Preservation Education & Research Volume 9 | 2017

Preservation Education & Research Volume 9 | 2017 & PER is published annually as a single volume. Copyright © 2017 Preservation Education & Research. All rights reserved. Articles, essays, reports and reviews appearing in this journal may not be reproduced, in whole or in part, except for classroom and noncommercial use, including illustrations, in any form (beyond copying permitted by sections 107 and 108 of the U.S. Copyright Law), without written permission. ISSN 1946-5904 Cover photograph credit: Amalia Leifeste PRESERVATION EDUCATION & RESEARCH Preservation Education & Research (PER) disseminates international peer-reviewed scholarship relevant to VOLUME 9 EDITORS historic environment education from felds such as historic preservation, heritage conservation, heritage studies, building Gregory Donofrio, University of Minnesota and landscape conservation, urban conservation, and cultural ([email protected]) patrimony. Te National Council for Preservation Education Chad Randl, Cornell University (NCPE) launched PER in 2007 as part of its mission to ([email protected]) exchange and disseminate information and ideas concerning historic environment education, current developments and innovations in conservation, and the improvement of historic ADVISORY EDITORIAL BOARD environment education programs and endeavors in the United States and abroad. Steven Hofman, Southeast Missouri State University Editorial correspondence, including manuscripts for Carter L. Hudgins, Clemson University/College of Charleston submission, should be emailed to Gregory Donofrio Paul Hardin Kapp, University of Illinois at Urbana-Champaign [email protected] and Chad Randl at [email protected]. Electronic submissions are encouraged, but physical materials Ted J. Ligibel, Eastern Michigan University can be mailed to Gregory Donofrio, School of Architecture, University of Minnesota, 145 Rapson Hall, 89 Church Street Vincent L. Michael, San Antonio Conservation Society S.E., Minneapolis, MN 55455, USA. Articles should be in the Andréa Livi Smith, University of Mary Washington range of 4,500 to 6,000 words and not be under consideration for publication or previously published elsewhere. Refer to the Michael A. Tomlan, Cornell University back of this volume for manuscript guidelines. Robert Young, University of Utah Books for review, and book reviews, should be sent to Gregory Donofrio, School of Architecture, University of Minnesota, 145 Rapson Hall, 89 Church Street S.E., NATIONAL COUNCIL FOR PRESERVATION Minneapolis, MN 55455, USA. E-mail [email protected]. EDUCATION EXECUTIVE COMMITTEE Subscriptions are US$60.00 per year. Payments can be Paul Hardin Kapp, Chair, made online at the NCPE Store (http://www.ncpe.us/ University of Illinois at Urbana-Champaign storemembership) or send a check with name and mailing Amalia Leifeste, Vice Chair and Memberships, address to PER, c/o NCPE, Box 291, Ithaca, NY 14851, USA. Clemson University Andréa Livi Smith, Vice Chair and Web Site Editor, University of Mary Washington Steven Hofman, Secretary, Southeast Missouri State University Douglas Appler, Treasurer, University of Kentucky Cari Goetcheus, Internships, University of Georgia Michael Tomlan, Special Projects, Cornell University Lauren Weiss Bricker, Chair Emerita, California State Polytechnic University, Pomona Robert Young, Chair Emeritus, University of Utah P eer- reviewed Articles The Documentation Course: Beyond Drawing CARTER L. HUDGINS AND AMALIA LEIFESTE ABSTRACT — What role should architectural documentation play in academic training of historic preservation pro- fessionals? Tat question was at the center of discussions as faculty of the Clemson University / College of Charleston faculty reimagined and revised its required frst semester class Investigation, Documentation, Conservation (IDC). Te two-year course of study in the Clemson University / College of Charleston joint Graduate Program in Historic Preservation has, since its inception a decade ago, privileged feld recording and documentation drawings completed to HABS standards. Initially, the IDC course taught measured-drawing skills but was later expanded to incorporate other preservation perspectives that students would encounter later in their course of study. Te expanded course em- braced, for example, cultural landscape recording and analysis and interior fnish analysis. Even more recently, faculty discussion and the recommendations of external reviewers during accreditation review suggested that this emphasis was efective in merging multiple introductory portions of the curriculum into one course for incoming students but fell short of being an efective introduction to the interdisciplinary nature of current practice. Te course, in efect, siloed architectural documentation from other methods of recording and interpreting cultural resources. Te newest iteration of IDC strives to interweave a broader range of documentation and analytical approaches that provide a more thorough grounding that prepares students to observe and understand the built environment. THE DOCUMENTATION COURSE ocumentation courses are one of the the “drawing class” that many students encounter fundamental components of program cur- during their studies shapes their thinking about his- ricula endorsed by the National Council for toric resources, space, architectural details, and graphic DPreservation Education (NCPE 2015). Organized and communication. Te documentation course also ofers a structured to address distinctive programmatic goals, place in historic preservation curricula where multiple Volume 9 | 2017 • Preservation Education & Research 47 P eer- reviewed Articles preservation perspectives can be drawn together. In addition to instruction in architectural graphic documentation, the drawing course is ofen framed to include knowledge about architectural history, building materials, and construction methods and to sometimes introduce the larger sociocultural perspectives of cultural landscapes and assemblages of historic structures (such as neighborhoods, mill villages, and towns). Te “drawing class” would thus seem to be an ideal vantage from which to discuss pedagogy in historic preservation. Historic preservation practitioners for many decades have pointed to the multifaceted power of historic places to teach about the past (Barthel 1996; Kirchler 2005; Ochsner and Dubrow 1994). It is easy enough to fnd robust discussion of how historic preservation can con- tribute to teaching about the past by engaging an array of subjects. Topics explored include how historic preservation should be incorporated into history courses, secondary school curricula, campus planning, and discussions of many other opportunities for leveraging the hard-won insights that have fowed from successful historic preservation eforts (Bluestone 1999; Handler 1987; Livi Smith 2012; Rose 2005; Stiefel and Wells 2014). Much less has been written about eforts to integrate historic preservation’s multidisciplinary nature into the courses that introduce students to our craf. (Figure 1) Fig. 1. Student constructing feld notes at 61-63 Smith Street THE DOCUMENTATION COURSE AND in the fall of 2013. (Photograph by author.) INTEGRATED LEARNING Tis essay traces concentrated eforts between 2011 and discourse is, for most of us, a premise underlying how 2014 by the graduate program cosponsored by Clemson we approach our investigations of places and our plans University and the College of Charleston to sharpen the for these places in the future. It is perhaps because we analytical purposes of its introductory drawing course “know” our inquiries are grounded in a multidisciplinary by expanding its scope and employing an integrated approach that we have less consciously designed our learning strategy. Proponents of “integrated learning” in courses that way. While we can all list the many ways higher education emphasize the pedagogical and intel- our courses call on multiple disciplinary perspectives lectual benefts from learning that crosses disciplinary and methods, not many of us have discussed how or why boundaries, that seeks application of skills and practices our courses assumed the shape they have. Few drawing in varied settings, and that encourages engagement of courses are self-consciously designed to instill a sense problems contextually (Huber and Hutchings 2004). of the multidisciplinary character of the feld of historic Most of us assumed long ago and know from our own preservation through integrated learning. research and professional practice that a multidisci- All of us assume that integrated learning occurs plinary posture—what educational theorist are calling an across courses in NCPE-endorsed programs. But does it? integrated approach—has long shaped our feld methods. Multiperspectival learning can be exercised in project- All of the problems we engage, from revitalizing main based assignments and is increasingly likely to develop streets, to documenting and interpreting cultural land- with careful course construction toward this goal. Te scapes, to assessing historical signifcance, to name but a traditional drawing course ofers, we think, an ideal plat- few, demand a multidisciplinary approach. An integrated form for integrated learning. A shif from a primarily 48 P reservation Education & Research • Volume 9 | 2017 P eer- reviewed Articles skill-acquisition-based course objective to one of inte- celebrated the graduation of its tenth class in May 2014. grated learning is particularly possible as computer-aided In that same month,

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