M College of the Atlantic Much as we would like to, we can no longer prepare students for life in "tomorrow's world." We can barely conceive of tomorrow's world. With the increasing pace of social and technological change, we can hope only to pre- pare students to recognize the nature of change and to acquire the skills and attitudes which will enable them to deal courageously and responsibly with the problems associated with change. An examination of ecological problems - the interrelationship of man and environment - has been chosen as the core of the curriculum not only because of the urgency of these problems (which makes them "relevant" in the narrow sense), but because their very complexities provide the means for developing habits of thought, action and feeling necessary for coping with a changing world. Problems in human ecology require perspectives difficult to acquire within the confines of traditional academic and professional specialization. Parts need to be continually related to wholes. Analysis and synthesis become alternating emphases in a single continuing learning experience. The aim of this kind of education is not the acquisition of a particular body of knowledge by itself, but - as Alfred North Whitehead expressed it - "the acquisition of the art of utilization of knowledge." 1972-73 ACADEMIC CALENDAR Friday, September 8: orientation begins Monday and Tuesday, September 11 and 12: registration Wednesday, September 13: classes begin Wednesday, November 22: end of fall term Tuesday, January 2: classes resume Friday, March 9: end of winter term Monday, March 26: classes resume Friday, June 1: end of spring term Monday, June 18 - Friday, August 24: summer term In 1972, all students will begin in September, and will be required to spend three consecutive terms in residence. Thereafter, students who began in 1972 may spend two, three, or four terms in residence per 12 month period. The period from Monday, November 27, to Friday, December 8, will be devoted to a comprehensive evaluation of the first term's accomplishments. 2. CONTENTS ACADEMIC CALENDAR page 2 INTRODUCTION page 4 ORIGINS page 6 MOUNT DESERT ISLAND page 8 EDUCATIONAL PROGRAM, 1972-73 pages 10-16 Workshops; Courses; Seminars; Independent Study and Tutorials; Internships; Self-Designed Study Program; Advising; Evaluation; Graduation Requirements. THE COLLEGE COMMUNITY pages 17-20 Living Together; The Campus; Housing; Cars; Health; Informal Curriculum; Student Involvement. THE ARTS AT COA, 1972-73 pages 21-22 Ceramics-Sculpture; Photography; Music; Drama; Film ADMISSION AND FINANCIAL AID pages 23-26 Admission Policy and Procedures; Transfer Students; Interviews and Campus Visits; Financial Aid COLLEGE COSTS AND POLICIES page 27 1972-73 CURRICULUM pages 28-47 Workshops; Courses; Seminars; Symposia FACULTY AND STAFF page 48 TRUSTEES page 50 3. This catalog describes a college which existed as an idea for four years before becoming a reality in September, 1972, when the first class of students arrived. Inevitably, there remain unanswered questions regarding the develop- ment of the college's programs. Students and faculty members will work together to answer these questions and will see to it that future catalogs, while increasingly specific, describe programs of study which are always flexible and open to change. 4. INTRODUCTION College of the Atlantic is a small, private, co-educational institution awarding the degree of Bachelor of Arts in Human Ecology. The college provides an education which is both broadly based and carefully focussed. Rather than sampling from a random assortment of disciplines, students par- ticipate in an integrated curriculum organized around a central theme, the study of Human Ecology. The college's purpose is to study the various relationships which exist between man and his environment, including both the natural world which supports his existence and the society and institutions which he has created. Some of the clearest examples of this interaction are in the area where man has done or threatens to do harm, both physical and aesthetic, to his natural world. Concern with current and developing problems, matched by an aware- ness of the forces of change, underlies the flexibility of the college's programs and the possibility for redefinition and modification which exists at all levels of the college's operation. The problem-centered curriculum is designed to utilize the thought and research generated by both empirical and theoretical investigation. Offerings include detailed examinations of specific environmental problems, supple- mented by seminars covering a wide variety of related subject matter. The curriculum itself may be regarded as a working system in which all the parts complement and reinforce one another. There is no rigid departmental struc- ture, and persons with different backgrounds, disciplines, and experience work together. Some administrators teach; some faculty members share administra- tive responsibilities. All members of the college community - students, staff, and trustees - share the responsibility for implementing the college's goals. 5. ORIGINS The college's beginnings reflect its present and its future. It began as a community effort, sponsored and organized by a group of concerned Mount Desert Island residents who wished to bring increased intellectual diversity, environmental awareness, and economic stability to the island. Following the college's incorporation in July of 1969, the trustees leased a twenty-one-acre site on Frenchman's Bay and in January 1970 appointed a president, Edward Kaelber, formerly Associate Dean of the Harvard Graduate School of Education. The next two and one-half years were devoted to intensive planning and fund raising, expansion of the board of trustees, selection of faculty and students, and development of the college's curriculum. Thirteen students and three faculty members participated in an experimental pilot program in the summer of 1971, and several students remained at the college for the 1971-72 academic year to assist the staff and trustees in preparation for the college's opening. 6. MOUNT DESERT ISLAND Mount Desert Island is a uniquely beautiful combination of forests, lakes, mountains, and ocean, about 250 miles "down east" from Boston. Connected to the mainland by a small bridge, the island has approximately 80 miles of coastline and an area of 150 square miles. Portions of the island remain unde- veloped; approximately one-third is permanently protected by Acadia National Park. During the period from October to June, the island is uncrowded and quiet. The year-round population is about 8,000, largely concentrated in four towns. In the summer, the residential population doubles, and more than two million visitors flock to Bar Harbor to visit the park. The island's economy is domi- nated in the summer by the tourist trade, and in the winter by boat-building, fishing and lobstering, and the Jackson Laboratory, the nation's largest center for the study of mammalian genetics. With its glacial lakes, climax forests, scars of the 1947 fire, mountains, and the ever-changing interface between land and sea, the island is an outdoor laboratory of vast scope and resources. The impact of more than 2 million tourists on the island's natural resources, economy, and collective psyche offers opportunity for study (both theoretical and practical) in economics, law, political decision-making, psychology, biology, and aesthetics. 8. of 233 182 3 98 102 BAKERISLAND EDUCATIONAL PROGRAM, 1972-73 The college's curriculum is based on a conviction that bodies of knowledge are interdependent. Extreme specialization is incompatible with an under- graduate education aimed at developing an understanding of human ecology. The technologist who attempts to operate detached from his culture is like a writer with a huge vocabulary but no sense of nuance. Both are likely to be misunderstood and to create confusion. The broadly based, interdisciplinary curriculum may also be described as the study of interrelationships and a constant movement toward synthesis. The tendency to separate the study of man from the study of the natural world is artificial, reflecting the limitations of the human mind rather than the realities of nature. Similarly, the traditional structuring of faculty into separate departments is a product of bureaucratic needs which often ignores the fundamental interdependence of all fields of knowledge. Synthesis, integration, communication, and interdependency are the hallmarks of the curriculum. The 1972-73 curriculum consists of inter-disciplinary workshops, courses, and seminars, and will be expanded in future years to include additional skill courses, independent study, tutorials, and supervised internships away from the college. The emphasis is on analyses of human ecology from different perspectives, and on understanding the complexities of specific environmental problems. Skill acquisition and methods of problem solving are other im- portant aspects of the first-year curriculum. Workshops In the first term, students choose one of three workshops in which to participate. Each of the workshops is directed by two faculty members, pers, with assistance from other members of the faculty and staff. The primary objectives of the workshops are to work toward understanding the complexi- ties of specific environmental problems, and to provide a medium for interaction 10. and synergism between perspectives and disciplines. Secondary objectives include group organization, the establishment of priorities for gathering and analyzing data, and the development of skills of communication and advocacy. The workshops offered for 1972-73 have no definite stopping point, and may continue for several years involving additional members of the faculty and advanced students. All workshops emphasize participation in group problem solving. Some may deal with problems of immediate local interest, such as land use on Mount Desert Island. Others may deal with matters of regional concern, while still others may consider the national or international implications of certain environmental problems. The workshops offered in 1972-73 (see page 31) study regional examples of world-wide problems. Choosing a project: Members of a workshop spend several weeks exam- ining and defining the issue or problem they wish to approach. Once the problem has been clearly delineated, each student selects an aspect of it for detailed study. (The student relies on other members of the group for information that he does not have time to find. For example, if the major question concerns the supersonic transport and one student chooses to study the legal issues involved, he will have to make use of the knowledge of the students studying technological features, environmental effects, etc. This will resolve the contro- versy about whether a student should study all aspects of environmental issues or study one aspect in depth. The workshop creates a situation in which the student becomes knowledgeable in his field but is forced by the narrowness of that field to consider the work of his fellow students in order to understand the major problem.) Work and research: At intervals during the course of the workshop, par- ticipants report on and discuss their findings. There are periodic progress reports, which in some cases take the form of ongoing evaluations of the work- shop's overall effectiveness. The group as a whole meets regularly to discuss methods, strategies, problems, and lessons learned. Conclusion and evaluation: At the end of the workshops, participants present individual reports, and the group correlates and interprets the results. There is also a final workshop evaluation in which the group considers its aims and methods in the light of what has or has not been achieved. The number of workshops a student participates in during his time at the college depends primarily upon the length of each workshop of which he is a part. 11. Courses In each of the first two terms, students select three courses from a group of four. This four-course unit, planned jointly by the full-time faculty members, will be modified by ongoing and final evaluations and offered again to first year students in 1973-74. Its objectives are to develop a vocabulary of basic eco- logical concepts, references, and definitions, and to demonstrate that defini- tions of human ecology vary with differing perspectives. In addition, the sequence emphasizes the importance and difficulty of alternating between a focus on a relatively narrow perspective, and finding ways of putting that perspective into a larger context. Seminars The purpose of the seminars is to offer intensive study in faculty special- ties, and to provide opportunities for students to explore special areas of interest. Most seminars last from ten to twenty weeks, though this may vary where the content of the seminars demands a longer period of time. Ordinarily, seminars range in size from five to fifteen students, and include intensive reading, research, and regular discussions. 12. Independent Study and Tutorials Most first year students will probably not take reading courses or engage in extensive independent study projects. Those who wish to, during 1972-73 and afterwards, will present a detailed proposal for the approval of the teacher who will supervise the study. Students will use this mechanism to pursue areas vital to their overall program of study or to pursue interests stemming from projects. Internships After the completion of at least three terms at the college, students may undertake a period of field work away from Mount Desert Island. In some cases, this work may take the form of intensive research in the Library of Congress or in major university libraries; more often, however, it will involve active participation in some ongoing process of government, scientific research, artistic endeavor, communications, education, etc. The college will share with the students the responsibility for locating appropriate internships and apprenticeships. Upon returning to the college at the end of an internship, a student will be expected to report on all the aspects of his internship. This report, while aiding the student in organizing his own ideas and reflections, will offer a chance for faculty evaluation of work done during the internship, and will help other students and faculty to learn from the student's internship experience. Self-Designed Study Programs College of the Atlantic offers only one degree, the Bachelor of Arts in Human Ecology. Upon completion of the equivalent of six terms at the college, a student will be expected to decide on a program of self-designed study, culminating in a major piece of original work during his final year at the college. A student will design his own program within the limits of the faculty of the college, subject to discussion by and consensus of a faculty-student com- mittee. Where appropriate, a program may include two or more of the tradi- tional disciplines; however, the college will not require that a program be interdisciplinary. 13. ADVISING seminar. members provide guidance on performance in each workshop, course, or Three sources of advice are regularly available to each student. Faculty Each student, moreover, is assigned a faculty advisor with whom he plans his academic program and reviews his progress. The student-advisor relationship is a very important one, and advising is considered one of major responsibilities of the faculty. In addition, the Director of Student the Affairs to is available for counselling on academic or personal matters, and is prepared refer students for further help if necessary. 14. EVALUATION A student at College of the Atlantic learns to measure his success not by grades, but by his grasp of a subject and by his gradual intellectual growth. Evaluation of a student's academic progress is thorough and continuous, and usually takes the form of personal conferences and comprehensive written comments. In some cases grades are given; under no circumstances, however, are letter grades the sole reflection of a student's work. The college's system of academic evaluation may be modified to meet changing circumstances; however, it will always reflect an awareness that some students are interested in attending graduate school. The college itself is also the subject of ongoing and comprehensive evaluation. Students, staff members, and trustees participate in a variety of formal and informal procedures designed to ensure the continuing productive evolution of all aspects of the college's operation. 15. GRADUATION REQUIREMENTS In order to graduate from College of the Atlantic, a student must be evaluated and judged to have been successful in each of the following areas: 1. Original work, ordinarily undertaken in the student's last terms at the college, which will consist of a special project, a thesis, experimental work, or a comprehensive internship report. Subject to approval by the student's advisor and a special student-faculty committee, this work might require as much as a full year for completion, and will be evaluated both by a special group of appropriate faculty members and by qualified professionals and specialists in the field of the student's endeavor. 2. Participation and performance in workshops and internships. This will take three forms: ability to work in groups; ability to communicate effectively, with one's colleagues and with the outside community; ability to organize and complete projects. Evaluation here will be ongoing and relatively subjective, with one's advisor playing a major role. 3. Area competence, or the student's ability within his chosen program, reflected by achievements in his studies other than the completion of his major original work. This will include a satisfactory performance in a comprehensive examination. The number of terms in residence required for graduation is usually determined by the individual student and his advisor, who submit a recom- mendation to the Student Affairs office for approval. 16. THE COLLEGE COMMUNITY Living Together College of the Atlantic encourages its students to develop the capacity for thoughtful and responsible self-direction. The principles of social freedom rest upon a basis of individual responsibility, for one's own actions and for the general welfare of the college community. A college policy committee of students and staff, designed to formulate an effective system of governance, will be responsible for hearing grievances and for recommending any necessary disciplinary action. The college also respects the laws and customs of the larger community, and is responsible for informing students of those laws and customs. A college of human ecology cannot be an isolated academic enclave; the distinction between "college" and "outside world" will be reduced as much as possible. College of the Atlantic began as a community effort, and remains an integrated part of the community within which it grew. 17. The Campus north eleven and south of shoreline on Frenchman's Bay. It is of land with The hundred campus feet is located in Bar Harbor on twenty-one acres Route 3 leads by summer residences, and on the west by bordered on the south. directly into the town of Bar Harbor, less than State a mile Route away 3. to the dining There area, are kitchens, four buildings and which will house all classrooms, student lounge, and several recreational multiple use space. Facilities include offices, a darkroom, library, periodicals, The library, is consisting in autumn 1972 areas. of approximately 4500 rently located supplemented by the MDI Environmental Resource volumes cur- and In developing on the third floor of the college's administration Center, encouragement laboratory facilities, the college has received building. assistance and In from the Jackson Laboratories, Bar acres Bay. Initial Hill, overlooking the town of Bar college owns 80 on addition Strawberry to the shorefront property which it leases, Harbor. the been underway planning for the development of the Strawberry Harbor and campus Frenchman's has for some time; construction will begin in late Hill 1973. 18. Housing There is no student housing on the college's present campus. Students may either live in a motel dormitory near the college, or secure their own lodgings in Bar Harbor or elsewhere on the island. The motel is within easy walking distance of the campus, with a view across Frenchman's Bay. Double rooms, with weekly laundry service-and room- cleaning, cost $350 per person for the academic year. Single occupancy costs $500. Students living in the motel dorm take their meals at the college. There are a few apartments, furnished rooms, and small houses for rent on the island. Students who wish to find their own housing are assisted by the college whenever possible, but must bear in mind that the supply of rentals is definitely limited. Cars Students are not encouraged to bring cars. However, those who choose to reside at an appreciable distance from the college may find it necessary to provide their own transportation. Students who bring cars are asked to pay a $25 fee to contribute toward the extra snow removal and parking lot mainte- nance that will be necessary. Health Prior to enrollment, students are asked to submit a physical examination form, provided by the college, and prepared by each student's family physician. All students not covered by a parent's policy are required to participate in a group Blue Cross policy for accidents and hospitalization. Normal medical needs are the responsibility of the individual student. Medical care is available at Mount Desert Island Hospital in Bar Harbor, a three minute drive from the campus. Twenty-four hour emergency service is provided by a local medical group as well as by several individual doctors on the island. 19. Informal Curriculum From October to June, Mount Desert Island offers peace and tranquility to a degree not found in the cities. To those used to the bustle of more urban areas, Mount Desert Island in winter may at first seem either blessedly quiet or desolately lonely. The island's particular combination of cultural, economic, and environmental patterns produces large amounts of open space and a comparatively reduced human presence. As they begin interacting in this milieu, students may well find themselves developing life styles different from those to which they have been accustomed. The informal curriculum concentrates on those activities particularly suited to a small co-educational college, located on the Maine coast, and devoted to the study of human ecology. The college does not provide pro- grams in intercollegiate athletics, and expects students to initiate whatever intramural sports they may be interested in. The college encourages and supports outdoor sports and recreation associated with Maine. Mount Desert is surrounded by some of the most beautiful sailing waters on the eastern seaboard. The island is rugged and mountainous and crisscrossed by many miles of carriage roads and trails, suitable for hiking, bicycling, cross country skiing, snowshoeing, climbing, or just exploration and solitude. The climate is tempered by an oceanic thermal effect; while winters are cold, and summers warm, neither season experiences the extremes of inland areas. Student Involvement Students at College of the Atlantic are involved in many different aspects of the college's development. The nature and degree of this involvement depends largely on the individual. Some students are employed by the college in clerical and manual labor capacities. Others are participating at various levels, in planning the Strawberry Hill campus, in developing all forms of extra- curricular and cultural activities, and in evaluation of different aspects of the academic program. 20. THE 1972-73 ARTS AT COLLEGE OF THE ATLANTIC, Ceramics - Sculpture a professional materials are used. The program is directed by Ernest possible, McMullen, indigenous of knowledge gained from that study. Whenever ceramics application and pottery workshop, a study of clays and glazes, and the practical of a The ceramics program, not offered for credit, includes the creation potter with training in geology and petrology. 21. Photography The college's darkroom facilities began operation in the summer of 1972. In 1973, Dr. Carpenter will offer a third-term seminar in landscape and nature photography, including practical techniques, understanding of aesthetic principles, and study of Eliot Porter, Ansel Adams, Edward Weston, and others. The aim of this seminar will not be only to learn the craft of photography but also to develop the student's perception of visible relationships and structures in the natural world and to demonstrate the essential similarity between the principles of design in nature and art. Music No formal program in music is planned for 1972-73. However, students are encouraged to offer (or seek) private lessons, and to perform singly or in groups on occasions arranged and organized through student initiative. Drama There are two local amateur theatrical groups, one in Ellsworth and one in Southwest Harbor. Membership and casting are open. If there is sufficient student interest, the college may sponsor a drama workshop in either the spring or summer term, 1973. Students are encouraged to initiate activities in which they wish to participate. Film Two film-makers have expressed interest in teaching part-time at the college. One is a resident of Mount Desert Island and, while the college does not have any formal arrangement with him in 1972-73, individuals may arrange private tutorials. 22. ADMISSION AND FINANCIAL AID Admission Policy College of the Atlantic welcomes applications from students who have been prepared for college by their previous education and experience. Applicants are judged on the basis of ability, preparation, attitudes, and en- thusiasm, and must be able to demonstrate an understanding of the College's goals and methods. They should also have the potential to develop a social and academic life style compatible with a small college on the coast of Maine. Maturity, self direction, responsibility, imagination and resilience are among the personal qualities judged most important. The college seeks students who are qualified to benefit from its unique curriculum. High school grades and test scores are neither the only nor the best indicators of such qualifications. Accordingly, there is no set cut-off for grades and SAT scores are not required. Nor are there any specific courses required. A thorough and varied academic background is assumed, and a strong secondary school preparation will improve a student's chances for admission. The admission committee also depends upon considerable and reasoned self selection on the part of students who are thinking about applying. First-year students are usually admitted at the beginning of the fall term. There is no deadline for the completion of applications, and no set date for notification of the admission committee's decisions. Ordinarily, the committee reads an application and notifies the candidate within four weeks of comple- tion. Financial aid applicants, whose cases will often take longer, should apply as early as possible. Within one month of notification of acceptance, prospec- tive students are asked to pay a $100 tuition deposit to insure holding a place on the acceptance list. 23. Procedures All candidates for admission are asked to follow several steps: 1. A PRELIMINARY APPLICATION should be submitted as early as pos- sible. This will consist of minimum personal information and a 500- 1,000 word essay written in response to one of several questions related to current environmental issues. The essay will give the college some sense of the student's style of writing, thinking and method of problem approach. At the same time the student will engage himself in processes the college deems important and will have sufficient time to consider his purpose and motivation. 2. A VISIT TO THE CAMPUS is considered an important part of the ad- mission procedure. Each application packet includes directions for reaching the college as well as a description of overnight accommoda- tions in the area. Arrangements for interviews must be made in advance. Applicants are encouraged to visit when the college is in session. The mutual exchange of information and impressions will aid the admis- sion committee in its decision and will help the applicant to form a clearer understanding of the College's goals and demands. 3. A FINAL APPLICATION which consists of requested personal informa- tion, a personal statement, two teacher recommendations and a school recommendation form. Complete transcripts from all schools and colleges attended are also necessary. The application fee is $15.00.* After acceptance, students will be asked to submit scores from all tests administered by the College Entrance Examination Board. *The application fee may be waived for students with substantial financial need, either by request from a secondary school or appropriate outside agency, or by direct request from a student confirmed by the Parents' Confidential Statement. No student interested in College of the Atlantic should fail to apply because of the application fee. 24. Transfer Students Qualified transfer students whose educational interests will be served by transferring to College of the Atlantic are encouraged to apply for admission. Transfer applicants are defined as those who have attended a degree-granting college on a full time basis for a year or more prior to enrollment at College of the Atlantic. Official transcripts of all previous college work must be sub- mitted. Application and admission procedures for transfer applicants are the same as those for first-year applicants. Recommendations from both college. and secondary school teachers are expected. Transfer students must spend a minimum of 5 terms in residence at College of the Atlantic. The exact number of terms needed for each individual will ordinarily not be determined until after enrollment, when the transfer student will have had an opportunity to meet with his advisor and to discuss his previous college work with his teachers. 25. FINANCIAL AID In distributing financial aid funds, College of the Atlantic assumes that every effort will be made by the student and his family to contribute to the fullest extent possible from their income and assets. When family resources cannot meet a year's expenses, the college endeavors to provide additional support, in accordance with the need analysis procedures of the College Scholarship Service. Financial aid applicants submit a Parents' Confidential Statement, obtained from secondary school guidance offices or from the Educational Testing Service, Princeton, NJ 08540. No financial decisions are made until the PCS has been received, and applicants are urged to see that this form reaches the college promptly. Students may supplement scholarship awards with part-time employment on campus. Most financial aid grants include a certain percentage derived from the student's college earnings. In 1973, the college will begin participation in the college work-study program administered by the U.S. Office of Education, and in a Guaranteed Student Loan program. 26. COLLEGE COSTS AND POLICIES First Term Second Term Third Term due due due Sept. 13, 1972 Jan. 2, 1973 Mar. 26, 1973 TUITION $ 900 $ 900 $ 900 ROOM 116 116 116 BOARD 200 200 200 $1,216 $1,216 $1,216 Annual costs (tuition and room and board) $3,648 Note: the full cost of a room (double-occupancy) is $350. Occupied as a single, the same room will cost $500. The $600 annual board fee covers the cost of twenty meals per week for thirty weeks. Meals during the periods between terms will be on a cash basis. 27. YEAR ONE I. Fall Term II. Winter Term Workshop preparation and organiza- tion - introduction of basic concepts Workshop Continuation - evaluations of plans and goals Humans & the Great Whales Humans & the Great Whales The Maine Oil Controversy The Maine Oil Controversy The Future of the Maine Coast The Future of the Maine Coast Human Effects on Natural Systems Ecology of Natural Systems (all students) (all students) Electives (choice of one) Electives (choice of two) Literature & Ecology Aesthetics & Ecology Law, Government and the Biosphere Governmental Regulation of Human Cultural Ecology (I) Effects on the Environment Cultural Ecology (II) III. Spring Term Workshop Continuation Humans & the Great Whales Weekly Interdisciplinary Symposium The Maine Oil Controversy The Future of the Maine Coast student reports on current environ- mental literature and student-initiated Electives (choice of two) topics all-college evaluation sessions Genetics and Population run as a town meeting Visual Arts community business a) Photography all students b) Fine Arts Maine Coastal Culture Man Against Himself The Human Family 28. CURRICULUM The following 18 pages contain detailed descriptions of each workshop, course, and seminar to be offered at the college in 1972-73. Most of the descriptions are the result of lengthy faculty discussions, and reflect the coherence and interdependency of all parts of the curriculum. 29. Stroke oar Steeningoar Midship oar Him Sail Tiller Boatsteever's oar Mast Loggerhead U Spnt u Crotch u C Irons II white Rudder Centerboard Painter II Bow our Tuboar The Whaleboat Workshop: Humans and the Great Whales Steven Katona Samuel Eliot On June 10, 1972, representatives from 65 nations at the United Nations Conference on the Human Environment promulgated a joint resolution calling for a world-wide moratorium on the killing of whales, to last for ten years. The reasons behind the resolution and the possible effects of the moratorium offer a point of departure for this workshop. The regulation of whaling dates back to the late 19th century. In recent years, economic considerations have been replaced by an increasing aware- ness that many sub-species of whales are endangered life forms. The work- shop will trace the growth of this awareness, touching, in the process, on sev- eral of the following sub-topics: Biology of whales (ecological problems of a marine mammal; morphological adaptations to marine life); History of whaling; International cooperation on regulating whaling; Whales and Maritime Law; whales in mythology, folklore, literature and art. The primary objective is to define the problem in all its complexity, and to suggest different methods of approach based on an understanding of the factors involved. Does man have a moral obligation to try to prevent the decimation of whales? Does this obligation extend to the point where no whales should be taken, anywhere, by anybody? Or, if we manage to preserve the species, should whales be "harvested" on a regular basis? The economic, ecological and ethical implications of questions such as these are complicated and far- reaching and will in part determine the complexion of life for future genera- tions of whales, and of men. 31. Workshop: The Maine Oil Controversy William Carpenter Linda Swartz One of the most crucial problems in the environmental crisis is the pro- posed location of deepwater oil ports along the eastern Maine coast. "Solving". the problem is less important than understanding its complex nature, and this study of the oil controversy will be used to derive a method of environmental analysis in which aesthetic and cultural factors can be held in balanced evaluation with economic development. Details of the workshop will be form- ulated in September, when background studies will commence in world oil distribution, the general energy crisis in the United States, and the economic situation on the Maine coast. When the workshop accelerates in January, it will cover these areas: A. The History of the Oil Problem. 1. The pattern of world oil distribution 2. The refining and uses of oil 3. The present place of Maine in the oil picture 4. The politics of oil (relation of oil companies to federal and state governments) 5. The oil needs of the United States and Maine 6. The transportation of oil in North America 7. Conditions in an actual supertanker port, based on field observations in St. John, New Brunswick 8. Present and past economic conditions on the Maine coast 9. The nature of operations within an oil corporation B. Dynamics of the Present Situation 1. Intentions of oil companies towards the Maine coast, including the problem of discovering corporate intentions. 2. Regulatory and environmental organizations concerned with oil; their scope and powers. 3. Review of Searsport and Machiasport hearings and the controversy surrounding them: how environmental decisions have actually been made. 32. Oil Workshop - 2 C. Projections of the Future 1. Plotting the probable course of action by oil companies if they are unrestricted. 2. Plotting the likely nature of restriction on oil development and the response of the companies. 3. Projecting the distribution of money in and out of the affected area. 4. Projecting the nature and extent of environmental change produced by a super tanker port and terminal on the eastern Maine coast (This will be partially based on studies by Dr. Blumer of Woods Hole, who will also be invited to address the workshop). 5. Field or laboratory observation of the effects of oil on marine organisms. 6. Attitude studies of local citizen reactions towards possible oil development. D. Economics, Values, and Ecology 1. Economics and Aesthetic values Have actual decisions concerning oil been based on any factors other than long and short term economic considerations? Can economic and cultural values be the same? (i.e. preserving the way of life among Maine worm and clam diggers) How can a calculation of values be formulated which would consider all these factors?: a) Environmental impact b) Aesthetic damage c) Alteration in coastal ways of life d) Population shifts e) Real economic distribution f) Local fuel costs g) Effects on national economy and security 33. Workshop: The Future of the Maine Coast Daniel Kane Elmer Beal The Maine Coast workshop will provide an exercise in the field of land use planning and regulation as it relates to the conservation, development and management of Maine's coastal resources. The workshop effort will involve on the one hand study of the characteristic components of the Maine coastal zone, the mainland, islands, estuaries, wetlands, coastal waters, living resources, communities and human culture; and on the other hand the legal and governmental problems in implementing sound land use planning prin- ciples in this unique and fragile interface between the land and sea. Student project work will culminate in proposals for new institutional arrangements, public and private, for resource allocation and management along the coast with the possibility of draft legislation for those who are interested. A survey will initially be made of the many studies of the Maine Coast and its resources which have been completed or are underway by federal, regional, state and local agencies including the reports for the Governor's Task Force on Energy, Heavy Industry and the Maine Coast; the Maine Coastal Development Plan of the Maine State Planning Office; studies by the New England Regional Commission, New England River Basins Commission, federal agencies and others. These works explore the often competing and inconsistent demands of heavy industry, power generation, deep water ports, transportation, aquaculture, fisheries and recreation upon the coast and how they might be reconciled with the capacities of the coastal resources. Students will be introduced to the sources and limits of governmental regulatory power in land and resource use with, for example: The Quiet Revolution in Land Use Control Summary Report, Council on Environmental Quality, and Delogu and Gregory, Planning and Law in Maine, Part I Private Property and Public Regulation in Maine and Part II Powers and Devices for Controlling Land Use. In particular, students will explore the possibilities for legal and governmental control in the coastal zone as set out in the series Maine Law Affecting Marine Resources by the University of Maine Law School. Field trips will be conducted along the coast and among the Maine islands and students will have the opportunity of seeing at close hand the functioning of the Maine Coast Heritage Trust, a private association working with Acadia National Park to preserve coastal islands. This will serve as a starting point for those who are interested to investigate private arrangements for preserving land in the coastal zone. 34. Field trips will also be conducted to town government planning board and selectmen meetings to evaluate progress in local government regulation of land use in the zone 250 feet from navigable waters and lakes required by the state Shoreland Zoning Act. Case Studies of management systems in other areas such as San Francisco Bay, North Carolina and Delaware, and proposed federal and state legislation will provide further basis for evaluating types and levels of government coastal management systems in framing on optimum arrangement for Maine. What are the problems peculiar to the Maine Coast? Which features are best handled at federal, state, regional, or local levels? How will decisions be made? Students will have a wide choice in selecting the kinds of problems in the coastal zone upon which to focus attention and the types of systems for decision making which allocates resources in the coastal zone. K 35. COURSES Ecology of Natural Systems Term I Steven Katona This course combines an introduction to the discipline and concepts of ecology with an orientation to the Mount Desert Island region. During the good weather of autumn, we will take field trips one afternoon per week to observe and study local examples of various habitats and eco- systems, including: inshore marine, intertidal zone, fjord, saltwater marsh, freshwater ponds, freshwater streams, freshwater marsh, mature forest, and burned-over forest. By means of the questions generated and observations made during those sessions, students will gain familiarity with local flora, fauna and environmental factors. Occasional laboratory work will supplement field studies. During two lecture-discussion sessions each week, a coordinated film series, and in assigned readings, more theoretical aspects of ecology will be explored. Students will keep a log, in which to record field notes, questions, observations, sketches and experimental data relating to this course. Logs will be available for open inspection by classmates and instructors on a weekly basis. This course will answer some questions, and will raise many more. TEXTS: Odum, E. P. 1971. Fundamentals of Ecology, 3rd ed. Saunders, Philadelphia. Clarke, G. L. 1967. Principles of Ecology. John Wiley and Sons, N. Y. Human Effects on Natural Systems Term II Steven Katona By means of twice-weekly lectures and discussions, readings, film and trips to selected facilities and areas, we will survey the effects of various human activities on the ecology of natural systems. Topics to be covered include: ecological impact of pre-historic humans; historical roots of the ecological crisis; population explosion; pollution of water, air and soil; energy and power; radioactive pollution; pesticides; en- dangered species; noise pollution; and related subjects. One afternoon per week will be required for laboratory or field work. Notebooks will be kept and inspected. Personal methods for acquiring, storing, retrieving and evaluating information will be developed. TEXTS: Ehrlich, P. and A. Ehrlich, 1971. Population Resources Environment. Freeman Press, San Francisco. Ehrenfeld, D. 1970. Biological Conservation. Prentice-Hall, Englewood-Cliffs, N.J. Detwyler, T.R. 1971. Man's Impact on Environment. McGraw-Hill. Law, Government, and the Biosphere Term I Daniel Kane This introductory course will consider selected topics in the origin and continuing sources of law and government power as they reflect man's relation to the Earth - its life, land, air and waters. Initially, a topic in international law, the "law of the sea", will provide a departure for exploring the limits of the meaning of law and government in an area still at a rudimentary stage of development. The class will read The Future of the Oceans by Wolfgang Friedmann. A study of the origin of ocean space law in the evolution of "natural law" from Roman jurisprudence and Greek metaphysics will include excerpts from the classic Ancient Law by Henry Sumner Maine. Attention will then focus in another extreme upon the historical sources and theoretical background of local government law with excerpts from On Liberty and Representative Government by John Stuart Mill and Alexis de Tocqueville's Democracy in America, Volume I. The limits of local government power in regulation of property use and the origin of modern property concepts in the feudal system and English common law will be based upon Planning and Law in Maine, Part / Private Property and Public Regulations by Delogu and Gregory and "The Great Property Rights Fallacy" reprint from Cry California by Ira Michael Heyman. Case study of town government on Mount Desert Island, Maine, and reading of prepared materials on local government environ- mental law will be accompanied by field trips to hearings and meetings on issues of current interest. Finally, time will be devoted to analysis of continuing sources of state and federal jurisdiction, government structure, and environmental law including selected clauses of the United States Constitution and the "natural law" back- ground of the Declaration of Independence and Constitution, the Ninth Amendment and "due process" clause of the Fourteenth Amendment. A selected statute, the National Environmental Policy Act, and case law develop- ing the "public trust" doctrine will be analyzed as sources of substantive rules relating man and nature as sources of government power to regulate in accordance with rules that Nature has posted. Suggested reading: Defending the Environment by Joseph Sax. 38. Aesthetics and Ecology Term I William Carpenter This course will consider man's place in nature through the study of basic theoretical and practical aesthetics. The discussions will constitute a search for the principles of natural and artistic beauty and may well find them to be the same. Acuteness of perception and clarity of response will be emphasized in a series of essay assignments based on natural and artistic experiences. The course will begin with student observation of the natural world and an essay on some original discovery of design in nature. We will then move to selected short pieces of Thoreau, Joseph Wood Krutch, Wendell Berry, Plato, Emerson, and Aldo Leopold, all descriptions of process and change in nature. Next we will read Suzanne Langer's Problems of Art as a background in theoretical aesthetics, followed by the study of three painters: Monet, Van Gogh, and Cezanne, emphasizing the relationship of late impressionist painting to natural form. The class will then read a short historical anthology of poetry specifically designed for this course, showing the relation of natural and poetic rhythms, at the same time placing man's view of nature since the fourteenth century in a roughly historical context. Chaucer, Spenser, and Milton will be represented as well as the modern poetry of Lawrence, Frost, Jeffers, Hardy, Wallace Stevens, and Dylan Thomas. William Blake's Songs of Innocence and Experi- ence and Whitman's Song of Myself will receive special emphasis in the poetry section. The ten-week sequence will conclude with a study of Design with Nature by lan McHarg, as an example of recent experiments in the aesthetics of large-scale community planning. 39. Introduction to Cultural Ecology Terms I and II Linda Swartz Cultural ecology will be taken to mean the study of the relation between human culture and the environment. In this course we will use a systems approach to study both the influence of the material world on the development of culture and the effects of man's behavior on the environment. Some of the questions which we will be asking are: "What is culture?"; "To what extent is the environment responsible for the origin and development of certain aspects of culture?"; "Can we speak of an environmental limitation on the development of culture?"; "Are all cultural elements 'functional'?" "To what degree is man able to change his culture to fit a changing environment?"; "How urgent is the need to change attitudes towards the environment?". Readings: Parsegian, V. L. This Cybernetic World of Men, Machines and Earth Systems. Garden City, Doubleday, 1962 Vayda, Andrew P., ed. Environment and Cultural Behavior; Ecological Studies in Cultural Anthropology. Garden City, National History Press, 1969 (pb). Leeds, Anthony and A. P. Vayda, eds. Man, Culture and Animals: The Role of Animals in Human Ecological Adjustments. Washington, American Anthropological Association, 1965. Goldschmidt, Walter. Man's Way: A Preface to the Understanding of Human Society. New York, Holt, 1959. Thomas, W. L. Man's Role in Changing the Face of the Earth. Chicago, 1956. Wagner, P.L. The Human Use of the Earth. New York, Free Press, 1960 (pb). Erlich, Paul and Anne H. Population, Resources and Environment. Issues in Human Ecology. San Francisco, W. H. Freeman, 1970. 40. Governmental Regulation of Human Effects on the Environment Term II Daniel Kane It would be nice if man's activities conformed to the ancient and intrin- sically superior ethic of natural ecosystem activity evolved in the earth's biosphere. The facts of human life are otherwise, and until the values which nature nas posted in the genes of life but lost to consciousness are reinternal- ized by men, the rule of institutional law backed by the force of government must be with us for the forseeable future. This course surveys "public environmental law", the jurisdiction, distribu- tion, structure and administration of government power over man's activities affecting the land, the air, the water and life at federal, state, and local levels. The class will analyze selected federal statutes and agencies having jurisdic- tion over matters affecting land, air and water quality and consider current examples. A detailed case study will be made of Maine's laws for the "protection and improvement" of waters and air and "site location of develop- ment" as administered by the New Department of Environment Protection and its Board of Environmental Protection, formerly the Environmental Improve- ment Commission. Attention will be given to decision theory and the process of agency decision making, and opportunities for citizen participation with field trips to state agency and legislative hearings. Proposals for new institutional arrange- ments for environmental quality at the federal, state and regional level will also be studied. The course of study will extend into a second term for those students interested in pursuing in depth specialized areas of government regulation and management of the "public trust" such as National Wild and Scenic Rivers, National Scenic Trails, National Estuarine Areas, Wilderness Areas, National Islands Trust, National Forests, National Parks and Monu- ments, Refuges, wetlands, navigable waters, etc. and corresponding adminis- trative components at the state level. 42. Literature and Ecology Term II William Carpenter Developing out of the course in aesthetics and ecology, this course will consider certain more sophisticated literary experiences which deal with man's separation from nature and various ways of healing or correcting this separa- tion. Instead of the short essays and poems of the first quarter, the works will be longer and often more complex, though the first quarter is not formally a prerequisite for the second. The course will begin with the history of man's intellectual separation from nature, as revealed in Plato's Republic (Books V - VIII), Freud's Civiliza- tion and its Discontents, Pope's Essay on Man, and Descartes' Discourse. Cooper's The Pioneers, Eliot's The Waste Land, and W. C. Williams' In the American Grain will focus these ideas on American Civilization. We will end the course with the study of two modern novels which open the question of what is "natural" and "unnatural" in human behavior and personal relation- ships: D. H. Lawrence's Women in Love and Ken Kesey's One Flew Over the Cuckoo's Nest. 43. Third Term Seminars Coastal Open Space - Product of Maine Culture Elmer Beal This course will relate the continued existence of open space along the Maine coastal zone to the way of life of the people there. Students will be asked to define cultural elements such as settlement patterns, types of economic activity, and levels of material culture, and to consider how the interrelation of these elements contributes to the maintenance of open space. Literature will include: Clyde Kluckhorn's introduction to the concept of cul- ture and anthropology, Mirror for Man; Sarah Orne Jewett's The Country of the Pointed Firs; C. W. Eliot's John Gilley; The Maine Department of Economic Development's description of the economic problems and outlook in the state; studies done by the Center of Economic Development in Cambridge. Lectures will include talks by Maine people who have tried to define Maine culture as a part of their work. Visual Arts I JoAnne Carpenter The seminar will concentrate on painting as the visual expression of man's changing relationship to the natural and artificial environment, and on archi- tecture and urban planning as his struggle to create a meaningful environment for himself. Readings will include: Kandinsky, Concerning the Spiritual in Art; Wright, Organic Architecture; Fuller, Ideas and Integrities. Visual Arts II William Carpenter Landscape and nature photography. Students will work towards an under- standing of aesthetic principles through analysis and assessment of their own photographic work. The seminar will include a thorough introduction to photo- graphic technique and will study and discuss the works of the masters of nature photography; Eliot Porter, Minor White, Ansel Adams, Edward Weston, Paul Strand, and Alfred Stieglitz. Man Against Himself Samuel Eliot This seminar will focus on a study of the relationship of the individual to others, and of the problem of an individual consciousness confronted by the laws and customs of society. The reading list will include works by Milton, Thoreau, Conrad, Hardy and Byron; listening assignments will include works by Berlioz and Tchaikovsky. John Milton, Paradise Lost; H. D. Thoreau, Civil Disobedience; Joseph Heller, Catch-22; Joseph Conrad, Nostromo and Victory; Thomas Hardy, The Mayor of Casterbridge and Jude the Obscure; Mary Shelley, Frankenstein; Daniel Keyes, Flowers for Algernon; Alfred Bester, The Stars My Destination and The 44. Demolished Man; George Gordon, Lord Byron, Manfred, Childe Harold's Pil- grimage, Cain. Tchaikovsky, Manfred and Symphony No. 6 (Pathetique); Berlioz, Harold in Italy; selected works of Elgar, Beethoven, and Shostakovitch. Genetics and Population Elizabeth Russell This introductory discussion and problems course will attempt to impart understanding and appreciation of genetic principles for the concerned citizen as well as for the ecologist. To the extent that the students request, we will also consider the exciting new molecular biological approach to inheritance. The operation of Mendel's Laws, acting in collaboration with our physical and social environment (including the tendency to migrate), determines the composition of human populations. Shifts in life-style, population density, and geographic location may alter selective advantage of many human genes. Especially in the 20th century, genetically controlled constitutional diseases are a serious human concern. The composition and density of the populations of wild species which make each ecosystem are also determined by selection and mutation pressures, and are thus controlled by Mendelian genetic factors. The first third of this course will concentrate on understanding of simple genetic segregation and independent assortment and the Hardy-Weinberg principle, with some problem solving required. The second segment will con- sider genetics and the composition of populations of wild and experimental animal populations. The final segment will be concerned with human popula- tion genetics. The Human Family as an Adaptive Unit Linda Swartz In this course we will examine the biological and historical foundations of the human family, its social and economic functions in different societies, and its evolution through time. Finally, we will look at the changes which it is undergoing in modern society and speculate on its future form. Field work among differing segments of Maine society will be involved. A diary or per- sonal journal is to be kept. Readings include: Fox, Kinship; Stoller, Sex and Gender; Cooper, The Death of the Family. 45. COA Symposia The Symposia will consist of a variety of planned activities and meetings of two basic types seeking participation of the entire College community. On the one hand, a series of films and invited speakers on current topics on a bi- weekly basis will provide meetings to which the larger community of island residents is also invited. Films will include a range of subjects in natural biology and human ecology and also local matters such as: The Allagash Group's Maineland, a film on land use made in the town of Phippsburg focus- ing on the problem of how to wisely conserve and develop the town's coast through planning and regulation at local and state levels; and the New Film Company, Inc., Cambridge, film, A Question of Values: Oil at Searsport, cover- ing the events surrounding the poorly planned proposal for a $140 million oil refinery on Penobscot Bay by Maine Clean Fuels and its denial by Maine's Environmental Improvement Commission. Another series of meetings, on alternate weeks, will be "in house" for students, faculty, administration and trustees. These meetings in turn will tend in two directions. As the school year advances, some of the meetings will be devoted to evaluation of all aspects of the College and College business, on a town meeting model. With experience and familiarity, friendly but honest evaluation can be realized. On the other hand, time will also be devoted to student initiated reports for updating the College community on timely subjects. Each student will have the opportunity to lead a symposium, and will be responsible for a comprehensive report on at least one major periodical or journal. The COA Symposia will be flexibly scheduled however, to subsume other needs or ends requiring full community "meeting-of-the-minds" as they may arise and students are urged to make use of this medium. 46. 47. Faculty and Staff Full Time William M. Carpenter Literature B.A., Dartmouth, 1962 Ph.D., U. of Minnesota, 1967 Melville P. Cote Student Affairs B.A., Wesleyan, 1958 Ed.D., Harvard, 1971 Samuel A. Eliot Admin. Vice President; B.A., Harvard, 1967 Literature; Library M.A.T., Harvard, 1969 Edward G. Kaelber President B.A., Harvard, 1948 Daniel H. Kane, Jr. Environmental Law B.A., Yale, 1962 J.D., Harvard, 1966 Steven K. Katona Biology B.A., Harvard, 1965 Ph.D., Harvard, 1971 Mrs. Liane N. Peach Secretary of the College Linda Jean Swartz Anthropology B.A., Vanderbilt, 1964 Ph.D., U. of Texas, 1972 Part Time Elmer L. Beal Anthropology B.A., Bowdoin, 1965 Seldon E. Bernstein Biology B.A., U. of Maine, 1949 Ph.D., Brown, 1956 JoAnne L. Carpenter Fine Arts B.A., U. of Massachusetts M.A., U. of Minnesota Robert W. Patterson Architecture Harvard, 2 years and Conservation Harvard School of Design, 3 years Elizabeth S. Russell Biology B.A., U. of Michigan, 1933 Ph.D., U. of Chicago, 1937 48. 49. Board of Trustees Dr. Seldon E. Bernstein, Bar Harbor, Chairman Mr. Elmer Beal, Southwest Harbor, Maine Mr. Leslie C. Brewer, Bar Harbor, Maine Mrs. Katherine Cutler, Bangor, Maine Mr. Dana Cotton, Cambridge, Massachusetts Dr. Rene Dubos, New York, New York Miss Margaret Dulany, Cambridge, Massachusetts Mr. Clark Fitzgerald, Castine, Maine Mr. Thomas S. Gates, New York, New York Rev. James M. Gower, Northeast Harbor, Maine Mr. Curtis M. Hutchins, Bangor, Maine Mr. Robert Kanzler, Jr., Detroit, Michigan Dr. William Kraushaar, Madison, Wisconsin Mr. Richard Lewis, Hulls Cove, Maine Mr. James MacLeod, Bar Harbor, Maine Rev. Arthur C. McGiffert, Jr., Pretty Marsh, Maine Dr. Winthrop C. Libby, Orono, Maine Mr. Carlo Ninfi, Somesville, Maine Mr. Robert Patterson, Somesville, Maine Dr. Elizabeth S. Russell, Bar Harbor, Maine Dr. Theodore R. Sizer, Harvard, Massachusetts The Hon. Edwin R. Smith, Bar Harbor, Maine Dr. Winston G. Stewart, Bar Harbor, Maine Mr. Roger Tubby, Washington, D. C. Mr. James Russell Wiggins, Ellsworth, Maine 51. Accreditation The college holds a temporary charter from the State of Maine, and is an applicant for Correspondent Status with the New England Association of Schools and Colleges. 52. LEGAL STATUS College of the Atlantic has been authorized by the State Board of Education as follows: This certifies that on June 23, 1969, the Maine State Board of Education, acting under the authority vested in it by subsection 3, section 2202, Title 20, Revised Statutes 1964 as amended, granted temporary approval for a proposed new four-year institution of higher education to be established in accordance with the application presented by the Committee for an Island College of Mount Desert Island; Rev. Fr. James M. Gower, secretary, and Mr. Leslie Brewer, chairman. Design and Photography by Graphics North, Inc., Orono, Me. Printed by The Knowlton & McLeary Co., Farmington, Maine Printed on Once Again Text, recycled paper