Technologies for Conservation and Restoration of Cultural Heritage

Objectives

The educational objectives of the Bachelor's Degree in Technologies for the Conservation and Restoration of Cultural Heritage are consistent with the qualifying objectives of Class L43 (DIAGNOSTICS FOR THE CONSERVATION OF CULTURAL HERITAGE) pursuant to Ministerial Decree 1649 of December 19, 2023. The educational objectives of the program are closely related to the core disciplines—both basic and core—that provide a solid multi- and interdisciplinary preparation essential for both entering the workforce and continuing university studies leading to a Master's Degree.
Specifically, the program is designed to train professionals (Experts in Diagnostics and Science and Technology Applied to Cultural Heritage - Level III) and, through its courses, pursues the following specific educational objectives:

1. Knowledge:
- understand the investigation techniques used in the diagnostics and monitoring of Cultural Heritage;
- list the causes and mechanisms of deterioration of cultural heritage.

2. Comprehension skills:
- explain the importance of diagnostic analyses for the conservation and restoration of cultural heritage;
- recognize the deterioration of archaeological, architectural, and artistic heritage;
- understand the production technologies of artifacts.

3. Application skills:
- support the performance of diagnostic and monitoring analyses on archaeological, architectural, and artistic heritage;
- apply laboratory and field investigation techniques to characterize materials and determine the state of deterioration.

4. Autonomous analysis:
- be able to analyze the materials constituting cultural heritage, identifying appropriate diagnostic methodologies to understand the material composition of cultural heritage and its state of conservation;
- be able to identify forms of deterioration in archaeological, architectural, and artistic heritage.

5. Evaluation Skills:
- assess the impact of environmental conditions on the conservation of cultural heritage;
- interpret scientific findings for the benefit of the conservation and restoration of both movable and immovable heritage.

6. Creative Skills
- develop an intervention plan for the restoration of archaeological, architectural, and artistic heritage based on diagnostic analyses and scientific research;
- formulate a plan for the preventive conservation and safety of cultural heritage;
- design an inventory and cataloging system for cultural heritage;
- develop archaeometric and scientific reports on the material composition, causes, and mechanisms of deterioration of cultural heritage;
- disseminate the scientific principles underlying their specific skills and work;
- engage in dialogue with key figures in the restoration process;

These objectives are achieved through attendance at courses, workshops, and internships. Specifically, the program is structured as follows:
- In the first year, core courses in mathematics, physics, chemistry, and mineralogy are taught. Core courses are generally divided into a theoretical component and a component consisting of exercises that aid understanding of the theory;
- In the second year, applied courses are focused on numerous laboratory credits, taught using interdisciplinary approaches and other scientific and humanistic disciplines. In addition to theory, second- and third-year courses include laboratory work, conducted by students in small groups under the guidance and supervision of their instructors;
- In the third year, in addition to scientific and humanistic subjects, the curriculum is completed with legal and economic subjects, elective courses, an internship, and a final dissertation. External internships at superintendencies and research and restoration centers round out the students' training with technical and scientific knowledge, including operational knowledge, in the field of Cultural Heritage.
Given the need for training that includes specific courses in the scientific areas comprising the curriculum, and for multidisciplinary preparation, the program must include a broad set of scientific disciplines. While no specific curricula are provided, students can, by choosing a study plan, deepen their knowledge of other scientific fields within the interdisciplinary framework specific to the degree program. This tool can be useful for guiding students into a career or a specific curriculum for the Master's degree.