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.
|Publisher:||University Press of New England|
|Product dimensions:||9.20(w) x 6.10(h) x 0.80(d)|
About the Author
BARRY L. STIEFEL is an assistant professor in the undergraduate Historic Preservation and Community Planning Program, College of Charleston, South Carolina, and the joint Graduate Program in Historic Preservation with Clemson University. JEREMY C. WELLS is an assistant professor of historic preservation, Roger Williams University, Rhode Island.
Table of Contents
Acknowledgments • An Introduction to Post-Secondary Historic Environment EducationJeremy C. Wells and Barry L. Stiefel • You Don’t Have to Give Up What You Love: Liberal Arts at WorkRegina Faden • First Pete and then Repeat? Fundamental Differences in Intention between Undergraduate and Graduate Preservation Programs in the United StatesRobert Russell • Thinking and Doing: A Twenty-First Century Pedagogy for Preserving the Historic Architectural ArtifactRobert W. Ogle • Development of a Preservation Planning Board GameAndréa Livi Smith • Challenges and Dilemmas in Heritage ConservationSilvio 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 BrazilKarla Nunes Penna and Elisabeth Taylor • Integrated Conservation of Built Environments: Swedish Reflections from Three Decades of Program DevelopmentBosse Lagerqvist, Ingrid Martins Holmberg, and Ola Wetterberg • Saving the StonesPractical 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 CenturyHenry Russell and Philip Leverton • Public History, Adult Students, and the Community: Moving Beyond the Distance-Education ClassroomAnastasia L. Pratt • Documentation and Design in Association: Historic Preservation Design Using Social History, Advocacy, and Drawing in the Architecture Design StudioPaul Hardin Kapp, Lauren Weiss Bricker, and Luis Hoyos • Training in the Conservation of Modern Architecture: A Latin American ExperienceFernando Diniz Moreira and Luiz Manuel do Eirado Amorim • Integrating Historic Preservation into the Undergraduate Interior Design CurriculumMelissa Santana and Valerie L. Settles • The Critical Role of Preservation in Graduate Real Estate CurriculaRobert Benedict and Cari Goetcheus • Social Science Research Methodologies and Historic Preservation: Broadening the Possibilities for a Preservation ThesisJeremy C. Wells • Learning Among Friends: Using Heritage-Based Educational Practices for Improving Preservation Law PedagogyBarry L. Stiefel and Gilbert S. Stiefel • Conclusion: Common Problems and Potential SolutionsJeremy C. Wells and Barry L. Stiefel • Biographies of Editors and Contributors