COLLEGE OF THE ATLANTIC CATALOG 19841985 "To be at COA-as a student or a member of the staff-is to be at a college that offers people the free- dom to be better than average." "College of the Atlantic is an in- stitution whose essence resides in its people and their ideas and efforts. Through its human ecology per- spective it promotes focused inter- disciplinary studies and indepen- dent work, a blending of theory and practice, scholarship and service, self-motivation and self-governance. As COA enters its second decade, it remains committed to retaining its small size and high quality. Just as COA's logo depicts interconnected- ness with its intertwined runic sym- bols for wave, trees and humans, so COA's educational philosophy equips its students to deal creatively and realistically with the social and natural environments in which they live and which they will help to shape." Jusith Judith President P. Swazey P. duzy A MESSAGE FROM RENE DUBOS In 1933 Chicago celebrated its hundredth anniversary with the World's Fair whose theme was how modern life depended upon scientific technology. I went to the Fair and I still own the guide book. That book is an extraordinary document because it states that all of the future depends upon scientific technology; a subtitle reads: "Science discovers, industry applies, man conforms. Human beings, societies, will all fall in step with the creations of modern technology." Now I believe that no one would dare write that today. Rather one would write that society must create a scientific technology that conforms to the fundamental needs of human beings and to ecological constraints. And I have a very strong feeling that this is human ecology. As we enter the eighties, the question is how can we use science and technology to create something that is com- patible 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 educating experts of means, that is peo- ple who do things. But we have failed fundamentally in developing experts of aims, that is people who think creatively. Training people so that they can think about human problems is extremely difficult. Nobody knows how to do it, and my suspicion is that it cannot be done unless we introduce into our educational system some kind of formula where students learn to deal with problem solving, for as soon as one deals with problem solving, or anything concerning human life, the solution is never only a technical one. Rather it is a solution that will demand that one have a sense of history, consider the socioeconomic forces and reflect the dreams of people. In other words problem solving has come to mean reintroducing into any kind of decision all those components that make people behave the way they do. To me this is what College of the Atlantic is about, and I have an absolute conviction that in our society we can no longer be satisfied with training technical experts. We have to be very much preoccupied with preparing people who can think about using science and technology toward some aims, and I hope College of the Atlantic continues along that road, begun only a decade ago. Rene Dubos (1901-1982), former College of the Atlantic trustee and professor emeritus at Rockefeller University, was a 1969 Pulitzer Prize winner. His works include So Human An Animal, Only One Earth and A God Within. 1 S X 25 INTRODUCTION College of the Atlantic (COA) is an accredited, four-year college awarding the Bachelor of Arts in Human Ecology. COA is small (140 students and grow- ing), independent, and located in Maine on a beautiful coastal campus within walking distance of Acadia National Park. The College's academic programs revolve around the study of the relationships between people and their natural and social environments. The COA curriculum is rooted in concrete problems, not only those of global and local environments but also those of individuals living in a changing and complex society. Courses and workshops approach these subjects in a number of ways, sometimes formally, sometimes informally and personally. At the same time, the COA community is a place where prob- lems are encountered and solved in ways that transcend the classroom ex- perience. COA is an experiment in the ecology of human relationships and in the meaning of community. Students participate in the governance of the College, interact with the island community, and live in an ecologically sound manner. Because COA is committed to opening communication among people in differing fields, there are no "departments" to form barriers between disciplines. Team taught courses achieve common points of understanding by placing historians, designers and scientists in the same classroom. In shaping the College's perspective, the sciences are humanized and the humanities are brought into a position of practical relevance for our time. An education in human ecology works toward a world view that combines the clarity of the sciences with the compassion of arts and literature. The natural resources of the earth are finite; human potential has not yet reached its limits. Our goal is to search for balanced alternatives based on a broader understanding of the earth and the human predicament. This is the creative challenge confronting the human ecologist: to redirect ourselves with understanding and imagination toward an improved quality of life without sacrificing individual integrity or our life-supporting environ- ment. Our guideline for rigorous, ecologically based, interdisciplinary education is best summarized by Leff (1978): "(It) should aim to increase not only environmental knowledge and awareness but also ecological systems thinking, ecological conscience and other aspects of life value systems, and the motivation and ability to take action in accord with all this. Pro- cedures for effectively accomplishing those aims should include: training for problem solving and using active inquiry methods; organizing the total curriculum in as inter- disciplinary a fashion as possible; incorporating values clarification as an integral con- sideration in teaching; encouraging student participation in decision making (that is, sharing power with students); making environmental issues and concerns pervasive throughout the educational curriculum (both horizontally across subject areas and ver- tically across levels); using cooperative goal structures for students; making use of the whole community and helping students to relate environmental studies to actual local environmental, political, and social issues; and involving students (and teachers) in ac- tion projects that include striving for life changes both in the school and in the broader community." ACADEMIC PROGRAM An education in Human Ecology brings together disciplines and perspectives which have traditionally been separate. Our academic program develops an understanding of the human condition in terms of social, biological, and physical interrelationships. We emphasize acquiring the skills to solve com- plex practical and philosophical problems with confidence and imagina- tion. The organization of the curriculum into three related resource areas of En- vironmental Science, Human Studies and Arts and Design is primarily an aid for students and the College in academic planning. Model programs are available as guides for students wishing to emphasize a particular cur- riculum area. These programs incorporate courses in all academic areas and do not represent strict disciplinary divisions. Most students, with the help of their faculty advisors, design individualized programs that include work in all three resource areas. COA offers many different forms of study. While courses provide the foun- dation of the curriculum, student-initiated workshops, independent studies, tutorials, internships and senior projects also provide important learning ex- periences. "The support, freedom, energy and program at COA are successful for students like me who must explore and clarify what they feel is important before they can make a commitment." Priscilla-COA graduate 9 DEGREE REQUIREMENTS A student should suppose that he Foundational Mathematics: Basic needs to learn everything he can, and he knowledge of algebra, elementary should suppose that he will need to know statistics at a level required for a sense of much more than he can learn." the nature and range of formal systems, Wendell Berry and for an intelligent awareness of the communications media (for example: Students must demonstrate successful reading a graph describing the change completion of the following: in deer population over a period of years; interpreting statistics quoted by a politi- Accumulation of 36 COA credits cian; understanding algebraic formulae Completion of the Human Ecology Core used in heat loss calculations); course Nonverbal Expression: Demonstration of substantial exploration in one nonverbal Two courses from each of the colleges mode of expression (mime performance; three resource areas (see page 21 for art or craft; music; dance; dramatics); complete details) Manual Competence: Skill sufficient to produce useful objects of significant com- Participation in a problem-focused group plexity (building a shelter and furniture; study, usually a workshop or seminar cultivating a garden; drafting; making clothes); A college building experience such as Systems Comprehension: Basic ability to service on a committee, advising or com- confront a complex situation or problem munity volunteering and respond to it as a systemic whole rather than as a collection of parts (a A Human Ecology Essay relating the stu- comprehensive approach to structuring dent's development as a human ecolo- the COA facilities; creating a harmonious gist and demonstrating competency in plan for COA land use; understanding the writing skills process of compiling an environmental impact statement of a proposed power A 3 credit internship of at least 1 term in a plant with consideration of economic, job related to the student's academic in- cultural, political, social, and environmen- terest or career goals tal factors); At least 6 terms of residency (including 1 term for an on or off campus internship) at the college A 3-credit senior project that is a major piece of independent work reflecting the student's primary field of concentration In addition to the specific degree re- quirements, the college believes the following competencies provide essen- tial guidelines for developing a mean- ingful human ecology education. 10 Physical Systems: Basic understanding of Values and Consciousness: Basic ability geo-physical elements of the ecosystem to perceive and characterize significant and their effects on the social structure of behavioral and motivational aspects of human and nonhuman societies (an un- humans and the ability to clarify and derstanding of how glaciers have shaped communicate one's values (the ability to Maine's landscape; an understanding of understand and advise an emotionally the formation of mineral deposits in an disturbed individual; an analysis of rela- area, and the effects of mining on that tionships through literature); area); Perceptual Acuity: Cultivation of a Living Systems: An understanding of rela- special sensitivity and effective methodol- tionships among living organisms and of ogy in at least one specialized mode of the dynamics of living systems (an observation (photography; tracking wild understanding of the effects of DDT on a animal); food chain; evaluating the bald eagle Health and Nutrition: A working knowl- population on MDI); edge of mental and physical health (nutri- Cultural Systems: Knowledge of the fun- tional needs, digestive processes, and the damental characteristics of social role of diet in preventive medicine; the ef- organizations of humans and other fect of preservatives and additives in animals and an elementary grasp of the food on the behavior of children); dynamics of social systems (a knowledge Oral Communication Skills: An ability to of changes that have affected the Ameri- express oneself effectively through the can family structure; the decision of a spoken word (teaching; public speaking). town council to zone land for the pur- poses of agriculture or housing develop- ment; study of the civil rights movement as a vehicle for social change through activism); "I like it when teachers evaluate you on your 'before and after' in terms of your development, not against others. I also like the noncompetitive atmosphere. If someone needs help, they can find it." Vicki Nichols 11 EVALUATION AND STANDARDS COA's grading policy gives the student self-evaluation is an important tool in two distinct advantages: it most accurate- measuring the knowledge gained in that ly reflects the student's individual perfor- course and is helpful to the student in mance and allows the student to take a future course planning. challenging course without being unduly Any student who wishes may receive a concerned about a grade-point average. letter grade as well as the written evalua- Rather than simply assigning a letter tion. This is an individual choice and is grade, the instructor writes a detailed decided at the beginning of each term assessment of the student's progress. The for each course. evaluation charts a student's perfor- A narrative evaluation, prepared by the mance throughout the course and in- faculty member involved, is recorded on dicates the measurable improvement the student's transcript for each unit of detected over the term. Some evaluations work attempted. The cover sheet of the highlight the student's particular contribu- transcript indicates the courses taken and tions to the class. The college believes the credit received for the work in the students should stretch their capabilities form of "credit or no credit" or a grade. and stresses that the real growth in Credit or no credit carries the following knowledge is not always quantifiable. A meaning: student may excel in math and science Credit: Completion of the requirements but have difficulty articulating the signifi- as stated in the course description. The cance of Freud on the development of quality of the work may range from an ex- consciousness. Because the student's cellent to minimal comprehension of the measure of achievement will be what he course material. or she actually gains from the course, not No Credit: Failure to complete the how he or she performs in relation to minimal requirements as stated in the other students, COA students take chal- course description or failure to demon- lenging courses which stretch their im- strate a minimal comprehension of the aginations. course material. The second part to the evaluation is Grades carry the following meaning: one written by the student in which he or A = excellent, outstanding, or superior she assesses the value of the course in insight extending beyond the normal re- relationship to his or her own intellectual quirements of the course; exceeding ex- development as a human ecologist. This pectations; completion of all required work. B = good work; conversant in all course topics; completion of all required work. C = satisfactory comprehension of the material in the course and completion of minimal requirements. D = completion of minimal require- ments and demonstration of minimal competence and academic credit is awarded. F = failure to complete minimal re- quirements or to demonstrate com- prehension of key course topics and is recorded as a "no credit." The College recommends that a student complete his/her undergraduate studies in no more than the equivalent of five full- time academic years for the four-year program leading to the B.A. degree. Students normally enroll in a minimum of 3 COA credits per term and 9 credits per academic year. ADVISING Because of the flexibility students have in designing individual programs of study, the relationship between a student and advisor is an important one. The college's small size fosters close working relation- 12 ships between students and their advisors. through the experience of wilderness Through academic counsel and personal travel. This five-day orientation serves as support, advisors guide students through an introduction to the college and to the curriculum in a manner most suitable some of Maine's wildlands. to their interests. The freedom of students These small-group orientation trips are to plan individual curriculums carries with planned and led by experienced stu- it the responsibility to develop coherent dents and faculty members. They are not courses of study. With the help of their tests of endurance. They present an op- academic advisors, students are en- portunity to camp and sharpen outdoor couraged to use the curriculum resource skills while allowing students to form areas and the interdisciplinary program judgments and friendships that will be the sequences to develop individual re- basis of the coming term. sponses to the college's philosophical Recent orientations included canoeing goal of providing an education with a the Allagash and the Grand Lake area, human ecological perspective. sailing in the Gulf of Maine, and back- Upon entering the college, students are packing in interior Maine. assigned a faculty or administrative staff advisor. At least three times each term, ACADEMIC ORIENTATION students meet with their advisors to plan Following outdoor orientation, all students and evaluate their programs of study. and faculty members gather at the col- After completing one academic year, a lege for a three-day academic orienta- student chooses an advising team com- tion. A symposium dealing with a human prised of one faculty member, one stu- ecological issue provides students, facul- dent, and optionally a third member of ty, and guest lecturers an opportunity to the COA community. The advising team is explore many perspectives of the given responsible for approving completion of topic. Recent symposiums have included the degree requirements including the Nuclear Power in Maine and World Food group study, internship and senior project. Supply and Population. One day is COA's faculty and peer advising system is scheduled as advising day for students effective, for it provides students with ad- and advisors to meet to review the cur- vice from a range of viewpoints. riculum, to discuss degree requirements and the campus resources, and to plan OUTDOOR ORIENTATION each student's academic program. Eve- Each fall outdoor orientation precedes nings are reserved for social activities the opening of school and provides the and one afternoon is spent exploring the opportunity for entering and returning cultural and natural resources of Mount students to get to know one another Desert Island. 13 ACADEMIC OPTIONS At College of the Atlantic, small informal Close-up Photography courses are the foundation of the cur- Composite Forms in Ceramics riculum. With a faculty/student ratio of 1:8, Wildlife Photography individualized attention and a seminar Intermediate Watercolor format are the classroom norm. We also Piano believe that a variety of learning options Playground Construction Project is as important as the variety of courses Preparation in House Building offered. Acknowledging that students Sculpture and Children learn in many different ways, we award Visual Study of Plant and Nature Forms equal academic credit for theoretical Writing Curriculum on Energy Resources and practical learning. Both are required components of the Human Ecology de- GROUP STUDY gree. Independent studies, tutorials, Group studies are student-initiated, one- residency, internships, practica and se- term projects which provide students with nior projects offer additional opportunities an opportunity to pursue a specific prob- for students to earn college credit and lem or issue and aid students in learning pursue areas of interest not available how to work cooperatively and effectively within the regular curriculum. in a team effort. With a faculty sponsor, a group of at least five students must design INDEPENDENT STUDY and take responsibility for executing the Independent studies provide an oppor- group study. They develop a clear de- funity for students to design their own scription of the educational goals of the academic program with the help and group, identify the tangible products ex- supervision of faculty sponsors. Indepen- pected, establish a timetable for achiev- dent studies are most appropriate for ad- ing objectives, and determine criteria for vanced or specially focused work not of- evaluation. Participation in at least one fered in the regular curriculum. The group study is a degree requirement. The studies listed below are a sampling of following are examples of group studies those conducted during the last year: conducted recently: Environmental Science Sign Language and Deaf Culture Advanced Organic Chemistry Understanding the special problems Brain Physiology faced by the hearing impaired was the Computer Programming goal of this study group. Students spent Readings in Biogeography the first half of the term learning 150 signs Seabirds and Marine Ecology in American Sign Language and the rest Wetland Ecology of the period researching and preparing Designing a Science Curriculum reports on topics such as deaf com- Assistant Teaching, Introduction to Physics munication, legislation for the hearing im- Computer Analysis and Statistics paired and deaf education. Landscape Analysis Acid Precipitation Workshop Scientific Psychology This workshop assessed the problems of Taxonomy of Lichens and Bryophytes and potential solutions to acid precipita- Winter Botany tion from scientific, educational, political, Human Studies economic, social and legal perspectives. Applied Economics Each student researched a different as- French pect of acid precipitation and synthe- Human Values and Cultural Ecology sized his/her research into a paper and Latin Il presentation. These individual projects Microcomputers and the Future were edited into a larger, multiperspec- Survey of Western Philosophy tive booklet on acid precipitation. The Wilderness Psychology workshop presented the library with a col- Classical Philosophy lection of periodicals and other literature, Group Process including a bibliography. Issues in Micro-economics Peace Studies Workshop Methods of Teaching Writing This workshop had two objectives: to Small Book Publishing research and plan a curriculum for COA Topics in 20th Century Political History in "Peace Studies and Global Ecology" Writing Short Fiction Arts & Design Architectural History Art and Egyptian Hieroglyphs Building Renovation Cello Study & Chamber Ensemble Playing 14 and to develop several related public Children by Earl Grollman, Common outreach activities. Each member re- Sense Suicide by Doris Portwood, As | lay searched a special subject area of Dying. by William Faulkner, Life After Life potential import to the curriculum: con- by Raymond Moody, and reprints from cepts of deterrence, disarmament pro- current periodicals. Each participant pro- posals, SALT, the European peace move- duced a term paper, which was evaluat- ment, international considerations of ed by the class. Each was responsible for human rights and relationships between the personal dimension of the course; violence toward people and violence each person kept a journal, discussed toward the environment. The public their reactions to issues raised, and was outreach efforts included public informa- expected to attend classes. The class tion activities and the purchase of discussions covered the excellent series of materials for a peace studies resource presentations by guest speakers and the center. readings. Perspectives on Death and Dying This student-designed, developed and directed course considered many con- temporary issues on death and dying. The class consisted of lectures, discussion groups, movies, readings, and a field trip. "In the Spring of 1983, I was conducting Many topics were covered including ter- a survey on the water quality of the ma- minal illness, suicide, children and death, jor watersheds in Acadia National Park. medical ethics, Hospice care, death in The field work was as demanding on my other cultures, legal aspects of death, time as the students. The only way I personal views of death, and life after life. could solve the problem was to set up Guest speakers included three medical advising appointments so the student doctors, a lawyer, a psychologist, an an- could go out canoeing on the lake with thropologist, a social worker, a philoso- me. While they sampled, they learned pher, and a hospice volunteer. Our read- about my research and had a chance ings included On Death and Dying by to discuss whatever was on their minds Elizabeth Kubler-Ross, A Hospice Hand- completely free from the interruptions of book by Michael Hamilton, House of God telephones or knocks on the door." by Samuel Shem, Explaining Death to Janet Andersen Avery spiral 10th performing w 15 HOUSE NO Advanced Diving Workshops large two-credit task during this program. Seven certified divers were involved in A student on residency must assume full Advanced Diving Workshop this spring. responsibility for planning, setting objec- Weekly group dives and related readings tives, clarifying goals, monitoring progress helped to improve the abilities of all the and evaluating the program. A residency participants in the workshops. Advance- committee composed of faculty, staff and ments in diving abilities were made by other residents provides support and doing night dives, repetitive dives, and helps evaluate each student's program. diving to deeper depths. A weekly speaker series allowed workshop par- PRACTICA ticipants to question and discuss many Practica are on-going, intensive study diving-related topics. The speakers were projects that provide students with an op- all professional divers from a variety of portunity to develop practical and ap- backgrounds including advanced diving plied skills. They are conducted under the instructors, commercial divers, underwater supervision of faculty, staff or community photographers, and marine biologists. members. Museum Preparation Practicum This practicum trains students in the skills and techniques of natural history exhibit preparation including taxidermy, habitat preparation, moulding and casting, graphic layout and scientific illustration. Student work is displayed in the college's summer Natural History Museum (see p. 92 ), used in the museum outreach pro- gram or catalogued in the COA scientific study collection. For a complete descrip- tion see page 42 under Course Descrip- tions. Outreach Education Practicum The outreach practicum combines natural history studies with environmental educa- tion. During the past two years, students in this program have developed several TUTORIALS unique traveling exhibits which combine Tutorials are faculty-initiated studies for information on anatomy, physiology and one to five students which cover special- natural history with experience in group ized material not available within the problem solving. Originally designed to regular curriculum. They differ from in- enrich secondary school science cur- dependent and group studies in that ricula, these exhibits appeal to all ages faculty members, not students, are and have visited senior citizen centers as responsible for design and implementa- well as elementary schools. Outreach ex- tion. Subjects best covered in this format hibits include Whales on Wheels-a 20-foot include languages such as Greek or Latin minke whale skeleton jigsaw puzzle, the and advanced courses such as Differen- Mobile Moose, Lives of Owls and the tial Equations and Topics in Psychology. Naugahyde Whale-a fabric whale that For a complete list of tutorials see unzips to reveal removable muscles, course descriptions. bones and organs. For a complete des- cription see page 42 under Course RESIDENCY Descriptions. Residency is an optional 3-credit term program that allows the advanced stu- dent to work independently with faculty sponsors in his or her field of study. It dif- fers from other term programs in that it is evaluated as a whole rather than as a collection of equal one-credit parts or courses. A student on residency, for exam- ple, might complete two small projects worth less than one credit each and one 16 INTERNSHIP Internships are work experiences which Ben worked as a research technician and allow students to apply their knowledge diver for a study of the effects of dumping and skills, develop new skills and clarify dredge materials in Long Island Sound, a career goals. As part of our special em- project under the direction of the Marine phasis on applied learning, the college Sciences Institute of the University of Con- awards 3 academic credits for the first in- necticut. ternship and includes its completion as a degree requirement. Subsequent intern- Matt spent the summer off Great Gull ships are not required and each is Island, a research station owned by the awarded one credit. Internships last any- American Museum of Natural History of where from ten weeks to one year. Sever- NYC and a nesting site for common and al graduates have returned to their intern- roseate terns. In addition to banding birds ship sponsors for postgraduate employ- and recording data, Matt trained interns ment. The Internship and Career Services and wrote a manual for new volunteers. Office maintains an active file of organizations and job contacts while in- Carol was a field assistant on a one year dividual and group counseling helps stu- study of mountain chickadee social be- dents find internships that are appropriate havior and ecology near Thoreau, New to their career interests and needs. Mexico. Her tasks included color banding The following examples demonstrate juveniles, collecting data on individual the variety of experiences available and flock interactions, and carrying out through the internship program. weekly transects for census purposes. Environmental Science Rose apprenticed in the experimental Sue spent two terms at The Jackson Labo- garden and greenhouses of the Coolidge ratory for Genetic Research studying the Center for the Advancement of Agricul- effects of aging in the bone tissue of ture in Boxford, MA. mice. Lisa and a team of workers from the Whale Research Group of the Memorial University of Newfoundland traveled throughout Newfoundland responding to requests from fishermen to assist with the release of marine mammals trapped in fishing gear. Matt worked with a group of researchers from the New England Aquarium studying the right whale and porpoise populations in the Gulf of Maine. Charmaine spent winter term as animal caretaker at the Marineland of the Pacific Oceanarium in Palos Verdes Estates, CA. She was particularly involved with the care of sea lion pups stranded as a result of heavy winter storms. Debby's work at The New York Botanical Garden included assisting in the inventory and record maintenance of display plants in the Conservatory, working with the Curator of Cacti and Succulents, and researching taxonomic and systematic botanical methodology. Jeff was a field research assistant for the Forest Entomology Department of the Uni- versity of Maine, Orono, and spent several months in spruce/fir forests of Maine study- ing the effectiveness of a spruce bud- worm control agent. 17 Human Studies Arts and Design Jane developed an environmental edu- John apprenticed with The Maine cation program for school groups for the Group, an architectural firm in Rockport, National Fish and Wildlife Division of the ME, and was responsible for drafting "as Aleutian Islands and served as a field is" and development drawings for several naturalist for the area. historic structures in the Rockport area. Beth worked as an editing and produc- Amy worked in both construction and de- tion assistant for Not Man Apart, a month- sign at Yestermorrow, a school for home ly journal published by Friends of the builders in Warren, VT. Earth in San Francisco. Scott was a carpenter for the Corner- Anna interned for the Congressional stones Energy Group in Brunswick, ME, Research Service of the Library of Con- where he worked on home additions and gress and was responsible for compiling the construction of single family houses information for a brief on wetland man- and assisted in teaching building tech- agement techniques and issues. niques to students of Cornerstones. Meg worked as a seasonal naturalist and Carla apprenticed with an advertising interpreter for Acadia National Park in Bar and public relations firm where she Harbor, ME., where she conducted public learned mechanical paste-up skills, pho- tours to various mountain and shore eco- tography techniques and other aspects of systems. graphic design work. Pam's internship consisted of research Ellen was involved in the mapping and and writing about the tropical rain forests planning of a recreational area along the of Latin America for RARE Inc., an interna- Union River as a cartography intern for tional environmental organization. She the Hancock County Regional Planning also helped with a Caribbean Training Commission in Ellsworth, ME. Program which involved training repre- sentatives from 13 Caribbean nations in Lauren prepared promotional materials environmental education and activism. and assisted with research projects for the Solar Planning Division of the Office of Loretta worked as a teacher's aide and Energy Resources in Augusta, ME. tutor at the American School for the Deaf in West Hartford, CT. Jack, a design construction assistant for Design Plus in Lewiston, ME, worked on Than developed his writing and communi- plans for a solar office building and for cation skills through a two part internship an urban renewal project for downtown as editorial assistant for Rain Magazine in Lewiston. Oregon, a monthly journal, and for the Maine Times, a weekly newspaper. Bob, a research assistant with the Depart- ment of Environmental Protection, coor- Eve worked as a research assistant for the dinated the promotion of the Maine Oil Village Parenting Center of Huntington Recycling Program. He also worked with County where she compiled an annotat- granulated-activated carbon filters that ed bibliography on childrearing issues were installed on contaminated wells to and was involved with training sessions for restore potable water. facilitators of discussion groups. David apprenticed at New Alchemy Insti- tute where he was involved in projects in- cluding the analysis of water use and conservation for residential bioshelter and the preparation of a site map of the In- stitute's property. SENIOR PROJECT The senior project is a three credit major Coastal Geology: Beach Changes at Sand piece of independent work which is the Beach, Acadia National Park culmination of a student's program at COA. The following is a list of recent proj- A Comparative Guide to the Dissection of ects. Odontocetes An Examination of Wilderness Therapy Dreams: A Way of Exploring Personal Reality A Plan for Small-Scale Farming in Maine Ecology of Wintering Sea Ducks An Overview of Wildlife Rehabilitation in New England Morphological Diversity in Cetacean Girdle Coastal Hawk Migration in Maine Teaching "Women's History and Selected Memoirs of Vietnam Era Sur- Literature" with Susan Lerner vivors Education: A Forum for our Knowledge of The Earth is Our Mother: A Study of the Nuclear Arms and Our Concerns for the Metaphor Future Images in Clay for Children Field Guide to Dragonflies Ecological Ethics Within the Book of Hosea Measuring the Successional Trends of Vegetation Following a Fire on Seal To Bee or Not to Bee (Beekeeping at COA) Island, Knox County, Maine Leadership in Group Skills and Personal Growth Study of Plant Use Heritage of Micmac In- dians in New Brunswick Energy Notebook: Chapters for a Basic The Soviet Threat: How Belief in Soviet Ex- Textbook on Energy pansionism Influences US Politics A Field Guide to Adak Island: A Guide to Spirals: Application of a Wave Equation the Most Common Birds, Land Mammals, Research on the Stimulation of Sea Mammals and Fish and Wilderness Oocytecumulus Cell Complexes by Found in Alaska Follicle-Stimulating Hormones in Mice at The Jackson Laboratory History of Proposals to Harness Tidal Power in Passamaquoddy Bay Reconstruction of the Turrets Formal Peren- nial Garden Changing Roles: A Study of Women in Maine Teaching Reading and Math to Sixth Graders A Study of Estuary Legislation Developing a Field-Oriented Science Cur- riculum for Fifth Graders Organizing a Community Energy Center The Relationship of the Aesthetic Order to the Moral Order In Whitehead's Philosophy Evaluating Solid Waste Disposal Options for Mount Desert Island 19 CURRICULUM The Human Ecology perspective seeks to explore interrelationships and inter- disciplinary approaches to solving problems. Such study ranges from the ex- amination of physical ecosystems to complex social structures. The problem- solving orientation necessitates the integration of practical and philosophi- cal knowledge, preparing the student to identify a problem, discover its origins, examine possible solutions and their implications and to make recommendations for the implementation of those solutions. College of the Atlantic offers opportunities for this kind of study. The cur- riculum is organized into three related resource areas-Environmental Science, Human Studies, and Arts and Design. Each student is expected to become familiar with the methodology and perspective of each of the three areas prior to graduation. One foundational course and one elective in each of the resource areas is required. The foundational courses are listed below. (Complete descriptions are available beginning on page 30). ENVIRONMENTAL SCIENCE - Introduction to Botany, Introduction to Zoology, Introduction to Chemistry, Physics, Ecology, Landforms and Vegetation, Ecology: Natural History, Marine Mammals, Physical Oceanography, Morphol- ogy and Diversity of Plants, Gardens and Greenhouses. (Common ingredient - all of the above have a laboratory or field component). HUMAN STUDIES - Contemporary Culture and Self, Environmental Economics, Environmental Psychology, Literature and Ecology, Global Ecology, Historical Legacies, Women's History and Literature, Education Seminar: The Teach- ing/Learning Process. ARTS AND DESIGN - All studio courses: 3D 1, Your House, Construction Pro- jects, Ceramics, Studio Art, Architectural Projects, Water Color, Cabinetmaking, Planning. The college encourages students to assess their own interests and strengths and to put together a series of courses, internships and senior proj- ects which prepare them for meaningful careers and for addressing human ecology in a singular and personalized manner. Because of repeated stu- dent interest, certain interdisciplinary themes have emerged-marine studies, environmental design, public policy, environmental writing, evolutionary studies and ecological education. In response to this, the college has developed interdisciplinary programs which reinforce and complement one another. "As a teacher at COA what especially impresses me is that students almost never cut classes. Compared to other places I have taught, this really stands out and reminds me that we are doing something special in higher education." Rich Borden 21 MARINE STUDIES. The Marine Studies pro- PUBLIC POLICY AND SOCIAL CHANGE. gram brings a human ecological focus to Through study combining social science, bear on COA's major physical resource: humanities, ecology, and communica- the Atlantic Ocean. By integrating a wide tions, students develop the analytical and diversity of courses in the arts, sciences, political skills needed to address contem- design, economics, anthropology, history porary environmental and social prob- and politics with on-the-water skills lems from a human ecological perspec- courses, Marine Studies provides a tive. This perspective fosters sensitivity to unique opportunity for COA students to individual, cultural and political values, study and appreciate our marine environ- an understanding of the interdepen- ment as well as to prepare for the many dence of ecological and social systems career opportunities in this field. Students and an appreciation of the appropriate who have focused in marine studies have use of technology. Problem-solving pursued graduate work or careers in workshops, policy study seminars, intern- coastal resource management, marine ships, and senior projects put classroom mammal research, and oceanographic theory into practical use. Students also studies. develop change-oriented skills so that they may improve the organizations in ENVIRONMENTAL DESIGN. The goal of most which they work and the communities in students pursuing a concentration in en- which they live. Graduates from this area vironmental design is to promote en- have gone on for advanced degrees in vironmental harmony, energy efficiency policy, law, and planning, while others and beauty in the built environment. This work with environmental organizations goal is achieved by developing aesthetic and government agencies. values and an understanding of ecologi- cal, economic and energy constraints. With graphic communication and col- laborative skills, students of environmental design are engaged in an investigation into the human-made environment at the interface between that environment and the natural environment. Designers are problem solvers who must work under limitations. Within bounds imposed by materials, aesthetics, or resources, the design student must develop solutions to problems. College of the Atlantic is not a professional design school, but instead promotes a multidisciplinary approach to design and construction as part of a EVOLUTIONARY STUDIES. The program in general education in human ecology. Evolutionary Studies at COA offers exten- The course offerings in environmental sive preparation in botanical, zoological design provide excellent training for a stu- and ecological aspects of the biology of dent planning advanced work at a pro- adaptation. Our courses concentrate on fessional graduate school of environmen- the biology of whole organisms-in- tal design, landscape architecture, ar- dividuals, populations, species and com- chitecture, planning or urban design. munities-and build on the intuitive in- Other students take courses in the area of terests of many of our students in natural environmental design with the goal of history. The program uses the biological working as designer/builders, technicians sciences to show how evolutionary biolo- and planners in areas such as contract- gy provides useful insights for the scientific ing, environmental management or law. understanding of human ecology and complements the perspective provided by the social sciences, philosophy and ethics. While due attention is given to the discussion of ideas and review of informa- tional details in the classroom, we en- courage field work to see animals and plants in their real world to the extent that is practical. Students interested in the dynamic processes of natural systems, who choose to follow the suggested se- 22 quence of courses, develop a thorough and methodology of educating others to understanding of the theory of natural become ecologically literate. What knowl- selection-a powerful tool in understand- edge, what competencies, what teaching ing human nature, the world we live in experience should one have to educate and the way we regard that world. learners to become more aware of and responsible toward their environment? A WRITERS IN THEIR ENVIRONMENT. Despite program may be individually designed to the predictions that the printed word provide for each student's answer. Re- would become obsolete, writing has re- sources include coursework, teaching in mained our primary means of com- the island schools and in COA's Natural munication and persuasion. Through the History Museum outreach program, in- program, Writers in Their Environment, dependent studies, internships and study students pursue a variety of writing at other institutions, including the Universi- courses: exposition, argument, and per- ty of Maine at Orono and the Chewonki suasion, creative writing, autobiography, Foundation in Wiscasset. Students whose environmental journalism, and technical studies focus in this area are interested in writing. But effective writers need more environmental education, natural history than the ability to craft a piece. They interpretation, museum teaching and need an understanding of their subject educating the adult public. The program matter. COA's interdisciplinary curriculum is not necessarily designed to train the helps prospective writers develop the classroom teacher although students do broad-based knowledge to perceive and pursue this through our cooperative ar- articulate ecological and environmental rangement with the University of Maine's relationships. By designing their own pro- College of Education. Students have op- grams, students acquire a working portunity for extensive work in local knowledge and the understanding that schools. allows them to communicate information clearly and concisely to both lay and pro- These, however, are not the only fessional audiences. Students have pur- themes. Some students choose not to sued graduate study in fields as diverse follow a program; rather they prefer to as theology and creative writing and be generalists in human ecology. One have followed careers in journalism, student's set of courses is seldom the public relations, free-lance writing and same as another's. As new themes like editing, teaching, and public administra- human consciousness, the arts and tion. music emerge, new programs develop. Frequently students assist faculty in this ECOLOGICAL EDUCATION. The program in process, for student input provides fresh Ecological Education enables students to insights and new ways of defining indivi- develop a perspective on the philosophy dual programs of study. ENVIRONMENTAL SCIENCE RESOURCE AREA The Environmental Science curriculum Advanced Animal Physics area brings together the biological and Chemical Principles the physical sciences in exploration of the Human Nature earth's systems by: 1. Using the scientific method for iden- Year 3 tification and investigation Public Policy: Philosophy of the 2. Tracing ecological and evolutionary Constitution patterns Calculus/Physics 1 3. Studying natural communities as eco- Personality & Social Development logical systems Independent Study: Underwater 4. Understanding the interactions of peo- Photography ple and natural systems. Fish Stock/Ecosystem Management The college's setting, bordering the Gulf Skin & Scuba Diving (Beginning & of Maine and Acadia National Park, pro- Advanced) vides rich outdoor laboratories for field Internship: Whale Research Technician research. In addition to laboratories, our facilities include two research vessels, Year 4 gardens, two greenhouses, and computer Internship: Marine Research Specialist systems. Internship: Chief Scientist Status for CETAP Students preparing for graduate school Calculus and Physics or work in plant and animal ecology, Independent Study: Calculus physiology, and most fields of the applied Senior Project: Report of the Gulf of Maine environmental sciences receive both a Whale Sighting Network for 1978-1981 broad-based knowledge of evolutionary and ecological principles and preprofes- Greg is now a research biologist con- sional training in their chosen areas of sidering graduate school at the University concentration. of New Hampshire. Students interested in health sciences or specialized areas of chemical and physi- Evolutionary Studies Focus: cal science supplement their studies at Peter College of the Atlantic with additional Year 1 course work elsewhere. Our cross-registra- Analytic Geometry & Calculus tion arrangement with the University of The Green World Maine at Orono and our academic rela- World Literature tions with The Jackson Laboratory and the Environmental Practicum Mount Desert Island Biological Laboratory Introduction to Botany enables students to strengthen their skills Introduction to Environmental Studies in areas not offered at COA. Comparative Philosophy: East-West The following are examples of Environ- Year 2 mental Science interdisciplinary programs Ecology designed by former COA students (some Literature & Ecology programs include transfer credits). Introduction to the Legal Process Independent Study: Winter Vegetational Marine Studies Focus: Analysis of Acadia National Park Greg Basic Beasts (Introductory Zoology) Year 1 Ornithology Nutrition Modern Dance Frontiers of Physical Theory Independent Study: Diversity & Isolation Morphology of Plants Marine Biology Independent Study: Chemistry Elements of Statistical Reasoning Animal Physics Year 3 Introduction to Environmental Studies Internship: Research Assistant at Moose- horn National Wildlife Refuge Year 2 Chemistry Writing Seminar Urban Forestry Alternate Energy Plant Taxonomy Computer Modeling in Natural Systems Animal Behavior Independent Study: Cetacean Field Plant Ecology Research Independent Study: Museum Nature of Relationships in Fiction 24 Year 4 Year 2 Landscape (Geomorphology & Vegeta- Introduction to Plant Biology tion) Oral History of Mount Desert Island Plant Physiology General Genetics Tai Chi Workshop Independent Study: Analysis of the Vege- Populations and Communities: The Distri- tation in the Hardwood Island Salt bution and Abundance of Plants and Marsh Animals Genetics Year 3 Independent Study: Human Values and Internship: Wildlife Research Assistant Cultural Ecology Oral History Workshop Senior Project: A Self-Guiding Nature Trail Statistical Reasoning for COA Natural History Museum Photography, Creative & Applied Comparative Animal Physiology Peter is now a Watson Fellow studying is- lands in the North Atlantic. Year 4 Independent Study: An Investigation of Natural History Focus: Composition in Nature Lisa Photography Year 1 Isolation Basic Biology Comparative Functional Anatomy of Ver- General Chemistry tebrates Introduction to Forest Resources Animal Behavior Algebra and Trigonometry Senior Project: Cataloging Humpback General Chemistry, CH 12B Whale Dorsal Fins College Composition Lisa is now an administrator at Laughing Basic Graphing and Cartography American Government Brook Education and Wildlife Sanctuary. Principles of Economics Introduction to Fiction Ecology Fundamentals of Public Speaking 25 HUMAN STUDIES RESOURCE AREA By synthesizing the humanities with the Year 4 social sciences, the Human Studies Making Measurements: The Citizen as resource area provides students with a Watchdog wide and diversified perspective on Special Topic-Urban Studies & Planning; human nature which helps to break down The Finite Earth: World Views for the artificial distinction inherent in a Sustainable Future specialized branches of knowledge. International Relations: War & Peace Through the team-taught human studies Nature of Scientific Knowledge core courses, students focus on aspects of Literature, Ideology & National Experience the contemporary human condition and in the U.S. are challenged to blend ecological con- Introduction to Atmospheric Science cerns with classical humanistic studies. Senior Project: Evaluation of Solid Waste Courses in philosophy, history, literature, Disposal Options for the Town of Bar art, and music relate the past to the pres- Harbor and Mt. Desert Island, Maine ent. With the humanist's consciousness of one's place in time, students examine Glen is presently pursuing a graduate issues in political science, economics, degree at the JFK School of Government, psychology and anthropology. This com- Harvard University. bination of knowledge and perspective equips the human ecologist to address in- Ecological Education Focus: dividual and cultural problems. Craig The following examples reflect Human Year 1 Studies interdisciplinary programs de- Aesthetics and Ecology signed by former COA students (some Ecology of Natural Systems programs include transfer credits). Institutional Involvement Workshop: Humans and the Great Whales Public Policy Focus: Human Effects on Natural Systems Glen Literature and Ecology Year 1 Creative Writing Problem-Solving Design Societal Science Year 2 Media Natural Science Technology Ornithology Expository Writing-Natural Sciences Biology Thoreau Seminar Environmental Systems-Climate & Vegeta- tion Contemporary American Environment in Literature Conservation Thought Ceramics Physics and Problems-Society Humans in Nature Natural Science/Technology Internship Year 2 Alternate Energy Introduction to the Legal Process Three-Dimensional Design Literature & Ecology Politics of Design Writing Seminar Economics of Solar Energy Historical Legacies Independent Study: Design & Coordina- tion of COA Library Remodeling Year 3 Internship: Legislative Assistant for Repre- sentative in the U.S. Congress American Public Policy Making: Congress/ Presidency/Foreign Relations Topics in 20th Century American History General Systems Independent Study: Synthesis 26 Year 3 Recreation Two-dimensional Design Natural Resources Orient Study Group Senior Project: Produce COA Catalog Landmark Cases in Environmental Law Independent Study: Fiction John is presently the assistant editor of Small Business Enterprises the Harvard Business School Bulletin. Maine Coast History and Architecture Human Studies Generalist: Year 4 Betsy Economics, Food and Fuel Year 1 Learning Environments Workshop Surviving in and Studying the Winter Envi- World Political Environment ronment Introductory Psychology Political Ecology Biological Agriculture Natural History Outline of the Landscape and Vegetation Solidago Workshop of Coastal Maine Traditional Music Senior Project: Physical Development, Program for Retarded Children in Year 2 Bar Harbor School System Drama Chemistry for Consumers Craig went on to receive an M.S. in The Study of Landscapes Science Education from Bridgewater State Independent Study: Blindness College and is presently teaching at the Ceramics Chewonki Foundation. Modern Dance Bread, Love and Dreams Environmental Journalism Focus: Plants & Humanity John Year 1 Year 3 Aesthetics and Ecology American Indian Study Law, Government and the Biosphere Visual Elements Ecology of Natural Systems Godspell Workshop Human Effects on Natural Systems Strength Training for Women Literature & Ecology Evolutionary Movement Independent Study: Writing Visual Elements Independent Study: Outdoor Orientation The Developing World Program Value Independent Study: "On Love" Literature and Ecology Year 4 Group Dynamics and Leadership Skills Year 2 Introduction to Gestalt Therapy Thoreau Seminar Gestalt Therapy Practicum The Nature and Social Foundations of the Perspectives in Humanistic Psychology Environmental Crisis Encounter Group Orient Study Group Internship: Counselor at a camp for visual- Landmark Cases in Environmental Law: An ly impaired Introduction to the Legal Process Senior Project: An Exploratory Experience Independent Study in Leadership and Group Dynamics Year 3 Betsy is presently employed in Boston Internship: Apprentice in Printing & Pub- and considering graduate school. lishing 3 Independent Studies: Writing Modern Poetry Publishing Procedures Year 4 History of Development of Black Urban Society Introduction to the Humanities Physical Science Problems of Philosophy Physical Education 27 ARTS AND DESIGN RESOURCE AREA Design, an area of purposeful intervention Environmental Design Focus: into the natural world, shapes our past, Andrew present, or future. At any given time, the Year 1 products of design-art, architecture, pot- Principles of Anthropology tery or furniture-are a reflection of that General Psychology period. Since the ultimate objective of de- Second Year Spanish sign is to create harmony, the artist-archi- General Chemistry tect must constantly ask: Do our surround- Introduction to Psychology Research ings feel good to us? Do they enhance or Method detract from the quality of our lives? Students at College of the Atlantic im- Year 2 merse themselves in actual design prob- Biology of Cancer Cell lems and have the opportunity to study Abnormal Psychology theories of aesthetics. Problems and proj- Physiological Psychology ects include museum display, carpentry General Astronomy & Lab and woodworking, energy systems, ar- Organic Chemistry chitectural and environmental design, Chaucer two-dimensional design, drawing, pottery and sculpture. At some point in our lives Year 3 we all attempt design activities; a Visual Elements familiarity with the processes and prob- Literature & Ecology lems of design is an important part of a Art History Survey: Renaissance to liberal arts education. The skills learned in Romantic arts and design at COA are not only tech- The Politics of Design nical; they are also philosophical, scientif- Three-Dimensional Design ic, and humanistic. For the college is a Visual Elements place where the student, in partnership Wood Works with the faculty, learns to be not simply a The Future professional artist or designer but a socially and environmentally responsive Year 4 force working toward a more beautiful Land Use & Real Estate Law world. Structural Design The following are examples of inter- Modern Architecture/Landscape disciplinary programs designed by former Architecture/Land Use Planning COA students in the area of Arts & Design Internship: Building Apprentice at (some programs include transfer credits). Arcosanti Senior Project: Supervisor of Tile Production at Arconsanti Ceramic Studio Andrew is a candidate for the M.A. in Architecture at M.I.T. 28 Environmental Design Focus: Sue Year 1 Natural Foods and Nutrition Gandhi and Gandhianism Physical Anthropology Fundamental of Design Introductory German Physical Geology Ancient Near East/Greece Fundamentals of Sculpture American Literature Year 2 General Psychology Greek Art II Intaglio Introduction to Oceanography Sculpture Earth: Past and Future Introduction to Environmental Studies Alternate Energy Sex Roles in Contemporary Society Quilting Workshop Ecological Strategies of Crop Husbandry Wood Year 3 Women in Transition Three-Dimensiona Design 1 Mathematics/Physics Ceramics Structural Design Three-Dimensiona Design 2 Holistic Health Bioshelter Workshop Internship: Architectural Firm Assistant Year 4 Bioshelter Workshop, Administrator Residency Pilot Group Advising Academic Steering Committee Design Project Chorus Senior Project: Design & Working Drawings for Solar Heated Student Housing Susan has worked for several architec- tural firms and is now a graduate student in architecture at the University of New Mexico. 29 COURSE DESCRIPTIONS Because of the College's small size, Chemistry for Consumers Introductory many of the following courses are of- D. Cass fered on an every other year or every This biannual survey course will introduce third year basis. students to the chemistry of foods (pro- duction, preparation and utilization), Human Ecology Core Course Required drugs, materials (fibers, plastics, ceramics, This is a direct approach to the concepts metals) and pollutants (air, water and tox- which underly the human ecological in- ic substances). This course will use little, if quiry. The method of the course is to any, math. This course will meet for three engage faculty members representing hours of lecture/discussion and three the sciences, humanities and arts in the hours of lab/field trip each week. This pursuit of a common ground. Our aim is course does not satisfy the lab ex- not to fix a definition of human ecology in perience requirement. Evaluations will be this class but to explore the directions and based on class participation and a term possibilities of our central theme. The paper. Lab fee. readings will reflect our desire to blend classical and contemporary source mate- Environmental Studies Introductory rials. Although the readings and teachers D. Cass/S. Mehrtens may change from term to term, the essen- Perhaps the most basic course at COA, tial feature of the course will remain the this freshman-level introduction to En- same-to establish the intellectual foun- vironmental Studies seeks to expose stu- dation of the human ecological perspec- dents to a diversity of fields and faculty tive. that deal with the scientific, philosophical, economic, psychological, historical, ENVIRONMENTAL SCIENCE religious, feminist, literary, artistic, aesthetic, legal, political and ethical Gardens and Greenhouses Introductory aspects of human involvement with our J. Andersen environment. There will be readings, This is a course in organic methods of hor- guest lectures, and discussions. The ticulture. Emphasis will be on basic hor- readings will include a basic text sup- ticultural and greenhouse management plemented by a few paperbacks. In addi- skills, including starting plants from seeds tion, there are several movies and many and cuttings, pest management, soil im- field trips. Lab fee. provements, basic cultural requirements, and how to plan and plant both or- Ecology: Introduction to Introductory namental and vegetable gardens in Natural Systems Maine. Where needed we will maintain W. Drury/S. Katona and improve college facilities and will This course will consider the relationships participate in community gardening proj- between organisms and environment. The ects. The only prerequisite is an avid in- overall theme is an investigation of how terest in growing plants. physical environmental parameters and the interactions between individuals Introduction to Chemistry I, II Introductory determine the distributions and abun- D. Cass dances of plant and animal species. In This two term course will be offered an- addition to text readings and assigned nually. The first term will explore the prop- articles, one afternoon of fieldwork per erties (mechanical, thermal, composi- week will be required. Students should tional, etc.) used to distinguish different have taken at least one previous course materials and to describe chemical trans- in college-level biology and must also formations. The second term will explore have the following basic math skills: how the modern atomic-molecular theory reading graphs, using algebra and accounts for and predicts the properties logarithms and using electronic examined in the first term. Algebra will be calculators. A previous course in used extensively. The course will meet for chemistry will be helpful. Permission of the 3 hours of lecture/discussion and 3 hours instructor is required. of lab each week. Evaluations will be based on class participation, quizzes, lab reports and a final paper. It will be possi- ble to get credit for the 1st term without taking the 2nd term. Lab fee. 30 Natural History Drawing Introductory/ Ecology: Landscape Introductory/ W. Drury Intermediate (Geomorphology and Intermediate This course is intended to help students Vegetation) develop their abilities to observe reliably W. Drury and to record accurately what they see, It This course will review several samples of will give students a chance to develop the interactions between physiographic coordination of eye and to improve their processes and vegetation. It does not of- small muscle control. It will emphasize the fer a complete review either of physiog- importance of knowing how objects are raphy or of plant ecology, but will cover constructed as well as the importance of the most useful concepts of both. The choice of topics and emphasis. This class course will begin with consideration of the is not concerned directly with esthetics, geological processes which can readily composition or art. Students will be ex- be seen in action along the seashore and pected to spend at least one afternoon a descriptions of vegetation and plant week on their own as well as to meet adaptations on sea beaches, sand dunes twice a week in class. Evaluations will be and salt marshes. Geological processes based on performance and development on larger scales will be next: the forms during the course. Lab fee. and functions of rivers and the vegetation of river floodplains. The processes active in frost-churned soils and glaciated land- forms of the northeast will be described together with their relations to the forests of the uplands. This course will be part of a plan including several courses in ecology, Fieldwork relevant to this course will be offered in Ecology: Natural History. There will be two classes per week and one discussion meeting per week. Read- ings will consist of selected articles from scientific and semi-popular journals. Evaluation will be based on sets of essay questions and the quality of participation in classes and field trips. Lab fee. Introduction to Botany Introductory C. Greene This course will emphasize plant structure and function, based on discussion, labo- ratory studies and field investigation of a broad array of organisms including: algae, fungi and the higher plants. Topics will include cellular metabolism, repro- duction, genetics and evolution, growth and development of the plant body and environmental interactions. Attendance at two lectures and one lab each week is re- quired; course evaluations will be based on exams and preparation of a lab note- book. This course is a prerequisite for numerous intermediate and advanced level courses in biology. Those wanting more than a ten-week introduction to botany may continue their studies with Morphology and Diversity of Plants. No prerequisites, but a chemistry course taken previously would be helpful. 31 Plants and Humanity: Introductory/ Economic Botany Intermediate C. Greene Plants touch almost every aspect of our existence. We will examine the properties of beneficial and harmful plants and assess the roles plants have had in shap- ing cultures and civilizations. Topics will in- clude: the evolution of cultivated plants, the development of agriculture and forestry, food plants, fiber plants, drug plants, and plants and plant products im- portant in industry. The course will include lectures, discussion, class reports and a field trip. A previous course in introductory botany would be helpful, but is not a prerequisite. Computer Programming Introductory H. Hyman This course will be offered in two sections: Section A will learn BASIC language pro- gramming with a tangible objective: de- Statistics and Introductory/ sign and construction of the Human Computer Methods Intermediate Ecology Game. This computer game is a H. Hyman simulation situation that enables the This course will be a hands-on approach players, working whether collaboratively to practical problems that can be or competitively, to study effects of evaluated by statistical methods, rather various strategies and options on a than a study of statistical theory. The closed environment. During the course of students will perform a number of physical the term, the students are expected to experiments and computer analyses of learn systems analysis, programming, de- the experiments, working with several bugging, human computer interfaces, standard statistical packages for the and development of a finished program computer. Subjects covered will be: product. Section B will learn to use a word measurement, descriptive statistics, processor and the F-zero programming sampling, statistical inference, and language which is under development at regression and correlation. Prerequisites: COA as a problem-oriented language for algebra and some biological or physical using computers as teaching machines, science. and attempts to construct teaching tools. Since this group emphasizes the use of Evolution Introductory computers rather than the technology, S. Katona there is entensive testing of programs with The evolution course will provide students computer-oriented learners. Each section with the opportunity to study in depth the will meet once a week, and there is one development of evolutionary theory from individual meeting each week with the in- its tentative beginnings through Darwin's structor. No prerequisites. England to the present. Biological evolu- tion by natural selection will be the major theme of the course, but we will also dis- cuss the effects of the evolutionary paradigm on other spheres of life in- cluding philosophy, ethics and social thought. We will also relate, compare and contrast examples of other types of evolu- "There is a strong sense of community tion (e.g., evolution of the universe, evolu- here that provides for an integrated stu- tion of the elements and cultural evolu- dent body. We all share the same re- tion) with the biological model. Finally, sources, classes, and housing, and we topics of special current interest will be all know each other. Every face is covered, including aspects of sociobiolo- familiar and everyone you meet greets gy, genetic engineering, human health, you with a smile." and selected critiques of evolutionary Rebecca May theory itself. 32 Introduction to Introductory Introduction to Introductory Oceanography Trigonometry and Algebra C. Ketchum C. Ketchum This course will introduce the physical, This course will be designed to help in- chemical and geological structures of the dividuals gain a better appreciation for world's oceans and discuss the processes the use, process, and mystery of mathe- that act to maintain these patterns. The matics. The concepts of numbers, trigo- course will explore topics in waves, tides, nometry, and algebra will be presented large-scale circulation patterns, sea floor along with the historical evolution of these spreading, physical properties of sea- concepts. Thus we will learn that while the water, and circulation in estuaries and results of mathematics must be logical, the coastal zone. All students will prepare the process of mathematics need not be. talks on papers relating to their own in- The course will cover the number system, terest and a final project. basic properties of right triangles, coor- dinates, plotting equations of straight lines Introduction to Introductory and curves, properties of functions, factor- Computers and Programming ing, solutions of equations, and, when C. Ketchum possible, logarithmic and exponential This course will introduce individuals to functions. The evolution of mathematical the operation of microcomputers, the thought is a fascinating example of BASIC programming language, concepts human creativity. There will be two lec- of structured programming in program tures and one problem discussion session development and some aspects of com- each week. mercially available software in data management and word processing. The Planet Earth Introductory course will use examples and problems C. Ketchum from the fields of mathematics, statistics, This course will discuss the main physical physics, economics, oceanography and aspects of our planet earth. Specific design to illustrate fundamental concepts topics include geological characteristics in program design. Individuals will also be of the continents and oceans, the con- encouraged to use examples from other cept of sea floor spreading and plate classes. The programming will be devel- tectonics, the earth's magnetism, physical oped and run on two IBM PCs and one properties of the atmosphere, basic con- IBM-XT. Participants will prepare in- cepts of atmospheric circulation, weather dividually and/or jointly developed pro- analysis, climate, physical properties of grams on a weekly basis and one major seawater, the general circulation of the term project. ocean, major boundary currents and coastal circulations. The readings will be Introduction to Physics Introductory drawn from paperback books and ar- C. Ketchum/D. Cass ticles in Scientific American. This annual course will qualitatively and quantitatively explore dynamics (how whatever goes up comes down, or Calculus I Introductory doesn't), wave motion (music and light) C. Ketchum and electricity (meters and motors). This Calculus, the mathematical study of course will also serve as a review of change, is the fundamental language of algebra skills. Students with serious doubts physics and the natural sciences, and is about their ability in algebra should talk rapidly becoming a basic tool in many of with the instructor before enrolling in the the social sciences. Within the course, we course. This course will meet for 3 hours of will discover the basic concepts and problem solving and 3 hours of lecture- techniques of this remarkable invention discussion each week. Evaluations will be while introducing a few of the concepts of based on a paper or portfolio of worked physics to deepen the appreciation of problems and class participation. the material. Specific topics will include rates of change, slopes, the derivative and its use in maximizing and minimizing functions, integration, and area under curves. Prerequisite: a working knowledge of algebra and trigonometry. 33 Physics I Introductory Statistical Reasoning Introductory C. Ketchum Staff This course will build on the concepts of This course will consider statistics as a calculus and physics introduced in Calcu- working tool that can be used to organize lus I, emphasizing the physical principles and understand observed data. The em- and using calculus to describe and phasis will be placed on collecting and discuss them. Topics will include velocity analyzing real data, rather than statistical and acceleration, Newton's laws of mo- theory, and there will be extensive exer- tion, forces, waves, kinetic and potential cises involving measurement and com- energy, simple harmonic motion, and putation. Prerequisite: algebra when possible, basic thermodynamics. Prerequisite: Calculus I or equivalent. Urban and Intermediate Community Forestry Environmental Studies Introductory J. Andersen S. Mehrtens/D. Cass The trees in our towns and cities provide Perhaps the most basic course at COA, shade, beauty, food, protection from the this freshman-level introduction to En- wind, oxygen to breathe, home and food vironmental Studies will seek to expose for wildlife, and even filter pollutants from students to a diversity of fields and faculty the air. We must care for our trees to max- that deal with the scientific, philosophical, imize these benefits and to minimize the economic, psychological, historical, amount of deadwood produced by our religious, feminist, literary, artistic, aesthet- urban forests. This course will train stu- ic, legal, political and ethical aspects of dents to manage urban forests and care human involvement with our environment. for trees and shrubs. We will study man- There will be readings, guest lectures, agement plans of various towns and cities and discussions. The readings will include in the U.S., learn what plants are ap- a basic text supplemented by a few propriate for the urban environment, paperbacks. In addition, there are learn to diagnose and treat tree prob- several movies and many field trips. Lab lems, and learn how to prune, transplant, fee. fertilize and care for trees and shrubs. Practical experience will be gained on Applied Algebra Introductory the COA campus. There are lectures and S. Rommel one lab per week. Evaluations are based This will be a course in practical algebra on participation in a group project. Pre- and trigonometry as applied to engineer- requisite: previous botany course. Lab ing and science with strong emphasis on fee. practical problem solving, derivation and the use of graphs and equations. Mathe- Design-Nature/ Intermediate matical examples will be taken from Nature-Design several disciplines including engineering, J. Andersen/S. Brecher chemistry, physics, biology and econom- In this "hands-on" course we will study ics. Calculator and computer skills will be plants, animals and human beings to see developed. Work commitment is ex- how their design modifications allow them pected to be 15 hours per week including to survive in their environments. We will ex- class time. Prerequisite: high school plore the differences between conscious algebra. (human) design and adaptive (natural) design. For example, we will compare Introductory Zoology Introductory mechanisms which deal with excessive S. Rommel temperatures, types of external (protec- Discussions in this course will begin with tive) coating, support and rigidity, etc. We the chemistry of life and end with the in- will also look at how humans have and teractions of individual organisms. Re- could learn from natural design responses quired work will include weekly atten- and how human construction affects dance in two lectures plus one lab, writ- plants and animals. This course will in- ten lab reports, a term paper and exams. clude field trips, studio and laboratory Labs emphasize living animals. Prerequi- work, reading, and class discussions. In sites: math through algebra, high school addition to conventional classroom and chemistry and physics. Lab fee. assigned work, student teams will make presentations and lead class discussions. 34 Performance in the above work and par- Ornithology Intermediate ticipation in the classes will form the basis W. Drury for evaluation for the course. Ornithology will introduce a cross section of biology: physiology, behavior, migra- Organic Chemistry Intermediate tion, ecology, population biology and sys- D. Cass tematics. The unifying themes are natural Through industrial and biochemical ex- selection and the contributions to general amples, this course will explore the links biology made by those who have studied between the structures and behaviors of birds. Due attention will be given to organic molecules. Work will include two recognizing local species and to discuss- lecture/discussions, one 3-hour lab and ing their biology in the field. Since much two problem sets each week. Student will of the field identification of birds depends spend about 8 hours a week outside of on recognizing songs and calls, the class. Texts: Organic Chemistry by Mor- course will provide opportunities to rison and Boyd, Organic Chemistry of Life develop your powers of auditory discrimi- by the editors of Scientific American. nation and memory. We will start having Prerequisite: an introductory chemistry two classes and a short field trip each course. Lab fee. week. Later in the term the number of field trips will be increased, in part at the Bio-organic Chemistry Intermediate expense of work in the classroom. Evalua- D. Cass tions will be based on sets of essay ques- Through a study of the biochemistry of tions, participation in the field trips and a metabolism, this biannual course will ex- test in the field at the end of the term. plore the links between the structures and Students will be expected to have their properties of organic chemicals. This own binoculars. Prerequisites: a previous course will prepare students for more ad- course in college-level zoology and the vanced work in organic chemistry (e.g., permission of the instructor. Lab fee. for medical school) or for courses in physiology and it should be valuable to Ecology: Natural History Intermediate those interested in nutrition, agriculture W. Drury/C. Greene and drug action. This course will meet for This course will emphasize field studies of three hours of lecture/discussion and the ecology of Mt. Desert Island, incor- three hours of lab each week. Evaluations porating labs and field trips formerly in- will be based on class participation, lab cluded in the Natural History and Ecology reports and exams. Prerequisite: one col- courses. Each exercise focuses on a cen- lege level chemistry course. Lab fee. tral ecological concept. Topics will in- clude intertidal biology and diversity, Analytical Chemistry Intermediate forest trees and site types, bedrock, D. Cass glacial and stream geology, soil biology, Through lab analysis of a local stream, insect diversity, pollination ecology, forest this biannual course will explore what can management, freshwater biology, preda- be known about the chemical composi- tion, herbivory and the migration of birds. tion of interesting systems. We will explore Laboratory studies assess the biological the theory and practice of traditional relevance of quantitative and statistical (titrimetric, electrochemical, etc.) and techniques to morphology and behavior. modern (spectroscopic, chromatograph- Discussions will include the development ic, etc.) methods of analysis. This course of natural history as a science, the growth will meet for 3 hours of lecture/discussion of geology, the role of natural selection in and at least 3 hours of lab each week. the evolution of diversity, the implications Evaluations will be based on class par- of people's understanding of natural his- ticipation, quizzes and a lab notebook. tory and their attitudes towards natural Prerequisite: one college-level chemistry resources. Students are expected to keep course. Lab fee. a field notebook or journal, undertake a project and answer question sets. Class meets for 2 lab sessions per week. Lab fee. 35 Ecology: Populations Intermediate/ keys. Field trips focus on the major and Communities Advanced vegetation types present on Mt. Desert W. Drury/C. Greene Island. Evaluations are based upon writ- This course will discuss the ecology of in- ten and oral exams and preparation of a dividuals, populations and species. It will collection of identified plants; students be concerned with the sets of adapta- are encouraged to begin assembling a tions by which the fitness of plants and plant collection during the summer. Pre- animals are tested against varying habi- requisite: a college-level course in in- tats. We will review the consequences of troductory botany or consent of the in- the environmental pressures favoring structor. variability on genetic and population structures. Although the focus of the Morphology and Intermediate course will be on individuals and species, Diversity of Plants attention will be given to coevolution, C. Greene ecosystem functioning and sucession in This course will survey the major groups of ecological ideas. It will be assumed that living and fossil plants and their evolu- students have had introductory and some tionary relationship, with emphasis on intermediate courses in botany and vascular plants. Discussions, lectures and zoology so that they are familiar with the laboratory investigation will elucidate the jargon of biology and the major groups structural organization and reproductive of organisms. A previous course in methods found in algae, fungi, bryo- ecology, such as the course on land- phytes, ferns, fern allies, gymnosperms scape will provide helpful preparation. and angiosperms. Modern classification The course will meet twice a week for systems will be reviewed and students will class and once a week for discussion. be introduced to methods of plant iden- Readings will be selected from a number tification. Ecological relationship of di- of original papers. Students will be asked verse groups will provide insights into their to answer two sets of questions which re- evolutionary success or failure. Prerequi- quire original and synthetic thought. site: an introductory college-level course in plant biology or consent of the instruc- Animal Behavior Intermediate/ tor. W. Drury/S. Katona Advanced This course will review how simple and Genetics Intermediate stereotyped actions may be built into C. Greene complex behavior and even into ap- This course will introduce students to the parently sophisticated group interactions. concepts of the gene, to the principles of Emphasis will be placed on contem- transmission and expression genetics, and porary understanding of Darwinian selec- to the role of genetics in other life sci- tion, sociobiology and behavioral ecolo- ences, agriculture, medicine and human gy, although the work of ethologists, affairs. The class will meet twice a week physiologists and psychologists will be for lectures, discussions and problem solv- reviewed. There will be two class ing. Prerequisite: a course in biology. meetings per week plus one afternoon, periodically, for fieldwork or films. Readings will consist of a text and selected articles from scientific journals and popular writings. Prerequisites in- clude; previous courses in college-level zoology such as ornithology or mam- malogy, and permission of the instructor. There will be a lab fee of $15 for ex- penses of photocopying and renting films. Plant Taxonomy Intermediate C. Greene This course will explore the evolution, classification, and systematic relationships of seed-bearing plants, stressing the com- parative morphology of plant families present in our region's flora. Emphasis will be placed on identification in the field and in the herbarium using technical 36 Ecology Intermediate S. Katona The overall theme of this course will be to investigate how physical environmental factors and the interactions between in- dividuals determine the distributions and abundance of plant and animal species. Students will read R.L. Smith, Ecology and Field Biology (3rd. ed., Harper and Row) in its entirety, as well as selected journal ar- ticles. One afternoon per week will be used to visit selected marine, freshwater or terrestrial habitats for observations or quantitative study. This course requires previous experience in college-level biol- ogy and also permission of the instructor. Students will be evaluated on quality of class and fieldwork participation; on answers to three sets of questions; and on a critical oral report on a selected mono- graph study of the biology of a species. Invertebrate Zoology Intermediate S. Katona This course will be a phylogenetic survey ticles. Class discussions will concentrate of the major groups of animals without on review and criticism of readings, backbones. These animals range in size development of central ideas and syn- from single cells to giant squids, and they thesis of the material. Students will be en- include the vast majority of animals on couraged to develop seminar topics for earth. Using text readings, assigned ar- presentation to the class. An independent ticles and one afternoon per week of research project or library research field/lab work, students will gain an paper will be required. The course will understanding of the classification, meet twice per week with one afternoon ecology, evolutionary relationships and for laboratory work or field trips. Evalua- economic significance of this remarkably tions will be based on the quality of proj- diverse collection of organisms. Prerequi- ects or term papers. Prerequisites: in- sites: introductory zoology and permission troductory zoology; previous experience of the instructor. in vertebrate biology, invertebrate zoology or botany. Lab fee. Marine Biology Intermediate S. Katona/W. Drury Biology of Fishes Intermediate This course will be organized around the S. Katona biology of species which are commercial- This course will survey the physiology, ly important in the Gulf of Maine. After in- functional anatomy, evolution, ecology troductory discussions on the structure of and behavior of fishes. Classes are based oceans, water masses and concepts of on text readings and assigned journal ar- ecosystem function and productivity, we ticles. Laboratory exercises stress iden- will focus on coastal waters of New tification and taxonomy, functional anat- England and the Maritimes. Emphasis will omy, aging by otolith and scale examina- be placed on the life histories of tion, and behavioral physiology. Field seaweeds, mollusks (mussels, clams, trips to visit several fish hatcheries and to scallops and squid), crustaceans observe spawning salmon in the wild are (lobsters, crabs and shrimps), baitfish (her- planned. Written work includes two short ring and sand launce), migratory fish exams, several formal lab reports and an (alewives, salmon and eels) and commer- optional library research paper. Prerequi- cial fish (cod, haddock, and flatfish). site: algebra, introductory zoology or Because of our research interests, marine equivalent. mammals and seabirds receive special attention. Readings for the course will consist largely of selected original ar- 37 Marine Mammals Introductory Physical Oceanography Intermediate/ S. Katona/S. Rommel C. Ketchum Advanced This course will be a practical introduction This course will develop an understanding to the biology of the whales, porpoises of the physical processes of the world's and seals that frequent the Maine coast, oceans using the concepts of calculus and to the environment that supports and physics as the starting point. Topics them. During fieldwork at sea, shore or include the temperature and salinity distri- island-based sighting stations, students bution in the ocean, large-scale circula- will observe finback, humpback, minke tion, equations of motion for rotating fluid, and right whales, harbor porpoises, har- geostrophic flow, planetary vorticity, bor seals and gray seals. Class time will boundary layers, wave motion and tides. be used to discuss fundamental aspects The course will partially describe the of the physiology, anatomy and ecology observed features of the oceans. The .of these animal and of the other marine balance will emphasize a few of the species upon which they depend. In ad- theoretical understandings that we have dition to lectures presented by staff for the physical processes that affect members and guests, course work will in- oceanic structure and circulation. Prereq- clude reading of texts and selected jour- uisite: calculus. nal articles and the presentation by each student of one oral report on a topic Vertebrate Articulation Intermediate related to marine mammal ecology. Pre- S. Rommel requisites: previous courses in ecology, This is a laboratory course in skeleton vertebrate biology or aspects of marine preparation and articulation. Each stu- biology. Lab fee. dent learns general technique on the rab- bit, then selects a skeleton from available Biology of Mammals Intermediate/ material to articulate. Drawings of the S. Katona Advanced finished skeleton and a short essay on the Mammalogy courses have traditionally anatomy and natural history of the animal concentrated on detailed examination of will be required. Prerequisite: Introductory skulls and skeleton, both to teach classifi- Zoology or permission of instructor. Class cation and to reveal evolutionary patterns limited to 6 students. Two 4 hour labs per within this class of animals. Some such week plus independent study. work will be included in this course, but when possible, we will work from an Plant Physiology Advanced ecological perspective and will concen- J. Andersen trate on the biology of the animal in its This course is an in-depth study of plant native habitat. The course will meet two functions emphasizing plant-environment mornings per week for lecture or seminar interactions. Students will design and con- sessions, plus one afternoon each week duct individual research projects on for lab work or dissections, films, fieldwork various members of the plant kingdom. or further discussions. Students will be Each student will study a different major responsible for preparing and presenting plant group. We will have weekly sessions one seminar session and one term paper where the students discuss a particular on selected topics of mammal ecology, topic from the point of view of their evolution, physiology or behavior. Prereq- organism's biology. Topics to be covered uisites: one or more of the following will include water relations, photosynthesis courses: Introductory Zoology, Ichthyology, and respiration, mineral nutrition, en- Ornithology. vironmental extremes, reproductive strate- gies and the roles of plant hormones. The course will include two weekly class ses- sions, one laboratory or field trip a week and independent research. Prerequisites: introductory botany and at least one year of college-level chemistry (including a basic understanding of organic com- pounds and reactions). "We're a place still establishing our traditions. It's fun to participate in keep- ing the old traditions going and helping new students start new traditions." Janet Andersen 38 Edible Landscaping/ Advanced Plant Systematics Advanced Permaculture C. Greene J. Andersen This course will examine diverse aspects Landscapes in the future must be more of the evolutionary process in flowering than functional and aesthetically pleas- plants, emphasizing patterns of reproduc- ing, they must be edible and energy con- tion as related to population structure, serving. In this course we will study the speciation and species survival. Topics principles of landscaping using traditional will include pollination biology, breeding (usually old) references and current systems, population genetics, dispersal material. We will cover the use of native ecology, species concepts and methods plants, designing for soil and energy con- of classification. The laboratory will stress servation, selecting species for food and experimental methods used in plant sys- fiber, and locating structures on the land. tematics. Students will present seminar The course will emphasize permaculture reports and undertake field or herbarium in New England by designing a land- projects. Prerequisite: Plant Taxonomy or scape for a small lot and a larger proper- Ecology: Populations and Communities. ty. Prerequisites are one course in botany and one course in design. Class meets Coastal Oceanography Advanced twice a week and there are several field C. Ketchum trips. This course will develop the basic prin- ciples of physical oceanography and ap- Biochemistry Advanced ply the results to the study of the circula- D. Cass tion of estuaries and coastal oceans. The This course, offered about every two course will be divided into three sections years, will examine the molecular basis of with the first section developing ways to metabolism. As such, it should be valu- describe the temperature, salinity, and able to those interested in nutrition, velocity fields along with the mathemati- agriculture and drug action. After first cal equations that determine the behav- developing the principles which govern ior of these properties. The second section the structures and functions of proteins, will apply these results to the structure of the class will survey the uses and transfor- and circulation in the open ocean, estu- mations of carbohydrates, lipids and aries, and the coastal zone. The final sec- nucleic acids, covering about 200 pages tion will be composed of participants' of J. Davies and B.S. Littlewood's Elemen- reports on individual or group research tary Biochemistry. Evaluations will be based on four problem sets, four lab reports and a final paper. The course will meet for 2½ hours of lecture/discussion and 3 hours of lab each week. Prerequi- site: one college-level chemistry course. Lab fee. 39 papers. The work for the course will in- clude attaining an understanding of sev- eral sections of two textbooks, reading and reporting on scientific research papers, and a major library research paper utilizing the current oceanography literature. There will be two lectures and one laboratory session each week. Pre- requisites: calculus and physics. Smithsonian Winter Course Advanced S. Rommel (3 Credits) Comparative Animal Advanced The objective of this intensive "hands-on" Physiology course in advanced skeletal analysis will S. Rommel be to bring mathematical and statistical Lectures will concentrate on a com- methods to bear on a characterization of parison of physiology of animals with em- the skeleton of one vertebrate group - phasis on bioenergetics. Labs will be the Cetacea. Through lectures pertaining noninvasive with emphasis on human ex- to the Smithsonian Museum's collection of ercise physiology and thermoregulation. extant and extinct vertebrates to the ex- Required work includes two lectures, one amination (statistical) and cataloguing lab and a one-hour conference each (photographic) of the Smithsonian ceta- week; several field trips to area physiol- cean skeleton collection, students will ogy labs plus one weekend trip; lab gain advanced instruction in skeletal reports each week plus one term paper morphology (shape), meristics (counts) to be presented orally at the term's end. and morphometrics (measurements). The Texts will include Physiology by Schmidt- time commitment will be at least 10 hours Nielson and Analysis of Vertebrate Struc- per day, five days per week. Prerequi- ture by Hildebrand. Expected time com- sites: permission of the instructor plus facili- mitment, including class and lab, is 15-20 ty in at least two of the following: statistics, hours per week. Prerequisites: college- computer analysis, photographic dark- level biology and permission of the in- room technique, scientific illustration, structor. Lab fee. marine mammals or mammalogy, skeletal anatomy, evolutionary biology, biome- TUTORIALS chanics, and museum techniques. The following tutorials have been ap- proved by Academic Affairs Committee Comparative Functional Advanced and will be set up for a given term by Anatomy of Vertebrates consulting the faculty member. S. Rommel The emphasis of this course will be on Chemical Pollution Intermediate/ evolution and functional anatomy. The D. Cass Advanced lab will examine various body parts and This tutorial will explore the sources, ef- measurements and analyze anatomical fects, and methods of controlling impor- and mechanical characteristics. Required tant types of air and water pollution. Each work will include two lectures, one lab, a student will be responsible for leading a one-hour conference each week and one (different) discussion of each of the topics term paper to be presented orally. Each below. For each meeting a student will student will design and conduct one stu- facilitate the discussion of the readings dent lab. There will be a weekend trip to and prepare a concise (2-3 page) sum- museums in Boston and New Haven. Texts mary of the discussion. At the end of the will include The Vertebrate Body by term, the summaries will be collected into Romer and Parsons and Analysis of a booklet to be revised and updated by Vertebrate Structure by Hildebrand. Ex- future students. Tentative topics include pected time commitment is 15-20 hours the following: What is pollution, assessing per week. Prerequisites: physiology and risk I, assessing risk II, air: properties, car- permission of instructor. Lab fee. bon dioxide, carbon monoxide, nitrogen oxides, aerosols, sulfur oxides, smog, ozone oxides, water: properties, nutrients, organic wastes, pesticides, chlorination products, groundwater. Prerequisite: 2 terms of chemistry. 40 Flora of Coastal Maine Intermediate/ (Calculus, 1 chapter/week X 10 weeks = C. Greene Advanced 10 chapters). Evaluations will be based This tutorial will embrace diverse aspects on a completed portfolio of problems of the region's flora. Students will work on and class participation. projects relating to the area's algae, bryophytes or vascular plants. Topics will Sociobiology and Advanced include floristic surveys, vegetation ecolo- Human Ecology gy, reproductive biology, herbarium tax- W. Drury onomy, museum curation, monitoring rare This tutorial will include reading to ex- or endangered plants and habitats, or amine the theory of Sociobiology: to other topics in plant systematics and review the arguments of the major pro- ecclogy. Participants will develop their ponents and critics of the theory; to own projects and prepare a written report speculate on the use of the ideas in summarizing their work. Best taken in sum- understanding human behavior and to mer, fall or spring. Prerequisite: Plant Tax- formulate some biologically based prin- onomy, Plant Systematics or consent of in- ciples of human ecology to complement structor. the socially and philosophically based ones. Participants will be responsible for Quantum Mechanics Advanced weekly sets of readings and discussions D. Cass with the instructor and/or other par- The goal of this tutorial will be to enable ticipants. students to better understand the litera- ture of contemporary medicine, analytical Calculus II Intermediate techniques and energy technology that is C. Ketchum based on quantum phenomena (laser This tutorial will introduce the participant therapy, spectroscopy, photovoltaics, to the applications of integration, the superconductivity, etc). Together we will calculus of the exponential, logarithmic, work through two texts (Gillespie's A Quan- and trigonometric functions, and various tum Mechanics Primer and Strauss' Quan- techniques of integration. The goal of the tum Mechanics: An Introduction) to study will be to cover most of the topics of develop fluency in the language used to a standard Calculus II course and at the describe the states of quantized systems same time develop within the participant and the transitions among such states. We the ability to gain mathematical skill and will use the classical examples first (par- understanding from textbooks and peer ticles in boxes, on springs, and spinning) discussion. The basic concepts will be in- and then move to reading more applied troduced by the instructor and the par- articles. Evaluations will be based on ticipants, independently and collectively, completed portfolios of problems and developing many of the further implica- class participation. Prerequisites: at least tions and applications of the basic con- one term of calculus and one term of cepts. The study will require three meet- physics. ings each week, two with the instructor, weekly problem sets, a portfolio of pol- Thermodynamics Advanced ished examples, and one take-home ex- D. Cass am. Prerequisite: Calculus I. Modern materials design is a blend of empirical experience and theoretical prediction. More and more the atomic structure of metals, ceramics and plastics is intentionally modified to produce de- sired changes in mechanical, optional, thermal or electrical properties. This tutorial will be aimed at giving students an understanding of how macroscopic properties reflect molecular structures. The first half of the term will be spent developing an understanding of useful thermodynamic properties on molecular properties. Depending upon the mathe- matical sophistication of the participants, the text is either Bent's The Second Law (algebra, 2 sections/class X 20 classes = 40 sections) or Callen's Thermodynamics 41 Calculus III Intermediate history concepts and information pertinent C. Ketchum to the outreach programs and on apply- This tutorial will introduce the participant ing a working knowledge of natural to the basic concepts of three-dimension- history through program development, al calculus. Specific topics will include curriculum development and teaching. parametric equations, vectors, functions This will be a student-coordinated course of several variables, partial derivatives, with occasional lectures from associated multiple integrals, line integrals, and vec- faculty. In addition to devoting one entire for calculus. The working style and work day per week for outreach travel as well load will be similar to the Calculus II as homework time, students will be ex- tutorial. Text: Calculus and Analytical pected to participate in this practicum for Geometry, by G. Thomas. Prerequisite: two succeeding terms; however, this re- Calculus II. quirement may be waived should a stu- dent have previous background in these Ordinary Differential Advanced areas. First term students will work on Equations natural history studies relating to existing C. Ketchum outreach programs and program This tutorial will introduce the participant development. Second term students will to the basic concepts of ordinary differen- work on curriculum development and tial equations. Specific topics will include teaching through outreach (on the road the nature of differential equations, first experience). Notes: each practicum will order equations, second order linear consist of both first- and second-term equations, oscillation theory and bound- students and the practicum is limited to ary value problems, power series solutions six students. Prerequisites: one college- and special functions, and either special level biology course or permission from functions of mathematical physics or faculty- supervisor. Lab fee. Laplace transforms. The applications will be similar to the description in the Museum Preparation Practicum Calculus II tutorial. Text: Differential Equa- S. Grierson/Student Coordinators tions with Historical Notes, by G.F. Sim- The purpose of the museum preparation mons. Prerequisites: Calculus II and In- practicum will be to train students in the troductory Physics or Physics. various skills and techniques of exhibit preparation, including taxidermy, habitat Introduction to Intermediate preparation, moulding and casting, Linear Algebra graphic layout, and scientific illustration. C. Ketchum Students will work with faculty associate This tutorial will introduce the participant Stan Grierson in the areas of taxidermy to the basic concepts of linear algebra and moulding/casting. COA faculty and and to the use of the computer in solving staff will be consulted for other areas of systems of linear equations. Specific museum preparation. Results of student topics will include basic systems of linear work will be displayed in the summer equations, vectors, matrices and matrix Natural History Museum, used in the muse- operations, reduction to diagonal form, um Outreach Program or catalogued into determinants, eigen values, bases and the COA scientific study collection. This coordinate transformations. The working practicum will be offered every term. style and work load will be similar to that Students may join at any term and may described in the Calculus Il tutorial and take this practicum for a maximum of include the development of computer three terms. First term students will be in- programs for the solution of several ex- troduced to taxidermy, study skin amples. Working language may be either preparation or be introduced to mould- BASIC or FORTRAN. Text: Computational ing/casting. Second term students will Linear Algebra with Models, by G. alternate study skin preparation or Williams. Prerequisite: working knowledge preparation of mounted specimen for ex- of algebra. hibition. Third term students (advanced) will exhibit preparation or habitat prepar- Outreach Education Practicum ation (i.e. artificial flora and fauna) or Student Coordinators specialized preparation. Expected time This practicum will be designed on a two- commitment will be 15 hours per week, term basis and combines natural history class limit 6. Prerequisites: at least one studies and environmental education. Stu- college-level biology course or permission dents will gain practical experience in the of faculty supervisor. teaching of science and natural history. Emphasis will be on learning natural 42 HUMAN STUDIES Legal and Economic Systems Introductory S. Andersen/M. Dworak This course teaches about the process of federal law making. The published record will be used to follow regulatory law from inception through the legislative process, administrative rule making, legal chal- lenge and enforcement. There is special emphasis on the use of the Federal Register System to trace this process. Economics will be investigated as a tool of fact finding and as a weapon of ad- vocacy for the competing factions. The major text will be How to Find the Law, by Cohen and Berring. This course is aimed at the student who intends to work for a special interest group, the government, or just wants to be an effective agent of change in their community. Principles of Economics Introductory S. Andersen This course considers the way in which in- dividuals make decisions which affect their income and wealth; how firms make decisions which affect profits and produc- tion. We will also study the relationship of individuals and organizations to demand, supply, and prices of goods and natural resources. Fundamental concepts in eco- nomics are stressed and applied in proj- ects on topics chosen by students. River Development Introductory Financial Planning Introductory and Conservation S. Andersen S. Andersen This course focuses on economic prin- This course will explore factors affecting ciples and techniques of managing private profitability of river development personal finances. Topics include the with public conservation goals. Case economics of marriage, insurance, debt, studies include hydroelectric dams, irriga- investment, and retirement. Evaluations tion diversions, recreation and wildlands are based on a final project. preservation. Field trips to corporate headquarters and to wild rivers will be Environmental Economics Introductory/ taken. Prerequisites: economics and/or S. Andersen Intermediate planning. This course will examine economic prin- ciples involved in efficient utilization and Small Business Management Introductory management of natural resources. Select- S. Andersen ed topics will include economics and This course will integrate learning through nature, property rights, conservation, analysis of business profitability estima- public and private resource manage- tion, start-up skills, personnel relations, ment institutions, benefit/cost analysis and finance and management. the role of scarce resources in a "no- growth" society. Agricultural Economics Introductory S. Andersen This is an introductory course covering farm management, profitmaking, produc- tivity and environmental impacts of small- scale agriculture. We will devote special attention to homesteading and local ef- forts to preserve farmlands. There will be films and speakers. 43 Contemporary Culture Introductory ing biographical and autobiographical and the Self accounts of several great and not-so- E. Beal, Jr. great philanthropists, lovers, and murder- This course introduces concepts in an- ers. At the same time, we will also take an thropology in the context of an auto- extrospective and introspective look at biographical writing course. Contem- these characters from the theories of porary culture and its influences on our psychology, sociology, and sociobiology. attitudes and values will be the focus. Class time will be spent discussing the Five short papers will attempt to identify materials. There will be a required final the context of our acquisition of ideas presentation or paper which will involve about ourselves and our places in the an analysis of some real or fictional world as well as to describe those ideas. character(s) of the student's choice. No A final paper will attempt to synthesize the prerequisite. student's ideas on the functional relation- ship of personal attitudes and values to Environmental Psychology Introductory contemporary society. Overlaying this R. Borden writing and our discussion of it is a series This course explores the historical roots of lectures and readings on the science and contemporary themes of environ- of anthropology. mental psychology. The major topics will include: environmental stress and human Traditional Music Introductory coping processes, crowding, personal E. Beal, Jr. space, architectural influences on feelings This course looks at styles and themes in and actions, wilderness psychology, the some traditional North American music, development of environmental attitudes including some French, Anglo and Black and the determinants of environmental music. This is a survey course emphasizing responsibility. We will also examine some listening to and discussion of recorded of the recent ideas derived from eco- music. philosophy, deep ecology and the new philosophy of natures as they apply to en- Cultural Ecology in the Introductory/ vironmental education, voluntary simplici- Maine Wood Intermediate ty and human ecologically informed ar- Products Industry chitecture, technology, and living. E. Beal, Jr. This course will present an integrated view Voluntary Simplicity Introductory of the environment, both cultural and R. Borden natural, in which Maine men and women This course will explore the philosophical working in the timber industry operate and practical aspect of "the simple life." and adapt. Topics covered include the Readings will come from a variety of old following: the physical environment as a and new sources, (e.g., Thoreau, the limiting factor, the resources (their nature Nearings, Schumacher, etc.). The main and abundance) and the cultural mech- text will be Duane Elgin's "Voluntary anisms which mediate the workers' ac- Simplicity: Toward a Way of Life That is cess to and use of the resources (technol- Outwardly Simple, Inwardly Rich." Several ogy, economy, social organization, belief people who have tried this approach will systems). The course will make use of visit to discuss their experiences. Course numerous field trips and visitors. Each stu- evaluation will be based upon class par- dent will be asked to keep detailed notes ticipation and a final paper. in a journal of all classes, field trips and interviews. (Note: this course parallels Personality and Introductory/ Cultural Ecology of Maine Fishing in Social Development Intermediate method and theoretical outline, but is not R. Borden redundant.) The objective is to know what This course will provide a theoretical and people in the industry think, why they think practical look at the emotional, cognitive, it, and where the industry is going. social and behavioral development of humans. It will cover the full life span of Aggression, Altruism, Introductory human development with some special and Love R. Borden This course combines Humanities and Social Science approaches to human emotions and their expression. Part of the time will be spent viewing films and read- 44 concentration on school-age children. and discussed as part of the content of Topics of prenatal development and per- the seminar. The question of the in- sonality disorders will also be presented. dividual's decision to teach will be an In addition, the course will focus on underlying theme to which consideration several of the more popular learning, will be given. social-learning and educational theories. During the first part of the course, Philosophy of Introductory readings will be selected from original Ecological Education sources and discussed (e.g., Erikson, P. Corcoran Freud, Piaget, Reiget, Kohlberg, etc.). An intensive introduction to the philosophy Later the discussions will become directed of education, this course will pay par- more toward specific social and develop- ticular attention to ecological and en- ment issues (e.g., sex roles, the family, vironmental concerns and the role of education, personal growth, death and education in shaping values. The first half dying, etc.). Participation in the discus- of the course will concentrate on classical sions and a final research paper will be and contemporary discussions of the rela- required. This course is part of the educa- tionship between education as individual tion sequence. No prerequisites. self-development and as preparation to meet the needs of society. The second Ritual, Myth Introductory/ half will concentrate upon applied eco- and Tragedy Intermediate logical education and concrete prac- W. Carpenter tices. Substantial reading, at least two This course will trace the development of papers, and a final project will be re- drama out of its origins in primitive mythol- quired. ogy and ritual. Initial readings will be in myth, including Joseph Campbell's Primi- Introductory Writing Introductory tive Mythology and Nietzsche's Birth of A. Kozak Tragedy while later readings will be In this introductory writing course, students dramatic tragedies including Sophocles' will write and analyze short descriptive Oedipus Cycle and three major tragedies and expository essays, study sentence of Shakespeare: King Lear, Macbeth and combining techniques, keep a journal Othello. and in some cases supplement class work by meeting regularly with a peer tutor to Education Seminar I: Introductory study grammar, punctuation and/or spell- Teaching/Learning Process ing. Students will learn techniques for pre- P. Corcoran writing and rewriting and apply these to The objective of the Education Seminar is their own work. Evaluations will be based the development of an awareness of con- on class participation, essays, weekly con- temporary thought and practice in the ferences and a final essay examination. field of education. A variety of topics will be covered in terms of historical develop- Writing Seminar I and II Introductory ment, key ideas in curriculum/instructional A. Kozak/R. Weiner strategies and recent research. The types Writing seminar I will concentrate on the of education studied include environmen- process of writing: prewriting, writing and tal education, marine education, arts rewriting. Students, for example, will learn education, and open education. Each techniques for developing topics by de- seminar member will be expected to scription, definition, example, and com- read widely on the topics, participate in parison and contrast. This course will be discussions and summarize/synthesize in followed by Writing Seminar II which will weekly written assignments. In-depth ex- examine more sophisticated methods of ploration of one of the topics will be re- exposition as well as techniques for effec- quired in order to assist in identifying key tive argument and persuasion. Students issues to be developed and to share re- will write weekly themes and have weekly sponsibility for leading the discussions conferences with the instructor. and activities. A major project must be completed in an area of interest related to one of the topics. A variety of methods of teaching will be utilized to meet a variety of learning styles and preferences; these methods and styles will be studied 45 Women of Color is to Culture as Woman is to Nature; Re-create the Dark Goddess: Barney, Evelina; Austen, Persuasion; A Literature Course Bronte, Jane Eyre; and selected writings of S. Lerner Virginia Woolf. This course will examine a selection of writings by Black, Native American and Literature of Androgyny: Introductory/ Asian women. We will explore the litera- Wholeself Intermediate ture through feminist, class, race and S. Lerner socioeconomic analysis. Because much This will be a reading, writing, and discus- of their work has been discounted, em- sion course in which we will look at the phasis will be placed on discovering principle of androgyny and consider creative and valuable ways of consider- whether it is a model for human ecologi- ing the literature of women of color, which cally based behavior. We will start by includes analyzing the ways in which their reading selections from Plato, Jung, expression has been silenced historically. Horney and from Readings Toward a It is through creative and other expression Psychology of Androgyny, Kaplin and that women of color dispel myths and Bean, eds. We will attempt to understand stereotypes and recreate realistic self- how this principle influences the overall imagery. We will explore myths and reali- form and merit of a book. Authors whose ties through fiction, nonfiction, films and work we will read include Woolf, Hem- music. Reading will include works by Zora ingway, Lawrence, Lessing, Piercy and Neale Hurston, Beverly Hungry Wolf, Alice Gardner. Three papers will be required. Cameron, Ann Petry, Maxine Hong Kings- ton and Ntzike Shange. There will be two Family Introductory/ short papers and one major research S. Lerner Intermediate project (presentation, paper or some cre- This will be primarily a literature course ative expression) required. and as such its objective is to work to- gether to improve the student's ability to Women's History Introductory read, to write, and to discuss ideas. Our and Literature topic focus will be Family, and our read- S. Lerner/S. Mehrtens ings, which will come from both classical This introductory level, team-taught course and contemporary sources, will be select- will combine literature and history to de- ed to give us an historical and a meta- lineate women's roles, attitudes and life- phorical perspective on family, helping us styles in several periods. Emphasis will be understand our own relationships more on integrating historical reality and literary clearly. Authors will include Lawrence, perceptions of women's identity. While Woolf, Chekhov, Updike, Beattie and early periods will be noted, the last 150 Olsen. Readings in anthropology and years will receive attention in depth. psychology are assigned, too. Two or Readings may include Flexner, Mary three papers are required. Wollstonecraft; Dash, A Life of One's Own; and Ruddick and Daniels, Working it Out. There will be films and a series of short papers. Women/Men in Transition Introductory S. Lerner In the first part of this course we will refer to myth, evolution, psychology and history as a means of understanding the origins of gender divisions in our world. In the second half we will concentrate on litera- ture, especially fiction, to see how art has absorbed and revealed values of the time. Students will be asked to write fre- quently, with opportunity to rewrite. We hope to be able to make a "collection" from the class work. Readings will include: Morgan The Descent of Women; Harding, Women's Mysteries; Kitzinger, Cultural History of Motherhood; Dinnerstein, The Mermaid and the Minotaur; Ortner, Man 46 Literature and the Introductory/ Berg's Reinhabiting a Separate Country, Subtle Propaganda Intermediate supplemented by short paperbacks and S. Lerner excerpted readings on oral and local his- The written word has enormous power to tory, geology, folklore. Each student will shape our perceptions of the world. Em- be required to do a project, e.g. take bedded deeply in every piece of writing photographs of local scenes that illustrate are numerous messages to us about the "living in place," conduct an oral history, author's impressions of the nature of reali- etc., and this, plus class discussion of the ty and the ways in which we are ex- reading will be the basis for evaluation. pected to experience it. From our initial The full collection of class projects will be- introduction to literature through nursery come the nucleus for a COA student-au- rhymes and children's stories, we par- thored book Reinhabiting Mount Desert ticipate in a process that ironically tends Island. Students should understand there to at once standardize us and make us will be considerable field work outside unique. In this course we will work to class. become conscious of the subtle "stan- dardizing elements" in given pieces of Sailing Introductory work, which will range from the naive to S. Mehrtens the sophisticated. We will become famil- Offered each fall, this course will in- iar with some literary theories of Sartre, troduce students to both the theory and Barthes, Sontag, Millett and Bettleheim. practices of sailing. As weather permits, Then we will explore the politics of nursery students will sail boats of various rigs and rhymes and well known children's stories sizes and will learn the basic tacks, tech- before moving on to the bulk of our work, niques and safety practices. In inclement reading fiction by moderns like Beckett, weather, class work will consider the theo- Hemingway, Hellman and Didion. Two or ry of sailing, aerodynamic principles (e.g., three papers will be required. the centers of gravity and lateral resis- tance, etc.) marlinespike seamanship and Renaissance Studies Introductory the rules of the road. One text and S. Mehrtens several paperbacks will be used as well This course will offer an intensive examina- as the Navigation Rules (Colregs '72) and tion of the history of one of Europe's most pamphlets on boating safety and mar- dynamic periods. Political, economic, so- linespike seamanship. Students who take cial, religious, cultural and technological this course must be prepared to invest aspects of the period will be treated, cul- considerable time on the water, since the minating with the "hands-on" experience only way to learn to sail is by actual of field trips and feasts. Readings will in- hands-on sailing. There will be several clude works by Burckhardt, Mattingly, tests, both written and practical. Prerequi- Braudel, Huizinga and Wallerstein. Evalua- sites: algebra/trigonometry. calculus is tion will be based on class participation strongly recommended. in discussion of the reading, a project or report and a short paper. Highly recom- Introduction to Education Introductory mended: a course in medieval history or S. Mehrtens Renaissance Art. This course will be designed, as its name implies, to introduce students to the field Reinhabitation: Introductory of education, both as a humanistic disci- Human Ecology as History pline and a potential career choice. S. Mehrtens Educational philosophies, theories of Using oral history, local history, an- human development and the history of thropology, geology, geography, genea- education will be surveyed, and the stu- logical records, mythology and folklore, dents will be introduced to the economic, this course introduces students to the social and personal implications of human ecological theme of "reinhabita- teaching as a career. Topics such as per- tion," the integrated study of the past of a sonal suitability for teaching, values particular bioregion (in our case, eastern clarification exercises, the role of educa- coastal Maine) with the purpose of equip- tion in human ecology and studies of the ping us to "live in place" in ecologically lives of different teachers will also be gentle ways. The basic text will be Peter handled. Evaluation will be based on class participation, reading discussion, several short papers and a project. There will be several field trips. 47 Seamanship Introductory S. Mehrtens This field course will be offered each spring providing students "hands-on" ex- perience in a variety of craft. Safe boating practices, seaworthy boat han- dling, the Rules of the Road, marlinespike seamanship, first aid, fire-fighting tech- niques and vessel maintenance pro- cedures will be stressed. Requirements in- clude a rigorous test on the Rules of the Road, the ability to tie five knots rapidly and proficiently, a written exam on vessel maintenance and fire-fighting as well as successful completion of a CPR course (or review course) offered locally on Mount Desert Island. Extensive weekly lab work Historical Legacies Introductory consisting of sailing, maintaining, dock- S. Mehrtens ing, mooring and maneuvering a variety What does the past - 5000 years of of craft in all types of weather will be re- western civilization - mean to us in late quired. Lab fee. twentieth century America? Our attitudes about many current issues, e.g. land use, Sailmaking Workshop Introductory personhood, ties, the wilderness, have S. Mehrtens roots in the past. This course will be a This workshop will be a problem-solving wide-ranging (2600 years) inquiry into our workshop: the problem we face is that we inheritance from the ancient, medieval want to run a sailing program and we and early modern periods (c. 800 B.C. to have neither the boats nor the money to 1800 A.D.). What we try to do is to see buy them. Solution? We build the boats. threads from the past woven into our im- This workshop will make the small dacron mediate present, concentrating on issues sails (sprit rig) that will power the 5-6 boats of concern at COA: land, environment, we will make in the spring. If time permits, human liberation, science, education. This students will also be introduced to course will be intended to serve as a aspects of marine technology, in prepar- basic background course for all further ation for the boatbuilding course the history courses. following term. Lab fee. Local History Introductory Introduction to Introductory S. Mehrtens Navigation This course will focus on the maritime S. Mehrtens history of Maine in a "hands-on" format. This course will introduce the student to Students will be required to spend a great basic navigation techniques - use of deal of time in the field. There will be field course plotters, parallel rules or triangles; trips (including trips with lobstermen, scal- laying off LOPs; figuring speed, time and lop draggers, and seamen; service on a distance problems; computing TVMDC coastal yawl and visits to local wooden conversions; plotting fixes, running fixes, boat-builders and museums) and labs to EPs and DRs; use of the tide and current expose students to 19th century sailing tables. Using the usual 1210TR chart, the practices and rigs. Field work will culmi- course will emphasize "hands-on" work. A nate in student interviews with natives diagnostic exercise in the first session will familiar with the old Maine maritime prac- determine student placement. Every stu- tices. Through books like Mary Ellen dent will work at his/her own pace and Chase's Goodly Heritage and Ronald begin at the level appropriate to his/her Bank's A History of Maine, and interviews own background. There will be mid-term with Maine women, we learn of the and final exams, as well as completion of women, children, and others who "kept a required "arm chair cruise." Individual- the home fires burning" or went to sea ized instruction will enable more ad- themselves, as captains' wives or lobster- vanced students to work beyond the women. Reading: around 500 pages. basics, into advanced piloting and Writing a personal log of voyages will be perhaps even celestial navigation. Lab required as well as the transcription of the fee: Prerequisite: algebra/trig. tape. 48 Forest Economics Intermediate Racism: An Examination of Intermediate S. Andersen its Nature, Roots and History Topics in this class will include principles E. Beal, Jr. of planning renewable natural resource This course will begin by making a gener- use to maximize net social benefit. Pri- al definition of racism as a pattern of mary reference to commercial forest human interaction. We will then look at lands, costs in relation to efficiency and selected racist chapters of world history, conservation goals, analysis of short-run including cannibalism, genocide and and long-run supply problems, private apartheid. We will then try to identify the enterprise impacts on environmental causes of racist behavior and the steps quality and analysis of selected case on a path away from this tragic aspect of studies. Texts: Raleigh Barlowe, Land human history. Resource Economics; Colin Clark, Mathematical Bioeconomics; William Cultural Ecology of the Intermediate Hyde, Timber Supply, Land Allocation, Maine Fishing Industry and Economic Efficiency. Prerequisites: E. Beal, Jr. one or more courses in economics, forest To present an overview of an industry ecology or botany. from the point of view of both managers and users, this course will look at the Macroeconomics Intermediate resource and its use, the values and S. Andersen cultural traditions surrounding access to Why are there economic fluctuations and and use of a commonly owned resource, unemployment? This course will discuss and the attitudes, values and practices of and evaluate some possible reasons for those who have been asked, as manag- these important trends. Evaluation uses ers, to hold the public's trust regarding theoretical, analytical, and logical ap- those resources. proaches. Student evaluations are based on tests of comprehension of material Small Farming Workshop Intermediate and on a final project. Prerequisite: Prin- E. Beal, Jr. ciples of Economics. This workshop will attempt to give prac- tical experience in planning for the culti- Energy Economics Intermediate vation of a hay crop, including soil tests, S. Andersen cost/benefit analysis and purchasing of This course focuses on the economics of materials. Participants will then have an energy policy, including concepts and opportunity to engage in soil preparation, calculations for optimal solar systems, including safety instruction and hands-on electric rate reforms, energy conservation, experience with small farm tools such as nuclear and conventional power plants a tractor, plow, harrow, land leveler and and various appropriate technologies. spreader. Participants will also learn Course requirements include two meet- about programs of the soil conservation ings weekly, one major project and two service, aspects of the Maine hay market in-class tests. Prerequisites: basic econom- and operation of hay making machinery. ics, physics or engineering. Participants will be expected to attend all sessions and keep a detailed journal Energy Policy Intermediate/ which they will submit periodically for S. Andersen/H. Hyman Advanced evaluation. This seminar course examines the present patterns of energy use from the world- wide, national, regional, local, and per- sonal viewpoints in order to develop ef- fective policies for the future. We will cover the history, economics, technology, and social developments of energy sources and uses. In addition to discus- sions, the course involves presentations by faculty, students, and visitors. Each stu- dent researches a topic for presentation and prepares a final critical paper. Pre- requisites: economics and energy studies. Personality and Intermediate novels: Lawrence's Women in Love and Individuality Dostoevsky's Crime and Punishment, con- R. Borden sidering fiction as a mode of expressing Students will read a broad range of the unconscious. Finally, we will look at theories of personality (e.g., Adler, Fromm, selected contemporary writers, particular- Jung, Freud, Rychiak, Bandura, Lewin, ly James Hillman's The Dream and the Un- Binswanger, etc.) based on existential, derworld, but also at selections from June behavioristic, gestalt, social-learning, Singer, Jacques Lacan, Joseph Campbell humanistic and psychodynamic orienta- and Norman O. Brown. The writing part of tions. The approach will be comparative; this course will be done in pairs, with the students will compare the various groups of two students cross-examining theories abstractly and with regard to each other's dream notebooks and self- how well they "fit" their own "personality." analysis. Prerequisite: a course in We shall also examine the literature on literature or psychology. personality research and review measure- ment techniques that derive from each Russian Literature Intermediate theoretical approach. Prerequisites: some W. Carpenter psychological background or consent of Here is a chance to encounter some of the instructor. the classics in Russian literature, with an emphasis on the deep-rooted relation be- Contemporary Psychology Intermediate/ tween the Russian people and the vast- R. Borden Advanced ness of their physical environment. Set for This course explores several emerging the winter term, you will have plenty of and reemerging themes in psychology. time to curl up by the woodstove with The principal topics and texts will be 1) Dostoevsky's The Brothers Karamazov, Dialogical and Dialectical Psychology, Tolstoy's Anna Karenia, Chekhov's Ward Riegel's Psychology Mon Amour-a Coun- Six, Turgenev's Fathers and Children and tertext and Rychlak's Discovering Free Will poems by Anna Akhmatova, Osip Man- and Individual Responsibility 2) Reichian delstam and Valdimir Mayakovsky. Al- and Neo-Reichian Psychology: Mann and though this course has no "direct" politi- Hoffman's The Man who Dreamed of To- cal content, it will certainly help in a time morrow; 3) Transpersonal Psychology: of international tension to deepen our Walsh and Vaughn's Beyond Ego: Trans- knowledge of the background of the Rus- personal Dimensions in Psychology. The sian spirit as evinced in some of the best class will be conducted in a seminar style fiction ever written. with discussions of the assigned readings and additional topics as time permits. Literature and the Sea Intermediate Evaluations are based upon class par- W. Carpenter ticipation and a final project/paper. Ever since Homer's Odyssey, the ocean Prerequisites: some background in psy- has served to represent the depth and chology. aspirations of human existence. In this course, part of the new Marine Studies Bread, Love and Dreams Intermediate program at COA, we will study major W. Carpenter works of literature that use the ocean This course is an introduction to the un- both as reality and as symbol. Beginning conscious. It will begin with the problem with Melville's Encantadas and Moby of knowing something which by definition Dick, we'll then read Virginia Woolf's To is unknown. It will then proceed to ex- the Lighthouse, Peter Mathiessen's Far Tor- amine two classic approaches to the un- tuga and Jorge Amado's Home is the conscious: dreams and love. Students will Sailor. Classes will include in-depth lec- be expected to keep a dream notebook tures, discussions of each work and two and to recognize their own unconscious short papers of your own choosing. life in light of the readings. Readings start with the unconscious in its classical for- Autobiography Intermediate mulation according to Freud and Jung. W. Carpenter We will read The Interpretation of Dreams This course will use autobiography as a and Two essays in Analytical Psychology. literary form to examine the lives of cer- We will then move to fiction and read two tain significant people and then to ex- amine our own lives, concentrating par- ticularly on understanding the effects of early home and community environments. In the first half of the term, students will 50 read five autobiographies chosen from a Literature and Ecology Intermediate list including Eldridge Cleaver, John Muir, W. Carpenter Loren Eiseley, Carl Jung, Geoffry Wolff, This course uses literature to develop a Jack London, John Lilly, Caitlin Thomas, definition and understanding of human Maude Gonne and Henry Adams. In the ecology. The focus will be on the in- second half students will write their own dividual in context, that is, the structure of autobiographies, working in small groups relationships that connect a man or and infrequent tutorial meetings with the woman with the surrounding world. We instructor. The product will be an autobio- will be concerned with the perception of graphical examination of our own our environment and the possibility of development. This course should con- alternative perceptions. We will begin sume 15 hours a week outside of class, with three accounts of intense personal more at the end when finishing the observation of the environment: Thoreau's autobiography. Prerequisite: a course in- Walden, Matheissen's The Snow Leopard volving literature and writing. and Loren Eisely's The Unexpected Uni- verse. The second section of the class will Lawrence and Woolf Intermediate involve perception of the environment W. Carpenter through myth. We will read Joseph Camp- A course in these two preeminent British bell's Primitive Mythology, Homer's novelists might permit a comparison be- Odyssey and Shamanic Voices. The final tween the masculine and feminine visions section of the class will consider the in fiction. Both writers used the novel to ex- evolution of the structures that relate us to plore beneath the surface of ordinary hu- the external world; readings: Wilson's On man consciousness, and both had to dis- Human Nature and Julian Jaynes' The cover new forms and styles to communi- Origins of Consciousness in the Break- cate the nature of new relationships. We down of the Bicameral Mind. The class will will read the best from each writer: The emphasize readings and discussions with Rainbow, Women in Love, Lady Chatter- a secondary emphasis on student writing. Iy's Lover and The Man Who Died; To the There is a short paper and a class on Lighthouse, Mrs. Dalloway and The writing every three weeks. Waves. The Poet's Vision Intermediate Freud/Jung Seminar Intermediate W. Carpenter W. Carpenter In this course we will consider poetry not Everyone mentions Freud and Jung but only as a literary form but as an alter- not many spend much time in serious native way of perceiving and thinking study of their work. This will be a case of about the world as the poet's imagination the disciple going beyond the master transforms it through metaphor. Concen- and a classic example of the father-son trating throughout on the difference be- relationship among professionals. It is also tween metaphoric thinking and straight a fine contrast between the nineteenth- thinking, we will start with a book on century material/sexual view of human phenomenological literary theory, The nature and the emergent twentieth- Poetics of Space, then read intensively century transcendent/religious view. We the work of six poets: William Blake, Walt will read The Interpretation of Dreams, Whitman, Emily Dickinson, W.B. Yeats, T.S. pause to interpret a few of our own, then Eliot, and Robinson Jeffers. The work of move on to the General Introduction of one contemporary, Adrienne Rich, is in- Psychoanalysis and Beyond the Pleasure cluded as time allows. In reading Yeats, Principle. For Jung we will read the selec- we will also study his personal occult tions in the Viking Portable Jung along world system, A Vision. In reading Eliot, we with Memories, Dreams, Reflections (auto- will concentrate on the Four Quartets. biographical). We will also look at Lillian Though this is not a creative writing Frey-Rohn's text, From Freud to Jung. course, students will be able to submit Paper and final exam are required. either poetry or criticism for the two re- quired papers. Education Seminar II Intermediate P. Corcoran The seminar will continue to survey a broad landscape of types of education, such as science education, energy edu- 51 cation, special education, sex education Arts and Humanities Intermediate and state studies. The objectives of the Education seminar will be to develop an awareness P. Corcoran of contemporary thought and practice in This course will explore the significance, the field of education and to develop promise and practice of the arts in Ameri- skills and understanding vital to the can education. It will be an opportunity to teaching process. An underlying theme pursue one area of teaching/learning will be consideration of an individual's about the arts and humanities in depth. decision to teach. It will be the respon- Possibilities include story telling, visual arts sibility of each seminar member to at- appreciation, children's literature, move- tempt to interrelate the topics into a ment and dance education, and many whole. These topics will be introduced others. There will be a seminar to explore through advanced reading, developed the overarching topics. and discussed in terms of key ideas and recent research, and considered further Teaching Controversial Intermediate in weekly papers. In addition, each mem- Issues: ber will be expected to pursue one of the Nuclear Weapons and Nuclear Power subjects in greater detail in order to assist P. Corcoran in identifying issues to be discussed and This will be an intensive exploration of in planning the class discussion and activ- education about a sensitive and difficult ities. A project reflecting in-depth explora- topic. It is designed for any student in- tion of an educational topic is required. terested in education on this issue for any audience-not just school populations. Marine and Intermediate Environmental Education Environmental Journalism Intermediate P. Corcoran G. Hansen How do we make known the world of The purpose of this course will be to learn water? What is marine education? What to write and market articles on environ- makes education environmental? Is mental subjects. To enter the course, a education an environment? Are you an student must already have established his environment? Who are you? This in-depth or her writing competency. Students will study of the philosophy and methodology work on developing a clear, to-the-point of marine and environmental education prose style that communicates effectively will consider these and other questions to a nontechnical audience. They will also related to one's personal involvement in identify specific environmental subjects the theory and practice of the field. and their appropriate audiences. They The roots of environmental education in will then identify markets for these subjects nature study and science education and and develop methods to sell their articles its more recent historical development will to these markets. be explored. Contemporary program- ming and research will be surveyed Advanced Composition Intermediate through journals and curriculum materials. A. Kozak The evaluation of environmental-educa- This intermediate level course will teach tion experiences and the state of en- students to write clear, precise, and un- vironmental education worldwide will be ambiguous memos, reports, and longer appraised. papers. The approach will be an interdis- The values and attitudes dimension of ciplinary one; students and instructor work environmental education, its concepts, closely with the appropriate faculty to in- goals, and objectives as well as personal sure the accuracy of material. This course aspirations in the teaching and learning will be useful to those students who have of environmental education will be in- data they must communicate effectively cluded. Extensive writing, the develop- and concisely to specific audiences. Pre- ment of curriculum materials, teaching of requisites: an introductory writing course those in the class and others, and contact or permission of the instructor. with professionals in the field are ex- pected. Prerequisite: previous teaching experience and/or course work in en- vironmental education or permission of the instructor. 52 Technical Writing Intermediate historian, using a few paperbacks, ex- A. Kozak cerpted selections and some original This intermediate-level course will teach manuscripts and microfilms. Each student students to write clear, precise and unam- should come to the course prepared to biguous memos, reports and longer pa- do history, i.e. to study his/her family past, pers. The approach will be an interdisci- or a thorny historiographical problem, or plinary one; the students and I will work the local history of some town, etc. While closely with the appropriate faculty to in- there are no specific prerequisites, a prior sure the accuracy of material. This course course in history, or personal interest, is will be useful to those students who have recommended. The bases for evaluation data they must communicate effectively will be class discussion of the readings and concisely to specific audiences. Pre- and the project. Students should under- requisites: an introductory writing course stand there will be considerable field or permission of the instructor. work outside class. The Nature of Intermediate The Middle East: Intermediate Relationships in Fiction Historic Battleground S. Lerner S. Mehrtens In this course we will read seven novels in This course will set in perspective the cur- which couples figure predominantly. We rent tragedies in Middle East countries by will consider the connection between the picking up the threads of our modern ex- form fiction takes and changes in cultural perience in late Antiquity and surveying patterns. We will examine archetypes, an- the various phases of the region's his- drogyny and sex roles. Including the per- tory-the Diaspora, the rise of Islam, the spectives of biology, psychology and an- Crusades, the Turkish conquests, the col- thropology; we will analyze how people onial period, the World Wars, the found- interact to create tension, resolve it and ing of Israel and emergence of Arab oil give meaning to their lives. D.H. Law- as a key element in the world's diploma- rence, Virginia Woolf, Doris Lessing and cy and economy. The activities of the last Vladimir Nabokov are several authors 35 years will receive particular attention. whose books we will read. Students will Reading/discussion, class reports and a write frequently. written piece will be required. Contemporary Literature Intermediate S. Lerner This is an intermediate level reading and discussion course which will focus on the work of such contemporary authors as Marge Piercy, John Fowles, Margaret At- wood, John Gardner, Ursula LeGuin, and John Updike. The purpose of the course will be joint consideration of new or re- cent works by authors whose fiction-and criticism, where appropriate-is par- ticularly concerned with problems of the human condition, intimate relationships and the quest for identity. At least one previous college-level literature course is strongly recommended. Doing History Intermediate S. Mehrtens How does history get recorded? How is it written? How can I trace my family's his- tory? The history of my town? Do some oral history of my locale? All these questions, and more, will be the basis of this hands- on course in historiography, the doing of history. We'll meet the exciting historian as detective, the scholarly manuscript pale- ographer, the efficient archivist, the pride- ful local antiquary, and the professional History of the Intermediate tions of 'person'?" these are among the American Conservation questions we will deal with, as these are Movement embedded in our society's and culture's S. Mehrtens notions of the relationships between per- This course will trace the evolution of at- sons in our legal and political system, in titudes about conservation including both our attitudes toward and dealings with the first Americans, i.e. the Indians, as well various classes of persons, and in our phil- as the efforts of Thoreau, Muir, Leopold, osophical and religious tradition. Course Brower, and others to combat the "reform readings will reflect the wide diversity of environmentalist school (e.g. Gifford fields included in our survey, from literary Pinchot). Readings will be drawn from the (e.g. Frankenstein) and political (e.g. exciting new studies of the "reformist" and Locke) to legal (e.g. Supreme Court "deep ecology" traditions now being cases) and biomedical (e.g. Hastings done by a variety of scholars. This will be Center reports). Two papers (one brief ex- a vital course for anyone seeking to pository essay and one longer research grasp the contact of our current ecologi- paper) will be assigned, which, along cal movement. Reading/discussion; two with class participation in discussion of short papers. the reading, constitute the bases for eval- uation. No prerequisites, but courses in bi- Chinese History Intermediate ology, history, or philosophy are helpful. S. Mehrtens Class limited to 15 students. One 3 hour This survey course will seek to introduce meeting per week. students to the general themes of China's four-thousand year long history, with par- Medieval History Intermediate ticular emphasis on those aspects of its S. Mehrtens culture of interest to human ecology, e.g. A course that will seek to dispel the myth the integration of oriental philosophies of the Middle Ages as the "Dark Ages," and social structures, the treatment of this ten week study focuses on the high- nature and persons, use of and attitudes lights of medieval culture-political, educa- about technology. Course readings will in- tional, social and economic- to illustrate clude a text, several paperbacks and the rich heritage we have received from some excerpted readings. Bases for eval- this 1000 year long period. Particular em- uation will be class discussion and two phasis will be given to tracing themes of short papers. Prerequisites: one or more interest/relevance to human ecology. courses in Western (European/American) Each time the course is offered (every 3-4 history, law, politics, philosophy or years) the class will host a medieval feast religion, to allow for comparison with the for the COA community. There is no formal Chinese. prerequisite, but a general familiarity with European history is desirable. The Problem of Intermediate Personhood Oral History Intermediate S. Mehrtens/J. Swazey S. Mehrtens American society, with its cultural traditon, Each time this course is offered (every 3-4 has held certain assumptions, both mani- years) the basic theme is training students fest and latent, about what it means to be in oral history techniques, centering a "person." In this course, we will explore around a theme which changes with some of these assumptions-in historical, each offering. The course will have a cross-cultural, biomedical, legal, and SO- large hands-on field component. Topics cial contexts-as we examine the uncer- include one's family history, the maritime tainty and conflict that signal fundamen- history of Maine, women's history, etc. tal ambiguities about whether, in Ameri- Students will be encouraged to suggest can society, we can or should have a set themes. Readings will be drawn from the of shared assumptions about person- classic guides to oral-history techniques, hood. "What are life and death, and supplemented by books pertinent to the when do they begin?" "According to current theme. what criteria should we initiate or cease certain forms of treatment?" "How are developments in fields such as molecular biology, genetics, and neuroscience transforming our biological and social no- 54 Experiencing the Intermediate levels of licensure, this course will focus on Depression: providing the mariner with the skills and Suffering in the 1930's knowledge necessary to predict incle- and the 1980's ment weather and potentially hazardous S. Mehrtens weather conditions. A field course offered This hands-on field-oriented course will in spring every other year, this will be a use oral history interviews with the genera- "hands-on" course as students use the tions familiar with the 30's Depression to barometer, the sling psychrometer, the make the 1920-1940 era come alive for weather station maps of the U.S. Weather us and to provide parallels to our present Service, the Beaufort scale, Buys-Ballots circumstances. The sorts of topics we will law etc. Also included in the syllabus will consider include the state of mental and be: frontal systems, warm front cloud se- physical health in both decades, the quences, lows and highs and storm warn- ways families coped and cope, the im- ing systems. Evaluation will be based on pact of minorities, the political leadership two exams, one a practical and one a in both periods and forms of entertain- written exam based on the course ment/diversion people developed then as readings. Prerequisites: algebra/trig; compared to now. To evoke the times, we highly recommended: chemistry. will study Studs Terkel's Hard Times: An Oral History of the Great Depression, The Philosophy of Intermediate Woody Gutherie's Biographical movie, the Constitution Bound for Glory and Steinbeck's The D. Meikeljohn Grapes of Wrath in addition to the oral- This course will study readings in Supreme history interviews. We will compare the Court decisions on civil rights and other economic conditions in 1930 and 1980 by contemporary issues as well as essays by reading Galbraith's The Great Crash in Locke, Rousseau and J.S. Mill. Students conjunction with Henderson's The Politics will be asked to criticize the Court's deci- of the Solar Age. sions and to undertake the formation of their own philosophy of the Constitution. Maritime History Intermediate/ They will also be asked to write two short S. Mehrtens Advanced papers and one longer paper analyzing This will be a course that combines and criticizing the opinions of the history, science, math, geography and Supreme Court and the philosophers, or advanced navigation to trace the evolu- on other authors and topics in political tion of human movement on the sea. Ves- theory. sel design, navigational technology, great voyages and geographical discov- Congress and the Intermediate eries, biographies of famous sailors and Presidency the stories of the great ships will be in- D. Meikeljohn cluded. Prior familiarity with sailing, vessel This course will focus on readings that design, math, science, navigation or discuss the adequacy of American public geography is essential. Evaluation will be policymaking by the Congress and the based upon several pieces of expository President. The first half of the course will writing, oral presentations to the class and consider criticisms of the American contributions in class discussions. The political process as found in such essays class will take advantage of the presence as those by Woodrow Wilson and Walter of the Antique Boat Society headquarters Lippmann and in Theodore White's ac- in our area. In addition, there will be count of the Nixon Presidency; the second several field trips to Bath, Searsport and half will consider some specific public local boatyards. The specific topics policy problems such as foreign policy, in- covered in each offering of this course flation and foreign aid. Class pro- will vary each year. Prerequisite: one ceedings will consist of discussion and course in any of the fields listed above. appraisal of the readings, and students will be asked to write two short papers Maritime Weather Intermediate/ and one longer paper on problems Forecasting Advanced presented in the course or related prob- S. Mehrtens lems of their own choosing. Heavily stressed by the United States Coast Guard, which requires it for all 55 Life, Death, and Medicine Intermediate Contemporary Advanced J. Swazey Economic Issues for This seminar will explore ethical, sociologi- Human Ecologists cal and legal issues in modern medicine, S. Andersen utilizing fiction and nonfiction readings, This course will be a survey of theoretical, films and guest speakers. Topics will in- historical and institutional analysis of cur- clude abortion, newborn intensive care, rent problems: poverty, unemployment, genetic screening and counseling, chron- environmental pollution, land use hous- ic illness, dying and death, and the allo- ing, and public services. Modest analytic cation of scare life-saving resources. background is necessary. Environmental Journalism Intermediate Economics of Regulation Advanced Writing Pool S. Andersen The purpose of this course will be to learn This course involves an analysis of the im- to write and market articles on en- pact of social concern on American vironmental subjects. To enter the course, economic enterprise. The major emphasis a student must already have established will be on benefit-cost analysis, valuation his or her writing competency. Students of resources, welfare distribution con- will work on developing a clear, to-the- siderations and socioeconomic ex- point style that communicates effectively perimentation. Discussion will focus on to a nontechnical audience. They will also current problems in the areas of unfair identify specific environmental subjects competition, environmental control and and their appropriate audiences. They energy price setting. Major text is The will then identify markets for these subjects Economics of Regulation by Alfred Kahn. and develop methods to sell their articles to these markets. Seminar in Economic Issues Advanced S. Andersen Writing Seminar II Intermediate This is an advanced seminar focusing on Writing Pool a contemporary economic issue. In- Writing Seminar II will follow Writing terested students should see Stephen Seminar I and will examine more sophisti- Andersen; choice of topics will depend to cated methods of expositions as well as a large extent on student interest. techniques for effective argument and persuasion. Students will write weekly Statistical Analysis Advanced themes and have weekly conferences S. Andersen with the instructor. This course is a nonmathematical study of statistical methods, with emphasis on techniques of collection and organization of data, averages, variability, and associates. Topics include statistical in- ference, tests of hypotheses, estimation, and confidence intervals. Evaluations are based on tests. Recommended prerequi- site: linear algebra. History of Advanced Anthropological Theory E. Beal This is an advanced course in the history of ideas about cultural change in the Western world. The relationships between various ideas which depend, at least in part, on a theory of material casualty is examined to understand the roots and history of these ideas and to develop a critical understanding of them. Students are asked to prepare a critical book review, to select and research a topic and to present their findings, both in an oral report and a major paper. Text: Mar- vin Harris, The Rise of Anthropological Theory. 56 Seminar in Human Ecology Advanced General Systems Advanced R. Borden S. Mehrtens This seminar traces the historical develop- This course will have as its goal, 1) to ex- ment of human ecology. We will begin by pose students to a field of formal study reviewing the seminal works in human that is in very close alignment with human ecology, the contributions from biology ecology, 2) to provide a forum for un- and the development of human ecology covering various manifestations and ap- as a multidisciplinary concept. Along plications of systems thinking within these lines we will compare the various isomorphisms transcending disciplines. In brands of human ecology that have de- introductory sessions the basic concepts, veloped through sociology (the Chicago history, and evolution of General Systems school), anthropology and cultural Theory will be presented. The main body ecology, ecological psychology and of the course will consist of faculty/student economics as well as human ecological presentations, from disciplinary perspec- themes in the humanities, architecture, tives, on the major topic of GTS, as well as design and planning. This background a more focused section on systems-ori- will then be used to compare the COA ented problem solving. The last weeks of brand of Human Ecology with a dozen or the course will summarize, review popular SO other programs in the U.S. and Europe. critiques of systems thinking, and suggest Our final purpose will be to look at new potential uses of the systems perspective, ideas coming from eco-philosophy, inside and outside the college. Three ecological humanism, deep ecology and meetings per week. systems theory for future possibilities for human ecology. Evaluations will be Historical Ecology Advanced based on presentations and papers. S. Mehrtens/W. Drury This course will illustrate how ecological Literature of the Advanced principles have operated in human cul- Third World tures (both Western and non-Western) W. Carpenter over the past 5,000 years. Only a small Writers from the world's "developing na- portion of the field will be covered. Some tions" have contributed some of the most topics will include: ecological succession brilliant poetry and fiction of the twentieth in the long-lived cultures of China and century. The politics and surrealism of the Rome, the evolution of languages, time third-world literature has become a domi- and the psyche, ecosystem interdepen- nant influence on contemporary Ameri- dencies in trade, diet and agriculture, can writing. This course will provide a population biology and attitudes toward geopolitical and theoretical introduction women, and ecologically destructive to a galaxy of great writers from lesser- practices through time. Readings will be known countries. As an advanced course, drawn from many disciplines, reflecting the format will depend heavily on student the teachers' interests and emphasis. participation, each student perhaps be- ing responsible for background research Advanced Navigation Advanced and presentation of one or two writers S. Mehrtens over the term. This advanced course presupposes knowledge of the basics of coastal Creative Writing Advanced piloting, and builds upon prior back- W. Carpenter ground. We will consider topics like This class concentrates on the theory and celestial navigation, use of the sextant practice of poetry. Its goal will be to de- and sight-taking in the field. Like "In- velop the skills of verbal craffsmanship troduction to Navigation," this will be a and self-criticism. Class meetings com- hands-on course, with required plotting, bine the analysis and criticism of individu- an "arm chair cruise," a series of required al student poems with the discussions of sights with reductions. Use of the Bowditch published works by other writers. We also tables and various methods of sight re- frequently discuss matters of standards in duction will be considered, especially poetry, the creative process, and the situ- H.O.211 and 229, logtrig and graphical ation of the writer in the contemporary methods. Sextants will be provided, but world. Students will be expected to submit students are encouraged to obtain and one poem each week, to make revisions use their own. Prerequisites: algebra/trig on all work, and to contribute their best work to the printed class anthology at the end of the term. 57 and log trig and "Introduction to Naviga- Technology Introductory tion" or its equivalent (as determined by H. Hyman/S. Mehrtens the entrance exam administered by in- This course will try to assess technology, structor). Lab fee $30, plus books and including such areas as: the assumptions materials. Field work for sight-taking ses- behind the development of technology sions will be arranged in the first session and the ethical implications of its use; of the course. technology's effect on the psyche and personal values; the economic and en- HUMAN STUDIES CORE COURSES vironmental impacts of technology; the The purpose of the core courses will be to epistemology of invention; and cross- focus on aspects of the contemporary hu- cultural comparisons between Eastern ac- man condition without limiting course con- commodative technologies and Western tent to narrowly defined subject matter or mechanistic types. Readings and bases a specific historical period. The challenge for evaluation have yet to be firmly de- of the core course is to blend ecological cided by the team. concerns with classical humanistic studies. The courses are taught by teams of facul- Value Introductory ty with twenty to thirty students in each. E. Beal/S. Lerner "Value" will be an examination of the Community Introductory nature and origin of human values, with J. Carpenter/ Mehrtens attention given to the content of differing "Community" will introduce students to specific values and type of value. Read- some of the classics in the humanities ings and lecture meetings will follow an while presenting a basic theme in historical format, proceeding from a ecology, i.e. the diversity of living com- sociobiological examination of value-like munities and the wide variety of forms in phenomena in other animals and in "pri- their interactions. The course will be ar- mitive" human groups, through a cross- ranged topically, opening with some cultural comparison of religious and definitions of community, then examining classical humanistic values in Mediterra- some types of primitive communities and nean, Chinese and Indian civilizations. proceeding to classical utopian models. We will then concentrate upon the Euro- Finally, the twentieth century as it ex- pean tradition from the late middle ages presses itself in urban crisis and personal through the present. With the exception of alienation will be contrasted to recent an introductory discussion of value theory community building experiments such as and sociobiology, differing conceptions the kibbutz and commune. of value (e.g. religious, aesthetic, legal, economic, etc.) as they emerged histori- Consciousness Introductory cally will be discussed relative to the con- R. Borden/W. Carpenter crete values and events of their day. This course will use readings in literature and psychology to study the process of Order and Disorder Introductory human thought and perception on both W. Carpenter/J. Carpenter conscious and unconscious levels. It will This course will be an introduction to think- begin with physical perceptions of the ing about ideas and nature using a close body and the external world, then study focus on the principles of order and the development of consciousness in the disorder as they appear in aesthetics, individual and in the species. Next, the government, philosophy, psychology, course will trace the parallel develop- literature and art. The course will be inter- ment of the unconscious psyche, using disciplinary and will demand careful both conceptual and fictional readings; reading and attention, but will be taught finally we will consider "alternative" views on an introductory level. Readings will of consciousness: Oriental, split-brain begin with reason and the irrational in theory, abnormal behavior, occult sys- Greek thought with Plato and Presocra- tems and the structure of the primitive tics, then will consider creation myths from mind. several cultures, and move on to order in art and aesthetics with Suzanne Langer's Form and Feeling; order in government with selections from Karl Marx and the 58 great anarchists; the psychology of form of papers on creativity or actual disorder with Ken Kesey's One Flew Over creative efforts. the Cuckoo's Nest; order in poetry with TUTORIALS Wallace Steven's Ideas of Order; linguistic and symbolic order with Ernst Cassirer's The following tutorials have been ap- Essay on Man; the natural order with proved by Academic Affairs Committee selections from Darwin; order in the history and will be set up for a given term by of ideas with A.O. Lovejoy's Great Chain consulting the faculty member. of Being. English as a Introductory/ Creativity Introductory Second Language Intermediate W. Carpenter/C. Ketchum A. Kozak This course will explore several aspects of The level of this tutorial will be adjusted to the creative process from individuals to the needs of the individual student. Its groups and from the arts to the sciences. purpose will be to improve a student's Readings and discussions are drawn from spoken and written English, reading com- the reflections of creative individuals, prehension, use of idioms and facility in psychological studies of the creative pro- spelling and punctuation, and to develop cess, studies of the evolution of scientific his or her vocabulary and ability to de- thought, historical and current revolutions cipher words in English. The student will in science, and self-examinations of the work for approximately 2 hours a week creative process by artists and writers. We with a peer tutor on vocabulary, idioms, will highlight aspects of the creative pro- spelling and punctuation and with the in- cess as it actually occurs and develop in- structor for 1-2 hours on improving writing dividual guides that enhance the creative skills. Depending on the student's ability, occurrence. Readings will include Ariete, we will begin with sentences or para- Creativity, the Magic Synthesis; Kuhn, graphs and spend time developing CO- Structure of Scientific Revolution; Rilke, Let- herent English paragraphs and, if possi- ters to a Young Poet; Richards, Centering; ble, longer pieces. Topics for these will be and Yukawa, Creativity and Intuition. provided by instructors in the student's Students will be encouraged to examine content courses. The student will also aspects of creativity in their own lives. learn techniques for prewriting, writing Projects for this course may take the and rewriting. 59 Peer Tutoring in Writing Advanced Latin Introductory A. Kozak S. Mehrtens This tutorial will give students the This tutorial will introduce the student to knowledge and understanding of rhetori- the essentials of Latin grammar and vo- cal theory and practice to work effective- cabulary, toward achieving the ability to ly with developing writers as well as pro- read simple Latin prose after thirty weeks viding them with a review of grammar of study. The text is Wheelock's Latin: An and methods of evaluting writing. Stu- Introductory Text Based on Ancient dents put this knowledge to practical use Authors, the standard college text. There by working as peer tutors in the Writing are six texts which, with classroom perfor- Clinic. Students will participate in this mance and homework review, constitute course for one academic year and the bases for evaluation. receive one credit. Evaluations will be written at the end of the spring term. In Greek Introductory addition to Williams, Style: Ten Methods in S. Mehrtens Clarity and Grace and Irmscher, Teacher This tutorial will introduce the student to Expository Writing, students will read the essentials of Greek grammar and numerous articles from College Composi- vocabulary toward achieving the ability tion and Communication, College English, to read simple Attic prose after thirty The Writing Instructor, and Research in the weeks of study. The last week of the Teaching of English. Prerequisite: working course presents Homeric prose, and short knowledge of grammar and usage, ex- excerpts from the Iliad and Odyssey. The cellent writing skills, ability to work closely text is the Joint Association of Classical with people and recommendation of Teacher's Reading Greek, the only text- faculty in writing or education. book for teaching classical Greek now in print. There are six tests which, with classroom performance and homework review, constitute the bases for evalution. ARTS AND DESIGN Three-dimensional Introductory Design I S. Brecher This first studio course in three-dimensional design explores concepts of design, pro- portion, space, volume plans and sur- face. Work will be mostly in sticks and string, wood, cardboard and paper, De- veloping quality designs and the craft of the projects will be stressed. Both are weekly design exercises and are begun in the studio and discussed in individual and group formats; students are ex- pected to participate in the studio and the discussions, evaluation is based in part on this participation. The first part of the course will emphasize basic concepts to solve problems that have structural or programmatic requirements. No prerequi- sites, though Two-Dimensional Design and Foundations of Visual Studies are an ad- vantage. Lab fee. How Buildings are Built Introductory tions relating to the nature and value of S. Brecher progress. This course will be taught in This course traces the development of seminar format. There are weekly read- construction techniques and materials ings and written assignments. There will from early shelters through multi-story of- also be occasional field trips to buildings fice buildings. The emphasis will be on under construction. Students are ex- contemporary buildings, but historical pected to participate in the field trips and references will be used to show how and class discussions; evaluations are based why changes in construction methods OC- in part on this participation. curred. This course also explores some of the basic philosophical and moral ques- 61 Your House Introductory readings from books like Shelter in Africa, S. Brecher Shelter and Society, House for our Culture, This course is directed toward present The Shelter Book and Houses and Other and future homeowners. The course will Garbage. Much of this course will focus give an introductory look at the design, upon the design and construction of construction, and workings of a house. types of shelters. Students will be ex- Students will be expected to bring real pected to participate in the class discus- problems and projects into the classroom. sions and shelter building or designing The kinds of problems might include projects. Evalution will be based upon remodeling or adding to a building or that participation and a series of short even beginning to design your own papers. No prerequisites. house. The class meets two evenings per week. One meeting has two components: Architectural Survey: Introductory a lecture/seminar for one half and a Prehistoric to Renaissance design/drawing studio for the other half. J. Carpenter The second class meeting is a de- The first course in this two-course se- sign/drawing studio. Students taking the quence will survey key architectural course for academic credit are required monuments from the Prehistoric period to to attend both class meetings. the Renaissance including, among others, Stonehenge, the Pyramids, the Parthenon, Shelter Introductory/ Chartres Cathedral and St. Peter's. We will S. Brecher Intermediate treat each work both as a discrete tech- This course will explore various concepts nological and artistic achievement and of and solutions to shelter (housing). also as a manifestation of the historical Beginning with the found shelter of more and cultural forces which shaped it. For primitive societies, we will trace the changes in shelter types as responses to climatic, social, material and structural needs through Buckminster Fuller's dymax- ion shelter concept, industrial societies' mass housing and contemporary alter- native shelter. The course will contain 62 example, female divinities will concern us to train artists to design through the ma- in our study of the Minoan Palace of chine. In this course we will study these Knossos, Plato's ideal will illuminate our in- crises and the buildings that resulted. Be- vestigation of Greek temples, nominalism ginning with H.H. Richardson and his natu- and scholasticism will occupy us in our ralistic architecture, we will proceed to survey of Gothic forms and finally, the the study of the Chicago school and the golden mean will help us understand the organic architecture of Louis Sullivan and module in Renaissance architecture. F.L. Wright, then to Europe and the inter- Because many of the buildings were national style of Le Corbusier, Mies van religiously inspired, one major theme in der Rohe, Gropius and Breuer. In conclu- the class will be the evolving concepts of sion, we will analyze the failure of these the divine. Readings include Salvadori's ideals in the development of the urban Why Buildings Stand Up, Rasmussne's Ex- skyscraper, the megalopolis and the sub- periencing Architecture, Scully's The Earth, urb. Readings include S. Gidion's Space The Temple and the Gods, and selections Time and Architecture, L. Mumford's The from Eliade's Sacred and Profane. Re- Brown Decades, W. Jordy's American quirements include a paper and an ex- Buildings and their Architects, and P. am. Blake's Form Follows Fiasco: Why Modern Architecture Doesn't Work. Architectural Survey: Introductory Nineteenth-Twentieth Primitive Art Introductory Centuries J. Carpenter J. Carpenter This course will focus on the art which is Nineteenth-century architecture, the sec- created by people with a prescientific, ond course in the sequence, was nonlinear mentality. Their art is based not characterized by anachronistic borrow- on aesthetic but on magical principles ings from aristocratic societies of the past. and has as its intent the creation or Radical architects of the nineteenth and recreation of the sacred in the cosmos. As twentieth centuries wished to change this such, the visual arts are most often part of by creating a new architecture expressive a ritual or performance which includes of a more democratic society with an in- dance, music, costumes and singing. In formal life style. A major division among order to allow us to comprehend the these innovators involved the place of the mentality and meaning of these sacred machine in this renewal. Some rejected enactments, readings such as "Primitive the machine and advocated design Mythology" by Joseph Campbell, "The based on handcraft while others saw the Origin of Consciousness in the Breakdown machine as a liberating tool and wanted of the Bicameral Mind" by Julian Jaynes and "The Eternal Present" by Sigfried Gid- be with the man-made, from the macro- eon will be included as well as films of scale of suburban sprawl, the shopping performances from places as varied as mall, streets and highways, to the micro- Africa and the Orient. We will study such scale of the automobile and other smal- topics as the sandpaintings of Australian ler, personal objects. Throughout this aborigines and American Indians, the course we will do studio work in an at- rock paintings of prehistoric Europeans, tempt to encourage and aid the students the masks and blankets of Pacific west in improving their ability to express coast Indians and sculpture from Africa themselves visually. Drawing exercises will and Oceana. Finally, we will look at orien- emphasize composition, texture, value tal art in an attempt to understand what and line quality. In the last portion of the has enabled them to bring the con- class we will look at the modern move- sciousness of the miraculous into the pres- ment in art in order to increase our com- ent. No reprequisites. prehension of contemporary aesthetic standards and directions, thereby further Renaissance Art Introductory illuminating the world of design. Readings J. Carpenter will include the following: Suzanne This class will study the arts of the Langer, Who Designs America; Peter Renaissance from the 14th through the Blake, God's Own Junkyard; V. Papanek, 17th century, including the works of How Things Don't Work; B. Edwards, Draw- Runelleschi, Michaelangelo, and Rem- ing on The Right Side of the Brain; T. Wolf, brandt. The approach is aesthetic and The Painted Word. historical with particular emphasis on changing world views. The evolution of Maine Coast History Introductory music, philosophy, technology, and and Architecture science during this time period will be J. Carpenter/W. Carpenter studied as contextual support for our This class will begin by examining the past critical analysis of painting, sculpture and as it is visible in the present Maine coast. architecture. Readings include The Wan- We will make field trips by car and sail- ing of the Middle Ages by Huizinga, The boat to Baker's Island, Columbia Falls, Social History of Art (vol. I and II) by Arnold Castine and Ellsworth, using existing ar- Hauser, and Bronowski's The Ascent of chitecture as a visible record of Maine Man. Several films from Kenneth Clark's history. The second part of the course will Civilization will be shown as well as other be chronological history emphasizing the films and slide shows from the National relationship between people and the Gallery. Course requirements include a physical environments of ocean and paper or a project and one exam. shore. With some attention to the context of greater New England, we will study the Foundations in the Introductory development of ships and navigation Visual Arts behind the European discoveries, the J. Carpenter/E. McMullen details of early contact between white This course, which has both a critical and and native populations, European wars in studio approach, will be an introduction New England, and the flowering and tran- to art and design. One key concern will sition of Maine coast culture in the nine- teenth century. Texts will include Rowe's Maritime History of Maine and Clark's new bicentennial history of Maine. Context will be established from Morison's Maritime History of Massachusetts. The history will be accompanied and illustrated by an extensive survey of Maine architecture stressing early building design in relation to the north coastal life style and environ- ment. Students will be asked to do a term paper or project in either history or ar- chitecture. Lab fee. 64 Watercolor Painting Introductory Sets I Introductory J. Carpenter R. deJong This will be a studio course in transparent This course will provide an introduction to watercolors. In the early weeks we will in- the stage, to how one makes a setting in vestigate color and value using both which one can perform as an actor, to grids, geometric designs and simple still the creation of the illusion of space, and lifes. Next, we will experiment with wet on to construct the set in such a way that it is wet techniques, washes and glazes, using light and can be put together and more complex studies. In the final weeks changed quickly. Students will concen- we will paint portraits using the fun- trate on the construction of sets, with a damental techniques introduced. Evalua- basic introduction to the art and history of tions are based on studio work and a stage design. portfolio of assignments. Furniture Introductory Carpentry/Construction Introductory R. deJong R. deJong This course will introduce students to the This will be an introductory course which most common furnishings one can find in deals with a trade discipline rather than almost every house. It will show different an art or craft. It is recommended for construction methods and their evolution. students having little or no experience in The required project for the course will be residential carpentry. Course work will the construction of a piece of furniture of consist of actual construction projects and the student's choice and at the student's will be supplemented by the DeCristo- own expense. Class will meet twice a phoro's House Building Guide and field trips to nearby construction sites. Students will be introduced, through practical and theoretical methods, to the use of shop machinery, hand tools, and many phases of residential construction. Actual con- struction projects will be undertaken by the class. Students must provide their own tape, 8 pt. crosscut saw and hammer. In- dividual meetings will be scheduled in addition to lecture times. week for lecture, with field trips and in- some of the boat shops in the area. No dividual hours arranged in addition. formal prerequisites, but some familiarity Materials for basic exercises are pro- with hand tools is useful. vided. Students must provide Tri-square, 12pt. crosscut saw, tape. Energy Studies Introductory H. Hyman/S. Mehrtens Energy Studies Introductory (See Hyman, Energy Studies) This course H. Hyman will be team taught and combined with This is an introductory course in the basic writing, with a short paper on the current physics of energy systems. We examine energy topic to be prepared each week. the principles of thermodynamics and The class meets for two lectures plus heat transfer and apply them to the discussion each week, and in addition design of oil, solar, wind, wood, tidal and conferences are scheduled to discuss ef- nuclear power systems. This course con- fective writing and rewriting. sists of lectures, problems and discussions. Each student is expected to complete an Water Systems and Introductory independent project, design or investiga- Resources tion. Prerequisite: algebra. H. Hyman Water is rapidly becoming the controlling Boatbuilding Project Introductory resource in modern development. This H. Hyman course will be a survey of many aspects This will be a group project with the direct of water systems such as: rainfall, objective to construct one or more small, hydrology, ground water, resource but seaworthy, boats. The boats will be in analysis, water supply systems for in- the 16-foot range, powered by oars, sail dividuals, towns and-regions, water or light outboards, and will hopefully form distribution and use systems in residential the nucleus of a college fleet. Although and large scale applications, waste primarily focused on the task of learning systems and sewage disposal systems on how to build small craft, the class will visit various scales. No prerequisites. The Way Things Do or Introductory with the major emphasis being placed on Don't Work the group learning aspects of the critique. E. McMullen Twenty problems will be assigned during This course will involve a survey of the the term with three-to-four days to com- various mechanical and electrical sys- plete each assignment. This course or its tems that surround and support daily life. equivalent is a prerequisite for future work Emphasis will be given to developing a in arts and design. general understanding of each system and to evidencing that understanding by Architectural Design I Intermediate troubleshooting and repair of some of the S. Brecher following: household electrical systems, This is a studio course specifically focused plumbing and heating, small appliances, upon the design of buildings and the stereo systems, and auto mechanics. The techniques by which architects design course will also cover tool use, adhesives, and draw buildings. Basic concepts of simple welding, and fastening and fabri- site, space organization, construction and cating techniques. No prerequisites. architectural image will be taught in con- junction with basic architectural drawing Ceramics I Introductory techniques. These include paraline draw- E. McMullen ing, one- and two-point perspective, and This course will be an equal mixture of diagramming and sketching. The materi- design theory, critique and actual pro- als of architectural graphics will be ex- duction of pottery. The first five weeks are plained and used in several design exer- devoted to handbuilding, including cises. The first part of the course concen- pinch, coil, and slab techniques. The sec- trates on the development of technical ond half of the course concentrates on skills through a series of short projects. In the fundamentals of wheel-thrown pottery. the second half, students concentrate on Assignments will be supplemented by in- one design project and take it from pro- class discussion of the previous week's gram development through final design work. Ten hand-built and thirty wheel- presentation. Students are expected to thrown works will be required, with reviews work in the design studio and tutorials taking place during week 5 and week 10. take place over work in progress. Evalua- tion is based upon this work and the Two Dimensional Design I Introductory products produced at the end of each E. McMullen project. Prerequisites: Three-dimensional This course will be designed to give a design, two-dimensional or permission of basic working knowledge of visual the instructor. Lab fee. language. Areas covered will include: point, line, plane, volume, shape, size, texture, direction, space and representa- tion. Pencil, charcoal, ink and collage will be used extensively. The class period will be divided into critique and work sessions 67 Three Dimensional Design II Intermediate Greek Art Intermediate S. Brecher J. Carpenter This is a second-level studio course that Two cultures, the Minoans of Crete and builds upon the work in Three Dimensional the Myceneans, evolved into the classical Design I. There will be several design proj- Greek culture with its extraordinary refine- ects undertaken in this course. They will in- ment in art and architecture. In this class, clude furniture and toy design, the design we will discuss the implications of this of temporary shelters and the design of union between a male-centered and a playgrounds. In this course the concepts female-centered society. Additionally, we of basic space and form will be given will consider the Greek's preoccupation programmatic, structural, and construc- with the nude form, their concern for the tion characteristics and the designs will relationship of male to female beauty be based upon an understanding of the and their temples and civic structures. balance between those forces. This Moreover, their artistic legacy to Western course may be taught in conjunction with Europe will also be touched on. Readings a carpentry course where the students will will include Gisela Richter's Handbook of be expected to execute their designs. Greek Art, Kenneth Clark's The Nude, Wherever possible, real projects will be Scranton's Greek Architecture, Robert undertaken by this class. Teaching is on Grave's The Greek Myth and selections an individual tutorial and group critique from Plato as well as from Joseph Camp- basis. Students are expected to par- bell's Accidental Mythology. ticipate fully in both. Evaluations are based in part on this participation. There Cabinets/Finish Carpentry Intermediate is a lab fee for this course. R. deJong This will be a continuation of the Carpen- try and Construction course. Students will have to know all the basics of hand and power tools. We will concentrate on how to finish the interior of a house: built-in 68 cabinets, closets, staircases, laying out a Project Management Intermediate kitchen and beautifying living spaces with H. Hyman simple means. A piece of furniture will be This course will be an introduction to made. Materials should be provided by techniques and perspectives that are students. Lab fee. useful in the organization and execution of successful projects. A "project" is a Carpentry/Construction II Intermediate human activity, too complex for a single R. deJong person, with a finite tangible objective: This course will deal with the principles examples are: building a house, organiz- and methods that are commonly used ing a fair, developing a curriculum, set- after a structure has been erected: ting up a research laboratory and mak- Finishing the inside of a living structure, ing a set of sails. The course, a sequence stair building, flooring and interior of case studies and lectures which finishing methods. If you want to finish or analyze both successful and unsuccessful remodel your house, then this is the projects, focuses on organization, struc- course for you. You will need a hammer, ture, control, human relationships, plan- 8 pt. crosscut saw, tri-square and 16 ft. ning and politics. Prerequisite: one term of tape. Provide your own materials for your residence. own projects. We will visit house building projects in progress. Wood and Human Culture Intermediate R. deJong Emphasizing the evolution of the use of wood in our culture and its impact on history, this course will focus on the im- mediate environment of the individual, the role of the carpenter/woodworker in all human activity and the use of wood in technology, industry, transportation and as a medium in art. Students will be asked to develop an awareness of day- to-day dependence on wooden objects and evaluate the use of wood in com- parison to other materials. Students will be required to make objects which facilitate daily routine tasks. Two-dimensional Design or Visual Elements are helpful but not mandatory prerequisites. There will be no text, but students must provide Technology and Society Intermediate materials for selected projects and should H. Hyman/S. Mehrtens own basic hand tools (hand saw, ham- This course will explore several questions mer, tape). Lab fee. of persistent interest in our culture, e.g. "Has technology really been beneficial in American culture in the last fifty years?" "Has technology come to have an im- perative or autonomy of its own, beyond our powers to regulate or control?" Using a wide variety of readings, as well as the Connections series by James Burke, we explore such issues in a reading/discus- sion format. There are four short papers which, with participation in our discussions of the reading, are the bases for evalua- tion. Prerequisites: two terms of work at COA. 69 System Dynamics Intermediate Surveying, Planning Intermediate H. Hyman & Cartography System Dynamics is a technique for the H. Hyman analysis of complex physical, biological This course will combine field and studio and social systems; the most well-known portions to acquaint the student with the use of system dynamics was in the preparation and use of planning maps, Meadow's Limits to Growth. In the course and with presentation, drawing and the concept of a system with feedback graphics. The term will consist of three will be developed, working into computer major projects: a small plot to be modeling with a DYNAMO system. Prereq- surveyed by rudimentary low-tech uisites: algebra, one term of physical or methods, a medium scale site to be biological science; ecology recom- surveyed with modern ground based mended. technological methods, and a regional survey with aerial photomapping. For Structural Design Intermediate each project, the students will prepare H. Hyman topographic maps and develop a site or Students will become familiar with prob- regional plan. Prerequisite: some ex- lems and solutions relating to the strength perience with drawing. of structures: buildings, roofs, floors and foundations. This is primarily a skills course Energy Policy Intermediate/Advanced in which the student will learn a variety of H. Hyman techniques for solving practical problems. This seminar course will examine the pres- Prerequisites: algebra and carpentry. ent patterns of energy use from the worldwide, national, regional, local and personal viewpoints in hopes of develop- ing effective policies for the future. We will cover the history, economics, technology and social developments of energy sources and uses. In addition to discus- sions, the course will involve presentations by faculty, students, and visitors. Each stu- dent will research a topic for presentation and prepare a final critical paper. Pre- requisites: economics and energy studies. Two Dimensional Design II Intermediate E. McMullen This will be an intermediate level course dealing with the problems and processes of the education of vision. The course will be structured around the critique and "how-to-look" sessions. Considerable time will be given to the development of tech- nique using both individual and group assignments as a framework for visual problem solving. Some of the following areas covered include: line, plane, edge, mass, scale, surface, value, color, com- position, and subjective and objective qualities of the same visual experience. "The community provides possibilities of stimulation and support comparable to those I found as a Junior Fellow at Har- vard in the early 1950's." Bill Drury Ceramics II Intermediate/Advanced Wind and Solar Systems Advanced E. McMullen H. Hyman This course will center around an intense This course will involve the student in the exploration of pottery form and tech- integration of the theoretical physics of nique. Early assignments will require wind and solar energy into workable substantial work on hand built and wheel- designs. Through lectures, site visits and thrown forms to be undertaken by each practical problems, the group will ex- class member in preparation for a show amine resource materials, design metho- in the college gallery. Class time will be dologies, computer techniques and con- divided between critique and work temporary systems. The students will sessions. develop some facility with some of the more recent methods of designing solar Architectural Design II Advanced heat and wind energy systems. Prerequi- S. Brecher sites: architectural design, energy studies This advanced studio course for students and algebra. wishing a deeper involvement in the design of buildings focuses upon the Painting Studio Advanced design of a single building. Emphasis is E. McMullen placed upon the development of a de- This course will deal with problems in sign concept through a series of formal in- painting technique, composition and col- teractions from preliminary sketches to or. Half of the course work will be as- final model and design drawings. Teach- signed to deal with specific problems ing will be "on-the-board" or at group cri- such as portraiture, landscape and still tique sessions. There will be two or three life; the other half will be made up of major presentations at various stages of problems. development of the design. Evaluation is based upon work produced at these stages and a student's progress and par- ticipation in the studio. Prerequisites: Ar- chitectural Design I or permission of the in- structor. Lab fee. 71 WHO WE ARE "Faculty members come to College of the Atlantic with a profoundly dif- ferent sense of commitment to the institution and its purposes than is conven- tionally found in the American college and university. College of the Atlantic provides a model for an interdisciplinary program of high intellectual rigor without the need for differentiated and specialized departments." LEON BOTSTEIN President, Bard College and Consultant at COA for National Endowment for the Humanities "The most important thing that I have learned at COA is how to learn. My experiences here required me to clarify my interests and pursue them actively and independently. Education at COA is full of 'I wonder if Andrea-COA graduate 73 FACULTY Janet Andersen. B.A. Botany, University of California at Berkeley, 1970; M.S. Plant Pathology, University of California at Berkeley, 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 encouraged to be flexible and creative, and students are enthusiastic about learning. Exciting courses are always evolving." Elmer Beal. B.A. Music. Janet is currently doing Bowdoin College, 1965; research on urban forestry; M.A. Anthropology. Univer- one project involves the sity of Texas at Austin, treatment of Dutch Elm 1977. disease in Southwest Har- Course areas: ethnology, bor. As a member of the anthropological theory, Wild Gardens of Acadia, traditional music Janet brings her knowl- In his classes Elmer edge of plant disease and focuses on cultural and biological insect control to environmental relation- maintaining wild plants in ships and how they affect native habitats. individuals. "The changing patterns of human institu- tions and values can con- tribute toward a better understanding of the human prospect." Elmer served as a member of the Peace Corps in Bolivia, was Executive Director of the Maine Coast Heritage Stephen Andersen. B.S., Trust and is known locally Ph.D. Agricultural and for his musical perfor- mances. Natural Resources Eco- nomics, University of California at Berkeley, 1970 and 1974. Course areas: en- vironmental, agricultural and consumer economics In addition to teaching, Steve consults for govern- ment and business and conducts research on nuclear power, energy conservation and land-use planning. Currently he and his students are studying the feasibility of develop- ing a co-generation sta- tion in an Alaskan village. Before coming to COA, he was a research economist for the Sierra Club. 74 Stewart Brecher. B. Arch., Rhode Island School of Design, 1964; Ph.D. can- didate, Center for Policy Studies, SUNY at Buffalo. Course area: environ- mental design With fourteen years of design and teaching ex- perience gained in Rhode Island, London, Nairobi and New York, Stewart joined the design faculty last year. He is interested in the reciprocal relation- ship between design and other dimensions of human ecology. He and his stu- dents have worked on projects which have ranged from playgrounds to housing for the elderly. "I approach problems from many perspectives and try to convey this to my students. We are fre- Joanne Carpenter. B.A. quently confronted with ar- History, University of chitectural solutions based Massachusetts, 1962; M.A. on mass culture and mass Art and Architectural tastes which seem im- History, University of Min- poverished of ideas and nesota, 1970. which have lost sight of the Course areas: Maine individual." coast history and architec- Richard Borden. B.A. ture, art and architectural Psychology and Anthropol- history ogy, University of Texas, Through the teaching of 1968; Ph.D. Psychology, art criticism, theory and Kent State University, 1972. history, Joanne em- Course areas: en- phasizes the balance be- vironmental psychology, tween natural elements personality and social and manmade structures. development, contem- "Just as planning in colo- porary psychology, tradi- nial architecture grew out tional music of the environmental con- Rich conducts research straints new settlers faced in the development of in eighteenth-century ecological thinking and America, so must contem- consciousness and is cur- porary planning and rently writing a book on design take into account this topic. "Being around twentieth-century demands people who want to par- for energy efficiency and ticipate in the construction wise use of land resources. of a better world and help- There must be a sense of ing them clarify their coherence when we build values and objectives structures in the natural en- make teaching such a vironment." rewarding experience." Rich is also an active per- former and collector of traditional music. 75 Donald Cass. B.A. Chemis- try, Carleton College, 1973; Ph.D. Chemistry, University of California at Berkeley, 1977. Course areas: chemistry, mathematics, physics Don's classes promote an understanding of the values and limits of qualitative and quan- titative descriptions and explain how materials act and react. Typical course topics include classifica- tion of matter, beneficial and harmful effects of re- source use, and biochemi- cal processes. "Despite in- creasing regulations, in- spections and litigations, individuals are ultimately responsible for questioning and understanding the nature of their interactions Peter Corcoran. B.A. An- with this environment. tioch College, 1972; M.Ed. William Carpenter. B.A. Chemistry offers a useful University of Maine at English, Dartmouth Col- perspective on such in- Orono, 1980. Candidate lege, 1962; Ph.D. English, teractions." Ed.D. Science and En- University of Minnesota, vironmental Education, 1967. University of Maine at Course areas: creative Orono. writing, comparative myth- Course area: ecological ology, literature, Maine education coast history and architec- With his background in ture nature study, outdoor Bill is currently con- education, environmental cerned with the relation of education and science literature to nature and to education, Peter has the history of conscious- worked extensively as an ness. A poet, Bill organizes interpretive naturalist, the annual Maine Poets' teacher, principal and Festival. His poems have program administrator. He received several awards, is a board member of and his book, The Hours of several environmental Morning, recently received organizations and a com- a national award for missioner of the Maine poetry. State Commission on the Arts and Humanities. His dissertation addresses the question of how to im- prove the teaching of science through natural history study. "I've had a life-long interest in the en- vironment of Maine and see great potential for the contribution of COA's ecological education pro- gram toward environmen- tal awareness in our state." 76 William Drury. B.A. Biology, Harvard University, 1942; Ph.D. Botony and Geology, Harvard University, 1952. Course areas: or- nithology, natural history, ecology, botany, geomor- phology Bill's research interests range from studies of Alaskan ecosystems in- cluding the study of shore and marine birds and arc- tic flora and geology to his current project-taking in- ventories on plant com- munities of coastal Maine islands. Prior to joining the Craig Green. B.S. Biology, COA faculty in 1975, Bill State University of New was Director of Research York at Syracuse, 1971: Harris Hyman. B.S. at Massachusetts Audubon M.Sc., Plant Taxonomy, Uni- Engineering, Massachu- Society. Teaching at COA versity of Alberta, 1974; setts Institute of is exciting for Bill because Ph.D. Biology, Harvard Technology, 1957; F.K. "people here are in- University, 1980. University of Stockholm, terested in the study of Course areas: botany, 1961. whole organisms in their plant ecology, evolution Course areas: mathe- real environments rather In his courses Craig pro- matics, structural design, than concentrating on motes environmental energy studies isolated parts." awareness and an under- Harris believes in a standing of the integrated "hands-on" style of systems of plant and ani- teaching, and his students mal life. His research in have designed a number plant distribution, migra- of solar-heated buildings tion and chromosomal including two residences evolution and his extensive on Mount Desert Island. fieldwork on alpine- Before joining the COA meadow vegetation pro- faculty, Harris worked as a vide a base for COA structural engineer for students who in field- Bethlehem Steel's Ship- botany courses examine building Division and a the diverse and unique systems engineer for Litton plant life of the region. Industries. He was also self- employed, running his own "back-country general engineering practice." 77 Steven Katona. B.A. Biol- ogy, Harvard University, 1965; Ph.D. Biology, Har- vard University, 1971. Course areas: ecology, marine biology, zoology Steve is involved in a number of marine-mam- mal research projects in- cluding the Mount Desert Rock Whale Watch and the Gulf of Maine Whale Sighting Network. He also leads whale-watching trips in the Atlantic and Pacific oceans. His publications in- clude A Field Guide to Whales and Seals of the Gulf of Maine and Hump- back Whales: A Cata- logue of Individuals iden- tified by Fluke Robin deJong. M.A. Photographs. Monumental Art, Royal Academy of the Arts, Amsterdam, 1965; Master's in Woodworking, Com- munity School of Crafts Carl Ketchum. B.S. and Trades, Amsterdam. Mathematics and Physics, Course areas: wood- Bates College, 1962; M.S. working and carpentry Oceanography, New York Since immigrating to the University, 1967; Ph.D. United States in 1976, Oceanography, Massa- Robin has worked as a chusetts Institute of cabinetmaker and builder Technology, 1968. of energy-efficient resi- Course areas: ocean- dences. He has received ography, mathematics, formal training and work physics, atmospheric experience in glassmaking science and ceramics. He gained By incorporating group his early woodworking skills process and problem- from his grandfather, a solving skills into his guildmaster, in the courses, Carl helps stu- Netherlands. dents to overcome their math anxieties and to ap- preciate basic mathemat- ics. Carl's courses in oceanography reflect his research interest: the physical processes of the coastal zone with an em- phasis on the Gulf of Maine and George's Bank. 78 Susan Lerner. B.A. English, Universtiy of Cincinnati, 1969; California Institute of the Arts, 1971. Ernest McMullen. Art. Course areas: literature, University of Maryland, women's studies Portland Museum School, A motivating force in Portland State University, Susan's life is the changing Oregon, 1965-1970. role of women as demon- Course areas: visual strated through history and studies, ceramics contemporary literature. A Ernie is interested in com- year of travel in third-world bining art and technology countries in 1978 provided to create a more energy- a new perspective for her efficient and beautiful en- women's studies courses vironment. Ceramics and and inspiration for her cur- shelter design are par- rent work in painting and ticularly well suited to this dance. since they are processes that require integration of the creative and the prac- tical. Ernie has designed three solar and wood heated houses on Mount Desert Island. Susan Mehrtens. B.A. History, Queens College, 1967; Ph. D. Medieval Studies, Yale University, 1973. Course areas: history, en- vironmental studies, Latin, Greek, women's studies High standards and rigor mark Sue's approach to course work, community service and advising. Her intellectual model is "the character of Terence who recognizes in his human- ness that nothing human is alien to him." Each year Sue offers a USCG Cap- tain's license preparatory course as a service for local residents. She is a founder of the Art Center of Acadia and is a con- tradance enthusiast. 79 Judith Swazey. B.A. Biology, Wellesley College, 1961; Ph.D., History of Science, Harvard Universi- Sentiel Rommel. B.S. ty, 1966. Physics, U.S. Naval Course area: biomedical Academy, 1966; M.S. Elec- history and ethics trical Engineering, Universi- Committed to the belief ty of Maine at Orono, that humanistic values as 1970; Ph.D. Zoological well as science and tech- Oceanography, University nology are necessary to of Maine at Orono, 1972. resolve ecological prob- Course areas: zoology, lems, Judith became the physiology, mathematics second president of Col- Although primarily a lege of the Atlantic in teacher of anatomy and 1982. Formerly the Ex- animal physiology, Butch ecutive Director of Medi- encourages and sponsors cine in the Public Interest, students' research projects Inc., a health policy in any area of anatomy research organization in and zoology. His students Boston, Judith has com- have implemented a bined research with ad- "Whale on Wheels" proj- ministrative work and ect, designed children's teaching. She has pub- anatomy games and lished nine books in the worked with him develop- biomedical field including ing a natural history several which explore the museum for COA and the relationship between island community. Butch science and human has done research at the values. Fisheries Research Board of Canada's Biological Station in St. Andrews, New Brunswick, at Yale Universi- ty, at the University of Maine and at Duke Univer- sity. 80 ADJUNCT FACULTY Adjunct Faculty hold Donald Meikeljohn. A.B., teaching appointments at University of Wisconsin, the college. 1930; Ph.D. Philosophy, Harvard University, 1936. Norah Deakin Davis. A.B., Each fall Don teaches two M.A., Philosophy, Washing- courses at the college, ton University, 1965. A Public Policy: Congress writer, Norah is the author and the Presidency and of At Home in the Sun and Public Policy: Philosophy of Mississippi: Father of the Constitution. He is pro- Waters; the latter was writ- fessor emeritus and former ten after a COA summer director of the undergrad- field program in which uate program of the Max- faculty and students ex- well School of Citizenship plored the cultural and and Public Affairs of natural ecology of the Mis- Syracuse University. He has sissippi. published Freedom and the Public, a collection of Gunnar Hansen. B.A. En- articles on the First Amend- glish, University of Texas, ment, education and Austin, 1970; graduate political theory. work in Scandinavian Stud- ies and Creative Writing. A Rebecca Weiner. B.A., faculty member in writing, College of Creative Stud- Gunnar is a poet and ies, University of California, author whose work in- Santa Barbara, 1974; cludes Bear Dancing on M.F.A., Poetry, Writing Pro- the Hill, a collection of gram, Goddard College, poetry and Not a Common 1979. A faculty member in House, a history of St. writing, Rebecca's poetry Mary's-by-the-Sea, North- has been published in a east Harbor. number of journals in- cluding Ondas, Santa Bar- Daniel H. Kane, Jr. B.A. bara Poets: A Collection, Physics and Philosophy, The Los Angeles Review, Yale University, 1962; J.D. Spectrum, Intro 10 and In- Harvard Law School, 1966. tro 11. Each year Dan teaches courses focusing on phy- sics, philosophy and inven- tion. He is a patent lawyer in Bar Harbor and was a founding faculty member at the college in en- vironmental law. Anne Kozak. A.B., Salve Regina College, 1959; M.A., St. Louis University, 1962. Anne is a member of the writing faculty, coor- dinator of Human Ecology Essays and the Writing Clin- ic, and faculty advisor for the peer-tutoring program. Previously she was an editor for Notre Dame Press and currently is a free-lance editor. 81 Stanley O. Grierson. Coursework at Columbia University, N.Y.U., School of Modern Photography. Be- fore "retiring" to Mt. Desert Island, Stan worked at The Museum of Natural History in New York in anthropol- ogy exhibit preparation, vertebrate paleontology, moulding and casting, and mammal and bird taxidermy. He also worked with several state and local museums in the New York metropolitan area as well as in conservation education in local schools. At COA, he works exten- sively with students in taxi- dermy and museum dis- play preparation and is a key person in the success of COA's summer Natural FACULTY ASSOCIATES History Museum. Samuel A. Eliot. A., The college has formally English; M.A.T., Ed.D., Ad- Walter Litten. B.S., Institute recognized these distin- ministration, Planning and of Optics, University of guished individuals as Social Policy, Harvard Uni- Rochester, 1937. Walter faculty associates who are versity, 1980. Formerly the worked for over 30 years in invited to teach courses at Academic Vice President industry and advertising any time. at College of the Atlantic before moving to Maine and literature teacher from where he concentrates on Cynthia W. Bourgeault. 1971-1982, Sam currently is his interest in mycology. He B.A., French; Ph.D., English, Director of Public Affairs at has published a number of University of Pennsylvania, the Cornell Ornithological articles on mushrooms and 1972. Formerly the Director Research Institute. aflotoxin and is editor of of the Writing Program at Mcllvainea. In addition to Swarthmore College, Dr. Renee C. Fox. B.A., Smith leading field studies in Bourgeault has recently College; Ph.D., Sociology, mushroom identification, participated in the COA Radcliffe College, Harvard he recently taught a class Speaker's Series and team- University, 1954. Dr. Fox is on public policy, taught several courses with the Annenburg Professor of pesticides and the Sue Merhtens. the Social Sciences at the blueberry industry in University of Pennsylvania. Maine. Ed Davis. A 1970 graduate Her major teaching and of Portland School of Arts, research interests are Leonard Silk. A.B., Universi- Ed divides his time be- sociology of medicine, ty of Wisconsin, 1940, tween exhibitions of his medical research and Ph.D., Duke University, work and conducting local medical education. 1947. Dr. Silk is an workshops on boatbuild- economist and columnist ing. Ed built Spray, a 36 for The New York Times foot yawl originally de- and Distinguished Professor signed by Joshua Slocum, of Economics at Pace which he has used to pro- University. vide outdoor orientation programs for COA stu- dents. 82 STUDENTS John Long tant that is to me." classes are small, in- A sophomore, John trans- In addition to a sense of dependent, and ad- ferred to COA a year after personal control, John vanced study is encour- graduating from high feels that another impor- aged." school. "By that time, I had tant element of COA is the After graduation in 1986, already been to two col- opportunity for change. John plans to attend grad- leges: the United States "My ideas of human uate school. "I think that Coast Guard Academy philosophy and Human COA is perfect prepara- and Kalamazoo College. | Ecology have changed in- tion for graduate school. credibly in the year that I Students here are en- found myself moving from the very confined mental have been at COA. The couraged to be innovative atmosphere of the acad- faculty and the curriculum and self-motivated emy to the very open, in- encourage that kind of thinkers. The whole idea of tellectual atmosphere of personal change, change an undergraduate school COA." John is pursuing his that affects your entire with a purpose, that of interests in writing, biology, world." Human Ecology, is some- psychology and sailing at John has taken such var- thing that is extremely ex- COA. ied classes as Literature citing to me. I am not only "I was originally at- and Ecology, Alternative prepared for graduate tracted to COA because I Film Workshop, Zoology, school, but I am also saw it as a place where I Outreach Education Prac- prepared for life on a could control my personal ticum, Contempory Psy- much broader scale. At and academic growth. chology and Seamanship. COA, you are not isolated Coming from my Coast "COA is set up very much from the day-to-day re- Guard experience, you like a nonspecialized sponsibilities of cooking can't imagine how impor- graduate school: the and keeping your house warm. The integration of my personal and academ- ic life adds to my sense of control." A work study student in the Public Relations office, John states, "when I walked in the first day, they didn't hide the fact that they wanted me to learn my job quickly and efficiently. Next thing I knew, I was writing press releases, organizing sym- posiums, and taking pic: tures. They expected much from me, and I gave it to them. I have really developed my writing and photography skills." How does Human Ecolo- gy relate to all of this for John? "Human Ecology is an integration of and a participation in a huge realm of philosophies. I am learning to combine the mind-sets of science, psy- chology and classical phil- osophy into a creative and workable lifestyle. To me, Human Ecology is that very personal kind of practical and theoretical integra- tion." 83 Sally Greenman. Sally, a junior at COA, grew up on the coast of Massachusetts and developed an interest and love for the sea at a very early age. Her col- lege career began in 1979 at Clark University where she enrolled as a psychology major. Realiz- ing this was not the direc- tion she really wanted to pursue, she decided to take a couple of years off to explore other in- terests-sailing with Out- ward Bound, volunteering at the New England Aquarium, and managing a large kitchen on the Boston Waterfront. While a kitchen mana- ger, Sally's interest in the fishing industry grew. "I wasn't just ordering a cou- ple of pounds of fish, I was ordering hundreds of pounds of restaurant sea- food." In order to pursue her interest in the fishing in- dustry and marine studies in general, she came to COA. "Since I've come to COA, all the classes I have Sally's interests extend Sally's personal world taken- Oceanography, beyond the ocean. Since has recently expanded. Maritime History, Natural coming to Bar Harbor she "Since November I have History, Administration and has also become interest- been working in the scal- Management, Environmen- ed in woodworking. "I lop business with a local tal Journalism and Cultural have found that I work broker. We have been Ecology of Maine Coast best with hands-on ex- working together since the Fishing, to name a few perience reinforcing what I season opened. My house- -are aimed at studying have learned in the class- mate and I, who is also a human uses of the sea. I room, whether it's carpen- COA student, have recent- focus papers and projects try or fish biology." ly taken over the entire around the fishing industry. Even though Marine business. We are running a That's one thing I really Studies was the primary scallop business right out love about COA: you can, reason Sally came to COA, of the back shed. Now no matter what you are in- Human Ecology has that's hands-on ex- terested in, cater and played an important part perience!" taper your education. The in her overall education. Sally is looking forward faculty are not the only "What I have found is that to more "hands-on" ex- valuable resources, the Human Ecology is a perience next term when Mount Desert Island com- unique breadth of knowl- she plans to do an intern- munity offers a chance to edge, and this knowledge ship with Beal's Lobster Pier work with anything from comes from studies involv- in Southwest Harbor, ME. boatbuilding to genetics. ing our natural, scientific, She will be familiarizing technological and internal herself with wharf manage- worlds. In this way, Human ment. Ecology has better defined my role as a person in a constantly expanding world." 84 Mike Kimball. "When I Simplicity, Creative Writing petent and flexible, giving came to visit COA in the and Ceramics. "I like to ex- and receiving as much in- Fall of 1982, I stayed in Tur- periment and get a taste formation as the discussion rets with a bunch of friend- of a lot of things." will allow." ly, open students. They Mike has had a positive Mike stresses that it is not were honest and didn't try experience at COA: "It is just information that is im- to be anything other than an intense atmosphere portant. "Through prac- themselves. That freedom and I have done a lot of tical experience the school to be who you are really thinking." He feels that the is teaching me how to live attracted me to COA, and discussion format of many and how to be a mature, it still does." of the classes is a wonder- active adult. Sincerity is the He was originally in- ful approach. "I really en- most important quality of terested in COA as a joy being able to throw people here; you have to place to study animal ideas around in class. The be willing to give part of behavior. "For five years, I teachers are not just some- yourself to somebody else was a volunteer working body lecturing at the front in order to grow, and that with animals. On a whale of the room; they are com- is what COA is all about." watch out of Gloucester, I asked one of the natural- ists if he knew of a good place to study animals - he suggested either Cor- nell or COA. In Mike's opinion, Human Ecology is a search for identity. "Right now, as a freshman, I am cultivating my creative abilities. Ani- mal behavior has taken a back seat. I have been heading toward philoso- phy and toward deep ecology, which is a branch of environmen- talism that sees humans as an integral part of the Earth. Human Ecology is, for me, personal and inner development." "COA is good for me because it encourages me to choose my directions, my curriculum - I end up being and feeling respon- sible for myself. I now have faith in the direction I am going and feel that my life is heading in a meaningful direction. Whatever I end up doing will be the right thing because I will have responsibly chosen it." In his first year, Mike has taken a broad range of classes including: 2-D Design, Literature and Ecology, Sailing, Voluntary Anne Handley. Anne, a Anne has taken classes coming here in the Fall of sophomore transfer stu- such as Zoology, Latin, 1983. Originally, she was dent, who is currently Calculus, Trigonometry, surprised at the attitude of studying science and Physics and Outreach COA students. "The social education at COA, feels Education Practicum. Her life at COA is more adult "Human Ecology will give strong sense of the impor- than at other colleges - me a solid background to tance of a good educa- there is not an emphasis do whatever | want. I'm not tion ties in with COA: on partying. I am also sur- worried about what I want "Education is the most im- prised at the level of moti- to do in the sense of train- portant part of your life. A vation of the students here. ing for a certain career. person of any age can Many students live off The important thing for me learn to be a Human Ecol- campus. They are respon- is that I can do anything I ogist. You can intermesh sible for every aspect of want - I can explore. all of your interests at their lives. Students learn to There is no push to COA." balance their personal specialize." Anne spent one year at and academic schedules. In her first year at COA, Hollins College before That takes a lot of respon- sibility." A hardworker, Anne has taught ski lessons and horseback riding, worked in day care centers and managed horse stables. "I will not be surprised if I go on to veterinarian school. My general interests in writing, education, science and anatomy will prepare me for many, many things." Anne feels strongly about what COA teaches. "People must learn how to live and learn on their own. They must learn that it is okay to be interested in whatever they want to be." 86 GRADUATES Johannah Bernstein. A she added an intensive native rights. Canadian from Montreal, study of cello technique to Johannah plans to at- Johannah Bernstein spent her academic program. tend law school. But for an a year in art school before Johannah spent her in- interim year she has ap- coming to COA. "I had ternship working for the plied for a five-month leg- planned to be a fine arts energy team of the Na- islative internship with a major in college and then tional Wildlife Federation in member of the British Par- go to graduate school in Washington, D.C. There liament who is also a architecture," she recalls. she conducted legal re- member of the EEC in Brus- "But two summers doing search and assisted in the sels. Through this internship drafting work for an ar- preparation of a strip- she hopes to gain ex- chitect convinced me that mining lawsuit against the perience in legislative I was headed in the wrong Department of the Interior. policy making and interna- direction. I found I wanted Pursuing her interest in tional affairs to prepare for more contact with people environmental law, she a career in government. and more opportunities to worked three summers in Looking back over her effect social change." Montreal for a law firm four years at COA, Johan- In the spring of 1980, representing the Cree In- nah credits the personal when a friend on Cape dians in ongoing disputes attention and close COA Cod told Johannah about regarding the James Bay community with her suc- COA, she found herself in- Hydroelectric Power devel- cessful college experi- trigued with the inter- opments and their effect ence, "COA gave me self- disciplinary curriculum and on native fishing rights. This assurance and confidence commitment to social experience led to her se- in myself. In high school | change. Without ever visit- nior project, part of which often felt out of place with ing the college, she en- examined Canadian en- my peers because of my rolled for the following fall. vironmental assessment devotion to music and my At first she found herself policy and procedures interest in a classical frustrated by the "loose- and part of which provid- education. But at COA I ness" of the courses at the ed background informa- was encouraged to pursue college. She took a wide tion for constitutional those interests and sampling of courses to amendments submitted to develop resources to fit my discover that structure a recent congress on individual needs." comes internally and that because of the freedom she had in her own cur- riculum planning she was able to get the classically oriented education she wanted. By the middle of her sec- ond year, Johannah had developed a particular in- terest in law and political science. "First I exhausted the law offerings at the college and then began to take courses I felt would refine my thinking and rea- soning abilities." These in- cluded philosophy and for- mal logic, literature, in- dependent studies in Latin, economics, physics, and natural-history drawing. A cellist and devotee of classical music, she also discovered a well-known cello performer and teach- er retired in nearby Surry, Maine. Under his tutelage, solid waste disposal on Mt. Desert Island. "The island has to resolve its solid waste problem. I wanted a senior project that would help college-community relations as well as teach me planning skills." In the summer prior to his senior year, Glen evaluat- ed six different waste disposal options open to local communities. By the end of the fall term he had produced a 30 page re- port evaluating the cost, reliability, acceptability and environmental impact of each. As part of his proj- ect, Glen presented his findings to the Hancock County Regional Planning Commission and to several Glen Berkowitz. Glen full responsibility for each other local government Berkowitz came to College facet of the project. It was groups. The report has of the Atlantic for several extremely rewarding to been well received and reasons, the most impor- have taken all the theoreti- his proposals are currently tant being the role prob- cal knowledge I acquired under consideration by lem solving plays in a COA in the design field and put local leaders. education. "Although it to practical use." Glen began graduate knowledge gained in the Courses in government, study in public policy at classroom is vital to a history, and design helped Harvard's John F. Kennedy good education, I think Glen realize that the best School of Government last COA's emphasis in apply- outlet for his many interests fall. He feels his education ing classroom knowledge was planning and public in Human Ecology was ex- to real world problems policy. "When | first came cellent preparation for ad- provides a more complete to COA, I wanted to be a vanced studies dealing education than that found solar architect. My educa- with the complex policy in most traditional col- tion expanded my thinking questions he now ad- leges." and I started looking at dresses. "I want to take the Glen took advantage of cities and asking myself insights offered by a COA's problem solving op- how mass transit could be human ecological per- portunities in his first year improved and how sky- spective and learn how to at the college. As a final scrapers could be made apply them to public sec- assignment in a 3-D design more energy efficient. tor issues that cry out for class, he and a fellow stu- These were the kinds of definition. My COA educa- dent worked on a design fhings that captured my tion helped me to see the for the renovation of the imagination." causes of our problems, COA library which was After an internship as a not just the symptoms." subsequently approved legislative assistant in Con- and implemented. "I had gress and a semester as a visiting student at MIT, Glen returned to COA to under- take his senior project. True to his philosophy of combining the theoretical with the practical, he focused on the problem of 88 Jonathan Kohrman. "I was ing up, I thought it was harmony." born near and grew up in suburbia that was the root Being at COA helped Shaker Heights, a suburb of environmental prob- Jonathan develop respect on the eastern edge of lems, but on a vaster and trust for the individuals Cleveland, Ohio. From an scale, what is deeply that make up a communi- early age I knew that wrong is Americans' at- ty. "It is refreshing for me to heading further east, titudes toward both the see that there is a genuine usually in the back of my built environment and the attempt to include every- father's open-top red con- natural environment that one in college decision- vertible, meant rolling hills, makes the first largely making. From my experi- fields of corn, open views, uninhabitable and the lat- ences at COA, the chal- sun and wind. Heading ter threatened." lenge for me is to commu- west, on the other hand, in Jonathan's interest in nicate in my life and work rickety, old, yellow rapid design grew from his de- the interdependence first transit cars meant fascinat- sire to be doing people- of people, then of all living ing views of sooty freight oriented work that is artistic systems and of the whole yards and burned out and creative while meet- earth. To love nature while shells of buildings standing ing human needs. His se- shunning other people like ancient ruins along the nior project, designing a separated from the earth tracks. Arriving at the Ter- cooperative, energy-effi- by 30 stories or 20 feet of minal Tower, one encoun- cient home for two cou- asphalt and concrete tered the pavement of ples with small children, seems equally foolish to Public Square with its has helped him realize me. As a student of human monuments and pigeons, that such work is satisfying ecology and potentially as hot salty nuts bought on and a viable career a designer, I am commit- the street, and thousands choice. "Working on this ted to being part of the of strange people crowd- project, I have learned to solution to the current ing into Cleveland Stadium value the collaborative ecological crises of our for a baseball game. Both nature of the design pro- society. In my opinion, the were fascinating and at- cess. I could never have problems begin in human tractive, the first for its created a workable home society and are inclusive spacious wildness and the for these families if I had of our relationship to latter for its adventure and hidden myself away in the ourselves and each other sense of archaic mystery. design studio, never dis- as well as in our relation- Since then, my awareness cussing their individual ship to the land and other of the nature of both city needs for space, light and resources of the earth." and country has grown considerably, and I have lived for extended periods in extreme forms of each. Yet my feeling of being somewhere in between, committed to neither, re- mains. When I consider this dilemma in terms of hu- man ecology, a lot of questions come to mind." Jonathan delineates this dilemma in his human ecology essay, one of the college's graduation re- quirements. Examining the contrast between urban and rural environments has been a focus of Jonathan's concentration in environmental design. "I feel there is a need to bring hard core ecology together with the study of human nature, human in- teraction, and art. Grow- SUPPORTING THE ACADEMIC PROGRAM To support its academic program, the college developed a number of facilities and additional shared resources unique to the geographic area and Human Ecology degree focus. In addition to the resources on the island, we have exchange programs with the University of Maine at Orono, Marlboro College in Vermont and Huxley College in Washington. Students from COA and the other institutions may spend up to one year as visiting students. "The setting of this college is unbelievable. Living every day as we do by the sea, sometimes we forget how beautiful it is. It works on you in wonderful and unconscious ways. It's the kind of place that really rewards your sensitivities." Rich Borden 91 Our Campus, Resources and Facilities and dye herbs. Work is underway to College of the Atlantic's campus OC- establish an arboretum to serve as an cupies 25-shorefront acres overlooking outdoor laboratory as well as a recrea- Frenchman Bay on Mount Desert Island, tion area. The college operates a large Maine. It is located within easy walking greenhouse and adjoining coldframes. distance of the town of Bar Harbor and of A small lean-to greenhouse adjacent to Acadia National Park. the biology laboratory is being remod- eled. The greenhouses are used to sup- Library: Since the fire, the Thorndike port courses in botany, soils, horticulture Library has been housed in temporary and for independent studies, final proj- quarters located within easy walking ects, and faculty research in plant distance of the campus. National media science. When the lean-to is finished, the coverage of the library's fire losses has botany collection will be housed there. resulted in the donation of over 15,000 The large greenhouse will be used for gift books and periodical back files from research and courses with some space individuals and organizations throughout reserved for starting seedlings for the the country. Marcia Dworak, the College community gardens. Librarian, has estimated that the Thorn- dike Library will meet if not exceed its Natural History Museum: The Natural prefire strength of over 16,700 volumes History Museum at College of the Atlantic and 210 periodicals within two years. If was opened in 1982. It is composed of needed books and periodicals are not two parts: a summer museum which is available in the Thorndike Library, they housed in the college's auditorium and is can be obtained for students through the open to the public, and the Outreach Pro- library's membership in the OCLC com- grams which operate throughout the puterized national interlibrary loan system. academic year and consist of traveling Students may also take out books from exhibits taken to schools and nature any library within the State of Maine by centers. The summer exhibits and the participating in the MAINCARD system. outreach programs are student designed and developed in the museum practica Laboratories and Studios: COA has biolo- and museum studies courses. Directed by gy, chemistry, physics and saltwater lab- COA faculty and staff, the museum pro- oratories as well as an herbarium, taxider- vides a limited number of summer my workshop, solar woodwork shop, and naturalist and business management jobs design and ceramics studios. The labora- for COA students and graduates. During tories were upgraded in the summer of its first 2 years of operation, over 20,000 1983 with a grant from the Pew Foundation. people either visited the museum or took advantage of the interpretive programs, Boats: The college owns two boats, the nature trail, speakers' series, and Beluga and the Guillemot. The Beluga is a outreach programs for children. converted lobster boat which is used for marine related courses and marine mam- Writing Clinic: The college established a mal research. The Guillemot, a 34' sail- Peer Tutor Writing Clinic in 1981 to ad- boat, is used for summer coastal studies. A dress the individual writing needs of a 36' yawl owned by Faculty Associate Ed diverse student community. If a student Davis is available to students for class trips, has a particular writing problem, Anne special events and outdoor orientation. Kozak, coordinator of the Writing Clinic, College-owned smaller boats and canoes will meet regularly with him/her to discuss may be used on the fresh-water ponds and evaluate the individual program. and streams surrounding Bar Harbor and in other areas of Mount Desert Island. Career Planning: The resources of the In- ternship and Career Services Office assist Gardens: The college has over a quarter students in planning their academic pro- acre of organic vegetable gardens that grams. In addition to having files of are maintained by community members. potential internships and postgraduate Gardeners share responsibility for replen- employment opportunities, the office con- ishing the soil by adding compost, ma- tains graduate program catalogs and in- nure, and seaweed in the spring. The dexes, occupational information, and area is divided into individual plots and a standardized test applications. Students large kitchen garden. Near the Turrets are encouraged to seek advice concern- there is a restored perennial garden and ing admission to graduate schools, an herb garden of edible, medicinal, fellowships, undergraduate preparation 92 for specific professions, and employment Gulf of Maine with its 11-foot tides and with the federal government. Advice on water depths of up to 300 feet, the writing resumes and setting career Laboratory has access to a variety of en- priorities is also available on an individual vironments-rocky shores, gravel and group basis. beaches, muddy coves, tidal pools and brackish streams. Although there are only Acadia National Park: In addition to a few year-round investigators, the Acadia National Park's recreational Laboratory's staff and research endeav- facilities, the college and the park have ors expand considerably in the summer. an agreement that enables faculty and Since 1972 seven COA students have students to conduct research within the worked at MDIBL: five in the lab and/or park and to study problems unique to field, one collecting specimens, and one Acadia. Because of past glacial action, managing business affairs. COA classes the Park contains both temperate and attend lectures, seminars, and tours on a arctic zone plants. Students' park regular basis. research includes native wild plant studies, moss and lichen identification, Mount Desert Island Schools: MDI public pollination ecology and vegetative schools are a valuable resource for species inventories on islands in the Gulf students interested in outreach educa- of Maine. Others study land and sea tional programs as well as those who birds, dragonfly population, beaver dam have a particular skill or interest they want management and the distribution of inter- to share with young people. Last year, tidal organisms. Faculty projects include under the direction of Peter Corcoran, acid precipitation monitoring, succes- many students participated in formal sional vegetation studies, and marine educational projects in the elementary mammal population and migration pat- schools; two students-one as an intern in terns studies. teaching history and the other as a math tutor for a deaf student-worked at MDI The Jackson Laboratory: The Jackson High School. As volunteers, COA students, Laboratory, located three miles from staff, and faculty contributed to various COA, is a private, government-funded enrichment programs in dance, music, facility for biomedical research. Its special the arts, sports, languages, math, and focus is the genetics of the mouse, for the social studies. mouse closely parallels many of the physiological attributes of and diseases in University of Maine at Orono: College of humans. Composed of 40 doctoral-level the Atlantic and the University of Maine scientists, including George Snell, a 1981 have developed an exchange program winner of the Nobel Prize for Medicine, whereby students from both institutions the research staff provides training oppor- can cross-register for undergraduate tunities for undergraduate, graduate, and courses. In addition, COA students have postdoctoral students. Through indepen- the use of UMO's laboratory and library dent study, internships, and senior proj- facilities. ects, interested COA students develop The two colleges are currently in the research problems under the direction of process of developing an exchange for one of the scientists. education studies. COA's Summer Gradu- The Laboratory's extensive seminar series ate Program is offered in conjunction with covering diverse areas of biology supple- the University of Maine's College of ment class discussions and independent Education. study. In addition to working in labs and attending seminars, COA students regu- Chewonki Environmental Education Prac- larly use the library containing 250 scien- ticum: This intensive fifteen-week program tific journals. The Lab's extensive com- of classwork, fieldwork, and practice puter facilities supplement the College's teaching at the Chewonki Foundation in computers; occasionally faculty and Wiscasset, Maine, offers COA students the students pursue independent computer- opportunity to develop and practice skills based research here. in environmental education. Chewonki is a well-known Maine educational organiza- Mount Desert Island Biological tion which sponsors Camp Chewonki, Laboratory: Located just north of Bar Har- Maine Reach School, and year-round ex- bor, the MDI Biological Laboratory was periences in nature study. This practicum is founded in 1898 to study environmental available through a formal agreement that and biological problems. Located on the the program will receive three COA credits. 93 the so STUDENTLIFE Life at COA is informal, friendly, supportive and always busy. Students are in- volved in developing skills and interests, in exploring activities and careers, and in clarifying personal and social values. They are also having a great deal of fun-laughing, talking, questioning and creating lifelong friendships. Each individual has the opportunity to make the COA experience unique and meaningful. "I distrust college systems which subscribe to the theory that students should have as few nonacademic responsibilities as possible. Such a policy leaves students un- prepared for the decisions and responsibilities they will face later in life." Ben-COA graduate 95 Housing: The college's five on-campus posed of a representative balance of houses serve 30% of the students. Three students, faculty and staff. are former shorefront summer estates re- The All-College Meeting (ACM), held bi- furbished for college use. Each has its weekly, serves as an open forum and de- own cooking and dining facilities and cision-making body. All members of the students plan and prepare meals cooper- community have equal say in the ACM, atively. Entering students have priority for which is facilitated by a student. Major this housing. Because of the influx of sum- policy decisions are made by the ACM, mer residents, off-season housing in the subject to approval by the Executive town of Bar Harbor is available for return- Committee of the Board of Trustees. Addi- ing students. Students have found the ex- tionally, any issue or problem may be in- perience of sharing responsibility for hous- troduced for discussion at ACM by ing an important part of their educational anyone at the college. experience and a valuable preparation for postgraduate life. Health: Medical care is available at the Mount Desert Island Hospital in Bar Har- Governance: College of the Atlantic is bor. Twenty-four hour emergency care governed by its own unique system of service is provided by the local medical participatory democracy. As an educa- group. A personal counselor is on-cam- tional tool, the governance system is in- pus part-time during the academic year, valuable. All students, faculty and staff and personal counseling services are have the rights and responsibilities that available in the town of Bar Harbor. In ad- come with participation in the gover- dition there are several dentists and doc- nance of the college. Major standing tors in private practice on the island. committees-Academic Affairs, Resources All students not covered by parent's and Planning, Personnel, Student Affairs health insurance policy are required to and Building and Grounds- tend to the participate in a group Blue Cross policy everyday business of running the college. for accidents and hospitalization at an Other committees include: Internship, approximate charge of $350.00 for the Library, Student Activities, Review and Ap- year. peals, Admissions, and Affirmative Action. Membership on committees is open to all in the community; ideally they are com- 96 EVENTS AND ACTIVITIES Outdoor Recreation: Located one-half Other Events: Within a one-hour drive from mile from the campus, Acadia National Bar Harbor the following are available: Park offers a wide range of recreational Hancock County Auditorium, Ellsworth: activities. Mountain trails and carriage films, concerts, theatre, dance paths crisscross its 150 square miles while University of Maine at Orono: speakers, lakes and streams provide excellent swim- films, concerts, theatre ming, fishing, and canoeing. In the winter Bangor Symphony Orchestra cross-country skiing, snowshoeing, and ice Wendell Gilley Museum, Southwest Har- skating are popular activities. bor; ornithological exhibits, lectures Acadia Repertory Theater, Somesville and Films: Bar Harbor's seasonal Criterion Bangor Theatre and the Ellsworth cinema, open Blue Hill Chamber Music Festival, Blue Hill year-round, offer a broad selection of popular movies. Throughout the academ- Athletics: All COA students have full ic year, COA sponsors weekend film series privileges at the YMCA. It houses a 25' X featuring recent and classical films. 75' swimming pool, a 100' X 50' gym- Cultural and scientific documentaries are nasium, a small weight room, four bowl- also shown regularly. ing lanes, a game room and a small dance studio. Last year COA fielded a Speakers: During the academic year, volleyball team in the town's intramural COA brings timely speakers to the cam- league. The YMCA is an easy 5 minute pus to enrich class offerings. These bike ride from the campus. speakers have included Maine's Commis- sioner of Agriculture, nationally known Community Involvement: Many COA naturalist/illustrator Clare Walker Leslie students have found their studies in Bar and right/left brain researcher Bill Ham- Harbor enriched by volunteer work within mond. The summer Speaker's Forum ad- the local community. Students have led dresses topics of interest to the community outdoor education programs, organized at large. Recent forums have examined children's dramatic classes, founded a the effects of offshore oil drilling on preschool play group, volunteered at George's Bank fisheries, perspectives of homes for the elderly, sponsored the Red war and peace, and science and social Cross Bloodmobile and worked with OP- responsibility. TIONS, a community teaching program. Students and staff also help coach and Music, Dance, and Theatre: The college teach gymnastics, softball, and swimming cosponsors the Mt. Desert Island Com- at the "Y." In return, MDI community munity Arts Committee concert series members have worked with students on which brings well-known classical and folk projects, provided job opportunities, and artists to Bar Harbor. On campus, the shared their knowledge of Maine coastal Students Activities Committee organizes living. college concerts, dances and traditional COA events such as the Great Halloween Costume Party and the Black Fly Ball. The COA Chorus presents at least two con- certs each year, and students direct and perform in original dramatic presenta- tions. Potluck suppers, musical get- togethers and informal recitals round out the social dimensions of COA life. Publications: VOICES, the COA literary and art magazine, publishes work an- nually by students, faculty, and staff. OFF THE WALL, a weekly student newspaper, is a forum for pertinent COA community in- formation. Exhibits: At the close of fall term and late spring, the art gallery in the Turrets ex- hibits student work; at other times there are collections by Maine artists. All ex- hibits are open to the public. 97 FINE PRINT A number of general questions frequently arise when students consider ap- plication to College of the Atlantic. Fine Print is our way of highlighting infor- mation necessary for an overall assessment of the College. "I feel like I've had the best possible preparation-both academically and morally-for what I am doing. Long live COA!" Rachel-COA graduate 99 ADMISSIONS Composed of students, staff, and faculty, pleted application. The student's form, the Admissions Committee seeks students references and transcripts should be for- who have an enthusiastic and active ap- warded to the Admissions Office by June proach to learning and who possess the 1 for acceptance in the fall term, by skills and discipline needed to make December 1 for the winter term and by good use of the college's resources. March 1 for the spring term. Although in- Applicants to COA respond to a series terviews are required, they may be of essay questions which ask students to waived for those who find it impossible to think carefully about College of the Atlan- travel to Bar Harbor. Application materials tic's educational focus. The answers to may be obtained by writing the college these questions, teacher references, past or telephoning the Admissions Office at academic records, and personal inter- (207) 288-5015. views are used by the Admissions Com- mittee in arriving at its decisions. Although TRANSFER STUDENTS not required, standardized test scores About 50 percent of College of the Atlan- may be submitted by applicants; these tic students have transferred from such take a supporting role in assessing colleges and universities as Boston Univer- academic strengths. sity, Bowdoin, University of California at The application is designed to en- Santa Cruz, Colorado State University, courage prospective students to reflect Cornell, Dartmouth, Goddard, University of on and express personal reasons for Michigan, Middlebury, Oberlin, Reed, choosing a small college with a human Tufts, Washington University, Wesleyan, ecology focus. and Yale. Admissions procedures and Prospective students are encouraged to standards are the same for transfer visit the college in order to sit in on students as for freshman applicants. classes, talk with students and faculty and All transfer students must take the acquire an understanding of College of Human Ecology Core Course. In addition, the Atlantic's individualized educational transfer students may be able to obtain style. credit for one course of the two courses COA uses a rolling admissions process. required in each resource area based on The Committee will make a decision a catalog description of an equivalent within one month of receipt of the com- course taken at another institution. A com- mittee consisting of the registrar, the chairman of Review and Appeals Board and a faculty member in the resource area will review transcripts and evaluate equivalency. A student can transfer a maximum of 18 credits to COA; one COA credit is equiva- lent to 3.3 semester hours. Satisfactory (C or above) work at another accredited in- stitution is transferred on this equivalency basis. Work at nonaccredited institutions is evaluated for transferability by Review and Appeals Board. COA students plan- ning to take a course or a term of work at any nonaccredited institution are advised to get advance approval of its accept- ability for credit from the registrar or, if necessary, the Review Board. Students transferring in the full 18-credit amount are encouraged to begin planning for the completion of their degree re- quirements and to select an advising team as early as possible. New transfer students are advised to check with the registrar soon after they arrive at COA to make sure that all previous transcripts have been received and assessed. VISITING STUDENTS Frequently students will arrange to spend Miscellaneous Costs $1000 one term to one year as nonmatriculat- Costs for books, academic supplies, per- ing, visiting students in residence at the sonal expenses and transportation can college. They choose courses of study vary widely. Students should budget up to that supplement programs at their home $1000 per year to cover these expenses. institutions. Students who wish to visit Col- lege of the Atlantic should write or phone Total Tuition, Room, Board and the Admissions Office for applications and Miscellaneous Expenses $10,075 information. Medical insurance is available through the college at a cost of $350 per year. ADVANCED PLACEMENT Students who enroll half-time will be College credit may be given for superior charged a small community service per performance in the CEEB advanced trimester. Lab fees average $25 per placement examinations or for the Col- course. Students who bring cars to cam- lege Level Examination Program. pus can expect a $10 per trimester park- ing fee. FEES AND EXPENSES 1984-85 REFUND POLICY Tuition $6500 Tuition covers the cost of full-time atten- Students may withdraw from college with dance for three ten-week terms (fall, a prorated tuition charge of $40 per day winter and spring.) Full-time attendance up to the tenth day of each term. After at the college is defined as enrollment in that an added $10 per day assessment a minimum of eight and a maximum of will be made. No refunds will be given ten courses distributed over the after the fifth week of the term. Written academic year. The college recom- notice of withdrawal must be presented mends nine courses as a normal full-time to both the registrar and the business commitment for the year. manager. After the second week of the term, room fees will not be refunded ex- Student Activities Fee $75 cept in the event of withdrawal from This fee is used by the student activities school, in which case, refunds will be committee in support of social, cultural made on a prorated basis. No refunds and recreational activities as proposed will be made after the mid-point of the contract. The student's financial aid funds by the student body. from federal, state, college and other sources will be refunded to those ac- Campus Room $1500 Students are housed in five campus counts in compliance with the associated residences or have the option of renting guidelines and COA refund policy. houses or apartments in the village of Bar FINANCIAL AID Harbor. The rate listed here covers the cost of a double room on campus for the In cases where students or their parents nine-month academic year. The cost of are unable to meet educational costs, rent in the village of Bar Harbor is com- the college will award financial assis- tance based on need and merit. parable to on campus costs. Qualified students are granted aid to the Estimated Board extent that funds are available. The Finan- $1000 College houses are equipped with kitch- cial Aid Form (FAF) of the College Scholar- en facilities and students are responsible ship Service is the only aid application re- for their food budgets and meal prepara- quired by the college. Federal Financial tion. The only meals plan offered by the Aid eligibility is based on a full-time college is an optional weekday lunch ser- academic load of a minimum of 3 COA vice. Lunch at the college may also be credits per term and 9 credits per purchased on an individual or weekly academic year. ticket basis. The board fee listed here is ACCREDITATION an estmate based on average expenses incurred by students both on and off College of the Atlantic is accredited by the New England Association of Schools campus. and Colleges. Questions concerning the College's Equal Op- portunity policies or accessibility provisions should be addressed to Judy Knudson-Affir- mative Action/504 Coordinator at (207) 288-5015. 101 SCHOLARSHIP AND FELLOWSHIPS 1984-85 ACADEMIC CALENDAR Entering students are encouraged to ap- September 2-9 Outdoor Orientation ply for the American Rivers Conservation 10 Classes Begin Council Scholarship and the Natural Fall Term Resources Council of Maine Scholarship. November 20 Classes End These scholarships are offered jointly by January 2 Classes Begin College of the Atlantic and the Councils Winter Term to highly qualified applicants on the basis March 12 Classes End of academic achievement, environmen- 25 Classes Begin tal service, and need. More information Spring Term may be obtained by writing to the Admis- May 31 Classes End sions Office. June 1 Commencement The Edwin Gould Foundation for Chil- dren, Samuel A. Eliot Scholarship Fund, College of the Atlantic supports and Albert Cunningham Scholarship Fund, adheres to all federal and state an- and the College of the Atlantic Alumni tidiscrimination laws including the Civil Scholarship Fund provide need-based Rights Act and the Maine Human Rights financial aid awards. Act. In accordance with Title IX of the Graduating seniors may apply to be Education Amendments of 1972 and with nominated for a Thomas J. Watson Section 504 of the Rehabilitation Act of Fellowship. Proposals must be for travel 1973, the college does not discriminate and independent study abroad; the on the basis of age, race, color, sex, award carries a $10,000 stipend. For the marital status, religion, national or ethnic past two years, a COA graduating stu- origin, or physical or mental handicap in dent was granted the Watson Fellowship. the administration of its educational or Peter Wayne, the college's 1982-83 admissions policies, scholarship and loan nominee, was awarded a fellowship to programs, employment practices and study the influence of people and other college administered programs. domesticated animals on the vegetation Contact the Admissions Office for addi- of islands off the coast of Wales, Scotland, tional information. Iceland and Newfoundland. This study was a continuation of work he had done on islands in the Gulf of Maine. Richard Epstein, the College's 83-84 nominee, received a fellowship to study vernacular residential architecture at the fortieth degree north latitude in Italy, Greece, China and Japan. Previously Rick had been involved in our environmental design program. HOW TO GET HERE Driving from Boston, take Interstate 95 north to Augusta, Route 3 to Belfast and Routes 3 and 1 toward Bar Harbor; bear left after crossing the bridge onto Mount Desert Island. College of the Atlantic is on the ocean side of Route 3, about 9 miles from the bridge and one-quarter mile beyond the CN ferry terminal. This drive usually takes from five to six hours. (For a more scenic drive, take Interstate 95 to Brunswick and coastal Route 1 from there to Ellsworth.) Bar Harbor and Delta Airlines provide regular service to the Bar Harbor and Bangor Airports, respectively. In addition, Greyhound Bus Lines provides regularly scheduled transportation from Boston and New York to Bangor and from Bangor to Ellsworth. 102 BOARD OF TRUSTEES Mr. Robert E. Blum, Lakeville, CT Mr. Leslie C. Brewer, Bar Harbor, ME Mrs. Frederic E. Camp, East Blue Hill, ME Vice Chairman of the Board Mr. William D. Carey, Washington, DC Mr. John C. Dreier, Washington, DC Chairman of the Executive Committee Vice Chairman of the Board Mr. Amos Eno, Princeton, NJ Ms. Neva R. Goodwin, Cambridge, MA Rev. James M. Gower, Bucksport, ME Mr. Lawrence C. Hadley, Bar Harbor, ME Dr. Thomas S. Hall, St. Louis, MO Mr. Robert H. Kanzler, Detroit, MI Chairman of the Board Dr. Steven Katona, Bar Harbor, ME Mr. John M. Kauffmann, Mt. Desert, ME Mrs. Roger Milliken, Spartanburg, SC Mrs. Elinor Newbold, Bryn Mawr, PA Mr. C.W. Eliot Paine, Mentor, OH Dr. Elizabeth S. Russell, Mt. Desert, ME Dr. Bodil Schmidt-Nielsen, Salisbury Cove, ME Mr. Donald Straus, New York, NY Dr. Lewis Thomas, New York, NY Mrs. R. Amory Thorndike, Bar Harbor, ME Vice Chairman of the Executive Committee Mr. Charles R. Tyson, Philadelphia, PA STAFF Judith P. Swazey, President Penny E. Grover, Executive Secretary to the President Paul DuBois, Administrative Dean Charles T. Hesse, Director of Development Terri L. Gildow, Executive Secretary to the Director of Development and Public Affairs Bernice Sylvester, Secretary to the President's Office and Faculty Janis Miller, Receptionist BUSINESS OFFICE Liane N. Peach, Business Manager Bunnie N. Clark, Assistant Business Manager Elaine Tetlow, Bookkeeper STUDENT AFFAIRS Judy C. Knudson, Director of Admissions Jane W. Pooler, Assistant to the Director of Admissions Ted S. Koffman, Director of Financial Aid, Housing, and Summer Programs Jean D. Boddy, Assistant to Financial Aid, Housing, and Summer Programs Pam Parvin, Director of Food Service, Advising Coordinator Sally S. Crock, Registrar Jill Barlow-Kelley, Assistant to Internships, Records and Career Services BUILDINGS AND GROUNDS Millard L. Dority, Director of Buildings and Grounds Leslie A. Clark John K. Mitchell J. Clark Stivers LIBRARY Marcia L. Dworak, Librarian Marcia H. Dorr, Assistant to the Library Sandra Holmes Modeen, Library Clerk 103 DIRECTORY INTRODUCTION Gardens 6 Natural History Museum - Writing Clinic Career Planning ACADEMIC Acadia National Park The Jackson Laboratory PROGRAM MDI Biological Laboratory 9 MDI Schools Degree Requirements University of Maine at Orono Evaluation & Standards Chewonki Environmental Education Advising Program Outdoor Orientation Academic Orientation Academic Options STUDENTLIFE 95 Independent Study Housing Group Study Governance Tutorials Health Residency Events and Activities Practica Internship Senior Project FINE PRINT 99 Admissions CURRICULUM Transfer 21 Visiting Interdisiplinary Programs Advanced Placement Marine Studies Fees and Expenses Environmental Design Refund Public Policy and Social Change Financial Aid Evolutionary Studies Accreditation Writers in Their Environment Scholarships and Fellowships Ecological Education Directions Environmental Science Resource Area Calendar Human Studies Resource Area Arts and Design Resource Area Board of Trustees 103 COURSE DESCRIPTIONS Staff 103 Environmental Science 30 Human Studies 43 Credits Arts and Design 60 Editor: Judy C. Knudson Design: Spindler and Chase WHO WE ARE Photos: John Long, Chris Hamilton, 73 Tammis Coffin Faculty Printing: Gannett Graphics Students Graduates Special thanks to Jane Pooler, Bernice Sylvester and others who SUPPORTING helped with the catalog. THE ACADEMIC PROGRAM 91 Library Laboratories and Studios Boats 104 ATN CC COLLEGE OF THE ATLANTIC BAR HARBOR MAINE O4609 TEL. (207)288-5015