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Old & Green: Where HistoricPreservation and Environmental

Conservation OverlapCSAR-260-10

Summer 2008

Dr. Barry Stiefel, Ph.D.E-mail: bstiefel@tulane.edu,

Phone (emergency) 734-223-0319

Course Description:

When thinking about environmental conservation we tend to focus on protecting naturalecosystems, preserving animal habitats, and safeguarding air, water, and soil quality.However, many of our most important cultural and historical artifacts are firmlyembedded in our natural and built environments. Furthermore, many of our mosttreasured historic sites, buildings, and landscapes are part of the environment and/orincorporate the fundamental components of green building and sustainable planning thatare needed to protect it. The purpose of this class is to provide an introduction on whereHistoric Preservation and Environmental Conservation overlap in practice and theory.My objective is to acquaint the historic preservationist with environmental conservation

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and the environmental conservationist with historic preservation; however, those who donot claim to be students in either one of these subjects will also find this class interesting.

Class Location:

Online at http://mytulane.blackboard.com. Meeting is in your own time on a computer atleast once per week for class discussion. All class deadlines will be based on the CentralTime Zone where Tulane University is located. Interactive syllabus located athttp://studentweb.tulane.edu/~bstiefel/OnlineOld&Green_files/OnlineOld&Green.htm

Class Texts:

All books can be ordered online, such as at Tulane Online Bookstore, Amazon.com,Borders.com, etc. Also, try checking your local library and/or Inter Library Loan (this isthe cheapest option). Worldcat.org is a great place to check to see what local librarieshave the books that you need as well as to conduct research for your assignments.

1. Our Ecological Footprint: Reducing Human Impact on the Earth (New CatalystBioregional Series) (Paperback ISBN: 086571312X) by Williams E. Rees, MathisWackernagel (Author), Phil Testemale.

2. The Antiquities Act: A Century of American Archaeology, Historic Preservation,And Nature Conservation (Paperback ISBN 0816525617) by David Harmon.

3. All other readings will be posted on Blackboard or the World Wide Web.

Prerequisites for Taking an Internet-Based Course:

Each student enrolled in an Internet-based course will need:• Computer access (students are welcome to use any of the open campus computer labs);• Minimum computer capabilities (see “Minimum Computer Requirements” section);• An interest in utilizing the Internet as a distance education mode;• Self-motivation – with an online course, students need to take the initiative to review the

on-line course materials, keep up with the reading and project assignments, andparticipate in the on-line discussions; and

• Adequate written communication skills to communicate effectively through themediums of essay submissions, e-mail, and “chat” discussions. (While the Instructor forInternet-based courses is available almost “on-demand” through e-correspondence and e-office hours, being comfortable with written communication is an imperative for distanceeducation students.)

Minimum Computer Requirements:

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This online course utilizes Tulane University's Blackboard course software. In turn, theminimum computer system recommendations for using Blackboard software include thefollowing. [Note: The Blackboard software platform may work on a computer that doesnot meet these minimum recommendations but using a lesser system could result in slowor problematic student access.]

• Platform: Windows 95, 98, 2000, NT, ME or XP; MacOS 9 or MacOSX• Hardware: 64 MB or RAM and 1 G of free disk space• Browser: Internet Explorer 5.5 or Netscape 4.78 (enable JavaScript and Cookies)• Modem: 56 K (but a DSL connection is recommended for viewing video clips)• Tulane University e-mail and Blackboard accounts (along with the knowledge of

how to send and receive e-mail) [Note: All newly admitted students will beautomatically assigned a Tulane University e-mail account (your user name will besent to you by mail and your password will be your social security number, withoutthe dashes). If you are having trouble accessing your Tulane.edu e-mail orBlackboard accounts please contact the Computer Help Desk, at (504) 862-8888,during business hours.]

• Basic computer knowledge (including knowledge of word processing, printing files,downloading files, uploading files, etc.)

Course Requirements and Grading:

Case Study Paper, 20% of Grade: Select a case study to research and report on in a 6-8page paper. Topic is open to your choosing but the Instructor must approve it. This paperis due on the second to the last week of the semester. Student’s can either form their owngroups or individuals may contact the Instructor for assistance in finding a partner. Allpapers are to be double-spaced with 12-point font and submitted electronically to me bye-mail. The papers will be electronically submitted to me for grading as well as posted onBlackboard and become part of the class discussion.

** If students prefer, they may form groups of 2-3 people to work on a group Case StudyPaper. The group must inform the Instructor of their decision, who the members are fortheir group, and the topic. If choosing this option, the paper must be 10-12 pages inlength. Only one member of each group needs to submit the paper but every member ofthe group must submit a description (1-2 paragraphs) of their involvement with thegroup, their contribution to the paper, and evaluate their other group members. **

Midterm Paper, 25% of Grade: A 6-8 page paper on the history and theory of historicpreservation and environmental conservation. You must include concepts from TheAntiquities Act: A Century of American Archaeology, Historic Preservation, and NatureConservation as well as your own research. Please include in this paper discussion onhow these two movements/histories/theorems compared and contrasted with each other.The papers will be electronically submitted to me for grading as well as posted onBlackboard and become part of the class discussion.

Participation on Blackboard Course Discussion, 25% of Grade: Each individual in thecourse will be expected to participate in the class discussion on Blackboard. For each

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week I will assign a student to begin the discussion at least once during the semester(depending on class enrollment). The student that begins the discussion for theirrespective week will be expected to write a minimum of 200 words about their topic forthe week, and conclude with 2-5 questions (due Tuesday at 12:00 noon central time zoneof the week the student is assigned for). The rest of the students in the class will beexpected to respond (with a minimum of 100 words response per student) to thediscussion and questions of the first student as well as the discussion already generatedprior to their posting (due Saturday 12:00 midnight central time zone). The response mayinclude a question(s) for other students in the class to answer. Extra credit will beconsidered for those students who provide more than one posting to the discussion in aweek. During the course of each weekly discussion the Instructor will monitor the studentpostings to ensure that the class stays on topic as well as bring up concepts to preventthem from being over looked. A student who misses more than one week of thediscussion may be penalized through losing points from their grade.

Due to the nature of this class having an online format I will most likely not meet you inperson. In addition to discussion on the course topic materials there will also be aseparate discussion section for students to introduce themselves, communicate with oneanother, post messages, etc. I encourage each student to make a posting on this discussionpage at least once during the semester. Also, please feel free to correspond with eachother in order to become familiar with one another.

Final Exam, 30% of Grade: For the end of term final paper I want you to have read OurEcological Footprint: Reducing Human Impact on the Earth and write a 6-8 page essayon the various ways historic preservation is connected to the concept of EcologicalFootprints. The official essay question(s) will be given the week of the exam.

Extra Credit Paper, a bonus of 1% to 10%: Please inform the instructor first of yourintention to pursue the extra credit assignment. Then, read the management plan forBlack Mountain Open Space Park and conduct your own research on how and whenhistoric preservation and environmental conservation come into conflict. After you havecompleted this, write a paper (1% extra credit per page) on the topic of when historicpreservation and environmental conservation come into conflict. Discuss if one field ismore important then the other and under which circumstances why you think this is so?During these instances of conflicting interest between historic preservation andenvironmental conservation, what ideas could be considered to find common ground?Include discussion from the article that I have provided, as well as your own research(use citations in footnotes or endnotes). Also, please state your own opinion and personalinterests, and justify why you are taking your position. Submit the paper to me by e-mailwhen completed before the last week of the regular semester (will not accept paperduring finals week).

** Note that the extra credit assignment can only be attempted once per person. **

Grade Distribution

+100-98% A+ 4.097-94% A 4.0

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93-90% A- 3.6789-87% B+ 3.3486-84% B 3.083-80% B- 2.6779-77% C+ 2.3476-74% C 2.073-70% C- 1.6769-67% D+ 1.3466-64% D 1.063-60% D- .67-59% F+ .34

Please ask if you have questions or comments during the semester. I also reserve theright to make changes to the syllabus during the semester due to unforeseencircumstances.

Class Schedule (Tentative and Subject to Change):

Week 1: Introduction, Historic Preservation and Environmental ConservationWWW: Environmental Movement History – Timeline

http://www.ecotopia.org/ehof/timeline.htmlHistory of Preservation – Timelinehttp://www.emich.edu/public/geo/history.htmlNational Park Service: Conservation, Preservation, Environmenthttp://www.cr.nps.gov/history/hisnps/NPSThinking/nps-oah.htmThematic Chronology of Planninghttp://www.planning.org/pathways/conserve.htm

Blackboard: Preservation Ideal Rypkema Speech on Historic Preservation National Environmental Policy Act of 1969 National Historic Preservation Act of 1966

(Instructor will begin Blackboard discussion for the first week.)

Week 2: SustainabilityWWW: Sustainable Historic Preservation

http://www.ccb.org/resources/sustainable_hp.php Historic Preservation and Sustainability

http://www.vsjf.org/sd-projects/default.HP.shtml A Natural Connection

http://www.aia.org/nwsltr_cote.cfm?pagename=cote_a_200608_preservationNational Trust - Historic Preservation and Sustainabilityhttp://www.preservationnation.org/issues/sustainability/

Blackboard: Sustainable Design and Historic PreservationGSA Sustainable Design PolicyAIA Roundtable on Sustainable Design

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Week 3: Preservation Planning and Environmental PlanningWWW: Definition of Urban Planning (Read all significant links) http://dictionary.laborlawtalk.com/Urban_planning http://www.cr.nps.gov/local-law/arch_stnds_1.htm

http://www.enviroeducation.com/majors-programs/env-plan.html Blackboard: Scottsdale Preservation and Environmental Plan

FCC Environmental Historic Preservation Plan Traditional Cultural Properties, Management, & Enviro Plan

(Recommended that you start reading The Antiquities Act if you haven’t already.)(Case Study groups must be formed and topic must be approved by end of the week.)

Week 4: Rural, Wilderness, and Farmland PreservationWWW: Rural Housing Coalition

http://www.ruralhousing.org/aboutrp.htmlWilderness.net (Read all significant links)http://www.wilderness.net/index.cfm?fuse=NWPSFarmland Preservation Blossoms (3 Pages)

http://mlui.org/farms/fullarticle.asp?fileid=17077Blackboard: Facts – Wilderness

Farm Foundation Michigan Farmland Preservation

Week 5: Easements and Transfer of Development RightsWWW: National Trusthttp://www.preservationnation.org/resources/legal-resources/easements/

Voluntary Farmland Preservation Techniqueshttp://www.hillsdalecounty.info/planningeduc0008.asp

Blackboard: TDR Fact sheet TDR: Innovative Preservation Technique Transfer of Development Rights: Examples Conservation and Preservation Easements in North Carolina

Week 6: Smart Growth, Adaptive Reuse, and Green BuildingWWW: Smart Growth America

http://www.smartgrowthamerica.org/preservation.html New Urbanism

http://www.newgeorgiaencyclopedia.org/nge/Article.jsp?id=h-1125Montgomery Park: Sustainable Adaptive Reuse

http://www.greenerbuildings.com/case_studies_detail.cfm?LinkAdvID=69283Green Building Waste Reduction Guide

http://www.recycleworks.org/greenbuilding/gbg_waste_reduction.htmlWhy Historic Preservation is Smart Growthhttp://www.wisconsinhistory.org/hp/smartgrowth/rykema.asp

Blackboard: Why Johnny Can’t Walk to SchoolSmart GrowthPreservation is Smart Growth

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Green Building Guide Australian Government Adaptive Reuse Cambridge City Hall Case Study

(Midterm Paper and Part 1 of Student Evaluation due at end of week)

Week 7: Brownfields, Economic Redevelopment, and Environmental/Social JusticeWWW: Culture, Historic Preservation and Economic Development

http://www.columbia.edu/cu/china/DRPAP.html Federal Historic Preservation Tax Credits for Brownfields http://www.epa.gov/reg3hwmd/bfs/fed_prog_guide/fed_his_pres.htm

Eyesore or Opportunity? http://www.brownfields.com/BrownfieldsSpotlight/2004/2004_April_Eyesore.htm

Archaeological Site Tour at Superfund Sitehttp://epa.gov/region1/pr/2000/091800.htmlSierra Club Conservation Policieshttp://www.sierraclub.org/policy/conservation/justice.asp

Blackboard: Brownfields Environmental Renewal and Economic Revitalization

Environmental Reparations Urban Treasure or Urban Nightmare Environmental Aspects on Preserving Historic Urban Areas

Week 8: Natural and Cultural Landscapes and TourismWWW: Cultural Landscape Foundation (Read all significant links)

http://www.tclf.org/whatis.htm Protecting Cultural Landscapes

http://www.cr.nps.gov/hps/TPS/briefs/brief36.htmBlackboard: Protected Cultural Landscapes

Hawaiian Cultural Landscape Heritage Eco Tourism Ecotourism and Cultural Tourism Greening Scottish Tourism

Week 9: Thinking Globally and Acting LocallyWWW: Cultural Landscape Foundation

http://www.tclf.org/landslide/katrina.htmHistoric Green New Orleanshttp://www.historicgreen.org/historic_green.phpCombining Preservation and Sustainability in the Big Easy

http://www.renewableenergyworld.com/rea/news/story?id=51894 UNESCO World Heritage List

http://whc.unesco.org/en/about/ http://whc.unesco.org/en/list/

http://whc.unesco.org/en/280Blackboard: UNESCO

US-UNESCO Louisiana Rebirth Plan

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New Orleans: Historic Preservation vs. Katrina Biggest Brownfields

Week 10: Non-Western Approaches to Preservation and ConservationWWW: National Association of Tribal Historic Preservation Officers

http://www.nathpo.org/(Read all significant links)Department of Energy Environmental Policy and Guidance http://homer.ornl.gov/nuclearsafety/nsea/oepa/policy/airfa.htmlRescuing Cairo’s Lost Heritage

http://www.islamicamagazine.com/Issue-15/Rescuing-Cairo-s-Lost-Heritage.htmlBeijing Cultural Heritage Protection Centerhttp://www.bjchp.org/english/whoweare.aspA More Indian Approach to Conserving Heritagehttp://www.hindu.com/2004/11/06/stories/2004110617640300.htmIse Temple, Japanhttp://witcombe.sbc.edu/sacredplaces/ise.html

Blackboard: Ask FirstIntangible Cultural Heritage in IndonesiaDesigner Heritage: Israeli National Parks and Politics

(Case Study Paper Due)

Week 11: The Perspective of Ecological Footprint AnalysisWWW: Ecological Footprint Quiz

http://myfootprint.org/ The Greenest Building

http://www.thegreenestbuilding.org/ Blackboard: Review the already posted Case Studies and Midterms.

Book: Our Ecological Footprint: Reducing Human Impact on the Earth

(Discussion will be on the Case Studies and Midterm Papers. Instructor will beginBlackboard discussion for the last week.)

Week 12: Final Exam on Ecological Footprint Analysis and historic preservation.

About the Instructor:

I have a Ph.D. in Historic Preservation from Tulane University. Prior to attending TulaneUniversity I completed a Masters in Urban Planning (specializing in EnvironmentalPlanning), a Graduate Certificate in Historic Preservation, and a Bachelors of Science inEnvironmental Policy. Environmental Conservation and Historic Preservation areinterests of mine that I believe have parallel objectives – assessing, planning, andmanaging aspects of the world that we consider important so that it may be available forfuture generations. I also believe that protecting environmental and historical resources isvery important. Please take a moment to send me an e-mail to tell me about yourself, whyyou decided to take this class, and if there is anything more that you wish to know aboutme. I will do my best to respond to all e-mail inquires sent to me within a 24-hour period.

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Make Up Work Policies 

Given the asynchronous nature of this course, the expectation is that students will be ableto meet all deadlines for completing reading assignments, posting essay submissions anddiscussing group members’ submissions.  Tardy postings will compromise the quality ofgroup discussions and accordingly are unacceptable.  In turn, only extraordinary oremergency circumstances will merit consideration for a deadline extension and will haveto be evaluated by the instructor on a case-by-case basis.  Also, please e-mail theinstructor as soon as possible to explain any anticipated or missed deadlines.

Honor Code

All academic assignments in this course are conducted under the provisions of the TulaneUniversity Honor Code.  In particular, while students will collaborate during groupdiscussions of the material and their work, when it comes to assembling their initialproblem set/exercise/essay responses and taking module exams, students are expected towork independently.  Blatant plagiarism is grounds for failure within the class and will bereported to Tulane University for appropriate disciplinary proceedings. Here is a link forinformation on this issue for your reference. For students that have questions as to whatplagiarism exactly entails (for those of you that like to push the envelope) please feel freeto look up the definitions at http://www.plagiarism.org/.

Student Disability Accommodations

Any student with a disability in need of course or examination accommodations shouldrequest accommodations through the University’s Office of Disability Services located inthe Mechanical Engineering Building.  Please do this as soon as possible.  In turn, pleaselet me know when you are eligible for accommodation (through an e-mailcorrespondence) and provide a copy of your approved accommodation form from ODS tome (as well as to each professor in whose course you wish to receive accommodations).  Iam committed to working with the Office of Disability Services to ensure that allapproved accommodations are provided.  However, if you do not deliver the approvedaccommodation form, I will not know you have been approved to receiveaccommodations and will have no basis for providing those accommodations.

Computer Help:Students can obtain telephone, e-mail, and [general question] walk-in assistance from theTulane Computer Help Desk (504.862.8888, info@tulane.edu, and the help desk locatedon the first floor of the Howard-Tilton Memorial Library, respectively) 8:00 a.m.-5:00p.m. (Central Time Zone) Monday through Friday.

Acknowledgements:

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I would like to thank Dr. Kay L. McLennan for assisting me in developing this syllabus.