Need
While recognizing the value of on-the-job training, the aim of
this initiative is to develop alternate methods for engineers
to learn preservation engineering skills. It is hoped that
such efforts will lead to a greater number of engineers
skilled in dealing with the peculiarities inherent in
preservation projects, which will lead to excellence in
preservation engineering.
Background
Beginning in 1999, NCPTT Training Component staff began
investigating the ABET accredited engineering programs around
the United States for preservation content. While we
occasionally discovered a faculty member interested in
historic structures, we found no evidence of preservation
content in the curricula.
Working closely with then PTTBoard member Nick Gianopulos of
Keast and Hood, NCPTT held a colloquium in March 2000 in
Philadelphia to discuss the educational/training needs of
engineers in the field of preservation. During the one-day
meeting, participants affirmed the need for preservation
training, discussed the required competencies for engineers
involved in preservation work, and the potential funding
sources for preservation training. Following the meeting NCPTT
established a listserv to further discuss issues initially
raised in Philadelphia. More than 50 engineers, architects,
preservationists and educators are currently subscribed to the
listserv. During a second meeting at the annual APTI
conference in Philadelphia in October 2000, participants
reaffirmed the need for preservation training for engineers
and discussed the next steps.
Course Development
Through the 2001 PTTGrants program NCPTT awarded a contract to
Watson & Henry Associates (W&HA) to prepare instructional
materials for two prototype professional development courses,
Materials and Older Buildings and Building Pathology. The
scope of work included preparation of a suggested framework
for the professional development program, including concise
statement of the philosophy and goal for the program; target
audience; educational objectives; and outline list of
recommended course subjects, including core and elective
courses. Two additional courses are currently under
development by the same team: Investigations and Treatments.
The Professional Development Program for Engineers in Historic
Preservation is targeted to engineering professionals from the
architectural, civil, structural and mechanical engineering
disciplines; technically-oriented architects; and
technically-oriented graduates (MS) of historic preservation
programs.
The program is intentionally multi-disciplinary in content
because many technical problems in historic buildings do not
respect the boundaries prescribed by conventional profession
practice disciplines. The proposed core curriculum would
include the following topics:
· Overview of historic preservation;
· History of engineering and that of building and construction
technology;
· Materials vulnerabilities and performance (under
development);
· Building pathology and deterioration (under development);
· Investigations and diagnostics methodology (under
development);
· Monitoring and measurement;
· Preservation treatment strategies and intervention,
including evaluation and selection (under development);
· Building systems, including compatibility and integration
with historic buildings;
· Construction documents and specifications for historic
preservation;
· Construction planning and execution for historic
preservation;
· Longevity and maintenance of historic buildings.
Although the core courses form an integrated set, the
individual courses could be taken as a single course. It is
intended that other, more specialized courses may supplement
the core curriculum.
The Program could be adapted to a variety of delivery methods,
including:
· On-site classes in established professional development
program at a host university;
· On-site classes at preservation organization conferences or
engineering society conferences.
The program is designed so that any engineer with preservation
experience can teach the courses. Course Instructors should
have extensive practical experience in the topic as well as
with teaching or instructional experience. Instructors should
personalize and adapt the course material with their own
experience and to address the background and experience of the
participants; however, the Course Teaching Objectives and
Strategies should be preserved.
In August of 2002, NCPTT convened a meeting of engineers at
Carpenters’ Hall in Philadelphia to report on the status of
the preservation training for engineers initiative and to
discuss ways to move forward by implementing the training
courses under development. A summary of the main topics of the
discussions follows. A month late at APTI’s 2002 Annual
Conference in Toronto, Canada, the organizers of the 2003 APTI
International Conference offered NCPTT the opportunity to roll
out the courses at the 2003 conference in Maine.
Course Roll Out
As a result, the first courses in NCPTT’s Professional
Development Program in Engineering for Older Buildings,
including Heritage Buildings will be offered during the 2003
Association for Preservation Technology International
Conference in Portland, ME, September 17-22. At the Portland
conference, Materials and Pathologies will be offered,
addressing vulnerability of materials, materials performance,
building pathology and processes of deterioration. Working
from the engineer’s standpoint, the courses introduce the
specific issues, technical challenges and illustrative
solutions that are encountered in older buildings, including
heritage buildings. The courses emphasize the subtle shifts in
perspective and problem-solving methods that are necessary
when working with an older or historic building.
With the support and efforts of engineering practitioners and
educators, and professional engineering and preservation
organizations, NCPTT will continue to facilitate this
initiative to develop preservation training for engineers.
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