College of the Atlantic 1976 Catalogue 1977 College of the Atlantic Catalogue for 1976-77 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 catalogue 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. INTRODUCTION COLLEGE OF THE ATLANTIC is an accredited, coeducational, four year college awarding the degree of Bachelor of Arts in Human Ecology. COA is small (110 students and growing), independent, and located in a beautiful natural setting on the coast of Maine. The eighteen acre shoreline campus lies within walking distance of Acadia National Park. The college's integrated curriculum revolves around the study of human ecology, 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 liv- ing together as well as in shaping and protecting their natural environments. We expect that our emphasis will shift over time, but we will always be concerned 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 aesthetics, the disregard of human rights, and the difficulty of pur- suing 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 ecology, has evolved as anticipated to encompass a broad range of environmental concerns. More recently the college has begun to organize itself around three related programs: Social and Environmental Design, Human Studies, and Environmental Sciences. It is the first lesson of biological ecology that everything is connected, and implicit in the notion of an interrelated curriculum is the reliance of each of these programs on the other two. 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 commu- nity have participated in its governance and growth. COA is neither a 4 Introduction traditional college of liberal arts nor a venture in wholly 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 HUMAN ECOLOGY, by its very nature, cannot be taught as a single disci- pline. An education in human ecology should serve rather to cross disciplinary lines and bring together many perspectives. An understand- ing of the world's interrelatedness is rarely achieved in academic or professional isolation. Recognizing this, we have sought to develop a curriculum that encourages integration and synthesis. The organization of the curriculum into three programs of study was undertaken to help clarify our offerings and as an aid in planning curriculum growth. The programs are also valuable in helping individu- als determine a course of study within an interest area. In no sense do the programs represent required courses or fields of study. All courses, except those with prerequisites, are open to all students. In practice the program divisions are very fluid and serve usually as simple points of reference. In seeking to further develop these programs, we will in the near future add to the faculty people with experience in the fields of social and political history and systems theory and applications. 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. 6 Academic Program 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 per- ceptual acuity to an understanding of nutrition and the achievement 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 for a term's successful participation in a course, work- shop, 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 one of the college's interdisciplinary workshops. A term's laboratory or field work is re- quired, as is an internship of at least one term (and a maximum of three) spent on a job related to the student's academic and long-range employ- ment interests. Finally, students complete and present a final project, a major piece of work that may require as much as a full year for comple- tion. Upon successful completion of these requirements, students submit 7 Academic Program their portfolios to a graduation committee of their own choosing which And we will know that of all issues in makes degree recommendations to the president and faculty. education the issue of relevance is the phoniest. If life were as predictable and small as the Evaluation talkers of politics would have it, then relevance would be a consideration. But life is large and Each course, independent study, internship, and workshop com- surprising and mysterious, and we don't know pleted must have a three part evaluation in order for credit to be given. what we need to know. When I was a student I The first part is written by the teacher and is a description of the course refused certain subjects because I thought they work and the criteria used for evaluation. The second part is an evalua- were irrelevant to the duties of a writer, and I tion of the student's performance on the stated criteria. In the third part have had to take them up, clumsily and late, to the student writes an evaluation of his or her own performance. understand my duties as a man. What we need in education is not relevance, but abundance, variety, adventurousness, thoroughness. A Advising student should suppose that he needs to learn Advisors are available for all students. Assignments are made at the everything he can, and he should suppose that convenience of both student and advisor and may be changed at the he will need to know much more than he can request of either. Advisors have several duties, such as helping with a learn. student's course schedule, reviewing graduation progress, serving on WENDELL BERRY human ecology essay committees and graduation committees, discussing evaluations, and helping plan the student's program. Outdoor Orientation A strong community spirit is one of COA's distinguishing features, 8 Academic Program 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. The Orientation trips are planned and led in small groups by experi- enced students and faculty members. These trips are not a test of endur- ance. 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 for 1976 offered the following courses: Na- ture Photography; Maine Coast History Cruise; The Celluloid Eye (filmmaking); and, Introduction to Math and Physics. Classes range in length from four to six weeks, and the usual class size is less than twelve students. Course descriptions for the summer 1977 will be available in the spring. ) 11 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 came to the college as a visiting teacher in the winter of 1976 and will join us on a full-time basis in the spring of 1977. Steve holds B.S. and Ph.D. degrees from Berkeley in agricultural and natural resources economics. He is presently a research economist for the Sierra Club and is also affiliated with the Environmental Law Institute in Washington, D.C. Steve is especially interested in the economics of nu- clear power. At the college he has taught several courses in economics involving cost-benefit decision making and theories of resource alloca- tion, while at the same time offering an informal workshop in auto mechanics. Steve is also an active rafter of western rivers. 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 an- thropology from the University of Texas. He has taught courses in Maine coast culture, language and culture, and economic anthropology. His interest in folk music and music performance have grown steadily, 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. 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 buildings in many parts of the country. In addition, he has made four animated films for Sesame Street. Air Conditioned Comfort, an animated film on an 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. 13 Faculty *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. 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. 4 Faculty Richard Davis earned his B.A. in philosophy from Yale and his Ph.D. in philosophy from Washington University. Before coming to the college 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 an 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 science. 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 skiing. William Drury joined the faculty in the spring of 1976 and will assume a EXIT full-time position this fall (1976). Bill 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. At this writing he and his wife, Mary, and two of their sons are spending the summer studying the ecology of seabirds at King Island, Alaska. At COA Bill has taught a course on the landscape of the coast of New England. His projected course offerings include courses in animal behavior and plant identification and the study of vegetation. 15 Faculty 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 Conrad. When not in his office or the classroom Sam enjoys sailing, gardening, and hiking in the Park with his wife, Mary Kay, and their dog, Caliban. 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 regulation, 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 interested 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. 16 Faculty 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 Sight- ing 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 published Field Guide to the Whales and Seals of the Gulf of Maine. 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 environ- ment. In addition, he has sponsored independent studies of estuaries, computers, and meteorology. Carl is a sailor and a cyclist and is interested in "developing a no-pain learning process for mathematics and physics." Recently he has also studied the dynamics of group process and problem solving. 17 Faculty *Susan Lerner received a B.A. in English from the University of Cincin- nati and has studied at Exeter University (England) and the California Institute of the Arts. Before joining the college Susan had been a re- porter and an assistant in psychological counseling. She has been the director of the program for teenagers at the Bar Harbor YWCA 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 understand- ing 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. *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 environ- ment. The fields of ceramics and shelter design are particularly suited to this as processes that require an integration of the creative and the practical." 18 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 coming 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 horticulture. In addition, Fred oversees the college's two greenhouses and the vegeta- ble gardens. His wife, Linda, is a speech therapist whose special interest is working with aphasic adults. *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 or- nithologist 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 re- sources. 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 1970s." 19 Faculty *Linda Swartz earned her B.A. in French from Vanderbilt University and her M.A., also in French, from the University of Texas. She will receive her Ph.D. in cultural anthropology from Texas. From her con- cern with the interrelationships among modes of production, belief systems, and forms of expression, Linda has taught courses in cultural ecology, crime and society, and the family. Her interest in applying the knowledge gained in theoretical study has led her to an active role in the World Systems, Environmental Design, and Alternative Energy work- shops. "I am interested in exploring, as a basis for improving our own adapta- tion, the way people in other cultures relate to their environments and organize their social relations. The role of women and minorities in the adaptations of different societies is of special interest to me." *Susan Zell earned her A.B. in biology from Flora Stone Mather College and her Ph.D. in biology from Case Western Reserve. Susan holds a joint appointment with College of the Atlantic and the University of Maine at Orono, where she is a principal investigator and Research Associate. She is also a member of the Migratory Fish Institute. At the college Susan has taught courses in cell biology, human physiology, comparative physiol- ogy, and vertebrate anatomy. She has also been one of a team of teachers in a unique, multi-disciplinary course in evolution. Susan has involved students in her research on Atlantic salmon, worked with scientists at the Mount Desert Island Biological Laboratory, and sponsored independent study in German. 20 from time to time the college hosts visiting teachers whose course offer- ngs supplement the regular curriculum. These have included COA rustees John Dreier, a former U.S. ambassador to the Organization of American States, who teaches a course on world politics, and Dr. lizabeth Russell, a senior staff scientist at the Jackson Laboratory and member of the National Academy of Sciences, who taught a course in enetics. Organic farming proponent Eliot Coleman's course investi- ated the methods and principles of biological agriculture. The college also has an ongoing resident artist program that has al- eady brought to the COA community Maine folksinger Gordon Bok and irector Kaleel Sakakeeny of Boston's avant garde theater lab, Stage I. Gordon Bok Eliot Coleman's class in biological agriculture 21 CURRICULUM SOCIAL AND ENVIRONMENTAL DESIGN The program in Social and Environmental Design fo- Elements of Ceramics I cuses on efforts to understand and create patterns for Visual Elements living which meet human needs in a manner that is Economics, Food and Fuel compatible with the delicate complexities of our non- Strategies for Social Change human environment. Economic Anthropology Please note: a representative sampling of the courses Three-dimensional Design offered under this program is given below. The listing is Environmental Design II by no means exhaustive and is intended only to illustrate Governmental Regulation of Human Use of Land- the scope of the program. Some of these courses are scapes offered repeatedly, and others have been given on a one Elements of Ceramics II time basis in response to student interest. Many others, Planning Theory for reasons of space, could not be included. The Economics of Social Interaction Students' self-evaluations are an important part of a Small Enterprises COA transcript. The quotations which accompany some History of Maine Architecture of the course descriptions are taken from these self- evaluations. The following courses were offered last year under Social and Environmental Design: Environmental Economics Stephen Andersen Maine Culture This course surveyed the accepted and emerging issues True, Plumb and Level in natural resources management and introduced stu- Introduction to the World Political System dents to the use of economic logic. The topics included: Landmark Cases in Environmental Law: An Intro- economics and nature, property rights, conservation, duction to the Legal Process 22 Social and Environmental Design public and private resource management institutions, Modern Architecture and Environmental Design benefit/cost analysis, and the role of scarce resources in a Joanne Carpenter "no-growth" society. This was a survey of modern architecture, landscape "My final project on steady state economics and the limits to architecture, and urban design, and their progressive growth involved much more difficult reading and synthesis than integration into environmental design in the twentieth any done for the class. I worked hard to sift out of the readings century. Our first readings included Frank Lloyd Wright, the important, useful ideas and to try to apply these to environ- Buildings and Writings by F.L. Wright, ed. by Edgar mental problems." Kaufmann; The City of Tomorrow by Le Corbusier; and The Life and Death of the Great American City by Jane Jacobs. These works allowed us to investigate modern Maine Culture Elmer Beal, Jr. architecture and its relationship to nature, modern de- sign principles, modular architecture's origins, the city Maine Culture focused on the present and particularly as ideal form, and the city as organic process. The next on the fishing industry. The purpose of the course was to assigned readings were The R.S.V.P. Cycle by Lawrence familiarize students not only with the basic components Halprin and Design With Nature by Ian McHarg. The of today's Maine culture, but also with the basic an- interdisciplinary approach represented in these works as thropological concepts which make such an understand- well as the methodologies of Halprin's scoring and ing more systematic. Toward the end of the course we McHarg's mapping were studied. Finally, through Paolo discussed field work, interviewing, and the problems Soleri's Matter Becoming Spirit and The Dymaxion World of which one encounters when trying to get information Buckminster Fuller by Robert Marks, we attempted as a from the public. After this, a number of students went class to predict the direction of man's evolution, its effect out with me to conduct interviews on the retail market- on the future of architecture, and the place and charac- ing of seafood in a section of Maine. Students were asked ter of technology in this new world. to write a paper which summarized a part of their ex- perience in the course, commenting on some aspect of "I managed to struggle through the first three weeks, careful to the culture which was of interest. keep my head above water, slowly gaining speed until the final 23 Social and Environmental Design 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 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 climate, 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 de- sign, an obstacle which I feel I have overcome with the comple- tion of my final project. It was the complete and detailed plans for a small, low-cost house designed for a couple intent upon self-sufficiency; its versatility in being able to be found in both neighborhood and isolated countryside without sacrificing its Social and Environmental Design particular features is the success of the design, one that I am happy with." 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 covering the readings. World Political Environment John Dreier During the course we explored the background of the present system of world politics: its origins, the force of nationalism, and features such as the balance of power of states. We discussed various methods whereby sovereignty is restrained: international law, ethics, and international organization. Finally, we took up some global problems: economic development, the global 25 Social and Environmental Design economy, the U.N. and the environment, and the law of subdivision proposed for filled wetlands, and argued the the sea. case before a panel consisting of an actual state court judge and two attorneys. "Reading tedious chapters pen in hand I plowed through as- signment after baffling assignment until finally I understood the "As a result of taking GRHUOL I have a working background nature of the readings and established a link-up with the 'class in land use regulation which has so far enabled me to participate mind'. This took me about three weeks-three long weeks of dull in such things as the New England Consortium on Environ- textbook work. But after my link-up the work was transformed mental Protection and in Land Use Regulation Commission from dull texts to stimulating world problems and the course planning." became a healthy intellectual challenge." Small Business Enterprises Daniel Kane Governmental Regulation of Human Use of Landscapes Daniel Kane This year's course in Small Enterprises surveyed from a practical perspective the considerations, from book- This was a technical course in the issues of land use keeping to bankruptcy, in undertaking a small enter- planning, regulation of private land and water areas at prise. Topics included double entry bookkeeping, ac- the state and local government levels. It explores the counting, tax preparation, financing, forms of doing scope of government power (the police power, public business, business planning, projection and manage- trust power, eminent domain, and inverse condemna- ment, case studies in small manufacturing businesses in tion) from municipal subdivision regulation and zoning Maine, and some specialized topics in banking, commer- to state regulation of wildlands, great ponds, tidelands, cial transactions, securities, intangible property rights and site location. In addition to the twice weekly class (patents, trademarks, copyrights, etc.) and bankruptcy. meetings, class included a "lab" in legal research, and Student evaluation was based upon class participation, preparation and presentation of a moot court. The class completion of a lengthy bookkeeping problem (Nifty- spent one half day a week in the Hancock County Law Novelty Co.), completion of Essentials of Accounting, a Library, researched and briefed a controversy over a self-teaching programmed text including progress tests, 26 Social and Environmental Design and a course project consisting of preparation and class controversies. Course materials provided background in presentation of an actual business plan based upon a the historical and ecological setting and pertinent en- business opportunity of the student's choice. The busi- vironmental legislation in each case, following the con- ness plan included projected financial statements, bal- troversy through its various stages at administrative and ance sheets and income statements, cash flow projec- judicial levels to the present time. tions, break-even point analysis based upon fixed and variable expenses, and a discussion of the characteristic "I have reacted to the course by trying to examine the applica- and unique considerations in the selected business op- tions of human values to the environment. I have also tried to portunity. hear what the environment can say for itself. Although the readings swamped me at times, I was able to grasp their most "I had heard before that some businesses made profits of fundamental points. The course jelled for me while I was doing 80-200% on the cost of goods sold, and I had equated that with my project: I wrote a letter to a bureaucrat, and urged the net profit, which shocked me and set me against capitalist enter- suspension of all activities related to the development of the prise. Now I'm sympathetic to the problems involved in meeting Kaiparowitz generating station in southern Utah. In research- expenses and making something besides. In fact, I'm almost ing the project, I was forced to examine the concepts of ecology surprised that it can be done." and legal process from many different angles-to examine the project's direct and indirect ramifications." Landmark Cases in Environmental Law Daniel Kane Ceramics Ernest McMullen Case studies of Mineral King, the Everglades, Hell's Canyon, The Wilderness System, the St. John River, and Ceramics class included work in wheelthrowing, hand- the National Environmental Policy Act provided an in- building, glazing, and kiln firing. Weekly assignments troduction to the principles of environmental law and were given and evaluated for demonstrated compe- the nature of the judicial process. How it is that ethical, tence. ecological, aesthetic, and economic issues are resolved into legal issues for decision was explored in these actual "I learned to control most of the forms fairly well and completed 27 Social and Environmental Design all the assignments with the exception of closed forms, of which I produced only two that approached being acceptable and none that really pleased me (of the closed forms). However, in the overall wheelthrowing I feel I did put in a lot of time and effort with moderately successful results. Though I was not very bold in my style and design, I feel my basic forms are sound. Again, in my glazing, I was not adventuresome, but I tried several techni- ques and most of the pots are quite presentable (and useable!)." 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. "Learning through doing, and through what others in the class were doing, I have gained a greater, clearer understanding of the visual elements. I feel comfortable in all the media in which we worked, and generally more confident in my renderings of assignments and other subject matter. This course has given me the long-needed impetus to undertake a nonverbal form of creative expression." 28 Social and Environmental Design Strategies for Social Change Linda Swartz Strategies for Social Change involved a combined theoretical and practical approach to solving social prob- lems. In this advanced course students read a series of books and articles dealing with a variety of social change methods and discussed them critically in class. They then undertook a series of projects involving groups of indi- vidual problem-solving activities using those methods. The effectiveness of their attempts was evaluated by the group in feedback sessions. 29 Student Bill Wade operating an airfoil testing tunnel that he built for windmill research 30 HUMAN STUDIES The program in Human Studies inquires into the na- Introduction to Human Psychology ture, qualities, and expressions of being human. Poetry Writing Group Please note: a representative sampling of the courses Music and Motion in Cross-Cultural Perspective offered under this program is given below. The listing is Whitehead and Whitewater by no means exhaustive and is intended only to illustrate Shakespeare the scope of the program. Some of these courses are offered repeatedly, and others have been given on a one time basis in response to student interest. Many others, Primitive Art Joanne Carpenter for reasons of space, could not be included. Students' self-evaluations are an important part of a In this course we surveyed the art of a number of primi- COA transcript. The quotations which accompany the tive cultures, both ancient and modern, in this way il- course descriptions below are taken from these self- luminating their aesthetic predilections, as well as their evaluations. The following courses were offered last religious outlooks and cosmological beliefs. Beginning year under Human Studies: with readings from Joseph Campbell's Primitive Mythology, in which hunting/gathering cultures and Primitive Art farming cultures were contrasted, we proceeded to The Literature of Ecology study Paleolithic tools, cave paintings, rock paintings, D. H. Lawrence Seminar and sculpture in Europe, Australia, and Africa. A survey Prose Composition: Logic and Rhetoric of the megoliths, pottery, and carved figures of History of Women in America Mesolithic Europe was followed by a study of the pot- The Nature of Human Relationships in Fiction tery, architecture, and sculpture of the Neolithic Middle Primitive and Western Mythology East. For approximately three weeks we considered the The Visions of Nature arts of the Niger and Congo Rivers of West Africa, Humans in Nature: Value and the Individual emphasizing especially the masks and sculptures and Patterns of Discovery/Sources of Invention their relationship to tribal customs and secret societies. 31 Human Studies Finally, Eskimo masks, Northwest Coast Indian totem through simplification and disorientation, the question of poles, carvings, and blankets, and Southwestern Ameri- human "naturalness" (which I am pursuing on an independent can Indian weavings, pottery, and architecture were basis), and the delusion of individualistic detachment as opposed studied. to the individualism that naturally results from a recognition of connectedness to the whole of life." The Literature of Ecology William Carpenter D. H. Lawrence Seminar William Carpenter This was a survey of the range of literature which con- cerns itself with the place of humans in the natural Investigation of the life and works of the English world. We read eight books in ten weeks: Tao Te Ching by novelist, including his major novels, Sons and Lovers, The Lao Tzu, Walden by Thoreau, The Unexpected Universe by Rainbow, Lady Chatterly's Lover, Women in Love, as well as Loren Eiseley, Pilgrim at Tinker Creek by Annie Dillard, lesser-known works such as The Plumed Serpent, St. Mawr, Lives of a Cell by Lewis Thomas, The Yosemite by John Kangaroo, and selected stories and poems. This course Muir, Tales of Power by Carlos Castaneda, and Sand included two substantial papers and was conducted as a County Alamanac by Aldo Leopold. The three hours of seminar with students being responsible for presenting discussion per week ranged widely but centered on the the works and directing most of the classes. complex questions of human "naturalness" or "un- naturalness" and the theory and history of the mental and spiritual sides of the environmental problem. Humans in Nature: Theory of Symbolism Richard Davis "My interest in the complex set of issues that surround man's relationship to nature (an interest that was further stimulated by This course provided a substantive introduction to the this course) inspired a great deal of reading, participation in nature and function of symbolic systems, primarily as class discussions, and introspection on my part. In my writing I exemplified in verbal language. Primary texts included: attempted to synthesize my thoughts and the ideas of several B. L. Whorf's Language, Thought, and Reality; L. authors, addressing such issues as the discovery of the self Wittgenstein's Philosophical Investigations; C. W. Morris's 32 Human Studies Foundations of the Theory of Signs; C. Wardbaugh's Introduction to Linguistics; E. Cassirer's Essay on Man; S. Langer's Feeling and Form; A. N. Whitehead's Symbolism: Its Meaning and Effect; and N. Chomsky's Language and Mind. "This was a fascinating course, and a demanding one. In order to give it justice, I dropped back to a two course load. This allowed me to spend extra time on many of the readings. The books by Whorf, Cassirer, Piaget, Langer, and Chomsky seemed so valuable that I 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 because of my concurrent studies in physiology. In all cases Dick's lectures provided excellent assistance in getting to the heart of the read- ings." 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 understanding of the category scheme which he developed to elucidate 33 Human Studies experience. Each student, for a course project, then more clearly in Western philosophy and to begin to verbalize my applied Whitehead's world view to selected areas such as own values effectively." education, Eastern thought, biological evolution, physics, art, etc., compared his approach with prevailing notions, and presented the work in class for discussion. Prose Composition Richard Davis, Samuel Eliot In addition to the full class work, students gained in- struction and direct experience in the process of whitew- Prose Composition was a ten week course in logic and ater canoeing during five weekend canoe trips on rhetoric, team-taught by a philosopher and an instructor streams of the wildlands of Hancock and Washington in literature. While some attention was paid to remedial Counties, Maine, exemplifying Whitehead's notion of work, most of the students concentrated on enhancing direct perception of "the passage of nature." their understanding of the art of persuasion, focussing on the ability to construct a valid, correct, and compel- ling argument. Each student read four books (Shepard, Humans in Nature Richard Davis The Tender Carnivore and the Sacred Game; Commoner, The Closing Circle; Schumacher, Small is Beautiful; The emphasis in this course was equally divided between Hardin, Exploring New Ethics for Survival) and selections expression and clarification of the individual student's from Copi's Introduction to Logic. The ten required values and critical examination of classical value 1,000-word papers were based on ideas drawn from the theorists including: Plato, Aristotle, Hobbes, Mill, Kant, readings and each was evaluated by both instructors. Marx, Sartre, Whitehead, and Hardin. Primary texts Students were also expected to keep a journal/notebook, were supplemented with reading of Eastman's Coming of meet regularly with the instructors, prepare written Age in Philosophy. evaluations of each other's papers, and participate in class discussions. "By reading classical value theorists and discussing their philosophies I became aware of the consistencies and differences "Prose Composition has served to make me more conscious of the that existed in my own value system in relation to others'. I was elements of persuasive writing. My major writing problem was able to identify certain thought patterns and modes of thought structural. The readings and class discussions on logic increased 34 Human Studies my awareness of what makes an argument sound. This has been asked to develop in a short paper a model of an "ideal" a tremendous gain; it has not only helped me determine the society and to complete a project for presentation to the necessary parts of an argument that I am developing, but it has group. also enabled me to recognize the faults in another person's argument." The Human Family Linda Swartz Isolation Samuel Eliot The Human Family was an intermediate level course This two term, two credit course explored the theme of dealing with the origins and the evolution of the family over time, including an examination of the status of the human isolation and alienation-from other humans, from nature, from the self-as rendered in the works of modern nuclear family and a consideration of alterna- Milton, the Shelleys, Frost, Hardy, Conrad, Keats, tive family structures. The reading materials for the Bronte, Melville, and Byron. Emphasis was given to the course included novels, anthropological monographs, Romantic view of consciousness, the connection between and the reader The Family in Transition by Skolnick and Skolnick. isolation and greatness, and the possible relationships between art, awareness, and solipsism. Human Physiology Susan Zell Perspectives on the Female Experience Susan Lerner, Linda Swartz This intermediate level course covered three aspects of human physiology-the nervous, digestive, and repro- In this intermediate level course we looked at the way sex ductive systems. The class met 7-10 hours weekly for lectures, films, invited speakers, and discussions. Each and culture influence human lives and lifestyles from the student presented an oral report on an assigned topic for perspectives of the anthropologist and the artist. Five each of the three major areas in the course and one contemporary novels and numerous anthropological and psychological articles were read. Students were formal hour lecture on a well researched subject inte- grating at least two of the three areas. 35 A marine biology field trip 36 ENVIRONMENTAL SCIENCES The program in Environmental Sciences brings to- Introductory Cell Biology gether the biological and physical sciences for an under- Insect Biology standing of natural systems and processes. Geology and Vegetation of Mt. Desert Please note: a representative sampling of the courses offered under this program is given below. The listing is by no means exhaustive and is intended only to illustrate Outline of the Landscape and Vegetation of the scope of the program. Some of these courses are Coastal Maine William Drury offered repeatedly, and others have been given on a one time basis in response to student interest. Many others, In the geological section the course introduced processes for reasons of space, could not be included. of beach development and shoreline sculpture; the land- Students' self-evaluations are an important part of a forms developed in glaciated regions; the form and COA transcript. The quotations which accompany the functions of rivers; historical aspects of landform de- course descriptions below are taken from these self- velopment; the relevance of rock structure to landscape; evaluations. The following courses were offered this the impact of plate tectonics in the history of the Ap- year under Environmental Sciences: palachian Mountains. In the botanical section the course reviewed descriptive approaches to classifying vegeta- Introduction to Environmental Studies tion; functional adaptations that result in structural dif- Introduction to Mathematics and Physics ferences in vegetation types; the relation of vegetation to Lake Study Workshop climates; the concepts of stress and favorableness in veg- Nature and Properties of Soils etation and the implications to the theory of succession; Evolution the relation of local species' diversity to vegetation. Invertebrate Zoology Ecology of Natural Systems "Some courses more than others allow one to take previous Introduction to Mathematics and Physics II knowledge and class content and synthesize them into an overall Biochemistry picture. This course has enabled me to take the scatterings of 37 Environmental Sciences geology, glaciology, and hydrology that I had and pull them together in such a way that I now have a fairly thorough understanding of the geological time scale and the formation, sequence, and distribution of rock types. In addition, I can now interpret, both theoretically and in the field, most of the land- forms resulting from erosion in a wet climate and the action of glaciers and streams. Introduction to Environmental Studies Steven Katona This course met two times a week to discuss important current aspects of environmental problems. Readings were from Turk et al, 1974, Environmental Science, as well as selected journal articles and news sources. Topics covered included: ecological principles; energy; fossil fuels; nuclear pollution; pollution of air, water, and soil; microchemical pollution; heavy metals; pesticides; population problems; food production; endangered species; introduced species; ecology of war; noise pollu- tion; and strategies for the future. Ecology of Natural Systems Steven Katona This intermediate level course serves as an introduction to modern scientific ecology. Topics discussed include: 38 Environmental Sciences natural selection and evolution; adaptations of or- to a salmon hatchery and a salmon research laboratory ganisms to physical environmental parameters and pat- helped another student, who is studying the possibility of terns; introduction to population ecology; and func- restocking a river near her home with Atlantic salmon. tional relations at the community and ecosystem levels. The text used was Ecology by R. E. Ricklefs. Classes met twice a week for lecture or discussion plus one afternoon Introduction to Mathematics and Physics I a week for fieldwork. Field problems studied included: Carl Ketchum niche specificity in lichens; feeding rates in seagulls; feeding strategies in winter ducks; techniques for animal This course emphasizes a problem solving approach to tracking; and community organization in the intertidal the development of calculus and its application to physi- zone. cal reality. The topics covered this term included: use of electronic calculators; Pythagorean Theorum; trigo- nometry; graphing functions; equations for straight Marine Biology Steven Katona lines differentiation; derivatives of X, x2, x3, and 1/x chain rule for differentiation; maximum-minimum Owing to the small size of this year's marine biology problems, and anti-differentiation and velocity and ac- course, the class was run more informally than usual. celeration. After several introductory classes on primary and sec- ondary production, food webs, and other basic informa- tion, students chose individual research topics around Introduction to Mathematics and Physics II which the rest of the course was centered. Field trips to Carl Ketchum the rocky intertidal zone, a mud flat, and laboratory work on plankton biology contributed to the introduc- The course has covered the topics of logarithms, expo- tory portion of the course. Other field trips revolved nential functions and their applications to population around the students' projects. Aerial observations of growth, radioactive decay and logarithmic derivatives, right whales and finback whales, for example, helped cartesian vectors, velocity and acceleration, the laws of one student whose project is on cetacean behavior. Trips motion, work, kinetic and potential energy, integration 39 Environmental Sciences to determine area, distance traveled, volumes of rota following topics: ionic equilibria; pH; buffers; hy- tion, and applications of integration to physics. drolysis; acid-base titrations; complex compounds; or- ganic chemistry; and nuclear chemistry. As in the previ- ous term, weekly readings and homework problems Horticultural Principles Frederick Olday were assigned and discussed during class meetings. Each student was also required to participate in a laboratory This introductory course in horticulture was designed to which met for 3-5 hours per week. Emphasis was upon impart a fundamental understanding of plant structure quantitative methods of water analysis and included de- and function and how people have applied this knowl- termination of NO-3 and PO 3/4- by colorimetry, K + by edge in manipulating the plant and its environment to flame emission, and Ca2 and My2+ by atomic absorption meet their nutritional and aesthetic needs. Topics spectrophotometry. Precision of the analytical technique considered included: classification of horticultural of each student was assessed by the determination of plants; plant structure; plant growth; plant develop- unknowns. ment; mechanisms of propagation; controlling the plant environment; directing plant growth; biological compet- ition; and plant breeding. The laboratory included exer- Ornithology William Russell cises dealing with plant structure; plant growth sub- stances; effect of photoperiod on flowering; seed prop- The ornithology course had a dual orientation-the agation; vegetative propagation; soil texture, water- study of birds as biological entities and the development holding capacity, pH, and fertility; planting and training of a more general appreciation of birds as a particularly fruit trees; grafting; pruning; and identification and noticeable component of our natural environment. The control of insects and diseases. course has two class meetings and one field trip per week. Students read extensively in several areas of bird biology. Chemical Principles Frederick Olday "I gained a fairly good understanding of the biology of birds, The third term of Chemical Principles dealt with the touching on the areas of evolution, anatomy, flight, etc. I kept up 40 Environmental Sciences well with the readings and had time during the early part of the course to do supplementary readings as well. My class presenta- tion on modes of evolution in North American wood warblers was exciting to research and seemed well understood 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 now have a good base and a developed interest to become a capable bird watcher on my own." Evolution Steven Katona, Susan Zell, Carl Ketchum, Richard Davis, Daniel Kane, Elmer Beal, Linda Swartz The first term of this multidisciplinary introduction to evolution was divided into five weeks on biological evolu- tion and five weeks on cosmology and cosmic evolution. Coastal Resource Center director Sam Pearsall's Topics covered included: natural selection; population propane powered VW genetics; co-evolution; vertebrate phylogeny; mac- roevolution; universal evolution; matter and elements; evolution of macromolecules; history and philosophy of cosmology; introduction to quantum theory. Term II continued with a consideration of human and cultural evolution and the significance of evolution to the arts and humanities. 41 INDEPENDENT STUDY Wherever a student's needs cannot be met through These results revealed who was using the courts (mainly busi- courses or workshops, the opportunity for independent nesses) and the main form of resolution (default). A booklet study usually exists. These studies, which are carried out similar to the ones used by Massachusetts PIRG and Vermont under faculty sponsors, are an important aspect of the PIRG was prepared for publication at a later date." COA curriculum. The three examples below can at 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 Anthology of English Literature plus selected outside criti- This independent study was designed with the intention cism. Two papers and weekly tutorial discussions. of investigating the manner in which the small claims courts in Maine's Fifth District operate. The main ques- tions studied were who uses the SCCs and how are most of the cases resolved. The report to be prepared will be Independent Study: Fluid Dynamics Carl Ketchum used by the Maine Public Interest Research Group in its statewide study of the courts. A booklet for use by the In this study we explored how the concepts of mathema- public to better understand and use the SCCs was also tics and physics relate to the understanding of the prepared. oceanic circulation. The major emphasis was placed on wind driven circulation, deep water circulation, and the "In doing this independent study I sat in on some court sessions, temperature, salinity, density structure and water types studied court records, and talked a good deal with the court of the oceans. There was some explanation of how these clerks. I wrote the results of my studies in a report for MPIRG. concepts related to meterology. 42 Student Bruce Bender taking a salinity test for his Final Project, a bathymetric survey of Somes Harbor 43 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 Rotor whether it be in whales, the future of Maine's peat bogs, (distributed by V.I.T.A.). I also attended a series of lectures local subdivision law, or alternative energy systems. Stu- given by Donald Aitken, a visiting physicist from San Jose State, dents and teachers work together in these efforts, which on wind, methane, and solar energies. I made a trip to the are largely problem centered. Workshops provide the University of Maine at Orono to talk with people in the Agricul- chance to put learning into practice and have often con- ture and Engineering Departments who are working on the tributed in positive ways to the community beyond the generation of methane. And because I recognize the need for college. Several recent workshops are described below. mechanical skills so that I may ultimately support theoretical views with sound experimentation, I enrolled in two courses at the high school adult education program on metals and wood- Alternative Energy Workshop working." We decided to research and 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 a engaged in readings, research, observations, field trips, particular field of study, and the finished product would and discussion revolving around various philosophies, allow all of us to develop an approximately equal com- methods, experiments, education materials, and physi- mand of other areas. cal structures. The practical application of this back- 44 A weekend workshop on creativity sponsored by the Cranberry School 45 Workshops ground in theory and philosophy took place through participation in the planning and operation of the Cran- berry School. Students were involved both in teaching the children and in making practical decisions regarding licensing, insurance, fee structure and budget, fund rais- ing, and the long range planning and objectives of the Cranberry School. "A well-defined course whose instructor quickly asserts that there GOOD will be two exams and one paper is much easier to evaluate than this workshop. In the Learning Environments Workshop the criteria for evaluation are not so specific. Was I warm and responsive to the children? Did I take on the responsibility of buying toilet paper when we needed some? Were my observation notes structurally and grammatically accurate? There are di- verse 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 nutri- tional needs for the child, and a change into a more natural and Blue and Kristina of the Cranberry School a more comfortable learning environment for each child. My 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 recrea- tional usage on these valuable freshwater resources. The project was also conceived as a means of training stu- dents in methods of limnological sampling, analysis, data interpretation, and presentation of findings. In addi- tion, baseline maps of the lakes and their watersheds were drafted in order to depict such important 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), dissolved oxygen, alkalin- ity, 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 confident that I could now do chemical freshwater analyses successfully on my own." 47 Workshops Strawberry Hill Workshop Our purpose in this workshop was to gain practical knowledge and group problem solving skills by focus- sing on two specific College of the Atlantic needs: the need for a student workshop and fabricating shop and the need to begin a comprehensive land use plan for the college's eighty acre Strawberry Hill property. Emphasis was placed on the group design/planning process, which included site research, drafting skills, construction tech- niques, and the legal ramifications of building in Maine. "Most important to me was the work I did in calculating loads and designing a box beam to support them, which exposed me to mechanical engineering. I knew that I would need it for further work in windmill design, and it was pleasant to find that I could not only do the work but that I enjoyed it, too. Building a foundation form and pouring concrete was a new experience, as was attending a planning board meeting to obtain a variance for our building." 48 MUSIC? auditory VALUES planctary KILL$ poetry recycle human personal Zenergy food eating gathering SHELTER preparation plementing monstivity designing planning physiology psyycology of SURVIVAL MOVEMENT IN THE RIGHT DIRECTION COA DE IGN ROC Roc Caivano's blueprint for COA 49 INTERNSHIPS Internships are another aspect of the college's com- Internship at the Oregon Zoological Research Center in mitment to applied learning. An education, if it is to be Portland; observing, caring for, researching, and exper- worthwhile, should be tempered by exposure to the imenting with animals. larger world. All students take an internship (for a minimum of ten weeks, usually in a student's second or Organic farming in Camden, Maine; composting re- third year) in their area of career interest. The intern- search and subsequent publishing of an article in an ship provides practical experience and valuable future organic farming magazine. 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- Co-worker for the Urban Environmental Education mer program at the University of Maine. Project in Washington, D.C.; participating in work- shops, designing teaching packets, and assisting in cleri- Internship with the Hancock County Regional Planning cal work. Commission; responsible for an economic and opera- tional feasibility study for solid waste disposal in the Research assistant for Dr. Edward Mitchell of the county. Fisheries Research Board of Canada studying the popu- lation ecology of cetaceans. Youth Conservation Corps worker in Acadia National Park. Staff worker for the Membership and Development Office of the Massachusetts Audubon Society. 50 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, helping publish the twice monthly national magazine. Feature writer, book reviewer, and reporter for the Hartford Times. Internships Studying whales on the coast of Newfoundland 52 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. Kate Darling transferred to College of the Atlantic from Antioch College in Yellow Springs, Ohio. Before coming to COA Kate had done bird studies for the Point Reyes Bird Observatory, both at Point Reyes and on the Farallon Islands. In addition to her study here, she has also worked at the University of Oslo on sei whale research and at the Mount Desert Island Biological Laboratory on a study of the effects of DDT on flounder. Kate plays the banjo and regularly rides her bike the ten miles to school from Seal Harbor, a trip that in the winter she makes on skis. Kate's love for the winter prompted her final project, a guide to the winter ecology of Mount Desert Island. After graduation this year she moved to Alaska where she will work with the state Fish and Game Department studying shorebirds on the North Slope. "There's SO much good feeling and energy in this place. It gets SO hectic it's almost intimidating, but I know I'd be disappointed if it didn't happen. I have SO many wonderful memories of COA-like suffering through six hours of John Biderman's puns while sitting in a cormorant blind in the pouring rain. 53 "One thing I've gained is a confidence in my ability to face different situations, in part because I've had to face them here. I've also learned a humility. It's very hard to be smug about what you're doing when people around you are doing things that are just as exciting. It's a very hard place to be one-sided or narrow minded. People here are encouraged to be more complete." Craig Kesselheim came to the college in 1972 as one of the thirty-two students of the charter class. With the formation of Allied Whale Craig became interested in the International Whaling Commission and issues involving the Marine Mammal Protection Act. He was sent as the workshop's representative to the IWC meeting in London in 1973, where he had observer status. Later in that year he also participated in the whale watch on Mount Desert Rock. Craig was one of a group of COA members who gave testimony before the Land Use Regulation Commission on the effects of mining Maine's Great Heath. Together with another student Craig took his internship with the Nature Conservancy. Their work involved taking a natural history inven- tory of three coastal areas in Maine owned by the Conservancy. This inventory provided a data baseline of present characteristics from which future plant succession could be charted. In the summers Craig is an instructor for the North Carolina Outward Bound School, a position that combines his interests in wilderness skills and education. For his final project Craig worked with four retarded children on the development of motor skills. "We talk about interdisciplinary studies until the term becomes al- 54 who we Are most meaningless. Yet it is amazing how regularly the courses I've taken have overlapped. I think this is crucial to the ecological viewpoint, that our learning never becomes departmentalized." Kathy Hazard came to the college in 1972 after eight months with Berke- ley Ecology Action working on community recycling efforts. The range of her activities at COA has been unusually broad. Kathy has prepared testimony on returnable beverage container legislation and also, with another student, made a study of the feasibility and effects of reintroduc- ing the eastern timber wolf into the Adirondack Park of New York. In order to take courses in dendrology and coyote taxonomy, Kathy spent a semester at the University of Maine at Orono. She has worked with the Wilderness Research Group from the University of California at Berkeley on studies of the human impact on subalpine lakes in Yosemite National Park. More recently her interests have coalesced around wild- life research. With two other students Kathy prepared a conservation plan for area clamflats. This plan was written for incorporation in the town's Shellfish Ordinance. Her final project dealt with the methodology of this study in determining populations, size distributions, and the health of the clamflats. In addition, Kathy has worked with faculty member William Drury in Alaska on a study of birds of coastal habitats in the Seward Peninsula region. Through all these experiences she has felt it "important to keep in mind that an ecologically sound lifestyle should not suffer from professional activities." Kathy is a gardener, potter, and a freestyle cook in the best traditions of calculated guessing. 55 Who We Are Hugh MacArthur received an Associate in Science degree from Laney College in Oakland, California, before coming to College of the Atlantic. In addition to his course work at COA, Hugh has at one time or another held nearly every work-study job the school offers. Out of his experience doing everything from filing library cards to washing dishes to being a member of the maintenance crew, Hugh has distilled a report on the COA work-study program that has helped to strengthen an already valuable aspect of the school's life. For his internship Hugh prepared a management report for the Hunter Cove Wildlife Sanctuary, a preserve owned by the Maine Audu- bon Society near Rangeley Lake. His report involved not only a thorough resources assessment but also recommendations for future use. "COA has given me the encouragement to stretch and to get a sense of my limits at the same time. By designing my own program, by having to think originally, and by having the opportunity to bounce off people here, I feel I've learned better how to define and attain goals in my education. "The most useful tools I will be taking with me when I leave COA are not the facts, the particles of knowledge I have gained here, but the process of learning and acting upon what I have learned. My life here has meant learning how to define a problem and seek its solution, how to work with others toward a common goal, how to take responsibility within a community, and how to live with the growing pains and confu- sion as well as the warm support of a unique community." 56 Who We Are Sally Morong spent a year at the University of New Hampshire before transferring to COA in 1973. At the college Sally's main fields of study have been land use planning and environmental law. She was a member of the Rural Subdivisions Workshop, which surveyed subdivision de- velopment in Hancock and Washington Counties and prepared a report for the Regional Planning Commission. Sally parlayed her experience in the college's Peat Study Workshop into an internship with the St. Regis Paper Company. As the paper company's sole peat research technician, she investigated the company's peat holdings and prepared a series of recommendations regarding their future use. Last fall Sally participated in the Bicentennial reenactment of Ben- edict Arnold's march in the Revolutionary War. Sally played the part of a fifer boy, Willie Baker, and together with the rest of McCobb's Company she rode, paddled, and marched from Cambridge to Quebec, where a mock battle was fought on the Plains of Abraham. Sally is also a madrigal singer and an accomplished artist. The great granddaughter of a Maine lighthouse keeper, she has a deep rooted interest in coastal affairs. Sally is a sailor and hopes to attend in several years a boat building school in Lubec, Maine. "A carpenter can build a house, but she can't necessarily build a boat. A boatbuilder, on the other hand, can build a boat and she can probably build a house, too." Immediately upon graduation in 1976 Sally began a job in the State Planning Office in Augusta. "This is an intense place and everyone puts a lot into it, but the rewards more than exceed the work. It's not a place for everyone, but no one with an open, perceptive mind and a willingness to learn will lose by coming here." 57 Who We Are Steve Savage joined the college in 1972. An early member of Allied Whale, Steve helped to establish the whale watch and did the first comprehensive survey of the vegetation of Mount Desert Rock. Later, with another student, Steve went to Washington, D.C., to deliver a report on the workshop's progress to the National Science Foundation. Steve is a songwriter and a scuba diver who gathers his own scallops. He put his diving abilities to use on his internship, a study with a marine scientist of the blue mussel. In the study he sought to come up with a method for determining boundaries between populations of mussels and also to find those mussels best suited for aquaculture. Steve was an investigator in the Coastal Resource Center clam study. In his work on the study he not only helped to devise a system of clamflat rotation to combat green crabs, but he also helped bring together clammers and local officials in policy discussions. Steve has also spent a term on exchange at Huxley College of En- vironmental Studies in Bellingham, Washington, and worked on a maple sugar operation in Vermont. In what was easily the heaviest boat entered, he last year won the first annual Geddy's Pub Rowboat Race. Steve has become interested in challenging traditional patterns of research funding and finding alternative ways of providing support for scientists not willing to be bound to large institutions. At present he is studying humpback whales in Glacier Bay, Alaska. 58 THE ISLAND MOUNT DESERT ISLAND is a beautiful combination of forests, lakes, moun- The island is high and notched in places so tains, and ocean about 250 miles "down east" from Boston. Connected to that from the sea it gives the appearance of a the mainland by a small bridge, the Island has approximately eighty range of seven or eight mountains. The miles of coastline and is a primary point of approach to the smaller summits are all bare and rocky. The slopes are offshore islands of Frenchman and Blue Hill Bays. Significant parts of covered with pines, firs, and birches. I named the Island remain undeveloped, and one third of its area is permanently it the 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 addition, the Mount Desert Island Biological Laboratory is located in Salisbury Cove, only a few miles from the college. Cooperation between the col- lege, 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 maintaining the Mount Desert Rock whale watch, is located in Southwest Harbor. 59 The Island The Island's year-round population is about eight thousand and includes 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 60 LASTERNBAY THOMPSON ISLAND HULLS COVE BAR ISLAND WESTERARAY BAR HARBOR 100 BALO PORCUPINE ISLAND 7 102 CARILLAC ME 3 SAND BEACH 102 SEAL HARBOR BLANC BLACKWOODS NORTHEAST HARBOR GREENING ISLAND SUTTON ISLAND SOUTHWEST HARBOR LiTTLE CHANBERRY BAKER MORNE GREAT CHARGERHY ISLAND LIGHT 61 THE CAMPUS COLLEGE OF THE ATLANTIC occupies a former estate and several adjoining 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 1977. In addition, the college owns eighty acres of undeveloped land on Straw- berry Hill overlooking Bar Harbor. The eighteen 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 eleven 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. A private conservation group, the Maine Coast Heritage Trust, maintains offices at the college. The college grounds include 14,000 square feet of vegetable garden space and a small orchard, as well as complete composting facilities. Housing on the campus itself is currently very limited. Whenever there has been sufficient demand, the college has leased housing in a nearby motel. Most students find their own lodgings in Bar Harbor or elsewhere on the Island. Students have worked closely on the present campus master plan with the college's resident architect. Future plans include construction of a 63 The Campus 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. 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 pro- posed 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 de- velopment efforts. COA students have participated in a number of these efforts, including studies of clamflats, solid waste disposal, fish market- ing, and peat products. 65 What Goes On Another offshoot of the college is the Cranberry School, founded by a group of people at COA who, as members of the Learning Environments Workshop, were interested in elementary education. With the help of a paid coordinator the Cranberry School provides young children and their parents with a lively educational environment. Cooperation with the Jackson Laboratory has been an important feature 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 hospital 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 annual Blackely Ten, in Bar Harbor in the summers. COA remains affirmatively a part of the community of Mount Desert Island within which it grew. contests - Pot Luck Dinner black COA costume 2:10 ball Sunday May 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, the 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 traditional end-of-term pot luck dinner. The college publishes Echo, a journal of faculty and student research now in its third year of publica- tion. 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 England Association of Schools and Colleges. Academic Calendar for 1976-77 Outdoor Orientation September 8-17 Academic Orientation September 18-19 Fall Term Begins September 20 Thanksgiving Recess November 25-28 Fall Term Ends December 3 Winter Term Begins January 3 Winter Term Ends March 11 Spring Term Begins March 28 Spring Term Ends June 3 Commencement June 4 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 69 Fine Print addition, the handbook gives detailed degree requirements, an outline of evaluation and transcript procedures, and a guide to the advising system. The handbook is a reference for the different procedural elements, large and small, that concern people on a day to day basis. Costs and Policies Tuition $3,000 Room and Board 1,215 $4,215 Tuition for the academic year 1976-1977 is $3,000 or $1,000 per term. Room and board fees are $1,215 or $200 per single room per term ($600 per year) and $205 per term for meals ($615 per year). Off campus expenses for housing and meals vary with choice of accommodation and individual taste. A lunch plan is recommended for off campus students at $65 per term. Please Note: The budget covering all college costs includ- ing tuition, room and board, books, materials, and miscellaneous ex- penses can total $5,000. 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 Fine Print 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 with- drawal 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 responsibilities that come with participation in the growth and governance of all aspects of the college community. As full members with equal votes, students share in the deliberations of all major college committees: Academic Policy; Personnel; Admissions and Student Affairs; Building. 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. Dogs By vote of the All College Meeting, dogs are not permitted on cam- pus. 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 Planning 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, work- shops, and independent study are components of every student's pro- gram. The study of human ecology requires an interdisciplinary ap- proach, and students must relate and apply bodies of knowledge that have been traditionally separated. Students can look forward to develop- ing 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, communication skills, and general accomplishments. Students should exhibit the potential for sus- tained independent study and field work. Personal qualities of resilience, honesty, imagination, and enthusiasm are invaluable 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 1st. Generally, the admissions committee will make its decision within one month after the interview Admissions and receipt of all parts of the application. Each student is selected individually on the merits of his or her application. Admissions materials and information can be obtained by writing or calling the admissions office. Transfer Students About thirty percent of College of the Atlantic students have trans- ferred from such colleges and universities as Tufts, Beloit, Middle- bury, 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 trans- fer 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 of study at COA. Visiting Students Frequently students will arrange to spend from one semester to one year as nonmatriculating visiting students in residence at the college. Visiting students choose a course of study that will act as a supplement to their programs at other colleges or universities. Students wishing to visit College of the Atlantic should write or phone the admissions office for application information. 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 educational 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 State- ment is available at most high schools or through the college. 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 75 BOARD OF TRUSTEES Current term expires: 1976 Mr. Elmer L. Beal Southwest Harbor, Maine Dr. Rene Dubos New York, New York Mr. Robert W. Patterson Mount Desert, Maine Dr. Elizabeth S. Russell Mount Desert, Maine 1977 Mrs. Katherine Cutler Bangor, Maine Mr. Amos Eno Princeton, New Jersey Mr. Clark Fitzgerald Castine, Maine Dr. Winthrop C. 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 Seal Harbor, 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 Dr. Dale R. Coman 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 77 ADMINISTRATION Edward G. Kaelber, President Samuel A. Eliot, Vice President Liane N. Peach, Business Manager and Secretary of the College Richard C. Rianhard, Development Lynn N. Dermott, Librarian STUDENT AFFAIRS Theodore S. Koffman, Director of Admissions Gail P. Stuart, Associate Director of Admissions Dolores S. Jordan, Records Elmer L. Beal, Jr., Internships and Placement Carole P. O'Donnell, Internships and Placement 78 Index Introduction 3 Academic Program 6 Faculty 12 Curriculum 22 Social and Environmental Design 22 Human Studies 31 Environmental Sciences 37 Independent Study 42 Workshops 44 Internships 50 Who We Are 53 The Island 59 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 Morning" in the Collected Poems of Wallace Stevens, copyright 1954 by Wallace Ste- vens, and are reprinted by permission of Alfred A. Knopf, Inc. This catalogue was written, photographed, designed, and prepared for publication as a Final Project by John March '76. 80 For further information please write or call the Office of Admissions College of the Atlantic Bar Harbor, Maine 04609 (207) 288-5015 81 II College of the Atlantic Bar Harbor, Maine 04609 Tel. (207) 288-5015