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 w 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.
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.