COLLEGE OF THE ATLANTIC Catalog 1983-84 "College of the Atlantic is an institution whose essence resides in its people and their ideas and efforts. Through its human ecology perspective, it promotes focused interdisciplinary studies and independent 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 interconnectedness with its intertwined runic symbols for wave, tree 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." Judith P. Swazey President COLLEGE OF THE ATLANTIC Catalog 1983-84 M S College of the Atlantic is an accredited, four year college awarding the Bachelor of Arts in Human Ecology. Bill McDowell, Class of '80 2 A Message From René 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 compatible not only with ecological constraints but also with human needs and aspirations. Oddly enough our society does not know how to educate for that. We have been immensely successful in educating experts of means, that is people 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. René 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. 3 Introduction We live in an increasingly complex world. Critical decisions regarding the use of technologies, resource consumption and distribution, hazardous waste disposal, and economic development must be made by ecological thinkers if we are to have a viable planet on which to live. College of the Atlantic was founded in 1969 to help educate such people through a single degree program in human ecology. Such a study emphasizes the understanding of interrelationships, specifically those between humans and the technological and natural environment. The purpose of such a study is the fostering of attitudes and the acquisition of skills that enable people to live in the world in ways that respect and enrich it rather than consume and damage it. Thus each student's education works toward attaining a world view that combines the clarity of the sciences with the compassion of the arts and humanities. 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 us as human ecologists: to redirect ourselves with knowledge and imagination toward an improved quality of life without sacrificing individual integrity or our life-supporting environment. 4 Academic Program An education in human ecology brings together disciplines which have traditionally been separate. Our academic program is designed to develop an ecological perspective in terms of understanding social, biological and technological interrelationships. With this perspective, students can acquire the skills necessary to solve complex problems with confidence and imagination. The organization of the curriculum into three related resource areas is designed to help students and the college in academic planning. Students, with the help of their advisors, design programs suited to their own interests that include work in all areas of the curriculum. The interdisciplinary programs, beginning on page 10, aid students toward this end. The following courses are recognized as being central to an education in human ecology. Although not required, it is strongly recommended that some of them be included in each student's program of study. Environmental Studies Consciousness Ecology: Introduction to Natural Systems Community Evolution Value Foundations in the Visual Arts Order and Disorder Design/Nature Technology Human Ecology Seminar Creativity Degree Requirements Students must demonstrate successful com- pletion of the following: a Human Ecology Essay relating the stu- accumulation of 36 COA credits dent's development as a human ecologist and at least one activity in each of the college's demonstrating competency in writing skills three resource areas a 3-credit internship of at least one term in a participation in a problem-focused group job related to the student's academic interests study, usually a workshop or seminar or occupational goals a college building experience such as ser- a 3-credit senior project that is a major piece vice on a committee, advising or community of independent work reflecting the student's volunteering primary field of concentration 6 Resource Areas Environmental Science The environmental science curriculum area brings together the biological and the physical sciences in exploration of the earth's systems by using the scientific method for identification and investigation tracing ecological and evolutionary patterns studying natural communities as ecological systems understanding the interactions of people and natural systems. The college's setting, bordering the Gulf of Maine and Acadia National Park, provides rich outdoor laboratories for field research. In addi- tion to laboratories, our facilities include two research vessels, two greenhouses and a com- puter system. Students preparing for graduate school or work in plant and animal ecology, physiology and most fields of the applied environmental sciences receive both a broad-based knowl- edge of ecological principles and preprofes- sional training in their chosen areas of concentration. Students interested in health sciences or specialized areas of chemical and physical science supplement their studies at College of the Atlantic with additional course work else- where. Our cross-registration arrangement with the University of Maine at Orono and our academic relations with the Jackson Labora- tory and the Mount Desert Island Biological Laboratory enable students to strengthen their skills in areas not offered at COA. 7 Arts and Design Design, an area of purposeful intervention into the natural world, shapes our past, present and fu- ture. At any given time, the products of design-art, architecture, pottery and furniture-are a reflec- tion of that period. Since the ultimate objective of design is to create harmony, the artist-architect must constantly ask: Do our surroundings feel good to us? Do they enhance or detract from the qual- ity of our lives? Students at College of the Atlantic immerse themselves in actual design problems and have the op- portunity to study theories of aesthetics. Problems and projects include museum display, carpentry and woodworking, energy systems, architectural and environmental design, two-dimensional design, drawing, pottery and sculpture. At some point in our lives we all attempt design activities; a familiarity with the processes and problems of design is an important part of a liberal arts education. The skills learned in arts and design at COA are not only technical; they are also philosophical, scientific and humanistic. For the college is a place where the student, in partnership with the faculty, does not learn to be simply a professional artist or designer but a socially and environmentally responsive force working toward a more beautiful world. 8 Human Studies By synthesizing the humanities with the social sciences, the human studies resource area provides students with a wide and diversified perspective on human nature which helps to break down the arti- ficial distinction inherent in specialized branches of knowledge. Through the team-taught human studies core courses, students focus on aspects of the contemporary human condition and are chal- lenged to blend ecological concerns with classical humanistic studies. Courses in philosophy, his- tory, literature, art and music relate the past to the present. With the humanist's consciousness of one's place in time, students examine issues in political science, economics, psychology and anthro- pology. This combination of knowledge and perspective equips the human ecologist to address indi- vidual and cultural problems. 9 Interdisciplinary Programs The founders of COA recognized that to Marine Studies solve ecological problems, one would have to approach the problems from various perspec- The Marine Studies program brings a human tives. As a result COA has no departments al- ecological focus to bear on COA's major phys- though the three resource areas provide focal points for a number of related disciplines. The ical resource: the Atlantic Ocean. By integrat- ing a wide diversity of courses in the arts, college encourages students to assess their own interests and strengths and to put together sciences, design, economics, anthropology, history and politics with on-the-water skills a series of courses, internships and senior proj- courses, Marine Studies provides a unique op- ects which prepare them to address human portunity for COA students to study and ap- ecology in a singular way. preciate our marine environment as well as to Because of repeated student interest, certain prepare for the many career opportunities in interdisciplinary themes have emerged-ma- this field. Students who have focused in Marine rine studies, environmental design, public pol- Studies have pursued graduate work or ca- icy, environmental writing, evolutionary studies reers in coastal resource management, marine and ecological education. In response to this, mammal research and oceanographic studies. the college developed interdisciplinary pro- The following is a sample of courses that could grams which reinforce and complement one comprise a concentration in Marine Studies. another; many of the same courses appear under more than one program. These, how- Biology of Fishes ever, are not the only themes. Some students Environmental Economics choose not to follow a program; rather they Sailing Boatbuilding Project prefer to be generalists in human ecology. One Seamanship student's set of courses is seldom the same as Maritime History another's. As new themes like human con- Marine Mammals sciousness, the arts and music emerge, new Community programs develop. Frequently students assist Cultural Ecology of the Maine Fishing Industry faculty in this process, for student input pro- Making Things Happen: Administration and Man- vides fresh insights and new ways of defining agement individual programs of study. Maritime Weather Forecasting Invertebrate Zoology Following each program description is a list The Developing World of courses that contributes to the theme and Ecology: Landscape intent of the concentration. The list is not pre- Marine Biology scriptive; it is merely a suggestion. Depending Physical Oceanography on a student's background, some of the intro- Introduction to Oceanography ductory science, math and writing courses, for Outreach Education Practicum example, may have been completed elsewhere. Environmental Journalism Literature and the Sea Maine Coast History and Architecture Historical Legacies Historical Ecology Physics I and II System Dynamics Seminar in Economic Issues Issues in American History Smithsonian Winter Course 10 Environmental Design The goal of most students pursuing a con- centration in Environmental Design is to pro- mote environmental harmony, energy efficiency and beauty in the built environment. This goal is achieved by developing aesthetic values and an understanding of ecological, economic and energy constraints. With graphic communi- cation and collaborative skills, students of En- vironmental Design are engaged in an inves- tigation into the human-made environment at the interface between that environment and the natural environment. Designers are prob- lem solvers who must work under limitations. Within bounds imposed by materials, aesthet- ics or resources, the design student must de- velop solutions to problems. College of the Atlantic is not a professional design school, but instead promotes a multi- disciplinary approach to design and construc- tion as part of a general education in human ecology. The course offerings in Environmen- tal Design provide excellent training for a stu- dent planning advanced work at a professional graduate school of architecture, environmental design, landscape architecture, planning or urban design. Other students take courses in the area of Environmental Design with the goal of working as designer/builders, technicians and planners in areas such as contracting, en- vironmental management or law. The following is a sample of courses that could comprise a concentration in Environmental Design. Environmental Economics Computer Programming Gardens and Greenhouses Wind and Solar Systems Applied Algebra Energy Policy Calculus I Voluntary Simplicity 3-D I and II Human Ecology Seminar Shelter Public Policy Analysis Carpentry/Construction Technology Foundations in the Visual Arts Environmental Studies Architectural Design I and II Urban and Community Forestry Cabinets/Finish Carpentry Design/Nature Energy Studies Introduction to Physics Project Management Renaissance Art Ceramics I and II Greek Art 2-D I and II Technical Writing Boatbuilding Project Architectural Survey I and II 11 Public Policy and Social Change Through study combining social science, hu- Contemporary Culture and Self manities, ecology and communications, stu- Third-World Development dents develop the analytical and political skills Literature, Subtle Propaganda needed to address contemporary environmental Voluntary Simplicity and social problems from a human ecological Contemporary Economic Topics perspective. This perspective fosters sensitivity World Food & World Hunger to individual, cultural and political values, an Community Organ. & Mobilization understanding of the interdependence of eco- American Conservation History Teaching Controversial Issues: logical and social systems and an appreciation Nuclear Weapons and Nuclear Power of the appropriate use of technology. Problem- Public Policy Analysis solving workshops, policy study seminars, in- Historical Legacies terships and senior projects put classroom Personality & Social Devel. theory into practical use. Students also de- Russian Novel velop change-oriented skills so that they may Planet Earth improve the organizations in which they work Human Ecology Seminar and the communities in which they live. Grad- Animal Behavior uates from this area have gone on for ad- Technical Writing Community vanced degrees in policy, law and planning Global Ecology while others work with environmental organi- Historical Ecology zations and government agencies. Energy Policy Energy The following is a sample of courses that could Racism comprise a concentration in Public Policy and Social Technology Change. Value 12 Writers in Their Environment Despite the predictions that the printed word would become obsolete, writing has remained our primary means of communication and persuasion. Through the program, Writers in Their Environment, students pursue a variety of writing courses: exposition, argument and persuasion, creative writing, autobiography, environmental journalism and technical writ- ing. But effective writers need more than the ability to craft a piece. They need an under- standing of their subject matter. COA's interdis- ciplinary curriculum helps prospective writers develop the broad-based knowledge to per- ceive and articulate ecological and environ- mental relationships. By designing their own programs, students acquire a working knowl- edge and the understanding that allow them to communicate information clearly and con- cisely to lay and professional audiences. Students have pursued graduate study in fields as diverse as theology and creative writ- ing and have followed careers in journalism, public relations, free-lance writing and editing, teaching and public administration. The following is a sample of courses that could comprise a concentration in Writers in Their Envi- ronment. Creative Writing Autobiography Technical Writing Environmental Journalism Literature, Subtle Propaganda Women's History and Literature Creativity Literature and the Sea Cultural Ecology of the Maine Fishing Industry Environmental Psychology Survey of World Music Energy Studies Voluntary Simplicity Ecology: Landscape Design/Nature Foundations in the Visual Arts Consciousness Urban and Community Forestry Literature of the Third World Ecology: Introduction to Natural Systems Women in Transition: Background and Action Plants and Humanity: Economic Botany Experiencing the Depression: Evolution Suffering in the 1930s and 1980s Wood and Human Culture Public Policy: The Philosophy Aggression, Altruism and Love of the Constitution 13 Evolutionary Studies The program in Evolutionary Studies at COA offers extensive preparation in botanical, zoo- logical and ecological aspects of the biology of adaptation. Our courses concentrate on the biology of whole organisms-individuals, pop- ulations, species and communities-and build on the intuitive interests of many of our stu- dents in natural history. The program uses the biological sciences to show how evolutionary biology provides useful insights for the scien- tific 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 informational details in the classroom, we encourage field work to see animals and plants in their real world to the ex- tent that is practical. Students interested in the dynamic processes of natural systems, who choose to follow the suggested sequence of courses, develop a thorough understanding of the theory of natural selection-a powerful tool The following is a sample of courses that could in understanding human nature, the world we comprise a concentration in Evolutionary Studies. live in and the way we regard that world. Introduction to Zoology Introduction to Physics Introduction to Chemistry Introduction to Botany Environmental Studies Ecology: Natural History Ecology: Introduction to Natural Systems Ecology: Populations and Communities Ecology: Landscape Literature and Ecology Animal Behavior Marine Biology Marine and Environmental Education Genetics Value History of Anthropological Theory Order and Disorder History of Environmental Studies Peace and World Order Plant Systematics Aggression, Altruism and Love History of the American Conservation Movement Design/Nature Evolution The Developing World Technical Writing Human Ecology Seminar 14 Learning Options At College of the Atlantic, we believe that a Courses variety of learning options is as important as the variety of courses offered. Acknowledging Small, informal courses are the foundation that students learn in many different ways, we of COA's curriculum. With a faculty/student award equal academic credit for theoretical ratio of 1:8, individualized attention and a sem- and practical learning. Both are required com- inar format are the classroom norm. ponents of the Human Ecology degree. Inde- pendent studies, tutorials, residency and practica offer additional opportunities for stu- Tutorials dents to pursue areas of interest not available within the regular curriculum. Tutorials are faculty-initiated studies for one to five students which cover specialized mate- rial not available within the regular curriculum. They differ from independent and group stu- dies in that faculty members, not students, are responsible for design and implementation. Subjects best covered in this format include languages such as Greek or Latin and ad- vanced courses such as Calculus II and Topics in Psychology. Residency Residency is an optional 3-credit term pro- gram that allows the advanced student to work independently with faculty sponsors in his or her field of study. It differs 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 example, might complete two small projects worth less than one credit each and one large two-credit task during this program. A student on residency must assume full re- sponsibility for planning, setting objectives, clarifying goals, monitoring progress and eval- uating the program. A residency committee composed of faculty, staff and other students provides support and helps evaluate each stu- dent's program. 16 Group Study Sign Language and Deaf Culture Group studies are student-initiated, one- term projects which provide students with an Understanding the special problems faced opportunity to pursue a specific problem or by the hearing impaired was the goal of this issue and aid students in learning how to work study group. Students spent the first half of the cooperatively and effectively in a team effort. term learning 150 signs in American Sign Lan- With a faculty sponsor, a group of at least five guage and the rest of the period researching students must design and take responsibility and preparing reports on topics such as deaf for executing the group study. They develop a communication, legislation for the hearing im- clear description of the educational goals of paired and deaf education. the group, identify the tangible products ex- pected, establish a timetable for achieving ob- jectives and determine criteria for evaluation. Acid Precipitation Participation in at least one group study is a Workshop degree requirement. This workshop assessed the problems of and potential solutions to acid precipitation from scientific, educational, political, economic, social and legal perspectives. Each student researched a different aspect of acid precip- itation and synthesized his/her research into a paper and presentation. These individual projects were edited into a larger, multi- perspective booklet on acid precipitation. The workshop presented the library with a collec- tion of periodicals and other literature, includ- ing a bibliography. Peace Studies Workshop This workshop had two objectives: to re- search and plan a curriculum for COA in "Peace Studies and Global Ecology" and to de- velop several related public outreach activities. Each member researched a special subject area of potential import to the curriculum: concepts of deterrence, disarmament propo- sals, SALT, the European peace movement, in- ternational considerations of human rights and relationships between violence toward people and violence toward the environment. The pub- lic outreach efforts included public informa- tion activities and the purchase of materials for a peace studies resource center. 17 Internship Environmental Science David, a field research assistant in ornithology, Internships are work experiences which compiled ecological data on Roseate Terns in allow students to apply their knowledge and Buzzards Bay, MA, and studied the feeding behav- skills, develop new skills and clarify future ior of Northern Phalaropes in Passamaquoddy goals. As part of our special emphasis on ap- Bay, ME. plied learning, the college awards academic Donna reconstructed the skeleton of a 65-foot fin- credit for an internship and includes its com- back whale at the Ontario Science Center in To- pletion as a degree requirement. Internships ronto and interpreted the process for visitors to the last anywhere from ten weeks to one year, and museum. some students have spent them in as many as Steve spent three months studying green turtles on four different work environments. Several an isolated beach of the Galapogos Islands for the graduates have returned to their internship Charles Darwin Foundation. sponsors for postgraduate employment. The Internship and Career Services Office main- Marti directed a teenage work crew for the Twin tains an active file of organizations and job Cities Tree Trust in Minneapolis. While developing and preserving attractive urban landscapes, the contacts while individual and group counsel- Trust provides job training for teenagers. ing helps students find internships that are ap- propriate to their career interests and needs. Julian was employed by Acadia National Park as a ranger and naturalist on Isle au Haut, a small island The following examples demonstrate the va- off the Maine coast. In addition to monitoring the riety of experiences available through the in- use of the area, he instructed people on the ecol- ternship program. ogy of the island. 18 Debby's work at The New York Botanical Garden Pam's internship tasks and responsibilities con- included assisting in the inventory and record sisted of research and writing about the tropical maintenance of display plants in the Conservatory, rain forests of Latin America for RARE Inc., an in- working with the Curator of Cacti and Succulents, ternational environmental organization. She also and researching taxonomic and systematic botan- helped with a Caribbean Training Program which ical methodology. involved representatives from thirteen Caribbean nations who were trained in environmental educa- tion and activism. Human Studies Bob, a crew leader for a Youth Conservation Corps Arts and Design Camp at Eielson Air Force Base in Alaska, worked with white and native American teenagers con- Debka transformed a vacant lot into a park and structing and maintaining trails. playground for the Eleventh Street Movement, a Alison designed and coordinated a summer pro- neighborhood development group on the lower gram for preschool children at the YWCA in Bar East Side of Manhattan. Harbor and worked in the play therapy program at Andrew, an apprentice with Paolo Soleri in Ari- the local hospital. zona, developed skills in cement form construc- Irene interned as an assistant teacher at The tion. Children's Center, a school for severely disabled Kim, employed by both the graphics and planning children in Ellsworth, ME. departments of the Greater Portland Council of Ben researched municipal financing of alternative Governments, prepared maps for the Presumpscot energy projects and energy conservation efforts as River Development Project and inventoried recrea- an intern with the Institute for Local Self-Reliance tion facilities in Cumberland County for the Maine in Washington, D.C. State Planning Office. Amy, a staff volunteer for Greenpeace in Copen- Matt and Rich both interned with the Solar Energy hagen, Denmark, worked on their policies con- Research Institute in Golden, CO where they in- cerning nuclear energy and whaling. vestigated biomass densification and gasification. Suzanne as a public relations research intern with Jack, a design construction assistant for Design Call for Action in New York City helped senior citi- Plus in Lewiston, ME, worked on plans for a solar zens to redesign and renovate their living spaces office building and for an urban renewal project for and to organize food cooperatives and shopping downtown Lewiston. trips. Bob as a research assistant with the Department of Ray worked for four months on the Cornucopia Environmental Protection coordinated the promo- Project for Rodale Press in Emmaus, PA. He re- tion of the Maine Oil Recycling Program. He also searched and wrote a study on food production in did work with granulated-activated carbon filters Maine as part of the press nationwide research on that were installed on contaminated wells to re- agriculture practices and policy in the United store potable water. States. Martin spent the summer working for the Provi- Bethany as a staff writer and graphics assistant for dence Corporation's Center for Community Tech- a cultural history publication, Salt Magazine, in nology on a team of construction workers Kennebunkport, ME wrote documentary articles renovating and retrofitting low-income housing in on "downeasterners." Providence, Rhode Island. Jill worked with the American Friends Service Jennifer's position with the Maine State Planning Committee in Boston as a research and education Office's Critical Areas Program involved mapping assistant in the Youth and Justice Program where specific critical areas, field checking areas and she produced an information pamphlet on options seeking new ones to be included in the conserva- for juvenile criminals. tion program. 19 Independent Study Whenever students' needs cannot be met through courses or tutorials, students may in- itiate independent studies which are carried out under the supervision of faculty sponsors. The studies listed below are representative of those conducted during the past year. 3-D Computer Graphics Land-Use Planning Scientific and Technical Scuba Diving Forms, Space and Architecture Natural History Studies and Teaching Sign Language and Education for the Deaf Alternatives to Allopathic Medicine Teaching Science in the Elementary Grades Designing a Science Curriculum Photographic Study of Haitian Life Freedom, Equality and the Individual Computer Literacy The Legal Aspects of Land-Use Regulation Fleece Sample Notebook of Purebred Sheep in Maine Schools and Schoolteachers in Maine: An Oral His- tory Profile of the Early 1900s Owls of Maine Harbor Seal Physiology Jazz Improvisation and Chordal Accompaniment Minke Whale Reconstruction The Successful Community: What Makes it Tick? Research and Development of a Downdraft, Secon- dary Combustion Wood Stove Photographing Courtship Behavior of Sea Ducks on Mount Desert Island Economic Impacts of the Proposed MX Missle Project Study of Winter Plant Ecology on Mount Desert Visual Study of Plant and Nature Forms Island Study of Plant Forms and Other Natural Elements Landscape Architecture-the Balance between History of Russia/Soviet Union Manmade and Natural Elements Aquatic Insects in and around Beaver Dams Preliminary Design for a Residential Solar House Methods of Teaching Writing Feasibility Study of a Sawmill for the COA Basic Principles of Holistic Health Community Taxonomy of Lichens and Bryophytes Foundations of Political History Goats: Animal Husbandry and Agricultural A Computer Study in the Biomechanical Analysis of Economics Animal Locomotion Seabirds and Marine Ecology Development of an Interpretive Resource File for Human Values and Cultural Ecology Mount Desert Island Oceanarium Conscientious Objection and Draft Counseling Photography: Portraits and Landscapes Red Fox Exhibit Parasite Testing for Sheepbreeders Preparation in House Building Advanced Creative Writing Chamber Ensemble Performance and Private Cello Vernacular Solar Architecture Study Energy Curriculum for the State of Maine Goethe the Scientist 20 Senior Project The senior project is a major piece of inde- Coastal Geology: Beach Changes at Sand Beach, pendent work which is the culmination of a Acadia National Park student's program at COA. The following is a A Comparative Guide to the Dissection of list of recent senior projects. Odontocetes An Examination of Wilderness Therapy Measuring the Successional Trends of Vegetation A Plan for Small-Scale Farming in Maine Following a Fire on Seal Island, Knox County, An Overview of Wildlife Rehabilitation in New Maine England Study of Plant Use Heritage of Micmac Indians in Coastal Hawk Migration in Maine New Brunswick Selected Memoirs of Vietnam Era Survivors The Soviet Threat: How Belief in Soviet Expansionism Creating Green Space in Bar Harbor: The Feasibility Influences U.S. Politics of Community Gardening Spirals: Application of a Wave Equation The Earth is Our Mother: A Study of the Metaphor Research on the Stimulation of Oocytecumulus Cell The Maine Paper Industry: A Case Study in Power Complexes by Follicle-Stimulating Hormones in Structure and Economic Development Mice at the Jackson Laboratory Teaching Nature Awareness at the Elementary Level History of Proposals to Harness Tidal Power in Images in Clay for Children Passamaquoddy Bay An Agricultural Development Plan for Fifteen Acres Reconstruction of the Turrets Formal Perennial Report of the Gulf of Maine Whale-Sighting Network Garden for 1978-1981 Changing Roles: A Study of Women in Maine Ecological Ethics Within the Book of Hosea Teaching Reading and Math to Sixth Graders Peace Resources and Outreach Development at A Study of Estuary Legislation COA Developing a Field-Oriented Science Curriculum for To Bee or Not to Bee (Beekeeping at COA) Fifth Graders Leadership in Group Skills and Personal Growth Organizing a Community Energy Center Energy Notebook: Chapters for a Basic Textbook The Relationship of the Aesthetic Order to the Moral on Energy Order in Whitehead's Philosophy A Field Guide to Adak Island: a Guide to the Most Evaluating Solid Waste Disposal Options for Mount Common Birds, Land Mammals, Sea Mammals Desert Island and Fish and Wilderness Found in Alaska 21 Practica Practica are on-going, intensive study proj- Outreach Education Practicum ects that provide students with an opportunity to develop practical and applied skills. They The outreach practicum combines natural are conducted under the supervision of fa- history studies with environmental education. culty, staff or community members. During the past two years, students in this pro- Museum Preparation gram have developed several unique traveling exhibits which combine information on anat- Practicum omy, physiology and natural history with expe- rience in group problem solving. Originally This practicum trains students in the skills designed to enrich secondary school science and techniques of natural history exhibit prep- curricula, these exhibits appeal to all ages and aration including taxidermy, habitat prepara- have visited senior citizen centers as well as tion, molding and casting, graphic layout and elementary schools. Outreach exhibits include scientific illustration. Student work is dis- Whales on Wheels-a 20-foot minke whale skel- played in the college's summer Natural History eton jigsaw puzzle, the Mobile Moose-another Museum (see p. 68), used in the museum out- bone puzzle, and the Naugahyde Whale-a reach program or catalogued in the COA fabric whale that unzips to reveal removable scientific study collection. muscles, bones and organs. 22 dq = g diff P + l Evaluation COA's grading policy gives the student two The second part of the evaluation is one writ- distinct advantages: it most accurately reflects ten by the student in which he or she assesses the student's individual performance and al- the value of the course in relationship to his or lows the student to take a challenging course her own intellectual development as a student without being unduly concerned about a of human ecology. This self-evaluation is an grade-point average. important tool in measuring the knowledge Rather than simply assigning a letter grade, gained in that course and is helpful to the stu- the instructor writes a detailed assessment of dent in future course planning. the student's progress. The evaluation charts a Any student who wishes may receive a letter student's performance throughout the course grade as well as the written evaluation. This is and indicates the improvement over the term. an individual choice and is decided at the be- The college stresses that the real growth in ginning of each term for each course. knowledge is not always quantifiable. A student A recent survey by the Registrar shows that may excel in math and science but have diffi- professional and graduate schools give equal culty articulating the significance of Freud on emphasis to letter grades and written evalua- the development of consciousness. Because tion; there does not seem to be a clear prefer- the student's measure of achievement will be ence for one over the other. what he or she actually gains from the course, not only how he or she performs in relation to other students, COA students take courses which stretch their imaginations and capabili- ties. 24 Advising Because of the flexibility students have in Upon entering the college, students are as- designing individual programs of study, the re- signed a team of two advisors-one faculty or lationship between a student and advisor is an administrative staff member and one student. important one. The college's small size fosters At least three times each term, students meet close working relationships between students with their advisors to plan and evaluate their and their advisors. With academic counsel and programs of study. personal support, advisors guide students After completing one academic year, a stu- through the curriculum in a manner best suited dent chooses a permanent team of advisors, to their interests. The freedom students have to comprised of one faculty member, one student plan individual curriculums carries with it the and optionally a third member of the COA responsibility to develop coherent courses of community. The advising team is responsible study. With the help of their academic advisors, for approving completion of the degree re- students are encouraged to use the curriculum quirements including the group study, intern- resource areas and the interdisciplinary pro- ship and senior project. COA's faculty and gram sequences to develop individual responses peer advising system is effective, for it provides to the college's philosophical goal of providing students with advice from a range of view- an education with a human ecological perspec- points. tive. 25 Faculty "Faculty members come to College of the Atlantic with a profoundly different sense of commit- ment to the institution and its purposes than is conventionally found in the American college and university. College of the Atlantic provides a model for an interdisciplinary program of high intellec- tual rigor without the need for differentiated and specialized departments. LEON BOTSTEIN President, Bard College and Consultant at COA for National Endowment for the Humanities 26 *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." Janet is currently doing research on urban forestry; one project involves the treatment of Dutch Elm disease in Southwest Harbor. As a member of the Wild Gardens of Acadia, Janet brings her knowledge of plant disease and biological insect control to maintaining wild plants in native habitats. Stephen Andersen B.S., Ph.D. Agricultural and Natural Resources Economics, Uni- versity of California at Berkeley, 1970 and 1974. Course areas: environmental, agricultural and consumer eco- nomics In addition to teaching, Steve consults for government and business and conducts research on nuclear power, energy con- servation and land-use planning. Currently he and his students are studying the feasibility of developing a co-generation station in an Alaskan village. Before coming to COA, he was a research economist for the Sierra Club. *Elmer Beal B.A. Music, Bowdoin College, 1965; M.A. Anthropology, Univer- sity of Texas at Austin, 1977. Course areas: ethnology, anthropological theory, traditional music In his classes Elmer focuses on cultural and environmental rela- tionships and how they affect individuals. "The changing patterns of human institutions and values can contribute 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 Trust and is known locally for his musi- cal performances. *indicates a part-time appointment 27 Richard Borden B.A. Psychology and Anthropology, University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. Course areas: environmental psychology, personality and social development, contemporary psychology, traditional music Rich conducts research in the development of ecological think- ing and consciousness and is currently writing a book on this topic. "Being around people who want to participate in the con- struction of a better world and helping them clarify their values and objectives make teaching such a rewarding experience." Rich is also an active performer and collector of traditional music. Stewart Brecher B. Arch., Rhode Island School of Design, 1964; Ph.D. candidate, Center for Policy Studies, SUNY at Buffalo. Course area: environmental design With fourteen years of design and teaching experience gained in Rhode Island, London, Nairobi and New York, Stewart joined the design faculty last year. He is interested in the reciprocal rela- tionship between design and other dimensions of human ecol- ogy. He and his students 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 frequently confronted with architectural solu- tions based on mass culture and mass tastes which seem impov- erished of ideas and which have lost sight of the individual." *Joanne Carpenter B.A. History, University of Massachusetts, 1962; M.A. Art and Ar- chitectural History, University of Minnesota, 1970. Course areas: Maine coast history and architecture, art and archi- tectural history Through the teaching of art criticism, theory and history, Joanne emphasizes the balance between natural elements and manmade structures. "Just as planning in colonial architecture grew out of the environmental constraints new settlers faced in eighteenth-century America, so must contemporary planning and design take into account twentieth-century demands for energy efficiency and wise use of land resources. There must be a sense of coherence when we build structures in the natural environ- ment." 28 William Carpenter B.A. English, Dartmouth College, 1962; Ph.D. English, University of Minnesota, 1967. Course areas: creative writing, comparative mythology, literature, Maine coast history and architecture Bill is currently concerned with the relation of literature to na- ture and to the history of consciousness. A poet, Bill organizes the annual Maine Poets' Festival. His poems have received several awards, and his book, The Hours of Morning, recently received a national award for poetry. Donald Cass B.A. Chemistry, Carleton College, 1973; Ph.D. Chemistry, Univer- sity of California at Berkeley, 1977. Course areas: chemistry, mathematics, physics Don's classes promote an understanding of the values and lim- its of qualitative and quantitative descriptions and explain how materials act and react. Typical course topics include classifica- tion of matter, beneficial and harmful effects of resource use, and biochemical processes. "Despite increasing regulations, inspec- tions and litigations, individuals are ultimately responsible for questioning and understanding the nature of their interactions with this environment. Chemistry offers a useful perspective on such interactions." *Peter Corcoran B.A. Antioch College, 1972; M.Ed. University of Maine at Orono, 1980; Candidate Ed.D. Science and Environmental Education, University of Maine at Orono. Course area: ecological education With his background in nature study, outdoor education, envi- ronmental education and science education, Peter has worked ex- tensively as an interpretive naturalist, teacher, principal and program administrator. He is a board member of several envi- ronmental organizations and a commissioner of the Maine State Commission on the Arts and Humanities. His dissertation ad- dresses the question of how to improve the teaching of science through natural history study. "I've had a life-long interest in the environment of Maine and see great potential for the contribution of COA's ecological education program toward environmental awareness in our state." 29 William Drury B.A. Biology, Harvard University, 1942; Ph.D. Botany and Geol- ogy, Harvard University, 1952. Course areas: ornithology, natural history, ecology, botany, geomorphology Bill's research interests range from studies of Alaskan ecosys- tems including the study of shore and marine birds and arctic flora and geology to his current project-taking inventories on plant communities of coastal Maine islands. Prior to joining the COA faculty in 1975, Bill was Director of Research at Massachu- setts Audubon Society. Teaching at COA is exciting for Bill be- cause "people here are interested in the study of whole organisms in their real environments rather than concentrating on isolated parts." Paul DuBois A.B. Political Science and Sociology, New School for Social Re- search, 1967; Ph.D. Business and Public Administration, Cornell University, 1977. Course areas: public policy, political theory Paul's background in public policy includes studies in the social impact of water-resource planning, world food issues, transna- tional exchange of technology and United States-Latin American relations. He has been active with Black community development organizations, hospice programs and Planned Parenthood. Paul's approach to current policy issues is grounded in the philosophies of the classic social theorists. Craig Greene B.S. Biology, State University of New York at Syracuse, 1971; M.Sc. Plant Taxonomy, University of Alberta, 1974; Ph.D. Biology, Harvard University, 1980. Course areas: botany, plant ecology, evolution In his courses Craig promotes environmental awareness and an understanding of the integrated systems of plant and animal life. His research in plant distribution, migration and chromosomal evolution and his extensive fieldwork on alpine-meadow vegeta- tion provide a base for COA students who in field-botany courses examine the diverse and unique plant life of the region. 30 Harris Hyman B.S. Engineering, Massachusetts Institute of Technology, 1957; F.K. University of Stockholm, 1961. Course areas: mathematics, structural design, energy studies Harris believes in a "hands on" style of teaching, and his stu- dents have designed a number of solar-heated buildings includ- ing two residences on Mount Desert Island. Before joining the COA faculty, Harris worked as a structural engineer for Bethle- hem Steel's Shipbuilding Division and a systems engineer for Lit- ton Industries. He was also self-employed, running his own "back-country general engineering practice." *Robin de Jong M.A. Monumental Art, Royal Academy of the Arts, Amsterdam, 1965; Master's in Woodworking, Community School of Crafts and Trades, Amsterdam. Course areas: woodworking and carpentry Since immigrating to the United States in 1976, Robin has worked as a cabinetmaker and builder of energy-efficient resi- dences. He has received formal training and work experience in glassmaking and ceramics. He gained his early woodworking skills from his grandfather, a guildmaster, in the Netherlands. Steven Katona B.A. Biology, Harvard University, 1965; Ph.D. Biology, Harvard University, 1971. Course areas: ecology, marine biology, zoology Steve is involved in a number of marine-mammal research proj- ects including 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 include A Field Guide to Whales and Seals of the Gulf of Maine and Hump- back Whales: A Catalogue of Individuals Identified by Fluke Photographs. 31 Carl Ketchum B.S. Mathematics and Physics, Bates College, 1962; M.S. Ocean- ography, New York University, 1967; Ph.D. Oceanography, Mas- sachusetts Institute of Technology, 1968. Course areas: oceanography, mathematics, physics, atmospheric science By incorporating group process and problem-solving skills into his courses, Carl helps students to overcome their math anxieties and to appreciate basic mathematics. Carl's courses in ocean- ography reflect his research interest: the physical processes of the coastal zone with an emphasis on the Gulf of Maine and George's Bank. *Flora Lu Kuan B.A. Music, Cornell University, 1974; M.M. Piano Performance, Peabody Conservatory of Music, 1975; Doctorate of Musical Arts, Piano Pedagogy, University of Colorado, 1981. Course areas: music theory, music history Flora has studied piano with Nadia Reisenberg, Keith Walling- ford, Walter Hautzig and Paul Jacobs. She has performed exten- sively as a solo as well as a chamber player in Colorado and New York. She believes "a teacher's fundamental task is not to implant specific knowledge, but to equip students with the necessary tools for self-study." *Susan Lerner B.A. English, University of Cincinnati, 1969; California Institute of the Arts, 1971. Course areas: literature, women's studies A motivating force in Susan's life is the changing role of women as demonstrated through history and contemporary literature. A year of travel in third-world countries in 1978 provided a new perspective for her women's studies courses and inspiration for her current work in painting and dance. 32 *Ernest McMullen Art, University of Maryland, Portland Museum School, Portland State University, Oregon, 1965-1970. Course areas: visual studies, ceramics Ernie is interested in combining art and technology to create a more energy-efficient and beautiful environment. Ceramics and shelter design are particularly well suited to this since they are processes that require integration of the creative and the practi- cal. 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, environmental 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 humanness that noth- ing 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 contradance enthusiast. Sentiel Rommel B.S. Physics, U.S. Naval Academy, 1966; M.S. Electrical Engineer- ing, University of Maine at Orono, 1970; Ph.D. Zoological Ocean- ography, University of Maine at Orono, 1972. Course areas: zoology, physiology, mathematics Although primarily a teacher of anatomy and animal physiol- ogy, Butch encourages and sponsors students' research projects in any area of anatomy and zoology. His students have imple- mented a "Whale on Wheels" project, designed children's anat- omy games and worked with him developing a natural history museum for COA and the island community. Butch has done re- search at the Fisheries Research Board of Canada's Biological Station in St. Andrews, New Brunswick, at Yale University, at the University of Maine and at Duke University. 33 Judith Swazey B.A. Biology, Wellsley College, 1961; Ph.D. History of Science, Harvard University, 1966. Course area: biomedical history and ethics Committed to the belief that humanistic values as well as science and technology are necessary to resolve ecological prob- lems, Judith became the second president of College of the Atlantic in 1982. Formerly the Executive Director of Medicine in the Public Interest, Inc., a health policy research organization in Boston, Judith has combined research with administrative work and teaching. She has published nine books in the biomedical field including several which explore the relationship between science and human values. Adjunct Faculty Adjunct Faculty hold teaching appointments at the college. Norah Deakin Davis A.B., M.A., Philosophy, Washington University, 1965. A writer, Norah is the author of At Home in the Sun and Mississippi: Father of Waters; the latter was written after a COA summer field pro- gram in which faculty and students explored the cultural and nat- ural ecology of the Mississippi. Gunnar Hansen B.A. English, University of Texas, Austin, 1970, graduate work in Scandanavian Studies and Creative Writing. A faculty member in writing, Gunnar is a poet and author whose work includes Bear Dancing on the Hill, a collection of poetry and Not a Common House, a history of St. Mary's-by-the-Sea, Northeast Harbor. Daniel H. Kane, Jr. B.A. Physics and Philosophy, Yale University, 1962; J.D. Harvard Law School, 1966. Each year Dan teaches courses focusing on physics, philosophy and invention. He is a patent lawyer in Bar Harbor and was a founding faculty member at the college in en- vironmental law. 34 Anne Kozak A.B., Salve Regina College, 1959; M.A., St. Louis University, 1962. Anne is a member of the writing faculty, coordinator of Human Ecology Essays and the Writing Clinic, and faculty advisor for the peer-tutoring program. Previously she was an editor for Notre Dame Press and currently is a free-lance editor. Donald Meikeljohn A.B., University of Wisconsin, 1930; Ph.D. Philosophy, Harvard University, 1936. Each fall Don teaches two courses at the col- lege, Public Policy: Congress and the Presidency and Public Pol- icy: Philosophy of the Constitution. He is professor emeritus and former director of the undergraduate program of the Maxwell School of Citizenship and Public Affairs of Syracuse University. He has published Freedom and the Public, a collection of articles on the First Amendment, education and political theory. Rebecca Weiner B.A., College of Creative Studies, University of California, Santa Barbara, 1974; M.F.A., Poetry, Writing Program, Goddard Col- lege, 1979. A faculty member in writing, Rebecca's poetry has been published in a number of journals including Ondas, Santa Barbara Poets: A Collection, The Los Angeles Review, Spectrum, Intro 10 and Intro 11. 35 Faculty Associates The college has formally recognized these distinguished indi- viduals as faculty associates who are invited to teach courses at any time. Samuel A. Eliot B.A., English; M.A.T., Ed.D., Administration, Planning and Social Policy, Harvard University, 1980. Formerly the Academic Vice President at College of the Atlantic and literature teacher from 1971-1982, Sam currently is Director of Public Affairs at the Cor- nell Ornithological Research Institute. Renée C. Fox B.A., Smith College; Ph.D., Sociology, Radcliffe College, Harvard University, 1954. Dr. Fox is the Annenburg Professor of the Social Sciences at the University of Pennsylvania. Her major teaching and research interests are sociology of medicine, medical re- search and medical education. Stanley O. Grierson Coursework at Columbia University, N.Y.U., School of Modern Photography. Before "retiring" to Mt. Desert Island, Stan worked at The Museum of Natural History in New York in anthropology exhibit preparation, vertebrate paleontology, moulding and cast- ing, 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 extensively with students in taxidermy and museum dis- play preparation and is a key person in the success of COA's summer Natural History Museum. Walter Litten B.S., Institute of Optics, University of Rochester, 1937. Walter worked for over 30 years in industry and advertising before mov- ing to Maine where he concentrates on his interest in mycology. He has published a number of articles on mushrooms and aflo- toxin and is editor of Mclivainea. In addition to leading field stu- dies in mushroom identification, he recently taught a class on public policy, pesticides and the blueberry industry in Maine. Leonard Silk A.B., University of Wisconsin, 1940; Ph.D., Duke University, 1947. Dr. Silk is an economist and columnist for The New York Times and Distinguished Professor of Economics at Pace University. 36 Course Descriptions Because of the College's small size, many of the course will train students to manage urban forests following courses are offered on an every other year and care for trees and shrubs. We will study man- or every third year basis. agement plans of various towns and cities in the U.S., learn what plants are appropriate for the urban envi- ronment, learn to diagnose and treat tree problems, Environmental Science and learn how to prune, transplant, fertilize and care for trees and shrubs. Practical experience will be Design/Nature Introductory gained on the COA campus. Prerequisite: previous J. Andersen/S. Brecher botany course. In this "hands-on" course, we will study plants, Plant Physiology Advanced animals and human beings to see how their design modifications allow them to survive in their environ- J. Andersen ments. We will explore the differences between con- This course is an in-depth study of plant functions scious (human) design and adaptive (natural) emphasizing plant-environment interactions. Stu- design. For example, we will compare mechanisms dents will design and conduct individual research which deal with excessive temperatures, types of ex- projects on various members of the plant kingdom. ternal (protective) coating, support and rigidity, etc. Each student will study a different major plant group. We will also look at how humans have and could We will have weekly sessions where the students dis- learn from natural design responses and how human cuss a particular topic from the point of view of their construction affects plants and animals. This course organism's biology. Topics to be covered will include will include field trips, studio and laboratory work, water relations, photosynthesis and respiration, min- reading, and class discussions. In addition to con- eral nutrition, environmental extremes, reproductive ventional classroom and assigned work, student strategies and the roles of plant hormones. The teams will make presentations and lead class discus- course will include two class sessions, one labora- sions. Performance in the above work and participa- tory or field trip a week and independent research. tion in the classes will form the basis for evaluation. Prerequisites: introductory botany and at least one year of college-level chemistry (including a basic un- Gardens and Greenhouses Introductory derstanding of organic compounds and reactions). J. Andersen This is a course in organic methods of horticulture. Introduction to Chemistry I, II Introductory D. Cass Emphasis will be on basic horticultural and green- house management skills, including starting plants This annual, two-term course (II follows in winter) from seeds and cuttings, pest management, soil im- develops qualitative and quantitative descriptions of provements, basic cultural requirements, and how to the stoicheometry, kinetics and thermodynamics of plan and plant both ornamental and vegetable chemical transformations. Applications in geochem- gardens in Maine. Where needed we will do main- ical cycling and biochemistry are introduced. Alge- tenance and improvement of college facilities and bra is used extensively. The course will meet for 3 will participate in community gardening projects. hours of lecture/discussion each week and for 3 The only prerequisite is an avid interest in growing hours of lab or problem solving on alternate weeks. plants. Evaluations are based on class participation, a lab notebook and quizzes. Lab fee. Urban and Community Forestry Intermediate J. Andersen Introduction to Physics Introductory D. Cass The trees in our towns and cities provide shade, beauty, food, protection from the wind, oxygen to This annual course will explore the qualitative and breathe, home and food for wildlife, and even filter quantitative applications of dynamics (how whatever pollutants from the air. We must care for our trees to goes up comes down, or doesn't), wave motion (surf- maximize these benefits and minimize the amount of ing, singing and slide shows) and electricity (meters deadwood produced by our urban forests. This and motors). This course will also serve as a review 37 of algebra skills. Students with serious doubts about tional (titrimetric, electrochemical, etc.) analytical their ability in algebra should talk with Don Cass or methods and error analyses. This course will meet Carl Ketchum before enrolling in this course. This for 3 hours of lecture/discussion and at least 3 hours course will meet for 3 hours of lab or problem solving of lab each week. Evaluations will be based on class on alternate weeks and for 3 hours of lecture/discus- quizzes, a lab notebook and quality of lab work. Pre- sion each week. Evaluations will be based on a port- requisite: one college-level chemistry course. Lab folio of well-presented problems, a lab notebook and fee. class participation. Lab fee. Biochemistry Advanced Chemistry for Consumers Introductory D. Cass D. Cass This intermediate course, offered about every two This biannual survey course will introduce stu- years, will examine the molecular basis of metabo- dents to their chemical environment: foods (produc- lism. As such it should be valuable to those inter- tion, preparation and utilization), drugs, materials ested in nutrition, agriculture, drug action, etc. After (fibers, plastics, ceramics, metals) and pollutants first developing the principles which govern the (air, water, toxic substances). This course will use lit- structures and functions of proteins, it will survey the tle if any math. This course will meet for 3 hours of uses and transformations of carbohydrates, lipids lecture/discussion and 3 hours of lab/field trip each and nucleic acids, covering about 200 pages of J. week. This course is not meant to satisfy the lab ex- Davies and B.S. Littlewood's Elementary Biochemis- perience requirement. Evaluations will be based on try. Evaluations will be based on four problem sets, class participation and a term paper. Lab fee. four lab reports and a final paper. The course will meet for 2 1/2 hours of lecture/discussion and 3 hours Bio-organic Chemistry Intermediate of lab each week. Prerequisite: one college-level D. Cass chemistry course. Lab Fee. Through a study of the biochemistry of metabo- lism, this biannual course will explore the links be- Ornithology Intermediate tween the structures and properties of organic W. Drury chemicals. This course will prepare students for Ornithology will introduce a cross section of biol- more advanced work in organic chemistry (e.g., for ogy: physiology, behavior, migration, ecology, popu- medical school) or for courses in physiology. This lation biology and systematics. The unifying themes course will meet for 3 hours of lecture/discussion are natural selection and the contributions to general and 3 hours of lab each week. Evaluations will be biology made by those who have studied birds. Due based on class participation, a lab notebook and an attention will be given to recognizing local species exam. Prerequisite: one college-level chemistry and to discussing their biology in the field. Since course. Lab fee. much of field identification of birds depends on rec- ognizing songs and calls, the course will provide op- Organic Chemistry Intermediate portunities to develop your powers of auditory D. Cass discrimination and memory. We will start having two Through industrial and biochemical examples, this classes and a short field trip each week. Later in the course will explore the links between the structures term the number of field trips will be increased, in and behaviors of organic molecules. Two lecture/ part at the expense of work in the classroom. Evalua- discussions, one 3-hour lab and two problem sets tions are based on sets of essay questions, participa- each week. About 8 hours a week outside of class. tion in the field trips and a test in the field at the end Texts: Organic Chemistry by Morrison and Boyd, of the term. Students are expected to have their own Organic Chemistry of Life by the editors of Scientific binoculars. Prerequisites: a previous course in American. Prerequisite: an introductory chemistry college-level zoology and the permission of the in- course. Lab fee. structor. Lab fee. Analytical Chemistry Intermediate Natural History Drawing Introductory/ D. Cass W. Drury Intermediate Through lab analysis of a local stream, this bian- This course is intended to help students develop nual course will introduce students to modern (gas their abilities to observe reliably and to record accu- chromatographic, atomic absorption, etc.) and tradi- rately what they see. It will give students a chance to 38 develop coordination of eye and hand and to improve Ecology: Natural History Intermediate their small muscle control. It emphasizes the import- Drury/C. Greene ance of knowing how objects are constructed as well This course emphasizes field studies of the ecol- as the importance of choice of topics and emphasis. ogy of Mt. Desert Island, incorporating labs and field This is not concerned directly with esthetics, compo- trips formerly included in the Natural History and sition or art. Ecology courses. Each exercise focuses on a central Students will be expected to spend at least one ecological concept. Topics include intertidal biology afternoon a week on their own as well as to meet and diversity, forest trees and site types, bedrock, twice a week in class. Evaluations will be based on glacial and stream geology, soil biology, insect di- performance and development during the course. versity, pollination ecology, forest management, Lab fee. freshwater biology, predation, herbivory and the mi- gration of birds. Laboratory studies assess the bio- Ecology: Introduction to Natural logical relevance of quantitative and statistical Systems Introductory techniques to morphology and behavior. Discussions W. Drury/S. Katona include the development of natural history as a This course considers the relationships between science, the growth of geology, the role of natural se- organisms and environment. The overall theme is an lection in the evolution of diversity, and the implica- investigation of how physical environmental parame- tions of peoples' understanding of natural history on ters and the interactions between individuals deter- their attitudes toward natural resources. Students mine the distributions and abundances of plant and are expected to keep a field notebook or journal, to animal species. In addition to text readings and as- undertake a project and to answer question sets. signed articles, one afternoon of fieldwork per week Class meets for two lab sessions per week. Lab fee. is required. Students should have taken at least one previous course in college-level biology and must Ecology: Populations and also have the following basic math skills: reading Communities Intermediate/Advanced graphs, using algebra and logarithms and using elec- W. Drury/C. Greene tronic calculators. A previous course in chemistry This course discusses the ecology of individuals, will be helpful. Permission of the instructor is populations and species. It is concerned with the required. sets of adaptations by which the fitness of plants and animals are tested against varying habitats. We will Ecology: Landscape (Geomorphology review the consequences of the environmental pres- and Vegetation) Introductory/Intermediate sures favoring variability on genetic and population W. Drury structures. Although the focus of the course is on in- This course reviews several samples of the interac- dividuals and species, attention will be given to co- tions between physiographic processes and vegeta- evolution, ecosystem functioning and succession in tion. It does not offer a complete review either of ecological ideas. It will be assumed that students physiography or of plant ecology, but covers the have had introductory and some intermediate most useful concepts of both. The course begins courses in botany and zoology so that they are famil- with consideration of the geological processes iar with the jargon of biology and the major groups of which can readily be seen in action along the sea- organisms. A previous course in ecology, such as the shore and descriptions of vegetation and plant adap- course on landscape, will provide helpful prepara- tations on sea beaches, sand dunes and salt tion. The course meets twice a week for class and marshes. Geological processes on larger scales are once a week for discussions. Readings will be se- next: the forms and functions of rivers and the vege- lected from a number of original papers. Students tation of river floodplains. The processes active in will be asked to answer two sets of questions which frost-churned soils and glaciated landforms of the require original and synthetic thought. northeast are described together with their relations to the forests of the uplands. This course is part of a Animal Behavior Intermediate plan including several courses in ecology. Field work W. Drury/S. Katona relevant to this course is offered in Ecology: Natural This course will review how simple and stereo- History. There are two classes a week and one dis- typed actions may be built into complex behavior cussion meeting. Readings consist of selected arti- and even into apparently sophisticated group inter- cles from scientific and semi-popular journals. 39 actions. Emphasis is placed on contemporary under- Morphology and Diversity standing of Darwinian selection, sociobiology and of Plants Intermediate behavioral ecology, although the work of etholo- C. Greene gists, physiologists and psychologists is reviewed. This course will survey the major groups of living There will be two class meetings per week plus one and fossil plants and their evolutionary relationships, afternoon for field work or films. Readings consist of with emphasis on vascular plants. Discussions, lec- selected articles from scientific and popular journals. tures and laboratory investigation will elucidate the Prerequisites: previous course in college-level zool- structural organization and reproductive methods ogy and permission of the instructor. found in algae, fungi, bryophytes, ferns, fern allies, gymnosperms and angiosperms. Modern classifica- Introduction to Botany Introductory C. Greene tion systems will be reviewed and students will be introduced to methods of plant identification. Eco- This course will emphasize plant structure and logical relationships of diverse groups will provide function, based on lectures, laboratory studies and insights into their evolutionary success or failure. field investigation of a broad array of organisms, in- Prerequisite: an introductory college-level course in cluding algae, fungi, bryophytes and the higher plant biology or consent of instructor. plants. Topics will include cellular metabolism, re- production, genetics and evolution, classification, Plant Taxonomy Intermediate growth and development of the plant body, and en- C. Greene vironmental interactions. Attendance at two lectures This course explores the evolution, classification and one lab each week is required; course evaluation will be based on exams, problem sets and prepara- and systematic relationships of seedbearing plants, stressing the comparative morphology of plant fami- tion of a lab notebook. This course is a prerequisite for numerous intermediate and advanced level lies present in our region's flora. Emphasis will be placed on identification in the field and in the herba- courses in biology. Those wanting more than a ten- rium using technical keys. Field trips will focus on week introduction to botany may continue their stu- the major vegetation types present on Mt. Desert dies with Morphology and Diversity of Plants. No Island. Evaluations will be based upon written and prerequisites. oral exams and preparation of a collection of identi- fied plants; students are encouraged to begin as- Plants and Humanity: Economic Botany sembling a plant collection during the summer. Introductory/ C. Greene Prerequisite: a college-level course in introductory Intermediate botany or consent of the instructor. Plants touch almost every aspect of our existence. We will examine the properties of beneficial and Plant Systematics Advanced harmful plants and assess the roles plants have had C. Greene in shaping cultures and civilizations. Topics will in- clude: the evolution of cultivated plants, the devel- This course examines diverse aspects of the evolu- opment of agriculture and forestry, food plants, fiber tionary process in flowering plants, emphasizing plants, drug plants, and plants and plant products patterns of reproduction as related to population important in industry. The course will include lec- structure, speciation and species survival. Topics in- tures, discussion, class reports and field trips. A pre- clude pollination biology, breeding systems, disper- vious course in introductory botany would be helpful sal ecology, species concepts and methods of but is not a prerequisite. classification. The laboratory will stress experimen- tal methods used in plant systematics. Students will Genetics Intermediate present seminar reports and undertake field or herb- C. Greene arium projects. Prerequisite: Plant Taxonomy. This course will introduce students to the concepts of the gene, to the principles of transmission and ex- pression genetics, and to the role of genetics in other life sciences, agriculture, medicine and human af- fairs. The class will meet twice a week for lectures' and discussions and problem solving. Prerequisite: a course in biology. 40 Evolution Introductory encouraged to develop seminar topics for presenta- S. Katona tion to the class. An independent research project or The evolution course will provide students with the library research paper is required. The course meets opportunity to study in some depth the development twice per week with one afternoon for laboratory of evolutionary theory from its tentative beginnings work or field trips. Evaluations are based on the qual- through Darwin's England to the present. Biological ity of participation in class and practical work and on evolution by natural selection will be the major theme the quality of projects or term papers. Prerequisites: of the course, but we will also discuss the effects of introductory zoology; previous experience in verte- the evolutionary paradigm on other spheres of life brate biology, invertebrate zoology or botany. Lab fee. including philosophy, ethics and social thought. We will also relate, compare and contrast examples of Biology of Mammals Intermediate/ other types of evolution (e.g., evolution of the uni- S. Katona Advanced verse, evolution of the elements and cultural evolu- tion) with the biological model. Finally, topics of Mammalogy courses have traditionally concen- special current interest will be covered, including as- trated on detailed examination of skulls and skele- pects of sociobiology, genetic engineering and tons, both to teach classification and to reveal human health, and selected critiques of evolutionary evolutionary patterns within this class of animals. theory itself. Some such work will be included in this course, but when possible we will work from an ecological per- Invertebrate Zoology Intermediate spective and will concentrate on the biology of the S. Katona animal in its native habitat. The course will meet This course is a phylogenetic survey of the major two mornings per week for lecture or seminar ses- groups of animals without backbones. These animals sions, plus one afternoon each week for lab work or dissections, films, fieldwork or further discussions. range in size from single cells to giant squids, and Students will be responsible for preparing and pre- they include the vast majority of animals on earth. Using text readings, assigned articles and one after- senting one seminar session and one term paper on noon per week of field/lab work, students will gain an selected topics of mammal ecology, evolution, phy- understanding of the classification, ecology, evolu- siology or behavior. Prerequisites: one or more of tionary relationships and economic significance of the following courses: introductory zoology, icthyol- this remarkably diverse collection of organisms. Pre- ogy, ornithology. requisites: introductory zoology and permission of Marine Mammals Intermediate the instructor. S. Katona/S. Rommel Marine Biology Intermediate This course is a practical introduction to the biol- S. Katona/W. Drury ogy of the whales, porpoises and seals that frequent the Maine coast and to the environment that supports This course is organized around the biology of species which are commercially important in the Gulf them. During fieldwork at sea or from shore or of Maine. After introductory discussions on the struc- island-based sighting stations, students will observe ture of oceans, water masses and concepts of eco- finback, humpback, minke and right whales, harbor system function and productivity, we focus on porpoises, harbor seals and gray seals. Class time will be used to discuss fundamental aspects of the coastal waters of New England and the Maritimes. Emphasis is placed on the life histories of seaweeds, physiology, anatomy and ecology of these animals mollusks (mussels, clams, scallops and squid), crus- and of the other marine species upon which they de- taceans (lobsters, crabs and shrimps), baitfish pend. In addition to lectures presented by staff (herring and sand launce), migratory fish (alewives, members and guests, course work will include read- salmon and feels) and commercial fish (cod, haddock ing of texts and selected journal articles and the presentation by each student of one oral report on a and flatfish). Because of our research interests, ma- rine mammals and seabirds receive special attention. topic related to marine mammal ecology. Prerequi- Readings for the course consist largely of selected sites: previous courses in ecology, vertebrate biology original articles. Class discussions concentrate on or aspects of marine biology. Lab fee. review and criticism of readings, development of cen- tral ideas and synthesis of the material. Students are 41 Biology of Fishes Intermediate remarkable invention while introducing a few of the S. Katona concepts of physics to deepen the appreciation of This course surveys the physiology, functional the material. Specific topics include rates of change, anatomy, evolution, ecology and behavior of fishes. slopes, the derivative and its use in maximizing and Classes are based on text readings and assigned minimizing functions, integration, and area under journal articles. Laboratory exercises stress identifi- curves. Prerequisite: a working knowledge of algebra cation and taxonomy, functional anatomy, aging by and trigonometry. otolith and scale examination, and behaviorial phys- iology. Field trips include visiting several fish hatch- Physics I Intermediate eries and observing spawning salmon in the wild. C. Ketchum Written work includes two short exams, several for- This course builds on the concepts of calculus and mal lab reports and an optional library research physics introduced in Calculus I, emphasizing the paper. Prerequisites: algebra, introductory zoology physical principles and using calculus to describe or equivalent. and discuss them. Topics include velocity and accel- eration, Newton's laws of motion, forces, waves, kin- Introduction to Oceanography Introductory etic and potential energy, simple harmonic motion, C. Ketchum and, when possible, basic thermodynamics. Prereq- This course introduces the physical, chemical and uisite: Calculus I or equivalent. geological structures of the world's oceans and dis- cusses the processes that act to maintain these pat- Physics and Calculus II Intermediate terns. The course explores topics in waves, tides, C. Ketchum large-scale circulation patterns, sea floor spreading, This course expands on the applications of inte- physical properties of sea water, and circulation in gration introduced in Calcule and then proceeds estuaries and the coastal zone. All students prepare to explore the physical conce of energy, thermo- talks on papers relating to their own interest and a dynamics and simple harmonic otion as well as top- final project. ics in physics that depend RSS ially on the use of calculus for clear and concise mulation. Specific Introduction to Trigonometry and topics include volumes of revo on, surfaces of re- Algebra Introductory volution, and length, work cential and kinetic C. Ketchum energy, temperature, the first law of thermodynam- This course is designed to help individuals gain a ics, gas laws, and simple wave motion Prerequisites: better appreciation for the use, process and mystery calculus and physics. of mathematics. The concepts of numbers, trigo- nometry and algebra are presented along with the Physical Oceanography Intermediate/ historical evolution of these concepts. Thus we learn C. Ketchum Advanced that while the results of mathematics must be logical, This course develops an understanding of the the process of mathematics need not be. The course physical processes of the world's oceans using the covers the number system, basic properties of right concepts of calculus and physics as the starting triangles, coordinates, plotting equations of straight point. Topics include the temperature and salinity lines and curves, properties of functions, factoring, distribution in the ocean, large-scale circulation, solutions of equations, and, when possible, logarith- equations of motion for a rotating fluid, geostrophic mic and exponential functions. The evolution of flow, planetary vorticity, boundary layers, wave mo- mathematical thought is a fascinating example of tion and tides. The course is partially descriptive of human creativity. Two lectures and one laboratory the observed features of the oceans The balance session each week. emphazises a few of the theoretical understandings that we have for the physical or ocesses that affect Calculus I Introductory oceanic structure and circulatic Prerequisites: cal- C. Ketchum culus and physics. Calculus, the mathematical study of change, is the fundamental language of physics and the natural sciences and is rapidly becoming a basic tool in many of the social sciences. Within this course, we discover the basic concepts and techniques of this 42 Planet Earth Introductory Smithsonian Winter Course (3 Credits) Advanced C. Ketchum S. Rommel This course discusses the main physical aspects of The objective of this intensive "hands-on" course our planet earth. Specific topics include geological in advanced skeletal analysis is to bring mathemat- characteristics of the continents and oceans, the ical and statistical methods to bear on a characteriza- concept of sea floor spreading and plate tectonics, tion of the skeleton of one vertebrate group-the the earth's magnetism, physical properties of the at- Cetacea. Through lectures pertaining to the Smith- mosphere, basic concepts of atmospheric circula- sonian Museum's collection of extant and extinct tion, weather analysis, climate, physical properties of vertebrates to the examination (statistical) and cata- sea water, the general circulation of the ocean, major loguing (photographic) of the Smithsonian cetacean boundary currents and coastal circulations. The skeleton collection, students will gain advanced in- readings are drawn from paperback books and arti- struction in skeletal morphology (shape), meristics cles in Scientific American. (counts) and morphometrics (measurements). The time commitment is at least 10 hours per day, five Introductory Zoology Introductory days per week. Prerequisites: permission of the in- S. Rommel structor plus facility in at least two of the following: Discussions will begin with the chemistry of life statistics, computer anaylsis, photographic dark- and end with the interactions of individual organ- room technique, scientific illustration, marine mam- isms. Required work includes weekly attendance in mals or mammalogy, skeletal anatomy, evolutionary two lectures plus one lab, written lab reports, a term biology, biomechanics and museum techniques. paper and exams. Labs will emphasize living animals. Prerequisites: math through algebra, high school Comparative Functional che istry and physics. Lab fee. Anatomy of Vertebrates Advanced S. Rommel Applied Algebra Introductory The emphasis in this course is on evolution and S. Rommel functional anatomy. The lab will examine various This is a course in practical algebra and trigo- body parts and measurements and analyze anatomi- nometry as applied to engineering and science with cal and mechanical characteristics. Required work includes two lectures, one lab, a one-hour confer- strong emphasis on practical problem solving, deri- vation and the use of graphs and equations. Math- ence each week and one term paper to be presented ematical examples will be taken from several orally. Each student will also design and conduct one disciplines including engineering, chemistry, phys- student lab. There will be a weekend trip to museums in Boston and New Haven. Texts will include The ics, biology and economics. Calculator and compu- ter skills will be developed. Work commitment is Vertebrate Body by Romer and Parsons and Analysis expected to be 15 hours per week including class of Vertebrate Structure by Hildebrand. Expected time commitment is 15-20 hours per week. Prerequisites: time. Prerequisite: high school algebra. physiology and permission of instructor. Lab fee. Comparative Animal Physiology Advanced Computer Methods Introductory S. Rommel Staff Lectures will concentrate on a comparison of phy- siology of animals with emphasis on bioenergetics. A general introduction to the use and practical ap- Labs will be noninvasive with emphasis on human plication of computers. Emphasis will be placed on exercise physiology and thermoregulation. Required students' applying their developing skills to research work includes two lectures, one lab and a one-hour or problems in other courses. conference each week; several field trips to area phy- siology labs plus one weekend trip; lab reports each Statistical Reasoning Introductory Staff week plus one term paper to be presented orally at the term's end. Texts will include Physiology by This course considers statistics as a working tool Schmidt-Nielson and Analysis of Vertebrate Struc- that can be used to organize and understand ob- ture by Hildebrand. Expected time commitment, in- served data. The emphasis will be placed on collect- cluding class and lab, is 15-20 hours per week. ing and analyzing real data, rather than statistical Prerequisites: college-level biology and permission theory, and there will be extensive exercises involv- of the instructor. Lab fee. ing measurement and computation. Prerequisite: algebra. 43 Outreach Education Arts and Design Practicum Intermediate/Advanced Student Coordinators Architectural Design I Intermediate This practicum is designed on a two-term basis S. Brecher and combines natural history studies and environ- This is a studio course specifically focused upon mental education. Students gain practical expe- the design of buildings and the techniques by which rience in the teaching of science and natural history. architects design and draw buildings. Basic con- Emphasis is on learning natural history concepts and cepts of site, space organization, construction and information pertinent to the outreach programs and architectural image are taught in parallel with basic on applying a working knowledge of natural history architectural drawing techniques. These include through program development, curriculum devel- paraline drawing, one- and two-point perspective, opment and teaching. This is a student-coordinated and diagramming and sketching. The materials of course with occasional lectures from associated fa- architectural graphics are explained and used in culty. In addition to devoting one entire day per week several design exercises. The first part of the course for outreach travel, students are expected to partici- concentrates on the development of technical skills pate in this practicum for two successive terms; through a series of short projects. In the second half, however, this requirement may be waived should a students concentrate on one design project and take student have previous background in these areas. it from program development through final design First-term student: natural history studies relating to presentation. Students are expected to work in the existing outreach programs and program develop- design studio; tutorials take place over work in prog- ment. Second-term student: curriculum develop- ress. Evaluation is based upon this work and the ment and teaching through outreach (on the road products produced at the end of each project. Pre- experience). requisites: Three-Dimensional Design, Two-Dimen- sional or permission of the instructor. Lab fee. Museum Preparation Practicum S. Grierson/Student Coordinators Architectural Design II Advanced The purpose of the museum preparation practi- S. Brecher cum is to train students in the various skills and This advanced studio course for students wishing techniques of exhibit preparation, including taxi- a deeper involvement in the design of buildings fo- dermy, habitat preparation, moulding and casting, cuses upon the design of a single building. Emphasis graphic layout and scientific illustration. Students is placed upon the development of a design concept will work with faculty associate Stan Grierson in the through a series of formal iterations from preliminary areas of taxidermy and moulding/casting. COA fa- sketches to final model and design drawings. Teach- culty and staff will be consulted for other areas of ing is "on-the-board" or at group critique sessions. museum preparation. Results of student work will be There will be two or three major presentations at displayed in the summer Natural History Museum, stages of the development of the design. Evaluation used in the museum Outreach Program or cata- is based upon work produced at these stages and a logued into the COA scientific study collection. This student's progress and participation in the studio. practicum will be offered every term. Students may Prerequisite: Architectural Design I or permission join at any term and may take this practicum for a of the instructor. Lab fee. maximum of three terms. First-term students: in- troduction to taxidermy, study skin preparation or Three-Dimensional Design I Introductory introduction to moulding/casting. Second-term stu- S. Brecher dents: alternate study skin preparation or prepara- tion of mounted specimen for exhibition. Third-term This first studio course in three-dimensional de- students (advanced): exhibit preparation or habitat sign explores concepts of design, proportion, space, preparation (i.e., artificial flora and fauna) or special- volume, plane and surface. Work is mostly in sticks ized preparation. Expected time commitment: 15 and string, wood, cardboard and paper. Developing hours per week, class limit 6. Prerequisites: at least quality designs and the craft of the projects will be one college-level biology course or permission of stressed. Both are weekly design exercises and are faculty supervisor. begun in the studio and discussed in individual and group formats; students are expected to participate in the studio and the discussions, for evaluation is 44 based in part on this participation. The first part of and Other Garbage, etc. Much of this course will the course emphasizes basic concepts to solve prob- focus upon the design and construction of types of lems that have structural or programmatic require- shelters. ments. No prerequisites, though Two-Dimensional Design and Foundations in the Visual Arts are an ad- Foundations in the Visual Arts Introductory vantage. Lab fee. J. Carpenter/E. McMullen This course, which has both a critical and studio Three-Dimensional Design II Intermediate approach, is an introduction to art and design. One S. Brecher key concern is with the manmade, from the macro- This is a second level studio course that builds scale of suburban sprawl, the shopping mall, streets upon the work in Three-Dimensional Design I. There and highways to the micro-scale of the automobile are several design projects undertaken in this and other smaller, personal objects. Throughout the course. They include furniture and toy design, the course we do studio work in an attempt to encourage design of temporary shelters and the design of play- and aid students in improving their ability to express grounds. In this course the concepts of basic space themselves visually. Drawing exercises emphasize and form are given programmatic, structural and composition, texture, value and line quality. In the construction characteristics, and designs are based last portion of the class, we look at the modern upon an understanding of the balance between movement in art in order to increase our comprehen- those forces. This course may be taught in parallel sion of contemporary aesthetic standards and direc- with a carpentry course where students will be ex- tions, thereby further illuminating the world of pected to execute their designs. Wherever possible, design. Readings include: Suzanne Langer, Who De- real projects are undertaken by this class. Teaching signs America; Peter Blake, God's Own Junkyard; V. is on an individual tutorial and group critique basis. Papanek, How Things Don't Work; B. Edwards, Students are expected to participate fully in both; Drawing on The Right Side of the Brain; and T. evaluation is based in part on this participation. Pre- Wolfe, The Painted Word. requisite: Three-Dimensional Design I. Lab fee. Maine Coast History and How Buildings are Built Introductory Architecture Introductory S. Brecher J. Carpenter/W. Carpenter This course traces the development of construc- This class will begin by examining the past as it is tion techniques and materials from early shelters visible in the present Maine coast. We will make field through multi-story office buildings. Although the trips by car and sailboat to Baker's Island, Columbia emphasis is on contemporary buildings, historical Falls, Castine and Ellsworth, using existing architec- references are used to show how and why changes ture as a visible record of Maine history. The second in construction methods occurred. Taught in sem- part of the course will be a chronological history em- inar format, this course explores some of the basic phasizing the relation between people and the physi- philosophical and moral questions relating to the na- cal environments of ocean and shore. With some ture and value of progress. There are weekly reading attention to the context of greater New England, we and written assignments. There will be occasional will study the development of ships and navigation field trips to see buildings under construction. behind the European discoveries, the details of early contact between white and native populations, Euro- Shelter Introductory/Intermediate pean wars in New England and the flowering and S. Brecher transition of Maine coast culture in the nineteenth This course explores various concepts of and solu- century. Texts will include Rowe's Maritime History tions to shelter (housing). Beginning with the found of Maine and Clark's new bicentennial history of shelter of more primitive societies, we will trace the Maine. Context will be established from Morison's changes in shelter types as responses to climatic, Maritime History of Massachusetts. The history will social, material and structural needs through Buck- be accompanied and illustrated by an extensive sur- minster Fuller's dymaxion shelter concept, industrial vey of Maine architecture stressing early building de- societies' mass housing and contemporary alterna- sign in relation to the north coastal life style and environment. Students will be asked to do a term tive shelter. The course will contain readings from books like Shelter in Africa, Shelter and Society, paper or project in either history or architecture. House for our Culture, The Shelter Book, Houses 45 Primitive Art Introductory ogy and science during this time period is studied as J. Carpenter contextual support for our critical analysis of paint- This course will focus on that art which is created ing, sculpture and architecture. Readings include by people with a prescientific, nonlinear mentality. The Waning of the Middle Ages by Huizinga, The Their art is based not on aesthetic but on magical Social History of Art (vols. I and II) by Arnold Hauser principles and has as its intent the creation or re- and The Ascent of Man by Bronowski. Several films from Kenneth Clark's Civilization will be shown as creation of the sacred in the cosmos. As such, the well as other films and slide shows from the National visual arts are most often part of a ritual or perform- ance which includes dance, music, costumes and Gallery. Course requirements include a paper or a singing. In order to allow us to comprehend the men- project and one exam. tality and meaning of these sacred enactments, read- ings such as Primitive Mythology by Joseph Architectural Survey: Prehistoric to Renaissance Campbell, The Origin of Consciousness in the Introductory Breakdown of the Bicameral Mind by Julian Jaynes J. Carpenter and The Eternal Present by Sigfried Gideon will be The first course in this two-course sequence will included as well as films of performances from pla- survey key architectural monuments from the Prehis- ces as varied as Africa and the Orient. We will study toric period to the Renaissance including, among such topics as the sandpaintings of Australian abori- others, Stonehenge, the Pyramids, the Parthenon, gines and American Indians, the rock paintings of Chartres Cathedral and St. Peter's. We will treat each prehistoric Europeans, the masks and blankets of work both as a discrete technological and artistic Pacific west coast Indians and sculpture from Africa achievement and also as a manifestation of the his- and Oceana. Finally, we will look at oriental art in an torical and cultural forces which shaped it. For ex- attempt to understand what has enabled them to ample, female divinities will concern us in our study bring the consciousness of the miraculous into the of the Minoan Palace of Knossos; Plato's ideal will il- present. No prerequisites. luminate our investigation of Greek temples; nomi- nalism and scholasticism will occupy us in our Greek Art Intermediate survey of Gothic forms, and finally the golden mean J. Carpenter will help us understand the module in Renaissance architecture. Because many of the buildings were re- Two cultures, the Minoans of Crete and the Myce- ligiously inspired, one major theme in the class will neans, evolved into the classical Greek culture with be the evolving concepts of the divine. Readings in- its extraordinary refinement in art and architecture. clude Salvadori's Why Buildings Stand Up, Ras- In this class, we will discuss the implications of this mussen's Experiencing Architecture, Scully's The union between a male-centered and a female- Earth, The Temple and the Gods and selections from centered society. Additionally, we will consider the Eliade's Sacred and Profane. Requirements include a Greek's preoccupation with the nude form, their paper and an exam. concern for the relationship of male to female beauty and their impulse to establish a divine order through Architectural Survey: Nineteenth- their temples and civic structures. Moreover, their ar- Twentieth Centuries Introductory tistic legacy to Western Europe will also be touched J. Carpenter on. Readings will include Gisela Richter's Handbook of Greek Art, Kenneth Clark's The Nude, Scranton's Nineteenth-century architecture was character- Greek Architecture, Robert Graves' The Greek Myth ized by anachronistic borrowings from aristocratic and selections from Plato as well as from Joseph societies of the past. Radical architects of the nine- Campbell's Occidental Mythology. teenth and twentieth centuries wished to change this by creating a new architecture expressive of a more Renaissance Art Intermediate democratic society with an informal life style. A J. Carpenter major division among these innovators involved the This class studies the arts of the Renaissance from place of the machine in this renewal. Some rejected the machine and advocated design based on hand- the fourteenth through the seventeenth century, in- craft while others saw the machine as a liberating cluding the works of Brunelleschi, Michaelangelo tool and wanted to train artists to design through the and Rembrandt. The approach is aesthetic and his- machine. In this course we study these crises and the torical with particular emphasis on changing world buildings that resulted. Beginning with H. H. views. The evolution of music, philosophy, technol- 46 Richardson and his naturalistic architecture, we pro- a finite tangible objective; building a house, organiz- ceed to the study of the Chicago School and the or- ing a fair, developing a curriculum, setting up a re- ganic architecture of Louis Sullivan and F. L. Wright, search laboratory and making a set of sails are then to Europe and the International Style of Le Cor- examples. The course, a sequence of case studies busier, Mies van der Rohe, Gropius and Breuer. In and lectures which analyze both successful and un- conclusion, we analyze the failure of these ideals in successful projects, focuses on organization, struc- the development of the urban skyscraper, the meg- ture, control, human relationships, planning and alopolis and the suburb. Readings include S. Gi- politics. Prerequisite: one term of residence. dion's Space, Time and Architecture, L. Mumford's The Brown Decades, W. Jordy's American Buildings Structural Design Intermediate and Their Architects, and P. Blake's Form Follows H. Hyman Fiasco: Why Modern Architecture Doesn't Work. Students will become familiar with problems and solutions relating to the strength of structures: build- Watercolor Painting Introductory ings, roofs, floors and foundations. This is primarily a J. Carpenter skills course in which the student will learn a variety This is a studio course in transparent watercolors. of techniques for solving practical problems. Prereq- In the early weeks we will investigate color and value uisites: algebra and carpentry. using both grids, geometric designs and simple still lifes. Next, using more complex studies, we will Wind and Solar Systems Advanced experiment with wet on wet techniques, washes and H. Hyman glazes. In the final weeks we will paint portraits using This course will involve the student in the integra- the fundamental techniques introduced. Evaluation tion of the theoretical physics of wind and solar is based on studio work and a portfolio of assign- energy into workable designs. Through lectures, site ments. visits and practical problems, the group will examine resource materials, design methodologies, computer Energy Studies Introductory techniques and contemporary systems. The stu- H. Hyman dents will develop some facility with some of the This is an introductory course in the basic physics more recent methods of designing solar heat and of energy systems. We will examine the principles of wind energy systems. Prerequisites: architectural thermodynamics and heat transfer and apply them to design, energy studies and algebra. the design of oil, solar, wind, wood, tidal and nuclear power systems. This course will consist of lectures Boatbuilding Project Introductory and problems and discussions. Each student will be H. Hyman expected to complete an independent project, design This is a group project with the direct objective to or investigation. Prerequisite: algebra. construct one or more small but seaworthy boats. The boats will be in the 16-foot range, powered by System Dynamics Intermediate oars, sail or light outboards and will hopefully form H. Hyman the nucleus of a college fleet. Although primarily fo- System Dynamics is a technique for the analysis of cused on the task of learning how to build small complex physical, biological and social systems; the craft, the class will visit some of the boat shops in the most well known use of system dynamics was in the area. No formal prerequisites, but some familiarity Meadows' Limits to Growth. In the course the con- with hand tools is useful. cept of a system with feedback will be developed, working into computer modeling with the DYNAMO Cabinets/Finish Carpentry Intermediate system. Prerequisites: algebra, one term of physical R. deJong or biological science; ecology recommended. This is a continuation of the carpentry and con- struction course. Students have to know all the bas- Project Management Intermediate ics of hand and power tools. We will concentrate on H. Hyman how to finish the interior of a house: built-in cab- This course is an introduction to techniques and inets, closets, staircases, laying out a kitchen and perspectives that are useful in the organization and beautifying living spaces with simple means. A piece execution of successful projects. A "project" is a of furniture will be made. Materials should be pro- human activity, too complex for a single person, with vided by students. Lab fee. 47 Carpentry/Construction Introductory Ceramics I Introductory R. de Jong E. McMullen This is an introductory course which deals with a This course is an equal mixture of design theory, trade discipline rather than an art or craft. It is rec- critique and actual production of pottery. The first ommended for students having little or no expe- five weeks are devoted to handbuilding, including rience in residential carpentry. Course work will pinch, coil, and slab techniques. The second half of consist of actual construction projects and will be the course concentrates on the fundamentals of supplemented by the text, DeCristophoro's House wheel-thrown pottery. Assignments are supple- Building Guide, and field trips to nearby construction mented by in-class discussion of the previous week's sites. Students will be introduced through practical work. Ten hand-built and thirty wheel-thrown works and theoretical methods to the use of shop machin- are required, with reviews taking place during week 5 ery, hand tools and many phases of residential con- and week 10. struction. Ceramics II Intermediate/ Wood and Human Culture Intermediate E. McMullen Advanced R. deJong This course will center around an intense explora- Emphasizing the evolution of the use of wood in tion of pottery form and technique. Early assign- our culture and its impact on history, this course will ments will require substantial work on hand-built and focus on the immediate environment of the individ- wheel-thrown forms to be undertaken by each class ual, the role of the carpenter/woodworker in all member in preparation for a show in the college human activity and the use of wood in technology, gallery. Class time will be divided between critique industry, transportation and as a medium in art. Stu- and work sessions. dents will be asked to develop consciousness of day- to-day dependence on wooden objects and evaluate Painting Studio Advanced the use of wood in comparison to other materials. E. McMullen This course will deal with problems in painting Two-Dimensional Design I Introductory technique, composition and color. Half of the course E. McMullen work will be assigned to deal with specific problems This course is designed to give a basic working such as portraiture, landscape and still life; the other knowledge of visual language. Areas covered will in- half will be made up of problems. clude: point, line, plane, volume, shape, size, texture, direction, space and representation. Pencil, char- coal, ink and collage will be used extensively. The class period will be divided into critique and work Human Studies sessions with the major emphasis being placed on the group learning aspects of the critique. Environmental Economics Introductory/ S. Andersen Intermediate Two-Dimensional Design II Intermediate E. McMullen This course will survey the accepted and emerging issues in natural resources management and will in- This is an intermediate level course dealing with troduce students to the logic of economics. The top- the problems and processes of the education of vi- ics will include economics and nature, property sion. The course is structured around the critique rights, conservation, public and private resource and "how-to-look" sessions. Considerable time is management institutions, benefit/cost analysis and given to the development of technique using both in- the role of scarce resources in "no-growth" society. dividual and group assignments as a framework for Credit requirements will include four take-home as- visual problem solving. Some areas covered include: signments, a term project and class participation. line, plane, edge, mass, scale, surface, value, color, Texts: Burton and Kates, Readings in Resource Man- composition, and subjective and objective qualities agement and Conservation; Dorfman and Dorfman, of the same visual experience. Economics of the Environment: Selected Readings; Jarrett, Environmental Quality in a Growing Econ- omy; plus numerous selected readings. 48 Energy Economics Intermediate Agricultural Economics Introductory S. Andersen S. Andersen This course focuses on the economics of energy This is an introductory course covering farm man- policy, including concepts and calculations for op- agement, profitmaking, productivity and environ- timal solar systems, electric rate reforms, energy mental impacts of small-scale agriculture. We will conservation, nuclear and conventional power plants devote special attention to homesteading and local and various appropriate technologies. Course re- efforts to preserve farmlands. There will be films and quirements include two meetings weekly, one major speakers. project and two in-class tests. Prerequisites: basic economics, physics or engineering. Principles of Economics Introductory S. Andersen Forest Economics Intermediate This course considers the way in which individ- S. Andersen uals make decisions which affect their income and Topics include principles of planning renewable wealth; how firms make decisions which affect prof- natural resource use to maximize net social benefits its and production. We will also study the relation- with primary reference to commercial forest lands, ship to demand, supply, and prices of goods and costs in relation to efficiency and conservation goals, natural resources. Fundamental concepts in eco- analysis of short-run and long-run supply problems, nomics are stressed and applied in projects on topics private enterprise impacts on environmental quality chosen by students. and analysis of selected case studies. Texts: Raleigh Barlowe, Land Resource Economics; Colin Clark, Energy Policy Intermediate/Advanced Mathematical Bioeconomics; William Hyde, Timber S. Andersen/H. Hyman Supply, Land Allocation, and Economic Efficiency. This seminar course will examine the present pat- Prerequisites: one or more courses in economics, terns of energy use from the worldwide, national, re- forest ecology or botany. gional, local and personal viewpoints in order to develop effective policies for the future. We will River Development and Conservation Intermediate cover the history, economics, technology and social S. Andersen developments of energy sources and uses. In addi- This course will contrast private profitability of tion to discussions, the course will involve presenta- river development with public conservation goals. tions by faculty, students and visitors. Each student Case studies include hydroelectric dams, irrigation will research a topic for presentation and prepare a diversions, recreation and wildlands preservation. final critical paper. Prerequisites: economics and Field trips to corporate headquarters and wild rivers. energy studies. Prerequisites: basic economics and/or planning. Contemporary Culture and the Self Introductory Economics of Regulation Advanced E. Beal S. Andersen This course introduces concepts in anthropology This course involves an analysis of the impact of in the context of an autobiographical writing course. social concern on American economic enterprise. Contemporary culture and its influences on our atti- The major emphasis is on benefit-cost analysis, tudes and values will be the focus. Five short papers valuation of resources, welfare distribution consider- will attempt to identify the context of our acquisition ations and socioeconomic experimentation. Discus- of ideas about ourselves and our places in the world sion will focus on current problems in the areas as well as to describe those ideas. A final paper will of unfair competition, environmental control and attempt to synthesize the students' ideas on the func- energy price setting. Major text: The Economics of tional relationship of personal attitudes and values to Regulation by Alfred Kahn. contemporary society. Overlaying this writing and our discussion of it will be a series of lectures and Seminar in Economic Issues Advanced readings on the science of anthropology. S. Andersen This is an advanced seminar focusing on a con- temporary economic issue. Interested students should see Stephen Andersen; choice of topics will depend to a large extent on student interest. 49 Traditional Music Introductory History of Anthropological Theory Advanced E. Beal E. Beal This is an advanced course in the history of ideas This course looks at styles and themes in some about cultural change in the western world. The rela- traditional North American music, including, at least, tionships between various ideas which depend, at some French, Anglo and black music. This is a sur- least in part, on a theory of material causality is ex- vey course emphasizing listening to and discussion amined to understand the roots and history of these of recorded music. ideas and to develop a critical understanding of them. Students are asked to prepare a critical book Racism: An Examination of Its review, to select and research a topic and to present Nature, Roots and History Intermediate their findings, both in an oral report and a major E. Beal paper. Text: Marvin Harris, The Rise of Anthropolog- This course will begin by making a general defini- ical Theory. tion of racism as a pattern of human interaction. We will then look at selected racist chapters of world his- Small Farming Workshop tory, including cannibalism, genocide and apartheid. E. Beal We will then try to identify the causes of racist be- This workshop will attempt to give practical expe- havior and steps on a path away from this tragic as- rience in planning for the cultivation of a hay crop, pect of human history. including taking soil tests, cost/benefit analysis and purchasing of materials. Participants will then have Cultural Ecology of the an opportunity to engage in soil preparation, includ- Maine Fishing Industry Intermediate ing safety instruction and hands-on experience with E. Beal small farm tools such as tractor, plow, harrow, land To present an overview of an industry from the leveler and spreader. Participants will also learn point of view of both managers and users, this course about programs of the Soil Conservation Service, will look at the resource and its use, the values and aspects of the Maine hay market and operation of cultural traditions surrounding access to and use of a hay making machinery. Participants will be expected commonly owned resource, and the attitudes, values to attend all sessions and keep a detailed journal and practices of those who have been asked, as which they will submit periodically for evaluation. managers, to hold the public's trust regarding those resources. Voluntary Simplicity Introductory R. Borden Cultural Ecology of the Maine This course will explore the philosophical and Wood Products Industry Introductory/ practical aspects of "the simple life." Readings will E. Beal Intermediate come from a variety of old and new sources, (e.g., This course will present an integrated view of the Thoreau, the Nearings, Schumacher, etc.). The main environment both cultural and natural, in which text will be Duane Elgin's Voluntary Simplicity: To- Maine men and women working in the timber indus- ward a Way of Life That Is Outwardly Simple, In- try operate and adapt. Topics covered include: the wardly Rich. Several people who have tried this physical environment as a limiting factor, the resour- approach will visit to discuss their experiences. ces (their nature and abundance) and the cultural Course evaluation will be based upon class participa- mechanisms which mediate the workers' access to tion and a final paper. and use of the resources (technology, economy, so- cial organization, belief systems). The course will Seminar in Human Ecology Advanced make use of numerous field trips and visitors. Each R. Borden student will be asked to keep detailed notes in a This seminar traces the historical development of journal of all classes, field trips and interviews. human ecology. We begin by reviewing the seminal (Note: this course parallels Cultural Ecology of the works in human ecology, the contributions from bi- Maine Fishing Industry in method and theoretical ology and the development of human ecology as a outline, but is not redundant.) The objective is to multidisciplinary concept. Along these lines we know what people in the industry think, why they compare the various brands of human ecology that think it, and where the industry is going. have developed through sociology (the Chicago 50 School), anthropology and cultural ecology, ecolog- Personality and Individuality Intermediate ical psychology and economics as well as human R. Borden ecological themes in the humanities, architecture, Students will read a broad range of theories of per- design and planning. This background is then used sonality (e.g., Adler, Fromm, Jung, Freud, Rychlak, to compare the COA brand of Human Ecology with a Bandura, Lewin, Binswanger, etc.) based on existen- dozen or so other programs in the U.S. and Europe. tial, behavioristic, gestalt, social-learning, humanis- Our final purpose is to look at new ideas coming tic and psychodynamic orientations. The approach from eco-philosphy, ecological humanism, deep will be comparative; the students will compare the ecology and systems theory for future possibilities various theories abstractly and with regard to how for human ecology. Evaluations are based on pre- well they "fit" their own "personality." We shall also sentations and papers. examine the literature on personality research and review measurement techniques that derive from Personality and Social Development Introductory/ each theoretical approach. Prerequisites: some psy- R. Borden Intermediate chological background or consent of the instructor. This course will provide a theoretical and practical look at the emotional, cognitive, social and behav- Environmental Psychology Introductory ioral development of humans. It will cover the full life R. Borden span of human development with some special con- This course explores the historical roots and con- centration on school-age children. Topics of prenatal temporary themes of environmental psychology. The development and personality disorders will also be major topics include: environmental stress and presented. In addition, the course will focus on sev- human coping processes, crowding, personal space, eral of the more popular learning, social-learning and architectural influences on feelings and actions, educational theories. During the first part of the wilderness psychology, the development of envi- course, readings will be selected from original sourc- ronmental attitudes and the determinants of envi- es and discussed (e.g., Erikson, Freud, Piaget, Reigel, ronmental responsibility. We also examine some of Kohlberg, etc.). Later the discussions will become the recent ideas derived from eco-philosophy, deep directed more toward specific social and develop- ecology and the new philosophy of nature as they mental issues (e.g., sex roles, the family, education, apply to environmental education, voluntary simplic- personal growth, death and dying, etc.). Participation ity and human ecologically informed architecture, in the discussions and a final research paper will be technology and living. required. This course is part of the education se- quence. No prerequisites. Contemporary Psychology Intermediate/Advanced R. Borden Aggression, Altruism and Love Introductory/ R. Borden Intermediate This course explores several emerging and re- emerging themes in psychology. The principal topics This course explores human emotions and their and texts are 1) Dialogical and Dialectical Psychol- expression by combining the approaches of the hu- manities and the social sciences. Part of the time will ogy: Riegel's Psychology Mon Amour-a Counter- text and Rychlak's Discovering Free Will and be spent viewing films and reading biographical and Individual Responsibility; 2) Reichian and Neo- autobiographical accounts of several great and not- Reichian Psychology: Mann and Hoffman's The Man so-great philanthropists, lovers and murderers. At Who Dreamed of Tomorrow; 3) Transpersonal Psy- the same time, we will also take an extraspective and chology: Walsh and Vaughn's Beyond Ego: Trans- interpretive look at these characters from the theoret- personal Dimensions in Psychology. The class is ical perspectives of psychology, sociology and socio- conducted in a seminar style with discussions of the biology. Class time will be spent in discussion of the assigned readings and additional topics as time materials. There will be a required final presentation permits. Evaluations are based upon class participa- and paper which will involve an analysis of some real tion and a final project/paper. Prerequisite: some fictional character(s) of the student's choice. No background in psychology. prerequisites. 51 Ritual, Myth and Tragedy Introductory/ particularly James Hillman's The Dream and the Un- W. Carpenter Intermediate derworld, but also selections from June Singer, This course will trace the development of drama Jacques Lacan, Joseph Campbell and Norman O. out of its origins in primitive mythology and ritual. In- Brown. The writing part of this course will be done in itial readings will be in myth, including Joseph pairs, with groups of two students cross-examining Campbell's Primitive Mythology and Nietzsche's each other's dream notebooks and self-analysis. Pre- Birth of Tragedy while later readings will be dramatic requisite: a course in literature or psychology. tragedies including Sophocles' Oedipus Cycle and Russian Literature Advanced three major tragedies of Shakespeare: King Lear, Macbeth and Othello. W. Carpenter Here is a chance to encounter some of the classics Literature and Ecology Intermediate in Russian literature, with an emphasis on the deep- W. Carpenter rooted relation between the Russian people and the This course will use literature to develop a defini- vastness of their physical environment. Set for the tion and understanding of human ecology. The focus winter term, you will have plenty of time to curl up by will be on the individual in context, that is, the struc- the woodstove with Dostoevsky's The Brothers Ka- ture of relationships that connect a man or woman ramazov, Tolstoy's Anna Karenina, Chekhov's Ward with the surrounding world. We will be concerned Six, Turgenev's Fathers and Sons and poems by with the perception of our environment and the pos- Anna Akhmatova, Osip Mandelstam and Valdimir sibility of alternative perceptions. We will begin with Mayakovsky. Although this course has no "direct" three accounts of intense personal observation of the political content, it certainly helps in a time of inter- environment: Thoreau's Walden, Matheissen's The national tension to deepen our knowledge of the Snow Leopard and Loren Eiseley's The Unexpected background of the Russian spirit as evinced in some of the best fiction ever written. Universe. The second section of the class will involve perception of the environment through myth. We will Autobiography Intermediate read Joseph Campbell's Primitive Mythology, Ho- mer's Odyssey and Shamanic Voices. The final sec- W. Carpenter tion of the class will consider the evolution of the This course will use autobiography as a literary structures that relate us to the external world; read- form to examine the lives of certain significant peo- ings: Wilson's On Human Nature and Julian Jaynes' ple and then to examine our own lives, concentrating The Origins of Consciousness in the Breakdown of particularly on understanding the effects of early the Bicameral Mind. This class emphasizes reading home and community environments. In the first half and discussion with a secondary emphasis on stu- of the term, students will read five autobiographies dent writing. There will be a short paper and a class chosen from a list including Eldridge Cleaver, John on writing every three weeks. Muir, Loren Eiseley, Carl Jung, Geoffry Wolff, Jack London, John Lilly, Caitlin Thomas, Maude Gonne Bread, Love and Dreams Intermediate and Henry Adams. In the second half students will W. Carpenter write their own autobiographies, working in small This course is an introduction to the unconscious. groups and frequent tutorial meetings with the in- It begins with the problem of knowing something structor. The product will be an autobiographical which by definition is unknown. It then proceeds to examination of our own development. This course examine two classic approaches to the unconscious: should consume 15 hours a week outside of class, dreams and love. Students will be expected to keep a more at the end when finishing the autobiography. dream notebook and to recognize their own uncon- Prerequisite: a course involving literature and scious life in the light of the readings. Readings start writing. with the unconscious in its classical formulation ac- Lawrence and Woolf Intermediate cording to Freud and Jung. We will read The Inter- pretation of Dreams and Two Essays in Analytical W. Carpenter Psychology. We will then move to fiction and read A course in these two preeminent British novelists two novels: Lawrence's Women in Love and might permit a comparison between the masculine Dostoevsky's Crime and Punishment, considering and feminine visions in fiction. Both writers used the fiction as a mode of expressing the unconscious. Fi- novel to explore beneath the surface of ordinary nally we will look at selected contemporary writers, human consciousness, and both had to discover new 52 forms and styles to communicate the nature of new Education Seminar I: Teaching/ relationships. We will read the best from each writer: Learning Process Introductory The Rainbow, Women in Love, Lady Chatterly's P. Corcoran Lover and The Man Who Died; To the Lighthouse, The objective of the Education Seminar is the de- Mrs. Dalloway and The Waves. velopment of an awareness of contemporary thought and practice in the field of education. A variety of top- Freud/Jung Seminar Intermediate ics is covered in terms of historical development, key W. Carpenter ideas in curriculum/instructional strategies and re- Everyone mentions Freud and Jung but not many cent research. The types of education studied in- spend much time in serious study of their work. This clude environmental education, marine education, is a case of the disciple going beyond the master and arts education and open education. Each seminar a classic example of the father-son relationship member is expected to read widely on the topics, par- among professionals. It is also a fine contrast be- ticipate in discussions and summarize/synthesize in tween the nineteenth-century material/sexual view of weekly written assignments. In-depth exploration of human nature and the emergent twentieth-century one of the topics is required in order to assist in iden- transcendent/religious view. We will read The Inter- tifying key issues to be developed and to share re- pretation of Dreams, pause to interpret a few of our sponsibility for leading the discussions and activities. own, then move on to the General Introduction of A major project must be completed in an area of in- Psychoanalysis and Beyond the Pleasure Principle. terest related to one of the topics. A variety of For Jung we will read the selections in the Viking methods of teaching are utilized to meet a variety of Portable Jung along with Memories, Dreams, Reflec- learning styles and preferences; these methods and tions (autobiographical). We will also look at Lillian styles are studied and discussed as part of the con- Frey-Rohn's text, From Freud to Jung. Paper and tent of the seminar. The question of the individual's final exam. decision to teach is an underlying theme to which consideration is given. Literature and the Sea Intermediate W. Carpenter Education Seminar II Intermediate P. Corcoran Ever since Homer's Odyssey, the ocean has served to represent the depth and aspirations of human ex- The seminar will continue to survey a broad land- istence. In this course, part of the new Marine Stu- scape of types of education, such as science edu- dies program at COA, we will study major works of cation, energy education, special education, sex literature that use the ocean both as reality and as education and state studies. The objectives of the symbol. Beginning with Melville's Encantadas and seminar are to develop an awareness of contempo- Moby Dick, we'll then read Virginia Woolf's To the rary thought and practice in the field of education Lighthouse, Peter Mathiessen's Far Tortuga and and to develop skills and understanding vital to the Jorge Amado's Home Is the Sailor. Classes will in- teaching process. An underlying theme is considera- clude in-depth lectures and discussions of each tion of the individual's decision to teach. It will be the work; two short papers on topics of your own choos- responsibility of each seminar member to attempt to ing are required. interrelate the topics into a whole. These topics will be introduced through advanced reading, developed Literature of the Third World Advanced and discussed in terms of key ideas and recent re- W. Carpenter search, and considered further in weekly papers. In addition, each member will be expected to pursue Writers from the world's "developing nations" have one of the subjects in greater detail in order to assist contributed some of the most brilliant poetry and fic- in identifying issues to be discussed and in planning tion of the twentieth century. The politics and sur- the class discussion and activities. A project reflect- realism of third-world literature has become a ing in-depth exploration of an educational topic is dominant influence on contemporary American writ- required. ing. This course will provide a geopolitical and theo- retical introduction to a galaxy of great writers from lesser-known countries. As an advanced course, the format will depend heavily on student participation, each student perhaps being responsible for back- ground research and presentation of one or two writ- ers over the term. 53 Marine and Environmental Education Intermediate Teaching Controversial Issues: Intermediate P. Corcoran Nuclear Weapons and Nuclear Power How do we make known the world of water? What P. Corcoran is marine education? What makes education environ- This will be an intensive exploration of education mental? Is education an environment? Are you an about a sensitive and difficult topic. It is designed for environment? Who are you? This in-depth study of any student interested in education on this issue for the philosophy and methodology of marine and en- any audience-not just school populations. vironmental education will consider these and other questions related to one's personal involvement in Global Ecology the theory and practice of the field. P. DuBois The roots of environmental education in nature This course begins by examining the major threats study and science education and its more recent his- to the planet's oceans, soil, forests and atmosphere torical development will be explored. Contemporary and then moves to an understanding of environmen- programming and research will be surveyed through tal disruption and ecosystem modification through journals and curriculum materials. The evaluation of the interventions of human populations. The middle environmental-education experiences and the state portion of the course is concerned with the devel- of environmental education worldwide will be opment of human ecological perspectives on such appraised. issues as modernization, growth and development in The values and attitudes dimension of environmen- third-world countries, population dynamics, the po- tal education, its concepts, goals, and objectives as litics of resources scarcity, international markets and well as personal aspirations in the teaching and trade, global food alternatives, new global technolo- learning of environmental education will be included. gies and the brain drain toward the race and space Extensive writing, the development of curriculum industrialization. The final third of the course con- materials, teaching of those in the class and others, siders international environmental management and and contact with professionals in the field are ex- the world's responses to the major threats. pected. Prerequisite: previous teaching experience and/or course work in environmental education or World Food and World Hunger permission of the instructor. P. DuBois Philosophy of Ecological Education Introductory The course begins with a description of the various P. Corcoran approaches to the problems of world hunger, includ- ing the perspectives of international nutrition, the An intensive introduction to the philosophy of macro-economic perspective concerned with the al- education, this course will pay particular attention location of scarce investment resources, the agricul- to ecological and environmental concerns and the ture VS. industrialization controversy and models role of education in shaping values. The first half which stress the relationships among food, health of the course will concentrate on classical and and populations. Then we consider major lessons of contemporary discussions of the relationship be- the past two decades, including the new technolo- tween education as individual self-development and gies, the problems of the Green Revolution, and the as preparation to meet the needs of society. The importance and requirements of development plan- second half will concentrate upon applied ecological ning. Finally, we develop components of a strategy education and concrete practices. Substantial read- to influence transition to a sustainable food policy ing, at least two papers and a project will be required. based on enlightened public policies. Arts and Humanities Education Intermediate Peace and World Order: The Evolutionary P. Corcoran Perspective This course will explore the significance, promise P. DuBois and practice of the arts in American education. It will This course examines the politics of international be an opportunity to pursue one area of teaching/ relations and international interdependence, Ameri- learning about the arts and humanities in depth. can foreign policy and alternative world futures, the Possibilities include story telling, visual arts appreci- evolution of international organization and interna- ation, children's literature, movement and dance ed- tional law, trends and patterns of international con- ucation, and many others. There will be a seminar to flict, and the theory and practice of international explore the overarching topics. peace. 54 The Developing World Making Things Happen: P. DuBois Administration and Management P. DuBois This is a course on international political and eco- nomic realities. The entire world, not just the poorest This course is recommended for anyone who parts of it, is "developing" and evolving. Some of the wants to organize an agency, program, project or or- topics we will consider are: the nation-state system ganization or who wants to be effective in working and the nature of power; the roots and dynamics of with or without other people on any task; it is con- the east-west struggle; the struggle over colonialism; cerned with the basic tools of management and ad- the contemporary north-south struggle; the military ministration. Students will learn how to plan, struggle for power; the economic struggle for power; organize, implement the plan, evaluate its success United States foreign policy; African, Asian and Latin and manage other people in accomplishing the pro- American variations on development; models of the ject's goals. These are necessary basic administra- future of the third and fourth worlds; models of the tive skills. future of world order and peace. Two large case stu- dies will serve as examples and guide our discus- Environmental Journalism Intermediate sions of these many topics. Students will write a G. Hansen paper and focus their reading on one or more of the The purpose of this course is to learn to write and above topics in order to gain a deeper understanding market articles on environmental subjects. To enter of an interesting and challenging topic. the course, a student must already have established his or her writing competency. Students will work on Third-World Development developing a clear, to-the-point prose style that P. DuBois communicates effectively to a nontechnical au- This course will be an intensive case study of a dience. They will also identify specific environmental third-world country (probably Jamaica or Haiti). We subjects and their appropriate audiences. They will will study its history, culture, politics, agriculture, then identify markets for these subjects and develop economy, development plans, education and public methods to sell their articles to these markets. health systems. At the end of the term the class will fly to that country for two weeks of seminars with var- Introductory Writing Introductory ious ministers of the country, U.S. embassy person- A. Kozak nel, farmers, industrialists, trade unionists, members In this introductory writing course, students write of the political opposition, etc. We will visit several and analyze short descriptive and expository essays, cities, the surrounding countryside and agricultural study sentence combining techniques, keep a jour- holdings as well as historical and archeological sites. nal and in some cases supplement class work by meeting regularly with a peer tutor to study gram- Community Organizing and mar, punctuation and/or spelling. Students learn Mobilization techniques for prewriting and rewriting and apply P. DuBois these to their own work. Evaluations are based on This course will examine the principles and suc- class participation, essays, weekly conferences and cessful practices of local, grassroots efforts to influ- a final essay examination. ence public policy. We will learn from case histories and visitors, who do this sort of work, why they suc- Writing Seminar I and II Introductory ceed (and fail), and we will consider several theories A. Kozak/R. Weiner of organizing focused on the women's, civil rights, Writing Seminar I will concentrate on the process antinuclear and environmental movements. What of writing: prewriting, writing and rewriting. Stu- are the similarities, differences and lessons we can dents, for example, will learn techniques for develop- draw from these efforts? What skills do we need to be ing topics by description, definition, example, and more effective in mobilizing ordinary citizens to join comparison and contrast. This course will be fol- these struggles? And in a more theoretical sense, lowed by Writing Seminar II which will examine more what do Alinsky, Chavez, Gandhi and King have to sophisticated methods of exposition as well as tech- teach us about the 1980s? niques for effective argument and persuasion. Stu- dents will write weekly themes and have weekly conferences with the instructor. 55 Technical Writing Intermediate Survey of World Music Introductory/Intermediate A. Kozak F. Kuan This intermediate-level course teaches students to The course will survey the music of Africa (Black write clear, precise and unambiguous memos, re- Africa and Afro-America including jazz), the music of ports and longer papers. The approach is an inter- Asia (India, Japan, China and Indonesia) and the disciplinary one; the students and I will work closely music of South and Central America. We will con- with the appropriate faculty to insure the accuracy of sider the environmental, cultural and psychological the material. This course is useful to those students factors peculiar to each of the world's musics that di- who have data they must communicate effectively rect it into the form that we hear it. In listening to and concisely to specific audiences. Prerequisites: these non-Western musics, we will consider the an introductory writing course or permission of the function of the music (ritual, ceremonial, theatrical, instructor. dance accompaniments, entertainment), the medium (voice and the characteristic instruments) and the Introduction to Music Introductory style (melody, rhythm, tempo, harmony or accom- F. Kuan paniment, improvisation and audience participa- This course introduces the basic vocabulary of tion). There will be field trips and guest speakers. Evaluation will be based on class discussions, pre- music, elementary theory and techniques of listen- sentations and a final essay. ing. Class-listening assignments will be chosen from the repertoire of popular, classical and non-Western Women in Transition: Backgrounds Introductory music. In the music labs (piano, voice, jazz guitar, S. Lerner etc.), students will apply theoretical knowledge to music making. Students will also be expected to In the first part of the term we will refer to myth, write music criticism for a live concert and to give a evolution, psychology and history as a means of un- class presentation on a topic of their choice. derstanding the origins of gender divisions in our world. In the second half we will concentrate on liter- Nature in Music Introductory ature, especially fiction, to see how art has absorbed F. Kuan and revealed values of the time. Students will be The focus of this course is on music which is in- asked to write frequently, with opportunity to rewrite. I hope we will be able to make a "collection" from the spired by nature. For the Romantic composer espe- cially, a kinship was felt between the inner life of the class work. Readings include: The Descent of artist and the life of nature so that nature became a Woman, Morgan; Women's Mysteries, Harding; The Mermaid and the Minotaur, Dinnerstein; "Man is to constant source of inspiration. In class-listening as- Culture as Woman is to Nature," Ortner; Evelina, signments, we will emphasize works of Romantic Barney; Persuasion, Austen; Jane Eyre, Bronte; and composers such as Mendelssohn's overtures, Schu- bert's art songs and Smetana's symphonic poems. selected writings of Virginia Woolf. We will also study nature-inspired pieces from other Women in Transition: Action Intermediate periods such as Vivaldi's "Four Season's," Beetho- S. Lerner ven's "Pastoral Symphony," Debussy's "The Sea," and Copland's "Appalachian Spring." Evaluations In this course we will spend the first part of the will be based upon class presentations and a final term examining such general and provocative con- paper. cepts as love, work and identity by reading selected twentieth-century poetry, plays and novels. In the Performance and Literature Intermediate/Advanced rest of the term we will work on developing our ideas F. Kuan into forms other than analytical, written papers; The course is designed for students of guitar, theater pieces, dialogues and radio plays are some piano, voice, chamber music, etc. Besides weekly possibilities. Prerequisites: None, but Women in coaching sessions, there will be performance classes Transition: Background is strongly recommended. in which students will be critiqued by their peers. At the end of the term students will present a recital. Literature of Androgyny: Wholeself Introductory/ S. Lerner Intermediate Students will also prepare a paper on the works they are studying and prepare a survey of the litera- This is a reading, writing and discussion course in ture written for their instrument. which we will look at the principle of androgyny and consider whether it is a model for human ecologi- 56 cally based behavior. We will start by reading selec- course we will work to become conscious of the sub- tions from Plato, Jung, Horney and from Readings tle "standardizing elements" in given pieces of work, Toward a Psychology of Androgyny, Kaplan and which will range from the naive to the sophisticated. Bean, eds. Later we will read novels in which indi- We will become familiar with some literary theories viduals appear who may be characterized as androg- of Sartre, Barthes, Sontag, Millett and Bettleheim. ynous and novels in which no such people are Then we will explore the politics of nursery rhymes present. We will attempt to understand how this and well known children's stories before moving on principle influences the overall form and merit of a to the bulk of our work reading fiction by moderns book. Authors whose work we will read include like Beckett, Hemingway, Hellman and Didion. Two Woolf, Hemingway, Lawrence, Lessing, Piercy and or three papers will be required. Gardner. Three papers will be required. Contemporary Literature Intermediate Women's History and Literature Introductory S. Lerner S. Lerner/S. Mehrtens This is an intermediate level reading and discus- This team-taught course combines literature and sion course which focuses on the work of such con- history to delineate women's roles, attitudes and life- temporary authors as Marge Piercy, John Fowles, styles in several periods. Emphasis will be on inte- Margaret Atwood, John Gardner, Ursula LeGuin, grating historical reality and literary perceptions of Annie Dillard and John Updike. The purpose of the women's identity. While early periods will be noted, course is joint consideration of new or recent works the last 150 years will receive attention in depth. by authors whose fiction-and criticism, where Readings may include Flexner, Mary Wollstonecraft; appropriate-is particularly concerned with prob- Dash, A Life of One's Own; and Ruddick and Daniels, lems of the human condition, intimate relationships Working it Out. There will be films and a series of and the quest for identity. At least one previous short papers. college-level literature course is strongly recom- mended. The Nature of Relationships in Fiction Intermediate Medieval History Intermediate S. Lerner S. Mehrtens In this course we will read seven novels in which A course that seeks to dispel the myth of the Mid- couples figure predominantly. We will consider the dle Ages as the "Dark Ages," this ten-week study connection between the form fiction takes and focuses on the highlights of medieval culture- changes in cultural patterns. We will examine arche- political, educational, social and economic-to illus- types, androgyny and sex roles. Including the per- trate the rich heritage we have received from this spectives of biology, psychology and anthropology, 1000 year-long period. Particular emphasis is given we will analyze how people interact to create ten- to tracing themes of interest/relevance to human sion, resolve it and give meaning to their lives. D.H. ecology. Each time the course is offered (every 3-4 Lawrence, Virginia Woolf, Doris Lessing and Vladimir years) the class hosts a medieval feast for the COA Nabokov are several authors whose books we will community. There are no formal prerequisites, but a read. Students will write frequently and possibly do general familiarity with European history is desirable. projects. Oral History Intermediate Literature, Subtle Propaganda Introductory/ S. Mehrtens S. Lerner Intermediate Each time this course is offered (every 3-4 years) The written word has enormous power to shape the basic theme is training students in oral history our perceptions of the world. Embedded deeply in techniques, centering around a theme which every piece of writing are numerous messages to us changes with each offering. The course has a large about the author's impressions of the nature of real- hands-on field component. Topics include: the his- ity and the ways in which we are expected to expe- tory of Mt. Desert Island, the COA community, one's rience it. From our initial introduction to literature family's history, the maritime history of Maine, through nursery rhymes and children's stories, we women's history, etc. Students are encouraged to participate in a process that ironically tends to at suggest themes. Readings are drawn from the classic once standardize us and make us unique. In this guides to oral-history techniques, supplemented by books pertinent to the current theme. 57 Historical Legacies Introductory Experiencing the Depression: S. Mehrtens Suffering in the 1930s and the 1980s Intermediate What does the past-5000 years of western S. Mehrtens civilization-mean to us in late twentieth-century America? Our attitudes about many current issues, This hands-on field-oriented course uses oral his- e.g., land use, personhood, ties, the wilderness, have tory interviews with the generations familiar with the roots in the past. This course is a wide-ranging (2600 30s Depression to make the 1920-1940 era come alive years) inquiry into our inheritance from the ancient, for us and to provide parallels to our present circum- medieval and early modern periods (c. 800 B.C. to stances. The sorts of topics we will consider include: 1800 A.D.). What we try to do is to see threads from the state of mental and physical health in both dec- the past woven into our immediate present, concen- ades, the ways families coped and cope, the impact trating on issues of concern at COA: land, environ- of minorities, the political leadership in both periods, ment, human liberation, science, education. This and forms of entertainment/diversion people devel- course is intended to serve as a basic background oped then as compared to now. To evoke the times, course for all further history courses. we will study Studs Terkel's Hard Times: An Oral His- tory of the Great Depression, Woody Guthrie's bio- Maritime History Intermediate/Advanced graphical movie, Bound for Glory and Steinbeck's S. Mehrtens The Grapes of Wrath in addition to the oral-history interviews. We will compare the economic conditions This course combines history, science, math, ge- in 1930 and 1980 by reading Galbraith's The Great ography and advanced navigation to trace the evolu- Crash in conjunction with Henderson's The Politics tion of human movement on the sea. Vessel design, of the Solar Age. navigational technology, great voyages and geogra- phical discoveries, biographies of famous sailors and the stories of the great ships will be included. Prior Historical Ecology Advanced familiarity with sailing, vessel design, math, science, S. Mehrtens/W. Drury navigation or geography is essential. Evaluation is This course illustrates how ecological principles based upon several pieces of expository writing, oral have operated in human cultures (both Western and presentations to the class and contributions in class non-Western) over the past 5,000 years. Anytime the discussions. The class will take advantage of the course is given, only a small portion of the field will presence of the Antique Boat Society headquarters be covered. Some topics might include: ecological in our area. In addition, there will be several field succession in the long-lived cultures of China and trips to Bath, Searsport and local boatyards. The Rome, the evolution of languages, time and the specific topics covered in each offering of this psyche, ecosystem interdependencies in trade, diet course will vary each year. Prerequisite: one course and agriculture, population biology and attitudes to- in any of the fields listed above. ward women, and ecologically destructive practices through time. Readings are drawn from many disci- History of the American Conservation plines, reflecting the teachers' interests and em- Movement Intermediate phases. S. Mehrtens This course traces the evolution of attitudes about Environmental Studies Introductory conservation including both the first Americans, i.e., S. Mehrtens/D. Cass the Indians as well as the efforts of Thoreau, Muir, Perhaps the most basic course at COA, this Leopold, Brower and others to combat the "reform freshman-level introduction to Environmental Stu- environmentalist" school (e.g., Gifford Pinchot). dies seeks to expose students to a diversity of fields Readings are drawn from the exciting new studies of and faculty that deal with the scientific, philosophi- the "reformist" and "deep-ecology" traditions now cal, economic, psychological, historical, religious, being done by a variety of scholars. A vital course for feminist, literary, artistic, aesthetic, legal, political anyone seeking to grasp the contact of our current and ethical aspects of human involvement with our ecological movement. Reading/discussion; two short environment. There are readings, guest lectures and papers. discussions. The readings include a basic test sup- plemented by a few paperbacks. In addition, there are several movies and many field trips. Lab fee. 58 Sailing Introductory Public Policy: Congress S. Mehrtens and the Presidency Intermediate Offered each fall, this course introduces students D. Meikeljohn to both the theory and practices of sailing. As This course focuses on readings that discuss the weather permits, students will sail boats of various adequacy of American public policymaking by the rigs and sizes and will learn the basic tacks, tech- Congress and the President. The first half of the niques and safety practices. In inclement weather, course will consider criticisms of the American polit- class work considers the theory of sailing, aerody- ical process as found in such essays as those by namic principles (e.g., the centers of gravity and lat- Woodrow Wilson and Walter Lippmann and in eral resistance, etc.), marlinespike seamanship and Theodore White's account of the Nixon Presidency; the rules of the road. One text and several paper- the second half will consider some specific public- backs are used as well as CG-169 (Colregs '72) and policy problems such as foreign policy, inflation and pamphlets on boating safety and marlinespike sea- foreign aid. Class proceedings will consist of discus- manship. Students who take this course must be sion and appraisal of the readings, and students will prepared to invest considerable time in the required be asked to write two short papers and one longer fieldwork (1-2 afternoons each week and 4-5 week- paper on problems presented in the course or related ends) since the only way to learn to sail is by actual problems of their own choosing. hands-on sailing. There are several tests, both writ- ten and practical. Prerequisites: algebra/trigonome- Public Policy: The Philosophy try; calculus is strongly recommended. of the Constitution Intermediate D. Meikeljohn Seamanship Introductory This course studies readings in Supreme Court S. Mehrtens decisions on civil liberties, property rights, separa- A field course offered each spring on the water tion of powers, civil rights and other contemporary gives students "hands-on" experience in a variety of issues as well as essays by Locke, Rousseau and J.S. craft and stresses safe boating practices, seaworthy Mill. Students are asked to criticize the Court's deci- boat handling, the Rules of the Road, marlinespike sions and to undertake the formulation of their own seamanship, first aid, fire-fighting techniques and philosophy of the Constitution. They are asked also vessel maintenance procedures. Requirements in- to write two short papers and one longer paper ana- clude a rigorous test on the Rules of the Road, the lyzing and criticizing the opinions of the Supreme ability to tie five knots rapidly and proficiently, a writ- Court and the philosophers, or on other authors and ten exam on vessel maintenance and fire fighting as topics in political theory. well as successful completion of a CPR course (or review course) offered locally on Mount Desert Is- Life, Death and Medicine Intermediate land. J. Swazey This seminar will explore ethical, sociological and Maritime Weather Forecasting Intermediate/ legal issues in modern medicine, utilizing fiction and S. Mehrtens Advanced nonfiction readings, films and guest speakers. Top- ics will include abortion, newborn intensive care, A field course offered in spring every other year, genetic screening and counseling, chronic illness, this is a "hands-on" course as students use the ba- dying and death, and the allocation of scare life- rometer, the sling psychrometer, the weather station saving resources. maps of the U.S. Weather Service, the Beaufort scale, Buys-Ballots law, etc. Also included in the syl- labus are: frontal systems, warm-front cloud se- quences, lows and highs and storm warning systems. Evaluation is based on two exams, one a practical and one a written exam based on the course readings. Prerequisites: algebra/trig; highly recommended: chemistry. 59 Human Studies Core Courses Order and Disorder Introductory W. Carpenter/J. Carpenter The core courses focus on aspects of the contem- This course is an introduction to thinking about porary human condition without limiting course con- ideas and nature using a close focus on the princi- tent to narrowly defined subject matter or a specific ples of order and disorder as they appear in aesthet- historical period. The challenge of the core course is ics, government, philosophy, psychology, literature to blend ecological concerns with classical humanis- and art. The course will be interdisciplinary and will tic studies. The courses are taught by teams of facul- demand careful reading and attention but will be ty with twenty to thirty students in each. taught on an introductory level. Readings will begin with reason and the irrational in Greek thought with Value Plato and the Presocratics, then will consider crea- E. Beal/S. Lerner tion myths from several cultures and move on to "Value" is an examination of the nature and origin order in art and aesthetics with Suzanne Langer's of human values, with attention to the content of dif- Form and Feeling, order in government with selec- fering specific values and type of value. Readings tions from Karl Marx and the great anarchists, the and lecture meetings will follow an historical format, psychology of disorder with Ken Kesey's One Flew proceeding from a sociobiological examination of Over the Cuckoo's Nest, order in poetry with Wallace value-like phenomena in other animals and in "primi- Steven's Ideas of Order, linguistic and symbolic tive" human groups, through a cross-cultural compa- order with Ernst Cassirer's Essay on Man, the natural rison of religious and classical humanistic values in order with selections from Darwin and order in the Mediterranean, Chinese and Indian civilizations. We history of ideas with A.O. Lovejoy's Great Chain of will then concentrate upon the European tradition Being. from the late middle ages through the present. With the exception of an introductory discussion of value Creativity Introductory theory and sociobiology, differing conceptions of W. Carpenter/C. Ketchum value (e.g., religious, aesthetic, legal, economic, etc.) This course explores several aspects of the crea- as they emerged historically are discussed relative to tive process from individuals to groups and from the the concrete values and events of their day. arts to the sciences. Readings and discussions are Consciousness drawn from the reflections of creative individuals, R. Borden/W. Carpenter psychological studies of the creative process, stu- dies of the evolution of scientific thought, historical This course uses readings in literature and psy- and current revolutions in science and self- chology to study the process of human thought and explanations of the creative process by artists and perception on both conscious and unconscious lev- writers. We highlight aspects of the creative process els. It begins with physical perceptions of the body as it actually occurs and develop individual guides and the external world, then studies the development that enhance the creative occurrence. of consciousness in the individual and in the species. Next the course traces the parallel development of Community the unconscious psyche, using both conceptual and J. Carpenter, P. DuBois, S. Mehrtens fictional readings; finally we will consider "alterna- tive" views of consciousness: Oriental, split-brain "Community" proposes to introduce students to theory, abnormal behavior, occult systems and the some of the classics in the humanities while present- structure of the primitive mind. ing a basic theme in ecology, i.e., the diversity of liv- ing communities and the wide variety of forms in Technology their interactions. The course is arranged topically, S. Mehrtens/H. Hyman opening with some definitions of community, then examining some types of primitive communities and This course tries to assess technology, including proceeding to classical utopian models. Finally, the such areas as the assumptions behind the develop- twentieth century as it expresses itself in urban crisis ment of technology and the ethical implications of its and personal alienation will be contrasted to recent use, technology's effect on the psyche and personal community building experiments such as the kibbutz values, the economic and environmental impacts of and commune. technology, the epistemology of invention and cross-cultural comparisons between Eastern ac- commodative technologies and Western mechanistic types. 60 Who We Are Greg Stone Greg Stone arrived at College of the Atlantic a year and a half after graduation from high school. During that interim he traveled, taught marine ecology and did volunteer work for outdoor education and environmental groups. What finally attracted him to COA was the marine studies program, the college's location and the academic freedom enjoyed by stu- dents. Initially the college's human ecology focus had little significance for Greg. "When I came here, I had an interest in human nature, but no real understanding of what human still appreciated the opportunity to work ecology was. That understanding evolved closely with students and professors. "Because slowly and now influences many aspects of my of my field experience in marine research, I life including my approach to marine studies. realized how important and how enjoyable it Studying the ocean should not be an end in was to branch out into areas like public policy, itself. We must always ask ourselves how literature and underwater photography." marine problems affect humans as well as Before going to graduate school in oceano- relate to the overall quality of life." graphy, Greg will spend another year studying In the summer of 1977, Greg began working the population and ecology of the right whale with COA biologist Dr. Steven Katona and in the lower Bay of Fundy. This project, spon- Allied Whale, a COA-based research group sored by the New England Aquarium, will studying whales in the Gulf of Maine. He coor- gather data to assess the impact of human dinated the Mt. Desert Whale Watch, a job activities on endangered species. which included supervising 20 volunteers as well as collecting and analyzing data on the distribution, behavior and general ecology of marine mammals and seabirds. Johannah Bernstein Greg's work with the Whale Watch led him to a job as a marine research assistant in the A Canadian from Montreal, Johannah Bern- Graduate School of Oceanography at the Uni- stein spent a year in art school before coming versity of Rhode Island. For two years he stud- to COA. "I had planned to be a fine arts major ied whales off the coast from North Carolina to in college and then go to graduate school in Nova Scotia. The data was used by the Bureau architecture," she recalls. "But two summers of Land Management in its Environmental doing drafting work for an architect convinced Impact Statement for offshore oil develop- me that I was headed in the wrong direction. I ment. "While at URI, I improved my scuba div- found I wanted more contact with people and ing skills and reached the instructor level. more opportunities to effect social change." Since returning to COA, I team-taught a scuba In the spring of 1980, when a friend on Cape diving course at the 'Y' and sponsored inde- Cod told Johannah about COA, she found her- pendent studies in research diving." self intrigued with the interdisciplinary curricu- Returning to COA in the fall of 1981, Greg lum and commitment to social change. Without 61 ever visiting the college, she enrolled for the Pursuing her interest in environmental law, following fall. At first she found herself frus- she worked three summers in Montreal for a trated by the "looseness" of the courses at the law firm representing the Cree Indians in ongo- college. She took a wide sampling of courses ing disputes regarding the James Bay Hydro- to discover that structure comes internally and electric Power developments and their effect on that because of the freedom she had in her native fishing rights. This experience led to her own curriculum planning she was able to get senior project, part of which examined Cana- the classically oriented education she wanted. dian environmental assessment policy and By the middle of her second year, Johannah procedures and part of which provided back- had developed a particular interest in law and ground information for constitutional amend- political science. "First I exhausted the law of- ments submitted to a recent congress on ferings at the college and then began to take native rights. courses I felt would refine my thinking and After graduation, Johannah plans to attend reasoning abilities." These included philos- law school. But for an interim year she has ap- ophy and formal logic, literature, independent plied for a five-month legislative internship studies in Latin, economics, physics and with a member of the British parliament who natural-history drawing. A cellist and devotee is also a member of the EEC in Brussels. of classical music, she also discovered a well- Through this internship she hopes to gain ex- known cello performer and teacher retired in perience in legislative policy making and inter- nearby Surry, Maine. Under his tutelage, she national affairs to prepare her for a career in added an intensive study of cello technique to government. her academic program. Looking back over her four years at COA, Johannah spent her internship working for Johannah credits the personal attention and the energy team of the National Wildlife Feder- close COA community with her successful col- ation in Washington, D.C. There she con- lege experience. "COA gave me self-assurance ducted legal research and assisted in the and confidence in myself. In high school I preparation of a strip-mining lawsuit against often felt out of place with my peers because of the Department of the Interior. my devotion to music and my interest in a clas- sical education. But at COA I was encouraged to pursue those interests and develop resour- ces to fit my individual needs." Catherine Kiorpes Early in her college career, Catherine discov- ered that education comes alive when it is immersed in practical experience. "I spent my first two years of college at large universities, taking traditional courses and feeling con- stantly disappointed. It wasn't until I became a summer intern at the Center for Environmental and Estuarine Studies on the Chesapeake Bay that I found my niche." Catherine took the next year off from college and continued her lab research on the blue crab. She also taught ninth grade science at a 62 During her senior year, Catherine coordi- nated Whales on Wheels and developed a marine mammals curriculum for use by ele- emot mentary and secondary school teachers. She also worked on preparations for a summer nat- ural history museum at COA. Following grad- uation in June, 1982, Catherine spent the year as a COA research associate: in the summer she coordinated the Natural History Museum and during the academic year directed the out- reach program and museum preparation work- shop. She is currently the Director of the Chewonki Foundation's Maine Reach School. What does all this have to do with human ecology? "Many people believe that the pri- mary concern of environmentalists is to protect the land, air and water, but that excludes the human dimension and the role of education. By interesting students at an early age in natural local high school and apprenticed with a history, I hope to foster a better understanding wooden boat builder. "I learned more about bi- of the interrelationship between all biological ology, physics, mathematics, history and edu- creatures and their environment." cation in that year than I did in the previous two years. I vowed then that I would only return to college if I could find a school where I would have the freedom to learn in my own way." Jonathan Kohrman Catherine entered COA in the fall of 1979. "I was born near and grew up in Shaker With wide-ranging interests in biology, draw- Heights, a suburb on the eastern edge of ing, boat carpentry and education, she took Cleveland, Ohio. From an early age I knew that courses in invertebrate zoology, environmental heading further east, usually in the back of my chemistry, animal behavior, marine biology, father's open-top red convertible, meant roll- forest ecology and functional anatomy as well ing hills, fields of corn, open views, sun and as in natural history drawing and education. By wind. Heading west, on the other hand, in ric- organizing and administrating a workshop to kety, old, yellow rapid transit cars meant fasci- construct an 11-foot Whitehall sailboat, she nating views of sooty freight yards and burned expanded her skill in boat carpentry. out shells of buildings standing like ancient While taking anatomy in the spring of 1981, ruins along the tracks. Arriving at the Terminal Catherine was introduced to Whales on Tower, one encountered the pavement of Pub- Wheels, COA's traveling marine education out- lic Square with its monuments and pigeons reach program which combines a presentation hot salty nuts bought on the street, and thou- on whales with the hands-on assembly of a sands of strange people crowding into Cleve- minke whale skeleton. The program provided a land Stadium for a baseball game. Both were unique opportunity for Catherine to relate her fascinating and attractive, the first for its spa- biology and education backgrounds in a prac- cious wildness and the latter for its adventure tical way. Together with another student, she and sense of archaic mystery. Since then, my presented Whales on Wheels to elementary awareness of the nature of both city and coun- and high school students as well as adults from try has grown considerably, and I have lived for Washington, D.C. to northern Maine. extended periods in extreme forms of each. Yet 63 my feeling of being somewhere in between, Being at COA helped Jonathan develop re- committed to neither, remains. When I con- spect and trust for the individuals that make up sider this dilemma in terms of human ecology, a community. "It is refreshing for me to see a lot of questions come to mind." that there is a genuine attempt to include ev- eryone in college decision-making. From my experiences at COA, the challenge for me is to communicate in my life and work the interde- pendence first of people, then of all living sys- tems and of the whole earth. To love nature while shunning other people or to want to be only with other people separated from the earth by 30 stories or 20 feet of asphalt and concrete seems equally foolish to me. As a student of human ecology and potentially as a designer, I am committed to being part of the solution to the current ecological crises of our society. In my opinion, the problems begin in human society and are inclusive of our rela- tionship to ourselves and each other as well as in our relationship to the land and other re- sources of the earth." Jonathan delineates this dilemma in his human ecology essay, one of the college's graduation requirements. Examining the con- trast 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 Katrin Hyman study of human nature, human interaction and The daughter of an artist and an engineer, art. Growing up, I thought it was suburbia that Katrin Hyman grew up with a unique perspec- was the root of environmental problems, but tive on the traditional separation of the arts and on a vaster scale, what is deeply wrong is sciences. "We are led to believe that a technol- Americans' attitudes toward both the built en- logist sees the world in one narrow way and the vironment and the natural environment that artist in another. Instead I found that both have makes the first largely uninhabitable and the the same creative framework but use different latter threatened." tools to achieve their ends. My parents taught Jonathan's interest in design grew from his me that the quality of my life is determined by desire to be doing people-oriented work that is the extent to which I make full use of my crea- artistic and creative while meeting human tive ability. I have inherited my parents' sense needs. His senior project, designing a coopera- of purpose: the will to make something beauti- tive, energy-efficient home for two couples ful, something useful, something that illumi- with small children, has helped him realize that nates, clarifies or adds lustre to the world we such work is satisfying and a viable career live in." choice. "Working on this project, I have As part of her third year of college, Katrin's learned to value the collaborative nature of the father (Harris Hyman, COA Design faculty) in- design process. I could never have created a vited her to spend a term at COA. "I took Third- workable home for these families if I had hid- World Literature from Bill Carpenter, and den myself away in the design studio, never although I had previously taken a number of lit- discussing their individual needs for space, erature courses, this course was my first expe- light and harmony." rience with such contemporary writers. But the 64 course was different in another way, too. For tion and became more aware of the step-by- the first time I had a professor who was acutely step process of writing." The students, too, conscious of the interconnectedness of the found her work rewarding. As one student re- past and the present. Other professors had al- calls, "Katrin never seemed too busy or too luded to this and expected us to be intuitively rushed. I like having tutors for formal sessions, aware of these relationships ourselves, but Bill but it is also nice to have someone answer my showed how essential this awareness is for the quick questions while I'm writing. ! like to know creative process." that I'm on the right track." The accessibility and interest of the faculty, For her senior project, Katrin wrote a collec- the college's concern for solving social prob- tion of poems and wrote and produced a short lems, its emphasis on the interconnectedness play-California. Following graduation, Katrin of things and the strong sense of community will study for an advanced degree in compara- convinced Katrin that she should transfer to tive literature. "This will combine my interests COA despite the fact that it has no drama pro- in literature, the creative process and the per- gram, her previous major. Although at first tak- forming arts. For me performance is one of the ing responsibility for her own program was best ways to use, understand and teach lan- unsettling, this eventually became an asset- guage as well as to communicate. It is also one Katrin created her own theatre program. She of the best ways of involving students or a wrote her own material, found innovative per- community in important issues. I've learned forming spaces and channelled available re- from COA that involving people in the process, sources in creative ways. In addition to whether it be a class or a play, is the best way learning skills and techniques in the perform- to teach and learn." ing arts, she became confident she could ac- complish almost anything in drama she set out to. Katrin spent her internship with the Omaha, Nebraska, Magic Theatre developing Kegger, a play about adolescent drug and alcohol abuse. Material for the play was drawn from the expe- riences and insights of individuals in the Omaha community. In Kegger Katrin found the perfect vehicle for combining her interest in drama with her desire to bring about commu- nity awareness and change. She also found that her unstructured background and self-motiva- tion made her exceptionally well equipped for working with the theatre. "I had a much broader grasp of both the artistic problems and the mission of the theatre than others with a straight drama background." While at COA Katrin was creative in other ways, too. She edited the college's newspaper, formed a women's support group and helped to develop the college's affirmative action pol- icy. During her last year, she worked regularly with three students as a peer tutor in the col- lege's Writing Clinic. "For me this work is more than a community service. I really perfected my own knowledge of grammar and punctua- 65 Benoni Outerbridge Benoni first attended College of the Atlantic as a visiting student from the University of Pennsylvania because he wanted to explore new ways of learning that would help him clar- ify his educational objectives. He took a year and a half off from college to travel and work because he was not taking full advantage of the resources of the university. Returning from France, Benoni talked with a family friend, the editor of a coastal Maine newspaper and an advocate of the education available at College of the Atlantic. After visit- ing Steve Andersen's Environmental Econom- ics class, Benoni was convinced that learning at COA was different. "It surprised and pleased me to find that in a discussion on nuclear power there wasn't a straight-out condemna- ulum option for COA students. With other tion of the industry. I was impressed with the students, he has planned a school-wide sym- thoughtful and balanced consideration the posium, Conflict Resolution: Individual, Com- students and teacher voiced." munity and Global Perspectives, and a film Starting with courses in environmental eco- series for the upcoming academic year. After nomics and public policy, he developed skills graduation Benoni will move to New York in responsible questioning. "I learned to be where he anticipates working with the World wary of simple explanations because even so- Policy Institute which is committed to contrib- called simple issues are much more complex uting to policy debate on a range of interna- than one usually imagines." Benoni's interest tional security, economic, human rights and in political theory spurred him to help form a ecological issues. peace studies group at the college. With a human ecology education, Benoni be- He spent the following summer in Manhattan lieves that one studies a discipline to a level of as an intern with the American Committee on significant depth and complexity, understands Africa, an organization involved in educating many other disciplines and has the objectivity the American public on U.S. policies affecting to perceive the numerous interrelationships African nations. In addition to catalouging jour- between disciplines. In addition, the estab- nal and magazine articles from a gamut of rad- lishment of personal educational goals and a ical to conservative publications on South cooperative rather than competitive approach African policies, he read and researched ex- to education increases both the quantity and tensively. "I learned that there are many ways quality of educational achievements. to effect change. I studied what trade unions have done in terms of divestment and learned how various unions are dealing with the loss of jobs in the coal and steel industries because of Maria Vanegas the United States' overseas business opera- Finding a COA catalog on a city bus in tions." Bogota, Columbia, Maria was intrigued with During his senior year, Benoni tied together the idea of attending a small rural college in the his work with peace studies and Steering U.S. which emphasized human interactions Committee to develop a peace studies curric- with the environment. After receiving her ap- plication, her intrigue changed to genuine interest. 66 Maria's application sparked COA's interest To gain both practical and theoretical too, for in it Maria wrote, "As a Latin American I knowledge about economic and politcal inter- am conscious of our need to reconcile our cul- national relations, Maria is planning an intern- tural and technological underdevelopment ship with the World Bank in either Montreal or with the rapidly increasing industrial growth New York. Her senior project, A Study of Latin which causes us to misuse and waste our American Resource Management, will be a log- abundant resources. I believe COA wants to ical outgrowth of this internship experience. educate individuals with the ability to create al- "From my education in human ecology I am ternatives that improve the relationships be- learning to direct all my experiences and tween human beings and their environment." knowledge so that I'll be able to diagnose so- To acquire that particular background and cial issues and propose humane solutions. I education, Maria studied economics, political hope to use my experiences to effect positive systems, philosophy and sociology, but not change in Columbia since I foresee many from just a theoretical or textbook approach. In changes taking place over the next ten years. economics, for example, "we have been en- There is a need for people with innovative ideas couraged to analyze the history of various eco- and a strong sociocultural understanding of nomic systems and I have been pushed to economic factors." examine these ideas from a cross-cultural perspective." From her studies and observations, Maria realized there are many contradictions she must resolve if she is to advocate policy that encourages growth in underdeveloped countries while at the same time the country conserves its resources. "When an under- developed country has abundant resources, as my country does, and when that country wants to be industrialized, frequently those in gov- ernment and industry deny the need to develop more careful and stringent resource manage- ment. There is such natural abundance that one cannot believe there are limits. Studying at COA has given me the knowledge and confi- dence to propose ecological solutions." 67 The Campus College of the Atlantic's campus occupies Boats The college owns two boats, the Bel- 25-shorefront acres overlooking Frenchman uga and the Guillemot. The Beluga is a con- Bay on Mount Desert Island, Maine. It is lo- verted lobster boat which is used for marine cated within walking distance of the town of related courses and marine mammal research. Bar Harbor and of Acadia National Park. The Guillemot, a 34' sailboat, is used for Library The Thorndike Library houses over summer coastal studies. A 36' yawl owned by 16,700 volumes and 210 periodicals with sub- faculty member Susan Mehrtens is available to ject strengths in natural history, evolution, students for class trips, special events and history of science, alternative energy and en- outdoor orientation. College-owned smaller vironmental law. Through a NELINET compu- boats and canoes may be used on the fresh terized interlibrary loan system, COA students water ponds and streams surrounding Bar have additional access to libraries throughout Harbor and in other areas of Mount Desert Is- the country. They also may take out books land. from any library within the State of Maine Gardens The college's one-acre vegetable under the MAINECARD system. The COA li- garden is certified by the Maine Organic brary is service oriented and is one of the few Farmers and Gardeners Association. Garden- remaining libraries in the country operating ers share responsibility for replenishing the completely on the honor system. soil, adding compost and manure in the fall Housing The college's five on-campus houses and seaweed in the spring. In addition, there is serve 30% of the students. Three are former a restored perennial garden and an herb shorefront summer estates refurbished for col- garden of edible, ornamental and dye plants. lege use. Each has its own cooking and dining Two solar greenhouses support the horticul- facilities and students plan and prepare meals tural work on the campus during the winter months. cooperatively. Entering students have priority for this housing. Because of the influx of Natural History Museum The Natural History summer residents, off-season housing in the Museum at College of the Atlantic was opened town of Bar Harbor is available for returning in 1982. It is composed of two parts: a summer students. Students have found the experience museum which is housed in the college's aud- of sharing responsibility for housing an impor- itorium and is open to the public, and the Out- tant part of their educational experience and a reach Programs which operate throughout the valuable preparation for post-graduate life. academic year and consist of traveling exhibits Laboratories and Studios COA has biology, taken to schools and nature centers. The chemistry, physics and saltwater laboratories summer exhibits and the outreach programs as well as an herbarium, taxidermy workshop, are student designed and developed in the mu- solar woodwork shop, and design and ceram- seum practica and museum studies courses. ics studios. The laboratories were upgraded in Directed by COA faculty and staff, the museum the summer of 1983 with a grant from the Pew provides a limited number of summer natural- Foundation. ist and business management jobs for COA students and graduates. During its first year of operation, over 5,000 people visited the mu- seum and took advantage of the interpretive program, nature trail, speakers' series and ac- tivities for children. 68 69 Events and Activities Acadia National Park Located one-half mile Publications Voices, the COA literary and art from the campus, Acadia National Park offers a magazine, publishes work annually by stu- wide range of recreational activities. Mountain dents, faculty and staff. Off the Wall, a weekly trails and carriage paths crisscross its 150 student newspaper, is a forum for pertinent square miles while lakes and streams provide COA community information. excellent swimming, fishing and canoeing. In Exhibits At the close of fall term and late the winter cross-country skiing, snowshoeing spring, the art gallery in the Turrets exhibits and ice skating are popular activities. student work; at other times there are collec- Films Bar Harbor's seasonal Criterion Thea- tions by Maine artists. All exhibits are open to tre and the Ellsworth cinema, open year- the public. round, offer a broad selection of popular Other Events Within a one-hour drive from movies. Throughout the academic year, COA Bar Harbor the following are available: sponsors weekend film series featuring recent and classical films. Cultural and scientific Hancock County Auditorium, Ellsworth: documentaries are also shown regularly. films, concerts, theatre, dance University of Maine at Orono: speakers, Speakers During the academic year, COA film, concerts, theater brings timely speakers to the campus to enrich Bangor Symphony Orchestra class offerings. These speakers have included Wendell Gilley Museum, Southwest Harbor: Maine's Commissioner of Agriculture, nation- ornithological exhibits, lectures ally known naturalist/illustrator Clare Walker Acadia Repertory Theater, Somesville and Leslie and right/left brain researcher Bill Bangor Hammond. The summer Speakers' Forum ad- Blue Hill Chamber Music Festival, Blue Hill dresses topics of interest to the community at large. Recent forums have examined the ef- Mt. Desert Island YMCA All COA students fects of offshore oil drilling on George's Bank have full privileges at the "Y." It houses a 25' X fisheries, perspectives of war and peace, and 75' swimming pool, a 100' X 50' gymnasium, a science and social responsibility. small weight room, four bowling lanes, a game room and a small dance studio. The YMCA is Music, Dance and Theatre The college co- an easy 20 minute walk from the campus. sponsors the Mt. Desert Island Community Arts Committee concert series which brings Community Involvement Many COA students well-known classical and folk artists to Bar have found their studies in Bar Harbor en- Harbor. On campus, the Student Activities riched by volunteer work within the local com- Committee organizes college concerts, dances munity. Students have led outdoor education and traditional COA events such as the Great programs, organized children's dramatic Halloween Costume Party and the Black Fly classes, founded a preschool play group, vol- Ball. The COA Chorus presents at least two unteered at homes for the elderly, sponsored concerts each year, and students direct and the Red Cross Blood Mobile and worked with perform in original dramatic presentations. OPTIONS, a community teaching program. Pot-luck suppers, musical get-togethers and Students and staff also help coach and teach informal recitals roundout the social dimen- gymnastics, softball and swimming at the "Y." sions of COA life. In return, MDI community members have worked with students on projects, provided job opportunities and shared their knowledge of Maine coastal living. 70 Fine Print Admissions Composed of students, staff and faculty, the Transfer Students Admissions Committee seeks students who have an enthusiastic and active approach to About fifty percent of College of the Atlantic learning and who possess the skills and disci- students have transferred from such colleges pline needed to make good use of the college's and universities as Boston University, Bow- resources. doin, University of California at Santa Cruz, Applicants to COA respond to a series of Colorado State University, Cornell, Dartmouth, essay questions which ask students to think Goddard, University of Michigan, Middlebury, carefully about College of the Atlantic's educa- Oberlin, Reed, Tufts, Washington University, tional focus. The answers to these questions, Wesleyan and Yale, Admissions procedures teacher references, past academic records and and standards are the same for transfer stu- personal interviews are used by the Admis- dents as for freshman applicants (see left). sions Committee in arriving at its decisions. Special emphasis is placed on the transfer ap- Although not required, standardized test plicant's college transcript and recommenda- scores may be submitted by applicants; these tions. The transfer of credits is determined on take a supporting role in assessing academic an individual basis. All transferring students strengths. are required to take a minimum of two years of The application is designed to encourage study at COA. prospective students to reflect on and express personal reasons for choosing a small college with a human ecology focus. Visiting Students Prospective students are encouraged to visit Frequently students will arrange to spend the college in order to sit in on classes, talk one term to one year as nonmatriculating, vis- with students and faculty and acquire an un- iting students in residence at the college. They derstanding of College of the Atlantic's indi- choose courses of study that supplement pro- vidualized educational style. grams at their home institutions. Students who COA uses a rolling admissions process. The wish to visit College of the Atlantic should write Committee will make a decision within one or phone the Admissions Office for applica- month of receipt of the completed application. tions and information. The student's form, references and transcripts should be forwarded to the Admissions Office by May 1 for acceptance in the fall term, by De- Advanced Placement cember 1 for winter term and by February 15 for spring term. Although interviews are re- College credit may be given for superior per- quired, they may be waived for those who find formance in the CEEB advanced placement it impossible to travel to Bar Harbor. Applica- examinations or for the College Level Examina- tion materials may be obtained by writing the tion Program. college or telephoning the Admissions Office at (207) 288-5015. 71 Fees and Expenses 1983-84 Estimated Board 950. College houses are equipped with kitchen Tuition 5775. facilities and students are responsible for Tuition covers the cost of full-time attend- their food budgets and breakfast and dinner ance for three ten-week terms (fall, winter preparation. The meal plan offered by the and spring.) Full-time attendance at the col- college is an optional weekday lunch ser- lege is defined as enrollment in a minimum vice. Lunch at the college may be purchased of eight and a maximum of ten courses dis- on an individual or weekly ticket basis. The tributed over the academic year. The college board fee listed here is an estimate based on recommends nine courses as a normal full- average expenses incurred by students both time commitment for the year. on and off campus. Student Activities Fee 75. Miscellaneous Costs 1000. This fee is used by the student activities Costs for books, academic supplies, per- committee in support of social, cultural and sonal expenses and transportation can vary recreational activities as proposed by the widely. Students should budget up to $1,000 student body. per year to cover these expenses. Campus Room 1350. Total Tuition, Room, Board and Students are housed in five campus residen- Miscellaneous Expenses 9150. ces or have the option of renting houses and Medical insurance is available through the apartments in the village of Bar Harbor. The college at a cost of $275 per year. Students rate listed here covers the cost of a double who enroll part-time will be charged a small room on campus for the nine-month aca- community service fee each trimester. Lab demic year. The cost of rent in the village of fees average $25 per course. Students who Bar Harbor is comparable to on-campus bring cars to campus can expect a $10 per costs. trimester parking fee. Refund Policy Financial Aid Upon written notice to the student affairs of- fice, students may withdraw up to the tenth day In cases where students or their parents are of the term and will receive a prorated tuition unable to meet educational costs, the college will award financial assistance based on need refund. After that, they will be assessed an ad- ditional $15 per day. After the fifth week of the and merit. Qualified students are granted aid to the extent that funds are available. The Finan- term, no tuition-fee refunds will be made. cial Aid Form (FAF) of the College Scholarship Room fees will not be refunded after the sec- Service is the only aid application required by ond week of the term except in the event of the college and is used to determine eligibility withdrawal from school, in which case refunds for assistance. will be made on a prorated basis. Up to the fifth week of each term, fifty percent of the board fees will be refunded. After that, no refund is possible. The student's financial aid funds from Accreditation federal, state, college and other sources will be refunded to those accounts in compliance with College of the Atlantic is a fully accredited the associated guidelines and COA refund member of the New England Association of policy. Schools and Colleges. 72 Scholarships and How to Get Here Fellowships Driving from Boston, take Interstate 95 north to Augusta, Route 3 to Belfast and Routes 3 Entering students are encouraged to apply and 1 toward Bar Harbor; bear left after cross- for the American Rivers Council Merit Scholar- ing the bridge onto Mount Desert Island. ship, offered jointly by College of the Atlantic College of the Atlantic is on the ocean side of and the Council to highly qualified applicants Route 3, about nine miles from the bridge and on the basis of academic achievement and en- one-quarter mile beyond the CN ferry terminal. vironmental service. More information may be This drive usually takes from five to six hours. obtained by writing to the Admissions Office. (For a more scenic drive, take Interstate 95 to The Edwin Gould Foundation for Children, Brunswick and coastal Route 1 from there to Samuel A. Eliot Scholarship Fund, Albert Cun- Ellsworth.) ningham Scholarship Fund and College of the Bar Harbor and Delta Airlines provide regu- Atlantic Alumni Scholarship Fund provide lar service to the Bar Harbor and Bangor Air- need-based financial aid awards. ports, respectively. In addition, Greyhound Bus Graduating seniors may apply to be nom- Lines provides regularly scheduled transporta- inated for a Thomas J. Watson Fellowship. tion from Boston and New York to Bangor and Proposals must be for travel and independent from Bangor to Ellsworth. study abroad; the award carries a $10,000 sti- pend. Peter Wayne, the college's 1982-83 nom- inee, was awarded a fellowship to study the influence of people and domesticated animals on the vegetation of islands off the coast of Wales, Scotland, Iceland and Newfoundland. This study is a continuation of work he has Bangor done on islands in the Gulf of Maine. Augusta BAR HARBOR MOUNT DESERT ISLAND Portland Boston Providence Health Medical care is available at the Mount Desert New York Island Hospital in Bar Harbor. Twenty-four hour emergency care service is provided by 1983-84 Academic Calendar the local medical group. A personal counselor is on-campus part-time during the academic September 6 Outdoor Orientation year, and other psychological and personal 11 Convocation counseling services are available in the town of 14 Classes Begin Fall Term Bar Harbor. In addition there are several den- November 23 Classes End at 12 p.m. tists and doctors in private practice on the is- January 3 Classes Begin Winter Term land as well as a family planning clinic. March 9 Classes End All students not covered by a parent's health 27 Classes Begin Spring Term insurance policy are required to participate in a May 31 Classes End group Blue Cross policy for accidents and June 2 Commencement hospitalization at an approximate charge of $275.00 for the year. 73 Outdoor Orientation Academic Orientation Each fall outdoor orientation precedes the Following outdoor orientation, all students opening of school and provides the opportu- and faculty members gather at the college for a nity for entering and returning students to get three-day academic orientation. A symposium to know one another through the experience of dealing with a human ecological issue provides wilderness travel. This five-day orientation students, faculty and guest lecturers an oppor- serves as an introduction to the college and to tunity to explore many perspectives of the some of Maine's wildlands. given topic. Recent symposiums have included These small-group orientation trips are Nuclear Power in Maine and World Food planned and led by experienced students and Supply and Population. One day is scheduled faculty members. They are not tests of endur- as advising day for students and advisors to ance. They present an opportunity to camp and meet to review the curriculum, to discuss de- sharpen outdoor skills while allowing students gree requirements and the campus resources, to form judgments and friendships that will be and to plan each student's academic program. the basis of the coming term. Evenings are reserved for social activities and one afternoon is spent exploring the cultural Recent orientations included canoeing the and natural resources of Mount Desert Island. Allagash and the Grand Lake area, sailing in the Gulf of Maine and backpacking in interior Maine. 74 Governance College of the Atlantic is governed by its own unique system of participatory democ- racy. As an educational tool, the governance system is invaluable. All students, faculty and staff have the rights and responsibilities that come with participation in the governance of the college. Four major standing committees- Steering, Personnel, Student Affairs and Build- ing and Grounds-tend to the everyday business of running the college. Other commit- tees include: Internship, Library, Student Activ- ities, Review and Appeals, Admissions, and Affirmative Action. Membership on commit- tees is open to all in the community; ideally they are composed of a representative balance of students, faculty and staff. The All-College Meeting (ACM), held bi- weekly, serves as an open forum and decision- making body. All members of the community have equal say in the ACM, which is facilitated by a student. Major policy decisions are made by the ACM, subject to approval by the Execu- tive Committee of the Board of Trustees. Addi- tionally, any issue or problem may be introduced for discussion at ACM by anyone at the college. 75 Resource Sharing Sharing resources with other institutions enables College of the Atlantic to satisfy the diverse needs of its students. In addition to the resources on the island, we have exchange programs with the University of Maine at Orono, Marlboro College in Vermont and Hux- ley College in Washington. Students from COA and the other institutions may spend up to one year as visiting students. Acadia National Park In addition to Acadia National Park's recrea- tional facilities, the college and the park have an agreement that enables faculty and stu- dents to conduct research within the park and to study problems unique to Acadia. Because of past glacial action, the Park contains both temperate and arctic zone plants. Students' park research includes native wild plants stu- dies, moss and lichen identification, pollina- tion ecology and vegetative species inventories on islands in the Gulf of Maine. Others study land and sea birds, dragonfly population, beaver dam management and the distribution of intertidal organisms. Faculty projects in- clude acid precipitation monitoring, succes- sional vegetation studies, and marine mammal population and migration patterns studies. The Jackson Laboratory ested COA students develop research prob- lems under the direction of one of the The Jackson Laboratory, located three miles scientists. from COA, is a private, government-funded fa- cility for biomedical research. Its special focus The Laboratory's extensive seminar series is the genetics of the mouse, for the mouse covering diverse areas of biology supplement closely parallels many of the physiological at- class discussions and independent study. In tributes of and diseases in humans. Composed addition to working in labs and attending sem- of 40 doctoral-level scientists, including George inars, COA students regularly use the library Snell, a 1981 winner of the Nobel Prize for Med- containing 250 scientific journals. The Lab's icine, the research staff provides training op- extensive computer facilities supplement the portunities for undergraduate, graduate and college's computers; occasionally faculty and postdoctoral students. Through independent students pursue independent computer-based study, internships and senior projects, inter- research at the Lab. 76 Mount Desert Island The two colleges are currently in the process of developing an exchange program in marine Biological Laboratory studies comparable to the exchange for educa- tion studies. COA's Summer Graduate Pro- Located just north of Bar Harbor, the MDI gram is offered in conjunction with the Biological Laboratory was founded in 1898 to University of Maine's College of Education. study environmental and biological problems. Located on the Gulf of Maine with its 11-foot tides and water depths of up to 300 feet, the Laboratory has access to a variety of environ- ments-rocky shores, gravel beaches, muddy coves, tidal pools and brackish streams. Al- though there are only a few year-round inves- tigators, the Laboratory's staff and research endeavors expand considerably in the summer. Since 1972 seven COA students have worked at MDIBL: five in the lab and/or field, one col- lecting specimens and one managing business affairs. COA classes attend lectures, seminars and tours on a regular basis. Mount Desert Island Public Schools MDI public schools are a valuable resource for students interested in outreach educational programs as well as those students who have a particular skill or interest they want to share with young people. Last year, under the direc- tion of Peter Corcoran, many students partici- pated in formal educational projects in the elementary schools; two students-one as an intern in teaching history and the other as a math tutor for a deaf student-worked at MDI Chewonki Environmental High School. As volunteers, COA students, staff and faculty contributed to various en- Education Program richment programs in dance, music, the arts, This intensive fifteen-week program of sports, languages, math and social studies. classwork, fieldwork and practice teaching at the Chewonki Foundation in Wiscasset, Maine University of Maine at offers COA students the opportunity to de- velop and practice skills in environmental edu- Orono cation. Chewonki is a well-known Maine educational organization which sponsors Camp College of the Atlantic and the University of Chewonki, Maine Reach School and year- Maine have developed an exchange program round experiences in nature study. This prac- whereby students from both institutions can ticum is available through a formal agreement cross-register for undergraduate courses. In between the two institutions. Students who addition, COA students have the use of UMO's successfully complete the program will receive laboratory and library facilities. three COA credits. 77 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, Southwest Harbor, ME Chairman of the Executive Committee Mr. Amos Eno, Princeton, NJ Ms. Neva R. Goodwin, Cambridge, MA Rev. James M. Gower, Chicago, IL 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, Spartansburg, SC Mr. Benjamin R. Neilson, Philadelphia, PA Mrs. Elinor Newbold, Philadelphia, PA Mr. C. W. Eliot Paine, Mentor, OH Dr. Elizabeth S. Russell, Mt. Desert, ME Dr. Bodil Schmidt-Nielsen, Hulls 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 College of the Atlantic supports and adheres to all federal and state antidiscrimination laws including the Civil Rights Act and the Maine Human Rights Act. In accordance with Title IX of the Education Amendments of 1972 and with Section 504 of the Rehabilitation Act of 1973, the college does not discriminate on the basis of age, race, color, sex, marital status, religion, national or ethnic origin, or physical or mental handicap in the administration of its educational or admissions policies, scholarship and loan programs, employment practices and other college administered programs. 78 Staff Judith P. Swazey, President Penny E. Grover, Secretary to the President Paul DuBois, Acting Administrative Vice President Elizabeth S. Tyler, Secretary to the Development Office Bernice M. Sylvester, Faculty Secretary Marion M. Kane, Director of Public Relations Terri Gildow, Receptionist Business Office Lianne N. Peach, Business Manager Bunnie N. Clark, Assistant Business Manager Elaine Tetlow, Bookkeeper Student Affairs Judy C. Knudson, Director of Admissions Jane Pooler, Secretary for Admissions Theodore S. Koffman, Director of Financial Aid, Housing and Summer Program Jean D. Boddy, Secretary for Financial Aid and Housing Pam Parvin, Director of Food Service Sally S. Crock, Registrar Carole P. O'Donnell, Director of Internships and Career Counseling Marie DeMuro, Secretary for Internships, Records and Career Services Buildings and Grounds Millard L. Dority, Director of Buildings and Grounds Leslie A. Clark John K. Mitchell James W. Perkins Library Marcia L. Dworak, Librarian Marcia H. Dorr, Assistant to the Librarian Sandra Holmes Modeen, Library Secretary 79 Index Introduction 4 Academic Program 6 Resource Areas Environmental Science 7 Arts and Design 8 Human Studies 9 Interdisciplinary Programs Marine Studies 10 Environmental Design 11 Public Policy and Social Change 12 Writers in their Environment 13 Evolutionary Studies 14 Ecological Education 15 Learning Options Courses, Tutorials, Residency 16 Group Study 17 Internship 18 Independent Study 20 Senior Project 21 Practica 22 Faculty 26 Course Descriptions Environmental Science 37 Arts and Design 44 Human Studies 48 Who We Are 61 The Campus 68 Events and Activities 70 Fine Print Admissions 71 Fees and Expenses 72 Financial Aid 72 Academic Calendar 73 Resource Sharing 76 Board of Trustees 78 Staff 79 Credits Editor: Nadine Gerdts Associate Editor: Anne Kozak Assistant Editor: Marion Kane Photographs: George Benington, Vincent Descoust. Nadine Gerdts, John Jacob. Marion Kane, Steve Katona, Bill McDowell Printing: Gannett Graphics, Augusta, Maine. Many thanks to staff, students and friends of COA who helped with this catalog. Special thanks to Jane Pooler SHOP GREENHOUSE maintenance auditorium library MAIN BUILDING GATE HOUSE TURRETS RYLES SEA URCHIN SEAFOX COLLEGE of the ATLANTIC to Bar Harbor BAR HARBOR. MAINE So 200 300 400 500 o 100 Scale (" 100 Base Map by H Hyman 1979 from the 1974 Raynes Survey COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 TEL. (207) 288-5015