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Preservation Education

Sharing Best Practices and Finding Common Ground

Barry L. Stiefel

Publication Year: 2014

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.

Published by: University Press of New England

Title Page, Copyright, Dedication

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pp. ix-x

Th is work was possible through the helpful assistance of several institutions and people. Th e editors would like to thank the generous support of Roger Williams University as well as the College of Charleston’s School of Humanities and Social Sciences in helping to make this publication possible. Furthermore, we are also very grateful to Roger Williams University...

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1. An Introduction to Postsecondary Historic Environment Education

Jeremy C. Wells and Barry L. Stiefel

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pp. 1-24

Higher education is facing greater pressures for reform than perhaps at any other time in its existence. Costs are increasing faster than inflation while the guarantee of a good education seems ever more elusive to students and their parents. As a 2012 article in the Economist summarizes...

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2. You Don’t Have to Give Up What You Love: Liberal Arts at Work

Regina Faden

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pp. 25-41

As a museum professional, I perceived in the past that colleges had an almost guaranteed customer base because of the great demand for a college degree by employers. In contrast, it seemed that informal educational institutions, such as museums, were increasingly challenged for visitors’ time and money by amusement parks, beach vacations, and gas prices...

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3. First Pete and then Repeat? Fundamental Differences in Intention between Undergraduate and Graduate Preservation Programs in the United States

Robert Russell

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pp. 42-56

The countries in which historic preservation first began in a self- conscious way, France and the United Kingdom, very quickly formalized the processes of preservation and brought them under the purview of the central government. Even though the actual agents of the process— the practitioners— remained at first outside direct government employment...

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4. Thinking and Doing: A Twenty- First Century Pedagogy for Preserving the Historic Architectural Artifact

Robert W. Ogle

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pp. 57-70

In colonial urban America, craftsman was a badge of hierarchical achievement and status. Following centuries of Europe an tradition, the American master craftsman exercised power over the proliferation of skill and product. He controlled the means of production as well as the ends. The master craftsman was responsible for providing room, board, and training...

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5. The Development of a Preservation Planning Board Game

Andréa Livi Smith

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pp. 71-82

Educational games are a common sight in classrooms at every level. Urban planners, for example, commonly use SimCity to teach concepts of the profession. In addition to using pre- existing games, some organizations have even developed their own. For instance, the U.S. Army developed...

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6. Challenges and Dilemmas in Heritage Conservation

Silvio Mendes Zancheti

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pp. 83-96

Heritage conservation has become a big issue in global society. More and more people are involved and consequently there is a growing interest in training activities in this field. Some decades ago there were few conservation training programs in universities and higher education institutions. Professionals were normally trained in their practical activities...

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7. 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

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pp. 97-113

Many problems need to be overcome in developing countries in order to be able to envision a sustainable context for cultural heritage. In many regions and countries key issues of daily life involve basic health care, poverty reduction, education, and civil and political rights. These may be assessed by considering the number of hospitals and clinics, the amount of government...

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8. Integrated Conservation of Built Environments: Swedish Reflections from Three Decades of Program Development

Bosse Lagerqvist, Ingrid Martins Holmberg, and Ola Wetterberg

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pp. 114-130

In 1978, the bachelor’s program in integrated conservation of built environments was launched at the University of Gothenburg. In the regulations that governed higher education in Sweden at the time, it was designed initially as a local experiment since it was not formulated on the governmental...

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9. 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

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pp. 131-144

In the past few decades, study programs in conservation of the built environment have become an important topic in Israel. To date, the term “heritage conservation” is used in Israel when referring to the equivalent of the American term “historic preservation.” Ongoing debates within the Israeli conservation community have lately revealed...

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10. Delivering a Changing Conservation Curriculum by Distance Learning in the Twenty- First Century

Henry Russell and Philip Leverton

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pp. 145-156

This chapter explores the implications of a changing conservation curriculum for delivery through distance learning. Note that in the United Kingdom (as in some other countries) the term “conservation” is regularly used rather than “preservation.” The latter has a rather different meaning...

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11. Public History, Adult Students, and the Community: Moving Beyond the Distance-Education Classroom

Anastasia L. Pratt

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pp. 157-174

According to David Vanderstel’s 2003 essay for the Public History Review, public historians are “those [trained in but] engaged in work outside the halls of the academy and those within the academy who prepare students for careers in government agencies, museums, libraries, historic preservation...

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12. 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

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pp. 175-191

Historic preservation presents diff erent challenges in the architecture design studio than other design studios that focus on theory, sustainability, and fabrication. Unlike faculty teaching within an autonomous historic preservation program, historic preservation faculty are embedded...

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13. Training in the Conservation of Modern Architecture: A Latin American Experience

Fernando Diniz Moreira and Luiz Manuel do Eirado Amorim

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pp. 192-208

The field of conservation has experienced many transformations in recent years. It has expanded to include distinct professionals and laypeople in the decision- making processes. The idea of an expert, an experienced professional with academic high standards, with the exclusive authority to interpret and to dictate measures and actions to conserve...

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14. Integrating Historic Preservation into the Undergraduate Interior Design Curriculum

Melissa Santana and Valerie L. Settles

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pp. 209-226

Interior design education often focuses on developing new spaces; however, it is increasingly important for designers to utilize existing buildings in pursuit of more sustainable design strategies. Due to the economic constraints of recent years, society has come to realize the benefit (and...

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15. The Critical Role of Preservation in Graduate Real Estate Curricula

Robert Benedict and Cari Goetcheus

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pp. 227-244

Over the past two centuries the field of historic preservation has become its own distinct discipline with links to both older disciplines of history, architecture, and cultural studies and newer fields such as real estate, economics, and conservation, making preservation an endeavor that...

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16. Social Science Research Methodologies and Historic Preservation: Broadening the Possibilities for a Preservation Thesis

Jeremy C. Wells

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pp. 245-263

Regardless of the type of major associated with a master’s program, degree coursework typically terminates with some kind of capstone project or a thesis in order to demonstrate, in a holistic way, the mastery of particular subject matter.1 Some programs require a thesis, project, or comprehensive...

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17. Learning Among Friends: Using Heritage-Based Educational Practices for Improving Preservation Law Pedagogy

Barry L. Stiefel and Gilbert S. Stiefel

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pp. 264-282

The recognition of and appreciation for the diversity of philosophies and practices regarding heritage preservation is reflected in the 2008 International Council on Monuments and Sites (ICOMOS) Charter for the Interpretation and Presentation of Cultural Heritage Sites. One of the basic...

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18. Conclusion: Common Problems and Potential Solutions

Jeremy C. Wells and Barry L. Stiefel

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pp. 283-294

The “Preservation Education: Sharing Best Practices and Finding Common Ground” conference, on which this volume is based, offered a unique opportunity for educators from around the globe to concentrate on ways to assess and improve programs that focus on the historic environment..

Biographies of Editors and Contributors

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pp. 295-302

E-ISBN-13: 9781611685978
E-ISBN-10: 1611685974
Print-ISBN-13: 9781611685954

Page Count: 312
Publication Year: 2014