Note: in an effort to decrease paper usage and to make sure information is always up-to-date, this syllabus has been formatted for the web. If you would like a PDF copy formatted for printing, please contact me.
Historic Preservation 405, Survey and Preservation Planning, is a survey and research-based study of preservation planning, emphasizing the identification and analysis of cultural resources in their unique geographical, historical, and socio-economic contexts. The course will be divided into three sections: preservation planning in the planning context, surveying, and the National Register. This course is designated both as a Department of Historic Preservation Capstone course and as a Writing Intensive course. The course involves: identifying and qualitatively evaluating cultural resources, utilizing and analyzing survey materials, and exploring preservation planning theories and methods.
- Foster an understanding of the interaction between general planning efforts and preservation planning, particularly in regards to comprehensive and preservation plans.
- Provide additional exposure to planning terminology and tools that are useful to students in both as future preservation professionals and as engaged citizens involved in the preservation of historic resources within their own communities.
- Acquire working familiarity with cultural resource surveys and the National Register.
- Provide practical experience in researching and writing for historic preservation purposes, as well as verbally presenting information to a variety of audiences.
- Foster students’ curiosity regarding current issues and challenges affecting preservation planning and historic resources.
Student Learning Outcomes
- Students will engage in several writings assignments and be able to write in the proper format for the National Register.
- Students will be able to collect and analyze cultural resource survey entries.
- Students will be able to assemble professional-level reports with the use of specialized software.
- Students will be able to explore and explain different, divergent, and contradictory perspectives and priorities in urban planning and historic preservation.
Student Learning Outcomes (Writing Intensive Specific)
- Ideas: Students will demonstrate satisfactory knowledge of the varying strategies to convey arguments, main ideas and support/evidence.
- Organization: Students will demonstrate satisfactory knowledge of the varying patterns of composition organization and development.
- Rhetorical Situation: Students will demonstrate satisfactory knowledge of the audience, the role of the writer, and rhetorical strategies.
- Editing: Students will demonstrate satisfactory knowledge of writing conventions and correctness.
Note: The following documents are posted during the Fall semester when they are needed.
Discussion Leader Assignments
Reference Materials: Print CRS Survey Form (you should use the survey website if possible), Glossary, and Checklist/Protocol
Maps: Numbered Map, Team Area Assignment, Example Map.
Survey Analysis Materials:
SPSS Instructions Sheet
Database Example [SPSS Format] – Use this file to experiment in SPSS
CRS Master Database [SPSS Format] – NOTES: Download the file (right click and save link). Rename the Master and work from that file only. You must clean the data before analysis.
|Graded Course Requirements||Due Date||Weight|
|Class Participation||All Semester||10%|
|Cultural Resource Survey Forms||Tuesday September 30||10%|
|Preservation Planning Essay||Thursday October 9||15%|
|Cultural Resource Survey Report||Tuesday November 4||25%|
|NR Nomination: Boundaries||Tuesday November 18||10%|
|NR Nomination: Sections 7 & 8||Tuesday November 25||10%|
|NR Presentation||Thursday December 4||05%|
|Complete NR Nomination||Tuesday December 9||15%|