COLLEGE OF THE ATLANTIC 1977 CATALOG 1978 Humpback whale at Mt. Desert Rock Light- station, July 29, 1976. Photo: S. Katona Printed on 100% Recycled Paper College of the Atlantic Catalog for 1977 - 78 **** ⑉⑉ A No written or graphic work can hope to fully portray the richness of life at College of the Atlantic. Of necessity we must simplify our experience in order to look at it and speak of it. For this reason we have tried to avoid generalizations in describing the college, in the belief that the particulars of its life can speak more honestly and clearly. Essentially, we are what takes place. This catalog is offered only as a point of access, and the interested reader is invited to come visit and learn more fully who we are and what we are about. 2 INTRODUCTION College of the Atlantic is an accredited, coeducational, four year col- lege awarding the degree of Bachelor of Arts in Human Ecology. COA is small (110 students and growing), independent, and located in a beau- tiful natural setting on the coast of Maine. The twenty acre shoreline campus lies within walking distance of Acadia National Park. The col- lege's integrated curriculum revolves around the study of human ecol- ogy, which we understand to be the relationships between people and their natural and social environments. College of the Atlantic was conceived in the late 1960s by a group of Mount Desert Island residents. The first students arrived in the fall of 1972. The introduction to the college's first catalogue read in part: Rather than beginning with a fixed definition of human ecology, our primary concern will be to develop one We expect that our concerns will not end with current problems. People will always have difficulty living together as well as in shaping and protecting their natural environments. We expect that our em- phasis will shift over time, but we will always be con- cerned with new definitions and problems of human ecology. It is clear that historically our society has failed to develop the attitudes and values which tend to enhance rather than destroy the natural world. We have learned neither to anticipate the environmental consequences of particular activities nor to use our technology wisely. New world views and new methods of approach are desperately needed. 3 Introduction Concurrently, we have allowed our created environ- ments to grow unmindful of human consideration. Our buildings, cities. organizations, and institutions have evolved in such a way as to put stress upon the human qualities of our existence. The impersonality and disor- ganization of our cities, the lack of concern for aesthet- ics, the disregard of human rights, and the difficulty of pursuing a meaningful life are all signs of this stress. We have been guided by our technology rather than by our difficult yet precious humanity. What began then as a very small group of spirited individuals com- mitted to an innovative, interdisciplinary education remains, if slightly larger, still that. The organizing principle of the college, human ecol- ogy, has evolved as anticipated to encompass a broad range of en- vironmental concerns. The academic program is organized around four resource areas: En- vironmental Sciences, Social and Cultural Studies, Environmental De- sign, and Values and Consciousness. The first lesson of biological ecol- ogy is that everything is connected, and implicit in the notion of an interrelated curriculum is the reliance of each of these areas on the other three. A person's studies at COA will at one time or another involve each of these areas. The programs seek to complement one another, reflecting our belief that an education should foster a vision of the world as it is, of many parts but whole and connected. As the world is whole SO must we work to make ourselves more whole. To this end COA encourages a personal involvement in all areas of community life. From the beginning all members of the college community have participated in its governance and growth. COA is neither a traditional college of liberal arts nor a venture in wholly 4 Introduction experiential education. We have in the study of human ecology a very specific reason for being, and we try always to see that theoretical knowledge is informed by a real sense of the practical applications which give it meaning. Where our smallness is a disadvantage we are working, through slow paced growth and resource sharing, to overcome its drawbacks. But where smallness is an advantage (as it is in so much of the college) we are working to preserve the virtues of individual opportunity and a close community spirit. And what of the "reason for being" mentioned above? The natural resources of the earth are finite, and some of the problems of human ecology will always be necessarily ones of preservation. But because we recognize our interdependence with the world and seek to restore to it a measure of sanity and balance, the principal concern of human ecology has become a creative one: the challenge to remake ourselves through understanding. 5 ACADEMIC PROGRAM An education in human ecology serves to cross disciplinary lines and bring together many perspectives. An understanding of the world's interrelatedness is rarely achieved in academic or professional isola- tion. Recognizing this, we have sought to develop a curriculum that encourages integration and synthesis. The organization of the curriculum into four inter-related resource areas is regarded primarily as an aid in planning curriculum growth. The resource areas are also valuable in helping students structure their individual programs of study at the college. In no sense do the resource areas represent required courses or field of study; neither do they repre- sent disciplinary divisions. Most students develop plans of study which are, like the resources of which they make use, interdisciplinary. Of greater significance are the different modes of study available at COA. While courses and seminars have always provided much of the basic curriculum, they have been joined increasingly by workshops, independent studies, specialized skills courses, and internships. To- gether they provide a necessary combination of approaches to learning. Students seeking courses of study not immediately available at COA have already been on exchange at M.I.T., the University of Michigan, Huxley College of Environmental Studies, the University of Alaska, and others. This kind of resource sharing allows us to supplement our curriculum while at the same time continuing to do what we do best. There are no course distribution requirements at COA but rather an agreed upon set of competency guidelines. A basic competency in each of these areas, which range from various systems comprehensions to perceptual acuity to an understanding of nutrition and the achievement 6 Academic Program of some manual competence, is deemed fundamental to an education in human ecology. Again, these do not represent requirements but only guidelines which students and their advisors use in planning a course of study. The guidelines, like the rest of the curriculum, have been worked out jointly by students and faculty. Graduation Requirements Thirty-six credits are required for graduation, normally awarded on the basis of one credit for a term's successful participation in a course, workshop, or independent project. Students are expected to complete an essay in human ecology, dealing with a specific practical or philosophical problem, and to participate for at least one term in an interdisciplinary problem solving activity (workshop). A term's labora- tory or field work is required, as is an internship of at least one term (and a maximum of three) spent on a job related to the student's aca- demic and long-range employment interests. Finally, students com- plete and present a final project, a major piece of work that may require as much as a full year for completion. Upon successful completion of these requirements, students submit their portfolios to a graduation committee of their own choosing which makes degree recommenda- tions to the president and faculty. Evaluation Each course, independent study, internship, and workshop com- pleted must have a three part evaluation in order for credit to be given. 7 Academic Program The first part is written by the teacher and is a description of the course work and the criteria used for evaluation. The second part is an evalua- tion of the student's performance on the stated criteria. In the third part the student writes an evaluation of his or her own performance. And we will know that of all issues in edu- Advising cation the issue of relevance is the phoniest. If life were as predictable and small as the talkers of politics would have it, then rele- Responsibility for college advising is shared among ten advising vance would be a consideration. But life is teams. Each team is comprised of a faculty member and student who large and surprising and mysterious, and co-advise ten advisees through individual and group advising meet- we don't know what we need to know. When ings. Advisor team assignments are made at the convenience of both I was a student I refused certain subjects student and advisors and may be changed at the request of either. because I thought they were irrelevant to Advising teams have several duties, such as helping students plan the duties of a writer, and I have had to take course schedules, reviewing graduation progress, serving on human them up, clumsily and late, to understand ecology essay committees and graduation committees, discussing my duties as a man. What we need in edu- cation is not relevance, but abundance, evaluations and helping plan the students' program. variety, adventurousness, thoroughness. A student should suppose that he needs to learn everything he can, and he should Outdoor Orientation suppose that he will need to know much more than he can learn. A strong community spirit is one of COA's distinguishing features, WENDELL BERRY and the Outdoor Orientation helps to nourish this feeling of shared enterprise and interreliance. The Orientation precedes the opening of school each fall and provides the opportunity for entering and older students to get to know one another through the fundamental experi- ence of wilderness travel. The Outdoor Orientation is a week long and serves as an introduction to both the college and some of Maine's true wildlands. 8 Academic Program The Orientation trips are planned and led in small groups by experi- enced students and faculty members. These trips are not a test of en- durance. They simply present an opportunity to camp and sharpen skills and at the same time to form the judgements and friendships that will be the basis of the coming term. Recent Orientations have taken people down the Allagash River in northern Maine. Future trips will include backpacking in interior Maine and canoeing on the St. Croix River, the Machias River, and rivers in Nova Scotia. Academic Orientation Following the Outdoor Orientation all students and faculty members gather at the college for a three day weekend. Mornings and afternoons are devoted to reviewing the academic program, explaining degree requirements, and discussing the college's various resources; evenings are spent in such activities as films, cookouts, 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. 9 Academic Program Summer Program The Summer Program 1977 offered the following courses: Why Wil- derness; Marine Mammals; Flora of the Maine Coast; Maine Coast His- tory & Architecture; and Poetry Workshop. Course lists for the 1978 Summer Program will be available in March. Students study one topic intensively for 2 to 4 weeks with a class of fewer than 10 students and earn one COA credit for completed work. 10 1. FACULTY There is no rank among the COA faculty. Teachers simply teach, with- out titles or tenure. There is no pressure to do research (though it is carried out nonetheless) because it is recognized that people are here to teach. The student/faculty ratio is small, around 8:1. 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 that person holds a part- time appointment. Stephen Andersen holds B.S. and Ph.D. degrees from Berkeley in ag- ricultural and natural resources economics. He has been a research economist for the Sierra Club and is affiliated with the Environmental Law Institute in Washington, D.C. Steve is especially interested in economics of nuclear power. He has offered courses in economics in- volving cost-benefit decision making and theories of resource alloca- tion. Steve is an active white water rafter and hang gliderist. 12 Faculty Elmer Beal, in addition to his teaching duties, is the internship director at COA. Elmer earned his B.A. in music at Bowdoin 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 received his M.A. in anthropology from the University of Texas. He has taught courses in Maine coast culture, language and culture, and economic anthropolo- gy. His interest in folk music and music performance have grown stead- ily, and he has performed on the guitar in Camden and Orono. Recently he also completed a study of regional fish marketing for the Coastal Resource Center. 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 of fieldwork in India on the Chou dance, the art form of a feudal state. She is interested in nonverbal communication, cultural patterning in the body, and the way movement supports a culture's world view. Judith is offering courses on the ethnography of work, anthropological film, the culture of childhood, nonverbal communica- tion, and the performing arts and culture. She plays the dulcimer, en- joys weaving, and is interested in film and all forms of traditional dance and music. 13 Faculty 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 has designed and built build- ings in many parts of the country. In addition, he has made four ani- mated films for Sesame Street. Air Conditioned Comfort, an animated film on an environmental theme made by Roc and his wife, Helen, has won three national awards. At the college Roc has taught courses in two and three dimensional design and practical building skills, as well as mechanical drawing. With four students he has prepared a campus master plan that will bring the college significantly toward physical self-sufficiency. *Joanne Carpenter received her B.A. in history from the University of Massachusetts and her M.A. in art and architecture 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 history 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. With her husband, Bill, Joanne has restored an old Cape Cod house on the Island's western side, and is currently engaged on a book about Cape Cod houses in Maine. 14 Faculty 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 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 work of such writers as Thoreau and D.H. Lawrence. Bill has recently finished Self and Soul, a book on the work of William Butler Yeats, and has begun more and more to write poetry himself. He has also studied celestial navigation, which the Carpenters put to good use on their sloop, Puffin. Richard Davis earned his B.A. in philosophy from Yale and his Ph.D. in philosophy from Washington University. Before coming to the col- lege Dick was an Assistant Professor at the University of Tennessee and had also taught at the University of Pittsburgh and Indiana University of Pennsylvania. He has been and independent film producer as well as Executive Director of the Coastal Resource Center. Dick and his wife, Norah, have built one of Maine's first solar and wood heated houses (see picture on p. 5). At COA Dick has taught courses in value theory, symbolism, logic and rhetoric, and the history and philosophy of sci- ence. His primary professional interest is in the effort to develop an ecological value theory and in helping to formulate the conceptual foundations for the scientific study of values. Dick is an ardent trout fisherman and backpacker who has lately taken up cross country ski- ing. 15 Faculty 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 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 many summers studying the ecology of seabirds in Alaska. At COA Bill offers courses in animal behavior, plant identification and the study of vegetation. Samuel Eliot earned his B.A. and M.A.T. in English from Harvard. He has also studied film and writing at Columbia University's School of the Arts. Before coming to COA he worked as an administrator at Reed College and served as a Teaching Fellow at Harvard. In addition to his duties as Vice President of the college, Sam teaches and advises. The courses Sam has offered at COA reflect his interest in human nature and in human responses to Nature. He is particularly interested in human isolation as depicted by such artists as Milton, Byron, and Con- rad. When not in his office or the classroom Sam enjoys sailing, garden- ing, and hiking in the Park with his wife, Mary Kay, and their dog, Caliban. Sam will be on a leave of absence for 1977-78. 16 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 and did legal work for the Sierra Club. His interests in law and the philosophy of science have found expression in courses dealing with landmark cases in environmental law, land use regula- tion, the philosophy of physical science, sources of invention, and the work of the philosopher Alfred North Whitehead. Dan has stayed abreast of current thought in quantum physics and is especially in- terested in the physics of consciousness. He keeps himself in shape with long distance running and has helped prompt the formation of an informal group of runners at the college. Dan and his wife, Marion, take frequent canoe trips into the wildlands of Hancock and Washington Counties. Steven Katona earned both his B.A. and Ph.D. in biology from Harvard. Before coming 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 has developed the Allied Whale workshop (see centerfold), which has in turn established 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 bowhead whales near Point Barrow, Alaska. He is co-author of the recently pub- lished Field Guide to the Whales and Seals of the Gulf of Maine. Steve will be on a leave of absence for 1977-78. 17 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 an Assistant Professor at the State University of New York at Albany. Carl has completed research in oceanic and atmospheric internal waves and on laboratory models of large scale aspects of oceanographic and atmospheric circulation. At the college he has taught courses in the planet Earth, mathematics and physics, and energy and the environment. In addition, he has sponsored indepen- dent studies of estuaries, computers, and meteorology. Carl is a sailor and a cyclist and is interested in "developing a no-pain learning pro- cess for mathematics and physics." Recently he has also studied the dynamics of group process and problem solving. *Susan Lerner received a B.A. in English from the University of Cin- cinnati and has studied at Exeter University (England) and the Califor- nia Institute of the Arts. Before joining the college Susan had been a reporter and an assistant in psychological counseling. She has been the director of the program for teenagers at the Bar Harbor YMCA and is co-director of the COA summer Speakers Forum. Susan is one of a group of people at the college working on a movie of the history of Bar Harbor. She is a dancer and is committed to "reshaping the role and understanding of women in our culture." Reflecting these interests, Susan has offered courses on the history of women in America, women artists, and modern and foreign dance. Susan will be on a leave of absence for 1977-78. 18 Faculty *Ernest McMullen has studied at the University of Maryland, at the Portland (Oregon) Museum School, and with potter Jerry Glenn. Ernie and his wife, Marilyn, helped to found Cherryfield Pottery, whose work has become widely known in Maine. At the college Ernie has pursued 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 Alternative 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." 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 where she taught courses on medieval women, medieval personalities and his- tory, and concepts of social organization. Sue is interested in futurol- ogy, particularly in the realms of environmental rehabilitation, popula- tion 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 humanness, that nothing human was alien to him." Sue is also an instructor of celestial navigation with the U.S. Power Squadron and will offer courses in pilotting and navigation. Sue's hobbies include gardening, yoga, piano, ballet, cooking and knit- ting. 19 Faculty Frederick Olday received his B.S. in botany from Pennsylvania State University and his M.A. in botany from Harvard. His Ph.D. in plant and soil science was earned at the University of Massachusetts. Before com- ing to the college Fred taught courses in biology and plant physiology at Lowell University. His combined interests in chemistry and plants have led to courses at COA in biochemistry, chemistry, soils, and hor- ticulture. In addition, Fred oversees the college's two greenhouses and the vegetable gardens. His wife, Linda, is a speech therapist whose special interest is working with aphasic adults. *Sentiel Rommel earned his B.S. is physics from the U.S. Naval Acad- emy, and his M.S. (in electrical engineering) and Ph.D. (in zoological oceanography) from the University of Maine. Before joining COA, he taught and conducted research at Yale, the University of Maine, and the Migratory Fish Research Institute. In addition to his work in oceanog- raphy and physiology, Butch has a long-standing interest in epigraphy, and has prepared an English-Egyptian dictionary. His courses at the college include animal physiology, computer programming, and alter- nate energy. Alternate energy studies involved him centrally in the design of a solar-powered domestic hot water system for Seafox, the college's cooperative dormitory. 20 Faculty *William Russell received his A.B. in biology from the University of Pennsylvania and his Master of Regional Planning from the University of Michigan. In addition to his studies in planning, Will is a field ornithologist and an editor of the American Birding Association magazine Birding. He is presently at work on a series of advanced bird field guides, as well as a study of (human) immigrants to Maine. While at COA Will has taught courses in planning theory, ornithology, and coastal Maine resources. As a member of the Peat Study Workshop he helped determine the feasibility of a native peat industry in Maine. "As a planner, my primary interests are in the structure of rural Maine communities. I'm particularly curious about the characteristics of the thousands of immigrants into Maine, a movement that, I feel, can tell us a lot about the structure of America in the 1970's." Visiting Faculty From time to time the college hosts visiting teachers whose course offerings supplement the regular curriculum. These have included COA trustees John Dreier, a former U.S. ambassador to the Organization of American States, who teaches a course on world politics, and Dr. Elizabeth Russell, a senior staff scientist at the Jackson Laboratory and member of the National Academy of Sciences, who taught a course in genetics. Organic farming proponent Eliot Coleman's course investi- gated the methods and principles of biological agriculture. The college also has an ongoing resident artist program that has brought to the COA community Maine folksinger Gordon Bok and di- rector Kaleel Sakakeeny of Boston's avant garde theater lab, Stage I. When artist Polly Cote offered a course on printing, woodcut and silkscreen in the winter of 1977, the college's main building blossomed with student art work. Polly's visit was followed by Marianne Monteux, renowned flutist and harpsichordist. Marianne organized a chorus and madrigal group during the spring term. 21 CURRICULUM ENVIRONMENTAL DESIGN Our resources in Environmental Design reflect our de- Two-Dimensional Design sire to understand and create structures and energy sys- Three-Dimensional Design tems which meet human needs in a manner that is Environmental Design II compatible with the delicate complexities of our non- History of Maine Architecture human environment. The emphasis thus far has been Alternate Energy Systems on architectural drawing and drafting, alternate energy The following courses are among those being research and actual construction. offered for 1977-78: Please note: a representative sampling of the courses The Graphic: Symbolism and Communication of offered under this program is given below. The listing Natural Systems is by no means exhaustive and is intended only to illus- Visual Elements II trate the scope of the program. Some of these courses Three-Dimensional Design I are offered repeatedly, and others have been given on a Three Dimensional Design II one time basis in response to student interest. Many The Study of Landscape others, for reasons of space, could not be included. Wood Students' self-evaluations are an important part of a Domestic Mechanical Systems COA transcript. The quotations which accompany some of the course descriptions are taken from these self-evaluations. The following courses were among those offered last year under Environmental Design: Modern Architecture and Environmental Design Joanne Carpenter True, Plumb and Level This was a survey of modern architecture, landscape Visual Elements architecture, and urban design, and their progressive 22 Environmental Design integration into environmental design in the twentieth century. Our first readings included Frank Lloyd Wright, Buildings and Writings by F.L. Wright, ed. by Edgar Kaufmann; The City of Tomorrow by Le Cor- busier; and The Life and Death of the Great American City by Jane Jacobs. These works allowed us to investi- gate modern architecture and its relationship to nature, modern design principles, modular architecture's ori- gins, the city as ideal form, and the city as organic process. The next assigned readings were The R.S.V.P. Cycle by Lawrence Halprin and Design With Nature by Ian McHarg. The interdisciplinary approach repre- sented in these works as well as the methodologies of Halprin's scoring and McHarg's mapping were studied. Finally, through Paolo Soleri's Matter Becoming Spirit and The Dymaxion World of Buckminster Fuller by Robert Marks, we attempted as a class to predict the direction of man's evolution, its effect on the future of architecture, and the place and character of technology in this new world. "I managed to struggle through the first three weeks, careful to keep my head above water, slowly gaining speed until the final momentum neared getting cut off with the end of the term. Like all else, this course was too short. I spent most of my time with this study this term, and perhaps rightly so because it was the most influential - a scientist by label of my previous course of study, this "culture" course has helped me to evolve 23 Environmental Design integration into environmental design in the twentieth century. Our first readings included Frank Lloyd Wright, Buildings and Writings by F.L. Wright, ed. by Edgar Kaufmann; The City of Tomorrow by Le Cor- busier; and The Life and Death of the Great American City by Jane Jacobs. These works allowed us to investi- gate modern architecture and its relationship to nature, modern design principles, modular architecture's ori- gins, the city as ideal form, and the city as organic process. The next assigned readings were The R.S.V.P. Cycle by Lawrence Halprin and Design With Nature by Ian McHarg. The interdisciplinary approach repre- sented in these works as well as the methodologies of Halprin's scoring and McHarg's mapping were studied. Finally, through Paolo Soleri's Matter Becoming Spirit and The Dymaxion World of Buckminster Fuller by Robert Marks, we attempted as a class to predict the direction of man's evolution, its effect on the future of architecture, and the place and character of technology in this new world. "I managed to struggle through the first three weeks, careful to keep my head above water, slowly gaining speed until the final momentum neared getting cut off with the end of the term. Like all else, this course was too short. I spent most of my time with this study this term, and perhaps rightly so because it was the most influential - a scientist by label of my previous course of study, this "culture" course has helped me to evolve 23 Environmental Design my thinking into practicality. At long last I can maybe justify a scientific research career with the proper state of mind. More than ever I am convinced that with an expanded vision of the arts and sciences one can learn the value of the study of human ecology." Three-Dimensional Design Roc Caivano Three-dimensional design has been a studio course in- troducing students to the many facets of the design process. The subject matter ranged from thoroughly abstract work (designing objects and spaces), to cli- mate, siting and human habitation research, to the final graphic presentation of a complex living system. "Through the ten week period my biggest difficulty was in establishing a balance between imaginative and functional design, an obstacle which I feel I have over- come with the completion of my final project. It was the complete and detailed plans for a small, low-cost house designed for a couple intent upon self-suf- ficiency; its versatility in being able to be found in both neighborhood and isolated countryside without sac- rificing its particular features is the success of the de- sign, one that I am happy with." 24 Environmental Design True, Plumb and Level Roc Caivano This class had as its goal the construction of a 1,000 square foot student workshop. Students were expected to spend one eight hour day per week on the construc- tion crew learning to read plans and handle woodwork- ing tools. A reading list covering carpentry skills, con- struction techniques, building design, and the nature of wood was given. The final evaluation in this course was based on the degree of interest and involvement shown by the student in the construction process, woodworking skills mastered, and a final exam cover- ing the readings. Visual Elements Ernest McMullen Visual Elements concentrated on the visual rediscovery of the natural and human environment. Exercises using materials and techniques to explore surface texture, mass, space, scale, line, plane, light, color, and value were carried out both in and out of class. Class time was divided into presentation, exercises, and critique and discussion. 25 EVEREADY IGNITOR DRY CELL VALUES AND CONSCIOUSNESS Courses offered in this area inquire into the nature, American Poetry qualities, and expression of being human. These in- Shakespeare: The Tempest quiries take the form of philosophical explorations, Theories of Human Nature literary analysis, the reading (and writing) of poetry The following courses are among those being and prose, and the creation of original works in offered for 1977-78: ceramics, painting, printing, dance, music, and film. Visual Elements I and II Please note: a representative sampling of the courses Greek Art offered under this program is given below. The listing Lawrence and Woolf is by no means exhaustive and is intended only to illus- Humans in Nature (Value and the Individual) trate the scope of the program. Some of these courses Human Interaction and Group Process are offered repeatedly, and others have been given on a Twentieth Century America's Historical Legacy one time basis in response to student interest. Many Voyages II: The Heroic Journey others, for reasons of space, could not be included. Ecology as Metaphysics Students' self-evaluations are an important part of a Women in History COA transcript. The quotations which accompany the History and Philosophy of Science course descriptions below are taken from these self- Radical Thinking evaluations. Writing Course The following courses were among those offered last Freud/Jung Seminar year under Values and Consciousness: Modern Art and Literature Ceramics I and II Prose Composition Literature of Voyages The Literature of Ecology William Carpenter Symbolism Limits of Consciousness This was a survey of the range of literature which con- Radical Thinking cerns itself with the place of humans in the natural Renaissance Art world. We read eight books in ten weeks: Tao Te Ching 27 Values and Consciousness by Lao Tzu, Walden by Thoreau, The Unexpected Uni- novelist, including his major novels, Sons and Lovers, verse by Loren Eiseley, Pilgrim at Tinker Creek by The Rainbow, Lady Chatterly's Lover, Women in Love, Annie Dillard, Lives of a cell by Lewis Thomas, The as well as lesser-known works such as The Plumed Yosemite by John Muir, Tales of Power by Carlos Cas- Serpent, St. Mawr, Kangaroo, and selected stories and taneda, and Sand County Alamanac by Aldo Leopold. poems. This course included two substantial papers The three hours of discussion per week ranged widely and was conducted as a seminar with students being but centered on the complex questions of human responsible for presenting the works and directing "naturalness" or "unnaturalness" and the theory and most of the classes. history of the mental and spiritual sides of the en- vironmental problem. Humans in Nature: Theory of Symbolism "My interest in the complex set of issues that surround Richard Davis man's relationship to nature (an interest that was further stimulated by this course) inspired a great deal This course provided a substantive introduction to the of reading, participation in class discussions, and in- nature and function of symbolic systems, primarily as trospection on my part. In my writing I attempted to exemplified in verbal language. Primary texts in- synthesize my thoughts and the ideas of several au- cluded: B. L. Whorf's Language, Thought, and Reality; thors, addressing such issues as the discovery of the L. Wittgenstein's Philosophical Investigations; C. W. self through simplification and disorientation, the Morris's Foundations of the Theory of Signs; C. question of human "naturalness" (which I am pursuing Wardbaugh's Introduction to Linguistics; E. Cassirer's on an independent basis), and the delusion of indi- Essay on Man; S. Langer's Feeling and Form; A.N. vidualistic detachment as opposed to the indi- Whitehead's Symbolism: Its Meaning and Effect; and vidualism that naturally results from a recognition of N. Chomsky's Language and Mind. connectedness to the whole of life." "This was a fascinating course, and a demanding one. In order to give it justice, I dropped back to a two D. H. Lawrence Seminar William Carpenter course load. This allowed me to spend extra time on many of the readings. The books by Whorf, Cassirer, Investigation of the life and works of the English Piaget, Langer, and Chomsky seemed so valuable that I 28 Values and Consciousness felt the need to read extra chapters. In the case of Piaget, I spent three inspired full days working through Structuralism. This was particularly interesting be- cause of my concurrent studies in physiology. In all cases Dick's lectures provided excellent assistance in getting to the heart of the readings." Whitehead and Whitewater Richard Davis, Daniel Kane, Norah Davis This senior seminar explored in depth the process theory and "philosophy of organisms" of Alfred North Whitehead. During the regular class meetings several of Whitehead's basic works in metaphysics were read and discussed, helping us to gain a sound understand- ing of the category scheme which he developed to elucidate experience. Each student, for a course project, then applied Whitehead's world view to selected areas such as education, Eastern thought, biological evolu- tion, physics, art, etc., compared his approach with prevailing notions, and presented the work in class for discussion. In addition to the full class work, students gained instruction and direct experience in the process of whitewater canoeing during five weekend canoe trips on streams of the wildlands of Hancock and Washington Counties, Maine, exemplifying White- head's notion of direct perception of "the passage of nature." 29 Values and Consciousness Humans in Nature Richard Davis Small is Beautiful; Hardin, Exploring New Ethics for Survival) and selections from Copi's Introduction to The emphasis in this course was equally divided be- Logic. The ten required 1,000-word papers were based tween expression and clarification of the individual on ideas drawn from the readings and each was student's values and critical examination of classical evaluated by both instructors. Students were also ex- value theorists including: Plato, Aristotle, Hobbes, pected to keep a journal/notebook, meet regularly with Mill, Kant, Marx, Sartre, Whitehead, and Hardin. Pri- the instructors, prepare written evaluations of each mary texts were supplemented with reading of other's papers, and participate in class discussions. Eastman's Coming of Age in Philosophy. "Prose Composition has served to make me more con- "By reading classical value theorists and discussing scious of the elements of persuasive writing. My major their philosophies I became aware of the consistencies writing problem was structural. The readings and class and differences that existed in my own value system in discussions on logic increased my awareness of what relation to others'. I was able to identify certain thought makes an argument sound. This has been a tremendous patterns and modes of thought more clearly in Western gain; it has not only helped me determine the neces- philosophy and to begin to verbalize my own values sary parts of an argument that I am developing, but it effectively." has also enabled me to recognize the faults in another person's argument." Prose Composition Richard Davis, Samuel Eliot Isolation Samuel Eliot Prose Composition was a ten week course in logic and rhetoric, team-taught by a philosopher and an instruc- This two term, two credit course explored the theme of tor in literature. While some attention was paid to re- human isolation and alienation - from other humans, medial work, most of the students concentrated on en- from nature, from the self - as rendered in the works of hancing their understanding of the art of persuasion, Milton, the Shelleys, Frost, Hardy, Conrad, Keats, focussing on the ability to construct a valid, correct, Bronte, Melville, and Byron. Emphasis was given to the and compelling argument. Each student read four Romantic view of consciousness, the connection be- books (Shepard, The Tender Carnivore and the Sacred tween isolation and greatness, and the possible rela- Game; Commoner, The Closing Circle; Schumacher, tionships between art, awareness, and solipsism. 30 SOCIAL AND CULTURAL STUDIES Social and Cultural Studies provide resources for the The following courses are among those being study of environmental problems and problem-solving offered for 1977-78: from the perspectives of law, planning, political theory, Environmental Economics economics, history, and anthropology. Introduction to the Legal Process Please note: a representative sampling of the courses Consumer Economics offered under this program is given below. The listing Maine Culture is by no means exhaustive and is intended only to illus- Government Regulation of Human Use of trate the scope of the program. Some of these courses Landscapes are offered repeatedly, and others have been given on a Legal Entanglements in Everyday Life one time basis in response to student interest. Many Homestead Workshop others, for reasons of space, could not be included. The Birth of Europe: A Survey of Medieval Students' self-evaluations are an important part of a History 300-1500 COA transcript. The quotations which accompany the Economics of Business course descriptions below are taken from these self- evaluations. The following courses were among those offered last year under Social and Cultural Studies. Environmental Economics Stephen Andersen This course surveyed the accepted and emerging issues Environmental Economics in natural resources management and introduced stu- Cultural Ecology dents to the use of economic logic. The topics included: Old World Archaeology economics and nature, property rights, conservation, The Family and the Law public and private resource management institutions, Planning Theory benefit/cost analysis, and the role of scarce resources in History of Anthropological Theory a "no-growth" society. 31 Social & Cultural Studies "My final project on steady state economics and the present system of the world politics: its origins, the limits to growth involved much more difficult reading force of nationalism, and features such as the balance of and synthesis than any done for the class. I worked power of states. We discussed various methods hard to sift out of the readings the important, useful whereby sovereignty is restrained: international law, ideas and to try to apply these to environmental prob- ethics, and international organization. Finally, we took lems." up some global problems: economic development, the global economy, the U.N. and the environment, and the law of the sea. Maine Culture Elmer Beal, Jr. Maine Culture focused on the present and particularly "Reading tedious chapters pen in hand I plowed on the fishing industry. The purpose of the course was through assignment after baffling assignment until fi- to familiarize students not only with the basic compo- nally I understood the nature of the readings and estab- nents of today's Maine culture, but also with the basic lished a link-up with the 'class mind.' This took me anthropological concepts which make such an under- about three weeks - three long weeks of dull textbook standing more systematic. Toward the end of the work. But after my link-up the work was transformed course we discussed field work, interviewing, and the from dull texts to stimulating world problems and the problems which one encounters when trying to get in- course became a healthy intellectual challenge." formation from the public. After this, a number of stu- dents went out with me to conduct interviews on the retail marketing of seafood in a section of Maine. Stu- Governmental Regulation of Human Use of dents were asked to write a paper which summarized a Landscapes Daniel Kane part of their experience in the course, commenting on some aspect of the culture which was of interest. This was a technical course in the issues of land use planning, regulation of private land and water areas at the state and local government levels. It explores the World Political Environment John Dreier scope of government power (the police power, public trust power, eminent domain, and inverse condemna- During the course we explored the background of the tion) from municipal subdivision regulation and zon- 32 Social & Cultural Studies ing to state regulation of wildlands, great ponds, tide- bankruptcy. Student evaluation was based upon class lands, and site location. In addition to the twice weekly participation, completion of a lengthy bookkeeping class meetings, class included a "lab" in legal research, problem (Nifty-Novelty Co.), completion of Essentials and preparation and presentation of a moot court. The of Accounting, a self-teaching programmed text includ- class spent one half day a week in the Hancock County ing progress tests, and a course project consisting of Law Library, researched and briefed a controversy over preparation and class presentation of an actual busi- a subdivision proposed for filled wetlands, and argued ness plan based upon a business opportunity of the the case before a panel consisting of an actual state student's choice. The business plan included projected court judge and two attorneys. financial statements, balance sheets and income state- ments, cash flow projections, break-even point analysis "As a result of taking GRHUOL I have a working based upon fixed and variable expenses, and a discus- background in land use regulation which has SO far sion of the characteristic and unique considerations in enabled me to participate in such things as the New the selected business opportunity. England Consortium on Environmental Protection and in Land Use Regulation Commission planning." "I had heard before that some business made profits of 80-200% on the cost of goods sold, and I had equated that with net profit, which shocked me and set me Small Business Enterprises Daniel Kane against capitalist enterprise. Now I'm sympathetic to the problems involved in meeting expenses and making This year's course in Small Enterprises surveyed from a something besides. In fact, I'm almost surprised that it practical perspective the considerations, from book- can be done." keeping to bankruptcy, in undertaking a small enter- prise. Topics included double entry bookkeeping, ac- counting, tax preparation, financing, forms of doing Landmark Cases in Environmental Law Daniel Kane business, business planning, projection and manage- ment, case studies in small manufacturing businesses Case studies of Mineral King, the Everglades, Hell's in Maine, and some specialized topics in banking, Canyon, The Wilderness System, the St. John River, commercial transactions, securities, intangible prop- and the National Environmental Policy Act provided erty rights (patents, trademarks, copyrights, etc.) and an introduction to the principles of environmental law 33 Social & Cultural Studies and the nature of the judicial process. How it is that have also tried to hear what the environment can say ethical, ecological, aesthetic, and economic issues are for itself. Although the readings swamped me at times, resolved into legal issues for decision was explored in I was able to grasp their most fundamental points. The these actual controversies. Course materials provided course jelled for me while I was doing my project: I background in the historical and ecological setting and wrote a letter to a bureaucrat, and urged the suspension pertinent environmental legislation in each case, fol- of all activities related to the development of the lowing the controversy through its various stages at Kaiparowitz generating station in southern Utah. In re- administrative and judicial levels to the present time. searching the project, I was forced to examine the con- cepts of ecology and legal process from many different "I have reacted to the course by trying to examine the angles - to examine the project's direct and indirect applications of human values to the environment. I ramifications." 34 C.O.A. Research Vessel "Beluga" 35 ENVIRONMENTAL SCIENCES Resources in Environmental Sciences focus on efforts Introduction to Environmental Studies to understand the natural systems and processes Introduction to Mathematics and Physics around us, with particular emphasis on the principles Evolution of ecology, marine biology, and "interface" biology. Geology and Vegetation of Mt. Desert Please note: a representative sampling of the courses The following courses are among those being offered under this program is given below. The listing offered for 1977-78: is by no means exhaustive and is intended only to illus- Evolution: Natural Selection and the Dissent of trate the scope of the program. Some of these courses Man are offered repeatedly, and others have been given on a Plant Identification one time basis in response to student interest. Many Elements of Statistical Reasoning others, for reasons of space, could not be included. Chemical Principles Students' self-evaluations are an important part of a Nature and Properties of Soils COA transcript. The quotations which accompany Animal Physics some of the course descriptions are taken from these Cell Biology self-evaluations. The following courses were among Mathematics and Physics II those offered last year under Environmental Science. Environmental Toxicology Icthyology An Introduction to Entomology Marine Biology Biological Agriculture Animal Behavior Coastal Oceanography Oceanography Computer Programming Horticulture Physics of Electricity and Magnetism Human Physiology Biology and Natural History of Birds Ornithology Chemistry 36 Environmental Sciences Outline of the Landscape and Vegetation of Introduction to Environmental Studies Steven Katona Coastal Maine William Drury This course met two times a week to discuss important In the geological section the course introduced pro- current aspects of environmental problems. Readings cesses of beach development and shoreline sculpture; were from Turk et al, 1974, Environmental Science, as the landforms developed in glaciated regions; the form well as selected journal articles and news sources. Top- and functions of rivers; historical aspects of landform ics covered included: ecological principles; energy; development; the relevance of rock structure to land- fossil fuels; nuclear pollution; heavy metals; pesticides; scape; the impact of plate tectonics in the history of the population problems; food production; endangered Appalachian Mountains. In the botanical section the species; introduced species; ecology of war; noise pol- course reviewed descriptive approaches to classifying lution; and strategies for the future. vegetation; functional adaptations that result in struc- tural differences in vegetation types; the relation of vegetation to climates; the concepts of stress and favor- ableness in vegetation and the implications to the Ecology of Natural Systems Steven Katona theory of succession; the relation of local species' di- versity to vegetation. This intermediate level course serves as an introduc- tion to modern scientific ecology. Topics discussed in- "Some courses more than others allow one to take pre- clude: natural selection and evolution; adaptations of vious knowledge and class content and synthesize organisms to physical environmental parameters and them into an overall picture. This course has enabled patterns; introduction to population ecology; and func- me to take the scatterings of geology, glaciology, and tional relations at the community and ecosystem levels. hydrology that I had and pull them together in such a The text used was Ecology by R.E. Ricklefs. Classes met way that I now have a fairly thorough understanding of twice a week for lecture or discussion plus one after- the geological time scale and the formation, sequence, noon a week for fieldwork. Field problems studied in- and distribution of rock types. In addition, I can now cluded: niche specificity in lichens; feeding rates in interpret, both theoretically and in the field, most of seagulls; feeding strategies in winter ducks; techniques the landforms resulting from erosion in a wet climate for animal tracking; and community organization in the and the action of glaciers and streams. intertidal zone. 37 Environmental Sciences Marine Biology Steven Katona Owing to the small size of this year's marine biology course, the class was run more informally than usual. After several introductory classes on primary and sec- ondary production, food webs, and other basic informa- tion, students chose individual research topics around which the rest of the course was centered. Field trips to the rocky intertidal zone, a mud flat, and laboratory work on plankton biology contributed to the introduc- tory portion of the course. Other field trips revolved around the students' projects. Aerial observations of right whales and finback whales, for example, helped one student whose project is on cetacean behavior. Trips to a salmon hatchery and a salmon research lab- oratory helped another student, who is studying the possibility of restocking a river near her home with Atlantic salmon. Introduction to Mathematics and Physics I Carl Ketchum This course emphasizes a problem solving approach to the development of calculus and its application to physical reality. The topics covered this term included: use of electronic calculators; Pythagorean Theorum; trigonometry; graphing functions; equations for straight lines differentiation; derivatives of X, x², x³, 38 Environmental Sciences and 1/x chain rule for differentiation; maximum- growth substances; effect of photoperiod on flowering; minimum problems, and anti-differentiation and veloc- seed propagation; vegetative propagation; soil texture, ity and acceleration. water-holding capacity, pH, and fertility; planting and training fruit trees; grafting; pruning; and identifica- tion and control of insects and diseases. Introduction to Mathematics and Physics II Carl Ketchum The course has covered the topics of logarithms, expo- Chemical Principles Frederick Olday nential functions and their applications to population growth, radioactive decay and logarithmic derivatives, The third term of Chemical Principles dealt with the cartesian vectors, velocity and acceleration, the laws of following topics: ionic equilibria; pH; buffers; hy- motion, work, kinetic and potential energy, integration drolysis; acid-base titrations; complex compounds; or- to determine area, distance traveled, volumes of rota- ganic chemistry; and nuclear chemistry. As in the pre- tion, and applications of integration to physics. vious term, weekly readings and homework problems were assigned and discussed during class meetings. Each student was also required to participate in a lab- Horticultural Principles Frederick Olday oratory which met for 3 - 5 hours per week. Emphasis was upon quantitative methods of water analysis and This introductory course in horticulture was designed included determination of NO-3 and PO³/4- by col- to impart a fundamental understanding of plant struc- orimetry, K+ by flame emission, and Ca²⁺ and My²⁺ by ture and function and how people have applied this atomic absorption spectrophotometry. Precision of the knowledge in manipulating the plant and its environ- analytical technique of each student was assessed by ment to meet their nutritional and aesthetic needs. Top- the determination of unknowns. ics considered included: classification of horticultural plants; plant structure; plant growth; plant develop- ment; mechanisms of propagation; controlling the Ornithology William Russell plant environment; directing plant growth; biological competition; and plant breeding. The laboratory in- The ornithology course had a dual orientation - the cluded exercises dealing with plant structure; plant study of birds as biological entities and the develop- 39 Environmental Sciences ment of a more general appreciation of birds as a par- evolution and five weeks on cosmology and cosmic ticularly noticeable component of our natural envi- evolution. Topics covered included: natural selection; ronment. The course has two class meetings and one population genetics; co-evolution; vertebrate phylog- field trip per week. Students read extensively in several eny; macroevolution; universal evolution; matter and areas of bird biology. elements; evolution of macromolecules; history and philosophy of cosmology; introduction to quantum "I gained a fairly good understanding of the biology of theory. Term II continued with a consideration of birds, touching on the areas of evolution, anatomy, human and cultural evolution and the significance of flight, etc. I kept up well with the readings and had evolution to the arts and humanities. time during the early part of the course to do supplementary readings as well. My class presentation on modes of evolution in North American wood war- blers was exciting to research and seemed well under- stood by the class. Perhaps the most exciting aspect of the course for me was field identification. I knew very few birds at the start of the course, by song or sight. Although still a beginner, I know much more now and my observations have improved tremendously. I feel I is TO TOTHE FIELD GUIDE now have a good base and a developed interest to be- come a capable bird watcher on my own." Evolution Steven Katona, Susan Zell, Carl Ketchum, ONITALES CUITE OPTINE SEALS OF ## Richard Davis, Daniel Kane, Elmer Beal, Linda Swartz /// The first term of this multidisciplinary introduction to evolution was divided into five weeks on biological 40 Coastal Resource Center director Sam Pearsall's propane powered VW INDEPENDENT STUDY Wherever a student's needs cannot be met through in a report for MPIRG. These results revealed who was courses or workshops, the opportunity for independent using the courts (mainly businesses) and the main form study usually exists. These studies, which are carried of resolution (default). A booklet similar to the ones out under faculty sponsors, are an important aspect of used by Massachusetts PIRG and Vermont PIRG was the COA curriculum. The three examples below can at prepared for publication at a later date." best only suggest the wide variety of independent studies that have been undertaken. Independent Study: English Literature, Part I William Carpenter Independent Study: Small Claims Court Daniel Kane Independent study involving Volume I of the Norton This independent study was designed with the inten- Anthology of English Literature plus selected outside tion of investigating the manner in which the small criticism. Two papers and weekly tutorial discussions. claims courts in Maine's Fifth District operate. The main questions studied were who uses the SCCs and how are most of the cases resolved. The report to be prepared will be used by the Maine Public Interest Re- Independent Study: Fluid Dynamics Carl Ketchum search Group in its statewide study of the courts. A booklet for use by the public to better understand and In this study we explored how the concepts of mathe- use the SCCs was also prepared. matics and physics relate to the understanding of the oceanic circulation. The major emphasis was placed on wind driven circulation, deep water circulation, and "In doing this independent study I sat in on some court the temperature, salinity, density structure and water sessions, studied court records, and talked a good deal types of the oceans. There was some explanation of with the court clerks. I wrote the results of my studies how these concepts related to meterology. 42 Student taking a salinity test for his Final Project, a bathymetric survey of Somes Harbor 4 WORKSHOPS Workshops at College of the Atlantic are generated "I read Daniels's Direct Use of the Sun's Energy, New and carried out by people sharing a common interest, Alchemy's Methane Digesters, and The Savonious whether it be in whales, the future of Maine's peat bogs, Rotor (distributed by V.I.T.A.). I also attended a series local subdivision law, or alternative energy systems. of lectures given by Donald Aitken, a visiting physicist Students and teachers work together in these efforts, from San Jose State, on wind, methane, and solar ener- which are largely problem centered. Workshops pro- gies. I made a trip to the University of Maine at Orono vide the chance to put learning into practice and have to talk with people in the Agriculture and Engineering often contributed in positive ways to the community Departments who are working on the generation of beyond the college. Several recent workshops are de- methane. And because I recognize the need for me- scribed below. chanical skills SO that I may ultimately support theoretical views with sound experimentation, I en- rolled in two courses at the high school adult education Alternative Energy Workshop program on metals and woodworking." We decided to research an compile a book on alterna- tive forms of energy production. This work was in- Learning Environments Workshop tended to serve as a training manual for new members of the workshop, giving them a firm grasp of the basics The primary objective of the workshop for Fall Term involved in each field in a short period of time. This 1975 was to provide students with a foundation in both would eliminate the repetition of research which might the theoretical and practical aspects of early childhood otherwise be required for the newcomer to become a development and education. The theoretical studies useful contributor to the group. The division of tasks took place from a variety of perspectives as members and research would make each of us knowledgeable in engaged readings, research, observations, field trips, a particular field of study, and the finished product and discussion revolving around various philosophies, would allow all of us to develop an approximately methods, experiments, education materials, and physi- equal command of other areas. cal structures. The practical application of this 44 eekend workshop on creativity sponsored by the Cranberry School Workshops background in theory and philosophy took place through participation in the planning and operation of the Cranberry School. Students were involved both in teaching the children and in making practical deci- sions regarding licensing, insurance, fee structure and budget, fund raising, and the long range planning and objectives of the Cranberry School. "A well-defined course whose instructor quickly as- serts that there will be two exams and one paper is much easier to evaluate than this workshop. In the Learning Environments Workshop the criteria for Good evaluation are not so specific. Was I warm and respon- sive to the children? Did I take on the responsibility of buying toilet paper when we needed some? Were my observation notes structurally and grammatically ac- curate? There are diverse criteria upon which to be evaluated, yet none of them can be called traditionally academic. I am certainly conscious of my growth - particularly in the areas of perception and knowledge of child behavior. I am seeing a much greater need for a change in the present, goal-oriented school system, a change in the attitudes of sexism towards children, a change in the emphasis of nutritional needs for the child, and a change into a more natural and a more comfortable learning environment for each child. My Blue and Kristina of the Cranberry School understanding of physical space and its tremendous importance to the child's learning has been augmented." 46 Workshops Lake Study Workshop The Lake Study Workshop was organized for the pur- pose of acquiring baseline data on the water quality of the lakes of Mount Desert Island in order to assess the long range impact of shoreline development and rec- reational usage on these valuable freshwater resources. The project was also conceived as a means of training students in methods of limnological sampling, analysis, data interpretation, and presentation of find- ings. In addition, baseline maps of the lakes and their watersheds were drafted in order to depict such impor- tant features as vegetation, soils, and the location of cottages. "Not only did I learn to chemically analyze water for its levels of nutrients (nitrates and phosphates), dis- solved oxygen, alkalinity, and hardness, but I gained knowledge about general laboratory procedure and some chemical principles. Bruce, my co-worker, was great. He had the Chemistry to understand and develop our procedures and explained to me exactly what was going on. In a way he was my teacher. The work load itself was quite heavy, and the lakes very clean. In ortho-phosphates, the levels were so low our data was meaningless except to indicate that there was almost no ortho-phosphate or phosphate in the lake. I feel con- fident that I could now do chemical freshwater analyses successfully on my own." 47 Workshops Courts of Hancock and Washington Counties, Maine This field oriented workshop was devoted to obser- vation of the various courts in our area as the official modes of "dispute resolution" and from the point of view of "legal ethnographers." Approximately two days a week were spent in the Superior Courts, District Courts, and Small Claims Courts observing trials and the judicial process in civil and criminal cases. Readings were also included and comparisons drawn with other legal and conflict resolution systems. On the basis of this direct experience the workshop members characterized aspects of the process from lawyer/ adversary system to the role and obligations of judges. Ideas in court reform were developed in project work ranging from proposed legislation to small claims court education in high school classes on MDI. 48 INTERNSHIPS Internships are another aspect of the college's com- Portland; observing, caring for, researching, and exper- mitment to applied learning. An education, if it is to be imenting with animals. worthwhile, should be tempered by exposure to the larger world. All students take an internship (for a Organic farming in Camden, Maine; composting re- minimum of ten weeks, usually in a student's second or search and subsequent publishing of an article in an third year) in their area of career interest. The intern- organic farming magazine. ship provides practical experience and valuable future references, and the knowledge gained about the field Internship with the Bar Harbor Police Department. can help determine the direction of one's remaining time in college. Teaching assistantship with the Northeast Harbor Kin- College of the Atlantic's Internship Office maintains dergarten Association. an active file of job listings and works with individual students in internship placement. Recently concluded Seaman in the Bering Sea on the Thompson, a research internships have included the following: vessel operated by the Oceanography Department of the University of Washington. Counselor and coordinator of the Upward Bound sum- mer program at the University of Maine. Co-worker for the Urban Environmental Education Project in Washington, D.C.; participating in work- Internship with the Hancock County Regional Planning shops, designing teaching packets, and assisting in Commission; responsible for an economic and opera- clerical work. tional feasibility study for solid waste disposal in the county. Research assistant for Dr. Edward Mitchell of the Fisheries Research Board of Canada studying the popu- Youth Conservation Corps worker in Acadia National lation ecology of cetaceans. Park. Staff worker for the Membership and Development Of- Internship at the Oregon Zoological Research Center in fice of the Massachusetts Audubon Society. 50 Internships Staff worker for the Peoples Bicentennial Commission, a political and educational organization in Washington, D.C. Field research on tropical birds in Guatemala. Management of a maple sugar operation in Greensboro, Vermont. Studying whales off the northern coast of Newfound- land under Dr. Peter Beamish of the Fisheries Research Board of Canada. Recreation aide in charge of developing an "Environ- mental Education/Outdoor Recreation" program for the Bellingham (Washington) YMCA. Graphics work with the Nature Conservancy/Oregon Natural Heritage Program in Portland, Oregon. Community aide with the Coastal Resource Center, Bar Harbor, involved with fund raising, grant writing, and management. Staff member for Environmental Action, Washington, Beech Hill Gang helping publish the twice monthly national magazine. Feature writer, book reviewer, and reporter for the Hartford Times. 51 Studying whales on the coast of Newfoundland WHO WE ARE From the approximately one hundred students at the college we have selected a few representative examples of individual student experi- ences. These brief sketches may serve to point out the diversity of men and women at College of the Atlantic. Lolly Cochran had a varied college career before coming to COA in the fall of 1975, but both here and elsewhere she has focussed on acquiring and developing skills in the field of outdoor and environmental educa- tion. "I started college in 1971, and could have graduated two years ago, but I wouldn't be the same person, and I never would have come to COA. Some of the most important aspects of my education have been those times spent away from structured academic environments. More than half of my education to date has been spent out of school, out in the 'real' world, working, living, experiencing, learning. I have taken my time in pursuing the academic part of my education, and in SO doing have made it much more valuable. The latter half of my aca- demics has been pursued out of a need: a need for knowledge and information that I could come by only in a structured academic envi- ronment." Her experience with Outward Bound at Hurricane Island, first as a student and later as a watch officer, with National Outdoor Leadership School in Alaska, and with an outdoor education program in Virginia, provided Lolly with a wealth of skills including rock climbing, kayak- 53 Who We Are ing, first aid, sailing, navigating, backpacking, and foraging for edible wild foods. She complemented these skills with studies in geology and biology at Colorado College, and marine biology, oceanography and navigation with the Sea Education Association in Woods Hole and on the Sailing Research Vessel WESTWARD. At COA, Lolly's studies have included botany, chemistry, zoology, evolution, nutrition and law. Be- fore Lolly graduates in June of 1978 she hopes to student teach at a local elementary school to increase her confidence in her teaching skills. "The two experiences that have had the greatest influence on me in the last two years are instructing at the Hurricane Island Outward Bound School and being a part of the COA community. After my first summer at Hurricane Island I came to COA to learn more about the Maine coast and marine biology. After my second summer at Hur- ricane, I was drawn back to COA, its uniqueness, its community, and its opportunities for growth and learning. Because of my involvement here, I have become more aware of the environment, the problems that we humans have caused it, and what I, as an individual, can do about it. As an instructor at Hurricane Island, I have become aware of human beings, their interactions with each other, and how they are affected by the environment. It is the combination and understanding of these two experiences that makes me feel qualified to work toward a degree in Human Ecology." David Winship "Ah suppose ah'm behind in ecology, Ah mean I don't know birds and stuff." David Winship came to COA with an exception- ally diverse background. Following graduation from a military acad- emy in his home state of Tennessee, he attended three different col- leges, studied geology and science fiction, was awarded a National 54 Who We Are Science Foundation grant to study math at U.C. Berkeley, and travelled to London and Paris to study art history. Not surprisingly, David calls himself an "extreme generalist," yet he has more than a general interest in education. "What I came here for and what I leave with is the excit- ment of building a college. Hopefully students coming to COA in years to come will be able to share this excitement. The college must be continually challenged to grow and keep from becoming static." Dave's senior project, which presents a model for a system of competency based education - a system that will in part be adopted in 1978 - reflects his desire to keep innovation alive at the college. Dave carries a strong commitment to activism. For this internship David worked for Peoples Bicentennial Commission in Washington D.C. distributing educational materials to grade schools, high schools, and libraries all over the country. "I wanted to work with an activist political organization and I wanted to do something that was meaning- ful to me for the bicentennial." Returning to COA for a final year David initiated community discussions on activism believing that ecological activism could be an open and logical expression of the work done at the college. He joined other students in organizing a COA affinity group pledged to non-violent civil disobedience which participated in the May 1977 occupation of the proposed Nuclear Power Plant con- struction site at Seabrook, New Hampshire. "To protect my Earth and my generation's place within it is my prime concern. College of the Atlantic has helped me nurture these beliefs and convictions, to follow the guidance of the natural systems: My living and studies here con- vince me to live in a world society where laws come from, not outside of, nature's laws. I have found that my duty here is as a steward, not an owner, of the Earth and its resources, and in this capacity I live my life." 55 Who We Are David's concern for developing channels of communication between peoples and about world issues has fostered two publications at the college - the latest being a circulating broadsheet called Off The Wall. "A communications forum, where we can spread and develop our ideas, is essential if we are going to continue to grow and build a new world. Our growth and development here at COA is a training ground for the new consciousness and skills of our future." After graduating from high school, Rick Waters took a job as messman aboard the Woods Hole research vessel the R.V. Chain. To- day, after logging more than two years of sea time in varying capacities on the Chain, and the University of Washington's Thomas G. Thompson, and four years at COA, he holds an Able Bodied Seaman's ticket and a BA in Human Ecology. Rick's love of the ocean, his desire to join in the formation of a new institution and his desire to find a flexible educational structure led him to join the pioneering class of COA students in 1972. Rick was an early and active member of the whale workshop, Allied Whale. He helped to establish the Gulf of Maine Whale Sighting Network and was among the first whale observers to be stationed at the Coast Guard light station on Mount Desert Rock, an island 20 miles off Mount Desert Island. An interest in naval architecture and boat building led him to sup- plement his COA course work with a term's work in ship design and statics at the Maine Maritime Academy in Castine, Maine and a year at the Vocational-Technical Institute in Lubec, Maine, where he learned wooden boat building. Rick also served an apprenticeship at the Brook- lin Boatyard in Brooklin, Maine, where he will be working full-time 56 Who We Are following graduation, assisting in finishing off fiberglass lobster boats and building wooden boats. "Boat building is manually challenging, it allows me to work with wood and the ocean, it provides a service to the community, and it allows me to work in a non-polluting industry that uses a renewable resource. All these considerations are important to me, and are the kind of criteria which help a human ecologist choose a career." Rick used his knowledge of boats and their maintenance in his final project. He devised a plan for the use of a 34-foot lobster boat owned by the college and prepared broad projections for the future waterfront development of the college. Megan Godfrey joined the College in its second year after a year of cultural and academic studies in France. As a native of Maine, she was looking for a college with community ideals interested in focussing its attention on Maine's people and future. Her academic interests em- braced both design and anthropology, exploring modes of self-expres- sion and means of social organization. During her years at College of the Atlantic, Megan gained a proficiency in architectural design and drafting, tackling several design jobs for people on the island. Although a student at the College for four years, Megan by no means received all of her education within its walls. Her first summer, she was part of a team from the College to the Danforth Workshop on Higher Education in Colorado. The following summer and fall took her to New Mexico to participate in an anthropology field course, and up to Ore- gon for her internship doing graphic art work for the NW branch of the Nature Conservancy. She sees these periods away as having been in- 57 Who We Are valuable for providing the breadth of education and experience not available at a small school in rural Maine. During the last year and a half at the College, Megan turned her energies towards education, combining both her anthropological and design interests with her desires to work with people and affect social change. In the summer of 1976 she and another student organized and ran a "Living Environments Summer Program" for ten year olds, exploring the inter-relationships of the natural and cultural ecosystems of Mt. Desert Island. The following fall, she taught art and anthropol- ogy at a farm/wilderness high school in the coastal mountain range of British Columbia. For her final project, Megan taught art and science at Cranberry School, a pre-school of the island, for six months, and wrote a primer for teaching pre-school children as her culminative effort. Wells Bacon, after graduating from Philips Academy and sailing in the Caribbean, decided to come to COA because of an appreciation for the focus of the curriculum and an attraction to what he saw to be a friendly community. On the outdoor orientation canoe trip, Wells found that he shared interests with a new COA faculty member in environmental design. Exploring this field in his first year at COA, he found that courses in drawing, drafting, and design tapped his dormant mechani- cal, technical and design abilities. Through an alternative energy work- shop Wells discovered the excitement of talking about, and then exploring solutions to real problems. In the next two years Wells developed his skills and perspectives. Joining the Strawberry Hill Workshop, he helped in the design and construction of an 1,800 sq. ft. workshop and worked on a comprehen- sive land use plan for the college's 80 acres on Strawberry Hill. When it 58 Who We Are was decided not to relocate the campus on the Strawberry Hill proper- ty, Wells joined two students in producing a Master Plan for the future use of the college's present facilities. He was hired by two faculty members to assist them in the design and drafting of their solar homes. His internship is to complete construction of a faculty member's solar heated home, and to finish the design and construction of a wood burning furnace. Expanding his knowledge of alternative energy technology, Wells has worked on the design of a wood burning furnace with heat storage capacity and a combustion chamber which would be two to three times more efficient than other wood stoves. He and another COA student are speculating on the application and marketing of this furnace. Through working closely with two COA faculty members, Roc Caivano and Erhie McMullen, Wells has developed a design outlook - a perspective on how to build buildings that would work for people and incorporate the benefits of alternative energy sources. Wells has also developed his interests in math, astrophysics, photography, and sports car maintenance. With a year to go before he leaves COA, Wells is toying with the idea of organizing a consulting firm in alternative energy or continuing to build, learning through experience rather than jumping into graduate school immediately. 59 THE ISLAND The island is high and notched in Mount Desert Island is a beautiful combination of forests, lakes, moun- places SO that from the sea it gives the tains, and ocean about 250 miles "down east" from Boston. Connected appearance of a range of seven or eight to the mainland by a small bridge, the Island has approximately eighty mountains. The summits are all bare miles of coastline and is a primary point of approach to the smaller and rocky. The slopes are covered with offshore islands of Frenchman and Blue Hill Bays. Significant parts of pines, firs, and birches. I named it the the Island remain undeveloped, and one third of its area is permanently Island of the Barren Mountains. protected by Acadia National Park. Mount Desert is divided roughly in half by Somes Sound, the only SAMUEL DE CHAMPLAIN, 1604 true fjord on America's Atlantic coast. The economy of the Island's eastern side has come to be dominated by the tourist trade in the sum- mer, largely as a result of the Park, and by the Jackson Laboratory, the nation's largest center for the study of mammalian genetics. In addi- tion, the Mount Desert Island Biological Laboratory is located in Salis- bury Cove, only a few miles from the college. Cooperation between the college, the Park, and the two laboratories has been an important aspect of the college's life from the start. The western side of the Island remains less developed and more economically rooted in fishing, lobstering, and boat building. The re- gional Coast Guard group, with whom the college works in maintain- ing the Mount Desert Rock whale watch, is located in Southwest Har- bor. 60 The Island The Island's year-round population is about eight thousand and in- cludes a significant group of artists and craftspeople. During the period from October to June, it is uncrowded and quiet. The Island is crisscrossed by many miles of trails and carriage paths that provide an opportunity for hiking and, in the winter, cross country skiing. In addi- tion, there are regular ferries to outlying islands as well as the large Bluenose ferry, which operates between Bar Harbor and Yarmouth, Nova Scotia. The Island's climate is tempered by the Atlantic; while winters are cold and summers warm, neither season experiences the extremes of inland areas. We live in an old chaos of the sun, Or old dependency of day and night, Or island solitude, unsponsored, free, Of that wide water, inescapable. Deer walk upon our mountains, and the quail Whistle about us their spontaneous cries; Sweet berries ripen in the wilderness. WALLACE STEVENS 61 THE CAMPUS College of the Atlantic occupies three former estates and several adjoin- ing buildings just outside of Bar Harbor. A neighboring estate, the Turrets, is also owned by the college and is being restored for use by late 1978. In addition, the college owns eighty acres of undeveloped land on Strawberry Hill overlooking Bar Harbor. The twenty acre campus includes, in addition to the main building, two greenhouses, a pottery and gas-fired kiln, a workshop designed and built by students (which relies on solar and wood heat), and a small experimental solar collector. The college's fourteen hundred feet of shoreline on Frenchman Bay provide valuable access to the ocean. The main building houses all classrooms, laboratories, and offices, as well as the library, which now numbers over nine thousand volumes. The building also features an art gallery, an auditorium, a darkroom, a design studio, a film editing studio, and a kitchen and dining area. The college grounds include 28,000 square feet of vegetable garden space, a small orchard, root cellar and complete composting facilities. Housing on the campus provides double and single rooms for 30 students. The three campus houses are equipped with kitchens and students manage their housing in a semi-autonomous relationship to the college. The residents of Sea Fox, largest of the houses, organized a successful co-op, purchasing their food in bulk, cooking meals on a rotational bases, and sharing maintenance chores. Regular house meet- ings insured open communication and an opportunity to discuss household business. The majority of the students rent houses and apartments in the Student designed and built wind generator nearby village of Bar Harbor and in other small towns in the vicinity. 63 The Campus The college offers a housing referral service to students who require assistance. Most off campus students live within walking distance of the campus. Students have worked closely on the present campus master plan with the college's resident architect. Future plans include construction of a pier, solar heated dormitories, and a wind power generator to provide electricity for the campus. The Turrets has been placed on the National Register of Historic Places, and its renovation will double the college's existing space. 64 WHAT GOES ON Community The enthusiasm and friendliness generated at the college is shared with the larger community of Mount Desert Island. In the spring of 1974, for example, the college was host to the annual Maine Environ- mental Congress, which brought together concerned environmentalists from all over the state for three days of workshops, field trips, and colloquiums. In the same manner the student-originated Maine Poets Festival brought to the college in 1976 a broad cross section of contem- porary Maine poets for readings and discussions. Recently an agreement was signed with Acadia National Park estab- lishing the college as a Cooperative Research Unit. This ratifies an understanding between the Park and the college that the Park will turn to COA for assistance with research tasks. Currently a group of faculty and students are working on an environmental impact statement for a proposed Park visitors center at the head of the Island. In 1975 the college formed the Coastal Resource Center. The Center promotes the wise use of coastal resources and helps to demonstrate that economic development can be environmentally compatible. The Center brings together sources of federal funding and local research and development efforts. COA students have participated in a number of these efforts, including studies of clamflats, solid waste disposal, fish marketing, and peat products. Another offshoot of the college is the Cranberry School, founded by a group of people at COA who, as members of the Learning Environ- 65 What Goes On ments Workshop, were interested in elementary education. With the help of a paid coordinator the Cranberry School provides young chil- dren and their parents with a lively educational environment. Cooperation with the Jackson Laboratory has been an important fea- ture of the college's life. Students have worked at The Lab on summer internships, and recently one student assisted a senior staff geneticist in preparing a statement on race and intelligence. Since its inception the college has worked with the surrounding community. Students have taught Sunday school, worked in the hospi- tal and on the police force, been lifeguards and taught trampoline at the "Y," entertained senior citizens, and performed many other services. A group of college craftspeople maintain a craft cooperative outlet, Cone Ten, in Bar Harbor in the summers. COA remains affirmatively a part of the community of Mount Desert Island within which it grew. 66 Commander Compost & Her Cohort 67 What Goes On Events and Activities Life within the school is fast paced and informal. A student-run film series screens foreign and domestic films each week. Guest speakers have included Helen and Scott Nearing, David Brower, Paolo Soleri, John Cole, Benjamin Spock, Buckminster Fuller, and Ian McHarg. Poets Anne Sexton, Robert Creeley, Joel Oppenheimer, and Ted Enslin have read from their work at the college. In addition, COA has been host to the Portland Symphony String Quartet, the Composers String Quartet, and Mandala Dancers, and the Red House Circus. Life drawing takes place each Saturday in the design studio, and in the past a student group of madrigal singers has performed at the tradi- tional end-of-term pot luck dinner. The college publishes Echo, a jour- nal of faculty and student research now in its third year of publication. The vegetable gardens continue to thrive on some of the most fertile land on the Island and have this year begun to supply herbs to the school kitchen. Food served at the college is delicious and wholesome. Baked goods are fresh, yogurt is homemade, and the clams in the chowder were dug yesterday. 68 FINE PRINT Accreditation College of the Atlantic is a fully accredited member of the New En- gland Association of Schools and Colleges. Academic Calendar for 1977-78 Outdoor Orientation September 7-17 Fall Term Classes September 19-October 21 Recruiting Break October 24-28 Fall Term Classes October 31-December 2 Winter Term January 2-March 10 Spring Term March 27-June 2 Commencement Saturday, June 3 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 addition, the handbook gives detailed degree requirements, an out- line of evaluation and transcript procedures, and a guide to the advis- 69 Fine Print ing system. The handbook is a reference for the different procedural elements, large and small, that concern people on a day to day basis. COSTS AND POLICIES Tuition $3,200.00 Double Room 600.00 Lunch Board 210.00 $4,010.00 Tuition for the academic year 1977-78 is $3,200.00 or approximately $1,060.00 per term. Room and lunch board fees are $810.00 per year. Fees per term are $200.00 per double room ($250.00 single room), and $70.00 for lunch board. Off campus expenses for housing and meals vary with choice of accommodation and individual taste; however, a budget of $1,200.00 to $1,400.00 for a year's room and board is an accurate estimate. A weekday lunch plan is recommended for students and staff at a discount cost of $70.00 per term. Please note: The budget covering all college costs including tuition, room and board, books, materials, and miscellaneous expenses can total $5,200.00 70 Fine Print Tuition and room and board charges are billed a few weeks before each term and must be paid prior to registration for classes. Alternate payment arrangements should be negotiated with the college business manager before the start of each term. Students may withdraw with a pro-rated tuition charge up to the tenth day of each term. After that, in addition to the pro-rated charge, an added assessment of $10 per day will be made. After the sixth week of the term no refunds of tuition fees will be made. Written notice of withdrawal must be made to the student affairs office. Room fees will not be refunded after the second week of the term, except in the event of withdrawal from school, in which case refunds will be made on a pro-rated basis. Food charges will also be refunded on a pro-rated basis. Growth and Governance Students at College of the Atlantic have the rights and respon- sibilities 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 deliberations of all major college committees: Academic Policy; Personnel; Admissions and Student Affairs; Build- ing. They play a significant role in the discussions which shape the college's curriculum and in deciding who will be invited to teach. Students prepare the agendas for, and run, the All College Meetings, in which any issue or problem may be introduced for discussion by all members of the college. 71 Fine Print Health Medical care is available at the Mount Desert Island Hospital in Bar Harbor. 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 addi- tion, there are several dentists on the Island, as well as a Family Plan- ning Clinic in nearby Ellsworth. All students not covered by a parent's health insurance policy are required to participate in a group Blue Cross policy for accidents and hospitalization. Special Supplies Because many activities at College of the Atlantic emphasize outdoor involvement, students should bring all appropriate equipment which they would like to use. The Norumbega Mountain Shop in Bar Harbor carries a good selection of hiking and camping equipment. In the past students have found it especially difficult to purchase photographic supplies (beyond film) locally. Air for scuba diving is available, but equipment is not. Binoculars, foul weather gear, and hip boots are particularly useful for some field work. 72 ADMISSIONS College of the Atlantic is committed to the study of human ecology and offers a variety of learning approaches to effectively cover this broad and intricate field. Small classes, tutorials, field study, internships, workshops, and independent study are components of every student's program. The study of human ecology requires an interdisciplinary approach, and students must relate and apply bodies of knowledge that have been traditionally separated. Students can look forward to devel- oping a social and academic lifestyle compatible with a small college on the coast of Maine. Admissions criteria are necessarily both objective and subjective. The college welcomes applicants who demonstrate intellectual strength as indicated by their previous academic record, communica- tion skills, and general accomplishments. Students should exhibit the potential for sustained independent study and field work. Personal qualities of resilience, honesty, imagination, and enthusiasm are in- valuable assets especially respected at College of the Atlantic. We encourage prospective students and their families to visit the campus SO that they can fully assess the strengths and limitations of the college. During the visit prospective students are invited to attend classes and to meet with teachers and students. An application, recommendations, and a high school transcript should be forwarded to the admissions office, and an admissions inter- view should be arranged before May 15th. Generally, the admissions committee will make its decision within one month after the interview and receipt of all parts of the application. Each student is selected individually on the merits of his or her application. Admissions mate- 73 Admissions rials and information can be obtained by writing or calling the admis- sions office. Transfer Students About thirty percent of College of the Atlantic students have transferred from such colleges and universities as Tufts, Beloit, Mid- dlebury, Bowdoin, Yale, Reed, Amherst, Oberlin, Dartmouth, Williams, Prescott, Bennington, and the Rhode Island School of Design. Admis- sions procedures and standards are the same for transfer students and freshman applicants (see above). Special emphasis is placed on the transfer applicant's college transcript and recommendations. The transfer of credits is determined on an individual basis, and all transferring students are required to undertake a minimum of two years nd of study at COA. annua Blackfl Visiting Students Frequently students will arrange to spend from one semester to one contests year as nonmatriculating visiting students in residence at the college. Visiting students choose a course of study that will act as a supplement Pot Luck Dinner to their programs at other colleges or universities. Students wishing to black costume ball COA Sunday May visit College of the Atlantic should write or phone the admissions 16 office for application information. 74 Admissions Advanced Placement College credit may be given for superior performance in the CEEB advanced placement examinations or the College Level Examination Program. Financial Aid When student and parent financing is unable to meet educational costs the college can award financial assistance. Financial aid awards are based on need and merit. Any student who qualifies will be granted aid to the extent that funds are available. The financial aid committee uses the services of the College Scholarship Service and the financial "need analysis" method to determine a student's level of need. Awards are offered in an aid package which will usually include gifts, part-time work opportunities (College Work Study), and educa- tional loans. Assistance is extended for one year at a time, and students reapply for aid in the winter of each year. Financial aid information can be obtained from the admissions office. The Parent's Confidential Statement is available at most high schools or through the college. The college scholarship fund is supported by endowment from: The Jessie Smith Noyes Foundation Lilian Hunter Cutler Scholarship The Lewis Family Scholarship 75 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. Col- lege 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 termi- nal. This drive usually takes from five to six hours. (For a considerably longer and more scenic drive, take Interstate 95 to Brunswick and coas- tal Route 1 from there to Ellsworth.) Bar Harbor and Delta Airlines provide regular service to the Bar Harbor and Bangor Airports, respectively. In addition, Greyhound Bus Lines provides regularly scheduled transportation from Boston to Bar Harbor and from Bangor to Bar Harbor. Students are admitted to College of the Atlantic without regard to race, religion, sex, or national origin. 76 BOARD OF TRUSTEES Current term expires: 1977 Mrs. Katherine Cutler Bangor, Maine Mr. Amos Eno Princeton, New Jersey Mr. Clark Fitzgerald Castine, Maine Dr. Winthrop Libby Steuben, Maine Mr. Benjamin R. Neilson Philadelphia, Pennsylvania 1978 Mr. Robert E. Blum Lakeville, Connecticut Mrs. Frederick E. Camp East Blue Hill, Maine Ms. Margaret Dulany Concord, Massachusetts Mr. William J. Ginn Freeport, Maine Mr. Curtis M. Hutchins Bangor, Maine Mr. Robert H. Kanzler Detroit, Michigan Mr. Richard F. McFalls Greenville, Maine Hon. Edwin R. Smith Bar Harbor, Maine Mrs. R. Amory Thorndike Bar Harbor, Maine 1979 Dr. Seldon E. Bernstein, Vice Chairman Bar Harbor, Maine Mr. John C. Dreier, Chairman Southwest Harbor, Maine Dr. Steven K. Katona Bar Harbor, Maine Dr. Leo Marx Amherst, Massachusetts Dr. Bodil Schmidt-Nielsen Salisbury Cove, Maine Mr. Donald B. Straus New York, New York Mr. Charles R. Tyson Philadelphia, Pennsylvania 1980 Mr. Leslie E. Brewer Bar Harbor, Maine Dr. Elizabeth S. Russell Mount Desert, Maine Mr. Thomas J. Watson, II Dover, Massachusetts 77 PRESIDENT DEVELOPMENT Edward G. Kaelber, President Richard C. Rianhard, Development Samuel A. Eliot, Vice President (on leave) Sherry L. Miller, Development Secretary Evelyn P. Grover, Secretary to the President Elizabeth A. MacLeod, Public Information BUSINESS OFFICE MAINTENANCE AND KITCHEN Liane N. Peach, Business Manager Millard L. Dority, Supervisor Bunnie N. Clark, Assistant Business Manager Leslie A. Clark, Maintenance Cathy Walton, Faculty Secretary Michael Leonard, Maintenance John Mitchell, Maintenance Pam Parvin, Food Service LIBRARY Lynn N. Dermott, Librarian Marcia H. Dorr, Assistant to Librarian STUDENT AFFAIRS Theodore S. Koffman, Co-director of Admissions and Student Affairs Gail P. Stuart, Co-director of Admissions and Student Affairs Marilyn F. Downs, Admissions Assistant Anne A. Van Twisk, Admissions Secretary Dolores S. Jordan, Records Elmer L. Beal, Jr., Internships and Placement Carole P. O'Donnell, Internships and Placement 78 Index Page: Introduction 3 Academic Program 6 Faculty 12 Curriculum 22 Environmental Design 22 Values and Consciousness 27 Social and Cultural Studies 31 Environmental Sciences 36 Independent Study 42 Workshops 44 Internships 50 Who We Are 53 The Island 60 The Campus 63 What Goes On 65 Fine Print 69 Admissions 73 79 CREDITS The loon on the title page is by Dale Davison. The lines by Wendell Berry are from his essay "Think Little," which appeared in the Last Whole Earth Catalog, and are reprinted by the author's permission. The lines by Wallace Stevens are from the poem "Sunday Morn- ing" in the Collected poems of Wallace Stevens, copyright 1954 by Wallace Stevens, and are reprinted by permission of Alfred A. Knopf, Inc. This catalog was originally prepared for publication as a Final Project by John March '76. Editorial update and additional photographs provided by Scott Kraus and Stephen Papazidis. For further information please write or call the Office of Admissions College of the Atlantic Bar Harbor, Maine 04609 (207) 288-5015 80 NAHHOWS EASTERN BAY THOMPSON ISLAND DESERT 3 NET HULLS COVE 1 BAR ISLAND WESTERN BAY 198 MOUNT DESERT ISLAND OLLEGE OF THE ATLANTIC 102 HAR HARBOR BALD 233 PORCUPINE ISLAND SOMESVILLE SIGNATURE IDENTITY 198 102 SOMES SOUND CABILLAC MT 3 PRETTY SAND BEACH 102 HARDWOOD ISLAND SEAL HARBOR BLACKWOODS a NORTHEAST HARBOR GREENING ISLAND SOUTHWEST HARBOR SUTTON ISLAND TREMONT UBP LITTLE CRANBERRY ISLAND BLUE HILL BAY SEAWALL BASS GREAT CRANBERRY ISLAND BAKER ISLAND HARBOR BASS HARBOR LIGHT H College of the Atlantic/Bar Harbor, Maine 04609 Tel. (207) 288-5015