PLAN-HIST 5985 Syllabus Spring 2015

Course Syllabus

PLAN 5985 Historic Preservation Planning

HIST 5985 Historic Preservation Planning

Spring Semester 2015

Meets: Tuesdays and Thursdays, 12:30 – 1:45 p.m.

Meets in: Brewster Building, Room BD 208)

Dr. Jerry Weitz, FAICP, Associate Professor and Director

Department of Geography, Planning, and Environment, Urban and Regional Planning Program

A-215 Brewster Mail Stop 120, East Carolina University, Greenville, NC 27858

Phone: 252-328-6579 Fax: 252-737-1527 Email: [email protected]

Office Hours: M and W, 9:30-11:30 a.m., T and Th. 2:00 – 3:00 p.m.

Other times by Appointment.

Dr. John Tilley, Associate Professor Department of History, Brewster A303 (Office)

Phone: 252-328-6291 Fax: 252-328-6774 Email: [email protected]

Office Hours: T and Th. 1:45 – 2:45 p.m.

Other times by Appointment. (may meet in HIST lab)

This course syllabus informs you of the expectations and requirements of the course. By thoroughly

familiarizing yourself with this syllabus, you will reduce the likelihood of problems later in the

semester.

Course Description from Graduate Catalog (Same in Undergraduate Catalog)

Historic preservation planning. Examines theoretical, legal, historical, and design bases of

preservation planning.

Elaboration on Course Description

As a 5000-level class, this course has a graduate level degree of difficulty. Students enrolled in

this course may come from a variety of disciplines. This course is an elective for the BS in Urban

and Regional Planning degree and counts toward one of three courses required for the “community

planning” area of emphasis for that degree. The course is also an elective for the BS in Public

History, the Public History Minor, the BS in Interior Design degree, and the Architectural

Technology Design Minor.

This course examines the laws, principles, practices, methods, techniques and design aspects of

historic preservation planning. Once a specialized branch of planning, historic preservation

planning is now more thoroughly integrated as a component of the broader comprehensive

planning framework. Since the 1980s, the scope of historic preservation practice has broadened to

protect a greater array of cultural resources including historic districts, buildings, structures, sites,

public works, transportation corridors, archaeological sites, heritage areas and corridors, cultural

landscapes, objects and related built forms. Planning and preservation work hand in hand to ensure

the conservation of housing stock in residential neighborhoods, economic development and

revitalization (including the preservation and revitalization of downtowns), protection of historic

mailto:[email protected]

mailto:[email protected]

Plan 5985/Hist 5985 Historic Preservation Planning, Spring 2015, Weitz/Tilley

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landscapes, preservation and growth management of rural villages, and conservation of farmland.

The threat to non-renewable historic resources is accelerating, requiring innovative planning

solutions.1

Course Objectives

Upon completion of this course, student will be able to:

Recognize the need to protect and enhance the nation's historic resources.

Explain the federal government’s role in facilitating preservation efforts, including federal

laws, federally-mandated processes, and support for state historic preservation offices.

Recognize the value of historic resources as major contributors to quality of life and

cultural vitality.

Identify and interpret the legal issues associated with historic preservation, and

comprehend the private property rights movement and how it affects preservation programs

at the local level.

Describe how preservation activities are a part of a comprehensive planning framework

that combines the benefits of preservation with other community planning objectives.

Apply preservation tools as a means to accomplish other desirable objectives, including

more compact communities, neighborhood conservation and cohesion, and economic

development and tourism.

Explain how tax benefits are used to promote the preservation of communities.

Describe and interpret the histories and cultural legacies of all segments in society without

regard to ethnicity, religion, or social status.

By the end of the course, students will have developed and demonstrated their awareness of: basic

historic preservation theory; the growth of the historic preservation movement in the United States;

the political-legal framework for historic preservation in the United States and how that system

fits within an international context; and the relationship between historic preservation and allied

fields.

Readings, Textbook, Blackboard, and Other Materials

This course requires extensive reading, and exams will cover the course readings in addition to

lectures. You are expected to have read the assigned readings on the date assigned. Reading

materials are as follows (a schedule of readings is provided at the end of this syllabus):

1. Textbooks Required. The following textbook is required:

Tyler, Norman, Ted J. Ligibel, and Ilene R. Tyler. 2009. Historic Preservation: An

Introduction to its History, Principle, and Practice, 2nd Ed. (New York: W. W. Norton &

Co.). ISBN 13:978-0-393-73273-3 (pbk.)

1 American Planning Association. 1997. Policy Guide on Historic and Cultural Resources.


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2. Optional Textbook:

Poppeliers, John C., S. Allen Chambers, and S. Allen Chambers, Jr. 2003. What Style is

It? A Guide to American Architecture (revised edition). New York: John Wiley & Sons,

Inc. ISBN: 13: 2503649780471 (pbk.)

3. Blackboard. A blackboard site is established for this course and consists of other

readings and useful materials, such as example exams.

4. Starfish. The Starfish system in blackboard will be used to notify students of

performance during the semester.

5. Additional Readings. Some of these are required or recommended reading (consult the

reading list). Others are posted on Blackboard because they may be cited in lectures and

may be also useful references for your term paper.

6. Class Handouts. The instructors will distribute additional readings/materials in class,

especially as related to the service-learning project.

Undergraduate Assignments and Grading

As an undergraduate, your grade will be calculated based on the following combination of

assignments and expectations:

Points Percent

of Grade

Component of Grade

10 10% 1. Class Participation and Attendance

25 25% 2. Mid-term Exam

25 25% 3. Paper or Project (individual) (including proposal)

5 5% 4. Presentation of Paper or Project (in class)

35 35% 5. Final Exam (cumulative)

100 100%

A total of 100 points is possible. Each point = 1% of grade. The grading scale is as follows: If at

any time you would like to discuss your progress in the course, please feel free to talk with your

instructor.

Letter Grade Points Letter Grade Points

A 94-100 C 73-76

A- 90-93 C- 70-72

B+ 87-89 D+ 67-69

B 83-86 D 63-66

B- 80-82 D- 60-62

C+ 77-79 F Below 60


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If at any time you would like to discuss your progress in the course, please feel free to talk with

your instructor.

Graduate Student Grading

Graduate students will have the same assignments as undergraduate students (see prior section)

and will be also graded on a 100 point scale (1 point = 1% of final grade) but subject to the

following point system and grading scale:

Letter grade Points

A 90-100

B 80-89

C 70-79

F Below 70

Although PLAN 5985/HIST 5985 is already a graduate course with graduate-level difficulty, any

graduate students enrolled will be expected to participate extensively in class discussions, write a

longer paper (an additional 5 pages than that specified or expected for undergraduate students) or

complete a more complex project. Graduate students are expected to present evidence they are

thinking critically about policy and concepts, particularly in any essay questions, reports, and

presentation. Additionally, graduate planning students are expected to show evidence of ability

to prepare and critique local historic preservation plans and regulations.

Mid-term Exam (25%)

This will be mostly essay with some objective questions (multiple choice, true or false, and/or

short answer). The mid-term exam will cover all material covered in the first half of the course.

Instructors may elect to divide the mid-term exam into two sections – one covering Dr. Tilley’s

lectures and assigned material, and another covering Dr. Weitz’s lectures and assigned material.

Essay portions of exam answers must be written and submitted in blue books. The essay portions

of the exam(s) will consume approximately 1 hour of time during the class period and the objective

portion approximately one-quarter hour of the exam period. Exam contents will be approximately

evenly distributed between the two instructors.

Final Exam (35%)

This will be mostly essay with some objective questions (multiple choice, true or false, and/or

short answer). It is cumulative. Instructors may elect to divide the mid-term exam into two sections

– one covering Dr. Tilley’s lectures and assigned material, and another covering Dr. Weitz’s

lectures and assigned material. Exam contents will be approximately evenly distributed between

the two instructors. Exam answers must be written and submitted in blue books (small sized).


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Class Participation and Attendance (10%); Classroom Behavior

Attendance is important; you should, therefore, maintain regular attendance if you are to attain

maximum success in the pursuit of your studies. You are responsible for all material covered in

your absences, and you are responsible for the academic consequences of your absences. You

should take notes in order.

You should consult with your instructor about all class absences. It is your responsibility to notify

your instructor immediately about class absences, to provide appropriate documentation for an

absence, and discuss any missed class time or assignments. We will honor valid university-excused

absences and provide reasonable and equitable means for you to make up work missed as a result

of your university-excused absences. Except in the case of university-excused absences, it will be

your instructor’s decision as to whether an absence will be excused or whether any additional time

will be granted to make up missed tests or assignments. Excused absences should not lower your

course grade, provided that you, in a manner the instructor determines, are able to make up the

work that has been missed and are maintaining satisfactory progress in the course.

During all lectures and class meetings you are expected to (1) attend; (2) take notes during lectures

to retain knowledge covered by examination; (3) participate during discussion time and group

project organization periods; (4) share critical thinking throughout the course; and (5) ask

questions during lectures and discussion periods.

Instructors will also take into consideration, and may factor into your attendance and participation

score on the basis of, other classroom performances which are contrary to expectations for

attendance and participation. These include the following highly discouraged activities: (1) side

conversations during lectures or presentations, which can be disruptive to other students and the

instructors; (2) entering or leaving the classroom during lectures; (3) reading newspapers or

operating hand-held devices; and (4) use of laptop computer for other than course-related

objectives. Texting during class is considered unacceptable.

The instructors will keep an attendance book for all sessions. Instructors will assign a score (grade)

of up to 5 points for participation and attendance for the first half of the semester, at approximately

the mid-point of the semester. The other 5 points will be assigned at the end of the semester to

reflect participation and attendance in the second half of the course.

Paper or Project (25%)

Paper/project options (illustrative). Options for papers or projects may include but are not

necessarily limited to the following:

Archival research in support of a historic society, existing historic district, or proposed

historic district.

A detailed critical and analytical study of a completed, ongoing, or proposed historic

preservation project.

A historical account of a particular event, place, or district (must have a planning

emphasis).


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A case study describing and critiquing the historic preservation process in the locality.

A historic preservation framework plan for the local government, or a preservation

component of the local government’s comprehensive plan.

A set of design guidelines for an existing or proposed local historic district for the locality.

Design (exterior) concepts for an existing historic district, or one or more landmarks, or

one or more buildings or areas of the local government’s downtown.

A policy related paper on a practical, legal, or design issue in historic preservation.

Any other project proposed by the student and approved by instructor.

Early proposal approval (tentative, subject to elaboration/amendment). It is important to

your success that you get a paper or project proposal written and approved by the instructor at

the earliest possible point in the semester. The proposal will not be graded but feedback will be

given on how to strengthen the proposal. Instructors will assign a due date for proposals to be

submitted (prior to Spring break) and take off up to 5 points toward the final paper or project

grade if a proposal is not submitted by the due date. Proposal suggestions include the following

(anticipated length of submission: 2 pages, single-spaced):

Central research question or project purpose (1-2 paragraphs, succinctly stated)

A rough (4 to 8 bullet point) outline of the substance of your inquiry or project

Methods to be utilized (archival research, literature review, ordinance review, field

survey, interviews, design sketches, etc.)

Graphics are strongly encouraged to be included (e.g., SketchUp, GIS, photos, flow

charts, etc.)

Sources: Key literature citations or data sources in bibliography format

Length. The expectation is each undergraduate student will write a paper or project report

between 10 to 15 pages double-spaced (15 to 20 pages double-spaced for graduate students). The

page number minimum does not include cover page, table of contents, and references. For students

who elect to contribute graphic materials, such as elevation sketches or maps, this page expectation

will be reduced proportionally based on the number and quality of the graphic submissions.

Graphic component. It is strongly recommended that you include some type of graphic

component to your work. Graphics might be as simple as pictures with captions, or could be as

elaborate as a map or map series produced in GIS. Other options for graphic components may

include hand-drawn or computer-aided sketches, or illustrations and/or flow charts. At least some

of the graphic components should be original work (your own), but inclusion of other graphics not

your own (with appropriate citation of reference) are acceptable.

Organization and contents. Each student’s contribution may be organized differently, but

your written contribution should take into account the following recommendations for organization

and content of the paper or report:

Cover page

Table of contents

Abstract or executive summary

The body of the paper (introduction, main body, conclusion)


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Footnotes or endnotes

Appendix (if necessary)

References

Submission: Two copies are required (one for each instructor).

Grading Criteria for paper or project. The following criteria will be considered in evaluating

the project report or paper (not necessarily exhaustive):

The innovativeness of the project in terms of how it was designed, approached, and

communicated.

The extent to which course readings, concepts, and principles from the course are

integrated into the findings of the report and cited in the paper or project report.

The overall professional quality of the written report, including graphics.

The extent to which all general requirements for content are met.

Clarity of writing.

Late papers. Instructors will assign a late penalty of 10% of the total project or paper grade

points for each day the paper is late beyond the assigned due date.

Presentation of Paper or Project (5%)

Assignment plus learning opportunity. You must think of the presentation periods for

papers/projects not only as an assignment but also an important learning opportunity. Note that

material from the presentations is fair game (may be covered) on the final exam. You should

therefore attend and listen intently during the other students’ presentations and take notes. You

owe it to your fellow classmates to listen, as they will listen to you. Do not plan to use this time

for your own preparation or other activities.

Time limit for presentation. You will have 10 minutes to present your paper or project

during a scheduled class period.

Submission requirements for presentation. If you prepare your presentation in

PowerPoint (not a requirement), turn in two copies of your presentation plus one electronic copy

by e-mail. If prepared on a poster, only one copy is required. A one-page summary of your

paper/presentation will be prepared and you will distribute copies to the instructors and students

on your presentation date. Also, within two days of the presentation, e-mail one copy of the 1-page

summary to your instructors, which may then be posted on blackboard prior to the final.

Scheduling your presentation. Instructors will prepare a schedule (time slots) for the

presentations. As soon as you have an approved paper or project topic written and approved by

your instructor, you may notify your instructors of the date and time you wish to present. The

schedule will be filled in on a first-ready/approved basis. If you have constraints during the

assigned presentation dates, let your instructor know as soon as possible so that particular

scheduling arrangements can be made. Instructors do not guarantee you the opportunity to make

up your presentation if you miss your scheduled presentation date.


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Additional instructions possible. Some class time may be devoted to providing more

guidance on preparing and delivering your final presentation.

Grading Criteria - Presentations

The criteria below describe the main attributes of A, B and C presentations. It is not anticipated

that grades of D or F will be given.

A: Cohesive, avoids jargon, accurate, professionally presented, entertaining, demonstrates

exceptional organization.

B: Cohesive, some jargon, accurate, reasonably professional presentation, demonstrates

reasonable organization.

C: Not cohesive, jargon in speech, accuracy questionable, digressive, disorganized.

Additional Course Information

1. This course syllabus is subject to change with reasonable notice. Changes will be

communicated via e-mail, blackboard announcement, and/or verbally in class.

2. You must adhere to the University’s principles of academic integrity and student conduct.

For more information, see the online Student Handbook. The Student Handbook outlines

the student code of conduct including the academic integrity policy and procedures

http://www.ecu.edu/cs-studentlife/policyhub/academic_integrity.cfm. The Office of

Student Rights and Responsibilities is the office that handles student conduct and

discipline. Please be advised of the following:

Academic integrity is a fundamental value of higher education and East Carolina

University; therefore, we will not tolerate acts of cheating, plagiarism, falsification or

attempts to cheat, plagiarize or falsify. Should we determine that an academic integrity

violation has taken place, we reserve the right either to assign a grade penalty or to refer

the case to the Office of Student Rights and Responsibilities for an Academic Integrity

Board hearing. We will assign a grade penalty up to an F for the assignment or course.

Should it come to our attention that you have had a prior academic integrity violation, or

if there are other aggravating circumstances, we will refer the case directly to the Office

of Student Rights and Responsibilities. Should the Academic Integrity Board determine that

you committed an academic integrity violation, you may be assigned a grade penalty

and/or any other sanction allowed in the student Code of Conduct, up to and including

suspension from the University.

3. Instructors are not obligated and may refuse to accept assignments via e-mail attachment.

4. In the event of inclement weather or other emergency, information about the status of

classes at ECU is available by calling the ECU emergency information hotline (252-328-

0062) and on the ECU emergency alert website (http://www.ecu.edu/alert).

5. East Carolina University seeks to comply fully with the Americans With Disabilities Act

(ADA). Students requesting accommodations based on a disability must be registered with

http://www.ecu.edu/cs-studentlife/policyhub/academic_integrity.cfm

http://www.ecu.edu/alert


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the Department for Disability Services, located in Slay 138 (252-737-1016), to verify the

disability before any accommodation can be made.

6. E-mail Protocol and Etiquette. You are expected to monitor you student e-mail address

daily and to check for announcements on blackboard. This course may necessitate

contacting us by e-mail. In corresponding to us by e-mail, at minimum, refer to the course

number in the subject line and/or identify the purpose of your contact in the subject line of

the e-mail. You must always identify your name in e-mail correspondence (at end of body

of message). E-mails should contain proper English and form. If you do not receive a reply

within two calendar days to your e-mail, please resend it.


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TENTATIVE CLASS MEETING SCHEDULE WITH CONTENT

AND READING SCHEDULE

1. Course Introduction (January 13)

2. Theory of Preservation and History of the Preservation Movement (January 15,

January 20, January 22) (Tilley)

Tyler, Historic Preservation, Chapter 1, “Introduction” (text)

Stipe, Robert. 1980. “Why Preserve?” (handout)

Tyler, Historic Preservation, Chapter 2, “The Preservation Movement in the United

States.” (text)

Wallace, Mike. 1996. “Preserving the Past: A History of Historic Preservation in the

United States” and “Preservation Revisited” (from Mickey Mouse History and Other

Essays on American History (Philadelphia, Temple University Press). (handout)

3. Historic Preservation and the Law Overview (emphasis on National Historic

Preservation Act) (January 27; January 29; February 3) (Weitz)

Tyler, Historic Preservation, Chapter 4, “The Legal Basis for Preservation.” (text)

Jacobs, Harvey M. and Kurt Paulsen. 2009. Property Rights: The Neglected Theme of

20th-Century American Planning. Journal of the American Planning Association 75, 2:

134-143. (Blackboard)

Advisory Council on Historic Preservation. n.d. “Preserving America’s Heritage: An

Overview of the National Historic Preservation Act and Historic Preservation.”

Washington, DC: Advisory Council on Historic Preservation. (Blackboard)

4. The National Register of Historic Places (February 5) (Tilley)

U.S. Department of the Interior, National Park Services. “The National Register of

Historic Places.” (18 pp.) (Blackboard).

Maskey, Vishakha, Cheryl Brown and Ge Lin. 2009. “Assessing Factors Associated With

Listing a Historic Resource in the National Register of Historic Places.” Economic

Development Quarterly 23(4): 342–350. (Blackboard)

Peruse website: http://www.nationalregisterofhistoricplaces.com/

5. National Historic Preservation Act (continued) (February 10) (Tilley)

Tyler, Historic Preservation, Chapter 5, “Designation of Historic Properties.” (text)

http://www.nationalregisterofhistoricplaces.com/


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(Optional): National Trust for Historic Preservation. 1976. A Guide to Delineating Edges

of Historic Districts. Washington, DC: Preservation Press (selected portions)

6. “Section 106” of the National Historic Preservation Act (February 12) (Tilley)

Advisory Council on Historic Preservation. n.d. “Protecting Historic Properties: A

Citizen’s Guide to Section 106 Review.” Washington, DC: Advisory Council on Historic

Preservation. (15 pp). (Blackboard).

7. Local Historic Preservation Commissions Law and Process (February 17, February

19) (Weitz)

Tyler, Historic Preservation, Chapter 6, “Historic Districts and Ordinances.” (text)

(recommended, peruse:) Preservation North Carolina and North Carolina Department of

Cultural Resources, State Historic Preservation Office. 1994. Handbook for Historic

Preservation Commissions in North Carolina. (106 pp.) (Blackboard).

Greenville, NC, Historic Preservation Ordinance (Blackboard)

8. Researching Historic Buildings (February 24 and February 26) (Tilley)

Tyler, Historic Preservation, Chapter 7, “Intervention Approaches, Documentation and

Technology,” pp. 202-220 only (text)

U.S. Department of the Interior, National Park Service. 1998. “Researching a Historic

Property.” (National Register Bulletin) (21 pp). (Blackboard)

March 3 Mid-term Exam (bring 2 blue books) (no readings assigned)

March 5 – Visit to Humber House

March 8 to March 15: Spring Break; No Class

9. Design Review and Design Guidelines (March 17 and March 19) (Weitz)

Nasar, Jack L., and Peg Grannis. 1999. “Design Review Reviewed: Administrative

versus Discretionary Methods.” Journal of the American Planning Association 65, 4:

424-433. (Blackboard)

George, R. Varkki, and Marcia Caton Campbell. 2000. “Balancing Different Interests in

Aesthetic Controls.” Journal of Planning Education and Research 20, 2: 163-175.

(Blackboard)


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10. History of American Architectural Styles (March 24 and March 26) (Tilley)

Tyler, Historic Preservation, Chapter 3, “Architectural Styles, Contextualism, and

Design Guidelines” (text)

Optional: Poppeliers, What Style is It? A Guide to American Architecture (read full text)

11. Economic and Other Impacts of Historic Preservation (March 31 and April 2) (Weitz)

Tyler, Historic Preservation, Chapter 8, “Preservation Economics.” (text)

Tyler, Historic Preservation, Chapter 10, “Sustainability and Partnering with the

Environmental Community.” (text)

Tyler, Historic Preservation, Chapter 11, “Heritage Tourism, Cultural Landscapes, and

Heritage Areas.”

Gale, Dennis E. 1991. “The Impacts of Historic District Designation: Planning and

Policy Implications.” Journal of the American Planning Association 57, 3: 325-340.

(recommended, peruse:) Mason, Randall. 2005. Economics and Historic Preservation:

A Guide and Review of the Literature. Washington, DC: Brookings Institution. (75 pp.)

(Blackboard)

12. Preservation Planning in Practice (April 7) (Weitz)

Tyler, Historic Preservation, Chapter 9, “Preservation Planning” (text)

Baer, William C. 1995. When Old Buildings Ripen for Historic Preservation: A

Predictive Approach to Planning. Journal of the American Planning Association 61, 1:

82-94.

Robins, Anthony W. 1995. Historic Preservation and Planning: The Limits of Prediction.

Journal of the American Planning Association 61, 1: 95-98.

Optional: White, Bradford J., and Richard J. Roddewig. 1994. Preparing a Historic

Preservation Plan. (Planning Advisory Service Report No. 450), Chapters 1 and 2, pp. 1-

20, and Chapter 3 (pp. 21-43) (Blackboard)

Optional: Morris, Marya. 1992. Innovative Tools for Historic Preservation. Planning

Advisory Service Report No. 438. (Blackboard)

13. Executing a Restoration (April 9 and April 14) (Tilley)

Tyler, Historic Preservation, Chapter 7 (part), “Intervention Approaches, Documentation

and Technology,” pp. 221-235 only (text)


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14. Special Topic: Historic Bridges, Scenic Roads, Rural Places (April 16) (Weitz)

Optional: Lindberg, James. 2011. Heritage-based Rural Development: Principles,

Strategies and Steps. Washington, DC: National Trust for Historic Preservation.

Optional: Marriott, Paul Daniel.1998. Saving Historic Roads: Design & Police

Guidelines. Washington, DC: National Trust for Historic Preservation. (recommend;

peruse) (Blackboard)

15. Presentations of Student Papers and Projects (April 21 and April 23)

16. April 28 State Holiday Make-up Day: Tuesday classes do not meet (no class)

May 5 Final Exam (11:00 a.m. to 1:30 p.m.) (bring 2 blue books)


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SPRING 2015 SEMESTER SCHEDULE AT A GLANCE: PLAN/HIST 5985

Week Date Topic(s)

1 Jan. 13 Course Introduction and Overview (Weitz)

Jan. 15 Theory of Preservation and History of the Preservation Movement (Tilley)

2 Jan. 20 Theory of Preservation and History of the Preservation Movement (Tilley)

Jan. 22 Theory of Preservation and History of the Preservation Movement (Tilley)

3 Jan. 27 Historic Preservation and the Law Overview (Weitz)

Jan 29 Historic Preservation and the Law Overview (Weitz)

4 Feb. 3 Historic Preservation and the Law Overview (Weitz)

Feb. 5 The National Register of Historic Places (Tilley)

5 Feb.10 The National Historic Preservation Act (Tilley)

Feb. 12 Section 106 of the National Historic Preservation Act (Tilley)

6 Feb.17 Local Historic Preservation Commissions Law and Process (Weitz)

Feb. 19 Local Historic Preservation Commissions Law and Process (Weitz)

7 Feb. 24 Researching Historic Buildings (Tilley)

Feb. 26 Researching Historic Buildings (Tilley)

8 Mar. 3 Mid-term Exam (in class) (bring 2 blue books)

Mar. 5 Visit to Humber House in Uptown Greenville (tentative proposal due date)

9 Mar. 10 Spring Break; No Class

Mar. 12 Spring Break; No Class

10 Mar. 17 Design Review and Design Guidelines (Weitz)

Mar. 19 Design Review and Design Guidelines (Weitz)

11 Mar. 24 History of American Architectural Styles (Tilley)

Mar. 26 History of American Architectural Styles (Tilley)

12 Mar. 31 Economics and impacts of preservation (Weitz)

April 2 Economics and impacts of preservation (Weitz)

13 April 7 Preservation planning in practice (Weitz)

April 9 Executing a Restoration (Tilley)

14 April 14 Executing a Restoration (Tilley)

April 16 Special Topic: Historic Bridges, Scenic Roads, & Rural Character (Weitz)

15 April 21 Presentation of Student Papers and Projects

April 23 Presentation of Student Papers and Projects

16 April 28 State Holiday Make-up Day (No class)

May 5 Final Exam (11:00 a.m. – 1:30 p.m.) (bring 2 small blue books)

PLAN-HIST 5985 Syllabus Spring 2015

Documents

Transcript of PLAN-HIST 5985 Syllabus Spring 2015