+Se S COLLEGE OF THE ATLANTIC This catalogue is the result of two years of planning and thought. In many ways it is just a beginning. We are proposing a new direction in higher education, based on the changing needs of our social and natural en- vironment. College of the Atlantic is a mission-oriented in- stitution. We espouse a broadly-based education as a means of providing the necesary perspective for the study and un- derstanding of human ecology. The program is problem- centered, but is designed to utilize the thought and research generated by theoretical study. The next 27 pages reflect our goals and our methods of achieving them. It will be up to those who join us to modify and carry them further. 1 Contents Page PHILOSOPHY AND GOALS 3 ORIGINS 5 LOCATION AND FACILITIES 6 INFORMAL CURRICULUM 7 LIVING TOGETHER 9 ADMISSION POLICY 9 Requirements 10 Student Characteristics 10 ADMISSION PROCEDURE 11 Preliminary Application 11 Visit to the College 11 Complete Application 11 Fees 11 Decisions and Notification 12 Tuition and Costs 12 Financial Aid 12 Delayed Admission 12 Living Accommodations 12 Medical Care 12 THE CURRICULUM 13 Goals 13 Workshops 14 Basic Courses 14 Seminars 14 Skill Courses 14 Tutorials 15 Internships 15 Study Programs 15 Final Project 15 EVALUATION 19 ADVISING 19 GRADUATION REQUIREMENTS 20 COURSE OFFERINGS 21 ACADEMIC CALENDAR 26 STAFF 27 TRUSTEES 27 both physical and aesthetic, to his natural world. However, PHILOSOPHY AND GOALS we expect that our concerns will not end with current prob- lems. People will always have difficulty living together as College of the Atlantic is a small, co-educational institu- well as in shaping and protecting their natural environment. tion awarding the Bachelor of Arts Degree in Human Ecol- We expect that our emphasis will shift over time, but will ogy. Although the aim of the college is to provide a broadly always be concerned with newer definitions and problems based education for its students, the educational format de- of human ecology. parts considerably from those of traditional liberal arts col- The problems caused by man's interaction with his en- leges. Rather than offering a random assortment of disci- vironment are not new, though recently the signs of the stress plines from which a student may sample, the college is of- he has inflicted upon it have become more obvious. It is fering a curriculum organized around a central theme, Hu- clear that historically our society has failed to develop the man Ecology. attitudes and values which tend to protect and enhance rath- Our purpose as an academic community will be to study er than deplete and destroy the natural world. We have the various relationships which exist between man and learned neither to anticipate the environmental conse- his environment, including both the natural world which sup- quences of particular activities nor to use our technology ports his existence and the society and institutions which safely. he created. Rather than beginning with a fixed definition of Many environmental scientists and ecologists believe human ecology, our prime concern will be to develop one. that there is still time, albeit a limited amount, for us to re- The first year of study will sharpen and clarify this definition. verse the effects of our past disregard for the environment. We believe that some of the best examples of the interaction Immediate disaster, it seems, can be avoided. We have the and interrelationships between man and his environment resources and skills to control many types of pollution. But are in the area where man has done or threatens to do harm, we still lack the appropriate values and attitudes to make use of them. New world views and new methods of approach are desperately needed. Concurrently, we have allowed our created environments 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 exist- ence. The impersonality and disorganization of our cities, the automaton quality of many aspects of modern life, the lack of concern for aesthetics, the disregard for human rights, and the difficulty of pursuing meaningful lives are 3 all signs of this stress. We have been guided by our tech- nology rather than by our difficult yet precious humanity. The decline in the quality of human life cannot be re- versed by the mere accumulation of technical knowledge. In So Human an Animal, Rene Dubos, a College of the At- lantic Trustee, wrote: "Contrary to what is generally claimed, increased knowledge of natural forces and the growth of technology have not improved man's control over the en- vironment. While the rate of environmental change has im- mensely accelerated, the social and biological responses have not kept pace with the new attitudes thus created. As a result, technicized societies may be close to the thresh- hold beyond which it will be impossible to evaluate, let alone control, the effect on human life by the new environments created by technological innovations." To avoid losing touch with our basic humanity, we must study man as a product of a cultural as well as biological past. Scientific progress must be tempered by humanism and social conscience if we are to enhance our existence. As our total environment becomes more crowded and more man-created, the task of relating man to himself will be- come more difficult and vital. beware 4 ORIGINS The origins of College of the Atlantic represent the efforts of a number of people from different walks of life to bring increased intellectual diversity, environmental awareness, and economic stability to Mount Desert Island. Incorporated in July of 1969 as a non-denominational private, co-educa- tional college, COA has grown to include the potential for understanding environmental problems through a novel ed- ucational experience. The idea of the college was conceived by the original trustees, a small group of concerned Mount Desert residents. These trustees leased a 21-acre estate on Frenchman's Bay as a site for the college, and in January 1970 appointed a president, Edward Kaelber, formerly Associate Dean of the Harvard Graduate School of Education. After extensive con- sideration, the president and Board of Trustees projected an opening date for 1972. 1970 and 1971 were devoted to intensive planning and fund-raising. Early in the planning, the study of human ecol- ogy was selected as the unifying theme of the curriculum. The Board of Trustees expanded to include a number of na- tionally prominent scientists and educators; two more people joined the staff; preliminary announcements were prepared; and word of the College's existence began to spread. During the summer of 1971 an experimental pilot program brought 13 students and 3 faculty members to the college to test and evaluate certain aspects of the proposed curricu- lum. Participants in the summer program worked together in a multidisciplinary workshop, and joined the staff and trus- tees in raising and answering questions about the future direction of the college. 5 LOCATION AND FACILITIES economy is dominated in the summer by the tourist trade, Mount Desert Island is a uniquely beautiful combination and in the winter by boat-building, fishing and lobstering, of forests, mountains, and ocean, about 300 miles "down and the Jackson Laboratory, the nation's largest center for east" from Boston. Connected to the mainland by a small the study of mammalian genetics. bridge, the island has approximately 60 miles of coast- The present campus of College of the Atlantic is located line and an area of 150 square miles. Portions of the island in Bar Harbor on 21 acres of land with more than eleven remain undeveloped; approximately one-third is permanent- hundred feet of shoreline on Frenchman's Bay. There are ly protected by Acadia National Park. four buildings which will house all classrooms, administra- During the period from October to June, the island is un- tive offices, library, main dining area and kitchens, and some crowded and quiet. The year-round population is about dormitory space and living areas. Although the present fa- 8,000, largely concentrated in four towns. In the summer, cility is adequate for the first year of operation, a new cam- the residential population doubles, and more than two mil- pus will be built on one of the suitable sites currently being lion visitors flock to Bar Harbor to visit the park. The island's considered. 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 desolate- ly lonely. The island's particular combination of cultural, eco- nomic, 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 school's informal curriculum will concentrate on those activities particularly suited to a small co-educational col- lege, located on the Maine coast, and devoted to the study of human ecology. The college will not, in the near future, provide programs in intercollegiate athletics; instead, we plan to have facilities for an extensive program of intramural individual and team sports. The college will encourage and support outdoor sports and recreation associated with Maine. Mount Desert is sur- rounded by some of the most beautiful sailing waters on the eastern seaboard. The island is rugged and mountainous and crisscrossed by over forty 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 ex- periences the extremes of inland areas. 7 LIVING TOGETHER It would be most honest to state that we want to enroll the College of the Atlantic encourages its students to develop best students available. We do. But "best", in spite of its the capacity for thoughtful and responsible self-direction. superlative tone, is still a relative and qualifiable word. We We stand by the principles of social freedom, and we rec- believe that there are students for whom College of the ognize that with that freedom comes responsibility. Once Atlantic will be the best choice. As students have the obli- students and faculty come together at the College, they will gation to select a college which will be best for them in play a major role in evolving appropriate modes of living terms of their interests and abilities, we have the obligation together. Students in the 1971 summer program suggested to select those whose goals and abilities are best suited to the creation of a college policy committee (4 students, 2 the curriculum of the college. faculty, 2 staff) designed to formulate an effective system of In some cases, "best" will be in terms of an unusual com- governance. mitment to the study of human ecology. In others it will mean The College must also respect the laws and customs of a strong academic background and a strong interest in the the larger community, and will be responsible for informing goals of the college. In still others it might mean a strong students of those laws and customs. A college of human motivation to succeed in doing something about the quality ecology cannot be an isolated academic enclave; we hope of life on earth. We expect that some students will be se- to reduce the distinction between "college" and the "out- lected because they show a strong potential in one of these side world" as much as possible. College of the Atlantic be- areas. gan as a community effort, and will remain an integrated We will expend considerable effort in reviewing each ap- part of the community from which it grew. plication, and will expect each applicant to take the same kind of care in examining the college. The process of col- ADMISSION POLICY lege application should be a carefully considered educa- It is difficult to write a completely accurate statement tional decision not based merely on administrative ease and about the admission and selection policy for a school that efficiency. We hope that all of our admission procedure will has a limited number of places and does not operate on a reflect this concern. first-come, first-served basis. It is more difficult to explain to students on what basis particular individuals will be ad- mitted or denied, especially when a wide variety of factors are weighed by the members of an admission committee. It is most difficult to explain to applicants how decisions affect- ing individuals will be made for a new college that has a new curriculum and no enrolled students with whom comparisons may be made. 9 REQUIREMENTS We are seeking applicants who have been prepared for college by their previous education and experience. A thorough and varied high school background is assumed, but no specific courses are required. Students should in- tend to focus their academic experience on the study of human ecology. Though the college will offer a wide range of subjects and programs, its curriculum will not be as di- verse as those of many liberal arts colleges. Applicants must demonstrate an understanding of the college and the cur- riculum in relation to their own goals and ideals. They should also have the potential to develop a social and academic life style compatible with a small college on the coast of Maine. STUDENT CHARACTERISTICS More intangible characteristics, mostly suggested by stu- dents in our experimental summer program, include: flexibil- ity to cope with the change and uncertainty inherent in the development of a new academic program; independence and initiative to take advantage of the independent study neces- sary in the curriculum; a spirit of adventure and responsibil- ity needed to share in the excitement of a new direction in higher education. These "intangibles" may seem to be mere rhetoric; never- theless, we believe that students do have the ability to assess themselves, and we count on considerable and reasoned self-selection. However, we will welcome the opportunity to aid their decision. Our admission procedure will make this consideration possible. 10 experience semindrs (You monthst SEE lectures wdl stud Tion ADMISSION Conduction PROCEDURE indinded terested students, and will have the opportunity to investi- PRELIMINARY APPLICATION gate the college's purposes, resources, and environment. An applicant's first step will be completion of the pre- liminary application. This will consist of minimal personal COMPLETE APPLICATION information plus an essay concerning a problem we will Following this visit, applicants will be asked to complete present. This step will give the student an opportunity to a more extensive application including: a high school tran- engage himself in a process the college believes to be im- script; a personal evaluation of the transcript by the student; portant, and will enable him to think carefully about its pur- three references, at least two from teachers; and any addi- poses and his motivation. The essay will give the college tional material the student feels will help the admissions some sense of the student's style of writing, thinking, and committee with its decision. Though we do not require the method of problem approach. Scholastic Aptitude Test of the College Entrance Examina- tion Board for admission decisions, students are advised to VISIT TO THE COLLEGE take the test for our records prior to enrollment. We believe that a visit to the college is particularly im- portant. Thus, upon receipt of the preliminary application, FEES the applicant will be invited to spend 2-3 days at the col- There will be no charge for the preliminary application. lege. During this time he will meet the staff and other in- A fee of $15 will be charged for the final application. 11 DECISIONS AND NOTIFICATION DELAYED ADMISSION As soon as is practical after completion of the process, Some admitted students may want to delay their enroll- usually within six to eight weeks, a student will be informed ment at the college to work or gain other experience. Upon that he has been accepted, denied, or placed on a waiting request, and after consultation with the Student Affairs offi- list. In some cases additional information may be required cer, arrangements will be made for this option. before a decision is made. LIVING ACCOMMODATIONS The student will have the same options. He can accept, reject or place the college on his waiting list, or request The college is planned to be essentially residential. Liv- additional information. He will be given a reasonable time ing accommodations, such as apartment houses available to make his decision. Every effort will be made to inform the for student housing in urban areas, are not generally avail- student of the reasons for our decision and his status on able on Mount Desert Island. The college will provide living the waiting list. units for all students. Possible exceptions may be students from the Island. Some students will be housed in existing TUITION AND COSTS college buildings while others will live elsewhere in the Tuition and related fees will be approximately $2,700 for community. a normal academic year at the college. Room and board As the philosophy of the college demands a variety of will range from $800 to $1,000 according to accommodations living experiences, these will continue to be provided as available. Students should plan on an additional $100 for we develop. Cost of housing will be from $350 to $500 ac- books and supplies, as well as spending money. In later cording to exact conditions provided. years, different financial arrangements will be made for field MEDICAL CARE study spent away from the college. The college will provide a group medical plan to cover FINANCIAL AID student needs. A clinic for short term health care will be ar- The college will offer a small number of scholarships ranged with a local hospital. Cost of this insurance and care based on financial need as measured by the College Schol- will be covered by the comprehensive tuition fee during the arship Service of the College Examination Board. A Parent's first year. Confidential Statement, required for scholarship applicants, can be obtained from Educational Testing Service, Prince- ton, NJ 08540. Federal and state loan information is available through high school counselors, or will be supplied by the college on request. 12 GOALS THE CURRICULUM To translate our goals and ideals into a curriculum that is both flexible and rigorous requires an unusual format. We consider bodies of knowledge interdependent. Extreme spe- cialization is incompatible with an undergraduate 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. We will attempt a broadly based, in- terdisciplinary approach throughout the curriculum. The ap- proach may also be described as the study of interrelation- ships and a constant movement toward synthesis. For ex- ample, the tendency to separate the study of man from the study of the natural world is artificial, reflecting the needs of the human mind rather than the realities of nature. Man is a biological phenomenon, more dependent on his natural environment than we sometimes realize. These are the re- lationships with which we must concern ourselves. Like the balance achieved in a salt marsh, the parts of our curriculum will each have their individual purposes as well as their relationship to the whole. The features of the curriculum will be group workshops, courses in human ecol- ogy, seminars, skill courses, independent study, tutorials, and internships away from the college. While we will en- courage students to develop an all-encompassing point of view, we realize that many students will want to achieve depth in at least one area. The acquisition of necessary skills will be provided for. We believe the program will allow students to prepare themselves to do something about the world in a rigorous, understanding and compassionate man- ner. 13 WORKSHOPS SEMINARS Central to the program will be the study of a variety of The seminars offered will reflect faculty competency and ecological problems. The first-year workshops, problem-ori- interest as well as student needs. While the first year courses ented group projects, will deal with both real and simulated will concentrate on general language, concepts, and meth- issues. Besides providing an overview of the complexity of ods of approach, later courses will proceed in depth. All real problems, the workshops will encourage a realization seminars will stress the interdependence and relationships of the interdependency of all fields of knowledge. between different spheres of knowledge. The workshop will provide basic experience in methods SKILL COURSES of approaching problems, working in a group toward a com- Skill courses will begin in the first year to develop the mon goal, and communicating one's ideas to others. At the tools neccessary for progression into advanced learning ex- same time, the workshop experience will broaden perspec- periences. For example, basic statistics are necessary for un- tives and provide the student with directions for further study based on evaluations of his own abilities and interests. derstanding scientific and sociological reports at even ele- mentary levels. Some students may wish to improve their writing skills. Others may need the elements of computer BASIC COURSES technology for their work. Whatever skills become necessary Basic courses in key areas of information relevant to en- for advanced work in problem solution in advanced years vironmental problem-solving will be offered in recognition will be taught for those who need them. of the need for concentrated and reflective consideration of theoretical issues central to the study of human ecology. 14 TUTORIALS to give all students as broad an experience as possible. In Independent tutorials, both problem centered and theoreti- the next years, students will concentrate on acquiring the cally oriented, will be offered at all levels for those students skills and knowledge needed to work out a large independ- who wish to pursue issues beyond the workshop and semi- ent study project. nar responsibilities. FINAL YEAR PROJECT INTERNSHIPS Ordinarily, during his final year at the college, a student Internships, or perhaps on-the-job training, will be a neces- will spend roughly half his time on a major piece of original sary part of some students' course of study. If a student is work, the successful completion of which is one of the re- interested in journalism, a period spent on the staff of a quirements for graduation. While the early stages of a pro- newspaper or magazine will carry credit towards his de- gram will largely be devoted to an exploration of issues in gree. In general, jobs or internships which relate to a stu- human ecology, and the middle portions to developing dent's planned course of study at the college will carry ap- skills and competency, the later stages will allow the stu- propriate credit. Periods spent away could be as little as dent to fully demonstrate his independence and ability. The ten weeks or as long as a year. These experiences will be various elements will have the capacity to meet individual especially useful to career-minded students. needs as well as to provide common experiences for all. The In special cases, we will encourage students to study at details of this proposal follow this section. other institutions to obtain skills not available here. For ex- ample, we will not at first offer courses in foreign languages. These may be best obtained at summer schools specializing in language study or in a foreign country. Whatever the case, our approach will be flexible and guided by student need. STUDENT STUDY PROGRAMS As noted above, the different elements of the curriculum will be available so that all students may design a program suitable to their needs and future plans. From the beginning each student will be assigned a faculty advisor with whom to plan a course of study. We expect that programs will change as a student progresses and discovers his abilities and interests. We do feel, however, that it is important to be- gin with a direction in mind. During the first year the pro- gram, including workshops and seminars, will be planned 15 FIRST YEAR In the first year of study at College of the Atlantic, partici- pation in one course, Introduction to Human Ecology, will be required of all students. A first-year program at College of the Atlantic will usually consist of the Introduction to Human Ecology, one workshop, and one seminar or special skill course. INTRODUCTION TO HUMAN ECOLOGY The college's one required course will run from Septem- ber to June during 1972-73. The specific content of the course may vary from year to year; the rationale for it, how- ever, will remain consistent. The Introduction to Human Ecol- ogy, beyond providing a broad foundation of essential infor- mation and methodology, will offer a series of insights into the goals and concerns of the college. WORKSHOPS Workshops are a vital part of the college's problem-ori- ented curriculum. In them, groups of students will come to grips with specific environmental problems, learning what questions to ask, how to ask them and, hopefully, how to answer them. All workshops will 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. Ten to fif- teen students will participate in a workshop led by up to three members of the faculty. A workshop may run for part, or all, of the school year, depending on the scope of the problem being considered. 16 Choosing a workshop: A student will pick a workshop ac- final workshop evaluation in which the group considers its cording to the relationship of his needs and interests to the aims and methods in light of what has or has not been workshop's proposed subject area (which might be some- achieved. thing as broad as air quality, water quality, or land quality). The number of workshops a student will participate in Choosing a project: Members of a workshop will spend during his time at the college will depend primarily upon several weeks examining and defining the issue or problem the length of each workshop of which he is a part. they wish to approach. Once the problem has been clearly SEMINARS delineated, each student will select an aspect of it for de- tailed study. Each faculty member will offer two seminars on topics of (The student will rely on other members of the group for his own choosing, related to his interests and to the con- information that he will not have time to find. For example, cerns of the college. Most seminars will last for 10 to 20 if the major question concerns the supersonic transport and weeks, though this may vary where the content of the semi- one student chooses to study the legal issues involved, he nar demands a longer period of time. Ordinarily, seminars will have to use the knowledge of the students studying will range in size from five to fifteen students, and will in- technological features, environmental effects, etc. Hopefully, clude intensive reading, research, and regular discussions. this will resolve the controversy about whether a student In the summer of 1971, seminar topics included energy use, should study all aspects of environmental issues or study the politics of environmental decision-making, and literature one aspect in depth. The workshop will create a situation in and ecology. which the student becomes knowledgeable in his field but is forced by the narrowness of that field to consider the work ourse experience 1.6 of his fellow students in order to understand the major prob- I choice of WS lem.) not. SCI. seminars (for mental Work and research: At intervals during the course of the group by gen well being politics lectures workshop, participants will report on and discuss their find- Ws subject area, humanities tutorial PR ings. There will be periodic progress reports, which will in some cases take the form of ongoing evaluations of the work- group regularly to discuss methods, strategies, problems, and les- 10-15 (dep Дорк on faculty) (in any order) independent size= study shop's overall effectiveness. The group as a whole will meet sons learned. Conclusion and evaluation: At the end of the workshop, choice of WS group WKS project 1-3 IV Conclusion participants will present individual reports, and the group is outline of a. individual will correlate and interpret the results. There will also be a 9 group's evaluation 17 INDEPENDENT STUDY AND TUTORIALS INTERNSHIPS Independent study will take the form of reading, research, After the completion of at least three terms at the college, and possible field work under the close supervision of a many students will undertake a period of field work away faculty member. As noted above, College of the Atlantic will from Mount Desert Island. In some cases, this work might encourage its students to devise courses of study suited to take the form of intensive research in the Library of Con- their individual needs and abilities. After drawing up an out- gress; more often, however, it will involve active participa- line and rationale for a course of independent study, a stu- tion in some ongoing process of government, scientific re- dent will seek approval for his proposal from the professor search, artistic endeavor, communications, education, etc. with whom he wishes to work. In many cases, independent The college will share with the students the responsibility for study programs may be direct results of interest gained locating appropriate internships and apprenticeships. through participation in a workshop. Upon returning to the college at the end of an internship, Tutorials will differ from independent study to the degree a student will be expected to report in depth on all the as- in which they are structured by the faculty members offer- pects of his internship. This report, while aiding the student ing them. They may in fact be regarded as seminars-in-min- in organizing his own ideas and reflections, will offer a iature, in which one student and one teacher investigate an chance for faculty evaluation of work done during the in- area or problem of mutual interest. ternship, and will help other students and faculty to learn from the student's internship experience. SELF-DESIGNED STUDY PROGRAM College of the Atlantic offers only one degree, the Bach- elor of Arts in Human Ecology. Upon completion of the equiv- alent 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 con- sensus of a faculty-student committee. Where appropriate, a program may include two or more of the traditional dis- ciplines; however, the college will not require that a pro- gram be interdisciplinary. 18 EVALUATION The cooperation marking the relations of faculty and stu- dents in the curriculum will carry over into administrative details. Generally, no roll will be taken in class. Whether present or absent, a student must complete the work of the course, each teacher using his own judgment as to the effect of absences on the student's record. A student at College of the Atlantic should learn to meas- ure his success not by grades, but by his grasp of a subject and by his gradual intellectual growth. During the first year of study, the conventional letter grade system will be re- placed by a pass-fail system. Evaluation of a student's aca- demic progress will be thorough and ongoing, and will take the form of personal conferences and comprehensive writ- ten comments. Following the first year, students and faculty will decide what type of evaluation is most useful for them. It seems likely that in some cases grades will be given; un- der no circumstances, however, will a letter grade be the sole reflection of a student's work. ADVISING Three sources of advice will be regularly available to each student. Faculty members will provide guidance on perform- ance in each course. Each student, moreover, will have a faculty member as his advisor, who periodically will review the student's progress. The advisor will be selected accord- ing to the student's interests and may be changed through the office of the Dean of Students if the student wishes. The Dean of Students will be available to discuss academic or other problems a student might have. 19 GRADUATION REQUIREMENTS In order to graduate from College of the Atlantic, a stu- dent 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 pro- ject, a thesis, experimental work, or a comprehensive in- ternship 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 in- ternships. 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 sub- jective, with one's advisor playing a major role. 3. Area competence, or the student's ability within his chosen field, as reflected by achievments in his program of study other than the completion of his major original work. This will include a satisfactory performance in a compre- hensive examination. 4. General competence, defined as satisfactory comple- tion of the Introduction to Ecology and of whatever "dis- tribution" courses the student may take. 20 COURSE OFFERINGS Note: The following descriptions, provided by members of for its effectiveness on the acquisition of this core knowl- the faculty and staff, are meant to present an idea of what edge and these techniques, which will be provided both in students should expect during the college's first year of op- the Introduction to Human Ecology and in individual semi- eration. In March, 1972, we will issue a supplementary cat- nars and workshops. alogue containing detailed descriptions of each specific COMPOSITION workshop and seminar available in 1972-73. Composition will not be taught in a "Freshman English" CLASSICAL ECOLOGY course, but will be developed through a coordinated series Ecology is concerned with the interrelations between or- of essays and reports generated in the seminars and work- ganisms and their environments. Together with such bio- shops. These will include examination essays at the end of logical sciences as genetics, biochemistry, cytology, and each year which will demonstrate the student's ability to general physiology, it cuts across the sciences of zoology relate and synthesize the material he has learned that year. and botany and deals with principles that apply to both an- This will be a crucial part of the curriculum and also a sig- imals and plants. The close interrelationship of plants, ani- nificant writing experience which will be judged for both mals, and men makes it difficult for the ecologist to confine substance and composition. We believe that a student can- his attention to any one of them, although each specialized not learn to write well until he has something to say, so the field has its own core of knowledge and technique. The college writing program will be geared to the substantive college's focus on problems and problem-solving depends intellectual development of each individual student. 21 THE CREATIVE ARTS ECONOMIC DETERMINANTS The college recognizes that art forms a major aspect of Decision-making for individuals, institutions and govern- the human environment, and that the most direct and satis- ments has always had an economic base. While values and fying way for the student to respond to his natural environ- attitudes have a strong influence on the allocation of re- ment is through artistic creation. Coastal Maine has a long sources, economic factors are often the hidden determinants tradition in painting and poetry, which we hope to draw upon of any decisions. Some of the strongest arguments for the by inviting artists and writers to spend time in residence continued pollution of our environment are based on eco- working with the students in the arts. Facilities and space nomic facts. The differences between governments are often will be available for painting and crafts, one large room be- more obvious in their economic policies than in their con- ing reserved for studio space and exhibitions of student cern for the individual. Institutions and individuals are more work. often classified by economic differences than by structural or other kinds. Courses will be offered which will enable students to un- derstand economic factors in environmental decision-mak- ing. Economic problems of governments, corporations, and institutions will be analyzed to gain an understanding of their complexity. The interrelationships of values, politics, and economics in decision-making will be another important area of study. In determining the future use of our natural resources and manpower, an understanding of basic eco- nomic considerations will be vital. PRODUCTION AND USE OF ENERGY The study of energy use is central to a thorough under- standing of current and potential environmental problems. The harnessing of natural forces such as the sun, wind, and tide may be one solution to the crisis posed by depleted natural resources and energy-production pollution. Another solution might be the construction of nuclear power plants on a number of Maine's offshore islands, plants which would supply energy to the Boston-New York-Washington mega- 22 lopolis. While economic and ethical factors will not be ig- nored, the desirability and feasibility of such suggestions will be considered from the point of view of their impact on the environment. On a smaller but equally important scale is the study of energy production and use in animals and plants, ranging from the simplest kinds of photosynthesis to human metabol- ic processes. An understanding of biological principles and the properties of life is essential to such a study, which will also include the structure and function of plants and ani- mals, the relations of organisms to each other and to their environment, and the energy relations of organisms. In both cases, the emphasis will be on energy sources and resources, on the uses made of all types of energy by man and his institutions, and on the different impacts of this use. HISTORY AND PHILOSOPHY The history and philosophy of science will be an impor- tant part of the curriculum. Appropriate work in history and philosophy is projected for the second and third years of the college. Seminars in American Environmental History, HUMAN BEHAVIOR Fundamental Problems in Philosophy, American Transcen- dentalism, and Changing Concepts of Human Nature are An understanding of man's behavior is basic to the study envisioned for those years. We are also contemplating a sem- of human ecology. Man, as a reactive and interactive being, inar in aesthetics based on the interrelationships of natural both affects and is affected by his environment. Though both and artistic forms. biologically-determined genetic factors and cultural environ- In the second or third year we hope to create a seminar mental influences affect his behavior, we do not yet under- in the philosophy of environmental problems, touching on stand how they interact or influence each other. practical ethics, problems of comparative value (i.e. wild- As he interacts with others in groups, man exhibits modes life vs. economic development), practical aesthetics, and of behavior which change radically from situation to situa- the concepts of man and nature implied in environmental tion and from person to person. We are interested in study- decisions. ing these phenomena. 23 Man's adaptability to cultural and environmental changes Most important is a thorough study of environmental leg- is another area of interest. Man has built cultures in the islation, beginning with a knowledge of environmental law frozen Arctic and steaming tropics. In some ten thousand in the past fifteen years, and culminating in a working fa- years, he has lived as a primitive hunter-gatherer, as a miliarity with present-day legal machinery and methods. herdsman-farmer and a sophisticated, mechanized indus- Questions to be considered will include: How effective is trialist. Cuitures still exist where each method of subsistence the system? Can it be made more efficient? Is the federal endures intact. Yet we cannot measure whether the biologi- government's role in environmental legislation a construc- cal or psychological nature of man has changed along with tive one? What are the key economic and political factors changes in his way of life. Some scientists fear that our in legislative decision-making? adaptive qualities, especially those required in highly indus- Our study of the law, from its sources to its applications, trialized, technological societies, are SO strained as to en- will be dynamic rather than static, reflecting the changing danger the species. nature of our legislation and of our institutions. The study of human behavior at the college will address LITERATURE some of these questions through the study of man, his re- lationship with himself, with others, and his environment. As We will ask each student to become skilled in the inter- such, the study of psychology becomes interactive with pretation of literary works. Representative major forms and other disciplines and establishes itself as basic to the eco- historical periods in Western literature will be studied in logical point of view. small seminars, from both traditional and ecological perspec- tives. Typical seminars might be: Greek and Renaissance Tragedy; Melville and Tolstoy; Twentieth-century poetry; LEGISLATION American Transcendentalism. These courses will recognize The study of all aspects of law-making will be a funda- that the students are involved in the study of Human Ecology mental part of the curriculum. American society is held to- and will approach the literature from an ecological point of gether (or, some may argue, divided) by a framework of view wherever appropriate. The ecological approach to lit- laws devised and implemented by democratic processes. erature is quite experimental. Students and faculty alike will It is appropriate to study both the framework as a whole have to do much hard original thinking on this problem. and its separate parts including, most significantly, the pow- Other seminars in literature will bear directly on the re- er of the individual to influence legislation. Accordingly, lation of man to his natural environment. Literature and while the college will offer an examination of the fundamen- Ecology, offered in the summer program of 1971, considered tal principles of American jurisprudence and legal history, the history of man's concepts of nature, emphasizing the we will concentrate on those aspects of our legal system twentieth century. Readings for that course included Tho- most relevant to today's problems. reau's The Maine Woods, Emerson's Nature, Eliot's The 24 Waste Land, Wallace Stevens' Sunday Morning, Loren Eise- MUSIC ley's The Firmament of Time and The Immense Journey, and The program in music is not yet planned. During the sum- selections of poetry by Robert Frost and Dylan Thomas. Dis- mer, Bar Harbor is an important musical center, offering sev- cussions raised such questions as, "What is natural for eral series of orchestral and chamber music concerts with man?" and "What way of life is most appropriate to what noted performers. The college will encourage the formation we now know about nature and our place in it?" An expand- of musical groups and the liaison of students and local mus- ed version of this will become the introduction for 72-3. ical organizations. Other literature seminars, such as a survey of the writing of contemporary naturalists and scientists, and a study of the PHOTOGRAPHY literature coming out of the present ecological movement, will be offered. Serious photography has earned a special place in the environmental movement through the publications of the Sierra Club and other presses. Photography is both an ex- cellent way of relating to the natural environment and an im- MATHEMATICAL SKILLS portant mode of communication. The College has applied The abstract symbols of mathematics, especially statis- for a grant to begin a collection of original photographic tics, have become a universal mode of communication com- prints and important photographic books. Hopefully it will mon to all areas of study. In the last twenty years, the de- become the first center in Maine for such material. velopment of computer technology has put the application In the first year a seminar will be offered combining prac- of sophisticated mathematics within the reach of students tical photographic techniques with elementary aesthetics, in all fields of study. The emphasis on mathematics in the the history of photography, and field work. The College will college will be on application. The elements of calculus maintain darkroom facilities and student exhibition space. are vital to advanced study in the natural sciences. Statis- A small museum store for student handicrafts, art works, tics, including probability, sampling, and random numbers and photographs might be established to gain a wider au- are required to understand basic research reports in all the dience for student work. natural and social sciences. The computer, rather than a lux- ury, has become a basic tool in all manner of research and POLITICAL POWER analysis. The college will offer the study of power at various levels Basic instruction in applications of mathematics will be of government, local, state, and national, and of the me- integrated into courses requiring their understanding. How- chanics of political systems and units. "Power" is the key ever, more advanced specific courses will be offered as re- word - power to convince a town council, to sway a del- quired by special programs. egation, to persuade (or coerce) national leaders. And, in 25 studying different patterns of government and application SCIENTIFIC LAWS AND METHODS of power, the attempt to define the activity will lead to a College of the Atlantic will provide students with an un- study of the institution itself. derstanding of what scientific knowledge can contribute to Other areas to be considered will include community or- a comprehension of the totality of the human and natural ganization, the process and ethics of decision-making, and environment. There will be an examination of the laws and political economy. How should communities be organized methods of science, and of their role in contemporary en- to cope with an economy of scarce resources and concen- vironmental issues. In addition there will be more detailed trated technology? Who makes decisions? How? In every exploration of specific bodies of data and principles perti- case the emphasis will be on practice rather than on theory; nent to the understanding of specific environmental prob- it will be important to know not only how the political sys- lems. tem works, but how to work it. We will pay constant attention to the interrelations of po- 1972 1973 ACADEMIC CALENDAR litical and other social phenomena and to the historical background of practices, institutions, and ideologies. Pow- School will be in session at the following times: er, after all, is a combination of political, legal, economic, historical and psychological factors, all of which must be (Monday, June 19 - Friday, August 25) taken into account in a study of political decision-making. Wednesday, September 13 — Wednesday, November 22 Tuesday, January 2- Friday, March 9 Monday, March 26 - Friday, June 1 Monday, June 18 — Friday, August 24 THE LIMITS OF SCIENCE In 1972 students will begin in September. In some cases The college will emphasize the limits of science as ap- it may be possible for a new student to begin in January. plied to problems in human ecology. This will be done in Beginning in March will be discouraged. several ways, among them the intensive study of the role During the first twelve months, a new student will be scientific information has played in the resolution of recent required to spend three terms in residence. Thereafter, a social issues. Some issues examined in this way may include: student may spend two, three, or four terms in residence legislative debates on pollution legislation; development of per 12-month period. nuclear, chemical, and biological weapons; proposals to Most courses, but not necessarily all, will start at the place industrial facilities such as oil refineries or power beginning of a term. plants on certain parts of the Maine coast; and the current Depending on living arrangements, it is likely that the debate on the importance of the role of population growth campus will remain "open" when classes are not meeting as a cause of environmental problems. formally. 26 BOARD OF TRUSTEES Chairman Dr. Seldon E. Bernstein, Senior Staff Scientist and Assistant Director, Jackson Laboratory, Bar Harbor, Maine. Mrs. Lawrence Cutler, Bangor, Maine. Mr. Clark Fitzgerald, Sculptor, Castine, Maine. STAFF Cote, Melville P. Director of Admission and Mr. Elmer Beal, Lobster pound owner, Southwest Harbor, Maine. Student Affairs B.A. Wesleyan University, 1958; M.A.T. Wesleyan University, Dr. Dana Cotton, Director of Placement and Secretary of 1962; M.Ed. Harvard University, 1966; Ed.D. Harvard Uni- the Faculty of Education, Harvard University, Cambridge, versity, 1971. Mass. Twenty-one years Secretary for New England As- Eliot, Samuel A. Assistant to the President sociation of Colleges and Secondary Schools. B.A. Harvard University, 1967; M.A.T. Harvard University, Dr. Rene Dubos, Professor, Rockefeller University, New York, 1969. N.Y. Author of So Human an Animal, Pulitzer Prize, 1969. Kaelber, Edward G. President Dr. William Kraushaar, Professor of Physics, University of B.A. Harvard University, 1948. Wisconsin, Madison, Wisconsin. Member American Acad- emy of Arts and Sciences. FACULTY (Summer of 1971) Dr. Winthrop C. Libby, President, University of Maine, Orono, Carpenter, William M. Literature Maine. B.A. Dartmouth College, 1962; Ph.D. University of Minnesota, Mr. Robert Patterson, Architect and landscape architect; 1967. Founder Natural Resources Council of Maine; Director, Paulson, Glenn Environmental Sciences National Wildlife Federation; Mount Desert, Maine. B.S. Northwestern University, 1962; Ph.D. Rockefeller Uni- Dr. Elizabeth S. Russell, Senior Staff Scientist, Jackson Lab- versity, 1971. oratory, Bar Harbor, Maine. Singleton, Francis S. Political Science Dr. Theodore R. Sizer, Dean, Faculty of Education, Harvard B.A. Harvard University, 1962; Ph.D. Yale University, 1969. University, Cambridge, Mass. 27 Mr. Roger Tubby, Dean, School of Professional Studies, For- eign Service Institute, Washington, D.C. LEGAL STATUS Mr. J. Russell Wiggins, Publisher, Ellsworth American; Form- er Managing Editor, Washington Post; Former US Ambas- The College of the Atlantic has been authorized by the sador to United Nations; Brooklin, Maine. State Board of Education as follows: FOUNDING TRUSTEES This certifies that on June 23, 1969, the Maine State Board of Education, acting under the authority vested Mr. Leslie C. Brewer, businessman, Bar Harbor, Maine; past in it by subsection 3, section 2202, Title 20, Revised Chairman and member of the Board, Mount Desert Island Statutes 1964 as amended, granted temporary approval Regional High School. for a proposed new four-year institution of higher edu- Mr. John Good, Assistant Superintendent, Yosemite National cation to be established in accordance with the appli- Park, California. cation presented by the Committee for an Island College The Rev. James M. Gower, St. Ignatius Catholic Church, of Mt. Desert Island; Rev. Fr. James M. Gower, secre- Northeast Harbor, Maine. tary, and Mr. Leslie Brewer, chairman. Mr. Edward Heyman, Author and Producer of musical scores and productions, Bar Harbor, Maine. The State Board, acting as described above, authorized Mr. Richard Lewis, US Customs Service, Hulls Cove, Maine. the use by the new institution of the term "college" in its name as follows: Mr. James MacLeod, Representative, Maine Legislature, Bar Harbor, Maine. The Rev. Arthur C. McGiffert, Jr., President Emeritus, Chi- COLLEGE OF THE ATLANTIC cago Theological Seminary, Mount Desert, Maine. Mr. Carlo Ninfi, Treasurer, Town of Mount Desert; Somes- This certificate and authorization are effective as of ville, Maine. June 23, 1969, and cover the period from that date to Mr. Robert T. Smith, Regional Director, OEO, Bar Harbor, June 30, 1973. Maine. Dr. Winston Stewart, Medical Doctor, Bar Harbor, Maine. The College of the Atlantic is recognized as a tax-exempt institution by the Internal Revenue Service of the U.S. Treas- HONORARY TRUSTEE ury Department and assigned the identification number of Dr. Clarence C. Little, Director Emeritus, Jackson Labora- 237032625. tory; President Emeritus, University of Michigan; President Emeritus, University of Maine, Trenton, Maine. 28 catalog 1972-73 COLLEGE OF THE ATLANTIC BOX 3 BAR HARBOR, MAINE 04609 (207) 288-5015 COLLEGE OF THE ATLANTIC catalog supplement 1972 - 73 2 INTRODUCTION The purpose of this supplement to our first catalog is to bring those students interested in the college up to date with our development. Neither this document nor the catalog are complete alone. Please write us if you missed the catalog. Some revisions and changes appear in this document. We expect that more will occur before we open in September. Changes occur as development progresses. Please bear with us if this appears as inconsistency. 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. 3 ADMISSION We are seeking applicants who have been prepared for college by their previous education and experience. A thorough and varied high school background is assumed, but no specific courses are required. Students should intend to focus their academic experience on the study of human ecology. Though the college will offer a wide range of subjects and programs, its curriculum will not be as diverse as those of many liberal arts colleges. Applicants must demonstrate an understanding of the college and the curriculum in relation to their own goals and ideals. They should also have the potential to develop a social and academic life style compatible with a small college on the coast of Maine. The students admitted for next fall will be products of diverse educational, economic, and cultural backgrounds. They will share a desire to participate in an innovative and challenging educational experience. Students will be expected to design their own programs of study, within the limits of the faculty, and will engage in substantial amounts of independent work. Some students will have a strong commitment to the study of human ecology, while others will combine a strong academic background with an interest in the goals of the college. Still others will have a strong motivation to succeed in doing something about the quality of life on earth. Maturity, self-direction, responsibility, imagination and resilience are among the personal qualities we consider most important. FINANCIAL AID For 1972, the college will provide up to forty thousand dollars of financial aid. Twenty five thousand dollars will be available for direct scholarship support, ten thousand for long-term loans, three thousand in short term loans, and two thousand set aside as guaranteed work-study funds. This last amount is a minimum. Students will be expected to do most of their own housekeeping, as well as some indoor and outdoor maintenance; in addition, there will be student assistants in the library and in the administrative offices. Hourly wages will be paid, and it may be possible for a student employed by the college to earn as much as 25% of a year's total expenses. Financial aid will be provided on the basis of need. Awards will also reflect the admission committee's recommendation, and the applicants academic and personal promise. In most cases, scholarships will be given on a matching basis with the recipient supplementing the college's gift with money from loans, earnings, or other sources. Scholarship awards will be given in increments of $400, with the largest amount of outright scholarship money currently forseen as $2,000. In addition to funds provided by the college, federal and state loans will be available after next year. 4 HEALTH Prior to enrollment, students will have completed a physical statement prepared by their family physician. This form will be provided by the college and will include evidence of a tuberculin skin test and chest X-ray. All students not covered by a parent's policy will be included in a group Blue Cross policy for accidents and hospitalization. However, normal medical needs will be paid for by the student. Adequate medical care is available at the Mount Desert Island Hospital in Bar Harbor. Twenty-four hour service is provided by a local medical group as well as by several individual doctors on the island. HOUSING Originally we planned to house students in our present buildings. As we progressed, and our needs for space became more exact, we realized that this would not be feasible. We investigated the possibility of temporary housing on our present site but found it prohibitively expensive. We also investigated facilities that the town might already have available and found a nearby motel able to accommodate us. Its use is ecologically sound. It is within easy walking distance, so unnecessary driving will be eliminated. We are using available space more efficiently, thus saving resources. Also, it does have a view right across Frenchman's Bay. We will be able to provide housing in double rooms, all sheets and pillows and cleaning once a week for $350. This is inexpensive compared to other college housing costs. Most students will find it convenient and least expensive to use these accom- modations. However, this in not compulsory, and we will provide some information about rooms available in town. These may be more expensive and less convenient. Married students, especially, may want apartment accommodations. We sug- gest that these be made as early as possible due to the scarcity of available housing. CARS We do not encourage students to bring cars, but realize that transportation is a problem. Students who bring cars will be asked to pay a $25 fee to contribute toward the extra snow-removal and parking lot maintenance that will be necessary. Bicycles should be brought if possible to aid in keeping automobile traffic at a minumum. PRESENT FACILITIES The campus is located in Bar Harbor on twenty-one acres of land with eleven hundred feet of shoreline on Frenchman's Bay. There are four buildings which will house all classrooms, offices, library, dining area, kitchens, and recreational space. The library is presently being assembled. Renovations are progressing on portions of the buildings. A photographic lab will be one of the special areas ready by fall. Though our buildings will be adequate for several years, we have purchased an eighty-acre site which will be the permanent campus. An architect is being consulted and we plan to begin building in early 1973. 5 ADVISING We consider advising particularly important at the college. We are specifically making it our responsibility to help a student define his study program in light of his developing life and future plans. Advisors will initially be assigned, with later changes initiated by students or faculty permitted. During the first week of residence at the college, advisors will meet with their students as a group and individually plan a first year study program. Students will also be asked to develop a tentative four year study plan in light of their present goals. We expect this plan will be a general outline, open to change. Two weeks after classes begin, the first year study plan as well as a more comprehensive, tentative statement of goals will be submitted to the student affairs office for review. Later in the year, an academic review board will be formed to review programs and approve study plans. STUDENT INVOL VEMENT Students at College of the Atlantic will be involved in many different aspects of the college's development. The nature and degree of this involvement will depend largely on the individual. Some students will be employed by the college in clerical or manual labor capacities. Others will participate, at various levels, in planning the Strawberry Hill campus, in developing all forms of extra-curricular and cultural activities, and in ongoing evaluation of different aspects of the academic program. Students will join faculty and staff members in working out a system of governance for the college, and will be instrumental in implementing and modifying that system. LIBRARY The college library will open with approximately 4500 volumes, of which at least 20% will deal specifically with the study of human ecology and environmental problems. The acquisitions list being compiled by college librarian Samuel Eliot is being supplemented by regular contributions from faculty members. Areas to be covered in some depth for the first year include economics, anthropology, biology, political science, and American studies. The college has on hand some 250 volumes, mostly in the areas of philosophy and history, as well as a complete set of Scientific American from 1949 to the present. A list of periodicals is being compiled, and subscriptions will be begun in the summer. The library will grow from 4500 volumes to 15,000 volumes by September 1973 and 25,000 volumes by September 1974. In following years its size will increase by between 10 and 20 thousand volumes per year. YEAR ONE I. Fall Term II. Winter Term III. Spring Term Workshop preparation and organization -- Workshops: Workshop continuation introduction of basic concepts -- evaluation of plans and goals Humans & the Great Whale The Maine Oil Controversy Paper Industry & Maine Rivers Ecology of Natural Systems Humans Effects on Natural Systems Genetics & Population (all students) (all students) electives Aesthetics & Ecology Literature & Ecology Visual Arts a) Photography choice of b) Fine Arts two Origins of Government & Law Governmental Regulation of human Maine Coastal Culture effects on natural systems Cultural Ecology (1) Cultural Ecology (II) Man Against Himself Weekly Interdisciplinary Symposium student reports on current environmental literature and student-initiated topics all-college evaluation sessions community business run as a town meeting all students 7 YEAR ONE The 1972-73 curriculum will consist of courses, seminars, and inter-disciplinary workshops. In the first term, students will choose to participate in one of three workshops. Each of the workshops will be directed by two faculty members, with assistance from other members of the faculty and staff. Humans and the Great Whales: Dr. Katona (BioScience) Mr. Eliot (Literature) Beginning with a study of the history and biological implications of whaling, the workshop will move on to consider specific questions and problems related to the extinction of the species and the different attempts to prevent that extinction. The Maine Oil Controversy: Dr. Carpenter (Literature) Mr. Kane (Politics and Environmental Law) The lines here are fairly clearly drawn. On one side, the increasing need for fuel, energy, and employment; on the other, the possibility of irreversible damage from oil spills and industrial pollution. Some regard this as controversy; others, as crisis. All aspects need to be carefully and thoroughly considered. Paper, Industry, and Maine Rivers: Mr. Kane Dr. Katona The workshop will consider problems related to lumbering, pulp mills, and water pollution in Maine, with an emphasis on the relationships between these areas and on specific remedies, both current and proposed. In each of the first two terms students will select three courses from a group of four. These four courses, planned jointly by the full-time faculty members, will complement and supplement one another. All students will enroll in Ecology of Natural Systems (1st term) and Human Effects on Natural Systems (2nd term), both of which will be taught by Dr. Katona. In addition, each student will elect two of the other three courses taught by Dr. Carpenter, Mr. Kane and Mr. Beal. Additional seminar offerings may become available in the next few months, and will be included in the final catalog, scheduled for publication in August. There will be an ongoing ceramics program at the college, beginning in the first term. The program, which is not offered for credit, will include the creation and operation of a ceramics and pottery workshop, a study of clays and glazes, and the practical application of knowledge gained from that study. The weekly symposium series will bring together all students and faculty, and members of the board of trustees and the island community. Subjects will include evaluation of academic programs and consideration of current developments in environmental studies. 8 YEAR TWO - a tentative and incomplete outline based on the stated interests and abilities of the current faculty. The final outline will also reflect the abilities of the four additional faculty members to be hired for 1973-74. I. Fall Term II. Winter Term III. Spring Term New workshops and workshop continuations Continuation topics and new topics previously selected by student/faculty evaluation and selection committee Plant ecology Animal ecology Cells and Tissues Creative Environmental Writing Literature and Evolution Man the Symbolic Animal Environmental Law - Legal Rights Environmental Law Applications Land Use Regulation and and Remedies Law in Maine History and Philosophy of Life History and Philosophy of Epistemology and the Sciences Physical Sciences Environment selections of seminar offerings Symposia 9 YEAR TWO The curriculum for 1973-74 will not be fully planned until additional faculty appointments are made. However, the range of courses that the current faculty members plan to offer will be helpful in determining what areas need to be represented by the new faculty. Workshops. It is possible that the workshops begun in 1972-73 will carry over into the next academic year. New students and faculty members will have the option of initiating new workshops or joining ongoing ones, permitting second-year faculty members to begin new workshops if they so desire. Workshops will continue to be team-taught, usually with 10-12 students participating. Seminars. The course titles listed in the YEAR TWO diagram indicate the specific interests of Mr. Kane and Drs. Katona and Carpenter. The list of electives will be considerably longer than in 1972-73, and may well include seminars taught by two or more faculty members. Natural Systems. A two-term course in natural systems will be required for first year students. The academic program for students beginning in 1973-74 will be patterned after 1972-73, with changes as determined by evaluation of the 1972-73 program. Current projections for 1973-74 indicate that the college will need additional full-time faculty members in: a) natural sciences (biology/botany) b) philosophy/history c) cultural anthropology d) economics/statistics 10 FACULTY AND STAFF FULL TIME DR. WILLIAM CARPENTER, a native of Waterville, Maine, graduated from Dartmouth and went on to earn his doctorate from the University of Minnesota. From 1967 on, he was Assistant Professor of English at the University of Chicago. In 1971 he was a member of College of the Atlantic's summer program. DR. MELVILLE P. COTE joined the college in June of 1970. After graduation from Wesleyan University of Psychology, he returned to earn a Master of Arts in Teaching English, then taught at the Punahou School in Honolulu for three years. He enrolled in the Harvard Graduate School of Education where for five years he studied in a doctoral program in Guidance and Counseling, served as Assistant to the Dean of Admissions, and worked in Africa for two years as the Guidance Advisor for the Harvard Nigerian Project. MR. SAMUEL A. ELIOT joined the college in June, 1971, as Assistant to the President. After earning a B.A. and M.A.T. from Harvard, where he served as a teaching fellow for one year, he was Assistant Director of Admissions at Reed College, Portland, Oregon, and a member of the faculty of the York School, Monterey, California. MR. EDWARD G. KAELBER became the first President of College of the Atlantic in January of 1970. After graduation from Harvard College, and Warld War II service in the European Theater, he attended the Harvard Graduate School of Business Administration. Nine years of operating a wholesale lumber business ended in 1960, when he was appointed an Assistant Dean in the Harvard Graduate School of Education. As Associate Dean of the Faculty of Education from 1964 to 1969, Kaelber directed various activities, the most recent being the development of a large secondary school in Western Nigeria. MR. DANIEL H. KANE, JR. graduated from Yale (in Physics and Philosophy) and was a member of the Ames Competition Winning Team at Harvard Law School. From 1967 to 1972 he was a partner in the San Francisco law firm of Townsend and Townsend; from 1970 to 1972 he was Lecturer in Environmental Law at San Jose State College. DR. STEVEN K. KATONA, a 1965 graduate of Harvard College (cum laude; Biology), received his Ph.D. from Harvard in 1971. In 1967-68 he was a Fulbright Scholar at the Department of Oceanography, University of Southhampton, England. Before joining College of the Atlantic he was a member of the faculty of the Design School at California Institute of the Arts. 11 PARTTIME MR. ELMER L. BEAL is a graduate of Pemetic High School, Southwest Harbor, Maine and Bowdoin College. From 1965 to 1967 he served in the Peace Corps in Bolivia. In 1968, he taught English as a foreign language at the Bar Harbor Job Corps Center. After working toward an M.A. in Anthropology at the University of Texas at Austin he returned to MDI in 1969 and assumed the duties of Executive Director of the Maine Coast Heritage Trust. DR. SELDON E. BERNSTEIN, a native of Bangor, has been a Senior Staff Scientist at the Jackson Laboratory since 1967, and a member of the College of the Atlantic's Board of Trustees since 1969. He holds a master's degree (Zoology) from the University of Maine, and a Ph.D. in Biology from Brown, where he served for several years as a teaching assistant. MRS. JOANNE L. CARPENTER has taught art and art history at the University of Minnesota and at Roosevelt University in Chicago. Before moving to Mount Desert Island in June, 1972, she served as Pictorial Editor for the Encyclopedia Britannica. MR. ROBERT L. PATTERSON is the founder and first President of the Natural Resources Council of Maine. From 1955 to 1970 he was Chairman of the Garden Advisory Committee, Dumbarton Oaks, Washington; he is a member of the Allagash Advisory Committee, and Director of the National Wildlife Federation. DR. ELIZABETH S. RUSSELL has been associated with the Jackson Laboratory since 1937, and has been a Senior Staff Scientist since 1957. In 1958-59 she was a Guggenheim Fellow at the California Institute of Technology, and in 1968 she was a visiting professor at U.C. Davis. ACCREDITATION College of the Atlantic was granted a certificate of temporary approval by the Maine State Board of Education on June 23, 1969. The New England Association of Schools and Colleges, through its Commission in Institutions of Higher Education, is responsible for the accreditation of colleges and universities in this area. The Association states that "a new four-year institution must have completed one four-year cycle before being eligible for consideration for accreditation." New institutions which the Association determines meet the basic eligibility requirements for consideration for accreditation are eligible for the status of Correspondent, which College of the Atlantic is currently seeking. We anticipate that the Association will make an evaluation of the college in the spring of 1972. Nonprofit Organization U.S. Postage Paid Bar Harbor, Maine Permit No. 47 College of the Atlantic Box 3 Bar Harbor, Maine 04609 (207) 288-5015