This fall I handed the Directorship of the Master of Science in Historic Preservation program here at The School of the Art Institute of Chicago over to Anne Sullivan, AIA. Anne has taught in the program since it began in 1994 and is currently president of the Association for Preservation Technology, among other accomplishments. I of course remain the John H Bryan Chair in Historic Preservation.
But I also remain involved in preservation education and next week in Austin, Texas I will be part of a panel discussing the future of preservation education. This is a topic I spoke on in the Ukraine in 2006 and Sweden in 2007, and at that time I was focusing on the need for hands-on opportunities for students, and how important that is to the learning process. Haptic. Muscle memory. Seeing more by DOING.
I also talked about the proliferation of short courses, continuing education courses and “certificates” that bundle together various preservation classes, since we had just approved new standards for these non-degree programs during my tenure as Chair of the National Council for Preservation Education (NCPE).
But next week my role at the Conference will be to ask questions about where preservation education is going in the 21st century. A key question involves the NCPE Standards for preservation degree programs, which date back 30 years and are focused largely on history and documentation, a legacy in some ways of the Historic American Buildings Survey, crafted by the AIA and the feds back in the 1930s.
As usual, practice is outpacing theory. Almost all preservation degree programs include the following coursework, none of which is required by the NCPE Standards:
Building Materials Conservation
And the following courses are rapidly expanding across our programs:
Real Estate Development
The last of course is the trendiest, but preservationists are better equipped than most to sort the wheat from the (extensive) chaff in the sustainability cornucopia. We have embodied energy, zero transport costs for structure, and landfill-light rehabilitation options that NEW construction cannot compete with in less than 30 years.
I will be outlining these issues for a panel and then we will hear about how preservation graduates are being employed: and what they are NOT learning that they NEED to learn. When preservation education began, we assumed we were training students for government jobs. Now, of course, the majority of our graduates are going into the private sector: federal programs never grew to their imagined scale and the introduction of tax credits 35 years ago means that much more preservation happens in the private sector.
What courses do our students need? What skills do they need? How have changes in preservation practice been reflected in preservation education?
The discussion will be next Saturday October 30 at 8:45 AM in the Hilton Austin, Room 406 – Register for the conference here. I will report on the results!
THE RESULTS: NOVEMBER 10 UPDATE
The session went very well and we had a really good discussion. Basically, the information Trent Margraff gathered from analysis of job listings and Ann Thornton’s analysis of skill sets all agreed on several key points:
Most new preservation jobs are in the private sector. This was not a surprise, but a confirmation of a long-term trend.
Students need more business, management, negotiation and innovation skills. These are the golden keys of the private sector and generally not central to programs based in architecture, history and planning. However, many programs do deal with these issues in real estate development and site management. But we need to do more. This is something I am very cognizant of in the realm of historic sites, which are desperate for more business management and operations skills.