COLLEGE OFTHE ATLANTIC CATALOGUE 1979-1980 COLLEGE OFTHE ATLANTIC CATALOGUE 1979-1980 This catalogue is a product of the combined efforts of numerous students, staff, and faculty. Merging many perspectives, we have worked for an honest presentation of this College. No written or graphic work can hope to fully portray the richness of life at College of the Atlantic; this cata- logue can only be offered as a point of access. Interested readers are in- vited to come visit and formulate their own views. INTRODUCTION College of the Atlantic (COA) is an accredited, four-year college awarding the Bachelor of Arts in Human Ecology. COA is small (140 and growing), independent, and located in Maine on a beautiful coastal campus within walking distance of Acadia National Park. The College's curriculum re- volves around the study of the relationships between people and their natural and social environments. COA was conceived in 1969 by a number of people from different walks of life in an effort to bring increased intellectual diversity, environmental awareness, and economic stability to Mt. Desert Island. In response to important issues of the time - student dissatisfaction with large univer- sities and an increasing ecological and social consciousness - they de- cided to start a small college which would address these problems. The first thirty students arrived in the fall of 1972. Working with the staff and faculty as equals, they set out to develop a new kind of institu- tion and to define a new academic discipline, Human Ecology. The cur- riculum quickly evolved to embrace such seemingly diverse studies as carpentry and metaphysics but was held together by the focus on humans and their environments. The COA curriculum is rooted in concrete problems, not only those of global and local environments but also those of individuals living in a changing and complex society. Courses and workshops approach these subjects, sometimes formally, sometimes informally and personally. At the same time, the COA community is a place where problems are en- countered and solved in ways that transcend the classroom experience. COA is, itself, an experiment in the ecology of human relationships and in the meaning of community. Students are encouraged to participate in the governance of the College, to interact with the island community, and to live in an ecologically sound manner. 3 Introduction Because COA is committed to opening communication among people in differing fields, there are no "departments" to form barriers between dis- ciplines. Team-taught courses attempt to achieve common points of un- derstanding by placing philosophers, anthropologists, and biologists in the same classroom. In shaping the College's perspective, the sciences had to be humanized and the humanities brought into a practical relevance for our time. An education in human ecology works toward a world view that combines the clarity of the sciences with the compassion of arts and litera- ture. The natural resources of the earth are finite; the human potential has not yet reached its limits. Our goal is to search for viable, 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 re-direct ourselves with understanding and imagination to- ward an improved quality of life without sacrificing individual integrity or our life-supporting environment. 4 ACADEMIC PROGRAM An education in human ecology brings together disciplines and perspec- tives which have traditionally been separate. Our academic program is designed to develop an understanding of the human condition in terms of social, biological, and physical interrelationships. We emphasize acquir- ing the skills to solve complex practical and philosophical problems with confidence and imagination. The organization of the curriculum into three related resource areas is primarily an aid for students and the College in academic planning. Model programs are available as guides for students wishing to emphasize a par- ticular curriculum area. These programs incorporate courses in all aca- demic areas and do not represent strict disciplinary divisions. Most stu- dents design individualized programs that include work in all three re- source areas. Many different forms of study are available at COA. While courses provide the foundation of the curriculum, student-initiated workshops, independent studies, internships, and final projects also provide impor- tant learning experiences. Classes are small and informal, ten students on an average. COA's small size necessarily limits the breadth of its curriculum. Stu- dents who want courses of study not available here are encouraged to make use of our exchange programs with the University of Maine at Orono, Marlboro College, and Huxley College of Environmental Studies or to apply as visiting students to colleges appropriate to their interests. This resource-sharing allows us to supplement our curriculum without di- luting our primary focus. 5 Academic Program Degree Requirements Degree requirements at COA mark the areas of knowledge and skill de- fined by our educational focus and philosophy as fundamental competen- cies. Although students design programs suited to their interests and styles, they must demonstrate successful completion of the following: - accumulation of 34 COA credits - at least one activity in each of the College's three resource areas - participation in a problem-solving workshop a College building experience in the form of service on a committee, advising, or workshop administration - a Human Ecology Essay relating the student's development as a human ecologist and demonstrating competency in basic writing skills - an internship of at least one term in a job related to the student's academic interests or occupational goals - a senior project which is a major piece of independent work reflect- ing the student's primary field of concentration The Human Ecology degree is further defined by students' meeting basic skill guidelines in the areas of foundational math, nonverbal com- munication, and manual skills. Academic Program Evaluation Every course, independent study, internship, and workshop must have a three part evaluation for credit to be given. The first part, written by the teacher, is a description of the course work and the criteria used for evaluation. The second part is the teacher's evaluation of the student's And we will know that of all issues in performance, and the third is the student's evaluation of his or her own education the issue of relevance is the progress and performance. Evaluations focus on both process and prod- phoniest. If life were as predicatable and uct. Although optional, grades are often recommended for students con- small as the talkers of politics would have it, then relevance would be a consideration. But sidering graduate school. life is large and surprising and mysterious, and we don't know what we need to know. When I was a student I refused certain Advising subjects because I thought they were irrelevant to the duties of a writer, and I have When a student enters the College, he or she is assigned a two-member- had to take them up, clumsily and late, to team of advisors from an advising pool of staff, students, and faculty. understand my duties as a man. What we Near the end of the second year, or for transfer students after approxi- need in education is not relevance, but mately two terms in residence, the student chooses a permanent team abundance, variety, adventurousness, thoroughness. A student should suppose that composed of one faculty member, one student, and one nondesignated he needs to learn everything he can, and he community member. These two teams of advisors work with a student should suppose that he will need to know and plan a program of study directed toward his or her educational or much more than he can learn. occupational goals. They also approve independent studies and the ful- WENDELL BERRY fillment of degree requirements. We consider the consistency and inti- macy of this advising system to be the most appropriate way of guiding a student toward educational and personal growth. 7 Academic Program Outdoor Orientation Each Fall outdoor orientation precedes the opening of school and pro- vides the opportunity for entering and returning students to get to know one another through the experience of wilderness travel. This five-day orientation serves as an introduction to the College and to some of Maine's wildlands. These small-group orientation trips are planned and led by experienced students and faculty members. These trips are not a test of endurance. They present an opportunity to camp and sharpen outdoor skills while allowing students to form the judgements and friendships that will be the basis of the coming term. Recent orientations included canoeing the Allagash and the Grand Lakes area, sailing in the Gulf of Maine, and backpacking in interior Maine. Future plans call for canoe trips on the Machias River and rivers in Nova Scotia, backpacking trips, and urban orientations in New York or Boston. Academic Orientation Following the outdoor orientation all students and faculty members gather at the College for a three-day weekend. Mornings and afternoons are de- voted to reviewing the academic program, explaining degree require- ments, and discussing the College's various resources; evenings are spent in such activities as films, a cookout, and a dance. There is also time during academic orientation for students to meet with their advisors and to become acquainted with the resources of the Bar Harbor area. 8 Academic Program Short Terms The COA calendar includes three four-week terms in which students study one subject intensively. Winter Term 1979 offered the following courses: Blacksmithing, The History of the Mississippi River, Environ- mental Geology, Perspectives on Learning, A Primer for the Tutankha- mun Exhibit, T'ai Chi Ch'uan, Structural Design, Campus Building, and Technology and Politics. Summer courses included Drawing and Painting on the Maine Coast, Woodworking, Marine Mammals, Celestial Naviga- tion, Abstractions in Tapestry, Alternate Energy, and Boatbuilding. During summer 1979, faculty members Stephen Andersen and Robert Weyeneth led a 2,500 mile canoe expedition from the Mississippi head- waters to New Orleans. COA trip members investigated topics in the river's history and natural history and joined with professional scientists and humanists to study the world's third largest river from an interdisci- plinary perspective. Writer Norah Davis and photographer Joseph Holmes contracted with Sierra Club Books to produce an ecological his- tory of the Mississippi. This academic adventure represents COA's most elaborate attempt to integrate the classroom and field experiences. 9 Academic Program Resource Sharing Sharing resources with other institutions enables COA to satisfy the di- verse needs of our students. In addition to the resources available on the island, we have agreements with the University of Maine at Orono, Marl- boro College in Vermont, and Huxley College in Washington State. College of the Atlantic and the University of Maine have developed an exchange program whereby students from both institutions can cross- register for undergraduate courses. In addition, COA students have the use of UMO's laboratory and library facilities. The courses listed below represent a cross section of course areas offered at UMO which supple- ment the COA curriculum: Contemporary Rural Problems, Child Devel- opment, Education, Political Science, Foreign Languages, Microbiology, Physics, Astronomy, and Marine Geology. COA and Marlboro College, a small liberal arts college in Vermont, have a simple agreement whereby a limited number of students and fac- ulty at either institution may spend up to one year at the other campus. Computers At College of the Atlantic the computer is treated as a problem-solving tool. The mathematics courses use it to show functional processes while the oceanography courses use it for data reduction. Students learn pro- gramming as they need it for a project or study, often by themselves or with a little help from other students, staff, or faculty. In this environment the computer is part of a project rather than a classroom curio. With little formal training, students have used it to analyze home structure, heat flow in Frenchman Bay, whale migration, solar collectors, and attitudes of the College community. The three minicomputers at COA are used on an open-shop basis. 10 FACULTY There is no rank among the COA faculty. Teachers simply teach without titles or tenure. Because it is recognized that faculty are here to teach there is no pressure to do research although it is carried out nonetheless. The student/faculty ratio is small, approximately 10:1. That there are no departments at COA is less a function of our small size than a reflection of the College's commitment to interdisciplinary education. An asterisk (*) before a name indicates that person holds a parttime appointment. *Janet Andersen has a B.A. in Botany and a M.A. in plant pathology from the University of California at Berkeley. She is a Ph.D. candidate in plant science at the University of Maine at Orono. Prior to coming to Maine, Janet worked on ornamental plant diseases for the California Agricultural Extension Service. At COA she teaches botany, horticulture, plant physiology, and plant pathology. Janet's research interests focus on urban forestry. In her spare time she enjoys camping, canoeing, and foraging. 11 Faculty Stephen Andersen attended Utah State University and received a B.S., M.S., and Ph.D. from the University of California at Berkeley in agricul- tural and natural resources economics. Before coming to COA, he was a research economist for the Sierra Club. He is an associate of the En- vironmental Law Institute in Washington, D.C., and a consultant to gov- ernment and business. Steve is conducting research on nuclear power plant size, energy conservation, and landuse planning. His courses cover- ing environmental, agricultural, and consumer economics emphasize cost-benefit decision making and theories of resource allocation. Steve is an enthusiastic whitewater rafter and hang glider pilot. He organized the summer 1979 COA canoe expedition down the Mississippi River. *Elmer Beal, in addition to his teaching duties, works with the internship program and the advising pool. Elmer earned his B.A. in music at Bow- doin and went on from there to Bolivia as a member of the Peace Corps. Before coming to the College he was Executive Director of the Maine Coast Heritage Trust. He and his wife, Carole, have built their own house in Blue Hill, where they maintain their farm. More recently Elmer re- ceived his M.A. in anthropology from the University of Texas. He has taught courses in Maine culture, economic anthropology, and the history of anthropological theory. He helps keep folk music alive at COA and performs regularly in the area. Faculty Judith Blank was an undergraduate at Oberlin College and earned her M.A. and Ph.D. in anthropology at the University of Chicago. She spent two years doing fieldwork in India on the Chou dance, the art form of a feudal state. She is interested in nonverbal communication, cultural pat- terning in the body, and the way movement supports a culture's world view. Judith is offering courses on the ethnography of work, anthropolog- ical film, the culture of childhood, nonverbal communication, and the per- forming arts and culture. She plays the dulcimer, enjoys weaving, and is interested in film and all forms of traditional dance and music. Richard Borden received his B.A. in psychology and anthropology from the University of Texas, and his M.A. and Ph.D. in psychology from Kent State University. Rich did a one-year postdoctorate and taught for an ad- ditional year at Ohio State University. He held a teaching and research position in social and environmental psychology at Purdue University. He joined the College in the spring of 1979 to teach courses in environmental psychology, personality and social development, social psychology, and research methods. To date, Rich has over thirty publications spanning several areas of the social sciences. He is also an active performer and collector of traditional music. Faculty *Merrill Bunker was born, raised, and schooled in Bar Harbor. "Tinker" came to COA via a circuitous route after having tried his hand at various endeavors beginning with carpentry and including lobster fishing, military service, scientific research, electron microscopy, and business ventures. Deciding that what he did first he likes best, he returned to carpentry and plied his trade on and around Mt. Desert Island. Tinker joined COA in 1978 as an instructor in carpentry and residential construction. He has five children and enjoys the outdoors, chamber music, and playing the fiddle. Roc Caivano earned his B.A. in art and architecture at Dartmouth and his Master of Architecture from Yale. As founder of the Elephant Trak design and construction company, Roc designed and built buildings in many parts of the country. In addition, he has made four animated films for Sesame Street. Air Conditioned Comfort, an animated film on an en- vironmental theme made by Roc and his wife Helen, won three national awards. At the College Roc has taught courses in two and three dimen- sional design, practical building skills, and mechanical drawing. Along with four students he has prepared a campus master plan that will bring the College significantly toward physical self-sufficiency. Roc is currently devoting much of his energy to the renovation of "Turrets." 14 Faculty *Joanne Carpenter received her B.A. in history from the University of Massachusetts and her M.A. in art and architectural history from the University of Minnesota. Before coming to the College Joanne taught at the University of Minnesota and Roosevelt University and was an art editor for the Encyclopedia Brittanica. At COA she has taught courses in primitive art, modern architecture and environmental design, and the his- tory of Maine architecture as well as having been a member of the Orient study group. Through Joanne's efforts the College maintains an active art gallery which brings to the community the works of many Maine artists. Joanne enjoys capturing the island's beauty in watercolors, and with her husband, Bill, is currently engaged in writing a book about Cape Cod houses in Maine. William Carpenter received his B.A. in English from Dartmouth and his Ph.D. in English from the University of Minnesota. Before coming to the College Bill was an Assistant Professor at the University of Chicago. He is currently concerned with ``finding the place of the human mind, and particularly of the creative imagination, in nature," and to this end he has offered courses in fiction, aesthetics, comparative mythology, poetry, and the works of such writers as Thoreau, D.H. Lawrence, and C.G. Jung. Bill has also studied celestial navigation and conducted historical cruises along the Maine coast aboard his 30-foot sloop Puffin. 15 Faculty Donald Cass received his B.A. in chemistry from Carleton College and his Ph.D. in chemistry from the University of California, Berkeley. Before coming to COA he taught chemistry and led a wilderness program at Ken- yon College. At COA, his courses cover topics in basic chemical prop- erties, chemical processes in life, and the possible harm from changes in the chemical nature of the environment. Don is also interested in com- puter programming, history, philosophy of science, and wilderness ac- tivities. Richard Davis earned a B.A. in philosophy from Yale and his Ph.D. from Washington University. Before coming to the College Dick taught at the University of Tennessee, the University of Pittsburgh, and Indiana Uni- versity. At COA Dick teaches courses in value theory, symbolism, evolu- tion, and the history and philosophy of science. His primary professional interest in developing an ecological value theory led him to investigate sociobiology and the philosophy of biological explanation. Dick has served as a consultant to Maine public television and as the Chairman of the Maine Council for the Humanities and Public Policy. Dick and his wife, Norah, built one of Maine's first solar and wood heated houses. He is an ardent fisherman, cross-country skier, and a former professional filmmaker. Dick will be on leave in 1979-80 to participate in a professional seminar in Bioethics at Poynter Center, Indiana University and write a book on ecological value theory. 16 William Drury received his B.A. and his Ph.D. from Harvard in biology and geology. He has been a lecturer at Harvard as well as the Director of EXIT Research at the Massachusetts Audubon Society. Bill has worked for many years studying the shore and marine birds of the Northeast coast and the flora and geology of arctic America. He and his wife, Mary, and two of their sons, have spent recent summers studying the ecology of seabirds in Alaska. At COA Bill offers courses in animal behavior, plant identification, evolution, and the study of landscapes. Samuel Eliot earned his B.A. and M.A.T. in English from Harvard and has studied film and writing at Columbia University's School of the Arts. Be- fore coming to COA in 1971, he served as a teaching fellow at Harvard, worked as an Admissions Officer at Reed College, and taught secondary school in California. As Vice President of the College, Sam is most in- terested in the coherence and integrity of the curriculum and in faculty development. As a teacher, he is interested in how the responses to nature of such diverse writers as Wordsworth, Conrad, and LeGuin have mean- ing for us today. A doctoral candidate in Administration, Planning, and Social Policy at Harvard, Sam is also interested in conflict resolution and organizational learning. 17 Faculty Harris Hyman received his B.S. in engineering from MIT and an F.K. from the University of Stockholm. He worked as a structural engineer with Bethlehem Steel's Shipbuilding Division and as a senior systems analyst with Litton's Sweda Division. Before coming to COA Harris ran a rural engineering shop in Vermont doing surveys, laying out subdivisions, and designing everything from pubs to chicken houses. He enjoys dab- bling in local politics, plowing snow, and "getting involved in all the good time foolishness characteristic of a back-country practice." Harris de- signed and built an award winning solar house in Middlebury, Vermont. As a member of the environmental design team, he offers courses in site development, systems analysis, and various areas of engineering. *Jamie Johnston received his B.A. in art and literature from the Univer- sity of Denver. Before devoting himself full time to furniture making, he was involved in nondegree education and founded a free school in Col- orado. He moved to Maine in 1973 and set up his own custom furniture shop in East Blue Hill where he lives with his wife and two children. At the College, Jamie teaches courses in cabinetmaking and finish carpentry. He emphasizes craftsmanship and an awareness of the creative process. 18 Faculty Daniel Kane holds a B.A. in physics and philosophy from Yale and a J.D. from Harvard Law School. Before joining the College, Dan worked as a patent attorney in California and did legal work for the Sierra Club. His interests in law and the philosophy of science and anthropology have found expression in courses dealing with landmark cases in environmental law, land use regulation, legal ethnography, frontiers of physical science, and sources of invention. Dan keeps himself in shape with long distance running, doing much of his long distance thinking at the same time. Dan and his wife, Marion, live near Somesville with their two boys and take frequent canoe trips into the wildlands of Hancock and Washington Coun- ties. Steven Katona earned both his B.A. and Ph.D. from Harvard. Before com- ing to the College Steve taught at the California Institute of the Arts. At COA he has taught courses in invertebrate zoology, the ecology of natural systems, and human effects on natural systems. Steve's interest in marine biology led him to the study of whales. Under his direction the College developed the Allied Whale workshop, out of which grew the Maine Coast Whale Sighting Network. Steve has led whale watching trips off both the Pacific and Atlantic coasts and participated in a study of bow- head whales near Point Barrow, Alaska. He is co-author of Field Guide to the Whales and Seals of the Gulf of Maine. 19 Faculty Carl Ketchum earned his B.S. in mathematics and physics from Bates College and his Ph.D. in oceanography from M.I.T. Before coming to COA he was assistant professor at the State University of New York at Albany. At COA Carl teaches oceanography, physics, math, and group- process courses. He has sponsored independent studies in estuaries, fourier series and boundary value problems, advanced calculus, differen- tial equations, tensor analysis, and general relativity. Carl views math as a natural and fulfilling creative endeavor which can offer new perspectives on ourselves and the world. On leave in 1979-80, Carl will join the E.G. & G. Environmental Consultants (Waltham, Massachusetts) as a physical oceanographer under a grant from the National Science Foundation. His work will focus primarily on the analysis of hydrographic data from the Georges Bank area in the Gulf of Maine. *Susan Lerner received a B.A. in English from the University of Cincin- nati and has studied at Exeter University (England) and the California Institute of the Arts. Before joining the College, Susan had been a repor- ter and an assistant in psychological counseling. She has been the director of the program for teenagers at the Bar Harbor YWCA. She is a dancer and is committed to "reshaping the role and understanding of women in our culture." Reflecting these interests, Susan offers courses on the his- tory of women in America, women artists, and modern and foreign dance. 20 racuity *Sally Lutyens attended Bennington College, was a special student in music at the University of Southern California and has spent many years studying with piano virtuoso Claude Frank. She is an active composer. Her works have been performed by the Bennington Wind Trio, the Chorus Pro-Musica in Boston, and the Dance Collective in Cambridge. Sally has also worked as a synopsis writer for Twentieth Century Fox and the Theatre Royal in London. She is currently composing a song cycle, a musical theater piece, and an opera. At COA Sally teaches music compo- sition and appreciation. Her most important contribution has been in creating and developing the means for quality music expression through recorder and chamber ensembles and a community chorus. *Ernest McMullen has studied at the University of Maryland, at the Port- land (Oregon) Museum School, and with potter Jerry Glenn. Ernie and his wife, Marilyn, helped to found Cherryfield Pottery whose work has be- come widely known in Maine. At the College Ernie pursues his interests in art, low impact technology, and education. In addition to his courses in ceramics and design, he has been active in the World Systems and Alter- native Energy workshops. Ernie designed Dick and Norah Davis's solar and wood heated house. "I am interested in the application of art and technology in a life-positive way to create a more benign, energy efficient, and beautiful environment. The fields of ceramics and shelter design are particularly suited to this as processes that require an integration of the creative and the practical." 21 Faculty Susan Mehrtens received her B.A. from Queens College and holds her Ph.D. in Medieval Studies from Yale University. Before coming to the College Sue was an Assistant Professor at Queens College. She has taught courses in American history, twentieth-century America's historical le- gacy, and Latin. She is interested in futurology, particularly in the realms of environmental rehabilitation, population issues, and women's equality. She is co-author of Earthkeeping: Readings in Human Ecology. Sue's intellectual model is "the character in Terence who recognized in his hu- manness that nothing human was alien to him." Sue is also an instructor of celestial navigation with the U.S. Power Squadron and offers courses in piloting and navigation. Sue's hobbies include gardening, yoga, piano, ballet, cooking, and knitting. Sentiel Rommel earned his B.S. in physics from the U.S. Naval Academy and his M.S. in electrical engineering and his Ph.D. in zoological oceanog- raphy from the University of Maine. Before coming to COA, he taught and conducted research at Yale, the University of Maine, and the Mi- gratory Fish Research Institute. In addition to his work in anatomy and animal physics, Butch has a longstanding interest in epigraphy and has prepared an English-Egyptian dictionary. He teaches courses in introduc- tory zoology, anatomy and physiology, math, and alternate energy. 22 Faculty Visiting Faculty The College hosts a wide variety of visiting faculty whose course offerings supplement the COA curriculum. Recent visitors have included: In the Environmental Sciences - John MacArthur - Physicist, Marlboro College Robert Curry - Geologist, University of Montana Earl Green - Geneticist, former Director, The Jackson Laboratory In Environmental Design - Charles Savage - Landscape Architect In Human Studies - Michael Sherwood, Staff Attorney, Sierra Club Legal Defense Fund, San Francisco Doris Allen - Psychologist, Professor Emeritus, University of Cincinnati Langdon Winner - Political Theorist, Massachusetts Institute of Technology Ann Kuhn - Philosopher, University of Southern Maine Alan Shapiro - T'ai Chi Master Marc Melnicove - Photographer and Poet Susan Nestel - Weaver William Russell, a field ornithologist and editor of the American Birding Association magazine, Birding, teaches one course in ornithology each year. As members of the writing pool Norah Davis, Wendy Einhorn, and Anne Kozak each teach one writing course per year. 23 CURRICULUM ENVIRONMENTAL DESIGN The Environmental Design curriculum concentrates on built the student workshop, and created a unique series of the manmade environment. There are three levels of playgrounds for the Mt. Desert Island Elementary study in this area: remedial, intermediate, and esoteric. Schools. The remedial course covers basic skills: carpentry, plumbing, electrical work, ironwork, pottery, elementary Listed below are courses that were offered in the aca- visual thought, and manual competency. The inter- demic year 1978-79. The list is followed by representative mediate level of tudy involves the acquisition of market- samples described in detail and accompanied by a stu- able skills: cabinetmaking, drafting, surveying, landscape dent's self-evaluation from the course. and site analysis, basic economics, and small business practices. The esoteric or specialized area of study con- Carpentry/Construction centrates on architectural design, site analysis, environ- Three-Dimensional Design I mental impact surveys, structural and mechanical en- An Introduction to Art History gineering, and alternate energy and appropriate technol- Systems Dynamics ogy. Our hope is to educate both people capable of defin- Ceramics ing and defending our endangered landscapes and highly Visual Elements skilled designer/planners able to suggest attractive and Landscape Architecture cost-effective alternatives to current building practices. Blacksmithing The COA community built the first solar heated house in Campus Building Project Maine. There are now four such structures on the island, Structural Design and three more in the planning stages. Environmental Three-Dimensional Design II Design classes have prepared site analysis/environmental Modern Architecture, Landscape Architecture, impact statements for the Federal Government, designed and Land-Use Planning a retrofit package for a home in Bar Harbor, designed and Alternate Energy Wood Works 24 Environmental Design Three-Dimensional Design I Roc Caivano dr richard davis - noraldavis solar heated house This was a course in basic three-dimensional and ar- bar harbor, maine chitectural design. The first one-third of the course was design-emcmuller spent familiarizing students with standard sculptural/ architectonic concepts: structure, space, light, etc. The middle third of our syllabus involved simple architectural design assignments. All of these projects required master- ing basic drafting skills. The remainder of the class in- cluded actually working on an practical project. This year's project involved the design, presentation, and pre- liminary working drawings for 10 specific pieces of play- ground equipment for each of the four Mt. Desert Island elementary schools. "By far the most demanding course I have ever taken, 3-D was also one of the most rewarding. I often had to spend an entire day or more to complete a weekly as- signment. The amount of time spent reflects not only the demanding nature of the course but also a desire on my part to come up with, and accurately represent graphically, practical, workable, and carefully thought- out designs. The final project, designing playground equipment, presented a real challenge because of the sometimes conflicting factors requiring consideration: safety, cost, aesthetics, materials and actual construc- tion details, exercise, and play situations (both physical and fantasy). I came up with a design for a climbing structure which met all of the requirements and still left a wide margin for the child's imagination." 25 Environmental Design Carpentry/Construction Tinker Bunker Course work consisted of projects relating to residential carpentry/construction. Projects covered maintenance and repair of existing campus facilities and new construc- tion, such as a greenhouse and shop facilities. This course was directed to introductory-level students with no previous experience. Students were evaluated on the basis of their ability with basic hand-tools. "Reasonable ability" was defined by competence in the following tasks: measuring accurately, driving nails without defac- ing the finished surfaces, routine fastening and joining of framing members, making square and compound cuts by hand, and operating with minimum supervision the elec- tric handsaw, table saw, radial saw, and planer-joiner. "My knowledge of carpentry has grown considerably throughout this course. I had some difficulty in the vis- ualization of three-dimensional design, i.e. some of the more complex angles and cuts, especially the jack raf- ters. I practiced on these enough to know how to mea- sure, cut, and erect them. I learned enough about fram- ing walls, erecting rafters, and installing insulation to be able to tackle these tasks on my own. It takes a certain kind of logical thinking to be a good carpenter. The more I work at carpentry, the better able I am to think in these terms. I became competent in the use of several basic hand-tools and some power tools, including the circular saw and the radial arm saw." Environmental Design Alternate Energy Harris Hyman Systems Dynamics Harris Hyman Most of today's energy comes from fossil fuels or Systems Dynamics considered the interrelationships be- thermo-nuclear disintegrations: fossil fuels are limited tween activities and systems in a variety of fields - so- and nuclear fuels create extremely toxic by-products. cial, economic, biological, and physical. The course at- Meanwhile the sun pours 50,000 times all human usage of tempted to develop a style of thinking that would allow energy onto the planet each year. Some of this can be one to analyze extremely complex ecological problems. captured and put to use. The course will cover the The students constructed computer similation models of availability, application, and implications of three alter- a number of diverse systems in an attempt to analyze and nate energy sources: direct solar, wind, and wood. We predict behavior. will consider both why and how to go about designing such projects as solar heaters, woodburning air con- "In this course I learned how to adapt the principles of ditioners, or windmills. dynamic systems and feedback loops to a computer model. I was not confident in reducing the systems I "By exploring and applying the first two laws of ther- worked with to such a model, but I feel that I could han- modynamics, this course has illuminated the dle the simple systems such as ecosystems and business fundamentals and feasibilities of transferring alternate ordering policies which are most amenable to computer energy into useable power. In particular I feel I benefited modeling. I did not gain enough experience with the in two ways: 1) it has equipped me with knowledge of BASIC computer language to consider myself competent what nonpolluting energy options are available for our in it.' energy intensive society; 2) I have acquired alternate energy systems, such as solar, wind, and wood. My final project was on the feasibility of generating electricity from the wind at a particular location. This course has opened new doors for me. I plan to pursue the concepts and utilize the skills with independent work in the fu- ture." 27 Environmental Design Wood Works Jamie Johnston This course had as its focus cabinet and furniture- making. Students completed a series of projects exposing them to the tools and techniques essential to cabinet- work. We began the term with discussions on the use and maintenance of hand and power woodworking tools. We immediately put this knowledge to use by building the storage facilities and work surfaces for the COA student shop. Once this organizational experience was com- pleted, we moved on to group and individual woodwork- ing projects directly related to COA's needs. 'Because of my past experiences working with wood and in cabinetry, I was in a position along with a couple of other students to use this course as a basis for doing more involved and independent work. During this course, I worked on a shop workbench, cherry trestle table and an oak rocking chair. This work involved design consid- erations as well as dovetails, mortice and tenon, dowel- ling, steambending, and other construction processes. I received much technical advice about design and con- struction from Jamie but feel I learned most from him about the processes he goes through when working with wood, of being sensitive to the material and keeping one's head together." Environmental Sciences ENVIRONMENTAL SCIENCES The environmental sciences can play an important role in need to supplement their programs of study with ad- our understanding of the earth's ecosystems, the limita- vanced coursework elsewhere. Our academic relations tions they set on human activities and, in turn, the ways with the University of Maine at Orono can help students in which humans influence them. The environmental sci- fulfill these requirements. ences curriculum at COA emphasizes ecology, natural history, marine biology, and horticulture. The curriculum The following courses were among those offered last also includes courses in mathematics, chemistry, and year in the Environmental Sciences: physics which provide a foundation for addressing more specialized problems and advanced research. Classes Introduction to Plant Biology Ecology and Economics often cover topics which would be contained within sev- Evolution of the Union River eral courses in a more traditional science curriculum. All General Genetics Holistic Health courses emphasize practical environmental problems and Ecology of Natural Systems Plants - Advanced concerns that are important to our ecology focus, and Calculus II: An Introduction Studies whenever feasible, they complement and support other to Applied Mathematics Marine Biology COA projects or courses. Mt. Desert Island, Acadia Na- Algebra and Trigonometry Introduction to tional Park, and the Gulf of Maine provide rich outdoor Meteorology and Climatology Oceanography laboratories for fieldwork and research. College facilities Math/Physics I, II Chemical Principles include a 34-foot research boat, two greenhouses, two Animal Physiology Advanced Animal laboratories, and the necessary equipment to support re- Environmental and Advanced Physics search. General Geology Basic Beasts Classes and fieldwork attempt to enrich the students' (Introductory Zoology) appreciation of the natural world and develop critical and independent thinking and research skills. The science education offered provides preprofessional training par- ticularly in the areas of the life sciences. Students prepar- ing for graduate school or work in a highly technical field of the applied environmental sciences or medicine may 29 Environmental Sciences Ecology of Natural Systems Steven Katona Ecology of Natural Systems combined an introduction to ecology with an orientation toward the Mt. Desert Island region. The first portion of the course was an autoecolog- ical approach to the reciprocal relations between the or- ganism and its physical environment. Later, the relation- ships within and among individuals, populations, and species were considered in detail. Fieldwork concen- trated in providing an introduction to the various habitats in the Mt. Desert Island area, including marine, fresh- water, and terrestrial habitats of different types. "The study of ecology is as central to my own educa- tional goals as it is to the curriculum of the College. Be- cause of my own intense interest in ecology and because all three of my courses this term have dovetailed SO beau- tifully, the whole of my learning experience has been greater than the sum of its parts. The final paper nearly brought me to my knees. I found that I could not work within the prescribed framework (formal 20-page re- search paper) and so, with trepidation but conviction, I wrote and submitted a somewhat allegorical account of Cosmic Ecology.' This is consistent with my recent ef- forts toward qualitative analysis of what is usually quan- tified. My sometimes nontraditional approach to all of my work this term has ultimately led to an exciting learn- ing experience." 30 Environmental Sciences Mathematics and Physics I Carl Ketchum Animal Physics Sentiel Rommel This introductory level course has developed the con- This course looked at the physics behind some biological cepts of mathematics, especially calculus, that are neces- phenomena. Topics discussed included structural prop- sary to study several physical processes of our world. erties of bone (e.g. tensile and compressive strength), The term started with basic concepts in algebra and joints, basic levers and movement, fluid dynamics of trigonometry and moved into differential and integral cal- flight and drag, thermodynamics of heat transfer and culus, emphasizing key concepts and the applications of thermoregulation, and animal orientation. these concepts to natural processes. The topics included right triangles, trigonometric functions, functions, equa- "This course literally opened entire worlds for me. It was tion for a straight line, slopes, derivatives, maximum- fascinating and absorbing from start to finish and neither minimum problems, and area by integration. Applica- my enthusiasm nor my interest ever waned. For my term tions included surveying, reflection and refraction of project I constructed a scale model of the bones of the waves, and velocity and acceleration. Emphasis was human arm as an illustration of the mechanical workings placed on the problem-solving process and internalizing of the elbow. The project involved both research work the mathematical concepts. and the actual creation and assembly of the bones and was an educational and creative experience in itself. "I must admit this is the first time I've put my all into any Through this course I have gained a thorough under- course. I think it showed in the work I did and the excite- standing of simple structural engineering, fundamental ment I gained from learning a new language. For the physical systems, fluid dynamics, and the basic princi- second exam, I took the option of writing up a set of ples of thermodynamics. This knowledge constitutes a notes on the derivative. Through this came the clarifica- useful tool for understanding and appreciating the tion of the processes involved with derivatives. I've been natural as well as the man-made world." amazed at the clarity I now have with material I had had before. I know how to do calculus but it doesn't all fall into a picture quite yet. I'd like to be able to do calculus with simplicity, to have my mind find the subtle simplicities of the language of Math/Physics, without tak- ing the long, difficult route it now seems SO intent on tak- ing." 31 Environmental Sciences Introduction to Plant Biology Janet Andersen This introductory course was designed to acquaint stu- dents with the diversity of life forms found in the plant kingdom and how plants grow and reproduce. We began with field trips to study several different habitats and then in the laboratory studied the structure, development, and metabolism of plants. Lectures emphasized plant struc- ture and function. A previous understanding of basic biology and chemistry (on the high school level) was helpful. "I liked this class very much and learned a lot. I had been farming organically for the past three years and was glad to gain some theoretical knowledge about plants. I asked many questions, was enthusiastic, and understood the material that we covered fairly well. Having never studied chemistry, I had a harder time understanding the biochemistry that we studied. We presented findings from several experiments to the class. The final exam was a take-home and quite challenging. It was an excel- lent test requiring creativity and an application of the material that we studied in solving problems. The test was one of the best learning experiences I have had in school.' 32 Environmental Sciences The Study of Landscapes William Drury Evolution: Natural Selection and the Dissent of Man E. Beal/R. Davis/W. Drury/W. Russell The theme of the course was that the landscape processes that are expressed in hilltops, valley sides, flood plains, The concept of natural selection was one of the most or sea beaches are also expressed in the local vegetation. powerful intellectual tools available for understanding the The course began with an examination of shoreline pro- living world. This course provided an introduction to the cesses and beaches and discussed the vegetation of con- biological processes of natural selection and the impact of sistently unstable sites. Next, the effects of glaciation of the concept of evolution on modern thought. Biological the landscape of New England were discussed, followed topics considered included inherited variability, natural by the effects of frost action as an illustration of soil pro- selection, population differentiation, co-evolution, and cesses, the action of rivers in humid climates, the topog- an overview of life on earth. We discussed the implica- raphy in dry climates, the effects of underlying bedrock tions and problems of the concept of universal evolution structure, and the unifying principle of plate tectonics. as it is extended in one direction to embrace the devel- The continuing discussion of the interaction between opment of matter and the physical cosmos, and in the vegetation and its substrate was centered on the concepts other direction to include the implications of evolutionary of stress and succession. thought for the study of human cultures. "So much information was presented in such a short time "During my first year at College of the Atlantic, I took an I feel I have barely begun to skim the surface. I feel I ornithology course which placed emphasis on the evolu- have a good sound basis to build further study of land- tion of birds. That exposure to evolution prompted my scape processes upon. Conflicting arguments and taking this course. In SO doing I wanted to get a more theories were pointed out time and again until I did not complete overview of the theories of evolution and their know quite who or what to believe and was forced to practical uses. The discussions between the teachers draw conclusions for myself. When experts disagree you were challenging and valuable to me. One of the most have no choice. (Bill Drury has a sneaky way of getting important outcomes of the course was my discovery of people to think for themselves.) I have learned that land- the wide variety of theories and the controversies sur- scape development and geomorphic processes are much rounding them. I had never before been SO aware of how more complicated than previous over-simplified expla- much disagreement there exists in the scientific and nations ever even hinted at." philosophical communities." 33 Environmental Sciences Marine Biology Steven KatonalWilliam Drury This team-taught course emphasized processes related to energy flow in marine systems and discussed organisms relevant to commercial fisheries. Primary productivity and the behavior and effects of first level consumers were discussed in detail. We reviewed the biology, life cycle, and commercial status of lobsters, shrimp, herring, cod, haddock, clams, mussels, and scallops. Special attention was devoted to seabirds, whales, porpoises, and seals. One afternoon of each week was spent on fieldwork on plankton, seashorelife, oceanographic work, or visits to commercial hatcheries or fisheries. "Through my interactions in classroom discussions and reading assignments, I have learned a great deal about the relationship between commercial exploitation of the ocean and scientific research. On entering this course, I had a good understanding of natural marine ecosystems and marine invertebrates. I benefited from this course in that it brought together my biological understanding of the ocean with the political and commercial aspects. In light of this I feel my work in this course was successful and of prime importance in advancing my understanding of the marine environment." 34 Human Studies HUMAN STUDIES Introduction to Environmental Studies S. Andersen/ S. Mehrtens/F. Olday The more we have looked at ecological problems, the more we have recognized that their causes and solutions This course was taught by an economist, a historian, and are rooted in the human condition. The Human Studies a biologist. Students were introduced to a variety of program provides insights into the problems of human ecological problems through the eyes of each disciplinary existence and attempts to generate ideas for more ecolog- perspective, the interdisciplinary approach showing how ical modes of living. Because the Human Studies area is scientists and humanists can cooperatively assess com- SO extensive - combining social sciences, humanities, plex problems of resource use. Topics included ecosys- and the arts - the program is divided into four subpro- items, population, food resources, land use, natural re- grams. Students select elements from several or all of sources, population control, environmental economics, these areas and tailor a program to their individual inter- and environmental politics and ethics. ests and goals. "In this course we were exposed to an interdisciplinary Human Studies Core Courses offered during the last approach to basic ecological concepts and current en- year included: vironmental problems. Although much of the material was review for me, it was valuable to review and helped Humans in Nature me to pull together my two years of study at COA. For Evolution my final project I gave an in-class presentation on the Writing Seminar topics of jobs and the environment. I did extensive re- Cultures as Ecological Systems search and presented data showing that environmental Introduction to Environmental Studies regulations are creating more jobs than they are destroy- Introduction to Psychology ing. I also presented the arguments surrounding growth Visual Elements and employment and attempted to show how a scenario of zero energy growth could create more employment than our current high energy intensive society." 35 Human Studies PUBLIC POLICY Our program in public policy helps students develop the analytical and political skills necessary to formulate and implement policies for social change. By integrating law, political science, economics, history, anthropology, statistics, and philosophy, this program enables students to consider and address contemporary policy problems from an ecological point of view. Although skills in writ- ing, research, and rational analysis are stressed, em- phasis is also placed on considering human values. From the history and anthropology courses, students acquire an awareness of the decisions made in the past and study the evolution of human relations. This perspective pro- vides the necessary knowledge and understanding which helps them to make practical decisions in problem- solving workshops conducted by visiting environmental lawyers and policy makers. Sample course offerings in Public Policy included the following: Landmark Cases in Environmental Law Introduction to the Legal Process Values and Institutional Order Environmental Psychology Environmental Economics Economics and Ecology of the Union River Urban Studies Attitudes and Persuasion American History Human Studies Urban Studies Susan Mehrtens/Joanne Carpenter/Jim Frick This student generated-, organized-, and directed- seminar explored the urban condition. Topics covered included urban history, urban environments and plan- ning, economics, and social issues. Emphasis was placed on the interaction of the above areas and on the changing role of the city, historically as well as futuristically. Classes were led by COA faculty as well as outside re- source people. The students played a large role in deter- mining the direction of the course. This course was a preparation for a workshop which took place in Boston during spring, 1979, to consider establishing a city center for the College. "I enrolled in this class because I had a distinct distaste for cities and I wanted to be better equipped with knowl- edge, perhaps to hasten their demise. In a few weeks my former position, based on ignorance and lack of under- standing, gave way to a much more positive concern. I have realized that the ills normally defined as urban prob- lems, namely crime, pollution, overcrowding, and vari- ous other forms of squalor, are no more intrinsically urban than any other human disharmonies. The solution to these problems does not lie in knocking down the old cities or building stainless steel labyrinths in the desert or in pretending that both the cities and their problems don't exist. The solution lies in changing the values upon which society bases its actions and which are visible in both urban and rural society." 37 Human Studies ECOLOGICAL EDUCATION Perspectives on Learning Richard Davis Ecological education provides a framework for address- This course provided an intensive introduction to the ing environmental issues. Since we realize that the teach- philosophy of education. Particular attention was given ing of environmental awareness begins with young chil- to ecological education and the role of formal education dren, we are developing an educational program that will in shaping values and lifestyles. Examination of classical qualify graduates for teacher certification in Maine. Early and contemporary theories was balanced by extensive and extensive practical experience prepares students for discussions with practicing teachers and administrators. elementary and secondary level teaching in environmen- Material and readings were taken from Plato, Augustine, tal science, biology, and social studies. Locke, Freud, Dewey, Whitehead, Neill, Piaget, Bruner, Erikson, Skinner, Jones, and Illich. Sample course offerings in this program will include: "This class was extremely valuable to me. The reading Perspectives on Learning provided insight into the educational theories of various Personality and Social Development philosophers. Class discussions of this material and of Special Education personal educational experiences provided an opportuni- Education Seminar ty for me to ask questions about my past, present, and Environmental Education Workshop future involvement in education. Why is there a need for Education in History formal education? How can public education be changed Practicum to meet the needs of varying people? Why am I interested in education? I will continue with these questions in mind until I can form my own philosophy of education." 38 Human Studies ARTS AND COMMUNICATION Writing Seminar Anne Kozak The Arts and Communication area fosters creativity, de- This course emphasized formal writing based on rhetori- velops technical skills, and increases artistic and cultural cal principles of exposition, argument, and persuasion. appreciation. The program is supported by faculty in lit- The assigned readings both illustrated how to use these erature, expository writing, art and architectural history, principles and developed the students' analytical skills. music, ceramics, and visual arts. Visiting instructors in In addition students wrote weekly essays developed by dance, photography, weaving, and other arts and crafts description, definition, comparison and contrast, exam- supplement this program. COA graduates from this area ples, and argument and persuasion. This course was have gone on to careers or graduate work in music, jour- geared for those students, for example, who write papers nalism, and naturalist writing. explaining or clarifying a position, a project, or a lab or field experiment; moreover, whenever possible the as- Sample course offerings: signed papers were based on assignments made by other professors so that a student gained practical experience Visual Elements in applying principles of effective writing to specific class Greek Drama and Shakespeare assignments. Pen and Pencil Literature and Ecology "One of the most interesting lessons from this class came Writing Seminar with the recognition that I used two different voices in American Literature and the Environment writing analytic and more experiential, personal pieces. The Romantics My major paper, the Human Ecology Essay, succeeded Music Composition in tempering the jargon and superficial structure that I Ceramics I & II had relied upon for analysis and used emotion to energize Art History Survey rather than overwhelm the thesis. The readings provided Abstractions in Tapestry a pleasant exposure to some classic writers and the class Blacksmithing discussions affirmed my ability and interest in literary criticism. I'm confident of achieving a professional qual- ity in applying my literary skills to a survey of women's writing in my senior project next summer." 39 Human Studies HUMAN NATURE In this program area students can develop an informed understanding of the complexity and diversity of the human experience - its perspectives, behavior, and po- tentials. This focus prepares students for graduate study in a variety of social science and humanistic fields as well as for service-oriented professions in those areas of gov- ernment and business which involve the quality of life in human affairs. Some courses offered during the last two years are: Group Process Freud & Jung Seminar Humans in Nature Personality and Social Women in Transition Development History of Anthropological Introduction to Psychology Theory Maine Coast Culture Cultures as Ecological Medieval History Systems Woman's History Legal Ethnography Animal Behavior Values and Institutional History & Architecture of Order Maine Coast Environmental Psychology Existentialism Personality and Individuality 40 Human Studies Humans in Nature Richard Davis The primary function of this course was to assist indi- viduals in expressing and clarifying their values and de- veloping them in the context of a critical examination of prominent value theories. Classes alternated between in- tensive group discussions of each member's personal viewpoint and consideration of such figures as Plato, Aristotle, Mill, Kant, Hardin, and Schumacher. "In this class we were required to read about, write about, discuss, and apply abstract principles. Fortu- nately, Dick encouraged the pragmatic approach; we weren't expected to quote philosophers but rather to know their general outlooks and to test their validity in our own lives. I found writing a paper on Ayn Rand's The Virtue of Selfishness to be difficult. Although the main ideas in the paper could be developed further, I was pleased with the beginning I made in examining a value system. While the study of classical philosophies and writing papers was important, the study of philosophy really took place in the time spent on personal pres- entations. Each presentation helped me to clarify my values and to understand other peoples' values." 41 INDEPENDENT STUDY Whenever students' needs cannot be met through - Writing and Editing courses or workshops, they may pursue independent - Creative Weaving studies. These studies, carried out under the supervision - Community at COA of faculty sponsors, are important learning experiences. - Revolutionary Thought/Ecological Issues The independent studies listed below are selected from - Study of the New Testament the list of those conducted during the past two years. - Indian Legal Affairs - Beginning Guitar - Design for a Low-Cost Solar Collector - Feasibility and Option Study of MDI Coop Drafting - Alternative Education Visual Study - Language Arts at Conners School Firewood Processing - Teaching Ceramics Woodburning Efficiency - Economic Philosophy Steam Power Woodlot Management - Solar Retrofitting Computer Programming Validator Program for Whale Sighting Greenhouse Management Scientific Illustrations Survey and Report on Aquaculture and Aquacultural Facilities in the Gulf of Maine - Vegetation, Communities, and Succession on Little Duck Island - Teaching Environmental Education Mind Control Study Alternative Birth Practices - Narrative Poem 42 SENIOR PROJECT The senior project is a major piece of independent work which culminates a student's studies at COA. In 1978-79 the following senior projects were completed. - Island Forestry Management Brochure - Allelopathy in Organic Gardening - Natural Science Program for Special Education Stu- dents on Mt. Desert Island - Observing and Student Teaching in the Focus Pro- gram of Mt. Desert Island High School - The Myth of Human Ecology - Heat Transfer Over Frenchman Bay - Designing and Developing a Plan for a Passive Solar Home - Landscape Design for COA Campus - Outdoor Education Program Development for "The Homestead" Project - Settlement Patterns of the Mississippi River Shoreline and Valley - Organizing Maine Coalition for Children with Special Needs - Designing and Teaching the Pilot Course for a Holistic Health Curriculum at COA - Agricultural Public Policy - The Common Law and Constitutional Foundations of Environmental Law - The Dynamics of Process 43 WORKSHOPS Workshops are a vital part of COA's problem-solving Bioshelter Workshop curriculum. They can be generated by either students or faculty members and have included such subjects as The goal of this workshop was to begin a year-round whales, alternative energy, subdivision law, and home- food production system at COA which integrated agri- steading in Maine. Workshops are intended to develop and aquaculture in the new solar greenhouse. We did the students' ability to deal with concrete problems. They construction necessary to enclose the building so that the often contribute productively to the community beyond interior space could be utilized. In addition, we re- the College. In addition they aid students in learning how searched and read about the different living systems that would be used in the bioshelter. At the end of the term we to work cooperatively and effectively in a team effort. Five recent workshops are described below. began to set up these systems - the fish tanks, the herb, vegetable, and flower beds, and the composting and inte- Maine Folklife Fair Workshop grated pest management. In the future the bioshelter workshop will join the gar- The objective of this workshop was to prepare for a folk den club, the buildings and grounds crew, and botany fair of Maine culture which took place in July of 1979 at classes to complete the bioshelter systems and to formu- the College. The fair was funded by a grant from the Folk late guidelines for its use. We hope to establish a working Arts Program of the National Endowment for the Arts. model of year-round food production for a northern cli- Each student was responsible for becoming acquainted mate. with several of the thirty guest artists selected from the Native American, Acadian, and Yankee cultures. Stu- Gardening Workshop dents prepared biographies of the artists and did research on the outstanding social problems in the artists' regions. This workshop studied major topics in organic vegetable gardening from a scientific point of view. Each member Students were also responsible for the details of the production of the fair: publicity, food, hospitality, and of the workshop gave an oral presentation and a written report. Students were encouraged to do experiments to program. enhance their presentations. The workshop visited the soil lab and greenhouses at the University of Maine and a local greenhouse. The class developed garden plans and discussed cultivation techniques for growing vegetables, herbs, and flowers in Maine. 44 Workshops Environmental Education Workshop This workshop designed and implemented an environ- mental education program in an elementary school. Dis- cussion topics included discipline, alternative schools in Maine, and sensory awareness techniques. The first four weeks of the term consisted of scheduling, forming teach- ing teams of 2 to 5 people, meeting with teachers, and observing classrooms. During the 5th week, the practical teaching experience began. Classes were exposed to a variety of natural settings including forest, pond, and rocky shore. In-class activities designed to supplement the curriculum included music, gardening, and writing. Harbor Seal Workshop Concerned with the safe handling and care of abandoned harbor seal pups, this workshop organized a licensed res- harbor seal on ledge cue network. Plans were made to transport seals to the New England Aquarium. In an appeal to the general pub- lic, workshop members designed and distributed posters and brochures, established a toll-free telephone "hot line," gave radio and newspaper interviews, and spoke about the project to the local school children. Much of the workshop was concerned with the actual care of the seals; however, the group found that the coordination of the rescue effort between coastal wardens, policemen, veterinarians, the Bar Harbor Airlines, and the New Eng- land Aquarium established a clear efficient course of ac- tion for handling abandoned seal pups. 45 INTERNSHIPS Lisa spent the fall term in San Francisco working as an During the past year environmental design internships apprentice in a graphics design studio; Steve studied the included: Quichua Indians in Peru; Eilene taught environmental sciences at a residential center for school children in - architectural apprentice at the NACUL Center for southern Maine; Evelyn spent ten weeks in the Planning Environmental Design in Amherst, Massachusetts and Development Office of the New York and New Jer- - apprentice in a graphic design studio sey Port Authority. These are a few examples of the - research assistant at the Institute for Local Self- variety of experiences students gain through the Intern- Reliance in Washington, D.C., examining the city's ship Program, an integral part of the curriculum at Col- energy consumption lege of the Atlantic. - draftsperson and mapmaker for a landscape architec- Internships done in a practical work environment allow tural firm in Connecticut students to apply their knowledge and skills, develop new apprentice working on the design and construction of skills, and clarify their future goals. As a part of our spe- a barn and solar-heated shower houses at Farallones cial emphasis on applied learning, the College awards Center in northern California academic credit for an internship and includes its comple- - an assistant surveying and mapping recreational tion as a degree requirement. Although internships need facilities in York and Oxford Counties, Maine only be a minimum of ten weeks, some have extended to - designer and builder of a wood furnace for a partially one year. Occasionally students do as many as three in- solar heated home in Bar Harbor, Maine ternships, and a few graduates have returned to their in- - designer and builder of a barn and forge in Fayette, ternship sponsors for postgraduate employment. The In- Maine ternship and Career Services Office maintains an active file of organizations and job contacts. Individual and group counseling helps students find internships through a process invaluable in developing job-hunting skills. 46 Internships Interns in the environmental sciences included: Finally, in the area of human studies, interns this past year have included: - research assistant studying snowy egrets and ibises in Florida - teacher's assistant at the Westside Community Nurs- - research assistant with the Charles Darwin Founda- ery School in Southwest Harbor, Maine tion studying green turtles on the Galapagos Islands - research assistant at Pugh Roberts, a consulting firm - assistant in the seal project at the New England which uses system dynamics methodologies to ana- Aquarium lyze complex business situations - research assistant studying the diamondback terrapin - writing assistant in the Marine Mammal Division of in Wellfleet, Massachusetts, and ecology teacher at National Marine Fisheries in Seattle, Washington Sandy Neck Beach - crew leader for the Youth Conservation Corps - oceanographic research assistant at the University of - tutor and counselor in the Upward Bound Program at Delaware preparing computer programs to aid in the St. Lawrence University in Canton, New York processing of ocean temperature data - volunteer mental health worker at Butler Day Hospital - field assistant researching biomass productivity at the in Providence, Rhode Island Hubbard Brook Experimental Forests in West - counselor, instructor, and trip leader for the Tennes- Thornton, New Hampshire see Valley Wilderness School, a program for disad- - laboratory assistant at The Jackson Laboratory in Bar vantaged youth Harbor, Maine - assistant at the Princeton Education Center, Blairs- - assistant at the New England Health Foundation in town, New Jersey Cambridge, Massachusetts, counseling patients on - teacher's aide in Special Education at a public elemen- diet and nutrition tary school in Farmington, New Mexico. - physician's assistant at the Clymer Health Clinic in Quakertown, Pennsylvania, a center specializing in naturopathic medicine. 47 GRADUATES "What does one do with a Bachelor of Arts in Human Ecology?" This question is often asked by people when they are first introduced to College of the Atlantic. The answers are as varied as the individuals who hold the de- gree, and each succeeding group of graduates uncovers new and sometimes surprising applications. Our gradu- ates are currently involved in scientific research, educa- tion, social services, design, communications, small businesses, homesteading projects, parenting, and graduate studies. Among the students who focused their studies in the environmental sciences are two museum naturalists, three biologists for National Marine Fisheries, a water quality control coordinator for the Washington County Regional Planning Commission, a veterinary research as- sistant, a researcher studying porpoise language acquisi- tion, a researcher working on a seabird project in Alaska, and another doing aerial census work for a marine mam- mal project funded by the Bureau of Land Management. In addition, we have a graduate studying ecology at the University of Wisconsin, one preparing for medical school at the University of New Mexico, and a third studying coastal zone management at the University of Rhode Island. 48 Graduates environmental design, we can count two cabinet- Graduates are also involved in human and social ser- rs, a boatbuilder, an interior landscaping assistant, a vices. Two students are pursuing graduate study in theol- ic designer for an advertising firm, and an overseer ogy - one at Episcopal Divinity School and the other at e restoration of a historic building in Bar Harbor. Boston University School of Theology. Other graduates graduate attended Harvard School of Design. are working as transportation director for the Washing- duates concentrating in human studies have applied ton-Hancock Community Action Agency, a crisis coun- skills to a wide variety of fields. In the field of edu- selor in Boston, an organizer of a program for people with n, students have pursued graduate work at the Uni- special needs through the YMCA in Bar Harbor, a y of Maine, the University of Alaska, and Lesley psychiatric treatment assistant at Friend's Hospital in ge. In addition, our graduates have taught in Out- Philadelphia, and an investigator of burglary trends at the Bound Programs, at an environmental education request of the Hancock County Commissioners. al in Wiscasset, Maine, in a nursery school in Another general grouping of graduate activities might ka, through the Peace Corps in Nepal, and in an en- be labeled policy studies and environmental manage- mental center in Michigan. Another is the assistant ment. One graduate is enrolling in the environmental pol- linator of the education program at the New Eng- icy studies program at the University of California, Aquarium. Riverside in fall '79. One is director of Maine Audubon the area of communications, one graduate is a re- Society. Another is business manager of Mt. Desert correspondent for the Bangor Daily News; another Island Biological Laboratory, and a third is alternate istant to the public affairs manager for The Jackson energy coordinator for the Santa Clara County Office of ratory, and a third works in the press room of a Appropriate Technology. This is a growing area of inter- paper in Tennessee. est for students enrolled at the College. Finally, COA graduates are pursuing their interests in the arts. Two graduates are devoting their energies to the study of music and a third is studying mime, storytelling, dance, and related theatre arts. 49 Graduates In environmental design, we can count two cabinet- Graduates are also involved in human and social ser- makers, a boatbuilder, an interior landscaping assistant, a vices. Two students are pursuing graduate study in theol- graphic designer for an advertising firm, and an overseer ogy - one at Episcopal Divinity School and the other at for the restoration of a historic building in Bar Harbor. Boston University School of Theology. Other graduates One graduate attended Harvard School of Design. are working as transportation director for the Washing- Graduates concentrating in human studies have applied ton-Hancock Community Action Agency, a crisis coun- their skills to a wide variety of fields. In the field of edu- selor in Boston, an organizer of a program for people with cation, students have pursued graduate work at the Uni- special needs through the YMCA in Bar Harbor, a versity of Maine, the University of Alaska, and Lesley psychiatric treatment assistant at Friend's Hospital in College. In addition, our graduates have taught in Out- Philadelphia, and an investigator of burglary trends at the ward Bound Programs, at an environmental education request of the Hancock County Commissioners. school in Wiscasset, Maine, in a nursery school in Another general grouping of graduate activities might Alaska, through the Peace Corps in Nepal, and in an en- be labeled policy studies and environmental manage- vironmental center in Michigan. Another is the assistant ment. One graduate is enrolling in the environmental pol- coordinator of the education program at the New Eng- icy studies program at the University of California, land Aquarium. Riverside in fall 79. One is director of Maine Audubon In the area of communications, one graduate is a re- Society. Another is business manager of Mt. Desert gional correspondent for the Bangor Daily News; another Island Biological Laboratory, and a third is alternate is assistant to the public affairs manager for The Jackson energy coordinator for the Santa Clara County Office of Laboratory, and a third works in the press room of a Appropriate Technology. This is a growing area of inter- newspaper in Tennessee. est for students enrolled at the College. Finally, COA graduates are pursuing their interests in the arts. Two graduates are devoting their energies to the study of music and a third is studying mime, storytelling, dance, and related theatre arts. 49 WHO WE ARE We have profiled a few individuals to illustrate the diversity of students at COA. In her last year of high school at the George School in Pennsylvania, Priscilla Bright became aware of the world environmental situation. She looked toward college as a chance to explore her new interest in environ- mental sciences and her more immediate questions of personal lifestyle and purpose. In retrospect she says, "I felt I needed to understand human ecology within myself before I could begin applying myself to world prob- lems.' Priscilla spent her first two years exploring the areas of alternative energy, environmental design, and natural systems. "My first two years here were really therapeutic. I left high school frustrated with education. At COA I was able to build a solar house, grow my own food, become a vegetarian while at the same time work with others who shared my ques- tions. No matter how unacademic my activities were, they always related to the integrated whole of human ecology. Gradually I found my mind reawakening, and my curiosity growing. I began to actively educate my- self, sampling more demanding courses waiting to find the work I could call my own." In the spring of her second year, Priscilla took a biological agriculture course with Eliot Coleman which stressed the importance of soil fertility and optimum nutrition for plant health. She learned that the natural bal- ance among plant health, pests, and disease has been upset by current agricultural practices, causing pest outbreaks which have been remedied by the use of poisonous pesticides. The biological organic farming meth- 50 Who We Are ods she learned attempt to restore the natural process. "As I came to understand these ideas, I saw that the same concepts could be applied to human health. Our relationship with disease is out of balance; our resis- tance to disease is low because of our poor nutrition and stressful, inac- tive lifestyles. I saw the importance of holistic medical practices that take into account nutrition, physical fitness, environmental factors, and pre- vention. The concepts of natural balance and human health became the focus of Priscilla's studies. For the next one and one-half years, she acquired skills and information by taking courses in chemistry, math/physics, nutrition, cell biology, evolution, and statistics. For her internship, Priscilla worked at the New England Health Foundation in Cambridge, Massachusetts, and gained experience in nutrition, orthomolecular medicine, and holistic health practices. After her internship training, Priscilla continued to work at the center as a full-time nutritional counselor. For her final project she returned to COA to teach a holistic health course which she designed as a pilot course for a health curriculum at the College. After graduation, she will return to the New England Health Founda- tion to continue her work as a nutritional counselor. At a later date Pris- cilla plans to continue her education in medicine and nutrition. "This will most likely take me to a learning environment very different from COA, yet I feel that both my ability to integrate information and my sense of purpose will aid me in different learning environments. My experience is a statement about the College; the support, freedom, energy, and program at COA are successful for students like me who must explore and clarify what they feel is important before they can make a commitment." 51 Who We Are Greg Merrill came to COA in 1975 after a year at a larger, more traditional college. "My secondary schooling was simply a preparation for getting into a good private college. Once there I quickly realized that a traditional approach to education was inappropriate for my interests and lifestyle. I view myself as an expansionist; most colleges would demand that I con- dense. I approached COA as a final hope for undergraduate study. My hope was realized, for the College allowed me to expand, always in posi- tive directions." At COA Greg has concentrated his studies in human nature and outdoor education. He has developed a special interest in wilderness living and is excited by the idea of homesteading. Greg is not unrealistic, however, in contemplating his ideal. "I don't think for a minute that I could achieve total self-sufficiency in this endeavor, nor do I think that self-sufficiency as such would be desirable. I need human interaction to grow, to love, and to share my ideas. In addition, I do not want to totally withdraw from the realm of political activity. What I strive for is discriminating use rather than self-sufficiency. I hope to reduce my needs, convert to appropriate technologies, and to choose the means of my livelihood." Greg's interest in the wilderness has also led to his working with teen- agers in outdoor education and wilderness therapy. He served his intern- ship as an instructor for the Tennessee Valley Wilderness School in Nashville and is doing his senior project with the Homestead Project in Ellsworth. Greg strongly believes that wilderness can turn misguided children around. "Taking kids into the wilderness challenges them in a very positive way. The manipulation they use in their schools and with their parents doesn't work in the woods. They are forced to get in touch with their own potentials and with a real environment. Those challenges generally change the way they behave when they get back home." 52 Who We Are During his time at COA, Greg has worked as an apprentice for local contractors and carpenters. Developing manual skills is an important step in the fulfillment of his homesteading dream. Whether or not that dream is realized, Greg will always strive toward helping others to understand the value of the wilderness and living with fewer material possessions. "I strive toward simplicity." He has also been an active participant in the College's governance system, an advisor, and coordinator of the film series. Mitch Carter grew up and attended public schools in Washington, D.C. Despite his concern for environmental issues, he was not attracted to any of the traditional college programs offered, and after graduation from high school he spent the next one and one-half years working. During this time the nation was gripped by its first real energy crisis, and public reaction threatened to compromise gains made in environmental areas. Moved by the development of this conflict between such interrelated issues and by a desire to resume formal studies, Mitch decided to apply to college. He discovered COA while searching for a school that was trying to address contemporary problems in a serious but exciting way. "COA's focus on human ecology seemed the freshest and most well-balanced ap- proach to environmental education. It wasn't merely responding to head- line issues; it was clearly designed to probe behind them, to examine them from a human perspective." Mitch entered COA in the fall of 1975. He was first attracted to the environmental design program, but changed his focus to law and econom- ics. "At first my direction at COA and my plans beyond were rather vague. I took full advantage of the academic versatility at COA, sampling Who We Are a variety of courses including 3-D design, history of anthropological theory, environmental economics, and short fiction. I also visited George Washington University for a term to take specific courses and to get a taste of a large university. The courses were interesting, but the atmos- phere and educational approach did not inspire me. I returned to COA more appreciative of its flexibility and spirit and the accessibility of the faculty.' In the summer of 1978, Mitch did his internship at the Institute for Local Self-Reliance, doing research for an energy study of the city of Washington. "Working with the Institute, a nonprofit organization con- cerned with the research and the development of appropriate technology for urban communities, was an ideal complement to my experience at COA. While at the Institute I confirmed my interest in energy planning, particularly for alternative energy systems. My final project will deal with some aspect of energy planning, and I'd like to pursue this interest at a graduate level by studying public policy as it relates to environmental and energy issues." After graduating from high school in Cape Elizabeth, Maine, Steve Oransky felt little attraction to educational institutions and opted for a work and travel alternative. During the next two years he learned various blue collar trades and experienced the American work ethic. But his love of nature and the wilderness led him to study forestry at the University of Maine. "For two years I learned the proper methods of forest land man- agement, only to see the industry ignore these methods by seeking only to increase production." He became disillusioned and decided to head west to "capture the tail end of the magic which began in the late sixties." Who We Are He worked for 19 months in San Francisco on remodeling projects, primarily restoring Victorian houses. "This time period proved to be an explosive educational experience. Daily exposure and constant stimula- tion from an array of cultures and lifestyles revealed worlds of possibility that I had never dreamed of. I learned much about myself and other people, but I reached the saturation point and replied to the beckoning of home sweet Maine." Steve was interested in combining his work skills with his prior educa- tion in land management. He felt that COA's interdisciplinary program would help him put all this together. He came to COA in the fall of 1977 and became involved in the environmental design curriculum. "The en- vironmental design focus filled the voids in my education and offered me the opportunity to sharpen my manual skills." Steve took courses in elec- tricity, plumbing, cabinetmaking, three dimensional design I and II, en- vironmental law, evolution, and animal physics. As a member of the Strawberry Hill Workshop, he participated in an intensive site analysis, detailed mapping, and in-depth research into the life support systems of the hill and the people who might inhabit the land. Steve's senior project studied traditional New England Architecture and attempted to incorporate these forms into a passive solar home. He produced a set of working drawings and a performance analysis which detailed both construction and passive design strategies. "I hope to begin a building and/or consulting business which will incorporate similar design aspects and land and resource management. I hope to keep in touch with COA, for here I have been able to develop the tools and skills to integrate natural and human systems into an environmental design program. I have been able to absorb this on a personal and professional level." 55 Who We Are Andrea Lepico came to College of the Atlantic interested in studying the how-to's and the biology of farming. As a high school student she volun- teered at the Green Power community farm outside of Boston. "My initial orientation to farming was through this community effort. City and coun- try people came together to raise food. I became interested in community concerns, environmental issues, and farming practices." After studying at Clark University and the University of New Hamp- shire, Andy transferred to COA. "The most important thing that I have learned at COA is how to learn. My experiences here required me to clarify my interests and pursue them actively and independently. Educa- tion at COA is full of 'I wonder if. In her first year at the College, Andy joined other students in wondering if the College could produce some of its own food. Three productive years later, the kitchen serves home- grown vegetables throughout the winter, more land is in production, and there is a new root cellar and greenhouse. Students' evaluation and criticism of the old COA food system led to a new and better system. "Similarly, I am critical of both the U.S.' and international agricultural system. My studies have been focused on un- derstanding the system and developing alternatives. My approach is polit- ical; I want to change what is and work for a better agricultural system." In her second year, Andy developed and taught a course on agricultural economics with economist, Steve Andersen. She also gained valuable ex- perience by working with him on several research projects. Steve helped Andy arrange for an internship on Representative George E. Brown's staff. She worked on the Family Farm Development Act, legislation which redirects public policy to encourage a small-to-moderate sized fam- ily farm system. For her final project, Andy worked with the Maine Con- sortium for Food Self-Reliance to organize regional workshops and a statewide conference to increase public awareness of the problem of the 56 Who We Are loss of farmland in Maine. Andy is one of the more outspoken feminists on campus and feels that a feminist consciousness is an essential component of Human Ecology. "My years at COA were years of much personal growth. The community was a stimulating place to be." Andy sees her concentration as ecological decisionmaking. "My con- cern is how do we compare alternatives and how do we make the right decisions? Agriculture and land use are the particular areas I study and Andy is one of the more outspoken feminists on campus and feels that a feminist consciousness is an essential component of human ecology. "My years at COA were years of much personal growth. The community was a stimulating place to be." Andy sees her concentration as ecological decisionmaking. "My con- cern is how do we compare alternatives and how do we make the right decisions? Agriculture and land use are the particular areas I study and use as examples. Economics is a valuable tool." Andy hopes to continue her political work in the family farm movement. Because she grew up in Madawaska, Maine, a town at the northern tip of the state across the St. John River from Canada, Linda St. Onge has inher- ited the American-French and Canadian-French cultures. Realizing the uniqueness of her heritage, Linda looked for a college where she would be able to design a program of study and develop a perspective on her heri- tage and its adaptation to modern life. A year at Goddard College helped her define her interests and find values in alternative learning experi- ences. She transferred to COA to find a more practical approach and to apply her interests in real situations. Through her courses in anthropology and education and through the 57 Who We Are experience of being at a school of Human Ecology, Linda worked to de- velop perspective on her culture's traditions. All too often minority pat- terns are lost and the modern American lifestyle is assumed. "Aroostook County culture - a way of thinking, the potato farms, other small farms, and family structures - all are dying out. A way of life dependent on the river and the land for its livelihood and transportation is disappearing with the invasion of the 'larger world.' The people of this isolated area don't know what the long-term effects of these changes will be. I see education as a tool for identifying those valuable skills, traditions, and rituals in older cultures. Rather than reshaping the young people, I'd like to use teaching as a way of reintroducing and sustaining these traditions." For her internship Linda went to New Mexico to teach on an Indian reservation. The interactions between the different groups on the reserva- tion - migrant workers, Indians, Vietnamese refugees, and Spanish speaking peoples - provided fascinating examples of cultures blending and people adapting. "I was very interested in what traditions or religious beliefs were retained and why. What was their vision of what was good? How could they realize and retain their valuable skills? It was good for me to see other cultures working through these problems and to experience their very different points of view." To further understand her native culture and others of the state of Maine, Linda coordinated the Pride of Maine Fair which took place on the COA campus in July, 1979. "I want to make the ideas of human ecology fit into where I come from. If we are going to establish hunting restrictions or rules on large-scale farming and lumbering operations, we need to un- derstand the culture and the people of that area. Only then will our deci- sions move toward more ecological patterns. I think that cultural ecology is a foundation for human ecology." 59 THE CAMPUS College of the Atlantic is located on the shores of Frenchman Bay and occupies four former estates just outside of Bar Harbor. One of the es- tates, a nineteenth-century building, "The Turrets," has been placed on the National Register of Historic Places. Its renovation, scheduled for completion in 1979-80, will double the College's existing space. The main building currently houses all classrooms, laboratories, and offices, as well as the library, which now contains over 13,000 volumes. This building also includes an art gallery, auditorium, darkroom, design and film studios, a pottery studio and kiln, student lounge, kitchen and dining facilities, and a computer center. "The Turrets" will provide addi- tional classrooms and science labs as well as a new art gallery, a music room, a student rathskeller, and offices. COA's twenty-five acre campus includes a solar and wood heated stu- dent workshop and a solar greenhouse, both designed and built by com- munity members. The grounds provide 2,800 square feet of vegetable gar- den space, a root cellar, small orchard, and complete composting facilities. Working closely with the College's resident architect, students have prepared the present campus master plan. In addition to the main campus, the College owns 80 acres of undeveloped land on nearby Straw- berry Hill. This property may someday be used for community housing sites. 62 The Campus On-campus housing provides double and single rooms for 45 students. The five houses are equipped with kitchens, and students manage their housing in a semi-autonomous relationship with the College. The resi- dents of SeaFox, the largest of the houses, have organized a successful coop, purchase their food in bulk, cook meals on a rotating schedule, and share maintenance chores. Regular house meetings insure open com- munications and an opportunity to discuss household business. The majority of students, however, rent houses or apartments in the nearby village of Bar Harbor. Most off-campus students live within walking or biking distance of the College. A housing referral service is available for students who require assistance. ⑉ 63 WHAT GOES ON Community The community of Bar Harbor and the island's natural environment play a large role in shaping a student's experience at COA. Cooperative resource sharing with The Jackson Laboratory, Mount Desert Island Biological Laboratory, Acadia National Park, and the local public school system broadens the scope of the educational experience. Both laboratories pro- vide students with opportunities to work in research labs, and staff mem- bers guest-lecture in classes as well as give seminars. Students are en- couraged to attend the weekly seminars of both groups. An agreement between the College and the Park, establishing the Col- lege as a cooperative research unit, gives students the opportunity to con- duct research within the Park and to study problems unique to Acadia. One student conducted a study on the effect of heavy tourist traffic on vegetation while another laid out a nature trail. COA's design classes pre- pared a site analysis and designed a proposed visitor's center. Supported by grants received by the Coastal Resource Center and the Maine Coast Heritage Trust, students studied clamflat management, peat mine development, and island woodlot management. The island's school system provides opportunities for student teaching in various fields and cooperates in joint ventures in drama, design, and environmental ac- tivities. With support from the local school system and the State Depart- ment of Education and Cultural Services, COA is making arrangements for a teacher certification program in ecological education. While using the island as a source of work and problem-solving experi- What Goes On ences, students contribute their energy and talents to the community that founded the school. Involvement with the community takes many forms - working in a local church as a lay minister, forming a cooperative of island craftspeople, organizing a food cooperative, working for The Clam- shell Alliance, volunteering at a home for the elderly, working in an out- door education program, or performing music at the local coffeehouse. A town that helped Maine earn the nickname "Vacationland," Bar Harbor in the summer teems with tourists who are entertained by gift shops, restaurants, and pubs. When students return in the fall, the stream of traffic reverses direction, and the town starts to shutter up and settle down. Creative resourcefulness becomes more important as ready-made entertainment declines. When one has exhausted the opportunities of- fered by the Park, local music events or speakers, the YMCA, and the few restaurants and pubs remaining open, one can travel to Ellsworth, a town 17 miles from Bar Harbor. There one may find a number of city features: shopping centers, a popular cinema, and the noteworthy Hancock County Auditorium, which presents a year-round concert and film series as well as theatrical productions An hour away is Bangor, a larger city, where more theaters, stores, and a symphony can be found. Just beyond Bangor is the University of Maine at Orono. UMO has a fine research library and many scheduled campus events such as films, concerts, and workshops. Although the world be- yond Bar Harbor is accessible and appreciated by COA students and staff, the most popular form of enjoyment is still homemade fun hand- crafts, music, knowledge, and friendship shared with the immediate community. 65 What Goes On Events and Activities Life at COA is fast paced and informal. Regular college-sponsored ac- tivities include a film series that shows foreign and domestic films each week, and a speakers series that has brought such notables as Ian McHarg, Helen and Scott Nearing, John Cole, Joel Oppenheimer, Joe Weizenbaum, Robert J. Lurtsema, James Krenov, Richard Hill, Buckminster Fuller, and Dr. Benjamin Spock. In the performing arts, COA has hosted Tony Montanarro, Two Penny Circus, David Darling of the Paul Winter Consort, and Gordon Bok among others. COA joins with MDI Arts Council to sponsor a concert series each year. COA's art gal- lery shows the work of nationally known artists as well as local talent. Student-generated activities change each term to reflect the full range of current interests. Among the recent projects have been a jazz band, a recorder ensemble, regular folk music gatherings, a choir, a modern dance group, life drawing classes, a poetry workshop, and a crafts cooperative. It is not unusual to walk into the College auditorium to find a group of students and faculty exploring psychodrama, T'ai-Chi, or improvisational theater. Contra dances, informal dances, potluck suppers, and cof- feehouses are regular weekend happenings. The life of the College is re- flected in its two regular publications, Echo, a research journal, and Off the Wall, a weekly news sheet. Athletic activities are informal and noncompetitive. Acadia National Park offers great opportunities for hiking, cross-country skiing, snow- shoeing, sailing, rockclimbing, canoeing, birding, ice skating, and explor- ing. Volleyball or frisbee on the front lawn, weightlifting or wrestling in the auditorium, or jogging around the Park's carriage trails are common sources of enjoyment. 66 What Goes On PUMPING 67 FINE PRINT Accreditation College of the Atlantic is a fully accredited member of the New England Association of Schools and Colleges. Academic Calendar for 1979-80 Outdoor Orientation September 4-7 Academic Orientation September 8-9 Fall Semester Classes September 10-December 14 Fall Break October 22-23 Thanksgiving Break November 22-23 Winter Term January 3-29 Spring Semester Classes February 18-May 30 Spring Break April 7-11 Commencement Saturday, May 31 Student Handbook All students receive a copy of the student handbook which serves as an introduction to the few regulations by which we are self-governed. In ad- dition, the handbook gives detailed degree requirements, an outline of evaluation and transcript procedures, and a guide to the advising system. The handbook is a reference for the different procedural elements. 68 Fine Print Cost and Policies Tuition at College of the Atlantic for the 1979-80 academic year is $3,500 which includes the cost of one four-week winter or summer term course. A full-time student enrolls in a minimum of seven and a maximum of nine courses distributed over the academic year. The College recommends eight courses as a normal full-time commitment (three or four courses per 14-week semester). Personal expenses for room, board, and miscellaneous costs are esti- mated at $2,000 for the academic year. College houses are equipped with kitchen facilities, and students budget and prepare their own meals. The College offers an optional weekday lunch plan at a prepaid fee of $260 for the school year. Off-campus housing arrangements in the Bar Harbor area vary in cost from $60 to $125 per month per occupant and can be selected to suit individual tastes and budgets. COA Tuition (Due August 1 and December 1) $3,500 Double room 700 (single) (850) Estimated Board 800 Books and Supplies 200 Personal Expenses and Transportation 300 $5,500 (5,650) 69 Fine Print Refund Policy Students may withdraw with a prorated tuition charge up to the tenth day of the semester. After that, in addition to the prorated charge, they will be assessed an additional $10 per day. After the seventh week of the semes- ter, no tuition-fee refunds will be made. Students who are asked to leave for reasons other than academic or medical will not receive refunds. Writ- ten notice of withdrawal must be made to the Student Affairs Office. Room fees will not be refunded after the second week of the semester except in the event of withdrawal from school, in which case refunds will be made on a prorated basis. Up to the seventh week of each semester, fifty percent of the board fees will be refunded. After that, no refund is possible. The student's financial aid funds from federal, state, college, and other sources will be refunded to those accounts in compliance with the associated guidelines and COA refund policy. Fine Print Growth and Governance 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 College community. As full members with equal votes, students share in the deliberation of all major College committees: Academic Steering, Per- sonnel, Student Affairs, and Building. Students prepare the agendas for and run the All-College Meetings where any issue or problem may be introduced for discussion by all members of the College community. Health Medical care is available at the Mount Desert Island Hospital in Bar Har- bor. Twenty-four hour emergency care service is provided by the local medical group. Psychological help and counseling is available through the Mount Desert Island Family Counseling Service. In addition, there are several dentists on the island as well as a Family Planning Clinic in nearby Ellsworth. All students not covered by a parent's health insurance policy are re- quired to participate in a group Blue Cross policy for accidents and hos- pitalization at an approximate charge of $175.00 for the year. 71 ADMISSIONS College of the Atlantic's focus on human ecology influences the content of its curriculum, its educational style, the students admitted, and the educa- tional experience they can expect. Our curriculum emphasizes interdis- ciplinary studies which blend practical and theoretical knowledge. The educational style is informal and intimate. Students are encouraged to exercise personal initiative, resourcefulness, and self-knowledge as they design their own programs of study from a variety of learning experi- ences. As well as the more academic pursuits, human ecology explores social action and personal values. Prospective applicants and their families are invited to visit the College for a day, sit in on classes, and talk to students and faculty so that they may fully appreciate the strengths and limitations of the College. The application form and selection criteria are tailored to the special nature of COA's program and community. The personal form gives stu- dents an opportunity to express their ideas, hopes, commitments, and interests. Designed to be a self-selection process, the application form asks students to think carefully about COA and human ecology before applying. Two academic references, one personal reference, transcripts, and an interview help us to form a well-rounded picture of the applicant. The Admissions Committee, composed of students, staff, and faculty, seeks students who have an enthusiastic and active approach to learning and have the basic skills and discipline to make good use of the College's resources. The Committee looks for students who want to explore, under- stand, and develop the concept of human ecology. Our admissions pro- cess is highly personalized; the personal presentation and teacher refer- ences carry considerable weight while standard measures of board scores and grade point average take a supporting role. 72 Admissions COA uses a rolling admissions process. The Committee will make a decision within one month of receipt of the completed application. The student's form, references, and transcripts should be forwarded to the Admissions Office by May 1 for acceptance in the fall term and by De- cember 1 for the winter or spring terms. Although interviews are required, they may be waived for those who find it impossible to travel to Bar Har- bor. Application materials may be obtained by writing the College or tele- phoning the Admissions Office at (207) 288-5015. Transfer Students About fifty percent of College of the Atlantic students have transferred from such colleges and universities as Tufts, Middlebury, Bowdoin, Yale, Reed, Oberlin, Dartmouth, University of California at Santa Cruz, Wes- leyan, Cornell, Washington University, Goddard, Boston University, Colorado State University, and the University of Michigan. Admissions procedures and standards are the same for transfer students and freshman applicants (see above). Special emphasis is placed on the transfer appli- cant's college transcript and recommendations. The transfer of credits is determined on an individual basis. All transferring students are required to take a minimum of two years of study at COA. Visiting Students Frequently students will arrange to spend one semester to one year as nonmatriculating, visiting students in residence at the College. Visiting students choose a course of study that supplements their programs at their home institutions. Students wishing to visit College of the Atlantic should write or phone the Admissions Office for application and information. Admissions Auditors and Special Students Local residents are invited to take courses at COA. Auditors may take one 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 credits earned can be transferred to another institution. In addition, spe- cial 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. Financial Aid In cases where students or their parents are unable to meet educational costs, the College will award financial assistance based on need and merit. Qualified students are granted aid to the extent that funds are available. In determining a student's level of need, the College uses the financial need analysis method as well as the College Scholarship Services. Financial aid award packages may include gifts, part-time work oppor- tunities (College Work-Study), and educational loans. Assistance is granted for one year at a time, and students reapply for aid in the winter of each year. Further COA financial aid information may be obtained from the Admissions Office. The Financial Aid Form (FAF) is available at most high schools or from the College. 74 Admissions How to Get Here Driving from Boston, take Interstate 95 north to Bangor, Route 1A from Bangor to Ellsworth, and Route 3 south from Ellsworth; bear left for Bar Harbor after crossing the bridge onto Mount Desert Island. College of the Atlantic is on the eastern side of Route 3, about nine miles from the bridge and one-quarter mile beyond the Bluenose Ferry terminal. This drive usu- ally takes from five to six hours. (For a longer and more scenic drive, take Interstate 95 to Brunswick and coastal Route 1 from there to Ellsworth.) Bar Harbor and Delta Airlines provide regular service to the Bar Har- bor and Bangor Airports, respectively. In addition, Greyhound Bus Lines provides regularly scheduled transportation from Boston and New York to Bar Harbor and from Bangor to Bar Harbor. College of the Atlantic supports and adheres to all federal and state anti- discrimination laws including the Civil Rights Act and the Maine Human Rights Act. In accordance with Title IX of the Education Amendments of 1972 and with Section 504 of the Rehabilitation Act of 1973, the College does not discriminate on the basis of age, race, color, sex, marital status, religion, national or ethnic origin, physical or mental handicap in the ad- ministration of its educational or admissions policies, scholarship and loan programs, employment practices, and other College administered programs. 75 EASTERN BAY THOMPSON ISLAND 3 HULLS COVE BAR ISLAND a WESTERN BAY 198 MOUNT DESERT ISLAND COLLEGE OF THE ATLANTIC 102 BAR HARBOR 0 BALD 233 PORCUPINE ISLAND SOMESVILLE 198 102 CADILLAC MT 3 SAND BEACH 102 HARDWOOD SEAL HARBOR ISLAND BLACKWOODS 3 NORTHEAST HARBOR GREENING ISLAND SOUTHWEST HARBOR SUTTON ISLAND TREMONT itlit LITTLE CRANBERRY ISLAND BLUE HILL BAY SEAWALL GREAT CRANBERRY ISLAND BAKER ISLAND BASS HARBOR w BASS HARBOR LIGHT 76 BOARD OF TRUSTEES Dr. Seldon E. Bernstein Salsbury Cove, Maine Mr. Robert E. Blum Lakeville, Connecticut Mr. Leslie C. Brewer Bar Harbor, Maine Mrs. Frederic E. Camp East Blue Hill, Maine Mr. John C. Dreier, Vice Chairman Southwest Harbor, Maine Dr. Margaret Dulany Concord, Massachusetts Mr. Amos Eno Princeton, New Jersey Mr. Thomas S. Gates, Chairman New York, New York Mr. William J. Ginn Pownal, Maine Reverend James M. Gower Orono, Maine Dr. Thomas S. Hall St. Louis, Missouri Mr. Curtis M. Hutchins Bangor, Maine Mr. Robert H. Kanzler Detroit, Michigan Dr. Steven Katona Bar Harbor, Maine Mr. Winthrop C. Libby Steuben, Maine Mr. Benjamin R. Neilson Philadelphia, Pennsylvania Mr. C. W. Eliot Paine Chardon, Ohio Dr. Elizabeth S. Russell Mount Desert, Maine Dr. Bodil Schmidt-Nielsen Salsbury Cove, Maine Mr. Donald B. Straus New York, New York Mrs. R. Amory Thorndike Bar Harbor, Maine Mr. Charles R. Tyson Philadelphia, Pennsylvania Mr. Thomas J. Watson, III Dover, Massachusetts 77 PRESIDENT Edward G. Kaelber, President Samuel A. Eliot, Vice President Penny E. Grover, Secretary to the President Sally S. Crock, Administrative Assistant BUSINESS OFFICE DEVELOPMENT & PUBLIC RELATIONS Liane N. Peach, Business Manager Richard C. Rianhard, Development Officer Bunnie N. Clark, Assistant Business Manager Ann B. Outzen, Public Relations Mary C. Silk, Bookkeeper Dodie S. Fenton, Research Assistant Bernice M. Sylvester, Faculty Secretary Marguerite H. Bernstein, Assistant to the Laura E. Woolley, Receptionist Development Officer STUDENT AFFAIRS MAINTENANCE AND KITCHEN Theodore S. Koffman, Director of Financial Aid and Housing Millard L. Dority, Supervisor Gail P. Stuart, Director of Admissions Leslie A. Clark, Maintenance James G. Frick, Assistant Director of Admissions Michael W. Leonard, Maintenance Anne Van Twisk, Student Services Assistant John K. Mitchell, Maintenance Lucy J. Honig, Registrar Dennis W. Mitchell, Maintenance Carole P. O'Donnell, Internships and Placement Pam Parvin, Food Service LIBRARY Marcia L. Dworak, Librarian Marcia H. Dorr, Assistant to the Librarian 78 INDEX Page Introduction 3 Academic Program 5 Faculty 11 Curriculum 24 Environmental Design 24 Environmental Sciences 29 Human Studies 35 Independent Study 42 Senior Project 43 Workshops 44 Internships 46 Graduates 48 Who We Are 50 The Island 60 The Campus 62 What Goes On 64 Fine Print 68 Admissions 72 79 CREDITS The cover was designed by George Spindler. Photographs on the front cover, title page, and back inside cover are by Bill McDowell*. The lines by Wendell Berry are from his essay "Think Little", which are reprinted with the author's permission. The drawings on page 48 and 59 are by Garrett Conover*, and the drawing on page 40 is by Kim Rudkin* The drawing on page 45 is by D. D. Tyler and the architectural sketch on page 25 is by Ernest McMullen. Many thanks to all the students and staff who helped to put this catalogue together, especially Ann Outzen, Ann Kozak, Bill McDowell*, and Cathy Johnson*. Photo credits *George Benington p. 65 *Steven Donoso p. 14 *John Jacob p. 63 *Cathy Johnson pp. 8, 12, 30, 57, 66, 67a Steven Katona p. 43 Beth MacLeod p. 73 *John March pp. 36, 58, 75 *Bill McDowell pp. 9, 11, 13, 22, 32, 50, 52, 53, 54, 56 All others by Stephen Papazidis*. Courtesy of Ram and Strout p. 61 Editor - Gail Stuart Assistant Editor - Jim Frick *Indicates COA students or graduates. 80 BAR COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 TEL. (207)2 288-5015 X