Dr. Jeremy C. Wells is an assistant professor in the Historic Preservation Program in the School of Art, Architecture, and Historic Preservation at Roger Williams University, USA and a Fulbright scholar. Previously, he has worked as an historic preservation planner, Main Street manager, and as an architectural materials conservator. He is the co-editor of the book, Preservation Education: Sharing Best Practices and Finding Common Ground published by the University Press of New England. Dr. Wells created the Environmental Design Research Association’s Historic Environment Knowledge Network in 2008 to work with other academics and practitioners in addressing the person/place and environment/behavior aspects of heritage conservation. Dr. Wells is interested in how people perceive, value, and interact with historic environments and how this experience is similar to the experience of natural environments with a focus on place attachment. He uses social science research methodologies, such as ethnographies, survey research, and phenomenology to answer these questions because, fundamentally, he believes that the conservation of the historic environment is an endeavor that should benefit people. He is currently in Brazil conducting research on community participation and heritage conservation planning in Olinda, Pernambuco. Primary publications: Wells, J. C. (2007). The plurality of truth in culture, context, and heritage: A (mostly) post-structuralist analysis of urban conservation charters. City and Time, 3(2:1), 1-13. Wells, J. C. (2010a). Authenticity in more than one dimension: Reevaluating a core premise of historic preservation. Forum Journal, 24(3), 36-40. Wells, J. C. (2010b). Our history is not false: Perspectives from the revitalisation culture. International Journal of Heritage Studies, 16(6), 464-485. Wells, J. C., & Baldwin, E. D. (2012). Historic preservation, significance, and age value: A comparative phenomenology of Historic Charleston and the nearby new-urbanist community of I’On. Journal of Environmental Psychology, 32(4), 384-400.