By Rhonda L. Deeg


As I recollect back to my interview for the position of program coordinator of a new two-year preservation trades program at Harford Community College, I will not forget one question that was asked of me: “Well, will you be ready to jump off the diving board with both feet?”

My answer was an overwhelming, “Yes!”

I realized that building a program from the beginning would be a challenge, require many hours of hard work, loads of patience and flexibility, and above all a sense of humor; but I don’t think that I understood how many hats I would actually wear. This is my short story of what must be considered when building a postsecondary career and technical education program—and not just any program, but one in which the mission is to combine both hands-on training and theory in the historic trades/crafts, a branch of the historic preservation field that has so often gone unnoticed.

The two-year associate in applied sciences degree offered at Harford Community College (HCC) in Bel Air, Md., is a Technical Professional Studies program in Building Preservation and Restoration (BPR). It is one of a few community college programs offered at this level in the United States. The program was approved as a statewide program by the Maryland Higher Education Commission, which makes it very unique in that any resident of Maryland, outside of Harford County, who decides to major in BPR, is granted a waiver for in-county tuition. A feasibility study was completed in 1998 and a needs assessment survey in 2001. These two studies are the most important to conduct in the program planning process. Once it is determined that a program could be viable in a specific location and is supported by the governing institution, the state, county and the surrounding community, then the wheels are set in motion.

I arrived on the scene in January 2003. The existing survey and assessments were of great help with the necessary tasks of writing a two-year curriculum, but I felt that it was very important to begin with a program mission, stated goals and a list of objectives that would root the program with a philosophy and direction. It was also equally important to recruit qualified professionals in the field to serve on an advisory board for the program.

Another unique feature of the BPR program at HCC is that it sits within the Visual, Performing and Applied Arts division. While some might question the placement of the program in this division, I believe it was the correct decision in that it provides the student with a holistic background in the arts that will strengthen the traditional crafts skills needed to work sensitively with historic building materials. The Technical Professional Studies component of the program allows the student to develop an educational plan with the coordinator that might cross two postsecondary majors, therefore best servicing the needs of the student’s career goals. No matter where a new program is situated in a division, the support of the dean, department faculty and staff cannot be overstated.

Years ago, I conceived an idea for a historic trades/crafts program while I was teaching vocational construction technology at the high school level. I have always felt that historic preservation provides an excellent opportunity to connect academic disciplines in an interdisciplinary environment while providing the student with hands-on application experiences. Whatever the reason, the curriculum must cater to the institution’s mission, vision, academic requirements, specific program requirements and geographic location. Yes, I did say geographic location. A historic trades program should be responsive to the cultural history of the area, thus providing students with the opportunity to learn more about their surroundings.

Each course built in the BPR program was written individually, yet they were designed to work together, building upon a theoretical and academic foundation. There are a total of 16 BPR courses in the major, 11 of which are offered as lecture and laboratory courses featuring hands-on projects in survey documentation, historic plaster, stained glass restoration, carpentry and millwork, historic metalworking, historic masonry, and historic wall and floor finishes. There are also opportunities of cooperative education, internship, apprenticeship and independent study.

The major culminates with a one-six credit hour field site lab where students use skills learned to work on rehabilitation projects on and off campus. The campus onsite lab works closely with a circa 1808 National Registered stone house and springhouse. For more information, visit http://www.harford.edu/faculty/rdeeg.

The program’s Web site brings up a point: market, market, market! A new program is just that—new. I have been in a selling mode since the first day I walked on the job. The time and effort needed in designing and creating brochures, flyers, marketing packets, press releases and giveaways are often underestimated. It is good to be passionate about the program, truly believe in its benefits and try to speak to every organization about it. Get involved with national, state and local associations. Obtain lists of people, historic sites and groups with which to share your message. A good suggestion is to start within your institution first.

The BPR program made its debut with the first students enrolled in four courses offered during the fall semester, September 2003. At that time, I became professor of three of the four courses and mentor to part-time faculty. The new classes were off to a running start but were held in temporary quarters. This brings me to facilities, budget planning, equipment and tools. A feasibility study should include recommendations for a building facility that would accommodate labs, tools and equipment needed to carry out a successful program such as this, which requires a substantial budget and inventory. Along with budget planning, space planning and building design, I have ordered/received tools and equipment, packed, unpacked, and set up spaces for four labs and a class work/research room.

It has taken years of planning and implementation to make our new space come alive. We began with a good group of students in 2003, and each semester as more courses are offered and interest arises, the enrollment continues to build. As I walk down the hallway, it is both exciting and fulfilling for me to see an idea come to fruition. I thank our students, my colleagues, my family and friends for their continued support.

Rhonda L. Deeg, ABD, is program coordinator and professor of Building Preservation and Restoration, VPAA, at Harford Community College in Bel Air, Md. She can be reached at rdeeg@harford.edu.