CERTU THE Loren Eiseley ORIGINS OF HUMAN ECOLOGY Chemistry YABLONSKY CHEMISTRY The Botanical World HUMAN ECOLOGY EVOLUTION FOR NATURALISTS BIOLOGY OF PLANTS OF PI ANTS College of the These Atlantic CROWELL R 11:20 anon Catalog 1985-1986 TABLE OF CONTENTS PRESIDENT'S WELCOME 2 Laboratories and Studios 41 MESSAGE FROM RENE DUBOS 4 Library 41 Natural History Museum 42 INTRODUCTION 5 Writing Clinic 42 ACADEMIC PROGRAM 6 SHARED RESOURCES 42 REQUIREMENTS FOR THE Acadia National Park 42 DEGREE 6 Chewonki Foundation 42 GOALS FOR COMPETENCE 7 Jackson Laboratory 42 PRACTICAL LEARNING Mount Desert Island Biological REQUIREMENTS 8 Laboratory 43 Internships 8 Mount Desert Island Group Studies 10 Schools 43 Final Projects 12 University of Maine at Orono 43 ACADEMIC OPTIONS 13 STUDENTS 44 Independent Studies 13 STUDENT LIFE 48 Tutorials 14 CAMPUS LIFE 48 Residencies 14 Governance 48 Practica 14 Health 48 EVALUATIONS AND STANDARDS 15 ADVISING Housing 48 16 Publications 49 ACADEMIC ORIENTATION 17 OUTDOOR ORIENTATION 17 Speakers 49 RECREATION AND FACULTY 18 ENTERTAINMENT 50 ADJUNCT FACULTY 28 Athletics 50 FACULTY ASSOCIATES 29 Exhibits 50 VISITING FACULTY 30 Films 50 RESEARCH ASSOCIATES 31 Music, Dance, and Theatre 51 CURRICULUM 32 Outdoor Recreation 51 RESOURCE AREAS 32 Additional Area Resources 51 Arts and Design 32 COMMUNITY INVOLVEMENT 51 Environmental Science 32 ADMISSION AND Human Studies 33 FINANCIAL AID 52 PROGRAM DEVELOPMENT 33 ADMISSION 52 Focus in Evolutionary Studies 34 Application Deadlines 52 Focus in Environmental Design 35 Transfer Students 53 Focus in Marine Studies 36 Tuition Deposit 53 Focus in Public Policy and Visiting Students 53 Social Change 37 How to Get Here 54 Focus in Writing 38 Advanced Placement 54 Focus in Education 39 Deferred Admission 54 SUPPORTING THE Early Admission 54 ACADEMIC PROGRAM 40 International Students 54 CAMPUS RESOURCES 40 ACCREDITATION 55 Boats 40 COA ACADEMIC CALENDAR Computers 40 1985-86 55 Gardens 41 FINANCIAL AID 55 Continued on inside back cover. - PRESIDENT'S WELCOME College of the Atlantic takes pride in the impressive group of individuals who make up its community. Our faculty come from the first rank of American universities and colleges. Their wholehearted commitment to teaching and advising is one of COA's greatest strengths. Our students-men and women from all parts of the United States and several foreign countries-are distinguished by a high degree of in- itiative, idealism, and independence. The reason for this is clear: COA offers students the maximal opportunity to grow, while challenging them to think critically and to act responsibly. Our graduates-resourceful, practical, and versatile-are successful and fulfilled in many fields of endeavor. Please consider this our invitation to visit the campus, attend classes, and meet informally with students and faculty. A first-hand exposure to COA will convey the excitement of the work we are doing and the opportunities we offer. On behalf of College of the Atlantic, I invite you to become acquainted with us through this catalog and, if possible, Louis Rabineau through a visit to the campus. President COA offers a rich academic program which provides students with the theory and practice that are needed to become active and effective citizens in a com- plex society. As you will learn, our interdis- ciplinary program in the liberal arts is built around the theme of human ecol- ogy, the study of relationships of people and their natural and human-made en- vironments. Our small size affords students the opportunity for individual attention, while our location on Mount Desert Island provides a magnificent natural setting. 2 Bellage of the Attantic THORND OLIGRARY ALL 109 Edem Street Bar Harbor, Maine 04609 A MESSAGE FROM RENE DUBOS We face the question of how we can use science and technology to create something that is compatible not only with ecological constraints but also with human needs and aspirations. Oddly enough, our society does not know how to educate for that. We have been immensely successful in develop- ing experts of means-people who do things. But we have failed fundamental- ly in developing experts of aims-that is, people who think creatively. My suspicion is that this cannot be done unless we introduce into our educa- tional system a formula by which students learn to deal with problem solving; for as soon as one deals with problem solving, or with anything con- cerning human life, the solution is never only a technical one. Rather, the solution will demand that one have a sense of history, that one consider socioeconomic forces, and that one reflect the dreams of people. I have a strong feeling that this is human ecology-and to me, this is what College of the Atlantic is all about. Author and scientist Rene Dubos (1901-1982) was a College of the Atlan- tic trustee for many years. A pioneer in the development of antibiotics, he won the Pulitzer Prize in 1969 for his book So Human an Animal. 4 INTRODUCTION College of the Atlantic is an accredited, boundaries, COA students gain the four-year, undergraduate college award- resourcefulness and independence they ing the Bachelor of Arts degree in need to successfully meet the challenges Human Ecology. Situated on a 26-acre of a complex, rapidly changing society. shorefront campus in Bar Harbor, Classes at COA are small and rely Maine, the college lies 300 miles "down largely on a discussion approach, rather east" from Boston-and only minutes than on lectures. Each student's educa- from the lakes and mountains of Acadia tion is given the benefit of individual National Park. attention by members of the faculty and The COA academic program is built other academic advisors. Students play a around the study of human ecology-the major role in planning their own pro- ever-shifting complex of relations grams of study, mixing coursework with governing human existence on the independent studies, internships, group earth. The study of human ecology is, studies, and final projects. at its broadest, the study of how people While most students end by focusing live in, influence, and are influenced by their studies in certain areas, they their environments. Within these re- understand that the objects of their lated fields of inquiry, the range of study are inevitably parts of a larger individual studies at COA is great. whole. At COA we believe that human Like the programs at many older beings have an integral place in this schools, the COA curriculum is rooted larger whole, and that our actions have in the long-established traditions of the profound effects, for better or worse, on liberal arts. We seek to educate individ- the world around us. To understand this uals who will function with a high is to understand what is meant by degree of success in today's rapidly human ecology. changing world, and we believe that a narrow, overly specialized course of study is at odds with this goal. The complex challenges of contemporary life require the breadth of vision and the well-rounded knowledge characteristic of a liberal arts education. To this education, College of the Atlantic adds an understanding of the unity and inter- dependence of life on earth. At COA there are no departments to form barriers between academic dis- ciplines. Team-taught courses-enlisting faculty from both the arts and the sciences-help us achieve a useful syn- thesis of different points of view. As a result, the sciences at COA are not abstracted from the world of human outcomes. At the same time, the humanities acquire a new force and vigor. Encouraged to move easily be- tween disciplines and across traditional 5 ACADEMIC PROGRAM n education in human ecology brings REQUIREMENTS FOR THE DEGREE A together disciplines and perspectives COA grants the degree of Bachelor of which have traditionally been separate. Arts in Human Ecology to students who COA's academic program develops an have earned 36 credits and who have understanding of the human condition met certain other requirements. The in terms of social, biological, and normal, full-time annual load is 9 physical interrelationships. Emphasis credits, 3 in each of the three ten-week is placed on acquiring the skills to terms; 18 of the 36 required credits solve complex practical and philosoph- must be earned at COA. A minimum of ical problems with confidence and 6 terms must be spent enrolled at COA, imagination. either on campus or on a COA COA offers many different forms of internship. study. While courses provide the foun- Included among the 36 credits must dation of the curriculum, student- be: initiated group studies, independent The core course in human ecology studies, tutorials, internships, residen- (see page 60) cies, and final projects also provide im- Two courses in each of the three portant learning experiences. resource areas; one course in each area must be a foundational course (foundational courses are indicated by asterisks in the list of course descriptions) Right/ Responsibility A three-credit internship (see pages 8 - 10) Ha to use A one-credit group study (see pages 10-12) A three-credit final project (see pages 12-13) There are two non-credit require- ments. They are: Community Service: This require- ment involves contribution of time and energy to the college or island com- munity. Serving on a COA committee, advising at COA, or volunteering locally will satisfy this requirement. The Human Ecology Essay: This paper describes the student's develop- ment as a human ecologist and demon- strates competence in writing. Academic Program GOALS FOR COMPETENCE "Every person Underlying the specific requirements for who seeks or a degree in human ecology are the assumes the role of executive following goals for competence. leadership in an information-rich Foundational Mathematics: society must Basic knowledge of algebra and elemen- develop the ap- titudes and at- tary statistics at a level required for a titudes of the sense of the nature and range of formal generalist. systems, and for an intelligent "In the latter awareness of the communications media part of the twen- (for example: reading a graph describing tieth century, we came to realize the change in deer population over a that most of our period of years, interpreting statistics troubles stem quoted by a politican, understanding from neglecting algebraic formulae used in heat-loss the intercon- nectedness of calculations) knowledge and the inter- Nonverbal Expression: disciplinary Demonstration of substantial explora- character of all tion in a nonverbal mode of expression mation of mineral deposits in an area real-world problems." (art or craft, music, dance, dramatics) and the effects of mining on that area) Exerpted from: The Knowledge Manual Competence: Living Systems: Executive by Skill sufficient to produce useful objects Understanding relationships among liv- Harlan Cleveland of significant complexity (building a ing organisms and the dynamics of liv- shelter or furniture, cultivating a ing systems (the effects of DDT on a garden, drafting, making clothes) food chain, evaluation of the bald eagle population on Mount Desert Island) Systems Comprehension: Basic ability to confront a complex Cultural Systems: situation or problem and respond to it Knowledge of the fundamental as a systemic whole rather than as a characteristics of social organizations of collection of parts (creating a har- humans and other animals and an monious plan for COA land use; elementary grasp of the dynamics of understanding the process of compiling social systems (changes that have af- an environmental impact statement for fected the American family structure, a proposed power plant with considera- the decision of a town council to zone tion of economic, cultural, political, land for the purposes of agriculture or social, and environmental factors) housing development, the civil rights movement as a vehicle for social Physical Systems: change) Basic understanding of geophysical elements of an ecosystem and their ef- fects on the social structure of human and nonhuman societies (how glaciers have shaped Maine's landscape; the for- 7 Academic Program Values and Consciousness: Basic ability to perceive and characterize significant behavioral and motivational aspects of humans and to clarify and communicate one's values (understanding another person's position and emotions, analyzing relationships through literature) Perceptual Acuity: Cultivation of a special sensitivity and effective methodology in a specialized mode of observation (photography, tracking wild animals) Health and Nutrition: Working knowledge of mental and physical health (nutritional needs, digestive processes, and the role of diet in preventive medicine; the effects of food preservatives and additives on the on the job full-time. The college awards behavior of children) three academic credits for the first in- ternship; subsequent internships are op- Communication Skills: tional, earning one credit each. Over Ability to express oneself effectively half of all COA interns receive payment through the spoken word (teaching; during their work experience and more public speaking) and the written word. than fifteen percent of COA graduates have returned to their internship spon- sors for postgraduate employment. PRACTICAL LEARNING The Internship Office maintains a file REQUIREMENTS of sponsoring organizations and intern- Acknowledging that students learn in ship contacts. The staff assist students many different ways, COA awards equal in finding internships appropriate to academic credit for practical and their career interests. The office also has theoretical learning. One internship, one resources to help students in planning group study, and a final project are their academic program. Finally, the degree requirements. staff is available to assist students with writing resumes and setting career Internships goals. Internships are work experiences which allow students to apply their knowledge and skills, develop new skills, clarify career goals, and establish career con- tacts. The work experience must be equivalent to a minimum of ten weeks 8 Academic Program Following are examples of recent Ellen was involved in the mapping and internships: planning of a recreational area along the Union River as a cartography intern for Anna interned for the Congressional the Hancock County Regional Planning Research Service of the Library of Con- Commission in Ellsworth, Maine. gress in Washington, D.C. and was responsible for compiling information for a brief on wetland management techniques and issues. Than developed his writing and com- munication skills through a two-part in- ternship as editorial assistant for Rain Magazine in Oregon, and for the Maine Times, a weekly newspaper. Jane developed an environmental educa- tion program for school groups for the National Fish and Wildlife Division of the Aleutian Islands and served as a field naturalist for the area. David apprenticed at the New Alchemy Institute in Massachusetts where he was involved in projects that included the analysis of water use and conservation for residential bioshelters and the Matt spent the summer on Great Gull preparation of a site map of the in- Island, site of a research station owned stitute's property. by the American Museum of Natural History in New York City and a nesting Meg worked as a seasonal naturalist and site for common and roseate terns. In interpreter for Acadia National Park, addition to banding birds and recording where she conducted public tours to data, Matt trained interns and wrote a various mountain and shore ecosystems. manual for new volunteers. Jack, a design construction assistant for Rose apprenticed in the experimental Design Plus in Lewiston, Maine, garden and greenhouses of the Coolidge worked on plans for a solar office Center for the Advancement of Agri- building and for an urban renewal culture in Boxford, Massachusetts. project in downtown Lewiston. Lisa and a team of workers from the Sue spent two terms at The Jackson Whale Research Group of the Memorial Laboratory for Genetic Research, study- University of Newfoundland traveled ing the effects of aging in the bone throughout Newfoundland responding to tissue of mice. requests from fishermen to assist with the release of marine mammals trapped in fishing gear. 9 Academic Program Ben worked as a research technician and diver for a study of the effects of dump- ing dredge materials in Long Island Sound, a project under the direction of the Marine Sciences Institute of the University of Connecticut. Lauren prepared promotional materials and assisted with research projects for the Solar Planning Division of the Of- fice of Energy Resources in Augusta, Maine. Group Studies Group studies are student-initiated, one- term workshops or seminars, which pro- vide students with an opportunity to pursue a specific project and learn how Bob, a research assistant with the Maine to work effectively in a team effort. A Department of Environmental Protec- group of at least five students designs tion, coordinated the promotion of the and executes the group study. They de- Maine Oil Recycling Program. velop a clear description of the educa- tional goals of the group, identify the Loretta worked as a teacher's aide and tangible products expected, establish a tutor at the American School for the timetable for achieving objectives, and Deaf in West Hartford, Connecticut. determine criteria for evaluation for credit. Jeff was a field research assistant for the Forest Entomology Department of the Following are examples of group University of Maine, Orono, and spent studies conducted recently: several months in spruce/fir forests of Maine, studying the effectiveness of a Sign Language and Deaf Culture spruce budworm control agent. Understanding the special problems faced by the hearing-impaired was the Carla apprenticed in an advertising and goal of this group study. Students spent public relations firm where she learned the first half of the term learning 150 mechanical paste-up skills, photography signs in American Sign Language and techniques, and other aspects of graphic the remainder of the term researching design work. and preparing reports on topics such as deaf communication, legislation for the Scott was a carpenter for the Corner- hearing-impaired, and deaf education. stones Energy Group in Brunswick, Maine, where he worked on home addi- tions and the construction of single family houses, and assisted in teaching building techniques to Cornerstones students. 10 Academic Program Acid Precipitation Perspectives on Death and Dying "The most im- This workshop analyzed the problems of Students in this seminar considered portant thing acid precipitation from scientific, educa- many contemporary issues related to that I have learned at COA tional, political, economic, social, and death and dying, including terminal ill- is how to learn. legal perspectives. Each student re- ness, suicide, children and death, My experiences searched a different aspect of acid medical ethics, hospice care, death in here required me precipitation and synthesized the other cultures, legal aspects of death, to clarify my in- research into a paper and presentation. personal views of death, and life after terests and pur- sue them ac- These individual projects were compiled life. Guest speakers included three tively and in- in a booklet on acid precipitation. The medical doctors, a lawyer, a psychol- dependently." group presented the library with a col- ogist, an anthropologist, a social Andrea, COA lection of periodicals and other worker, a philosopher, and a hospice graduate literature, including a bibliography. volunteer. Each student was responsible for the personal dimension of the Peace Studies course; each person kept a journal and This workshop had two objectives: to discussed his or her reactions to the research and plan a curriculum for COA issues raised. in "Peace Studies and Global Ecology" and to develop several related public Conversational Spanish outreach activities. Each member re- One of the five students in this group searched a topic of potential import to study grew up in Costa Rica and is bi- the curriculum: concepts of deterrence, lingual. She acted as a resource person disarmament proposals, SALT the Euro- during the six hours each week that the pean peace movement, international group met. On the average, the group considerations of human rights, and the spent four hours each week conversing relationships between violence toward entirely in Spanish. Visitors to the class people and violence toward the environ- included native speakers from Spain and ment. The public outreach efforts in- Cuba, and Americans who had learned cluded public information activities and Spanish in Bolivia and Costa Rica. the purchase of materials for a peace Generally, two hours each week were studies resource center. spent on activities supplemental to con- versation, including educational games, homework review, Latin American politics, oral exercises, and reading aloud from stories, poetry, and a play. Between classes, students wrote practice paragraphs and reviewed grammar and vocabulary. 11 Academic Program Carter House Construction Ecological Ethics Within the Book of The six members of this group study Hosea completed the major portion of the con- Ecology of Wintering Sea Ducks struction of a 900-sq.-ft., three-bedroom Education: A Forum for our Knowledge house for a local family. The energy- of Nuclear Arms and our Concerns efficient house was designed by a COA for the Future student as his senior project and is ex- pected to use about one-half cord of stovewood per year. One student in the group study had worked extensively on Colorado construction crews and he acted as foreman and resource person. The other five students began the proj- ect with very limited carpentry experience. Final Projects Final projects are major pieces of in- dependent work, which earn three credits and are accomplished during the senior year. Students work with faculty members to design and carry out the projects, focusing on topics which ad- vance understanding in a particular academic area while bringing together the skills and knowledge acquired dur- ing the entire college career. Final proj- ects occupy at least a full ten-week term of full-time enrollment, but can be spread over two or more terms if the nature of the project dictates such a timetable or if concurrent coursework is desired. Energy Notebook: Chapters for a Basic Following are examples of final proj- Textbook on Energy ects recently completed: Evaluation of Solid Waste Disposal Options for Mount Desert Island Changing Roles: A Study of Women in Examination of Wilderness Therapy Maine Field Guide to Dragonflies Coastal Geology: Beach Changes at History of Proposals to Harness Tidal Sand Beach, Acadia National Park Power in Passamaquoddy Bay Coastal Hawk Migration in Maine Images in Clay for Children Development of a Field-Oriented Leadership in Group Skills and Personal Science Curriculum for Fifth Graders Growth Organization of a Community Energy Center 12 Academic Program VORY Plan for Small-Scale Farming in Maine Independent Studies Reconstruction of the Turrets Formal Independent studies are conducted with Perennial Garden the help and supervision of faculty spon- Selected Memoirs of Vietnam Era sors. They are most appropriate for ad- Survivors vanced or specially-focused work and Study of Estuary Legislation usually involve a high degree of in- The Soviet Threat: How Belief in Soviet dividual attention from the designated Expansionism Influences U.S. Politics faculty sponsor. The studies listed below according to ACADEMIC OPTIONS resource area are a sampling of those At COA, a variety of learning methods recently undertaken: is considered as important as the variety of courses offered. Independent studies, Arts and Design: tutorials, residencies, and practica offer Architectural History opportunities for students to earn col- Art and Egyptian Hieroglyphs lege credit while pursuing an area of in- Building Renovation terest not represented within the regular Cello Study & Chamber Ensemble curriculum. Playing Close-up Photography Composite Forms in Ceramics Wildlife Photography Intermediate Watercolor Playground Construction Project 13 Academic Program "I like the non- Preparation in House Building Tutorials competitive at- Sculpture and Children Tutorials are studies for one to five mosphere. If students need Visual Study of Plant and Nature Forms students, which cover specialized help, they can material not regularly scheduled. They find it." Environmental Science: differ from independent and group Vicki Nichols, Advanced Organic Chemistry studies in that faculty members, rather COA graduate Brain Physiology than students, are responsible for the and research associate Computer Programming design and implementation. Subjects Seabirds and Marine Ecology best covered in this format include ad- Wetland Ecology vanced courses such as Differential Designing a Science Curriculum Equations, Topics in Psychology, and Assistant Teaching, Introduction to Flora of Coastal Maine. Tutorials are Physics listed among the course descriptions. Computer Analysis and Statistics Landscape Analysis Residencies Scientific Psychology Residencies are optional three-credit Taxonomy of Lichens and Bryophytes term programs that allow advanced Winter Botany students to work independently with faculty sponsors. They differ from other Human Studies: term programs in that they are eval- Applied Economics uated as whole programs rather than as French collections of equal one-credit parts or Human Values and Cultural Ecology courses. Students on residency must Latin II assume responsibility for setting objec- Microcomputers and the Future tives, clarifying goals, monitoring pro- Survey of Western Philosophy gress, and evaluating their programs. A Wilderness Psychology Residency Committee provides support Classical Philosophy and helps evaluate each student's Methods of Teaching Writing program. Small Book Publishing Topics in 20th Century Political History Practica Writing Short Fiction Practica are ongoing, intensive study projects that provide students with the opportunity to develop practical and ap- plied skills. They are conducted under the supervision of graduate research assistants. The two practica currently offered, Museum Preparation and Out- reach Education, provide the foundation of the COA Natural History Museum. See course descriptions. 14 Academic Program EVALUATIONS AND STANDARDS Because the true measure of achieve- ment is what a student gains from a course rather than how he or she per- forms in relation to other students, COA does not require letter grades. All students receive written evaluations from instructors and write self- evaluations for each course. Each evaluation is a statement assessing the student's performance in a course, im- provement during the term, and par- ticular contributions to the class. The evaluations serve a dual purpose: they form an ongoing portfolio and perma- nent record for use by the student and advisors, and they comprise the tran- script that may be submitted with ap- plications to other schools and to future employers. The narrative transcript shows how courses and projects have been synthesized in the student's education. Any student may receive a letter grade in addition to the written evaluation. This is an individual choice and is declared at the beginning of each term for each course. Letter grades are not given for internships and final projects, and there is no computation of a grade point average. 15 Academic Program "You have a The COA transcript includes a cover mission. A lot of sheet listing the credits attempted and other places flounder, but you an evaluation page for each course or are fortunate to other credit work. Each evaluation page have a mission includes an objective description of the and a purpose. work, the faculty evaluation, and the Within 20 years student self-evaluation. The status of there will be a number of in- each attempted credit is recorded on the novations in cover sheet as "Credit," "No Credit," American educa- or letter grade. These notations are tion, and a lot of defined below: them are being done now at Credit: Completion of the require- - COA." ments as stated in the course descrip- Dr. Alvin Eurich tion. The quality of the work may range President, from excellent to minimal comprehen - Academy for sion of the course material. Educational Development, No Credit: Failure to complete the New York, NY minimum requirements as stated in the course description or failure to demon- strate a minimal comprehension of the course material. A = Excellent, outstanding, or superior insight, extending beyond the normal requirements of the course; exceeding expectations; completion of all required work. B = Good work; conversant in all course topics; completion of all required work. ADVISING C = Satisfactory comprehension of the The freedom students have at COA to material in the course and completion plan individual programs carries with it of minimum requirements. the responsibility to develop coherent D = Completion of minimum re- courses of study. Because of this flex- quirements and demonstration of ibility and individualization, the rela- minimal competence. Academic credit tionship between student and advisor is is awarded. an important one. With the help of aca- F = Failure to complete minimum re- demic advisors, students are encouraged quirements or to demonstrate compre- to use the curriculum resource areas and hension of key course topics. Recorded suggested interdisciplinary sequences to as a "no credit." direct their own education. COA's faculty- and peer-advising system provides students with advice from a range of viewpoints. Upon enter- ing the college, students are assigned a faculty or administrative staff advisor. At least three times each term, students meet with their advisors to plan and 16 Academic Program evaluate their programs of study. OUTDOOR ORIENTATION After completing one academic year, a Each fall, outdoor orientation precedes student chooses an advising team com- the opening of school and provides an posed of one faculty member, one stu- opportunity for entering and returning dent, and, optionally, a third member of students to get to know one another the COA community. The advising through the experience of wilderness team is responsible for approving com- travel. This five-day orientation serves pletion of the degree requirements, in- as an introduction to the college and to cluding the internship, group study, and some of Maine's wildlands. final project. These small-group orientation trips are led by experienced students and ACADEMIC ORIENTATION faculty members. They present an op- All students and faculty members gather portunity to camp and sharpen outdoor at the college for a three-day academic skills, while allowing students to form orientation each fall. A symposium deal- friendships that will be the basis of the ing with a human ecological issue pro- coming term. They are not tests of vides students, faculty, and guest lec- endurance. turers an opportunity to explore many Recent orientations included canoeing perspectives of the given topic. Recent the Allagash River and the Grand Lake symposiums have included Nuclear area, sailing in the Gulf of Maine, and Power in Maine and World Food Supply back-packing in interior Maine. and Population. One day is scheduled as advising day for students and advisors to meet to review the curriculum, to discuss degree requirements and the campus resources, and to plan each stu- dent's academic program. One afternoon is spent exploring the cultural and natural resources of Mount Desert Island and evenings are reserved for social activities. 17 FACULTY aculty members come to College of F the Atlantic with a profoundly different sense of commitment to the institution and its purposes than is conventionally found in the American college and university. Leon Botstein, President, Bard College Stephen Andersen B.S., Ph.D. Agricultural and Natural Resource Economics, University of California at Berkeley, 1970 and 1974. Course areas: environmental, agricultural, and consumer economics In addition to teaching, Steve consults for government and business, and con- ducts research on nuclear power, energy conservation, and land-use planning. He recently testified as an expert witness at federal hearings on Great Northern Janet Andersen Paper Company's proposal to dam the B.A. Botany, University of California at Penobscot River. Before coming to Berkeley, 1970; M.S. Plant Pathology, COA, he was a research economist for University of California at Berkeley, the Sierra Club. 1973; Ph.D. Plant Science, University of Maine at Orono, 1981. Course areas: botany, organic horticulture. For Janet, COA provides a challenging teaching environment. "Faculty are en- couraged to be flexible and creative, and students are enthusiastic about learning. Exciting courses are always evolving." Janet is currently doing research in ur- ban forestry; one project involves the treatment of Dutch Elm disease. With faculty member Don Cass, she is re- searching acid fog for the Appalachian Mountain Club. As a member of the Wild Gardens of Acadia, Janet brings her knowledge of plant disease and biolog- ical insect control to the task of main- taining wild plants in native habitats. 18 Faculty Richard Borden B.A. Psychology and Anthropology, University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. Course areas: environmental psychol- ogy, personality and social development, contemporary psychology, traditional music Rich conducts research in the develop- Elmer Beal ment of ecological thinking and con- B.A. Music, Bowdoin College, 1965; sciousness. He is president-elect of the M.A. Anthropology, University of Texas international Society for Human at Austin, 1977. Ecology. "Being around people who Course areas: ethnology, anthropo- want to participate in the construction logical theory, traditional music of a better world and helping them In his classes, Elmer focuses on cul- clarify their values and objectives make tural and environmental relationships teaching a rewarding experience." Rich and how they affect individuals. He is also a performer and collector of served as a member of the Peace Corps traditional music. in Bolivia, was Executive Director of the Maine Coast Heritage Trust, and is known locally for his guitar perfor- mances and songwriting. 19 Faculty JoAnne Carpenter B.A. History, University of Massachusetts, 1962; M.A. Art and Architectural History, University of Minnesota, 1970. Course areas: Maine coast history and architecture, art, and architectural history Through the teaching of art criticism, theory, and history, JoAnne emphasizes the balance between natural elements and manmade structures. "Just as plan- ning in colonial architecture grew out of Stewart Brecher the environmental constraints that new B.S. Arch., Rhode Island School of Design, settlers faced in eighteenth-century 1964; Ph.D. candidate, Center for Policy America, so must contemporary plan- Studies, SUNY at Buffalo. ning and design take into account Course area: environmental design twentieth-century demands for energy- Stewart came to COA with fourteen efficiency and the wise use of land years of design and teaching experience resources. There must be a sense of gained in Rhode Island, London, coherence when we build structures in Nairobi, and New York. He is interested the natural environment." in the reciprocal relationship between design and other dimensions of human ecology. He and his students have worked on projects ranging from play- grounds to housing for the elderly. "I approach problems from many perspec- tives and try to convey this to my students. We are frequently confronted with architectural solutions based on mass culture and mass tastes, which seem impoverished of ideas and which have lost sight of the individual." 20 Faculty Donald Cass B.A. Chemistry, Carleton College, 1973; Ph.D. Chemistry, University of Califor- nia at Berkeley, 1977. Course areas: chemistry, mathe- matics, physics Don's classes promote an understand- ing of the values and limits of quali- tative and quantitative descriptions, and explain how materials act and react. Typical course topics include classifica- tion of matter, the beneficial and harm- ful effects of resource use, and bio- chemical processes. With faculty William Carpenter member Janet Andersen, Don is re- B.A. English, Dartmouth College, 1962; searching acid fog for the Appalachian Ph.D. English, University of Minnesota, Mountain Club. "Despite increasing 1967. regulations, inspections, and litigations, Course areas: creative writing, com- individuals are ultimately responsible parative mythology, literature, Maine for questioning and understanding the coast history and architecture nature of their interactions with this Bill is concerned with the relation of environment. Chemistry offers a useful literature to nature and to the history of perspective on such interactions." consciousness. He organizes the annual Maine Poets Festival and has been a fellow at the MacDowell Colony, a faculty member at the Robert Frost Place, and a recipient of a National En- dowment for the Arts grant for travel in Italy. Bill has received several national awards for poetry. 21 Faculty Robin deJong M.A. Monumental Art, Royal Academy of the Arts, Amsterdam, 1965; Master's in Woodworking, Community School of Crafts and Trades, Amsterdam. Course areas: woodworking and Peter Corcoran carpentry B.A. Antioch College, 1972; M.Ed. Since immigrating to the United University of Maine at Orono, 1980. States in 1976, Robin has worked as a Ed.D. Science and Environmental cabinetmaker and builder of energy- Education, University of Maine efficient residences. He has received for- at Orono. mal training and work experience in Course area: ecological education glassmaking and ceramics. Robin gained With his background in nature study, his early woodworking skills from his outdoor education, environmental edu- grandfather, a guildmaster in the cation, and science education, Peter has Netherlands. worked as an interpretive naturalist, teacher, principal, and program ad- ministrator. He is a board member of several environmental organizations and a commissioner of the Maine State Commission on the Arts and Human- ities. "I've had a lifelong interest in the environment of Maine and I see great potential for the contribution of COA's ecological education program toward en- vironmental awareness in the state." 22 Faculty Craig Greene B.S. Biology, State University of New York at Syracuse, 1971; M.Sc. Plant Taxonomy, University of Alberta, 1974; Ph.D. Biology, Harvard University, 1980. Course areas: botany, plant ecology, evolution In his courses, Craig promotes en- vironmental awareness and an under- standing of the integrated systems of William Drury plant and animal life. His research in B.A. Biology, Harvard University, 1942; plant distribution, migration, and Ph.D. Botany and Geology, Harvard chromosomal evolution and his exten- University, 1952. sive fieldwork on alpine-meadow vegeta- Course areas: ornithology, natural tion provide a base for COA students history, ecology, botany, geomorphology who, in field-botany courses, examine Bill's research interests range from the diverse and unique plant life of the studies of Alaskan ecosystems, includ- region. ing the study of shore and marine birds and arctic flora and geology, to his cur- rent project-taking inventories of plant communities on coastal Maine islands. Prior to joining the COA faculty in 1975, Bill was Director of Research at the Massachusetts Audubon Society. Teaching at COA is exciting for Bill because "people here are interested in the study of whole organisms in their real environments rather than concen- trating on isolated parts." 23 Faculty Steven Katona B.A. Biology, Harvard University, 1965; Ph.D. Biology, Harvard University, 1971. Course areas: ecology, marine biology, zoology Steve is involved in a number of Harris Hyman marine mammal research projects, in- B.S. Engineering, Massachusetts Insti- cluding the Mount Desert Rock Whale tute of Technology, 1957; F.K. Univer- Watch and the Gulf of Maine Whale- sity of Stockholm, 1961. Sighting Network. He also leads whale- Course areas: mathematics, structural watching trips in the Atlantic and design, energy studies, computers Pacific oceans. His publications include Harris believes in a "hands-on" style A Field Guide to Whales and Seals of of teaching, and his students have the Gulf of Maine and Humpback designed a number of solar-heated Whales: A Catalogue of Individuals buildings, including two residences on Identified by Fluke Photographs. Steve Mount Desert Island. Harris also writes also serves as the Dean of Faculty. for The New England Builder and develops computer systems. Before join- ing the COA faculty, he worked as a structural engineer for Bethlehem Steel's Shipbuilding Division and as a systems engineer for Litton Industries. He was also self-employed, running his own "back-country general engineering practice." 24 Faculty Carl Ketchum B.S. Mathematics and Physics, Bates College, 1962; M.S. Oceanography, New Anne Kozak York University, 1967; Ph.D. Ocean- A.B., Salve Regina College, 1959; M.A., ography, Massachusetts Institute of St. Louis University, 1962. Technology, 1968. Course area: writing Course areas: oceanography, mathe- Anne is coordinator of human ecology matics, physics, atmospheric science essays and the Writing Clinic, and By incorporating group process and faculty advisor for the peer-tutoring pro- problem-solving skills into his courses, gram. She was previously an editor for Carl helps students overcome their Notre Dame Press and is currently a math anxieties and appreciate basic free-lance editor and writer. mathematics. Carl's courses in ocean- ography reflect his research interest: the physical processes of the coastal zone, with an emphasis on the Gulf of Maine and Georges Bank. 25 Faculty Ernest McMullen Art, University of Maryland, Portland Museum School, Portland State Univer- sity, Oregon, 1965-1970. Course areas: visual studies, ceramics Ernie is interested in combining art and technology to create a more energy- Susan Lerner efficient and beautiful environment. B.A. English, University of Cincinnati, Ceramics and shelter design are par- 1969; California Institute of the Arts, ticularly well-suited to this purpose, 1971. since they are processes that require in- Course areas: literature, women's tegration of the creative and the prac- studies tical. Ernie has designed three solar- and A motivating force in Susan's life is wood-heated houses on Mount Desert the changing role of women as demon- Island. strated through history and contem- porary literature. A year of travel in Third World countries provided a new perspective for her women's studies courses and inspiration for her current work in painting and dance. 26 Faculty Sentiel "Butch" Rommel B.S. Physics, U.S. Naval Academy, 1966; M.S. Electrical Engineering, University of Maine at Orono, 1970; Ph.D. Zoological Oceanography, Univer- sity of Maine at Orono, 1972. Course areas: zoology, physiology, mathematics Although primarily a teacher of anatomy and animal physiology, Butch encourages and sponsors students' research projects in any area of zoology. His students have designed children's outreach programs and worked with him to develop the COA Natural History Museum. Each year, he takes a group of COA students to the Smith- sonian Institution for research in anatomy. Butch has done research at the Fisheries Research Board of Donald Meiklejohn Canada's biological station in St. A.B., University of Wisconsin, 1930; Andrews, New Brunswick; Yale Univer- Ph.D. Philosophy, Harvard University, sity; the University of Maine; and Duke 1936. University. Course area: public policy Don is professor emeritus and former director of the undergraduate program of the Maxwell School of Citizenship and Public Affairs at Syracuse University. He has published Freedom and the Public, a collection of articles on the First Amendment, education, and polit- ical theory. 27 Faculty ADJUNCT FACULTY Daniel Kane, Jr. Adjunct faculty hold teaching appoint- B.A. Physics and Philosophy, Yale ments at COA. University, 1962; J.D. Harvard Univer- sity, 1966. Dan teaches courses on Norah Deakin Davis physics, philosophy, and invention. He A.B., M.A. Philosophy, Washington is a patent lawyer in Bar Harbor and was a founding faculty member at the University, 1965. A writer, Norah is the college. author of At Home in the Sun and Mis- sissippi: Father of Waters. The latter was written after a COA summer field program in which faculty and students explored the cultural and natural ecology of the Mississippi River. 28 Faculty FACULTY ASSOCIATES Stanley Grierson COA has formally recognized these Coursework at Columbia University, distinguished individuals as faculty New York University, School of Modern associates who are invited to teach Photography. Before "retiring" to courses at any time. Mount Desert Island, Stan worked at the American Museum of Natural William Booth History in New York in anthropology B.S., University of Maine; B.D., Hart- exhibit preparation, vertebrate paleon- ford Theological Seminary; graduate tology, molding and casting, and mam- study at Cambridge University and Yale mal and bird taxidermy. He also worked Divinity School. Rev. Booth, a retired with several state and local museums in minister, served the Bar Harbor Con- the New York metropolitan area, as gregational Church for twelve years. He well as in conservation education in has taught hymnology at Bangor Theo- local schools. At COA, he works with logical Seminary and Bible study at students in taxidermy and museum COA. Before coming to Bar Harbor, he display preparation and is a key person was a minister in Greenville, Maine; a in the success of COA's Natural History missionary in Africa; and the principal Museum. of Adams United College in Natal, South Africa. Warren Hill B.A., Gorham State College; Ed.M., Cynthia Bourgeault Boston University; Ed.D., Columbia B.A. French; Ph.D. English, University University. Honorary degrees from the of Pennsylvania, 1972. Formerly the University of Maine, University of director of the writing program at Southern Maine, Bowdoin College, and Swarthmore College, Dr. Bourgeault has Franklin-Pierce College. Dr. Hill has recently participated in the COA been the principal of the Islesford Speakers Series and team-taught several Elementary School, Commissioner of courses. Education in Maine, President of Tren- ton State College, Chancellor of Higher Edward Davis Education in Connecticut, Executive A 1970 graduate of the Portland School Director of the Education Commission of Arts, Ed divides his time between ex- of the States (ECS), Chairman of the hibitions of his work and conducting Teacher Education and Professional local workshops on boatbuilding. Ed Standards (TEPS) Commission, and built Spray, a 36-foot replica of the yawl board member of the Institute for Life- originally designed by Joshua Slocum, long Learning at Harvard University. and has sailed her in outdoor orientation trips for COA students. Samuel Eliot B.A. English, 1967; M.A.T., 1969; Ed.D. Administration, Planning, and Social Policy, Harvard University, 1980. Sam was a literature teacher and Academic Vice President at COA from 1972-1982. He is now Director of Development at the University of Southern Maine. 29 Faculty "In the spring of Walter Litten VISITING FACULTY 1983, I was con- B.S., Institute of Optics, University of The COA curriculum is regularly sup- ducting a survey Rochester, 1937. Walter worked for over plemented by visiting instructors. on the water thirty years in industry and advertising Whether they serve to enrich the cur- quality of the major watersheds before moving to Maine, where he con- riculum or substitute for regular faculty in Acadia Na- centrates on his interest in mycology. on leave, these instructors provide an tional Park. The important part of the COA course He has published a number of articles field work was offerings. on mushrooms and aflatoxin and is as demanding on Courses added to the curriculum in my time as the editor of McIlvanea. In addition to 1984-85 in this manner were: students. The leading field studies in mushroom iden- American Poetry-Clinton Trowbridge only way I could tification, he recently taught a class on Drawing from the Natural Order-John solve the prob- public policy, pesticides, and the Gallagher lem was to set blueberry industry in Maine. Economic Analysis of the Law-Wallace up advising ap- Reed pointments so Leonard Silk the students Environmental Journalism-Clinton could go out A.B., University of Wisconsin, 1940; Trowbridge canoeing on the Ph.D., Duke University, 1947. Dr. Silk Law and Society in the United States: lake with me. is an economist and columnist for the Private Property and Public While they New York Times and Distinguished Pro- Policy-Michael Weinberg sampled, they fessor of Economics at Pace University. Philosophies of Human Nature-John learned about my Visvader research and had Marion Stocking Textiles, Colors, and Fibers-Joli Greene a chance to dis- A.B., Mount Holyoke College; Ph.D., cuss whatever Duke University. Dr. Stocking has been was on their Offerings for fall 1985 include: minds, complete- the senior editor of The Beloit Poetry Introduction to Archaeology and Maine ly free from the Journal since 1955. She is an emeritus Prehistory-Diane Kopec interruptions of professor of English from Beloit College Modern Dance-Joan Sanchez telephones or and has served on the faculties of the Roots of the Modern World-John knocks on the University of Maine and the University Visvader door." of Colorado. Her publications include The Future of Subsaharan Africa: Janet Andersen, Academic Writing: The Minimum Es- Population Growth, Famine, and faculty member sentials, The Journals of Claire Clair- Development-Elizabeth Russell mont, Shelley and His Circle, and A Folk Song Chapbook. She continues to Other visitors are expected for winter edit The Beloit Poetry Journal from her and spring terms in the arts, philosophy, residence in Ellsworth, Maine. anthropology, and public policy. lnptl 30 Faculty RESEARCH ASSOCIATES Students and faculty are selected each year by the college's faculty to serve as research associates. Research associates are involved in research activity and independent study that support COA's educational mission. The following research associates were appointed for the 1984-85 academic year. Matthew Drennan, Charles Treyball, and Rebecca May-Participation in studies relating to breeding behavior of terns, especially on Petit Manan Island. John Drury-Participation in surveys of nesting seabirds and operation of the college's research vessel Guillemot. David Folger-Organization and fund raising for botanical and seabird studies on Maine islands. Vicki Nichols-Acting director of the COA Natural History Museum and director of public relations and outreach activities for the museum. Richard Schauffler-Coordinator of ex- hibit productions for the COA Natural History Museum. Gregory Stone-Investigation of hump- back whale ecology in Bermuda and on the Antillean breeding range; research on right whales; studies of respiration rates in undisturbed baleen whales. Peter Wayne-Participation in island botanical studies. 31 CURRICULUM tudents at COA explore interdis- S ciplinary approaches to solving prob- lems with a human ecological perspec- tive. Study ranges from the examina- tion of physical ecosystems to the analysis of complex social structures. COA offers opportunities for inter- disciplinary study through a curricu- lum organized into three broad resource areas: Arts and Design, En- vironmental Science, and Human Studies. Students are expected to become familiar with the methodology and perspective of each area prior to graduation. Accordingly, the comple- tion of at least two courses in each resource area is a degree requirement. One of these courses must be from a list of designated foundation courses (indicated by an asterisk in course descriptions). The second may be an ecological education. The skills elective from all of the offerings in a learned in arts and design at COA are resource area. not only technical-they are also philosophical, scientific, and RESOURCE AREAS humanistic. Arts and Design Resource Area The ultimate objective of design is to Environmental Science Resource Area create harmony. The artist-architect The Environmental Science curriculum must constantly ask: Do our surround- area brings together the biological and ings feel good to us? Do they enhance the physical sciences in exploration of or detract from the quality of our the earth's systems by using the scien- lives? tific method for identification and in- Students at College of the Atlantic vestigation, tracing ecological and immerse themselves in actual design evolutionary patterns, studying natural problems and have the opportunity to communities as ecological systems, study theories of aesthetics. Problems and understanding the interactions of and projects include museum display, people and natural systems. carpentry and woodworking, energy Students preparing for graduate systems, architectural and environ- school or work in plant and animal mental design, two-dimensional de- ecology, physiology, and most fields of sign, drawing, pottery, and sculpture. At some point in our lives we all at- tempt design activities; a familiarity with the processes and problems of design is an important part of a human 32 Curriculum the applied environmental sciences Human Studies Resource Area receive both a broad-based knowledge By synthesizing the humanities with of evolutionary and ecological prin- the social sciences, the Human Studies ciples and preprofessional training in resource area provides students with a their chosen areas of concentration. wide perspective on human nature, Students interested in health which helps to break down the arti- sciences or specialized areas of chem- ficial distinctions inherent in special- ical and physical science supplement ized branches of knowledge. Through their studies with additional the team-taught human studies core coursework elsewhere. COA's cross- courses, students focus on aspects of registration arrangement with the the contemporary human condition University of Maine at Orono and and are challenged to blend ecological academic relations with The Jackson concerns with classical humanistic Laboratory and the Mount Desert studies. Courses in philosophy, Island Biological Laboratory enable history, literature, art, and music students to strengthen their skills in relate the past to the present. Students areas not offered at COA. examine issues in political science, economics, psychology, and anthropology. PROGRAM DEVELOPMENT Students combine coursework and in- dependent work in all three resource areas to address human ecology in an individual manner and to prepare for meaningful careers. One student's choice of courses is seldom the same as another's. The college encourages students to assess their own interests, needs, and strengths to develop in- dividualized programs. Continuing interest on the part of faculty and students has led to the emergence of certain interdisciplinary themes, described on the following pages. The description of each focus is accompanied by the academic program of a recent graduate who explored that theme. Some programs include transfer credit from work completed at other institutions. 33 Curriculum Focus in Evolutionary Studies Independent Study: Diversity & Mor- COA offers extensive preparation in the phology of Plants botanical, zoological, and ecological Independent Study: Chemistry aspects of biology, and draws on the in- terests in natural history among many Year 3 of its students. Courses emphasize the Internship: Research Assistant at biology of adaptation and the interac- Moosehorn National Wildlife Refuge tions of individuals in populations and Chemistry communities. Students learn that evolu- Urban Forestry tionary biology provides useful insights Plant Taxonomy for the scientific understanding of Animal Behavior human ecology and that it complements Plant Ecology perspectives provided by the social Independent Study: Museum sciences, philosophy, and ethics. While due attention is given to classroom Year 4 discussion of important ideas, we en- Landscape (Geomorphology & courage fieldwork to see animals and Vegetation) plants in their native habitats. Students Plant Physiology interested in the dynamic processes of Tai Chi Workshop natural systems can, with careful plan- Populations and Communities: The ning, develop a thorough understanding Distribution and Abundance of Plants of the theory of natural selection-a and Animals powerful tool in understanding human Genetics nature and the world we live in. Independent Study: Human Values and Cultural Ecology Peter, who has just completed a year as Final Project: A Self-Guiding Nature a Watson Fellow studying plant ecology Trail for the COA Natural History and conservation systems in the British Museum Isles, followed this program: Year 1 (University of Vermont) Analytic Geometry & Calculus The Green World World Literature Environmental Practicum Introduction to Botany Introduction to Environmental Studies Comparative Philosophy: East-West Year 2 Ecology Literature & Ecology Introduction to the Legal Process Independent Study: Winter Vegetational Analysis of Acadia National Park Basic Beasts (Introductory Zoology) Ornithology Modern Dance 34 Curriculum Focus in Environmental Design The goal of most students pursuing a concentration in environmental design is to promote environmental harmony, energy efficiency, and beauty in the built environment. This goal is achieved by developing aesthetic values and an understanding of ecological, economic, and energy constraints. College of the Atlantic is not a professional design school, but instead promotes a multi- disciplinary approach to design and con- struction as part of a general education in human ecology. The course offerings in environmental design provide ex- cellent training for a student planning advanced work at a professional grad- uate school of environmental design, landscape architecture, architecture, planning, or urban design. Other stu- Year 3 dents take courses in the area of en- Visual Elements vironmental design with the goal of Literature & Ecology working as designer/builders, techni- Art History Survey: Renaissance to cians, and planners in areas such as Romantic contracting, environmental manage- The Politics of Design ment, or law. Three-Dimensional Design Visual Elements Andrew, a candidate for the M.A. in Wood Works Architecture at M.I.T., developed his The Future program in this way: Year 1 (University of Colorado) Year 4 Principles of Anthropology Land Use & Real Estate Law General Psychology Structural Design Second-Year Spanish Modern Architecture/Landscape General Chemistry Architecture/Land Use Planning Introduction to Psychology Research Internship: Building Apprentice at Methods Arcosanti Final Project: Supervisor of Tile Produc- Year 2 (University of Colorado) tion at Arconsanti Ceramic Studio Biology of the Cancer Cell Abnormal Psychology Physiological Psychology General Astronomy & Lab Organic Chemistry Chaucer 35 Curriculum Year 2 Writing Seminar Alternate Energy Computer Modeling in Natural Systems Independent Study: Cetacean Field Research The Nature of Relationships in Fiction Advanced Animal Physics Chemical Principles Human Nature Year 3 Public Policy: Philosophy of the Constitution Calculus/Physics 1 Personality & Social Development Independent Study: Underwater Photography Focus in Marine Studies Fish Stock/Ecosystem Management To concentrate in marine studies is to (University of Rhode Island) bring a human ecological focus to bear Skin and Scuba Diving-Beginning & on one of COA's major physical re- Advanced (U.R.I.) sources: the Atlantic Ocean. By in- Internship: Whale Research Technician tegrating a diversity of courses in the arts, sciences, design, economics, an- Year 4 thropology, history, and politics with Internship: Marine Research Specialist on-the-water skills courses, COA Internship: Chief Scientist Status for students can study and appreciate our CETAP marine environment as well as prepare Calculus and Physics for the many career opportunities in this Independent Study: Calculus field. Students who have focused in Final Project: Report of the Gulf of marine studies have pursued graduate Maine Whale-Sighting Network for work or careers in coastal resource 1978-1981 management, marine mammal research, and oceanographic studies. Greg, a research biologist, incorporated these courses into his program: Year 1 Nutrition Frontiers of Physical Theory Isolation Marine Biology Elements of Statistical Reasoning Animal Physics Introduction to Environmental Studies 36 Curriculum Focus in Public Policy and Social Politics of Design "As a teacher at Change Writing Seminar COA what espe- By combining the study of social Economics of Solar Energy cially impresses me is that stu- science, humanities, ecology, and com- Historical Legacies dents almost munications, students develop the Independent Study: Design & Coordina- never cut analytical and political skills needed to tion of the COA Library classes. Com- address contemporary environmental Remodeling pared to other and social problems from a human places where I've taught, this ecological perspective. This perspective Year 3 really stands out fosters sensitivity to individual, Internship: Legislative Assistant for a and reminds me cultural, and political values; an Representative in the U.S. Congress that we are do- understanding of the interdependence of American Public Policy Making: Con- ing something ecological and social systems; and an gress/Presidency/Foreign Relations special in higher education." appreciation of the appropriate use of Topics in 20th Century American Rich Borden, technology. Problem-solving workshops, History faculty member policy study seminars, internships, and General Systems and provost final projects put classroom theory into Independent Study: Synthesis practical use. Students develop the skills to improve the organizations in Year 4 which they work and the communities Making Measurements: The Citizen as in which they live. Some graduates from Watchdog (Massachusetts Institute of this area have gone on for advanced Technology) degrees in policy, law, and planning, Special Topic: Urban Studies & while others work with environmental Planning (M.I.T.) organizations and government agencies. The Finite Earth: World Views for a Sustainable Future (M.I.T.) Glen, who is currently pursuing a International Relations: War & Peace graduate degree at the John F. Kennedy (M.I.T.) School of Government, Harvard Univer- Nature of Scientific Knowledge (M.I.T.) sity, developed his program in this way: Literature, Ideology & National Year 1 (University of Colorado) Experience in the U.S. (M.I.T.) Problem-Solving Design Introduction to Atmospheric Science Societal Science Final Project: Evaluation of Solid Waste Media Disposal Options for the Town of Bar Natural Science Technology Harbor and Mount Desert Island, Expository Writing: Natural Sciences Maine Environmental Systems: Climate & Vegetation Conservation Thought Physics and Problems-Society Natural Science/Technology Year 2 Alternate Energy Introduction to the Legal Process Three-Dimensional Design Literature & Ecology Curriculum Focus in Writing Year 2 Despite predictions that the printed Aesthetics and Ecology word will become obsolete, writing has Law, Government and the Biosphere remained our primary means of com- The Ecology of Natural Systems munication and persuasion. COA offers Human Effects on Natural Systems courses in exposition, argument, and Literature & Ecology persuasion; creative writing; Independent Study: Writing autobiography; environmental jour- Independent Study: Outdoor Orientation nalism; and technical writing. Writers Program need more than the ability to craft a Independent Study: "On Love" piece. They need an understanding of Literature and Ecology II their subject matter. COA's inter- disciplinary curriculum helps prospec- Year 3 tive writers develop a broad-based Thoreau Seminar knowledge of ecological and environ- The Nature and Social Foundations of mental relationships. Students have pur- the Environmental Crisis sued graduate study in fields as diverse Group Study: The Orient as theology and creative writing and Landmark Cases in Environmental Law: have followed careers in journalism, An Introduction to the Legal Process public relations, free-lance writing and Independent Study editing, teaching, and public Physical Education (National Outdoor administration. Leadership School) Recreation (NOLS) John, until recently the associate editor Natural Resources (NOLS) of the Harvard Business School Bulletin, focused his studies as follows: Year 4 Year 1 (Reed College) Internship: Apprentice in Printing & History of Development of Black Urban Publishing Society Independent Study: Shakespeare Introduction to the Humanities Independent Study: History of English Physical Science Literature Problems of Philosophy Independent Study: 19th Century English Literature Modern Poetry Publishing Procedures (Harvard Summer School) Final Project: Production of COA Catalog 38 Curriculum Focus in Education The Nature of Relationships in Fiction Approximately twenty percent of COA's Humans in Nature graduates are employed in the field of Landscapes (Geomorphology and education, either as classroom teachers Vegetation) or as environmental educators in Comparative Animal Physiology museums, nature centers, or parks. Biology of Mammals COA's resources include coursework, Chemical Properties of Matter teaching in the local schools and in Independent Study: Taxidermy COA's Natural History Museum outreach program, independent studies, Year 3 internships, and study at other institu- Internship: Environmental teacher and tions, including the University of Maine naturalist at an Audubon day camp at Orono and the Chewonki Foundation Medieval History in Wiscasset, Maine. Education projects Education Seminar I have included teaching a two-week high Mime Theatre school course on Third World issues, ex- Plant Taxonomy ploring peace issues with third-graders, Education Seminar II teaching a deaf child sign language, and Independent study: Curriculum develop- conducting environmental education ment, Maine Studies curriculum field trips for the deaf. project Recent changes in certification guide Independent study: Teaching First- and lines, to become effective in 1988, will Fourth-Grade Ecology allow students to meet requirements Personality and Social Development for teaching methods courses while Teaching Reading in an Elementary majoring in liberal arts areas. These School (University of Maine at new guidelines should allow COA Orono) graduates easier access to classrooms Teaching Language Arts in an Elemen- in Maine. tary School (UMO) Field Observation (UMO) Megan, who is teaching in the Portland, Maine public schools, received state cer- Year 4 tification in elementary school educa- Towards a Philosophy of Ecological tion through transcript analysis. She Education followed this program: Education in History Year 1 Final Project: Education: A Forum for Algebra and Trigonometry Our Knowledge of Nuclear Arms and Introduction to Plant Biology Our Concern for the Future Visual Elements The Center for Northern Studies, Wolcott, VT Photography, Creative and Applied The Wooden Actor Environmental Education Workshop Year 2 Basic Beasts (Introductory Zoology) Ornithology SUPPORTING THE ACADEMIC PROGRAM AMPUS RESOURCES: The college encourages all activities C Boats that lead to improved water safety, in- The COA fleet includes a diesel- cluding participation in U.S. Coast powered 34-ft. Webber's Cove lobster- Guard small boat training courses; train- boat, M/V Beluga; a 30-ft. double-ended ing leading to obtaining a captain's sloop with auxiliary diesel power, S/V license; outdoor experience programs Guillemot; two outboard-powered such as Outward Bound or National Zodiac inflatables; a 15-ft. outboard- Outdoor Leadership School, and courses powered Boston whaler; and an assort- in swimming, life-saving, drown-proofing, ment of skiffs and canoes. and cardio-pulmonary resuscitation. Each of the larger boats is overseen by a member of the faculty and is used Computers primarily in association with particular Several personal computers are research projects. Interested students available for student use. Rather than and graduates often have opportunity to treating the computer as a classroom participate in such research. The boats curio, students learn programming as may also be used for course-related needed for a project or study. With little fieldwork and collecting. The Zodiac in- formal training, they have used com- flatables are used in association with puters to analyze home structure, heat marine mammal research projects. The flow in Frenchman Bay, whale migra- Boston whaler may be used by qualified tion, solar collectors, and attitudes of students for research purposes. Canoes the COA community. Courses in com- are available to the college community puter programming are offered to further for use in fresh water upon payment of enable students to work on their own a small fee. projects. 40 Supporting the Academic Program Laboratories and Studios "The setting of A building which houses new science this college is unbelievable. laboratories for chemistry, physics, Living every day botany, biology and taxidermy; a two- as we do by the story greenhouse; and a renovated sea, sometimes design studio has recently been com- we forget how pleted. Designed by COA faculty, this beautiful it is. It addition to the campus facilities works on you in wonderful and strengthens the environmental science unconscious and environmental design curricula. The ways. It's the science labs are well-equipped through kind of place generous donations from individuals, that really rewards your the Jackson Laboratory, and the Mount sensitivities." Desert Island Biological Laboratory. The Rich Borden, new building also houses the college's faculty member extensive herbarium and provides space and provost for a darkroom. Library Until new facilities are completed, the Gardens Thorndike Library is housed in tem- The college has over a quarter-acre of porary quarters located within easy organic vegetable gardens which are walking distance of the campus. The maintained by community members. library has a rapidly growing book and Gardeners share responsibility for document collection consisting of over replenishing the soil by adding compost, 17,000 volumes and subscriptions to manure, and seaweed. The area is di- 360 periodicals. If needed books and vided into individual plots and a com- periodicals are not available in the munity squash garden. There is a Thorndike Library, they can be obtained restored perennial garden and an herb for students through the library's garden of edible, medicinal, and dye membership in the OCLC computerized herbs. Work is underway to establish an national interlibrary loan system. arboretum to serve as an outdoor Students may also take out books from laboratory as well as a recreation area. any library within the State of Maine New greenhouse facilities have been that participates in the MAINE-CARD constructed to support courses in system. Library orientation is part of the botany, soils, and horticulture, and for academic orientation for new students. independent studies, final projects, and In this program, students are instructed faculty research in plant science. A in the use of the card catalog, indexes developing botany collection will be on and abstracts, interlibrary loan, and display in the greenhouses. The collec- reference books. tion contains examples of some unusual tropical plants as well as representatives from many different temperate plant families. Some space in the greenhouse is reserved for starting seedlings for the community gardens. 41 Supporting the Academic Program Natural History Museum SHARED RESOURCES: The Natural History Museum is open to Acadia National Park the public through the summer months The college and Acadia National Park and offers a host of outreach programs have an agreement that enables faculty throughout the academic year. The and students to conduct research within outreach programs consist of par- the park. They study problems unique ticipatory exhibits that travel regularly to Acadia which, because of past glacial to schools and nature centers and host action, contains both temperate and arc- large groups at the museum. The tax- tic zone plants. Students' projects have idermy exhibits and outreach programs included native wild plant studies, moss are designed and developed by students and lichen identification, research on in the museum practica and museum pollination ecology, and vegetative studies courses. Directed by COA fac- species inventories on islands in the ulty and staff, the museum provides a Gulf of Maine. Other students have limited number of summer naturalist studied land and sea birds, dragonfly and business management jobs for populations, beaver dam management, students and graduates. During the first and the distribution of intertidal two years of operation, over 20,000 peo- organisms. Faculty projects include acid ple either visited the museum directly precipitation monitoring, successional or took advantage of the interpretive vegetation studies, and marine mammal programs, nature trail, speaker series, population and migration pattern and outreach programs for children. studies. Chewonki Foundation This fifteen-week program of classwork, fieldwork, and practice teaching at the Chewonki Foundation in Wiscasset, Maine, offers students the opportunity to develop and practice skills in en- vironmental education. Chewonki is a well-known Maine educational organiza- tion which sponsors Camp Chewonki, Maine Reach School, and year-round ex- periences in nature study. This prac- ticum receives three COA credits. Writing Clinic The college established a Peer Tutor The Jackson Laboratory Writing Clinic in 1981 to address the in- The Jackson Laboratory, located three dividual writing needs of a diverse stu- miles from COA, is a world-renowned dent community. Students with writing facility for biomedical research. Its problems can meet regularly with special focus is the genetics of the qualified student tutors or with the mouse as applied to human physiology Writing Clinic Coordinator to develop and health. Composed of forty doctoral- individualized writing programs. level scientists, including George Snell, a 1981 winner of the Nobel Prize for 42 Supporting the Academic Program Medicine, the research staff provides Mount Desert Island Schools training opportunities for undergraduate, The MDI public schools are a valuable graduate, and postdoctoral students. resource for students interested in Through independent studies, intern- outreach educational programs as well ships, and final projects, COA students as those who have a particular skill or conduct research under the direction of interest they want to share with young the scientists. people. Last year many students par- The laboratory's extensive seminar ticipated in formal educational projects series, covering diverse areas of biology, in the elementary schools. Two stu- supplements class discussions and in- dents-one an intern teaching history dependent study. In addition to working and the other a math tutor for a deaf in labs and attending seminars, students student-worked at MDI High School. regularly use the library, which contains As volunteers, COA students, staff, and 250 scientific journals. The laboratory's faculty contribute to various enrichment extensive computer facilities supple- programs in dance, music, the arts, ment the college's computers; occa- sports, languages, math, and social sionally COA faculty and students pur- studies. sue independent computer-based research there. University of Maine at Orono College of the Atlantic and the Univer- Mount Desert Island Biological sity of Maine have developed an ex- Laboratory change program that allows students The MDI Biological Laboratory was from both institutions to cross-register founded in 1898 to study environmental for undergraduate courses. In addition, and biological problems. Located just COA students have the use of UMO's north of Bar Harbor on the Gulf of laboratory and library facilities. Maine, with its 11-foot tides and water The two institutions are currently depths of up to 300 feet, the laboratory developing an exchange program for has access to a variety of environments education studies. COA's Summer -rocky shores, gravel beaches, muddy Graduate Program is offered in conjunc- coves, tidal pools, and brackish streams. tion with the University of Maine's Col- Although there are only a few year- lege of Education. round investigators, the laboratory's staff and research endeavors expand con- siderably in the summer. COA students have worked at MDIBL in the lab and in the field; their duties have included collecting specimens and managing business affairs. COA classes attend lec- tures, seminars, and tours on a regular basis. 43 STUDENTS tudents at COA approach education cultivate his creative abilities and in the S with enthusiasm and creativity. process, his interest in animal behavior Whether they enter as freshmen or took a back seat. In Mike's opinion, transfer students, they bring varied human ecology is a search for identity. backgrounds and diverse interests to the "COA is good for me," he says, study of human ecology. "because it encourages me to choose my directions, my curriculum. What- Mike Kimball, current student ever I end up doing will be the right "When I came to visit COA, I stayed in thing because I will have responsibly Turrets with a bunch of friendly, open chosen it." students," says Mike. "They were In his first year, Mike took a broad honest and didn't try to be anything range of classes, including Two- other than themselves. That freedom to Dimensional Design, Creative Writing, be who you are really attracted me to Voluntary Simplicity, Sailing, Literature COA-and it still does." and Ecology, and Ceramics. "I like to Mike was originally interested in experiment and get a taste of a lot of COA as a place to study animal things," he says. behavior. "During high school, I was a He also likes the discussion format of volunteer working with animals. On a many of the classes. "I really enjoy be- whale-watch out of Gloucester, I asked ing able to throw ideas around in class. one of the naturalists if he knew of a The teachers don't just lecture at the good place to study animals. He sug- front of the room; they are competent gested either Cornell or COA." and flexible, giving and receiving as As a freshman, Mike chose to much information as the discussion will allow." Mike stresses that it is not just infor- mation that is important. "Through practical experience the school is teaching me how to live and how to be a mature, active adult. It is an intense atmosphere and I have done a lot of thinking. Human ecology is, for me, personal and inner development." John Long, current student John transferred to COA a year after graduating from high school in southern Michigan. "By the time I transferred, I had already been to two colleges, the United States Coast Guard Academy and Kalamazoo College. I was attracted to COA because I saw it as a place where I could direct my personal and academic growth." In his three years at COA, John has taken such varied classes as Zoology, Alternative Film Workshop, Literature 44 Students and Ecology, and Outreach Education "We're a place Practicum. Off-campus studies have in- still establishing our traditions. cluded a term studying and working at It's fun to par- the Smithsonian Institution with a class ticipate in keep- from COA, three weeks in Mexico study- ing the old tradi- ing marine biology, and a summer in- tions alive and ternship at Manomet Bird Observatory helping new students start in Massachusetts. new traditions." He has worked as a writing tutor and Janet Andersen, assisted in the COA Public Affairs Of- faculty member fice where "they didn't hide the fact that they wanted me to learn my job quickly. Next thing I knew, I was writing press releases, organizing sym- posiums, and taking pictures. They ex- pected much from me and I gave it to them. I have really developed my writing and photography skills." Sally Greenman, alumna After graduation in 1986, John plans Sally grew up on the coast of Mass- to attend graduate school, for which he achusetts and developed a love for believes COA is excellent preparation. the sea at an early age. After a year at Clark University, she decided to take time off to sail with Outward Bound, volunteer at the New England Aquarium, and manage a large kitchen on the Boston waterfront. She came to COA to pursue her interests in the fishing industry and marine studies in general. "I chose classes such as Ocean- ography, Maritime History, Administra- tion and Management, and Cultural Ecology of Maine Coast Fishing, which are aimed at studying human uses of the sea. I focused papers and projects on the fishing industry. That's one thing I really love about COA: no matter what you are interested in, you can direct your own education." For her final proj- "Students here are encouraged to be in- ect, Sally organized a seafood festival. novative and self-motivated thinkers. As a Watson Fellowship recipient for COA is set up very much like a non- 1985, she will spend a year studying the specialized graduate school: classes are practical economics of the fishing in- small and advanced study is encouraged. dustry in Norway and Japan. "I am not only prepared for graduate While the focus of Sally's program at school," he says, "I am also prepared for life on a much broader scale." 45 Students COA was marine studies, human By the middle of her second year, ecology played an important part in her Johannah had developed a particular in- overall education. "Classes at COA do a terest in law and political science. remarkable job of bringing together "First I exhausted the law offerings at traditionally separate disciplines," she the college, and then I began to take said as a student speaker at commence- courses I felt would refine my thinking ment. "In science we learn about art, in and reasoning abilities." These included architecture we learn about religion, and classes in philosophy, formal logic, and in construction we learn about soil literature, and independent studies in science everything does relate. This Latin, economics, physics, and natural is just the beginning of the interdis- history drawing. A cellist and devotee of ciplinary education we receive at classical music, she also discovered a COA." well-known cello performer and teacher in nearby Surry, Maine. Under his Johannah Bernstein, alumna tutelage, she added an intensive study of A Canadian from Montreal, Johannah cello technique to her academic spent a year in art school before coming program. to COA. When a friend on Cape Cod Pursuing her interest in environ- told her about COA, she was intrigued mental law, Johannah worked three by the interdisciplinary curriculum and summers in Montreal for a law firm commitment to social change, and she representing the Cree Indians. This ex- enrolled for the following fall. She took perience led to her final project, part of a wide sampling of courses and dis- which examined Canadian environmen- covered that because of the freedom she tal assessment policy and part of which had in her own curriculum planning, provided background information for she was able to get the classically constitutional amendments submitted to oriented education she wanted. a recent congress on native rights. Johannah plans to attend law school, but for an interim year she has applied for a five-month legislative internship to gain experience in legislative policy- making and international affairs. Looking back over her four years at COA, Johannah credits the personal at- tention and close COA community with her successful college experience. "COA gave me self-assurance. In high school I often felt out of place because of my devotion to music and my interest in a classical education. But at COA I was encouraged to pursue those interests and develop resources to fit my individual needs." PO STUDENT LIFE AMPUS LIFE biweekly, serves as an open forum and C Governance decision-making body. All members of College of the Atlantic is governed by the community have an equal voice in its own unique system of participatory ACM, which is moderated by a student. democracy. As an educational tool, the Major policy decisions are made in governance system is invaluable. All ACM, subject to approval by the Ex- students, faculty, and staff have the ecutive Committee of the Board of rights and responsibilities that come Trustees. Any issue or problem may be with participation in the governance of introduced for discussion at ACM by the college. anyone at the college. Health Medical care is available at the Mount Desert Island Hospital in Bar Harbor, where twenty-four hour emergency med- ical service is provided. A list of local doctors and dentists is included in the student handbook. A personal counselor is available on campus part-time during the academic year and additional coun- seling services are available locally. All students not covered by a health insurance policy are required to par- ticipate in COA's group Blue Cross policy for accidents and hospitalization at an approximate charge of $410 for the year. Housing Major standing committees- The college's five campus houses ac- Academic Affairs, Resources and Plan- commodate fifty residents. Equipped ning, Personnel, Student Affairs, and with dining facilities, living rooms, and Buildings and Grounds-tend to the single and double bedrooms, these refur- everyday business of running the col- bished former summer homes provide lege. Other committees include: Intern- attractive and comfortable student hous- ship, Library, Student Activities, Review ing. Entering new and transfer students and Appeals, Admission, Steering, and are given priority for space in college Affirmative Action. Membership on housing. committees is open to all community Because Bar Harbor is a popular sum- members. Ideally these committees are mer resort, a variety of houses and composed of a representative balance of apartments becomes available at afford- students, faculty, and staff. able rates during the off-season, Sep- The All-College Meeting (ACM), held tember through June. Whether students prefer campus hous- ing or choose to live in town (a one- mile walk from campus), they have 48 Student Life found the experience of sharing respon- participated in a variety of lectures, col- "I distrust col- sibility for housing to be an important loquia, dialogs, and workshops concern- lege systems part of their educational career and a ing the central importance of education which subscribe valuable preparation for postgraduate life. in a complex and changing society. to the theory that students should have as Dr. Alvin Eurich, President, Academy few nonacademic for Educational Development and responsibilities former Chancellor, State University as possible. Such of New York, New York, NY a policy leaves Dr. Richard Barringer, Director of State students unpre- Planning Office, Augusta, ME pared for the Dr. Gordon Klopf, Dean, Center for decisions and Leadership Development, Bank Street responsibilities College of Education, New York, NY they will face later in life." Dr. Theodore R. Kauss, Executive Director of the Frost Foundation Ben, COA graduate Denver, CO Lord Asa Briggs, Provost, Worcester Col- lege, Oxford University, England, and Chancellor, British Open University Dr. Maxine Greene, William F. Russell Professor in Foundations of Educa- tion, Teachers College, Columbia Publications University, New York, NY Voices, the COA literary and art Mr. Gene Maeroff, Education Writer, magazine, annually publishes work by New York Times, New York, NY students, faculty, and staff. Off the Wall Dr. Francis Keppel, former U.S. Com- is the weekly student newspaper. missioner of Education and former Dean, Harvard Graduate School of Speakers Education, Cambridge, MA During the academic year, COA brings Mr. Robert Samples, National Director diverse speakers to the campus to enrich of the Solstice Seminars, Boulder, CO class offerings. Visitors have included Dr. William Arceneaux, Commissioner Maine's Commissioner of Agriculture, of Higher Education, State Board of nationally known naturalist/illustrator Regents, Baton Rouge, LA Clare Walker Leslie, and right brain/left Mr. Edward Meade, Program Director brain researcher Bill Hammond. The for the Ford Foundation New York, NY summer Speakers Forum addresses topics of interest to the community at large. Recent forums have examined the effects of offshore oil drilling on Georges Bank fisheries, perspectives on war and peace, and science and social responsibility. During the 1984-85 academic year, the college was host to the following scholars and professionals through the "Distinguished Visitors Series." They 49 Student Life RECREATION AND ENTERTAINMENT Exhibits Athletics At the close of fall term and in late All COA students have full privileges at spring, student work is exhibited in the the YMCA in Bar Harbor. The "Y" art gallery in the Turrets. At other houses a 25' X 75' swimming pool, a times the gallery displays collections by 100' x 50' gymnasium, a small weight Maine artists. All exhibits are open to room, a game room, and a small dance the public. studio. Last year COA fielded a volleyball team in the town's intra- Films mural league. The YMCA is a 5-minute Bar Harbor's seasonal Criterion Theatre bike ride from the campus. and the Ellsworth cinema, open year- COA students also receive special round, offer a broad selection of popular rates at the local fitness and raquetball movies. Throughout the academic year, center. COA sponsors a weekend film series featuring recent and classic films. Cultural and scientific documentaries are also shown regularly. 50 Student Life Music, Dance, and Theatre skiing, snowshoeing, and ice skating are "There is a The college co-sponsors the Mount popular activities. strong sense of Desert Island Community Arts Commit- community here tee Concert Series which brings well- that provides for Additional Area Resources an integrated known classical and folk artists to Bar The following resources are available student body. Harbor. Contradances are held regularly within a one-hour drive from Bar We all share the in Blue Hill, less than an hour's drive Harbor: same resources, from COA. On campus, the Student Ac- classes, and Hancock County Auditorium, housing, and we tivities Committee organizes concerts, Ellsworth: films, concerts, theatre, all know each dances, and traditional COA events dance other. Every face such as the Great Halloween Costume University of Maine at Orono: is familiar and Party and the Black Fly Ball. The COA speakers, films, concerts, theatre everyone you meet greets you Chorus presents at least two concerts Bangor Symphony Orchestra, Bangor with a smile." each year. Students direct and perform Wendell Gilley Museum, Southwest Rebecca, COA in original dramatic presentations. Harbor: ornithological exhibits, graduate Potluck suppers, musical get-togethers, lectures and informal recitals round out the Acadia Repertory Theater, Somesville social life at COA. and Bangor Blue Hill Chamber Music Festival, Outdoor Recreation Blue Hill Located one-half mile from the campus, Acadia National Park offers a wide range COMMUNITY INVOLVEMENT of outdoor activities. Mountain trails Many COA students have found their which offer excellent hiking and car- studies enriched by volunteer work riage paths for hiking and biking in the local Bar Harbor community. crisscross its 150 square miles. The They have led outdoor education pro- Island's many lakes and streams offer grams, organized children's drama opportunities for swimming, fishing, classes, founded a preschool play group, and canoeing. In winter, cross-country volunteered at homes for the elderly, sponsored the Red Cross Bloodmobile, and worked with OPTIONS, a com- munity teaching program. Students and staff also help coach and teach gym- nastics, softball, and swimming at the "Y." In return, Mount Desert Island community members have worked with students on projects, provided job oppor- tunities, and shared their knowledge of Maine coastal living. 51 ADMISSION AND FINANCIAL AID DMISSION COA uses a rolling admission process. A Composed of students, staff, and faculty, A decision is made by the Committee the Admission Committee seeks within one month of receipt of the com- students who have an enthusiastic ap- pleted application. Application materials proach to learning and who, as a result may be obtained by writing to the Ad- of their work in a college preparatory mission Office, College of the Atlantic, curriculum on the secondary school Bar Harbor, Maine 04609 or telephoning level or previous college experience, (207) 288-5015. possess the skills and discipline necessary to make good use of the col- lege's resources. The application includes essay ques- tions that encourage prospective students to reflect on their reasons for choosing a small college with a human ecology focus. The Admission Com- mittee considers the answers to these questions, teacher and counselor references, academic records, and per- sonal interviews in arriving at its deci- sions. Standardized test scores are not required but may be submitted by ap- plicants; these take a supporting role in assessing academic strengths. The Admission Committee strives to personalize the admission process as much as possible. Hence, all applicants APPLICATION DEADLINES are strongly encouraged to visit the In order to best meet the needs of campus, have a personal interview with students and parents from the stand- an admission officer, discuss the financ- point of financial planning and on- ing of a private education, sit in on campus residence, as well as for the classes, and talk informally with purpose of planning curriculum, all ap- students and faculty. Through such a plicants are encouraged to have com- visit, both the college and the student pleted applications on file by April 1 for can make the best decision possible. acceptance for the fall term. Since this Campus visits should be scheduled by is not always possible, applications will calling the Admission Office at (207) be considered until June 1, after which 288-5015. Parents are encouraged to par- time applications are considered on an ticipate whenever possible. individual basis. Applications for winter term should be received by December 1 and applications for spring term should be received by February 1. 52 Admission and Financial Aid TRANSFER STUDENTS A student can transfer a maximum of About fifty percent of College of the 18 credits to COA; one COA credit is Atlantic students have transferred from equivalent to 3.3 semester hours. such colleges and universities as Boston Satisfactory (C or above) academic work University, Bowdoin, Brown University, completed at an accredited institution is University of California at Santa Cruz, transferred on this equivalency basis. Colorado State University, Cornell, Work at nonaccredited institutions is Dartmouth, Goddard, University of evaluated for transferability by the Michigan, Middlebury, University of Review and Appeals Board. COA Minnesota, Oberlin, Penn State Univer- students planning to take a course or a sity, Reed, Tel Aviv University, Tufts, term of work at any nonaccredited in- Washington University, Wesleyan, and stitution are advised to get advance ap- Yale. Admission procedures and stan- proval of its acceptability for credit from dards for transfer students are the same the Registrar or, if necessary, the as those for freshman applicants, with Review and Appeals Board. Students special attention given to previous col- who transfer 18 credits are encouraged lege study. to select an advising team and to begin All students, including transfer planning for the completion of their students, must take the Human Ecology degree requirements as early as possible. Core Course. Transfer students may be New transfer students are advised to able to obtain credit for one course of check with the Registrar soon after they the two courses required in each arrive at COA to make sure that all resource area based on a catalog descrip- transcripts have been received and tion of an equivalent course taken at assessed. another institution. A committee con- sisting of the registrar, the chairman of TUITION DEPOSIT the Review and Appeals Board, and a Students who are granted admission by faculty member in the resource area will April 1 and who wish to enroll for fall review transcripts and evaluate term are required to pay a $100 tuition equivalency. deposit by the Candidate's Reply Date of May 1. This deposit is non- refundable. Students admitted after April 1 or for winter or spring terms are required to pay the deposit thirty days after acceptance. VISITING STUDENTS Students from other institutions may ar- range to spend one term to one year as nonmatriculating, visiting students in residence at COA. They choose courses of study that supplement programs at their home institutions. Students who wish to visit College of the Atlantic should write or phone the Admission Office for applications and information. 53 Admission and Financial Aid HOW TO GET HERE ADVANCED PLACEMENT Driving from Boston, take Interstate 95 College credit may be given for superior north to Augusta, Route 3 to Belfast, performance in the CEEB advanced Routes 3 and 1 to Ellsworth, and Route placement examinations or for the Col- 3 to Bar Harbor. Keep left on Route 3 lege Level Examination Program. Scores after crossing the bridge onto Mount should be sent directly from the testing Desert Island. College of the Atlantic is source. on the ocean side of Route 3, about 9 miles from the bridge and one-quarter DEFERRED ADMISSION mile beyond the CN ferry terminal. Some students wish to take a year be- This drive usually takes from five to six tween high school and college to explore hours. (For a more scenic drive, take a nonacademic pursuit. These applicants Interstate 95 to Brunswick and coastal should indicate on the application that Route 1 to Ellsworth.) they are candidates for deferred admis- Bar Harbor and Delta Airlines provide sion. The college will grant deferred ad- regular service to the Bar Harbor and mission to candidates who are accepted Bangor Airports, respectively. In addi- for admission, and matriculation will be tion, Greyhound Bus Lines provides postponed until the following year, sub- regularly scheduled transportation from ject to the review of any college study Boston and New York to Bangor, and completed during that time. from Bangor to Ellsworth. EARLY ADMISSION Extremely capable students may be ready for college before they have com- pleted the normal four-year secondary school program. The Admission Office welcomes inquiries from those who feel they are scholastically prepared and suf- MAINE ficiently mature to undertake college work. INTERNATIONAL STUDENTS Bangor COA welcomes applications from inter- national students. Application deadlines Ellsworth for international students are the same Augusta as those for freshman or transfer MOUNT DESERT VT students. Application requirements are ISLAND identical, except that international COLLEGE OF students are also required to submit NH Portland THE ATLANTIC scores from the Test Of English as a BAR HARBOR Foreign Language (TOEFL) or from the SAT or ACT, and a Declaration of Portsmouth Finances Form. MA Boston T 54 RI Admission and Financial Aid ACCREDITATION College of the Atlantic is accredited by conservation: keeping Americas the New England Association of Schools and Colleges. COA ACADEMIC CALENDAR 1985-86 Fall Term Monday, September 9-Friday, November 22 Winter Term Monday, December 30-Friday, March 7 Spring Term Monday, March 24-Friday, May 30 Commencement Saturday, May 31 FINANCIAL AID When students and their parents are The College Scholarship Service will unable to meet educational costs, Col- provide the results of the need analysis lege of the Atlantic will award financial to College of the Atlantic. Applicants aid based on the level of family finan- should take care to complete all pages cial need. Approximately fifty per- of the FAF after carefully reviewing the cent of the college's student body instructions and should answer "yes" to receives financial aid. Financial need is questions #45 and #46. determined by subtracting the total stu- The Financial Aid Form is the only dent and/or parental financial contribu- application required by COA to deter- tion from the college's costs (which in- mine eligibility for assistance. The FAF clude tuition, fees, and estimated ex- can be obtained in December from penses for room, board, personal ex- secondary school guidance offices or col- penses, and transportation) for the nine- lege financial aid offices. month academic year. The student and The financial aid application parental contribution is comprised of timetable for students who plan to the student's summer savings expecta- enroll at COA in the fall of 1986 is as tion of $900 for freshmen to $1200 for follows: upperclassmen, thirty-five percent of the January 1 to March 31, 1986: student's personal assets, and a portion Your completed FAF should be received of parental income and assets. The total by the College Scholarship Service. family contribution is determined April 1 to June 15, 1986: through a standardized analysis of the COA financial aid award letters will be Financial Aid Form (FAF) application. mailed to on-time applicants who have This need analysis is conducted by been admitted to the college. the College Scholarship Service, Princeton, New Jersey. (Enter "College of the Atlantic" on the appropriate line of the FAF with the code number 3305.) 55 Admission and Financial Aid Although financial aid applications when a student receives additional grant will be accepted for review after March, assistance from an outside source. late applicants may not receive the Usually students and parents find that same amount of assistance as on-time their COA financial aid award provides applicants. sufficient assistance toward meeting col- Students applying for admission for lege expenses. However, students and winter or spring terms should contact parents may request a review of the the Financial Aid Office regarding ap- analysis of their financial aid application plication deadlines. and subsequent award if they feel the College of the Atlantic reserves the results are not an accurate reflection of right to request additional financial in- their financial situation. This request formation from applicants (e.g., a copy can be mailed to the Director of Finan- of the latest income tax return) in order cial Aid and should include evidence to further document financial need. that could alter or add to the informa- tion provided in the original Financial Aid Form application submitted by the applicant. SCHOLARSHIPS The following scholarships provide need-based financial assistance to College of the Atlantic students: Samuel A. Eliot Scholarship Fund Albert Cunningham Scholarship Fund College of the Atlantic Alumni Scholarship Fund The Edwin Gould Foundation for Financial aid consists of grants, Children Award scholarships, student loans, and college work-study (part-time campus employ- ment). Sources of financial aid available FELLOWSHIPS through COA include institutional funds Thomas J. Watson Fellowship as well as federal assistance admin- Seniors graduating from COA may apply istered by the college. Grants, schol- to be nominated for a Thomas J. Watson arships, and loans, announced in a Fellowship. Proposals must be for travel student's award letter, will be credited and independent study abroad; the award in equal amounts toward the college's carries a $10,000 stipend. For each of the bills payable at the beginning of each past three years, a COA graduating stu- term. Work-study earnings are paid dent was granted a Watson Fellowship. monthly. College of the Atlantic may exercise Helm Kloman Memorial Fellowship the right to adjust its financial aid offer The Kloman Fellowship annually sup- ports a summer of marine mammals field study conducted by a College of the Atlantic student. 56 Admission and Financial Aid FEES AND EXPENSES 1985-86 Miscellaneous Costs $1400 Tuition $6900 Costs for books, academic supplies, per- Tuition covers the cost of full-time at- sonal expenses, and transportation can tendance for three ten-week terms (fall, vary widely. Students should budget up winter, and spring.) The college recom- to $1400 per year to cover these mends nine courses as a normal full- expenses. time commitment for the year. A tenth credit may be added at no additional Total Tuition, Room, Board, and tuition charge. Miscellaneous Expenses $11,225 Student Activities Fee $75 Possible Additional Expenses This fee is used by the Student Ac- Medical insurance is available through tivities Committee to support social, the college at a cost of $410 per year. cultural, and recreational activities pro- Students who enroll half-time will be posed by the student body. charged a community service fee per term. Some courses require lab fees, Campus Room $1650 which average $25. Students who bring Students are housed in five campus cars to campus can expect a $5 per term residences or have the option of renting parking fee. houses or apartments in the town of Bar Harbor. The rate listed here covers the cost of a double room on campus for the nine-month academic year. The cost of rent in town is comparable to on-campus costs. Estimated Board $1200 College houses are equipped with kit- chen facilities, and students are respon- sible for their food budgets and meal preparation. The only meal plan offered by the college is an optional weekday lunch service. The board fee listed here is an estimate based on average expenses incurred by students both on and off campus. 57 YS girls to Admission and Financial Aid REFUND POLICY College of the Atlantic supports and Students may withdraw from the college adheres to all federal and state anti- at a prorated tuition charge of $50 per discrimination laws, including the Civil day up to the tenth day of each term. Rights Act and the Maine Human Rights After that an added $10 per day assess- Act. In accordance with Title IX of the ment will be made. No refunds will be Education Amendments of 1972 and given after the fifth week of the term. with Section 504 of the Rehabilitation Written notice of withdrawal must be Act of 1973, the college does not presented to both the Registrar and the discriminate on the basis of age, race, Business Manager. After the second color, sex, marital status, religion, week of the term, room fees will not be national or ethnic origin, or physical or refunded except in the event of mental handicap in the administration withdrawal from school, in which case of its educational or admission policies, refunds will be made on a prorated basis. scholarship and loan programs, employ- No refunds will be made after the mid- ment practices, and other college- point of the contract. The student's administered programs. Contact the financial aid funds from federal, state, Admission Office for additional college, and other sources will be refund- information. ed to those accounts in compliance with the associated guidelines and COA re- fund policy. EQUAL OPPORTUNITY POLICY Questions concerning the College's Equal Opportunity policies or accessibil- ity provisions should be addressed to Liane Peach, Affirmative Action/504 Coordinator, at (207) 288-5015. 59 COURSE DESCRIPTIONS t COA, small and informal courses are HUMAN ECOLOGY A the foundation of the curriculum. With Stewart Brecher/Craig Greene/Susan a faculty/student ratio of 1:8, individ- Lerner (Fall 85) ualized attention and a seminar format William Carpenter/Carl Ketchum/Dan are the classroom norm. Kane (Spring 86) Following are descriptions of courses, This course, required of all COA students entering after spring 1984, is a direct ap- including practica and tutorials, that proach to the concepts that underlie human COA faculty plan to offer within the ecology. The course engages faculty members next three academic years. Courses representing the sciences, the humanities, scheduled for 1985-86 are indicated by and the arts in the pursuit of a common the term shown in parentheses follow- ground. Our aim is not to fix a definition of ing the course title. If a course is offered human ecology, but to explore its possible in a regularly repeating pattern, that fact directions. Readings are both classical and is noted at the end of the description. contemporary. Although the readings and Course descriptions are organized teachers change from term to term, the goal of the course remains the same-to establish alphabetically by course title within the intellectual foundation of human each of the three resource areas: Arts ecology. Introductory. Offered twice each and Design, Environmental Science, and year, taught by rotating teams of faculty from Human Studies. The single course re- the three resource areas. quired of all COA students, the Human Ecology Core Course, precedes all the other course descriptions. Asterisks indicate courses approved for fulfillment of the requirement for a foundation course in each of the three resource areas. In some cases, prerequisites are listed in terms of specific coursework; in others, upper-level standing in college or sufficient college-level background in a certain area fulfills the prerequisite. A course may be listed as "advanced" Arts and Design even though it is an introduction to a topic because it requires sophisticated ARCHITECTURAL DESIGN I* research or analytic skills, or a certain (Fall 85) level of college experience. Stewart Brecher Many classes are open to students The design of buildings and the techniques with varied backgrounds and some are by which architects design and draw build- designed for participation on many ings are the focus of this course. Basic con- levels simultaneously, so some courses cepts of site, space organization, construc- tion, and architectural image are taught in are listed as double- or triple-level. parallel with basic architectural drawing Lab fees range from $5 to $30, unless techniques. These include paraline drawing, specially noted. one- and two-point perspective, and diagram- ming and sketching. The materials of archi- tectural graphics are explained and used in several design exercises. The first part of the 60 Arts and Design course concentrates on the development of technical skills through a series of short proj- ects. In the second half, students concentrate on one design project, taking it from program development through final design presenta- tion. Students are expected to work in the design studio. Intermediate. Prerequisite: Three-Dimensional Design, Two-Dimen- sional Design, or permission of the instruc- tor. Offered every year. Lab fee. ARCHITECTURAL DESIGN II: DESIGN PROJECTS* (Winter 86) finally, the golden mean helps us understand Stewart Brecher the module in Renaissance architecture. This advanced studio course, for students Because many of the buildings were wishing a deeper involvement in the design religiously inspired, one major theme in the of buildings, focuses on the design of a single course is the evolving concept of the divine. building. Emphasis is placed on the develop- Readings include Salvadori's Why Buildings ment of a design concept through a series of Stand Up, Rasmussen's Experiencing Ar- formal iterations, from preliminary sketches chitecture, Scully's The Earth, the Temple to final model and design drawings. Class is and the Gods, and selections from Eliade's conducted "on the board" or as a group Sacred and Profane. Requirements include a critique session. There are major presenta- paper and an exam. Introductory. Offered tions at various stages of development of the every other year. design. Evaluation is based on work produced at these stages and students' progress and ARCHITECTURAL SURVEY: participation in the studio. Advanced. Pre- 19TH TO 20TH CENTURIES requisite: Architectural Design I or permis- JoAnne Carpenter sion of the instructor. Offered every year. Lab In the second course in the architectural fee. survey sequence, we study the work of radical architects of the nineteenth and twen- ARCHITECTURAL SURVEY: tieth centuries, who tried to express the PREHISTORIC TO RENAISSANCE development of a democratic society and an JoAnne Carpenter informal life style. Some of these innovators The first course in this two-course sequence rejected the machine and advocated design surveys key architectural monuments from based on handcraft while others saw the the Prehistoric period to the Renaissance, in- machine as a liberating tool and wanted to cluding Stonehenge, the Pyramids, the Par- train artists to design through the machine. thenon, Chartres Cathedral, and St. Peter's Beginning with H. H. Richardson and his Cathedral. We treat each work as both a naturalistic architecture, we proceed to the discrete technological and artistic achieve- study of the Chicago School and the organic ment and a manifestation of the historical architecture of Louis Sullivan and F. L. and cultural forces that shaped it. For exam- Wright, then to Europe and the international ple, female divinities concern us in our study style of Le Corbusier, Mies van der Rohe, of the Minoan Palace of Knossos, Plato's Gropius, and Breuer. In conclusion, we ideal illuminates our investigation of Greek analyze the failure of these ideals in the temples, nominalism and scholasticism oc- cupy us in our survey of Gothic forms, and, 61 Arts and Design development of the urban skyscraper, the CARPENTRY/CONSTRUCTION I* megalopolis, and the suburb. Readings in- (Spring 86) clude S. Giedion's Space, Time and Architec- Robin deJong ture, L. Mumford's The Brown Decades, This is an introductory course which deals W. Jordy's American Buildings and Their Ar- with a trade discipline rather than an art or chitects, and P. Blake's Form Follows Fiasco: craft. It is recommended for students having Why Modern Architecture Doesn't Work. little or no experience in residential carpen- Introductory. Offered every other year. try. Course work consists of actual construc- tion projects and is supplemented by a text- BOATBUILDING STUDIO book and field trips to nearby construction (Spring 86) sites. Through practical and theoretical Harris Hyman methods students are introduced to the use Students in this studio course begin by learn- of shop machinery, hand tools, and many ing the techniques used to draw ships' lines. phases of residential construction. Actual They design small seaworthy boats, build construction projects are undertaken by the these as half-models and complete models to class. Students must provide their own tape, refine the designs, and finally build the ac- 8-pt. crosscut saw, and hammer. Individual tual boats from plywood and fiberglass. meetings are scheduled in addition to lec- Introductory. No formal prerequisites, but tures. Introductory. Offered every year. some familiarity with hand tools is useful. CARPENTRY/CONSTRUCTION II* CABINETS/FINISH CARPENTRY* (Spring 86) Robin deJong Robin deJong This course, a continuation of the carpentry The principles and methods that are com- and construction course, teaches how the in- monly used after a structure has been erected terior of a house is finished. Students learn are the focus of this course: finishing the in- about kitchen layout, built-in cabinets, side of a living structure, stair building, floor- closets, staircases, and beautifying living ing, and interior finishing and remodeling spaces with simple means. Projects include methods. We visit building projects in prog- making a piece of furniture. Materials are to ress. Students must provide hammer, 8-pt. be provided by students. Intermediate. Pre- crosscut saw, tri-square, 16-ft. tape. requisite: Basic knowledge of hand and power Intermediate. Prerequisite: Carpentry/Con- tools. Offered every other year. Lab fee. struction I or equivalent. Offered every year. There is no lab fee, but students must pur- chase materials for their own projects. CERAMICS I* Ernest McMullen This course is an equal mixture of design theory, critique, and actual production of pottery. The first five weeks are devoted to handbuilding, including pinch, coil, and slab techniques. The second half of the course 62 Arts and Design concentrates on the fundamentals of wheel- animals. This course includes field trips, thrown pottery. Assignments are sup- studio and laboratory work, reading, and plemented by in-class discussion of the class discussions. In addition to conventional previous week's work. Ten hand-built and classroom and assigned work, student teams thirty wheel-thrown works are required, with make presentations and lead class discus- reviews taking place during week five and sions. Introductory. Offered every other week ten. Introductory. Offered in two of winter. every three years. ENERGY STUDIES CERAMICS II* (Fall 85) (Winter 86) Harris Hyman Ernest McMullen The basic physics of energy systems are in- This course centers on an exploration of pot- troduced in this course. We examine the tery form and technique. Early assignments principles of thermodynamics and heat require substantial work on hand-built and transfer, and apply them to the design of oil, wheel-thrown forms to be undertaken by solar, wind, wood, tidal, and nuclear power each class member in preparation for a show systems. The format consists of lectures, prob- in the college gallery. Class time is divided lem solving, and discussions. Each student between critique and work sessions. is expected to complete an independent proj- Advanced. Offered every third year. ect, design, or investigation. Introductory. Prerequisite: Algebra. Offered every year. COA PLANNING STUDIO* (Fall 85) FOUNDATIONS IN THE VISUAL ARTS Harris Hyman (Fall 85) This physical planning course uses the col- JoAnne Carpenter/Ernest McMullen lege itself as a laboratory, in which the This course is an introduction to art and students do useful work while learning the design, from the macro-scale of suburban science and methodology of the planner. sprawl, the shopping mall, and highways to Content varies according to the current prob- the micro-scale of the automobile and other lems facing COA: design of buildings, assess- smaller, personal objects. Studio work at- ment of space needs, demographic analysis, tempts to encourage and aid students in im- mapping, etc. Intermediate. Prerequisites: proving their ability to express themselves One term of previous COA enrollment and visually. Drawing exercises emphasize com- knowledge of algebra. Offered every other position, texture, value, and line quality. In year. the last portion of the class, we look at the modern movement in art in order to increase DESIGN/NATURE our comprehension of contemporary aesthetic Janet Andersen/Stewart Brecher standards and directions. Readings include: In this hands-on course, we study plants, Suzanne Langer, Who Designs America; V. animals, and human beings to see how their Papanek, How Things Don't Work; T. Wolfe, design modifications allow them to survive The Painted Word; Kevin Lynch, The Image in their environments. We explore the dif- of the City; Robert Hughes, The Shock of the ferences between conscious (human) design New; William Barrett, Irrational Man. and adaptive (natural) design. For example, Introductory. Offered every fall. we compare mechanisms which deal with ex- cessive temperatures, types of external (pro- tective) coating, support, and rigidity. We also look at how humans have learned and could learn from natural design responses and how human construction affects plants and 63 Arts and Design "The support, FURNITURE NATURAL HISTORY DRAWING freedom, energy, Robin deJong William Drury and academic This course introduces students to the com- (See Environmental Science resource area.) program at COA are successful for mon furnishings one can find in almost every students like me house, showing different construction PORTABLE SHELTER who must ex- methods and their evolution. The required Stewart Brecher/Harris Hyman plore and clarify project for the course is the construction of a Portable shelters are explored in this course what they feel is piece of furniture of the student's choice and through a study of the history of portable important before at the student's expense. Class meets twice a shelters, some famous designers of portable they can make a week for lectures, with field trips and in- shelters, and the geometry of three- commitment." dividual hours arranged in addition. Materials dimensional forms suitable for shelter. This Priscilla, COA for basic exercises are provided. Students graduate exploration includes readings, designing must provide tri-square, 12-pt. cross-cut saw, prototype shelters for a variety of functions tape. Introductory. in both model and drawing, visits to Moss Tent Works, and the design and construction HOW BUILDINGS ARE BUILT of full-size portable shelters for use by the (Winter 86) designers during the last week of the term. Stewart Brecher Prerequisite: Some experience with any one This course traces the development of con- of the following: design, structures, carpen- struction techniques and materials from early try, solid geometry. Intermediate/Advanced. shelters through multi-story office buildings. Lab fee. The emphasis is on contemporary buildings; historical references are used to show how PRIMITIVE ART and why changes in construction methods JoAnne Carpenter occurred. This course also explores some of This course focuses on art created by people the basic philosophical and moral questions with a pre-scientific, nonlinear mentality. relating to the nature and value of progress. Their art is based not on aesthetic, but on It is taught in seminar format with weekly magical principles and has as its intent the reading and written assignments. There are creation or recreation of the sacred in the also occasional field trips to see buildings cosmos. As such, the visual arts are most under construction. Introductory. Offered often part of a ritual or performance which every other year. includes dance, music, costumes, and sing- ing. In order to comprehend the meaning of INTRODUCTION TO STATISTICAL these sacred enactments, readings such as METHODS AND COMPUTERS Primitive Mythology by Joseph Harris Hyman Campbell, The Origin of Consciousness (See Environmental Science resource area.) in the Breakdown of the Bicameral Mind by Julian Jaynes, and The Eternal MAINE COAST HISTORY AND Present by Siegfried Giedion are included, ARCHITECTURE as well as films of performances in places as JoAnne Carpenter/William Carpenter varied as Africa and the Orient. We study (See Human Studies resource area.) such topics as the sandpaintings of Australian aborigines and American Indians, the rock paintings of prehistoric Europeans, the masks and blankets of Pacific Coast Indians, and sculpture from Africa and Oceana. Finally, we look at oriental art in an attempt to understand what has enabled that culture to bring the consciousness of the miraculous in- to the present. Introductory. 64 Arts and Design RENAISSANCE ART STRUCTURAL DESIGN JoAnne Carpenter Harris Hyman This course studies the arts of the Ren- In this course students become familiar with aissance from the fourteenth through the problems and solutions relating to the seventeenth centuries, including the works of strength of structures: buildings, roofs, floors, Brunelleschi, Michaelangelo, and Rembrandt. and foundations. This is primarily a skills The approach is aesthetic and historical with course in which the student learns a variety particular emphasis on changing world views. of techniques for solving practical problems. The evolution of music, philosophy, tech- Intermediate. Prerequisites: Algebra and nology, and science during this period is carpentry. Offered every other year. studied as contextual support for our critical analysis of painting, sculpture, and architec- ture. Readings include The Waning of the Middle Ages by Huizinga, The Social History of Art (vols. I and II) by Arnold Hauser, and Bronowski's The Ascent of Man. Several films from Kenneth Clark's Civilisation series are shown, as well as other films and slide shows from the National Gallery. Introductory. SHELTER (Spring 86) Stewart Brecher Various concepts and forms of shelter are ex- plored in this course. We trace the changes in shelter types as responses to climatic, social, material, and structural considera- tions. The course begins with the found shelter of more primitive societies and goes on to Buckminster Fuller's dymaxion shelter SURVEYING, PLANNING, AND concept, industrial societies' mass housing, CARTOGRAPHY and contemporary alternative shelter. Harris Hyman Readings include Shelter in Africa, Shelter This course combines field and studio sec- and Society, House for Our Culture, The tions to acquaint students with the prepara- Shelter Book, and Other Homes and Gar- tion and use of planning maps, and presenta- bage. Much of this course focuses on the tion drawing and graphics. The term consists design and construction of types of shelters. of three major projects: a small plot to be Students are expected to participate in the surveyed by rudimentary low-tech methods, a class discussions and projects in shelter medium-scale site to be surveyed with building or designing, and to write a series of modern ground-based technological methods, short papers. Intermediate. No prerequisites. and a regional survey with aerial photomap- Offered every other year. ping. For each project, the students prepare topographic maps and develop a site or regional plan. Intermediate. Prerequisite: Some experience with drawing. 65 Arts and Design THREE-DIMENSIONAL DESIGN I* into critique and work sessions with the em- (Spring 86) phasis placed on the group learning aspects of Stewart Brecher the critique. Twenty problems are assigned This first studio course in three-dimensional during the term with three to four days to design explores concepts of design, propor- complete each assignment. This course or its tion, space, volume, plane, and surface. equivalent is a prerequisite for future work in Work is mostly in sticks and string, wood, arts and design. Introductory. Offered every cardboard, and paper. Emphasis is on year. developing quality designs and the craft of the projects. Both are weekly design exer- cises, begun in the studio and discussed in individual and group sessions. Part of the course focuses on basic concepts for solving problems that have structural or program- matic requirements. Introductory. No pre- requisites, though Two-Dimensional Design or Foundations in the Visual Arts would be an advantage. Offered every year. Lab fee. THREE-DIMENSIONAL DESIGN II Stewart Brecher This studio course builds on the work in Three-Dimensional Design I. Several design projects are undertaken; they include fur- niture and toy design, the design of tem- porary shelters, and the design of play - grounds. The concepts of basic space and form are given programmatic, structural, and construction characteristics. Designs are bas- ed on an understanding of the balance bet- TWO-DIMENSIONAL DESIGN II ween those forces. This course may be taught (Winter 86) in parallel with a carpentry course in which Ernest McMullen the students are expected to execute their The problems and processes of the education designs. Wherever possible, real projects are of vision are considered in this course which undertaken by the class. Teaching is on an is structured around critique and "how-to- individual tutorial and group critique basis. look" sessions. Considerable time is given to Intermediate. Prerequisite: Three- the development of technique, using both Dimensional Design I. Offered every other individual and group assignments as a year. Lab fee. framework for visual problem solving. Some areas covered include: line, plane, edge, TWO-DIMENSIONAL DESIGN I mass, scale, surface, value, color, composi- (Fall 85) tion and subjective and objective qualities of Ernest McMullen the same visual experience. Intermediate. Designed to develop a basic working Offered every other year. knowledge of visual language, this course covers point, line, plane, volume, shape, size, texture, direction, space, and representa- tion. Pencil, charcoal, ink, and collage are used extensively. The class period is divided 66 Arts and Design WATER SYSTEMS AND RESOURCES and solar energy into workable designs. (Winter 86) Through lectures, site visits, and practical Harris Hyman problems, the group examines resource This course is a survey of water science, materials, design methodologies, computer ecology, technology, and use. Topics include techniques, and contemporary systems. the water cycle, hydrology, groundwater, use Students are expected to develop a facility patterns, water supply, sewage disposal, and with some of the more recent methods of economics on both global and local levels. designing solar heat and wind energy The course involves lectures, discussion, systems. Advanced. Prerequisites: readings, and several papers. Intermediate. Architectural design, energy studies, and algebra. WATERCOLOR PAINTING* (Fall 85) JoAnne Carpenter This is a studio course in transparent water- colors. In the early weeks we investigate col- or and value, using grids, geometric designs, and simple still lifes. Next, we experiment with wet-on-wet techniques, washes, and glazes, using more complex studies. In the final weeks we paint portraits, using the fundamental techniques introduced. Evalua- tion is based on studio work and a portfolio of assignments. Introductory. Lab fee. The WAY THINGS DO OR DON'T WORK Ernest McMullen The various mechanical and electrical WOOD AND HUMAN CULTURE systems that surround and support daily life are examined in this course. Emphasis is (Winter 86) given to developing a general understanding Robin deJong of each system and to demonstrating that Emphasizing the evolution of the use of understanding by trouble-shooting and repair wood in our culture and its impact on of some of the following: household electrical history, this course focuses on the immediate systems, plumbing and heating, small appli- environment of the individual; the role of the ances, stereo systems, and auto mechanics. carpenter/woodworker in all human activity; The course also covers tool use, adhesives, and the use of wood in technology, industry, simple welding, and fastening and fabricating and transportation, and as a medium in art. techniques. Introductory. Offered every other Students are asked to develop a conscious- year. ness of their day-to-day dependence on wooden objects and to evaluate the use of WIND AND SOLAR SYSTEMS wood in comparison to other materials. Harris Hyman Students are required to make objects which This course involves the student in facilitate daily, routine tasks. There is no integrating the theoretical physics of wind text, but students must provide materials for selected projects and basic hand tools (hand saw, hammer, tape). Intermediate. Two- Dimensional Design is helpful but not a prerequisite. 67 Environmental Science Environmental Science paper. The course meets for two-and-a-half hours of lecture/discussion and three hours ANALYTICAL CHEMISTRY of lab each week. Advanced. Prerequisite: Donald Cass One college-level chemistry course. Offered Through lab analysis of a local stream, this every two years. Lab fee. course introduces students to modern (gas chromatographic, atomic absorption, etc.) BIOLOGY OF FISHES and traditional (titrimetric, electrochemical, (Fall 85) etc.) analytical methods and error analyses. Sentiel Rommel This course meets for three hours of lec- This course surveys the physiology, func- ture/discussion and at least three hours of tional anatomy, evolution, ecology, and lab each week. Evaluations are based on class behavior of fishes. Classes are based on text quizzes, a lab notebook, and quality of lab readings and assigned journal articles. work. Intermediate. Prerequisite: One Laboratory exercises stress identification and college-level chemistry course. Offered every taxonomy, functional anatomy, aging by other year. Lab fee. otolith and scale examination, and behavioral physiology. Field trips to visit several fish ANIMAL BEHAVIOR hatcheries and to observe spawning salmon (Spring 86) in the wild are planned. Written work in- William Drury/Steven Katona cludes two short exams, several formal lab This course reviews how simple and reports, and an optional library research stereotyped actions may be built into com- paper. Intermediate. Prerequisites: Algebra, plex behavior and even into apparently Introductory Zoology or equivalent. Offered sophisticated group interactions. Emphasis is every other year, alternately by Steven placed on contemporary understanding of Katona. Darwinian selection, sociobiology, and behavioral ecology, although the work of BIOLOGY OF MAMMALS ethologists, physiologists, and psychologists Steven Katona is also reviewed. There are two class Mammalogy courses have traditionally con- meetings per week plus one afternoon, centrated on detailed examination of skulls periodically, for fieldwork or films. Readings and skeletons, both to teach classification consist of a text and selected articles from and to reveal evolutionary patterns within scientific journals and popular writings. this class of animals. Some such work is in- Intermediate/Advanced. Prerequisites: cluded in this course, but when possible we Courses in college-level zoology, such as or- work from an ecological perspective and con- nithology or mammalogy, and permission of centrate on the biology of the animal in its the instructor. Offered every other year. native habitat. The course meets twice each week for lecture or seminar sessions, plus BIOCHEMISTRY once each week for lab work, dissections, Donald Cass films, fieldwork, or further discussions. This course examines the molecular basis of Students are normally responsible for prepar- metabolism and should be valuable to those ing and presenting one seminar session and interested in nutrition, agriculture, and drug one term paper on selected topics of mammal action. After first developing the principles which govern the structures and functions of proteins, the class surveys the uses and transformations of carbohydrates, lipids, and nucleic acids, covering about 200 pages of J. Davies and B. S. Littlewood's Elementary Biochemistry. Evaluations are based on four problem sets, four lab reports, and a final 68 Environmental Science ecology, evolution, physiology, or behavior. various techniques of integration. The goal of Advanced. Prerequisites: One or more of the the study is to cover most of the topics of a following courses: Introductory Zoology, standard Calculus II course and at the same ichthyology, ornithology. Offered every other time develop the ability to gain mathemat- year. ical skill and understanding from textbooks and peer discussion. The basic concepts are BIO-ORGANIC CHEMISTRY introduced by the instructor. The par- (Fall 85) ticipants, individually and collectively, Donald Cass develop many of the further implications and Through a study of the biochemistry of applications. The tutorial requires three metabolism, this course explores the links meetings each week (two with the instruc- between the structures and properties of tor), weekly problem sets, a portfolio of organic chemicals. The course prepares polished examples, and one take-home exam. students for more advanced work in organic Advanced. Prerequisite: Calculus I. Scheduled chemistry (e.g., for medical school) or for on student request. courses in physiology. It meets for three hours of lecture/discussion and three hours CALCULUS III-tutorial of lab each week. Evaluations are based on Carl Ketchum class participation, a lab notebook, and an This tutorial introduces the basic concepts of exam. Intermediate. Prerequisite: One three-dimensional calculus. Specific topics college-level chemistry course. Offered every include parametric equations, vectors, func- other year. Lab fee. tions of several variables, partial derivatives, multiple integrals, line integrals, and vector CALCULUS I calculus. The working style and work load (Winter 86) are similar to the Calculus II tutorial. Sample Carl Ketchum text: Calculus and Analytical Geometry, by Calculus, the mathematical study of change, G. Thomas. Advanced. Prerequisite: Calculus is the fundamental language of physics and II. Scheduled on student request. the natural sciences and is rapidly becoming a basic tool in many of the social sciences. Within the course, we discover the basic con- cepts and techniques of this remarkable in- vention while exploring a few of the concepts of physics to deepen the appreciation of the material. Specific topics include rates of change, slopes, the derivative and its use in maximizing and minimizing functions, in- tegration, and area under curves. Introduc- tory. Prerequisite: A working knowledge of algebra and trigonometry. Offered every winter. CALCULUS II-tutorial (Fall 85) Carl Ketchum This tutorial introduces the applications of integration, the calculus of the exponential, logarithmic, and trigonometric functions, and 69 Environmental Science CHEMICAL POLLUTION-tutorial interpreting the published physiological Donald Cass literature). Starting the second week of the The sources, effects, and methods of control- term, there are fourteen consecutive daily ling important types of air and water pollu- labs to learn techniques, then one lab per tion are explored in this tutorial. Each stu- week to apply these techniques. There is an dent is responsible for reading a different initial evaluation of personal fitness and a discussion of each of the topics below. For proposed program to be followed for the each meeting, a student leads the discussion term, then a written evaluation of this pro- of the readings and prepares a concise sum- gram in terms of the topics discussed in lec- mary of the discussion. At the end of the tures and labs. Expected time commitment is term, the summaries are collected into a fifteen to twenty hours per week. Text: booklet to be revised and updated by future Physiology by Schmidt-Nielsen. Advanced. students. Tentative topics include the follow- Prerequisites: College biology and permission ing: What is pollution?; Assessing risk I; of the instructor. Lab fee. Assessing risk II; Air: properties, carbon diox- ide, carbon monoxide, nitrogen oxides, COMPARATIVE FUNCTIONAL aerosols, sulfur oxides, smog, ozone oxides; ANATOMY OF VERTEBRATES Water: properties, nutrients, organic wastes, (Fall 85) pesticides, chlorination products, ground- Sentiel Rommel water. Intermediate/Advanced. Prerequisite: The emphasis of this course is on evolution Two terms of chemistry. Scheduled on stu- and functional anatomy. The lab examines dent request. various body parts and measurements, and analyzes anatomical and mechanical CHEMISTRY FOR CONSUMERS characteristics. Required work includes two Donald Cass lectures, one lab, a one-hour conference each This survey course introduces students to week, and one term paper to be presented their chemical environment: foods (produc- orally. Each student designs and conducts tion, preparation, and utilization), drugs, one student lab. There is a weekend trip to materials (fibers, plastics, ceramics, metals), museums in Boston and New Haven. Texts and pollutants (in air, in water, as toxic include The Vertebrate Body by Romer and substances). The course uses little, if any, Parsons and Analysis of Vertebrate Structure math. It meets for three hours of lec- by Hildebrand. Expected time commitment is ture/discussion and three hours of lab/ fifteen to twenty hours per week. Advanced. fieldwork each week. Evaluations are based Prerequisites: Physiology and permission of on class participation and two exams. the instructor. Lab fee. Introductory. Offered every other year. Lab fee. DESIGN/NATURE Janet Andersen/Stewart Brecher COMPARATIVE ANIMAL (See Arts and Design resource area.) PHYSIOLOGY (Spring 86) ECOLOGY* Sentiel Rommel Steven Katona Lectures in this course concentrate on the This course considers the relationships be- comparative physiology of animals, with em- tween organisms and their environment. The phasis on bioenergetics. Labs emphasize overall theme is an investigation of how human bioenergetics. Required work includes two lectures, labs, and regular individual meetings; one weekend field trip; and two substantial term papers, both presented orally (these are to develop facility in locating and 70 Environmental Science larger scales are next: the forms and func- tions of rivers and the vegetation of river floodplains. The processes active in frost- churned soils and glaciated landforms of the northeast are described, together with their relations to the forests of the uplands. This course is part of a plan including several courses in ecology. Fieldwork relevant to this course is offered in Ecology: Natural History. There are two classes a week and one discus- sion meeting. Readings consist of selected articles from scientific and semi-popular jour- nals. Evaluations are based on sets of essay questions and the quality of participation in class and field trips. Intermediate. Offered every fall. Lab fee. ECOLOGY: NATURAL HISTORY* Craig Greene physical environmental parameters and the This course emphasizes field studies of the interactions between individuals determine ecology of Mount Desert Island, incor- the distribution and abundance of plant and porating labs and field trips formerly included animal species. In addition to text readings in the Natural History and Ecology courses. and assigned articles, one afternoon of Each exercise focuses on a central ecological fieldwork per week is required. Students are concept. Topics include intertidal biology and evaluated on the basis of quality of class and diversity, forest trees and site types, bedrock, fieldwork participation, written laboratory glacial and stream geology, soil biology, in- reports, and written answers to selected ques- sect diversity, pollination ecology, forest tions. Intermediate. Prerequisites: One course management, freshwater biology, predation, in college-level biology and the following herbivory, and the migration of birds. basic math skills: reading graphs, using Laboratory studies assess the biological algebra and logarithms, and using electronic relevance of quantitative and statistical calculators. A previous course in chemistry is techniques to morphology and behavior. helpful. Permission of the instructor is Discussions include the development of required. natural history as a science, the growth of geology, the role of natural selection in the ECOLOGY: LANDFORMS AND evolution of diversity, and the influence of VEGETATION* people's understanding of natural history on (Fall 85) their attitudes towards natural resources. William Drury Each student is expected to keep a field Several samples of the interactions between notebook or journal, undertake a project, and physiographic processes and vegetation are answer question sets. Class meets for two lab reviewed in this course. It does not offer a sessions per week. Intermediate. Lab fee. complete review either of physiography or of Offered every other fall. plant ecology, but covers the most useful concepts of both. The course begins with consideration of the geological processes which can readily be seen in action along the seashore, and descriptions of vegetation and plant adaptations on sea beaches, sand dunes, and salt marshes. Geological processes on 71 Environmental Science ECOLOGY: POPULATIONS AND design a landscape for a small lot and a larger COMMUNITIES property. Class meets twice a week and there William Drury/Craig Greene are several field trips. Advanced. Prereq- The ecology of individuals, populations, and uisites: One course in botany and one species is covered in this course. It is con- course in design. cerned with the sets of adaptations by which the fitness of plants and animals is tested EVOLUTION against varying habitats. We review the con- (Winter 86) sequences of the environmental pressures Steven Katona favoring variability on genetic and population This course provides students with the op- structures. Although the focus of the course portunity to study in some depth the is on individuals and species, attention is development of evolutionary theory from its given to coevolution, ecosystem functioning, tentative beginnings through Darwin's and succession in ecological ideas. Readings England to the present. Biological evolution are selected from a number of original papers. by natural selection is the major theme of Students are asked to answer two sets of the course, but we also discuss the effects of questions that require original thought and the evolutionary model on other spheres of synthesis of ideas. Intermediate/Advanced. life, including philosophy, ethics, and social Prerequisite: Introductory and intermediate thought. We also relate, compare, and con- courses in botany and zoology. A previous trast examples of other types of evolution course in ecology, such as Landforms and (e.g., evolution of the universe, evolution of Vegetation, provides helpful preparation. the elements, and cultural evolution) with Offered every other year. the biological modes. Finally, topics of special current interest are covered, including EDIBLE LANDSCAPING/PERMANENT aspects of sociobiology, genetic engineering AGRICULTURE and human health, and selected critiques of Janet Andersen evolutionary theory itself. Class meets for Landscapes in the future must be more than one lecture period and one laboratory period functional and aesthetically pleasing; they each week. Evaluations are based on atten- must be edible and energy-conserving. In this dance, class participation, performance on course we study the principles of landscap- essay questions, and a final paper. Introduc- ing, using traditional (usually old) references tory. Offered every other year. and current material. We cover the use of native plants, designing for soil and energy conservation, selecting species for food and fiber, and locating structures on the land. We 72 Environmental Science FLORA OF MOUNT DESERT ISLAND studies, and field investigation of a broad ar- tutorial ray of organisms, including algae, fungi, and Craig Greene the higher plants. Topics include cellular This tutorial embraces diverse aspects of the metabolism, reproduction, genetics and region's flora. Students work on projects evolution, growth and development of the relating to the area's algae, bryophytes, or plant body, and environmental interactions. Attendance at two lectures and one lab each vascular plants. Topics include floristic surveys, vegetation ecology, reproductive week is required; course evaluation is based biology, herbarium taxonomy, museum cura- on exams and preparation of a lab notebook. tion, monitoring rare or endangered plants Introductory. Offered every year. and habitats, or other topics in plant INTRODUCTION TO CHEMISTRY I* systematics and ecology. Participants develop their own projects and prepare a written (Fall 85) report summarizing their work. Best taken in Donald Cass summer, fall, or spring. Intermediate/Ad- This two-term course (I in fall, II in winter) vanced. Prerequisite: Plant Taxonomy, Plant develops qualitative and quantitative descrip- Systematics, or consent of the instructor. tions of the stoicheometry, kinetics, and Scheduled at the request of students. thermodynamics of chemical transforma- tions. Applications in geochemical cycling GARDENS AND GREENHOUSES* and biochemistry are introduced. Algebra is Janet Andersen used extensively. The course meets for three This is a course in organic methods of hor- hours of lecture/discussion each week and ticulture. Emphasis is on basic horticultural for three hours of lab or problem solving on and greenhouse management skills, including alternate weeks. Evaluations are based on starting plants from seeds and cuttings, pest class participation, a lab notebook, and management, soil improvements, basic quizzes. Introductory. Offered every fall. cultural requirements, and how to plan and Lab fee. plant both ornamental and vegetable gardens in Maine. Where appropriate we do INTRODUCTION TO CHEMISTRY II* maintenance and improvement of college (Winter 86) facilities and participate in community Donald Cass gardening projects. Introductory. The only (See Introduction to Chemistry I.) Inter- prerequisite is an avid interest in growing mediate. Prerequisite: Introduction to plants. Chemistry I or equivalent. Offered every winter. GRAPHICAL METHODS IN QUANTITATIVE SCIENCE INTRODUCTION TO LINEAR (Spring 86) ALGEBRA-tutorial Sentiel Rommel Carl Ketchum This is a course in computer applications for This tutorial introduces the basic concepts of upper-level students. Advanced. Prerequisite: linear algebra and the use of the computer in Calculus I. solving systems of linear equations. Specific topics include basic systems of linear equa- INTRODUCTION TO BOTANY* tions, vectors, matrices and matrix opera- (Winter 86) tions, reduction to diagonal form, deter- Craig Greene minants, eigen values, bases, and coordinate This course emphasizes plant structure and function, based on discussion, laboratory 73 Environmental Science transformations. The working style and INTRODUCTION TO PROGRAMMING workload are similar to that described in the WITH PASCAL Calculus II tutorial and include the develop- (Winter 86) ment of computer programs for the solution Carl Ketchum of several examples. Working language may This course introduces the use of computers be either Pascal or BASIC. Sample text: and the basic concepts of computer program- Computational Linear Algebra with Models ming. The basic applications of word process- by G. Williams. Advanced. Prerequisite: ing and spreadsheet software provide the in- Working knowledge of algebra. Scheduled on troduction to the use of computers. The ma- student request. jor emphasis of the course is on structured INTRODUCTION TO programming and the development of well- designed programs that can be used by the OCEANOGRAPHY individual and others at the college. Par- (Spring 86) ticular topics include input/output, control Carl Ketchum structures, looping, procedures, data struc- This course introduces the physical, tures, text files, arrays, and records. In- chemical, and geological structures of the dividuals write several programs on their world's oceans and discusses the processes own, modify established programs, and that act to maintain these patterns. The develop one or more programs in a group. course explores topics in waves, tides, large- Evaluations are based, primarily, on the com- scale circulation patterns, sea floor spreading, pleted programs and two exams. physical properties of sea water, and circula- Introductory. tion in estuaries and the coastal zone. Students prepare talks on papers relating to INTRODUCTION TO STATISTICAL their own interests and a final project. METHODS AND COMPUTERS Introductory. Offered every other year. Harris Hyman This is a hands-on approach to practical pro- INTRODUCTION TO PHYSICS* blems that can be evaluated by statistical (Spring 86) methods, rather than a study of statistical Donald Cass theory. Students perform a number of The qualitative and quantitative applications physical experiments and computer analyses of dynamics, wave motion, and electricity of the experiments, working with several are explored in this course. The course also standard statistical packages for the com- serves as a review of algebra skills. Students puter. Subjects covered are: measurement, with serious doubts about their ability in descriptive statistics, sampling, statistical in- algebra should talk with Don Cass or Carl ference, and regression and correlation. Ketchum before enrolling. The course meets Introductory/Intermediate. Prerequisite: for three hours of lab or problem solving on Algebra and some biological or physical alternate weeks and for three hours of lec- science. ture/discussion each week. Evaluations are based on a portfolio of problems, a lab INTRODUCTORY ZOOLOGY* notebook, and class participation. Introduc- (Fall 85) tory. Offered every spring, alternately by Carl Steven Katona Ketchum. Lab fee. Discussions in this course begin with the chemistry of life and end with the interac- tions of individual organisms. Required work includes weekly attendance at two lectures plus one lab, written lab reports, a term paper, and exams. Labs emphasize living 74 Environmental Science animals. Introductory. Prerequisites: Math Emphasis is placed on the life histories of through algebra, high school chemistry and seaweeds, mollusks, crustaceans, baitfish, physics. Offered every year, alternately by migratory fish, and commercial fish. Because Sentiel Rommel. Lab fee. of our research interests, marine mammals and seabirds receive special attention. INVERTEBRATE ZOOLOGY Readings for the course consist largely of (Winter 86) selected original articles. Students are Steven Katona encouraged to develop seminar topics for presentation to the class. An independent This course is a survey of the major groups of animals without backbones. These animals research project or library research paper is required. The course meets twice a week, range in size from single cells to giant with one afternoon for laboratory work or squids, and they include the vast majority of field trips. Intermediate. Prerequisites: In- animals on earth. Using text readings, as- troductory Zoology. Previous experience in signed articles, and one afternoon per week of field/lab work, students gain an under- vertebrate biology, invertebrate zoology, or botany is helpful. Offered every spring. standing of the classification, ecology, Lab fee. evolutionary relationships, and economic significance of this remarkably diverse collec- MARINE MAMMALS* tion of organisms. Students are evaluated on Steven Katona attendance, participation, and performance on lab quizzes and essay questions. This course is an introduction to the biology Intermediate. Prerequisites: Introductory of the whales, porpoises, and seals that fre- Zoology and permission of the instructor. quent the Maine coast and to the environ- Offered every other year. Lab fee. ment that supports them. Weather permit- ting, extensive fieldwork at sea or from shore MARINE BIOLOGY or island-based sighting stations allows (Spring 86) students to observe finback, humpback, Steven Katona minke, and right whales; harbor porpoises; harbor seals; and gray seals. Class time is The biology of species which are commercial- used to discuss fundamental aspects of the ly important in the Gulf of Maine is the physiology, anatomy, and ecology of these focus of this course. After introductory animals and of the other marine species upon discussions on the structure of oceans, water which they depend. In addition to lectures masses, and concepts of ecosystem function presented by staff members and guests, the and productivity, we focus on the coastal course includes the reading of texts and waters of New England and the Maritimes. selected journal articles. A final paper is required. Intermediate. Prerequisites: Previous courses in ecology, vertebrate biology, or aspects of marine biology. Offered only in the summer graduate program; open to undergraduates by permission. 75 Environmental Science MATHEMATICS: NUMBERS, session. Advanced. Prerequisite: One college- TRIGONOMETRY, AND ALGEBRA level course in chemistry. Courses in human (Fall 85) physiology, biochemistry, and the Plants and Carl Ketchum Humanity course are helpful. This course is designed to help individuals gain a better appreciation for the use, pro- MORPHOLOGY AND DIVERSITY cess, and mystery of mathematics. The con- OF PLANTS* cepts of numbers, trigonometry, and algebra (Spring 86) are presented together with the historical Craig Greene evolution of these concepts. Thus, we learn This course is a survey of the major groups that while the results of mathematics must of living and fossil plants and their evolu- be logical, the process of mathematics need tionary relationships. Discussions and not be. The course covers the number laboratory and field investigations explain the system, basic properties of right triangles, structural organization and reproductive coordinates, plotting equations of straight methods of algae, fungi, bryophytes, ferns, lines and curves, properties of functions, fac- fern allies, gymnosperms, and angiosperms. toring, solutions of equations, and logarith- Ecological relationships of diverse groups mic and exponential functions. There are two with their environment provide insights into lectures and one laboratory session each their evolutionary success or failure. week. Introductory. Offered every fall. Intermediate. Prerequisite: An introductory college-level course in plant biology. Offered every year. MUSEUM PREPARATION PRACTICUM (Fall 85, Winter 86, Spring 86) Richard Schauffler (COA research associate) The purpose of the museum preparation prac- ticum is to train students in the various skills and techniques of exhibit preparation, including taxidermy, habitat preparation, Baluga SOUTHWEST HARBOR molding and casting, graphic layout, and scientific illustration. Students work with faculty associate Stan Grierson in the areas of taxidermy and molding/casting. COA faculty and staff are consulted for other areas of museum preparation. Results of student work MEDICAL BOTANY are displayed in the COA Natural History Janet Andersen Museum, used in the Museum Outreach Pro- Topics to be covered in this seminar course gram, or cataloged into the COA scientific include historical use of medicinal plants, study collection. Students may join at any chemical constituents of particular medicinal term and may take the practicum for a max- plants, mode of action of botanical sub- imum of three terms. First-term students: in- stances, current trends in medical botany, troduction to taxidermy, study skin prepara- and other related topics. Each student gives tion, or introduction to molding/casting. two presentations and prepares papers on the Second-term students: alternate study skin two topics. All papers are then combined to form a class notebook. The seminar meets once a week and there is a weekly research 76 Environmental Science preparation or preparation of mounted discussions, one three-hour lab, and two specimen for exhibition. Third-term students problem sets each week. Students also work (advanced): exhibit preparation or habitat about eight hours a week outside of class. preparation (i.e., artificial flora and fauna) or Texts: Organic Chemistry by Morrison and specialized preparation. The weekly time Boyd, Organic Chemistry of Life by the commitment is fifteen hours. Limited to six editors of Scientific American. Intermediate. students. Intermediate. Prerequisites: One Prerequisite: An introductory chemistry college-level biology course or permission of course. Offered every other year. Lab fee. the faculty supervisor. Offered every term. ORNITHOLOGY NATURAL HISTORY DRAWING (Spring 86) William Drury William Drury This course is intended to help students Ornithology introduces a cross section of develop their abilities to observe reliably and biology: physiology, behavior, migration, to record accurately what they see. It gives ecology, population biology, and systematics. students a chance to develop hand-eye coor- The unifying themes are natural selection dination and to improve small-muscle con- and the contributions to general biology trol. It emphasizes the importance of know- made by those who have studied birds. Due ing how the subjects of the drawing are con- attention is given to recognizing local species structed. This class is not concerned directly and to discussing their biology in the field. with aesthetics, composition, or art. Evalua- Since much of the field identification of birds tions are based on performance and improve- depends on recognizing songs and calls, the ment. Introductory/Intermediate Lab fee. course provides opportunities to develop powers of auditory discrimination and ORDINARY DIFFERENTIAL memory. We start by having two classes and EQUATIONS-tutorial a short field trip each week. Later in the (Fall 85) term, the number of field trips is increased, Carl Ketchum in part at the expense of work in the classroom. Evaluations are based on sets of This tutorial introduces the basic concepts of essay questions, participation in the field ordinary differential equations. Specific topics trips, and a test in the field at the end of the include the nature of differential equations, first-order equations, second-order linear term. Students are expected to provide their equations, oscillation theory and boundary own binoculars. Intermediate. Prerequisites: value problems, power series solutions and A college-level course in zoology and permis- sion of the instructor. Lab fee. Offered every special functions, and either special functions other spring. of mathematical physics or Laplace transforms. The applications are similar to that of the Calculus II tutorial. Sample text: Differential Equations with Historical Notes by G. F. Simmons. Prerequisites: Calculus II and Introductory Physics or Physics. ORGANIC CHEMISTRY (Winter 86) Donald Cass Through industrial and biochemical examples, this course explores the links be- tween the structures and behaviors of organic molecules. Work includes two lectures/ Environmental Science OUTREACH EDUCATION magnetism, physical properties of the at- PRACTICUM mosphere, basic concepts of atmospheric cir- (Fall 85, Spring 86) culation, weather analysis, climate, physical Vicki Nichols (COA research associate) properties of sea water, the general circula- This practicum combines natural history tion of the ocean, major boundary currents, studies with practical experience in en- and coastal circulations. The readings are vironmental education through programs drawn from several paperback texts and ar- such as Whales-on-Wheels, the Naugahyde ticles in Scientific American. Introductory. Whale, museum tours, and outdoor activ- Offered every other year. ities. At first, the emphasis is on learning natural history concepts and general com- PLANT SYSTEMATICS parative mammal anatomy/physiology as (Spring 86) they pertain to the outreach programs. As the Craig Greene term progresses, the focus shifts to program This course examines diverse aspects of the presentation, the role of the teacher/ evolutionary process in flowering plants, em- facilitator, and curriculum design. Students phasizing patterns of reproduction as related are required to participate in at least one to population structure, speciation, and outreach trip per week (an entire day) and to species survival. Topics include pollination complete homework and a final project. biology, breeding systems, dispersal ecology, Limited to six students. Intermediate. Pre- species concepts, and methods of classifica- requisite: One college-level biology course or tion. Laboratory work stresses experimental permission of the instructor. Offered every methods used in plant systematics. Students fall and spring. Lab fee. present seminar reports and undertake field or herbarium projects. Advanced. Prereq- PHYSICAL OCEANOGRAPHY* uisite: Plant Taxonomy. Offered every other Carl Ketchum year. This course develops an understanding of the PLANT TAXONOMY physical processes of the world's oceans, using the concepts of calculus and physics as (Fall 85) the starting point. Topics include the Craig Greene temperature and salinity distribution in the This course explores the evolution, classifica- ocean, large-scale circulation, equations of tion, and systematic relationships of seed- motion for rotating fluid, geostrophic flow, bearing plants, stressing the comparative planetary vorticity, boundary layers, wave morphology of plant families present in our motion, and tides. The course is partially region's flora. Emphasis is placed on iden- descriptive of the observed features of the tification in the field and in the herbarium, oceans. The balance emphasizes a few of the using technical keys. Field trips focus on the theoretical understandings that we have for major vegetation types present on Mount the physical processes that affect oceanic Desert Island. Evaluations are based on writ- structure and circulation. Intermediate/ ten and oral exams and preparation of a col- Advanced. Prerequisite: Calculus I. Offered lection of identified plants; students are en- every other year. couraged to begin assembling a plant collec- tion during the summer. Intermediate. Pre- PLANET EARTH requisite: A college-level course in introduc- Carl Ketchum tory botany or consent of the instructor. The main physical aspects of our planet are Offered every other year. discussed in this course. Specific topics in- clude geological characteristics of the con- tinents and oceans, the concept of sea floor spreading and plate tectonics, the earth's 78 Environmental Science QUANTITATIVE METHODS OF ECOLOGY (Winter 86) Harris Hyman The object of this course is to develop an understanding of computer models used to answer some of the questions of ecology that are phrased, "How many? How much? Is this important? How long do we have? What policy should we adopt?" Three types of mathematical models are studied: the statistical, the cybernetic, and the Leonteiff. The course consists of lectures; problems in various subject areas such as energy economics, population dynamics, political behavior, housing, medical care, and neural processes; and laboratory exercises in which students develop and critique computer models. Intermediate/Advanced. Prereq- uisites: Algebra and ecology or economics. QUANTUM MECHANICS-tutorial Donald Cass The goal of this tutorial is to enable students to better understand the literature of contem- porary medicine, analytical techniques, and energy technology that is based on quantum phenomena (laser therapy, spectroscopy, photovoltaics, superconductivity, etc.). Together we work through an appropriate text to develop fluency in the language used to describe the states of quantized systems and the transitions among such states. We use the classical examples first (particles in boxes, on springs, and spinning) and then PLANTS AND HUMANITY: move to reading more applied articles. ECONOMIC BOTANY Evaluations are based on completed portfolios Craig Greene of problems and class participation. The properties of beneficial and harmful Advanced. Prerequisites: One term of plants are examined in this course which calculus and one term of physics. Scheduled assesses the roles of plants in shaping on student request. cultures and civilizations. Topics include: the evolution of cultivated plants, the develop- ment of agriculture and forestry, food plants, fiber plants, drug plants, and plants and plant products important in industry. The course includes lectures, discussion, class reports, and field trips. Introductory. A previous course in introductory botany is helpful, but is not a prerequisite. Offered every other year. 79 Environmental Science SMITHSONIAN WINTER TERM URBAN AND COMMUNITY (Winter 86) FORESTRY Sentiel Rommel Janet Andersen This three-credit course is a full-time, one- The trees in our towns and cities provide term commitment, in residence at the shade, beauty, food, protection from the Smithsonian Institution in Washington, D.C. wind, oxygen, and home and food for Its objective as an intensive hands-on course wildlife-they even filter pollutants from the in advanced skeletal analysis is to bring air. We must care for our trees to maximize mathematical and statistical methods to bear these benefits and minimize the amount of on a characterization of the skeleton of one deadwood produced by our urban forests. vertebrate group, the Cetacea. Through lec- This course trains students to manage urban tures pertaining to the Smithsonian forests and care for trees and shrubs. We Museum's collection of extant and extinct study management plans of various towns vertebrates and through the examination and cities in the U.S.; learn which plants are (statistical) and cataloging (photographic) of appropriate for the urban environment; learn the Smithsonian cetacean skeleton collection, to diagnose and treat tree problems; and learn students gain advanced instruction in skeletal how to prune, transplant, fertilize, and care morphology (shape), meristics (counts), and for trees and shrubs. Practical experience is morphometrics (measurements). The time gained on the COA campus. There are lec- commitment is at least ten hours a day, five tures and one lab per week. Evaluations are days a week. Advanced. Prerequisites: Per- based on participation in a group project. mission of the instructor plus facility in at Intermediate. Prerequisite: One course in least two of the following: statistics, com- botany. Lab fee. puter analysis, photographic darkroom technique, scientific illustration, marine mammals or mammalogy, skeletal anatomy, Human Studies evolutionary biology, biomechanics, and museum techniques. Offered every winter. AGRICULTURAL ECONOMICS Lab fee of $200. Stephen Andersen The holistic approach to agriculture is em- SOCIOBIOLOGY AND HUMAN phasized by evaluating the economics of ECOLOGY-tutorial various perspectives such as agribusiness, William Drury permaculture, organic gardening, and regional This tutorial includes readings to examine self-sufficiency. Class work includes student the theory of sociobiology, to review the team projects and field trips. Evaluations are arguments of the major proponents and based on tests, class participation, and a final critics of the theory, to speculate on the use project. Introductory. of the ideas in understanding human behavior, and to formulate some biologically- AUTOBIOGRAPHY based principles of human ecology to comple- William Carpenter ment those which are socially- and philo- Autobiography as a literary form is used to sophically-based. Participants are responsible examine the lives of certain significant peo- for weekly sets of readings and discussions ple and then to examine our own lives, con- with the instructor and/or other participants. centrating particularly on understanding the Advanced. Scheduled on request of students. effects of early home and community environments. In the first half of the term, students read autobiographies by Margaret Mead, Carl Jung, and Vincent Van Gogh. In the second half, students write their own autobiographies, working in small groups and meeting frequently with the instructor. The 80 Human Studies product is an autobiographical examination of Dostoevsky's Crime and Punishment, con- the student's own development. This course sidering fiction as a mode of expressing the requires fifteen hours per week outside of unconscious. Finally, we look at selected class, and more at the end of the term when contemporary writings, particularly James finishing the autobiography. Intermediate. Hillman's The Dream and the Underworld, Prerequisite: A course involving literature and selections from June Singer, Jacques and writing. Offered every other year. Lacan, Joseph Campbell, and Norman O. Brown. The writing portion of this course is BREAD, LOVE, AND DREAMS done in pairs, with students cross-examining William Carpenter each other's dream notebooks and self- Beginning with the problem of knowing analysis. Intermediate. Prerequisite: A course something which by definition is unknown, in literature or psychology. this course is an introduction to the un- conscious. It proceeds to examine two classic approaches to the unconscious: dreams and love. Students are expected to keep dream notebooks and to recognize their own un- conscious life in the light of readings. Readings start with the unconscious in its classical formulation according to Freud and Jung. We read The Interpretation of Dreams and Two Essays in Analytical Psychology. We then move to fiction and read two novels: Lawrence's Women in Love and 81 Human Studies COMMUNITY CONTEMPORARY CULTURE (Instructor to be announced) AND THE SELF* This course introduces several of the classics Elmer Beal in the humanities and presents a basic theme Concepts in anthropology are introduced in ecology: the diversity of living com- through autobiographical writing. The focus munities. Opening with definitions of com- is on contemporary culture and its influences munity, the course then examines various on our attitudes and values. Five short papers types of primitive communities and proceeds describe the development of our ideas about to classical utopian models. It concludes by ourselves and our places in the world. A final contrasting the urban crisis of the twentieth paper attempts to synthesize ideas on society century with the kibbutz and commune. and the self. The course includes lectures and Introductory. readings on the science of anthropology. Introductory. Offered every other fall. CONGRESS AND THE PRESIDENCY Donald Meiklejohn CONTEMPORARY ECONOMIC ISSUES Readings that discuss the adequacy of FOR HUMAN ECOLOGISTS American public policymaking by the Con- Stephen Andersen gress and the President are the focus of this This course is a survey of the theoretical, course. The first half considers criticisms of historical, and institutional analyses of cur- the American political process as found in rent problems: poverty, unemployment, en- such essays as those by Woodrow Wilson and vironmental pollution, land use, housing, Walter Lippmann and in Theodore White's public services, etc. Advanced. Prerequisite: account of the Nixon presidency; the second Some analytic background. half considers some specific public policy problems, such as foreign policy, inflation, CONTEMPORARY LITERATURE and foreign aid. Class proceedings consist of (Winter 86) discussion and appraisal of the readings. Susan Lerner Students are asked to write two short papers This reading and discussion course focuses and one longer paper on problems presented on the work of such contemporary authors as in the course or related problems of their Doris Lessing, John Fowles, Margaret own choosing. Intermediate. Offered every Atwood, John Gardner, Ursula LeGuin, and other fall. John Updike. The purpose is joint considera- tion of new or recent works by authors CONSCIOUSNESS whose fiction-and criticism, where (Instructor to be announced) appropriate-is particularly concerned with Readings in literature and psychology are used problems of the human condition, intimate to study the process of human thought relationships, and the quest for identity. and perception on both conscious and un- Intermediate. One previous college-level liter- conscious levels. Beginning with physical ature course is strongly recommended. perceptions of the body and the external Offered every other year. world, the course traces the development of consciousness in the individual and in the species, and the parallel development of the unconscious psyche. Finally, it considers "alternative" views of consciousness: the Oriental view, split-brain theory, abnormal behavior, occult systems, and the structure of the primitive mind. Introductory. 82 Human Studies CONTEMPORARY PSYCHOLOGY CREATIVITY (Spring 86) (Instructor to be announced) Richard Borden Creativity in individuals and groups, and in Several emerging and reemerging themes in the arts and sciences, is explored in this psychology are explored in this course. The course. Readings and discussions are drawn principal topics and texts are 1) Dialogical from the reflections of creative individuals, and dialectical psychology: Rychlak's psychological studies of the creative process, Discovering Free Will and Individual Respon- studies of the evolution of scientific thought, sibility; 2) Transpersonal psychology: Walsh historical and current revolutions in science, and Vaughn's Beyond Ego: Transpersonal and self-examinations of the creative process Dimensions in Psychology; and 3) Natural by artists and writers. We highlight aspects history and the evolution of consciousness: of the creative process as it actually occurs Jerome Booner's In Search of Mind and An- and develop individual guides that enhance thony Steven's Archetypes: A Natural History the creative occurrence. Readings include of the Self. The class is conducted in a Ariete, Creativity, the Magic Synthesis; seminar style, with discussions of the as- Kuhn, The Structure of Scientific Revolution; signed readings and additional topics as time Rilke, Letters to a Young Poet; Richards, permits. Evaluations are based on class par- Centering; and Yukawa, Creativity and Intui- ticipation and a final project or paper. tion. Students are encouraged to examine Intermediate/Advanced. Prerequisite: Some their own creativity. Introductory. background in psychology. Offered every year. CULTURAL ECOLOGY OF THE MAINE FISHING INDUSTRY CREATIVE WRITING Elmer Beal (Fall 85) In presenting an overview of the industry, William Carpenter from the point of view of both managers and This class concentrates on the theory and users, this course looks at the values and practice of poetry, with the goal of develop- cultural traditions surrounding access to and ing the skills of verbal craftsmanship and use of a shared resource, and the practices of self-criticism. Class meetings combine the those who hold the public's trust. analysis and criticism of individual student Intermediate. poems with discussions of published works by other writers. We also discuss standards in poetry, the creative process, and the situation of the writer in the contemporary world. Students are expected to submit one poem each week, to make revisions on all work, and to contribute their best work to the printed class anthology at the end of the term. Advanced. Prerequisite: Permission of the instructor. Offered every other year. Human Studies CULTURAL ECOLOGY OF THE fective teacher are explored. The third sub- MAINE WOOD PRODUCTS ject includes content areas which are INDUSTRY surveyed in terms of historical development, Elmer Beal key ideas in curriculum/instructional strat- This course presents an integrated view of egies, and recent research. Various teaching the environment, both cultural and natural, methods are used to meet a variety of learn- of Maine employees in the timber industry. ing styles and preferences; these methods and Topics include: the physical environment as styles are studied as part of the content of a limiting factor, the resources (their nature the seminar. Students share responsibility for and abundance), and the cultural mechan- planning and leading the discussions and ac- isms that mediate the workers' access to and tivities. A major teaching project is under- use of the resources (technology, economy, taken in one of the content areas. The ques- tion of the individual's decision to enter the social organization, belief systems). The course includes numerous field trips and teaching profession is given consideration. visiting speakers. Each student is asked to Introductory/Intermediate/Advanced Offered keep a journal of all classes, field trips, and every other year. interviews. The objective is to know what EDUCATION SEMINAR II people in the industry think and why, and where the industry is going. (Note: This (Winter 86) course parallels Cultural Ecology of Maine Peter Corcoran Fishing in method and theoretical outline, This seminar surveys types of education, but is not redundant.) Intermediate. such as science education, energy education, special education, sex education, and state ECONOMICS OF REGULATION studies. The objectives are to develop an Stephen Andersen awareness of contemporary thought and prac- This course involves an analysis of the im- tice in the field of education and to develop pact of social concern on American economic skills and understanding vital to the teaching enterprise. The major emphasis is on benefit- process. An underlying theme is the con- sideration of an individual's decision to cost analysis, valuation of resources, welfare distribution, and socioeconomic experimenta- teach. Topics are developed and discussed in tion. Discussion focuses on current problems terms of key ideas and recent research, and in the areas of unfair competition, environ- considered further in weekly papers. Each mental control, and energy price-setting. student is expected to pursue one of the sub- The major text is The Economics of Regula- jects in greater detail in order to assist in tion by Alfred Kahn. Advanced. planning class discussion and activities. A project reflecting in-depth exploration of an EDUCATION SEMINAR I: educational topic is required. Introduc- SCHOOLING AND TEACHING* tory/Intermediate/Advanced. Offered in alter- nate years with Education Seminar I. Peter Corcoran The objective of the education seminar is to develop an awareness of contemporary thought and practice in the field of educa- tion. Three broad subjects are addressed: In schooling, school governance, the purpose of the education system, and the current crisis in American education are considered. In teaching, teacher preparation, the teaching process, and the skills and qualities of an ef- 84 Human Studies ENERGY ECONOMICS ENVIRONMENTAL EDUCATION (Winter 86) Peter Corcoran Stephen Andersen This is an intensive study of the philosophy The focus of this course is on the economics and methodology of environmental educa- of energy policy, including concepts and tion. The roots of environmental education calculations for optimal solar systems, elec- in nature study and science education, as tric rate reforms, energy conservation, well as its more recent development, are ex- nuclear and conventional power plants, and plored. Other topics include marine educa- various appropriate technologies. Course re- tion, nature interpretation, conservation quirements include two meetings weekly, education, the evaluation of environmental one major project, and two in-class tests. education experiences, and the promise and Intermediate. Prerequisites: Basic economics problems of the field. Students are expected and physics or engineering. to write extensively, read education journals, develop curriculum materials, teach class ENGLISH AS A SECOND LANGUAGE members and others, and interact with pro- tutorial fessionals. A major teaching project is re- Anne Kozak quired. Intermediate/Advanced. Prerequisite: The level of this tutorial is adjusted to the Teaching experience, course work in en- needs of the individual student. Its purpose is vironmental education, or permission of the to improve a student's spoken and written instructor. Offered every third year. English, reading comprehension, use of idioms, and facility in spelling and punctua- ENVIRONMENTAL JOURNALISM tion, and to develop vocabulary and the abil- (Visiting instructor) ity to decipher words in English. The student This course teaches the writing and works for approximately two hours a week marketing of nontechnical articles on en- with a peer tutor on vocabulary, idioms, vironmental subjects. Students write articles spelling, and punctuation, and with the in- and submit them to magazines and news- structor for one to two hours on writing papers. Six to eight professional journalists skills. Depending on the student's ability, we serve as guest speakers. Class size limited to begin with sentences or paragraphs and spend ten. Intermediate. Prerequisite: Established time developing coherent English paragraphs writing competency. Offered every other and, if possible, longer pieces. Topics for year. these are provided by instructors in the stu- dent's content courses. The student also ENVIRONMENTAL PSYCHOLOGY* learns techniques for prewriting, writing, and (Fall 85) rewriting. Introductory/Intermediate. Offered Richard Borden on demand. The historical roots and contemporary themes of environmental psychology are ex- ENVIRONMENTAL ECONOMICS* plored in this course. Major topics include: (Fall 85) environmental stress and human coping pro- Stephen Andersen cesses, crowding, personal space, architec- The economic principles involved in the effi- tural influences on feelings and actions, cient utilization and management of natural wilderness psychology, the development of resources are surveyed in this course. Topics include economics and nature, property rights, conservation, public and private resource management institutions, benefit/cost analysis, and the role of scarce resources in a "no-growth" society. Introduc- tory/Intermediate. Offered every other year. 85 Human Studies "The commu- environmental attitudes, and the deter- films. Evaluations are based on completion of nity provides minants of environmental responsibility. We readings, participation in class discussions, possibilities of also examine some of the recent ideas de- completion of a term paper, and (optional) stimulation and rived from ecophilosophy, deep ecology, and planning and execution of a "mini-expedition support compar- the new philosophy of nature as they apply able to those I of inquiry." Introductory/Intermediate. found as a Junior to environmental education, voluntary Fellow at Har- simplicity, and human-ecologically informed FOREST ECONOMICS vard in the early architecture, technology, and living. Evalua- Stephen Andersen 1950s." tions are based on class participation, two Topics in this class include principles of Bill Drury, facul- short papers, and a final paper. Introductory. planning renewable natural resource use to ty member Offered every other year. maximize net social benefit. Primary reference is to commercial forest lands, costs EXPERIMENTS IN FORM: SHAPING in relation to efficiency and conservation THE CREATIVE IMPULSE goals, analysis of short-run and long-run Susan Lerner supply problems, private enterprise impacts Many creative artists are adept in a variety of on environmental quality, and analysis of genres. D. H. Lawrence, for example, wrote selected case studies. Texts: Raleigh Barlowe, poetry, short stories, travel literature, and Land Resource Economics; Colin Clark, philosophy, in addition to the novels for Mathematical Bioeconomics; William Hyde, which he is primarily known. He was also a Timber Supply, Land Allocation, and painter. In the first section of this course we Economic Efficiency. Intermediate. Pre- read, or otherwise experience, the works of requisite: One course in economics, forest several important writer-artists-Blake, ecology, or botany. Lawrence, Woolf, and others-who mastered a variety of techniques. We explore some of HISTORY OF ANTHROPOLOGICAL the fundamental questions of creativity and THEORY expression: Is the true artist continually Elmer Beal creating form? Is the medium the message? This is an advanced course in the history of Does a powerful message dominate form? We ideas about cultural change in the Western put theory aside in the later part of the class World. The relationships among various ideas when we experiment with our own work. are examined in an effort to understand their Intermediate/Advanced. roots and history. Each student is expected to take a mid-term exam, research a topic, and EXPLORATIONS: THE LITERATURE present findings both in an oral report and in OF EXPEDITIONS OF SCIENTIFIC a major paper. Text: Marvin Harris, The Rise INQUIRY of Anthropological Theory. Advanced. Offered Steven Katona every other year. By looking at the written accounts of a var- iety of quests and expeditions, we turn our HISTORY OF CONSCIOUSNESS eyes outward, away from the office, home, or (Winter 85) computer screen, to the wild, the remote, the William Carpenter unknown. Readings from Darwin, Wallace, The aim of this course is to differentiate the Cook, Shackleton, Peary, Matthiessen, and idea of "modern" consciousness from earlier others are discussed in terms of the ex- stages of our intellect and our awareness of perience and the accomplishments of the ourselves in our environment. We base the voyages. We look at accounts of biological, study of the earlier stages on Erich anthropological, and geological/geographical expeditions of the past and also consider the place of contemporary voyages of discovery by looking at significant examples. Part of the schedule includes guest speakers and 86 Human Studies INTRODUCTION TO ENVIRON- A student MENTAL STUDIES should suppose that he needs to (Fall 85) learn everything Stephen Andersen he can, and he This course exposes students to the scien- should suppose tific, philosophical, and social aspects of that he will need human involvement with our environment. to know much Readings include a basic text supplemented more than he by additional readings. There are discussions, can learn." guest lectures, movies, and field trips. Wendell Berry, author of The Evaluations are based on class participation, Gift of Good two short papers, and one major paper. Land. Introductory. Offered every other fall. Lab fee. LITERATURE AND ECOLOGY* (Fall 85) William Carpenter Neumann's The Origins and History of Con- This course uses literature to develop a sciousness. In order to study contemporary definition and an understanding of human consciousness, we look at several authors, in- ecology. The focus is on the individual in cluding Jung and Joyce, as well as examples context, that is, the structure of relationships of consciousness in nonverbal areas, par- that connect a man or woman with the sur- ticularly the development of modern paint- rounding world. We are concerned with the ing. Two papers are required. Intermediate. perception of our environment and the possibility of alternative perceptions. We INTERNATIONAL PEACE IN THEORY begin with three accounts of intense personal AND PRACTICE observation of the environment: Thoreau's (Fall 85) Walden, Mattheissen's The Snow Leopard, Donald Meiklejohn and Loren Eiseley's The Unexpected Uni- This is a study of three recent efforts to verse. The second section of the course in- establish a dependable peace: the Peace Con- volves perception of the environment through ference at Versailles in 1919, the Yalta Con- myth. We read Joseph Campbell's Primitive ference in 1945, and the contemporary Super- Mythology, Homer's Odyssey, and Shamanic Power Balance in Europe. Readings from and Voices. The final section of the course con- about the contending participants in those ef- siders the evolution of the structures that forts are followed by the study of such relate us to the external world. Readings in- writings as Machiavelli's The Prince and clude Wilson's On Human Nature and Julian Kant's Eternal Peace. Required readings also Jaynes' The Origin of Consciousness in the include George F. Kennan's American Breakdown of the Bicameral Mind. The Diplomacy and William Appleman Williams' course emphasizes reading and discussion The Tragedy of American Diplomacy. The with a secondary emphasis on student central question of the course is: How far can writing. There is a short paper and a class on moral considerations govern national policy writing every three weeks. Intermediate. in foreign affairs? Students are asked to write Offered every other year. two short papers and one longer paper. Intermediate. Prerequisite: Previous course work in history, philosophy, or public policy. Offered every other fall. 87 Human Studies work, reading fiction by moderns such as Beckett, Hemingway, Hellman, and Didion. Two or three papers are required. Intermediate. LITERATURE OF THE THIRD WORLD (Winter 86) William Carpenter Writers from the world's "developing" na- tions have contributed some of the most brilliant poetry and fiction of the twentieth century. The politics and surrealism of Third World literature have become a dominant in- LITERATURE AND THE SEA fluence on contemporary American writing. William Carpenter This course provides a geopolitical and Ever since Homer's Odyssey, the ocean has theoretical introduction to a galaxy of great served to represent the depth and aspirations writers from lesser-known countries. The of human existence. In this course, central to class relies heavily on student participation, marine studies at COA, we study major with each student being responsible for works of literature that use the ocean both as background research and the presentation of reality and as symbol. Beginning with Mel- one or two writers. Advanced. ville's Encantadas and Moby Dick, we then read Virginia Woolf's To the Lighthouse, MAINE COAST HISTORY AND Peter Matthiessen's Far Tortuga, and Jorge ARCHITECTURE Amado's Home is the Sailor. Classes include JoAnne Carpenter/William Carpenter lectures and discussions of each work. Two This course begins by examining the past as short papers on topics of the student's own it is visible in the present Maine coast. We choosing are required. Intermediate. make field trips by car and sailboat to Baker's Island, Columbia Falls, Castine, and LITERATURE AND THE SUBTLE Ellsworth, using existing architecture as a PROPAGANDA visible record of Maine history. The second Susan Lerner part of the course is a chronological history The written word has enormous power to emphasizing the relationship between people shape our perceptions of the world. Embed- and the physical environments of ocean and ded deeply in every piece of writing are shore. With some attention to the context of numerous messages about the author's im- greater New England, we study the develop- pressions of the nature of reality and the ment of ships and navigation behind the ways in which we are expected to experience European discoveries, the details of early con- it. From our initial introduction to literature tact between white and native populations, through nursery rhymes and children's European wars in New England, and the stories, we participate in a process that tends flowering and transition of Maine coast at once to standardize us and to make us culture in the nineteenth century. Texts in- unique. In this course, we work to become clude Rowe's Maritime History of Maine and conscious of the subtle "standardizing Clark's bicentennial history of Maine. Con- elements" in given pieces of writing, which text is established with Morison's Maritime range from the naive to the sophisticated. We History of Massachusetts. The history is ac- become familiar with some literary theories companied and illustrated by an extensive of Sartre, Barthes, Sontag, Millett, and Bet- survey of Maine architecture, emphasizing tleheim. Then we explore the politics of nursery rhymes and well-known children's stories before moving on to the bulk of our 88 Human Studies early building design in relation to the north Working knowledge of grammar and usage, coastal life style and environment. Students excellent writing skills, ability to work are asked to do a term paper or project in closely with people, and recommendation of either history or architecture. Introductory. faculty in writing or education. Offered on a Lab fee. continuing basis to qualified students. ORDER AND DISORDER PERSONALITY AND INDIVIDUALITY (Instructor to be announced) Richard Borden This course is an introduction to thinking In this course students read a broad range of about ideas and nature, focusing on the prin- theories of personality (Adler, Fromm, Jung, ciples of order and disorder in aesthetics, Freud, Rychlak, Bandura, Lewin, Binswanger, government, philosophy, psychology, etc.) based on existential, behavioristic, literature, and art. Readings begin with gestalt, social-learning, humanistic, and reason and the irrational in Greek thought, psychodynamic orientations. Students com- with Plato and the Presocratics. Then we pare the various theories abstractly and with consider creation myths from several cultures regard to how well they "fit" their own and move on to order in art and aesthetics "personalities." We also examine the with Suzanne Langer's Form and Feeling, literature on personality research and review order in government with selections from measurement techniques that derive from Karl Marx and the great anarchists, the each theoretical approach. Intermediate. psychology of disorder with Ken Kesey's One Prerequisite: Some psychology background or Flew Over the Cuckoo's Nest, order in poetry consent of the instructor. with Wallace Stevens's Ideas of Order, linguistic and symbolic order with Ernst PERSONALITY AND SOCIAL Cassirer's Essay on Man, the natural order DEVELOPMENT with selections from Darwin, and order in (Winter 86) the history of ideas with A. O. Lovejoy's Richard Borden Great Chain of Being. Introductory. This course, part of the education sequence, provides a theoretical and practical look at PEER TUTORING IN WRITING the emotional, cognitive, social, and tutorial behavioral development of humans. It covers Anne Kozak the full life span of human development, This tutorial gives students the knowledge with special concentration on school-age and understanding of rhetorical theory and children. Topics of prenatal development and practice to work effectively with developing personality disorders are also presented. In writers, as well as providing them with a addition, the course focuses on several of the review of grammar and methods of more popular learning, social-learning, and evaluating writing. Students put this educational theories. During the first part of knowledge to practical use by working as the course, readings are selected from peer tutors in the Writing Clinic. They par- original sources and discussed (e.g., Erikson, ticipate in this course for one academic year Freud, Piaget, Reiget, Kohlberg). Later the and receive one credit. Evaluations are writ- discussions are directed toward specific social ten at the end of the third term. In addition and development issues (e.g., sex roles, the to Williams's Style: Ten Methods in Clarity family, education, personal growth, death and Grace and Irmscher's Teaching Ex- and dying). Participation in the discussions pository Writing, students will read and a final research paper are required. numerous articles from College Composition Introductory/Intermediate. No prerequisites. and Communication, College English, The Offered every other year. Writing Instructor, and Research in the Teaching of English. Advanced. Prerequisites: 89 Human Studies PHILOSOPHY OF THE PRINCIPLES OF ECONOMICS CONSTITUTION Stephen Andersen (Fall 85) This course considers how individuals make Donald Meiklejohn decisions that affect their income and Readings in Supreme Court decisions on civil wealth, and how firms make decisions that rights and other contemporary issues as well affect profits and production. We also study as essays by Locke, Rousseau, and J. S. Mill the relationship of individuals and organiza- are studied in this course. Students are asked tions to demand, supply, and the prices of to criticize the Court's decisions and to goods and natural resources. Fundamental undertake the formulation of their own concepts in economics are stressed and ap- philosophy of the Constitution. They are plied in projects on topics of the student's asked to write two short papers and one choice. Introductory. longer paper analyzing and criticizing the opi- nions of the Supreme Court and the philos- RITUAL, MYTH, AND TRAGEDY ophers, or of other authors and topics in William Carpenter political theory. Intermediate. Offered every This course traces the development of drama fall. from its origins in primitive mythology and ritual. Initial readings are in myth, including The POET'S VISION Joseph Campbell's Primitive Mythology and William Carpenter Nietzsche's Birth of Tragedy, while later In this course we consider poetry not only as readings are dramatic tragedies, including a literary form, but as an alternative way of Sophocles' Oedipus Cycle and three major perceiving and thinking about the world, as tragedies of Shakespeare: King Lear, Macbeth, the poet's imagination transforms it through and Othello. Intermediate. metaphor. Concentrating throughout on the difference between metaphoric thinking and "straight thinking," we start with a book of phenomenological literary theory, The Poetics of Space, then read intensively in the work of six poets: William Blake, Walt Whit- man, Emily Dickinson, W.B. Yeats, T.S. Eliot, and Robinson Jeffers. The work of one contemporary, Adrienne Rich, is included as time allows. In reading Yeats, we also study his personal occult world system, A Vision. In reading Eliot, we concentrate on Four Quartets. Though this is not a creative writing course, students may submit either poetry or criticism for the two required papers. Intermediate. 90 Human Studies RIVER DEVELOPMENT AND then used to compare the COA brand of CONSERVATION human ecology with a dozen or so other pro- (Spring 86) grams in the U.S. and Europe. Our final pur- Stephen Andersen pose is to look at new ideas coming from This course focuses on factors affecting ecophilosophy, ecological humanism, deep private profitability of river development and ecology, and systems theory for future public conservation goals. Case studies in- possibilities for human ecology. Evaluations clude hydroelectric dams, irrigation diver- are based on presentations and papers. Advanced. sions, recreation, and wildlands preservation. Field trips are made to corporate headquarters SMALL BUSINESS MANAGEMENT and to wild rivers. Intermediate. Prerequisite: Courses in economics or planning. (Spring 86) Stephen Andersen RUSSIAN LITERATURE This course integrates learning through William Carpenter analysis of business profitability estimation, Here is a chance to encounter some of the start-up skills, personnel relations, finance, classics in Russian literature, with an em- and management. Introductory. phasis on the deep-rooted relationship be- SMALL FARMING WORKSHOP tween the Russian people and the vastness of their physical environment. Scheduled for the Elmer Beal winter term, the course allows students This workshop provides practical experience plenty of time to curl up by the woodstove in planning for the cultivation of a hay crop, with Dostoevsky's The Brothers Karamazov, including soil tests, cost/benefit analysis, Tolstoy's Anna Karenina, Chekhov's Ward and purchasing of materials. Participants Six, Turgenev's Fathers and Children, and then engage in soil preparation and learn to poems by Anna Akhmatova, Osip Mandel- safely use small farm tools such as the trac- stam, and Vladimir Mayakovsky. Although tor, plow, harrow, land leveler, and spreader. this course has no direct political content, it Students also learn about programs of the soil certainly helps in a time of international ten- conservation service, aspects of the Maine sion to deepen our knowledge of the back- hay market, and the operation of hay-making ground of the Russian spirit as evinced in machinery. Participants are expected to at- some of the best fiction ever written. tend all sessions and to keep a detailed jour- Intermediate. nal, which they submit periodically for evaluation. Introductory. Offered every other SEMINAR IN HUMAN ECOLOGY spring. (Spring 86) STATISTICAL ANALYSIS Richard Borden This seminar, limited to twelve students, Stephen Andersen traces the historical development of human A nonmathematical study of statistical ecology. We begin by reviewing the seminal methods, this course emphasizes techniques works in human ecology, the contributions of collection and organization of data, from biology, and the development of human averages, variability, and associates. Topics ecology as an interdisciplinary concept. Along include statistical inference, tests of these lines we compare the various brands of hypotheses, estimation, and confidence inter- human ecology that have developed through vals. Evaluations are based on tests. sociology (the Chicago school), anthropology Intermediate. Some background in linear and cultural ecology, ecological psychology, algebra is helpful. and economics, as well as human ecological themes in the humanities, architecture, design, and planning. This background is 91 Human Studies TEACHING CONTROVERSIAL ISSUES: TOWARD A PHILOSOPHY OF NUCLEAR WEAPONS AND ECOLOGICAL EDUCATION NUCLEAR POWER (Spring 86) Peter Corcoran Peter Corcoran The political and ethical dimensions involved This seminar covers theories of education, in education pertaining to sensitive and dif- issues raised in a philosophical approach to ficult topics are considered. The nuclear education, and education's ends and means issues are used as case studies and con- in history. We study the twentieth century siderable background study is required. Each philosophies of John Dewey, Jiddu student develops and teaches a unit of study, Krishnamurti, Alfred North Whitehead, A. S. which may be designed for any audience. The Neill, Paul Goodman, and others. We explore course is open to all students, not just those new ideas: creative transformation in society, interested in school populations. whole-brain thinking, process ecology, quan- Intermediate. Prerequisite: Previous teaching tum physics, and holonomy. Readings on experience or permission of the instructor. these topics include selections from John Cobb, Susan Griffin, David Bohm, and Bob TECHNICAL WRITING Samples. Each student develops a personal (Winter 86) philosophy of education and designs a major Anne Kozak teaching project in which theory and practice This course teaches students to write clear are synthesized. Members share responsibility and precise memos, reports and longer for planning and methodology. It should be understood that students and instructor are papers. The approach is an interdisciplinary one; the students and instructor work closely working together toward something new. with the appropriate faculty to insure the ac- Introductory/Intermediate/Advanced Offered curacy of material. This course is useful to every other year. those students who have data they must TRADITIONAL MUSIC communicate effectively and concisely to specific audiences. Intermediate. Prerequisite: Elmer Beal An introductory writing course or permission This survey course looks at styles and of the instructor. Offered every other year. themes in some traditional North American music, including French, Anglo, and Black TECHNOLOGY AND SOCIETY music. The emphasis is on listening to and (Instructor to be announced) discussing recorded music. Introductory. This course explores several questions of per- VALUE sistent interest, e.g., "Has technology really been beneficial to American culture in the (Instructor to be announced) last fifty years?" and "Has technology come This course is an examination of the nature to have an imperative or autonomy of its and origin of human values. Readings and own, beyond our powers to regulate or con- lecture meetings follow a historical format, trol?" Using a wide variety of readings, as proceeding from a sociobiological examina- well as the "Connections" series by James tion of value-like phenomena in other Burke, we explore such issues in a animals and in "primitive" human groups, reading/discussion format. Intermediate. through a cross-cultural comparison of Prerequisite: Two terms at COA. religious and classical humanistic values in Mediterranean, Chinese, and Indian civiliza- tions. We then concentrate upon the Euro- pean tradition from the late Middle Ages through the present. Differing conceptions of value (e.g., religious, aesthetic, legal, 92 Human Studies economic) as they emerged historically are sorbed and revealed values of the time. discussed relative to the concrete values and Students are expected to participate in class events of their day. Introductory. discussion, and to write three five- to ten- page papers. Readings include Woolf, A Room VOLUNTARY SIMPLICITY of One's Own; Gilligan, In a Different Voice; (Winter 86) Lawrence, Women in Love; Pleck, The Myth Richard Borden of Masculinity; Lessing, The Marriage Be- This course explores the philosophical and tween Zones Three, Four, and Five; Updike, practical aspects of "the simple life." Rabbit Is Rich; and Walker, The Color Pur- Readings come from a variety of old and new ple. Introductory. Offered every other year. sources, (e.g., Thoreau, the Nearings, Schumacher). The main text is Duane Elgin's WOMEN OF COLOR IN LITERATURE Voluntary Simplicity: Toward a Way of Life (Spring 86) That Is Outwardly Simple, Inwardly Rich. Susan Lerner Several people who have tried this approach This course examines a selection of writings visit to discuss their experiences. Evaluation by Black, Native American, and Asian is based on class participation and a final women. We explore the literature through paper. Introductory. Offered every other feminist, class, race, and socioeconomic winter. analysis. Because much of their work has been discounted, emphasis is placed on WHOLESELF: LITERATURE OF discovering creative and valuable ways of ANDROGYNY considering the literature of women of color, Susan Lerner which includes analyzing the ways in which This is a reading, writing, and discussion their expression has been silenced histor- course in which we look at the principle of ically. It is through creative and other expres- androgyny and consider whether it is a model sion that women of color dispel myths and for behavior based on human ecology. We stereotypes and create realistic self-imagery. start with selections from Plato, Jung, and We explore myths and realities through fic- Horney, and from Readings Toward a tion, non-fiction, films, and music. Readings Psychology of Androgyny, edited by Kaplan include works by Zora Neale Hurston, Bev- and Bean. Later we read novels in which in- erly Hungry Wolf, Alice Cameron, Ann dividuals appear who may be characterized as Petry, Maxine Hong Kingston, and Ntzike androgynous and novels in which no such Shange. Two short papers and one major people are present. We attempt to understand research project (presentation, paper, or some how this principle influences the overall creative expression) are required. form and merit of a book. Authors whose Introductory. work we read include Woolf, Hemingway, Lawrence, Lessing, Piercy, and Gardner. Three papers are required. Introductory/ Intermediate. Offered every other year. WOMEN/MEN IN TRANSITION Susan Lerner In this class we explore the gender divisions that make up our world. We use literature, especially fiction, to see how art has ab- 93 Human Studies WOMEN'S HISTORY AND developed by description, definition, com- LITERATURE* parison and contrast, examples, and analysis. Susan Lerner Whenever possible, the assigned papers are This course combines literature and history based on assignments made by other pro- to delineate women's roles, attitudes, and fessors so that students gain practical ex- lifestyles in several periods. Emphasis is on perience in applying principles of effective integrating historical reality and literary writing to specific class assignments. Evalua- perceptions of women's identity. While early tions are based on weekly essays and con- periods are noted, the last 150 years receive ferences, class participation, and readings. attention in depth. Readings include Flexner, Introductory. Offered once each year by Anne Mary Wollstonecraft; Dash, A Life of One's Kozak and once by a visiting instructor. Own; and Ruddick and Daniels, Working it Out. There are films and a series of short WRITING SEMINAR II papers. Introductory. (Spring 86) Anne Kozak, alternating with WRITING SEMINAR I a visiting instructor (Fall 85, Winter 86) Writing Seminar II examines more sophisti- Anne Kozak, alternating with cated methods of exposition as well as a visiting instructor techniques for effective argument and persua- This course emphasizes formal writing based sion. Students write weekly themes and have on rhetorical principles of exposition, concen- weekly conferences with the instructor. trating on the process of writing: prewriting, Introductory/Intermediate Offered once each writing, and rewriting. Assigned readings year by Anne Kozak and once by a visiting illustrate how to use these principles and instructor. develop the students' analytical skills. In ad- dition, students write weekly essays, 94 STAFF Louis Rabineau, President Richard Borden, Provost Charles Hesse, Vice President for Development and Public Affairs Kathleen Wagner, Director of Public Affairs Terri Rappaport, Executive Secretary to the Vice President for Development and Public Affairs Bernice Sylvester, Secretary to the President's Office and Faculty Norene Kuznezov, Receptionist BUSINESS OFFICE Liane Peach, Business Manager Sylvia Clark, Assistant Business Manager Elaine Tetlow, Bookkeeper STUDENT AFFAIRS Lawrence Clendenin, Director of Admission Donna McFarland, Assistant to the Director of Admission Theodore Koffman, Director of Financial Aid, Housing, and Summer Programs Cathy Kimball, Assistant to Financial Aid, Housing, and Summer Programs Pamela Parvin, Director of Food Service; Advising Coordinator Sally Crock, Registrar; Director of Alumni Services Jill Barlow-Kelley, Internship and Career Services Officer BUILDINGS AND GROUNDS Millard Dority, Director of Buildings and Grounds Leslie Clark John Mitchell J. Clark Stivers LIBRARY Marcia Dworak, Librarian Marcia Dorr, Assistant to the Librarian Sandra Modeen, Library Clerk 95 TRUSTEES Mr. John O. Biderman, White Plains, NY Mr. Edward McC. Blair, Lake Bluff, IL Mr. Leslie C. Brewer, Bar Harbor, ME Mrs. Frederic E. Camp, East Blue Hill, ME Mr. John C. Dreier, Washington, D.C. Dr. Samuel A. Eliot, Cumberland Center, ME Mrs. Amos Eno, Princeton, NJ Mr. William G. Foulke, Philadelphia, PA Ms. Neva Goodwin, Cambridge, MA Vice Chair of the Board and of the Executive Committee Rev. James M. Gower, Bucksport, ME Dr. Thomas S. Hall, St. Louis, MO Chairman of the Board and of the Executive Committee Mr. John M. Kauffmann, Mount Desert, ME Vice Chair of the Board and of the Executive Committee Mrs. Elinor Newbold, Bryn Mawr, PA Dr. Louis Rabineau, President, Ex Officio Ms. Cathy Ramsdell, Watertown, MA Mrs. Robert Rothschild, New York, NY Dr. Elizabeth S. Russell, Mount Desert, ME Dr. Bodil Schmidt-Nielsen, Salisbury Cove, ME Dr. Peter H. Sellers, Philadelphia, PA Mr. Clyde E. Shorey, Washington, D.C. Dr. Leonard Silk, New York, NY Mr. Donald B. Straus, New York, NY Mrs. R. Amory Thorndike, Bar Harbor, ME Mr. Charles R. Tyson, Ambler, PA Dr. James H. Wakelin Jr., Washington, D.C. LIFE TRUSTEE Mr. Robert E. Blum, Lakeville, CT 96 Scholarships 56 Fellowships 56 FEES AND EXPENSES 1985-86 57 REFUND POLICY 59 EQUAL OPPORTUNITY POLICY 59 COURSE DESCRIPTIONS 60 HUMAN ECOLOGY CORE COURSE 60 ARTS AND DESIGN 60 ENVIRONMENTAL SCIENCE 68 HUMAN STUDIES 80 STAFF 95 TRUSTEES 96 Credits: Editor: Larry Clendenin Associate Editors: Kathy Wagner and Ted Koffman Assistant Editor: Elsa Haas Design: Spindler and Chase Photographs: Jonathan Gormley, Ken Woizard, Mike Meyerheim, Karan Sheldon, David Weiss, and COA graduates Artwork: COA students and graduates Printing: J. S. McCarthy Co., Inc. Thanks to staff, students, and friends of COA who helped with this catalog. College of the Atlantic Bar Harbor, Maine 04609 Telephone (207)288-5015