University Press of New England
Preservation Education
Sharing Best Practices and Finding Common Ground
9781611685961
9781611685978
Distributed for University Press of New England
Preservation Education
Sharing Best Practices and Finding Common Ground
Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, “What is the best way to fix a historic building?” to, “What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?” This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.
Table of Contents
Acknowledgments • An Introduction to Post-Secondary Historic Environment Education—Jeremy C. Wells and Barry L. Stiefel • You Don’t Have to Give Up What You Love: Liberal Arts at Work—Regina Faden • First Pete and then Repeat? Fundamental Differences in Intention between Undergraduate and Graduate Preservation Programs in the United States—Robert Russell • Thinking and Doing: A Twenty-First Century Pedagogy for Preserving the Historic Architectural Artifact—Robert W. Ogle • Development of a Preservation Planning Board Game—Andréa Livi Smith • Challenges and Dilemmas in Heritage Conservation—Silvio Mendes Zancheti • Benefits of Using Qualitative Ethnographic Methodology in the Evaluation of Preservation Training Programs’ Performance in Developing Countries: A Case Study of the Northeast Region of Brazil—Karla Nunes Penna and Elisabeth Taylor • Integrated Conservation of Built Environments: Swedish Reflections from Three Decades of Program Development—Bosse Lagerqvist, Ingrid Martins Holmberg, and Ola Wetterberg • Saving the Stones—Practical Conservation Training Program: A Case Study of the International Conservation Center, Citt’a di Roma (in Acre, Israel)—Shelley-Anne Peleg • Delivering a Changing Conservation Curriculum by Distance Learning in the Twenty-First Century—Henry Russell and Philip Leverton • Public History, Adult Students, and the Community: Moving Beyond the Distance-Education Classroom—Anastasia L. Pratt • Documentation and Design in Association: Historic Preservation Design Using Social History, Advocacy, and Drawing in the Architecture Design Studio—Paul Hardin Kapp, Lauren Weiss Bricker, and Luis Hoyos • Training in the Conservation of Modern Architecture: A Latin American Experience—Fernando Diniz Moreira and Luiz Manuel do Eirado Amorim • Integrating Historic Preservation into the Undergraduate Interior Design Curriculum—Melissa Santana and Valerie L. Settles • The Critical Role of Preservation in Graduate Real Estate Curricula—Robert Benedict and Cari Goetcheus • Social Science Research Methodologies and Historic Preservation: Broadening the Possibilities for a Preservation Thesis—Jeremy C. Wells • Learning Among Friends: Using Heritage-Based Educational Practices for Improving Preservation Law Pedagogy—Barry L. Stiefel and Gilbert S. Stiefel • Conclusion: Common Problems and Potential Solutions—Jeremy C. Wells and Barry L. Stiefel • Biographies of Editors and Contributors