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