The most studied house in the world: 12 years of research-led teaching at Hellens Manor, England
Authors: Grau-Bove, J., Higham, R., Cruz, M. and Munthe, A.
Journal: JOURNAL OF THE INSTITUTE OF CONSERVATION
Volume: 48
Issue: 2
Pages: 132-152
eISSN: 1945-5232
ISSN: 1945-5224
DOI: 10.1080/19455224.2025.2497308
Source: Web of Science (Lite)
The most studied house in the world: 12 years of research-led teaching at Hellens Manor, England
Authors: Grau-Bove, J., Higham, R., Cruz, M., Munthe, A. and Crabb, N.
Journal: Journal of the Institute of Conservation
Volume: 48
Issue: 2
Pages: 132-152
Publisher: Taylor & Francis
eISSN: 1945-5232
ISSN: 1945-5224
DOI: 10.1080/19455224.2025.2497308
Abstract:This article shows how field trips, driven by research-led teaching, can lead to innovation in heritage science and conservation. Drawing from a decade of field trips to Hellens Manor in Herefordshire in the UK, the study highlights several scientific innovations made by students during these visits in areas as diverse as the visualisation and prediction of temperature and relative humidity conditions, the use of portable X-ray fluorescence spectroscopy for mapping historical brick composition, and the application of urea crystallisation thresholds to quantify risks to collections near bat colonies. Additionally, the article showcases notable applications of established techniques, such as mapping glass composition and conducting in-situ imaging. The pedagogy of the field trip at Hellens Manor employs a two-phase process, firstly, defining specific research questions that are both feasible and scientifically interesting, with the potential to inform heritage management, and secondly, fostering creativity in problem-solving within the practical constraints of the trip. This educational model can provide practical experience of the skill of real-world decision-making, which is a gap previously identified in the literature. The findings show the benefits of prioritising accessibility to heritage collections, buildings and sites for educational purposes in a way that ultimately benefits their conservation alongside the fostering of collaborative relationships between educators and heritage site managers. Ultimately, the success of such research-led teaching hinges on aligning a passion for science with the needs and values of heritage.
https://www.tandfonline.com/doi/full/10.1080/19455224.2025.2497308#abstract
Source: Manual