COLLEGE OF THE ATLANTIC Catalog 1982-83 In every age there is a turning-point, a new way of seeing and asserting the coherence of the world. Jacob Bronowski COLLEGE OF THE ATLANTIC Catalog 1982-83 College of the Atlantic is an accredited, four year college awarding the Bachelor of Arts in Human Ecology. Bill McDowell, Class of '80 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. Although there are no departments at COA, the curriculum is divided into resource areas in which students may concentrate in order to develop preprofessional skills. Students are free to design their own programs of study or follow interdisciplinary models in environmental science, environmental design, public policy, ecological education or writing and literature. Regardless of the emphasis, 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 Judith Swazey Committed to the belief that humanistic values as well as science and technology are necessary to resolve ecological problems, Judith Swazey became the second president of College of the Atlantic in 1982. Like Ed Kaelber, COA's first president, she believes that the college generates in its students a long-term commitment to society, the envi- ronment and the quality of life. "COA is an institution whose essence resides in its people and their ideas and efforts. Its educational philosophy, as implemented in its curriculum and the life of the college commu- nity, involves focused interdisciplinary studies and independent work, a blending of theory and practice, scholarship and service, self- motivation and self-governance. As COA en- ters its second decade, it remains committed to retaining its small size and high quality and, through its human ecology perspective, to equipping its students to deal creatively and realistically with the social and natural envi- ronments in which they will live and which they will help to shape." Formerly the Executive Director of Medicine in the Public Interest, Inc., a health policy re- search organization in Boston, Judith's profes- sional career has combined research with administrative and teaching experience. She holds a Ph.D. in the History of Science from Harvard University and has published nine books in the biomedical field including several which explore the relationship between sci- ence and human values. 5 Academic Program An education in human ecology brings together disciplines which have traditionally been sepa- rate. Our academic program is designed to develop an ecological perspective in terms of under- standing social, biological and technological interrelationships. With this perspective, students can acquire the preprofessional skills necessary to solve complex problems with confidence and imagination. Many different forms of study are available at COA. Small and informal courses are the foundation of the curriculum. Student-initiated workshops, independent studies, internships and senior projects also provide important learning experiences. COA's small size necessarily limits the breadth of its curriculum. Students who want courses of study not available here are encouraged to make use of our exchange programs with the University of Maine at Orono, Marlboro College and Huxley College of Environmental Studies or to apply as visiting students to colleges appropriate to their interests. This resource sharing allows us to sup- plement our curriculum without diluting our primary focus. Degree Requirements Advising Although students design programs suited to When a student enters the college, he or she their interests and styles, they must demon- is assigned a team of advisors from a pool of strate successful completion of the following: faculty, staff and students. After a year in resi- accumulation of 36 COA credits dence, the student chooses a permanent advis- at least one activity in each of the college's ing team composed of one faculty member, three resource areas one student and optionally one other member participation in a problem-focused group of the COA community. These two teams help study, usually a workshop or seminar the student in planning a program of studies suited to the student's educational and career a college building experience such as serv- ice on a committee, advising or workshop goals and review the student's independent administration study proposals, internship, senior project and a Human Ecology Essay relating the stu- other graduation requirements. We consider dent's development as a human ecologist and the consistency and intimacy of this advising demonstrating competency in writing skills system to be the most appropriate way of guid- a 3-credit internship of at least one term in a ing a student toward educational and personal job related to the student's academic interests growth. or occupational goals a 3-credit senior project that is a major piece of independent work reflecting the student's primary field of concentration 6 How to use 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 distinct 1-credit parts or courses. 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 current residents and interested faculty and staff, provides support and helps in evaluating each student's program. Evaluation For credit to be given, every course, inde- pendent study, internship and workshop must have a three-part evaluation. The first part, written by the teacher, is a description of the course work and the criteria for evaluation. The second is the teacher's evaluation of the stu- dent's performance and the third is the stu- dent's evaluation of his or her own progress and performance. Evaluations focus on both process and product. Although optional, grades are often requested. 7 the 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 Nuclear Power in Maine and World Food These small-group orientation trips are 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. COA-UMO Exchange College of the Atlantic and the University of Maine have developed an exchange program whereby students from both institutions can cross-register for undergraduate courses. In addition, COA students have the use of UMO's laboratory and library facilities. 1982-83 Calendar Monday, September 6 Outdoor orientation trips begin Wednesday, September 15 Fall term begins Tuesday, November 23 Fall term ends Wednesday, December 29 Winter term begins Tuesday, March 8 Winter term ends Wednesday, March 23 Spring term begins Tuesday, May 31 Spring term ends Saturday, June 4 Commencement 9 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 10 *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 Intos 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 11 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 joins the design faculty this year. He is interested in the reciprocal relation- ship between design and other dimensions of human ecology. 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 solutions based on mass culture and mass tastes which seem impoverished 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." 12 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: environmental education Peter joined the faculty last year to coordinate the environmen- tal education program. He has worked extensively in education as a naturalist, teacher and administrator. His dissertation addresses the question of how to improve the teaching of science through natural history study. "I've had a life-long interest in the environ- ment of Maine and see great potential for the contribution of COA's environmental education program toward environmental awareness in our state." 13 Richard Davis B.A. Philosophy, Yale University, 1962; Ph.D. Philosophy, Washington University, 1971. Course areas: value theory, theory of knowledge, metaphysics, philosophy of education, history and philosophy of science Dick is both teacher and acting vice-president for academic af- fairs. Dick's courses combine the theoretical with the practical. Students learn what ecological value theory is and the role it plays in the social and environmental impact caused by modern tech- nology. As academic vice-president he is concerned with the co- herence and integrity of the college's governance system and in maintaining the college's academic standards. 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. 14 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. 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. 15 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. 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." 16 *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. *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. 17 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. Faculty Associates In addition to visiting faculty, the college has formally recog- nized the following individuals as faculty associates. These dis- tinguished individuals are invited to teach courses at any time. Walter Litton-Mycologist Stanley Grierson-Taxidermist Adjunct Faculty Each fall Don Meiklejohn, professor emeritus and former direc- tor of the undergraduate program of the Maxwell School of Citi- zenship and Public Affairs of Syracuse University, teaches two public policy courses. Roberta Chester, Gunnar Hansen, Anne Kozak and Rebecca Weiner, area writers and editors, teach a se- ries of introductory and intermediate writing courses each year. Visiting Faculty Visiting faculty provide an important supplement to the COA curriculum. Each term an average of four visitors teach in such areas as the performing arts, design, philosophy, religion, for- estry, genetics, politics and law. 18 reserved dq = Cut Pol = 11 I g diff. ( lnpth DLDP R PX PX 19 Curriculum The organization of the curriculum into three related resource areas is an aid for students and the college in academic planning. Although cross-disciplinary model programs are listed for each re- source area, students with the help of their advisors are encouraged to design programs suited to their own interests that include work in all areas of the curriculum. There are no specific course requirements; however, the following courses are recognized as being central to the development of a human ecological perspective. Introduction to Environmental Studies Ecology Evolution Foundations of Visual Studies Human Studies Core Courses Consciousness Community Value Order ME 5324 20 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. The following are samples of cross- disciplinary course sequences for studies in the environmental sciences. 21 Marine Studies Applied Botany Year I Year I Term I Term 1 Introduction to Environmental Studies Introduction to Environmental Studies Human Studies Core Course: Community Introduction to Botany Calculus I Writing Seminar I Term 2 Term 2 Life: Principles of Biology Introduction to Chemistry Physics I Calculus I Writing Seminar I Human Studies Core Course: Value Term 3 Term 3 Computer Methods Introductory Zoology Marine Biology Landscape Calculus/Physics II Physics I Year II Year II Term 1 Term 1 Introduction to Chemistry Ecology Introduction to Oceanography Calculus/Physics II Foundations of Visual Studies Foundations of Visual Studies Term 2 Term 2 Marine and Environmental Education Energy Studies Analytical Chemistry Environmental Economics Workshop Statistics Term 3 Term 3 Physical Oceanography Populations and Communities Introductory Zoology Gardens and Greenhouses Introduction to the Legal Process Literature and Ecology Year III Year III Term 1 Term 1 Ecology Urban Forestry Cultural Ecology of the Maine Fishing Industry Workshop Statistics Morphology and Diversity of Plants Term 2 Term 2 Internship Modern Architecture, Landscape Architecture Term 3 and Land-Use Planning Ornithology Technical Writing Technical Writing Fundamentals of Music Literature and Ecology Term 3 Internship Summer Term Marine Mammals Summer Term Plant Taxonomy Year IV Term 1 Year IV Invertebrate Zoology Term 1 Environmental Economics Plants and Humans Ichthylogy Organic Chemistry Term 2 The Developing World Independent Study in Marine Biology Term 2 Comparative Animal Physiology Plant Physiology Organic Chemistry Advanced Interdisciplinary Seminar Term 3 Agricultural Economics Senior Project Term 3 Senior Project 22 Trees Shrubs Salt hay Slough grass Cordgrass Common reed Sea lavender Black grass Saltwort High Spring tide " 1111 High tide 0 Low tide o and PEAT AND MUCK 0 0 GLACIAL TILL - 0 4 5 o 12 o 0 C 0 0 © 0 0 14 : are . 0 10 8 0 0 o 2 O . $ o c Beverly Agler, Class of '81 Environmental Design The goal of the environmental design area is Design/Construction to promote environmental harmony, energy ef- Year I ficiency and beauty in the manmade environ- Term 1 ment. This goal is achieved by fostering in Foundations of Visual Studies students aesthetic values and an understand- Introduction to Environmental Studies ing of ecological, economic and energy con- Writing Seminar I straints. The approach is a systematic one. Term 2 From courses in art history, architectural his- Two-Dimensional Design I tory and elementary design and construction, History of Construction and Technology students move on to courses in three- Human Studies Core Course: Energy Term 3 dimensional design, site analysis, structural Two-Dimensional Design II engineering and energy studies. People con- Calculus I centrating in design receive preparation for Carpentry and Construction graduate study or for employment as assistants Year II in architecture, planning and energy related Term 1 fields. Three-Dimensional Design I The following are samples of cross- Computer Methods disciplinary course sequences for studies in Wood Work I Environmental Design. Term 2 Modern Architecture, Landscape Architecture and Land-Use Planning Energy Economics System Dynamics Term 3 Energy Studies Introduction to Botany The Renaissance Year III Term 1 Three-Dimensional Design II Ecology Physics I Term 2 Wood Work II Structural Design Technical Writing Term 3 Internship Year IV Term 1 Landscape Calculus/Physics II The Developing World Term 2 Architectural Design Studio Literature and Ecology Independent Study in Design Term 3 Senior Project 24 OBSERVATORY SENIOR PROJECT JACK MANDREW KEY TRASCOM *-SWDING S-CONFERENCE 7-LAVATORY TRUE SOUTH Jack McAndrews, Class of '82 Design/Art Year I Year III Term 1 Term 1 Foundations of Visual Studies Three-Dimensional Design I Human Studies Core Course: Community Physics I Writing Seminar I Public Policy: The Philosophy of the Constitution Term 2 Term 2 Two-Dimensional Design I Introduction to Music Art History Survey The Renaissance Life: Principles of Biology Energy Studies Term 3 Term 3 Two-Dimensional Design Il Internship Introduction to Environmental Studies Gardens and Greenhouses Year IV Term 1 Year II Three-Dimensional Design II Term 1 Painting Studio Ceramics I Workshop Greek Art Term 2 Calculus I Photography Independent Study Term 2 Architectural Design Studio Human Studies Core Course: Energy Ecology as Metaphysics Women in Transition: Background Term 3 Landscape Senior Project Term 3 Ceramic II Modern Architecture, Landscape Architecture and Land-Use Planning Ecology 25 Human Studies The Human Studies area synthesizes the Public Policy, Ecological Education and Writ- humanities and the social sciences by incorpo- ing and Literature. To promote cross-disciplin- rating courses in literature, law, anthropology, ary knowledge, the Human Studies faculty, philosophy, economics, psychology and edu- with a grant from the National Endowment for cation. This area of the curriculum has two the Humanities, developed core courses in aims: to add a humanistic perspective to the consciousness, order, value, community, crea- design and science programs and to provide a tivity and technology. focus for students interested in subprograms in 26 Public Policy and Social Year I Term 1 Change Introduction to Environmental Studies Human Studies Core Course: Community Through study combining social science, Writing Seminar I humanities, ecology and communications, Term 2 students develop the analytical and political Historical Ecology skills needed to address contemporary envi- Policy Making and Analysis Life: Principles of Biology ronmental and social problems from a human Term 3 ecological perspective. This perspective fos- Introduction to the Legal Process ters sensitivity to individual and cultural values, Environmental Economics an understanding of the interdependence of Workshop ecological and social systems, and an appreci- ation of the appropriate use of technology. Year II Problem-solving workshops, policy study sem- Term 1 inars, internships and senior projects put class- Computer Methods room theory into practical use. Graduates from Public Policy: The Philosophy of the Constitution this area have gone on for advanced degrees in Issues in American History Term 2 policy, law and planning, while others work Evolution with environmental organizations and govern- Groups and Growth ment agencies. Writing Seminar II The following is a sample of a cross- Term 3 disciplinary course sequence in public policy. Environmental Psychology Land Use and Real Estate Law Racism: An Examination of Its Nature, Roots and History Year III Term 1 Literature of the Third World Public Policy: Congress and the Presidency Ecology Term 2 History of Anthropological Theory Economics of Regulation The Developing World Term 3 Internship Year IV Term 1 Contemporary Literature Statistics Administration and Management Term 2 Values in Public Policy Energy Economics Modern Architecture, Landscape Architecture and Land-Use Planning Term 3 Senior Project 27 Ecological Education COA's ecological education program deals The following is a sample of a cross- directly with the philosophy and techniques of disciplinary course sequence in ecological educating people to be more aware of and re- education. sponsible to our environment. Students whose studies focus in this area are often interested in museum work, natural history interpretation, adult learning and early childhood education. Although this program is not necessarily de- Year I Term 1 signed to train the classroom teacher, many Writing Seminar I students have gone on to graduate study in ed- Human Studies Core Course: Consciousness ucation or careers as elementary and second- Foundations of Visual Studies ary school teachers. COA students can attain Term 2 their Maine teaching certification through Education Seminar I course work at the University of Maine at Human Studies Core Course: Community Orono. Introduction to Botany 28 Term 3 Environmental Psychology Education Seminar II Evolution Summer Term Plant Taxonomy Year II Term 1 Personality and Social Development Foundations of Visual Studies Natural History Term 2 Cultures as Ecological Systems The Developing World Natural History Drawing Term 3 Marine Biology Methods of Knowing Topics in American History Year III Term 1 Ecology Teaching of Reading (UMO Exchange) Marine and Environmental Education Term 2 Gardens and Greenhouses Philosophy of Ecological Education Ornithology Term 3 Internship Year IV Term 1 Teaching of Mathematics (UMO Exchange) Personality and Development Introduction to Zoology Term 2 Teaching Practicum Fundamentals of Music Energy Studies Term 3 Senior Project 29 Writing and Literature Writing has been a primary means of com- Year II munication and persuasion in environmental Term 1 and other movements since their beginnings, Cultures as Ecological Systems and verbal competence is central to the COA Isolation as a Theme in Literature Introduction to Botany degree. The programs in writing and literature Term 2 are connected; their goal is to increase fluency Shakespeare in students' writing and to provide a general Applied Algebra background in literature, vital for a full under- Independent Study in Literature standing of human ecology. Term 3 To prepare students for the serious writing Workshop requirements of the Human Ecology Essay and Ornithology the Senior Project, the college offers two inten- Moral Fiction sive writing courses each term. For advanced students, special seminars cover such topics as Year III creative writing, environmental journalism and Term 1 Environmental Journalism technical writing. Introduction to Music By focusing on themes of human ecology, Voyages literature students study the relation of human Term 2 individuals to their social and natural environ- Ecology as Metaphysics ments. Beginning with courses such as Liter- Racism: An Examination of its Nature, Roots ature and Ecology and the Core Course in and History Human Studies, students move on to advanced The Romantic Composer and Nature courses such as Shakespeare, Literature of the Term 3 Third World and Tragedy, Myth and Ritual. Internship Writing and literature students have pursued graduate studies in fields as diverse as theol- Year IV Term 1 ogy and creative writing and careers in journal- ism, free-lance writing, teaching and public Creative Writing Literature and Ecology administration. The Developing World The following is a sample of a cross- Term 2 disciplinary course sequence in writing and Literature of the Third World literature. Autobiography Independent Study Term 3 Year I Senior Project Term 1 Writing Seminar I Human Studies Core Course: Consciousness Foundations of Visual Studies Term 2 Human Studies Core Course: Order Life: Principles of Biology Writing Seminar II Term 3 Environmental Psychology Historical Ecology Nature of Relationships in Fiction 30 WHALE English 75 Hebrew KNTOS Greek CETUS Latin WHCEL Anglo-Saxon Saxon HVALT Danish WAL Dutch HWAL Swedish WHALE Icelandic BALEINE French BALLENA Spanish PEKEE-NUEE-NUEE - Fegee PEKEE-NUEE-NUEE Erromangoan Skip Basso, Class of '83 31 Art and Music at COA The visual and performing arts are integral In music, course offerings, workshops and parts of life at College of the Atlantic. The fa- independent studies are supplemented by a culty includes one member in music and two large and enthusiastic group of informal per- members who teach foundational and ad- formers as well as the COA chorus and vanced courses in painting, drawing, ceramics chamber music group. Students have organ- and sculpture. Visiting faculty members in the ized and produced original theatrical and arts teach courses in weaving, sculpture, dance performances as final class projects, in- printmaking, drawing, natural plant dyeing and dependent studies and senior projects. photography. Each term a visiting appointment Voices, the COA literary and art magazine, is made in the performing arts. Courses are of- publishes work by students, faculty and staff. fered in dance, mime and theater on an alter- At the close of fall term and during late spring, nating basis. In addition to course offerings, the art gallery in The Turrets exhibits student students pursue independent studies in medi- work; at other times there are collections by ums such as batik, metal, fiber and watercolor. Maine artists. All exhibits are open to the public. 32 33 Esther Kerkmann, Class of '82 Garrett Conover, Class of '78 Charmaine Kinton, Class of '84 Meg Scheid, Class of '83 Course Descriptions Because of the College's small size, many of the agement plans of various towns and cities in the U.S., following courses are offered on an every other year learn what plants are appropriate for the urban envi- or every third year basis. ronment, learn to diagnose and treat tree problems, and learn how to prune, transplant, fertilize and care for trees and shrubs. Practical experience will be Environmental Science gained on the COA campus. Prerequisite: previous botany course. Plant Physiology Advanced Life: Principles of Biology Introductory J. Andersen J. Andersen This course is an in-depth study of plant functions Living creatures must metabolize, grow, repro- emphasizing plant-environment interactions. Stu- duce, protect themselves from the environment and dents will design and conduct individual research evolve in response to changes in the environment. projects on various members of the plant kingdom. Such a definition of life includes plants, animals, Each student will study a different major plant group. fungi, protozoans and bacteria. This course will We will have weekly sessions where the students dis- cover the functions, structures and chemistry com- cuss a particular topic from the point of view of their mon to all life forms. Although it will serve as an in- organism's biology. Topics to be covered will include troduction to both botany and zoology, it will be water relations, photosynthesis and respiration, min- equally important to students studying human nature eral nutrition, environmental extremes, reproductive or designing greenhouses. There will be two class strategies and the roles of plant hormones. The sessions and one lab per week. Evaluation will be course will include two class sessions, one labora- based on oral and written lab reports, exams and par- tory or field trip a week and independent research. ticipation in discussions. 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 Introductory Emphasis will be on basic horticultural and green- D. Cass house management skills, including starting plants This annual introductory course offers a rigorous from seeds and cuttings, pest management, soil im- introduction to qualitative and quantitative descrip- provements, basic cultural requirements, and how to tions of the stoicheometry, kinetics and thermody- plan and plant both ornamental and vegetable namics of chemical transformations. Algebra is used gardens in Maine. Where needed we will do main- extensively. This year the course focuses on the tenance and improvement of college facilities and chemistry of the atmosphere and hydrosphere in- will participate in community gardening projects. volved in geochemical cycles. It is especially The only prerequisite is an avid interest in growing recommended for those interested in limnology, plants. oceanography, pollution control, etc. (Next year the course will focus on biochemical examples.) The Urban Forestry Intermediate course meets for 2½ hours of lecture/discussion and J. Andersen 3 hours of lab and 1 hour of problem solving each The trees in our towns and cities provide shade, week, with about 8 hours of work each week outside beauty, food, protection from the wind, oxygen to of class. Lab Fee. breathe, home and food for wildlife, and even filter pollutants from the air. We must care for our trees to maximize these benefits and minimize the amount of deadwood produced by our urban forests. This course will train students to manage urban forests and care for trees and shrubs. We will study man- 36 Introduction to Physics Introductory Analytical Chemistry Intermediate D. Cass D. Cass This introductory course will explore the quali- This course is a course in qualitative and quantita- tative and quantitative applications of dynamics (how tive analysis. In the last few weeks, we will analyze a whatever goes up comes down, or doesn't), wave system of interest with techniques learned earlier. motion (surfing, singing and slide shows) and elec- Two 1 1/2hour lecture/discussions per week and one tricity (meters, motors and calculators). This course 3-hour lab per week will be required. The lab requires is also meant to serve as a review of algebra skills to precise chemical measurements with great concern prepare students for calculus. Students with serious for errors and will introduce students to modern (gas doubts about their ability in algebra should talk with chromatography, atomic absorption, etc.) as well as Don Cass or Carl Ketchum before enrolling in this traditional chemical (titrations, etc.) analyses. Pre- course. The course will cover about 350 pages of requisites: an understanding of molecular structure, Greenberg's Physics with Modern Applications. It reaction stoicheometry and chemical equilibria. will meet for 2½ hours of lecture/discussion and 3 hours of lab experiments or problem solving each Biochemistry Advanced week. D. Cass This intermediate course, offered about every two Chemistry for Consumers Introductory years, will examine the molecular basis of metabo- D. Cass lism. As such it should be valuable to those inter- This survey course will introduce students to their ested in nutrition, agriculture, drug action, etc. After chemical environment: foods (photosynthesis, fertil- first developing the principles which govern the izers, pesticides, processing), drugs (antibiotics, structures and functions of proteins, it will survey the hormones, narcotics), materials (plastics, fibers, etc.) uses and transformations of carbohydrates, lipids and pollutants (air, water, toxic substances). This and nucleic acids, covering about 200 pages of J. course will use little if any math, but will provide suf- Davies and B.S. Littlewood's Elementary Biochemis- ficient introduction for plant/animal physiology, etc. try. Evaluations will be based on four problem sets, Students desiring a more rigorous introduction to four lab reports and a final paper. The course will chemical concepts and methods, or in pursuing meet for 2½ hours of lecture/discussion and 3 hours science, are encouraged to review algebra in the fall of lab each week. Prerequisite: one college-level and to take Introduction to Chemistry in the winter. chemistry course. Lab Fee. In addition to two 1-hour classes, there will be one 3- hour lab/field trip per week. Lab fee. Landscape (Geomorphology and Introductory/ Vegetation Development) Intermediate Organic Chemistry Intermediate W. Drury D. Cass The course begins with a consideration of geologi- Through industrial and biochemical examples, this cal processes which students can see in action along course will explore the links between the structures the seashore and of vegetation activity on unstable and behaviors of organic molecules. Two lecture/ sites. It considers geological processes on larger discussions, one 3-hour lab and two problem sets scales such as the forms and functions of rivers and each week. About 8 hours a week outside of class. the vegetation of floodplains as well as frost-churned Texts: Organic Chemistry by Morrison and Boyd, and glaciated soils and the vegetation of such soils. Organic Chemistry of Life by the editors of Scientific The contol of the major features of landscape by American. Prerequisite: an introductory chemistry bedrock structure and the complementary relations course. Lab fee. between landforms and vegetation of several climac- tic regions are reviewed. The course is conceived as a part of a larger study including the course on Popu- lations and Communities. There will be two classes and one afternoon of fieldwork per week. Evaluations will be based on sets of essay questions and the qual- ity of participation in class. 37 Ecology Intermediate Natural History Drawing Introductory/ W. Drury/S. Katona W. Drury Intermediate This course considers the relationships between This course is intended to help students develop organisms and environment. The overall theme is an their abilities to observe reliably and to record accu- investigation of how physical environmental parame- rately what they see. It will give students a chance to ters and the interactions between individuals deter- develop coordination of eye and hand and to improve mine the distributions and abundances of plant and their small muscle control. It emphasizes the import- animal species. In addition to text readings and as- ance of knowing how objects are constructed as well signed articles, one afternoon of fieldwork per week as the importance of choice of topics and emphasis. is required. Students should have taken at least one This is not concerned directly with esthetics, compo- previous course in college-level biology and must sition or art. also have the following basic math skills: reading Students will be expected to spend at least one graphs, using algebra and logarithms and using elec- afternoon a week on their own as well as to meet tronic calculators. A previous course in chemistry twice a week in class. Evaluations will be based on will be helpful. Permission of the instructor is performance and development during the course. required. Lab fee. Animal Behavior Intermediate Populations and Communities: W. Drury the Distribution and Abundance Intermediate/ of Plants and Animals Advanced This course will review how simple and stereo- typed actions may be built into complex behavior W. Drury/C. Greene and even into apparently sophisticated group inter- This course emphasizes the ecology of individuals actions. Emphasis is placed on contemporary under- and of species. It will be concerned with the evolu- standing of Darwinian selection, sociobiology and tionarily stable sets of adaptations by which the fit- behavioral ecology, although the work of etholo- ness of plants and animals are tested against varying gists, physiologists and psychologists is reviewed. habitats. We will review the population conse- There will be two class meetings per week plus one quences of the environmental pressures favoring va- afternoon for field work or films. Readings consist of riability and the constraints set upon the variability selected articles from scientific and popular journals. by different kinds of habitats. Although the focus of Prerequisites: previous course in college-level zool- the course will be on individuals and natural selec- ogy and permission of the instructor. tion, some attention will be given to coevolution, ecosystem functions and succession in ecological Ornithology Intermediate ideas. W. Drury It will be assumed that students have had introduc- tory and some intermediate courses in zoology and Ornithology will introduce a cross-section of biol- botany so that they are familiar with the jargon of bi- ogy: physiology, behavior, ecology, migration, popu- lation biology and classification. Due attention will ology and the major groups of organisms. The course on landscape given in the fall provides impor- be given to recognizing local species and discussing tant preparation for this course. their biology in the field. The unifying themes are the The course will meet twice a week for class and action of natural selection and the contributions to once a week for field trips to visit habitats on Mount general biology made by students of birds. Desert Island and to see whether the ideas talked There will be two classes and one long morning in about in class are applicable to the real world. the field per week. Students will be expected to Readings will be selected from a few texts and from answer sets of questions and to undertake an inde- a number of original papers. Students will be ex- pendent project. Prerequisite: previous course in pected to prepare a report on an independent project zoology. and to answer sets of questions which require origi- nal and synthetic thought. Field trip fee. 38 Introduction to Botany Introductory Morphology and Diversity C. Greene of Plants Intermediate C. Greene This course will emphasize plant structure and function, based on lectures, laboratory studies and This course will survey the major groups of living field investigation of a broad array of organisms, in- and fossil plants and their evolutionary relationships, cluding algae, fungi, bryophytes and the higher with emphasis on vascular plants. Discussions, lec- plants. Topics will include cellular metabolism, re- tures and laboratory investigation will elucidate the production, genetics and evolution, classification, structural organization and reproductive methods growth and development of the plant body, and en- found in algae, fungi, bryophytes, ferns, fern allies, vironmental interactions. Attendance at two lectures gymnosperms and angiosperms. Modern classifica- and one lab each week is required; course evaluation tion systems will be reviewed and students will be will be based on exams, problem sets and prepara- introduced to methods of plant identification. Eco- tion of a lab notebook. This course is a prerequisite logical relationships of diverse groups will provide for numerous intermediate and advanced level insights into their evolutionary success or failure. courses in biology. Those wanting more than a ten- Prerequisite: an introductory college-level course in week introduction to botany may continue their stu- plant biology or consent of instructor. dies with Morphology and Diversity of Plants. No prerequisites. Plant Taxonomy Intermediate C. Greene Natural History Introductory This course explores the evolution, classification C. Greene and systematic relationships of seedbearing plants, This course in field ecology explores the diversity stressing the comparative morphology of plant fami- of plant and animal life in the island's varied habitats. lies present in our region's flora. Emphasis will be Field trips, lab exercises and lectures will acquaint placed on identification in the field and in the herba- students with the flora and fauna, their ecological rium using technical keys. Field trips will focus on adaptations and interrelationships. We will also dis- the major vegetation types present on Mt. Desert cuss the development of natural history as a science, Island. Evaluations will be based upon written and the role of natural selection in the evolution of diver- oral exams and preparation of a collection of identi- sity, and conservation of natural resources. This fied plants; students are encouraged to begin as- course is offered for students with little or no back- sembling a plant collection during the summer. ground in college-level biology and should be espe- Prerequisite: a college-level course in introductory cially useful to anyone interested in environmental botany or consent of the instructor. education in the out-of-doors. Genetics Intermediate Plants and Humans Introductory/ C. Greene C. Greene Intermediate This course will introduce students to the concepts Plants touch almost every aspect of our existence. of the gene, to the principles of transmission and ex- We will examine the properties of beneficial and pression genetics, and to the role of genetics in other harmful plants and assess the roles plants have had life sciences, agriculture, medicine and human af- in shaping cultures and civilizations. Topics will in- fairs. The class will meet twice a week for lectures clude: the evolution of cultivated plants, the devel- and discussions and problem solving. Prerequisite: a opment of agriculture and forestry, food plants, fiber course in biology. plants, drug plants, and plants and plant products important in industry. The course will include lec- tures, discussion, laboratory, class reports and field trips. A previous course in introductory botany would be helpful but is not a prerequisite. 39 Evolution Introductory library research paper is required. The course meets S. Katona twice per week with one afternoon for laboratory The evolution course will provide students with the work or field trips. Evaluations are based on the qual- opportunity to study in some depth the development ity of participation in class and practical work and on of evolutionary theory from its tentative beginnings the quality of projects or term papers. Prerequisites: through Darwin's England to the present. Biological introductory zoology; previous experience in verte- evolution by natural selection will be the major theme brate biology, invertebrate zoology or botany. Lab of the course, but we will also discuss the effects of fee. the evolutionary paradigm on other spheres of life including philosophy, ethics and social thought. We Biology of Mammals Intermediate/ will also relate, compare and contrast examples of S. Katona Advanced other types of evolution (e.g., evolution of the uni- Mammalogy courses have traditionally concen- verse, evolution of the elements and cultural evolu- trated on detailed examination of skulls and skele- tion) with the biological model. Finally, topics of tons, both to teach classification and to reveal special current interest will be covered, including as- evolutionary patterns within this class of animals. pects of sociobiology, genetic engineering and Some such work will be included in this course, but human health, and selected critiques of evolutionary when possible we will work from an ecological per- theory itself. spective and will concentrate on the biology of the animal in its native habitat. The course will meet Invertebrate Zoology Intermediate two mornings per week for lecture or seminar ses- S. Katona sions, plus one afternoon each week for lab work or This course is a phylogenetic survey of the major dissections, films, fieldwork or further discussions. groups of animals without backbones. These animals Students will be responsible for preparing and pre- range in size from single cells to giant squids, and senting one seminar session and one term paper on they include the vast majority of animals on earth. selected topics of mammal ecology, evolution, phy- Using text readings, assigned articles and one after- siology or behavior. Prerequisites: one or more of noon per week of field/lab work, students will gain an the following courses: introductory zoology, icthyol- understanding of the classification, ecology, evolu- ogy, ornithology. tionary relationships and economic significance of this remarkably diverse collection of organisms. Pre- Marine Mammals Intermediate requisites: introductory zoology and permission of S. Katona/S. Rommel the instructor. This course is a practical introduction to the biol- ogy of the whales, porpoises and seals that frequent Marine Biology Intermediate the Maine coast and to the environment that supports S. Katona/W. Drury them. During fieldwork at sea or from shore or This course is organized around the biology of island-based sighting stations, students will observe species which are commercially important in the Gulf finback, humpback, minke and right whales, harbor of Maine. After introductory discussions on the struc- porpoises, harbor seals and gray seals. Class time ture of oceans, water masses and concepts of eco- will be used to discuss fundamental aspects of the system function and productivity, we focus on physiology, anatomy and ecology of these animals coastal waters of New England and the Maritimes. and of the other marine species upon which they de- Emphasis is placed on the life histories of seaweeds, pend. In addition to lectures presented by staff mollusks (mussels, clams, scallops and squid), crus- members and guests, course work will include read- taceans (lobsters, crabs and shrimps), baitfish ing of texts and selected journal articles and the (herring and sand launce), migratory fish (alewives, presentation by each student of one oral report on a salmon and eels) and commercial fish (cod, haddock topic related to marine mammal ecology. Prerequi- and flatfish). Because of our research interests, ma- sites: previous courses in ecology, vertebrate biology rine mammals and seabirds receive special attention. or aspects of marine biology. Lab fee. Readings for the course consist largely of selected original articles. Class discussions concentrate on review and criticism of readings, development of cen- tral ideas and synthesis of the material. Students are encouraged to develop seminar topics for presenta- tion to the class. An independent research project or 40 Introduction to Oceanography Introductory topics include volumes of revolution, surfaces of re- C. Ketchum volution, and length, work, potential and kinetic This course introduces the physical, chemical and energy, temperature, the first law of thermodynam- geological structures of the world's oceans and dis- ics, gas laws, and simple wave motion. Prerequisites: cusses the processes that act to maintain these pat- calculus and physics. terns. The course explores topics in waves, tides, large-scale circulation patterns, sea floor spreading, Physical Oceanography Intermediate/ physical properties of sea water, and circulation in C. Ketchum Advanced estuaries and the coastal zone. All students prepare This course develops an understanding of the talks on papers relating to their own interest and a physical processes of the world's oceans using the final project. concepts of calculus and physics as the starting point. Topics include the temperature and salinity Numbers, Trigonometry and Algebra Introductory distribution in the ocean, large-scale circulation, C. Ketchum equations of motion for a rotating fluid, geostrophic This course is designed to help individuals gain a flow, planetary vorticity, boundary layers, wave mo- better appreciation for the use, process and mystery tion and tides. The course is partially descriptive of the observed features of the oceans. The balance of mathematics. The concepts of numbers, trigo- nometry and algebra are presented along with the emphazises a few of the theoretical understandings historical evolution of these concepts. Thus we learn that we have for the physical processes that affect that while the results of mathematics must be logical, oceanic structure and circulation. Prerequisites: cal- the process of mathematics need not be. The course culus and physics. covers the number system, basic properties of right triangles, coordinates, plotting equations of straight Introductory Zoology Introductory lines and curves, properties of functions, factoring, S. Rommel solutions of equations, and, when possible, logarith- Discussions will begin with the chemistry of life mic and exponential functions. The evolution of and end with the interactions of individual organ- mathematical thought is a fascinating example of isms. Required work includes weekly attendance in human creativity. Two lectures and one laboratory two lectures plus one lab, written lab reports, a term session each week. paper and exams. Labs will emphasize living animals. Prerequisites: math through algebra, high school Calculus I Introductory chemistry and physics. Lab fee. C. Ketchum Calculus, the mathematical study of change, is the Applied Algebra Introductory fundamental language of physics and the natural S. Rommel sciences and is rapidly becoming a basic tool in This is a course in practical algebra and trigo- many of the social sciences. Within this course, we nometry as applied to engineering and science with discover the basic concepts and techniques of this strong emphasis on practical problem solving, deri- remarkable invention while introducing a few of the vation and the use of graphs and equations. Math- concepts of physics to deepen the appreciation of ematical examples will be taken from several the material. Specific topics include rates of change, disciplines including engineering, chemistry, phys- slopes, the derivative and its use in maximizing and ics, biology and economics. Calculator and compu- minimizing functions, integration, and area under ter skills will be developed. Work commitment is curves. Prerequisite: a working knowledge of algebra expected to be 15 hours per week including class and trigonometry. time. There will be at least two exams plus a term project. Prerequisite: high school algebra. Physics and Calculus II Intermediate C. Ketchum This course expands on the applications of inte- gration introduced in Calculus I and then proceeds to explore the physical concepts of energy, thermo- dynamics and simple harmonic motion as well as top- ics in physics that depend essentially on the use of calculus for clear and concise formulation. Specific 41 Icthyology Intermediate Statistical Reasoning Introductory S. Rommel Staff Lecture emphasis will be on physiology, functional This course considers statistics as a working tool anatomy, evolution, ecology, behavior and economic that can be used to organize and understand ob- importance. Lab emphasis will stress identification served data. The emphasis will be placed on collect- and functional anatomy. There will be at least two ing and analyzing real data, rather than statistical field trips to area facilities. Written work will include theory, and there will be extensive exercises involv- formal lab reports, one research paper and at least ing measurement and computation. Prerequisite: two exams. Prerequisites: algebra, chemistry, intro- algebra. ductory zoology. Comparative Animal Physiology Advanced Environmental Design S. Rommel Lectures will concentrate on a comparison of phy- siology of animals with emphasis on bioenergetics. History of Construction Labs will be noninvasive with emphasis on human and Technology Introductory S. Brecher exercise physiology and thermoregulation. Required work includes two lectures, one lab and a one-hour This course traces the developments in construc- conference each week; several field trips to area phy- tion techniques and the parallel developments in the siology labs plus one weekend trip; lab reports each tools and technologies that made particular kinds week plus one term paper to be presented orally at of construction possible. Presentation will be in a the term's end. Texts will include Physiology by lecture/seminar format. Schmidt-Nielson and Analysis of Vertebrate Struc- ture by Hildebrand. Expected time commitment, in- Three-Dimensional Design I Intermediate cluding class and lab, is 15-20 hours per week. Lab S. Brecher fee. This is an introductory three-dimensional design studio. Design, proportion, space, volume, plane and Comparative Functional surface will be explored. Positive and negative forms Anatomy of Vertebrates Advanced will be designed. Work will be in clay, paper, card- S. Rommel board and wood. Prerequisites: Foundations of Vis- The emphasis in this course is on evolution and ual Studies, Two-Dimensional Design or permission functional anatomy. The lab will examine various of the instructor. body parts and measurements and analyze anatomi- cal and mechanical characteristics. Required work Three-Dimensional Design II Advanced includes two lectures, one lab, a one-hour confer- S. Brecher ence each week and one term paper to be presented This is a studio course dealing with the design of orally. Each student will also design and conduct one three-dimensional objects. It may include span/sup- student lab. There will be a weekend trip to museums port designs, furniture, toys and the design of tem- in Boston and New Haven. Texts will include The porary shelters. Work will be in sticks, string, wood Vertebrate Body by Romer and Parsons and Analysis and cardboard. Prerequisite: Three-Dimensional De- of Vertebrate Structure by Hildebrand. Expected time sign I. commitment is 15-20 hours per week. Prerequisites: physiology and permission of instructor. Lab fee. Architectural Design Advanced S. Brecher Computer Methods Introductory Staff This is an advanced design studio for students who have had two- and three-dimensional design courses A general introduction to the use and practical ap- or have had equivalent practical experience. The plication of computers. Emphasis will be placed on studio will focus on the design of buildings and the students' applying their developing skills to research presentation of those designs in two- and three- or problems in other courses. dimensional format. 42 Foundations of Visual Studies Introductory Maine Coast History and J. Carpenter/E. McMullen Architecture Introductory This course is a preparation for COA's other J. Carpenter/W. Carpenter courses in the visual arts and design. Drawing, paint- This class will begin by examining the past as it is ing and two-dimensional constructions will be done visible in the present Maine coast. We will make field both in class and out with each assignment focusing trips by car and sailboat to Baker's Island, Columbia on a different formal element such as line, texture, Falls, Castine and Ellsworth, using existing architec- positive-negative space, value, color and perspec- ture as a visible record of Maine history. The second tive. Complementary to this aspect of the course will part of the course will be a chronological history em- be concentration on the refinement and enhance- phasizing the relation between people and the physi- ment of each student's critical faculties. Readings, cal environments of ocean and shore. With some films, discussion-lectures and in-class critiques will attention to the context of greater New England, we explain the formal elements from an aesthetic and art will study the development of ships and navigation historical perspective. Readings will include selec- behind the European discoveries, the details of early tions from Betty Edwards' Drawing on the Right contact between white and native populations, Euro- Side of the Brain and Tom Wolfe's The Painted Word, pean wars in New England and the flowering and among others. Projects may include line and char- transition of Maine coast culture in the nineteenth coal drawings, watercolor paintings and orthogra- century. Texts will include Rowe's Maritime History phic drawings. Evaluations will be based on of Maine and Clark's new bicentennial history of portfolios, class attendance and participation, and a Maine. Context will be established from Morison's final exam on the readings and slide lectures. Maritime History of Massachusetts. The history will be accompanied and illustrated by an extensive sur- Primitive Art Introductory vey of Maine architecture stressing early building de- J. Carpenter sign in relation to the north coastal life style and environment. Students will be asked to do a term This course will focus on that art which is created by people with a prescientific, nonlinear mentality. paper or project in either history or architecture. Their art is based not on aesthetic but on magical principles and has as its intent the creation or re- Art History Survey: Renaissance to Modern creation of the sacred in the cosmos. As such, the Introductory visual arts are most often part of a ritual or perform- J. Carpenter ance which includes dance, music, costumes and This class will study the arts of the Renais- singing. In order to allow us to comprehend the men- sance from the fourteenth through the seventeenth tality and meaning of these sacred enactments, read- century, including the works of Brunneleschi, ings such as Primitive Mythology by Joseph Michaelangelo and Rembrandt. The approach will be Campbell, The Origin of Consciousness in the aesthetic and historic with particular emphasis on Breakdown of the Bicameral Mind by Julian Jaynes changing world views. Some of the classes will be and The Eternal Present by Sigfried Gideon will be teamtaught so that additional perspectives such as included as well as films of performances from pla- music, history of technology, and philosophy can be ces as varied as Africa and the Orient. We will study represented. Kenneth Clark's "Civilization: A Per- such topics as the sandpaintings of Australian abori- sonal View," a series of challenging films on the arts gines and American Indians, the rock paintings of and society, will be shown weekly. No prerequisites. prehistoric Europeans, the masks and blankets of Pacific west coast Indians and sculpture from Africa Greek Art Intermediate and Oceana. Finally, we will look at oriental art in an J. Carpenter attempt to understand what has enabled them to Two cultures, the Minoans of Crete and the Myce- bring the consciousness of the miraculous into the neans, evolved into the classical Greek culture with present. No prerequisites. its extraordinary refinement in art and architecture. In this class, we will discuss the implications of this union between a male-centered and a female- centered society. Additionally, we will consider the Greek's preoccupation with the nude form, their concern for the relationship of male to female beauty 43 and their impulse to establish a divine order through System Dynamics Intermediate their temples and civic structures. Moreover, their ar- H. Hyman tistic legacy to Western Europe will also be touched System Dynamics is a technique for the analysis of on. Readings will include Gisela Richter's Handbook complex physical, biological and social systems; the of Greek Art, Kenneth Clark's The Nude, Scranton's most well known use of system dynamics was in the Greek Architecture, Robert Graves' The Greek Myth Meadows' Limits to Growth. In the course the con- and selections from Plato as well as from Joseph cept of a system with feedback will be developed, Campbell's Occidental Mythology. working into computer modeling with the DYNAMO system. Prerequisites: algebra, one term of physical Modern Architecture, Landscape or biological science; ecology recommended. Architecture and Land-Use Planning Introductory Structural Design Intermediate J. Carpenter H. Hyman This course is intended as a survey to familiarize Students will become familiar with problems and students with major concepts and styles in twentieth- solutions relating to the strength of structures: build- century architecture, landscape architecture and ings, roofs, floors and foundations. This is primarily a land planning. For a major portion of the class, we skills course in which the student will learn a variety will trace the evolution of the works of Louis Sullivan, of techniques for solving practical problems. Prereq- H.H. Richardson, F.L. Wright, Philip Johnson, uisites: algebra and carpentry. Charles Eames, Louis Kahn, Corbusier, Walter Gropius, Pier Luigi Nervi, Kenzo Tange and Moishe COA Planning Workshop IV Intermediate/ Safde. The dichotomy between the American con- H. Hyman Advanced sciousness formed by wilderness experience and the European consciousness which saw the new ma- Using the college itself as a laboratory, the fourth chine technology as a positive force for the liberation Planning Workshop will attempt to quantify relation- of societies from archaic class patterns will be a ships of the academic community to the physical major theme as we study the Chicago School, the plant. This is primarily a task-oriented group with Bauhaus, the Prairie School and the Architects Col- some work on developing general analytic tools for laborative. The next quarter of the class we will con- analysis. A major emphasis of the workshop is the sider landscape architecture. The contributions of reconciliation of intuitively expressed desires with the Renaissance Garden, the English Garden and the systematic evidence. Prerequisites: algebra; at least Oriental Garden to works of Frederick Law Olmstead, one previous term at COA. Ebenezer Howard and Beatrix Farrand will be studied at this time. (We will visit some of the island gardens Wood Works I Introductory as weather permits.) Finally, the last weeks will be R. de Jong used to study the newest evolution in building and This course will provide instruction in basic wood- land cultivation-land-use planning. Along with con- working skills through hands-on experience. The sideration of the works of innovators such as McHarg use, safety and maintenance of most hand and power and Fuller, several land planners from New England tools will be covered. Projects will include work on a will present a picture of this rapidly growing field. campus building project and assigned constructions dealing with fundamental skills. No experience is ex- Energy Studies Introductory pected and each student should come away with a H. Hyman good foundation in the use of tools and the principles This is an introductory course in the basic physics of construction. of energy systems. We will examine the principles of thermodynamics and heat transfer and apply them to Wood Works II Intermediate/ the design of oil, solar, wind, wood, tidal and nuclear R. de Jong Advanced power systems. This course will consist of lectures This course is intended for the more experienced and problems and discussions. Each student will be student who has an interest in furthering his or her expected to complete an independent project, design skills in fine woodworking. The students will be ex- or investigation. Prerequisite: algebra. posed to more specialized tools and techniques in order to become more familiar with the possibilities and resources available to them. We will look closely at wood as a practical as well as a creative material. 44 Projects will include work on a campus building pro- Ceramics I Introductory ject and assigned constructions; individual projects E. McMullen are a possibility. Prerequisite: field experience or This course is an equal mixture of design theory, previous building course. critique and actual production of pottery. The first five weeks are devoted to handbuilding, including Carpentry/Construction Introductory pinch, coil, and slab techniques. The second half of R. de Jong the course concentrates on the fundamentals of This is an introductory course which deals with a wheel-thrown pottery. Assignments are supple- trade discipline rather than an art or craft. It is rec- mented by in-class discussion of the previous week's ommended for students having little or no expe- work. Ten hand-built and thirty wheel-thrown works rience in residential carpentry. Course work will are required, with reviews taking place during week 5 consist of actual construction projects and will be and week 10. supplemented by the text, DeCristophoro's House Building Guide, and field trips to nearby construction Ceramics II Intermediate/ sites. Students will be introduced through practical E. McMullen Advanced and theoretical methods to the use of shop machin- This course will center around an intense explora- ery, hand tools and many phases of residential con- tion of pottery form and technique. Early assign- struction. Actual construction projects will be ments will require substantial work on hand-built and performed by the class, which will meet in groups of wheel-thrown forms to be undertaken by each class four, for two half days per week. member in preparation for a show in the college gallery. Class time will be divided between critique Two-Dimensional Design I Introductory and work sessions. E. McMullen This course is designed to give a basic working Painting Studio Advanced knowledge of visual language. Areas covered will in- E. McMullen clude: point, line, plane, volume, shape, size, texture, This course will deal with problems in painting direction, space and representation. Pencil, char- technique, composition and color. Half of the course coal, ink and collage will be used extensively. The work will be assigned to deal with specific problems class period will be divided into critique and work such as portraiture, landscape and still life; the other sessions with the major emphasis being placed on half will be made up of problems. the group learning aspects of the critique. Twenty problems will be assigned during the term with three- to-four days to complete each assignment. This Human Studies course or its equivalent is a prerequisite for future work in arts and design. 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. The course contains Economics of the Environment: Selected Readings; sixteen assignments and a two-week final project. Jarrett, Environmental Quality in a Growing Econ- omy; plus numerous selected readings. 45 Agricultural Economics Introductory Economics of Regulation Advanced S. Andersen S. Andersen This is an introductory course covering farm man- This course involves an analysis of the impact of agement, profitmaking, productivity and environ- social concern on American economic enterprise. mental impacts of small-scale agriculture. We will The major emphasis is on benefit-cost analysis, devote special attention to homesteading and local valuation of resources, welfare distribution consider- efforts to preserve farmlands. There will be films and ations and socioeconomic experimentation. Discus- speakers. sion will focus on current problems in the areas of unfair competition, environmental control and Popular Economists Introductory energy price setting. Major text: The Economics of S. Andersen Regulation by Alfred Kahn. This course examines the careers and contribu- Seminar in Economic Issues Advanced tions of several economists using their own writings S. Andersen and third-party analyses. Cases will include Karl Marx, John Kenneth Galbraith, Milton Friedman and This is an advanced seminar focusing on a con- Paul Samuelson. Basic economics suggested. temporary economic issue. Interested students should see Stephen Andersen; choice of topics will Energy Economics Intermediate depend to a large extent on student interest. S. Andersen This course focuses on the economics of energy Contemporary Culture and the Self Introductory E. Beal policy, including concepts and calculations for op- timal solar systems, electric rate reforms, energy This course introduces concepts in anthropology conservation, nuclear and conventional power plants in the context of an autobiographical writing course. and various appropriate technologies. Course re- Contemporary culture and its influences on our atti- quirements include two meetings weekly, one major tudes and values will be the focus. Five short papers project and two in-class tests. Prerequisites: basic will attempt to identify the context of our acquisition economics, physics or engineering. of ideas about ourselves and our places in the world as well as to describe those ideas. A final paper will Forest Economics Intermediate attempt to synthesize the students' ideas on the func- S. Andersen tional relationship of personal attitudes and values to Topics include principles of planning renewable contemporary society. Overlaying this writing and our discussion of it will be a series of lectures and natural resource use to maximize net social benefits with primary reference to commercial forest lands, readings on the science of anthropology. costs in relation to efficiency and conservation goals, Traditional Music analysis of short-run and long-run supply problems, Introductory E. Beal private enterprise impacts on environmental quality and analysis of selected case studies. Texts: Raleigh Barlowe, Land Resource Economics; Colin Clark, This course looks at styles and themes in some Mathematical Bioeconomics; William Hyde, Timber traditional North American music, including, at least, Supply, Land Allocation, and Economic Efficiency. some French, Anglo and black music. This is a sur- Prerequisites: one or more courses in economics, vey course emphasizing listening to and discussion of recorded music. forest ecology or botany. Racism: An Examination of Its River Development and Conservation Intermediate Nature, Roots and History Intermediate S. Andersen E. Beal This course will contrast private profitability of This course will begin by making a general defini- river development with public conservation goals. tion of racism as a pattern of human interaction. We Case studies include hydroelectric dams, irrigation will then look at selected racist chapters of world his- diversions, recreation and wildlands preservation. tory, including cannibalism, genocide and apartheid. Field trips to corporate headquarters and wild rivers. We will then try to identify the causes of racist be- Prerequisites: basic economics and/or planning. havior and steps on a path away from this tragic as- pect of human history. 46 Cultural Ecology of the Personality and Social Development Introductory/ Maine Fishing Industry Intermediate R. Borden Intermediate E. Beal This course will provide a theoretical and practical To present an overview of an industry from the look at the emotional, cognitive, social and behav- point of view of both managers and users, this course ioral development of humans. It will cover the full life will look at the resource and its use, the values and span of human development with some special con- cultural traditions surrounding access to and use of a centration on school-age children. Topics of prenatal commonly owned resource, and the attitudes, values development and personality disorders will also be and practices of those who have been asked, as presented. In addition, the course will focus on sev- managers, to hold the public's trust regarding those eral of the more popular learning, social-learning and resources. educational theories. During the first part of the course, readings will be selected from original sourc- History of Anthropological Theory Advanced es and discussed (e.g., Erikson, Freud, Piaget, Reigel, E. Beal Kohlberg, etc.). Later the discussions will become This is an advanced course in the history of ideas directed more toward specific social and develop- about cultural change in the western world. The rela- mental issues (e.g., sex roles, the family, education, tionships between various ideas which depend, at personal growth, death and dying, etc.). Participation least in part, on a theory of material causality is ex- in the discussions and a final research paper will be amined to understand the roots and history of these required. This course is part of the education se- ideas and to develop a critical understanding of quence. No prerequisites. them. Students are asked to prepare a critical book review, to select and research a topic and to present Aggression, Altruism and Love Introductory/ their findings, both in an oral report and a major R. Borden Intermediate paper. Text: Marvin Harris, The Rise of Anthropolog- This course explores human emotions and their ical Theory. expression by combining the approaches of the hu- manities and the social sciences. Part of the time will Voluntary Simplicity Introductory be spent viewing films and reading biographical and R. Borden autobiographical accounts of several great and not- This course will explore the philosophical and so-great philanthropists, lovers and murderers. At practical aspects of "the simple life." Readings will the same time, we will also take an extraspective and come from a variety of old and new sources, (e.g., interpretive look at these characters from the theoret- Thoreau, the Nearings, Schumacher, etc.). The main ical perspectives of psychology, sociology and socio- text will be Duane Elgin's Voluntary Simplicity: To- biology. Class time will be spent in discussion of the ward a Way of Life That Is Outwardly Simple, In- materials. There will be a required final presentation wardly Rich. Several people who have tried this and paper which will involve an analysis of some real approach will visit to discuss their experiences. fictional character(s) of the student's choice. No Course evaluation will be based upon class participa- prerequisites. tion and a final paper. Personality and Individuality Intermediate R. Borden Environmental Psychology Introductory R. Borden Students will read a broad range of theories of per- The purpose of this course is to introduce students sonality (e.g., Adler, Fromm, Jung, Freud, Rychlak, to the burgeoning field of environmental psychology. Bandura, Lewin, Binswanger, etc.) based on existen- Some of the topics to be covered are: environmental tial, behavioristic, gestalt, social-learning, humanis- stressors and human-coping processes, crowding, tic and psychodynamic orientations. The approach wilderness psychology, architectural influence on will be comparative; the students will compare the feeling and behavior, environmental attitudes, and various theories abstractly and with regard to how the determinants of environmental responsibility. well they "fit" their own "personality." We shall also The course will be a combination of presentations examine the literature on personality research and and discussions. No prerequisites. review measurement techniques that derive from each theoretical approach. Prerequisites: some psy- chological background or consent of the instructor. 47 Contemporary Psychology Intermediate/ Literature and Ecology Intermediate R. Borden Advanced W. Carpenter This course will provide an in-depth examination This course will use literature to develop a defini- of three or four selected topics. These topics provide tion and understanding of human ecology. The focus examples of theoretical and empirical controversies will be on the individual in context, that is, the struc- in contemporary psychology. The exact topics will ture of relationships that connect a man or woman be decided upon by student consensus at the first with the surrounding world. We will be concerned class meeting. However, it seems that certain issues with the perception of our environment and the pos- should be considered likely, e.g., split-brain, sex-role sibility of alternative perceptions. We will begin with development, ESP, death and dying, and sensory three accounts of intense personal observation of the deprivation. All readings will be from original sourc- environment: Thoreau's Walden, Matheissen's The es. Prerequisites: some prior background in psy- Snow Leopard and Loren Eiseley's The Unexpected chology or the consent of the instructor. Universe. The second section of the class will involve perception of the environment through myth. We will Statistical Methods for the read Joseph Campbell's Primitive Mythology, Ho- Social Sciences Introductory mer's Odyssey and Shamanic Voices. The final sec- R. Borden tion of the class will consider the evolution of the This course will provide students with a basic in- structures that relate us to the external world; read- troduction to correlational, nonparametric (sign- ings: Wilson's On Human Nature and Julian Jaynes' tests, chi-square, etc.) and parametric (t-tests, The Origins of Consciousness in the Breakdown of analysis of variance, etc.) statistics. Students will the Bicameral Mind. This class emphasizes reading also become familiar with the statistical package for and discussion with a secondary emphasis on stu- the social sciences (SPSS) on the college's PDP dent writing. There will be a short paper and a class computer. No prerequisites. on writing every three weeks. Bread, Love and Dreams Intermediate Radical Thinking Introductory W. Carpenter W. Carpenter This course is an introduction to the unconscious. This course is designed as an introduction to litera- ture and writing at COA. It is a study in the literature It begins with the problem of knowing something of changes, and student writing will focus on under- which by definition is unknown. It then proceeds to standing the changes within their own frame of expe- examine two classic approaches to the unconscious: rience. It centers on writers who have radically dreams and love. Students will be expected to keep a re-perceived themselves or their environment. Read- dream notebook and to recognize their own uncon- ings will include Thoreau's Walden, Nietzsche's scious life in the light of the readings. Readings start with the unconscious in its classical formulation ac- Zarathustra, Marcuse's Eros and Civilization, Whit- man's Song of Myself, Scott Nearing's Making of a cording to Freud and Jung. We will read The Inter- Radical, Neill's Summerhill, Ornstein's Psychology of pretation of Dreams and Two Essays in Analytical Consciousness and Loren Eiseley's All the Strange Psychology. We will then move to fiction and read two novels: Lawrence's Women in Love and Hours. The four short papers may be on the readings or on the students' own experience. Dostoevsky's Crime and Punishment, considering fiction as a mode of expressing the unconscious. Fi- nally we will look at selected contemporary writers, 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 three major tragedies of Shakespeare: King Lear, Macbeth and Othello. 48 Autobiography Intermediate Consciousness II Intermediate W. Carpenter W. Carpenter This course will use autobiography as a literary This is not one of the Human Studies core courses form to examine the lives of certain significant peo- but an experiment in a follow-up course on a more ple and then to examine our own lives, concentrating advanced level than the Consciousness course. A particularly on understanding the effects of early student should have some philosophy or psychology home and community environments. In the first half before taking this, not necessarily Consciousness I of the term, students will read five autobiographies but it would help. The readings are designed to give a chosen from a list including Eldridge Cleaver, John number of recent perspectives on the subject of Muir, Loren Eiseley, Carl Jung, Geoffry Wolff, Jack human consciousness, its nature and direction. London, John Lilly, Caitlin Thomas, Maude Gonne Readings include Susan Griffin's Woman and Nature, and Henry Adams. In the second half students will Lyall Watson's Lifetide, Gregory Bateson's Mind and write their own autobiographies, working in small Nature, James Hillman's Dream and the Underworld, groups and frequent tutorial meetings with the in- Julian Jaynes' Origins of Consciousness in the structor. The product will be an autobiographical Breakdown of the Bicameral Mind and Hannah examination of our own development. This course Arendt's The Life of the Mind. should consume 15 hours a week outside of class, more at the end when finishing the autobiography. Voyages Intermediate/ Prerequisite: a course involving literature and W. Carpenter Advanced writing. This course will focus on real and symbolic jour- neys in literature, considering travel as both a physi- Lawrence and Woolf Intermediate cal and psychological phenomenon and the journey W. Carpenter as a primary human archetype. Readings will begin A course in these two preeminent British novelists with Homer's Odyssey and Dante's Inferno, then might permit a comparison between the masculine pass to a number of more recent journeys, including and feminine visions in fiction. Both writers used the Poe's Narrative of Arthur Gordon Pym, Margaret novel to explore beneath the surface of ordinary Atwood's Surfacing, Joshua Slocum's Sailing Alone human consciousness, and both had to discover new Around the World, Edward Bernbaum's Journey to forms and styles to communicate the nature of new Shambala, Darwin's Voyage of the Beagle, Jack relationships. We will read the best from each writer: Kerouac's On the Road and, if everyone seems eager The Rainbow, Women in Love, Lady Chatterly's for it, James Joyce's Ulysses. Three papers will be Lover and The Man Who Died; To the Lighthouse, required, and each prospective student should have Mrs. Dalloway and The Waves. read Joyce's Portrait of the Artist as a Young Man at some point in life. Freud/Jung Seminar Intermediate W. Carpenter Literature of the Third World Advanced W. Carpenter Everyone mentions Freud and Jung but not many spend much time in serious study of their work. This Writers from the world's "developing nations" have is a case of the disciple going beyond the master and contributed some of the most brilliant poetry and fic- a classic example of the father-son relationship tion of the twentieth century. The politics and sur- among professionals. It is also a fine contrast be- realism of third-world literature has become a tween the nineteenth-century material/sexual view of dominant influence on contemporary American writ- human nature and the emergent twentieth-century ing. This course will provide a geopolitical and theo- transcendent/religious view. We will read The Inter- retical introduction to a galaxy of great writers from pretation of Dreams, pause to interpret a few of our lesser-known countries. As an advanced course, the own, then move on to the General Introduction of format will depend heavily on student participation, Psychoanalysis and Beyond the Pleasure Principle. each student perhaps being responsible for back- For Jung we will read the selections in the Viking ground research and presentation of one or two wri- Portable Jung along with Memories, Dreams, Reflec- ters over the term. To be studied: Gabriel Garcia tions (autobiographical). We will also look at Lillian Marquez (Columbian), The Autumn of the Patriarch, Frey-Rohn's text, From Freud to Jung. Paper and One Hundred Years of Solitude; Chinua Achebe (Af- final exam. rican), Things Fall Apart; Yannis Ritsos (Greek), The 49 Fourth Dimension; Czesclaw Milosz (Polish), Se- Education Seminar II Intermediate lected Poems; Strand and Simic, eds., Another Re- P. Corcoran public; Peter Matheissen (American), Far Tortuga; The seminar will continue to survey a broad land- Pablo Neruda (Chilean), Selected Poems; Jorge Luis scape of types of education, such as science educa- Borges (Argentinean), Labyrinths; Nikos Katsansakis tion, energy education, special education, sex (Greek), The Last Temptation of Christ; Aliejo education and state studies. The objectives of the Carpentier (Cuban), The Lost Steps. seminar are to develop an awareness of contempo- rary throught and practice in the field of education Writing Seminar I Introductory and to develop skills and understanding vital to the R. Chester/R. Weiner teaching process. An underlying theme is considera- This course will focus on description and exposi- tion of the individual's decision to teach. It will be the tion. Exposition is writing that explains, clarifies or responsibility of each seminar member to attempt to defines a subject and is the kind of writing students interrelate the topics into a whole. These topics will are most frequently assigned in other courses. Writ- be introduced through advanced reading, developed ing Seminar I will concentrate on the process of writ- and discussed in terms of key ideas and recent re- ing: prewriting, writing and rewriting. Students, for search, and considered further in weekly papers. In example, will learn techniques for developing topics addition, each member will be expected to pursue by description, definition, example, and comparison one of the subjects in greater detail in order to assist and contrast. This course will be followed by Writing in identifying issues to be discussed and in planning Seminar II which will examine more sophisticated the class discussion and activities. A project reflect- methods of exposition as well as techniques for ef- ing in-depth exploration of an educational topic is fective argument and persuasion. Students will write required. weekly themes and have weekly conferences with the instructor. Prerequisites: understanding of basic Marine and Environmental Education Intermediate grammar and punctuation and ability to write coher- P. Corcoran ent paragraphs. How do we make known the world of water? What is marine education? What makes education environ- Education Seminar I Introductory mental? Is education an environment? Are you an P. Corcoran environment? Who are you? This in-depth study of The objective of the Education Seminar is the de- the philosophy and methodology of marine and en- velopment of an awareness of contemporary thought vironmental education will consider these and other and practice in the field of education. A variety of top- questions related to one's personal involvement in ics is covered in terms of historical development, key the theory and practice of the field. ideas in curriculum/instructional strategies and re- The roots of environmental education in nature cent research. The types of education studied in- study and science education and its more recent his- clude environmental education, marine education, torical development will be explored. Contemporary arts education and open education. Each seminar programming and research will be surveyed through member is expected to read widely on the topics, par- journals and curriculum materials. The evaluation of ticipate in discussions and summarize/synthesize in environmental-education experiences and the state weekly written assignments. In-depth exploration of of environmental education worldwide will be one of the topics is required in order to assist in iden- appraised. tifying key issues to be developed and to share re- The values and attitudes dimension of environmen- sponsibility for leading the discussions and activities. tal education, its concepts, goals, and objectives as A major project must be completed in an area of in- well as personal aspirations in the teaching and terest related to one of the topics. A variety of learning of environmental education will be included. methods of teaching are utilized to meet a variety of Extensive writing, the development of curriculum learning styles and preferences; these methods and materials, teaching of those in the class and others, styles are studied and discussed as part of the con- and contact with professionals in the field are ex- tent of the seminar. The question of the individual's pected. Prerequisite: previous teaching experience decision to teach is an underlying theme to which and/or course work in environmental education or consideration is given. permission of the instructor. 50 Philosophy of Ecological Education Introductory Ecology as Metaphysics Intermediate D. Davis/P. Corcoran R. Davis An intensive introduction to the philosophy of This course is a cross-cultural examination of both education, this course will pay particular attention philosophic and popular views of reality. Particular to ecological and environmental concerns and the attention will be given to correlation of patterns of role of education in shaping values. The first half technology and socioecological relationships with of the course will concentrate on classical and elements of world view. Students will be expected to contemporary discussions of the relationship be- research and report on a particular cultural perspec- tween education as individual self-development and tive. About 10-12 hours per week of nonclass work. as preparation to meet the needs of society. The second half will concentrate upon applied ecological Biomedical Ethics Advanced education and concrete practices. Substantial read- R. Davis ing, at least two papers and a project will be required. This course will examine ethical issues in medicine and public health. Practicing health care profession- Humans in Nature Introductory als including physicians and research scientists will R. Davis be invited to participate. Problem areas examined The primary function of this course is to assist the will include such topics as abortion, euthanasia, individual in expressing and clarifying his/her values environmental health, population control, medical and developing them in an atmosphere of supportive resource distribution, human experimentation (in- criticism. Attention will also be given to surveying cluding research with children and prisoners) and prominent theories of value and their implications for preventive medicine. It will be taught as an advanced environmental and human ecological problems. seminar unless student interest justifies a larger for- Classes will alternate between intensive group dis- mat. At least 12 hours per week of reading. cussions of each student's sense of importances and discussions of readings. The course will require one Values in Public Policy Intermediate/ evening per week plus 8 or 9 hours of nonclass work. R. Davis Advanced This course will provide an introduction to ethical Methods of Knowing Introductory/ principles as currently applied in public-policy dis- R. Davis Intermediate cussions and professional practice. Considerable at- In recent years we have become increasingly tention will be given to critiquing the adequacy of aware of the limits of theories, perspectives and these principles and to exploring options for the in- techniques which were previously entertained with- troduction of criteria of quality of life and broader out qualification. Every claim to knowledge depends values into public-decision processes. Examples will upon a methodology of inquiry with presuppositions be drawn from medicine, environmental and ecologi- and restrictions which leave their mark upon the re- cal affairs, and foreign policy. sult. Beyond purely cognitive factors, inquiry and in- terpretation may be systematically affected by The Developing World consideration of such factors as technology, eco- P. DuBois nomics and social structure. "Methods of Knowing" This is a course on international political and eco- will comprise an examination of various concepts of nomic realities. The entire world, not just the poorest human understanding-its means and its origins. parts of it, is "developing" and evolving. Some of the Topics discussed will include scientific methods and topics we will consider are: the nation-state system mystic-intuitive, rational-formalistic, religious, com- and the nature of power; the roots and dynamics of monsensical and skeptical perspectives, considered the east-west struggle; the struggle over colonialism; with respect to various individual and socially forma- the contemporary north-south struggle; the military tive elements. struggle for power; the economic struggle for power; United States foreign policy; African, Asian and Latin American variations on development; models of the future of the third and fourth worlds; models of the future of world order and peace. Two large case stu- dies will serve as examples and guide our discus- sions of these many topics; the search for peace, 51 particularly through the control of nuclear weapons, Third-World Development: and the struggle against hunger. Students will write a An Intensive Case Study paper and focus their reading on one or more of the P. DuBois above topics in order to gain a deeper understanding This course will be an intensive case study of a of an interesting and challenging topic in American third-world country (probably Jamaica or Haiti). We foreign policy, third-world development, or nuclear will study its history, culture, politics, agriculture, disarmament and the development of peace. Stu- economy, development plans, education and public dents will also study and/or participate in one agency health systems. At the end of the term the class will or organization concerned with one of the above top- fly to that country for two weeks of seminars with var- ics. Class discussions will focus on the broad themes ious ministers of the country, U.S. embassy person- in world development, and students will contribute nel, farmers, industrialists, trade unionists, members their developing expertise to our group learning. of the political opposition, etc. We will visit several cities, the surrounding countryside and agricultural Community Organizing and holdings as well as historical and archeological sites. Mobilization P. DuBois Making Things Happen: This course will examine the principles and suc- Administration and Management cessful practices of local, grassroots efforts to influ- P. DuBois ence public policy. We will learn from case histories This course is recommended for anyone who and visitors, who do this sort of work, why they suc- wants to organize an agency, program, project or or- ceed (and fail), and we will consider several theories ganization or who wants to be effective in working of organizing focused on the women's, civil rights, with or without other people on any task; it is con- antinuclear, and environmental movements. What cerned with the basic tools of management and ad- are the similarities, differences and lessons we can ministration. Students will learn how to plan, draw from these efforts? What skills do we need to be organize, implement the plan, evaluate its success more effective in mobilizing ordinary citizens to join and manage other people in accomplishing the pro- these struggles? And in a more theoretical sense, ject's goals. These are necessary basic administra- what do Alinsky, Chavez, Gandhi and King have to tive skills. teach us about the 1980s? Environmental Journalism Intermediate Policy Making and Analysis G. Hansen P. DuBois The purpose of this course is to learn to write and Public policy is the product of our legislatures, market articles on environmental subjects. To enter courts, governors and presidents. We will learn how the course, a student must already have established and why it is formed, what influences its formation, his or her writing competency. Students will work on how it is implemented, how one analyzes, evaluates developing a clear, to-the-point prose style that and influences it. We will also study cases in envi- communicates effectively to a nontechnical au- ronmental preservation, urban policy, foreign policy, dience. They will also identify specific environmental health care and public policies chosen by partici- subjects and their appropriate audiences. They will pants in the course. Both public and private models then identify markets for these subjects and develop of choice and decision making in politics and gov- methods to sell their articles to these markets. ernment will be analyzed. Basic Writing Leadership Skills A. Kozak P. DuBois This course is designed for those students with se- This is a skill development course that will teach rious writing problems and will cover choosing a students how to analyze groups and their stages of topic, narrowing it, organizing it and developing it development, how to influence organizations, how to coherently. Initially the assignments will be short (1 communicate honestly and assertively and how to or 2 paragraphs) and will be based on students' expe- resolve conflicts. The three major themes of the riences. As students become more confident and course are group analysis, group dynamics and proficient, the assignments will lengthen and may be stages of group development, communication (in- based on more general subjects. The amount of cluding listening) skills and interpersonal conflict resolution. 52 grammar taught will depend upon the individual Performance and Literature Intermediate/ needs of the students; peer tutoring in the Writing F.L. Kuan Advanced Clinic will be available for those students who want The course will survey the major piano composi- to supplement classwork in grammar, punctuation tions, art songs and chamber works of one or two and spelling. Students will have weekly conferences composers selected by the class (for example, and will keep a journal. Mozart and Schubert). Compositions chosen by the students for performance will be analyzed in class, Technical Writing Intermediate and weekly lessons will be given to prepare students A. Kozak for performance. Permission of the instructor is This intermediate-level course teaches students to required. write clear, precise and unambiguous memos, re- ports and longer papers. The approach is an inter- Women in Transition: Backgrounds Introductory disciplinary one; the students and I will work closely S. Lerner with the appropriate faculty to insure the accuracy of In the first part of the term we will refer to myth, the material. This course is useful to those students evolution, psychology and history as a means of un- who have data they must communicate effectively derstanding the origins of gender divisions in our and concisely to specific audiences. Prerequisites: world. In the second half we will concentrate on liter- an introductory writing course or permission of the ature, especially fiction, to see how art has absorbed instructor. and revealed values of the time. Students will be asked to write frequently, with opportunity to rewrite. Introduction to Music Introductory I hope we will be able to make a "collection" from the F.L. Kuan class work. Readings include: The Descent of This course introduces the basic vocabulary of Woman, Morgan; Women's Mysteries, Harding; The music, elementary theory and techniques of listen- Mermaid and the Minotaur, Dinnerstein; "Man is to ing. The class also surveys the development of style Culture as Woman is to Nature," Ortner; Evelina, in the music of the medieval, renaissance and ba- Barney; Persuasion, Austen; Jane Eyre, Bronte; and roque periods. In their piano or voice labs students selected writings of Virginia Woolf. will apply theoretical knowledge to music making. Women in Transition: Action Intermediate The Romantic Composer and Nature Intermediate S. Lerner F.L. Kuan In this course we will spend the first part of the For the romantic composer, a kinship was felt be- term examining such general and provocative con- tween the inner life of the artist and the life of Nature cepts as love, work and identity by reading selected so that Nature became a refuge as well as a source of twentieth-century poetry, plays and novels. In the inspiration. Almost every composer of the romantic rest of the term we will work on developing our ideas era wrote programmatic music about Nature. Some into forms other than analytical, written papers; of the Nature pieces we will survey include theater pieces, dialogues and radio plays are some Beethoven's Pastoral Symphony, Mendelssohn's possibilities. Prerequisites: None, but Women in Overtures, Schumann's Rhenish and Spring Sym- Transition: Background is strongly recommended. phonies, Berlioz and Liszt's S Symphonic Poems, Weber and Wagner's operas, and Debussy's and R. Literature of Androgyny: Wholeself Introductory/ Strauss' symphonic sketches. Diatonic and chro- S. Lerner Intermediate matic harmonies needed to understand romantic This is a reading, writing and discussion course in music will also be studied. Prerequisite: Introduc- which we will look at the principle of androgyny and tion to Music or equivalent theoretical background. consider whether it is a model for human ecologi- cally based behavior. We will start by reading selec- tions from Plato, Jung, Horney and from Readings Toward a Psychology of Androgyny, Kaplan and Bean, eds. Later we will read novels in which indi- viduals appear who may be characterized as androg- ynous and novels in which no such people are 53 present. We will attempt to understand how this Environmental Studies Introductory principle influences the overall form and merit of a S. Mehrtens et al. book. Authors whose work we will read include Perhaps the most basic course at COA, this fresh- Woolf, Hemingway, Lawrence, Lessing, Piercy and man level introduction to Environmental Studies Gardner. Three papers will be required. seeks to expose students to a diversity of fields and faculty subsumed under the heading of "environmen- Women's History and Literature Intermediate tal studies." Consisting of 30 class sessions (20 meet- S. Lerner/S. Mehrtens ings of 75 minutes each plus a weekly 75-minute lab), This intermediate level, team-taught course com- the course hosts 12-18 guest lecturers speaking on bines literature and history to delineate women's scientific, philosophical, economic, psychological, roles, attitudes and lifestyles in several periods. Em- historical, religious, feminist, literary, artistic, aes- phasis will be on integrating historical reality and li- thetic, legal, political and anthropological aspects of terary perceptions of women's identity. While early human involvement with our environment. Conti- periods will be noted, the last 150 years will receive nuity is maintained in readings, guest lectures and attention in depth. Readings may include Flexner, discussions by close interaction between the organ- Mary Wollstonecraft, Dash, A Life of One's Own, and izing teacher and the students. The readings, varying Ruddick and Daniels, Working it Out. There will be each year, are drawn from the basic corpus of "class- films and a series of short papers. ics" in human ecology, many suggested by the guest speakers. The readings will include, among others: The Nature of Relationships Nash, Wilderness and the American Mind; Schu- in Fiction Intermediate macher, Small is Beautiful; Rich, Of Woman Born; S. Lerner Hyams, Soil and Civilization; Yergin et al., Energy Fu- In this course we will read seven novels in which ture; Spring, Ecology and Religion in History; Storer, couples figure predominantly. We will consider the The Web of Life. In addition, there are movies and connection between the form fiction takes and field trips throughout the 10 weeks of class. changes in cultural patterns. We will examine arche- types, androgyny and sex roles. Including the per- Issues in American History Introductory spectives of biology, psychology and anthropology, S. Mehrtens we will analyze how people interact to create ten- This basic course explores various aspects of sion, resolve it and give meaning to their lives. D.H. American history, particularly as they relate to ecol- Lawrence, Virginia Woolf, Doris Lessing and Vladimir ogy, e.g., the history of land use, attitudes toward Nabokov are several authors whose books we will wilderness and the environment, the rise of American read. Students will write frequently and possibly do technology, American urban history. No prerequi- projects. sites. Contemporary Literature Intermediate Medieval History Intermediate S. Lerner/S. Eliot S. Mehrtens This is an intermediate level reading and discus- A course that seeks to dispel the myth of the Mid- sion course which focuses on the work of such con- dle Ages as the "Dark Ages," this ten-week study temporary authors as Marge Piercy, John Fowles, focuses on the highlights of medieval culture- Margaret Atwood, John Gardner, Ursula LeGuin, political, educational, social and economic-to illus- Ann Beattie and John Updike. The purpose of the trate the rich heritage we have received from this course is joint consideration of new or recent works 1000 year-long period. Particular emphasis is given by authors whose fiction-and criticism, where to tracing themes of interest/relevance to human appropriate-is particularly concerned with prob- ecology. Each time the course is offered (every 3-4 lems of the human condition, intimate relationships years) the class hosts a medieval feast for the COA and the quest for identity. At least one previous community. There are no formal prerequisites, but a college-level literature course is strongly recom- general familiarity with European history is desirable. mended. 54 Oral History Intermediate Experiencing the Depression: S. Mehrtens Suffering in the 1930s and the 1980s Intermediate Each time this course is offered (every 3-4 years) S. Mehrtens the basic theme is training students in oral history techniques, centering around a theme which This hands-on field-oriented course uses oral his- changes with each offering. The course has a large tory interviews with the generations familiar with the hands-on field component. Topics include: the his- 30s Depression to make the 1920-1940 era come alive tory of Mt. Desert Island, the COA community, one's for us and to provide parallels to our present circum- family's history, the maritime history of Maine, stances. The sorts of topics we will consider include: women's history, etc. Students are encouraged to the state of mental and physical health in both dec- suggest themes. Readings are drawn from the classic ades, the ways families coped and cope, the impact guides to oral-history techniques, supplemented by of minorities, the political leadership in both periods, books pertinent to the current theme. There are no and forms of entertainment/diversion people devel- formal prerequisites, but a general familiarity with oped then as compared to now. To evoke the times, American history is desirable. we will study Studs Terkel's Hard Times: An Oral His- tory of the Great Depression, Woody Guthrie's bio- Local History Intermediate 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 explores the immediate locale of COA, in 1930 and 1980 by reading Galbraith's The Great with special emphasis on the coastal history of the Crash in conjunction with Henderson's The Politics region. It is a hands-on field course, requiring many of the Solar Age. In the concluding sessions of the field trips to museums, sailing experience with lob- course, we will consider such questions as "How can stermen, scallop draggers and aboard a replica of we make it to the 1990s?" "Do we need a war to pull Slocum's Spray, a nineteenth-century yawl. Read- us out of our depression?" and "How do we, as indi- ings include Rowe's The Maritime History of Maine, viduals, respond to widespread economic difficulty?" Clark's bicentennial history of Maine, Morison's His- No prerequisites. tory of Mt. Desert Island and others. Prior familiarity with American history is helpful, but not required. History of Environmental Studies Advanced S. Mehrtens Sailing Introductory This course draws on a wealth of disciplines to ex- S. Mehrtens amine the evolution of our twentieth-century interest Offered infrequently, this course introduces stu- in the environment. Both early and recent origins of dents to both the theory and practices of sailing. As ecology are covered, using Oriental and Western weather permits, students will sail boats of various sources. Emphasis is given to the last 200 years, es- rigs and sizes and will learn the basic tacks, tech- pecially in the recent scientific advances since niques and safety practices. In inclement weather, Kaeckel's creation of "oekologie" in 1869. The politi- class work considers the theory of sailing, aerody- cal, social, economic and cultural aspects are consi- namic principles (e.g., the centers of gravity and lat- dered in readings from Kropotkin, Leopold, Spencer, eral resistance, etc.), marlinespike seamanship and Muir, etc. While there are no prerequisites, environ- the rules of the road. One text and several paper- mental studies, ecology and historical legacies are backs are used as well as CG-169 (Colregs '72) and recommended. pamphlets on boating safety and marlinespike sea- manship. Students who take this course must be Historical Ecology Advanced prepared to invest considerable time in the required S. Mehrtens et al. fieldwork (1-2 afternoons each week and 4-5 week- This course illustrates how ecological principles ends) since the only way to learn to sail is by actual have operated in human cultures (both Western and hands-on sailing. There are several tests, both writ- non-Western) over the past 5,000 years. Anytime the ten and practical. Prerequisites: algebra/trigonome- course is given, only a small portion of the field will try; calculus is strongly recommended. be covered. Some topics might include: ecological succession in the long-lived cultures of China and Rome, the evolution of languages, time and the 55 psyche, ecosystem interdependencies in trade, diet Public Policy: The Philosophy and agriculture, population biology and attitudes to- of the Constitution Intermediate ward women, and ecologically destructive practices D. Meikeljohn through time. Readings are drawn from many disci- This course studies readings in Supreme Court plines, reflecting the teachers' interests and em- decisions on civil liberties, property rights, separa- phases. tion of powers, civil rights and other contemporary issues as well as essays by Locke, Rousseau and J.S. Geography and Cultural Evolution Advanced Mill. Students are asked to criticize the Court's deci- S. Mehrtens et al. sions and to undertake the formulation of their own One topic in ecology, adaptation, is treated in this philosophy of the Constitution. They are asked also team-taught course. We open with a review of geo- to write two short papers and one longer paper ana- graphical basics, then turn to consider various adap- lyzing and criticizing the opinions of the Supreme tive mechanisms (e.g., technology, value systems, Court and the philosophers, or on other authors and etc.) that cultures have developed in response to en- topics in political theory. vironmental challenges. Different cultural concepts of space, orientation systems, notions of regionalism Writing Seminar II Introductory and nationalism and the dynamic interaction of cul- R. Weiner/R. Chester tural traditions with the natural environment are This course is a continuation of Writing Seminar I prominent themes. Readings vary based on the inter- and examines more sophisticated methods of exposi- ests of the participating teachers. tion as well as effective argument and persuasion. If there is student interest, it will also review writing Greek and Latin Tutorials term papers. Students will write weekly themes and S. Mehrtens have regular conferences with the instructor. Pre- Introductory Latin requisites: Writing Seminar I or the equivalent or Intermediate Latin permission of the instructor. Advanced Latin Love, Sex and Satire Introduction to the Legal Process Introductory Introductory Greek Visiting Faculty Intermediate Greek Those students with requisite interest and fortitude Advanced Greek will be initiated into the mysteries of the law by local Homer attorneys. Case studies and topics from the respec- The New Testament tive areas of expertise of the attorneys will provide an introduction to the adversary system, the legal pro- Public Policy: Congress cess and the many contexts in which legal controver- and the Presidency Intermediate sies unfold. Topics will range from environmental law D. Meikeljohn controversies at the national level to family, juvenile This course focuses on readings that discuss the and criminal law matters at the local level. Evaluation adequacy of American public policymaking by the will be based upon three take-home exercises requir- Congress and the President. The first half of the ing legal analysis, class presentations and a legal re- course will consider criticisms of the American polit- search project of the student's choice. Ample ical process as found in such essays as those by opportunity will be available for research at the Han- Woodrow Wilson and Walter Lippmann and in cock County Law Library, visiting the local courts in Theodore White's account of the Nixon Presidency; action and assistance with specialized topics and the second half will consider some specific public- projects such as the Penobscot Indian Court, media- policy problems such as foreign policy, inflation and tion and juvenile court. foreign aid. Class proceedings will consist of discus- sion and appraisal of the readings, and students will be asked to write two short papers and one longer paper on problems presented in the course or related problems of their own choosing. 56 Land Use and Real Estate Law Intermediate Shakespeare Intermediate Visiting Faculty Visiting Faculty This is an intermediate level course exploring the This intermediate level reading and discussion reach of government power in the regulation of land course concentrates on several of Shakespeare's use, including the scope of police power, the public plays and on critical and aesthetic responses to trust doctrine and eminent domain. In addition to them. For example, consideration of The Tempest treating the law of zoning, subdivision control and includes not only the play itself but such works as regulation of ordinary landscapes, the course also Browning's Caliban Upon Setebos and the film covers the law of extraordinary estuarine, palustrine, Forbidden Planet. Plays include The Tempest, lacustrine and fluviatile waterscapes including the King Lear, Romeo and Juliet, A Midsummer Night's law of coastal wetlands and tidelands, great ponds, Dream, A Winter's Tale and Hamlet. This is not adjacent marshes, swamps, bogs, heaths, streams, a Shakespeare survey course; some familiarity with rivers, and lotic and lentic environments. Topics in Shakespeare's work is assumed. traditional real estate law such as ownership, deeds, recording and easements will also be covered. War: Aesthetic Response Course materials will include case law, reprints of ar- to Armed Conflict Intermediate ticles and a host of publications collected from state Visiting Faculty agencies. For their course projects, students will par- Offered as a complement to courses in peace stu- ticipate in a research project and report. Field trips to dies, this course examines ways in which artists have the "wildlands" and to the Hancock County Law Li- responded to large-scale human conflict, from The brary for legal research will be included. Iliad to Apocalypse Now. Included are works of liter- ature (Shakespeare, Arnold, Brooke, Remarque, Moral Fiction Intermediate Heller and others), music (Beethoven, Tchaikovsky, Visiting Faculty Rodgers, Britten) and film (The Last Valley, Grand John Gardner's On Moral Fiction provides the Illusion, Dr. Strangelove, The Train). This interme- point of departure for this reading and discussion diate-level course, open to students who have had at seminar. "True art is by its nature moral," he says; "it least one college literature course, is run as a discus- explores it clarifies and confirms." The course fo- sion seminar; students take responsibility for leading cuses on writers chosen by students, including one or two class discussions and write three papers Gardner, John Fowles and Ursula LeGuin. Sched- during the term. uled readings include Freddy's Book, Daniel Martin, The Ebony Tower, The Left Hand of Darkness and se- lected criticisms. About 200 pages of reading per week, plus 3-4 papers. Students are expected to con- tribute to each other's learning and to help determine the direction of the class. Isolation Intermediate/ Visiting Faculty Advanced This intensive reading and discussion course con- siders Paradise Lost, Frankenstein, The Mayor of Casterbridge, Moby Dick, Victory and selected po- etry by Hardy, Frost and Byron. The primary focus is on the "self," the individual isolated by choice or circumstance from nature and society; the primary method is close textual analysis accompanied by subjective interpretation. Students are evaluated on in-class presentation, class participation and four pieces of written work. 57 Human Studies Core Courses The core courses focus on aspects of the contem- sider questions such as: What is community? What porary human condition without limiting course con- motivates people to aggregate and interact? What is tent to narrowly defined subject matter or a specific the most effective setting and scale for interaction historical period. The challenge of the core course is and how can the individual be protected while main- to blend ecological concerns with classical humanis- taining the group's solidarity? In the final weeks we tic studies. The courses are taught by teams of three will use a more experiential approach to learning faculty with twenty to thirty students in each. about community: using communication skills, we will attempt to analyze and improve on the interac- tions at COA. Readings will include: Reed, Woman's Evolution; Fox, Kinship and Marriage; Jacobs, Death Value and Life of Great American Cities; Slater, The Pursuit E. Beal, R. Davis, S. Lerner of Loneliness; Bettelheim, Children of the Dream and Jewett, Country of the Pointed Firs. "Value" is an examination of the nature and origin of human values, with attention to the content of dif- Consciousness I fering specific values and type of value. Readings R. Borden, W. Carpenter and lecture meetings will follow an historical format, proceeding from a sociobiological examination of This course uses readings in literature and psy- value-like phenomena in other animals and in "primi- chology to study the process of human thought and tive" human groups, through a cross-cultural compa- perception on both conscious and unconscious lev- rison of religious and classical humanistic values in els. It begins with physical perceptions of the body Mediterranean, Chinese and Indian civilizations. We and the external world, then studies the development will then concentrate upon the European tradition of consciousness in the individual and in the species. from the late middle ages through the present. With Next the course traces the parallel development of the exception of an introductory discussion of value the unconscious psyche, using both conceptual and theory and sociobiology, differing conceptions of fictional readings; finally we will consider "alterna- value (e.g., religious, aesthetic, legal, economic, etc.) tive" views of consciousness: Oriental, split-brain as they emerged historically are discussed relative to theory, abnormal behavior, occult systems and the the concrete values and events of their day. structure of the primitive mind. Readings: Joseph Throughout the term, we will be examining the con- Campbell, "Buddhist India"; Gregory, Eye and Brain; troversy between those who hold that values repres- Joyce, Portrait of the Artist as a Young Man; Erikson, ent an original "ideological" factor in human life and Childhood and Society; Piaget, Genetic Epistemol- those who hold that values may be reduced to func- ogy; Sylvia Plath, The Bell Jar; Jung, Man and tional responses to necessary conditions of the phys- His Symbols; Kesey, One Flew Over the Cuckoo's ical environment. Nest; Dostoevsky, Notes from the Underground and Ornstein, The Psychology of Consciousness. Community J. Carpenter, P. DuBois, S. Mehrtens "Community" proposes to introduce students to Four new interdisciplinary courses will be offered in some of the classics in the humanities while present- 1982-83: Order, Creativity, Technology and Energy. ing a basic theme in ecology, i.e., the diversity of liv- At the time of printing, course descriptions were not ing communities and the wide variety of forms in available but will be furnished upon request. their interactions. The course is arranged topically, opening with some definitions of community, then examining some types of primitive communities and proceeding to classical utopian models. Finally, the twentieth century as it expresses itself in urban crisis and personal alienation will be contrasted to recent community building experiments such as the kibbutz and commune. Using humanistic, anthropological, social science and design perspectives, we will con- 58 Independent Study Whenever students' needs cannot be met through courses or workshops, students may initiate independent studies and tutorials 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 Island Landscape Architecture-the Balance between Manmade and Natural Elements Preliminary Design for a Residential Solar House Feasibility Study of a Sawmill for the COA Community Foundations of Political History A Computer Study in the Biomechanical Analysis of Animal Locomotion Development of an Interpretive Resource File for Mount Desert Island Oceanarium Photography: Portraits and Landscapes Parasite Testing for Sheepbreeders Advanced Creative Writing Language Studies 59 Workshops At COA, workshops provide students with used extensively throughout the term, with ac- the opportunity to pursue a specific problem or tive participation emphasized. The goal of the issue which is outside of the regular academic workshop was to winterize the existing struc- curriculum. Workshops can be generated by ture and move toward the completion of a year- either students or faculty members, and partic- round, solar greenhouse. ipation in a workshop is a requirement for graduation. This experience is intended to de- Peace Studies Workshop velop students' abilities to deal with concrete problems and to aid students in learning how This workshop had two objectives: to re- to work cooperatively and effectively in a team search and plan a curriculum for COA in effort. Often, COA workshops make significant "Peace Studies and Global Ecology" and to de- contributions to the college and to the larger velop several related public outreach activities. island community. Workshop members read and discussed four- six works which provided an overview of cen- tral issues in Peace Studies. In addition, each Draft Horse Farming member researched a special subject area of Workshop potential import to the curriculum: concepts of deterrence, disarmament proposals, SALT, the The purpose of this workshop was to look at European peace movement, international con- all aspects of farming with draft horses and de- siderations of human rights, relationships termine if it is, in fact, a viable way to farm. Our between arms production and economic well- focus concentrated on researching draft horse being, relationships between violence toward farming through working and talking with draft people and violence toward the environment, and Civil Defense and nuclear medicine. The horse farmers and reading existing literature on the subject. Each member of the workshop public outreach efforts included public infor- researched and wrote a final paper on different mation activities for the summer and next year, aspects of draft horse farming. This series of the purchase of materials for a peace studies final papers will be compiled into a handbook resource center, and establishing ties with for persons interested in learning about farm- peace and peace-studies groups elsewhere. ing with horses. Our activities included: meet- ing twice a week for discussions and class Acid Precipitation presentations, field trips to active farms, guest Workshop lectures and readings primarily from the Small Farmer's Journal and the Draft Horse Primer. This workshop assessed the problems of and potential solutions to acid precipitation from scientific, educational, political, economic, Greenhouse Workshop social and legal perspectives. Each student researched a different aspect of acid precip- The Greenhouse Workshop was an opportu- itation and synthesized his/her research into nity to incorporate technical skills such as a paper and presentation. These individual drafting, solar calculations and structural de- projects were edited into a larger, multi- sign along with hand skills such as carpentry, perspective booklet on acid precipitation. The plumbing and masonry into the actual renova- workshop presented the library with a collec- tion of an existing greenhouse structure. tion of periodicals and other literature, includ- Group planning and decision making were ing a bibliography. 60 Internship Internships are work experiences which Environmental Science allow students to apply their knowledge and skills, develop new skills and clarify future David, a field research assistant in ornithology, goals. As part of our special emphasis on ap- compiled ecological data on Roseate Terns in Buzzards Bay, MA, and studied the feeding behav- plied learning, the college awards academic ior of Northern Phalaropes in Passamaquoddy credit for an internship and includes its com- Bay, ME. pletion as a degree requirement. Internships last anywhere from ten weeks to one year, and Donna reconstructed the skeleton of a 65-foot fin- back whale at the Ontario Science Center in To- some students have spent them in as many as four different work environments. Several ronto and interpreted the process for visitors to the museum. graduates have returned to their internship sponsors for postgraduate employment. The Steve spent three months studying green turtles on Internship and Career Services Office main- an isolated beach of the Galapogos Islands for the Charles Darwin Foundation. tains an active file of organizations and job contacts while individual and group counsel- Marti directed a teenage work crew for the Twin ing helps students find internships that are ap- Cities Tree Trust in Minneapolis. While developing propriate to their career interests and needs. and preserving attractive urban landscapes, the Trust provides job training for teenagers. The following examples demonstrate the va- riety of experiences available through the in- ternship program. MORY 61 Julian was employed by Acadia National Park as a Public Policy ranger and naturalist on Isle au Haut, a small island off the Maine coast. In addition to monitoring the Ben researched municipal financing of alternative use of the area, he instructed people on the ecol- energy projects and energy conservation efforts as ogy of the island. an intern with the Institute for Local Self-Reliance in Washington, D.C. Tom learned cooperative farming techniques on a small organic farm in Rockport, WA, and assisted Amy, a staff volunteer for Greenpeace in Copenha- in the design and construction of a solar potato gen, Denmark, worked on their policies concern- storage shed, a project funded by the National ing nuclear energy and whaling. Center for Appropriate Technology. Suzanne as a public relations research intern with Call for Action in New York City helped senior citi- Environmental Design zens to redesign and renovate their living spaces and to organize food cooperatives and shopping Debka transformed a vacant lot into a park and trips. playground for the Eleventh Street Movement, a neighborhood development group on the lower East Side of Manhattan. Writing and Literature Peter was involved in building a passive solar heated home in Buena Vista, CO. He participated Ray worked for four months on the Cornucopia in site planning and excavation, foundation work, Project for Rodale Press in Emmaus, PA. He re- framing and finish carpentry. searched and wrote a study on food production in Maine as part of the press' nationwide research on Andrew, an apprentice with Paolo Soleri in Ari- agriculture practices and policy in the United zona, developed skills in cement form construc- States. tion. Bethany as a staff writer and graphics assistant for Kim, employed by both the graphics and planning a cultural history publication, Salt Magazine, in departments of the Greater Portland Council of Kennebunkport, ME wrote documentary articles Governments, prepared maps for the Presumpscot on "downeasterners." River Development Project and inventoried recrea- tion facilities in Cumberland County for the Maine Kirsten in addition to managing a women's book- State Planning Office. store cooperative wrote and edited for a feminist newsletter in Seattle, WA. Matt and Rich both interned with the Solar Energy Research Institute in Golden, CO where they in- vestigated biomass densification and gasification. Jack, a design construction assistant for Design Plus in Lewiston, ME, worked on plans for a solar office building and for an urban renewal project for downtown Lewiston. Education Bob, a crew leader for a Youth Conservation Corps Camp at Eielson Air Force Base in Alaska, worked with white and native American teenagers con- structing and maintaining trails. Alison designed and coordinated a summer pro- gram for preschool children at the YWCA in Bar Harbor and worked in the play therapy program at the local hospital. Irene interned as an assistant teacher at The Children's Center, a school for severely disabled children in Ellsworth, ME. 62 Senior Project The senior project is a major piece of inde- The Soviet Threat: How Belief in Soviet Expansionism pendent work which is the culmination of a Influences U.S. Politics student's program at COA. The following is a Spirals: Application of a Wave Equation list of recent senior projects. Research on the Stimulation of Oocytecumulus Cell Complexes by Follicle-Stimulating Hormones in Mice at the Jackson Laboratory History of Proposals to Harness Tidal Power in Passamaquoddy Bay Reconstruction of the Turrets Formal Perennial Garden Changing Roles: A Study of Women in Maine Teaching Reading and Math to Sixth Graders A Study of Estuary Legislation Developing a Field-Oriented Science Curriculum for Fifth Graders Organizing a Community Energy Center The Relationship of the Aesthetic Order to the Moral Order in Whitehead's Philosophy Evaluating Solid Waste Disposal Options for Mount Desert Island A History of Technology from the Renaissance to the "Me" Generation Student Fellow Teaching: Political Ecology Exploring Alternative Methods of Teaching Anatomical Sciences to Children Multiple Sclerosis: An Examination of the Treatment of Chronic Disease Designing and Planning an Arboretum An Inquiry into the History of the Mills and Workers of Lawrence and Lowell, Massachusetts Study of a Population of Black Guillemots at Kent Island, New Brunswick Creativity in Theory and Practice Exploration in Writing, Illustrating and Publishing Bird Rehabilitation and Ornithological Life-Drawing Literature for Children on Sanibel Island, Florida Coastal Geology: Beach Changes at Sand Beach, Humpback Whale Dorsal Fin Catalogue Acadia National Park Design of Residence Suited to Specific Health Report of the Gulf of Maine Whale-Sighting Network Problems for 1978-1981 Metabolic Cost of Flight in Birds Trained to Fly in a A Comparative Guide to the Dissection of Wind Tunnel Odontocetes Redesign and Retrofit of a Farmhouse in Mabou, An Examination of Wilderness Therapy Nova Scotia Mass Psychology: Manipulation or Education? Shade Tree Inventory and Tree-care Plan for COA A Plan for Small-Scale Farming in Maine Campus Measuring the Successional Trends of Vegetation Following a Fire on Seal Island, Knox County, Maine Study of Plant Use Heritage of Micmac Indians in New Brunswick 63 Who We Are versity of Rhode Island. For two years he stud- ied whales off the coast from North Carolina to Nova Scotia. The data was used by the Bureau of Land Management in its Environmental Impact Statement for offshore oil develop- ment. "I logged over 1500 hours conducting aerial research. After a time I was promoted to chief scientist for the research aircraft con- ducting the main surveys off the coast. My responsibilities included making scientic deci- sions in the field and directing the efforts of all the people on the aircraft. While at URI, I Greg Stone improved my scuba diving skills and reached Greg Stone arrived at College of the Atlantic the instructor level. Since returning to COA, I a year and a half after graduation from high team-taught a scuba diving course at the 'Y' school. During that interim he traveled, taught and sponsored independent studies in research marine ecology and did volunteer work for diving." outdoor education and environmental groups. Returning to COA in the fall of 1981, Greg What finally attracted him to COA was the still appreciated the opportunity to work marine science program, the college's location closely with students and professors. "Because and the academic freedom enjoyed by stu- of my field experience in marine research, I dents. Initially the college's human ecology focus had little significance for Greg. "When I realized how important and how enjoyable it came here, I had an interest in human nature, was to branch out into areas like public policy, literature and underwater photography." but no real understanding of what human ecology was. That understanding evolved Before going to graduate school in oceano- slowly and now influences many aspects of my graphy, Greg will spend another year studying life including my approach to marine studies. the population and ecology of the right whale Studying the ocean should not be an end in in the lower Bay of Fundy. This project, spon- itself. We must always ask ourselves how sored by the New England Aquarium, will marine problems affect humans as well as gather data to assess the impact of human relate to the overall quality of life." activities on endangered species. In the summer of 1977, Greg began working with COA biologist, Dr. Steven Katona and Allied Whale, a COA-based research group studying whales in the Gulf of Maine. He coor- Deborah Evans dinated the Mt. Desert Whale Watch, a job "In COA I found a college where I could which included supervising 20 volunteers as pursue my own individual educational pro- well as collecting and analyzing data on the gram," and for senior Debbie Evans that was distribution, behavior and general ecology of particularly important. With interests ranging marine mammals and seabirds. from farming with horses to writing for chil- Greg's work with the Whale Watch led him to dren, Debbie needed COA's flexibility and its a job as a marine research assistant in the support for students who design their own Graduate School of Oceanography at the Uni- programs. 64 While at COA, Debbie has taken courses and In addition to preparing a horse skeleton for pursued independent studies in agricultural COA's new natural history museum, Debbie economics, animal behavior, anatomy, marine designed anatomy games for children as part biology, writing, Shakespeare, photography, of her senior project. Debbie's affiliation with editing, drawing, and the local and oral history COA and the museum will not end at gradua- of Mt. Desert Island. tion. She plans to continue devising games for After interning on a draft horse farm in Brit- the museum and writing for children along with ish Columbia, Debbie returned to COA last developing an organic vegetable business- spring and under the aegis of the residency using horse power-on her family's 200 acre program coordinated a draft horse workshop farm in Tennessee. to introduce others in the COA community to Debbie's human ecology essay documents farming with horses. To complete her resi- her individualized program which includes dency requirements, Debbie assisted in a com- courses, residency, being a visiting student parative anatomy lab and pursued independent at another college and studying independent- studies in drawing, writing for children, and the ly. This unique combination enabled Debbie evolution and anatomy of horses. to grasp the essence of human ecology. As a follow-up to the draft horse workshop, "Through a long process of trial, questioning, Debbie is compiling, editing and illustrating a experimenting, confusion and support, I know manual which she hopes will be published by the kind of life I would like to pursue. The pur- the Maine Draft Horse Association. To achieve suit is tremendously exciting and this continu- this goal, Debbie spent the winter term learning ing growth and discovery of myself and my editing techniques and rewriting material pre- environment is human ecology." pared by students in the workshop. Debbie's interest in anatomy, and especially teaching anatomy to children, inspired her to write an article, "A Whale of a Jigsaw Puzzle" Glen Berkowitz about COA's unique marine outreach program, Glen Berkowitz came to College of the Atlan- Whales on Wheels. This program, which visits tic for several reasons, the most important schools and museums in New England, com- being the role problem solving plays in a COA bines a short presentation on whales with a education. "Although knowledge gained in the hands-on assembly of an actual minke whale classroom is vital to a good education, I think skeleton. The article will be published in the COA's emphasis in applying classroom knowl- 1982-83 Weekly Reader, a national children's edge to real world problems provides a more magazine. complete education than that found at most traditional schools." Glen took advantage of COA's problem- solving opportunities in his first year at the col- lege. As a final assignment in a 3-D design class, he and a fellow student worked on a de- sign for the renovation of the COA library which was subsequently approved and im- plemented. "I had full responsibility for each facet of the project. It was extremely rewarding to have taken all the theoretical knowledge I acquired in the design field and put it to practi- cal use." Courses in government, history and design helped Glen realize that the best outlet for his 65 many interests was planning and public policy. sion and to several other local government "When I first came to COA, I wanted to be a groups. The report has been well received and solar architect. My education expanded my his proposals are currently under considera- thinking and I started looking at cities and ask- tion by local leaders. ing myself how mass transit could be improved Glen will begin graduate study in public and how skyscrapers could be made more policy at Harvard's John F. Kennedy School of energy efficient. These were the kinds of things Government this coming fall. He feels his edu- that captured my imagination." cation in human ecology has been excellent After an internship as a legislative assistant preparation for advanced studies dealing with in Congress and a semester as a visiting stu- the complex policy questions he wishes to ad- dent at MIT, Glen returned to COA to under- dress. "I want to take the insights offered by a take his senior project. True to his philosophy human ecological perspective and learn how to of combining the theoretical with the practical, apply them to public sector issues that cry out he focused on the problem of solid waste dis- for definition. My education here has helped posal on Mt. Desert Island. "The island has to me to see the causes of our problems, not just resolve its solid waste problem. I wanted the symptoms." 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 local high school and apprenticed with a wooden boat builder. "I learned more about bi- ology, physics, mathematics, history and edu- 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 a senior project that would help college- have the freedom to learn in my own way." community relations as well as teach me Catherine entered COA in the fall of 1979. planning skills." With wide-ranging interests in biology, draw- In the summer prior to his senior year, Glen ing, boat carpentry and education, she took evaluated six different waste disposal options courses in invertebrate zoology, environmental open to the local communities. By the end of chemistry, animal behavior, marine biology, the fall term he had produced a 30 page report forest ecology and functional anatomy as well evaluating the cost, reliability, acceptability as in natural history drawing and education. By and environmental impact of each. As part of organizing and administrating a workshop to his project, Glen presented his findings to the construct an 11-foot Whitehall sailboat, she Hancock County Regional Planning Commis- expanded her skill in boat carpentry. 66 Bruce Friedman Like many COA students, Bruce Friedman transferred here from a more traditional school because of COA's social/environmental focus. After two years as a business and accounting major at Northeastern, Bruce enrolled in a solar installation program at the New England Fuel Institute. This sparked his interest in solar technologies. "When I came to COA, I planned to study solar and other alternative energy design con- cepts. It soon became apparent that this per- ception was too narrow, so I broadened my view to include not only man's relation with his immediate physical environment but also the physical relationship with others in terms of a societal arrangement. In other words, the de- sign of a comfortable environment for people is more than the construction of a pleasing While taking anatomy in the spring of 1981, space. It must also incorporate comfortable Catherine was introduced to Whales on social, political, economic and technological Wheels, COA's traveling marine education out- systems." reach program which combines a presentation During his two years at COA, Bruce ex- on whales with the hands-on assembly of a panded his concentration to include environ- minke whale skeleton. The program provided a mental economics as well as design and in this unique opportunity for Catherine to relate her way incorporated his earlier study. "At COA my biology and education backgrounds in a prac- studies have not only reinforced my belief that tical way. Together with another student, she dependency on nonrenewable resources is the presented Whales on Wheels to elementary basis for most global conflict but they have and high school students as well as adults from also enabled me to devise an ideal socioeco- Washington, D.C. to northern Maine. nomic scheme I call 'economic democracy,' During her senior year, Catherine coordi- which is founded on the principle of a decen- nated Whales on Wheels and developed a tralized economy based on locally produced marine mammals curriculum for use by ele- mentary and secondary school teachers. She also worked on preparations for a summer nat- ural history museum at COA which she will coordinate after graduation. 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 history, I hope to foster a better understanding of the interrelationship between all biological creatures and their environment." 67 and marketed goods and services wherever Maria's application sparked COA's interest possible." Such a philosophy fosters self- too, for in it Maria wrote, "As a Latin American I reliance and self-sufficiency. am conscious of our need to reconcile our cul- Three projects enabled Bruce to try out the tural and technological underdevelopment idea of locally produced goods and services. with the rapidly increasing industrial growth As an intern with Lombardo and Associates of which causes us to misuse and waste our abundant resources. I believe COA wants to Boston, Bruce helped to design a waste water system for a small town in upstate N.Y. A large educate individuals with the ability to create al- greenhouse sustains an aquaculture system; ternatives that improve the relationships be- waste water filters through it and the compost tween human beings and their environment." it creates is used for methane-generated elec- To acquire that particular background and tricity as well as compost. education, Maria studied economics, political To fulfill his community service requirement systems, philosophy and sociology, but not at COA, Bruce organized a workshop to study from just a theoretical or textbook approach. In the thermal efficiency of the campus green- economics, for example, "we have been en- house. "We did a preliminary analysis of heat couraged to analyze the history of various eco- loss and redesigned the structure for greater nomic systems and I have been pushed to examine these ideas from a cross-cultural efficiency. We then gutted the building and did the actual work proposed in the study." The perspective." community gained more than just a new greenhouse. Bruce devised a new mathemati- cal technique for determining the amount of solar energy derived from an attached green- house. According to faculty member Harris Hyman, it is a "simple but elegant modification which enables engineers to produce radically new results." In his senior project, Energy Self-Sufficiency for Rural Maine Communities, Bruce con- cluded that self-sufficiency will not be realized without an energy coalition formed by the peo- ple, new building codes, land-use zoning, and more extensive use of wood. Bruce's future plans include living and work- ing in a small town where, by community From her studies and observations, Maria involvement, he can be involved in land-use realized there are many contradictions she planning and, by his business, he can design must resolve if she is to advocate policy and build energy-efficient structures. 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 Maria Vanegas my country does, and when that country wants Finding a COA catalog on a city bus in to be industrialized, frequently those in gov- Bogota, Columbia, Maria was intrigued with ernment and industry deny the need to develop the idea of attending a small rural college in the more careful and stringent resource manage- U.S. which emphasized human interactions ment. There is such natural abundance that with the environment. After receiving her ap- one cannot believe there are limits. Studying at plication, her intrigue changed to genuine COA has given me the knowledge and confi- interest. dence to propose ecological solutions." 68 To gain both practical and theoretical Paul is continuing to work for this firm while knowledge about economic and politcal inter- finishing his degree. national relations, Maria is planning an intern- "From COA I have gained a wealth of per- ship with the World Bank in either Montreal or spective and the confidence and knowledge to New York. Her senior project, A Study of Latin apply these perspectives." Paul's course work American Resource Management, will be a log- plus his internship experience has given him ical outgrowth of this internship experience. unique insights into human ecology and the "From my education in human ecology I am way he can apply a human ecological perspec- learning to direct all my experiences and tive in the future. "Human ecologists some- knowledge so that I'll be able to diagnose so- times shun technology, but they shouldn't. cial issues and propose humane solutions. I Small groups should use technology to bring hope to use my experiences to effect positive about positive change on a local as well as glo- change in Columbia since I foresee many bal level. In Maine, for example, satellite tech- changes taking place over the next ten years. nology could be used to manage forest and to There is a need for people with innovative ideas monitor water pollution. But we would gain and a strong sociocultural understanding of more than good forest management and water- economic factors." pollution control, because we would be view- ing Maine's forest and water bodies in relation Paul Grabhorn Paul heard about COA from a former COA student and a fellow crew member on a restored barkentine sailing vessel tracking humpback whales off the coast of the Domini- can Republic in 1977. "At the time I was very interested in whale interdynamics and particu- larly the role of song in whale group relation- ships. COA's strong program in the marine sciences prompted my applying for Fall, 1978." Shortly after his arrival at COA, Paul's inter- est in group relationships shifted from whales to humans. "In my first term, I took a course in to New England's, the United States' and the group process, and that charted the direction earth's ecosystems." Paul also feels an addi- I've followed ever since. I realized I was inter- tional benefit would be that the government, ested in people, not animals. It was the first businessmen, developers and environmental- time I had worked constructively in a group, ists would be working jointly in defining and and I became aware of my own ability to ana- resolving a problem; rather than being adver- lyze and influence group dynamics." saries, they would be collaborators. In addition to taking courses in psycho- As a consultant in conflict management, Paul drama, ethnography, the epistomology of law, hopes to bring environmentalists and techno- sources of invention, general systems theory, logical specialists together so that both not and humans in nature, Paul sought more effec- only realize the interdependence between tive ways to run meetings and solve problems human dynamics and the management of sys- at COA. He spent his internship working for In- tems but also actively work toward effecting a teractions Associates, a San Francisco-based synthesis between the two. consulting firm that applies group process and organizational theory to business problems. 69 the The Campus College of the Atlantic campus is located on chemistry and salt water laboratories and a 25 shorefront acres overlooking Frenchman's small chemical equipment room as well as an Bay on Mt. Desert Island, Maine. The college's herbarium, a solar woodwork shop, and design facilities include: and ceramics studios. Library The college library consists of 16,000 Boats The college owns two boats, the volumes and 240 periodicals. With the intro- Beluga and the Guillemot. The Beluga is a con- duction of the NELINET computer system for verted lobster boat which is used for marine interlibrary loan, COA students will have ac- related courses and marine mammal research. cess to libraries throughout New England. Stu- The Guillemot, a 34' sailboat, is used for dents also enjoy library privileges at the summer coastal studies. University of Maine, Orono. Gardens The college's one-acre vegetable Housing The college's five on-campus garden is certified by the Maine Organic houses serve 25% of the students. Entering Farmers and Gardeners Association. In addi- students have priority for campus housing. tion, there is a restored perennial garden and Most returning students live in off-season an herb garden of edible, ornamental and dye housing in the town of Bar Harbor. plants. Two solar greenhouses support the horticultural work on the campus during the Laboratories and Studios COA has biology, winter months. 71 Events and Activities Acadia National Park Located one-half mile original dramatic presentations. Pot-luck sup- from the campus, Acadia National Park offers a pers, musical get-togethers and informal reci- wide range of recreational activities. Mountain tals roundout the social dimensions of COA trails and carriage paths crisscross its 150 life. square miles while lakes and streams provide Other Events excellent swimming, fishing and canoeing. In the winter cross-country skiing, snowshoeing In addition to college and locally sponsored and ice skating are popular activities. An activities, the surrounding coastal area offers a agreement between the college and Acadia wide selection of cultural opportunities. Within National Park enables students to conduct re- a one-hour drive from Bar Harbor the following search within the park and to study problems are available: unique to Acadia. Hancock County Auditorium, Ellsworth: Films Bar Harbor's seasonal Criterion Thea- films, concerts, theatre, dance tre and The Ellsworth Cinema, open year- University of Maine at Orono: speakers, round, offer a broad selection of popular films, concerts, theater movies. Throughout the academic year, COA Bangor Symphony Orchestra sponsors weekend film series featuring recent Wendell Gilley Museum, Southwest Harbor: and classical films. Cultural and scientific ornithological exhibits, lectures documentaries are also shown regularly on Acadia Repertory Theater, Somesville and Wednesday afternoons. Bangor Speakers During the academic year, COA Blue Hill Chamber Music Festival, Blue Hill brings timely speakers to the campus to enrich class offerings. These speakers have included Mt. Desert Island YMCA All COA students Maine's Commissioner of Agriculture, nation- have full privileges at the "Y." It houses a 25' X ally known naturalist/illustrator Clare Walker 75' swimming pool, a 100' X 50' gymnasium, a Leslie and right/left brain researcher, Bill small weight room, four bowling lanes, a game Hammond. The summer Speaker's Forum ad- room and a small dance studio. The YMCA is dresses topics of interest to the community at an easy 20 minute walk from the campus and large. Recent forums have examined the ef- students and staff regularly take advantage of fects of offshore oil drilling on George's Bank its facilities. fisheries, perspectives of war and peace, and Community Involvement Many COA students science and social responsibility. Dr. Helen have found their studies in Bar Harbor en- Caldicott, David Brower and Paul Warnke are riched by volunteer work within the local com- among those who have participated in these munity. Students have led outdoor education forums. programs, organized children's dramatic Music and Dances The college cosponsors classes, founded a preschool play group, vol- the Mt. Desert Island Community Arts Commit- unteered at homes for the elderly, sponsored tee concert series which brings well-known the Red Cross Blood Mobile and worked with classical and folk artists to Bar Harbor. On OPTIONS, a community teaching program. campus, the Student Activities Committee or- Students and staff also help coach and teach ganizes college concerts, dances and tradi- gymnastics, softball and swimming at the "Y." tional COA events such as the Great Halloween In return, MDI community members have Costume Party and the Black Fly Ball. The worked with students on projects, provided job COA Chorus presents at least two concerts opportunities and shared their knowledge of each year, and students direct and perform in Maine coastal living. 72 73 CRITERIOR, Admissions Composed of students, staff and faculty, the Advanced Placement Admissions Committee seeks students who have an enthusiastic and active approach to College credit may be given for superior per- learning and who possess the skills and disci- formance in the CEEB advanced placement pline needed to make good use of the college's examinations or for the College Level Examina- resources. tion Program. Applicants to COA respond to a series of essay questions which ask students to think carefully about College of the Atlantic's educa- Transfer Students tional focus. The answers to these questions, teacher references, past academic records and About fifty percent of College of the Atlantic personal interviews are used by the Admis- students have transferred from such colleges sions Committee in arriving at its decisions. and universities as Boston University, Bow- Although not required, standardized test doin, University of California at Santa Cruz, scores may be submitted by applicants; these Colorado State University, Cornell, Dartmouth, take a supporting role in assessing academic Goddard, University of Michigan, Middlebury, strengths. Oberlin, Reed, Tufts, Washington University, The application is designed to encourage Wesleyan and Yale. Admissions procedures prospective students to reflect on and express and standards are the same for transfer stu- personal reasons for choosing a small college dents as for freshman applicants (see above). with a human ecology focus. Special emphasis is placed on the transfer ap- plicant's college transcript and recommenda- Prospective students are encouraged to visit tions. The transfer of credits is determined on the college in order to sit in on classes, talk an individual basis. All transferring students with students and faculty and acquire an un- are required to take a minimum of two years of derstanding of College of the Atlantic's indi- study at COA. vidualized educational style. COA uses a rolling admissions process. The Committee will make a decision within one Visiting Students month of receipt of the completed application. The student's form, references and transcripts Frequently students will arrange to spend should be forwarded to the Admissions Office one term to one year as nonmatriculating, vis- by May 1 for acceptance in the fall term, by De- iting students in residence at the college. They cember 1 for winter term and by February 15 choose courses of study that supplement pro- for spring term. Although interviews are re- grams at their home institutions. Students who quired, they may be waived for those who find wish to visit College of the Atlantic should write it impossible to travel to Bar Harbor. Applica- or phone the Admissions Office for applica- tion materials may be obtained by writing the tions and information. college or telephoning the Admissons Office at (207) 288-5015. 74 Auditors and Special Students Local residents are invited to take courses at COA. Auditors may take one course for a fee of $80 but do not receive credit. A special student Bangor may take one course each term and receive Augusta COA credit by paying the full tuition fee. A BAR HARBOR special student is not working toward a COA MOUNT DESERT ISLAND Portland degree but may transfer credits earned to another institution. In addition, special stu- Boston dents may audit a second course. Providence Financial Aid New York In cases where students or their parents are unable to meet educational costs, the college will award financial assistance based on need How to Get Here and merit. Qualified students are granted aid to the extent that funds are available. The Finan- Driving from Boston, take Interstate 95 north cial Aid Form (FAF) of the College Scholarship to Augusta, Route 3 to Belfast and Routes 3 Service is the only aid application required by and 1 toward Bar Harbor; bear left after cross- the college and is used to determine eligibility ing the bridge onto Mount Desert Island. for assistance. College of the Atlantic is on the ocean side of Route 3, about nine miles from the bridge and one-quarter mile beyond the CN ferry terminal. This drive usually takes from five to six hours. (For a more scenic drive, take Interstate 95 to Brunswick and coastal Route 1 from there to Ellsworth.) Bar Harbor and Delta Airlines provide regu- lar service to the Bar Harbor and Bangor Air- ports, respectively. In addition, Greyhound Bus Lines provides regularly scheduled transporta- tion from Boston and New York to Bangor and from Bangor to Bar Harbor. 75 Fine Print Accreditation budgets and meal preparation. The college offers an optional weekday lunch plan at a pre- College of the Atlantic is a fully accredited paid fee of $350 for the academic year. Off- member of the New England Association of campus housing in the Bar Harbor community Schools and Colleges. varies in cost from $80 to $175 per occupant and can be selected to suit individual tastes and budgets. Student Handbook All students receive the student handbook 1982-83 Cost of Education which serves as an introduction to the few reg- ulations by which we are self-governed. The COA Tuition $4850 handbook also gives detailed degree require- Single room 1200 ments, an outline of evaluation and transcript (Double room) (1050) procedures, and a guide to the advising Estimated Board 750 system. Books and Supplies 250 Personal Expenses 450 Transportation 200 Student Retention $7700 (7550) The retention rate for students entering the college during the past four years shows that approximately seventy percent of degree can- Refund Policy didates completed their studies and graduated on a timely basis as determined by their indi- Upon written notice to the student affairs of- vidual program plans. fice, students may withdraw up to the tenth day of the term and will receive a prorated tuition refund. After that, they will be assessed an ad- Costs and Policies ditional $15 per day. After the fifth week of the term, no tuition-fee refunds will be made. Tuition at College of the Atlantic for the Room fees will not be refunded after the sec- 1982-83 academic year is $4850. Tuition covers ond week of the term except in the event of the cost of full-time attendance for three ten- withdrawal from school, in which case refunds week terms (fall, winter and spring). Full-time will be made on a prorated basis. Up to the fifth attendance at the college is defined as enroll- week of each term, fifty percent of the board ment in a minimum of eight and a maximum of fees will be refunded. After that, no refund is ten courses distributed over the academic year. possible. The student's financial aid funds from The college recommends nine courses as a federal, state, college and other sources will be normal full-time commitment for the year. refunded to those accounts in compliance with the associated guidelines and COA refund Cost for room, board and personal expenses policy. is estimated at $2650 for the academic year. College houses are equipped with kitchen facil- ities and students are responsible for their food 76 Growth and Government Health Students at College of the Atlantic have the Medical care is available at the Mount Desert rights and responsibilities that come with par- Island Hospital in Bar Harbor. Twenty-four ticipation in the growth and governance of all hour emergency care service is provided by the aspects of the college community. As full local medical group. Psychological help and members with equal votes, students share in counseling is available through the Mount De- the deliberations of all major college commit- sert Island Family Counseling Service. In addi- tees: Academic Steering, Personnel, Student tion, there are several dentists on the island as Affairs and Building. Students prepare the well as a Family Planning Clinic in nearby agendas for and run the All-College Meetings Ellsworth. where any issue or problem may be introduced All students not covered by a parent's health for discussion by all members of the college insurance policy are required to participate in a community. group Blue Cross policy for accidents and hospitalization at an approximate charge of $200.00 for the year. 77 Board of Trustees Mr. Robert E. Blum, Lakeville, CT Mr. Robert H. Kanzler, Detroit, MI Mr. Leslie C. Brewer, Bar Harbor, ME Chairman Mrs. Frederic E. Camp, East Blue Hill, ME Dr. Steven Katona, Bar Harbor, ME Vice-chairman Mrs. Roger Milliken, Spartansburg, SC Mr. John C. Dreier, Southwest Harbor, ME Mr. Benjamin R. Neilson, Philadelphia, PA Vice-chairman Mr. C. W. Eliot Paine, Mentor, OH Mr. Amos Eno, Princeton, NJ Dr. Elizabeth S. Russell, Mt. Desert, ME Mr. Thomas S. Gates, Devon, PA Dr. Bodil Schmidt-Nielsen, Hulls Cove, ME Mr. William J. Ginn, Pownal, ME Mr. Donald B. Straus, New York, NY Rev. James M. Gower, Chicago, IL Mrs. R. Amory Thorndike, Bar Harbor, ME Mr. Lawrence C. Hadley, Bar Harbor, ME Mr. Charles R. Tyson, Philadelphia, PA Dr. Thomas S. Hall, St. Louis, MO Mr. Thomas J. Watson III, Norwich, VT Ms. Neva Kaiser, Cambridge, MA 78 Staff Listing Judith P. Swazey, President Buildings and Grounds Penny E. Grover, Secretary to the President Richard S. Davis, Acting Vice President for Millard L. Dority, Director of Buildings and Academic Affairs Grounds Albert R. Smith II, Vice President for External Leslie A. Clark Affairs John K. Mitchell Marion M. Kane, Director of Public Relations Dennis W. Mitchell Sally S. Crock, Executive Secretary for James W. Perkins Academic Committees Ellen Kimball, Receptionist Bernice M. Sylvester, Faculty Secretary Library Business Office Marcia L. Dworak, Librarian Marcia H. Dorr, Assistant to the Librarian Sandra Holmes Modeen, Library Secretary Lianne N. Peach, Business Manager Bunnie N. Clark, Assistant Business Manager Elaine Tetlow, Bookkeeper Student Affairs College of the Atlantic supports and adheres to all federal and state antidis- James Frick, Director of Admissions crimination laws including the Civil Rights Nadine Gerdts, Assistant Director of Act and the Maine Human Rights Act. In Admissions accordance with Title IX of the Education Laura E. Woolley, Secretary for Admissions Amendments of 1972 and with Section 504 Theodore S. Koffman, Director of Financial of the Rehabilitation Act of 1973, the col- Aid, Housing and Summer Program lege does not discriminate on the basis of Anne Van Twisk, Secretary for Financial Aid age, race, color, sex, marital status, reli- and Housing gion, national or ethnic origin, or Pam Parvin, Director of Food Service physical or mental handicap in the admin- Lucy J. Honig, Registrar istration of its educational or admissions Carole P. O'Donnell, Director of Internships policies, scholarship and loan programs, and Career Counseling employment practices and other college Marie DeMuro, Secretary for Internships, administered programs. Records and Career Services 79 Index Introduction 4 Academic Program 6 Faculty 10 Curriculum 20 Environmental Science 21 Environmental Design 24 Human Studies 26 Art and Music 32 Course Descriptions 36 Environmental Science 36 Environmental Design 42 Human Studies 45 Independent Study 59 Workshops 60 Internship 61 Senior Project 63 Who We Are 64 Campus 71 Events and Activities 72 Admissions 74 Fine Print 76 Trustees 78 Staff Listing 79 Credits Editor: Jim Frick Associate Editor: Anne Kozak Assistant Editors: Nadine Gerdts and Marion Kane Photographs: p. 2, Bill McDowell; p. 8, Cathy Johnson; p. 16, Jonathan Gormley; p. 34, Vincent Descoust; p. 35, Nadine Gerdts; pp. 7,10,11,14,15,29,33, and 73, George Benington and John Jacob. All others by Marion Kane. Artwork: College of the Atlantic students and graduates. Inside cover statement from: The Ascent of Man, Jacob Bronowski, Little, Brown and Company, Boston, 1973, p. 20 Printing: Gannett Graphics, Augusta, Maine Many thanks to staff, students and friends of COA who helped with this catalog. Special thanks to Laura Woolley. 80 COLLEGE BULK RATE NON-PROFIT ORG. OF THE X US POSTAGE PAID ATLANTIC Permit No. 9 BAR HARBOR, MAINE 04609 TEL. (207) 288-5015