"In Marshall County, the preservation organization named for the Potawatomi word for the Yellow River, Wythougan, wanted to highlight the county's many historic sites and cultural groups that were overlooked in previous publications. This led to a beautifully illustrated publication featuring over forty historic sites and districts, most of which are listed on the National Register of Historic Places. Also featured with more expansive research and description, were four cultural groups overlooked in previous history books on the county. KW Garner provided the historical texts and architectural descriptions for the historic sites and districts, as well as contributed narratives on the county's Amish population and influx of Swedish immigrants during the middle part of the 1800s through the early 1900s. The narrative included the cultural groups' histories, census information and the architecture in which they built their homes and farm buildings."--Publisher's description

Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, "What is the best way to fix a historic building?" to, "What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?" This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.