Fall 2026 AHVS 601: Colloquium in Theories and Practices (Units: 1.5)
Territory Acknowledgement
We acknowledge and respect the Lək̓ʷəŋən (Songhees and Xʷsepsəm/Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.
Withdrawal without reduction of tuition fees: 2026-09-22
Withdrawal with 50% reduction of tuition fees: 2026-10-13
Last day for withdrawal (no fees returned): 2026-10-31
Additional important academic dates: https://www.uvic.ca/calendar/dates.
Course Description
Welcome to AHVS 601! This discussion-based course is the first of two required first-year courses (the other being AHVS 509/609) that aim to prepare you for your graduate research journey. You have different academic experiences and ideas for what you want to pursue in your research. During the fall term we will build strong foundations for your academic life that will prepare you for developing your Major Research Paper (for AHVS 501 students) or your doctoral dissertation (for AHVS 601 students). We will do this in a shared setting with other Master’s and doctoral students. The term is divided in three distinct modules (professional development, art history now, focus on projects) which will culminate with the initial presentation (and celebration) of your research to the department in early December.
You should already know who your doctoral supervisor will be. My role as the AHVS 601 instructor is to mentor and guide you in creating and sustaining your learning goals while supporting you in exploring the theories and methodologies that will best suit your academic journey as art historians. I encourage you to communicate with your supervisor or potential supervisor throughout the term. The 501 and 601 coursework is distinct for each course, but will feed into and be informed by the discussions you have about what you want to achieve with your research.
The work we do together in the fall will be important ground for your spring term when you have to prepare a proposal for your main research!
***
With thanks to Dr. Erin Campbell for sharing earlier iterations of the AHVS 501 and 601 syllabi.
Welcome
I look forward to meeting you and working with you in the fall term. I expect you to do your best, and I am here to support you in this effort. Please reach out with questions and anything you want to discuss.
Biography/Teaching Statement
I am an archaeologist turned art historian who is interested in the material culture of the Medieval Mediterranean, its many intercultural connections and the relationships of image and text. I look for the worlds of associations between artifacts and their settings, bringing an archaeological perspective in how I study art and material culture. You will hear me mention the term ‘context’ a lot!
Course Objectives and Learning Outcomes
By fostering a sense of community, the course aims to encourage inquiry, build critical skills for your academic development, integrate discipline-specific approaches, locate your own interests within the world of art history and visual studies, and showcase your work.
By the end of AHVS 601, you should be able to:
Demonstrate your familiarity with major scholarly developments in the area of your research interest
Continue to build professional skills of critical analysis, research, and writing
Develop your academic practice in order to manage your time and your program effectively
Exchange information and ideas with your peers and in a range of academic settings
Communicate essential aspects of your proposed research in writing for scholarships and grants
Discuss how your research ideas have developed through the term
In this course we welcome the many ways we can communicate knowledge and aim to support you in developing your own academic voice.
Textbooks
Recommended readings:
Johnson, Geraldine A., ed. Art History Now: Objects, Concepts, Approaches. Routledge, 2026. https://doi.org/10.4324/9781003563693
Available through the UVic Libraries and downloadable as a single pdf or separate chapter pdfs.
Additional readings will be posted on Brightspace.
The course also has a Reserve List of Library books which you can access through Brightspace.
Other major resources to familiarize yourselves with:
The AHVS graduate handbook
Guidelines for writing the Master's Major Research or doctoral proposal. You will use this mostly in AHVS 609, but it is a good guide for how to structure research writing
Please note that you are encouraged to apply for SSHRC graduate funding. Keep an eye out on announcements that come from the Faculty of Graduate Studies or the AHVS Graduate Advisor or the department office so that we can plan around writing proposals. The SSHRC deadlines come very fast and are different for Master's and doctoral students.
Attendance
Attendance is mandatory and carries a grade (see evaluation scheme).
If you need to be absent due to an medical or family emergency, please let me know as soon as possible. Unjustified absences will be penalized (0.5% of the total course grade for every day missed).
Academic Concessions
Be sure to review the guidelines for Academic Concessions in the Graduate Calendar, since the requirements and processes are frequently updated:
Graduate Academic Concessions
https://www.uvic.ca/calendar/future/grad/index.php#/policy/BkHogjfON
Form: https://www.uvic.ca/graduatestudies/forms-policies/data/graduate-academic-concession-form.pdf
Graduate Request for Grade Extension
https://www.uvic.ca/graduatestudies/forms-policies/data/accessible_inc-grades-form.pdf
Rule of thumb: No extensions will be granted due to heavy workloads in other courses or planned trips. However, if there is an unexpected and extenuating situation, let me know asap so we can discuss alternative arrangements. Late assignments that have not been arranged with me will otherwise be penalized with 0.5% of the total course grade for each day they are delayed.
I hope that you won’t be needing an academic concession for our course. However, these concessions are designed for situations which are out of our control. If, at any point of the course you are wondering about whether you qualify for an academic concession, please discuss with me. There are different types of concessions, and I want you to have the best chances for success. You can share with me as much as you feel comfortable, but without sharing medical details (we do not ask for doctors' notes), and I can either help or direct you to the appropriate resource. This also goes if you feel you might need any kind of support, even if it is not an academic concession but someone to talk to or something different. I am happy to support you in your academic journey.
Use of Generative AI in Assignments
Here is our AI-use principle for this course:
I recognize that AI is everywhere. BUT do not use it deliberately to replace what you are wonderfully well equipped to do with your own capable brains.
In this course, DO NOT generate content and ideas through generative AI (including ChatGPT, Grammarly or other programs). I don’t authorize the use of these tools. If you do, however, find that during your research for assignments you have inadvertently used any such tool for purposes such as editing your text or help with assignments that need to be submitted, or if you were tempted to use AI for content generation (which you shouldn't do), provide a written statement with the relevant assignment, which explains how you used AI, what your work owes to its use, and how it supported your work. You must cite Co-Pilot (licensed by UVic) or any other AI tool properly, using the bibliographic style you use for the assignment as a whole (preferably Chicago or MLA style).
Academic integrity is too serious an issue to treat lightly. If I do have concerns about a student’s unauthorized use of AI and no prior communication by the student, we will have to activate the Policy on Academic Integrity procedures for such occasions.
As the University of Victoria states in its Academic Integrity Policy “Academic integrity requires commitment to the values of honesty, trust, fairness, respect, and responsibility.” Therefore, I expect you to comply with the course syllabus and I encourage you to enhance your academic experience in this course by refraining from using generative AI.
Assignments and Evaluation
| Attendance and participation in class activities (incl. reflections on Brightspace) | 10% | Throughout term |
| SSHRC draft OR research statement | 5% | 17 September This is a warm-up exercise to support your learning and possibly your funding! |
| CV (do a new one or re-work one you have) | 5% | 24 September |
| Review essay that considers methodologies from Art History now in the context of your area of interest | 15% | 15 October |
| Leading discussion based on readings from Art history now and review essay findings | 10% | 26 or 29 October |
| Research plan, structure and content draft; poster draft | 20% | 12 November |
| Preliminary Presentation | 10% | 19 November |
| 3M thesis presentation for department, with poster | 25% | 8 December |
Late Assignment Submission Policy
All coursework submissions are expected on the deadlines set in the syllabus. In case there is a medical or other emergency (i.e. circumstances out of your control, but not other course deadlines!), let me know at the earliest possible time so that we can arrange for an alternative submission date, if possible.
In case I receive work late but without such a justification, I will apply a penalty of 0.5% (out of the total final grade) for every day after the deadline.
Essential Course Components
All the components of this course are essential in order to be able to complete the course with a passing grade. This includes the attendance and participation marks.
If any component is not completed, you will receive an N grade even if your grades in assignments you have submitted bring your percentage to over 50 or over.
Remember that as doctoral students you have the privilege and opportunity to demonstrate leadership within the graduate community. Come prepared and curious!
Please see notes about extenuating circumstances under Attendance as well as Academic Concessions.
Schedule of Classes
Schedule of classes
The deadlines for assignments and presentations are fixed.
There will be additional opportunities to write reflections on Brightspace (counting towards your combined attendance/participation grade). Details about readings/resources and assignments/rubrics will be available on Brightspace.
Note that the AHVS 501 and 601 syllabi are different, but you will be expected to contribute to the discussions with everyone and support your peers through discussions, queries and suggestions.
| Week | Monday | Thursday |
Week 1 Introduction | | 10 September . Syllabus basics . We will discuss and determine together how to use discussion forums on Brightspace . Preliminary considerations for building an effective CV After-class activity: For next class, reflect on the question: ‘Why study art history?’ by writing 200-300 words on the dedicated Brightspace forum. Check what others have posted and come prepared to discuss the class reflections. |
| Module 1: Professional development |
Week 2 Scholarship and grant applications | 14 September Questions about CVs Asking for reference letters | 17 September . Grantscrafting tips . Conferences and professional contributions SSHRC proposal tips Due: SSHRC draft OR research statement (5%). Note: the internal SSHRC application deadline is September 22 [https://www.uvic.ca/graduatestudies/finances/external-scholarships/index.php] |
Week 3 What work habits do I need to develop/maintain? | 21 September Work habits workshop: based on Brightspace resources, create a timeline for your program requirements, skill development and professional activities. Bring your draft to class for small group discussion; this is not a separately graded activity | 24 September Creating effective posters workshop Due: CV (5%) |
Week 4 Preparing for future opportunities | 28 September Careers discussion | 1 October Contribute to workshop on funding applications |
| Module 2: Art history now |
Week 5 The state of the field | 5 October Library resources | 8 October Cont. |
Week 6 Use this and the following week to read Art History Now and on your area of interest in order to build an initial bibliography | Thanksgiving – no class | 15 October Due: Review essay that considers methodologies from ‘Art History now’ in the context of your area of research interest (15%) |
| Week 7 | 19 October Discussion of initial reading on your area: what are the challenges in deciding what to read and how to read it? What are the best ways for keeping useful information? | 22 October Continue discussion on reading |
Week 8 Bibliographies | 26 October Bibliographic systems | 29 October Due: leading discussion based on readings from Art History Now and review essay findings, week 8a or b (TBD) (10%) |
| Module 3: Focus on projects |
| Week 9 | 2 November Feedback on bibliographies and preparation for research plan | 5 November Discussion on research plan and presentation (bring questions to discuss) |
| Week 10 | Reading Break – no class | 12 November Due: 10b: Research plan, structure and content draft that will feed into your poster draft (20%) |
| Week 11 | 16 November Office time: we will discuss one-to-one feedback on your research plan | 19 November Due: 11b: Preliminary presentation (10%) |
| Week 12 | 23 November 501 presentations | 26 November 501 presentations |
| Week 13 | 30 November Submit poster (for feedback) | 3 December Independent work Print posters (discuss expenses with me before you do that!) |
| Week 14 | 7 December Rehearse 3M presentations to prepare for the following day | |
| Due: 3M thesis presentation for department on Dec. 8, + poster (25%) |
Posting of Grades
Typically marks for assignments, examinations, and provisional final grades, are made available through a Learning Management System (LMS) like Brightspace, where each student will be able to view only their own grades. Sometimes numerical marks/grades may be posted publicly to the entire class. In that case, full student numbers or names will not be included with the posted information.
Grading System
The University of Victoria follows a percentage grading system in which the instructor will submit grades in percentages. The University will use the following Senate approved standardized grading scale to assign letter grades. Both the percentage mark and the letter grade will be recorded on the academic record and transcripts.
| F | D | C | C+ | B- | B | B+ | A- | A | A+ |
|---|
| 0-49 | 50-59 | 60-64 | 65-69 | 70-72 | 73-76 | 77-79 | 80-84 | 85-89 | 90-100 |
| Grades | Description |
|---|
| A+ | Exceptional work. Technically flawless and original work demonstrating insight, understanding and independent application or extension of course expectations; often publishable. |
| A | Outstanding work. Demonstrates a very high level of integration of material demonstrating insight, understanding and independent application or extension of course expectations. |
| A- | Excellent work. Represents a high level of integration, comprehensiveness and complexity, as well as a mastery level of relevant techniques/concepts. |
| B+ | Very good work. Represents a satisfactory level of integration, comprehensiveness and complexity; demonstrates a sound level of analysis with no major weakness. |
| B | Acceptable work that fulfills the expectations of the course. Represents a satisfactory level of integration of key concepts/procedures. However, comprehensiveness or technical skills may be lacking. |
| B- , C+, C, D | Unacceptable work revealing some deficiencies in knowledge, understanding or techniquesy. Represents an unacceptable level of integration, comprehensiveness and complexity. Mastery of some relevant techniques or concepts lacking. |
| F | Failing grade. Unsatisfactory performance. Wrote final examination and completed course requirements. |
Student Experience of Learning (SEL)
I value your feedback on this course. Towards the end of term you will have the opportunity to complete a confidential Student Experience of Learning (SEL) survey regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to the SEL site
You will need to use your UVic NetLink ID to access the survey, which can be done on your laptop, tablet or mobile device. I will remind you closer to the time, but please be thinking about this important activity, especially the following three questions, during the course.
- What strengths did your instructor demonstrate that helped you learn in this course?
- Please provide specific suggestions as to how the instructor could have helped you learn more effectively.
- Please provide specific suggestions as to how this course could be improved.
Equality
This course aims to provide equal opportunities and access for all students to enjoy the benefits and privileges of the class and its curriculum and to meet the syllabus requirements. Reasonable and appropriate accommodation will be made available to students with documented disabilities (physical, mental, learning) in order to give them the opportunity to successfully meet the essential requirements of the course. The accommodation will not alter academic standards or learning outcomes, although the student may be allowed to demonstrate knowledge and skills in a different way. It is not necessary for you to reveal your disability and/or confidential medical information to the course instructor. If you believe that you may require accommodation, the course instructor can provide you with information about confidential resources on campus that can assist you in arranging for appropriate accommodation. Alternatively, you may want to contact the Centre for Accessible Learning located in the Campus Services Building.
The University of Victoria is committed to promoting, providing, and protecting a positive, and supportive and safe learning and working environment for all its members.
Copyright Statement
All course content and materials are made available by instructors for educational purposes and for the exclusive use of students registered in their class. The material is protected under copyright law, even if not marked with a ©. Any further use or distribution of materials to others requires the written permission of the instructor, except under fair dealing or another exception in the Copyright Act. Violations may result in disciplinary action under the Resolution of Non-Academic Misconduct Allegations policy (AC1300).