Introduces and discusses the breadth of cultural resource types (buildings, landscapes, intangible resources, etc.) in three contexts: identification, evaluation, and management. The intent is to expose students to cultural resource types, styles, standards, guidelines, programs, processes, and techniques that create the U.S. and international framework for identification, evaluation, and management.
Additional Requirements for Graduate Students: All students are required to complete historic landscape
management theory and practice readings and participate in class
discussions. Further, they will complete several exercises that
build upon one another, ultimately leading to a group final
project. Graduate students will additionally be required to lead
two seminar reading discussions and craft a paper advancing
the body of knowledge of historic cultural resources addressing
adaptive management, resilience, and/or sustainability.
Athena Title
Cultural Resource Assessment
Equivalent Courses
Not open to students with credit in HIPR 4100S or HIPR 6100S
Undergraduate Pre or Corequisite
HIPR 2000 or HIPR 4000/6000 or HIPR 4030/6030
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Student learning Outcomes
Students will have an understanding of the breadth of cultural resource types, what makes them distinct and what connects them.
Students will have an understanding of the common identification, descriptions, and evaluation tools employed for different cultural resource types (e.g., written narratives, photographs, maps, measured drawings, oral histories, analysis drawings, comparative matrices).
Students will have an understanding of the breadth of cultural resource identification, evaluation, and management standards and guidelines which work as the framework for the U.S. and internationally.
Students will have the ability to identify and describe different types of cultural resources, including the ability to plan and undertake surveys (windshield, individual property, districts).
Students will have the ability to determine relative historic values (evaluate) different types of cultural resources.
Students will have the ability to apply basic principles of graphic design and layout to mapping, evaluating, and managing cultural resources.
Students will have the ability to develop the various portions of a National Register nomination, via a community service-learning project application.
Students will have a sense of the importance of careful and accurate research in documenting and identifying cultural resources.
Students will have a sense of the value of all types of cultural resources in reflecting and explaining a range of human activity and relative values.
Students will have a sense of responsibility to fairly and completely apply preservation skills to protect and maintain our cultural heritage.
Students will have a sense of best practices for community interactions.
Topical Outline
1. The National Register Program and the State Review Board Process
2. National Register Research and Documentation Methodology and Nomination Factors
3. Survey Methodology, Standards, Application Site, Neighborhood, and Community Levels/Practicum
4. Community Reconnaissance Surveys/Practicum
5. Storefront Facade Evolution, Evaluation of Storefront Change, and Storefront Rehabilitation/Practicum
6. Changes to Historic Buildings and the Secretary's Standards for Evaluation of Change/Practicum
7/8/9 Cultural Landscapes, Intangible Cultural Heritage, Gender/Race/Class, Ethnographic Resources, Archaeology
10. The Two Philosophies of Additions within Historic Areas: Replication vs the Living City Concept
11/12/13/14/15 Application of Skills Learned in Course to a Community Service-Learning Project, Creating/Presenting a National Register Nomination for a Historic Site
