COLLEGE OF THE ATLANTIC CATALOG 1981-1982 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 1981-82 College of the Atlantic is an accredited, four year college awarding the Bachelor of Arts in Human Ecology. 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 scien- tific 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 be- ings, societies, will all fall in step with the creations of modern technology." Now I believe that no one would dare write that today. Rather one would write that society must create a scientific technology that conforms to the fundamental needs of human beings and to ecological constraints. And I have a very strong feeling that this is human ecology. As we enter the eighties, the question is how can we use science and technology to create something that is com- patible not only with ecological constraints but also with human needs and aspirations. Oddly enough our society does not know how to educate for that. We have been immensely successful in educating experts of means, that is people who do things. But we have failed fundamentally in developing experts of aims, that is people who think creatively. Train- ing people so that they can think about human problems is extremely difficult. Nobody knows how to do it, and my suspicion is that it can- not 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 ab- solute 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 con- tinues along that road, begun only a decade ago. College of the Atlantic trustee, René Dubos is professor emeritus at Rockefeller Univer- sity and 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 regard- ing 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 environ- ment. 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 divid- ed 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, writing or values and society. Regardless of the emphasis, each stu- dent'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 alter- natives based on a broader understanding of the earth and the human predicament. This is the creative challenge confronting the human ecologist: to redirect ourselves with knowledge and imagination toward an improved quality of life without sacrificing individual in- tegrity or our life-supporting environment. 4 Edward Kaelber Intrigued with the idea of starting a small college that would be free to develop a fresh approach to education and operate out of a spirit of collegiality and common purpose, Edward Kaelber came to College of the Atlantic in 1970 and began working with a handful of dedicated people. From their efforts the College has grown to a community of 250. "It is not that we at COA devised a new philosophy of education, rather we took from Whitehead the idea that education should be the 'acquisition of the art of the utilization of knowledge.' We coupled this basic theme with Plato's awareness that education has a social dimension and Rousseau's concept that a true education must be self-directed. What we aspire to is generating in our students a long-term commitment to society, the environment and the quality of life. Our priorities have been and will continue to be people, ideas and educational tools rather than bricks and mortar." Prior to joining COA, Ed was an Associate Dean at Harvard University. In this capacity, he organized a secondary school in Nigeria. Formerly he owned and operated a lumber business in upstate New York. Academic Program An education in human ecology brings together disciplines which have traditionally been separate. Our academic program is designed to develop an ecological perspective in terms of understanding social, biological and technological interrelationships. With this perspective students can go on to 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, in- ternships and final 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 pro- grams 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 supplement our curriculum without diluting our primary focus. Degree Requirements Residency Although students design programs Residency, an optional semester pro- suited to their interests and styles, they gram, accommodates those students must demonstrate successful comple- who wish to design and execute their tion of the following: own unique and holistic educational pro- accumulation of 32 COA credits grams. It allows for flexibility in combin- at least one activity in each of the col- ing academic courses with other ac- lege's three resource areas tivities into a unified term plan which is participation in a problem-focused evaluated as a whole rather than as a col- group study, usually a workshop or sem- lection of distinct and disconnected inar parts. While in residency the student a college building experience such as assumes full responsibility for planning, service on a committee, advising or work- setting objectives, clarifying goals, shop administration monitoring progress and evaluating this a Human Ecology Essay relating the major and extended program of study. student's development as a human Students admitted to the residency pro- ecologist and demonstrating competen- gram are generally advanced students cy in basic writing skills who have demonstrated high levels of an internship of at least one term in a self-motivation, discipline and the ability job related to the student's academic in- to work independently. terests or occupational goals a senior project that is a major piece of independent work reflecting the stu- dent's primary field of concentration 6 Evaluation For credit to be given, every course, in- dependent study, internship and work- shop must have a three-part evaluation. Right/ The first part, written by the teacher, is a R espress" Each description of the course work and the criteria for evaluation. The second is the How teacher's evaluation of the student's per- formance, and the third is the student's evaluation of his or her own progress and performance. Evaluations focus on both process and product. Although optional, grades are often requested by students considering graduate school. Advising When a student enters the college, he or she is assigned a two-member team of advisors from a pool of staff, students and faculty. Near the end of the second year, or for transfer students after ap- proximately two terms in residence, the student chooses a permanent team com- posed of one faculty member, one stu- dent and one nondesignated community member. These two teams of advisors work with a student and plan a program of study directed toward his or her educa- tional or occupational goals. They also review independent studies and the fulfillment of degree requirements. We consider the consistency and intimacy of this advising system to be the most ap- propriate way of guiding a student to- ward educational and personal growth. 7 Outdoor Orientation Academic Orientation Each fall outdoor orientation precedes Following outdoor orientation all the opening of school and provides the students and faculty members gather at opportunity for entering and returning the college for a two-day academic orien- students to get to know one another tation. Mornings and afternoons are through the experience of wilderness devoted to reviewing the academic pro- travel. This five-day orientation serves as gram, explaining degree requirements an introduction to the college and to and discussing the college's various some of Maine's wildlands. resources. Evenings are spent in such These small-group orientation trips are activities as films, a cookout and a planned and led by experienced students dance. There is also time during aca- and faculty members. They are not a test demic orientation for students to meet of endurance. They present an opportuni- with their advisors and to become ac- ty to camp and sharpen outdoor skills quainted with the resources of the Bar while allowing students to form Harbor area. judgments and friendships that will be the basis of the coming term. COA-UMO Exchange Recent orientations included canoeing the Allagash and the Grand Lake area, College of the Atlantic and the Univer- sailing in the Gulf of Maine and back- sity of Maine have developed an ex- packing in interior Maine. Future plans change program whereby students from call for canoe trips on the Machias River both institutions can cross-register for and rivers in Nova Scotia, backpacking undergraduate courses. In addition, COA trips and urban orientations in New York students have the use of UMO's labora- or Boston. tory and library facilities. Calendar 1981-82 Tuesday, Sept. 8 Outdoor orientation begins Sunday, Sept. 13 OOPS trips return Monday, Sept. 14 Academic orientation, evening convocation Tuesday, Sept. 15 Show and Tell, abbreviated Monday and Tuesday classes Wednesday, Sept. 16 All College Meeting, island orientation Thursday and Friday, Oct. 15 and 16 Fall break Thursday and Friday, Nov. 26 and 27 Thanksgiving break Friday, Dec. 18 Fall term ends Monday, Jan. 4 Winter term begins Friday, Jan. 29 Winter term ends Monday, Feb. 15 Spring term begins Friday, April 2 Spring break begins after classes Monday, April 12 Classes resume Friday, May 28 Spring term ends Saturday, May 29 Commencement 9 Faculty "Faculty members come to College of the Atlantic with a profoundly different sense of commitment to the institution and its purposes than is conventionally found in the American college and university. College of the Atlantic provides a model for an inter- disciplinary program of high intellectual rigor and without the need for the differen- tiated 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, plant physiology, plant pathology, urban forestry For Janet COA provides a challenging teaching en- vironment. "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 Eco- nomics, University of California at Berkeley, 1970 and 1974. Course areas: environmental, agricultural and consumer economics, theories of resource allocation In addition to teaching, Steve consults for government and business and conducts research on nuclear power, energy conservation and land-use planning. Currently he and his students are studying the feasibility of develop- ing a co-generation 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, University of Texas at Austin, 1977. Course areas: ethnology, history of anthropological theory, cultures as ecological systems, traditional music In his classes Elmer focuses on cultural and en- vironmental relationships and how they affect in- dividuals. "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 musical performances. *indicates a part-time appointment 11 *Judith Blank B.A. University of Wisconsin, 1965; Ph.D. Anthropology, University of Chicago, 1973. Course areas: ethnography, cultural anthropology, folk- lore Judith's interests include anthropological film, nonver- bal communication, folk arts and the expressive aspects of culture. From 1968-1970 Judith did fieldwork in Orissa, India, where she studied and filmed the Chou dance, a traditional art of this former feudal state. To increase cross-cultural understanding and to support the region's culture, Judith coordinated the 1979 Pride of Maine Fair and is currently organizing a state-wide visiting folk art- ists' tour of schools. She hopes to establish a summer fiddling festival at COA beginning in 1983. 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, tradi- tional music Rich conducts research in the development of ecological thinking and consciousness and is currently writing a book on this topic. "Being around people who want to participate in the construction of a better world and helping them clarify their values and objectives makes teaching such a rewarding experience." Rich is also an active performer and collector of traditional music. *Merrill Bunker "Tinker" joined COA's faculty in 1978 as an instructor in carpentry and construction and has worked with students on the construction of the two COA solar-heated buildings. "Students gain self-confidence and improve their practical skills by working on group projects and receiving individualized instruction." Tinker's work ex- perience includes lobster fishing, military service, scien- tific research and business ventures. He is a musician who enjoys chamber music and traditional fiddle music. 12 *Joanne Carpenter B.A. History, University of Massachusetts, 1962; M.A. Art and Architectural History, University of Minnesota, 1970. Course areas: modern architecture and environmental design, Maine coast history and architecture, primitive art, communities Through the teaching of art criticism, theory and history, Joanne emphasizes the balance between natural elements and man-made structures. "Just as planning in colonial architecture grew out of the environmental con- straints 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 environment." William Carpenter B.A. English, Dartmouth College, 1962; Ph.D. English, University of Minnesota, 1967. Course areas: creative writing, aesthetics, comparative mythology, literature, Jungian theory, Maine coast history and architecture Bill is currently concerned with the relation of literature to nature 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, University of California at Berkeley, 1977. Course areas: chemistry, mathematics Don's classes develop an understanding of the values and limits of qualitative and quantitative descriptions and explain how materials act and react. Typical course topics include classification of matter, beneficial and harmful effects of resource use, and biochemical pro- cesses. "Despite increasing regulations, inspections and litigations, individuals are ultimately responsible for questioning and understanding the nature of their in- teractions with this environment. Chemistry offers a useful perspective on such interactions." 13 *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 joins the faculty this year to coordinate the en- vironmental education program. He has worked exten- sively in education as a naturalist, teacher and ad- ministrator. 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 contribu- tion of COA's environmental education program toward environmental awareness in our state." Richard Davis B.A. Philosophy, Yale University, 1962; Ph.D. Philosophy, Washington University, 1971. Course areas: evolution, value theory, biomedical ethics, theory of knowledge, metaphysics, philosophy of educa- tion, history and philosophy of science Dick's courses reflect his research interests and com- bine 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 technology and divergent world views. William Drury B.A. Biology, Harvard University, 1942; Ph.D. Botany and Geology, Harvard University, 1952. Course areas: animal behavior, ornithology, natural history, plant identification, ecology, marine biology, geomorphology Bill's research interests range from studies of Alaskan ecosystems including the study of shore and marine birds and arctic flora and geology to his current proj- ect-taking inventories on plant communities of coastal Maine islands. Prior to joining the COA faculty in 1975, Bill was Director of Research at Massachusetts Audubon Society. Teaching at COA is exciting for Bill because "people here are interested in the study of whole organisms in their real environments rather than concen- trating on isolated parts." 14 Paul DuBois A.B. Political Science and Sociology, New School for Social Research, 1967; Ph.D. Business and Public Ad- ministration, Cornell University, 1977. Course areas: public policy, administration, political theory Paul joins the COA faculty this year. His background in public policy includes studies in the social impact of water-resource planning, world food issues, trans- national exchange of technology and United States-Latin American relations. He has been active with Black com- munity development organizations, hospice programs and Planned Parenthood. Paul's approach to current policy issues is grounded in the philosophies of the classic social theorists. Samuel Eliot B.A. English, Harvard University, 1967; M.A.T. Harvard University, 1969; Ph.D. Administration, Planning and Social Policy, Harvard University, 1980. Course area: literature Sam is both teacher and academic vice president of the college. As a teacher Sam is interested in how the human response to nature is expressed by such writers as Shakespeare, Fowles and LeGuin. As academic vice president he is concerned with the coherence and integri- ty of the college's governance system and in maintaining the college's academic standards. 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: introductory botany, plant taxonomy, plant ecology, economic botany, evolution In his courses Craig promotes environmental aware- ness 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 vegetation provide a base for COA students who in field-botany courses examine the diverse and unique plant life of the region. 15 Harris Hyman B.S. Engineering, Massachusetts Institute of Technology, 1957; F.K. University of Stockholm, 1961. Course areas: alternative energy, advanced design, math- ematics, structural design Harris believes in a "hands on" style of teaching, and his students have designed a number of solar-heated buildings including two residences on Mount Desert Island. Before joining the COA faculty, Harris worked as a structural engineer for Bethlehem Steel's Shipbuilding Division and a systems engineer for Litton Industries. He was also self-employed, running his own "back-country general engineering practice." *Jamie Johnston B.A. Art and Literature, University of Denver, 1970. Course area: woodworking Jamie's courses demystify the technical and creative processes. He works to convey an understanding of craftsmanship, not simply the vocational aspects of woodworking. Jamie is actively involved with quality elementary education and recently helped to establish a Steiner-based grammar school in Blue Hill. When not at the college, Jamie builds individually designed and limited production hardwood furniture at his studio in East Blue Hill. *Daniel Kane B.A. Physics and Philosophy, Yale University, 1962; J.D. Harvard Law School, 1966. Course areas: legal process, land-use law and regulation Dan is concerned with land-use issues in the State of Maine, particularly those concerning the wildlands of Hancock and Washington counties. In his classes, he ex- plores problems that are local, immediate and pertinent such as the study of the Somesville watershed conducted by the Land-Use Regulation class, which involved both field and legal research. He presently practices law as one of the few patent attorneys in Maine. 16 Steven Katona B.A. Biology, Harvard University, 1965; Ph.D. Biology, Har- vard University, 1971. Course areas: ecology, marine biology, mammalogy, in- vertebrate zoology, evolution, animal behavior, marine mammals Steve is involved in a umber of marine-mammal research projects including the Mount Desert Rock Whale Watch and the Gulf of Maine Whale Sighting Net- work. 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 Humpback Whales: A Catalogue of Individuals Identified by Fluke Photographs. Carl Ketchum B.S. Mathematics and Physics, Bates College, 1962; M.S. Oceanography, New York University, 1967; Ph.D. Oceanography, Massachusetts Institute of Technology, 1968. Course areas: oceanography, mathematics, physics, at- mospheric 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 oceanography 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 Perfor- mance, Peabody Conservatory of Music, 1975; Doctorate of Musical Arts, Piano Pedagogy, University of Colorado, December, 1981. Course areas: music appreciation, keyboard musician- ship, music theory Flora has studied piano with Nadia Reisenberg, Keith Wallingford, Walter Hautzig and Paul Jacobs. She has performed extensively 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." 17 *Susan Lerner B.A. English, University of Cincinnati, 1969; Exeter Univer- sity, 1968; 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 contem- porary 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, painting 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 practical. 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 and medieval studies, Latin, Greek, women's studies High standards and rigor mark Sue's approach to course work, community service and advising. Her in- tellectual model is "the character of Terence who recognizes in his humanness that nothing human is alien to him." Each year Sue offers a USCG Captain's license preparatory course as a service for local residents. She is a founder of the Arts Center of Acadia and is a contra- dance enthusiast. 18 Sentiel Rommel B.S. Physics, U.S. Naval Academy, 1966; M.S. Electrical Engineering, University of Maine at Orono, 1970; Ph.D. Zoological Oceanography, University of Maine at Orono, 1972. Course areas: introductory zoology, anatomy, physiology, mathematics, marine mammals Although primarily a teacher of anatomy and animal physiology, Butch encourages and sponsors students' research projects in any area of anatomy and zoology. Currently his students are implementing a "Whale on Wheels" project, designing a children's anatomy game and working with him on the development of a natural history museum for COA and the island community. Butch has done research at the Fisheries Research Board of Canada's Biological Station in St. Andrews, New Brunswick, at Yale University and at the University of Maine. 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, forestry, genetics and politics. The College also hosts a writing program with teachers drawn from a pool of professional writers in Maine. Roberta Chester, Anne Kozak and Rebecca Weiner each teach one writing course per year. Faculty Associates In addition to visiting faculty, the College has formally recognized the following individuals as faculty associates. These distinguished individuals are invited to teach courses at any time. Earl Green - Geneticist Walter Litton - Mycologist Stanely Grierson - Taxidermist Trudy Baldwin - Librarian 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 pro- grams are listed for each resource area, students with the help of their academic ad- visors 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 of Natural Systems Evolution Foundations of Visual Studies Human Studies Core Courses Consciousness Community Value Order ME 5824 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 addition 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 knowledge 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 ad- ditional course work elsewhere. Our cross-registration arrangement with the University of Maine at Orono and our academic relations with The Jackson Laboratory and the Mount Desert Island Biological Laboratory enable students to strengthen their skills in areas not of- fered at COA. The following are samples of cross- disciplinary course sequences for stud- ies in the environmental sciences. 21 Marine Studies Applied Botany Term Term I. Introduction to Environmental I. Writing Studies Introduction to Environmental Human Studies Core Course Studies (Order) Introduction to Botany Evolution Human Studies Core Course Winter Term-Woodworking (Consciousness) II. Writing Winter Term-Woodworking Marine Biology II. Introduction to Zoology Introduction to Zoology Human Studies Core Course Introduction to Oceanography (Community) III. Ecology Evolution Calculus/Physics I III. Chemical Properties of Matter Foundations of Visual Studies Calculus/Physics I Chemical Properties of Matter Geomorphology Winter Term-Calculus/Physics II Environmental Economics IV. Ornithology Winter Term-Calculus/Physics II Physical Oceanography IV. Ecology Chemistry II Chemistry II Workshop Gardens and Greenhouses Summer Term-Marine Mammals Literature and Ecology V. Introduction to Botany Summer-Internship Ecology as Metaphysics V. Urban Forestry Introduction to the Legal Process Foundations of Visual Elements Invertebrate Zoology Modern Architecture, Landscape Winter Term-Statistics Architecture and Land-Use VI. Biology of Mammals Planning Winter Term-Plants and Comparative Anatomy Coastal Oceanography Humanity Environmental Economics VI. Statistics Summer-Internship Morphology and Diversity of Plants VII. Advanced Seminar (Acid Rain) Workshop Independent Study in Marine Alternative Energy Biology VII. Advanced Interdisciplinary Animal Physiology Seminar (Acid Rain) VIII. Senior Project Independent Study in Botany Plant Physiology VIII. Senior Project 22 23 ) 0 C C 0 U . D 0 o o D 0 0 O 0 0 0 O R O 0 D 0 EL D 0 0 0 o o 0 o o 0 o 0 c D 01 0 0 D 0 0 M o 0 0 o 0 D 0 O 0 0 o 0 0 o O 0 0 0 0 0 D O 0 D O 0 O 0 o EL 0 D o 0 0 0 0 0 0 = 0 0 0 0 0 0 o D o 000 0 0 D 0 0 0 0 0 o 0 0 C D 0 o D S ) - o C ) 0 0 D 0 TILL 0 0 o o 0 0 0 0 . 0 0 0 D 0 0 CNY 1V3d Low tide D 0 o 0 april UPIH 0 epg builds *** , Saltwort **** Requests INS pada Common Cordgrass ased 46001S Any nes squals The Environmental Design The goal of the environmental design Design/Construction area is to promote environmental har- mony, energy efficiency and beauty in the man-made environment. This goal is Term achieved by fostering in students I. Foundations of Visual Studies aesthetic values and an understanding of Introduction to Environmental ecological, economic and energy con- Studies straints. The approach is a systematic Writing Seminar one. From courses in art appreciation, ar- Winter Term-Carpentry/ chitectural history and elementary Construction design and construction, students move II. Visual Elements I on to courses in three-dimensional Evolution design, site analysis, structural engineer- Modern Architecture, Landscape ing and alternative energy. People con- Architecture and Land-Use centrating in design receive preparation Planning for graduate studies or for employment Human Studies Core Course as assistants in architecture, planning (Value) and energy related fields. The following III. Visual Elements II are samples of cross-disciplinary course Calculus/Physics I sequences for studies in Environmental Greek Art Design. Carpentry/Building Construction Winter Term-Calculus/Physics II IV. Three-Dimensional Design I Literature and Ecology Introduction to Botany V. Environmental Economics Ecology Systems Dynamics Alternative Energy Winter Term-Structural Engineering VI. Three-Dimensional Design II Plant Taxonomy The Renaissance Issues in Public Policy Summer-Internship VII. Real Estate and Land-Use Law Design Workshop Site Analysis Geomorphology Winter Term-Independent Study (Electricity) VIII. Senior Project 24 DOWN M. 10 7 . 10 SCALE 'W'd' FRONT FORCH FIRST FLOOR PLAN DINING ENTRY UP UP LIVING UP ALCOVE UP DOWN GREENHOUSE KITCHEN BATH CITTING - Design/Art IV. Modern Architecture, Landscape Architecture and Land-Use Term Planning I. Foundations of Visual Studies Gardens and Greenhouses Human Studies Core Course The Renaissance (Consciousness) Topics in 20th Century History Visual Anthropology V. Calculus/Physics I Winter Term-Natural History Three-Dimensional Design I Drawing Ecology II. Visual Elements I VI. Three-Dimensional Design II Greek Art Design Workshop Evolution Alternative Energy Mime and Movement Ceramics III. Writing Seminar Summer-Internship in Design Visual Elements II VII. Site Analysis Introduction to Environmental Geomorphology Studies Real Estate and Land-Use Law Women's History and Literature Presentation Drawing Winter Term-Ceramics Winter Term-Independent Study (Printmaking) VIII. Senior Project 25 Applied Human Studies Environmental quality, social justice extensive-combining social sciences, and international accord are issues that humanities and the arts, it is divided into are rooted in human perceptions, values four subprograms; for each subprogram and motivations. In approaching these area, a sample course sequence is given. goals, the Applied Human Studies area The National Endowment for the seeks an understanding of the human Humanities is funding a series of cross- predicament and the development of disciplinary core courses which will form modes of living that meet human needs the foundation for all programs in the and aspirations and yet are compatible Human Studies area. These courses will with a healthy and peaceful planet. cover such topics as consciousness, Because the Human Studies area is so community, value and order. 26 Public Policy and Social Change Through study combining social science, humanities, ecology and com- munications, students develop the analytical and political skills needed to address contemporary environmental and social problems from a human ecological perspective. This perspective fosters sensitivity to individual and cultural values, an understanding of the interdependence of ecological and social systems, and an appreciation of the appropriate use of technology. Problem-solving workshops, policy study seminars, internships and senior proj- ects put classroom theory into practical use. Graduates from this area have gone on for advanced degrees in policy, law and planning, while others work on the staffs of environmental organizations and government agencies. Term V. Organization and Management I. Introduction to Environmental History of Economic Systems Studies Foundation of Visual Studies Human Studies Core Course Literature and Ecology (Consciousness) Winter Term-Statistics Writing VI. Marine Biology Winter Term-Woodworking The Presidency, Congress and II. Historical Legacies Foreign Policy Issues in Public Policy Modern Architecture, Landscape Human Studies Core Course Architecture and Land-Use (Value) Planning Evolution History of Anthropological Theory III. Introduction to the Legal Process Summer-Internship in Public Environmental Economics Policy Calculus/Physics I VII. Senior Seminar (Policy Studies) Ecology Workshop Winter Term-Independent Study Alternative Energy IV. Topics in American History Energy Economics Policy Analysis Winter Term-Independent Study Real Estate and Land-Use Law VIII. Senior Project 27 Ecological Education COA's ecological education program deals directly with the philosophy and techniques of educating people to be more aware of and responsible to our en- vironment. Students whose studies focus in this area are often interested in museum work, natural history interpreta- tion, adult learning and early childhood education. Although this program is not necessarily designed to train the classroom teacher, many students have gone on to graduate study in education or careers as elementary and secondary school teachers. 28 Term I. Writing Human Studies Core Course (Consciousness) Foundations of Visual Studies *Education Seminar Winter Term-Woodworking II. History of Education Gardens and Greenhouses Human Studies Core Course (Value) Introduction to Psychology *Education Seminar III. Introduction to Environmental Studies Developmental Psychology Chemical Properties of Matter Evolution *Education Seminar IV. Marine Biology Environmental Education Issues in Public Policy *Education Seminar Summer-Field Ecology V. Environmental Economics Calculus/Physics American History Fundamentals of Music *Education Seminar VI. Perspectives on Learning Teaching of Reading Visual Elements I Environmental Education Workshop (with practicum) *Education Seminar Summer-Internship (Counseling) VII. Teaching of Mathematics (UMO) Alternative Energy Ceramics Zoology VIII. Senior Project *This on-going, optional seminar meets weekly and is noncredit. Writing and Literature Writing has been a primary means of Term communication and persuasion in the I. Writing Seminar environmental and other movements Human Studies Core Course since their beginnings, and verbal com- (Consciousness) petence is central to the COA degree. Introduction to Environmental Our programs in writing and literature are Studies connected; our goal is to increase fluen- Winter Term-Ceramics cy in students' writing and to provide a II. Human Studies Core Course general backgound in literature, vital for (Value) a full understanding of human ecology. Literature and Ecology To prepare students for the serious Introduction to Botany writing requirements of the Human The Renaissance Ecology Essay and the Senior Project, III. Human Studies Core Course the college offers two intensive writing (Community) seminars each semester. For advanced Evolution students, special seminars cover such The Romantics topics as creative writing and journalism. Environmental Psychology By focusing on themes of human Winter Term-War and Peace ecology, literature students study the IV. Foundations of Visual Studies relation of human individuals to their Nature of Relationships in Fiction social and natural environments. Begin- Issues in Public Policy ning with courses such as Literature and Independent Study in Writing Ecology and the Core Course in Human Studies, students move on to advanced V. Isolation as a Theme in Literature courses such as The American Land- Historical Legacies scape, Shakespeare and Recent Liter- Ecology ature of the Third World. Winter Term-Creative Writing Writing and literature students have VI. Poetry-Theory, History and pursued graduate studies in fields as Practice diverse as theology and creative writing Ecology as Metaphysics and careers in journalism, free-lance Independent Study in Photography writing, teaching and public administra- Literature of the Third World tion. Summer-Internship VII. Shakespeare History of Anthropological Theory Writing Workshop Survey of Music VIII. Senior Project 30 (* Values and Society By combining history, philosophy, ethics, public policy, literature and an- thropology, students develop an inform- ed understanding of the human ex- perience. Such a focus prepares people for graduate study in a variety of social science and humanistic fields as well as for service oriented professions in those areas of government and business con- cerned with the quality of life. 32 Term I. Human Studies Core Course (Consciousness) Writing Evolution Winter Term-Woodworking II. Human Studies Core Course (Value) Environmental Psychology Introduction to Zoology The Renaissance III. Ecology Human Studies Core Course (Order) Introduction to the Legal Process Literature and Ecology Winter Term-War and Peace IV. Issues in Public Policy Personality and Social Development Animal Behavior Women in Transition Summer-Internship V. Public Policy Analysis Environmental Economics Calculus/Physics Winter Term-Economics of Conservation VI. Topics in 20th-Century American History Shakespeare History of Anthropological Theory Animal Physiology VII. Philosophy: Senior Seminar Senior Values Seminar Policy and Ethics Workshop Winter Term-Independent Study in Writing VIII. Senior Project Art and Music The visual and performing arts are in- plemented by a large and enthusiastic tegral parts of life at College of the Atlan- group of informal performers as well as tic. The College faculty includes one the COA chorus and chamber music member in music and two members who group. Students have organized and pro- teach foundational and advanced duced original theatrical and dance per- courses in painting, drawing, ceramics formances as final class projects, in- and sculpture. Visiting faculty members dependent studies and senior projects. in the arts teach courses in weaving, For Spring, 1982 a group of students have sculpture, printmaking, drawing, natural planned a workshop to produce a well- plant dyeing and photography. Each known Broadway musical. semester a visiting appointment is made Voices, the COA literary and art in the performing arts. Courses are of- magazine, publishes work by students, fered in dance, mime and theater on an faculty and staff. At the close of fall term alternating basis. In addition to course and during late spring, the art gallery in offerings, students pursue independent The Turrets exhibits student work, while studies in mediums such as batik, metal, at other times there are collections by fiber and watercolor. Maine artists. All exhibits are open to the In music, course offerings, workshops public. and independent studies are sup- 34 H BC Course Descriptions Because of the College's small size, many of the exams. Text: Essentials of General, Organic, and following courses are offered on an every other year Biochemistry by Routh, Eyman and Burton. Prereq- or every third year basis. uisites: an understanding of atomic and molecular structure and mathematics through algebra. If in doubt, see instructors. Environmental Science Bio-organic Chemistry Intermediate Gardens and Greenhouses Introductory D. Cass J. Andersen This course will introduce principles and techni- This is a course in organic methods of horticulture. ques useful for understanding biochemical reac- Emphasis will be on basic horticultural and green- tions. Much of it will be physiology from a house management skills, including starting plants chemist's perspective. Much of it will be what is from seeds and cuttings, pest management, soil im- normally included in an organic chemistry course. provements, basic cultural requirements and how Prerequisites: the equivalent of one year of college to plan and plant both ornamental and vegetable chemistry, algebra. gardens in Maine. Where needed we will do maintenance and improvement of our facilities and Chemistry and Society Introductory will participate in community gardening projects. D. Cass The only prerequisite is an avid interest in growing This is an introduction to what chemistry is all plants. about. This course will be a historical survey of what chemistry and humanity have done for, and to, Urban Forestry Intermediate each other, following the empirical and theoretical J. Andersen evolution of specific areas (material resources, The trees in our towns and cities provide shade, energy sources, medicines, foodstuffs, etc.) from beauty, food, protection from the wind, oxygen to prehistory to modern times. No prerequisites; one breathe, home and food for wildlife, and even filter three-hour lab per week. pollutants from the air. We must care for our trees to maximize these benefits and minimize the Chemistry II Intermediate amount of deadwood produced by our urban D. Cass forests. This course will train you to manage our ur- This course will attempt to explain (on a molecular ban forests and care for your own trees and shrubs. level) the chemical principles (reaction rates, We will study management plans of various towns equilibria, thermochemistry) introduced in and cities in the U.S.; learn what plants are ap- Chemistry I (Chemical Properties of Matter) and to propriate for the urban environment; learn to apply these to environmental problems. Prereq- diagnose and treat tree problems; and learn how to uisites: Chemical Properties of Matter or prune, transplant, fertilize and care for trees and equivalent, algebra. One three-hour lab per week. shrubs. Practical experience will be gained on the COA campus. Prerequisite: previous botany course. Chemical Properties of Introductory/ Matter Intermediate J. Andersen/D. Cass This course is an introduction to general properties of chemical transformations (stoichiometry, kinetics, thermodynamics) with emphasis on organic and biochemical reactions. There will be two 11/2-hour lecture-discussions and one 3-hour lab per week. Students will be expected to hand in weekly problem sets and lab reports. There will be 38 Chemical Analysis Intermediate/ Animal Behavior Intermediate D. Cass Advanced W. Drury/et al. This course is a course in qualitative and quan- Animals demonstrate a variety of observable titative analysis. The last few weeks will apply responses to other organisms and to their environ- techniques learned earlier to the analysis of a ment. This course will introduce students to a system of interest. Two 11/2-hour lecture/discus- vocabulary and technique for describing and ex- sions per week and one three-hour lab per week will plaining behavior traits ranging from simple be required. The lab requires precise chemical reflexes and instinctual action patterns to ex- measurements with great concern for errors and amples of activities that utilize experience, insight will introduce you to modern gas chromatography, and planning. There will be two class meetings per atomic absorption, etc. as well as traditional week plus one afternoon for fieldwork or films. Text chemical (titrations, etc.) analyses. Prerequisites: reading will be from G. Alcock, Animal Behavior an understanding of molecular structure, reaction (2nd ed.) and from selected articles. Students will stoichiometry and chemical equilibria. write a term paper. The course is open only to students who have had a previous course in Chemistry for Consumers Introductory college-level zoology; permission of the instructors D. Cass is required. This survey course will introduce students to their Marine Biology Introductory/ chemical environment: foods (photo-synthesis, fer- W. Drury/S. Katona Intermediate tilizers, pesticides, processing); drugs (antibiotics, hormones, narcotics), materials (plastics, fibers, This team-taught course will be offered every etc.) and pollutants (air, water, toxic substances). spring. Emphasis is placed on the biology of plants This course will use little if any math, but will pro- and animals which are commercially important in vide sufficient introduction for plant/animal the Gulf of Maine, including lobsters, shrimp, her- physiology, etc. Students desiring a more rigorous ring, scallops, clams, cod, haddock and various introduction to chemical concepts and methods, or species of algae. Special attention is also devoted in pursuing science, are encouraged to review to whales, porpoises, seals and seabirds. Students algebra or take calculus in the fall, Chemical Prop- do an independent project or paper on a topic of erties of Matter in the spring, and Chemistry II the their choice. Topics studied in the past include following fall, rather than this course. In addition to Atlantic salmon, porpoise conservation problems, two one-hour classes, there will be one three-hour aquaculture, alewives and eel biology, among lab/field trip per week. others. The class meets twice per week with one afternoon for fieldwork. Fieldwork includes inter- The Study of Landscape Introductory/ tidal zone, mudflats, the plankton community and (Geomorphology) Intermediate coastal offshore waters. The course is open to all W. Drury students; however, previous experience in biology (ornithology, vertebrate biology, invertebrate This course starts with consideration of geological biology or botany) will be very helpful. processes students can see in action such as beach development and shoreline sculpture; it Ornithology Advanced moves on to processes on larger physical and time W. Drury scales such as the form and function of rivers, the landforms developed in glaciated regions, the Ornithology will introduce a cross-section of relevance of rock structures to landscape and the biological knowledge from genetics and physiology impact of the theory of plate tectonics as explana- to population biology and evolution using the many tions of geological structures. In the botanical sec- contributions to knowledge made by biologists who tion, the course discusses the disruption of vegeta- have studied birds. Due attention will be given to tion, the relation of vegetation to climate, competi- recognizing local species and discussion of their tion and coexistence, the structural differences in biology in the field. vegetation types, the concepts of stress and favorableness in vegetation and the implications of natural selection to theories of vegetation develop- ment. 39 Introduction to Botany Introductory reports and field trips. A previous course in in- C. Greene troductory botany would be helpful but is not a This course will emphasize plant structure and prerequisite. function, based on discussions, laboratory studies Evolution and field investigation of a broad array of Introductory S. Katona/et al. organisms, including algae, fungi and the higher plants. Topics will include cellular metabolism, The evolution course will provide students with the reproduction, genetics and evolution, growth and opportunity to study in some depth the develop- development of the plant body, and environmental ment of evolutionary theory from its tentative interactions. Attendance at two lectures and one beginnings through Darwin's England to the pres- lab each week is required. ent. Biological evolution by natural selection will be the major theme of the course, but we will also Morphology and Diversity Intermediate discuss the effects of the evolutionary paradigm on of Plants other spheres of life including philosophy, ethics C. Greene and social thought. We will also relate, compare A survey of the major groups of living and fossil and contrast examples of other types of evolution plants and their evolutionary relationships. Discus- (e.g. evolution of the universe, evolution of the sions, laboratory and field investigations will elements and cultural evolution) with the biological elucidate the structural organization and reproduc- model. Finally, topics of special current interest will tive methods found in algae, fungi, bryophytes, be covered, including aspects of sociobiology, ferns, fern allies, gymnosperms and angiosperms. genetic engineering and human health, and Ecological relationships of diverse groups with selected critiques of evolutionary theory itself. their environment will provide insights into their Invertebrate Zoology Intermediate evolutionary success or failure. Prerequisite: an in- S. Katona troductory college-level course in plant biology. This course is a phylogenetic survey of the major Plant Taxonomy Intermediate groups of animals without backbones. These C. Greene animals range in size from single cells to giant This course explores the evolution, classification squids, and they include the vast majority of and systematic relationships of seedbearing animals on earth. Using text readings, assigned ar- plants, stressing the comparative morphology of ticles and one afternoon per week of field/lab work, plant families present in our region's flora. Em- students will gain an understanding of the phasis will be placed on identification in the field classification, ecology, evolutionary relationships and in the herbarium using technical keys. Field and economic significance of this remarkably trips will focus on the major vegetation types pres- diverse collection of organisms. Students should ent on Mt. Desert Island. Evaluations will be based have taken Introductory Zoology or have equivalent upon written and oral exams and preparation of a preparation. Permission of the instructor is re- collection of identified plants; students are en- quired. couraged to begin assembling a plant collection Ecology Intermediate during the summer. Prerequisite: a college-level S. Katona course in introductory botany or consent of the in- structor. This course considers the relationship between organisms and environment. The overall theme is Plants and Humans Introductory/ an investigation of how physical environmental C. Greene Intermediate parameters and the interactions among individuals determine the distributions and abundances of Plants touch almost every aspect of our existence. We will examine the properties of beneficial and plant and animal species. In addition to text harmful plants and assess the roles plants have had in shaping cultures and civilizations. Topics will include: the evolution of cultivated plants, the development of agriculture and forestry, food plants, fiber plants, drug plants, and plants and plant products important in industry. The course will include lectures, discussion, laboratory, class 40 readings and assigned articles, one afternoon of Calculus/Physics I Introductory fieldwork per week is required. Students should C. Ketchum have taken at least one previous course in college Calculus, the mathematical study of change, is the level biology and must also have the following fundamental language of physics and the natural basic math skills: reading graphs, using algebra sciences and is becoming a basic tool in many of and logarithms and using electronic calculators. A the social sciences. Within this course we discover previous course in chemistry will be helpful. Per- the basic concepts and techniques of this mission of the instructor is required. remarkable invention. The course is designed to prepare individuals for further work in physics, Biology of Mammals Intermediate/ oceanography, mathematics, chemistry and as- S. Katona Advanced pects of design, biology and social science. It also Mammalogy courses have traditionally concen- introduces the individual to the creative process in trated on detailed examination of skulls and mathematics with the invention of calculus serving skeletons, both to teach classification and to reveal as one of our finest examples of human creativity. evolutionary patterns within this class of animals. Prerequisites: basic trigonometry, algebra. Some such work will be included in this course, but when possible we will work from an ecological Calculus/Physics II Intermediate perspective and will concentrate on the biology of C. Ketchum the animal in its native habitat. The course will A continuation of Calculus/Physics I, this is a broad meet two mornings per week for lecture or seminar introductory course to give the participants a work- sessions, plus one afternoon each week for lab- ing knowledge of calculus and its relationship to work or dissections, films, fieldwork or further modern science. It is the second of two terms. The discussions. Students will be responsible for emphasis will be on mathematics as a skill with ex- preparing and presenting one seminar session and amples drawn from natural phenomena rather than one term paper on selected topics of mammal only physics and biology. Included are integration ecology, evolution, physiology or behavior. In addi- and solution of differential equations, with applica- tion, student will also need to keep a class tions focused on basic concepts in physics, biology notebook to record notes from class, lab, fieldwork, and environmental design. Prerequisite: Calculus I readings and drawings. Prerequisites: one or more or permission of the instructor. Texts will be Sears' of the following courses - introductory zoology, Mechanics, Wave Motion and Heat and deSappio's ichthyology, ornithology, animal physiology, func- Calculus for the Life Sciences. tional anatomy or marine mammals. Introduction to Introductory Algebra and Trigonometry Introductory Atmospheric Science C. Ketchum C. Ketchum This course is designed to help you develop and in- This course is designed to provide a general in- crease your basic skills in algebra and troduction to the physical processes and at- trigonometry. It includes a review of elementary mospheric structure that combine to produce our algebra and development of concepts and use of local and global weather patterns and world functions and graphs, triangles, circular functions climate. The topics covered include the at- and topics in college algebra. Emphasis will be mospheric composition and structure, atmospheric placed on the conceptual level of operations in stability and vertical motions, winds, energy cycles, mathematics with considerable use of program- global weather patterns, air masses, fronts and mable calculators and a graphic plotter. This latter cyclones, precipitation, severe storms, and the ele- tool enables you to plot several functions very easi- ments of climate. The course is open to all students ly and to explore shapes of curves and how certain with atmospheric interest. operations affect the equations you are working with. In short, we will try to balance skill acquisi- tion, conceptual understanding and visualization of patterns. Prerequisite: some elementary algebra. 41 Introduction to Introductory dividual meeting each week. Students will also Oceanography write a laboratory study manual. Prerequisites: C. Ketchum physiology and permission of instructor. This course is an introduction to the physics, chemistry and geology of the world's oceans. Ichthyology Intermediate S. Rommel Topics covered include waves, tides, large-scale cir- culations, geology of oceanic basins, sea-floor Lecture emphasis will be on physiology, functional spreading, and physical and chemical properties of anatomy and evolution, ecology, behavior, and sea water and estuaries. economic importance. Lab emphasis will stress identification and functional anatomy. There will be Coastal Oceanography Intermediate at least two field trips to area facilities (hatchery). C. Ketchum Written work will include formal lab reports, one research paper and at least two exams. Prereq- This course explains physical processes that affect uisites: algebra, chemistry, introductory zoology. the coastal zone of the world's oceans. It is de- signed to illustrate how the concepts of physics Comparative Animal Physiology Advanced and calculus can be used to describe natural pro- S. Rommel cesses. Topics include basic concepts in physical oceanography, geostraphic flow, coastal fronts, Lectures will concentrate on a comparison of tide forces, wave motion and coastal and estuarine physiology of animals with emphasis on energetics circulation. Prerequisites: calculus and physics I of exercise and thermoregulation. Labs will be and Il or the equivalent. noninvasive with emphasis on human exercise physiology and thermoregulation. Required work in- Physical Oceanography Intermediate cludes two lectures, one lab, and one 1/2-hour in- C. Ketchum dividual meeting each week; at least 3 field trips to This course applies the basic concepts of calculus area physiology labs plus one weekend trip; lab reports each week plus 2 formal papers, one written and physics to the physical aspects of the world's oceans. Topics include temperature and salinity for a scientific journal and the other for a children's distribution in the ocean, large-scale circulation, magazine; and oral presentation of the first paper at the end of the term. Additionally, each student planetary vorticity, boundary layers, wave motion and tidal forces. The course is partially descriptive will organize and run one lab exercise, including of the observed features of oceans. The balance evaluation of peers' lab reports. Texts will be Physiology by K. Schmidt-Nielson and Analysis of emphasizes a few of the theoretical under- Vertebrate Structure by M. Hildebrand. Expected standings that we have for the physical processes time commitment, including class and lab, is 15-20 that affect the oceanic circulation and structure. hours per week. Prerequisites: calculus and physics I. Applied Algebra Introductory Introductory Zoology Introductory S. Rommel S. Rommel This is a course in practical algebra and Discussions will begin with the chemistry of life and end with the interactions of individual trigonometry as applied to engineering and science with strong emphasis on practical problem-solving, organisms. Required work includes weekly atten- dance in two lectures plus one lab, written lab derivation, and use of graphs and equations. Math- reports and exams. Labs will emphasize living ematical examples will be taken from several animals. Prerequisites: math through algebra, high disciplines including geology, engineering, chemistry, physics, biology, astronomy and school chemistry and physics. economics. Calculator and computer skills will be Comparative Functional developed. One laboratory session per week is re- Anatomy of Vertebrates Advanced quired in addition to two lectures. Work commit- ment is expected to be 15 hours per week including S. Rommel class time. There will be at least two exams plus a The emphasis in this course is on evolution and term project. Prerequisite: high school algebra. anatomy. The lab will examine various body parts and measurements and analyze anatomical and mechanical characteristics. Required work in- cludes two lectures, one lab and one-hour in- 42 Forest Ecology perience and the European consciousness which Visiting Faculty saw the new machine technology as a positive This is a classroom and lab course of selected force for the liberation of society from archaic topics including dendrology, tree physiology, forest class patterns will be a major theme as we study ecology, silviculture and forest management issues the Chicago School, the Bauhaus, the Prairie currently affecting Maine forests. The course will School and the Architects Collaborative. The next meet two times one day a week and students will be quarter of the class we will consider landscape ar- chitecture. The contributions of the Renaissance asked to spend Spring vacation on a field trip to visit some of Maine's commercial forest opera- Garden, the English Garden and the Oriental tions. Prerequisite: introductory botany. Garden to works of Frederick Law Olmstead, Ebenezer Howard and Beatrix Farrand will be Genetics Intermediate studied at this time. (We will visit some of the Island gardens as weather permits.) Finally, the last weeks Visiting Faculty will be used to study the newest evolution in This course will introduce students to the concepts building and land cultivation-land-use planning. of the gene, to the principles of transmission and Along with consideration of the works of innovators expression genetics, and to the role of genetics in such as McHarg and Fuller, several land planners other life sciences, agriculture, medicine, and from New England will present a picture of this human affairs. The class will meet twice a week for rapidly growing field. lectures and discussions and problem solving. Prerequisite: a course in biology. Maine Coast History and Introductory Architecture Environmental Design J. Carpenter/W. Carpenter This class will begin by examining the past as it is visible in the present Maine coast. We will make Carpentry/Construction Introductory field trips by car and sailboat to Baker's Island, Co- M. Bunker lumbia Falls, Castine and Ellsworth, using existing This is an introductory course which deals with a architecture as a visible record of Maine history. trade discipline rather than an art or craft. It is The second part of the course will be a chrono- recommended for students having little or no ex- logical history emphasizing the relation between perience in residential carpentry. Course work will people and the physical environments of ocean and consist of actual construction projects and will be shore. With some attention to the context of supplemented by the text, DeCristophoro's House greater New England, we will study the develop- Building Guide, and field trips to nearby construc- ment of ships and navigation behind the European tion sites. Students will be introduced through discoveries, the details of early contact between practical and theoretical methods to the use of white and native populations, European wars in shop machinery, hand tools and many phases of New England and the flowering and transition of residential construction. Actual construction pro- Maine coast culture in the nineteenth century. jects will be performed by the class, which will meet Texts will include Rowe's Maritime History of in groups of four, for two half days per week. Maine and Clark's new bicentennial history of Maine. Context will be established from Morison's Modern Architecture, Landscape Maritime History of Massachusetts. The history will Architecture and Land-Use be accompanied and illustrated by an extensive Planning Introductory survey of Maine architecture stressing early J. Carpenter building design in relation to the north coastal life This course is intended as a survey to familiarize style and environment. Students will be asked to do students with major concepts and styles in a term paper or project in either history or architec- ture. twentieth-century architecture, landscape architec- ture and land planning. For a major portion of the class, we will trace the evolution of the works of Louis Sullivan, H.H. Richardson, F.L. Wright, Philip Johnson, Charles Eames, Louis Kahn, Corbusier, Walter Gropius, Pier Luigi Nervi, Kenzo Tange and Moishe Safde. The dichotomy between the American consciousness formed by wilderness ex- 43 Foundations of Visual Studies Introductory plications of this union between a male-centered J. Carpenter/E. McMullen and a female-centered society. Additionally, we will This course is a preparation for advanced work in consider the Greek preoccupation with the nude the visual arts and design. Drawing, painting and form, their concern for the relationship of male to three-dimensional constructions will be done both female beauty, their impulse to establish a divine in class and out with each assignment focusing on order through their temples and civic structures. a different formal element such as line, texture, Moreover, their legacy to Western Europe will also positive-negative space, value, color and perspec- be touched on. Readings will include Gisela tive. Complementary to this aspect of the course Richter's Handbook of Greek Art, Kenneth Clark's will be concentration on the refinement and The Nude, Scranton's Greek Architecture, Robert enhancement of each student's critical faculties. Crane's The Greek Myth and selections from Plato Readings, films, discussion-lectures and in-class and Joseph Campbell. critiques will explain the formal elements from an aesthetic and art historical perspective. Readings will include selections from Paul Klee's Thinking Art History Survey: Introductory Renaissance to Modern Eye, Betty Edwards, Drawing on the Right Side of the Brain and Kenneth Clark's Civilization, among J. Carpenter others. Projects may include line and charcoal This class will study the arts of the Renaissance drawings, watercolor paintings, orthographic draw- from the 14th through the 17th century, including ings and designing a container, mobile or kite. the works of Brunneleschi, Michaelangelo and Rembrandt. The approach will be aesthetic and Primitive Art Introductory historic with particular emphasis on changing J. Carpenter world views. Some of the classes will be team- This course will focus on that art which is created taught so that additional perspectives such as by people with prescientific, nonlinear mentality. music, history of technology and philosophy can be Their art is based not on aesthetic but on magical represented. Kenneth Clark's "Civilization: A Per- principles and has as its intent the creation or re- sonal View," a series of challenging films on the creation of the sacred in the cosmos. As such, the arts and society, will be shown weekly. No prereq- uisites. visual arts are most often part of a ritual or perfor- mance which includes dance, music, costumes and singing. In order to allow us to comprehend the Alternative Energy Introductory mentality and meaning of these sacred enact- H. Hyman ments, readings such as Primitive Mythology by This is an introductory course in the basic physics Joseph Campbell, The Origin of Consciousness in of energy systems. We will examine the principles the Breakdown of the Bicameral Mind by Julian of thermodynamics and heat transfer and apply Jaynes and The Eternal Present by Sigfried Gideon them to the design of solar, wind, wood and tidal will be included as well as films of performances power systems. The course will consist of lectures from places as varied as Africa and the Orient. We and problems with some field trips to energy sites. will study such topics as the sandpaintings of In addition, each student will be expected to com- Australian aborigines and American indians, the plete an independent project, design, or investiga- rock paintings of prehistoric Europeans, the masks tion. and blankets of Pacific west coast indians and sculpture from Africa and Oceana. Finally, we will Statistical Reasoning Introductory look at the Oriental arts in an attempt to under- H. Hyman stand what has enabled them to bring the con- This course considers statistics as a working tool sciousness of the miraculous into the present. No that can be used to organize and understand prerequisites. observed data. The emphasis will be placed on col- lecting and analyzing real data, rather than Greek Art Intermediate statistical theory, and there will be extensive exer- J. Carpenter cises involving measurement and computation. Two cultures, the Minoans of Crete and the Myce- Prerequisite: algebra. neans, evolved themselves into the classical Greek culture with its extraordinary refinement in art and architecture. In this class, we will discuss the im- 44 Structural Design Intermediate No experience is expected and each student should H. Hyman come away with a good foundation in the use of Students will become familiar with problems and tools and the principles of construction. solutions relating to the strength of structures: buildings, roofs, floors and foundations. This is Wood Works II Intermediate/Advanced primarily a skills course in which the student will J. Johnston learn a variety of techniques for solving practical This course is intended for the more experienced problems. Prerequisites: algebra and carpentry. student who has an interest in furthering his or her skills in fine woodworking. The students will be ex- Three-Dimensional Design I Intermediate posed to more specialized tools and techniques in Design Faculty order to become more familiar with the possibilities and resources available to them. We will look close- This is a very rigorous 14-week, 6 classroom hours/week intermediate level offering in the En- ly at wood as a practical as well as a creative vironmental Design curriculum. The first half of the material. Projects will include work on a campus course is spent familiarizing students with stan- building project and assigned constructions; in- dard three-dimensional concepts: structure, space, dividual projects are a possibility. Field experience light, etc. This time is also spent mastering ar- or previous building courses are required. chitectural drafting skills. The remainder of the course involves actual, practical experience. There Visual Elements I Introductory are 18 different projects assigned, each requiring E. McMullen from four to eight hours of time outside of class. This course is designed to give the student a good working knowledge of the language of visual com- Three-Dimensional Design II Advanced munication. Areas that will be covered include: line, H. Hyman texture, value, contrast, scale, composition, mass Three-Dimensional Design II is an advanced and volume. Media include pencil, charcoal, ink, problem-solving course in which the students will water and oil color and pastel. The first hour of work on the design of complex buildings. It will in- most class periods will be reserved for discussion volve lectures, drafting and critique on a number of and critiques of the previous assignments. Approx- large projects requiring planning, design and imately 25 problems will be assigned with 3 to 4 engineering. Prerequisites: three-D design I, days to complete each assignment. carpentry, algebra. A recommended concurrent Visual Elements II Intermediate course is alternative energy. E. McMullen Three-D Plus: Design Projects Intermediate/ The course is structured around the critique and Harris Hyman and Design Faculty Advanced "How to Look" sessions. Considerable time is This is a group of all the persons doing independent given to the development of technique using both design projects and senior projects. The par- individual and group assignments as a framework ticipants will follow their own project developments for visual problem solving. Some areas covered in- and meet together once a week to integrate ideas clude: line, plane, edge, mass, scale, surface, value, and discuss human ecology and design. Students color, composition and subjective and objective must come to this seminar with a defined project qualities of the same visual experience. The course proposal. contains sixteen assignments and a two-week final project. Wood Works I Introductory J. Johnston Painting Studio Advanced E. McMullen This course will provide instruction in basic wood- This course will deal with problems in painting working skills through hands-on experience. The technique, composition and color. Half of the use, safety and maintenance of most hand and course work will be assigned to deal with specific power tools will be covered. Projects will include problems such as portraiture, landscape and still work on a campus building project and assigned life; the other half will be made up of problems constructions dealing with the fundamental skills. 45 chosen by the individual class participants. Discus- shooting assignments and one afternoon lab. We sions based on readings will be held weekly. Pre- will examine and discuss work in the fields of requisites: Visual Elements I and II or equivalent or documentary, fine arts and commercial photog- permission of instructor. raphy. Prerequisites include a camera (preferably 35mm) and an interest in the diverse potential of the Ceramics I Introductory photographic image. Because of its consumption E. McMullen of nonrenewable resources, photography is an ex- This course is an equal mixture of design theory, pensive endeavor. critique and actual production of pottery. The first 7 weeks are given to handbuilding, including pinch, Human Studies coil and slab techniques. The second half of the course concentrates on the fundamentals of wheel- thrown pottery. Assignments are supplemented by Environmental Economics Introductory/ in-class discussion of the previous week's work. S. Andersen Intermediate Ten hand-built and thirty wheel-thrown works are This course will survey the accepted and emerging required, with reviews taking place during week 7 issues in natural resources management and will and week 14. introduce students to the logic of economics. The topics will include economics and nature, property Ceramics II Intermediate/Advanced rights, conservation, public and private resource E. McMullen management institutions, benefit/cost analysis and This course will center around an intense explora- the role of scarce resources in "no-growth" society. tion of pottery form and technique. Early Credit requirements will include four take-home assignments will require substantial work on hand- assignments, a term- project and class participa- built and wheel-thrown forms to be undertaken by tion. Texts: Burton and Kates, Readings in each class member in preparation for a show in the Resource Management and Conservation; Dorfman college gallery. Class time will be divided between and Dorfman, Economics of the Environment: critique and work sessions. Selected Readings; Jarrett, Environmental Quality in a Growing Economy; plus numerous selected Presentation Drawing Advanced readings. J. Gallagher - Visiting Faculty Energy Economics Intermediate This course is intended to provide a means of ex- S. Andersen panding visualization abilities by developing both observational skills and manual drawing skills to a This course focuses on the economics of energy greater degree of articulation and expression policy, including concepts and calculations for op- within, but not limited to, a technical drawing for- timal solar systems, electric rate reforms, energy mat. While the drawing quality of individual conservation, nuclear and conventional power elements will be stressed, particular emphasis will plants and various appropriate technologies. be placed upon the organization of these elements Course requirements include two meetings weekly, into a comprehensive visual statement relative to one major project and two in-class tests. Prereq- specific problems in object representation. uisites: basic economics, physics or engineering. Reference will be made to various techniques of rendering and technical illustration and to con- Economics of Conservation Introductory ceptual drawing of a less formal, less applied S. Andersen nature. This course prepares one for making lifestyle, con- sumption and investment decisions that conserve Basic Black and White: An Introduction natural resources. Topics include: ethical invest- to the Techniques and Topics of ment, volunteer simplicity, lifecycle costing and Contemporary Photography budgeting. Extensive readings include: The Con- G. Bennington - Visiting Faculty server Solution by Lawrence Solomon, and "99 In this course we will cover the foundational techni- Ways to a Simple Lifestyle" by the Center for ques of black and white photography as well as ex- Science in the Public Interest and Less is More plore aspects of the history of this medium. The edited by Goldian V. Broeck. Evaluation will be class will consist of one weekly lecture on tech- based on a series of short essays and one major re- nique or aesthetic, one class critique of weekly 46 search project. No prerequisites, but human psy- History of Anthropological Theory Advanced chology would be helpful. E. Beal Since this is an advanced course, independent Forest Economics Intermediate reading and writing skills are essential. The text S. Andersen The Rise of Anthropological Theory by Marvin Har- Principles of planning renewable natural resource ris, will be read and discussed in class. Students use to maximize net social benefits with primary will be asked to select individual topics in an- reference to commercial forest lands, costs in rela- thropological theory, research them, prepare a draft tion to efficiency and conservation goals, analysis paper by the tenth week, present the paper to the of short-run and long-run supply problems, private class and make final revisions. Course content enterprise impacts on environmental quality and covers Western ideas as they contributed to an- analysis of selected case studies. Texts: Raleigh thropological thought from the late 1600s to the Barlowe, Land Resource Economics; Colin Clark, present. Mathematical Bioeconomics; William Hyde, Timber Supply, Land Allocation, and Economic Efficiency. Peoples and Cultures of the World Introductory Prerequisites: one or more courses in economics, J. Blank forest ecology or botany. This course is an introduction to ethnography, the descriptive part of anthropology. We will read and Agricultural Economics Introductory see films about different cultures in order to S. Andersen become familiar with the range of variation in This is an introductory course covering farm human social behavior and to learn how to ap- management, profitmaking, productivity and en- preciate another culture's point of view. The vironmental impacts of small-scale agriculture. We cultures surveyed will include a hunting and gather- will devote special attention to homesteading and ing society, a horticultural people, a pastoral peo- local efforts to preserve farmlands. There will be ple, a peasant society and some subcultures of the films and speakers. United States. We will investigate symbolic systems, subsistence patterns and social relations Seminar in Economic Issues Advanced of each culture and attempt to assess how these S. Andersen cultures are adapting to influences from the modern world. Each student will be asked to write a An advanced seminar focusing on a contemporary economic issue. Interested students should see short piece on each culture studied and a final Stephen Andersen; choice of topics will depend to a short piece comparing a single variable in a range large extent on student interest. of cultures. In addition, each person will be asked to design a human ecological approach to studying a culture and interview one person in depth about Cultures as Ecological Systems Introductory his or her values as a member of an American sub- E. Beal/J. Blank culture. The data collected in the interviews will be This course is an introductory level, foundation presented to the rest of the class orally or in written course in social, human ecological thought. It form. should provide, at least in part, a conceptual base for students interested in environmental education, Visual Anthropology public policy, law, government and related fields. J. Blank Starting with the nature of things cultural, this The purpose of this course is to examine different course draws examples from various times to show ways film and video can be used. Some that there appears to be ecological interactions possibilities include film for scientific research, for among belief systems, social organizations, persuasion or propaganda, for conflict resolution technology and the environment of a culture. Say- and mediation, and for preservation of a cultural ing that cultures are ecological systems does not heritage through transmission. Present day film on imply evolution, but in this course we will deal with TV will be examined and the historical antecedents possible ways culture has evolved and look at one- of modern film conventions will be examined. At- way changes in the history of culture. There will be tention will be given to the changes in technology approximately 80 pages of readings per week, one which have accompanied the changes in film con- short paper and one long paper or final examina- tion. 47 ventions. Students will be obliged to attend weekly During the first part of the course readings will be film screenings of films from the U.S., England, selected from original sources and discussed (e.g. Canada, France and other countries. They will be Erikson, Freud, Piaget, Reigel, Kohlberg, etc.). Later expected to watch each film twice and to take the discussions will become directed more toward notes during the second viewing. Each week a specific social and developmental issues (e.g. sex piece of critical writing will be assigned on that roles, the family, education, personal growth, death week's films and required readings will be assigned and dying, etc.). Participation in the discussions relating to the particular films or the filmmaker and a final research paper will be required. This seen that week. A final written project will compare course is part of the education sequence. No pre- all the films seen or describe a proposed film with requisites. an explanation of why the particular value deci- sions have been made. Contemporary Psychology Intermediate R. Borden Environmental Psychology Introductory R. Borden This course will provide an in-depth examination of three or four selected topics. These topics provide The purpose of this course is to introduce students examples of theoretical and empirical controver- to the burgeoning field of environmental sies in contemporary psychology. The exact topics psychology. Some of the topics to be covered are: will be decided upon by student consensus at the environmental stressors and human-coping pro- first class meeting. However, it seems that certain cesses, crowding, wilderness psychology, architec- issues should be considered likely, e.g., split-brain, tural influence on feeling and behavior, en- sex-role development, ESP, death and dying, and vironmental attitudes, and the determinants of en- sensory deprivation. All readings will be from vironmental responsibility. The course will be a original sources. Students should have some prior combination of presentations and discussions. background in psychology or the consent of the in- There are no prerequisites. structor. Personality and Individuality Intermediate Statistical Methods for Introductory R. Borden Social Sciences Students will read a broad range of theories of per- R. Borden sonality (e.g. Adler, Fromm, Jung, Freud, Rychlak, This course will provide students with a basic in- Bandura, Lewin, Binswanger, etc.) based on ex- troduction to correlational, nonparametric (sign- istential, behavioristic, gestalt, social-learning, tests, chi-square, etc.) and parametric (t-tests, humanistic and psychodynamic orientations. The analysis of variance, etc.) statistics. Students will approach will be comparative; the students will also become familiar with the statistical package compare the various theories abstractly and with for the social sciences (SPSS) on the college's PDP regard to how well they "fit" their own computer. No prerequisites. "personality." We shall also examine the literature on personality research and review measurement Literature and Ecology Intermediate techniques that derive from each theoretical ap- W. Carpenter proach. Prerequisites: some psychological back- ground or consent of the instructor. This course will use literature to develop a defini- tion and understanding of human ecology. The Personality and Social Introductory/ focus will be on the individual in context, that is, Development Intermediate the structure of relationships that connect a man or R. Borden woman with the surrounding world. We will be con- cerned with the perception of our environment and This course will provide a theoretical and practical the possibility of alternative perceptions. We will look at the emotional, cognitive, social and begin with three accounts of intense personal behavioral development of humans. It will cover the observation of the environment: Thoreau's Walden, full life span of human development with some Matheissen's The Snow Leopard and Loren special concentration on school-age children. Eiseley's The Unexpected Universe. The second Topics of prenatal development and personality section of the class will involve perception of the disorders will also be presented. In addition, the environment through myth. We will read Joseph course will focus on several of the more popular Campbell's Primitive Mythology, Homer's Odyssey learning, social-learning and educational theories. and Shamanic Voices. The final section of the class 48 will consider the evolution of the structures that Creative Writing Intermediate/ relate us to the external world; readings: Wilson's W. Carpenter Advanced On Human Nature and Julian Jaynes' The Origins This class will concentrate on the theory and prac- of Consciousness in the Breakdown of the tice of poetry, though students may submit prose Bicameral Mind. This class emphasizes reading pieces from time to time. The goal of the course is and discussion with a secondary emphasis on stu- to develop the skills of verbal craftsmanship and dent writing. There will be a short paper and a class self-criticism. It is intended both for poets and for on writing every three weeks. general writing students interested in sharpening their technique through the use of figurative Literature and Ecology II Advanced language and the verbal control involved in poetry. W. Carpenter The group will write continually and submit their This advanced course continues the work of work to group critical sessions as well as individual Literature and Ecology. The subject is the relation tutorials. Evaluation will be based entirely on quali- of the individual human consciousness to natural ty and improvement in the students' writing, though and social systems. It focuses on the function of we will also allocate discussion time to general myth and language to connect the individual and questions of criticism and quality in writing, to the the whole. We will begin with a sequence of major points that make one poem more intensely com- readings relating consciousness to society: municative than another and more appropriate to Jaynes, The Origins of Consciousness in the this point In history. From time to time we will have Breakdown of the Bicameral Mind, Neumann, The outside poets do workshops and readings, and we Great Mother, Bateson, Mind and Nature, Chardin, will have three texts for the course: Poets' Choice The Phenomenon of Man, Cassirer, Essay on Man, (1980), a selection of poems by current writers, Wilson, On Human Nature. The final three weeks Robert Bly's new anthology, News of the Universe will be devoted to a novel, James Joyce's Ulysses, and the Field Guide to Contemporary Poetics, a which illustrates in fiction the relation of a wonder- book of theory and craftsmanship. Students will ful individual to a complex urban society. Two produce mimeographed collections. Everyone tak- medium-length papers. Prerequisite: Literature and ing this course should be competent in English Ecology I or permission of instructor. prose and should read some modern poets such as Wallace Stevens or Adrienne Rich. Bread, Love, and Dreams Intermediate W. Carpenter Literature of the Third World Advanced This course is an introduction to the unconscious. W. Carpenter It begins with the problem of knowing something Writers from the world's "developing nations" have which by definition is unknown. It then proceeds to contributed some of the most brilliant poetry and examine two classic approaches to the un- fiction of the twentieth century. The politics and conscious: dreams and love. Students will be ex- surrealism of third-world literature has become a pected to keep a dream notebook and to recognize dominant influence on contemporary American their own unconscious life in the light of the writing. This course will provide a geopolitical and readings. Readings start with the unconscious in theoretical introduction to a galaxy of great writers its classical formulation according to Freud and from lesser-known countries. As an advanced Jung. We will read The Interpretation of Dreams course, the format will depend heavily on student and Two Essays in Analytical Psychology. We will participation, each student perhaps being responsi- then move to fiction and read two novels: ble for background research and presentation of Lawrence's Women in Love and Dostoevsky's one or two writers over the term. To be studied: Crime and Punishment, considering fiction as a Gabriel Garcia Marquez (Columbian), The Autumn mode of expressing the unconscious. Finally we of the Patriarch, One Hundred Years of Solitude; will look at selected contemporary writers, par- Chinua Achebe (African), Things Fall Apart; Yannis ticularly James Hillman's The Dream and the Ritsos (Greek), The Fourth Dimension; Czesclaw Underworld, but also selections from June Singer. Milosz (Polish), Selected Poems; Strand and Simic, Jacques Lacan, Joseph Campbell and Norman O. eds., Another Republic; Peter Matheissen Brown. The writing part of this course will be done (American), Far Tortuga; Pablo Neruda (Chilean), in pairs, with groups of two students cross- Selected Poems; Jorge Luis Borges (Argentinean), examining each other's dream notebooks and self- Labyrinths; Nikos Katsansakis (Greek), The Last analysis. Prerequisite: a course in literature or Temptation of Christ; Aliejo Carpentier (Cuban), psychology. The Lost Steps. 49 Autobiography Intermediate economics and social structure. "Methods of W. Carpenter Knowing" will comprise an examination of various This course will use autobiography as a literary concepts of human understanding-its means and form to examine the lives of certain significant peo- its origins. Topics discussed will include scientific ple and then to examine our own lives, concen- methods, mystic-intuitive, rational formalistic, trating particularly on understanding the effects of religious, commonsensical and skeptical perspec- early home and community environments. In the tives, considered with respect to various individual first half of the semester students will read five and socially formative elements. autobiographies chosen from a list including Eldridge Cleaver, John Muir, Loren Eiseley, Carl Biomedical Ethics Advanced Jung, Geoffry Wolff, Jack London, John Lilly, R. Davis Caitlin Thomas, Maude Gonne and Henry Adams. In This course will examine ethical issues in medicine the second half students will write their own auto- and public health. Practicing health care profes- biographies, working in small groups and frequent sionals including physicians and research scien- tutorial meetings with the instructor. The product tists will be invited to participate. Problem areas ex- will be an autobiographical examination of our own amined will include such topics as abortion, development. This course should consume 15 euthanasia, environmental health, population con- hours a week outside of class, more at the end trol, medical resource distribution, human ex- when finishing the autobiography. Prerequisite: a perimentation (including research with children and course involving literature and writing. prisoners) and preventive medicine. It will be taught as an advanced seminar unless student interest Environmental Education Introductory/ justifies a larger format. At least 12 hours per week P. Corcoran Intermediate of reading. This course is designed for students interested in either classroom or outdoor environmental educa- Ecology as Metaphysics Intermediate tion. Both philosophical and practical aspects will R. Davis be addressed in class sessions and through indi- This course is a cross-cultural examination of both vidual practice in the local schools. Topics ex- philosophic and popular views of reality. Particular plored will include what is environmental educa- attention will be given to correlation of patterns of tion, a survey of basic ecological concepts, and technology and social relationship with elements discovery and use of resources. Class time will be of world view. Students will be expected to research set aside to tackle student-generated subjects. and report on a particular cultural perspective. Students will design a specific unit to present in About 10-12 hours per week of nonclass work. class and to use in the schools. From these units, the group will compile a pamphlet of environmental Humans in Nature Introductory education activities which will be distributed to R. Davis local teachers. A journal and a paper will be re- The primary function of this course is to assist the quired. Readings will be from a variety of publica- individual in expressing and clarifying his/her tions made available on reserve in the library. Pre- values and developing them in an atmosphere of requisite: teaching experience, volunteer or other- supportive criticism. Attention will also be given to wise, in a public school or an environmental educa- surveying prominent theories of value and their im- tion program. plications for environmental and human ecological problems. Classes will alternate between intensive Methods of Knowing Introductory/ R. Davis group discussions of each student's sense of im- Intermediate portances and discussions of readings. The course In recent years we have become increasingly aware will require one evening per week plus 8 or 9 hours of the limits to theories, perspectives and tech- of nonclass work. niques which were previously entertained without qualification. Every claim to knowledge depends Perspectives on Learning Introductory upon a methodology of inquiry with presupposi- R. Davis tions and restrictions which leave their mark upon the result. Beyond purely cognitive factors, inquiry This course will provide an intensive introduction to the philosophy of education. Particular attention and interpretation may be systematically affected will be given to ecological education and the role of by consideration of such factors as technology, formal education in shaping values and lifestyles. 50 Participants will be expected to spend about eight Scheduled readings include Freddy's Book, Daniel hours per week in reading and one evening each Martin, The Ebony Tower, The Shikasta Trilogy, The week in discussions with local teachers and high Left Hand of Darkness and selected criticism. school students. About 200 pages of reading per week, plus 3-4 papers. Students are expected to contribute to Public Policy Analysis Intermediate each other's learning and to help determine the P. DuBois direction of the class. This course is an introduction to the process of for- mulating public policy. Study will include private Contemporary Fiction Intermediate S. Eliot/S. Lerner and public organizational models of policymaking and the role of legislatures, courts, administrative This is an intermediate level reading and discus- leaders and special interest groups in policy pro- sion course which focuses on the work of such con- cess. Special emphasis will be given to including temporary authors as Marge Piercy, John Fowles, economic, environmental, energy and cultural fac- Margaret Atwood, John Gardner, Ursula LeGuin, tors. (Additional course descriptions from Paul Susan Sontag and possibly Tom Robbins. The pur- DuBois were not available at time of printing but pose of the course is joint consideration of new or will be furnished upon request.) recent works by authors whose fiction-and criticism, where appropriate-is particularly con- Shakespeare Intermediate cerned with problems of the human condition, in- S. Eliot timate relationships and the quest for identity. At This intermediate level reading and discussion least one previous college-level literature course is course will concentrate on several of Shake- strongly recommended. speare's plays and on critical and aesthetic Introduction to the responses to them. For example, consideration of Introductory The Tempest will include not only the play itself but Legal Process D. Kane/S. Collier/W. Ferm such works as Browning's Caliban Upon Setebos and the film Forbidden Planet. Plays that will Those students with requisite interest and fortitude definitely be read include The Tempest, King Lear, will be initiated into the mysteries of the law by Romeo and Juliet, A Midsummer Night's Dream, A local attorneys Dan Kane, Sandy Collier and Bill Winter's Tale and Hamlet. This is not a Ferm. Case studies and topics from the respective Shakespeare survey course; some familiarity with areas of expertise of the three attorneys will pro- Shakespeare's work is assumed. vide an introduction to the adversary system, the legal process and the many contexts in which legal Isolation Intermediate/ controversies unfold. Topics will range from en- S. Eliot Advanced vironmental law controversies at the national level This intensive reading and discussion course will to family, juvenile and criminal law matters at the consider Paradise Lost, Frankenstein, the Mayor of local level. Evaluation will be based upon three Casterbridge, Moby Dick, Victory and selected take-home exercises requiring legal analysis, class poetry by Hardy, Frost and Byron. The primary presentations and a legal research project of the focus will be on the "self," the individual isolated student's choice. Ample opportunity will be by choice or circumstance from nature and society; available for research at the Hancock County Law the primary method will be close textual analysis Library, visiting the local courts in action and assis- accompanied by subjective interpretation. tance with specialized topics and projects such as Students will be evaluated on in-class presentation, the Penobscot Indian Court, mediation and juvenile court. class participation and four pieces of written work. Moral Fiction Intermediate Land Use and Real Estate Law Intermediate S. Eliot D. Kane John Gardner's On Moral Fiction provides the point This is an intermediate level course exploring the of departure for this reading and discussion reach of government power in the regulation of land seminar. "True art is by its nature moral," he says; use, including the scope of police power, the public "it explores it clarifies and confirms." The trust doctrine and eminent domain. In addition to course focuses on four contemporary writers: Gard- treating the law of zoning, subdivision control and ner, John Fowles, Doris Lessing and Ursula LeGuin. regulation of ordinary landscapes, the course also 51 covers the law of extraordinary estuarine, Women in Transition palustrine, lacustrine and fluviatile waterscapes in- S. Lerner cluding the law of coastal wetlands and tidelands, In this course we will read books that focus on in- great ponds, adjacent marshes, swamps, bogs, dividuals, particularly women, at a point of change. heaths, streams, rivers, and lotic and lentic en- We will explore the social environments that in- vironments. Topics in traditional real estate law fluence them and aim to clarify the distinctions be- such as ownership, deeds, recording and ease- tween change and growth. Students will be ments will also be covered. Course materials will in- evaluated on the basis of their contribution to class clude case law, reprints of articles and a host of discussion, the quality of 10 short papers and on publications collected from state agencies, most of their participation in an all-class end-of-term which will be distributed in class, the rest on creative effort. Texts: The Awakening, Chopin; Mrs. reserve. For their course projects, students will par- Dalloway, Woolf; Diary I, Nin; The Vagabond, Co- ticipate in a research project and report. Field trips lette; A Man and Two Women, Lessing; Sula, Mor- to the "wildlands" and to the Hancock County Law rison; Rubyfruit Jungle, Brown; The Woman War- Library for legal research will be included. rior, Kingston; and The Left Hand of Darkness, LeGuin. Fundamentals of Music Introductory F. Kuan The Nature of Relationships in Fiction This is an introductory course concerning basic S. Lerner music vocabulary: notation, rhythm, harmony, ear- In this course we will read eight novels in which training. This course may be taken alone or in con- couples figure predominantly. We will consider the junction with music composition. connection between the form fiction takes and changes in cultural patterns. We will examine ar- Survey of Music chetypes, androgyny and sex roles. Including the Introductory F. Kuan perspectives of biology, psychology and an- thropology, we will analyze how people interact to This course explores ways to listen to music with create tension, resolve it and give meaning to their greater perception through a historical survey of lives. D.H. Lawrence, Virginia Woolf, Doris Lessing musical styles. Peripheral influences such as and Vladimir Nabokov are several authors whose social, political and cultural are highlighted books we will read. Students will write frequently although the primary focus concerns the principal and possibly do projects. types and forms of music prominent in each period. Examples of major composers and major Environmental Studies Introductory developments of each style and period are S. Mehrtens et al. presented from the Middle Ages to the present. Ex- posure to the music of five nonwestern cultures Perhaps the most basic course at COA, this and the sources of American popular music will be freshman level introduction to Environmental included. Studies seeks to expose students to a diversity of fields and faculty subsumed under the heading of Women's History and Intermediate "environmental studies." Consisting of 42 class Literature sessions (28 meetings of 75 minutes each plus a S. Lerner/S. Mehrtens weekly 75-minute lab), the course hosts 12-18 guest lecturers speaking on scientific, philosophical, This intermediate level, team-taught course com- economic, psychological, historical, religious, bines literature and history to delineate women's feminist, literary, artistic, aesthetic, legal, political roles, attitudes and lifestyles in several periods. and anthropological aspects of human involvement Emphasis will be on integrating historical reality with our environment. Continuity is maintained in and literary perceptions of women's identity. While readings, guest lectures and discussions by close early periods will be noted, the last 150 years will interaction between the organizing teacher and the receive attention in depth. Readings may include students. The readings, varying each year, are Flexner, Mary Wollstonecraft, Dash, A Life of One's drawn from the basic corpus of "classics" in Own, and Ruddick and Daniels, Working it Out. human ecology, many suggested by the guest There will be films and a series of short papers. speakers. The readings will include, among others: Nash, Wilderness and the American Mind; Schumacher, Small is Beautiful; Rich, Of Woman 52 Born; Hyams, Soil and Civilization; Yergin et al., Some tentative books we may assign are Twain's Energy Future; Spring, Ecology and Religion in The Gilded Age, Galbraith's The Great Crash, History; Storer, The Web of Life. In addition, there Osgood's Ideals and Self-Interest in American are movies and field trips throughout the 14 weeks Foreign Policy, Schlesinger's Vital Center and of class. primary sources, e.g. Marshall's Commencement speech at Harvard, Wilson's declaration of war, History of Economic Systems Intermediate FDR's speeches, etc. There will be field trips, film S. Mehrtens strips, movies, at least one paper and a final exam. This intermediate level course combines an historical perspective with economics to trace the Medieval and Introductory/ rise of capitalism-mercantile, industrial and finan- Renaissance Studies Intermediate cial-and its challenges (e.g. socialism, Marxism), S. Mehrtens methods of business organization, banking, This interdisciplinary seminar will cover a variety of monetary policy and other related issues. While topics in the period 1250-1600, including political economic organization in the ancient world will be issues (e.g. the rise of the nation states of Europe), examined, emphasis will be on the period after linguistic history (e.g. the evolution of English from 1400, particularly 1800 to the present. Readings will Chaucer to Shakespeare), a comparison of include Lopez, Medieval Trade in the Mediterranean medieval and Renaissance women (e.g. Eleanor of World; Cipolla, Economic History of Europe; Adam Aquitaine and Elizabeth I), topics in art and ar- Smith, The Wealth of Nations; Schumpeter, History chitecture, social and economic developments (e.g. of Economic Analysis; and Robertson, History of the rise of capitalism and the bourgeoisie) and the American Economy. There will be movies, others. There will be two field trips, one to the speakers, a paper and, perhaps, a final exam. Isabella Gardiner Museum in Boston, the other to the Cloisters in New York. There will be 14-15 re- Historical Legacies Introductory quired books and a research paper of substantial S. Mehrtens length. There are no formal prerequisites, but What does the past - 5000 years of "western students should have a strong interest in this civilization"-mean to us in late 20th century historical period and a general familiarity with America? Our attitudes about many current issues, European history. One class project will be a e.g., land use, personhood, cities, the wilderness, medieval feast at COA for all interested members of have roots in the past. This course is a wide-ranging the college community. (2600 years) and intensive (1900 pages of reading) inquiry into our inheritance from the ancient, Public Policy: the Introductory/ medieval and early modern periods (c. 800 B.C. to Philosophy of the Intermediate 1800 A.D.). What we try to do is to see threads from Constitution the past woven into our immediate present, concen- D. Meiklejohn trating on issues of concern at COA: land, environ- This course studies readings in Supreme Court ment, values, human liberation, science, education. decisions on civil liberties, property rights, separa- This course is intended to serve as a basic tion of powers, civil rights and other contemporary background course for all further history courses. issues as well as essays by Locke, Rousseau and J.S. Mill. Students are asked to criticize the Court's Topics in 20th Century Advanced decisions and to undertake the formulation of their American History own philosophy of the Constitution. They are also S. Mehrtens/E. Kaelber asked to write two short papers and one longer This survey course, for junior-senior level students, paper analyzing and criticizing the opinions of the will focus on four broad topics: Presidential Supreme Court and the philosophers, or on other power-its uses and abuses from 1900 on; the authors and topics in political theory. changing role of American women since 1900; the "capitalist society": its changing definitions in the past 100 years; and the shift in American foreign relations: isolationism to international policeman. The class format will be generally arranged around discussion of the reading with occasional lectures by eminent scholars, statesmen and businessmen. 53 Writing Workshop Introductory planning, tutoring and assessment of readiness for R. Chester and mastery of skills. There will be regular class By writing weekly assignments on subjects of our meetings and experiences in MDI schools. own choosing, we will use the writing process to realize the dynamic relationship between self- awareness and self-expression. We will aim for writing that is persuasive and sincere. We will ex- plore the modes by which experience can be translated into words and discover how the words can become an experience. Approaching writing as an exercise in decision making and problem solv- ing, we will meet as a workshop and rely mostly on our own writing to illustrate and clarify. The text, Practical Guide to Writing by Barnett and Stubbs, will provide us with additional writing samples and exercises including focus, development, organiza- tion and revision. We will meet twice each week and haye frequent conferences. Writing Seminar Introductory A. Kozak In May 1981, COA received a National Endowment This course will emphasize formal writing based on for the Humanities grant to develop Human Studies rhetorical principles of exposition, argument and Core Courses. Four new interdisciplinary courses persuasion. The assigned readings will illustrate will be offered in 1981-82: Value, Order, Con- how to use these principles, will develop the sciousness and Community. At the time of printing, course descriptions were not available but will be students' analytical skills and will examine the furnished upon request. three parts of the composing process: prewriting, writing and rewriting. The weekly essays students write will enable them to apply the theory to their own writings. This course is geared for those students, for example, who write papers explaining Visiting faculty and COA faculty regularly offer ad- or clarifying a position, a project or a lab or field ex- ditional courses not listed. Course descriptions are periment; moreover, whenever possible the assign- available on request. ed papers will be based on assignments made by other professors so that students will gain practical experience in applying principles of effective writing to specific class assignments. Evaluations will be based on weekly essays, conferences, class participation and readings. Texts: Donald Hall, Writing Well and Jo Ray McCuen, Readings for Writers. Two class meetings and one individual conference per week. The Teaching of Reading Introductory Visiting Faculty This introductory course in methods of teaching reading will survey a variety of approaches and materials used by classroom teachers. Students will gain familiarity with the sequence of skills in- volved in the reading process from beginning decoding level through comprehension. Observa- tion of working classrooms will provide oppor- tunities for experience in classroom management, 54 Independent Study Whenever students' needs cannot be met through courses or workshops, students may initiate independent studies which are carried out under the supervision of faculty sponsors. The in- dependent studies listed below are selected from the list of those conducted during the past year. An Inquiry into the Applicability of Systems Theory Toward Understand- ing the American Political Decision- Making Process French History of Buttermolds and Butter- presses in the United States Feasibility Study of a Sawmill for the COA Community Writing Poetry Minke Whale Skeleton Reconstruction- Mobile Workshop for School Children Introduction to the Psychology of Counseling and Advising A Study of Western Cities A Computer Study in the Biomechanical Classical Greek Analysis of Animal Locomotion Marine Chemistry and Its Biological Intentional Communities: Utopias/ Implications Communes/Collectives COA Auditorium-Designs and Methods of Teaching Social Studies Planning Photography: An Exploration of Texture Chamber Music and Light An Applied Study of Contemporary Film Social Services in Hancock County Animation Techniques Photography: Portraits and Landscapes Study of the Tragic Hero in Hamlet and Critical Essays on the Photographic Ulysses Aesthetic Taxidermy Advanced Creative Writing Economics of the Common Market and The Economic Impacts of the Proposed Resource Management MX Missile Project Determination of Lead Chlorobromide Effects of Proposition 2½ on a Town Content of Vegetables in COA Science Department Gardens Parasite Testing for Sheepbreeders Benefit/Cost Analysis for Appropriate Landscape Architecture-the Balance Technology between Man-made and Natural Jazz Improvisation and Chordal Elements Accompaniment Readings in Human Ecology The Successful Community: What Theatre and Social Change Makes it Tick? A Survey of African Pottery Ethno-Botany Study in the St. John Valley 55 Workshops At COA workshops provide students literature on the subject. Each member of with the opportunity to pursue a specific the workshop researched and wrote a problem or issue which is outside of the final paper on different aspects of draft regular academic curriculum. Workshops horse farming. This series of final papers can be generated by either students or will be compiled into a handbook for per- faculty members, and participation in a sons interested in learning about farming workshop is a requirement for gradua- with horses. Our activities included: tion. This experience is intended to meeting twice a week for discussions develop students' abilities to deal with and class presentations, field trips to ac- concrete problems and to aid students in tive farms, guest lectures and readings learning how to work cooperatively and primarily from the Small Farmer's Jour- effectively in a team effort. Often, COA nal and the Draft Horse Primer. workshops make significant contribu- Greenhouse Workshop tions to the college and to the larger island community. The Greenhouse Workshop was an op- portunity to incorporate technical skills Alcohol Fuels Workshop such as drafting, solar calculations and The objective of this workshop was to structural design along with hand skills make ethanol from biomass as an alter- such as carpentry, plumbing and native to gasoline. Using material masonry into the actual renovation of an gathered from the local junkman, the existing greenhouse structure. Group group built two lab stills and a produc- planning and decision making were used tion still, tested different feedstocks and extensively throughout the term, with ac- finally produced ethanol. A major con- tive participation emphasized. The goal sideration was to find the most ap- of the workshop was to winterize the ex- propriate feedstock for growth and use in isting structure and move toward the this area and to implement a prototype completion of a year-round, solar green- production still which could be moved to house. a local farm for use once the workshop was completed. The group realized that What's Going On in the World this project would not solve the nation's To understand the role of the United energy problems; however they were able States in world affairs, this group's aims to demonstrate that the small-scale pro- were to keep informed of current political duction of alcohol for fuel is feasible for trends and events, to stimulate interest those with the resources and ingenuity to and increased awareness of world issues undertake it. and to identify the biases and special in- Draft Horse Farming terest affiliations of the news media. Throughout the term each member Workshop followed the news coverage of a group of The purpose of this workshop was to periodicals across the political spectrum look at all aspects of farming with draft to compare accounts of world political horses and determine if it is, in fact, a situations. In addition participants viable way to farm. Our focus concen- followed a major policy theme such as trated on researching draft horse farming U.S. military and multi-national corporate through working and talking with draft involvement in third-world countries and horse farmers and reading existing reported their observations to the entire group. 56 Internship Internships are work experiences The following examples demonstrate which allow students to apply their the variety of experiences available knowledge and skills, develop new skills through the internship program. and clarify future goals. As part of our special emphasis on applied learning, the college awards academic credit for an internship and includes its comple- Education tion as a degree requirement. Internships Bob, a crew leader for a Youth Conser- last anywhere from ten weeks to one vation Corps Camp at Eielson Air Force year, and some students have spent Base in Alaska, worked with white and them in as many as four different work Native American teenagers construc- environments. Several graduates have ting and maintaining trails. returned to their internship sponsors for Alison designed and coordinated a postgraduate employment. The Intern- summer program for preschool ship and Career Services Office main- children at the YWCA in Bar Harbor and tains an active file of organizations and worked in the play therapy program at job contacts while individual and group the local hospital. counseling helps students find intern- ships that are appropriate to their career interests and needs. 57 Environmental Science Environmental Design David, a field research assistant in or- Debka transformed a vacant lot into a nithology, compiled ecological data on park and playground for the Eleventh Roseate Terns in Buzzards Bay, MA, Street Movement, a neighborhood and studied the feeding behavior of development group on the lower East Northern Phalaropes in Passamaquod- Side of Manhattan. dy Bay, ME. Peter was involved in building a Donna reconstructed the skeleton of a passive solar heated home in Buena 65-foot finback whale at the Ontario Vista, CO. He participated in site plan- Science Center in Toronto and inter- ning and excavation, foundation work, preted the process for visitors to the framing and finish carpentry. museum. Andrew, an apprentice with Paolo Steve spent three months studying Soleri in Arizona, developed skills in ce- green turtles on an isolated beach of ment form construction. the Galapogos Islands for the Charles Kim, employed by both the graphics Darwin Foundation. and planning departments of the Ray worked for four months on the Cor- Greater Portland Council of Govern- nucopia Project for Rodale Press in Em- ments, prepared maps for the Presump- maus, PA. He studied food production scot River Development Project and in- in Maine as part of its nationwide ventoried recreation facilities in research on agricultural practices and Cumberland County for the Maine policy in the United States. State Planning Office. Marti directed a teenage work crew for the Twin Cities Tree Trust in Min- Public Policy neapolis. While developing and preser- Ben researched municipal financing of ving attractive urban landscapes, the alternative energy projects and energy Trust provides job training for conservation efforts as an intern with teenagers. the Institute for Local Self-Reliance in Julian was employed by Acadia Na- Washington, DC. tional Park as a ranger and naturalist Amy, a staff volunteer for Greenpeace on Isle au Haut, a small island off the in Copenhagen, Denmark, worked on Maine coast. In addition to monitoring their policies concerning nuclear the use of the area, he instructed peo- energy and whaling. ple on the ecology of the island. Tom learned cooperative farming techniques on a small organic farm in Rockport, WA, and assisted in the design and construction of a solar potato storage shed, a project funded by the National Center for Appropriate Technology. 58 Senior Project The senior project is a major piece of Vegetation Following a Fire on Seal independent work which is the culmina- Island, Knox County, Maine tion of a student's program at COA. The Study of Plant Use Heritage of Micmac following is a list of recent senior Indians in New Brunswick projects. Coordination of General Systems-a COA Course The Soviet Threat: How Belief in Soviet Expansionism Influences U.S. Politics Batik Designs Handmade Woodworking Tools Directory of Health Care Services in Hancock County Biomedical Analysis of the Hind Legs of the Red Fox "Turn Off and Tune In"-an Activity Book for Parents of Preschool Children Condominiums: New Land-use Patterns, Problems and Opportunities for Maine Spirals: Application of a Wave Equation Optimal Design of a Barnes Wall Research on the Stimulation of Oocyte- cumulus Cell Complexes by Follicle- Stimulating Hormones in Mice at the Jackson Laboratory Exploring Human Exercise Physiology Natural History Museum Design for the COA Campus History of Proposals to Harness Tidal Power in Passamaquoddy Bay Reconstruction of the Turrets Formal Inquiry into the Creative Process Perennial Garden Toward a Synthesis of Natural A Philosophical Inquiry into Dualities Philosophies A Greenhouse Retrofit Project for Scott's Bird Rehabilitation and Ornithological Stables in Bar Harbor Life-Drawing on Sanibel Island, Florida Changing Roles: A Study of Women in Humpback Whale Dorsal Fin Catalogue Maine Design of Residence Suited to Specific Teaching Reading and Math to Sixth Health Problems Graders Metabolic Cost of Flight in Birds Trained A Study of Estuary Legislation to Fly in a Wind Tunnel In the Realm of Gwendollyn Lear-A Redesign and Retrofit of a Farmhouse in Short Fantasy Mabou, Nova Scotia Developing an Island Wide Field- Shade Tree Inventory and Tree-care Plan Oriented Science Curriculum for for COA Campus Fifth Graders Political Philosophy and Public Policy Organizing a Community Energy Center Measuring the Successional Trends of 59 Graduates As COA approaches its tenth year, one Of those working in the area of plan- of the most frequently asked questions is ning and public policy, some are with what do our graduates do. With the total private and government environmental number of graduates under 150, it is too consulting firms. Others are involved early to provide significant statistical with formulating transportation policy data, but we do know what individuals and directing process studies while are doing and we are proud of the variety another graduate is a research assistant and scope of their activities. with a group that is developing national It is sometimes surprising for people estaurine sanctuaries for The Conserva- to discover that graduates with a degree tion Foundation in Washington, D.C. in human ecology pursue advanced Many of our graduates work in en- degrees in such areas as law, theology, vironmental education. One, a pan- architecture and communications. Cur- tomime clown in New York City, creates rently twenty-five percent hold advanced children's parties as a sideline to her degrees or are degree candidates in teaching position at the Montessori graduate programs. Some COA grad- Family School. Others teach at Tatnic uates have studied theology at Yale Hill School for Environmental Studies in Divinity School, Episcopal Theological Wells, Maine, the North Country School School, Boston University School of in Lake Placid and the Quebec-Labrador Theology and at Yeshiva in Jerusalem Foundation in Newfoundland. Graduates while others are studying education at are also involved in education through the University of Maine, Lesley College, museum work. The newly appointed College of New Rochelle and Bridge- curator of the Wendell Gilley Museum in water State College. Still others are law Southwest Harbor, Maine, is a COA students at Franklin Pierce Law School graduate as is the Assistant Director of and the University of Portland in Oregon. Education at the New England Aquarium. Graduates with communication in- One graduate is a natural history inter- terests have attended the University of preter in Baxter State Park; two others Michigan, Appalachian State University combined their skills in wilderness and George Washington University. Addi- education to create North Woods Ways, tional graduates are students at Tufts an educational guiding service for trips University School of Veterinary Medicine, in northern Maine. Antioch College in Seattle, Clemson A number of graduates have become University School of Architecture, Yale marine biologists. Their work includes School of Forestry and the University of studying the ecology of the barrier Wisconsin. One graduate holds a islands in the Beaufort Sea, doing masters degree in Community Planning research for the National Marine Mam- from the University of Rhode Island and mals Lab, working with National Marine another recently received his masters in Fisheries in Alaska and Hawaii and coor- Public Policy from Claremont in Califor- dinating Marine Mammals Research at nia. the New England Aquarium. 60 An increasing number of former COA students are pursuing careers in health care. The Director of Educational Ser- vices at the New England Health Founda- tion in Cambridge is a COA alumna, as are a research interviewer for the American Health Foundation in New York City and a graduate student in nurs- ing at Pace University. From the design area graduates have entered masters programs in architec- ture at Clemson University and the University of New Mexico. Several are employed as architectural assistants while others are working as building con- tractors, furniture makers and boat builders. 61 Who We Are Ben's internship with the Institute for Local Self-Reliance in Washington, DC, and his senior project, a study of the Passamaquoddy Tidal Power Project, in- tegrated his studies in economics, energy, politics and law. After taking a year off to work and travel, Ben plans on entering law school in 1982. He is not as interested in practicing law as in understanding how we can use law to develop more equitable economic and political systems. "I envision a society based on cooper- ation rather than conflict. Avenues need to be explored where the allocation and distribution of resources is collaborative Ben Walters came to College of the rather than adversarial. Such a society Atlantic after attending a private college would be based on local self-sufficiency; in Minnesota for two years. He was at- autonomous regions would utilize local tracted to COA for several reasons, the resources to produce goods for con- most important being the role students sumption and trade on a local level." play in college decision making. "I distrust college systems which subscribe to the theory that students should have as few nonacademic respon- sibilities as possible. Such a policy leaves students unprepared for the deci- sions and responsibilities they will face How do condominiums fit into the later in life." Taking advantage of the op- study of human ecology? For Kim portunities for involvement at COA, Ben Rudkin, the answer is explored in her served as co-moderator of the All College senior project, "Condominiums: New Meeting and as Chairman of the Public Land-Use Patterns, Problems and Oppor- Policy Search Committee. tunities For Maine," and represents the For Ben, an education in human culmination of her design and planning ecology involved studying energy, a fun- studies at COA. damental resource, and the political "In addition to classes in soils, plants economy, the methods society uses to and the processes taking place on and produce, consume and allocate its beneath the earth, I studied architectural resources. "I view society as a collective drafting, oral history, landscape architec- based on interdependence. Unfortunate- ture and general art history. Working for ly, today's view is that individuals are a planning commission and for a land- masters of their own destiny. We fail to scape architectural firm reinforced my recognize the support system we set up feeling that land holds many char- and our dependence on one another. acteristics which cannot be overlooked There is really no such thing as total self- when it is being designed, manipulated sufficiency or a pure free market." or simply walked upon. 62 challenging internships resulted in David's acquiring an understanding of the theoretical and practical aspects of human ecology. "An education in human ecology con- tinually refines one's view of the world. In developing an awareness of the many components to a problem and in untan- gling the puzzle surrounding those con- cepts, an individual becomes, out of necessity, open-minded, responsive and objective. I have learned to find sensitive and logical solutions to problems while at COA. These skills I will continue to use in scientific field studies as well as in many other areas of my life." David employed his knowledge and problem-solving skills in field-research "I chose the study of condominiums to projects. Studying the breeding habits of explore a specific type of land use: the the endangered seabird, Roseate Tern relationship between land and buildings. (Sterna dougallii), on Cape Cod beaches In my senior project I bring together my and conducting a census of songbird studies and experiences in order to docu- populations in Maine with respect to the ment a challenging issue facing people state-wide Spruce Bud Worm Aerial in Maine and across the country." Spray Program gave him the chance to The educational process leading to apply his interest in ornithology to real Kim's senior project began when Kim issues with extensive biological, political decided to transfer to College of the Atlantic after a semester at a large state university. She was looking for a school where she could explore the environmen- tal sciences and the arts "without feeling the pressure to separate the two." At COA, she did this by focusing on design and natural science. Participating in the growth of an in- stitution and taking responsibility for his own education made COA work for David Folger. As a first-year student in 1976, David took courses such as cultural ecology, agricultural economics, evolu- tion and ornithology in order to explore questions of values and ethics and to assess critically the role of field ecology. The knowledge and practical problem- solving skills gained from these courses plus his independent studies and 63 and economic ramifications. He found evolved into a serious intellectual in- that only by learning how to integrate all terest." For her final course project, Ab- these factors could he understand the bie studied a mill town, Harrisville, NH, issues. where she had worked for three and one- His senior project, "Measuring the half years. Successional Trends in Vegetation Studying Harrisville gave Abbie the op- Following a Fire on Seal Island, Knox portunity to combine all of her interests. County, Maine," required that David ap- "Harrisville is a good historic example of ply his botanical background to theoret- ecologically sound development. Its tex- ical ecology. His final paper will be sub- tile industry and architecture grew mitted to the USDA Forest Service and be naturally around its source of power-a used in establishing criteria for public river-and its local resources-brick and land use on Maine coastal islands. granite block. This appropriate and regional use of resources is, unfortunate- ly, in sharp contrast to many industrial practices of the past quarter century." From her conversations with long-time residents of the town, Abbie found that not only were Harrisville's industry and architecture harmonious but so were its social relations. "Like the cities of the day, there was a large population of diverse ethnic groups, but unlike the cities, Harrisville, a small town, mini- mized the severe economic and social conditions associated with textile mill life." Some day Abbie would like to com- pile a complete oral history of Harrisville. Abbie feels that COA provides a stimulating environment for older students like herself because of its em- phasis on independent work and the freedom to design one's own program. "I was older and able to make the most of the available resources right from the start. My courses and projects helped to How does one combine oral history, ar- clarify my objectives while counsel and chitecture and weaving into a cohesive support from teachers like Langdon Win- undergraduate education? This question ner [visiting professor] and Joanne was on Abigail Goodyear's mind when Carpenter gave me confidence in my she arrived at College of the Atlantic in ideas and ability. Overall, the college's Spring, 1979. Although during that first philosophy and focus stimulated my in- term she involved herself in all three terests and growth." areas, a course in modern architecture and design made a significant impact on her future direction at COA. "The Modern Architecture course exposed me to an ar- ray of buildings and styles of the twen- tieth century. What had been a casual, undeveloped appreciation of buildings 64 Bill Hohensee was attracted to Col- His year-and-a-half-long internship as lege of the Atlantic by its educational a management consultant at Pugh- style and its commitment to the doctrine Roberts, an independent consulting firm, of interrelatedness: "I recall as a enabled him to apply systems dynamics newcomer to COA the anticipation and to business and governmental concerns. excitement I felt as I waited for the This "real world" experience presented details of human ecology to unfold. I was Bill with a classic challenge: how could searching for something to define the he blend the idealism of ethical human permeating quality of things, something relations with the realities of the world? which combined seemingly divergent Returning to COA, Bill coordinated the disciplines and experiences." Fall, 1981, course in general systems theory. This course represented the logical and natural progression in his understanding Human Ecology. Since he believes that all things change as a result of interrelationships, he hopes to combine the humanistic, ethical sense gained at COA with the technical skills learned at Pugh-Roberts and MIT so that he may eventually effect change in social, environmental and energy related issues. His current plans include graduate studies in resource systems and policy design. College of the Atlantic allowed Becky Buyers to fulfill two dreams: to live on the coast of Maine and to write and direct a An environmental economics course play. Her love affair with Maine has been briefly introduced Bill to systems a long one, developed from numerous dynamics, computer simulation model- summer vacations during her childhood. ing, and further investigation uncovered Becky discovered COA through the works of Ludwig van Bertalanffy, a reading a Sierra Club Bulletin. "I was at- biologist and systems analyst. Bill had tracted to the college not by any specific found his unifying thread-General area of study but by its overall ecological Systems Theory, the formal study of focus and educational philosophy. It systems. Since pursuit of these studies seemed to have different value systems was not possible at COA, Bill became a than traditional schools: students were visiting student at MIT. He spent a year important; they were individuals pursu- learning the practical aspects of systems ing personalized goals in new and dif- theory and began working on a course in ferent areas. Of course, at first I was systems dynamics for COA. Developing skeptical about this being true, but the and teaching this course became his reality of COA closely parallels its senior project. rhetoric." 65 After graduation Becky will pursue a career in writing and will become more politically involved. "When I came to COA I was foggy about my political opin- ions and personal beliefs. But my ex- perience here has given them clarity and firmness. Now it is time for me to put that clarity and firmness to action." Quite accidentally John Jacob found out about COA. A description of the col- lege in an alternative education cata- logue interested John, and he decided to investigate. "I wasn't sure that I wanted to come to COA, but when I came to visit I saw that everyone was busy. Everyone had an idea and was working on it. Whether right or wrong, they were doing something. That was what I wanted from college." During his first year, John enjoyed the In her first year at the college Becky flexibility of COA's curriculum and took took a course, Women in Transition, that courses in areas he had previously significantly altered her attitude about passed over. Because of a personal in- women. "Through literature and discus- terest in historic preservation, he took an sion I was exposed, really for the first oral history course to prepare himself for time, to the injustices that women have an internship with the National Trust for been subjected to throughout history. Historic Preservation. The job required Coming from a supportive family, I had photographic ability-a skill John did not been sheltered from such injustices." By possess. He enrolled in a photography addressing affirmative action issues as a member of the college's Steering Com- mittee, Becky has applied principles learned in that course. Before coming to COA, Becky studied drama at Schiller College in France. "I thrived in a small group environment that emphasized doing as well as studying. Schiller and College of the Atlantic are similar, and I see my move here as a logical progression." Becky's senior proj- ect, a one-act play, was performed at the college before graduation. "It is very satisfying and most unusual to take an original work from the first written line to the closing curtain of an actual stage production. The college gave me that chance." 66 course which changed his life. John's sense of "right now" found its means of expression. "I realize that photography is unique among all other art forms in its ability to represent the world exactly as it exists to the viewer as well as to the photographer." With two other students John formed COA's photography group. "We worked independently, but supported each other. We didn't have a teacher or a studio, but we reorganized the darkroom facility, criticized one another, and in short, we got better." John produced several portfolios, in- cluding portraits of the residents of a local nursing home and landscapes from Sand Beach. "All of my photographs reflect what surrounds me. I don't ar- range people, or things, and I don't use From this experience, Kass realized them to make social commentary. I try to that she was not challenged by simply let subjects speak for themselves." A teaching the "basics" but is excited and documentary photographer, John's goal intrigued by dance and movement work is not the "perfect print but an expressive with children. "The lives of Maliseet photograph." children are much more physical than my childhood ever was. Movement is spon- taneous to these kids. They are always testing their physical limits, so I found it After taking a year off from college to relevant to challenge them and en- study modern dance in Boston, Kass courage them to use rhythm, balance Hogan transferred to COA to study field and patterns in space." biology and environmental education. "At COA I didn't have to follow a specific Next year, Kass plans to live in an ur- degree program but was able to pursue ban area where she can study dance and my own endeavors in order to test my in- movement therapy. She hopes to apply terest in education." her studies by working with city children, many of whom she believes lead lives fill- As part of Kass' senior project, she ed with constraints and physical interac- lived for six weeks with a Maliseet Indian tions similar to those she observed in the family in New Brunswick, Canada, and lives of Maliseet children. "As a teacher I taught with a native teacher in the must continue to develop my under- Kingsclear Reserve's elementary school. standing of children's unique organiza- Working together they documented the tion of thoughts and to expand my ideas oral history of the Maliseet people which about movement and how it relates to will be used as the basis for Maliseet people in different environments. Having language curriculum materials. Kass spent most of my life in rural Maine, my wrote a short history which examines ideas about children in the urban en- both Indian and non-Indian views of the vironment are purely theoretical. I look Maliseet heritage. forward to the opportunity to test my theories directly and to experience city living again." 67 F N in LEW, What Goes On In the summer Bar Harbor is a busy Off campus there is a YMCA and a resort hosting the island's many YWCA as well as adult education thousands of visitors. In the fall when courses at the high school. Last year school starts, the town settles in for the COA fielded a volleyball team and a winter. Seasonal businesses close and basketball team in the town's intramural their proprietors leave for warmer league. In addition to participating in climates. It is the "quiet" season. sports, COA students and staff regularly Creative resourcefulness becomes im- help to coach and officiate at gym- portant as ready-made entertainment nastics, softball and swimming events declines. for local school children. Acadia National Park offers many COA students also contribute their recreational possibilities. Hiking trails energy and talents to the community in and carriage paths crisscross its 150 other ways-leading outdoor education square miles; lakes and streams provide programs, organizing children's dra- excellent fishing and canoeing, and for matics classes, founding a preschool pure relaxation there is sunning on Sand play group, volunteering at a home for Beach. In the winter cross-country skiing, the elderly or sponsoring the Red Cross snowshoeing and ice climbing are Blood Mobile. The college's "Whales on popular activites. Wheels" project, a marine mammals edu- Culturally the college co-sponsors a cational program, travels with a Minke concert series with the Mount Desert Island Community Arts Committee. In ad- dition to a weekly film series, the student activities committee sponsors entertain- ment, speakers and workshops which reflect current interests. Contradances, potluck suppers, coffee houses, informal musical get-togethers and informal discussion groups are also regular hap- penings. The COA chorus presents two concerts each year and ongoing tradi- tions include the Halloween costume party, the Great COA End of Fall Term Holiday Party and the Black Fly Ball. The Speakers Forum brings to the campus such well-known figures as David Brower, Dr. George Sheehan, Elise Boulding, Gerald Lesser, Beverly Paigen, Robert Edwards, Douglas Trumbull and Dr. Helen Caldicott. 69 whale specimen to schools throughout the state. Students also organize and participate in projects at local schools. Cooperative resource sharing with The Jackson Laboratory and Mount Desert Island Biological Laboratory provides students with opportunities for labora- tory research. Staff members from both labs guest lecture in classes and often give seminars. An agreement between the college and Acadia National Park, establishing the college as a cooperative research unit, enables students to con- duct research within the park and to study problems unique to Acadia. Ellsworth, Maine, located 18 miles away, offers a contrast to Bar Harbor's quiet winter atmosphere. Year-round features include a movie theatre, shop- ping center, restaurants and the Han- cock County Auditorium which presents concerts, film series, and dance and theatrical productions. Bangor, Maine, a larger city, is one hour's drive from Bar Harbor. Shopping, movie theatres, a sym- phony as well as a variety of restaurants are located there. Just beyond Bangor is the University of Maine at Orono. Through a cooperative agreement, COA students have privileges at the Universi- ty's Folger Library and may participate in campus events. Life at COA is informal but not un- interesting. Each individual has the op- portunity to make the COA experience unique and personal. 70 Admissions Composed of students, staff and facul- and by December 1 for the winter or ty the Admissions Committee seeks spring terms. Although interviews are re- students who have an enthusiastic and quired, they may be waived for those who active approach to learning and who find it impossible to travel to Bar Harbor. possess the skills and discipline needed Application materials may be obtained to make good use of the college's by writing the college or telephoning the resources. Since COA students must ex- Admissions Office at (207) 288-5015. ercise personal initiative, academic rigor and resourcefulness, the Committee in Transfer Students evaluating applicants looks for indica- About fifty percent of College of the tions of these qualities. Atlantic students have transferred from Applicants to COA respond to a series such colleges and universities as Boston of essay questions which ask students to University, Bowdoin, University of think carefully about College of the California at Santa Cruz, Colorado State Atlantic's educational focus. The an- University, Cornell, Dartmouth, Goddard, swers to these questions, teacher refer- University of Michigan, Middlebury, ences, past academic records and per- Oberlin, Reed, Tufts, Washington Univer- sonal interviews are used by the Admis- sity, Wesleyan and Yale. Admissions pro- sions Committee in arriving at its deci- cedures and standards are the same for sions. Although not required, standard- transfer students as for freshman ap- ized test scores may be submitted by plicants (see above). Special emphasis is applicants; these take a supporting role placed on the transfer applicant's col- in assessing academic strengths. lege transcript and recommendations. Prospective students should view the The transfer of credits is determined on admissions process as an opportunity to an individual basis. All transferring express individual ideas, hopes, com- students are required to take a minimum mitments and talents. The application is of two years of study at COA. designed to encourage prospective students to reflect on and express per- Visiting Students sonal reasons for choosing a small col- Frequently students will arrange to lege with a human ecology focus. spend one semester to one year as non- Prospective students are encouraged matriculating, visiting students in to visit the college in order to sit in on residence at the college. They choose classes, talk with students and faculty courses of study that supplement their and acquire an understanding of College programs at their home institutions. of the Atlantic's informal and in- Students who wish to visit College of the dividualized educational style. Atlantic should write or phone the Ad- missions Office for applications and in- COA uses a rolling admissions pro- formation. cess. The Committee will make a deci- sion within one month of receipt of the Auditors and Special completed application. The student's Students form, references and transcripts should be forwarded to the Admissions Office Local residents are invited to take by May 1 for acceptance in the fall term courses at COA. Auditors may take one 72 course for a fee of $60 but do not receive credit. A special student may take one course each term and receive COA credit by paying the full tuition fee. A special student is not working toward a COA degree but may transfer credits earned to another institution. In addition, special students may audit a second course. Advanced Placement College credit may be given for superior performance in the CEEB ad- vanced placement examinations or for the College Level Examination Program. How to Get Here Financial Aid Driving from Boston, take Interstate 95 north to Bangor, Route 1A from Bangor to In cases where students or their Ellsworth and Route 3 south from Ells- parents are unable to meet educational worth; bear left for Bar Harbor after costs, the college will award financial crossing the bridge onto Mount Desert assistance based on need and merit. Island. College of the Atlantic is on the Qualified students are granted aid to the eastern side of Route 3, about nine miles extent that funds are available. The from the bridge and one-quarter mile Financial Aid Form (FAF) of the College beyond the Bluenose ferry terminal. This Scholarship Service is the only aid ap- drive usually takes from five to six hours. plication required by the college and is (For a longer and more scenic drive, take used to determine eligibility for Interstate 95 to Brunswick and coastal assistance. Route 1 from there to Ellsworth.) Bar Harbor and Delta Airlines provide regular service to the Bar Harbor and Bangor Airports, respectively. In addi- tion, Greyhound Bus Lines provides regularly scheduled transportation from Boston and New York to Bangor and from Bangor to Bar Harbor. College of the Atlantic supports and adheres to all federal and state anti- discrimination laws incuding the Civil Rights Act and the Maine Human Rights Act. In accordance with Title IX of the Education Amendments of 1972 and with Section 504 of the Rehabilitation Act of 1973, the college does not discriminate on the basis of age, race, color, sex, marital status, religion, national or ethnic origin, or physical or mental hand- icap in the administration of its educa- tional or admissions policies, scholar- ship and loan programs, employment practices and other college administered programs. 73 Fine Print Accreditation academic year. Off-campus housing in the Bar Harbor community varies in cost College of the Atlantic is a fully ac- from $80 to $175 per month per occupant credited member of the New England As- and can be selected to suit individual sociation of Schools and Colleges. tastes and budgets. Student Handbook All students receive the student hand- book which serves as an introduction to the few regulations by which we are self- governed. The handbook also gives de- tailed degree requirements, an outline of evaluation and transcript procedures, and a guide to the advising system. Student Retention The retention rate for students enter- ing the college during the past four years has been calculated and shows that ap- proximately seventy percent of degree candidates completed their studies and graduated on a timely basis as determin- ed by their individual program plans. Costs and Policies Tuition at College of the Atlantic for the 1981-82 academic year is $4350. Tu- ition covers the cost of full-time atten- 1981-82 Cost of Education dance for two fourteen-week semesters (fall and spring) and one short four-week COA Tuition $4350 term (winter or summer). Full-time atten- Single room 1125 dance at the college is defined as enroll- (Double room) (900) ment in a minimum of seven and a max- Estimated Board 700 imum of nine courses distributed over Books and Supplies 225 the academic year. The college recom- Personal Expenses and mends eight courses as a normal full- Transportation 400 time commitment for the year. $6800 Cost for room, board and personal ex- ($6575) penses is estimated at $2500 for the academic year. College houses are Refund Policy equipped with kitchen facilities and Upon written notice to the student af- students are responsible for their food fairs office, students may withdraw up to budgets and meal preparation. The col- the tenth day of the semester and will lege offers an optional weekday lunch receive a prorated tuition refund. After plan at a prepaid fee of $310 for the that, they will be assessed an additional 74 $15 per day. After the seventh week of Health the semester, no tuition-fee refunds will be made. Students asked to leave for Medical care is available at the Mount other than academic or medical reasons Desert Island Hospital in Bar Harbor. will not be given refunds. Twenty-four hour emergency care service is provided by the local medical group. Room fees will not be refunded after Psychological help and counseling is the second week of the semester except available through the Mount Desert in the event of withdrawal from school, in Island Family Counseling Service. In ad- which case refunds will be made on a dition, there are several dentists on the prorated basis. Up to the seventh week of island as well as a Family Planning each semester, fifty percent of the board Clinic in nearby Ellsworth. fees will be refunded. After that, no re- fund is possible. The student's financial All students not covered by a parent's aid funds from federal, state, college and health insurance policy are required to other sources will be refunded to those participate in a group Blue Cross policy accounts in compliance with the for accidents and hospitalization at an associated guidelines and COA refund approximate charge of $180.00 for the policy. year. Growth and Government Students at College of the Atlantic have the rights and responsibilities that come with participation in the growth and governance of all aspects of the col- lege community. As full members with equal votes, students share in the deliberations of all major college com- mittees: Academic Steering, Personnel, Student Affairs and Building. Students prepare the agendas for and run the All- College Meetings where any issue or problem may be introduced for discus- sion by all members of the college com- munity. In addition to participation in com- munity governance, students are ex- pected to work toward developing skills in self-governance. Skills in self- governance range from the maintenance of personal health and living spaces to the demonstration of respect for others' feelings, work and property. While these skills seem to be an obvious part of everyday life, they often are neglected as individuals focus on large issues con- cerning the fate of the planet. 75 Board of Trustees Mr. Robert E. Blum, Lakeville, CT Mr. Leslie C. Brewer, Bar Harbor, ME Mrs. Frederic E. Camp, East Blue Hill, ME Mr. John C. Dreier, Southwest Harbor, ME Dr. Rene Dubos, New York, NY Mr. Amos Eno, Princeton, NJ Mr. Thomas S. Gates, Chairman, Devon, PA Mr. William J. Ginn, Pownal, ME Rev. James M. Gower, Bath, ME Mr. Lawrence C. Hadley, Bar Harbor, ME Dr. Thomas S. Hall, St. Louis, MO Ms. Neva Kaiser, Cambridge, MA Mr. Robert H. Kanzler, Detroit, MI Dr. Steven Katona, Bar Harbor, ME Mr. Benjamin R. Neilson, Philadelphia, PA Mr. C.W. Eliot Paine, Mentor, oH Dr. Elizabeth S. Russell, Mt. Desert, ME Dr. Bodil Schmidt-Nielsen, Hulls Cove, ME Mr. Donald B. Straus, New York, NY Mrs. R. Amory Thorndike, Bar Harbor, ME Mr. Charles R. Tyson, Philadelphia, PA Mr. Thomas J. Watson III, Boston, MA 76 Staff Listing Edward G. Kaelber, President Buildings and Grounds Penny E. Grover, Secretary to the President Millard L. Dority, Director of Buildings Samuel A. Eliot, Academic Vice and Grounds President Leslie A. Clark Albert R. Smith, II, Vice President for John K. Mitchell External Affairs Dennis W. Mitchell Betsy H. Shema, Secretary to the Vice James W. Perkins President Sally S. Crock, Executive Secretary to Academic Committees Library Ellen Kimball, Receptionist Bernice M. Sylvester, Faculty Secretary Marcia L. Dworak, Librarian Marcia H. Dorr, Assistant to the Librarian Business Office Sandra H. Modeen, Library Secretary Lianne N. Peach, Business Manager Bunnie N. Clark, Assistant Business Manager Mary C. Silk, Bookkeeper Student Affairs James Frick, Director of Admissions Nadine L. Gerdts, Assistant Director of Admissions Laura E. Woolley, Admissions Secretary Theodore S. Koffman, Director of Financial Aid, Housing, and Summer Program Anne Van Twisk, Financial Aid Secretary Pam Parvin, Director of Food Service Lucy J. Honig, Registrar Carole P. O'Donnell, Director of Internships and Career Counseling Marie DeMuro, Internships and Records Secretary 77 Index Introduction 4 Academic Program 6 Faculty 10 Curriculum 20 Environmental Science 21 Environmental Design 24 Applied Human Studies 26 Art and Music 34 Course Descriptions 38 Environmental Science 38 Environmental Design 43 Human Studies 46 Independent Study 55 Workshops 56 Internship 57 Senior Project 59 Graduates 60 Who We Are 62 What Goes On 69 Admissions 72 Fine Print 74 Trustees 76 Staff Listing 77 78 Credits Editor: Jim Frick Associate Editor: Anne Kozak Assistant Editor: Nadine Gerdts Photographs: Bill McDowell, pg. 2; Cathy Johnson, pg. 8; John March, pg. 20; Jane Machamer, pg. 23; Stephen Papazidas, pg. 27; Donald Hinckley, pg. 28; Donna Riley, pg. 59. Inside back cover, Les Kozak. All others by John Jacob and George Ben- ington. Illustrations: Beverly Agler, pg. 23; Abigail Goodyear, pg. 25 and 36; Janis Miller, pg. 36 (lower); Kim Rudkin, pg. 37 (lower); Joseph Nolan, pg. 37 (right). Inside cover statement from: The Ascent of Man, Jacob Bronowski, Little, Brown and Company, Boston, 1973, pg. 20. Many thanks to staff, students and friends of COA who helped put this catalog together. Special thanks to Anne Van Twisk and Rose Frick. Color Separations: ColorPlant, Farmington, Maine Printing: the Knowlton & McLeary CO., Farmington, Maine O COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 TEL. (207)288-5015