with art in the community.
graduate studies in fine art
taking this program to further my knowledge in an area that has been a lifetime interest to me
Go to culinary school at George Brown
ideally i want to see the world and work abroad for a few years before returning home to decide
my next course of action; school, or career?
64
D. Please indicate the extent to which you are involved in each of

the following extra-curricular activities at McMaster:
Art History Involvement Ratings

7 = Very Involved
1 = Not at all Involved
7 6 5 4 3 2 1 Responses
Intramural sports 0% 0% 0% 7% 0% 0% 93% 14
Varsity sports 7% 0% 7% 0% 0% 0% 86% 14
Other sports 0% 7% 0% 0% 7% 0% 86% 14
Volunteering 14% 7% 0% 0% 0% 14% 64% 14
Research Assistant (Paid) 0% 0% 0% 0% 0% 0% 100% 14
Research Assistant (Volunteer) 0% 0% 0% 0% 0% 0% 100% 14
Tutorial Assistant 0% 0% 0% 7% 0% 0% 93% 14
Musical/Artistic/Drama Events 0% 0% 7% 14% 7% 0% 71% 14
University clubs 0% 0% 7% 14% 14% 7% 57% 14
Student body politics 0% 0% 0% 0% 0% 7% 93% 14
Religious associations 7% 0% 0% 7% 0% 0% 86% 14
Cultural/Ethnic Events or
7% 0% 7% 7% 0% 0% 79% 14
Associations
*Other1 0% 0% 0% 0% 0% 0% 100% 1
*Other2 0% 0% 0% 0% 0% 0% 100% 1
*Other3 0% 0% 0% 0% 0% 0% 100% 1
*Please see D Comments tab for 'Other' curricular activities
65
30_13oth. Other If a respondent selected "Other", they were asked to
please specify.
Art History Society
Executive Board Member MAPS

please specify.

please specify.
E. On average, how many hours per week

Art History during the academic year have you been
working at a job for pay?
None - not currently working 21%
1-9 14%
10-19 36%
20-29 21%
30 or more 7%
Valid Responses 14
Responses 14
66
F. If you did not have any income from a job

Art History during the academic term, could you continue
your studies in your program?
Yes 62%
No 38%
Valid Responses 13
Responses 14
G. Are you taking fewer courses this year

Art History because of the time you spend working during
the academic year?
Yes 21%
No 79%
Valid Responses 14
Responses 14
H. Has the time required for your job resulted

Art History in your getting lower grades in your
program?
67
Yes, my job has had a major impact on my grades 8%
Yes, my job has had a minor impact on my grades 46%
No, my job has not had an impact on my grades 46%
Responses 13
I. This year, are you taking fewer courses

Art History because of your family responsibilities?
Yes 8%
No 92%
Valid Responses 13
Responses 14
Art History J. Are you an International VISA student?
Yes 0%
No 100%
Valid Responses 14
Responses 14
68
Art History K. How would you classify yourself?
White 100%
Aboriginal 0%
Asian 0%
Black 0%
Hispanic/Latino 0%
East Indian 0%
Middle Eastern 0%
West Indian 0%
Multi-racial 0%
*Other 0%
Valid Responses 14
Responses 14
*Please see K - M Comments tab for 'Other' classifications
Art History L. Are you disabled or impaired?*
Vision impaired 14%
Hearing impaired 0%
Motor impaired 0%
69
Cognitively impaired 0%
Not impaired 93%
Responses* 15
Number of Cases 14
M. At a general conversational level, which of the

Art History following languages do you speak? *
English 100%
French 14%
Italian 14%
Mandarin 0%
Cantonese 0%
Japanese 0%
Other 7%
Responses* 19
Number of Cases 14
*Please see K - M Comments tab for 'Other' languages
70
37_oth. How would you classify yourself? If a respondent selected
"Other", they were asked to please specify.
39_oth. At a general conversational level, which of the following

languages do you speak? If a respondent selected "Other", they were
Polish
N. How many adults 18 and older are living in

Art History your household?
0 0%
1 7%
2 50%
3+ 43%
Valid Responses 14
Responses 14
O. How many children ages 17 and under are

Art History living in your household?
71
0 86%
1 14%
2 0%
3+ 0%
Valid Responses 14
Responses 14
P. What would you estimate is your total

Art History household annual income before taxes?
Less than $20,000 0%
$20,000 - $49,999 8%
$50,000 - $79,999 25%
$80,000 - $109,999 8%
$110,000 - $139,999 8%
$140,000 - $169,000 0%
$170,000 - $199,999 8%
$200,000 or more 8%
Don't know 33%
Valid Responses 12
Responses 14
72
Q. How much do you estimate your debt will be

Art History when you graduate?
Less than $5,000 42%
$5,000 - $9,999 17%
$10,000 - $14,999 0%
$15,000 - $19,999 0%
$20,000 - $24,999 8%
$25,000 or more 8%
Don't know 25%
Valid Responses 12
Responses 13
5.2 Results from teaching evaluations over five years:

Notes:
1. The numbers in the column: “Ranking(s) on the question “Overall for this
course, what is your opinion of the effectiveness of the instructor as a
teacher?” represent the responses in each of the ten categories on the Course
Evaluation Form — 1. very poor; 2. poor; 3,4,5. acceptable; 6,7,8. good; 9.
very good; 10. excellent . The number after the slash (/x) denotes the number
of responses to that particular question.
2. The symbol * indicates classes where the electronic scan sheets were
defective and evaluations were recorded by hand.
3. Thesis courses are not evaluated since confidentiality cannot be assured.
INSTRUCTOR RANKING(S) ON
QUESTION:
SUBJECT COURSE TERM D/E “OVERALL….TEACHER”
73
SESSION: 200309
McQueen 0,1,3,1,3,6,9,16,26,22/87
ART HIST 029 1AA3 2 D Davies 1,10,10,9,9,15,29,43,24,5/155
ART HIST 029 1A03 1 D McQueen 0,1,3,1,3,6,9,16,26,22,/87
ART HIST 029 2A03 1 D Davies 0,3,0,1,2,0,1,6,12,7/32
ART HIST 029 2D03 2 E McQueen 0,0,1,2,0,1,6,10,19,21/60
ART HIST 029 2F03 1 D Tharme 0,1,1,0,1,4,8,4,9,3/31
ART HIST 029 2H03 1 E Taught by Philosophy
ART HIST 029 2I03 1 E Davies 0,0,1,1,2,2,3,14,17,10/50
ART HIST 029 3AA3 1 E McQueen 0,1,3,1,0,2,0,2,12,11/32
ART HIST 029 3D03 2 D Davies 0,0,0,0,0,0,5,6,5,10/26
ART HIST 029 3I03 1 D Davies 0,0,0,0,2,1,3,7,5,4/22
ART HIST 029 3J03 2 E McQueen 0,0,0,0,0,0,0,3,12,13/28
ART HIST 029 3PP3 1 D Macduffee 1,1,3,1,5,7,6,7,7,5/43
ART HIST 029 3P03 2 D McQueen 0,0,1,1,0,0,2,1,6,5/16
ART HIST 029 4AA3 1 D McQueen 0,0,0,0,0,1,0,2,5,7/15
ART HIST 029 4C03 2 D No information
ART HIST 029 4E03 1 D No informatin
ART HIST 029 4O06 1 D Thesis course, not evaluated
ART HIST 029 4O06 2 D Thesis course, not evaluated
ART HIST 029 4X03 2 D Pierce 0,6,1,0,1,3,1,0,2,7/21
SESSION: 200409
ART HIST 029 1AA3 2 D Davies 0,3,3,1,2,2,14,18,35,33,/111

ART HIST 029 1A03 1 D McQueen 0,2,2,0,3,4,8,23,31,16/89
ART HIST 029 2A03 1 D Davies 0,1,1,0,4,9,5,11,20,16/67
ART HIST 029 2B03 1 D Classics
ART HIST 029 2C03 2 D Classics
ART HIST 029 2D03 2 D McQueen 0,0,1,0,2,1,1,6,23,37/71
ART HIST 029 2F03 1 D Communications/Multi Media
ART HIST 029 2H03 1 D Philosophy
ART HIST 029 3B03 2 E Davies 1,0,4,2,9,6,10,12,6,0/50
ART HIST 029 3D03 1 D Davies 0,0,1,0,0,1,2,7,10,3/24
ART HIST 029 3G03 1 D Classics
ART HIST 029 3S03 1 D Maginnis 0,0,1,1,1,2,0,1,4,1/11
ART HIST 029 4BB3 2 D Classics
ART HIST 029 4E03 2 D Davies 0,0,0,0,1,0,0,3,2,0/6
ART HIST 029 4H03 1 D McQueen 0,0,0,0,0,0,0,0,1,9/10
ART HIST 029 4O06 1 D Thesis, not evaluated
ART HIST 029 4V03 2 D Maginnis 0,0,0,1,0,0,0,1,3,4/9
74
SESSION: 200505
ART HIST 029 2A03 1 E Davies 0,0,1,1,0,1,2,5,14,7/31
SESSION: 200509
ART HIST 029 1AA3 2 D Maginnis 0,3,1,4,3,6,13,20,35,14/99

ART HIST 029 1A03 1 D McQueen 0,0,2,2,3,5,8,18,51,38/127
ART HIST 029 2A03 1 D Sheng 0,0,2,2,3,5,8,18,51,38/127
ART HIST 029 2D03 2 E No information
ART HIST 029 2G03 1 E Theatre & Film
ART HIST 029 2Z03 1 D Sheng 0,0,0,0,0,1,1,2,0,3/7
ART HIST 029 3D03 1 E Davies 0,0,1,0,0,1,1,10,5,7/25
ART HIST 029 3H03 2 D Classics
ART HIST 029 3J03 1 D McQueen 0,0,0,0,0,0,0,1,14,29/44
ART HIST 029 3L03 2 D Theatre & Film
ART HIST 029 3Z03 2 D Sheng 0,1,0,0,0,0,1,1,2,1/6
ART HIST 029 4AA3 1 D McQueen 0,0,1,0,0,0,0,0,2 12/15
ART HIST 029 4C03 1 D Maginnis 0,0,0,0,0,0,0,0,3,7/10
ART HIST 029 4E03 2 D Sheng 0,0,0,1,0,0,2,4,0,2/9
ART HIST 029 4H03 1 D No information
SESSION: 200605
SESSION: 200609
ART HIST 029 1AA3 2 D Maginnis 1,0,1,3,5,9,11,31,23,16/100

*Davies 0,1,(6 in 3,4,5), (35 in
ART HIST 029 1A03 1 D 6,7,8),39,30/111
ART HIST 029 2A03 1 E Sheng 2,2,0,4,2,2,9,9,14,4/49
ART HIST 029 2F03 2 D Communications/Multi Media
ART HIST 029 2I03 1 E *Maginnis 1,1,(7 in 3,4,5),(33 in
75
6,7,8),10,8/61
ART HIST 029 2Z03 2 D Sheng 1,1,1,0,2,4,8,7,74/35
*Davies 0,0,(1 in 3,4,5),(17 in
ART HIST 029 3AA3 1 E 6,7,8),14,11/44
ART HIST 029 3B03 1 D Sheng 0,2,1,2,2,2,2,3,9,5/29
ART HIST 029 3G03 1 D Classics
ART HIST 029 3P03 2 D Maginnis 0,0,0,0,0,0,0,0,3,2,1/6
ART HIST 029 3S03 2 D Maginnis 0,1,2,0,1,4,4,8,5,5/30
ART HIST 029 3XX3 2 E Theatre & Film
ART HIST 029 4C03 1 D Sheng 0,0,0,0,1,0,1,0,4,2/8
*Maginnis 0,1,(2 in 3,4,5),(4 in
ART HIST 029 4V03 1 D 6,7,8),3,5/15
ART HIST 029 4X03 2 D Sheng 0,0,0,1,1,1,1,5,8,2/19
SESSION: 200705
ART HIST 029 1AA3 2 E No information

ART HIST 029 1A03 1 E Davies 0,1,0,0,0,0,0,2,7,3/13
SESSION: 200709
ART HIST 029 1AA3 2 D Davies 1,5,3,2,5,11,17,20,40,21/125

*McQueen 0,1,(3 in 3,4,5),(25 in
ART HIST 029 1A03 1 D 6,7,8),48,28/105
ART HIST 029 2A03 2 D Sheng 1,1,2,0,4,3,3,5,5,3/27
ART HIST 029 2F03 2 D Communications/Multi-Media
ART HIST 029 2I03 1 D Maginnis No information
*Sheng 0,1,(6 in 3,4,5),(8 in 6,7,8),
ART HIST 029 2Z03 1 D 7,4/26
ART HIST 029 3J03 1 D *McQueen 0,0,0,0,0,(2 in 6,7,8),14,26/42
ART HIST 029 3L03 2 D Theatre & Film
ART HIST 029 3P03 1 D Maginnis No information
ART HIST 029 3XX3 2 E Theatre & Film
ART HIST 029 3Z03 2 D Sheng 0,0,0,0,0,5,1,5,7,4/22
ART HIST 029 4AA3 1 D *McQueen 0,0,0,0,0,(1 in 6,7,8),7,6/14
ART HIST 029 4C03 1 D Maginnis 0,0,0,0,0,0,0,0,1,6/7
ART HIST 029 4E03 2 D McQueen 0,0,0,0,0,0,0,0,2,12/14
ART HIST 029 4H03 1 D *Sheng 0,0,0,0,0,(4 in 6,7,8),5,3/12
76
ART HIST 029 4X03 2 D Sheng 0,0,0,0,0,0,2,5,3,6/16
5.3 Description of student input into this self-study and comments from
students:
The faculty conducted a survey of art history students in Fall 2008. Students were asked
to comment on the program, the curriculum, the facilities and their learning experience.
5.4 Additional data and analysis regarding the student learning

experience:
The following comments were made about the program:

“The proximity of the collections of the McMaster Museum of Art for research, hands on
learning and scholarship.”
“Each professor has a very different teaching style.”
“Strength of program from the variety and wide range of areas of art history available for
style.”
“I have had an excellent learning experience in the art history program. It would be nice
to see study abroad options available.”
“The strengths of this programme in that there are excellent, knowledgable and
passionate professors that are teaching a variety of eras in art history. These courses are
all essential to the art and art history majors.”
“The professors are the strength. They are well educated and knowledgeable. They are
very involved with art & culture and that’s a very important thing for learning.
Weaknesses: large classes, no TAs.”
“Strengths: profs are excellent, organized. Weaknesses: lack of funding.”
“Not enough faculty members. Byzantine art.”
“If there were more professors, there would be more variety of courses offered, but I do
like the intimate size of the program.”
“More funding from the university would help improve the program overall, the
university favors the sciences over the humanities.”
The following comments were made about the curriculum:

“The course options are both a strength and a weakness. We have some excellent courses
offered, however we would benefit from a wider array of choice. This would mean
hiring more professors.”
“I’d like to see a broader selection of courses in the upper years.”
“I think the division of curriculum over courses is excellent. The first year separation of
concepts for one course, and analysis of art is a great idea. Also, division into different
areas such as Greek, Roman, Chinese is very good.”
“Would like more non-European courses, ie. Islamic, African or Latino.”
“Many courses seem to have been dropped. Perhaps there should be a larger art history
faculty so courses can be added, rather than dropped.”
“African Art would be a good addition.”
77
“It would be really great to have internships with any museum or working with the
different positions within the museums – so to get a better understanding and see the
possibilities of what an art history degree can do.”
“I would like to see courses that discuss an entire culture (ex. Asian Art) broken down
into more manageable units. Western Art is given this consideration, non Western art
should too. One class is not enough to cover an entire culture.”
The following comments were made about the facilities:

“The class sizes are usually very cramped.”
“The museum of art at McMaster is phenomenal, especially the ability to request
viewings of any piece in the permanent collection.
“Well, if you would like me to discuss the facilities in comparison to MDCL, then the
humanities needs money so the faculty feel as worthy as Science and Meds.”
“Not enough resources for researching in Art History. Jstor in okay, but books the library
offers on contemporary art need to improve (get more).”
“Facilities need improvement. Screens, projectors, lights should be better maintained.”
“I find it unfair that art history students are condemned to the dungeon of Togo Salmon,
while other students have access to new, large lecture halls such as in MDCL. It’s
difficult to sit in a little black chair for three hours, especially when it’s broken.”
“McMaster has far less art history resources available in the library compared to
Carleton, York, Queens, etc.”
The following comments were made about their learning experience:

“I feel like I am being well educated on interesting topics.”
“Overall I enjoy my learning experience in the arts at McMaster.”
“I am very satisfied, I feel prepared to further my studies at the graduate level in Art
History.”
“I have learned so much from my experience in the art history program, but I believe
there should be more knowledge disseminated about the variety of occupations available
to students and how such knowledge will become useful in the workforce.”
“Need field trips. It is not the same to look at picture after picture of art than to see the
actual thing.”
“I love seminar topics. They’re usually very interesting and span all periods. The profs
are unbelievable! Fantastic! Their dedication to their students’ success is unmatched by
other faculty.”
“Builds on research and critical thinking. Possibility to work in groups on some
assessments. Upper year seminar are more focused.”
“I feel that the overall learning experience available to me at McMaster in art history is
quite good. I think that it will prepare me well for graduate school and the future in
general.”
5.5 Student satisfaction based on exit surveys (if available) and on surveys
conducted at least one year after graduation:
78
McMaster University Graduate Survey
Art History
1. Did you participate in any post-secondary education (e.g., technical school, college,
university, other) prior to attending McMaster University for this undergraduate
program?
Yes 27%
No 73%
Responses 37
Art History
1. (a) Please indicate the education you participated in prior to attending McMaster
University for this program.
Technical school - completed 10%
Technical school - attended, not completed 0%
College - degree/diploma/certificate completed 10%
College - attended, not completed 40%
University undergraduate degree completed 20%
University undergraduate - attended, not completed 30%
University graduate degree completed 0%
University graduate - attended, not completed 0%
Other 10%
Responses 10
*Only respondents who selected 'Yes' to question 1 were considered for this question.
79
Please see Education Comments tab for details if the respondent selected 'Other'
Art History
1. (b) Was any of this prior post-secondary education related to your undergraduate
program at McMaster University?
Yes 33%
No 67%
Responses
9
*Only respondents who selected 'Yes' to question 1 were considered for this question.
Art History
1. (c) Did you participate in any post-secondary education after attending McMaster
University for this program?
Yes 62%
No 38%
Responses 37
80
Art History
1. (d) Please indicate the education you have pursued after you graduated with your
McMaster University undergraduate degree.
Technical school - completed 0%
Technical school - in progress 0%
Technical school - attended, not completed 0%
College - degree/diploma/certificate completed 22%
College - in progress 13%
College - attended, not completed 0%
University undergraduate - degree completed 0%
University undergraduate - in progress

0%
University undergraduate - attended, not completed 0%
University graduate/professional degree - degree completed 43%
University graduate/professional degree - in progress 26%
University graduate/professional degree - attended not

completed
0%
Other 26%
*Responses 23
*Only respondents who selected 'Yes' to question 1(c) were considered for this question.
Please see Education Comments tab for details if the respondent selected 'Other'
Art History
1. (e) Is/was any of this subsequent education related to your undergraduate program
at McMaster University?
81
Yes 78%
No 22%
Responses 23
*Only respondents who selected 'Yes' to question 1(c) were considered for this question.
1d_13com. Please indicate the education you have pursued after you
graduated with your McMaster University undergraduate degree. If
the respondent selected 'Other', they were asked to please specify.
Professional Certification
Masters in Art History; Ph.D. in Art History in progress
college - continuing education course
Teaching degree
Bachelor of Laws
MA in Art History from Carleton University
Art History 2. (a) Do

you plan
to
pursue
any
82
addition
al
educatio
n
opportu
Yes 27%
No 41%
Not sure 32%
Responses 37
Please see Q2 Comments tab for details if the respondent selected 'Yes'
2b. Do you plan to pursue any additional education opportunities

within the next twelve months? If a respondent selected "Yes", they
were asked to please provide details.
classics at mcmaster 2nd degree
I am attending Sheridan college for their 2 year Applied Photography program
College diploma, hopefully arts administration.
A Masters in Art History, University of Toronto
Possibly a certificate progrtam from Guelph. They have MANY online courses which is very
convenient since I work full time. I would have chosen McMaster if they had more online
course offerings.
83
Kings College: Digital Humanities Masters programme
Graduate studies in Art History.
I am completing a PhD in art history
Yes, I am currently enrolled in a graduate program.
I am currently enrolled in the Library & Information Technician program at Mohawk College.
3. Please describe which three aspects of your learning experience at

McMaster are of the most benefit to you in the workplace, in your
continuing studies, or more generally in life.
-I am in the MIst program at University of Toronto, and I have used very much experience at
McMaster. I learned so much in my final year seminars on group work, professionalism in
the workplace and organization. I learned to study properly, and finely tuned my essay
writing skills. I also learned to look at different ideas, and be innovative.
1. Appreciation for art , culture, history in general
2.Respect and understanding for the opinion of others. The ability to be open-minded.
3.Memorization, composition and study skills.
meeting other people with like interests
usueful in conjuntion with classics
not in workplace any more taken for self interest
84
learned how to manage my time and organize myself well
was able to develop my writing skills and develop my creative thinking
Small classes, hands on experiences in the art gallery (Hamilton and McMaster), some
inspiring professors.
lectures
independent study/research
group activity/discussion
-Humanities degree provides one with a greater ability to assess, analyze and communicate
-Art History allows for a greater visual literacy and understanding of the culture in which we
live
1. Organzational Skills
2. Independence
3. Self Motivation
These are all aspects I discovered while completing my undergrad. And I certainly find them
useful in any workplace.
The learning experiences that have benifited me the most were my course with ______. In
his classes we addressed contemporary issues and media literacy, and had some excellent
discussions about the evolution of knowledge over the past fifty or so years. The things I
learned in his classes have influenced my teaching practice and the issues I address in my
classroom.
High standard of teaching and research in Art History Dept.
Personal attention and interest of professors in students
Opportunities as Tutorial Assistant and research assistant
85
Transformed me from a glutton to a gourmande of the arts.
My travel is now focused on experiencing collections around the world.
My own art has changed for the better.
Thinking critically, communicating effectively and finding beauty in the unexpected.
1) student community/campus lifestyle
2) extracurricular activities on campus
3) knowledgeable professors/teaching staff
-Scheduling of classes
-Length of classes
-Responsibility put on you as a student to manage your own time, schedule and work load
communication through writing
critical thinking
time management
Essay writing, learning to evaluate essay writing as a perspective TA, discipline
-group work
-critical thinking
-deadline-based work
Research, analytical, and writing skills have been key to my overall progress.
1. Independence and accountability
2. Expression of thoughts and ideas, written and oral
3. Dealing with deadlines and pressure
86
I obtained good research skills and was able to apply that to obtain my subsequent degree,
as well as to meet my job requirements on a daily basis.
I improved my communication skills as a result of 4th year art history seminars, and the
constant class discussions and various presentations we were required to complete.
I had a phenomenal mentor who encouraged me to pursue my goals and maximize my

options, and continues to do so today.
Critical thinking, a general understanding of history, improved writing skills.
_____ course, taught by _____ - covered the history of art history, theory, & research
methods.
Broad range of Art History courses available provided a strong foundation for later
specialization.
Exceptional instructors, including ______.
Undergraduate thesis completed under the supervision of _____.
T.A. positions available to undergraduates.
the use of technology in the classroom, the variety of learning environments, and the
integrated classes with the Fine Arts program.
I was encouraged to ask different questions, to pursue issues from different perspectives and
I was exposed to critical theory which has been integral to my career aspirations.
expansion of:
1) research skills
2) writing skills
87
3) knowledge base
My experience allowed me to develop critical thinking skills, and writing skills that are of great
benefit to me at my current job. Having completed a B.A. has broadened my opportunities in
the workplace.
The passion of my professors for the arts inspired me to pursue further studies after my
undergraduate degree. Not only were my professors excellent teachers, they were also
invaluable mentors who pushed me to think of my future. (I chose to do my Masters at the
Courtauld Institute of Art in London, England - a school that I never would have considered
without the recommendations of my McMaster professors).
The high academic expectations and challenging courses in the Art History program at
McMaster gave me the skills to succeed in my graduate program.
Being part of the faculty of Humanities and being involved in a number of extra curricular
activities at a school with such a diverse student and teacher population has given me the
interpersonal skills to excel in any work place.
1. Learning to be disciplined, meet deadlines, etc.
2. Learning organizational skills.
3. Thinking outside the box
-very supportive and encouraging learning environment
-available professors
-support for pursuing other opportunities beyond the academic that were related to my field
time management skills, working cooperatively with others, interpersonal and communication
practice with peers in a professional classroom setting.
88
- learning how to thoroughly research topics
- air of professionalism
- how to prioritize multiple large projects
1. The program provided a rigorous and complete overview of Western art history, and
inspired me to continue my studies at the Masters level.
2. I was able to be a TA in my final year, which allowed me to learn teaching and docent
skills, and also offered me valuable experience for my TA position at the Masters level.
3. I learned and improved my writing skills immensely, which has been beneficial both in my
studies and at work.
1. Critical Thinking
2. Communication, both verbal and written
3. Knowledge, current and historical
critical thinking
communication skills
- Great mentors
- Required dedication to complete assignments
- Professors that gave you personal time if you needed it
89
4. Please rate the importance of the following learning outcomes to you and how well your McMaster undergraduate
program prepared you for each of them.
Importance Ratings Preparation Ratings

Art History 7 = Very Important 7 = Very Well Prepared Importance
1 = Not at all Important 1 = Not Prepared At All
*Valid
7 6 5 4 3 2 1 7 6 5 4 3 2 1 N/A *Responses
Responses
Written communication 78% 16% 5% 0% 0% 0% 0% 47% 42% 6% 3% 3% 0% 0% 37 0% 37
Oral communication 68% 19% 14% 0% 0% 0% 0% 25% 42% 11% 14% 6% 3% 0% 37 0% 37
Presentation skills 38% 32% 16% 8% 3% 3% 0% 25% 22% 25% 14% 6% 6% 3% 37 0% 37
Critical thinking skills 62% 35% 3% 0% 0% 0% 0% 31% 44% 25% 0% 0% 0% 0% 37 0% 37
Problem-solving skills 54% 32% 14% 0% 0% 0% 0% 20% 29% 26% 23% 0% 0% 3% 37 0% 37
Math/statistical skills 5% 0% 11% 32% 26% 5% 21% 0% 0% 5% 26% 16% 5% 47% 19 49% 37
Computer skills: Word

processing
34% 22% 19% 13% 9% 0% 3% 6% 23% 19% 29% 10% 3% 10% 32 14% 37
Computer skills:
Spreadsheets
28% 22% 17% 6% 11% 0% 17% 0% 0% 11% 39% 22% 6% 22% 18 51% 37
Computer skills:
Programming Packages (e.g. 7% 7% 7% 21% 21% 0% 36% 0% 0% 15% 15% 8% 8% 54% 14 62% 37
SPSS, SAS, Matlab, C)
**Computer skills: Other 1 40% 20% 40% 0% 0% 0% 0% 0% 25% 0% 25% 50% 0% 0% 5 62% 13
90
**Computer skills: Other 2 33% 67% 0% 0% 0% 0% 0% 0% 50% 0% 0% 0% 50% 0% 3 70% 10
Technical skills 29% 14% 38% 10% 5% 0% 5% 0% 10% 19% 29% 19% 10% 14% 21 42% 36
Field skills 20% 20% 40% 5% 5% 0% 10% 0% 5% 35% 15% 15% 0% 30% 20 46% 37
Lab skills 0% 0% 13% 27% 13% 13% 33% 0% 0% 7% 20% 13% 7% 53% 15 58% 36
Practical work-related skills 61% 23% 10% 0% 0% 0% 6% 10% 30% 17% 17% 10% 7% 10% 31 16% 37
Time management 71% 17% 9% 3% 0% 0% 0% 35% 35% 18% 6% 3% 0% 3% 35 3% 36
Project management 50% 25% 16% 9% 0% 0% 0% 16% 32% 23% 16% 0% 10% 3% 32 14% 37
Leadership skills 40% 26% 20% 9% 3% 0% 3% 12% 18% 24% 24% 6% 9% 9% 35 5% 37
Research design skills 32% 29% 26% 6% 0% 3% 3% 20% 27% 27% 3% 7% 7% 10% 31 14% 36
Research conducting skills 43% 31% 11% 9% 3% 0% 3% 32% 24% 21% 6% 3% 9% 6% 35 5% 37
Self-directed learning skills 53% 31% 14% 3% 0% 0% 0% 35% 26% 21% 12% 3% 0% 3% 36 3% 37
Productivity habits 69% 17% 6% 6% 0% 0% 3% 38% 18% 21% 18% 0% 3% 3% 35 5% 37
Ability to access information

efficiently
65% 32% 3% 0% 0% 0% 0% 28% 31% 36% 6% 0% 0% 0% 37 0% 37
Ability to synthesize
knowledge from many 62% 16% 14% 8% 0% 0% 0% 19% 28% 36% 3% 8% 6% 0% 37 0% 37
fields
Group work skills 31% 33% 19% 6% 6% 6% 0% 17% 31% 29% 11% 0% 6% 6% 36 3% 37
Public relations skills 40% 29% 20% 6% 3% 0% 3% 18% 12% 21% 21% 6% 18% 6% 35 5% 37
Awareness and respect for

diversity
75% 11% 8% 3% 3% 0% 0% 40% 20% 20% 11% 3% 0% 6% 36 3% 37
91
**Other skills 1 0% 100% 0% 0% 0% 0% 0% 0% 100% 0% 0% 0% 0% 0% 1 86% 7
**Other skills 2 100% 0% 0% 0% 0% 0% 0% 100% 0% 0% 0% 0% 0% 0% 1 86% 7

Respondents who selected N/A were not considered for the Importance or Preparation Ratings
**Please see Learning Outcomes Comments tab for Other Skills and Other Computer Skills
92
4_1_10com. Please rate the importance of the following learning outcomes to
you and how well your McMaster undergraduate program prepared you for
each of them: If a respondent selected "Computer skills: Other 1", they
were asked to please specify.
Microsoft Access, Wikis, open source software.
Animation
multimedia
adobe photoshop
Multimedia
I believe that this survey is designed to target graduate of science-based programs and is not
particularly helpful at gaging my experiences in the Humanities.

each of them: If a respondent selected "Computer skills: Other 2", they
were asked to please specify.
Graphic Design
graphic design
93
database programs

each of them: If a respondent selected "Other skills 1", they were asked to
please specify.
Attention to Detail
Basic word and adobe processing skills should be mandatory for Art History

each of them: If a respondent selected "Other skills 2", they were asked to
please specify.
Organizational
94
5. Thinking back on your experience at McMaster in your undergraduate program, how would you rate the following in
terms of importance to you and your satisfaction?
Art History Importance Ratings Satisfaction Ratings

7 = Very Important 7 = Very Satisfied Importance
*Valid
7 6 5 4 3 2 1 7 6 5 4 3 2 1 N/A *Responses
Responses
Courses included recent

developments in subject material
68% 22% 8% 3% 0% 0% 0% 28% 31% 31% 6% 3% 0% 3% 37 0% 37
Up-to-date equipment 52% 27% 9% 6% 3% 0% 3% 6% 22% 25% 13% 16% 9% 9% 33 11% 37
Student-centred learning
methods
35% 35% 19% 5% 0% 0% 5% 11% 31% 42% 11% 0% 3% 3% 37 0% 37
Clear learning expectations,
standards and 68% 27% 5% 0% 0% 0% 0% 31% 36% 22% 8% 0% 3% 0% 37 0% 37
requirements
Opportunities to pursue your
own learning 59% 22% 11% 5% 0% 0% 3% 28% 25% 28% 8% 8% 3% 0% 37 0% 37
interests
Instructors with an active
interest in student 78% 22% 0% 0% 0% 0% 0% 25% 42% 22% 8% 3% 0% 0% 37 0% 37
learning
High quality and specific
feedback from 68% 30% 3% 0% 0% 0% 0% 19% 36% 31% 8% 0% 6% 0% 37 0% 37
instructors
Instructors ensured that you
understood the material taught
70% 24% 3% 3% 0% 0% 0% 25% 31% 28% 14% 0% 3% 0% 37 0% 37
Instructors were readily
accessible outside the 65% 22% 11% 3% 0% 0% 0% 33% 42% 11% 11% 3% 0% 0% 37 0% 37
classroom
Teaching Assistants ensured
that you understood the material 50% 24% 15% 6% 0% 3% 3% 18% 27% 27% 9% 12% 0% 6% 34 8% 37
taught
Teaching Assistants were
readily accessible 34% 24% 34% 3% 0% 0% 3% 25% 29% 29% 11% 0% 4% 4% 29 17% 35
outside the classroom
95
Intellectually stimulating learning
experience
74% 26% 0% 0% 0% 0% 0% 38% 35% 24% 3% 0% 0% 0% 35 0% 35
Enjoyable learning experience 71% 17% 9% 3% 0% 0% 0% 42% 27% 24% 3% 3% 0% 0% 35 0% 35

Helpful staff in Faculty and
Department offices within your 47% 47% 3% 3% 0% 0% 0% 24% 36% 24% 12% 0% 3% 0% 34 3% 35
Program area
High quality facilities within your
Program area
56% 24% 15% 3% 3% 0% 0% 6% 15% 21% 15% 18% 15% 9% 34 3% 35
High quality services within your

Program area
43% 34% 14% 6% 3% 0% 0% 9% 12% 29% 26% 9% 3% 12% 35 5% 37
High quality general facilities on

campus
51% 38% 11% 0% 0% 0% 0% 14% 19% 31% 22% 6% 6% 3% 37 0% 37
High quality general services on

campus
49% 32% 16% 3% 0% 0% 0% 6% 36% 31% 14% 8% 3% 3% 37 0% 37
Helpful Academic Counsellors 65% 32% 3% 0% 0% 0% 0% 24% 24% 18% 21% 9% 0% 3% 34 8% 37
Helpful Career Development

Services
64% 29% 4% 4% 0% 0% 0% 15% 26% 19% 26% 4% 4% 7% 28 24% 37
General welcoming atmosphere

on campus
54% 30% 8% 8% 0% 0% 0% 25% 33% 19% 14% 3% 3% 3% 37 0% 37
Comraderie among fellow

students
49% 32% 11% 8% 0% 0% 0% 22% 25% 28% 8% 8% 6% 3% 37 0% 37
Readily accessible information
on department 54% 22% 14% 11% 0% 0% 0% 11% 28% 25% 25% 6% 6% 0% 37 0% 37
web pages
Scholarships and Awards were
available
59% 15% 9% 12% 3% 0% 3% 18% 21% 18% 24% 9% 3% 6% 34 8% 37
**Other 1 100% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 100% 1 86% 7
**Other 2 100% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 100% 1 86% 7

**Please see Experience Comments tab for Other Skills
96
97
5_1_25com. Thinking back on your experience at McMaster in your
undergraduate program, how would you rate the following in terms of
importance to you and your satisfaction? : If a respondent selected "Other
1", they were asked to please specify.
Arts and Culture careers on department web page
5_1_26com. Thinking back on your experience at McMaster in your

undergraduate program, how would you rate the following in terms of
importance to you and your satisfaction? : If a respondent selected "Other
2", they were asked to please specify.
Arts and Culture additional education on depart. web page
6. (a) Are there any

skills or areas of
knowledge that you
expected your
McMaster
Art History undergraduate
program to provide
but felt you were not
adequately prepared
for?
Yes 46%
No 54%
Valid Responses 28
Don't know/No opinion 24%
Responses 37
98
Please see Q6 Comments tab for details if the respondent selected 'Yes'
6b. Are there any skills or areas of knowledge that you expected your
McMaster undergraduate program to provide but felt you were not
adequately prepared for? If a respondent selected "Yes", they were asked to
please provide details.
I expected to be more adequately prepared to actually be in the field, maybe more professional
development. All we studied were the slides, we werent given a lot of ideas of where to go with our
degree, or what kind of fields we could pursue, or even what would be needed to pursue these fields.
Yes. The option to take studio art classes. Lack of/limited Canadian art.
Workplace skills and expectations, i.e. conducting business meetings, work ethics, etc.
more museum exposure, more trips or travel opportunities to visit or experience art works even other art
programs
A better understanding of the daily workings of a museum/gallery setting. Although I took all available
classes in this area, I had no idea of how an actual gallery opperated or all the different jobs associated
with such an environment.
The content needed to be grounded into todays modes of thinking, going further than just reiterating old
ideas. We needed to be learning more theory, more postmodernist arguments etc...
Fortunately I was able to learn this in classes outside of the Art History Dept., in English/Cultural Studies.
Perhaps the courses could be teamed up with cultural studies somehow to get the needed theoretical
information.
More discussion, connections and applications of this program and transitioning to the workplace.
I hoped for a greater knowledge of modern and contemporary art.
99
Applicable knowledge of Museum/Gallery Operations. More interaction with the McMaster Art Museum
for those students interested in Museum studies. I believe this course was not offered every year, and
didnt meet the expectations of students who got in.
Essay writing skills and library search skills
I dont know whether I expected to get it, but an internship course would be helpful in offering practical
experience, and an opportunity to put the theoretical concepts taught in the courses into practice. It would
also help with field-specific post-graduate employment opportunities, as all require experience, and prefer
experience over theoretical knowledge.
A seminar for senior students in the Arts for career and educational opportunities. Consistent
encouragement on CV building skills. More field trips and guest speakers.
research methods.
broader coarse choices.
theres a significant difference between 1st and 2nd year classes and later years in that the latter are far
more rewarding
7. To what extent do you agree that the education you

Art History received as part of your McMaster degree prepared you for
further education and lifelong learning?
Strongly agree 30%
Agree 54%
Neither agree nor disagree 11%
Disagree 5%
Strongly disagree 0%
100
Valid Responses 37
Responses 37
8. How would you rate your overall level of satisfaction with

Art History your McMaster degree program?
Very Satisfied 17%
Satisfied 69%
Neither Satisfied nor Dissatisfied 6%
Dissatisfied 8%
Very Dissatisfied 0%
Valid Responses 36
Responses 37
9. What did you like best about your undergraduate degree program?
I liked the small classes, and I loved most of my profs. I especially enjoyed my fourth year, that was the
year I truly met everyone in my program, the seminars were quite small and it made it so much easier to
meet people. I think that is where I learned most of the skills that I use today. I really enjoyed that
McMaster had a museum right on campus and we could access that either in class our outside of it. I
liked that Art History and Fine arts were somewhat intrewined so we could see how the fine arts students
were doing, and even spend time critquing their work. That is the only time I was able to critique work that
is coming out today in the art world.
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I enjoyed being taught to think critically as well as independently. Guidance from the faculty was
extremely appreciated, particularly from ____ and _____. Both of these professors taught me to
challenge limitations and achieve.
information received
Opened me up to a new way of thinking, different perspectives.
Developing the skills/experience to effectively read an image without prior knowledge of the art/artist.
subject matter taught by wonderful professors and instructors who were actively involved in the field and
always helpful
The content, the courses and the instructors.
The art courses with _____, taking part in events with the Engineering Faculty, and taking part in the
education experience through being a Teaching Assistant.
Size--big enough for diversity but small enough for contact with professors and other students
The quality of instruction was first-rate.
The opportunity to be a Teaching Assistant as an undergrad.
-availability of the professor outside of the classroom to act as counsellor.
-extracurricular activities (seminars/guest speakers, lectures, and socials) concentrated on students in

the program - enhances the level of enjoyment for the program.
The professors and the course material
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the accesibilty to the museum and research materials
prepared me as a better person professionally with a better more mature attitude. Appreciated hard work
and a good education.
-the people I was able to meet during my studies (friends, other students, professors)
The teachers were so knowledgable about their areas and reallly wanted to share that with their students.
There was a passion for knowledge that was infectius that came from most of the teachers. The class
sizes were small enough that you got to know each teacher to some degree.
The use it made with the McMaster Museum of Art.
The programs were often as much geared toward developing our abilities in expression and critical
thinking as they were in learning about art history. This became the most valuable asset for my academic
development.
The overall experience - being in contact with a great variety of people, instructors, and information. The
lack of unnecessary competition and the overall camaraderie amongst the students in our faculty was a
great benefit to everyones learning.
I enjoyed choosing classes that were of interest to me.
Stimulating & engaging course material and assignments.
Professors gave equal attention to all students because there was no graduate program for
undergraduates to compete with.
The integration with the Fine Arts program, though I would have liked more classes to be paralleled.
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Prof. _____
-courses taught were of a generally high quality, variety, and made use of the McMaster Museum of art
for several courses
I enjoyed the consistency in expectations across the majority of Art History courses.
The wide range of course material and the flexibility to take electives outside of your required courses
was a great aspect to the program. I felt most of the professors were passionate about their material and
it inspired their students to succeed. I also loved the atmosphere of the McMaster campus as a whole - it
was a comfortable and exciting place to learn.
Lectures, everything I learned there
The support from Professors, particularly _____
The courses that I really enjoyed and that I still remember are the ones that interested me, even before I
started taking them! I had a number of good instructors that were really engaging, knowledgeable and
good teachers.
My favourite courses involved field trips or an instructor who would take their class outside in nice
weather!
4th year courses that allowed us to diversify our learning by working with and following the art students.
_____ was an amazing professor whose passion for art and teaching inspired me to pursue further
studies in the field, and whose high standards pushed me to greatly improve my research and writing
skills.
The Cultural Studies program (my other major) blew my mind wide open to new social concepts and
groups that I had never considered before, and changed my world-view for the better.
I was happy to be an art history TA because I finally had the opportunity to meet and work with other like-
minded students in the program, and also was able to give tours to the 1st years in the McMaster
Museum.
104
I really enjoyed a particular course- I think titled _____ where the art history students participated with the
fine art students in studio critiques, and had the opportunity to learn more about the practical aspects of
the field.
Study of pieces in the Museum of Art, ROM and Hamilton Gallery.
Ability for some professors to discuss their own experiences in the business and current isssues.
seminar classes
close attention of professors in upper years
Topics studied.
10. What did you like least about your undergraduate degree program?
I hated the drama on campus on whether or not they would keep the art history program. This made me
very angry as an undergraduate to be in a program that I knew they were considering getting rid of. It
made me feel like I wasnt getting the best quality of education, and that the Art History program wasnt
receiving enough funding, or even support by the faculty. Politics at McMaster made it an unenjoyable
experience.
Limited technical skills in comparison with similar programs at a college or technical school environment.
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too much book learning exams based solely on memorization not learning
In first and second year courses their tended to be too much memorizing of dates and names and not
enough time spent on the meaning of the works or their social/cultural influences.
Some really bad professors (some great ones too). A lot of classes were filled quickly or not offered and
choices were greatly limited
Mandatory tutorial participation. This was not as much of an issue with art history courses, and I do see
the value in having tutorials, however, it should be recognized that not everyone learns this way and this
should be considered in the course breakdown.
poor facilities in which to learn, little technology involved in teaching
Lack of courses available for undergrads in Art History, how small the program acutally was and minimal
instructors available.
I found the courses offered in Art History were overly euro-centric, and left me with very limited
knowledge about the wide range of cultures and forms of art that have existed for centuries.
Would have liked more variety ie Asian art, Latin American art--the former is now available as understand
Art History is obviously NOT a priority at McMaster, judging by the shoddy facilities.
The outdated equipment used in classrooms.
-courses in the program that were felt to be unrelated or uninteresting.
-lack of language courses as part of the program.
-disagreeable professors/teaching staff (minimal but there were some).
106
The classroms that they put the art students in has not received funding in years and looks much more
run down than some newer parts of the campus. Ie. Business which gets the most money obviously. The
fact that unless you were majoring in Business you could not take any commerce courses which would
have been useful to me since I work for a small business and am now in Marketing. Those classes like
other faculties should be opened up. Come on we live in a Capitalist society yet we dont offer Marketing
across the board? Thats ridiculous. Especially since its not highly rockey science to figure out the
principles of marketing.
the obvious lack of funding for the arts
some of the stale or mandatory courses. Some of the courses neede revamping.
-the use of slide projectors by most professors (often broken, or often has problems)
The feeling that the school had little respect or care to keep our program excellent. Because we were not
in sciences or business we had the oldest fecilities and there was often a feeling that we had to fight to
keep the program alive. There was very little choise in classes to take and often you had to fight to get
into classes that you needed. There was simply not enough variety or number of classes for all of the
students interested. And teachers felt streched as they could not take more students because they were
never given TAs to help.
It needed to be more academically grounded. There seemed to be a lot of specialising going on leaning
towards _____ with little balance of anything else. There were only 3 professors for the entire department
in my last year so there was little variety in courses. The courses that were taught often by professors
that had no enthusiasm for the topic, but were needed to fill the slot.
Often many more interesting programs were offered in the course calendar than could be selected when
choosing courses for my schedule. On many occasions I was forced to take classes that I had little
interest in because of the lack of available options.
The lack of funding the Art programs received at McMaster, and particularly the impression the university
gave in the past, which seemed to suggest that Arts are less deserving of promotion and recognition than
programs like Medicine and Engineering.
I disliked memorizing names and dates and I disliked taking so many _____ classes.
A minority of professors in the department who did not have a strong commitment to the students and
presented poor lectures.
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Art History and other humanities are not appreciated at McMaster. They need more funding, including
more resources, professors, and classrooms.
Limited course offerings.
-because of limited resources available to the department, faculty were not able to offer a full range of
courses in different eras each year and had to rotate them biannually
-also McMaster need to provide more resources to faculty so that they are able to upgrade equipment for
art history
Course availability. It was difficult to plan a course schedule when many courses were only offered in
alternate years. However, I understand why this is necessary.
I felt the arts programs did not have much funding compared to other faculties on campus.
Did not have the best facilities or equipment
The small size of the department
The really, really expensive books that were bought brand new for each course. I always liked the
courses with the courseware packages rather than too many textbooks.
Not sure this would ever change, but other peoples attitudes during lectures i.e talking with their friends
while the instructor is speaking, or talking on their cell phones, people stretched out with their feet resting
on the back of other peoples chairs. There should be a course on lecture ettiquette!
8:30 am Art History courses, since you were placed in a dark room after just waking up. Made it very
difficult to learn and enjoy those courses.
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I didnt like that the arts dont have any central place where fellow students can meet one-another and get
to know each other.
I didnt enjoy that McMaster is a commuter school so students are always rushing in and out, rather than
having a real sense of community.
I didnt like how the arts are not respected at MAC, known for its engineering and health programs, which
is even reflected in which facilities are renovated and kept up-to-date (every building BUT the arts
ones...)
There werent enough electives to take, which was frustrating at times.
Strong independence of navigating ones own career path.
It did not seem to be a program that the university considered worth looking after or funding properly or
retaining faculty
Facilities - creepy classrooms that felt like they havent been updated since the 70s.
11. What changes would you suggest to help us improve the program?
-more use of the McMaster art gallery! There is so much there and I bet most students dont even know it.
-smaller classes, perhaps more group work- encourages comraderie, and really prepares students for
what the working world is like.
Increase technical skills and lab components.
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less lecturing more participation
Offer more classes. Allow for art history students to take studio art classes.
A wider variety of courses offered.
Diverse range of instructors, more classes offered and better technology available for displaying art work
on a big screen.
Have greater variety in courses offered, or change the program requirements so that students have to
pick courses that cover golbal art history. This will help students develop a well-rounded knowledge base.
Develop a graduate program--this gives undergraduate students a body to interact with that models the
next phase in academic study, this is also stimulating to faculty.
Encourage challenging theoretical underpinnings to courses--this is an aspect that could be developed

for _____--it was present in ______ courses taught by _____
More diversity needed. A good basis in the canon of Western art is needed, but SOME exposure to
Asian, African, Aboriginal art should be included.
Newer equipment, more faculty in order to offer a wider range of Art Historical subject matter. Also review
that certain senior staff members complete their obligations to students in terms of reasonable marking
turn around, feedback and actual teaching.
-increased diversity of course selections for the program.
-increased availability of student/career counselling.
-increased opportunities to attend seminars/guest speakers.
The art history program was wonderful.
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incorporate the facilities that we have on campus within the courses
Revamping of the mandatory courses -_____ - condensing of some of these courses - some of these
were long and drawn out - maybe combined now - not sure. Some comparison courses - instead of
studying _____ - run a course on comparing impressionism against Cudism or 15th Century Art. etc...
-all professors should switch to digital slides shown on a Power Point presentation, and a digital projector
(TSH B125 already has a really good,clear digital projector, but some professors dont use it)
More classes, more variety. The school needs to apriciate the great teachers that they have for the art
history program and respect the program within the university. The university benifits by being well
rounded.
Hire more professors with various research interests.
Give students better resources, rather than keeping them in the basement of togo salmon hall, this
stowing away of art history students doesnt go unnoticed compared to the buildings produced for other
departments.
Give students the room to develop there skills, such as giving them spaces to curate shows in other
department buildings.
Update the technologies available to the faculty. Numerous instructors wasted time fiddling with broken
slide projectors, poor lighting, faulty microphones etc. It was an unending distraction that looks poorly on
a school that is so well funded.
Promote our Humanities department on at least half the scale we promote some of the other
departments. Encourage financial investment and student enrollment into these programs. Provide more
funding and resources. Perhaps hold seminars for students which demonstrate that, unlike some
students are led to believe, a Humanities degree is not a waste of their time and it that it can be pretty
useful in their future endeavours.
High instructors with a greater knowledge of contemporary art.
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Ensure all faculty are of high calibre.
A more dynamic range of Art History courses.
-hire more faculty and upgrade existing equipment
I suggest that courses such as _____ should not be structured as group oriented learning. I dropped this
course because I was disappointed that _____ was not providing lectures, but rather expecting us to
learn the material from presentations made by our peers. I feel that this format would be more
appropriate for a level 4 course, or at the most a level 3 course where the material has been introduced
previously in a level 2 course (i.e. _______).
More up-to-date resources and facilites for Humanities students could improve the degree program.
More courses, more professors
Give more resources to the Department of Art History
I really liked the program and most of the courses that I took. Overall I have good memories of my
education at McMaster. Since being at McMaster, I can look back and think that it might have been better
for me if there were more opportunity for group assignments instead of self-directed learning/individual
assignments, more hands on type learning instead of book-learning and a greater variety of assessment
and evaluation strategies instead of essays and written assignments.
Computer accessible list of test slides with images.
112
It would be good to have more profs. so that a more diverse take on art history could be offered
(particularly a focus on _____)
It would also be good to have a more centralized student government/social club or lounge- anything to
get the students together and able to meet one-another and network outside lectures.
An internship course or another such practical course would be VERY beneficial, as arts jobs are hard to
find and get, especially if you dont have experience. Galleries dont care if you can write an essay well.
They want you to be able to install work, write didactic panels, curatorial statements, etc.
More realistic guidance and encouragement from department is necessary. ListServ to all arts students
on career seminars and guest speakers. More direct discussion and training on CV building skills.
allow for the program to achieve academic success by retaining faculty, funding adequately and
respecting its role in the university.
look to create a post graduate degree
Not sure.
12. What would you add to the curriculum?
-more professional development in the classroom, perhaps a class that had management skills, etc
combined with art history. Like art librarianship, or curatorship.. something that would include the skills
that are commonly used by art history graduates in their field of work.
nothing
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Should add more 20th century art. Their are courses for specific periods of art i.e. Renaissance, Baroque,
Greek and Roman but then Surrealism, Modernism, Abstract, Photo-Realism and any 20th/21st century
art periods are all compacted into one course. It may be beneficial to offer more courses on such areas
so they can be studied in more depth. Also, photography courses could be added to the Art/Art History
programs.
More courses related to public art/museum studies. More practical courses to help prepare for a career!
Optional excursions to museums, galleries or other cultural institutions.
greater diversity in courses - extend the limits of courses from Euro-centric art history.
Other forms of artwork from India, Africa, Australia....etc. Some classes in my final honours year were
only available bi-semester. They need to be available every semester.
See above--diversity in courses, more theoretical courses and interchange with cultural studies program
and graduate level courses
Perhaps a larger faculty?
Stronger focus in particular streams i.e. Modern/Contemporary or Canadian or Curatorial etc--this attracts
general and specialised students
At least one course in art by women.
Medieval Art classes, more connections with Anthropology and the opportunity to attend archaeological
field school.
-language courses/language substitute courses.
N/A
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one of my favourite classes was a studio crit class, which allowed art history students to become invovled
with the studio students more closely
some field trips
-more diversity in the artwork shown. For the most part, the curriculum is very Western/Euro-centric
-_____ already teaches classes on _____ art, but art from other cultural groups should be explored (e.g.
african, native, south american, etc. art)
-as well, the general survey courses (i.e. the first year courses) should include art from other cultural
groups - including only Western art in the survey courses implies that those are the important
works/movements, and should you want to study the other less important works then you can take the
specialty classes
Classes regarding work experience and how things opperate in feild related careers.
Start teaching contemporary theory rather than just touching on it.
Give hands on courses related to art history, such as cultural management.
Teach students how to curate shows.
Teach students about multimedia in the arts.
Add more variety to the courses, such as Spanish art, African Art, Political Art, Environmental Art,
anything but more Italian Renaissance.
Offer a course to students that allows them to explore their options when they join the workforce and help
them discover what opportunities are available for them. There is little connection through coursework to
help students of this program seek and procure employment. There are many students I know of that
graduated asking themselves, well what can I do with this degree now?
Hire more professors within diverse areas of study. Offer more Canadian art content. Offer more hands-
on courses, to suggest the different careers one could have with an Art History degree. For example,
offer a full-year museum course with limited enrollment, that would allow each student to participate in a
month-long internship at the McMaster Museum of Art. Another option is to offer more critique courses,
so as to encourage students to openly discuss and write about the subject matter. Another suggestion
could be to perhaps offer a journalism-based art history course, to help students develop hands-on
interview, research and writing skills.
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I would add contemporary art classes, including a course which focuses the history of computer design.
Reintroduce the _____ course. It provides context and perspective for the study of art history and
establishes strong understanding of fundamentals of research and theory.
Medieval Art
Egyptian Art
More hands on experiences
more canadian art and cultural studies
-a broader range of specialized courses, such as American, eighteenth-century art, ect.
-also allowing for this greater depth would eliminate the need for cross-listing
More opportunities for night classes.
Studying Classics and Art History I would have loved to have had a course on Ancient Egypt.
Courses that revolved around practical learning, going outside the classroom
More non-Western art, which they have already begun to do by hiring an _____ art specialist.
Nothing.
Add mandatory art courses to the Art History cirriculum.
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Canadian art
Curatorial practice/museum studies course
Maditory basic Adobe application and MS Word, especially MAC OS.
2 weeks field placement for all student. Not just a full course in senior year guided by a professor for one
student interested. But a course conducted as a group to discuss ideas before and after placement.
Art History needs to be promoted as a career option and not just personal study interest. Need more arts
management type ideas.
a few more diverse subject areas
practical application in conjunction with the mcmaster gallery or even the agh.
more seminar based coarses
post grad program
more instructors
Maybe a course on whats currently happening in the art world.
13. What would you like to drop from the curriculum?
-tests based on slides. the memorization is just ridiculous. That is no way to learn, and no way to retain
information. I cannot remember anything from those classes. The classes I remember are the ones
where we truly discussed, and our tests werent based on memorizing facts, rather theories and
developments.
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nothing
_____ art ...or combine it into one course.
_____ course (philosophy).
Grades alloted for tutorial participation, or a smaller percentage.
excessive and overlapping courses on _____ art - there are many other eras/cultures that would have
enriched my art historical learning.
Nothing.
Courses that are not challenging the students to develop and think--this depends on who teaches them. I
dont think the _____ course I took helped in any way--studio and those study art should interact and find
ways to dialogue but I found this course to be contrived--it would have bee more interesting to interview
and dialogue with established artists in the community.
Nothing.
N/A
N/A
some of the old world courses
-student presentations (it seems that professors used presentations so that they wouldnt have to teach
certain topics)
Nothing, the curiculum is so small it cant afford to loose any classes. Students need to be given some
amount of choice.
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The over abundance of Italian Art. Dont get me wrong it is important but there should be some variety.
Spend money hire more professors.
The second year manditory _____ course. This course should be optional but not manditory.
Nothing.
There is probably a _____ class (or two) that can be dropped from the curriculum.
N/A
n/a
Less memorization of thousands of slides.
N/A
Nothing - I felt the course selections, teaching styles, and expectations were perfect.
Critical thinking
Nothing.
Use less slides to describe the point. 5 or more slides to demonstrate one small point was not helpful.
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nothing. there needs to be more.
its too small to drop anything
Not sure.
14. (a) Would you recommend McMaster as a place to

pursue an undergraduate degree in the program from
Art History which you
graduated?
Yes, I would highly recommend the program 29%
Yes, I would recommend the program 47%
No, I would probably not recommend the program 24%
No, I would definitely not recommend the program 0%
Valid Responses 34
Responses 37
Art History 14. (b) Please provide the reason for

your rating.
Please see Q14 Comments Tab
120
14b. Would you recommend McMaster as a place to pursue an
undergraduate degree in the program from which you graduated? Please
provide the reason for your rating.
I enjoyed the program. I found it to be a close-knit community, and I loved all of my professors.
I have very fond memories of my time at McMaster. The faculty made all the difference.
provides adequate information about subject
Their is not enough money put into the Arts and McMaster, it seems to all go towards Medicine and
Engineering. It could do with some new/more courses.
Although I enjoyed my experience I would recommend another school until the program is improved. It is
pushed to the sidelines for science/research/engineering etc. It is like an afterthought. I would
recommend a school that respected their art history program more.
Overall I had a positive experience at McMaster and I believe that I learned a great deal from my
program,
Humanities in general and art history specifically are highly neglected on campus. I believe one could
find a school which values this subject matter much more highly than McMaster. The facilities we learned
in were appallingly out of date with little-to-no technological applications that many other faculties on
campus seem to be in possession of.
If improvements have been made, then it is a progrm I would recommend, but the program as it was
when I took it was lacking and needed some major updates.
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First and foremost the teaching of _____--it was through her courses that I gained the confidence and
skills to pursue a PhD in the subject.
The other was the possibility for interdisciplinary study with other departments.
Quality of the instructors more than made up for the shoddy facilities.
I enjoyed my time at McMaster but the course is not completely comprehensive and it would depend on
what academic field the person would wish to pursue.
Overall enjoyable student life and experience at McMaster.
It doesnt get enough notice/recognition once you have graduated. There are better schools for this
program and I wouldnt know what you needed to improve because I didnt go to the other schools.
I have fond memeories of my time in the art history department and I feel that I took away very valuable
skills which I apply in my current job
McMaster is a great highly respected university that offers a great education. It is also a great place to
work, as I also work here too. ive never left!
I would recommend McMaster because, overall, I enjoyed my time here. The school community was
good and I had some good professors. Although I do wonder if there are schools that have better Art
History programs, since McMaster does not put most of its focus towards the arts, but rather towards the
sciences
I loved my experince at Mac. But there was always a feeling like we were going to loose our program.
Choise is important in a degree and Mac felt like the choises were getting smaller and smaller. I would
be worried that I would recommend the program to someone and then it would get closed down before
they could finish their degree. The insecurity of this can be hard to take.
Lack of variety in the courses. Lack of funding dedicated to that department. There is no post-graduate
Art History Programme, so therefore no mentors/teaching assistants in place to look up to for advice, just
over worked professors.
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There are many positives that stemmed from my University education at Mac. This course opened my
eyes to the history of our world and helped me to develop as a student. However, I feel that there is a
very limited market for jobs in this field after graduation, so doing more to prepare grads for life after their
degree in Art History would be highly recommended.
I very much enjoyed my time at McMaster, and I found that while the Art History program was perhaps
not the most appropriate content I could have studied in terms of my eventual career decision, the skills I
obtained were irreplaceable and remain applicable in my career and life in general. Also, I find the
content itself to be a great asset in terms of networking opportunities and engaging in meaningful
conversation with others.
I completed a double-major at McMaster. I studied Multimedia and Art History. I was much more
engaged and interested in my Multimedia courses. I felt many of the Art History course were dry and
mostly involved memorizing names and dates. I didnt feel that the Art History professors really
understood or cared about the thoughts and feelings of the artists they studied.
Overall, the program was very strong and prepared me well for a Masters degree. I feel that my
undergraduate studies at McMaster were more intense and useful than my graduate studies.
I would recommend the program because the Professors in the department are outstanding. However, I
would not recommend the program because it is not appreciated by the University as a whole. The Art
History Department has a great potential, but it is not able to reach it because the University continues to
cut funding and attention that is sorely needed.
It is a good base, but I think for people who want to specialize in Art History, there are better offerings at
other institutions.
The program provides solid background in research skills, critical thinking and also awareness of different
perspectives
I found the program to be of a high standard and several of my friend who graduated from the program
have gone on to complete externally (OGS and SSHRC) funded, post-graduate degrees at a variety of
institutions, and take up highly competitive positions in the field.
I really enjoyed my experience at McMaster. The professors and students were very friendly and a
pleasure to work with. The campus is beautiful.
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I felt the Art History program at McMaster was challenging and fulfilling. The course selections were
excellent and the high level of expectations from professors pushed students to succeed. McMaster was
a very diverse and exciting place to study and I would highly recommend it to anyone wanting to pursue
higher education.
I felt I gained a lot from this program, and the professors were very excellent
The supportive environment at McMaster and from the Art history profs
Provides you with a good knowledge in Art History and a good foundation if you want to go further ahead
in the field.
I very much enjoyed my total experience at McMaster and the Art History program. The courses
available in the 3rd and 4th years became much more interesting and I really enjoyed those courses.
I would recommend the program, as long as _____ was still teaching, because shes so amazing. But I
wouldnt recommend it otherwise, as there werent enough profs. to teach enough diverse and relevant
topics. I was glad to be doing a double-major, or I would have had to take many courses I wasnt
interested in, for lack of options.
The art career placement rate needs to increase. And Perhaps an Instructor in First Nations art to
increase the diversity in the curriculum.
my reccomendation stems from the experiences I had in my final years with various instrctors at the time
who were very dedicated to the role but also had the desire to continue there own research not out of
necessity.
the intimacy of the program also allows students to engage in a much more beneficial learning
environment then most programs
I enjoyed the art history program - the university however on a whole is a cold, unwelcoming environment
that I wouldnt wish upon anyone.
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15. What was your main activity in the year after you
Art History graduated from your undergraduate program?
Went to grad school 16%
Pursued other further education (e.g., teachers college,

etc.)
22%
Got a job in a field related to my undergraduate degree 11%
Got a job that was not in a field related to my

undergraduate degree
30%
Self-employed in a field related to my undergraduate

degree
3%
Self-employed in a field not related to my undergraduate

degree
3%
Was unemployed for the whole year 3%
Traveled 3%
Volunteered 3%
Other 8%
Responses 37
Please see Graduation Comments Tab for 'Other' Activities
16. How confident were you upon graduation from

McMaster University with your undergraduate degree
Art History that you had the skills required for further education or
entry into graduate school?
Very Confident 43%
Confident 36%
125
Neither Confident nor Unconfident 7%
Not Very Confident 14%
Not At All Confident 0%
Responses* 14
*Only respondents who selected 'Went to grad school' or 'Pursued other further education' to question 15 were considered for this
question.
17. How soon after graduating did you find employment

Art History in a field related to your undergraduate degree?
0-3 months 60%
4-6 months 20%
7-12 months 20%
More than 12 months 0%
Responses* 5
*Only respondents who selected 'Got a job in a field related to my undergraduate degree' or 'Self-employed in a field related to my
undergraduate degree' to question 15 were considered for this question.
18. How confident were you upon graduation from

McMaster University with your undergraduate degree
Art History that you had the skills required for an entry-level
position in your field?
Very Confident 20%
Confident 20%
126
Neither Confident nor Unconfident 60%
Not Very Confident 0%
Not At All Confident 0%
Responses* 5
*Only respondents who selected 'Got a job in a field related to my undergraduate degree' or 'Self-employed in a field related to my
undergraduate degree' to question 15 were considered for this question.
19. Since receiving your McMaster undergraduate

Art History degree, have you sought permanent employment (either
full-time or part-time)?
Yes 75%
No 25%
Responses* 20
*Only respondents who did not select 'Got a job in a field related to my undergraduate degree' or 'Self-employed in a field related to
my undergraduate degree' or 'Got a job that was not in a field related to my undergraduate degree' or 'Self-employed in a field not
related to my undergraduate degree' to question 15 were considered for this question.
20. (a) Did you receive assistance with your job search
Art History from someone at McMaster?
Yes 13%
No 88%
Responses* 32
127
*Only respondents who selected 'Got a job in a field related to my undergraduate degree' or 'Got a job that was not in a field related
to my undergraduate degree' or 'Self-employed in a field related to my undergraduate degree' or 'Self-employed in a field not related
to my undergraduate degree' to question 15 or 'Yes' to question 19 were considered for this question.
Please see Graduation Comments Tab for further details if respondent selected 'Yes'
Art History 21. (a) Are you currently employed?
Yes 75%
No 16%
No - Currently attending school 9%
Responses* 32
Art History 21. (b) Are you employed:
Full-time 70%
Part-time 30%
Responses* 23
128
to my undergraduate degree' to question 15 or 'Yes' to question 19 and 'Yes' to question 21a were considered for this question.
22. How satisfied are you with your current or most

Art History recent job?
Very satisfied 29%
Satisfied 43%
Neither Satisfied nor Dissatisfied 18%
Dissatisfied 4%
Very Dissatisfied 7%
Valid Responses 28
Not applicable 10%
Responses* 31
23. Overall, how much of the knowledge gained from

Art History your McMaster undergraduate degree is relevant to your
current or most recent job?
Most (75-100%) 21%
129
Half or more (50-74%) 28%
Some (25-49%) 17%
Very little (1-24%) 17%
Irrelevant (0%) 17%
Valid Responses 29
Not applicable 9%
Responses* 32
20b. Did you receive assistance with your job search from someone at
McMaster? If a respondent selected "Yes", they were asked to please provide
details.
References from faculty for sessional teaching positions.
One of my Art History professors wrote a reference letter to a potential employer on my behalf.
_____ provided advice for the interview process and is one of my referees
I had assistance with my overall career direction, Myers-Briggs, from the career counselor. But my
current skills did not meet the needs to get into that industry after graduation. I do not get career
assistance from the department.
130
Art History
24. (a) Job Title :
Please see Employment Comments Tab for Job Title
Art History
24. (b) Type of Employment :
Agriculture 0%
Architecture/Engineering 0%
Arts/Design 30%
Business/Finance/Administration 7%
Computer/Mathematical 0%
Construction 0%
Education/Academics 20%
Entertainment/Recreation/Media 0%
Farming/Fishing/Forestry 0%
Health 3%
Legal 7%
Management 0%
Manufacturing/Processing/Production 0%
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Military 0%
Natural/Physical Sciences 0%
Recreation/Sports 0%
Sales 10%
Social Sciences/Social Services 0%
Trades 0%
Transportation 0%
Other 23%
Responses 30
Please see Employment Comments Tab for 'Other' Types of Employment
Art History 24. (c) Number of years of employment:
Less than 1 57%
2 20%
3 10%
4 0%
5 3%
More than 5 10%
Responses 30
132
24. (d) Is/was your job related to McMaster

Art History degree?
Yes 27%
Somewhat/Partially 30%
No 43%
Responses 30
24. (e) Is/was this your first job since

Art History graduating with your McMaster undergraduate
degree?
Yes 57%
No 43%
Responses 30
24. (f) Were any of your previous jobs related

Art History to your McMaster undergraduate degree?
133
Yes 23%
Somewhat/Partially 46%
No 31%
Responses 13
*Only respondents who selected 'No' to question 24. (e) were considered for this question.
24a. Job Title :
Athletic Therapist
Community Service Agent
Volunteer at AGO
Information Officer
Customer Service Representative
high school Arts teacher
Instructor, Art History
Digitization Technician
134
Webmaster
Account Supervisor
customer service representative for the Peller Estate wine club
Administrator
Hostess
Director of The Leamington Arts Centre
Student at Law
Web Designer
Assistant Curator
Research Assistant
Aboriginal Liaison and Communications Officer
Library / Continuing Legal Education Assistant
Art Gallery Manager
135
New Business Admin - Life Insurance
Youth Program Development Consultant
Teacher
Museum Collections Specialist
Promotions and Admin Assistant
Cashier
gallery owner
Antique Dealer & Appraiser
24b_21. Type of Employment : If a respondent selected "Other", they were

Retail
Marketing
tourism
136
hospitality
a little bit of many of those
Galleries/Museums-Cultural Management
Cultural Services - Museum
25. (a) Did you engage in any volunteer or extra-

Art History curricular activities while completing your degree at
McMaster?
Yes 67%
No 33%
Responses 36
25. (b) Did you find these activities to be helpful in

Art History pursuing your career?
Yes 61%
137
No 39%
Valid Responses* 18
Responses* 24
*Only respondents who selected 'Yes' to question 25a were considered for this question.
Please see Q25 Comments Tab for an explanation as to how these activities were helpful.
25c. Did you find these activities to be helpful in pursuing your career? If a
respondent selected "Yes", they were asked to specify in what ways those
activities were helpful.
Leadership and management skills!
I was a member of the womens club hockey team. Being a member of team is a valuable way to learn
how to interact with other people in many situations.
volunteered within my job field; gained important and relevant experience
I learned valuable leadership skills.
they helped with time management and public speaking
They were useful in terms of making contacts and networking. They were also useful in that they helped
me develop communication skills, and people skills. They also helped me learn to multi-task and plan
more efficiently. They also made me realize what kind of activities I would want to be involved in the
future, and what activities were not right for me.
138
Volunteering at the Art Gallery of Hamilton provided practical experience in a gallery setting.
I was part of an initiative that created an Art and Art History society to bring together the students in these
two fields.
I established many contacts and also had the opportunity for practical experience in my field
Volunteering at the McMaster Art Museum was a great experience. I learned about the inner workings of
museums.
confidence with working with/for people.
better understanding of peoples lives much different or seemingly similar to my own.
insight into social politics
26. (a) While completing your degree at McMaster, did

Art History you have summer employment or employment during
the school year that was related to your field?
Yes 36%
No 64%
Responses 36
Art History 26. (b) Did you find this employment to be helpful in
139
pursuing your career?
Yes 92%
No 8%
Valid Responses* 12
Responses* 13
*Only respondents who selected 'Yes' to question 26a were considered for this question.
Please see Q26 Comments Tab for an explanation as to how this employment was helpful.
26c. Did you find this employment to be helpful in pursuing your career? If a
respondent selected "Yes", they were asked in what way was this employment
helpful?
this employment was with the same employer for whom I currently work
During my fourth year at McMaster I was a Teaching Assistant, which strongly influenced my decision to
become a teacher.
Research assistant--developed skills in research methods
Tutorial Assistant--teaching, marking, classroom management
Yes it gave me necessary experience in order to obtain my current job.
again time management
140
I worked at the McMaster Museum of Art which was the only knowledge I got relating to my current job
now.
Absolutely, It was what got me work in the cultural industry.
I did freelance web design, which was related to my degree in Multimedia. This work was very helpful to
my career as I learned to deal with clients and improved my design skills.
Provided me with further experience working in a gallery and ultimately led to a full time job.
I had a research position that has prepared me for further research in my current position and later in
grad school.
One summer I did an employment exchange that allowed me to work in a museum in Quebec. This was
a great experience and helped prepare me for my current employment.
Art History A. Please indicate your age range :
20-25 38%
26-30 35%
31-35 18%
36-40 0%
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41-45 3%
46+ 6%
Valid Responses 34
Responses 36
Art History B. Please indicate your gender :
Male 9%
Female 91%
Valid Responses 35
Responses 36
C. What would you estimate is your total household

Art History annual income before taxes?
Less than $20,000 22%
$20,000 - $49,999 41%
$50,000 - $79,999 13%
$80,000 - $109,999 9%
$110,000 - $139,999 6%
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$140,000 - $169,999 6%
$170,000 - $199,999 0%
$200,000 or more 3%
Don't know 0%
Valid Responses 32
Responses 36
Art History D. How would you classify yourself?
White 85%
Aboriginal 3%
Asian 6%
Black 3%
Hispanic/Latino 0%
East Indian 0%
Middle Eastern 0%
West Indian 0%
Multi-racial 3%
Other 0%
Valid Responses 33
Responses 36
143
Please see Demographics Comments Tab for 'Other' classifications
D_oth. How would you classify yourself? If a respondent selected "Other",

they were asked to please specify.
E. Do you have any other comments about the McMaster undergraduate

program from which you graduated?
I really did enjoy my time at McMaster, I think the program could be improved with more variety of
courses offered, more detailed feedback from instructors and more activities that involve
museums/galleries to view things as a group first hand.
McMaster is well situated to develop this program, perhaps a restructuring of focus would help--many
universities have streams which offer different specialties after the second year--this would be an
interesting option and cater to an student body that is committed to the field.
i.e Modern/Contemporary with emphasis on theory, interdisciplinary studies
or curatorial or First Nations/Canadian Art
N/A
No, the program was wonderful and I enjoyed my classes. Were taking our honeymoon in Italy so I can
see some of the places I spent 3 yrs learning about.
144
I hope to see this program expand to a graduate program. If there was a graduate program when I
graduated I would have continued on with my masters.
no
Classes with _____ were some of the highlights of my experience.
I have only happy memories of studying Art History and Classics at McMaster University - it was a
wonderful program and I know that it has in many ways contributed to my successes over the years since
my graduation.
Thank you.
Overall it was a great experience. Completing this program definitely prepared me for my post-graduate
program through various skills.
Thank you.
there is great potential and opportunity in this program with a little more support
Professors were wonderful.
5.6 Success rates of professional certification (where applicable):
Not Applicable
5.7 Placement after graduation:
Students who graduate from the Art History program pursue various paths following
graduation. Many seek post-graduate degrees in Art History at universities in Canada,
the United States and Great Britain. Other students pursue a Bachelor’s of Education and
become teachers while others pursue work directly in both public and commercial art
145
galleries. Following is detailed information on some students who have graduated from
the program in the last eight years.
Antoncic, Debora (Class of 2003, Honours Art History) completed an MA in Art History
at York Unversity in 2005; she is currently completing a Ph.D. in Art History at Queen’s
University.
Barnes, Sheina (Class of 2005, Joint Honours Art and Art History) completed an MA in
Conservation at Queen’s University where she specialized in the conservation of paper.
Sheina received a grant from the SSHRC for 2006-7.
Bronson, Marcie (Class of 2003, Honours Art History) completed an MA in Art History
at York University in 2005 and is the Assistant Curator at Rodman Hall Arts Center,
Brock University.
Byron, Paul (Class of 2006, Honours Art and Art History) is pursuing an MA in Art
History at the University of Toronto.
Cardarelli, Alessandra (Class of 2008, Joint Honours Art History and Cultural Studies) is
in the first year of an MA in Art History at Queen’s University.
Carr, Emily (Class of 2004, Honours Art History) completed a Certificate of Museum
Studies at the Sir Stanford Fleming College.
Chou, Kristine (Class of 2006, Honours Art History) completed an MA in Art History at
the University of Toronto.
Feldmann, Eva (Class of 2006, Joint Honours Art History and French) completed an MA
in Art History at York University in 2008. Eva received a grant from the SSHRC for
2007-8.
Gorman, Lisa (Class of 2007, Joint Honours Art History and Communication Studies)
currently works in Toronto as an Animateur at the Power Plant Contemporary Art
Gallery.
Gregorio, Teresa (Class 2005, Honours Art History) is a Museum Monitor and
Information Officer at the McMaster Museum of Art.
Hadjur, Krystina (Class of 2008, Honours Art History) is an Administrative Assistant at

the Abbozzo Gallery in Oakville.
Jones, Conor (Class of 2005, Art History and History) pursued an MA in Art History at
Christie’s in London, England.
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Lehocki, Andrea (Class of 2007, Joint Honours Art and Art History) completed an MSc
in History, Theory and Display in the School of Art, Culture and Environment at the
University of Edinburgh in 2008.
Long, Meg (Class of 2003, Honours Art History) worked as an Assistant Instructor at
Trinity College School after graduation.
Love, Tiffany (Class of 2005, Joint Honours Art History and English) pursued a degree in
Interior Design at Sheridan College where she received a Student Union Entrance Award.
McBeth, Leslie (Class of 2004, Honours Art History) is living in New York City where
she works for the non-profit organization Design Trust for public space as a Program and
Development Associate.
McMeekin, Avril (Class of 2005, Honours Art History) completed an MA in Art History
at York University. Avril received a CGS grant for 2006-7.
Mierins, Krystina (Class of 2005, Joint Honours Art History and Peace Studies)
completed an MA in Art History at Carleton University in 2008.
Minardi, Anne-Marie (Class of 2003, Honours Art History) completed an MA in Art

History at Queen’s University in 2005.
Mrkalj, Jasmina (Class of 2005, Joint Honours Art History and History) studied Law at
the University of Windsor, where she graduated in 2008. She is articling at the
Hamilton-based firm Sullivan Festeryga LLP.
Nash, Julie (Class of 2008, Joint Honours Art History and Classics) is currently working
as a researcher at Hamilton Heritage Arts Inc.
Patterson, Kristin (Class of 2003, Joint Honours Art History and Comparative Literature)
pursued graduate studies in art history at the Courtauld Institute where she completed her
MA in 2004 and her PhD in 2008. Kristin received a pre-doctoral fellowship from the
SSHRC for 2005-8.
Pederson, Dane (Class of 2004, Honours Art History) is Founder and Director of Loose
Canon Gallery, Hamilton.
Rayburn, Amanda (Class of 2003, Honours Art History) pursued an MA in Landscape

Architecture at Guelph University.
Pitts, Stephanie (Class of 2008, Honours Art History and Classics) is pursuing an MA in
Humanities (Art History) at the University of Chicago.
Richard, David (Class of 2005, Art History) received an Associates of Applied Sciences
degree for Fashion Marketing from Parsons School of Design. He lives in New York
147
City where he works at PaceWildenstein and is starting a career as a documentary
photographer.
Simiana, Michele (Class of 2005, Honours Art History) teaches Art at Minster College in
the U.K.
Skinner Melissa (Class of 2008, Joint Honours Art History and Classics) is a Digitization
Technician at the Hamilton Public Library.
Stark, Trevor (Class of 2006, Joint Honours Art History and Arts and Science) completed
an MA in Art History at McGill University in 2008.
Sullivan, Megan (Class of 2006, Joint Honours Art History and Cultural Studies and
Communications Theory) pursued the Fashion Business program at George Brown
College.
Terry, Andrea (Class of 2003, Honours Art History) completed an MA in Art History at
Queen’s University in 2005 where she is currently completing a Ph.D.
Treilhard, Marieke (Class of 2004, Joint Honours Art History and Comparative
Literature) completed an MA in Art History at York University.
Verity, Eva (Class of 2006, Joint Honours Art History and Communication Studies) is
currently enrolled in the second year of an MA in Art History at York University. Eva
received a grant from the SSHRC for 2008-9.
Wigg, Natalie (Class of 2001, Honours Art History) completed her M.Div. at Yale
University in 2005.
Williams, Margaret (Class of 2003, Honours Art History) pursued primary school
teaching in Ancaster.
Wlusek, Ola (Class of 2003, BA in Art History) was Curator at the Latcham Gallery in
Stouffville, Ontario, 2006-7 and pursued an MA in Contemporary Art Theory at
Goldsmith’s College, University of London.
5.8 Discuss strengths, weaknesses and opportunities with regard to the

student learning experience:
The strengths with regard to the student learning experience include access to the
McMaster Museum of Art and the success rate of those who apply for graduate studies
and related scholarships and awards. The student learning experience is challenged by
the small faculty complement, the comparatively large size of lecture courses beyond the
first year and the lack of library resources.
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6 TEACHING
6.1 Distinctive aspects of teaching in this program:
While the program originated as one that focused on Western Art History, we have made
significant headway expanding its global coverage. In 2004 we were successful in
obtaining a tenure-track position in Asian Art. In July 2005 we welcomed Dr. Angela
Sheng, specialist in Chinese art history and visual culture to our faculty. Distinctive of
our program is our philosophy that promotes cultural diversity and inclusivity. We aim
to offer courses that address global topics and issues in art history.
We have designed a program with a rationale that takes students of varying backgrounds
in the discipline and through two required first year courses gives them the necessary
preparation for our upper-level courses. Our second year required courses make
compulsory exposure to both Eastern and Western art history. Our second year required
courses are: Visual Literacy, Greek Art, Roman Art, 19th- and 20th- Century Art,
Renaissance Art, and Chinese Art. These courses are designed to provide students with
detailed knowledge of specific time periods and areas.
We have designed our third year courses to develop, extend, and deepen consideration of
material related to that presented in specific second year courses. At the third year we
require four courses and students select from a range of offerings including: Aspects of
Canadian Art, Contemporary Art and Visual Culture, Italian Painting and Sculpture
1400-1580, 17th-Century Art, Issues in 19th-Century Art and Visual Culture, and Chinese
Art and Visual Culture 200-750. Students are required to produce in-depth research
papers in all of our third year courses. Distinctive of our third year is our Studio
Criticism course which is open only to Art History students. This course seeks to
enhance our student’s capacity to appraise critically contemporary works of art. To do
this they attend Studio Art critique sessions and are teamed up with an art student whose
works they study. Among our goals with this course is to develop connections between
the Art and Art History programs.
We provide students with a unique fourth year. Beyond our Thesis course, all fourth year
courses are seminars. These seminars train students to read critically, to discuss readings
in class, to present oral papers, to undertake research, and, when possible, pursue original
hypotheses.
Distinctive to our program is also the way in which we incorporate the resources of the
McMaster Museum Art (MMA) into courses at all levels. The MMA hold a world-class
collection of art works including Ancient coins, German Expressionist prints, native
Canadian sculpture and prints, nineteenth-century French art, and Contemporary
Canadian art. In the first year Introduction to Art History course, half of the tutorial
sessions are held in the education gallery at the MMA where exhibitions of painting,
sculpture, drawing, printmaking and photography have been curated by the professor
specifically to develop skills taught in this class. Similarly, for the second year course
149
Visual Literacy, and the third year courses Canadian Art and Issues in Nineteenth-
Century Art works either on exhibit or brought out from storage are the subject of student
study and research papers. We also have a fourth year seminar, The Study, Criticism and
Evaluation of Art, that is held at the MMA and works from the collection are the focus on
research papers and oral presentations.
In further collaboration with the MMA we offer the possibility for third and four year
students to enroll in one of two Applied Humanities courses. In this course a student has
the rare opportunity to work with original art works in the MMA under the supervision of
an Art History faculty member and the Director of the MMA. A student is taken through
the process of gathering information on at least four works of art. They research
contextual information, construct a profile of each work, reconstruct each work’s
provenance as possible, write condition reports, assess the market value of works, and
compose detailed written analysis on the works and artists.
We have also supervised Art History students enrolled in several Applied Humanities
courses at the Art Gallery of Hamilton where they have worked in the Education
Department and with the Curators of Contemporary Art, European Art and Canadian Art.
In this context, several students have curated temporary exhibitions drawing on both the
permanent collection and, in some cases, with works on loan from other instutitions.
6.2 Teaching and curriculum innovations in last five years:
We seek to innovate with our teaching methodologies and curriculum by incorporating a

range of pedagogical approaches into our lecture and seminar courses. In different
courses we encourage a variety of communication skills including: group work,
individual oral presentations and research papers of varying lengths and nature depending
upon the level of course. As much as possible, we incorporate in person, experiential
study and analysis of art works. In addition to the MMA, we take our students to other
galleries and museums, private and public, in the GTA. To engage and measure students’
active participation we undertake different pedagogical tools. Our testing does not
include multiple choice questions even in our largest first-year courses. We have
students identify and analyze works of art presented in lecture and in some first and
second year courses we examine students on “unknown” works (not covered in lecture)
with the goal that they apply what they have learned to their analysis of a new object. In
our third year courses we expect significant analysis and many tests and exams are essay
based.
6.3 Faculty Members:

(note: programs should be prepared to provide to the review team, on request,
copies of curricula vitae of the faculty for perusal during the site visit)
The faculty includes three full times members: Dr. Angela Sheng (Assistant Professor,
hired July 2005), Dr. Alison McQueen (Associate Professor, hired July 2000), and Dr.
Hayden Maginnis (Professor, hired July 1977). Sessional Instructors have been hired and
150
there are also faculty in other areas who teach courses that are cross-listed with Art
History as outlined in section 1.1.
For details on the areas of specialization of each faculty member, please refer to section
1.4.
6.4 Discuss how research relates to undergraduate teaching in the

program:
Each of the three full-time tenured and tenure-track faculty members incorporates their
research into his/her teaching in third- and fourth-year courses.
Dr. Sheng’s new research on ethnic minorities in China and Canada allows her to provide
additional input on Inuit Art for Aspects of Canadian Art (3B03). Her ongoing research
along the Silk Road feeds directly into Chinese Art and Visual Culture 200-750 (3Z03).
Dr. Sheng also incorporates her Silk Road research into the seminar Art and Visual
Culture 900-1400 (4C03), for example Pax Mongolia, as well as Art and Visual Culture
1400-1750 (4E03), for example Interculturality between East and West.
Dr. McQueen incorporates her primary research into Issues in Nineteenth-Century Art
(3J03) in which she currently focuses on Second Empire Paris. She also integrates her
research into each of her seminars including Art and Visual Culture 1750 to the Present
(4H03), for example Art Patronage and Collecting, and Art and Visual Culture 1400-
1750 (4E03), for example The Cult of Rembrandt.
Two of Dr. Maginnis’s lecture courses draw significantly on his primary research and
publications: Italian Painting and Sculpture 1400-1580 (3I03) and Art and Civiliation at
the Dawn of the Italian Renaissance 1200-1400 (3S03). Dr. Maginnis’s seminar The
Study, Criticism and Evaluation of Art (4V03) is also informed by his research, as are
numerous other seminars he offers under the topic of Art and Visual Culture 900-1400
(4C03), for example Early Sienese Art, Pietro Lorenzetti, Giotto, and The Young
Michelangelo.
We intentionally redesigned the seminars in our program several years ago to allow each
faculty to change the subjects of their seminars as their research evolves, without the
complication of proposing new courses. This changes allows us to integrate our latest
research into our teaching.
6.5 Faculty teaching loads for five years, with explanation of differences:
Faculty Member Year Teaching Load Explanation of

Differences
Angela Sheng 2008-2009 5 courses
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Angela Sheng* 2005-2006 4 courses *Joined the faculty
in July 2005, 3
units teaching
relief
Alison McQueen 2008-2009 5 courses
Alison McQueen 2006-2007 No courses On research leave
Alison McQueen 2005-2006 6 courses Taught overload to
cover required
courses
Alison McQueen 2003-2004 6 courses Taught overload to
cover required
courses
Hayden Maginnis 2008-2009 2 courses Half year research
leave
Hayden Maginnis 2007-2008 3 courses Half year research
leave
Hayden Maginnis 2006-2007 5 courses
Hayden Maginnis 2005-2006 2 courses Director of SOTA
Hayden Maginnis 2004-2005 2 courses Director of SOTA
Hayden Maginnis 2003-2004 No courses Director of SOTA
6.6 Student-faculty ratios:

This information will be provided by Planning and Analysis
See Appendix 6.6
6.7 Service teaching in courses offered by program and by other units:

Attach course outlines.
We offer numerous courses that have no prerequisites and thus are open to students from
across campus. These include: Introduction to the Study of Art (1A03), Introduction to
Art History (1AA3), Visual Literacy (2A03), Renaissance Art (2I03), and Art and Visual
Culture in East Asia (2Z03). It is also possible for students in any Level II or above
program to enroll in Seventeenth-Century Art (3D03), Italian Painting and Sculpture
1400-1580 (3I03), and Art and Civilization at the Dawn of the Italian Renaissance 1200-
1400 (3S03); for each course prior completion of Renaissance Art (2I03) is recommended
152
but not required. It is also possible for a Level III or IV student in any program to
register for Aspects of Canadian Art (3B03).
UNIVERSITY PROGRAM REVIEW COURSE/PROGRAMS
PROGRAM DESCRIPTION FACULTY COUNT

-------- ------------------------ -- -------- ---------
SESSION: 200309
COURSE: ART HIST 029 1AA3 2 D T2
9763 CONTINUING 1
0320 MATH&STATS I 02 SCI 1
0710 SCIENCE 1 02 SCI 10
2050808 H BIOLOGY 02 SCI 1
2514 H LIFE SCIENCE 02 SCI 1
2516 H PHYSICAL SCIENCE 02 SCI 1
0730 ENGINEERING I 03 ENGIN 5
4120 CIV ENG 03 ENGIN 1
4330 MECH ENG 03 ENGIN 1
4330535 MECH ENG&SCTY 03 ENGIN 1
6390 NURSING 05 NURS 1
0725 BUSINESS I 06 BUS 3
0370 MUSIC I 14 HUMAN 2
0700 HUMANITIES I 14 HUMAN 114
1200 ENGLISH 14 HUMAN 1
1290 HISTORY 14 HUMAN 1
1295 HUMANITIES 14 HUMAN 5
2028 H ART 14 HUMAN 2
2200294 H ENGLISH&MMEDIA 14 HUMAN 1
0720 SOC SCI I 15 SOC SC 33
1460 PSYCH 15 SOC SC 1
1475 RELIG ST 15 SOC SC 1
1520 SOCIOL 15 SOC SC 2
2460 H PSYCH,NEUROSCI&BEHAV 15 SOC SC 1
---------
191
COURSE: ART HIST 029 1A03 1 D T1
9763 CONTINUING 1
9765 IRREGULAR 1
4315535 MATLS ENG&SCTY 03 ENGIN 1
153
6395 NURSING OCCASIONAL 05 NURS 1
2141 HONOURS B COMMERCE 06 BUS 1
1029 ART HIST 14 HUMAN 2
2003133 H CMST(CULTR)&CSCT 14 HUMAN 1
2200 H ENGLISH 14 HUMAN 1
2420 H PHILOS 14 HUMAN 1
1010 ANTHROP 15 SOC SC 1
1150 ECON 15 SOC SC 1
2450 H POL SCI 15 SOC SC 1
2520 H SOCIOL 15 SOC SC 1
---------
156
9900 LETTER OF PERMISS. 1

2027 H ARTS&SCI 07 ART&SC 1
2028029 H ART&ART HIST 14 HUMAN 1
2029 H ART HIST 14 HUMAN 2
2029003 H ARTHIST&CMST(CLT) 14 HUMAN 1
2029010 H ART HIST&ANTHROP 14 HUMAN 1
2029200 H ART HIST&ENGLISH 14 HUMAN 2
2029230 H ART HIST&FRENCH(A) 14 HUMAN 1
2231 H FRENCH-A 14 HUMAN 1
2551 H THTR&FLM 14 HUMAN 1
2475 H RELIG ST 15 SOC SC 1
---------
30
COURSE: ART HIST 029 2B03 1 D T1

2276 HON B HTH SCI 04 H. SCI 1
154
2029294 H ART HIST&MMEDIA 14 HUMAN 1
2029417 H ART HIST&PEACEST 14 HUMAN 1
2029642 H ART HIST&WOM ST 14 HUMAN 1
2290 H HISTORY 14 HUMAN 1
1525 SOCIAL SCIENCES 15 SOC SC 1
---------
31
COURSE: ART HIST 029 2C03 2 D T2

2029240 H ART HIST&GEOG 14 HUMAN 1
2029290 H ART HIST&HISTORY 14 HUMAN 1
2200290 H ENGLISH&HISTORY 14 HUMAN 1
---------
37
COURSE: ART HIST 029 2D03 2 E C01
9763 CONTINUING 2
1435 PHYSICAL SCIENCE 02 SCI 1
2027230 H ARTS&SCI&FREN(A) 07 ART&SC 1
155
1130 CLASSICS 14 HUMAN 1
2003294 H CMST(CULTR)&MMEDIA 14 HUMAN 1
2028131 H ART&CLASSICS-A 14 HUMAN 1
2028200 H ART&ENGLISH 14 HUMAN 1
2028294 H ART&MMEDIA 14 HUMAN 2
2028460 H ART&PSYCH 14 HUMAN 2
2290450 H HISTORY&POL SCI 14 HUMAN 1
2370 H MUSIC 14 HUMAN 1
1240 GEOG 15 SOC SC 1
1450 POL SCI 15 SOC SC 1
2303 H KINESIOL 15 SOC SCI 1
3308 KINESIOL-MAJ 15 SOC SCI 2
---------
82
COURSE: ART HIST 029 2F03 1 D T1

1312 LIFE SCIENCE 02 SCI 1
2461858 H PSYCH(BEH NEURSC) 02 SCI 1
2140 COMMERCE 06 BUS 1
156
2010 H ANTHROP 15 SOC SC 1
---------
28
COURSE: ART HIST 029 2H03 1 E C01
2040802 H BIOCHEM 02 SCI 1

4080 CHEM ENG 03 ENGIN 1
1230 FRENCH 14 HUMAN 1
1551 THTR&FLM 14 HUMAN 1
2028306 H ART&JAPAN ST 14 HUMAN 1
2363 H MOD LANG&LINGUIST 14 HUMAN 1
---------
19
COURSE: ART HIST 029 2I03 1 E C01
9763 CONTINUING 2
2050814 H BIOLOGY(GENETIC) 02 SCI 1
4080535 CHEM ENG&SCTY 03 ENGIN 1
2027230 H ARTS&SCI&FREN(A) 07 ART&SC 1
157
2029642 H ART HIST&WOM ST 14 HUMAN 1
2200450 H ENGLISH&POL SCI 14 HUMAN 1
---------
59
COURSE: ART HIST 029 3AA3 1 E C01
9763 CONTINUING 1
9773 CR. O/S MCMASTER 1
2052 H BIOLOGY(CMPL ST) 02 SCI 1
2028260 H ART&GERMAN 14 HUMAN 1
2028551 H ART&THTR&FLM 14 HUMAN 2
2029142 H ART HIST&COMPLIT 14 HUMAN 1
2029150 H ART HIST&ECON 14 HUMAN 1
2167 H CMST(CULTR/PERF) 14 HUMAN 1
2273450 H HEALTHST&POL SCI 15 SOC SCI 1
---------
43
COURSE: ART HIST 029 3D03 2 D T2

2052 H BIOLOGY(CMPL ST) 02 SCI 1
158
2131 H CLASSICS-A 14 HUMAN 1
---------
33
COURSE: ART HIST 029 3H03 2 D T2

---------
16
COURSE: ART HIST 029 3I03 1 D T1

2029131 H ART HIST&CLASS-A 14 HUMAN 1
2273460 H HEALTHST&PSYCH 15 SOC SCI 1
---------
36
COURSE: ART HIST 029 3J03 2 E C01

159
2363 H MOD LANG&LINGUIST 14 HUMAN 1
2460874 H PSYCH(BEH NEURSC) 15 SOC SCI 1
---------
56
COURSE: ART HIST 029 3PP3 1 D T1
9763 CONTINUING 2
2381848 H NEURCOMP(MTH&ST) 02 SCI 1
2029420 H ART HIST&PHIL 14 HUMAN 1
---------
62
COURSE: ART HIST 029 3P03 2 D T2
160
9763 CONTINUING 1
---------
24
9763 CONTINUING 1
2200551 H ENGLISH&THTR&FLM 14 HUMAN 1
---------
17
COURSE: ART HIST 029 4BB3 2 D T2

---------
6

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161
12
COURSE: ART HIST 029 4O06 1 D T1

---------
1
COURSE: ART HIST 029 4X03 2 D T2

---------
19
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958
SESSION: 200409
9763 CONTINUING 1
2168 H CMST(CULTR/MASS) 14 HUMAN 2
0308 KINESIOL I 15 SOC SC 1
162
2240 H GEOG 15 SOC SC 1
---------
159
9763 CONTINUING 1
0345 MEDICAL RADIATION SCI 02 SCI 2
4517535 SOFTWARE ENG&SCTY 03 ENGIN 1
---------
153
163

2671 H KINESIOL 02 SCI 1
4144 COMPUTER ENG 03 ENGIN 1
2029133 H ART HIST&CSCT 14 HUMAN 2
2029450 H ART HIST&POL SCI 14 HUMAN 1
---------
63

2461856 H PSYCH (CORE) 02 SCI 2
164
2007294 H CMST(MASS)&MMEDIA 14 HUMAN 1
2132 H CLASSICS-B 14 HUMAN 1
2243 H GEOG&ENVIRO ST 15 SOC SC 1
---------
56

165
---------
34

2040804 H BIOCHEM(MOL BIO) 02 SCI 1
2461864 H PSYCH(EVOLUTION) 02 SCI 1
2028010 H ART&ANTHROP 14 HUMAN 1
2028133 H ART&CSCT 14 HUMAN 1
2028290 H ART&HISTORY 14 HUMAN 1
2028642 H ART&WOMEN ST 14 HUMAN 1
2312 H LINGUISTICS 14 HUMAN 1
166
2003520 H CMST(CULTR)&SOC 15 SOC SC 1
2460880 H PSYCH(EVOLUTION) 15 SOC SCI 1
---------
101
9763 CONTINUING 1
2200642 H ENGLISH&WOMEN ST 14 HUMAN 1
---------
32

2050460 H BIOLOGY&PSYCH 02 SCI 1
167
2420475 H PHILOS&RELIG ST 14 HUMAN 1
---------
26
9763 CONTINUING 1
9765 IRREGULAR 1
2045 H BIOCHEM(COOP)MOL 02 SCI 1
4315 MATLS ENG 03 ENGIN 1
6386 NURSING-MOHAWK 05 NURS 1
168
---------
76

2029520 H ART HIST&SOC 14 HUMAN 1
---------
45
COURSE: ART HIST 029 3B03 2 E C01
9763 CONTINUING 3
169
2169 H CMST(PERF/MASS) 14 HUMAN 1
---------
63
9763 CONTINUING 1
---------
24
COURSE: ART HIST 029 3G03 1 D T1

---------
12
170
---------
16
COURSE: ART HIST 029 3S03 1 D T1

---------
20

---------
5
COURSE: ART HIST 029 4E03 2 D T2

171
---------
12

---------
11
COURSE: ART HIST 029 4V03 2 D T2

---------
7
---------
915
SESSION: 200505
COURSE: ART HIST 029 2A03 1 E C01
9763 CONTINUING 2
4144 COMPUTER ENG 03 ENGIN 1
2133200 H CSCT & ENGLISH 14 HUMAN 1
172
1640 LABR ST 15 SOC SC 1
---------
30
---------
30
SESSION: 200509
9763 CONTINUING 2
2211820 H EARTH&ENV SCI 02 SCI 1
0027 ARTS & SCIENCE I 07 ART&SC 1
2290475 H HISTORY&RELIG ST 14 HUMAN 1
173
---------
184
9763 CONTINUING 1
2142290 H COMP LIT&HISTORY 14 HUMAN 1
174
---------
185
4740 OCCASIONAL 1
1325 MATHEMATICAL SCI 02 SCI 1
2027152 H ARTS&SCI&ECON 07 ART&SCI 1
---------
44
9771 EXCHANGE STUDENT 1

2320832 H MATH&STAT 02 SCI 1
2027029 H ARTS&SCI&ART HISTORY 07 ART&SCI 1
175
2029007 H ART HIST&CMST(MASS 14 HUMAN 1
2029300 H ART HIST&ITALIAN 14 HUMAN 1
2300475 H ITALIAN&RELIG ST 14 HUMAN 1
2312010 H LINGUIST&ANTHROP 14 HUMAN 1
---------
60

---------
176
33
9763 CONTINUING 3
2040806 H BIOCHEM(B&G ENG) 02 SCI 1
4110 CIV ENG-STRUCTUR/GEOTECH 03 ENGIN 1
4110535 CIVIL/STRC-GEO&STY 03 ENGIN 2
2027420 H ARTS&SCI&PHILOS 07 ART&SC 1
2028300 H ART & ITALIAN 14 HUMAN 2
2028475 H ART&RELIG ST 14 HUMAN 1
2028520 H ART&SOCIOL 14 HUMAN 2
2131010 H CLASSICS-A&ANTH 14 HUMAN 1
177
2294370 H MMEDIA&MUSIC 14 HUMAN 1
2273265 H HEALTHST&GERONT 15 SOC SCI 1
---------
124
COURSE: ART HIST 029 2G03 1 E C01

---------
9

2027152 H ARTS&SCI&ECON 07 ART&SCI 1
178
2273 H HEALTHST 15 SOC SCI 1
---------
44
9763 CONTINUING 2
2029007 H ART HIST&CMST(MASS 14 HUMAN 1
2029300 H ART HIST&ITALIAN 14 HUMAN 1
179
---------
69
COURSE: ART HIST 029 2Z03 1 D T1
9763 CONTINUING 1
---------
11

2029312 H ART HIST&LINGUISTICS 14 HUMAN 1
---------
57
180
9763 CONTINUING 3
2200450 H ENGLISH&POL SCI 14 HUMAN 1
---------
34

---------
18
9763 CONTINUING 2
181
2460880 H PSYCH(EVOLUTION) 15 SOC SCI 1
---------
50
COURSE: ART HIST 029 3J03 1 D T1
9763 CONTINUING 1
182
---------
54
COURSE: ART HIST 029 3L03 2 D T2
9763 CONTINUING 1
---------
18

2133294 H CSCT & MMEDIA 14 HUMAN 1
2294370 H MMEDIA&MUSIC 14 HUMAN 1
---------
29

---------
11
183
9763 CONTINUING 2
---------
16

---------
5
9763 CONTINUING 2
---------
13
9763 CONTINUING 1
---------
13
184

---------
1
---------
1082
SESSION: 200605

---------
8
---------
8
SESSION: 200609
9763 CONTINUING 1
2440800 H PHYSICS 02 SCI 1
4330325 MECH ENG&MGMT 03 ENGIN 1
2007200 H CMST(MASS)&ENGL 14 HUMAN 1
185
2460878 H PSYCH(DEVLPMNT) 15 SOC SCI 1
---------
194

1405 MED RAD SC-RADIOGR 02 SCI 1
1420 PHILOS 14 HUMAN 1
2001294 H CMST(L&S)&MMED 14 HUMAN 1
2131142 H CLASS-A&COMPLIT 14 HUMAN 1
2200551 H ENGLISH&THTR&FLM 14 HUMAN 1
186
2150 H ECON 15 SOC SC 1
1308 KINESIOLOGY GENERAL 15 SOC SCI 1
---------
189

2027142 H ARTS&SCI&CPLT 07 ART&SCI 1
2131290 H CLASSICS-A&HIST 14 HUMAN 1
2200520 H ENGLISH&SOCIOL 14 HUMAN 1
---------
51
187

---------
50

---------
34
188
2211820 H EARTH&ENV SCI 02 SCI 2
2028240 H ART&GEOG 14 HUMAN 1
2028420 H ART&PHILOS 14 HUMAN 1
2028475 H ART&RELIG ST 14 HUMAN 1
2131300 H CLASSICS-A&ITALIAN 14 HUMAN 1
2312294 H LINGUIST&MMEDIA 14 HUMAN 1
189
2460878 H PSYCH(DEVLPMNT) 15 SOC SCI 1
---------
133

2027460 H ARTS&SCI&PSYCH 07 ART&SC 1
2133312 H CSCT & LINGUISTICS 14 HUMAN 1
---------
22

---------
12
190
2027460 H ARTS&SCI&PSYCH 07 ART&SC 1
2133420 H CSCT & PHILOSOPHY 14 HUMAN 1
2417420 H PEACE ST&PHILOS 14 HUMAN 1
---------
33

191
---------
77
9763 CONTINUING 1
4130535 CIVIL/WTR-ENVR&STY 03 ENGIN 1
2200642 H ENGLISH&WOMEN ST 14 HUMAN 1
192
---------
71

2028520 H ART&SOCIOL 14 HUMAN 1
---------
53

193
---------
45
COURSE: ART HIST 029 3G03 1 D T1

2029475 H ART HIST&REL ST 14 HUMAN 1
---------
19

---------
13
COURSE: ART HIST 029 3S03 2 D T2

---------
194
51
COURSE: ART HIST 029 3XX3 2 E C01

---------
11

---------
7

---------
10
COURSE: ART HIST 029 4V03 1 D T1

---------
23

195
---------
28
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1126
SESSION: 200705
9763 CONTINUING 1
2133233 H CSCT & FRENCH 14 HUMAN 1
---------
24

2005200 H CMST(PERF)&ENGL 14 HUMAN 1
---------
16

196
---------
5
---------
45
SESSION: 200709
9763 CONTINUING 1
1510 SCIENCE 02 SCI 1
4080043 CHEM ENG&BIOENG 03 ENGIN 1
4330003 MECH ENG CO-OP 03 ENGIN 2
2130290 H CLASSICS & HISTORY 14 HUMAN 1
2142200 H COMP LIT&ENGLISH 14 HUMAN 1
197
1273 HEALTHST 15 SOC SCI 2
---------
169
9763 CONTINUING 3
9765 IRREGULAR 3
1410 MED RAD SC-ULTRA 02 SCI 1
1510 SCIENCE 02 SCI 1
0730003 ENGINEERING I CO-OP 03 ENGIN 2
4170003 ELEC ENG CO-OP 03 ENGIN 1
2029130 H ART HISTORY&CLASSICS 14 HUMAN 1
2163294 H CMST&MMEDIA 14 HUMAN 1
2294551 H MMEDIA&THTR&FLM 14 HUMAN 1
1010299 ANTHROP&INDIG ST 15 SOC SCI 1
---------
153
198

---------
42
9763 CONTINUING 1
199
---------
49

---------
29
9763 CONTINUING 3
4110003 CIVENG-STR/GEOTEC CO-OP 03 ENGIN 1
1378 MUSIC 14 HUMAN 1
200
2028551 H ART&THTR&FLM 14 HUMAN 1
2131290 H CLASSICS-A&HIST 14 HUMAN 1
2133642 H CSCT & WOMEN ST 14 HUMAN 1
2142312 H COMP LIT&LINGUIS 14 HUMAN 1
2163 H CMST 14 HUMAN 2
2163133 H CMST&CSCT 14 HUMAN 1
2240872 H GEOG(URB SO GEO) 15 SOC SCI 1
---------
105
9763 CONTINUING 1
2010520 H ANTHROP&SOCIOL 15 SOC SC 1
---------
17
201
COURSE: ART HIST 029 2G03 1 E T1

---------
8

4130533 CIV/WTR-ENVR&STY CO-OP 03 ENGIN 1
1273 HEALTHST 15 SOC SCI 1
---------
34
COURSE: ART HIST 029 2I03 1 D T1
9763 CONTINUING 2
202
2029233 H ART HIST&FRENCH 14 HUMAN 1
2130290 H CLASSICS & HISTORY 14 HUMAN 1
2233 HON FRENCH 14 HUMAN 1
---------
66

2320836 H MATH&STAT(STATS) 02 SCI 1
203
2163294 H CMST&MMEDIA 14 HUMAN 1
2290312 H HISTORY&LINGUIST 14 HUMAN 1
---------
48
COURSE: ART HIST 029 3D03 2 E T2
9763 CONTINUING 1
---------
61

4110533 CIV/STRC-GEO&STY CO-OP 03 ENGIN 1
204
---------
23
COURSE: ART HIST 029 3J03 1 D T1

4110533 CIV/STRC-GEO&STY CO-OP 03 ENGIN 1
---------
51
COURSE: ART HIST 029 3L03 2 D T2

---------
20

205
---------
19
COURSE: ART HIST 029 3XX3 2 E T2

---------
5

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27

---------
16
206
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4

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7

---------
15

---------
15

---------
3

207
---------
21
---------
1007
SESSION: 200805
COURSE: ART HIST 029 1AA3 2 E T2

---------
1
COURSE: ART HIST 029 1A03 1 E T1

2130312 H CLASSICS & LINGUIST 14 HUMAN 1
2475642 H RELIG ST&WOMENST 14 HUMAN 1
---------
21
COURSE: ART HIST 029 3AA3 1 E T1
9763 CONTINUING 1
208
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20
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42
=========
5213
6.8 Discuss strengths, weaknesses and opportunities with regard to

teaching:
We have a well-designed program of lecture coures and seminars that builds from the
required first-year courses, through the required second-year courses, to the array of
third-year courses and fourth-year seminars from which students can best develop their
research skill in accordance with their interests.
Faculty incorporate research into teaching particularly at the third and fourth year levels.
They present student with cutting-edge ideas and methodologies and expose them to the
findings of their primary research, in many cases even before the material has been
published. The diverse nature of the program with its recently developed area of Eastern
Art History, combined with the existing strengths in Western Art History, give students a
rare opportunity that exceeds the offerings of many much larger programs in the country.
The quality of the McMaster Museum of Art’s collection and the director’s willingness to
collaborate with the Art History faculty enhances the program significantly.
The three faculty members support one another’s methodological frameworks which
allows for a very positive culture in which the faculty teach and incorporate their research
into their lecture courses and seminars. Students in the program benefit from the positive
learning environment fostered by their professors.
The size of the faculty diminished greatly between the mid 1980s and 2000 from six to
two professors. A third professor was hired in 2005. Students both thrive in the intimate
nature and quality of the program but would also benefit from increased course offerings
in different cultural areas and from greater access to faculty for supervision at all levels.
The three full-time faculty are stretched due to their small number and while there is
considerable evidence of their success, the program would be even more successful with
additional resources. The faculty propose that the next position in Art History be a
tenure-track appointment in Islamic Art. This position would enhance the cultural
diversity the program seeks to promote, it would reflect interest expressed by students,
and would be aligned with the larger goals of the Faculty of Humanities and McMaster
University as a whole.
209
7 GRADUATE PROGRAM APPRAISAL
There is no graduate program in Art History at McMaster. The faculty have made several
attempts to promote mounting a graduate program over the years and most recently in
2007-8 designed a Joint MA/MFA that focused on printmaking, which is a strength in
both the Art and Art History programs as well as the collection of the McMaster Museum
of Art. A copy of that proposal can be made available upon request.
8 MAJOR AREAS OF CONCERN

Provide information regarding any specific concerns that should be addressed by the
review team or areas in which change should be made. The Major Areas of Concern
provide the Program with an opportunity to discuss strengths, weaknesses and
opportunities, to reflect on their implications and to identify ways in which they may be
addressed.
The main concern is how to move forward with a high-quality program that is challenged
by such a small faculty component. The Art History faculty seek to maintain high
standards in teaching and are focused on program students. The faculty seek to expand
the geographic areas of the curriculum to include Islamic Art, for the reasons outlined
above. Every program at McMaster is encouraged to offer increased service teaching and
the greatest demand for Art History is in the areas of modern and contemporary art where
there is only one faculty member; this presents definite challenges. Courses that are of the
greatest interest to non-program students are also required by program students in both
Art and Art History and we must maintain appropriate educational levels for the sake of
program students in our own discipline and that of Art. The Art History faculty also
fulfill significant administrative demands and seek to maintain and increase their research
profiles nationally and internationally. As mentioned above, the three Art History
professors are stretched due to their small number and while there is considerable
evidence of their success, the program would be even more successful with additional
resources, most importantly in the form of tenure-track appointments.
9 DEAN OF FACULTIES STATEMENT OF GENERAL CONCERNS

AND/OR QUESTIONS
The Dean of the Faculties or equivalent Administrator supervising the Program(s) being
reviewed will include a statement of general concerns and/or questions in addition to
those identified by the Program(s) to be addressed by the Review Team.
The Dean and Associate Dean have chosen to comment later in the process.
10 LIST OF PARTICIPANTS IN SELF STUDY
210
Role Participants
Faculty members Dr. Hayden Maginnis
Dr. Alison McQueen
Dr. Angela Sheng
Director of School of the Arts Dr. Keith Kinder
211
Appendix 3.6: Library Resources
1UNDERGRADUATE REVIEW OF
LIBRARY RESOURCES AND SERVICES FOR
THE DEPARTMENT OF ART & ART HISTORY
Library
OCTOBER 2008
This summary of McMaster University Library information resources and services

to support McMaster=s undergraduate program in Art & Art History has been
prepared by the Library=s Collections Division. The library information resources
and services support the Art & Art History curriculum and are comparable to
those provided by other undergraduate programs at McMaster University.
A. LIBRARY RESOURCES
COLLECTION DEVELOPMENT
The acquisition of materials for the Department of Art & Art History is governed
by a Collection Development Policy which is regularly reviewed and updated.
The most current version can be found on the Library’s web site at:
http://library.mcmaster.ca/collections-services/policies . In July 2007, the Library
introduced a Liaison Librarian program where subject specialist librarians work
with departmental Library Representatives to acquire and coordinate access to
library materials. Library materials are obtained in a variety of ways, including
firm orders, standing orders, subscriptions and, in some areas, approval plans.
BOOKS
McMaster University Library’s holdings currently total just over 2 million volumes
and the total annual expenditure on books (excluding Health Sciences) is
$770,000.
Books, print journals and reference resources for students in Art & Art History are
held in Mills Memorial Library. At the present time the Library purchases more
than 185 new books annually to support the Department of Art & Art History. For
the most part, these monographs are in print format but an increasing number
are in electronic format.
In addition to specific materials acquired for Art & Art History, information
resources obtained for the other humanities departments will prove useful for Art
212
& Art History students. McMaster University Library’s extensive holdings of
reports, surveys, data and other publications of provincial, national and
international governments and non-governmental organizations may also provide
support for this program.
JOURNALS & ELECTRONIC RESOURCES
The University Library subscribes to an array of print and electronic journals for
the Department of Art & Art History at an annual cost of approximately $9,000.
Additional titles are acquired as part of full-text electronic journal suites, using a
combined library budget for electronic resources (currently $4.5 million annually).
The Library has purchased or subscribes to a range of electronic resources,

including research databases, full text journals, monographs, numeric data and
government publications. In addition, the Library identifies and provides access
to select material freely available through the Internet. Such material includes
open access journals, dictionaries, encyclopedias, style guides and websites.
McMaster University Libraries participate in national (i.e. CRKN) and regional

(i.e. OCUL) consortium licenses for access to full-text electronic resources, and,
whenever possible, registers for campus-wide electronic access instead of print
subscriptions. All full-text journals are accessible through the library’s online
catalogue and through the e-journals portal at
http://library.mcmaster.ca/getit/portaltitles.htm The Library has embedded linking
technology (SFX) into research databases which allow users to link directly from
the databases to McMaster University Library’s full-text e-journal subscriptions,
or to our catalogue. The library also provides access to bibliographic
management software (RefWorks). McMaster University students, faculty and
staff may access electronic research databases and full-text electronic books and
journals from on campus or off-campus via the Library’s proxy server.
Currently the McMaster community has access to over 430,000 electronic

resources, including approximately 50,000 full-text electronic journals and more
than 300,000 e-books. The major electronic journal suites which may be helpful
to Art & Art History include:
• EBSCO
• JSTOR
• Gale
• ProQuest
213
A subject search of all e-resources recorded in our catalogue identified more
than 1,500 e-journals and other electronic resources concerning Art & Art
History.
The library subscribes to the suite of Springer e-book titles published since 2005,
and as part of a recent CRKN negotiation is about to add approximately 11,000
e-books published by Cambridge University Press, Oxford University Press and
Taylor & Francis.
DATABASES (INDEXES & ABSTRACTS)
The following is a range of databases, essential indexing and abstracting

resources, and reference tools available to the McMaster community in either
print format in Mills Library or online, and which support undergraduate studies in
Art & Art History.
Primary Databases
• Art Abstracts
• ArtStor
• Art Bibliographies Modern
• Arts & Humanities Citation Index
• BHI :British Humanities Index
• Bibliography of the History of Art
• Grove Dictionary of Art
• Journal of Contemporary Art
• Oxford Dictionary of Art
Secondary Databases
• Art & Architecture Thesaurus Browser
• Arthlinks: Art History Resources on the Web
• Artsource
• Asian Art
• Askart
• Art Cyclopedia
• Canadian Art Database
• McGill Digital Collections Program
• Timelines of Art History
214
FINANCIAL SUPPORT
The library budget (fiscal year 08/09) is $7.4 million for the acquisition of library
materials in all formats. The annual expenditure figures for the acquisition of
library materials for the Department of Art & Art History for the past seven fiscal
years are listed in Appendix A. In addition, the interdisciplinary acquisitions for
other related disciplines benefit students in Art & Art History. Acquisitions
expenditures have increased somewhat in the past seven years but far fewer
books and journals are being purchased due to unusual financial pressures as
government funding declines, price increases in costs of books, journals, the
licensing of e-resources, and the Canadian dollar fluctuating on international
markets. These factors continue to place noticeable restrictions on collection
building activities within the Library system.
In addition to these expenditures specific to the Department of Art & Art History,
the Library currently spends in excess of $4.5 million on electronic resources,
many of which are multi-disciplinary. Currently the McMaster community has
access to over 430,000 electronic resources, almost 2,000 with some humanities
content.
The Library’s memberships in national and regional consortia have reduced

some costs and enabled access to many more resources than the budget funds
would normally permit.
B. LIBRARY FACILITIES AND SERVICES
The Art & Art History collections are held in Mills Memorial Library. The Library is
open 100 hours per week during the term, with extended hours for the Learning
Commons until 2am throughout much of the term. There are 1,163 public seats
available in Mills Memorial Library with six group study rooms available for
collaborative work. 112 computer workstations are available for student use with
wireless access available for laptop users in most public areas of the Library.
Printing, photocopying and scanning is available and all equipment may be used
whenever the Library is open. All libraries offer a laptop lending program, with 30
laptops available for loan at Mills.
Library Catalogue
Monographs and periodicals are catalogued using the Library of Congress

system and are shelved by call number. The Library’s online catalogue
215
(http://libcat.mcmaster.ca) provides access to all the collections of the McMaster
University Library System [Mills Memorial Library, H.G. Thode Library of Science
& Engineering Library, Innis Library (Business) and the Health Sciences Library].
Information about all library materials, hours, services, the online catalogue and
access to electronic products is accessible through the Library’s Web site at
http://library.mcmaster.ca. Most items circulate, with the exception of print
journals, some government publications and reference materials.
Teaching and Learning: Information Literacy
In 2007 the library introduced "Library Liaison @ Mac" a new program whereby
librarians work closely with academic departments to, among other things, teach
information literacy skills to undergraduates and ensure that library resources
meet the research and teaching needs of the departments. In 2007/2008
librarians taught 501 information literacy sessions, making contact with over
13,000 students. Information literacy classes are taught in two library e-
classrooms (the Wong Electronic Classroom in Mills Library and the Health
Sciences Library e-classroom) which can accommodate 20+ students for hands-
on workshops, and in campus lecture halls and classrooms.
Research/Reference/IT Help
Library staff provide research help (reference assistance) in person and virtually
(by telephone, e-mail and MSN http://library.mcmaster.ca/justask/ and Second
Life). IT (Information Technology) assistance is provided by student consultants
at the IT Help Desks in each library.
Interlibrary Loan / Reciprocal Borrowing
For items not available in McMaster's Libraries, students can use RACER
(http://library.mcmaster.ca/borrow/ill ), OCUL’s web-based interlibrary loan
system, to borrow books, theses or government publications or obtain copies of
journal articles from libraries within Canada and elsewhere. McMaster University
has recently become a member of CRL (Center for Research Libraries). Our
membership allows us to provide “access to extensive and unique collections,
opportunities for sharing resources while avoiding unnecessary costs”. Materials
can be delivered electronically or through interlibrary loan–with a 3 day
guarantee. Since the Center has “over four million newspapers, journals,
dissertations, archives, government publications and other traditional and digital
resources for research and teaching” our membership dramatically increases our
access to print scholarly literature, some of which is difficult or impossible to
obtain through other means.
216
Reciprocal agreements with various library consortia allow McMaster faculty,
staff, and students to borrow in person from other university libraries in Canada.
McMaster faculty may also obtain borrowing privileges at many major university
libraries in the United States
(http://www.oclc.org/membership/advisorycommittees/profile8.htm).
Library Outreach
McMaster University students, faculty and staff are encouraged to keep abreast
of new services and developments in the Library by reading our electronic News
& Events blog (http://library.mcmaster.ca/news) or by subscribing to one of
many library RSS feeds.
For detailed information on the University Library’s expenditures, collections and

services, please consult our Key Library Statistics page at
http://library.mcmaster.ca/stats/lib-stats
217
APPENDIX A - EXPENDITURES FOR ART & ART HISTORY
FISCAL MONOGRAPH SERIALS TOTAL ELECTRONIC

YEAR EXPENDITURES EXPENDITURES RESOURCES
(LIBRARY EXPENDITURES)
01/02 $22,989 $10,026 $33,015 $1,045,442
02/03 $24,337 $10,406 $34,743 $2,649,841
03/04* $23,741 $ 8,094 $31,835 $3,029,308
04/05 $32,319 $ 9,476 $41,795 $3,049,117
05/06 $22,232 $ 8,236 $30,468 $3,426,704
06/07 $13,123 $10,365 $23,488 $4,189,531
07/08 $13,333 $ 9,015 $22,348 $3,848,782
NOTE: * MANY TITLES NOW PURCHASED THROUGH THE ELECTRONIC RESOURCES BUDGET
218
Appendix 4.2:
REGULAR SESSION VISA EDUCATION SOURCE BY LEVEL
AS AT NOV 01, 2008, PRELIMINARY
LEVEL 1 UPPER LEVEL

ONT.
105 - 105 - NON INTN. OAC
RETURNING 2 3 4 5 99
CANADA CANADIAN BACC/G.C.E. LAST
YEAR TOTAL TOTAL TOTAL
ALBANIA 1 1 1
AUSTRALIA 1 1 7 7 8
AUSTRIA 5 5 5
BAHAMAS 1 1 3 1 4 5
BAHRAIN 1 1 1
BANGLADESH 1 1 2 2 5 5 12 14
BARBADOS 1 1 1
BENIN 1 1 1
BERMUDA 1 2 3 3
BOTSWANA 1 1 1 1 1 3 4
BRAZIL 1 1 8 8 9
219
CAMBODIA 1 1 1
CAMEROON 1 1 1 1 2
COCOS IS 1 1 1
DENMARK 5 5 5
ECUADOR 1 1 1
EGYPT 1 1 6 3 1 1 11 12
ENGLAND 1 1 15 15 16
ERITREA 1 1 1
FRANCE 34 34 34
GAMBIA 1 1 1
GERMANY 1 1 2 1 3 4 6
GHANA 3 3 1 7 3 11 14
GUYANA 1 1 2 1 2 3 5
HONG KONG 3 28 1 32 23 14 16 53 85
INDIA 1 10 1 1 1 14 16 9 13 2 40 54
INDONESIA 2 3 3 8 8
IRAN 1 1 2 1 2 1 4 6
IRAQ 1 1 1
JAMAICA 1 1 1
220
JAPAN 4 1 5 2 1 3 8
JORDAN 1 1 3 2 1 6 7
KAZAKHSTAN 1 1 1
KENYA 2 1 3 3
KYRGYZSTAN 1 1 1
LAOS 1 1 1
LEBANON 3 1 1 1 6 6
LIBYA 1 1 2 2
MACAO 3 3 1 1 4
MALAYSIA 1 18 1 20 2 1 2 5 25
MEXICO 1 1 2 1 2 1 4 6
NETH.ANTI 1 1 1
NETHERLANDS 1 1 2 2
NIGERIA 11 1 6 4 22 15 10 6 1 1 33 55
NORWAY 1 1 1
OMAN 1 1 1
OTHER 1 1 1
P.R. CHIN 14 24 2 70 6 116 94 56 41 5 196 312
PAKISTAN 1 2 5 2 10 9 8 4 3 24 34
221
PORTUGAL 1 1 1
ROMANIA 1 1 1
RUSSIA 4 4 4
RUSSIAN F 1 1 2 2 1 2 5 7
S ARABIA 1 1 7 1 1 9 10
S.KOREA 7 16 1 24 26 18 8 1 53 77
SINGAPORE 2 4 6 6
SPAIN 1 1 1
SRI LANKA 1 2 3 3
ST LUCIA 1 1 1
SUDAN 1 1 1
SYRIA 1 1 1 1 2
TAIWAN 1 5 1 7 3 4 3 10 17
TANZANIA 2 1 3 2 3 5 8
THAILAND 1 1 2 1 3 4
TOGO 1 1 1
TRINIDAD, 2 2 2 1 3 5
TURKEY 1 1 1
USA 1 2 3 6 8 1 15 18
222
U.K. 1 1 1 3 4 10 2 16 19
UN.ARAB E 2 2 1 1 3
UZBEKISTAN 1 1 1
VENEZUELA 2 1 3 3
VT.NM.P.R 1 4 5 1 1 2 7
YEMEN 1 1 2 2
TOTAL 48 50 20 174 17 309 252 268 136 14 1 671 980
UPDATED ON: 19JAN2009
REGULAR SESSION LEVEL 1

EDUCATION SOURCE BY
FACULTY
ARTS & FACULTY FACULTY FACULTY FACUL FACULTY

FACULTY SCHOOL
SCIENCE COLLABORATIVE OF OF HEALTH OF TY OF OF SOCIAL
OF OF
PROGRA NURSING ENGINEE HUMANITI SCIEN
BUSINESS SCIENCES SCIENCES NURSING
MME RING ES CE TOTAL
ALBERTA 1 1 5 1 1 1 10
BRITISH
COLUMBIA 5 4 4 2 3 11 2 31
223
CANADIAN
JUNIOR
COLLEGE 1 1 2 2 6
CANADIAN
NON-ONT.
UNIVERSITY 2 2 1 2 1 8
GENERAL
CERT. OF
EDUCATION 2 12 2 4 5 25
INTERNATION
AL BACC. 1 5 2 2 1 1 12
MANITOBA 1 1 1 5 8
MCMASTER
2ND DEGREE 1 1 2
NEW
BRUNSWICK 2 1 1 4
NEWFOUNDL
AND 1 1
NON-
CANADIAN
JUNIOR
COLLEGE 1 1 2 4
NON-CANADIAN S.S. 19 44 2 16 4 85
NON-
CANADIAN
UNIVERSITY 1 5 15 1 1 3 26
NOVA SCOTIA 1 4 2 7
ONT. OAC
LAST YEAR 52 547 872 146 516 1417 761 77 4388
ONT. OAC
PART TIME 2 2 1 2 4 11
ONT. OAC
PRIOR YEAR 3 18 21 1 39 29 40 4 155
224
ONTARIO
CAATS 1 3 23 23 5 46 101
OTHER 1 271 31 115 33 62 53 5 571

OTHER
ONTARIO
UNIVERSITY 1 12 6 16 9 2 46
PRINCE
EDWARD
ISLAND 1 1 2
QUEBEC
CEGEP 1 1 2
SASKATCHE
WAN 2 3 5
TOTAL 68 271 646 1132 156 629 1583 936 89 5510

UPDATED ON:
19JAN2009
REGULAR SESSION LEVEL 1 EDUCATION SOURCE BY FACULTY and PROGRAM
CANADIAN/LI VISA
105 101 RETURNING TOTAL 105 101 RETURNING TOTAL TOTAL
Arts&Sci I 15 51 1 67 1 1 68
ARTS & SCIENCE PROGRAMME
TOTAL 15 51 1 67 1 1 68
225
Business I 43 480 14 537 27 67 2 96 633
FACULTY OF BUSINESS Irregular 11 11 2 2 13
TOTAL 43 480 25 548 27 67 4 98 646
Irregular 17 17 1 1 18
Engineering I 49 237 54 340 22 27 2 51 391

Engineering I
Co-op 33 486 8 527 27 15 42 569
FACULTY OF ENGINEERING Technology I 14 55 22 91 1 2 3 94
Comp. Sci I 1 14 6 21 1 1 2 23
Comp. Sci I
Co-op 34 2 36 1 1 37
TOTAL 97 826 109 1032 51 46 3 100 1132
FACULTY OF HEALTH H Hlth Sci 10 146 156 156

SCIENCES
TOTAL 10 146 156 156
Humanities I 71 483 27 581 2 4 1 7 588

FACULTY OF HUMANITIES Music I 7 29 5 41 41
TOTAL 78 512 32 622 2 4 1 7 629

FACULTY OF SCIENCE
Life Sci I 43 919 22 984 10 13 2 25 1009
Kines. I 12 189 6 207 207

Phys. Sci I 7 69 3 79 1 1 80
226
Math&Stats I 6 63 5 74 2 6 1 9 83
Med. Rad. Sci
I 24 96 11 131 1 2 3 134
Earth. & Env.
Sci I 5 59 3 67 2 1 3 70
TOTAL 97 1395 50 1542 15 22 4 41 1583
FACULTY OF SOCIAL Soc. Sci. I 99 730 48 877 23 31 5 59 936

SCIENCES
TOTAL 99 730 48 877 23 31 5 59 936
Nursing 7 74 5 86 3 3 89
SCHOOL OF NURSING
TOTAL 7 74 5 86 3 3 89
Nursing Con. 98 1 99 99
COLLABORATIVE NURSING Nursing Moh. 157 15 172 172
TOTAL 255 16 271 271

421
TOTAL 701 4 286 5201 118 174 17 309 5510
* 101 - students registered in previous academic year as full-time day students at Ontario Secondary School
* 105 - all other applicants including students that came indirectly from an Ontario Secondary School
* Returning - internal transfers, students repeating Level 1, students readmitted, and students with course deficiency
227
REGULAR SESSION LEVEL 1 EDUCATION SOURCE BY PROGRAM
Ear En M Me
th. gin a d.
Ir
Co & eer t Ra
r M
Co mp En En ing Hu h d. Nu Nu Te
Art Bu H e u Ph So
mp . v. gin I ma Kin & Sci Nu rsi rsi ch
s& sin Hlt g Life s ys. c.
. Sci eer niti es. S rsi ng ng nol
Sci es h u Sci I i Sci Sci
Sci I ing es I t ng Co Mo og
I sI Sci l c I .I
I Co Sci I Co I a n. h. yI
a I I
-op I -op t
r
s TOT
I AL
ALBERTA 1 1 1 4 1 1 1 10
BRITISH COLUMBIA 5 4 1 3 1 2 3 3 5 1 1 2 31
CANADIAN JUNIOR
COLLEGE 1 1 1 1 2 6
CANADIAN NON-ONT.
UNIVERSITY 2 2 1 1 1 1 8
GENERAL CERT. OF
EDUCATION 2 4 8 2 1 3 5 25
INTERNATIONAL
BACC. 1 5 1 1 2 1 1 12
MANITOBA 1 1 1 1 2 2 8
MCMASTER 2ND
DEGREE 1 1 2
228
NEW BRUNSWICK 2 1 1 4
NEWFOUNDLAND 1 1
NON-CANADIAN
JUNIOR COLLEGE 1 1 2 4
NON-CANADIAN S.S. 19 1 21 21 2 1 12 2 4 2 85
NON-CANADIAN
UNIVERSITY 1 5 1 8 5 1 1 3 1 26
NOVA SCOTIA 1 1 2 1 2 7
54 26 50 14 48 18 6 2 76
ONT. OAC LAST YEAR 52 7 15 35 60 4 1 6 7 9 932 9 98 9 77 69 1 57 4388
ONT. OAC PART TIME 2 1 1 1 2 4 11
ONT. OAC PRIOR YEAR 3 18 4 11 9 1 34 3 15 3 2 5 4 2 40 1 155
ONTARIO CAATS 1 3 1 11 8 23 1 3 1 46 3 101

3 17
OTHER 1 18 6 2 3 56 8 28 1 6 25 6 18 5 5 99 2 4 53 25 571
OTHER ONTARIO
UNIVERSITY 1 1 6 1 5 1 4 1 9 1 2 9 5 46
PRINCE EDWARD
ISLAND 1 1 2
QUEBEC CEGEP 1 1 2
SASKATCHEWAN 2 1 2 5
63 39 56 15 58 3 20 8 13 4 17 93
TOTAL 68 3 23 37 70 1 9 6 8 1 7 1009 3 4 1 89 99 2 80 6 94 5510
229
REGULAR SESSION LEVEL 1 EDUCATION SOURCE BY FACULTY
AS AT NOV 01, 2008,
PRELIMINARY
TYPE=CANADIAN/LI
ARTS
& FACULT FACULT
SCIEN Y OF Y OF COLLAB
CE FACULT FACULTY HEALTH FACULT SOCIAL SCHO ORATIV
PROG Y OF OF Y OF FACULTY OL OF E
RAMM BUSINE ENGINEE SCIENC HUMANI OF SCIENC NURSI NURSIN
E SS RING ES TIES SCIENCE ES NG G TOTAL
ALBERTA 1 1 5 1 1 1 10
BRITISH COLUMBIA 5 4 2 2 3 8 1 25
CANADIAN JUNIOR
COLLEGE 1 1 2 2 6
INTERNATIONAL
BACC. 1 2 1 2 1 7
NON-CANADIAN
UNIVERSITY 1 3 9 1 1 15
ONT. OAC LAST
YEAR 51 480 826 146 512 1395 730 74 4214
ONT. OAC PRIOR
YEAR 3 13 20 1 39 28 36 4 144
ONTARIO CAATS 1 1 16 23 5 45 91
230
OTHER 1 26 112 32 57 48 5 271 552
PRINCE EDWARD
ISLAND 1 1 2
QUEBEC CEGEP 1 1 2
CANADIAN NON-
ONT. UNIVERSITY 2 2 1 2 7
GENERAL CERT.
OF EDUCATION 1 4 1 4 1 11
NON-CANADIAN
S.S. 9 21 2 12 2 46
ONT. OAC PART
TIME 1 1 2
OTHER ONTARIO
UNIVERSITY 1 11 6 15 7 2 42
SASKATCHEWAN 1 2 3
NON-CANADIAN
NOVA SCOTIA 1 3 1 5
MANITOBA 1 5 6
MCMASTER 2ND
DEGREE 1 1 2
NEWFOUNDLAND 1 1
TOTAL 67 548 1032 156 622 1542 877 86 271 5201
231
REGULAR SESSION LEVEL 1 EDUCATION SOURCE BY FACULTY
TYPE=VISA
FAC
ULT
Y OF
ARTS & SOC
SCIENCE IAL
FACULTY FACULTY SCIE SCHOOL
OF FACULTY OF OF FACULTY NCE OF
PROGRAMME BUSINESS ENGINEERING HUMANITIES OF SCIENCE S NURSING TOTAL
ONT. OAC LAST
YEAR 1 67 46 4 22 31 3 174
GENERAL CERT.
OF EDUCATION 1 8 1 4 14
INTERNATIONAL
BACC. 3 1 1 5
MANITOBA 1 1 2
NON-CANADIAN
S.S. 10 23 4 2 39
NON-CANADIAN
UNIVERSITY 2 6 1 2 11
ONT. OAC PART
TIME 1 2 2 4 9
ONT. OAC PRIOR
YEAR 5 1 1 4 11
ONTARIO CAATS 2 7 1 10
232
OTHER 5 3 1 5 5 19
SASKATCHEWAN 1 1 2
BRITISH
COLUMBIA 2 3 1 6
OTHER ONTARIO
UNIVERSITY 1 1 2 4
NOVA SCOTIA 1 1 2
CANADIAN NON-
ONT. UNIVERSITY 1 1
TOTAL 1 98 100 7 41 59 3 309
233
REGULAR SESSION LEVEL 1 EDUCATION
SOURCE BY PROGRAM
AS AT NOV 01, 2008,
PRELIMINARY
TYPE=CANADIAN/L
I
En Co Me Ear N
En gin Te Co mp Hu Ma d. th. u Nu Nu
H Lif Ph So
Busi Irre gin eer ch mp . ma Mu Kin th Ra & r rsi rsi
Arts& Hlt e ys. c. TOT
ness gul eer ing nol . Sci niti sic es. &S d. En s ng ng
Sci I h Sci Sci Sci AL
I ar ing I og Sci I es I I tat Sci v. i Co Mo
Sci I I .I
I Co yI I Co I sI Sci n n. h.
I
-op -op I g
ALBERTA 1 1 1 4 1 1 1 10
BRITISH
COLUMBIA 5 4 2 2 3 4 3 1 1 25
CANADIAN JUNIOR
COLLEGE 1 1 1 1 2 6
INTERNATIONAL
BACC. 1 2 1 2 1 7
NON-CANADIAN
UNIVERSITY 1 3 4 4 1 1 1 15
ONT. OAC LAST 23 48 14 48 91 18 73 7
YEAR 51 480 7 6 55 14 34 6 3 29 9 9 69 63 96 59 0 4 4214
ONT. OAC PRIOR
YEAR 3 13 10 9 1 1 34 5 14 3 2 3 2 4 36 4 144
ONTARIO CAATS 1 1 8 5 2 1 23 1 1 3 45 91
234
17
OTHER 1 15 28 54 8 25 6 2 27 5 23 6 3 5 17 3 48 5 99 2 552
PRINCE EDWARD
ISLAND 1 1 2
QUEBEC CEGEP 1 1 2
CANADIAN NON-
ONT. UNIVERSITY 2 2 1 1 1 7
GENERAL CERT.
OF EDUCATION 1 2 2 1 3 1 1 11
NON-CANADIAN
S.S. 9 12 7 2 2 9 1 2 2 46
ONT. OAC PART
TIME 1 1 2
OTHER ONTARIO
UNIVERSITY 1 6 5 5 1 3 1 1 9 1 7 2 42
SASKATCHEWAN 1 1 1 3
NON-CANADIAN
NOVA SCOTIA 1 2 1 1 5
MANITOBA 1 2 1 2 6
MCMASTER 2ND
DEGREE 1 1 2
NEWFOUNDLAND 1 1
34 52 15 58 98 20 13 87 8 17
TOTAL 67 537 28 0 7 91 21 36 6 1 41 4 7 79 74 1 67 7 6 99 2 5201
PREPARED BY THE OFFICE OF INSTITUTIONAL RESEARCH AND

ANALYSIS
235
UPDATED ON:
19JAN2009
REGULAR SESSION LEVEL 1 EDUCATION

SOURCE BY PROGRAM
AS AT NOV 01, 2008,
PRELIMINARY
TYPE=VISA
Arts&Sci Busin Irreg Engin Enginee Comp. Comp. Techn Huma Earth. Life Mat Med. Phys. Soc. Nursi TOT
I ess I ular eering ring I Sci I Sci I ology I nities I & Sci I h& Rad. Sci I Sci. I ng AL
I Co-op Env. Sta Sci
ts I
Co-op Sci I I
ONT. OAC LAST 1 67 27 15 1 1 2 4 1 13 6 2 31 3 174
YEAR
GENERAL CERT. OF 1 2 6 1 4 14
EDUCATION
INTERNATIONAL 3 1 1 5
BACC.
MANITOBA 1 1 2
NON-CANADIAN S.S. 10 9 14 1 3 2 39
NON-CANADIAN UNIVERSITY 2 4 1 1 1 2 11
ONT. OAC PART TIME 1 1 1 2 4 9
ONT. OAC PRIOR 5 1 1 4 11

YEAR
ONTARIO CAATS 2 3 3 1 1 10
236
OTHER 3 3 2 1 2 1 1 1 5 19
SASKATCHEWAN 1 1 2
BRITISH COLUMBIA 1 1 1 1 1 1 6
OTHER ONTARIO UNIVERSITY 1 1 2 4
NOVA SCOTIA 1 1 2
CANADIAN NON-ONT. 1 1
UNIVERSITY
TOTAL 1 96 3 51 42 2 1 3 7 3 25 9 3 1 59 3 309
PREPARED BY THE OFFICE OF INSTITUTIONAL RESEARCH AND

ANALYSIS
UPDATED ON:
19JAN2009
237
Appendix 6.6:
Feb 5-
Student:Faculty Ratio 09
- Total (including overload and part-time)
1997/9 1998/9 1999/0 2000/0 2001/0 2002/0 2003/04 2004/0 2005/0 2006/0 2007/0
FACULTY DEPARTMENT 8 9 0 1 2 3 * 5 6 7 8
BUSINESS Business 25.15 25.38 26.15 22.5 22.77 22.22 22.11 21.64 21.15 21.16 20.29
BUSINESS Total 25.15 25.38 26.15 22.5 22.77 22.22 22.11 21.64 21.15 21.16 20.29
Chemical
ENGINEERING Engineering 10.33 10.61 11.45 12.3 18.47 16.83 16.80 18.35 17.56 16.13 21.41
Civil Engineering 20.80 17.23 19.73 13.7 10.11 15.45 22.22 24.10 19.45 21.20 22.02
Computing & Software 31.07 30.29 26.7 25.60 21.05 16.00 15.35 12.79 16.19 20.32
Electrical &
Computer
Engineering 20.34 19.33 19.80 19.60 26.65 26.44 29.77 25.11 26.29 23.00 24.42
Engineering
Physics 12.38 13.40 15.47 14.31 14.86 17.23 19.68 17.03 17.54 20.43 27.14
Materials Science &
Engineering 12.13 11.03 10.43 10.81 16.99 14.59 26.31 21.68 22.72 20.33 23.28
Mechanical
Engineering 20.80 21.40 20.49 18.75 25.96 25.17 34.04 23.50 23.85 20.55 22.69
School of Engineering Practice 27.3 30.18
ENGINEERING Total 17.39 19.74 20.22 19.88 21.56 21.52 23.10 23.11 20.96 20.28 22.73
HUMANITIES Classics 21.09 20.90 23.72 21.72 18.90 24.92 27.44 22.56 27.41 29.26 24.86
Communication Studies 236.28 105.81 31.50 21.51 30.04
English & Cultural
Studies 21.04 20.17 20.07 20.30 20.49 22.00 26.62 24.82 29.08 28.36 28.42
French 15.07 16.11 10.77 15.29 17.64 13.81 26.30 24.42 15.99 22.63 16.76
History 20.86 21.91 21.42 25.88 22.87 26.62 31.35 28.73 27.57 27.41 23.72
Linguistics and
Languages 14.87 15.81 16.92 15.45 14.98 15.08 17.45 17.34 17.57 18.56 17.22
238
Office of Interdisciplinary
Studies 34.75 27.87 39.48 79.06 74.50 97.65 90.53 107.31 127.93 128.29
Philosophy 42.44 39.17 35.68 29.33 35.50 37.68 37.80 46.04 38.11 29.70 31.64
School of the Arts 24.48 22.11 22.25 21.94 23.27 24.45 25.48 26.49 34.76 34.88 29.84
HUMANITIES Total 21.40 21.59 20.80 21.63 22.61 24.87 29.31 28.82 28.58 28.27 26.75
SCIENCE Biology 32.36 28.55 26.60 23.67 23.57 24.62 33.67 34.10 37.16 39.19 36.47
Chemistry 25.35 23.83 21.08 23.32 23.64 26.18 27.77 27.47 28.76 28.80 30.68
Comp. Sci. &
Systems 27.11
Geography & Earth
Sciences 22.27 17.46 16.88 16.69 19.68 26.95 27.13 34.47 40.05 44.24 40.90
Mathematics &
Statistics 34.34 34.41 36.34 36.70 35.92 37.48 38.71 39.33 38.96 37.92 37.42
Medical Phys. & Applied Rad. Sci. 8.81 7.94 8.66 17.38 38.74 68.54 124.58
Physics &
Astronomy 18.14 17.18 17.03 17.04 17.02 20.36 24.59 25.61 23.37 24.79 23.99
Psychology 46.85 42.61 37.97 37.88 36.10 38.55 44.70 51.22 47.09 53.86 49.77
SCIENCE Total 29.85 27.93 26.25 26.27 26.37 29.08 32.69 34.78 36.29 38.85 38.55
SOCIAL
SCIENCES Anthropology 30.88 26.88 24.88 26.46 23.84 30.22 31.93 25.21 28.90 28.14 33.25
Economics 24.39 25.75 26.45 28.19 32.80 33.35 36.38 34.42 34.06 31.66 34.85
Gerontology 30.85 25.72 22.54 18.08 18.62 17.20 15.95 20.20 23.65
Health Studies 14.80 21.89 27.68
Health, Aging and Society 22.36 23.77
Kinesiology 28.85 28.81 22.30 19.94 20.13 20.58 23.82 22.42 22.63 22.57 21.13
Labour Studies 35.67 26.46 21.16 19.84 22.03 22.03 28.74 24.81 28.90 37.22 35.26
Political Science 17.79 17.06 16.47 15.75 19.25 20.18 26.90 25.19 26.37 26.74 26.64
Religious Studies 34.91 36.40 34.77 33.48 36.54 31.17 32.15 33.23 38.77 34.87 38.28
Social Work 12.78 15.31 17.60 16.05 15.79 16.31 20.11 16.62 16.50 14.77 15.66
Sociology 30.19 28.95 30.40 27.29 27.45 28.94 31.70 31.06 32.54 34.25 36.98
SOCIAL SCIENCES Total 26.92 26.62 25.29 24.03 26.04 26.89 29.79 27.69 29.34 28.67 31.03
239
University Total 25.10 24.59 23.68 23.19 24.21 25.54 28.42 28.33 28.57 28.82 29.33
*Double Cohort
Note: Starting from 2006/07, Gerontology and Health Studies are combined into Health, Aging and Society.
Effective July 1, 1998, the responsibility for all Computer Science courses was transferred to the Department of Computing and Software housed within the
Faculty of Engineering.
The Student:Faculty Ratio is calculated by dividing the total F.T.E. enrolment by the total F.T.T.E. faculty and it represents the gross Student:Faculty ratio of
the unit, i.e. total students taught divided by the total teaching resources available to the department, including overload and part-time.
Prepared by the Office of Institutional Research and Analysis
Total Undergraduate F.T.E. Enrolment (cross-teaching adjusted) 5-Feb-09
2007/08*
FACULTY DEPARTMENT 2002/03 2003/04* 2004/05 2005/06 2006/07 *
BUSINESS Business 1,055.80 1,134.40 1,189.10 1,248.40 1,251.70 1,236.70
BUSINESS Total 1,055.80 1,134.40 1,189.10 1,248.40 1,251.70 1,236.70

ENGINEERING Chemical Engineering 99.50 117.70 158.40 165.10 163.50 226.07
Civil Engineering 160.30 265.30 300.30 278.40 299.00 342.00
Computing & Software 512.60 373.70 320.70 247.50 302.80 426.00
Electrical & Computer
Engineering 484.50 553.30 403.80 462.60 401.40 497.32
Engineering and Management 2.90 14.20 3.80 1.90 5.60
Engineering and Society 4.40 0.10 9.20 0.40 4.30
Engineering Physics 144.50 161.00 146.30 115.80 110.90 118.17
Manufacturing Eng. Technology 91.20 4.50 70.30 67.20 80.70 9.60
Materials Science &
Engineering 70.50 152.30 134.80 163.50 163.10 215.87
Mechanical Engineering 314.30 379.70 268.40 321.60 293.90 391.60
240
Engineering General 9.00 40.80 206.20 90.50 124.40 237.95
ENGINEERING Total 1,890.80 2,051.30 2,032.60 1,916.00 1,942.00 2,474.48

HUMANITIES Classics 209.00 231.60 188.40 236.20 220.00 179.40
English & Cultural Studies 565.60 669.60 740.50 828.50 717.60 659.10
French 216.90 414.10 469.50 242.90 340.20 230.90
History 409.30 497.40 521.20 532.50 551.80 466.00
Linguistics and Languages 297.80 362.20 338.10 323.30 349.00 307.80
Office of Interdisciplinary
Studies 134.10 166.00 135.80 171.70 179.10 218.10
Philosophy 393.80 447.50 543.20 429.80 335.90 366.70
School of the Arts 658.00 715.20 767.80 838.10 714.90 561.00
Humanities General 232.90 11.90 70.50 17.00 69.00 21.60
HUMANITIES Total 3,117.40 3,782.50 4,050.10 3,882.40 3,720.60 3,352.10

SCIENCE Biology 551.40 829.20 812.60 879.00 947.70 944.51
Chemistry 494.90 625.30 642.00 668.90 664.30 698.63
Geography & Earth Sciences 711.20 745.50 918.60 1,062.80 1,206.70 1,122.10
Mathematics & Statistics 1,348.80 1,397.20 1,334.00 1,356.10 1,360.30 1,333.37
Medical Phys. & Applied Rad.
Sci. 20.40 29.80 64.10 158.80 269.90 410.43
Physics & Astronomy 407.20 497.10 508.00 493.60 507.60 518.70
Origins 9.70
Psychology 1,017.40 1,155.70 1,278.70 1,316.80 1,356.90 1,277.25
Science General 13.00 107.30 18.90 39.10 11.10 1.90
SCIENCE Total 4,564.30 5,387.10 5,576.90 5,975.10 6,324.50 6,316.59

SOCIAL SCIENCES Anthropology 424.50 519.70 436.40 495.40 478.80 494.70
Economics 764.20 860.40 875.10 919.90 915.80 996.00
Gerontology 94.60 92.50 92.90 115.90
Health Studies 50.70 51.80 76.60 105.20
Kinesiology 409.00 464.00 451.00 461.00 472.10 388.90
241
Labour Studies 95.70 103.20 92.30 104.40 120.90 128.90
Political Science 330.80 479.50 508.60 600.00 598.60 606.60
Religious Studies 438.30 448.20 484.10 534.50 493.80 517.20
Social Work 181.50 244.80 208.70 191.60 194.70 198.10
Sociology 657.70 712.10 706.10 753.30 787.40 797.90
Social Science General 136.80 248.50 208.90 164.20 210.10 278.50
SOCIAL SCIENCES Total 3,583.80 4,224.70 4,140.70 4,445.40 4,498.00 4,623.10
ARTS & SCIENCE 38.30 26.80 32.70 26.10 78.00 133.70
INDIGENOUS
STUDIES 25.90 21.60 24.90 28.00 26.60 20.80
University Total 14,276.30 16,628.40 17,047.00 17,521.40 17,841.40 18,157.47
Note: Starting from 2006/07, Gerontology and Health Studies are combined into Health, Aging and Society.
*Double Cohort
**Cross-teaching data may not be complete
F.T.E. enrolments are calculated based on course enrolments as at November 1 and February 1. An F.T.E. of
summer (and spring where applicable) enrolments are included and calculated using course enrolments at
June 23 and July 21. F.T.E. enrolments are cross-teaching adjusted and are calculated as the sum of student
units (class enrolment times unit load of course) offered by a department divided by the average unit load for
the full-time students enrolled in programmes offered by the department. The total number represents the
total teaching load imposed on the department.
Prepared by the Office of Institutional Analysis and Research
242
4-Feb-
F.T.T.E. Faculty 09
243
- excluding overload and part-time
2002/0 2004/0
FACULTY DEPARTMENT 3 2003/04 5 2005/06 2006/07 2007/08
BUSINESS Business 52.60 54.87 56.02 58.22 58.10 60.90
BUSINESS Total 52.60 54.87 56.02 58.22 58.10 60.90

ENGINEERING Chemical Engineering 9.20 10.70 11.55 12.40 13.90 12.90
Civil Engineering 12.43 13.44 13.77 16.15 16.20 17.00
Computing & Software 26.50 26.25 24.50 24.50 23.40 23.50
Electrical & Computer Engineering 23.53 23.70 22.10 22.90 23.75 25.75
Engineering and Management
Engineering and Society
Engineering Physics 9.50 10.00 11.00 10.20 8.25 6.85
BTech
Materials Science & Engineering 8.00 7.80 8.84 9.40 10.65 11.70
Mechanical Engineering 15.20 13.20 14.20 16.70 18.20 20.60
School of Biomedical Engineering 0.50 0.50 1.50
Engineering General 1.00 2.00 1.00 1.00
ENGINEERING Total 105.36 107.09 105.96 112.75 115.85 120.80

HUMANITIES Classics 8.45 8.75 8.75 8.80 7.80 7.50
English & Cultural Studies 25.25 25.45 29.70 28.00 25.30 22.87
French 14.95 14.78 18.60 15.20 13.70 12.77
History 14.92 15.25 18.50 19.30 20.30 19.97
Linguistics and Languages 17.25 17.66 17.50 16.50 16.50 16.17
Office of Interdisciplinary Studies 1.00
Philosophy 10.00 12.00 12.00 11.50 11.50 12.00
School of the Arts 22.86 24.20 24.70 21.00 17.08 16.20
Humanities General
HUMANITIES Total 113.68 118.92 130.75 127.63 122.18 116.95
244
SCIENCE Biology 25.25 26.50 25.30 25.40 26.50 28.00
Chemistry 21.20 25.03 25.65 25.40 24.95 25.12
Geography & Earth Sciences 26.10 26.60 25.60 25.80 25.60 26.60
Mathematics & Statistics 33.26 34.00 30.75 33.00 33.60 34.30
Medical Phys. & Applied Rad. Sci. 4.50 5.50 4.55 4.40 4.15 3.15
Physics & Astronomy 20.34 20.85 20.65 22.10 21.65 23.00
Psychology 25.25 25.00 22.40 25.70 22.97 25.82
Science General/Dean 1.50 2.00 2.00 1.20 1.20 0.70
SCIENCE Total 157.40 165.48 156.90 163.00 160.62 166.69

SOCIAL SCIENCES Anthropology 12.86 15.49 16.00 15.80 16.00 13.83
Economics 21.93 22.66 26.00 25.80 26.72 26.35
Gerontology 4.20 5.00 3.50 3.50
Health Studies 3.00 2.90 2.90
Kinesiology 20.15 19.66 20.40 20.60 22.00 20.00
Labour Studies 4.33 3.10 3.40 3.60 3.00 3.20
Political Science 15.86 16.23 18.90 21.40 20.40 21.80
Religious Studies 12.17 12.56 12.80 12.10 12.80 12.00
Social Work 11.06 11.46 12.40 10.80 12.50 11.60
Sociology 21.48 21.02 20.50 21.50 20.70 20.00
Social Sciences General/Dean 0.70 0.70 1.70 2.70 2.20
SOCIAL SCIENCES Total 124.04 130.88 137.50 139.70 145.02 138.08
ARTS & SCIENCE
INDIGENOUS STUDIES 2.00 1.83 2.00 2.00 2.00 3.00
University Total 555.08 579.07 589.13 603.30 603.77 606.42
Note: Starting from 2006/07 F.T.T.E. Faculty for Gerontology and Health Studies are combined into Health, Aging and
Society.
245
F.T.T.E. Faculty are those calculated by Budgeting Services as at April 30. The F.T.T.E. value for the majority of “full-time”
faculty is 1.0, subject to some adjustments. For example, reductions to the F.T.T.E. reflect reduced workload, unpaid
leaves of absence, salary costs shared with external agencies, and senior administrative responsibilities. Increases to
F.T.T.E. occur for faculty teaching on “overload” (3 units = .1 F.T.T.E.) and the same unit-F.T.T.E. schedule is used for
Sessional Lecturers and retirees (3 units = .1 F.T.T.E.). Currently, full-time faculty on research leave are being assigned 1.0
F.T.T.E.
Prepared by the Office of Institutional Research and Analysis
246

McMaster University Art History Self Study

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McMASTER UNIVERSITY

PROGRAM SELF-STUDY AND AREAS OF SPECIFIC CONCERN

FOR THE PROGRAM

Submitted to Review Team consisting of

Dr. David Cast, Bryn Mawr College

Dr. Janice Helland, Queen’s University

Dr. Shiela Petty, University of Regina

Dr. Maureen Hupfer, McMaster University

7 GRADUATE PROGRAM APPRAISAL 211

8 MAJOR AREAS OF CONCERN 211

9 DEAN OF FACULTY STATEMENT 212

10 LIST OF PARTICIPANTS IN SELF STUDY 212

1.1 Description of Program and Academic Unit

This should include information about all noteworthy or distinctive

McMaster University’s Undergraduate Programs in Art History have, at their core, a

The curriculum design is centered on:

. an organization, through the various levels, to lead students toward

. a structure to heighten analytical abilities and high-light problem solving.

. a desire to provide students with intellectual skills and communication abilities

. a desire to ensure that the training/abilities/expertise of faculty members is

In pursuance of those factors, we have

. designed courses that emphasize communication skills: writing for lecture

. incorporated theory in many historically-based courses.

. One member of the Department of Communication Studies and Multimedia who

Art History 1A03 Art History 1AA3

Year B.A Single Hons. Combined Total

Year B.A. Single Hons. Combined Total

Dr. Angela Sheng

Dr. Alison McQueen

Her record of nine Peer-reviewed/Contributed Presentations at Meetings is distinguished:

She is currently working on a book manuscript: Empowering Empress Eugénie: Gender,

Dr. Hayden Maginnis

He is currently working on a book manuscript: Early Sienese Painting.

2. CURRICULUM and STRATEGIC/ACADEMIC PLANS

Detailed information is available at:

2.2 Goals and Learning Objectives of the Program:

The goals and learning objectives of the program are:

To provide the following: to develop critical thinking; to cultivate communication skills,

2.5 The University academic regulations are located at:

2.7 The Program academic regulations are located at:

2.8 The URL for the program calendar is:

ART HIST 029 1AA3 2 D Davies CLA

ART HIST 029 2A03 1 E Davies Sessional

ART HIST 029 1AA3 2 D Maginnis Professor

ART HIST 029 2G03 1 E Taught by Theatre/Film

ART HIST 029 1AA3 2 D Maginnis Professor

ART HIST 029 1AA3 2 E Davies Sessional

ART HIST 029 1AA3 2 D Davies Sessional

ART HIST 029 1A03 1 D McQueen Associate

PREPARED BY THE OFFICE OF INSTITUTIONAL RESEARCH AND ANALYSIS

UPDATED DATE: 29JAN2009

2.11 Discuss strengths, weaknesses and opportunities with regard to the

Staff Type Role Numbers

Administrative Assistant: 1 (approximately 33%

3.3 Physical facilities and space (including assigned teaching facilities)

3.4 List any equipment and support services:

3.5 Provide information about technology resources:

3.6 Library resources:

3.7 Discuss strengths, weaknesses and opportunities with regard to resources:

4.2 Admission practices for the Program:

See Appendix 4.2

4.3 Student retention and degree completion data: (Planning and

CHECK GRADUATION ELIGIBILITY DUE TO GRADES FOR

B.A. CHECK GRADUATION ELIGIBILITY DUE TO GRADES FOR