COURSE CATALOG 2020-2021 College of the Atlantic Convocation Friday, September 11, 2020 Fall Term Monday, September 14 - Friday, November 20, 2020 Winter Term Monday, January Friday, March 12, 2021 Spring Term Monday, March 29 - Friday, June 4, 2021 Commencement Saturday, June 5, 2021 College of the Atlantic is accredited by the New England Commis- sion of Higher Education. COA does not discriminate on the basis of race, color, gender, sexual orientation, gender identity or expression, disability, religion, ancestry or national origin, age, marital status, genetic information, or veteran's status. COA operates in accordance with federal and state laws regarding nondiscrimination. It is the most complete representation of the current academic offerings and policies available. The college reserves the right to make changes in course offerings, degree requirements, regula- tions, procedures, and charges as new needs arise. This publication is printed on recycled paper. COLLECT OF THE ATLANTIC College of the Atlantic Course Catalog 2020-2021 MCMLXIX HUMAN ECOLOGY 3 WHAT YOU SHOULD LEARN AT COA 3 INTRODUCTION 3 MISSION & VISION 4 ACADEMIC PROGRAM AND POLICIES 4 DEGREE REQUIREMENTS 4 First-Year Requirements 4 Resource Area Requirements 4 Internship 5 Senior Project 5 Additional Non-course Requirements 5 COMPONENTS OF THE CURRICULUM 5 FIRST YEAR REQUIREMENTS 5 RESOURCE AREA REQUIREMENTS 5 SELF-DIRECTED STUDIES 6 Group Study 6 Residency 7 TUTORIALS 8 INTERNSHIP 8 SENIOR PROJECT 9 ETHICAL RESEARCH REVIEW BOARD 10 WRITING REQUIREMENT 10 HUMAN ECOLOGY ESSAY 11 COMMUNITY SERVICE 12 REVIEW AND APPEALS 12 ADVISING 12 CAREER SERVICES 12 STUDENT RESPONSIBILITY 13 CLASS ATTENDANCE 13 ACADEMIC INTEGRITY 13 DEGREE PROGRESS 13 REGISTRATION: CONTRACTS AND SIGNATURES 13 COURSE/FACULTY EVALUATIONS 13 ACCOMODATING STUDENTS WITH DISABILITIES 14 RECORDS AND EVALUATIONS 14 TRANSCRIPTS 14 PRIVACY 15 INSTRUCTOR EVALUATIONS 16 GPA 16 MID-TERM EVALUATIONS 16 INCOMPLETE WORK 17 ACADEMIC STANDING 17 SATISFACTORY ACADEMIC PROGRESS 17 ACADEMIC PROBATION 18 TRANSFER CREDIT 18 CREDIT BY EXAM (AP OR IB) OR MILITARY EXPERIENCE 19 GRADUATION AND SENIOR YEAR 19 LEAVE OF ABSENCE 20 MEDICAL LEAVE 20 ADDITIONAL PROGRAMS 20 EDUCATIONAL STUDIES 20 TEACHER CERTIFICATION 21 CONSORTIUM AGREEMENTS/EXCHANGES 21 CONSORTIUM AGREEMENTS 21 AFFILIATION AGREEMENTS 22 GRADUATE PROGRAM 22 IMMUNIZATION REQUIREMENT 24 REGISTRATION AND FEES 24 REGISTRATION 23 ADD/DROP 24 WITHDRAWAL 25 AUDITORS 25 NON-DEGREE SEEKING STUDENTS 25 TUITION 25 PAYMENT OF BILLS 26 HOUSING AND DINING 26 STUDENT ACTIVITIES FEE 26 LAB FEES 26 CREDIT BALANCE RETURNS 26 COURSE WITHDRAWALS/FINANCIAL CONSIDERATIONS 27 FINANCIAL AID AND WORK STUDY 27 COA FACULTY MEMBERS 2020-2021 30 COA STAFF MEMBERS 2020-2021 33 2021-2021 COURSE LISTINGS 36 INDEX BY COURSE NUMBER 124 INDEX BY COURSE TITLE 130 HUMAN ECOLOGY: AN EDUCATIONAL APPROACH Emboldened by human ecology as an educational philosophy, faculty and students at the College of the Atlantic embrace the act of knowing about the world and knowing oneself deeply. One of the touchstones of this philosophy is independent thinking that results in a diverse array of educational trajectories and transformational processes. The radicalism of an education in human ecology is a probing and determined search for the roots of contemporary social, cultural, political, and environmental issues. By engaging the experimental and pluralistic heritage of learning in the liberal arts traditions, we seek to inspire theoretically informed and personally reflective learning. Exploring human ecology requires the skills and dispositions necessary to live with commitment to a community that is both local and global. To thrive and contribute to such a complex world, students will become empowered through the mastery of intellectual and practical skills. The habits of heart and mind necessary for this challenging education include: To be passionate about and dedicated to learning To bring both heart and mind to the tasks of learning and living To live in the questions and to increase tolerance of uncertainty To be playful, open and, creative To act responsibly and with compassion WHAT YOU SHOULD LEARN AT COA 1. Creativity: In all endeavors the ability to imagine and construct novel approaches or perspec- tives, to be innovative and to invent. This includes the flexibility to use many different approaches in solving a problem, and to change direction and modify approach, the originality to produce unique and unusual responses, and the ability to expand and embellish one's ideas and projects. This also includes taking intellectual and creative risks and practicing divergent thinking. 2. Critical Thinking: The ability to not only interpret and evaluate information from multiple sources but also to induce, deduce, judge, define, order, and prioritize in the interest of individual and col- lective action. This includes the ability to recognize one's self-knowledge and its limits, challenge preconceptions, and work with imperfect information. 3. Community engagement: A deep understanding of oneself and respect for the complex identi- ties of others, their histories, their cultures, and the ability to lead and collaborate with diverse individuals, organizations, and communities. This includes the ability to work effectively within diverse cultural and political settings. 4. Communication: The ability to listen actively and express oneself effectively in spoken, written, and nonverbal domains. 5. Integrative thinking: The ability to confront complex situations and respond to them as systemic wholes with interconnected and interdependent parts. 6. Interdisciplinarity: The ability to think, research, and communicate within and across disciplines while recognizing the strengths and limitations of each disciplinary approach. INTRODUCTION College of the Atlantic is a small undergraduate college awarding a Bachelor of Arts and a Master of Philosophy in Human Ecology. The college's mission is to foster interdisciplinary approaches to com- plex environmental and social problems and questions in the face of rapid cultural change. The aca- demic program encourages students to view the world as an interacting whole by bringing together traditional disciplines through the unifying perspective of human ecology. A human ecological perspective can most effectively be developed through an education that: encourages students to pursue their individual academic interests within the context of a broad COLLEGE OF THE ATLANTIC CATALOG 2020-2021 3 education in the arts, sciences, and humanities promotes the acquisition and application of knowledge through internships, independent research, and group study projects offers a college self-governance system that develops active responsible citizenship and collaborative decision-making skills This academic catalog is intended as a resource for all members of the college community. It is to be used as a manual for academic policies and procedures and for meeting the college's goals for educa- tion. All academic requirements, guidelines, and regulations have evolved from lengthy discussions among faculty, students, and staff. Members of the community are encouraged to use this catalog as a basis for discussion of any clarification or revision to the policies and procedures of the academic program. Students who wish to see a policy change should bring their suggestions up through one of the stand- ing committees. COLLEGE OF THE ATLANTIC MISSION AND VISION College of the Atlantic enriches the liberal arts tradition through a distinctive educational philoso- phy-human ecology. A human ecological perspective integrates knowledge from all academic disciplines and from personal experience to investigate-and ultimately improve-the relationships between human beings and our social and natural communities. The human ecological perspective guides all aspects of education, research, activism, and interactions among the college's students, faculty, staff, and trustees. The College of the Atlantic community encourages, prepares, and expects students to gain expertise, breadth, values, and practical experience necessary to achieve individual fulfillment and to help solve problems that challenge communities everywhere. The faculty, students, trustees, staff, and alumni of College of the Atlantic envision a world where people value creativity, intellectual achievement, and the diversity of nature and human cultures. With respect and compassion, individuals will construct meaningful lives for themselves, gain appreciation for the relationships among all forms of life, and safeguard the heritage of future generations. ACADEMIC PROGRAM AND POLICIES DEGREE REQUIREMENTS The degree of Bachelor of Arts in Human Ecology is granted upon completion of thirty-six credits specified below and three requirements bearing no credit. Eighteen of the thirty-six credit units must be earned at COA, and a minimum of six terms must be spent enrolled full- or part-time at COA. One of those six terms may be a COA internship, but a minimum of five must be spent on campus. The normal full-time annual load is nine credits, three in each of the three ten-week terms. One COA credit unit is the equivalent of 3.3 semester hours; nine COA credits are the equivalent of 30 semester hours. Courses that fulfill resource area and other requirements are indicated by resource area codes and noted in the course descriptions: AD = Arts and Design, ED = Educational Studies, ES = Environmental Sciences, HS = Human Studies, HY = History, QR = Quantitative Reasoning, WF = Writing-Focused, and W = Writing. Courses that fulfill degree requirements must earn a grade of c or higher. First Year Requirements Human Ecology Core Course (HE) one writing (W) class, a college seminar, or two writing-focused (WF) courses in the first year of attendance one history (HY) course within the first two years of attendance one quantitative reasoning (QR) course within the first two years of attendance Resource Area Requirements AD two courses (taught by different COA faculty, one must be a studio course) ES two courses (taught by different COA faculty) 4 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS two courses (taught by different COA faculty) FINAL PROJECT Internship either non-credit: RESIDENCIES 8 weeks full time or INTERNSHIPS for credit: full-time enrollment, one term, 11 HUMAN ECOLOGY ESSAY weeks, earns three credits TIER 3: ADVANCED STUDIES (Note: Both options require a proposal and approval by the Internship Committee prior to starting. The internship, whether for credit or not, INDEPENDENT STUDY must be followed by at least one term of enroll- GROUP STUDIES ment on campus.) TUTORIALS Senior Project CONTINUED DEVELOPMENT OF three credits, either in a single term or split over INDIVIDUAL ACADEMIC INTERESTS multiple terms TIER 2: INTERMEDIATE COURSES AND Additional Non-course Requirements SELF-DIRECTED STUDY human ecology essay community service HUMAN ECOLOGY CORE COURSE writing portfolio 2 COURSES FROM EACH RESOURCE AREA (ARTS & DESIGN, ENVIRONMENTAL SCIENCES, COMPONENTS OF THE CURRICULUM HUMAN STUDIES) Small classes are the foundation of COA's cur- TIER 1: INTRODUCTORY, HUMAN ECOLOGY, AND riculum. With a faculty to student ratio of 1:10, FOUNDATIONAL COURSES individualized attention and a seminar format are the classroom norm. Average class size is 12.5. A normal full-time student load is three courses per term; a normal full-time faculty teaching load is five courses over three terms. Students design their own programs of study, with a few distribution requirements. FIRST-YEAR REQUIREMENTS The Human Ecology Core Course (HE) is a requirement for all first-year students. Additional require- ments include one writing (W) course or two writing-focused (WF) courses which should be taken in the first year as well as one history (HY) course and one quantitative reasoning (QR) course which should be taken in the first two years of attendance. Please refer to the Writing Requirement sec- tion for more information. These requirements apply to all first-time first-year students and transfer students entering with less than the equivalent of 9 COA credits, and are waived for transfer students entering with 9 or more COA credits. RESOURCE AREA REQUIREMENTS The curriculum is organized into three multidisciplinary resource areas: Arts and Design, Environmen- tal Sciences, and Human Studies. A required "distribution" of two courses from each of the resource areas helps a student become familiar with the methodology and perspective of each and incorporate these perspectives into his or her own work. A student must take a minimum of two courses in each resource area, each from a different COA faculty member. One of the Arts and Design courses must be a studio class, listed as ADS. Amongst academic disciplines, studio art is the making of art contrast- ed to the study of art history and theory. The resource area distribution enables a student to gain a broad foundational understanding of approaches used in each resource area of the curriculum; courses satisfying the distribution require- ment should be selected in consultation with academic advisors. A student combines course work from all three resource areas to design programs of study which are interdisciplinary and individual- ized. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 5 The following cannot be used to satisfy the resource area requirements: independent studies, practi- ca, tutorials (except for some music tutorials), group studies, or MD courses. While MD courses, which are interdisciplinary by design, have validity and purpose, they are distinctly not appropriate for the distribution requirement. Transfer credits from other institutions may be used to fulfill resource area requirements. However, only one AD, HS, or ES may be used in this manner. Approval of courses to fulfill resource area require- ments from other institutions is handled by the registrar in consultation with representative faculty and advisors; the student must provide the catalog descriptions of the courses to be used for this purpose. AP and IB credits may not be used to satisfy resource area requirements. SELF-DIRECTED STUDIES Independent Study An independent study provides an opportunity for the student to design his or her own course. It is intended to be student-initiated and carried out under the supervision of faculty or community sponsors. An independent study is appropriate for advanced or specially focused work not offered in the regular course curriculum, for study in fields not offered by the college, or study requiring work off-campus. First-year students are not allowed to undertake an independent study. No more than two indepen- dent studies are permitted within one academic year (they cannot be banked). Transfer students with 9 or more COA credits are permitted to take two independent studies per year starting from the first year they enroll at COA. Every independent study must have a project director. An on-campus faculty sponsor is required if the independent study project director is an off-campus resource. In the event that the off-campus project director fails to generate a grade and written evaluation, the on-campus sponsor is responsible for providing this information. Students must be in good academic standing with no prior incomplete coursework. An independent study is considered incomplete until the proposal has been completed and the student's self-evalua- tion and description of the study have been submitted to the registrar, along with the director's grade and written evaluation. Proposals must document 150 academically engaged hours; this can include such activities as meet- ings with the director, reading, research, studio work, laboratory time, writing, etc. In addition, proposals should include educational goals; methodology; bibliographic and other resources; back- ground/current level of competence; anticipated level of competence at end of study; final product; assessment criteria; and an approximate time-table of events. An honorarium is available to off-cam- pus project directors pending receipt of grade and evaluation of student's work. A cover sheet must be submitted with the proposal, and requires the following signatures: student study director-COA faculty, staff or non-COA expert (non-COA directors must submit credentials specific to the independent study, for instance a CV or resume, for review by the registrar) faculty sponsor (required when the director is not a member of the COA faculty) advisor academic probation officer Group Study The group study is a student-initiated, one-term project, which provides an opportunity for collective pursuit of specific academic problems, topics, or issues which are not offered in the regular cur- riculum. Key factors in the success of any student-designed study at COA are planning, goal-setting, and evaluation. The content of group studies ranges widely. Some groups work on "hands-on" proj- ects which have tangible products. Some groups are more seminar-like, with the objective being the sharing of information among members. Group studies are taken for credit/no credit only. First-year students and those on academic probation are not eligible. The group study administrator is required to submit an evaluation of each student to the registrar within three weeks after the end of the term. Participants decide how these evaluations will be done. 6 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 The requirement that students describe these plans clearly in a proposal is intentional. In addition to review of the student's planning, the Provost and the Academic Probation Officer review the students' proposal for its content and relationship to the rest of the curriculum, as well as academic eligibility. A group study must be approved prior to the registration period for the term when it will be done; dead- lines for submission of proposals are published in the back of this catalog and online. For a group study to be established the following requirements must be met: a minimum of five and maximum of eight active participants at least three of the five should share responsibility for the design of the group study and the preparation of the proposal The proposal should: contain a clear description of the educational goals and methods of the study identify the tangible products include a syllabus based upon a minimum of three hours of regularly scheduled meetings per week and a total of 150 academically engaged hours outline criteria for evaluation, being clear about what constitutes participation worthy of credit identify a faculty sponsor and any additional resource persons identify a student administrator contain an itemized budget. Budget support is available from the college for expenditure such as travel and supplies necessary to the learning activity. The maximum award is $300. Approval procedure: Proposals must be submitted to the provost by the published deadline (Friday of week three of the term prior to registration) with an itemized budget that includes expenses, which are essential for the learning to take place. The group study proposal cover sheet (available on the COA registration web page) must accompany all proposals and have all required signatures. At midterm, representatives of the group are required to make a progress report to the provost. Students may not take two group studies in the same term or more than two per academic year. Residency A residency is a three-credit, term-long educational experience designed by an advanced student. In order to do a residency students must have earned at least eighteen COA credits and be in good academic standing. A maximum of two residencies may be used toward graduation requirements. Residencies offer students the opportunity to put together their own cohesive program of study in order to explore areas which may not be provided in either the content or structure of the regular aca- demic curriculum. Students should have a developed interest in an area that cannot be satisfied by the regular cur- riculum and have the motivation, work habits, and creativity necessary to pursue this interest in an academically responsible manner. Students must have an excellent academic record and be in good standing to participate in a residency. Students have used the residency term to explore topics as diverse as: women's health issues; the history of western thought; physical, cultural, and intellectual approaches to dance; and issues in psy- chology and the treatment of mental illness. A recent residency used quilting as a theme to explore color theory, organic and chemical fabric dyeing, computer aided design, and three quilting cultures. A residency allows a student to learn first-hand the educational value inherent in interdisciplinary study. A COA faculty member must be the primary director of a residency and have scheduled contact with the student throughout the term. This may be done by office visits (if the residency is local or on campus), or remotely by phone, email or internet. Any outside director to the project will assist the primary director in completing final evaluations. Residencies are taken for credit/no credit only. While students are encouraged to only do one, a maximum of two can be allowed. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 7 Students must submit a proposal to do a residency. The residency application form may be down- loaded from the registration page on line or picked up at the registrar's office. The application for the residency must be submitted to the Review and Appeals Committee by the registration deadline for the term in which it is to occur. (See schedule of deadlines in the back of this catalog and online.) Late residency applications will NOT be considered. Students are advised to register for alternate classes in the event that their residency application is not approved. All residency applications will be approved or rejected by Review and Appeals Committee before the end of the term prior to when the residency is to occur. TUTORIALS Tutorials are faculty-initiated studies for one to five students which cover specialized material not available within the regular curriculum. They differ from independent studies and group studies in that faculty members, not students, are responsible for design and implementation. Tutorials cannot be used to fulfill resource area requirements (with the exception of some music tutorials). INTERNSHIP An internship is an academic degree requirement. Internships have always been site-based super- vised work experiences in a field compatible with a student's academic and/or career interest. The goals of the internship program are for students to make professional connections away from campus and gain work experience. Internships have typically been off campus and on-site and working with professionals that students are not already familiar with. Students are encouraged to begin early by meeting with the internship program director to define their interests and potential sponsors. Due to the recent (2020) Covid-19 pandemic, students are now able and encouraged to work remotely from their homes or another off-site location. On-site internships can still be done but the protocol is restrictive with required health and safety guidelines with the employers' acknowledgment and sup- port. Internships allow students to apply their knowledge and skills to the job market, develop new skills, clarify future goals, and establish important career contacts. Internships offer students opportuni- ties to engage in identifying and seeking employment, developing resumes and support materials, interviewing successfully and making informed decisions. Returning to a former employer, worksite, or working with relatives is not an option. Interns are encouraged to take part in onboarding, training, meetings, and workshops, held at their worksite or virtually. Students are encouraged to meet with their advisor and the director of the internship program as they begin planning for their internship. Students must be enrolled for at least one full year on campus prior to doing an internship. Transfer students should consider meeting with the internship program director as soon as they arrive on campus. A student must be in good academic standing and have no outstanding account balances or coursework extensions prior to enrolling for an internship. In order to integrate the internship with later academic experiences, an internship cannot be during the final term of enrollment. If you are graduating in 2021, please check in with the internship program director as soon as possible regarding your internship intentions. A student must spend at least one term enrolled (for at least one credit) following the internship and prior to graduation. The following term may be the senior project. The internship office maintains an active file of organizations, alumni mentors, and job contacts to help students find internships that are appropriate to their career needs and interests. The director is available to help students take advantage of the resources of the office, including resume and cover letter writing, portfolio development, seeking and contacting appropriate employers, and supporting their internship. Faculty advisors have contacts that may produce internships in their fields. Students may elect to do an internship for credit or non-credit. The successful completion of either an eleven-week, full-time (440 hours total) credit internship or an eight-week, full-time (320 hours total) non-credit internship satisfies the degree requirement. After accepting an internship, the student develops a proposal and resume and obtains a letter of commitment from the internship sponsor/ supervisor, which is submitted to the internship committee for review. Once approved by the commit- tee, the student may begin the internship. Within three weeks from the start of the term following the internship, the student must submit an internship report and an evaluation from the sponsor/supervi- 8 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 sor. The internship director compiles a written evaluation for the student's transcript which includes excerpts from the proposal, report, and the sponsor's evaluation. All internship documentation is filed in the internship office. Current guidelines for writing proposals, resumes, and reports are available in the internship office and on the college's website. In certain instances students may complete up to two three-credit or non-credit internships. Students wishing to take a second for-credit internship must have strong support from their advisors, a strong rationale for the need of a second internship, and an approved proposal. Student teaching may be used to fulfill the internship requirement. Students choosing this option must meet the standards set for both the Student Teaching Practicum and the internship. SENIOR PROJECT The senior project is a three-credit independent effort required for the human ecology degree. It is a significant intellectual endeavor, experiment, research project, or original work which is intended to advance understanding in a particular academic area and bring together the skills and knowledge acquired during the student's college career. It is a major work at an advanced level, occupying at least one term, earning three credits. The three credits of a senior project may be spread over two or more terms if the research requires more than ten weeks or if the student wishes to combine the senior project with course work in his or her final terms. Many approved senior projects take place primarily off campus. With the exception of the spring term prior to graduation, senior project enrollment may be combined with course enrollment even if the total load is four credits. If a student wishes to conduct a senior project, in whole or in part, in the spring term and enroll for one or more classes, registering for more than three credits total, he or she must gain approval through an appeal to Review and Appeals Committee prior to the end of the add/drop period for the spring term. Once a student registers for his/her senior project, he/she will have one year to complete it barring extensions. If at the end of that time period the project is not completed the student will be withdrawn from the institution. When a student re-enrolls to complete his/her project he/she must reapply through the Office of Admission and pay all applicable admission fees, as well as a special one-time senior project registration fee. The project must be completed by the end of the term. If the student does not complete the project in the allotted time, the next enrollment will be at the full rate of three credits with a new proposal required and with one year to complete the project. A COA faculty member or a non-COA expert may serve as the senior project director. This person is responsible for the final evaluation and may or may not be the faculty member on a student's permanent advising team. In addition, resource persons outside the college may be used. Non-COA project directors are eligible for a $400 honorarium. Review and Appeals Committee posts deadlines for submission of senior project proposals; the deadlines are listed on the back cover of this catalog and online. Students wishing to register for senior project credits must obtain a signature from one of the co-chairs of the Review and Appeals Committee on their registration form. In order to obtain a signature from a chair of Review and Appeals, a student must have submitted a complete proposal to the committee for review. Proposals should be readable by the general community and free of jargon. The relevance of the project within the context of a COA education should be clear. A completed proposal or intent form should be submitted to the Review and Appeals Committee before registering for senior project credits. Project proposal cover sheets are available in the Registrar's Office and online with a checklist of required elements included. The following elements must be included in a senior project proposal: statements describing purpose, methodology, schedule for completion, criteria for evaluation, manner of final presentation, and the role of the project director; detailed description of the way in which this project is a culmination of the student's work at COA, including academic background, career goals, and qualifications to do this work; documentation of how the student will achieve 450 academically engaged hours; bibliography and/or other references which place the work in a theoretical context, demonstrating what will be new learning or original; and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 9 a cover sheet bearing signatures of the permanent advising team members and the project director, including the preliminary project title. Note: senior projects without completed and approved proposals cannot receive credit, which may result in a student not being able to graduate. The completed senior project must be submitted to the library archivist no later than the end of the ninth week of the spring term. Failure to meet this deadline will jeopardize the student's ability to graduate in June. The student is responsible for submitting his/her project in a format approved by the library archivist, following the guidelines posted on the registrar's webpage. This includes a brief abstract (200-400 words, single spaced) describing the project. The project is cataloged by the library and added to its permanent collection of senior projects for reference by future students. Students must also submit a description and self-evaluation electronically to the Registrar's Office; the project director will submit an evaluation. Letter grades are not given for senior projects. ETHICAL RESEARCH REVIEW BOARD (ERRB) Research on human subjects is an integral part of human ecology at College of the Atlantic. The col- lege's policy on human subjects research is intended to foster an environment that supports and encourages such research. In addition, the policy establishes mechanisms to assist those wishing to undertake human subjects research. College of the Atlantic has in place a set of procedures concern- ing research involving human subjects to ensure the physical and psychological safety of participants and to ensure that researchers follow appropriate ethical standards and comply with federal laws protecting research subjects. Research that will be reviewed includes faculty research, senior projects, and graduate theses. In addition a limited set of classroom projects, residencies, and independent studies may also require review, especially if they are disseminated publicly. An Ethical Research Review Board (ERRB) will be appointed by the provost at the beginning of each academic year. The ERRB is charged with implementing this policy in a manner appropriate to the in- terdisciplinary nature of COA and consistent with federal law. The ERRB will provide researchers with materials and tools to determine if their project(s) fall under the category of human subject research. The ERRB will assist researchers wishing to undertake research on human subjects to develop strate- gies for meeting ethical and legal standards appropriate to their research. Students and faculty must seek approval for their research from the ERRB when they initially propose their work. Student projects which do not gain approval, may not be granted college credit or count as fulfilling graduation requirements. The application for approval, in the form of an ethical research review form and accompanying narrative, will be forwarded for review and approval to the chair of the ERRB who will convene to review proposals on a rolling basis. Researchers may appeal the ERRB's decision to the provost or her or his designee. The dean's decision is final. For further information or a full statement of the college's policy and details on the process of applica- tion and review, contact the ERRB chair. WRITING REQUIREMENT There are two components to the writing requirement: 1. Writing Course: This is one of the First Year requirements for all students entering with fewer than nine COA credits. Students must take either one writing class, a college seminar, or two writing- focused classes within their first year at COA. Writing courses are designated W in the course descrip- tion: writing-focused classes are designated WF and classes with a writing-focused option are desig- nated WFO. Students who have scored a four or higher on the AP English exam or a six or higher on the IB English A HL exam, or who have taken a college-level writing course may be exempted from this requirement; determination for an exemption is made by the Writing Program Director. 2. Writing Portfolio: The goal of the second phase of the writing requirement is to ensure that all students write at an advanced collegiate level. Students entering as first-year students, or transfer students with fewer than nine credits, must submit a writing portfolio once they have completed eigh- teen COA credits. Transfer students with nine or more credits are required to submit a portfolio by the end of their third term of residence. Failure to meet this requirement may result in the student's not being allowed to register for the following term. The portfolio should be submitted to the faculty assistant at bcarter@coa.edu. This portfolio, which is 10 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 reviewed by a member of the team of faculty reviewers, should include: three essays written for courses-these essays should explain a concept or issue one must demonstrate that you can analyze an issue or argue a position one (that could be expository or argumentative) must be 5+ pages At least one essay must demonstrate that you can use and document sources appropriately. These essays are reviewed to ensure that students meet the criteria specified in the writing rubric. These criteria include the ability to: write coherently organize a paper so that the writing moves logically from sentence to paragraph to whole paper write sentences that do not interfere with the author's intent or meaning and use sources consistently and appropriately When students demonstrate that they can clearly explain and/or address an issue and formulate and support a coherent and logical argument without significant mechanical or grammatical errors, they will have met the second component of the writing requirement. Students whose writing is flawed by minor mechanical errors or minor errors in documentation will be asked to work with a writing tutor until they have mastered the problem. Students with more serious writing issues will meet with their advisor and the faculty reviewer and/or the writing program director to collaboratively develop a plan to improve their writing. The develop- ment and implementation of the plan should not only be supportive but should allow the student to achieve a higher level of writing competency. The written contract will not only articulate the specific goals that must be met but also may include, but is not limited to, the following: taking other writing or writing-focused courses, working on writing in other courses, or working on a regular basis in the writing center. HUMAN ECOLOGY ESSAY The human ecology essay is a work of exposition, argumentation, extended description, or narration and should be approximately 2,000 words long. By choosing and developing a subject of personal or social significance, the student explores her or his perspective on human ecology. The human ecology essay is not expected to be a paper done for a course, although it can evolve from such a paper or be produced in a writing class. The human ecology essay must be clear, concise, and coherent. In some cases a student may choose to do a nonverbal "essay," or write a piece of fiction or poetry. If this is the case, the student must submit a two- to four-page essay explaining how the project reflects her or his notion of human ecology. The student's advisor and one additional faculty member will serve as readers for the human ecology essay. When the students turns in their first draft of the essay, they must specify the names of their two readers to the Faculty Assistant along with the draft. Both readers must be continuing faculty members. Both the readers must approve the essay in order for the essay to be considered approved. Usually a student's essay goes through several drafts and takes 3-6 weeks to be approved. It is the student's responsibility to submit drafts to both readers and find out their readers' schedules for com- mentary no later than six weeks before the deadline for final approval (approximately the first of Janu- ary). Students are strongly encouraged to work with the writing center on their essays; their readers may require them to do so. Students are strongly encouraged to begin work on their human ecology essay during the second half of their junior year. The initial draft is due toward the beginning of the fall term of the student's senior year, and the final draft is due in mid-February. Both the initial draft and the final draft must be submitted to the faculty assistant and the two readers by the appropriate deadlines. The student's advisor oversees the human ecology essay process and ensures that deadlines are met. Students who fail to meet human ecology essay deadlines will jeopardize their ability to graduate or stand in June. Essays that are submitted after the deadline will not be eligible for inclusion in the hu- man ecology essay publication. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 11 COMMUNITY SERVICE All students at COA are required to complete forty hours of community service prior to their last term of enrollment. The college believes that community service provides valuable experience as well as personal and educational opportunities that complement a student's studies in human ecology. A student can satisfy the community service requirement through on-campus or off-campus volunteer work. On-campus service suggestions include committee membership, planning campus-wide activi- ties such as Earth Day, or volunteering at Beech Hill Farm. Off-campus service includes activities that strengthen the college's ties to the local community such as coaching local athletic teams, tutoring math in an after-school program, or volunteering at a nursing home. A combination of on-campus and off-campus experiences is encouraged. Community service must be on a volunteer basis (not for pay or for course credit) and consist of a minimum of forty hours in total. Most students have an excess of community-oriented work and ulti- mately need to decide which experience to use to fulfill the requirement. The director of internships and career services is responsible for assessing the adequacy of the student's service. A one-page form with a description of the activity, length of involvement, and reflections must be completed and returned to the Internship Office prior to graduation. The required form is available on the college's website. In addition this office has resources for on and off campus community service opportunities. REVIEW AND APPEALS The Review and Appeals Committee, a subcommittee of Academic Affairs, considers student propos- als for senior projects and residencies, and petitions for exceptions to requirements and unusual requests for credit. This subcommittee also receives and reviews appeals for reconsideration of any other decisions regarding a student's academic work, and assesses and evaluates fees related to the academic program. ADVISING When students arrive at College of the Atlantic they are assigned an initial academic advisor. The working relationship between student and advisor is very important because of the self-directed nature of study at the college. The freedom of students to plan individual programs carries with it the responsibility to develop coherent courses of study. The academic advisor serves as the primary resource for this planning process. The advising relationship is critical to the success of students' academic programs and students are encouraged to change advisors as their academic interests and needs evolve. Change of advisor forms may be found on the COA website. The best advisors are those who share intellectual and educational interests with their advisees. It is hoped that through class contact and campus events, students will develop collegiality with one or more faculty or staff. It is from these connections that they will choose an advisor best suited to their educational and career pursuits. The advisor serves as both professional mentor and guide as students work their way through their college careers. Advising meetings may take the form of discussing resource area requirements, con- sidering further educational or career planning, or simply serving as a sounding board for a student's academic and personal concerns. Students are highly encouraged to meet with their advisors regu- larly. As there is an atmosphere of collaboration at College of the Atlantic, students are encouraged to seek connections with other faculty, staff, and students to broaden their advising experience. For ques- tions or further information on the advising system, please contact the provost. CAREER SERVICES The Office of Internships and Career Services reflects the college's mission by guiding students to be empowered through the mastery of intellectual and practical skill development. Students enrolled at the college have selected human ecology as the lens through which they explore the world by recognizing its problems, studying the issues, and being motivated to make the world a better place. Career guidance is an integral part of a student's experience at COA. Career development services for students and alumni include: 12 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Labor market information Resume and cover letter guidance Alumni mentors, friends of the college, referrals One-on-one career coaching (in person, by phone or by zoom) Searchable databases, mock interviews Employment guides Graduate school information, scholarships and fellowships, relocation strategies STUDENT RESPONSIBILITY College of the Atlantic's advising system is set up to provide students with help and guidance in a number of areas. However, a student's education is ultimately her or his responsibility. In particular, it is the responsibility of all COA students to adhere to the requirements and deadlines published in the course catalog and other college materials. CLASS ATTENDANCE Students are expected to attend the first class meeting for any course in which they are enrolled. Stu- dents who do not attend on the first day of the class may be dropped from the course at the sole dis- cretion of the instructor. Students may also be dropped if they enroll for a course without having met the published prerequisites. Students do not need the instructor's signature to drop a class during the add/drop period. However, students are asked to inform the instructor of their decision to drop, so that their seat in the class may be given to other students. College of the Atlantic does not have a college-wide policy concerning class attendance. However, individual faculty members may-and usu- ally do-set attendance expectations for their classes. In the event that a class is missed, the responsi- bility for making up any missed work lies with the student, in negotiation with the faculty member. ACADEMIC INTEGRITY By enrolling in an academic institution, a student is subscribing to common standards of academic honesty. Any cheating, plagiarism, falsifying or fabricating of data is a breach of such standards. A student must make it his or her responsibility to not use words or works of others without proper acknowledgment. Plagiarism is unacceptable and evidence of such activity is reported to the provost or his/her designee. Two violations of academic integrity are grounds for dismissal from the college. Students should request in-class discussions of such questions when complex issues of ethical schol- arship arise. DEGREE PROGRESS It is the student's responsibility to be aware of his or her status as a degree candidate, and to utilize his or her advisor to certify progress for graduation. To help make this certification clearer, students should use their student portal to follow their academic progress. REGISTRATION: CONTRACTS AND SIGNATURES When a student submits his or her course registration, he/she has made a commitment to those courses or other credit units. The student will owe tuition to match that registration, and the student's transcript will list the titles of those courses, whether or not credit is earned. Add/drop forms must be filed by the deadlines set for each term in order to make changes to course registration. All financial obligations must be cleared (or loan payments made current) with the college before a student may register, receive a diploma or have a transcript sent. Lost library books are also considered financial obligations to the college. COURSE/FACULTY EVALUATIONS At the end of a course, Personnel and Academic Affairs committees require course/faculty evaluations from each student enrolled. Course evaluation forms ask questions regarding course organization, idea synthesis and clarity, class-teacher rapport, importance of the course to the COA curriculum, and recommendations for future classes. These forms are extremely important in evaluating teacher COLLEGE OF THE ATLANTIC CATALOG 2020-2021 13 performance. They provide a written history of faculty work critical to accurate assessment of teach- ing success. Course evaluation forms are available either in paper format or online through the student portal by choice of the instructor. Paper forms should be submitted to the Office of Academic and Administra- tive Services. All evaluations are held until faculty evaluations of students are in, then they are passed to the Personnel Committee and the provost for use in continuing reviews of faculty work and in periodic reviews for contract renewal. Faculty members are expected to read course evaluations, but do not have access to them before writing evaluations of students. ACCOMMODATING STUDENTS WITH DISABILITIES To ensure that programs, activities and services are accessible to all matriculating students, College of the Atlantic is committed to providing reasonable accommodations for students with documented disabilities. Documented disabilities may include, but are not limited to: a learning disability; attention deficit disorder; a visual, auditory, or mobility impairment; a physical or mental health illness. COA's policy and practice comply with the Americans with Disabilities Act, Section 504 of the Reha- bilitation Act, and the state and local requirements regarding students with disabilities. Under these laws, no qualified individual with a disability shall be denied access to or participation in services, programs, and activities of the College of the Atlantic. In compliance with federal and state regulations, reasonable accommodations are provided to quali- fied students with disabilities. A reasonable accommodation is one that is consistent with the academ- ic standards of the college and does not fundamentally alter the nature of the course or program. COA works directly and individually with students throughout the accommodation process. Final authority for determining the most reasonable and effective accommodation rests with the college and is based on the nature of the course or program and the individual student's disability-related need(s). A quali- fied individual is a person who, with or without reasonable accommodations, can perform the essen- tial functions of a program or course requirements. The essential requirements of an academic course or program need not be modified to accommodate an individual with a disability. COA's designated Disability Support Services are located within the offices of Student Life in Deering Commons. From this office students needing accommodation will be directed to academic, program- matic, or campus mobility specialists for assistance. Students are encouraged to meet with a Disability Support Services professional to develop a plan for their academic accommodations. A request for accommodation is deemed reasonable if it is based on documented individual needs and does not compromise essential requirements of a course or program, does not pose a threat to personal or public safety, and does not impose undue financial or administrative burden. Students seeking reasonable accommodations must provide current documentation of the disability either before or at the time they request accommodations. It is the responsibility of the student to work with appropriate staff or faculty each term to ensure that appropriate accommodations are put in place at the start of the term. COA does not provide assessment services for documentation of Learning Differences-all testing is done by outside evaluators at the student's expense. RECORDS AND EVALUATIONS Each unit of work completed at College of the Atlantic has a three-part evaluation consisting of a course description, instructor evaluation, and a student self-evaluation. Evaluations serve a dual purpose; they form an ongoing portfolio and permanent record for use by the student and advisors, and they comprise the narrative transcript that may be read in conjunction with applications to other schools and future employment. As a summary and synthesis of work over a period of years, the transcript is an effective way to show how courses and projects mesh into a coherent education of the student's own design. TRANSCRIPTS An official College of the Atlantic transcript can include either a single page that lists all of the course titles, credits attempted/earned, or a full transcript that also includes narrative evaluations and self- evaluations. To order an official transcript; COA has partnered with Parchment to deliver secure official transcripts 14 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 either electronically or in paper format. All transcripts must be ordered online at www.coa.edu/ transcripts, even those that will be picked up in the Registrar's Office. Processing time is 2-5 business days. Current students can print unofficial transcripts directly from their student portal. Transcripts will not be released if the student has overdue bills in the Business Office and/or Thorn- dike Library. Students have access to their own files in the Registrar's Office during regular office hours. In keeping with policies under the Family Educational Rights and Privacy Act (below), the col- lege requires the student's release, in writing, before opening educational records to third parties. PRIVACY The college's policies, consistent with the Family Educational Rights and Privacy Act of 1974 (FERPA), are as follows: This act is a Federal law, which provides that academic institutions will maintain the confidentiality of student education records. College of the Atlantic accords all the rights under the law to students who are declared independent. No one outside the college shall have access to nor will the institution disclose any information from students' records without the written consent of students, except to persons or organizations provid- ing student financial aid, to accrediting agencies carrying out their accreditation function, to persons in compliance with a judicial order, and to persons in an emergency in order to protect the health or safety of students or other persons. All these exceptions are permitted under the Act. College of the Atlantic also requests, beyond the requirements of law, that all students, whether or not declared independent, give their written consent in the sending of evaluations and transcripts to parents and to officials of other institutions in which students seek to enroll. Within the COA commu- nity, only those members, individually or collectively, acting in the students' educational interest are allowed access to student educational records. These include personnel in the Financial Aid, Business, Admission, Student Life, Internship, and Registrar's offices, provosts, advisors, and faculty, within the limitations of their need to know. At its discretion, the college may provide Directory Information in accordance with the provisions of the Act to include: student name, address (campus, email), phone number, major field of study, dates of attendance, degrees and awards received, the most recent previous educational institution attend- ed, and participation in officially recognized activities and sports. Students may withhold Directory Information by notifying the registrar in writing within two weeks after the first day of an academic term. Requests for non-disclosure will be honored until the registrar is notified otherwise. The law provides students with the right to inspect and review information contained in their educa- tion records, to challenge the contents of their records, to have a hearing if the outcome of the chal- lenge is unsatisfactory, and to submit explanatory statements for inclusion in their files if they feel the decisions of the hearing panels are unacceptable. COA students have unrestricted access to their own records; they may have copies made of their records at their own expense, with certain exceptions (in cases of overdue bills in the Business Office and/or Thorndike Library). Education records do not include employment records, alumni records, student health records, or records of instructional, administrative, and other personnel which are the sole possession of the maker and are not accessible or revealed to any individual. Health records, however, may be reviewed by physicians of the student's choosing. Students who believe that their education records contain information that is inaccurate or mislead- ing, or otherwise in violation of their privacy or other rights, may discuss their problems informally with the registrar. If the decisions are in agreement with the student's request, the appropriate records will be amended. If not, students will be informed by the registrar of their right to a formal hearing. Student requests for a formal hearing must be made to the Review and Appeals Committee, which will inform students of the date, place, and time of the hearing. Students who believe that their rights have been abridged may file complaints with The Family Educational Rights and Privacy Act Of- fice (FERPA), Department of Health, Education, and Welfare, Washington, D.C. 20201, concerning the alleged failures of the college to comply with the act. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 15 INSTRUCTOR EVALUATIONS The first part of an evaluation is written by the instructor (or by group study members or, for an inde- pendent study, by the student) and is an objective description of the course work and criteria used for evaluation. The second part is also written by the instructor and addresses the student's performance in light of the stated criteria. The narrative evaluation is an opportunity for the instructor to discuss a student's work in a way that cannot be communicated through a letter grade alone. Student grade options are credit/no credit or letter grades. For some courses (residencies, intern- ships, and senior project), letter grades are not an option; the instructor may also choose to opt only for credit/no credit. Request for a credit/no credit grade must be made in writing on the add/drop form no later than the add/drop deadline. Grade options may not be changed retroactively. The grad- ing option to be selected should be discussed thoroughly with advisors and faculty. The COA faculty follow the following grading definitions: For determining credit/no credit the following criteria are used. Credit: Satisfactory completion of the requirements as stated in the course description. The qual- ity of the work may range from an excellent to an average comprehension of course material. Equivalent to c or above in letter grade system. No Credit: Failure to complete the requirements as stated in the course description or to demon- strate satisfactory comprehension of the course material. A final status of "No Credit" means that work was not sufficient for credit and/or that it is too late for credit to be considered. For letter grades the following criteria are used. A Excellent: outstanding or superior insight extending beyond the normal requirements for the course; exceeding expectations; completion of all required work B Good: conversant in all course topics; completion of all course work C Satisfactory: comprehension of the material and completion of basic requirements D Completion of minimal requirements and demonstration of minimal competence, academic credit is awarded F Failure to complete minimal requirements or to demonstrate comprehension of key course topics, recorded as a "No Credit" for those not opting for letter grades GPA COA does not provide/calculate GPAs for its students. However, upon special request, the registrar will calculate a GPA based only on courses for which the student received letter grades, and include it in a separate letter that also states the number of courses from which the GPA is calculated. STUDENT SELF-EVALUATIONS The third part of the evaluation is the student's self-evaluation. While optional for most courses, it is required for independent studies, residences, and senior projects. The self-evaluation is an important component of the narrative transcript. It provides an opportunity to record the student's assess- ment of the progress of his or her education and provides valuable insights to the reader about the student's performance in classes beyond what is conveyed by a letter grade. Instructions for submit- ting self-evaluations are distributed by the registrar at the end of each term and are available on the student portal. Self-evaluations may be submitted for up to two weeks following the end of the term and are posted after faculty have submitted their grades and evaluations. Late self-evaluations are not accepted since they must remain independent of faculty evaluations. MID-TERM EVALUATIONS An in-class mid-term evaluation is done in every course and although this does not become part of a student's permanent academic record, it is an important means of student-teacher evaluation. Ideally, the mid-term evaluation is a class-wide discussion of the students' performance, class expectations, and suggested enhancements for the remainder of the term. If students are under-performing at this point in the term their academic advisor and the provost or his/her designee are notified. 16 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 INCOMPLETE WORK Completing assigned work for classes in a timely manner is a necessary part of education just as effec- tive time management is a necessary skill in the world beyond COA. If a student encounters difficulty completing work by the specified deadline, s/he should speak with her/his instructor and/or advisor to seek assistance. Similarly, if an instructor finds that a student repeatedly turns assignments in late or not at all, s/he should speak with the student to determine how to help the student complete work necessary for learning and academic credit. An incomplete grade will automatically turn to an "F" three weeks into the subsequent term unless proper paperwork is filed with the registrar. If a student has not completed all of the work necessary to meet the requirements of a course by the end of the term, the student must either complete a written extension request (form available in Reg- istrar's Office and online) or be evaluated on the merit of work completed. A student who falls behind in their work should speak to the instructor(s) as soon as possible to determine if an extension may be approved. It is the student's responsibility to request an extension and submit the form. When the faculty member receives a completed extension form, s/he may either deny the request and evaluate the student on the merit of work completed, or grant an extension up to the end of the fourth week of the following term. The extension may be lengthened beyond the end of the fourth week at the faculty member's and academic probation officer's discretion. Any extenuating circum- stances requiring extensions beyond this deadline should be determined jointly by the student, faculty member, and academic probation officer since such extensions impact grading, financial aid and billing. If by the contracted extension deadline the work still is not complete and there is no further exten- sion, the faculty member will evaluate the student based on work completed to date. If the faculty member does not assign a grade or credit, the extension will revert to a failing grade or no credit. Students must file signed extension contracts with the Registrar's Office within three weeks from the end of the term. ACADEMIC STANDING A COA student's progress toward the degree is measured in credit units; to be considered in good standing a student must be earning credits in satisfactory proportion to the number attempted and must not be on Academic Probation. Each COA course is worth one credit, though amounts of commitment and effort required may vary. With permission of an advisor, students other than first-term registrants may register for a maximum of four credits in a term. SATISFACTORY ACADEMIC PROGRESS Normal or satisfactory progress toward the degree is made through the equivalent of four full-time years of study, or nine COA credits per year. The student must be aware of this definition of full-time for various purposes of eligibility for financial aid and student loans, especially from sources such as VA benefits: full-time enrollment is three credits per term and nine per year. The college recognizes many good reasons for graduation timetables that differ from a traditional four-year program; it is a student's responsibility to discuss his or her program with advisors and to be aware of financial aid implications. Financial aid implications include the potential loss of all aid if the student does not maintain Satisfac- tory Academic Progress (SAP). Generally, this means the student must maintain the equivalent of a "C" average or GPA of 2.0 or higher (some exceptions may apply). If a student loses aid due to failure to maintain SAP, he or she must reestablish SAP before aid can recommence, assuming the student is otherwise eligible. The full SAP policy can be found on the COA website and in the Office of Financial Aid. Credit (CR) issued for any courses taken as P/F versus a grade is treated, for financial aid purposes, as the equivalent of a "C" or 2.0 GPA. Students should be aware of the implications of this and the poten- tial impact on their overall GPA at any given time. ACADEMIC PROBATION COLLEGE OF THE ATLANTIC CATALOG 2020-2021 17 Students who receive a D, F, an NC, (fails to receive credit in a class taken credit/no-credit) in a given term or have two or more extensions are automatically placed on academic probation. There are three levels of academic probation, and the changes to the criteria for getting off of academic proba- tion require more consistent academic success in subsequent terms. Students on academic proba- tion are notified in writing (as are their advisors) and the students must attend a mandatory meeting with the academic probation officer or the Provost within the first three weeks of the subsequent term. Such meetings are used to identify and address the issues causing the student to get probation- ary status and to ensure successful future terms. Failure to attend a probation meeting will result in blocked registration for the upcoming term. Although academic probation is a serious issue, the tenor of this meeting is to be constructive and supportive, not punitive. In order to be removed from academic probation, the student must pass all of her or his classes in the subsequent term with grades of c or higher and receive no new extensions. Students on academic probation are not considered in good academic standing. Students on academic probation are not eli- gible for independent studies, residencies, or EcoLeague or other consortium exchanges. If a student remains on academic probation for a second consecutive term, the student will have an academic contract created for them. Academic contracts are individually constructed and have carefully defined outcomes targeted to enhance the student's success. Example contract conditions may include but are not limited to: reduced course load for the subsequent term mandatory attendance at study skills group mandatory check-in meetings with advisors/teachers/counselors required work with a writing tutor requirements that students turn in no late work and/or miss no classes Included in the academic contract will be clearly spelled out consequences for failing to meet the terms of the contract. International students and the academic probation officer should be attentive to the consequences academic probation has for maintaining F-1 student status and for eligibility to remain in the United States. The academic probation officer is appointed by the provost. The academic probation officer has discretion to interpret the above procedures to support student success while maintaining high aca- demic standards. Decisions made by the academic probation officer may be appealed to the provost or her/his designee, whose decision is then final. In order to be removed from academic probation, a student must pass his or her classes with a C or higher in the subsequent term with no extensions. After three consecutive terms on academic probation, or accumulating a total of five Fs, stu- dents will be suspended from the college for one academic year. Students who return from the one year academic suspension will be on Level Three Probation. Failure to receive grades of c or above and any course extensions will be expelled. TRANSFER CREDIT A student can transfer a maximum of eighteen credits to COA, the equivalent of sixty semester credit hours or ninety quarter hours in systems commonly used at other institutions. One COA credit is equivalent to 3.3 semester hours or five quarter hours. Work at another accredited institution is trans- ferable with a grade of c or above and approval by the Registrar, and will appear on the COA transcript with a grade of CR. Except for students receiving VA benefits, COA degree candidates may elect not to use transfer credit toward the degree even though all work from previous institutions must be submitted during the admission process. Transfer credits must be authorized by the student before the registrar can apply them to the student's transcript. Once transfer credit has been applied to a student's COA record, it cannot be removed. A transfer student bringing in nine or more COA credits is exempt from the freshman requirements (Human Ecology Core Course, History, Writing and QR courses). A student transferring in eighteen credits is encouraged to begin planning for the completion of degree requirements and to select an advising team as soon as possible. New transfer students should first make sure that the Registrar's 18 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Office has received final transcripts of all previous college course work; students are often accepted for admission before the final transcript of previous work is available, and students must send for an update to ensure that all transfer credits are applied. First-time freshman students who have taken college courses while enrolled in high school may elect to transfer in these credits after they have earned 9 COA credits. This transfer of credits does not exempt them from the First Year requirements. A COA student planning to take a course or a term of work as a visiting student at another college is advised to get approval in advance from the registrar of its eligibility for transfer. Credit is rarely granted for work done at non-accredited institutions. Proposed study of this type must be evaluated and approved for transferability in advance by Review and Appeals Committee. CREDIT BY EXAM (AP OR IB) OR MILITARY EXPERIENCE A maximum of one term (three credits) may be given for credit by examination or military experience. Advanced Placement, International Baccalaureate and other successful examinations may also serve as prerequisites for COA courses. AP and IB credits cannot be used to meet HY, QR or Resource Area requirements. Students entering as first-time freshmen must earn 9 COA credits before AP or IB cred- its may be applied to their COA transcript. Any AP or IB credits must be transferred by the end of the student's Junior year. Advanced Placement (AP): Scores of four or higher on AP exams are acceptable for transfer. International Baccalaureate (IB): Scores of five or higher on IB Higher Level exams are acceptable for transfer. Standard Level exam scores are not eligible for transfer. DANTES: Passing exam scores are eligible for credit under the American Council on Education recom- mendations. Requests for credit are handled on a case by case basis. Contact the Registrar's Office for more information. Military training experience: May be acceptable for credit under the American Council on Education guidelines. As with DANTES, credit requests are handled on a case by case basis. Contact the Regis- trar's Office for more information. Official scores and transcripts must be mailed directly to the COA Registrar's Office. Advanced stand- ing credit earned while in high school is held in reserve and may not be recorded on the student's record until the beginning of the student's second year. A student has the opportunity any time after their first year to request the addition of these credits to their transcript. The amount of credit trans- ferred affects the long term eligibility for Federal financial aid funds and speed of progress toward graduation; a student is strongly advised to discuss his or her individual situation and timetable with academic and financial advisors. GRADUATION AND SENIOR YEAR Students should submit intent to graduate forms in the winter term prior to the academic year in which they intend to graduate. There are a number of important deadlines that fall during the stu- dent's senior year-i.e., the human ecology essay, the senior project, and the certification of gradua- tion requirements form. It is the student's responsibility to adhere to all published deadlines, even in the event that the student is away from campus. In some cases students may "stand" at graduation even if they have not completed all graduation requirements. Students who stand may participate in all graduation ceremonies and celebrations, but will not receive a diploma nor be considered a graduate of the college until all graduation require- ments are met. Students may participate in only one graduation ceremony. Students who wish to stand must submit a completed standing contract form to the provost for the privilege to do so. This contract must include a detailed plan, with clear deadlines, for completing all degree requirements. A student may stand only if he or she has three or less COA credits remaining. If these credits are for the senior project, the student must have their senior project proposal fully approved at the time he or she petitions to stand. Students may not stand if they have not completed their human ecology es- say, writing portfolio, community service or their internship. The provost will decide on this request, in consultation with the student and her or his advisor(s). The COLLEGE OF THE ATLANTIC CATALOG 2020-2021 19 dean's decision is final. If the standing contract is accepted, the student is required to submit a $500 deposit, which is returned in full to the student upon completion of all work/graduation. Standing is not an option for graduate students. LEAVE OF ABSENCE A student may request a leave of absence for one term. Forms for this purpose are available in the Registrar's Office and online. Approval depends upon justification of the leave in the context of the student's overall academic plan. Failure to file a request for leave by the end of add/drop period for any given term results in automatic withdrawal from the college. A student who has either formally withdrawn from the college or lost matriculant status as stated above, but desires to return to the college, must complete a short re-application form available from the Office of Admission in order to be reconsidered as a candidate for matriculation. For purposes of repayment of student loans, a student is considered to be withdrawn as of the end of the last term of enrollment, even though he or she is on an approved leave of absence. For COA purposes, the student can continue as a "degree candidate not enrolled." For loan purposes, however, a student is either a registered, tuition-paying student or not. This rule applies to students away on non-credit internships and to seniors whose last enrollment (usually the senior project) takes place in a term earlier than spring term prior to graduation. A student who elects to take a leave of absence with pending incomplete or unsatisfactory work may expect to meet with the provost upon return. MEDICAL LEAVE College of the Atlantic strives to maintain an environment that supports intellectual well-being and ac- ademic excellence. Nevertheless, unexpected circumstances can and do occur that affect a student's ability to succeed in COA's rigorous intellectual climate. The following policy is intended to facilitate a student's necessary departure from and subsequent re-entry into the college. A medical leave of absence is available for students who have medical or psychiatric conditions that severely limit their ability to perform academic work. Students who need this type of leave of absence must meet with the dean of student life and the provost. All medical leaves must have the written recommendation of a physician or mental health professional. Medical leaves are usually granted for up to three terms. Medical leaves are not possible after week 8 of the term. Students who take a medical leave during a term will earn no academic credit for the term and their class enrollments will show a grade of "W" (withdrawn). They will be refunded for tuition and room as dictated by the refund policy detailed in this catalog. During the time of the leave, students must actively engage in appropriate treatment as recommended by their physician or therapist. Return and re-enrollment from a medical leave of absence are contingent on a written assessment by a physician or therapist that is evaluated by the dean of student life in consultation with on-campus health services staff. The dean of student life will then establish a re-entry plan (i.e. referral to a local specialist, ongoing treatment plan) as necessary with the returning student to ensure that she/he is fully aware of the resources available to support them. The provost will meet with the student to review an appropriate academic course load upon their return to the college. In the event that a student's continuation at the college poses a significant risk to the well-being of that student or to others in the community, the dean of student life can place a student on involuntary medical leave. The student may appeal this decision (in writing) to the president of the college within five working days. ADDITIONAL PROGRAMS EDUCATIONAL STUDIES The Educational Studies Program at College of the Atlantic prepares students for teaching in a variety of educational settings. Students may obtain Maine State teacher certification through our profes- sional certification program or they may choose to specialize in non-traditional, field-based, and/or outreach education. The program is highly selective, providing qualified students with a rich range of pedagogical opportunities and intellectual resources. Students are challenged to translate the environmental and social themes that form the basis of their education at College of the Atlantic into 20 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 effective and exciting educational experiences for others. The Educational Studies Program seeks to expand students' understandings of the professional possibilities in public and private schools as well as informal educational settings. The interactive and interdisciplinary nature of education at College of the Atlantic serves as a model for the kind of education our students hope to create as teachers. Many graduates are teachers in public and private schools; others have chosen careers as outdoor educators, interpretive naturalists, and environmental educators. TEACHER CERTIFICATION COA has been granted the authority by the state of Maine to award teaching certification to its suc- cessful program graduates. This certification, which is reciprocal in forty-two other states, is available in the following areas: elementary education (grades K-8); and secondary certification (grades 7-12) in life science, social studies, and English language arts. Students electing to pursue professional teacher certification may either do this as an internship or may take three additional credits beyond the COA graduation requirement. COA has an excellent working partnership with the local public and private schools. This relationship affords our students the opportunity to practice what they learn by getting them abundant "hands-on" experiences in classrooms, after school programs, museums, alternative educational settings, and summer camps. The program standards are set by the State Board of Education and are interpreted by COA's Educa- tional Studies Committee. Courses satisfying the components are coded ED in the course description section in this catalog. For further information and a complete list of program requirements see the director of the Educational Studies Program or visit the COA website. CONSORTIUM AGREEMENTS/EXCHANGES STUDY ABROAD Study abroad or study away opportunities allow students to take classes outside of COA for up to 18 credits. Students take courses in language studies, international public health, culture and ethnic studies, and other academic fields at accredited institutions within the United States or elsewhere around the world. Students can begin to plan ahead with support from their advisor, guidance from the internship and career education office about funding sources, and the college's financial aid office, in addition to the registrar's office for approval of transfer credits outside of COA. International students should speak with the coordinator of international student services. Students must be in good academic standing and have the appropriate documentation completed in advance of a term/semester away. Some programs such as School for International Training, Seame- ster, SEA Education, and Center for Ecological Living and Learning offer programming and scholarship assistance to COA students. These are just a few of the options available for study abroad and stu- dents are encourage to contact the internship program director. CONSORTIUM AGREEMENTS It is possible to set up a consortium with many accredited colleges/universities in the US and abroad. Consortium agreements allow you to take courses at another school and still use your COA Federal financial aid awards. Students must have completed a minimum of three terms at COA and be in good academic and social standing. Credits will appear on your COA transcript as transfer credits. See the Financial Aid Office for more information. EcoLeague Exchange: The EcoLeague is a consortium of six colleges and universities that share similar missions and value systems based on environmental responsibility, social change, and educating students to build a sustainable future. The EcoLeague consists of small liberal arts institutions with strong environmental science, marine biology, outdoor studies, education, and other academic pro- grams. These colleges all stress experiential education so that students are prepared to take on real world challenges when they graduate. EcoLeague partners are Prescott College, Alaska Pacific Univer- sity, New College of Florida, Northland College, Dickinson College, and College of the Atlantic. How the EcoLeague works: EcoLeague exchanges are open to students studying any academic area. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 21 Students must have completed nine COA credits to be considered. COA students may spend up to two semesters (one year) at the host EcoLeague institution during their sophomore or junior years. Students continue to pay full-time tuition to their home institution. Lab, course fees, room and board, and any required fees are paid to the institution the student is visiting. Additional costs for special programs and travel are covered by the student. Credits earned at EcoLeague institutions are accepted at the home institution as COA credits (not transfer credits). Students must fill out an "intent to participate" form available from the Registrar's Office, and once approved, the participation/registration form. Students are expected to return to their home institution upon completion of the EcoLeague semester(s). See the registrar's or dean's offices for more details. University of Maine: Any degree-seeking undergraduate student enrolled at COA or The University of Maine at Orono (UMO) is eligible to participate in a cooperative exchange between COA and UMO, after completing two terms as a full time student as defined by their home institution. College of the Atlantic students may enroll for coursework at The University of Maine at Orono and UMO students may enroll for coursework at COA. This exchange is contingent on a space available basis. See regis- trar for more information. AFFILIATION AGREEMENTS COA has affiliation agreements with a number of organizations, whereby COA agrees to award credit for courses offered through their programs. In all cases, students must have completed a minimum of three terms at COA and be in good academic and social standing to apply. Students must submit a signed consortium agreement form to the Registrar's Office prior to enrollment in the program, and are charged an administrative fee ($500 per COA credit) to process the credits. See registrar for more information. Center for Ecological Living and Learning (CELL): College of the Atlantic will award credit for study abroad programs offered by CELL. CELL programs focus on local and global solutions to environmen- tal, social, and economic problems and are offered in Central America, East Africa, Iceland, and the Middle East. Students apply directly to CELL and pay tuition and fees to CELL. Enrollment is limited to a maximum of one semester worth of credit (15 semester credits, equivalent to 4.5 COA credits). National Outdoor Leadership School (NOLS): College of the Atlantic will award credit for semester programs offered by NOLS. NOLS courses include field studies and practice of wilderness expedition skills, leadership, group dynamics, safety and judgment development, and an introduction to environ- mental studies and ethics. Credit value depends on the length of the NOLS course (variable up to 16 semester credits, equivalent to 4.8 COA credits). Students apply directly to NOLS and pay NOLS fees. SEA mester: College of the Atlantic will award credit for academic courses taken on SEA mester voy- ages. Students apply directly to SEA mester and pay tuition and fees to SEA mester. Enrollment is limited to a maximum of one semester worth of credit (12 semester credits, equivalent to 3.6 COA credits). GRADUATE PROGRAM Beginning in 1990 COA has offered the Master of Philosophy in Human Ecology degree. This program is intended both for COA graduates who want to extend the type of work begun as undergraduates and for students from elsewhere who want to add a human ecological focus to their research. The MPhil is designed as a two-year program, involving nine credits of course work (from upper level courses in the integrated curriculum and nine credits of thesis research). The Graduate Committee, composed of the director of the graduate program and faculty representatives from each resource area is responsible for administering the MPhil program; the director reports to the president and provost. Any graduate student requesting a waiver or variance of any graduate degree requirements must submit a petition in writing to the Graduate Committee, which will discuss the matter as needed with the Academic Affairs Committee. 22 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Enrollment: Students are expected to enroll full-time in each term of their first year of graduate study, during which most or all of the nine required graduate course credits are to be completed. In second or subsequent years, students are encouraged to maintain full-time status and study on campus until graduation, but may petition their thesis committee and the director of the graduate program for formal approval of part-time enrollment or leaves of absence in a given term. All degree requirements must be completed within four years of first enrollment in the MPhil program. Newly admitted graduate students may begin their enrollment in any academic term. Thesis Committee: Upon arrival at COA, each graduate student establishes a thesis committee com- posed of a chair, someone identified at the time of acceptance into the program and keenly interested in the student's research topic, plus at least one other COA faculty member, and an optional outside practitioner or expert in the student's field of inquiry. Working with the thesis committee, the student designs his or her program, including a nine-credit thesis project and nine course credits relevant to the thesis. During the thesis year, a faculty member from the Graduate Committee may join the thesis committee to serve as a reader and to advise regarding general policy matters. Graduate students are expected to schedule meetings of their committee as a group at least once a term. Following this meeting the chair of the committee will report progress towards the degree to the graduate program director. Plan of Study and Thesis Proposal: Graduate students are required to turn in a plan of study at the end of their first term of enrollment. A thesis proposal is due at the end of the third term. Individual- ized graduate programs should combine several academic disciplines, have a strong field or applied component, or broaden current research in human ecology. Graduate Courses: Graduate course credits may come from intermediate or advanced level courses or tutorials, independent studies. Expectations for graduate course credit are arranged in discussion between each graduate student and the faculty member teaching a course. It is the responsibility of each graduate student to initiate these discussions at the beginning of each term. Graduate credit cannot be given for introductory level courses, group studies, courses in which the student does not receive the equivalent of a 'B-' or better, or courses which are not completed within an academic year. If a graduate student takes a course credit/no credit, the student must attain the equivalent of grade 'B-' or better to receive credit. Transfer Credits: A maximum of three of the nine course credits may be transfer credits. All transfer of credit is subject to approval by the thesis committee and director of the graduate program. Credits from prior academic work must be upper level courses relevant to the student's plan of study at COA, earned within one calendar year prior to first enrollment in the MPhil program, and from academic work above and beyond any courses that were a part of the student's undergraduate program. Trans- fer of credits during graduate enrollment must be approved in advance. Thesis Credits: During those terms in which thesis credits are taken, students are encouraged to be in residence on campus and to meet with the chair of the thesis committee frequently for discussion, direction, and advice. They should also meet regularly with other members of their committee. The nine requisite thesis credits are not graded, but each is assessed as "satisfactory" or "unsatisfactory" by the chair of the thesis committee and reported to the registrar. Students are expected to submit a proposed plan of study for thesis credits at the beginning of each term where such credits are to be taken. This plan will indicate the intended focus for that term (literature review, writing thesis sec- tions, field, lab or studio work, etc.). At the end of each term where thesis credits are to be awarded the student will submit a short summary of what they have accomplished. The Thesis: A thesis, required of all graduate students, investigates a specific area with rigor, allowing the student to gain and demonstrate expertise in a particular topic and make an original contribution to the field. The thesis is judged on rigor, relevance, and results. The thesis must have an interdisciplin- ary component; sections of a thesis may be rather specialized but at least part of it must be accessible to a general audience. The college welcomes theses that take non-traditional forms, depending on the student's field and audience. Each thesis must be carefully documented and demonstrate a high standard of scholarship. The form and structure of the thesis is to be shaped by consideration and knowledge of similar theses in a student's field, by the structure and design of the project, and sug- gestions of the thesis committee. A thesis of traditional form includes: a title page (with signatures), acknowledgments, a table of contents, a list of figures, an abstract, the body of the thesis, a bibliog- raphy, endnotes, and appendices. Three copies of the final version of the thesis, each on thesis bond paper, must be submitted (bound or unbound) to the Graduate Committee prior to graduation. Note: COLLEGE OF THE ATLANTIC CATALOG 2020-2021 23 See the library archivist for information on formatting copies for the COA archives, due at the end of week nine. Thesis Presentation: Each graduate student will arrange a public presentation of his/her thesis a minimum of two weeks prior to the expected date of graduation. All thesis committee members are expected to attend this presentation, and the student will be examined on the form and content of the thesis. Graduate Seminar: A graduate seminar is scheduled periodically to provide a forum for discussing is- sues in human ecology, sharing research skills, critiquing each other's work, and fostering scholarship and identity among graduate students. Participants in the graduate seminar include all graduate stu- dents and representatives of the Graduate Committee; thesis advisors and any invited participants. IMMUNIZATION REQUIREMENT Maine state law requires that all students provide certification by a doctor, nurse, or other health official of their immunity to rubella ("German measles"), rubeola (measles), diphtheria, and tetanus. Evidence of immunity may be demonstrated with either a record of immunization with dates and dos- ages or a report of laboratory results of tests for immunity. MMR (measles/mumps/rubella). Documentation must show that the student was immunized with live vaccine, after 1968, and again after the student reached fifteen months of age. DT, Td or TDaP (diphteria/tetanus) within the last 10 years Certain exceptions do apply; the student may either provide a doctor's statement that one or more of these inoculations would be medically inadvisable, or the student may file a signed statement that he or she has a religious or philosophical objection to such immunization. In either of these cases, the student would be excluded from classes in the event of an outbreak of one of the diseases. One of the above options must be followed before a student attends COA classes. If already immunized, the student must send or bring a copy of the immunization record signed by the health professionals who either administered the shots or have the records. Shots are available in Bar Harbor at the local health facilities; the COA nurse can also administer the immunizations. REGISTRATION AND FEES Registration Registration for an academic term takes place during week six of the preceding term. Registration materials are available approximately one week prior to registration, students register online through their student portal. Student accounts must be paid in full in order to access online registration. Returning students registering for classes after the registration deadline will be assessed a $100 late registration fee. If this "late registration" happens after the payment due date, the student will have one week to settle his/her account with the Business Office. Failure to settle the account will result in an additional $300 late payment fee. Students may not register for classes after the end of week two. Late payment policies do not apply to students receiving VA benefits. A student must have paid or made arrangements to pay all tuition and fees by the statement due date. The college accepts payment plans with an outside agency, however these plans must be in place, approved, and current by the statement due date. If previous payment plans were delinquent in the past, COA reserves the right to refuse the establishment of a new payment plan. Add/Drop A student may make registration changes through the first week of the term by submitting an add/ drop form to the Registrar's Office. After the add/drop period has ended, the student's current regis- tration can be viewed on their portal. If the student feels that an error has been made on the sched- ule, he or she should notify a staff member in the Registrar's Office immediately. Add/drop forms returned to the Registrar's Office after the add/drop deadline will be assessed a $100 late fee. Appeals may be granted for extenuating circumstances; such appeals will be reviewed by the Review and Appeals Committee. 24 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Withdrawal A student may withdraw from a class up through the end of week four by submitting an add/drop form specifying the request for withdrawal. A grade of "W" (withdrawal) will appear on the student's transcript. Students should be aware of the tuition reimbursement policy for withdrawals (refer to the Course Withdrawal/Financial Considerations section for more information). A student wishing to withdraw after the fourth week may only do so with written consent from the course instructor and approval by the provost. Withdrawals are not permitted after week eight. Auditors Students are allowed to audit one course during a term with the instructor's permission and with pay- ment of the $150 audit fee. Auditing is entirely at the discretion of the instructor. Instructors cannot accept auditors if they have had to turn away credit-seeking students. Appeal for conversion of "audit" to "credit" in a case in which the student has actually participated in a course as a full-credit student must be made to Review and Appeals Committee no later than the end of the fifth week of the term; this action does require payment of additional for-credit fees on the part of the student. Audits show on transcripts as AU. Individuals from the Bar Harbor community may also audit a COA course with permission of the instructor and payment of $150 plus any applicable lab fees, providing that no COA matriculant will be displaced. Auditing is limited to one course per term. No refunds will be given for audited courses. All fees are due the date of registration. NON-DEGREE SEEKING STUDENTS Persons desiring undergraduate credit may enroll as special students if they meet the prerequisites of the desired courses and have the permission of the instructor. Long-term residents of Hancock, Washington, and Waldo counties may enroll for a limited number of courses, on a space-available ba- sis, at a reduced tuition rate. To be eligible for this special rate Hancock County status must be deter- mined by the Office of Admission prior to registration. Other special students pay regular full tuition rates. The number of Hancock County courses taken per student is restricted to three per year. Only three Hancock County classes may apply toward matriculation. Special students are expected to pay at the time of registration. Lab and activity fees apply. More information on policies and procedures for special students is available in the Registrar's and Admission offices. TUITION All fees are billed in June, July, November, and February, and must be paid by the specified due date. The total annual undergraduate tuition for 2020-2021 is $42,993. Tuition is charged at a flat rate of $4,777 per credit or $14,331 per term for full-time enrollment (plus housing/dining charges and other fees). An additional fourth credit or less than full-time enrollment is calculated accordingly. Costs for one year at COA, including tuition, housing, food, books and materials, and miscellaneous expenses, may be estimated at $54,969. Summer enrollment is considered the first term of the next academic year. The fee for internships taken for credit, regardless of the length of the work period, is $14,331; the internship is a full-time enrollment earning three COA credits. Senior projects are worth three academic credits and therefore are also charged at the full tuition rate. COA alumni enrolling for student teaching after graduation will pay for three credits at the Hancock County rate. Non-matriculating students wishing to complete student teaching at COA will be charged for three credits-Hancock/Washington/Waldo county discount may apply if the student meets the criteria. Members of COA staff families receive tuition reduction per defined policy guidelines, but pay appli- cable student services fee. Full-time graduate tuition rates are $9,555 per term. Additional associated fees and penalties apply as outlined for undergraduates. Hancock County rates do not apply for graduate students. If a non-credit class or internship from a prior academic year is changed to credit, the costs of that COLLEGE OF THE ATLANTIC CATALOG 2020-2021 25 credit will be at the current year's rates. PAYMENT OF BILLS Students have access to account statements on their student portal. Paper bills are not mailed. Stu- dents must have either paid or made arrangements to pay all tuition and fees by the payment due dates. A late payment fee of $300 will be assessed on overdue accounts. Payment due dates: Fall: August 12, 2020 Winter: December 7,2020 Spring: March 19, 2021 Summer 2021: July 7, 2021 Fall 2021: August 11, 2021 COA accepts payment plans with an outside agency, however, the approved plan must be in place and remain current. The college is able to assist students and/or their parents in working out a payment plan. College of the Atlantic accepts MasterCard and Visa for bill payments up to $1000 a term. In the event that a check is returned to College of the Atlantic for insufficient funds, the student account will be charged a $40 service fee. Online payments may be made through TMS at (https://coa. afford.com). If wiring funds please request instructions from the Business Office. Bills for special term enrollment (i.e. Yucatan/Cavilam), where the student starts the term before the regular COA term begins, will be due one week before the student leaves for the program. International and special deposits are non- refundable. A late payment fee of $300 will be assessed on overdue accounts and on delinquent payment plans. Students will not be allowed to register for the next term if there is an outstanding balance on their account. If a student has had a late payment in a prior term, COA may un-enroll the student from the upcoming term if that payment is not paid by the due date. Transcripts, grades, or diplomas will not be released until the student account is paid in full. Late payment policies do not apply to students receiving VA (Veterans Administration) benefits HOUSING AND DINING The fee for a room in COA housing is $6,210 per year. There is a non-refundable $100 housing applica- tion fee charged to all students living in housing. The full meal plan is $3,537 per year (all first time students living in COA housing are on the full meal plan). For those students living off campus and not opting to be on the full meal plan, there are three additional meal plan options they must choose from: ten meals/week for $2,667, five meals/week for $1,494, or a $100 declining balance card. Meals/ week plans are not transferable from term to term. Declining meal plan balances can be used from term to term but expire at the end of the academic year. STUDENT ACTIVITIES FEE A $183 student services fee is charged each term for every enrolled student, whether the student is on campus or not. This covers the cost of visits to the campus health clinic (lab work or other tests are not covered by the fee) and helps fund student activities. The fund is managed by Student Activities Committee. LAB FEES Laboratory fees are charged by the term for courses in which expendable materials are used and/or field trips are required. These fees usually range from $10 to $50, but may be higher depending on the nature of the class (i.e. lab and art classes have more consumables). Amounts may or may not be known in time for catalog printing, but will be listed on registration materials and billed with tuition. Lab fees are not subject to refund after the add/drop period. CREDIT BALANCE RETURNS In the event a student's bill has been overpaid, a Credit Balance Return (CBR) will be automatically is- sued to the student after add/drop has been completed and all financial aid for the student has been 26 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 received and applied to the student's account each term. If the CBR is a result of a PLUS loan, over- payment by a parent, or from a parent payment plan (TMS), the refund will be returned to the parent unless a signed authorization from the parent is given to the Business Office to return the funds di- rectly to the student. Parent authorizations are needed each term. Credit Balance Returns will not be automatically processed for overpayments from international payments, a 529 plan, or other unique payment. Students will be notified when a CBR is available for pickup in the Business Office; checks are not put in student mailboxes. If the credit is to be left on account for a future term, then written authorization to the Business Office is required. COURSE WITHDRAWALS/FINANCIAL CONSIDERATIONS Full Course Withdrawal: Students who register for a term but withdraw from all courses, either for medical or non-medical reasons, by 4:00 p.m. on the add/drop deadline will receive a full reversal except for program fees, which are not refundable (and see health insurance below). Additionally, a prorated charge for any days of on campus room and board will be assessed. Students who withdraw from all classes in weeks two through week five will receive a daily prorated refund based upon the cash amount paid for the current term. No additional billing adjustments are computed for housing and meals as they are already included in the amount paid. There are no reversals after week one for the student services fee, program fees or lab fees (and see health insurance below). In the rare case of a student staying on campus for more than one night after dropping all classes, COA will assess a pro- rated charge for room and board. Federal Aid adjustments and outside scholarships will be adjusted per the laws of such aid. If a student is enrolled in a COA sponsored international or off campus program and drops the program after the deposit deadline but before the program begins, a $500 fee will be assessed. If a student drops the program once the program begins, the standard reversal policy above applies. Health Insurance when taking a full course withdrawal: Except in the case of a medical leave of absence due to sickness or injury, any student who withdraws from all courses during the first 31 days of classes, will not be covered under the insurance plan. A full refund of the Premium will be made, mi- nus the cost of any claim benefits paid since the effective date. If a student withdraws from all classes after the 31 days, they will remain covered for the term purchased and no refund will be allowed. For additional information please visit your student health insurance website. Partial Course Withdrawal: Dropping one or two courses (partial drop): Students who drop one or two courses will receive credit toward tuition for a future term based upon the chart below. This credit must be used within the next four consecutive terms and will be factored into computing that term's financial aid award. The student may not apply the credit to a prior term balance. All balances must be paid prior to application of this credit. Reversal credit schedule per courses dropped: Add/drop deadline: Full tuition and lab fee reversal, excluding non-refundable program fees Week 2: $4,000 credit toward tuition for a future term Week 3: $2,500 credit toward tuition for a future term Week 4: $1,500 credit toward tuition for a future term Week 5: $500 credit toward tuition for a future term Weeks 6-10: No credit or reversal The date that is used to determine the reversal amount is the date the completed paperwork is turned into the Registrar FINANCIAL AID AND WORK STUDY Financial aid information is available in COA's Financial Aid Office. The financial aid program is ex- plained in detail in the COA publication, Financial Planning Options, which is available from the Office of Admission and Financial Aid. Students applying for financial assistance at COA must complete the Free Application for Federal Student Aid (FAFSA) and COA's institutional application for financial aid. New applicants should file online at www.fafsa.gov. Renewal applicants receive a renewal FAFSA from the federal processor via email. COA's application for financial aid is distributed to renewal financial aid students' mailboxes, usually before winter break. In a case where a student's natural parents are divorced or separated, the college requires that the non-custodial parent complete the non-custodial COLLEGE OF THE ATLANTIC CATALOG 2020-2021 27 parent's statement (available from the Office of Admission and Financial Aid) in order for the student to be considered for institutional sources of financial aid. The timetable below applies for financial aid applications prior to the fall term: January 1-February 15 Financial aid applications should be completed and mailed. April 1-June 15 COA mails financial aid replies to on-time applicants. While late application does not necessarily disqualify a student from financial aid, it may reduce the student's award if COA funds have already been allocated. Students who register on time receive pri- ority in the awarding of COA institutional financial aid. Financial aid awards are generally calculated assuming full-time enrollment. Adjustments to the award are made if a student is enrolled less than full-time. Awards are also subject to adjustment if a student receives additional outside resources after the award is tendered or if a student's costs are lower than originally projected. Students are expected to complete the requirements for their self-directed programs within the thirty-six required COA credits and are generally not eligible to receive institu- tional financial aid beyond this credit limit. It is further required that a student maintain satisfactory progress toward successful completion of the human ecology degree (see section on Satisfactory Academic Progress). Further details regarding COA's Financial Aid Satisfactory Academic Progress Policy as well as general financial aid policies and procedures are available in the Financial Aid Office and on the COA website. Work-study assignments are managed by the Financial Aid Office. Once assigned, a student sets up his or her work-study schedule with the job supervisor. The student and the work-study supervisor keep records of hours worked, and the student is responsible for submitting their hours online every other week. 28 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 29 COA FACULTY MEMBERS 2020-2021 Anderson, John: BA, University of California, Kozak, Anne: BA, Salve Regina College; MA, St. Louis Berkeley; MA, San Francisco State University; PhD, University. writing, literature University of Rhode Island. zoology, behavioral ecology, anatomy, physiology Lakey, Heather: BA, MPhil, College of the Atlantic; PhD, University of Maine. women, gender, and Andrews, Nancy: BFA, Maryland Institute College of sexuality studies Art; MFA, The School of the Art Institute of Chicago. performance art, video production Letcher, Susan: BA, Carleton College; PhD, University of Connecticut, Storrs. plant biology Baker, Jodi: BA, California State University, Fresno; MFA, National Theatre Conservatory, Denver Center Little-Siebold, Todd: BA, MA, University of for Performing Arts. performing arts Massachusetts, Amherst; PhD, Tulane University. history, Latin American studies Chien, Ming-Tso: Pre doctoral Fellow, PhD Candidate, University of Maine; MA, International Mancinelli, Isabel: BS, Catholic University of America; MLA, Harvard University. community and Communication Studies; BA, Foreign Languages regional planning, landscape architecture and Literatures, advocacy and education, language learning and teaching, transnational education McKown, Jamie: BA, Emory University; MA, Georgia State University; PhD, Northwestern University. Cline, Kenneth: BA, Hiram College; JD, Case Western government, polity Reserve University. public policy, environmental law Morse, Suzanne: BA, PhD, University of California, Clinger, Catherine: BFA, University of Kansas; MA, Berkeley. applied botany, plant ecology, agricultural University of New Mexico; MPhil, University College ecology London; PhD, University of London. art history, studio arts Petersen, Christopher: BA, University of California, Santa Barbara; PhD, University of Arizona. Colbert, Dru: BFA, Auburn University; MFA, The ichthology, marine ecology School of the Art Institute of Chicago. visual communications, 3D art and design, museum Ressel, Stephen: BS, Millersville University; studies MS, University of Vermont; PhD, University of Connecticut. vertebrate biology, environmental Collum, Kourtney: BS, Western Michigan University; physiology MS, University of Maine; PhD, University of Maine. food systems and sustainable agriculture Schrade, Daniel Kojo: MA, Academy of Fine Arts, Munich, Germany, drawing, painting, multimedia Cooper, John: BA, Trenton State; MA, Trenton State. music fundamentals, aesthetics of music, Stabinsky, Doreen: BA, Lehigh University; PhD, improvisation University of California, Davis. agriculture policy, international studies, global environmental affairs Cox, J. Gray: BA, Wesleyan University; PhD, Vanderbilt University. philosophy, peace studies and Tai, Bonnie: BA, Johns Hopkins University; EdM, EdD, language learning Harvard University. educational theory, research, and practice Feldman, David: BA, Carleton College; PhD, University of California, Davis. mathematics, physics Taylor, Davis: BS, United States Military Academy; MS, PhD, University of Oregon. environmental and Friedlander, John Jay: BA, Colgate University; MBA, resource economics Olin Graduate School of Business at Babson College. green business Todd, Sean: BSc, University College of North Wales; PhD, Memorial University of Newfoundland. marine Gatti, Daniel: BA, Georgia Institute of Technology; mammal physiology and behavior MS, PhD, University of North Carolina. computer science van Vliet, Netta: BA, Lewis and Clark College; MA, PhD, Duke University. cultural anthropology, Israeli Hall, Sarah: BA, Hamilton College; PhD, University of studies California, Santa Cruz. geology, earth science Waldron, Karen: BA, Hampshire College; MA, Hess, Helen: BS, University of California, University of Massachusetts; MA, PhD, Brandeis Los Angeles; PhD, University of Washington. University. literature and writing; minority, cultural, invertebrate zoology, biomechanics and feminist theory; American studies Hill, Kenneth: BA, University of Michigan; EdM, Harvard University; MS, PhD, Cornell University. education, psychology Hudson, Reuben: BA, Vassar College; PhD, McGill University. chemistry 30 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 EMERITUS LECTURERS EMERITUS Beal, Elmer: BA, Bowdoin College; MA, University of Demeo, Anna: BS, University of Colorado; MS, PhD, Texas at Austin. ethnology, anthropological theory, University of Maine. sustainable energy education traditional music and management Borden, Richard: BA, University of Texas; PhD, Stover, Candice:B.A. Northeastern University, ; M.A. Psychology, Kent State University. environmental Pennsylvania State University. writing, literature psychology, personality and social development, contemporary psychology, philosophy of human ecology ADJUNCT FACULTY Carpenter, JoAnne: BA, University of Massachusetts; MA, University of Minnesota; MFA, University of Alex, Joanne: BA Colby College; MEd, University of Pennsylvania. art history, architectural history, Maine. education painting Beard, Ronald E.: BS, MS, University of Maine, Carpenter, William: BA, Dartmouth College; PhD, Orono. community leadership University of Minnesota. literature, creative writing, comparative mythology Bennett, Michael A.: BM, University of Maine, Orono. percussion Katona, Steven: BA, Harvard University; PhD Harvard. biology Drennan, Matthew: BA, College of the Atlantic. seabird ecology Lerner, Susan: BA, University of Cincinnati; California Institute of Arts. women's studies Fingerhut, Larrance: BA, New England Conservatory. improv, piano, music McMullen, Ernest: Art, University of Maryland, Portland Museum School, Portland State University. Gagnon da Silva, Pamela: MS Southern New ceramics, visual studies Hampshire University. Integrated community mental health and substance abuse counseling Visvader, John: BA, CUNY; PhD, University of Minnesota. philosophy, philosophy of science, Graham, Carrie: BS, University of Michigan; MS, history of ideas University of Maine, Orono. entomology, museum studies, exhibit/design, resource ecology and management. LECTURERS Greenberg, Arielle: BA, Purchase College; MFA, Syracuse University. women's studies, drama, Capers, Colin: BA, MPhil, College of the Atlantic. creative writing writing, film Heckscher, Philip: BA, Harvard. literature, French Donovan, Martha: BA, Williams College; MA, history, calligraphy Middlebury College. English, literature and writing Lepcio, Andrea: BA, College of the Atlantic; MFA, Levin, Rob: Levin, Rob: BA, Goddard College. Carnegie Mellon University. writing, plays, theatre Journalism McDonald, Richard: BA, State University of New York Mahoney, Daniel: BA, California State University; ornithology, nature studies MFA, University of Massachusetts, Amherst. writing McNally, Jay: BA, College of the Atlantic. business Peña, Karla: MS in Teaching Spanish as a Foreign education Language, Antonio de Nebrija University, Madrid, Spain. Mann, Rocky: BA, University of New Hampshire Pottery, art Swann, Scott: BA, MPhil, College of the Atlantic. ecology, ornithology Moody, Paula: BA, Johnson College; MEd University of Maine, Orono. primary and special education Turok, Katharine: BA, Wheaton College; MA, Rutgers University. comparative literature Morrell, Hale: BA College of the Atlantic; MS, Yale University School of Forestry. forest science, Weber, Jill: BA, University of Northern Colorado; MS, silvaculture, land conservation University of Weber Maine. botany Olday, Fred: BA, Pennsylvania State University; Winer, Josh: BA, College of the Atlantic; MFA, MA, Harvard University; PhD, University of Massachusetts College of Art and Design. Massachusetts. botany, plant science photography Perrin, Linda: BA, University of Wisconsin-Madision. glassblowing, glass sculpture COLLEGE OF THE ATLANTIC CATALOG 2020-2021 31 Poier, Salvatore: LLM, Facoltá di Giurisprudenza, Guenther, Carla; BS, Worcester Polytechnic Institute; Universitá degli Studi Di Trento, Italy; MA, the PhD, University of California, Santa Cruz International Institute for the Sociology of Law; PhD, Universitá degli Studi di Milano, Instituto di Filosofia Harris, Tanner: BA, College of the Atlantic, MS, e Sociologia del Diritto. Law University of Massachusetts, Amherst Rand, Kendra: BA, Western Washington University; Hazan Connery, Judy: Biologist, Acadia National Park MA, University of Maine. speech communication, writing, public speaking Heth, Giora: BS, MS, PhD, The Hebrew Univeristy of Jerusalem; chemical communication, evolution of Rock, Jenny: BA, College of the Atlantic; PhD, behavior, olfactory neuroscience University of Otago (NZ). science and art integration, science communication Jacobi, Charles; BA, Middlebury College; MS Virginal Tech. natural resources Ryan, Siobhan: BA, Boston College School of Arts and Science; MLIS, Pratt Institute, School Jones, Leslie: BA, College of the Atlantic; MS/ of Information and Library Science. children's JD, Vermont Law School. natural resources, land literature conservation and the environment Sanborn, Kelley Rush: BA, Boston College; MA, Mainwaring, Alan: BS, Rochester Institute of Wheelock College. supporting students with Technology; PhD, University of California, Berkeley. disabilities in the regular classroom computer science, wireless network monitoring of habitats Seddig, Robert: BA, Carleton College; MA, PhD, Princeton University. Politics Manski, David: BS, University of Arizona; MS, Texas A&M. Chief, Division of Resource Management, Shaw, Matt: BA, College of the Atlantic; MFA, Acadia National Park University of Illinois at Chicago. image, film studies, media McGreavey, Bridie: BA, Bates College; MS Antioch University of New England, PhD, University of Shepard, Jennifer: BA, University of lowa. improv, Maine, Orono; communication and sustainability acting, directing science, Wessler, Steve: BA, Harvard College; JD, Boston Negoita, Luka: BA, College of the Atlantic. University School of Law. human rights, la O'Keefe, Susan; BA, Saint Petersburg; MS, Oxford University; conservation and policy. FACULTY ASSOCIATES Rajakaruna, Nishanta; B.A. College of the Atlantic; M.Sc. The University of British Columbia; Ph.D. The Frank, Katherine: BA, University of Michigan; MA, University of British Columbia, botany and ecology PhD, Duke University. anthropology Rock, Jennifer: BA, College of the Atlantic. zoology, Honea-Fleming, Patricia: BA, MA, Georgia State evolutionary biology University; PhD, Purdue University. psychology Springuel, Natalie: BA, College of the Atlantic; MS, Antioch New England. environmental studies and communication, forest practices RESEARCH ASSOCIATES Stevick, Peter: BA, College of the Atlantic. population Anderson, Karen: Geographic Information Systems biology of humpback whales Specialist, Acadia National Park Todrank, Josephine; BA, College of the Atlantic; MTS, Barrows, Abby: BS, University of Tasmania; BS, Boston University School of Theology; MA and PhD, University of Wollongong; M.Phil., College of the University of Pennsylvania; evolution of behavior, Atlantic. Zoology, marine biology olfactory neuroscience. Blavascunas, Eunice: BS, BA The Evergreen State Vaux, Peter: BS, University of London; PhD, College; MA University of Texas; MA, PhD, University University of California, Davis; Aquatic ecology, of California Santa Cruz limnology, landscape theory Cole-Will, Rebecca: BA, University of Maine; MA, Watts, Diana; MA, John Hopkins University; University of Alberta. anthropology PhD, University of California, Berkeley; business administration Connery, Bruce: Biologist, Acadia National Park Weber, Jill; BA, University of Northern Colorado; MS, Demeo, Anna; BS, University of Colorado; MS, PhD University of Maine, Orono; botany University of Maine Zoidis, Ann: BA, Smith College; MS San Francisco DenDanto, Dan: BA, College of the Atlantic. State University; behavioral observations and data population biology of fin whales using genetic collections of several avian and mammalian species techniques 32 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 COA STAFF MEMBERS 2020-2021 OFFICE OF THE PRESIDENT BUILDINGS AND GROUNDS Darron Collins: President Millard Dority: Director of Campus Planning, Deb DeForest: Executive Assistant to the Buildings, and Public Safety President Donald Bareiss: Night Security Robert Colson: Custodian PROVOST AND DEANS Russell Holway: Head Custodian Kenneth Hill: Provost and Co-Chair of Faculty Development Group Barbara Meyers: Gardener Jamie McKown: Associate Dean for Academic Robert Nolan: Building Systems Affairs BUSINESS OFFICE Christopher Petersen: Director of Graduate Melissa Cook: Controller Program Patricia Pinkham: Business Office Manager Bonnie Tai: Associate Dean for Learning and Teaching Jenel Thurlow: Accounts Payable Representative Shana Willey: Accounts Receivable/Student ACADEMIC SERVICES Payroll Representative Marie Stivers: Director of Academic and Administrative Services COMMUNICATIONS Barbara Carter: Assistant to the Faculty Rob Levin: Director of Communications Kristina Swanson: Academic Grants Program Dan Mahoney: Editor, COA Magazine Manager COMPUTER SERVICES ADMISSION OFFICE Pamela Mitchell: Director of Information Heather Albert-Knopp: Dean of Admission Technology Ezra Hallett: Assistant Director of Admission Jarly Bobadilla: IT Systems Manager Donna McFarland: Associate Director of Eric Johnson: Desktop Support Manager Admission & Student Services Sean Murphy: Assistant Director of Information Todd Miner: Assistant Director of Admission Technology Sydnie White: Admission Assistant DEVELOPMENT OFFICE ALLIED WHALE Lynn Boulger: Dean of Institutional Advancement Tom Fernald: Allied Whale Research Associate Kenyon Grant: Director of Creative Services Lindsey Jones: Stranding Coordinator Jennifer Hughes: Manager of Alumni Relations Rosemary Seton: Allied Whale Research Caitlin Meredith: Capital Campaign Assistant Associate, Marine Mammal Stranding Amanda Mogridge: Manager of Advancement Coordinator Services BEECH HILL FARM Wes Norton: Manager of Donor Engagement Anna Davis: Farm Manager EDUCATION STUDIES PROGRAM David Levinson: Farm Manager Linda Fuller: Associate Director of Educational Wayne Biebel: Assistant Farm Manager Studies BOAT CAPTAIN FINANCIAL AID Toby Stephenson: Captain of the M/V Osprey Linda Black: Director of Financial Aid Amy McIntire: Assistant Director of Financial Aid COLLEGE OF THE ATLANTIC CATALOG 2020-2021 33 FOOD SERVICES SUMMER PROGRAMS Lise Desrochers: Co-Director of Food Services Laura Johnson: Director of Summer Programs Ken Sebelin: Co-Director of Food Services Renee Duncan: Director of Summer Field Studies Conor O'Brien: Baker SUSTAINABILITY & ENERGY GEOGRAPHIC INFORMATION SYSTEMS Spencer Gray: Sustainability Coordinator Gordon Longsworth: Geographic Information THORNDIKE LIBRARY Systems Lab Director Jane Hultberg: Director of the Thorndike Library GEORGE B. DORR MUSEUM OF NATURAL HISTORY Trisha Cantwell Keene: Associate Director of the Carrie Graham: Museum Supervisor Thorndike Library Wendy Kearny: Weekend Supervisor (nights) INTERNSHIPS & CAREER SERVICES Catherine Preston-Schreck: Library Assistant/ Jill Barlow-Kelley: Director of Internships and Work Study Student Coordinator Career Services Hannah Stevens: Library Specialist for Archiving PEGGY ROCKEFELLER FARMS and Cataloging C.J. Walke: Farm Manager Zach Soares: Audio-Visual Technology Specialist REGISTRAR'S OFFICE WRITING CENTER Judy Allen: Registrar Blake Cass: Assistant Director of the Writing Cente Mindy Viechnicki: Assistant Registrar STUDENT LIFE Sarah Luke: Dean of Student Life Dianne Clendaniel: Coordinator of International Student Services Barbara Conry: Director of Student Support and Wellness Ingrid Hill: Operations Manager Nick Jenei: Coordinator of Community Engagement Sarah Keeley: Residence Life Supervisor 34 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 35 2020-2021 COURSE LISTINGS AD1011 Introduction to Arts and Design background into the various common musical "bonds Mancinelli, Isabel of union" between Jazz, Rock, and Blues, as well This course is the fundamental course for students as discussion concerning the permeation of these characteristics into secular and non-secular music of pursuing studies in Arts and Design, offering insights the 1900s. There is considerable study of the social into a range of issues addressed in the arts and significance of the music, exploration of the broad design curriculum. This course includes studio, field, cultural and artistic aspects of the music, how these historical, and theoretical components. Students styles changed and evolved, and how their growth learn how basic design principals are applied in gar- related to parallel changes in fine art music. Level: den design, historic architectural styles, and planning. Introductory. Class is open to all students, regardless They also examine the history and application of of musical experience. Lab fee: $10. Meets the follow- perspective drawing and color theory. Students are ing degree requirements: HY, AD expected to observe, document, analyze, and make recommendations for improvement of the designed world. Studio work involves both individual and AD1014 Music Fundamentals: Intro to Reading/ team efforts which are presented for class critique. Hearing/Writing/Playing Learning to give constructive critique is an essential skill and an integral part of many arts and design Cooper, John courses. The last two weeks are dedicated to final This hands-on course deals with the aural, mental, projects where students delve deeper into any aspect and physical elements of music and its production. It of the course. Students are expected to complete is divided into instructional segments including: Ear each project, read assigned books and excerpts, and Training and Aural Perception, Music Theory, Basic participate in class discussions and critiques. All work Keyboard Skills, Arranging and Composition, and is submitted at the end of term and evaluations are Basic Guitar Skills. [Detailed descriptions of segments based on attendance, participation, and submitted available in Registrar's office.] This course is open to work. Offered every fall. Level: Introductory. Prereq- all students, regardless of musical experience. The uisites: None. Class limit: 25. Lab fee $30. Meets the sole prerequisite is a desire to make music or simply following degree requirements: ADS to enrich one's skills as a critical listener of music. Efforts are made to accommodate the special needs of the musical novice, as well as to challenge the AD1012 Introduction to Keyboard/Piano experienced performer. Emphasis is on popular song Cooper, John styles, but analysis of Western Art Music forms are This is a learn-the-basics course in which the essen- included for comparison purposes. Level: Introduc- tials of keyboard harmony are introduced in order tory. Prerequisites: none. Class limit: 20. Lab fee $20. for the student to be able to play functional piano. Meets the following degree requirements: ADS Areas of study include basic chords (major, minor, diminished, and augmented and their inversions), AD1016 World Percussion 7th chords, basic fingering and scale patterns, finger dexterity, rhythm drills, aural perception, and reading Bennett, Michael lead sheets/sheet music. This is a practical, hands- This is a "hands on" class for learning and performing on course for those interested in playing not only conga, snare drum, drum set, hand percussion tech- piano, but also organ and synthesizers. Introduction niques, focusing on the role of percussion in Europe- to MIDI is also included. Keyboard Il is a continuation an, Latin American, African, and American music. In of practical technique leading to keyboard fluency. addition to enjoying themselves and having a better Level: Introductory. Prerequisites: none. Class limit: understanding of the world of percussion, students 15. Lab fee: $20. Meets the following degree require- master rhythmic notation, counting and subdivi- ments: ADS sion, time signature, and reading percussion music. Requirements include: test on notation, composition of a percussion ensemble solo that will be performed AD1013 Jazz, Rock, and Blues: From Their Ori- by the group, and a paper on a percussion topic gins to the Present of student's choice with approval of the instructor. Cooper, John Level: Introductory. Class limit: 12. *ADS* This course is a survey of the particular styles of mu- sic that have had such a profound effect on America, AD1017 The History of Rock as well as the world in the twentieth century. Stu- dents inquire of the social, cultural, and aesthetic Cooper, John elements that led to the creation of each style. The The History of Rock "We were just the spokes- use of recorded examples provides a chronological men for a generation" A social history of Rock and examination of the principal musicians and com- Roll, from it's origination in the Blues, through the posers as well as an analysis of the more influential Rhythm and Blues of the 50's, into the era of Little soloists and groups. The course includes technical Richard, Chuck Berry, and Elvis. From the British inva- 36 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 sion to heavy metal, rap, and even Dylan and other are we prepared to be challenged or confronted by poets like him that couldn't sing either. We've got it something new or different? Of approximately 5000 covered. You will listen to it, you will read about it, films produced yearly worldwide, fewer than 5% are you will watch it happen on videos (no BeeGees or given a general U.S. theatrical release. Of these 250, Tony Orlando) we will connect it to the times and fewer than 30 come from outside the Hollywood what turbulent times they were. If you are interested system. There are wonderful, unique movies being in what happened culturally in this country between made every day that most of us will never know ex- 1950 and today, you need not look any farther than ist. This is largely due to entrenched ideas of how to this course. For "the music of the people", ROCK, play it commercially "safe," but also has a great deal accurately reflects the varying peaks and valleys of to do with a national isolationism which Hollywood much of the events of the past half century. Level films support and perpetuate. What are filmmak- Introductory. Prerequisites: none. Class limit: 20. Lab ers in other countries focusing their attentions on? fee $10. Meets the following degree requirements: What stylistic choices are they making? How does one AD, HY find out about these other films, let alone see them? In this class we will watch movies made within the last twelve years in Austria, Belgium, Burkina Faso, AD1018 Introduction to Guitar Canada, China, Greece, Hungary, Iran, Russia, Taiwan, Cooper, John Thailand and many other countries--films made by This course is a fundamental study in guitar chord directors the rest of the world acknowledges as mas- construction, note reading, chord symbol identifica- ters but who are virtually unknown in the U.S. Critical tion, fingerboard facility, theory as related to guitar, and theoretical essays from a variety of sources will chord inversions, and scale and mode work. Students offer detailed readings on the individual films as well are expected to attain introductory improvisational as give a clear picture of how Hollywood functions to skills and basic facility in practical guitar perfor- silence other voices and the ramifications of these mance. Level Introductory. Students must provide practices on world finance and culture. Among topics own instruments (acoustic or electric). Class limit: covered will be: new media, the digital revolution, the 20. Lab fee: $10. Meets the following degree require- changing face of copyright law, how movies can mask ments: ADS cultural assumptions and reinforce stereotypes or reveal new ways of seeing/perceiving. Evaluation will be based on class participation, weekly response pa- AD1019 Four-Dimensional Studio pers, and a final paper/presentation. Level Introduc- Andrews, Nancy tory. Prerequisites: none. Class limit: 15. Lab fee: $45. Meets the following degree requirements: AD This class gives students an opportunity to investi- gate time-based art. 4-D art draws on the vast and varied traditions of theatre, dance, media, and music, AD1025 Movement Training Basics often crossing boundaries to create hybrid works. Baker, Jodi This course will focus on concepts and processes related to representing and experiencing events that An introduction to a wide variety of physical skills take place in time. Strategies for planning, proposing, useful for anyone interested in investigating their and producing work individually or collaboratively will own physical potential for self-expression. Tech- be discussed and practiced. Some class periods will niques used will be derived from classical ballet, be workshop in style, and include physical and vocal clowning, mime, sports, acrobatics and improvisa- exercises and improvisations. The course will include tion. The work will promote a greater sense of physi- basic instruction and use of video cameras and cal awareness and imaginative possibility and will sound recording devices. A majority of the learning in focus on mental and physical stamina, flexibility and this studio course will happen as students make proj- agility. Together we will challenge our own precon- ects and reflect on their work and the work of others. ceptions about body image and body language and Documentation and information about contempo- work creatively and collaboratively to clarify abstract rary and historic time-based art will be presented. concepts through physical action. Evaluation is based Students will be evaluated based on imaginative ex- on class participation and engagement with intro- ploration of ideas and materials, extent and depth of duced topics and concepts. Students with any or no work processes and research, completion of assigned movement experience are welcome. Default grading projects, and participation in class discussions. Level option is Credit/No Credit. Level Introductory. Pre- Introductory. Lab Fee $30.00. Class limit: 12. Meets requisites: none. Course limit: 15. Lab fee: $20. Meets the following degree requirements: ADS the following degree requirements: ADS AD1024 Watching Globally: Intro to Contempo- AD1026 Introduction to Photography rary Cinema of the World Winer, Joshua Capers, Colin Photography is a common language spoken across What happens to us when we walk into a movie cultural, economic and geographical boundaries theater? What are our expectations? To what degree - used in news gathering, commerce and fine art. Being able to use the camera as an effective tool for COLLEGE OF THE ATLANTIC CATALOG 2020-2021 37 self expression or in the pursuit of a documentary from 1965 - the year in which previously established project is a skill which is applicable to a large number artists Andy Warhol and Nam June Paik first publi- of COA students. A broad introduction to photogra- cally exhibited video work - through to the current phy and digital printing, this course will introduce the moment when film is almost extinct and video has principles and applied techniques of contemporary become the world's dominant moving image me- photographic practices. Designed to put the student dium. We will look at video art's ties to performance in charge of their camera, we'll begin with basic art and activism, and examine how many multi- camera controls such as aperture and shutter speed media artists have situated their use of video in the and progress on to more advanced topics such as the context of their other practices. Artists whose work proper use of 'flash'. Also covered will be an introduc- and writing about their work will be explored include: tion to Adobe Photoshop and/or Adobe Lightroom Vito Acconci, John Baldessari, Dara Birnbaum, Tony as well as good printing practices in a digital envi- Conrad, Hermine Freed, Joan Jonas, Miranda July, ronment. Students will be evaluated on the quality Mariko Mori, Bruce Nauman, Pipilotti Rist, Bill Viola, of finished prints included in a final portfolio, their and William Wegman. We will also examine the role participation in class exercises and critiques and indi- and work of artists' collectives including Ant Farm, vidual growth over the course of the term. Level In- Broadside TV, Optic Nerve, and Video Free America. troductory. Prerequisites: none. Lab Fee: $110. Class Through secondary sources we will look at the range Limit: 13. Meets the following requirements: ADS of historical methodologies and critical theories that have been brought to bear on the works viewed. Evaluation will be based on participation in class AD1035 Introduction to Documentary Photog- discussions and two research papers. Students who raphy come to class with experience working in video will Winer, Joshua have the opportunity to create their own original This course is an exploration into the history of the work in lieu of one of the two papers. Level Introduc- still image in reportage style work. We'll explore tory. Prerequisites: None. Class limit: 18. Lab fee: $35. the ways news-gathering techniques, ethical con- Meets the following degree requirements: AD siderations and the impact of the image itself have changed over time. We'll look at the work of iconic AD1039 Ceramics I documentary image-makers and read critical writ- ings about the social, economic and other forces Mann, Rocky at work. We'll also look at the power relationships This beginning course in ceramics will explore the established my market forces and political climates making of objects with clay by using the potter's that influenced what stories were told and by whom. wheel, slab roller, coils and press molds. We will We'll also explore the evolution of documentary work explore surface design using slips, under glazes in the contemporary world of the citizen journalist and glazes and patterns. Through these methods and the so-called "hypermedia" environment. There we will incorporate wax resist, tape resist, plastic will be considerable reading, looking at the work of resist, sgraffito, slip and glaze trailing. Six hand-built historical and contemporary practitioners and weekly and twenty wheel-thrown works are required, with shooting assignments. One longer, final project reviews taking place during week five and week will be expected. Level Introductory/Intermediate ten. Level Introductory. Prerequisites: Permission Prerequisites: Introduction to Photography or similar of instructor. Class limit: 12. Lab fee: $95. Meets the experience. Class limit: 12. Lab fee: $100. Meets the following degree requirements: ADS following degree requirements: AD AD1041 Art Since 1900: Harmony and Conflict AD1038 History of Video Art Clinger, Catherine Capers, Colin The artworks of Pablo Picasso and Hannah Höch; Today, many use the words 'film' and 'video' in- both the well-known and lesser-known artist made terchangeably. In fact, these words refer to differ- paintings and sculptures that facilitate our under- ent mediums which evolved at different times, in standing of how people experienced the twentieth different circumstances, and whose languages and century. Cubism, Surrealism, Expressionism, Con- practices originally developed around very different structivism, Arte Povera, Social Realism, among oth- sets of concerns and purposes. In what ways is the ers - these artist movements were initiated through distinction still useful in the digital age? This course group declarations of common aesthetic purpose. will critically interrogate the ways humans use mov- Variance within artist conventions and procedures ing images to mediate our world, and the repercus- accelerated during moments of unrest and social sions of these uses on individuals, culture, and the progression thus providing a range of counter-nar- contents/subjects of the mediated messages. Many ratives to canonical histories of the period. The last early video artists sought to distinguish the medium quarter of the twentieth century was one in which from film in that they wanted to create viewers who new discourses informed creative production and art were active participants rather than passive recipi- mono-cultures gave way to intersectional experience. ents. In this class we will explore the political and self- Theories advanced by Edward Said, Frantz Fanon, Lin- expressive impulses in video art, and trace its history da Nochlin, Griselda Pollock, and Judith Butler offered 38 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 new networks with which to understand how art course is concerned with the visualization of what operates as both a reflection and critique of culture. is in the landscape. There will be an observational This art history survey looks at how different artists drawing module within the course. The majority of engaged with theories of the unconscious, radical the course will center around visual material curated political programs, social upheaval, gender politics, and presented to you on-line. Course readings will and scientific advances; and, how diverse receptions engage with a variety of texts written by artists, art of human experience were expressed through artistic historians, geographers, historians, writers, and cul- production. Anxiety, joy, curiosity, and activist predi- tural theorists that address the invention of the mod- lection combine to formulate a rich amalgam of fresh ern idea of wilderness and landscape - and these and challenging visions of the world. Students will be will be set in context with works that engage with the evaluated based on class participation, reading notes, visual and phenomenological reception of the artist's a descriptive analysis, and final essay. Level Introduc- mind. Viewed as a regular practice, the descriptive tory. Prerequisites: none. Lab fee: $50. Class Limit: power of drawing can intensify the experience of 18. Meets the following degree requirements: AD, HY observational fieldwork, provide the draughtsper- son with a richer understanding of the cycles within a landscape, and deepen our relationship with the AD1042 Introduction to Glass Blowing and natural world. We will seek to learn and understand Sculpture the strategies of others through reading, study, and Perrin, Linda at-home studio practice. Level Introductory. Prerequi- This hands-on course will introduce the student to sites: None. Class limit: 12. Lab fee: none. Meets the glass as an artistic material. The weekly schedule following degree requirements: ADS, HY includes a lecture on campus and a four-hour lab off campus at a professional art glass studio. Work in the AD1049 Scenes and Songs studio will focus on learning the basic skills neces- sary to complete simple blown glass forms. Students Fingerhut, Larrance will learn basic glass blowing techniques including This class will offer the student a chance to learn the gathering glass from the furnace, using hand tools, history and repertoire of American Music Theater. and creating different shapes on the blowpipe. An We will assign and direct students in scenes and ongoing emphasis on shop safety will be maintained songs from the classics of Broadway Musicals and ex- during demonstrations of the proper use of equip- plore some new works as well. The course will focus ment and tools. In addition to glass blowing, students on duets but may include some solo songs and/or will be instructed to complete projects using slump- larger ensemble numbers. Evaluation will be based ing and enameling kilns, diamond lapidary saws, a on the successful rehearsal process and performance sand blasting cabinet, and water fed grinders. The of three different scenes/monologues and songs. weekly lecture will focus on the historical evolution Students will be required to read the entire works of glass working methods, from the first hollow core that songs and scenes are culled from and clearly vessels to contemporary art glass by Dale Chihuly or demonstrate an understanding of the full text and its Beth Lipman. Students will be evaluated based on historical significance. Students will also be required attendance, regular reviews of the student's sketch- to keep a performance work log that includes all book, the ability to make five basic vessel shapes, and notes given in class and the response/plan of action a final sculptural project. Level Introductory. Prereq- to the notes. Level Introductory. Prerequisites: None. uisites: none. Class limit: 10. Lab Fee: $250 (covers Class limit: 10. Lab fee: 50. energy, glass, and exhaustive materials employed in the studio, such as wooden blocks, kevlar gloves etc.) AD2011 Graphic Design Studio I: Visual Com- munication AD1047 Modes of Perception and Strategies in Colbert, Dru Picturing Nature Visual communication is one of the most pervasive Clinger, Catherine means of human communication. Graphic design, Challenging conventions governing what constitutes within the realm of visual communication, is a pro- wilderness and/or landscape and how artists have cess used to effectively convey ideas and information shaped our perception of these are among the topics visually through print, electronic media, products in which we will consider. Landscapes contain life that the marketplace, and structural elements in the built seems to fluctuate between haggard or feral states environment. Its application may be promotional, of nature. We will investigate how some artists create editorial, informational, expositional or instigational. distinctions between that which is cultivated and that It may cater to, or critique -- commercialism, colonial- which is 'natural'; what images evoke nostalgia for a ism, capitalism, and advertising -- or alternately be lost past; suggest the preference for a human domi- used to organize information and visualize complex nance over those origins we have isolated ourselves data, or concepts. Is it possible to construct a visual from; and, other emergent, more radical topics. Al- message that will be received through the din and though we look at ecologies through the eyes of art- noise of our overstuffed media environment? Past ists, students interested in the science, history, and other competing messages? What are some of the literature are encouraged to take the course. This contemporary issues surrounding design and the COLLEGE OF THE ATLANTIC CATALOG 2020-2021 39 roles and responsibilities of graphic designers in the with, narration (narrative verse). How is meaning workplace and in their communities? In this introduc- shaped by the images we create? In all cultures, tory/intermediate level studio course you will become throughout time, artists have sought ways to tell sto- familiar with visual rhetoric and the basic elements, ries about far ranging topics -- the unknown, the suc- principles, and processes of graphic design that will cess of a hunt, gods and goddesses, historical events, help you to construct effective visual messages. You wars, court tales, biblical themes, social instruction, will work on a variety of conceptual visual communi- morals, politics, product promotion, and personal cation projects in the realms of information design, imaginings. Historically, artists have adapted visual editorial design, and promotional design. Lectures, story telling techniques to exploit evolving technol- demonstrations, assignments and critiques will offer ogy and changing social concerns, from ancient wall a balanced framework for developing skills in creative markings, tomb inscriptions, scrolls, illuminated perception, critical thinking and visual communica- manuscripts, pottery decoration, carved totems, tion. An emphasis is placed on these elements and pictorial painting, to sequential engraved prints, evaluation will be weighted more heavily in these comic books, graphic novels, graffiti and the web. In areas than technical expertise on the computer. You this studio course, students will investigate "visual will however, be required to learn the basics of sever- language", symbolism, and some of the pictorial de- al computer graphic applications (Adobe Photoshop, vices, materials, and techniques employed by artists Adobe Illustrator, and Adobe InDesign and/or Quark) to tell stories visually -particularly through sequential in order to complete coursework. You will receive composition in the graphic arts. Through focused basic instruction in these programs in class, but will assignments, discussion of artists' works (historic be expected to refer to computer manuals and guide and across cultures), and guided demonstrations in books for specific tools and techniques that may be a variety of materials and techniques, students will required to visualize your ideas. Level Introductory/ respond to select historic forms of visual narrative to Intermediate. Prerequisites: Introduction to Arts and create unique contemporary forms in which to tell Design or Two Dimensional Design I recommended. their own relevant stories. "Case Study" studio proj- Class limit: 14. Lab fee: $85. Meets the following ects will be selected to focus on key points in world degree requirements: ADS history that mark technological transition in material, technique and pictorial devices employed by artists to render visual narratives. Projects will range from AD2012 3D Studio: Introduction to Three-Di- the hands-on exploration of ancient wall painting mensional Art and Design and low relief carving technique, through non-press Colbert, Dru printing techniques such as linocut, image transfer, This course is an introduction to three dimensional and potato prints, to collage of found images, xerog- design and sculpture. Through a variety of projects raphy, Polaroid print manipulation, digital prints and students will analyze and apply the classic organiz- "synthetic" imaging on the computer. Students will ing principles of three dimensional design work. be encouraged to explore and invent new forms of Elements of form, space, line, texture, light, color, sequential composition and utilize new or previously scale and time (including sound, sensory perceptions, unexplored materials or techniques. Concurrent in- movement and natural processes) will be explored vestigations in visual studies will focus on the mean- with attention paid to how a work functions, involves ing created through the use of pictorial devices, signs a viewer, activates a space, or impacts an environ- and symbols, and the creation of narrative structure ment, physically, psychically or socially. Projects in through repeated image/duplication, sequential the class will progress from the creation of objects, composition, and visual allegory. Students will be to investigations of the sensory and objective aspects evaluated on writing assignments, level of comple- of space. Students will experiment with subtractive tion and analysis of assigned readings, research and and constructive processes using traditional as well presentation, quality and completion of projects, and as contemporary materials such as found, recycled participation in class activities and discussion. There and natural objects. A diverse range of materials and are no prerequisites, however, the following courses techniques will be introduced and demonstrated. are recommended: Intro to Arts and Design, or 2D Discussion of historic and contemporary artists' work courses in drawing, painting, printmaking, or graphic will augment the course. Students will be evalu- design, photography, or writing and/or literature ated based on completion of projects, participation courses. Level Introductory/intermediate Prerequi- in class discussions and individual/group critiques. sites: none. Class Limit: 15. Lab Fee: $85. Meets the Level Introductory/Intermediate. Class limit: 15. Lab following degree requirements: ADS Fee $85. Meets the following degree requirements: ADS AD2014 Curiosity and Wonder: Design & Inter- pretation in the Museum AD2013 Constructing Visual Narrative Colbert, Dru Colbert, Dru From "cabinet of curiosity" to "exploratorium", this Narrative: n. & adj. N. a spoken or written account of studio course surveys contemporary museum connected events in order of happening. The practice activities and methods of communication through or art of narration. Adj. in the form of, or concerned visual display, space, and interaction. Students will 40 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 engage in a project-development process to refine indigenous plant life of the island. Students will learn "big ideas", determine educational goals, and learn a variety of drawing methods in order to document techniques to design and build their projects. Class the natural history of a specific place. Coursework participants will gain an understanding of factors that includes: maintaining a field sketchbook, graphically influence learning, media and modes that may be recording the development of a singular botanical utilized to communicate complex content, and how life-form over the course of the term, and producing meaning is constructed by the selection, organization visual notations in the sketchbook during a bi-weekly and layering of intellectual material through the use slide lecture on the history of artistic representa- of object, text, image, and experiential devices.Proj- tions of the natural world. Evaluation is based on ects and hands-on workshops will provide an oppor- class participation, evidence of completion of weekly tunity to gain skills and techniques in visualizing ideas assignments, and final project. Level Introductory/ by developing concepts in the form of plans, sketch- Intermediate. Prerequisites: permission of instruc- es, models, and narrative description. Students will tor. Lab fee: $120. Class limit: 12. Meets the following have an opportunity to evaluate and create interpre- degree requirements: ADS tive material for the George B. Dorr Natural History Museum at the College of the Atlantic. Students will be evaluated through participation in class discussion AD2020 History of Photography and critiques, attendance, and for completion and Winer, Joshua quality of assigned projects. This course is appropri- This introductory course charts the history of pho- ate for all students interested in informal education tography from early nineteenth-century nascent in the museum environment, design, and visual technologies (daguerreotypes and tintypes) through communication. Level Introductory/intermediate. to the diverse range of photographic media currently Prerequisite: One or more courses in Arts and Design practiced by contemporary artists and photographers OR Educational Studies. Class limit: 15. Lab Fee: $85 (film and digital). In this art history course, we will Meets the following degree requirements: ADS consider how the new visual discourse of photogra- phy was informed by both technological and social AD2015 The Reality Effect: Art and Truth in the developments. Photography cannot be defined as a unified medium; therefore, this course investigates 19th Century both discontinuous as well as coalesced conven- Clinger, Catherine tions within its own history; in other words, how and There are myriad realities described by artists and why photographs look different from each other. authors. This course concerns itself specifically with In addition to noting external influences upon the the development of visual Realism from 1800-1945 photographic object, we will explore how photog- in Europe and America. We will examine the origin of raphy helped to shape a variety of visual disciplines artist methodologies of production as they relate to from painting to zines. Accordingly, our class will modernity. Our concerns will include the relation of discuss formal photographic syntax (how they are art to significant political, sociological, and psycho- composed and the forms they appear represent) and logical programs of the nineteenth and early twen- allied aesthetic practices as well as the wider social tieth centuries. The new realities created through and political issues that influenced the content of its revolutions in political and social structures, and in visual culture. We will study how artists use photo- our understanding of the physical composition of the graphic practices in the context of social and activist world itself are made evident in art that pictures so- functions to examine a diversity of subjects: gender cial class, large historical moments, and a specific in- and class, ethnic and national identity, among oth- stant of time in a way that changes how we visualize ers; and, how categorical distinctions between mass reality and challenges our understanding of actuality. culture and avant-garde art, commercial and fine art Students will be evaluated based on class participa- photography are not always stable. Course readings tion, class discussion leadership, reading notes, and include writings by historians, artists, and critics that written paper. Level Introductory/Intermediate. Pre- reflect the unstable status of the photographic object requisites: none. Class limit: 16. Lab Fee: $30. Meets within the intersections of science, technology and the following degree requirements: AD culture, aesthetic discourse and everyday documen- tation. We will look at many photographs. Students will be evaluated on their participation in class dis- AD2017 Drawing Mineral and Botanical Matter cussions, short essay assignments, and a final project in the Forest of Maine or paper. Level Introductory/Intermediate Prerequi- Clinger, Catherine sites: none. Class Limit: 15. Lab Fee: $30. Meets the Viewed as a regular practice, the descriptive power following degree requirements: HY, AD of drawing can intensify the experience of observa- tional fieldwork, provide the draughtsperson with AD2022 Film Theory a richer understanding of the cycles within a land- scape, and deepen our relationship with the natural Capers, Colin world. The primary setting for this studio course is How do motion pictures express ideas? Why do we Mount Desert Island. The subject matter of our visual respond to them in the ways we do? Film theorists attention includes trees, rock features, and other have approached these questions from contexts COLLEGE OF THE ATLANTIC CATALOG 2020-2021 41 as diverse as formal composition (sound, mise-en- phrase "Yes, and..." Every improviser is responsible scene, color, cinematography and editing), signs and for saying "Yes..." to every idea he or she receives and symbols (semiotics), cultural and/or gender concerns, to add her or his own input and ideas. Students will and psychoanalysis. In this class, we will practice be taught the basic principles of improvisation and using these and other theories to understand and will get a chance to improvise in each class. Classes analyze moving pictures. Each week we will screen will consist of ensemble building warm-ups, theatrical one or two feature length movies as well as a num- improvisational games, and improv scene work that ber of short films. Screenings will be complemented will encourage each participant to offer their ideas by source texts from critics, theorists, artists/film- without judgment. We will also explore The Harold makers and cinephiles. Students may choose to take which is the classic Chicago long form structure. this course as writing intensive; those who do will Level Introductory/Intermediate. Prerequisites: none. be required to write and revise three or four criti- Class limit: 15. Lab fee: none. cal response essays based in analytical frameworks covered in the course. All students will be required to complete a final research paper and presentation. AD2026 Illustration Students should expect to spend 7-9 hours a week Colbert, Dru in class meetings, labs and screenings (in addition Illustrating magazines or books, envisioning scientific to writing, research). Students will be evaluated on ideas, inventing characters and imaginary worlds, papers, final project and participation in discussions. representing natural subjects; this intermediate stu- Writing Focus option. Level Introductory/Intermedi- dio arts course in visual communication engages you ate. Prerequisites: Previous art class recommended. in examining and creating images that depict ideas, Class limit: 12. Lab fee: $35. Meets the following stories and information. Through lectures and assign- degree requirements: AD ments students will investigate the history of illustra- tion, view the work of contemporary illustrators, and AD2023 Actor Training I be instructed in traditional and digital illustration techniques. Students will be encouraged to explore Baker, Jodi a variety of mediums and develop a unique and This course is geared toward students with or personal approach to image making. Class members without performance experience. Together we will will learn and practice the process of researching and establish a common language to define the most developing ideas from rough sketches to finished important tools for an actor. Through a series of artwork that is publication-ready. Emphasis is on the games and exercises, students develop new skills elements that form strong visual ideas. Exercises and and practice making bolder, clearer choices within workshops will introduce techniques in various me- improvised, devised or established scenes. The goals diums including gouache, watercolor, colored pencil, are to create confidence in any sort of performance scratchboard, and ink. Instruction will include, and situation and to find ways of applying acting skills encourage, a wide variety of experimental hand-gen- to other academic and outside experiences. Evalua- erated techniques on a range of surfaces. Students tion is based on participation in class activities and will also be instructed in the basics of digital applica- discussion, successful completion of all performance tions for image generation, assembly and alteration. projects, including productive rehearsal time and an A final project will afford students an opportunity organized portfolio of written responses. There will to define their own content focus. Evaluation will be be at least one field trip. Default grading option for based on attendance, participation in discussions and this course is CR/NC. Level Introductory/intermedi- critiques, timely completion of assignments, quality ate. Prerequisite: none. Course limit: 12. Lab fee: $50. of work produced, and their ability to clearly commu- Meets the following degree requirements: ADS nicate ideas through illustration. Offered in alternate years. Level Introduction/Intermediate. Prerequisites: Introduction to Drawing, Painting 1, Printmaking, or AD2025 Principles of Comedic Improvisation Graphic Design, and signature of instructor. Class Fingerhut, Larrance limit: 15. Lab fee: $100. Meets the following degree This course teaches the underlying principles of im- requirements: ADS provisational comedy. Improv at its most basic level is about agreement, cooperation, and collaboration towards a common goal. Improvisers must offer their AD2028 Plants in the Campus Landscape support/agreement in a very real and active way by Mancinelli, Isabel listening to their fellow performers and by offering This course adopts a workshop format, focusing their own ideas/initiations/creativity. In this way peo- on the management of living plant collections on ple work together to build a scene/story out of noth- the COA campus. Emphasis will be on planting and ing but pure creativity and the willingness to support maintenance of woody plants, but some attention and agree with one another. The most fundamental will be paid to perennial herbaceous ornamentals. idea of improvisational comedy is captured in the Class activities will include hands-on projects, e.g. 42 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 pruning campus trees, shrubs, and vines, planting AD2031 Scavenging Color & Light: Introduction new accessions for the campus-wide arboretum, to Painting identifying and labeling plants, developing a map Schrade, Daniel Kojo and tour guide for campus plants, studying planting This course will introduce students to the fundamen- design principals and site requirements, and develop- ing a plan for future additions to the campus-wide tals of painting, such as composition, light, and color. Students will learn about material and the technical arboretum, strategies for dealing with invasive exot- ics, and replacement of specimen trees. This course matters of painting. Students will work with oil based may be especially appropriate for those interested in paint, experiment with water based alternatives horticulture and landscape architecture. There are no to acrylic mediums and learn to prepare their own course prerequisites, but some background in design canvases. Besides creating individual paintings, stu- or horticulture is helpful, such as a prior course in dents will collectively work on large-scale canvases. plant taxonomy, gardening, arts and design, or archi- This course will develop from individual represen- tecture. Students will be evaluated on class participa- tational set-ups towards collective, abstract work. tion, completion of assignments and an individual Regular class critiques will assist in examining formal project. Level Introductory/Intermediate Prerequi- composition principles. While we will discuss historic sites: None. Class limit: 16. Lab fee: $40. work examples from a post-colonial perspective, the course will focus on the work of contemporary non- western artists. Readings and artist presentations AD2029 Contemporary Artist as Researcher will be assigned. Assignments require students to and Activist work independently outside of class. Evaluation will be based on painting projects, participation in class Clinger, Catherine discussions, critiques and artist presentation. Level The student will be introduced to a contemporary Introductory/Intermediate. Prerequisites: Drawing I stream of visual culture that places nature, ethos, or permission of instructor based on portfolio review competing ideologies, and our relationship to these of independent work. Class limit: 12. Lab fee: $120. within the context of emergent forms of art activ- Meets the following degree requirements: ADS ism. In response to environmental and social crisis, theory and praxis figure significantly in the work of artists and artist collectives from around the globe AD3011 Landscape Architecture Design Studio whose practice manifests as socially engaged art Mancinelli, Isabel (SEA) defined by Pablo Helguera; data/information reimagined as by Mona Hatoum and Trevor Paglen; This studio course introduces students to the profes- or examinations of reconciliation and mass trauma sion of Landscape Architecture, the design process in the work of Doris Salcedo and Kara Walker. In and skills. Aspects to be covered include site analysis, some cases, artworks engage with nature/culture program development, design concept, final site by their placement in site-specific locations, through design and graphic representation. Evaluations are new modes of picturing, and/or through the ap- based on understanding and interpretation of the propriation of hypothetical scientific musings or site program, application of the design process and emerging technologies (e.g., Ed Atkins, fictionalized articulation of ideas and concepts through graphics genetic hybridization and subversion of surveillance and oral presentation. Level Intermediate. Prerequi- tools). Many of the artists we examine make use of site: Introduction to Arts and Design, Two-Dimension- new tools designed for industrial purpose, medical, al Design, Trees and Shrubs, or signature of instruc- agricultural, or scientific research. Others further par- tor. Offered every other year. Class limit: 11. Lab fee ticipatory dialogues within anti-racist, de-colonizing, $40. Meets the following degree requirements: ADS and queer-centred discursive practices. This work is inherently transdisciplinary and human ecological in AD3012 Documentary Video Studio disposition and character. Many of these producer- artists appropriate the role of "researcher" in order to Andrews, Nancy bring attention to ecologies that human beings have A documentary video or film purports to present disrupted or will disrupt. Doris Salcedo, Tacita Dean, factual information about the world. A documentary Kara Walker, Mark Dion, Shirin Neshat, Ai Weiwei, may take a stand, state an opinion, or advocate a Andra Ursuta, Karim Ben Khelifa, Raven Chacon, solution to a problem. A documentary may func- Frances Alys, Natalie Jeremijenko, Guillermo Galindo, tion in the realm of art. Documentaries may compile among others, will be considered. Evaluation is based images from archival sources, interview testimonies on class participation, evidence of completion of about social movements or events, record an ongo- weekly readings, a final paper, and a class presenta- ing event "as it happens", or synthesize these and tion. Level Introductory/Intermediate. Prerequisites: other techniques. We will look at various documenta- none. Lab fee: $50. Class limit: 15. Meets the follow- ries both historic and contemporary, and a number ing degree requirements: AD HY of strategies and styles, including; video diaries/ autobiographical works, cinema verite, propaganda, documentary activism, nature documentaries, and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 43 experimental genres. Students will learn the basics ation will be based on class participation and a set of video production, including, using a video camera, of assignments, including a final project. Emphasis video editing, production planning, lighting, micro- will be placed on an artistic interpretation of sound- phone use, and interview techniques. Students will scape, although students will be expected to have a make several documentary projects, both collabora- basic understanding of the scientific basis of acoustic tively and individually. Students will be evaluated on phenomena. Level Intermediate. Prerequisites: One their participation in group discussions and critiques, AD and one ES course. Class Limit: 12. Lab fee $60. and on the documentary projects they produce. Meets the following degree requirements: ADS Level Intermediate. Prerequisite: any introductory- level arts and design studio course or film history course (previous video production experience is not AD3015 Art of the Puppet required). Lab fee: $30. Class limit: 12. Meets the fol- Andrews, Nancy lowing degree requirements: ADS Puppetry is the art of designing, constructing, and operating puppets, usually for an audience. A pup- AD3013 Animation pet is an articulated figure controlled by external means. Puppets have been used for entertainment, Andrews, Nancy education, therapy, spectacles and social/political This course explores animation as a form of creative demonstration. This course will explore both the expression, experimentation and personal vision. construction and use of puppets, investigate the Various techniques, such as drawing, cut-out, paint- theory, history and practice of puppetry, and seek ing on film, and under-the-camera collage, will be out the role and potential of puppets. Various types introduced. Students will create flip-books, video of puppets will be made, including hand puppets, rod pencil tests and animated films. Students will be puppets, shadow puppets, and large scale puppets. given exercises and assignments that guide them Students, individually and in collaboration, will create through processes for making art. Various artists' ani- both original and adapted scripts and scenarios for mated films will be screened and discussed. History their puppets, exploring relationships between text, and concepts related to animation and film will be story, character and movement of the puppet. In ad- introduced through screenings, readings and discus- dition to live work, students may choose to develop sions. Level Intermediate. Prerequisite: Introduction puppets for use within film, video or multimedia to Art and Design, 2-D Design or Signature of Instruc- projects. The course will include readings on pup- tor. Lab fee: $50. Class Limit: 12. Meets the following petry, screenings, presentations, demonstrations, degree requirements: ADS and group discussions. Students will be evaluated on 1) participation in class discussions and exercises, 2) quality and effort demonstrated through projects/ AD3014 Soundscape presentations and, 3) understanding and study of Andrews, Nancy readings and screenings as demonstrated in dis- Soundscape may be defined as an environment of cussions and projects. Level Intermediate. Recom- sound (or sonic environment) with emphasis on the mended pre-requisite: at least one of the following: way it is perceived and understood by the individual, Intro to Art and Design, 2-D Design Studio, 3-D or by a society. It thus depends upon the relationship Design, Performance Art or The Sculptural Object in between the individual and any such environment. Performance. Class limit: 12. Lab fee $60. Meets the The term may refer to actual environments, or to following degree requirements: ADS abstract constructions such as musical compositions and tape montages, particularly when considered as an artificial environment. In this interdisciplin- AD3016 Land Use Planning I ary course we investigate a broad range of acoustic Mancinelli, Isabel/Longsworth, Gordon concepts, ranging from a scientific treatment of the In this course we examine what key physical aspects nature and behavior of sound both in air and under- make communities desirable places to live, work, and water, the biology of hearing, the use of sound by visit. New development is often seen as undermining animals in communication, and the cultural applica- the sense of place and posing threats to environ- tions of sound and music in human society. Students mental resources such as water quality or agricul- will explore methods of composition using sounds as tural soils but alternative approaches may enhance materials for assigned projects. Various approaches and protect these same qualities. Working on real to understanding and experiencing sound will be projects, the class provides assistance to community examined, including spoken word, radio shows, groups by providing information, analyzing the natu- music, and experimental forms. Labs will focus on ral resources, cultural history, scenic quality and the understanding the nature of sound, and practical ap- built environment, and providing a range of options plication of sound equipment, technique and theory. for them to consider. Knowing how to effectively Students will learn about microphones, sound apply information available through GIS (Geographic recording, amplification, and the physics of sound. Information Systems) is generally an integral part of The course will culminate in a performance to the land use planning. In this class students learn how community of student presentations that expresses to run ArcGIS software and to extract, analyze, and the wide use of sound as part of our culture. Evalu- present pertinent information to inform land use 44 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 decisions. Students who have already taken GIS are assignments (cast and crew) will be made the previ- given more advanced assignments. The class will ous term, through auditions and interviews. Those culminate in a presentation prepared for local com- interested in non-actor aspects of production (set de- munity decision-makers. Given the online nature of sign, light and sound design, stage management, dra- this course the format of the final presentation is yet maturgy etc.) are especially encouraged. The course to be determined however it is dependent on every- meets four days a week and those enrolled must be one working together for a successful outcome. Level available for a certain amount of additional collabora- Intermediate. Prerequisites: Previous coursework in tive work outside class time (extra rehearsals, con- GIS is not required. Class limit: 12. Lab Fee: None. struction and tech work, plus final performance dates Meets the following degree requirements: AD and strike). A production schedule will be available by week one. Evaluation is based on demonstrated commitment to the process as well as a final reflec- AD3020 American Dreaming: Theatre and Ac- tive paper based on the experience. Default grading tivism in the US option is Credit/No Credit. Level Intermediate. Pre- Baker, Jodi requisites: none. Class Limit: 12. Lab fee: $75. Meets The course focuses on dramatic literature connected the following degree requirements: ADS to historically relevant political and social issues in the U.S. Students will read ??plays and study a variety AD3032 Intermediate Ceramics of artists that have used theatre as a viable force for change over the last century. Together we'll explore Mann, Rocky the mechanics and dynamics of particular perfor- This is a ceramics course for students with interme- mances as well as the cultural context in which these diate levels of skill. This course will focus on hand- works were conceived. We will investigate significant building, clay slab construction and advanced throw- periods in American history such as the New Deal, ing techniques. A basic level of skill on the potters the House Un-American Activities Committee, the wheel is required. Glazing and decorating processes, Civil Rights Movement, the emergence of the AIDS alternative firing techniques and ceramic technology epidemic, the attack on the World Trade Center will be introduced, as well as artistic concepts and and the economic crash of 2007-08 - and we will design principles relevant to artistic expression in explore the impact of these events on this particular the ceramic medium. Historical and contemporary form. Research will include Circuit Chautauqua, Pat ceramic works and artists will be studied. Students Chappelle, Hallie Flanagan and The Federal Theatre will be evaluated on class attendance, participation, Project, Susan Glaspell, Clifford Odetts, Arthur Miller, completion of assignments and sketch book en- Lorraine Hansberry, The Living Theatre, The Open tries. Level Intermediate. Prerequisites: Ceramics I, Theatre, Adrienne Kennedy, Marie Irene Fornes, The a similar course in another college or high school, or Wooster Group, Anna Deavere-Smith, Luis Valdez, permission of instructor. Class limit: 12. Lab fee: $95. Tony Kushner, Suzan-Lori Parks, Young Jean Lee, Meets the following degree requirements: ADS Brandon Jacob Jenkins, The TEAM, Radiohole and more. Evaluation is based on full participation in class discussion, successful completion of all short AD3035 Visual Communication Projects projects and assignments and a major final project/ Colbert, Dru paper. Level Intermediate. Pre-requisite: Successful This project-based studio course offers students an completion of the writing requirement and at least opportunity to create visual communication proj- one literature course. Course limit: 12. Lab fee: $75. ects such as interpretive exhibitions, environmental Meets the following degree requirements: AD HY graphic design projects in wayfinding and placemak- ing, product and package design, and investigations into identity systems and branding. Intensive study AD3025 Special Topics in Production to develop and implement a 'real world project' Baker, Jodi forms the basis of coursework. Specific projects are This course provides practical experience in the designed to cross disciplinary lines - between science, processes required to build a theatrical produc- the humanities, or environmental studies - in the tion. Because each rendition of the class focuses on development of intellectual content. Students will new source material, new production methods and work closely with each other, and will collaborate concepts, students may receive credit for this course with community members at COA and beyond, in multiple times. Students research, rehearse, and pro- research and design processes. Project content will duce a performance for the public in collaboration vary each time the course is offered to focus on the with a faculty director. The material and pedagogi- communication of contemporary social and environ- cal focus of the course changes with each succes- mental issues through image, text, three dimensional sive rendition. The number of students enrolled in form, and "experiential devices" such as audio-visual the course varies depending upon the demands of elements or hands-on interactives. Students are chal- the project. Students with any or no experience in lenged to design effective communication through theater are welcome but priority is based on senior- the careful selection and implementation of appro- ity and/or specific academic investment in the given priate media and modes. Students will be evaluated project, process or subject matter. In most cases, all on participation in class and group activities and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 45 discussions, evidence of reading and research, origi- ducing each other's work. Students will be evaluated nality and effectiveness of design solutions, effective- based on video projects (fiction or non-fiction), critical ness of visual/oral presentations, and timely comple- writings, class participation and presentations. Level tion and quality of assigned projects. The focus topic Intermediate/Advanced. Pre-requisites: Documentary for visual communication projects will be announced Video Studio, or Introduction to Video Production. prior to registration at the beginning of each term Class limit: 12. Meets the following degree require- it is offered. Students may also see the instructor ments: ADS for detailed information. This course is particularly suited for students interested in the communication of information through visual and experiential de- AD4013 Activating Spaces: Installation Art vices. One or more courses in the following areas are Colbert, Dru strongly recommended as foundational experience: "space in active dialogue with the things and people communication design (including any graphic design it contains..." -RoseLee Golberg, from Space as Praxis. course); two dimensional design; three dimensional Installation art is one of the most original, vigor- design; education; museum studies/exhibition de- ous, and fertile forms of contemporary art. It often sign; landscape architecture and or land-use plan- involves working in specific non-art sites where the ning. Level Intermediate. Prerequisite: Permission activation of the place, or context, of artistic interven- of instructor. Class limit: 12. Lab fee: $65. Meets the tion is concerned not only with art and its boundar- following degree requirements: ADS ies, but also with the fusion of art and life. Installation art extends the area of practice from the studio to AD4010 Improvisation in Music public space. Architects, urban planners, and environ- mental designers consider similar formal and social Cooper, John aspects of space in the creation of city plans, build- This "hands on" theory/performance course for ings, and public spaces. Through hands-on projects singers, instrumentalists, guitarists, pianists, drum- and a survey of historic and contemporary art and mers, etc., deals with improvisation, a spontaneous design work, this intermediate level 3D studio course exchange or interplay of musical ideas and moods. It offers an opportunity to explore formal aspects and offers the musician the opportunity to utilize his/her social contexts of space and time as a medium for technical ability to its fullest extent while enjoying the making art. Students will create interior and exterior creative freedom of spontaneous composition. The installations that may incorporate sculptural ele- class addresses technical and aesthetic aspects of ments, everyday objects, light, sound, or other de- improvisation in all styles of music (jazz, rock, blues, vices. Course work will investigate the objective and classical, folk, etc.), including the elements of melodic subjective qualities of space, material, and form, and development, melodic cliches, rhythmic and melodic the meanings created through their juxtaposition. embellishment, harmonic substitutions, and develop- In addition to studio work, we will survey a variety ment of the ear. It is multilevel in format, allowing for of historic and contemporary contextual art works students of all technical proficiency to participate. In including: spaces laid out by architects and designers, addition to two class sessions weekly (where exten- installation itself as an art form, public art projects, sive time will is spent in performance situation), each sacred spaces, the work of visionary artists, historic student also meets with the instructor on a private sites, and monuments. Students will be evaluated basis. In short, this course enables students to use on their participation in class activities and critiques, the "tools of improvisation" to be able to make a their timely completion of projects, and attendance. "personal musical statement" while playing, singing, Level Intermediate/Advanced. Prerequisites: 3D stu- "jamming," etc. Level Intermediate/Advanced. Lab dio classes in art, architecture, environmental design, fee: $20. Meets the following degree requirements: performance art or signature of instructor. Class ADS limit: 10. Lab fee: $75. Meets the following degree requirements: ADS AD4012 Intermediate Video: Studio and Strate- gies AD4014 Graphic Design Studio II: Digital Proj- Andrews, Nancy ects This course explores more sophisticated forms of Colbert, Dru image making, editing, and theory. Students screen This studio course offers students an opportunity and discuss documentary and video art works, and for in-depth study of contemporary issues, applica- study writing/criticism in the field, focusing on mov- tions and techniques in graphic design. Students will ing image theories, concepts, strategies, and a wide pursue conceptual problem solving through creative range of aesthetic concerns. The class will engage exercises and theoretical and applied studio proj- in various aspects of production and approaches to ects. Particular emphasis will be placed on advancing cinematography, sound and editing/compositing. skills in creative problem-solving, typography, layout, Participants work on a project-oriented basis that image generation and preparing art for print. Digital includes critiques and training in video production and hands-on methods (techniques such as block skills. Students should be both self-directed and print) for image generation will be explored to create interested in developing a support system for pro- original illustrations. Projects will include typography 46 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 and illustration exercises, identity design, environ- concerns. All three courses must be taken concur- mental design and interpretive information design. rently: Native American Literature: A Case Study of Students will be encouraged to solicit a design project the Development of Literary Traditions with a New from the local community and produce it in the con- Mexico Focus (Waldron), Art and Culture in Northern text of the class by engaging in the creative process New Mexico (Clinger), Processing the Unexpected from concept to production oversight during the Journey: Aesthetics, Experience, and the Creation of course of the 10-week term. In addition to structured an Interdisciplinary Project (Clinger and Waldron). class assignments, students will have an opportunity Level Intermediate/Advanced. Prerequisites: Permis- to propose and pursue their own design projects. sion of Instructor. Class Limit: 8 Meets the following This class will be conducted in seminar/studio for- degree requirements: AD HY mat. Emphasis will be placed on the design process - from creation to production, the timely completion of project phases, creative solutions and advancing AD4019 Studio Printmaking skill in typography, layout and image generation. The Clinger, Catherine detailed schedule will depend largely on the course Printmaking is the process of transferring an im- make-up and individual project proposals. Level age from one surface to another. A print mirrors Intermediate/Advanced. Prerequisites: Signature of the surface whence it came and also performs as a Instructor, Graphic Design Studio 1. Class limit: 12. reflection of the physical and/or immaterial realms of Lab fee: $85. Meets the following degree require- objects and ideas. Representing concepts clearly in ments: ADS any medium requires an artist to engage in thought- ful collaboration with materials in order to realize AD4017 Art and Culture in Northern New the potential of form as a means of expression. This Mexico studio course will explore ways to address this aes- thetic challenge through printmaking. Students will Clinger, Catherine acquire basic skills as printmakers with an emphasis This course is part of a three-course sequence en- on relief (woodcut and linocut) and intaglio (line etch- titled "The Unexpected Journey: Art, Literature, and ing, engraving and aquatint) techniques. They will History on the Road in Nuevo Mexico." This course also develop a broad understanding of the history of examines the art and architecture of Northern New prints; how they have functioned to communicate, Mexico including: painting, printmaking, photog- document, and transmit information through images raphy, and other forms of cultural production (e.g. on paper. Students will be evaluated on their proj- ceramics, textiles, ritual dance) from the 12th century ects, participation in critiques, level of engagement to the present. We examine New Mexico as both a with materials, ability to work in a collaborative stu- coalesced and contested historical and geographical dio, and final project. Level Intermediate/Advanced. site and as the subject of representational, non-rep- Prerequisite: Permission of the instructor, Introduc- resentational, sociopolitical, and symbolic imagery. tion to Arts and Design, and a drawing class. Class How have artists depicted its varied landscapes, both limit: 10. Lab fee: $200. Meets the following degree natural and cultural, as well as its complex history of requirements: ADS indigenous dwelling, colonial occupation, environ- mental stewardship, natural resource exploitation, ethnic tension, and social discord? New Mexico's art AD4020 Object and Performance is neither as singular nor unitary as the tourist indus- Andrews, Nancy/Baker, Jodi try would like us to think. Much of this course is field- Objects have long been significant elements in ritual, based. We will be visiting numerous places from large dance, theatre and performance art; they might be urban cities (Albuquerque), to mid-sized cities (Santa props, body extensions, idols and avatars. Taught in Fe), to towns (Taos), villages (Trampas, San Jóse), and a workshop format, this course will explore a variety Native American homelands (Taos Pueblo). Sites of of techniques from traditional theatre arts, as well as interest include the sacred (Santuario de Chimayó) sculptural ideas that can be integrated into perfor- and secular (Ghost Ranch), educational (Hispanic mance. Goals will be to gain a deeper understanding Cultural Center) and agrarian (Pecos River Valley). of the power of objects in a performative context; to Students will learn to apply a range of methodologi- experiment with a variety of building techniques; to cal strategies utilized by art and cultural historians practice, create and refine personal and found ob- to examine, research, analyze, critique, and interpret jects as art; to explore an object's potential to spark cultural objects. Course readings will engage with key narrative, illustrate relationship dynamics and fuel primary and secondary sources written by selected theatrical action. We'll also study the use of objects in historians, cultural geographers, artists, and storytell- connection with certain forms of performance train- ers. Our work in this course will demonstrate how art ing and creative collaboration strategies. The course practice along with disciplined scholarship can gener- will provide an historic context of objects in perfor- ate a critical awareness of an object's ideological mance and will utilize improvisational exercises, per- context. Evaluation will be based on class participa- sonal writing, movement and bodywork. Class topics tion, an oral presentation, and a research paper. Each may include: relationship, scale, sound, duration, student will produce a research paper relevant to repetition, archetype and viewer participation/per- his or her own critical and/or historical interests and formance. Evaluation will be based on attendance, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 47 participation in all group projects, in-class assign- literary (Turn of the Screw, The Tell Tale Heart, The ments and discussions, demonstrated understanding Haunting of Hill House) theatrical (séances, Haunted and mastery of basic skills through the creation of Hotel) or cinematic (Us!, Hausu), we will use texts- projects, timely completion of all assignments and books, plays, movies, poems-as research to better readings and effective participation in class critiques. understand the movie(s) we are creating. Students Level Intermediate/Advanced. Prerequisites: Move- will be asked to respond and utilize texts in vari- ment Training (I or II) or 3D studio, and permission ous ways ie. creating mood boards, improvisational of either instructor. Class limit: 12. Lb fee: $50. Meets scenes, drawing or design responses, filming scenes, the following degree requirements: ADS short responses films, or response papers. Students will be responsible for participating and contribut- ing to discussions and class blog. Students will be AD4021 Analog Photography: B&W evaluated on written responses, in class activities and Winer, Joshua effective participation. Level Intermediate/Advanced. As digital photography became affordable and pro- Prerequisites: Co-enrollment in Making a Low-Budget liferated, many business models, critics and artists Movie and Lights, Camera, Action, Wrap!; permission themselves spoke about the final death of traditional, of instructor. Class limit: 15. Lab fee: None. Meets the so called "wet" photography. Film was supposed following degree requirements: ADS to be dead, once and for all. But film wasn't quite ready to die, and even as the economy and common practice has shifted largely to digital capture, film and AD4028 Film Production: Making a Low-Budget Movie photographic paper are still being produced and con- sumed, albeit on a different scale. This course is an Andrews, Nancy introduction to traditional analog darkroom process- What does it take to make a movie outside of the es and manual camera operation. Students will gain a Hollywood system? How do independent films get basic understanding of black and white photography made? What are the roles in a production team? How through exercises and assignments that emphasize do you plan a production? Budget? Fundraise? Create fundamental camera and darkroom skills including: breakdown sheets? Make Contracts? Storyboard? proper metering, evaluating quality of light, elements Rehearse? This course is part of a three-credit pro- of composition, good negative making and evaluation gram centered on the production of a short narrative and good print making and evaluation. Work will be film. The students in this course will work to prepare critiqued and evaluated based on both technical and for the film/video production of a screenplay. Roles aesthetic merit in a class critique format. Readings for our production will be defined, and students will will be assigned in conjunction with course content. perform the tasks of pre-production. Students will Level Intermediate/Advanced. Prerequisites: Intro to be evaluated on their work and completion of their Photography or permission of instructor. Class limit: roles, their collaboration and contribution to the 8. Lab fee: $250. Meets the following degree require- overall pre-production of the project. Level Inter- ments: ADS mediate/Advanced. Prerequisites: Co-enrollment in Haunting and Lights, Camera, Action, Wrap!; per- mission of instructor. Class limit: 15. Lab fee: None. AD4027 Film Production: Haunting Meets the following degree requirements: ADS Andrews, Nancy The haunted house story, nestled as a sub-genre of ghost stories within horror, is often psychological and AD4029 Film Production: Lights, Camera, Ac- supernatural. It almost always features a dissolving tion, Wrap! of boundaries--of the living and dead, the normal and Baker, Jodi/Nancy Andrews+D65 the paranormal, the mind and the exterior world. In This course is part of a three-credit program centered stories, ghosts often haunt, but they stand for memo- on the production of a short narrative film. In this ries and past events, and the spaces they inhabit are course we will create elements, shoot and record often charged with meanings and emotions. A house scenes of a film based on a script and storyboard. can be a metaphor for the body, the mind, for com- With the guidance of faculty and professionals in the fort or for patriarchal oppression. Rooms can hold field (sound mixer and cinematographer) students secrets. This genre relates to the psychology of the will complete the production through the perfor- self, memory, isolation, the uncanny and mysteries of mance of roles on set and behind-the-scenes. Roles the relationship of body and spirit. This course is part will include acting, production design/art direction, of a three-credit program centered on the production costuming, producing, directing, animation and spe- of a short narrative film. Students will study various cial effects, script supervision, cinematography/light- texts, films, and theoretical writings, concerning top- ing, sound recording/mixing and music. Students will ics to include: haunting, spaces of house and home, be evaluated on their work and successful comple- identity, paranormal, and memory. We will explore tion of their assigned roles, their collaboration and some Maine connections to the genre. There are contribution to the overall production. This course rich associations with houses and other spaces as will be focused primarily on production process. demonstrated in the work of Gaston Bachelard, Carl Editing and post-production will be in rough cut Jung, Shirley Jackson and Toni Morrison. Whether form. Level Intermediate/Advanced. Prerequisites: 48 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Co-enrollment in Haunting and Making a Low-Budget widespread interconnectedness within the fine and Movie; permission of instructor. Class limit: 15. Lab popular arts, through aesthetic and material produc- fee: $250. Meets the following degree requirements: tion, inform the conceptualization of Romantic imag- ADS ery. Excellent evaluations will based on a high level of class participation, a consistent demonstration of the close reading of assigned texts, and a commitment to AD5017 Animation II generous listening during group discussions - along Andrews, Nancy with timely submission of two short essays and a The class further develops ideas, skills, and animation final research paper. Level Advanced. Prerequisites: A projects through a mix of: in-class projects/demos/ minimum of one history, anthropology, or literature skill based activities, readings, discussions, screen- course and permission of instructor. Class limit: 12. ings, presentations, and individual meetings with the Lab fee: $30. Meets the following degree require- instructor. Students will write a production plan that ments: AD, HY will serve as an outline of each student's project(s) for the term. The instructor will provide useful activities, information, resources, critiques and guidance. A AD5025 Strangers and Performance schedule of presentations of student works-in-prog- Baker, Jodi ress will be created. Readings will address ideas and This course explores the dynamics of stranger theories related to animation studies and processes. interactions across disciplines and in a variety of Advanced animation techniques may include camera contexts, first by gaining a basic understanding of work and sound design. Work completed over the how the topic has been considered by scientists, term may be a single longer animation or a series of social theorists, architects and city planners over the animated shorts depending on the student's prefer- last century but also by understanding how these ence and animation goals. However, all students will particular social dynamics fundamentally connect be expected to produce advanced level work and to work in theatre and in art. Through a series of encouraged to experiment and push their work to practical experiments, students discern when, why the highest level. Students will be evaluated on their and how stranger interactions are meaningful, how projects, participation in critiques and discussions they differ in urban and rural contexts and how and overall level of engagement with the course that meaning is tied to the shared work ethic at the material and class. Level Advanced. Pre-requisite: heart of the theatrical contract. We will consider the Animation, signature of instructor. Class size: 12. Lab politics of public and private spaces as well as key fee: $80. Meets the following degree requirements: strategies in staging urban centers, national parks, ADS schools, museums, and theatres. We'll also examine stranger archetypes and related terminology like mob-rule, groupthink, bystander effect and collective AD5023 Romanticism: The Triumph of the consent. Students will explore the inherent risks and Imagination over Reason? rewards that stem from personal interactions with Clinger, Catherine strangers and they will study existing and emerg- Scholar Isaiah Berlin considered Romanticism to be ing art, performance and technology projects that "the greatest single shift in the consciousness of the attempt to incite these interactions. Students will West." This advanced course will consider the diverse also develop their own ideas for public performance body of Romantic Art through thematic enquiry, case and new theatre technology. Readings will likely studies, critical and historical analysis. Divergent include work from Kio Stark, Paul Auster and Sophie aesthetic ideologies in Romantic Art will be examined Calle, Bertolt Brecht, Peter Brook, Roland Barthes, in relationship to both major trends and minor cur- William H. Whyte, George Simmel, Anne Bogart, rents of intellectual thought during the period 1780- Susan Sontag, Jorge Luis Borges. Visual, theatre and 1840 in Europe, with an emphasis placed largely on performance artists may include Andrew Schneider, German Romanticism. Taken together, many of the Richard Renaldi, Natalia Koliada and Nicolai Khalezin, literary and philosophical texts associated with the Marina Abramovic, Chris Burden, Rotozaza, Mam- movement have been understood as fundamental malian Diving Reflex and Complex Movements. The critiques of rationality; however, it is the less cel- course requires a large amount of off-campus work ebrated illustrations found in scientific treatises and and at least one weekend field trip. Evaluation will be works of art not acknowledged in the canon of the based on consistent engagement with course topics visual arts, as well as images embedded in various and the class blog, successful completion of a series forms of printed matter, which effectually capsize En- of solo and collaborative fieldwork assignments and lightenment aesthetic theories and provide impetus a comprehensive final project w/process essay. Level to the development of Realism. Although the body of Advanced. Prerequisites: This course is by permission scholarly work that studies the interstices of Roman- only. Previous coursework in theatre and move- tic art, literature, and music is enormous, the course ment, art history, design and social theory is strongly will narrow the scope by focusing on certain works as encouraged. A written expression of interest in the sites of a particular pictorial kind of representational course is required. Class limit: 10. Lab fee: $150. transdisciplinarity. The course proposes that the Meets the following requirements: ADS. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 49 AD5029 The Range of Sublimity in the Artist of representation. Students will be evaluated on their Mind projects, participation in critiques, level of engage- Clinger, Catherine ment with materials, ability to work in a collaborative studio, and final project. Level Advanced. Prerequi- Edmund Burke's chief contribution to aesthetics is sites: Studio Printmaking and at least one drawing his exegesis on the contrary states that define the class; permission of instructor. Class limit: 8. Lab fee: Beautiful and the Sublime: these are the regular and $150. Meets the following degree requirements: ADS irregular, binaries of pleasure and pain, appeal and terror, knowingness and not-knowing. Burke encour- ages the viewer of a 'place' to distance herself from AD5033 Making Art: Effort, Resilience, Persis- the natural agencies that incite emotional response tence to landscapes. In keeping a distance; however, we risk participating in a lifeless, hegemonic practice Andrews, Nancy that colonizes nature and hinders aesthetic engage- In this advanced art practicum and seminar, students ment. Proximity to nature (rather than detach- will pursue the development of a body of art work ment from it) makes visible the consequences of or series of art works. Through practice, critique, eighteenth-century imperial and nineteenth-century discussion, readings, and interactions with artists and nationalist missions masked in many of the works those involved in supporting and presenting art- of the Hudson River School. Non-native forces in the ists, students will gain a better understanding of art Western Hemisphere took ownership of humans, as an ongoing pursuit, beyond classes and assign- places, resources, and in the process, devastated ments. What does it take to maintain and fertilize the whole peoples and ecologies. Through travel, study, long-term project or a life's work? How can a creative research and creative activity, students will learn to process be carried on, maintained and sustained? see and appraise the transformation of peripatetic The primary goal of this course is for each student practice into art; as well as witness how art can both to develop their art practice, better understand their reveal and conceal the nature of place. How have the creative processes, and show evidence of these varied notions of sublimity affected artist practice developments. This course is an excellent lead-up over the past 250 years? What are artists making now to a senior project in the arts. Students may work in that counters a narrative that privileges detachment any medium, but should already have the basic skills over intimacy and counters modernity's embrace of required for their chosen project(s)/body of work. indifference? This course will consider the concept of This course requires significant dedication outside sublimity, both as subject and agent, in the work of of class to make artworks. Students are expected to visual artists during the aforementioned epochs and possess and/or extend their ability to be self-directed the present one. Students will be evaluated on class and motivated. Students will be evaluated on their participation, annotated bibliography, and research progress towards their goals, and participation in dis- paper. This course requires concurrent registration cussions and critiques; pass/fail grade encouraged. with AD5030 Artist/Naturalist/Visionary (Foley) and Level Advanced. Prerequisites: multiple previous art AD5031 Journey into Substance (Clinger/Foley). Level classes and permission of instructor. Class limit: 12. Advanced. Prerequisites: An art history, anthropol- Lab fee: $80. Meets the following degree require- ogy, or literature course, and permission of instruc- ments: ADS tor. Class limit: 12. Lab fee: $100. Meets the following degree requirements: AD, HY AD5036 Tutorial: Methods of the Edition in Intaglio Workshops AD5032 Advanced Studio Printmaking Clinger, Catherine Clinger, Catherine This course is an advanced tutorial in the creation of This art studio course is a continuation of the intro- fine art print editions in Intaglio and Relief. Students ductory course Studio Printmaking. A print mirrors will acquire the skills in order to produce professional the surface of its matrix and presents a reflection of quality small editions according to contemporary the physical and/or immaterial realms of objects and standards of production as understood by IFPDA ideas. Representing concepts clearly in any medium (International Fine Print Dealers Association) and requires an artist to engage in thoughtful collabora- SGC International. Awareness of their own aesthetic tion with materials in order to realize the potential of practice and how this informs the application of form as a means of expression. This advanced studio specific handprint processes will figure significantly course will explore ways to address this aesthetic as a feature within the context of the group critique. challenge through printmaking by experimenting The printmaker will be responsible for the maintain- with conventional and non-traditional ways of creat- ing of the workshop and the design of workflow in ing a range of matrices. Students will acquire skills the creation of print cycles, and, will be expected to as printmakers with an emphasis on multiple-plate, engage in the discourses of the Fine Art Printmaking collagraph, and other advanced techniques. Students as they relate to global practices. Students will be will develop a deeper understanding of the history evaluated on their quality of their work, participa- of prints; how they have functioned to communicate, tion in critiques, level of engagement with materials, document, and transmit information through images and ability to work in a collaborative studio. Level on paper - engaging with more complex discourses Advanced. Prerequisites: Studio Printmaking and Advanced Printmaking. Class limit: 5. Lab fee: $200. 50 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 AD5037 Adaptation researching an existing experiential education Baker, Jodi program, its philosophy, and its practices. Evaluation This course will look closely at a small selection of is based on class and fieldtrip participation (including one multi-day fieldtrip), reflective logs, curriculum plays adapted from other works. At its core this is a design, service-learning journal, an oral presentation dramaturgical practice and methods course. Stu- of the service-learning, and a final essay that articu- dents will investigate impulses and processes for lates a philosophy of experience in education. Level re-envisioning, re-working, re-purposing another's text. We will read and discuss some theories of ad- Introductory. Offered every other year. Lab fee: $100. Class limit: 15. Meets the following degree require- aptation (mostly, but not exclusively, as they pertain ments: HS ED to collaborative art making practices) as well as a sampling of contemporary criticism. A central goal of the course will be to better understand how the ED1011 Children's Literature term adaptation is understood across disciplines and to fuel a complex discussion about what might Sweeney, Meryl make a theatrical adaptation feel relevant or effec- This course is a broad overview of children's litera- tive in a given context. We will also look closely at ture and its place in the elementary school class- moments in history that have instigated a serious room. It examines the range and trends in literature 'looking back', spurring a collective creative impulse for children that includes all genres, prominent to re-visit and re-invent previously established works. authors, illustrators, awards, critical evaluation, and One could argue that we are currently living in such integration into instruction across the curriculum. a cultural moment. Please note: this course requires Students participate in and design lessons which a significant reading load. Students will be required incorporate or extend children's response to litera- to close read/view all adapted texts, all original ture. They survey poetry and media appropriate for source materials and a variety of supporting texts (as elementary students. Students read an extensive described above). We will also draw from film, visual amount of children's literature, keep a response art and music for this study. Evaluation will be based journal, develop an author study, and create a teach- on a sequence of short practical assignments and ing unit using children's literature. Level Introductory. demonstrated engagement with the course materials Class limit: 15. *ED* through live discussion and a shared class blog. Level Advanced. Prerequisites: Permission of instructor required; previous coursework in literature, creative ED1013 Changing Schools, Changing Society writing, art history and/or theatre studies is strongly Tai, Bonnie advised. Class limit: 10. Lab fee: $100. Meets the fol- How have schools changed and how should schools lowing degree requirements: AD change to ensure "the good life"? This interdisciplin- ary, team-taught course examines the potential and limits of a human ecological education as an instru- AD6010 Tutorial: Individual Music Instruction ment of enlightened progress and lasting positive Cooper, John social, cultural, and environmental change. It ex- This tutorial offers small group instruction in a de- plores three essential questions about education and fined musical or media discipline. It involves at least its relationship to human development and social one 1 1/2 hour weekly meeting with the instructor, progress. Looking at the role of formal educational and independent or group time of at least 8-10 hours institutions and their relationship to government and weekly, with more time for advanced work. Require- other social institutions: What is the role of schools ments include an end of term project or perfor- in development and social change? Considering the mance. Level Variable. Offered upon demand. Lab role of teachers as agents of change: What is the fee: $20. Meets the following degree requirement: role of the teacher in school/organizational change ADS and community development? And finally, reflecting on our subjective motives for working in the field of education: Why do you want to become an educator? ED1010 Experiential Education Through course activities such as service-learning in Tai, Bonnie schools and group project work on a contemporary Even before John Dewey published Experience and educational phenomenon (e.g., school choice, new Education in 1938, experiential education had been technologies for learning, single-sex education), stu- dents will learn how educational policy at the federal, practiced in various forms around the world. This course explores the philosophy of experiential educa- state, and local levels impacts teaching and learning, investigate the moral dimensions of the teacher- tion and its diverse practices in the realms of adven- student relationship, and reflect on the construct of ture education, service learning, workplace learning, teacher-learners. Students will be introduced to a environmental education, museum education, and school reform. Group activities and fieldtrips will variety of educational research methods (i.e, ethnog- provide opportunities to participate as both learner raphy, case study, quasi-experimental, correlational) that will allow for critical analysis of the knowledge and teacher in a variety of teacher-led and student- base that strives to impact educational policy and designed experiences. The final project involves practice. Evaluation will be based on participation, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 51 reflective writing, service learning, and group projects leading a discussion around a particular area of indi- and presentations. Level Introductory. Class limit: vidual interest), a series of four reaction papers, and 15. Offered every other year. Lab fee: $20. Meets the both live and virtual "field" explorations of innovative following degree requirements: HS, ED practices and organizations. The final project will be based on the design and proposal of an innovative educational option. Level Introductory. Prerequisites: ED1014 Child Development none. Class Limit: 15. Lab Fee: $10 Alex, Joanne How does a child think? What causes him/her to learn? What teaching approaches work best with ED1016 Introduction to Adolescent Psychology young children? These questions and more will be Hill, Kenneth explored through readings, lectures, field observa- This course focuses on the segment of the human life tions, and planned class activities. This course will span from puberty to early adulthood. In this class provide an introduction to early childhood education we will examine the physical, cognitive, social, and (preschool to eighth grade). Theorists such as Piaget, moral aspects of adolescent growth and develop- Vygotsky, Montessori, Gardner, Erikson, Maslow, ment. Issues to be considered include adolescent Kohlberg, and Gilligan will be used to examine the relationships (peers, family, romantic), adolescent physical, mental, emotional, moral, and social aspects issues (identity formation, at risk behavior, school- of childhood growth and development. Students will ing, and stereotypes), and critical reflection on one's explore a range of curriculum models, approaches, own adolescent experience. The main objectives of and strategies as they learn to apply developmental this course are to: 1) provide students with a work- theory to best practices. These best practices will ing knowledge of the theories of psychology which include the role of teachers in creating meaningful pertain to early adolescent development; 2) help learning experiences and classroom environments students develop the ability to critically analyze (curriculum), documenting learning, assessment, in- information and common assumptions about the clusion, and family involvement. The primary modes development of adolescents; 3) consider contem- of instruction for this class will be lectures, classroom porary issues and concerns of the field; and 4) to discussions, field observations/reflections, and coop- afford students the opportunity to explore their own erative hands-on learning activities. Short reflective adolescent development. Course work entails lecture, papers, an observational journal, and class projects discussion, extensive case analysis, and a field com- will be used to assess learning. Level Introductory. ponent. Level Introductory. Prerequisite: None. Class Class limit: 15. Meets the following degree require- limit: 16. Meets the following degree requirements: ments: ED HS ED ED1015 Educational Innovation ED1017 Young Adult Literature Fuller, Linda Ryan, Siobhan Given the rapid pace of change in communications, Students will learn about the history of and cur- career opportunities, learning options, and the global rent trends in Young Adult Literature. Young adult economy, U.S. schools are struggling to adapt. As literature is one of the strongest areas of publishing technology, culture, politics, and media facilitate in America currently. For example in 2014 The Fault new and more diverse means of learning, how are in Our Stars was the best selling print and ebook educators adjusting to "new" learners from toddlers work in America. Exposure to young adult literature through senior adults? Driving questions include: will allow pre-service teachers to have an overview of Who is leading innovation and where? What are current titles that can be used in or out of class, while some of the ways educators are experimenting with students not interested in teaching will have oppor- teaching? How are innovators changing the purposes tunities to stretch their reading and writing canon. of schools? Who is currently starting schools and Assignments will include reading both academic and why? How is brain research impacting innovation trade books as well as articles. Students will learn within and outside of public schools? How are digital through a variety of methods from class discussion natives, eco-warriors, and the call for global literacy to preparing class lectures. They will be in touch with accommodated in mainstream schools? If public professional young adult writers, and they will also schools, as some charge, have outlived their useful- have choice in a term-long project that will be done ness: what next for education? With the objective of throughout the trimester. Evaluation is on a continual exploring and understanding innovative ideas for basis as the course is structured to allow students to classrooms, school design, and district structures, as demonstrate growth over the course of the trimes- well as alternative places and means of learning, we ter. There will be rubrics for class participation and will work toward a more comprehensive understand- assignments, and students will complete self-evalua- ing of what is new, and potentially revolutionary, in tions. Level Introductory. Prerequisites: None. Class schools and in education beyond schooling. Evalu- limit: 12. Lab fee: $10. ation will be based on class participation (including 52 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 ED1019 Advocacy and Education for English ED3010 Understanding and Managing Group Learners Dynamics Chien, Ming-Tso Tai, Bonnie Cultural and linguistic diversity in the classroom is This course will examine essential questions about becoming increasingly prevalent around the world. how groups function, whether the group is a com- In the United States, for example, approximately ten mittee involved in institutional governance, a class percent of all students in public schools are English of adolescents, or a cohort of business colleagues. learners (ELs), i.e., students who are in the process of Readings, activities, and assignments will weigh acquiring English as an additional language. ELs enjoy traditional and alternative conceptions of leadership, valuable opportunities with their additional set of cul- power, authority, community, diversity, membership, tural and linguistic resources, but they may also face and exclusion. Students will engage in case discus- discrimination as a result of racism, linguicism, and/ sions, writing (including autobiography and creative or xenophobia. These forms of discrimination, along writing), and research activities. A major component with other systemic barriers, can negatively affect of the course will be the observation and analysis of ELs' academic achievement and sense of belonging in a group (e.g., in a community organization, business, their schools and communities. This course, based on or school). The final paper will be the creation and a framework of culturally and linguistically respon- analysis of a case. Evaluation will be based on class sive pedagogy, has two overarching goals. First, it participation, responses to readings, facilitation of a aims to equip aspiring educators with the tools to case discussion, an autobiographical essay, a short recognize and respond to bias and inequity in the story, reports of observations, and the final paper. education of ELs. Second, it aims to introduce these P/F grading only. Students will be expected to take future educators to the fundamental principles and the course Pass/Fail, with special arrangement to be techniques for teaching and advocating for culturally made for those needing to take it for a grade. Level and linguistically diverse students. Human ecologists Intermediate. Class limit: 15. Lab fee: $50. Meets the planning to work as educators in the school or the following degree requirements: HS ED communities to serve ELs and their family will find this course helpful. Students who take this course will learn through active and critical engagements with ED3012 Supporting Students with Disabilities in readings and audio-visual materials, whole-class and the Reg. Classroom group discussions, reflective and analytical writings, STAFF lesson planning, micro-teaching, and project plan- This is an introductory course in special education. ning. They will be evaluated through weekly re- We will explore the needs of children with disabili- sponses to course materials as well as individual and ties and techniques for meeting these needs in the team project-based assignments, such as interviews regular classroom. The course will emphasize both with ELs or current EL educators, advocacy projects the social and instructional aspects of the concepts targeting issues affecting ELs, outreach initiatives that of inclusion, differentiation and serving students in build partnerships and/or enhance cross-cultural un- the "least restrictive environment". Participants will derstanding. Level Introductory. Prerequisites: None. be introduced to concepts central to understanding Class limit: 15. Lab fee: None. the role of regular classroom teachers in meeting the academic, social, and emotional needs of students ED2010 Disability Rights in Education with disabilities. Objectives: By the end of the course students will be able to: identify and describe current Rabasca, Adam issues and trends in education related to individu- Across the country, varying state regulations and als with disabilities and their families; describe the practices call into question the manner with which Special education laws and procedures impact- students with disabilities are taught, served, and pre- ing individuals with disabilities; develop a working pared for the future in an economically and socially definition for each area of exceptionality in relation challenging community and environment. Their rights to achievement of educational goals, and develop are governed by the Rehabilitation Act of 1973, the strategies and resources for modifying, adapting and/ Americans with Disabilities Act, and the Individuals or differentiating curriculum and instruction. Level with Disabilities Education Act. Course participants Intermediate. Prerequisite: Introductory course in will learn how students with disabilities are ensured Education. Class limit: 15. Meets the following degree their rights to access and a free appropriate public requirements: ED education as well as how this translates into post- secondary education, employment, and society. Stu- dents will be evaluated on synthesis of information ED3014 Negotiating Educational Policy in written format and in visual presentation and on Fuller, Linda in-class mutli-modal engagement. Students will also Public schools are everyone's concern. Shared own- be expected to complete an independent research ership by diverse stakeholders often brings strong project evaluating the manner in which disability interest in school policies. This course will explore rights are ensured within the very community and issues under debate by state and local policy-makers environment in which we live. Level Introductory/In- through readings, full class and small group discus- termediate. Prerequisites: None. Class Limit: 15. Lab sions, guest speakers, and an extended simulation. fee: none. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 53 We will also examine Maine's Civil Rights Act and include: motivation and the middle school reader; its implementation in various school districts. Our helping middle-school students develop their writing driving questions include: what are the ways parents, voice through knowledge of language, vocabulary teachers, business people and interested community acquisition and use, and working with a variety of members might influence school policies given the text; teaching critical, creative, and collaborative common constraints of limited time and energy? technology use; using multiple tools to differentiate How do policy-makers sort through various opinions instruction; creating and using rubrics for assessing and facts to create legislation? How do those who writing. The course content focuses on an integrated implement policy integrate context and experience approach to the acquisition of literacy skills, current with the spirit of an official state statute? With the best practice, lesson design, questioning techniques, objective of understanding and negotiating critical and formative and summative assessment. Learn- school policy issues that impact the nation and be- ing objectives address Maine's teaching standards, yond, evaluation will be based on class participation the Common Core State Standards for students, and (including one of two field trips), reflection journal the Maine Learning Results. There is a field studies entries, a group interview and presentation, and a fi- component of 50 hours for this ten-week course. (For nal personal analysis paper based on one of the bills example, three classroom observations for two hours under deliberation by Maine legislators this session. each for a total of six hours per week, excluding Level Intermediate. Prerequisites: Changing Schools, school vacation week and week 10.) There will be a Changing Society and/or a prior policy course or weekly one-hour lab, shared with Integrated Methods strong interest in policy recommended. Class Limit: IA: Gr K-4. Evaluation will be based on the quality of 15. Lab Fee: $10 a course portfolio to include curriculum and assess- ment design, performance assessments, cooperating teacher feedback on classroom performance, and ED4012 Integrated Methods IA: Gr. K-4 Reading reflections on the fieldwork and required readings. and Writing Level Intermediate/Advanced. Pre- or co-requisite: STAFF Permission of instructor, Child Development, Inte- This course is designed to prepare prospective teach- grated Methods IA: Gr K-4 Reading and Writing, and, ers with methods necessary to implement a compre- if possible, Children's Literature. Class limit: 12. Lab hensive literacy program for grades K-4 to include all fee: $20. Meets the following degree requirements: HS ED aspects of literacy acquisition. Major areas of focus will include oral, visual and technological communica- tion, shared and interactive strategies, phonics, word ED5010 Curriculum Design and Assessment study and spelling, independent and guided reading, writing workshop and writing in all content areas. The Tai, Bonnie course content focuses on an integrated approach to Human ecologists who educate, embrace not only the acquisition of literacy skills, current best practice, the interdisciplinarity of knowledge, but also the and lesson design, questioning techniques, formative complexity of individual student development in and summative assessment. Learning objectives ad- political school environments. This course focuses on dress the standards for Maine Initial Teacher Certifi- two essential nuts and bolts of teaching: curriculum cation, Common Core State Standards, and the Maine design and assessment. How can a teacher learn Learning Results. There is a fieldwork component of what students know, how they think, and what they 50 hours for this ten-week course. For example, 2 have learned? How can a teacher use this knowledge classroom observations for 3 hours each for a total of students and subject matter to plan learning ex- of 6 hours per week, excluding the week of school periences that will engage diverse interests, adapt to vacation and week 10. There will be a weekly one- a wide range of learning styles and preferences, ac- hour lab, shared with Integrated Methods I: Gr 5-8. commodate exceptional needs, and meet state-man- Evaluation will be based on the quality of a course dated curriculum standards? This course is a required portfolio to include class participation, curriculum course for prospective secondary school teachers and assessment design, performance assessments, that provides an introduction to the backward design cooperating teacher feedback, and reflections on the process and diverse assessment strategies. Students fieldwork and required readings. Level Intermediate/ will engage in examining theory and practice design- Advanced. Prerequisite: Child Development, Inte- ing and implementing curricula and assessments. grated Methods I: Gr 5-8, and, if possible, Children's A service-learning component will provide students Literature. Class limit: 12. Meets the following degree with the opportunity to observe and participate in a requirements: HS ED variety of assessment methods in the subject they aim to teach. The final project will be a collaboratively designed, integrated curriculum unit, including lesson ED4013 Integrated Methods IB: Gr. 5-8 Reading plans and assessments. Evaluation will be based on and Writing participation, reflective writing, individually designed Fuller, Linda lesson plans and assessments, and the final project. This course is designed to prepare prospective Level Advanced. Prerequisite: Supporting Students teachers with methods necessary to implement a with Disabilities in the Regular Classroom. Class Limit: comprehensive literacy program for grades 5-8 to 12. Meets the following degree requirements: HS ED 54 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 ED5011 Integrated Methods II: Science, Math, ED5013 Student Teaching and Social Studies Fuller, Linda Fuller, Linda The student teaching internship represents the How can an integrated curriculum for elementary student teaching requirement for COA'S teacher school students help to deepen the relationships certification candidates. Success in this experience children and young adolescents construct with the is a pivotal criterion in the student's certification natural and social worlds in a way that promotes candidacy. The student is placed in a school, usually their capacity to know themselves and the commu- in the immediate region, with a cooperating teacher nities in which they act? For those preparing to be who teaches subjects and grade levels that match the elementary school educators (grades K-8), this three- certification goals of the student. The roles of student credit course provides an intensive guided appren- teacher, cooperating teacher, school principal, and ticeship that prepares the student-teacher with the COA supervisor are discussed and agreed upon in necessary knowledge, skills, and experience to design advance. Incrementally, the student teacher becomes an integrated math, science, and social studies cur- familiar with class routines and gradually takes re- riculum, create and maintain a constructive learning sponsibility for teaching. Within the 15-week experi- environment, teach diverse learners using appropri- ence, the student teacher must take on a full load ate teaching methods and learning technologies, and (all classes and all duties) for the number of weeks assess student learning. Learning objectives include agreed upon by all parties. This period of time varies all eleven of Maine's teaching standards as well as a with subjects, grade level and specific student goals. working knowledge of the Parameters for Essential The COA supervisor visits the schools in a liaison Instruction (PEI) for Math, Science, and Social Studies. capacity, and also evaluates the student teacher's Students will participate in a ten-week field work performance a minimum of eight times in the term. practicum observing and participating in elementary Student teachers meet together regularly to discuss classrooms as well as planning and teaching weekly such issues as curriculum planning, instruction, best in a lab environment. Readings, discussions, and teaching practices, classroom learning environment experiential learning in class will complement the and broader educational issues. Students may use field work component. Evaluation will be based on student teaching to fulfill the COA internship require- reflection on fieldwork, participation in discussions ment if it is completed prior to graduation. Level of readings and field work, curriculum and assess- Advanced. Prerequisites: Permission of Ed Stud- ment design and implementation, and professional ies Program Director. Meets the following degree performance in lab school and at the practicum site. requirements: ED Level Advanced. Prerequisites: Supporting Students with Disabilities in the Regular Classroom, Integrated Elementary Methods I: Reading and Writing, and ES1014 Gardens and Greenhouses:Theory/Prac- permission of instructor. Class limit: 12. Lab fee: $25. tice of Organic Gardening Meets the following degree requirements: ED HS Morse, Suzanne This class offers a good foundation of knowledge for ED5012 Secondary Methods: Life Science, Social a gardener to begin the process of organic gardening, as well as an understanding of what defines organic Studies and English gardening. The information presented focuses on Fuller, Linda soil fertility and stewardship, the ecology of garden This course is designed to prepare secondary teacher plants, soil and insects, and practical management candidates to meet the learning needs of diverse of the above. The garden is presented as a system of populations of students. Students spend one day a dynamic interactions. Emphasis is given to vegetable week in a local high school working with faculty in crops and soil fertility. Laboratories include soil analy- the subject area in which they are being certified. sis, tree pruning, seedling establishment, weed and These school-based experiences are integrated insect identification, garden design, covercropping, into class discussions where students analyze the composting, and reclamation of comfrey infested elements needed for successful teaching, learning, area. Evaluations are based on participation in class and assessing in their own content area and across and lab, written class work, exam, and final individual disciplines. The purposes, problems, issues, strate- garden design. Level Introductory. Pre-requisite: gies, and materials involved in teaching high school Signature of Instructor. Class limit: 15. Lab fee: $25. students will be examined critically through class Meets the following degree requirements: ES discussions, individual and group work, reflections on field experiences and peer teaching. Students will incorporate the content, inquiry tools and structures ES1016 Ornithology of the discipline they will teach into a 4-week unit that Swann, Scott may be used in their student teaching. Evaluation The study of ornithology is as old as human society will be based on weekly reflective response journals, itself. Birds are particularly conspicuous elements of completion of the service learning component (one our world, and figure prominently in our art, reli- day a week in classroom), completion of readings gious symbolism, mythology, scientific endeavors and entry slips, and the 4-week unit of study. Level and even sport. Birds appear in European paleolithic Advanced. Class limit: 12. Meets the following degree cave paintings from 14,000 years ago, domesticated requirements: ED COLLEGE OF THE ATLANTIC CATALOG 2020-2021 55 fowl are known from India circa 3000 BC, and ancient (weather dependent) includes trips on RV Indigo, trips scholars such as Aristotle and Pliny the Elder devoted to intertidal and estuarine ecosystems, and possible considerable time to ornithological observations. visits to the college's islands, Mount Desert Rock and In this century great strides have been made in the Great Duck Island. Evaluation will be by lab, quizzes study of population biology and ecology, navigation and a final paper. Level Introductory. Lab fee: $150. and migration, and human induced ecological change Class limit: 20. Meets the following degree require- (sometimes called human ecology), all through the ments: ES study of birds. This class introduces the student to the ornithological world by using both scientific lit- erature and direct field observation. Systematics and ES1024 Calculus I physiology will be reviewed, but much of our effort Feldman, David will concentrate on reproductive ecology, behavior The goal of this sequence of courses is to develop and the environment, and population dynamics. the essential ideas of single-variable calculus: the There will be a strong emphasis on field observation limit, the derivative, and the integral. Understanding - learning how to look at birds and their behavior in concepts is emphasized over intricate mathematical order to perhaps make larger observations about maneuverings. The mathematics learned are ap- their environment. Level Introductory. Requirements: plied to topics from the physical, natural, and social Permission of instructor. Lab fee: $75. Class limit: 12. sciences. There is a weekly lab/discussion section. Meets the following degree requirements: ES Evaluations are based on homework, participation in class and lab, and tests. Level Introductory. Prereq- ES1018 Physics I: Mechanics and Energy uisites: Precalculus or the equivalent or signature of the instructor. Class limit: none. Lab fee: $5. Meets Feldman, David the following degree requirements: QR This course is the first of a two course sequence cov- ering a range of standard introductory physics topics. The goals of the course are: to introduce students ES1026 Introduction to Chaos and Fractals to important physical ideas both conceptually and Feldman, David mathematically; and to help students improve their This course presents an elementary introduction to quantitative skills. The first part of the course con- chaos and fractals. The main focus will be on using sists of a broad look at the three conservation laws: discrete dynamical systems to illustrate many of the conservation of momentum, energy, and angular the key phenomena of chaotic dynamics: stable and momentum. Along the way, we'll learn about vectors, unstable fixed and periodic points, deterministic work, potential energy, thermal energy, and the chaos, bifurcations, and universality. A central result energy stored in chemical bonds. We'll conclude with of this study will be the realization that very simple a treatment of Newton's laws of motion. If time per- non-linear equations can exhibit extremely complex mits, we may briefly cover some topics from chaotic behavior. In particular, a simple deterministic system dynamics. Evaluations will be based on participation (i.e., physical system governed by simple, exact math- in class and lab, weekly homework, and two untimed, ematical rules) can behave in a way that is unpredict- open-notes exams. This course makes extensive able and random, (i.e., chaotic). This result suggests use of algebra and trigonometry. Potentially difficult that there are potentially far-reaching limits on the math topics will be reviewed as necessary. Prerequi- ability of science to predict certain phenomena. Stu- sites: Understanding Functions, a strong high school dents in this class will also learn about fractals---self- algebra background, or consent of the instructor. similar geometric objects---including the Mandelbrot Level Introductory. Class limit: 20. Lab fee: $40. Meets set and Julia sets. We will also read about and discuss the following degree requirements: ES QR the development of the field of chaos. In so doing, we will examine the nature of scientific communities, with a particular eye toward how changes in scientific ES1022 Introduction to Oceanography outlooks occur. Throughout the course, students Todd, Sean will be encouraged to explore the relations between Planet Earth is misnamed. Seawater covers ap- chaos, fractals, and other areas of study such as proximately 70% of the planet's surface, in one giant literature, art, and cultural studies. Students who suc- all-connected ocean. This ocean has a profound cessfully complete this class should gain a quantita- effect on the planet's climate, chemistry, ecosystem, tive and qualitative understanding of the basic ideas and energy resources. Billions of years ago life began of chaos and fractals, a greater understanding of the there, in what now we regard as the last unexplored cultural practice of science, and improved math- frontier of this planet. In this course we examine the ematical skills. Evaluation will be based on class and various disciplines within oceanography, including lab participation, weekly problem sets several short aspects of geology and sedimentology, chemical, writing assignments and a final project. Level Intro- dynamic and biological oceanography. The course ductory. Prerequisite: A high school algebra course or concludes with an introduction to marine ecosystems signature of instructor. Lab fee: $20. Class limit: 15. examined at various trophic levels, including phyto/ Meets the following degree requirements: ES QR zooplankton, fish and other macrofauna. Fieldwork 56 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 ES1028 Marine Biology weekend field trip to explore the regional geology. Petersen, Christopher Students will submit a term project complete with their own field data, maps, photos, and analysis of This is a broad course, covering the biology of organ- the local and regional geology. Students will be evalu- isms in various marine habitats (rocky intertidal, mud ated on the term project, short quizzes, additional and sand, estuaries, open ocean, coral reefs, deep written assignments and lab reports. Offered every sea), and some policy and marine management and fall. Level Introductory. Prerequisites: none. Class conservation issues. The largest part of this course limit: 16. Lab Fee: $100. Meets the following degree is focused on learning to identify and understand requirements: ES the natural history and ecology of the marine flora and fauna of New England, with an emphasis on the rocky intertidal of Mount Desert Island. The course ES1040 Natural Resources meets twice per week with one afternoon for labora- tory work or field trips. Evaluations are based on the Hall, Sarah quality of participation in class, one in-class practical, This course will focus on various types of natural several sets of essay questions, and a field notebook resources we have on Earth including water, soil, rock emphasizing natural history notes of local organisms. and mineral, and various energy resources (fossil This class is intended for first year students, who will fuels, alternatives). Students will learn fundamen- have priority during registration. Returning students tal geologic principles through a discussion of the may take this course only with permission of the in- processes forming and influencing these resources. structor. Level Introductory. Prerequisites: Signature We will explore how each type is extracted/refined/ of instructor for returning students. Offered at least exploited/conserved for human use. We will also every other year. Class limit: 20. Lab fee: $80. Meets discuss the many environmental issues associated the following degree requirements: ES with each industry. Finally, we will look at the local industries built on the many natural resources avail- able in our region of Maine. This course will appeal ES1030 Chemistry II to students interested in geologic processes and how Hudson, Reuben they relate to our resource needs. This course will This is the second half of a two-term sequence also provide scientific grounding in the relevant geol- ogy for students whose primary interests are in the designed to help students describe and understand properties of materials. This course begins with a policy or politics of resources. Class time will be spent as lectures, discussions, labs or demonstration, and survey of how the internal structure of atoms leads to the formation of different sorts of bonds between occasionally visiting a local field site. Students will be them. It then considers how weaker forces can arise evaluated based on weekly labs and/or problem sets, a field trip report, and a final report. Level Introduc- between molecules and the sorts of physical phe- tory. Prerequisites: none. Class limit: 16. Lab fee: $60. nomena that such forces explain. The class concludes by considering how to describe and explain the Meets the following degree requirements: ES rates at which (and the extents to which) chemicals reactions occur and applies such descriptions and ex- ES1041 Fire: Science, Policy and Practice planations to common types of reactions (acid/base and redox). Throughout the course, examples are Carroll, Matthew drawn from living systems, the natural environment, This course is designed to engage students in a stu- and industrial products. The course meets for three dent-centered, active learning environment focused hours of lecture/discussion and for three hours of lab on learning about wildland fire management. Classes each week. Chemistry 1 is a strongly recommended will be a mix of lecture, discussion and hands-on a prerequisite for this course. Evaluations are based practice with the tools and techniques of wildland fire on class participation, homework, midterm and final management. Field trips to view prescribed fire op- exams and a term project or paper. Level Introduc- erations and prescribed fire unit preparation will take tory. Class limit: 30. Lab fee: $60. Meets the following place if/when opportunities and conditions permit. requirements: ES, QR. Offered every year. Assigned readings will be a basis for class discussion. Students are expected to keep up with assigned read- ings and come to class prepared to discuss them. As- ES1038 Geology of Mt. Desert Island sessment will be in the form of basic comprehension Hall, Sarah tests, a midterm problem set and a more extensive fi- nal project. Opportunities for students to build upon This course is designed to introduce students to geo- this class are plentiful given wildland fire's ecological, logical concepts, tools of the trade, and to the geolog- social and political importance. Level Introductory. ical history of Mount Desert Island. Throughout the Prerequisites: None. Class limit: 15. Lab fee: None. course, students will learn skillsets (topographic and geologic map reading, orienteering, field observation, note taking, field measurements) and geologic prin- ES1042 Geology and Humanity ciples (rock types, stratigraphy, plate tectonics, earth systems, geologic time, surface processes) both in Hall, Sarah the classroom and in the field. We will conduct mul- In this course we will explore how geology has played tiple short field excursions on MDI and one extended a major role in human history and culture over COLLEGE OF THE ATLANTIC CATALOG 2020-2021 57 multiple temporal and spatial scales. We will explore netic lineages at intervals. Weekly field and labora- the underlying geological processes forming and tory studies introduce students to the local range of influencing our environment and how this relates to habitats and a broad array of protists, plants, and human migration and settlement patterns, politi- animals. Attendance at two lectures and one lab cal boundaries, geohazards, resources, the modern each week is required; course evaluation is based on landscape, and agriculture. This course will appeal class participation, exams, preparation of a lab/field to students interested in exploring connections notebook, and a presentation. It should be stressed between geology and other subject areas, or who that this course emphasizes the unity of the organ- are curious about humanity's place in geologic time. ism within its environment. Ideally students will This course will implement readings from a range subsequently enroll in Biology:Cells and Molecules of sources: geologic textbooks, excerpts from short in order to further their exploration of issues in a historical texts, and scientific journal articles. We will more reductionist form, but neither course is a pre- use class time in a variety of ways: lecture-based, requisite for the other. Level Introductory. Offered seminar-style discussion, and laboratories spent every year. Lab fee $40. Binoculars and a good pair of visiting local field sites. Students will be evaluated walking boots strongly advised. Meets the following based on their performance on weekly problem sets degree requirements: ES or writing assignments, a midterm quiz, as well as a term project with both oral and written presentation components. Level Introductory. Prerequisites: none. ES1056 Physics and Mathematics of Sustain- Class limit: 16. Lab fee: none. Meets the following able Energy degree requirements: ES Feldman, David In this course students will learn content and skills ES1052 Biology: Cellular Processes of Life so that they can participate effectively in sustainable energy projects, make personal and community deci- STAFF sions that reduce carbon emissions, and work in ven- This course introduces students to the molecular and tures in sustainable energy. Additionally, this course cellular processes that are essential for life. We will will be useful for those interested in energy and initially cover some basic chemistry to develop a com- climate policy, either internationally or domestically. mon language for discussing the complex molecular We will begin with a quick overview of current CO2 events that are the basis of the structure and func- emissions levels and look at how this is related to tion of cells. This class will explore cellular processes energy use. We will then turn our attention to basic involved in metabolism, communication, growth, ideas from physics, including the definition of energy and reproduction. There is a strong emphasis on the and the difference between energy and power. The understanding the genetic basis of these processes bulk of the course will consist of a survey of differ- as well as how these processes are controlled, and ent forms of energy consumption and generation. we will delve into the structure and function of the Throughout, we will quantitatively analyze technol- DNA molecule in some detail. We will examine how ogy from both a local and global point of view. For our understanding of genetic processes and genome example, we will calculate how much electricity one sequencing has led to applications in research, medi- can generate on a rooftop, and we will also examine cine, agriculture, and industry, with time also devoted the role that solar PV could play toward the goal of to discussion of the social and ethical consequences eliminating fossil fuel use worldwide. In a unit on attached to these technological innovations. Students financial mathematics, students will learn about the will be evaluated on participation, performance on time value of money and several ways of quantifying problem sets and quizzes throughout the term, and a investments, including ROI (return on investment) final oral presentation. Level Introductory. Prerequi- and IRR (internal rate of return). Students will apply sites: none. Lab fee $25. Meets the following degree these financial tools in several short case studies. requirements: ES If time permits, we may also cover negative emis- sions technologies and the electrical grid, including grid stability issues and the potential of smart-grid ES1054 Biology: Form and Function technology. This will be a demanding, introductory, STAFF class. Evaluation will be based on weekly problem This is one half of a 20-week, two-term introduc- sets. Level Introductory. Prerequisites: None. Class tory course in biology, providing an overview of Limit: 30. Lab fee $5.00 Meets the following degree the discipline and prerequisite for many intermedi- requirements: QR ES ate and advanced biology courses. The course will emphasize biological structures at the level of whole organisms and organs and their role in the survival ES1062 Introduction to Botany and reproduction of individuals and the evolution of Letcher, Susan populations We will explore principles of evolution, Green plants power the Earth's ecosystem and classification, anatomy and physiology, epidemiol- make possible the existence of life as we know it. ogy, behavior, and basic ecology. The primary focus Because they lack obvious movement, it is easy to of the course is on vertebrate animals and vascular dismiss plants as passive beings without behavior plants, but we will make forays into other phyloge- or intelligence. Yet plants integrate environmental 58 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 signals and respond in subtle, remarkable ways that of materials. The course first explores how atomic increase their Darwinian fitness. Understanding and molecular structure relates to the physical prop- plant behavior and plant intelligence requires a shift erties of materials and their reactivity. The course of perspective into the world of plants. This class explores the reasons, rates, and outcomes of chemi- explores their evolutionary origins, metabolism and cal reactions. Course material is applied to better physiology, anatomy and morphology, life cycles, and understand living systems, the natural environment, their modern-day diversity. The last third of the class and industrial products. The course meets for three focuses on the ecological roles of plants and their hours of lecture/discussion and for three hours of lab relationships with other organisms in their environ- each week. Students are strongly urged to take both ment. Designed for students with no science back- terms of this course. Evaluations are based on class ground beyond high school biology, this course offers participation, lab reports, and quizzes. Level Intro- an overview of important topics in the study of plants ductory. Lab fee: $75. Meets the following require- and a window into their fascinating lives. Through lab ments: ES, QR. work and field trips, we will explore the diversity of plants and the structures and adaptations that allow them to thrive in an enormous range of environ- ES1068 Programming with Python I ments. Students will be evaluated based on quizzes Gatti, Daniel and take-home exams, a brief in-class presentation, This course will cover the fundamentals of computer and a field/lab notebook. Level Introductory. Prereq- programming, using the Python language. Students uisites: None. Class limit: 20. Lab fee: $40. Meets the interested in obtaining basic programming skills that following degree requirements: ES will prepare them to do more advanced work or learn other programming languages will benefit from this ES1064 Data Science I course. This course is designed for students inter- ested in using programming in a wide range of areas, Gatti, Daniel including research in the natural and social sciences, Data Science is an interdisciplinary field that encom- web programming and computer art. Students will passes data exploration, statistical modeling, and learn how to develop an algorithm by breaking a visualization. Data Science has broad applicability to problem into discrete parts, devising a solution to the natural and social sciences and can be used to each part, and integrating the parts into a single solu- guide health and policy decisions. Students inter- tion. We will begin with basic data types, variables ested in analyzing data from the natural or social and expressions. We will then learn to write functions sciences should take this course. Students who to encapsulate tasks that may be performed more complete this course will be able to: 1. organize data than once and to understand the importance of to be correctly read by computer software; 2. subset, variable scope. We will progress to looping and more transform and summarize data to understand its advanced data structures such as lists and dictionar- structure; 3. explore relationships in data through ies. We will study how python uses objects to encap- creative visualization; 4. ask questions of the data by sulate data and methods that act on data. We will fitting the appropriate statistical models; and 5. pro- then learn to use existing python libraries that assist duce clear and convincing visualizations that support with data processing, visualization, and other tasks. major conclusions from the data. Most classes will The concepts of encapsulation, abstraction, and code be taught through live coding exercises in which stu- reuse will be reinforced throughout the course. Stu- dents will write code simultaneously with the instruc- dents who complete this course will be able to write tor. The course will emphasize rigorous practices that programs to automate repetitive tasks, manipulate lead to reproducible research by scripting analyses and analyze numerical and textual data, and perform and versioning of data and results. Students will be simulations. These skills will be essential for students encouraged to bring data from their own interests who wish to analyze data, write computer games or to the class. Students who do not have data will be cell phone apps, or create generative art. No prior able to select from several data sets from the social programming experience is required. Students will and physical sciences. Examples of data sets might need to use either their personal laptop or a COA be: temperature change over time, animal population loaner laptop for class and programming exercises. data, election results or wage and income data. No Evaluation will be through class participation, quizzes, prior programming experience is required. Students homework and a final project. Level Introductory. will need to use either their personal laptop or a COA Prerequisites: None. Class limit: 15. Lab fee: None. loaner laptop for class and programming exercises. Meets the following degree requirements: ES, QR Evaluation will be through class participation, quizzes, homework and a final project. Level Introductory. Prerequisites: None. Class limit: 15. Lab fee: None. ES1070 Calling Bullshit: Critical Data Literacy in Meets the following degree requirements: ES, QR the 21st Century Gatti, Daniel ES1066 Chemistry I Charlatans and hucksters have always been with us. But the age of computers and big data has increased Hudson, Reuben the quantity of information that is thrown at us and This is the first half of a two-term sequence designed it is increasingly difficult to separate the wheat from to help students describe and understand properties the chaff. While fake news has been a focus of recent COLLEGE OF THE ATLANTIC CATALOG 2020-2021 59 debate, it is easy to refute outright lies. However, evaluated based on participation in classroom and there are more insidious ways of influencing debates laboratory sessions, projects, and quizzes. Level that mix truth with sloppy reasoning. In this course, Introductory. Prerequisites: None. Class limit: 15. Lab we will study common, and often subtle, methods fee: $60. Meets the following degree requirements: of bullshit used by people who wish to influence our ES thinking and behavior. We will begin with a taxonomy of bullshit and will learn to spot common techniques such as using logical fallacies, misrepresenting ES1074 Sensors, Controllers and Robots numerical data, and presenting partial truths. We Gatti, Daniel will discuss the difference between anecdotes and Robots and microcontrollers are devices that autono- data in supporting policy decisions. We will also cover mously perform repetitive tasks which are becoming how to clearly and quantitatively explain which parts an increasingly common part of our lives. The "inter- of each example are nonsense, deceptive, or simply net of things" is all around us, in watches, glasses, bullshit. We will also survey current news and events refrigerators and radios. How do these devices work? to identify and analyze examples of bullshit in the How do they sense the world around them and how wild. We will focus on examples of bullshit that relate do they respond to it? How can you make your own to questions of public health and environmental, devices? In this course, we will learn to build and economic, and racial justice. Students interested program simple but useful devices. We will begin by in becoming critical consumers and producers of creating devices that perform simple tasks and move information will benefit from this course. Students on to using devices that sense and respond to their who complete this course will be able to identify environment. Examples might include temperature bullshit, determine what is false or deceptive about or gas sensors that sound an alarm when levels are the bullshit and offer a clear and persuasive refuta- too high. We will then move on to build and program tion of the bullshit. As part of this process, students devices that collect and store data, such as a weather will learn to seek out relevant data, calculate and station or a motion-activated camera. We will discuss interpret averages, ratios and variances, and make more complex topics such as sensing and manipulat- simple graphics to examine the relationship between ing the external world and will construct automated variables. Students with both technical and non- robots that can carry out simple tasks. Students who technical backgrounds will be valuable members of are interested in learning about electronic hardware the class; the most important prerequisite is a desire and software, deploying remote sensors or control- to think critically. Evaluation will be through class ling robots will benefit from this course. Previous participation, problem sets, and several short proj- programming experience will be helpful for more ects in which students will detect, dissect, and refute advanced projects, but is not required for this course. bullshit. Level Introductory. Prerequisites: None. We will use devices such as Arduinos, Raspberry Pis Class limit: 20. Lab fee: None. Meets the following or other devices. Evaluation will be through quizzes, degree requirements: QR homework and projects. Level Introductory. Prereq- uisites: Permission of instructor. Class limit: 15. Lab ES1072 Chemistry and Biology of Food and fee: $100. Meets the following degree requirements: ES, QR. Drink Hudson, Reuben Introductory chemistry and biology are explored in ES1075 Geology of National Parks the context of food and drink: the biology of crops, Hall, Sarah culinary chemistry, and the biochemistry of brew- In this introductory geoscience course students will ing. Major chemistry topics include atomic structure, learn foundational principles and concepts such as periodicity, bonding, acid base chemistry, kinetics, plate tectonics, geologic time, climate and weather, equilibrium, colloids, and solubility of gases in liquids. rocks and minerals, and surface processes through Major biology topics include photosynthesis, respira- an exploration of some of the National Parks of the tion, plant and yeast life histories, cellular reproduc- United States. Through virtual field trips of various tion, and metabolism. We will also explore agricultur- parks, students will visualize how regional climate al chemistry from a systems perspective: examining and surface processes such as rivers, glaciers, and strategies to for keeping pace with the demand wind interact with the bedrock and surficial materi- for nitrogen and phosphorous in soils. This course als to produce some of the most iconic landscapes. is meant to offer important, fundamental chemis- While Acadia National Park offers a view of an ancient try and biology through the framework of food, a and eroded supervolcano, Yellowstone offers a universal human experience. These fundamental glimpse of a dynamic landscape built on a modern topics in Chemistry and Biology will be explored from supervolcano. While a few glaciers still cling to the the ground up, so no prior experience is required. high peaks of Glacier National Park, Yosemite hosts Meanwhile, the culinary and agricultural framework steep glacially carved valleys and polished domes should offer enough new content for students with reminiscent of a glaciated past. Class time will be a background in natural sciences. Students will be used for lectures, discussions of readings, and labora- 60 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 tory exercises. During labs, students will get to know infect their hosts. We will then look at how infectious approximately 6 different parks in detail through agents affect their hosts and at how they spread. interaction with geologic maps, rock samples, aerial We will study several famous historical pandemics imagery, and scientific reports. The students will be and look at their effects on society. We will then look evaluated based on laboratory exercises and a final at specific diseases in detail; these might include project through which students will explore one park tuberculosis, HIV, malaria, smallpox, polio measles of their choosing. Level Introductory. Prerequisites: or others. We will then study how public health none. Class limit: 16. Lab fee: none. Meets the follow- measures have been implemented to prevent infec- ing degree requirements: ES tious diseases and will study the role of sanitation, vaccination and supportive nursing care in reducing morbidity and mortality. Students will also keep a ES1076 Polar Ecology and Exploration journal of events as they experience them during the Todd, Sean current coronavirus pandemic. Students interested in The Arctic and Antarctic represent some of the most understanding the biology and history of infectious extreme environments on the planet. As physical diseases, and the role of public health in prevention places, both poles play an important role in gov- and management of infectious diseases will benefit erning the planet's climate and heat flow. Both are from taking this course. Evaluation will be through suspected to be rich in minerals and are thought to on-line class discussions, written tests, narrative jour- perhaps hold short-term relief from current world nals, papers and a final project. Level Introductory. shortages in natural resources. As ecosystems, both Prerequisites: None. Class limit: 25. Lab fee: None. are hugely productive in spite of, and in part because Meets the following degree requirements: ES, HY of the extreme temperatures they experience; certain species are found nowhere else and in fact thrive in these remote locales. Superimposed upon these ES2010 Ecology: Natural History natural environments is the presence of humans. Swann, Scott/Ressel, Stephen Exploration of both areas has been particularly This course emphasizes field studies of the ecology focused in the past century, with countless stories of of Mount Desert Island, incorporating labs and field the perseverance and persistence of our pioneering trips. Each exercise focuses on a central ecological spirit. Initially surveyed to forward nationalistic agen- concept. Topics include intertidal biology and diver- das, both poles are now sites of scientific inquiry. In sity, forest trees and site types, bedrock geology, soil particular, the political model that currently governs biology, insect diversity, pollination ecology, freshwa- Antarctica as one massive Protected Area has no ter biology, predation, herbivory, and the migration precedent and perhaps suggests a way forward for of birds. Discussions include the development of environmental agendas working on global scales. natural history as a science and the role of natural More recently, the poles have been exploited by selection in the evolution of diversity. Students are ecotourism businesses. This class examines the prov- expected to keep a field notebook or journal, to inces of the Arctic and Antarctic, wildernesses whose undertake a project, and to write a term paper. Class boundaries can be defined physically, biologically, meets for two lecture sessions and one lab session geologically and politically. We will examine the rich or two field/lab sessions per week. The course is and highly adapted diversity of life as it is affected particularly appropriate for students concentrating by local and global oceanography and atmospheric in Environmental Education. This class is intended science, and assess the impacts of climate change for first year students, who will have priority during on these fragile environments. We will also review registration. Returning students may take this course our relationship with these places and examine what with permission of the instructor. Level Introductory/ future we might play in preserving, and/or exploiting Intermediate. Prerequisites: None; field work involves the polar regime, using Human Ecology as a model strenuous hiking. Class Limit: 11. Lab fee: $75. Meets for our understanding. Evaluation will be by two term the following degree requirements: ES papers and participation in class activities. Level Introductory. Prerequisites: None. Class limit: 15. Lab fee: $50. Meets the following degree requirements: ES2012 Introduction to Statistics and Research ES. Design Letcher, Susan/Todd, Sean ES1078 Plagues, Panic & Prevention: Nat. Hist. This course introduces the basics of statistical analy- sis that can be used in either a scientific or a social of Infect. Diseases science frame of reference. While this course teaches Anderson, John you to perform both nonparametric and simple Infectious diseases have had profound impacts on parametric analysis both by hand and computer, human history. Bacteria and viruses have an effect an emphasis will be placed on understanding the on their hosts that far outweighs their microscopic principles and assumptions of each test, rather than size. In this course, we will study the fundamentals mathematical ability per se. We will also learn how to of bacterial and viral replication, and their effects report statistical results in journal format, and there on hosts and society. We will begin with the biology will be plenty of lab time to sharpen skills. Evalua- and life cycle of bacteria and viruses and how they tion is based on lab participation, three quizzes, and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 61 a team project. Level Introductory/Intermediate. anatomy and physiology; behavior; sensory ecology; Prerequisites: A college mathematics course, or sig- and management/conservation issues. The course nature of the instructor. Class limit: 20. Lab fee: $40. includes field trips to observe animals in their natural Meets the following degree requirements: QR habitat, dissection of specimens, and exposure to the professional peer review field. Students are expected to complete two individual literature-based reviews, ES2014 Trees and Shrubs of Mount Desert one species- and one system-based, to be presented Island in class. Assessment is based on class participation, Weber, Jill presentations as well as written submissions. Lab fee This course introduces you to the native and orna- covers costs of field trips, including potential boat mental shrubs and trees of Mount Desert Island. and field station time, and optional travel to a region- Lectures will cover basics of plant taxonomy and al conference during the term. Offered every other forest ecology focusing on the dominant woody plant year. Level Introductory/Intermediate. Prerequisite: species of the region. Laboratory and field sessions Biology: Form and Function, Biology: Cellular Process- will involve the identification of woody plants and an es of Life, and a writing-focused class or permission introduction to the major woody plant habitats of the of instructor. Class limit: 15. Lab fee: $200. Meets the island. The course is designed to teach botany and following degree requirements: ES plant taxonomy for students interested in natural history/ecology, forestry, and landscape design. ES2032 Rocks and Minerals Evaluations are based on class participation, weekly field/lab quizzes, a plant collection, and term project. Hall, Sarah Level Introductory/Intermediate. Recommended: In this course, students will learn to identify ~70 some background in Botany, Ecology. Offered every common rocks and minerals in hand sample, and a year. Class limit: 16. Lab fee: $40. Meets the following few common minerals in thin section. Building on degree requirements: ES their ability to identify minerals, students will learn to properly classify igneous, sedimentary, and meta- morphic rocks using standard classification methods. ES2020 Art and Science of Fermented Foods Beyond learning about igneous, sedimentary, and Morse, Suzanne metamorphic rock-forming environments, we will This course will take an in depth look at the art and cover topics such as plate tectonics, geologic time, science of fermented and cultured foods. The first basic petrology and mineralogy, tools and instru- half of the class will focus on the microbiology of fer- ments used for chemical and physical analysis, and mentation with a specific focus on products derived natural resources related to rocks and minerals. By from milk and soybeans. Each week there will be the end of the term, students will be able to relate a laboratory portion in which students will explore a rock to its environment of formation, identify how the basic fermentation processes and products common rocks and minerals in hand sample, and change with different milk and soy qualities. These relate the types and spatial distribution of rocks and small-scale experiences and experiments will be com- minerals to the geologic history of Mt. Desert Island plemented with field trips to commercial enterprises and Maine. The course will include weekly readings in Maine and Massachusetts. In the second half of from mineralogy and petrology textbooks and web- the term students will explore the differences in flat, resources. Students will complete a rock/mineral yeast, and sourdough breads. Final projects will focus lab each week and quizzes every other week. We on a foodway of choice and will culminate in presen- will visit a few local field sites and as well as conduct tations that explore the historical and cultural context one weekend-long collecting trip to sites throughout in which these different cultured foods were devel- Maine. The students will be evaluated based on their oped and how these microbial-mediated processes performance on the weekly labs and quizzes, the enhance preservation, nutritional and economic completeness and accuracy of their collection, and a value, and taste. Evaluations will be based on class final project on the rocks and minerals of one select participation, short quizzes, a lab report, journal, and MDI field site. The course fee covers the cost of a a final project. Level Introductory/Intermediate. Pre- weekend collecting field trip, and some field and lab requisites: Permission of instructor. Class limit: 12. supplies. Level Introductory/Intermediate. Prerequi- Lab Fee: $75 (to cover use of the community kitchen, sites: none. Class limit: 16. Lab fee: $100. Meets the one two-day field trip to Massachusetts, to visit com- following degree requirements: ES mercial soy product companies and supplies.) Meets the following degree requirements: ES ES2034 Weed Ecology Morse, Suzanne ES2030 Marine Mammal Biology I This is a broad course covering the biology of plants Todd, Sean that follow humans and often flourish in disturbed This course provides an introduction to the biology habitats. The aim of this course is to gain an ap- and natural history of marine mammals, special- preciation and understanding of the natural history izing in species resident within the North Atlantic. and ecology of Maine's weedy flora, from the coast to Topics covered include: phylogeny and taxonomy; fields and forests. Laboratories will focus primarily on 62 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 agricultural weeds found on our farms and gardens ES2043 Interpreting Maine's Changing Land- and will include weed identification, experimental scape approaches for the analysis of weed-crop interac- Hamley, Kit tions, ecological approaches to the management of "unwanted plants" and field trips. Evaluations are This course will examine the last 20,000 years of based on the quality of participation in class, in-class Maine's climate and human history. 20,000 years ago practical exams, a plant collection, one paper, and an Maine was completely covered by the Laurentide oral presentation. Level Introductory/Intermediate. Ice Sheet (LIS) rendering the landscape uninhabit- Prerequisites: introductory biology suggested. Class able to plants and animals alike. Shortly following limit: 15. Lab fee $25. Meets the following degree the recession of the LIS, humans entered the scene requirements: ES and for thousands of years modified the landscape to better suit their needs. With the arrival of Euro- pean colonizers came great cultural and biological ES2037 Introductory Entomology upheaval: the Great Dying of America's indigenous Graham, Carrie populations, introductions of invasive species, and novel agricultural practices. Through the lens of Nearly 80% of all described species belong to the paleoecology, we will explore how Maine's biological, class Insecta. Due to their abundance, diversity and geological, and cultural landscapes have responded adaptability, insects are crucial components of ter- to perturbations through time. This course explores restrial, freshwater and human-made ecosystems. these changes within a place-based experience on a Students with a background in entomology can apply farm on Marsh Stream in Monroe, Maine. Topics for their knowledge of insects to many other fields, this course include past environmental change and including botany, ecology, anthropology, epidemiol- ecological responses in species, populations, and ogy and medicine, agriculture, climate change, visual ecosystem processes; common methods and prox- arts, history, and even the culinary arts. This course ies in paleoecological analyses; ecological principles will give students a sampling of entomological ap- applied to past organisms; paleohuman influences plications within these diverse fields. Students will be on the landscape; impacts of European colonization given a solid introduction to insect biology, ecology, and the pristine myth; and the role of paleoecology taxonomy and identification through lectures, lab in modern conservation efforts. The class will include sessions and field trips. They will assemble their own weekly lectures, discussion sections, and labs. Labs insect collections and will learn to identify all Maine will include collecting a sediment core, examining dif- insect orders and many common insect families. Lec- ferent proxies from that core (ie. charcoal, macrofos- tures, field trips and readings will emphasize the im- sils, sediment type), identifying evidence of glacia- portant role of insects in human lives and our impact tion, examining forest succession, and mapping the on the environment. Students will be evaluated on historic agricultural landscape. Students will generate their insect collections, performance on lab quizzes, and analyze data for a collaborative original research participation and one paper with presentation. Level paper and results will be written up in the form of a Introductory/Intermediate. Prerequisites: Bio 1 or manuscript for publication. Students will be evalu- permission of instructor. Class limit: 15. Lab fee $35. ated based on discussion leadership for two classes, Meets the following degree requirements: ES a lab/field notebook and research updates (including group presentations), a collaborative, publishable- quality manuscript of all research findings, and a ES2041 Physics II: Relativity final outreach project to share the findings of the Feldman, David semester long study with the broader COA commu- This version of Physics Il covers Einstein's theory of nity. Level Introductory/Intermediate. Prerequisites: special relativity. Topics covered include the principle Permission of instructor; co-enrollment in ES1072 of relativity, spacetime intervals and proper time, Chemistry and Biology of Food and Drink, and ###. coordinate transformations, Lorentz contraction, Class limit: 8. Lab fee: TBD. and relativistic energy and momentum. We will start with first principles and carefully build toward key results, allowing students to see how relativity---one ES3010 Agroecology of the pillars of modern physics---was constructed Morse, Suzanne and how it coheres as a mathematically consistent The global demand for food and fiber will continue to and experimentally verified theory. To gain a sense increase well into the next century. How will this food of the scientific, social, and material context in which and fiber be produced? Will production be at the cost the theory of relativity was developed, we will read of soil loss, water contamination, pesticide poison- Einstein's Clocks and Poincaré's Maps: Empires of ing, and increasing rural poverty? In this course, we Time, by Peter Galison. This class makes extensive examine the fundamental principles and practices of use of algebra. Students should be comfortable work- conventional and sustainable agriculture with a pri- ing with mathematical abstraction. Evaluation based mary focus on crops. By examining farm case studies on weekly problem sets, class participation, several and current research on conventional and alternative short writing assignments, and a final exam or proj- agriculture we develop a set of economic, social, and ect. Level: Introductory/Intermediate. Prerequisites: ecological criteria for a critique of current agricultural Comfort with high-school level algebra. Class limit: practices in the United States and that will serve as 40. Lab fee: $25. Meets the following degree require- the foundation for the development and analysis ments: ES, QR COLLEGE OF THE ATLANTIC CATALOG 2020-2021 63 of new farming systems. Evaluations are based on number and focus of field trips, but students should two exams, class presentations, participation in a expect to participate in both day and night field trips conference on potato production, and a final paper. throughout the term. Students are evaluated on class Level Intermediate. Prerequisites: Signature of the participation, exams, and a term-long field project. instructor and one of the following: Biology: Cellular Level Intermediate. Prerequisites: Biology I and II or Processes of Life, Plant Biology, Ecology, or Econom- equivalent, and one Vertebrate Biology course. Class ics. Class limit: 13. Lab fee: $40. Meets the following limit: 12. Offered every other year. Lab fee: $75. degree requirements: ES Meets the following degree requirements: ES ES3012 Calculus II ES3020 Invertebrate Zoology Feldman, David Hess, Helen This course is the continuation of Calculus I. It begins This course is a phylogenetic survey of the major by considering further applications of the integral. groups of animals without backbones. These ani- We then move to approximations and series; we con- mals range in size from single cells to giant squids, clude the course with a brief treatment of differential and they include the vast majority of animals on equations. The mathematics learned are applied to earth. Using text readings, assigned articles, and topics from the physical, natural, and social sciences. one afternoon per week of field/lab work, students There is a weekly lab/discussion section. Evaluations gain an understanding of the classification, ecology, are based on homework, participation in class and evolutionary relationships, and economic significance lab, and tests. Level Intermediate. Prerequisites: of this remarkably diverse collection of organisms. Calculus I or the equivalent. Lab fee $10. Meets the Students are evaluated on participation, lab note- following degree requirements: QR ES books, and performance on weekly quizzes and two tests. Level Intermediate. Prerequisites: Biology: Form and Function and Biology: Cellular Processes of ES3014 Ecology Life, or signature of instructor. Offered every other Anderson, John year. Class limit: 16. Lab fee $25. Meets the following This course examines ecology in the classic sense: degree requirements: ES the study of the causes and consequences of the dis- tribution and abundance of organisms. We examine the assumptions and predictions of general models ES3022 Differential Equations of predator-prey interactions, inter- and intra-species Feldman, David competition, island biogeography, and resource Differential equations are an application of calculus use, and compare these models to the results of used to model a wide variety of physical and natural experimental tests in lab and field. In addition we phenomena. The rate at which a cup of coffee cools, discuss appropriate techniques used by ecologists populations of predators and prey in ecosystems, in collecting data in the field, note-taking and the ap- the spread of disease, and the behavior of electric propriate collation and storage of field data. Although circuits, are all examples of systems that have been this course is NOT a course in Conservation Biology, described with differential equations. This course we examine how ecological principles are applied to is an introduction to ordinary differential equa- conservation questions. Readings include selections tions, intended for students who have completed a from the primary literature. Students are evaluated single-variable calculus course. The course covers on the basis of class participation and two in depth a variety of techniques for solving and understand- problem sets,drawing extensively on the primary ing differential equations, including numerical and literature. Level Intermediate. Prerequisites: Biology: qualitative solution methods. Students will learn to Form and Function or signature of instructor. Class solve and analyze differential equations using the limit: 12. Lab fee $75. Meets the following degree python programming language. Students will also requirements: ES gain experience formulating mathematical models using differential equations. To do so, we will discuss general modeling principles and also consider several ES3018 Herpetology case studies. In addition to learning the mathematics Ressel, Stephen of differential equations, a central goal of this course This course is a comprehensive introduction to the is to gain skills necessary for research in the math- biology of amphibians and reptiles. We cover the ematical, natural, and social sciences. This includes systematics, physiology, behavior, and ecology of conceptualizing and framing a research question, each group, with particular emphasis on the impor- conducing a literature review, giving a research tant contribution amphibian and reptilian studies presentation, and writing up results in a style ap- have made to the fields of physiological, behavioral, propriate for publication. Evaluation will be based and community ecology. Readings are chosen from a on class participation, bi-weekly problem sets, and a text and from primary literature. The course consists term-long project culminating in a presentation and of two lecture/discussion sessions per week and short research paper. Some computer work will be one lab/field trip every week. Weather dictates the required, but no computer experience is necessary. Level Intermediate. PREREQUISITES: Calculus Il or 64 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 the equivalent or permission of instructor. LAB FEE: ES3030 Environmental Physiology none. MEETS THE FOLLOWING DEGREE REQUIRE- Ressel, Stephen MENTS: ES, QR The manner in which animals survive in extreme environments or function at levels that far exceed ES3024 Evolution human capacities has always fascinated us. In this course, we examine how an animal's physiology fash- Petersen, Christopher ions its functional capacities under various environ- This course provides students with the opportunity mental conditions. We explore the interrelationships to put their knowledge of ecology and diversity into between physiology, behavior, and ecology using an an evolutionary framework. The emphasis is on how integrated and evolutionary approach in order to un- populations of organisms are currently evolving, with derstand regulatory responses in changing environ- a focus on the ecological context of natural selection. ments. Major areas to be covered include thermoreg- Topics in the course include the genetic basis of evo- ulation, behavioral energetics, and osmoregulation. lutionary change, selection and adaptation, reproduc- Emphasis is placed on vertebrate systems to eluci- tive effort, co-evolution, the ecology and evolution date general patterns in physiological attributes. This of sex, behavioral ecology, speciation, and applied course has two lecture/discussion sessions per week evolutionary ecology. In addition to a textbook, and students are evaluated on class participation, a students read several original research articles. The series of take-home exams, and a class presentation. course has two lectures and one discussion section Level Intermediate. Prerequisites: Biology: Form and per week. Evaluations are based on exams and short Function and Biology: Cellular Processes of Life, or essay sets. Level Intermediate. Prerequisite: Biology: equivalent. Class limit: 15. Lab fee: $65. Meets the Form and Function and Biology: Cellular Processes following degree requirements: ES of Life, or equivalent. Offered every other year. Class limit: 20. Lab fee: $50. Meets the following degree requirements: ES ES3032 Genetics Hess, Helen ES3028 Calculus III: Multivariable Calculus This course will explore the many roles that genes play in the biology of organisms, the molecular basis Feldman, David of gene function, and the methodologies used in The functions studied in Calculus I and II are one- genetic research and application. Students in this dimensional. But the universe of everyday experience course should already have a basic understanding is, at minimum, three-dimensional. In this course from an introductory biology course of the struc- we explore how Calculus can be extended so as to ture and function of genes and chromosomes, the apply to functions of more than one variable, and processes involved in gene expression, and patterns thus apply to the three-dimensional world. We will of inheritance. This course will explore these phe- begin by reviewing vectors and functions of several nomena more deeply as well as delve into a range of variables. We will then learn about partial deriva- other topics, including population genetics, quantita- tives and gradients and how apply these tools to tive genetics, genes in development, genomics, and multivariable optimization. Turning our attention to using genetic data to understand human evolution. integral calculus, we will next cover double and triple We will also discuss the use of genetic engineering in integrals and their applications. We will conclude industry, agriculture, medicine, and research. We will with a treatment of line integrals, flux integrals, the meet twice weekly for lectures and once per week for divergence and curl of a vector field, and Green's, discussion of readings and problem sets. Evaluation and Stokes's theorems. Evaluation will be based on is based on short problem sets, take-home exams, an class participation and lengthy weekly problem sets. oral presentation, and a final paper. Level Intermedi- To enroll in Calculus III students must have a back- ate. Prerequisite: Successful completion of Biology: ground in single-variable calculus. Students who have Cellular Processes of Life or permission of instructor. done IB maths at either the standard or higher level, Class limit: 16. Meets the following degree require- or either the AB or BC Advanced Placement Calculus ments: ES tests, are ready for Calculus III, as are students who have had Calc I and Il here, or at another college. Calc III re-visits topics from Calc I and Il and extends them ES3036 The History of Natural History to multivariable functions and vector fields. This is Anderson, John a great class for students who want to review their calculus and take their math to the next level. Level Natural History can be regarded as the oldest "sci- Intermediate. Prerequisites: Calculus Il or the equiva- ence" -indeed, at one point within the Western canon lent or signature of instructor. Lab fee: none. Meets Natural History WAS science. Beginning with discus- the following degree requirements: QR sion of early hunter-gatherers, working past Ashur- banipal, King of Kings, Hellenistic Greece, the Roman Empire, and into the herbals and magicians of the Middle Ages, this course will survey the development COLLEGE OF THE ATLANTIC CATALOG 2020-2021 65 and eventual fragmentation of Natural History into things, and once-living materials. The emphasis is more specialized branches. Once a foundation has on learning fundamental principles that allow one to been established, we will engage with the natural- understand and to predict the behavior of various ists of the great age of exploration and conquest types of organic substances. There is an optional Lab during the 17th through the 19th centuries, ending section. Evaluations are based on midterm and final with an examination of Natural History's legacy in the exam. The equivalent of this course is a prerequisite rise of modern Ecology. Course readings will draw for biochemistry. Level Intermediate. Prerequisites: heavily on original sources, using translations where A previous chemistry course. Offered every other appropriate. Towards the end of the term we will year. Class limit: 14. Lab fee: $60. Meets the following discuss the strengths and limitations of inductive and degree requirements: ES deductive reasoning in science and the implications of the 20th and 21st centuries' increased emphasis on theoretical reasoning. Students will gain a better ES3052 Thermodynamics sense of Euro-American history overall and of the his- Feldman, David tory of science in particular; the ability to use original Thermodynamics is the area of physics concerned sources; understanding of the importance of compar- with the behavior of very large collections of par- ing multiple sources in arriving at historical conclu- ticles. Examples include the water molecules in glass sions and of the importance of recognizing cultural of water, the electrons in a wire, or the photons and historical biases in interpretation of information. given off by a light bulb. Thermodynamics studies Evaluation will be based on class participation and properties of collections of particles that are largely the spoken and written presentation of individu- independent of the particles' detail, for example, the ally chosen research on a person or topic important tendency for heat to flow from a hot object to a cold to the development of natural history as a science. one. This course will begin with a treatment of the Level Intermediate. Prerequisites: none. Class limit: first law of thermodynamics and basic thermal phys- 12. Lab fee: $50. Meets the following degree require- ics. Topics to be covered include the conservation of ments: HY energy, heat and work, the ideal gas, the equiparti- tion of energy, heat capacities, and latent heat. We ES3044 Climate and Weather will then move to the second law of thermodynamics, beginning with a statistical definition of entropy. This Hall, Sarah will require learning some combinatorics (a math- This class will explore general weather and climate ematical technique for counting) and approximation patterns on global, regional, and local scales. We methods for working with very large numbers. This will discuss the major forcings driving global climate statistical approach will enable us to understand the fluctuations - on both long (millions of years) and origin of the second law of thermodynamics, and will short (days) timescales, including natural and anthro- lead naturally to statistical definitions of tempera- pogenic processes. We will also learn about basic ture, pressure, and chemical potential. We will then meteorology and the processes producing some turn our attention to two broad areas of application. common spectacular optical weather phenomena The first of these is heat engines and refrigerators, (rainbows, coronas, cloud-types, etc). Students will including heat pumps. The second set of applica- complete a term project comprising a photo-docu- tions involve free energy and chemical equilibrium. mentary journal of the different weather phenomena Depending on student interest, we will cover batter- they observe during the 10-week term. The field ies and fuel cells, phase transitions, adiabatic lapse component of this course will be self-guided through rates in meteorology, and nitrogen fixation. Thermo- the observation and documentation of weather dynamics is a broadly applicable field of physics, and phenomena. Who should take this course: No prior so this course should be of relevance to students geology/science experience is needed - but expect to whose interests are in almost any area of science or do a bit of basic math in this course! The course level engineering, as well as those who wish to gain a gen- is intermediate because it will not cover foundational eral introduction to a field that is one of the pillars of principles of geology (or other sciences) but instead modern physical science. Evaluation will be based on the course will be integrative and require students to weekly problem sets and a final research paper, pre- practice both their quantitative and qualitative skills. sentation, or lab project. Level Intermediate. Prereq- Take this course if you are passionate or curious uisites: Calculus II and either a college-level physics about climate change, but do not know much about or chemistry class. Course Limit: 20. Lab Fee: None. the science of climate and weather! Level: Intermedi- Meets the following degree requirements: QR ES ate. Prerequisites: none. Class limit: 16. Lab fee: $10 Meets the following degree requirements: ES ES3060 Marine Mammal Biology I: Field Studies Todd, Sean ES3050 Organic Chemistry I This Fall course provides an introduction to the biol- Hudson, Reuben ogy and natural history of marine mammals, special- This course explores the physical, chemical, and envi- izing in species resident within the North Atlantic, in ronmental properties of carbon-containing materials a field setting. Students spend two weeks prior to the such as plastics, solvents, dyes, as well as all living start of the fall term at the College's Mt. Desert Rock 66 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Marine Research Station. In addition to introduc- theory. We will consider the validity of conceptual tory topics in marine mammal biology that include models of ecological communities and ecosystems phylogeny and taxonomy; anatomy and physiology; and the way that these models shape decision-mak- behavior; sensory ecology; and management/con- ing. We will survey the factors that must be taken into servation issues, students also integrate themselves account during restoration and study best-practices into the resident research team and work on team approaches, with a focus on adaptive management. projects that will include observation of animals In the final project, groups of students will develop in their natural habitat. In the Fall, students meet and present restoration plans for a local site. Stu- 3-4 further times for dissection of specimens, team dents will be evaluated based on two essays, class project presentations, and optional attendance at participation, and the final project. Level Intermedi- a regional conference. Assessment is based on two ate. Prerequisites: Any of a number of courses includ- individual literature-based reviews, one species- and ing Biology: Form and Function, Trees and Shrubs, one system-based, to be presented in class, participa- Ecology, Weed Ecology, or Landscape Architecture tion in research projects, and written submissions Design Studio. Class limit: 20. Lab fee: 0. Meets the of their research. Lab fee covers costs of field trips, following degree requirements: ES including boat and field station time, and conference costs. A $200 nonrefundable deposit is required by June 1. Offered every other year. Level Intermediate. ES3080 Environmental Chemistry Prerequisite: Biology I, II and a writing-focused class Hudson, Reuben or permission of instructor. Class limit: 15. Lab fee: This course is an introduction to the field of environ- $600. Meets the following degree requirements: ES mental chemistry, an exploration of chemicals and their reactivity/effect on the atmosphere, as well as ES3062 Tutorial: Immunology aquatic and terrestrial ecosystems. Specifically, we will examine the sourcing, transport, and fate of spe- Hess, Helen cific chemicals in the context the following issues: air This tutorial will devote the first two-thirds of the pollution, climate change, water pollution, hazardous course to learning material typical of an introductory organic compounds, soil health and waste disposal. immunology course. Topics for this part of the course Generally, environmental chemistry focuses on these will include antibodies, macrophages, neutrophils, two questions: 1) What is in the environment? and 2) MHC, antigen processing, T and B cells, cytotoxic re- What are the effects? The related question of how we sponses, cell-mediated immunity, immunodeficiency, design safer materials and products so that harm- autoimmunity, hypersensitivity, and immunity to in- ful chemicals don't end up in the environment in the fectious disease, This will include watching a series of first place is covered in the follow-up course, Green lectures from an introductory class online while going Chemistry. There are two classes per week, as well as through a traditional Immunology textbook and a field-based laboratory section. Evaluation is based then coming to class to work on questions from the on participation in discussions, exams, and group lectures. Approximately the last third of the course laboratory reports. Level Intermediate. Prerequisites: will be seminar-style, in which students lead discus- Chemistry I/II. Class limit: 12. Lab fee: $100. Meets sions on primary literature in subjects of their choice the following degree requirements: ES, QR in immunology. Students will be assessed using short quizzes on the online lecture material, 1-2 essay exams, student engagement and participation in the ES3082 Data Science II class, taking turns leading for individual lecture areas, Gatti, Daniel and a paper and presentation of a topic at the end of This course is a continuation of Data Science I. the term. Level: Intermediate. Prerequisites: Permis- Publicly available data is often of great use, but is sion of instructor. Class limit: 5. Lab fee: none. rarely offered in ready-to-use formats and requires "data wrangling" before it is ready to be analyzed. We ES3076 Restoration Ecology will begin with advanced data wrangling of publicly available data from the social and natural sciences. Letcher, Susan We will then progress to critical evaluation of the The Society for Ecological Restoration defines eco- data and develop the skills to generate reproducible logical restoration as "the process of assisting the analysis reports. Students interested in analyzing recovery of an ecosystem that has been degraded, data from the social or natural sciences should take damaged, or destroyed." In this era of widespread this course. Students who complete this course will environmental degradation, restoration ecology be able to: provides an important set of methods for mitigat- 1. perform advanced data wrangling of publicly avail- ing anthropogenic damage. However, the science of able data sets, restoration is still in its early phases, and important 2. build custom functions to streamline data analysis, theoretical and practical questions remain to be 3. perform simulations to explore how small changes resolved. This class will critically examine the as- in variables affect the results, sumptions that underlie restoration planning, both 4. make code used for data analysis publicly avail- in the ethical dimension and in the realm of scientific able, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 67 5. produce a final report that integrates explanatory discharge measurements, pebble counts, and other text with computer code that transforms data, fits common tools and methods to conduct a term-long models to the data and visualizes the results. field study of multiple island watersheds. Upon The course will emphasize rigorous practices that returning from the field, students will use their data lead to reproducible research through scripting of to calculate flows and sediment loads associated analyses and versioning of data and results. The with less frequent flood events. Large magnitude course examples will use publicly available data. flow events tend to shape steam channels and have Students will be encouraged to bring data from their implications for human infrastructure and intertidal own research to the class. Students who do not have zone dynamics. Students will be evaluated based data will be able to select from several data sets from on weekly assignments, quizzes, presentations, and the social and physical sciences. Students will need to the term-long project. Students will work in teams use either their personal laptop or a COA loaner lap- to complete a basin-wide study of one of the island top for class and programming exercises. Evaluation watersheds of interest to community partners for will be through class participation, quizzes, home- long-term monitoring. The field project will culmi- work and a final project. Level Intermediate: Prereq- nate in a written report and presentation. They will uisites: Data Science I. Class limit: 15. Lab fee: none. work on their project report throughout the term Meets the following degree requirements: ES, QR with opportunities for peer review and revision. It is strongly recommended that students have taken high school math courses (algebra and geometry), ES3083 Linear Algebra with Applications to Dif- at least 1 introductory Earth Science course, and are ferential Equations comfortable using Excel. Level Intermediate. Prereq- Feldman, David uisites: HS2020 Introductory GIS. Class limit: 16. Lab The first half of this class will consist of a rapid tour of fee: $100. Meets the following degree requirements: the key elements of linear algebra. We will cover vec- ES, QR. tor and matrix algebra, linear vector spaces and sub- spaces, basis and dimension, the determinant, and ES3089 Tutorial: Geoheritage of coastal Maine eigenvalues and eigenvectors. We will then consider first-order linear differential equations---first scalar Hall, Sarah equations and then systems of equations. We will see A "Geopark" is a designated area that features inter- that linear algebra is an indispensable tool for solving nationally significant sites of interest which highlight systems of linear differential equations and under- connections between geology and cultural heritage. standing the geometric structure of their solutions. Geoparks exist in over 40 countries, but currently In addition to covering basic theory, we will consider there are none in the US. At present, a steering a handful of case studies that illustrate the power of committee is in the planning stages of proposing the mathematical techniques we are learning. These one for our area of Coastal-Downeast Maine. Within case studies will be drawn from across the sciences. this area there will be multiple "geosites", chosen for The particular case studies we examine will depend their geology, cultural history, proximity to existing on student interests. Students who successfully infrastructure, and potential for community en- complete this course will gain a solid introduction to gagement, will each feature interpretive signs and/ the calculational techniques and key constructions or other materials enabling visitors to experience and ideas of linear algebra. Students will also learn aspects of the geoheritage. To develop each geosite techniques for solving and understanding systems of and educational materials, expertise is needed from linear differential equations. Additionally, this course multiple fields: geology, hydrology, geomorphol- serves as an introduction to formal mathematics; ogy, human history, wildlife and plant biology, art students will gain experience working at a level of history, and more. In this tutorial, students will work generality and abstraction a bit above that encoun- together with students in the Museum Practicum tered in a typical introductory calculus sequence. class to design one or more geosites for one of ~5 Evaluation will be based on weekly problem sets. zones of coastal Maine stretching from Pemaquid Level Intermediate. Prerequisites: Calculus I and II, Point in mid-coast Maine (southwest) to Cobscook or the equivalent. Class limit: none. Lab fee: none. Bay State Park near the Canadian border (northeast). Meets the following degree requirements: QR Through individual meetings with instructors, small group meetings between students with and without instructors, and larger group meetings/presenta- ES3085 Watersheds tions with instructors and visitors, students from Hall, Sarah both classes will be engaged with the overarching In this course students will learn the basic field and Geopark project throughout the term. The tutorial quantitative methods used to characterize water- students will first research the local geology, biology, sheds. The course will focus mainly on watersheds and human history and then synthesize and organize of Mt Desert Island and some of the larger rivers in the information to highlight site-specific connec- tions. The Museum Practicum students will consider Maine and will build upon foundational concepts in Earth Science. The course will feature field, lab, and site-specific characteristics and educational content lecture components. Students will conduct geo- suggested by the tutorial students to suggest options morphic mapping (field and GIS), surveying, stream and prototypes for interpretive materials such as 68 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 signs or online content. While each group of students research in biomechanics, review of homework as- will have separate topics to focus on, this will be very signments, and laboratory observations or demon- much a collaboration between the tutorial students strations. Evaluations are based on participation in and Museum Practicum students with one overarch- discussions, weekly problem sets, two term papers, ing objective to produce prototypes of the educa- and a final exam. Level Intermediate/Advanced. tional materials at geosites. Students in this tutorial Prerequisites: One college-level course in Biology will be assessed based on the quality and thorough- and one college-level course in Math or Physics or ness of the topics researched and synthesized as well signature of instructor. Class limit: 16. Offered every as their participation in the collaborative project with other year. Lab fee: $15. Meets the following degree Museum Practicum students. Level Intermediate. Pre- requirements: QR ES requisites: Introductory geology class and/or course in human history relevant to coastal Maine recom- mended but not required; permission of instructor. ES4012 Winter Ecology Class limit: 8. Lab fee: none. Ressel, Stephen In higher latitudes and higher altitudes of the world, ES3090 Practicum in Sustainable Energy up to nine months of each year can be spent locked in winter. Although migratory species appear to have Carroll, Bryan a selective advantage over non-migratory species This is a hands-on, project-based class in which during the winter season, year-round resident ani- students will collaboratively plan for and participate mals have evolved a remarkable array of physiologi- in all aspects of renewable energy projects on College cal, morphological, and behavioral adaptations that of the Atlantic's campus. Examples of projects include allow them to cope with potentially lethal environ- installation of a solar photovoltaic array, airseal- mental conditions. In this course, we focus on the ing and insulating one of the college's buildings, or special challenges of animals wintering in northern planning and installing a greenhouse heating system. latitudes. Some of the topics that we address are: the Students will learn how to take a project from design physical properties of snow and ice, general strate- through fruition while navigating the various phases gies of animals for coping with sub-freezing tempera- of the project lifecycle including operation and tures, life in the subnivean environment, animal en- maintenance. The course will begin with an overview ergetics and nutrition, physiological acclimatization, of existing technology and an analysis of the current and humans and cold. There are two discussions/ energy generation and consumption data for the lectures and one field exercise every week, as well as project site(s). The class will then plan the project two weekend field trips. Students should be prepared and present this plan to the community. As part of to spend a significant amount of time outdoors in this planning process, students will learn about the winter conditions. Students are evaluated on class economics of renewable energy systems, including participation, exams, and a student term project. return on investment (ROI), internal rate of return Level Intermediate/Advanced. Prerequisites: Permis- (IRR), and related quantities. Students who success- sion of instructor. Class limit: 10. Lab fee $165. Meets fully complete this class will gain the skills necessary the following degree requirements: ES to conceptualize, plan for, finance, and implement renewable energy projects. Evaluation will be based on several short presentations, problem sets, and ES4016 Island Life active and effective participation in all aspects of Anderson, John the project. Default grade is Credit/No Credit. Level Islands have played a major role in the development Intermediate. Pre-requisites: Permission of instruc- of ecological and evolutionary theory. Most recently, tor; Physics and Mathematics of Sustainable Energy is islands have served as an important metaphor in strongly recommended. Class limit: 10. Lab Fee: $50 the development of conservation biology. Maine is blessed with a plethora of islands -between 4500 ES4010 Biomechanics and 6000 at the last count- and the history and pre-history of these islands is intimately entwined Hess, Helen with that of the continent itself. This course exam- Why do we get shorter and wrinklier with age? Were ines historical and current interpretations of island dinosaurs warm-blooded? How do grasshoppers biogeography and the interplay between natural and hop? These diverse questions are all within the realm human history and human ecology. The class will of biomechanics. A knowledge of biomechanics, or be taught as a combination of term-time seminar the ways in which plants and animals cope with the and in the field, based on the College's field station laws of physics, can promote an understanding of on Great Duck Island and the College's research organisms at all levels of organization, from mol- vessel. During the Spring term we will be meeting ecules to ecosystems. In this course we explore sev- regularly to examine the theoretical basis of Island eral areas of physical science, including mechanical Biogeography and islands as the subject of scientific engineering, materials science, and fluid dynamics, as and literary discussion since Aristotle. Readings will a means of gaining insight into the biological world. include Darwin, Alfred Russell Wallace, and contem- Students attend two lecture sessions per week and porary authors. In late August we will re-convene one three-hour lab session for discussions of current for the field component of the class. During the first COLLEGE OF THE ATLANTIC CATALOG 2020-2021 69 half of this component, we will be focusing primarily ES4038 Ecology and Natural History of the on Great Duck Island and its immediate surround- American West ings, learning and applying theoretical approaches Anderson, John to islands' landscapes, with extensive reading from the primary literature. During the second half of the The American West has played a key role in the de- class, we will move further afield, exploring a variety velopment of modern ecology and in our overall un- of islands in eastern Maine, and relating our observa- derstanding of the Natural History of North America. tions to theoretical predictions. Ultimately we hope Researchers such as Joseph Grinnell, Starker Leopold, to travel to Grand Manan Island in the Bay of Fundy Ned Johnson, Phillip Munz and Jim Patton contribut- to observe a large island community, see the tradi- ed enormously to our understanding of the interac- tional weir fishery, and observe firsthand migrating tions, distribution and abundance of the enormous right and humpback whales, and northern seabirds. range of plants and animals occupying the western Evaluation based on participation, quizzes and a term states, while the incredible variety of topography project. Level Intermediate/Advanced. Prerequisites: found between the Pacific slope and Great Basin Permission of instructor; knowledge of boat-handling Desert, containing both the highest and lowest points and/or significant experience on the water is recom- in the Lower 48, has provided an ideal setting for mended. Class limit: 8. Lab fee: $500, which helps both observation and experimentation. This inten- cover food and travel for the field component of the sive field-based course will provide students with the course. Meets the following degree requirements: ES opportunity to examine first-hand some key habitats within Nevada, California, and New Mexico, and to conduct a series of short projects on the fauna and ES4018 Human Anatomy and Physiology I flora in select sites. Areas to be examined will include terminal saline lakes, open deserts, montane mead- Anderson, John OWS, pine forest, riparian hardwoods, wetlands, and This is the first course in a two-term sequence de- agricultural landscapes. Readings will include primary signed for students interested in pursuing medicine sources and more popular accounts of both locations or biomedical research examines aspects of human and the peoples who have lived in these lands over anatomy and physiology, with particular emphasis the past several thousand years. Evaluation will be on the digestive system, reproductive physiology, based on class participation, a series of individual the circulatory system, immune response, and ele- research projects and presentations, a detailed field ments of nutrition and neurophysiology. This course journal, a mid-term and a final exam. This course will emphasize the relationships between anatomy will be integrated with and requires co-enrollment in and physiology and will focus on basic principles of Reading the West and Wilderness in the West. Level biochemistry, the musculoskeletal system, digestion, Intermediate/Advanced. Prerequisites: Permission nutrition, osmoregulation, and circulation. Readings of instructor. Class limit: 9. Lab fee: none. Meets the include a standard pre-medical text and some pri- following degree requirements: ES mary literature. Evaluation is based on a number of in-class quizzes a term paper, participation in discus- sion and a final exam. Level Intermediate/Advanced. ES4040 Animal Behavior Prerequisite: Biology course work, some background Anderson, John in chemistry. Students are strongly encouraged to take both terms. Class size: 15. Lab fee: $30. Meets This course reviews how simple and stereotyped ac- the following degree requirements: ES tions may be built into complex behaviors and even into apparently sophisticated group interactions. Emphasis is placed on contemporary understanding ES4026 Cross Kingdom Interactions of Darwinian selection, ethology, behavioral ecology Morse, Suzanne and sociobiology. There are two classes a week. Ex- tensive readings are chosen from a text and articles This course focuses on the ecological and evolution- from scientific and popular periodicals. Evaluations ary consequences of associations formed between are based on participation in discussions and several organisms that are markedly different in form and quizzes. Level Intermediate/Advanced. Requires a function. A diverse array of interactions ranging from previous intermediate-level course in species zool- pollination and termite digestion to hitch-hiking mites ogy, and signature of the instructor. Offered every are examined in order to explore the role of symbio- other year. Class limit: 10. Lab fee $10. Meets the ses in biological systems. In this context we explore following degree requirements: ES the changing conceptions of the major divisions of life; current models for explaining the origin of eukaryotes, angiosperms, and two-sex systems; co- ES4041 Seeds evolution; keystone species, and models for assess- Morse, Suzanne ing mutualism and parasitism within an ecological context. Evaluations are based on ability to read and Over 90% of today's terrestrial flora are seed plants critique primary scientific literature, class participa- and provide the majority of the ecological energy tion, and the completion of a term project. Level across the world. Today the majority of the human Intermediate/Advanced. Prerequisite: Biology I and population is dependent on the energy and nutrients Il and Ecology. Class limit: 15. Lab Fee: $25.00. Meets stored in the seed of a remarkably few crops that the following degree requirements: ES arose through the breeding and saving of seeds. 70 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Today this critical interdependence is rich with ques- analytical methods for a wide range of data types, tions and at are at the center of the food security and design statistically valid experiments, and write code food sovereignty debates. Some questions of this for basic statistical tests in R. Students will be evalu- human-plant co-evolutionary story to be addressed ated based on daily homework assignments, weekly in this course are: How is crop breeding done in dif- lab work, several take-home exams, and a final group ferent parts of the world? What are the techniques presentation based on an original analysis of an for breeding, seed saving, and storage? What traits archived data set chosen by the students. Note: each are selected for in traditional and modern breeding? student should have a laptop for lab (PC preferred; What role do seed banks and libraries play in our limited support will be provided for Mac users). common future? What are the current laws governing Contact the instructor if you do not have your own seed quality and ownership? How do these laws and laptop. Level Intermediate/Advanced. Prerequisites: treaties structure corporate consolidation, commu- An introductory course in statistics (Intro to Statis- nity initiatives, and possible mechanisms for develop- tics and Research Design, Probability and Statistics, ing crops in the face of global climate change? What or equivalent), and permission of instructor. Class is the "free the seed movement" and why might it be limit: 15. Lab fee: None. Meets the following degree important? The second major debate to be explored requirements: QR will be the ethical and ecological implications of the "assisted migration" of wild plants as a means of conservation and adaptation to global climate ES4050 Population and Community Ecology change and the replacement of horticultural materi- Letcher, Susan als with wild plants as means for expanding native Ecology, in the narrowest sense, is the study of the habitat corridors. We will contextualize these two distribution and abundance of organisms on the major themes with an in-depth look into the biology earth. This class focuses on ecology as a science, and of seeds as well as the ecological and evolutionary particularly the intellectual tradition within ecology significance of seeds. In preparation for required that has sought to develop simple mathematical de- attendance at the Organic Seed Alliance conference, scriptions of complex phenomena. Population ecol- laboratory exercises will cover seed dormancy and ogy studies the growth and decline of populations germination, and build skills in hand pollination (i.e., groups of organisms of the same species), while and trait selection. Evaluation will be based on class community ecology studies the interactions among participation, leadership in seminar discussions, populations. We will study classic models in popula- quizzes, a group report on the Organic Seed Alliance tion and community ecology, developing the models Conference, and the development of a final project from first principles, applying them to real data, and based on one or both of themes in the course. Level critically examining the shortcomings of the model- Intermediate/Advanced. Prerequisites: Strong under- ing approach. Concepts to be covered in the class standing of botany (at least two botany courses); one include exponential vs. logistic population growth, course with an introduction to some kind of policy competition, predator-prey interactions, metapopula- strongly recommended; permission of instructor. tion dynamics, stochastic vs. deterministic processes, Class limit: 10. Lab fee: $800. Meets the following optimal foraging theory, succession, and behav- degree requirements: ES ioral ecology. This course will be useful for students who are considering graduate school in ecology ES4048 Biostatistics and related disciplines, and it is open to anyone with relevant background knowledge and curiosity. Letcher, Susan Students will be evaluated based on participation in This course will provide students with a toolbox of class discussions, a series of problem sets, and a final techniques in statistical analysis, with a focus on paper. Knowledge of algebra is necessary, along with the biological sciences. Students will learn how to a willingness to grapple with mathematical thinking. choose and apply a variety of widely used statistical Knowledge of calculus and linear algebra is helpful tests, how to design experiments and studies with but is not required. Level Intermediate/Advanced. statistical analysis in mind, and how to use a range Prerequisites: At least one intermediate course in of specialized statistical approaches for data types ecology and a knowledge of algebra; permission of frequently encountered in the biological sciences. instructor. Class limit: 16. Lab fee: none. Meets the The methods we will cover include parametric and following degree requirements: ES, QR nonparametric tests; approaches designed for cat- egorical, ordinal, and continuous data; biodiversity statistics and ordination methods; Bayesian vs. fre- ES4052 Bioinformatics quentist inference; and robust experimental design. Gatti, Daniel The class will highlight the assumptions involved in Biology has undergone a revolution due to the matu- statistical inference and the conditions that must be ration of high-throughput RNA and DNA sequenc- met in order to use statistical tests appropriately. In ing technologies. RNA sequencing can quantify the the lab, students will use the statistical programming expression levels of thousands of genes, proteins or language R to explore, display, and analyze data us- metabolites and produce terabytes of data. This data ing the methods covered in class. By the end of the can be combined with millions of DNA sequencing term, students should be able to choose appropriate reads to identify genetic mutations that affect gene COLLEGE OF THE ATLANTIC CATALOG 2020-2021 71 or protein levels. How can we determine the quality nicating scientific information. Level Intermediate/ of large data sets? How can we make sense of such Advanced. Prerequisites: Cellular Processes of Life vast data to prioritize genes or genetic variants that (or equivalent) AND Ecology. Class limit: 20. Lab fee: may help us to treat human diseases? How can we none. Meets the following degree requirements: ES protect ourselves from spurious and irreproduc- ible results? In this course, we will learn fundamen- tal techniques of data analysis for RNA and DNA ES4055 Climate, Culture and the Biosphere sequencing data. The course will begin by surveying Hamley, Kit the technology behind high-throughput sequenc- This interdisciplinary course explores the coupled dy- ing and will progress to alignment of RNA reads to a namics of humans and the biosphere through time, reference genome. We will then learn how to identify from hominid evolution more than 2.5 million years differentially expressed genes using methods that ago to the present era. Topics of discussion include, correct for potential biases and correlation structure among others, human evolution and climate change; in the data. Next, we will combine DNA sequences domestication, agriculture, and the Anthropocene; with gene expression data to understand how ge- the roles of climate, culture, and the environment netic variation produces differences in gene expres- in the collapse of civilization; and sustainability, re- sion levels. Students interested in learning widely silience, and the paleorecord. The curriculum draws applicable bioinformatics techniques will benefit from anthropology, geography, paleoecology, and from this course. Students who complete this course the climate sciences to inform on the integrated rela- will be able to read and assess the quality of high- tionship between humans and their environment in throughput sequencing data, to align RNA or DNA the context of global change. One class session each reads to a reference genome, to quantify differences week will include a deep dive into the topics that we in gene expression between groups, and how to as- need to understand the assigned scientific readings sociate DNA sequence variation with gene expression for that week. The other session will be dedicated to variation. We will use the R programming language an in depth student-led discussion of the scientific and Bioconductor libraries. Evaluation will be through manuscripts assigned for that topic. Students will be quizzes, homework and a final project. Level Inter- evaluated on their participation in weekly discussions mediate/Advanced. Prerequisites: Biology I: Cellular and completion of assignments, including a final pa- Processes of Life or equivalent, and either Python I or per on a topic of their choosing. Level Intermediate/ Data Science I. Class limit: 15. Lab fee: None. Meets Advanced. Prerequisites: Introductory Biology and/ the following degree requirements: ES, QR or a course that deals with human prehistory and/or The Anthropocene and/or Intro Geology, and permis- sion of instructor. Class limit: 15. Lab fee: none. ES4053 Ecosystem Ecology Letcher, Susan Ecosystem ecology is the branch of ecological science ES5012 Conservation Biology that considers the large-scale transfer of matter and Anderson, John energy among different living and non-living com- This course examines the causes, extent, and ecologi- partments in ecosystems. Thinking about the natural cal significance of the endangered species "crisis." world with this level of abstraction has provided We examine the role of extinctions in evolutionary critical insights into the processes that support life history and compare "natural" extinctions to current on Earth, the feedbacks that connect the geosphere events in the Neotropics, Orient, and Oceania. We and atmosphere to the biosphere, and the ways life also discuss the significance of successful introduc- is likely to respond to large-scale perturbations such tions of exotic species into different regions and their as climate change. In this course, we will explore the effects on native forms. Changes in land use patterns deep history of life on earth and how living things and the science of Landscape Ecology are investigat- have transformed the chemistry of the planet. We ed. Finally, we examine current conservation tech- will study how energy flows and nutrients cycle in niques in an effort to establish a workable synthesis present-day ecosystems, and how these processes for specific case histories. There are two lectures/ are coupled and regulated by the actions of living discussions per week, occasional evening lectures. organisms. Using examples from terrestrial, fresh- Level Advanced. Pre-requisites: Any one of Ecol- water, and marine systems, we will study how to ogy, Restoration Ecology, Environmental Law, Public quantify fluxes of energy and matter. We will analyze Lands, International Environmental Law or equiva- the factors that affect rates of ecosystem processes lent, or signature of instructor. Class limit: 15. Lab fee such as plant growth and decomposition in different $10. Meets the following degree requirements: ES ecoregions. We will explore the feedbacks that link living and non-living matter into a single complex net- work. The drivers and ramifications of climate change ES5014 Organic Chemistry Il will be a recurring theme throughout the term. This Hudson, Reuben course will be useful for students interested in global This class will continue to discuss the occurrence and change research, particularly those who plan to pur- sue graduate degrees in related fields. Students will behavior of additional functional groups not covered be assessed based on class participation, a research in Organic Chemistry I. Meeting twice a week, we will paper and presentation, and a project on commu- work our way through the remainder of the fall text 72 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 and then apply the material by reading articles from project reports (written and oral). Level Advanced. the current literature of environmental organic chem- Prerequisites: ES3014 Ecology AND Trees and ES2014 istry. Assessment will be based on keeping up with Shrubs of MDI (or equivalent exposure to local plant the reading, class participation, and three take-home taxonomy), and permission of instructor. Class problem sets. Level Advanced. Prerequisite: Organic limit: 12. Lab fee: $100. Meets the following degree Chemistry I. Offered every other year. Lab fee: $50. requirements: ES Meets the following degree requirements: ES ES5042 Tutorial: Computational Modeling & ES5038 Tutorial: Ecology and Evolution of Para- Appl. Math in Phys. Sci. sites Hudson, Reuben Hess, Helen The main goal of this tutorial is to give students Parasites live on the surface or within the bodies of significant experience tackling open-ended problems a host, feeding off host fluids or tissues. Because in computational chemistry, origin of life questions, parasites do not directly kill the host, a parasitic infec- theoretical physics, computer science and/or applied tion may persist indefinitely, sometimes decades in mathematics. In this tutorial students will carry out the case of long-lived hosts. Parasites include tiny, research on a topic of their choosing, most likely single-celled organisms as well as worms that can focusing on some mathematical model. Students reach many meters in length. This course will explore may examine mathematical properties of the model, the biology of parasites, with a focus on those spe- or may look to apply the model to phenomena in the cies that affect humans and domestic animals. Some natural, physical, or social world. The class will meet of the most prevalent human diseases, such as together once a week, and in small groups several malaria and schistosomiasis, are caused by parasites. times a week. At these meetings we will discuss jour- Students will learn about the evolution 0 f complex nal articles and book chapters on topics and methods life histories and the various means of evading the relevant to the students' projects. Students will also host's immune system employed by parasites. We meet weekly with the instructor to discuss details of will meet twice a week for lecture and discussion of their independent project. At the end of the term, reading from the primary literature as well as the students will give an oral presentation giving back- popular literature. Students will take turns presenting ground in their topic and presenting their results. material on specific issues and examples they have Students will also write a final report on their project. research. Evaluation based on quality of contribution It is expected that the results of some of these proj- o class discussions, presentation, and several short ects may also be presented at research conferences written assignments. Level Advanced. Pre-requisite: and/or submitted to peer-reviewed journals. Evalua- Invertebrate Zoology and signature of instructor. tion will be based on participation in weekly discus- Class limit: 6. Lab fee: none. sions, the progress made on the project, and the final presentation, and the final report. Level Advanced. Prerequisites: Permission of instructor; course back- ES5041 Forest Ecology ground needed will vary depending on the student's Letcher, Susan project area. Class limit: 6. Lab fee: none. Forests hold a large fraction of the world's bio- diversity and store immense reserves of carbon. This course will focus on understanding forests at HE1010 Human Ecology Core Course the population, community, and ecosystem scales. STAFF We will study woody plant taxonomy; the way that Human Ecology is the interdisciplinary study of the forests are defined and understood by ecologists; relationships between humans and their natural and the factors that influence plant distributions at large cultural environments. The purpose of this course is and small scales; the biotic and abiotic controls on to build a community of learners that explores the tree growth and productivity; the cycling of carbon, question of human ecology from the perspectives of nitrogen, and phosphorus in forests; the life history the arts, humanities and sciences, both in and out- strategies of different functional groups of trees; the side the classroom. By the end of the course students population and community dynamics of trees, includ- should be familiar with how differently these three ing forest succession; the ecological interactions broad areas ask questions, pose solutions, and be- between trees and other organisms in the forest; come inextricably intertwined when theoretical ideas and forest diversity across the globe. The course will are put into practice. In the end, we want students focus primarily on Maine forests, with field trips to to be better prepared to create their own human Acadia National Park and the surrounding area, but ecology degree through a more in-depth exploration we will also take a global perspective and study forest of the courses offered at College of the Atlantic. We ecosystems from the taiga to the tropics. Fieldwork will approach this central goal through a series of will cover woody plant taxonomy, forest inventory directed readings and activities. Level Introductory. methods, and forest ecosystem assessment. Stu- Lab fee: $30. Meets the following degree require- dents will be evaluated based on class participation, ments: HE dendrology quizzes, a field/lab notebook, and final COLLEGE OF THE ATLANTIC CATALOG 2020-2021 73 HS0955 Writing for Yourself: An Introduction to HS1012 Introduction to the Legal Process Technique Cline, Ken Cass, Blake The "law" affects every aspect of human activity. As Good writing comes from a desire to communicate; human ecologists we must garner some basic under- great writing comes from a desire to connect. Far standing of how law is used (or misused) to shape from being a removed activity without consequences, society and human behavior. This course examines writing offers us the chance to encounter the world, two aspects of the American legal system: 1) the better understand others, and reflect on who we are. judicial process or how we resolve disputes; and 2) Starting with descriptive writing, students will write in the legislative process or how we enact policy. Course a variety of genres, including narrative nonfiction and readings cover everything from classic jurisprudence the analytical essay. No matter the genre, students essays to the daily newspaper. We use current will be expected to put the full force of themselves environmental and social issues to illustrate specific into their writing; an analytical essay is, though in a applications of the legal process. Legal brief prepara- much different way, as much an exploration of the tion, mock courtroom presentations, lobbying visits self as a memoir. In his epistolary book, Between to the Maine legislature, and guest lectures are used the World and Me, Ta-Nehisi Coates wrote, "You are to give a practical dimension to course subjects. growing into consciousness, and my wish for you is Students analyze Federal Election Commission docu- that you feel no need to constrict yourself to make ments to understand the impact of campaign financ- other people comfortable." Coates's advice to his son ing on public policy and look closely at other current could serve as the mantra for students in this course. issues facing the legislative and judicial systems. In other words, write for yourself, write to explore Evaluation is based upon two papers and several who you are and what you think, write to live more other exercises. Level Introductory. Offered every fully. Using The Best American Nonrequired Reading other year. Class limit: 30. Lab fee $20. Meets the fol- 2018, a multi-genre anthology of work by contempo- lowing degree requirements: HS rary writers, students will gain an understanding of defining, comparing and contrasting, classification and division, and writing process analysis. To improve HS1013 From Native Empires to Nation States grammar and syntax, each student will receive an Little-Siebold, Todd individualized grammar plan. In addition to our two This course is a history of Latin America from Native weekly classes, we will meet on Wednesdays to either American contact cultures through the contempo- work on grammar exercises or venture into Acadia rary period covering socio-political processes. An for some place-based writing. In short writing assign- emphasis is placed on the fusion of pre-contact ments, students will apply the four fundamentals of societies into a new socio-cultural formation in the good writing-crafting concise sentences, ordering colonial period, and then the shared yet divergent words for emphasis, choosing strong verbs, and us- history of the region after the collapse of colonial ing active voice. In addition, students will complete rule. In the second half the class emphasizes the rise four major writing assignments that allow them to of the nation state in Latin America with particular develop their voices and experiment with structure. emphasis on dictatorship and rebellions. The course Evaluation for the course is based on the quality of uses traditional texts, novels, and film to explore this writing, improvement of rewrites, and overall dili- huge geographical and chronological expanse. Level gence and effort. This course carries only institutional Introductory. Prerequisites: none. Class limit: 20. Lab credit. Level Introductory. Prerequisites: Permission fee: none. Meets the following degree requirements: of instructor. Class limit: 10. Lab fee: none. HY HS HS1011 Environmental History HS1014 Feminist Theory in a Transnational Little-Siebold, Todd Frame I How has human history shaped and been shaped by van Vliet, Netta "the environment"? Environmental history is one of This course introduces students to some of the the most exciting new fields in history. In this course central texts and genealogies of feminist thought, we examine world history from Mesopotamia to the with a focus on transnational feminist theory. We will present to see the role such things as resource scar- address periods of feminist thought that have been city, mythology, philosophy, imperialism, land policy, significant in shaping the concerns of transnational theology, plagues, scientific revolutions, the discovery feminisms, including 1970s U.S. feminism, French of the new world, the industrial revolution, etc. on feminism, postcolonial theory, and Marxist thought. the natural, social, and built environments. Level Over the course of the term, we will consider how Introductory. Prerequisites: None. Class limit: 20. Lab differences across national borders have informed fee: none. Meets the following degree requirements: discussions about transnational feminist solidar- HS HY ity. We will examine how feminist theory can help us think about the following: kinship; reproduction; the law and justice; human rights discourse, political 74 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 economy, racialized and other forms of difference; participation in class discussions, several short and existence and the subject; the relation between indi- long papers written over the course of the term, and vidual and group; the relation between terms such a final project and its presentation to the class. Level as "gender" and "sex;" and the varied currencies the Introductory. Class limit: 20. Lab fee: none. Meets the terms "queer" and "feminist" have carried in different following degree requirements: HS national and transnational contexts. The course will explicitly address debates in feminist theory about the following topics: the "sex/gender distinction;" HS1019 Beginning Spanish I histories and politics of the term "rape;" political Pena, Karla representation, the juridical and the nation-state This course is for students who have had no con- in the contexts of religious and cultural differences tact with Latin American culture, do not possess around practices such as veiling, circumcision/geni- basic Spanish language structures and expressions, tal mutilation; and questions of labor, prostitution and have no Spanish vocabulary. The emphasis is and sex work. The course draws on work in French on development of the basic skills required in any Feminist Theory, Queer Theory, Postcolonial Stud- language - listening, speaking, writing, and reading ies, Psychoanalysis, Continental Philosophy, Cultural comprehension. Objective: Students will be able to Anthropology, and Diaspora Studies. Readings will express themselves orally and through writing, using include texts by Gayle Rubin, Luce Irigaray, Elizabeth vocabulary and simple construction of Spanish in the Grosz, Simone de Beauvoir, Ranjana Khanna, Mo- indicative tense. This includes present tense study, nique Wittig, Judith Butler, Gayatri Spivak, Sigmund vocabulary, numbers, proper nouns, salutations and Freud, Friedreich Engels, Shulamith Firestone, Alex- presentations, present perfect tense, action verbs, andra Kollontai, Emma Goldman, bell hooks, Karen the usage of "to be" and "is", future tense, vocabu- Engle, Catherine McKinnon, Drucilla Cornell, Ratna lary, and some usage of "for". Evaluation Criteria: Kapur, Sarah Franklin, Daniel Boyarin, Henry Louis two Compositions, two auditory tests, two writing Gates, Anne Fausto-Sterling, Shoshana Felman, Saba tests covering grammar, two oral tests, assignments/ Mahmood, Diana Fuss, and Chandra Mohanty. Level homework, class participation. Level Introductory. Introductory. Prerequisites: None. Class limit: 15. Lab Offered every fall. Class limit: 10. Lab fee: $20. fee: $15. Meets the following degree requirements: HS HS1020 Beginning Spanish II HS1015 Introduction to Global Politics Pena, Karla This course is intended for students with a basic Stabinsky, Doreen knowledge of grammar, using common vocabulary This is an introductory-level course that will expose that is needed for every day situations. Objective: The students to basic concepts and controversies in students will be able to express themselves orally international politics and serve as background for and through writing using subject-verb agreement, more advanced work in the area of international basic form in the indicative tense, and an introduc- studies. Through historical readings and current tion to the imperative moods. It includes a review of events discussions we will answer questions funda- the present and future tenses, study of the imperfect mental to understanding global politics today, such tense, action verbs, direct object, proper nouns, the as: What are the different roles that nation-states and indicative tense, the use of the "to be" and "is" verbs, non-governmental organizations play in international and an introduction to prepositions. Evaluation Crite- politics? How important are various international ria: two Compositions, two auditory tests, two writing institutions (the United Nations, the World Trade tests covering grammar, two oral tests, assignments/ Organization, the World Bank and the International homework, class participation. Level Introductory. Monetary Fund in shaping the global political land- Offered every fall. Class limit: 10. Lab fee: $20. scape? What exactly is civil society? Inequity defines many political relationships between actors in the global system: between developed and developing HS1021 History of the American Conservation countries; between the rich and poor within those Movement countries; between autonomous political groups Cline, Ken and the nation-states in which they reside. To more deeply understand these relationships, we will exam- This course provides students with an overview of ine some of the processes that have led to inequities the American conservation movement from the in the current world political economy, touching on 1600s through the present. Through an examination such topics as: colonialism and national liberation of historical accounts and contemporary analysis, movements of the 20th century, the debt crisis, and students develop an understanding of the issues, the formalization of the international trading system. places, value conflicts, and people who have shaped We will consider the topics from a variety of disci- conservation and environmental policy in the plinary and interdisciplinary perspectives, including United States. They also gain an appreciation for the political ecology, international political economy, and relationship between the conservation movement economic geography. Evaluation will be based on and other social and political movements. Students COLLEGE OF THE ATLANTIC CATALOG 2020-2021 75 should come away with a sense of the historical and roughly forty contact hours with their language cultural context of American attitudes toward nature. teacher over the course of a month-long language We also seek to apply these lessons to policy debates course reinforced and enhanced by homestays with currently underway in Maine. Working from original Yucatec-speaking families. The overall goal will be writings, students do in-depth research on a selected to help students develop the intercultural facility to historical figure. Evaluation is based on problem undertake independent research. The course will sets, group activities, participation, and a final paper. emphasize helping students develop the culturally- Level Introductory. Prerequisites: none. Class limit: appropriate methods of addressing community 20. Lab fee: none. Meets the following degree re- members with whom they will undertake research. quirements: HS, HY Students will engage in intensive level-appropriate discussion on politics, Maya cultural activism, and the socio-cultural dimensions of Yucatec communities. HS1025 Business and Non-Profit Basics Students will be evaluated based on their completion Friedlander, Jay of language exercise, mastery of basic Yucatec Maya, Anyone who is involved with for profit or non-profit and a presentation of a portion of the student's enterprises needs to understand a wide variety of research project in Maya. Level Introductory. Limited interdisciplinary skills. This introductory course will to students participating in the College's Yucatan introduce students to marketing, finance, leader- Program. ship, strategy and other essential areas of knowl- edge needed to run or participate in any venture. This course is meant to build basic skills and expose HS1032 Acadia: Exploring the National Park Idea students to a variety of business disciplines. Level Introductory. Class limit: 18. Meets the following Cline, Ken degree requirements: HS Using Acadia National Park as a case study, this course will explore the various facets of "the national park idea" and what it means for Americans in terms HS1026 The Renaissance & the Reformation of history and identity. Through direct experiences Little-Siebold, Todd in one of the "crown jewels" of the park system, the This class is an introductory exploration of the class will examine the historical, ecological, cultural, transformations in Europe from roughly 1400 to the social, legal, economic, and spiritual context in which sixteenth century wrought by the changing religious, national parks are formed and continue to exist in political, and social thought. Taking as its point of the 21st century. We will work with National Park departure the transformation of European society Service professionals to look at various aspects of provoked by the "new" ideas of the Renaissance, the park management and day-to-day challenges of im- course will focus on the phenomena of humanism plementing the "national park idea." Through weekly and the challenges to religious orthodoxy and politi- field trips, journaling, service learning opportunities, cal hierarchies it represented. The course will use and projects, we will be immersed in the manage- a wide range of secondary and primary sources to ex- ment and experience of Acadia. We will explore, amine the social, spiritual and political implications of through reading and writing, the broader themes of the challenges to the Catholic Church's preeminence wilderness preservation, attitudes toward nature, the in the Christian west. We will examine the idea of the history of conservation, and the commodification of Renaissance and its various expressions in the world nature. This experiential class is specifically geared of ideas, art, and the emergent practice of "science." toward first-year students and they will be given Student will develop an understanding of Catholic preference for enrollment. Assignments will include theology and the various Protestant challenges to it journal writing, short exercises, a group project/ as well as developing a sense of the political rework- service learning opportunity, short presentations, ing of Europe provoked by the theological debates. and papers. Level: Introductory. Prerequisites: none. We will read social histories of the period, use Class limit: 24. Lab fee: $40. Meets the following films to provide context, and read primary texts by degree requirements: HS thinkers such as Erasmus of Rotterdam, Jean Calvin, Martin Luther, Teresa of Avila, Galileo, and Bartolome de las Casas. Students will be evaluated on mastery HS1039 Writing Seminar I: Exposition of readings, class discussions, short essays, and a Turok, Katharine final project. Level Introductory. Prerequisites: none. Designed to serve the overall academic program, this Class limit: 20. Lab fee: none. Meets the following course focuses on formal writing based on rhetori- degree requirements: HS, HY cal principles of exposition and concentrates on the writing process: prewriting, writing, and rewriting. As- signed readings both illustrate how to use these prin- HS1027 Intensive Yucatec Maya ciples and develop students' analytical skills. Through Pena, Karla a research paper or case study, this course introduc- This will be an intensive Yucatec Maya language es students to library research and documentation course taught by a Maya linguist. Students will have of an academic paper. Each section emphasizes peer 76 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 review, revision, regular conferences, and some class editor, reading responses, and two short analytical presentations. Level Introductory. Class limit: 12. essays. Level Introductory. Prerequisites: None. Class Meets the following degree requirements: W limit: 15. Lab fee: None. Meets the following degree requirements: HS HS1045 Politics of Israel van Vliet, Netta HS1046 Introduction to Economics & the This course focuses on the concept of Israel as a Economy Jewish state and as a liberal democracy. This means Taylor, Davis that we will both be examining what is singular about This course provides students with an introduc- Israel, and addressing concepts of the nation-state tion to both economic theory and the historical and and liberal democracy more broadly. How can think- institutional background needed to understand the ing about Israel help us think about the relation- context, functioning, and trajectory of 21st Century ship between the nation-state and the concept and economies. On the theoretical side, students will be treatment of difference? Asking this question through introduced to explanations of the economic behavior the example of Israel will put other terms into ques- of individuals and firms (microeconomics) and the tion, including citizen, origin, genocide, value, rights, workings of national economies and money (macro- equality, individual, sovereignty and subjectivity. As economics), including economic development and in- we examine these concepts, we will address gender, ternational topics such as trade and exchange rates. ethnic, national, economic and linguistic difference In addition to the standard neoclassical approaches in the contexts of Zionism, Israel, and the Israeli- to these topics, we will also introduce behavioral, Palestinian conflict. Thus, while the course does not feminist, Marxist, and ecological economics perspec- focus explicitly on the Israeli-Palestinian conflict, by tives. Complementing these theoretical approaches the end of the semester students should have gained will be a rich immersion in historical and institutional critical thinking skills with which to analyze it should themes such as the history of capitalism, the rise of they be so inclined. The goal of this course is not to corporations, the institutional background of markets convince students to be more or less sympathetic to for stocks, bonds, and derivatives, inequality and pov- any of the myriad political positions that exist with erty, state-led capitalism (e.g. as seen in China and regard to Israel/Palestine. Rather, the aim of this Brazil) and the events that led up to recent financial course is to provide conceptual tools with which stu- crises in the United States and Europe. Evaluation will dents can think critically about the concepts through be based on bi-weekly problem sets, a final exam, which Israel/Palestine is not only represented but and various forms of classroom participation. Learn- also through which the place and the people who live ing will be facilitated by a weekly lab session that there come into being in all of their materiality and will be scheduled the first week of the term. Level affect. In particular, we will pay attention to ques- Introductory. Prerequisites: none. Class limit: 15. Lab tions of origin, representation, and how the relation fee: $15. Meets the following degree requirements: between individual and group is understood. Hope- HS, QR fully, such critical thinking skills will serve students well not only in efforts to understand the different forms of violence through which Israel is defined, but HS1053 Intimate Partner Violence: Dynamics also in addressing questions of intellectual, social and Community Response and political significance other than those directly Gagnon da Silva, Pamela related to Israel/Palestine. This is an interdisciplinary From a historical perspective domestic violence course, and we will be drawing on work in anthro- has been noted as primarily a "women's issue". We pology, feminist theory, literature, psychoanalysis, now recognize the misuse of power and control in postcolonial studies, political theory, and history. We relationships as a complex and prevalent social is- will also be reading from novels, listening to music, sue that profoundly impacts our society as a whole. and watching films. The course is divided into three To address the complexity of domestic violence we sections. The first section is focused on the political must strive toward changing the belief systems that context of 1890s-1930s Europe. We will situate the allow this problem to exist. Together we will explore development of the Zionist movement by thinking these belief systems by examining the aspects of about it in relation to psychoanalysis and in relation culture that shape and support domestic violence on to the different forms of socialism and international individual, community, institutional, and global levels. feminisms emerging at the time. The second section We will review the history of the domestic violence is focused on World War Il and its immediate after- movement, including its roots in the women's move- math. We will address the event of the Holocaust, ment and how that movement grew into a network of political and philosophical responses to it, questions victim-centered services and community-based advo- of origin, representation, the law and justice. The cacy responses. As a student you will learn how best third section focuses on the concept and contexts of to respond to victims of intimate partner violence, Israel post-1948. We will ask about the significance of and how to apply the core principles of individual, different forms of difference both in terms of Israel's community, institutional, and social change advocacy. contemporary contexts and in terms of the weight of You will be challenged to consider and reflect upon their genealogies. Students will be evaluated based your own beliefs and cultural lenses throughout the on attendance, in-class participation, one letter to the COLLEGE OF THE ATLANTIC CATALOG 2020-2021 77 course. The class format includes lectures, role-plays, mas. My goal in this course is to introduce students media presentations, interviews with guest speakers, to the principles of ethical thinking, to familiarize group work, and discussions. Opportunities will be students with pressing debates in bioethics, and to provided for students to reflect upon experiences, consider how ethical thinking impacts our response to practice skills, and apply new learning through to issues that are politically and socially contentious. community and cultural change projects. Students Course requirements include class participation, an will be evaluated on their critical thinking, analysis, in-class presentation, a midterm exam, and a final and synthesis of the course goals and objectives paper. Level Introductory. Prerequisites: none. Class as demonstrated by participation in class activities limit: 15. Lab fee: $30. Meets the following degree (responsiveness to required and suggested readings requirements: HS and materials, guest and peer generated discussion), personal culture analysis (personal reflection, self- evaluation). Level Introductory. Prerequisites: None. HS1063 Public Speaking Workshop Class limit: 15. Lab fee: $10. Rand, Kendra This class will be conducted as a workshop with HS1054 Climate Justice an emphasis on students producing increasingly advanced speeches for public performance and/or Stabinsky, Doreen consumption. We will cover a wide variety of areas Climate change is one of the biggest and most dif- including those related to constructing the speech ficult challenges faced by contemporary societies. in advance (invention and arrangement), as well as The challenge has multiple facets: environmental, those related to the actual performance of the text social, political, economic - each with its own com- (style, memory, and execution). While the primary plexities. This course focuses primarily on the social, goal of the class is to create an environment in which political and economic components of the climate students can improve these vital public communi- problem, framed by the concept of climate justice. In cation skills, another important goal is to cultivate the course students are introduced to basic concep- critical and respectful listening skills (which are tions of justice, the latest findings of climate science themselves vital public communication skills). A wide and possible impacts on regional scales, and the variety of speaking genres will be covered during global politics of climate change, principally in the the term, though there will be a strong emphasis context of the UN Framework Convention on Climate on public advocacy and persuasion. This class is Change. Climate justice and its operationalization designed for students with varying levels of public is the principal organizing theme for work over the speaking backgrounds. A diverse array of experienc- term, addressing questions such as: how the costs es, skills, and strengths helps foster a collaborative of climate change impacts and efforts to address and supportive speaking environment. Throughout climate change could or should be distributed be- the term students will work on individual projects, in tween rich and poor, global north and global south; pairs, and in larger collaborative groups. There will and what are the possible means whereby those be a minimal focus on theoretical questions in favor costs might be addressed through collective action of a "hands on" approach to constructing speeches. at various levels: local, national, and global. Students Students will be evaluated on a number of "process" will be evaluated based on regular quizzes, several oriented assignments. Final evaluation will be relative short papers, class participation, and a final synthetic to individual participation in the process and not to paper or project. Level Introductory. Prerequisites: an objective scale of public speaking talent. As such, None. Class limit: 25. Lab fee: $10. Meets the follow- students who feel that they are less proficient in the ing requirements: HS area of public communication should not be wor- ried that this would somehow disadvantage them in terms of grading. Level Introductory. Class limit: 12. HS1062 Problems and Dilemmas in Bioethics Lab fee: none. Lakey, Heather Bioethics studies ethical problems that occur in medical practice and the life sciences. Contemporary HS1064 College Seminar: Practical Skills in bioethics is an expansive and fundamentally interdis- Community Development ciplinary field, but this course will consider key dilem- Beard, Ronald mas in bioethics from a philosophical perspective. We In rural areas throughout the world, citizens, non- will begin by reviewing dominant ethical frameworks, profit leaders, agency staff, and elected officials are including teleological ethics, deontological ethics, coming together to frame complex issues and bring utilitarianism, natural law theory, and virtue ethics. about change in local policy and practice. This course Next, we will discuss specific ethical issues such as, outlines the theory and practice of community devel- abortion, euthanasia and physician-assisted suicide, opment, drawing on the instructor's experience with life-sustaining treatments, resource allocation, clon- the Dùthchas Project for sustainable community de- ing, biotechnologies, animal research, and informed velopment in the Highlands and Islands of Scotland, consent and the doctor-patient relationship. In par- Mount Desert Island Tomorrow, and other examples ticular, we will consider how different ethical frame- in the literature. In short, community development works shape our assessment of specific ethical dilem- allows community members to frame issues, envi- 78 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 sion a preferred future, and carry out projects that HS1071 Fixing Elections: Workshopping Demo- move the community toward that preferred future. cratic Solutions By using writing as process-prewriting, writing, McKown, Jamie and rewriting-to frame and communicate complex public issues, students gain practical skills in listen- This course will be an in depth exploration of con- ing, designing effective meetings, facilitation, project temporary flashpoint issues involving the design, planning and developimng local policy. Readings, dis- administration, and regulation of politics and elec- tions in the United States. We will examine a series cussions, and guests introduce students to commu- nity development theory and practice. Class projects of contemporary controversies by examining their are connected to community issues on Mount Desert history, the stakeholders involved, and the pros and cons of the relevant alternative reform measures that Island. By writing and revising short papers, students can reflect on class content, community meetings, have been proposed. Topics covered in a given term newspaper stories, and reading assignments. Evalu- will vary based on changing external factors such as ation will be based on preparation for and participa- the timing of elections as well as student interests. tion in class discussion, several short papers, partici- Likely areas that may be covered include: campaign pation in field work, and contribution to a successful finance reform, gerrymandering, instant runoff vot- group project. This class meets the first-year writing ing, election technologies, voter suppression, alterna- course requirement. Level Introductory. Prerequi- tive governmental models, the electoral college, party sites: None. Class limit: 12. Lab fee: None. Meets the primaries, campaign communication regulation, following degree requirements: W government funding of elections, nationalization of election standards, etc.. While the emphasis of the class will be on the US context, we will often draw on HS1065 Philosophies of Good and Evil international case studies as comparative reference Lakey, Heather points to assist in evaluating possible policy alterna- tives. The course will follow a collaborative laboratory Good and evil are timeless topics and they have model with students dividing into teams to research motivated centuries of philosophical thinking. and present briefings throughout the term. In addi- Although the terms "good" and "evil" are commonly tion to this workshop emphasis there will be a com- used across a range of discourses, they are ambigu- mon weekly discussion of a salient election related ous, equivocal, and contested concepts. In an effort topic or theme. Students will be evaluated based to clarify our ideas about good and evil, this course on their participation in and engagement with the provides a broad overview of the issues, arguments, solutions workshop, the various presentations and and debates that shape philosophical ethics. Guiding written reports produced by their team, short form questions include the following: What are the origins individual response papers related to the common of good and evil? What makes an action right or discussion topics, and required meetings with the wrong? Why do we act morally? What should we do instructor. The course is open to students of all in- with someone who commits a horrific act? Who de- terests, and familiarity with the US political system is cides what counts as a horrific act? Is evil an outdated not a prerequisite. Students should see this course as or relevant concept? Do the concepts of good and evil a good starting point to both familiarize themselves help or hinder moral thinking? To critically explore with various aspects of American politics while also the concepts of rightness, wrongness, goodness, and providing them the opportunity to work on crafting badness, we will move between fiction and philo- a focused policy proposal that responds to a con- sophical treatises. We will read works by key thinkers temporary political controversy. It also serves as an including St Augustine, Niccolo Machiavelli, Immanuel excellent building block for students wishing to take Kant, Friedrich Nietzsche, Hannah Arendt, Jean-Paul more advanced classes in the areas of politics, policy, Sartre, Simone de Beauvoir, Flannery O'Connor, law, and advocacy. Level Introductory. Prerequisites: James Baldwin, William Golding, Sherman Alexie, None. Class limit: 14. Lab fee: None. Meets the fol- Rosalind Hursthouse, and Cornel West. Along the lowing degree requirements: HS way, we will study deontology, utilitarianism, natural law ethics, virtue ethics, ethical relativism, feminist ethics, existentialism, and nihilism. In addition, we HS1072 Political Communication will unpack the ethical arguments that orbit concrete McKown, Jamie topics such as execution, murder, abortion, moral character, racial injustice, pornography, prostitution, This class will provide a broad introductory over- duties to animals, and our duties to one another. This view of the history, practice, and core concepts that course will familiarize students with the influential encompass political communication through an frameworks of moral philosophy, and it will encour- empirical examination of grounded applications of age students to apply these frameworks to specific such strategies primarily in electoral contexts. In moral problems. Students will be evaluated on class order to capitalize on the salience of the Fall election participation, weekly writing assignments, a midterm cycle, the course materials will be based on a series exam, a final paper, and a presentation. Level Intro- of studies directly tied to electoral campaigns in the ductory. Prerequisites: None, but students should be United States. Instead of studying various theories prepared to engage difficult, philosophical texts and of political persuasion in the abstract, we will extract to discuss these texts in class. Class limit: 15. Lab fee: principles that commonly appear in political messag- $30. Meets the following degree requirements: HS ing from both contemporary and historical examples. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 79 In addition, we will examine current controversies ships between humans and non-human animals. We in the field of political communication related to will read a wide range of fiction, philosophical essays, both ethical and legal considerations. Beyond and ethical arguments in order to articulate and their engagement with class sessions, students will unpack our beliefs, assumptions, and understandings participate in two collaborative projects. The first of animals, human-animal relations, and the implica- will involve tracking political persuasion techniques tions and consequences of the human-animal binary. in campaigns that are occurring in real time during This course will focus on a wide range of theoretical the term. The second will involve students working approaches, including the tradition of animals rights in teams to produce their own political messaging and animal liberation as articulated by thinkers such materials for a hypothetical campaign. The overall as Peter Singer, the growing field of animal stud- goals of the course are three-fold. First, to provide ies as represented by thinkers like Donna Haraway a broad survey of the history of political campaign and Kari Weil, as well as texts rooted in the tradition communication and advertising as it has developed of Continental philosophy which includes thinkers in the United States. Second, to confront some of the like Derrida, Agamben, and Irigaray. This course is pragmatic issues that go into producing messaging premised on the following questions: What are our strategies for electoral candidates. Third, to help stu- moral obligations to other animals? Should non-hu- dents cultivate a more critical approach to analyzing man animals have legal rights and moral standing? If the political messages that they confront in their daily so, on what basis? How does the moral treatment of lives. The class will be highly interactive with discus- animals change across the contexts of food, research, sion being the primary mode of instruction. However, captivity, and the home? Do we have different ethical there will also lecture components that provide the obligations to wild and domestic animals? Histori- historical basis for the case studies we are examining. cally, western philosophers construct the "animal" in Final evaluation will based on a combination of class opposition to the human. Why? What is an "animal" participation, several take home essay assignments, and why is the "human" contrasted with it? How do the contemporary tracking assignment, and a final we use the concept of the "animal" to delimit our creative project in which student produce their own concept of the "human"? How does language shape campaign materials. The class is open to all students, and produce our relationships with animals? Upon regardless of their experience in politics or their complete of the course, students will have refined knowledge of American history. It is well suited for their understanding of the concept of the "animal" introductory students who are interested in politics, and they will be familiar with the key legal and ethi- human persuasion, and mass communication. How- cal debates regarding human-animal relationships. ever, it is also equally valuable for advanced students Course requirements include class discussion, weekly seeking to deepen their understanding of political writing exercises, a midterm exam, and a research persuasion. Level Introductory. Prerequisites: None. project focusing on a human-animal relationship Class limit: 15. Lab fee: none. Meets the following somewhere in Maine. Students should come to this degree requirements: HS class prepared to engage challenging philosophical essays and to share their ideas with others. Level Introductory. Prerequisites: None. Class limit: 12. Lab HS1073 Beginning Spanish I with Vocabulary fee: $30. Meets the following degree requirements: Pena, Karla HS This course is for students who have some acquain- tance with general ideas, basic expressions, and vo- cabulary of the Spanish language but lack grammati- HS1076 College Seminar: Truth cal structures and development of the basic language Cox, Gray abilities of speaking, writing, and listening compre- What is the opposite of "fake news"? Does science hension skills. Objective: Students will express them- have the power - or the right -- to tell us where we selves orally and through writing, using vocabulary came from or what the future of our climate will be? and simple construction of Spanish in the indicative Are there such things as universal human rights or tense. It includes present tense study, vocabulary, ethical norms that are independent of the preju- numbers, proper nouns, salutations and presenta- dices of individual people or cultures? Do intuitions tions, present perfect tense, action verbs, the use of or emotions give us higher truths than rationality? "to be" and "is", future tense, vocabulary, and some Can computers with Big Data discover truths that use of "for". Evaluation Criteria: two Compositions, are inaccessible to mere humans? This course will two auditory tests, two writing tests covering gram- explore these and related questions about what mar, two oral tests, assignments/ homework, class "truth" might mean, what forms it might take, how participation. Level Introductory. Offered every fall. we might arrive at it, and how it might inform our Class limit: 10. Lab fee: $20. public politics and private lives. It will look at a mix of classic and contemporary short texts that exemplify good writing about these general questions. It will HS1075 Animals and Ethics also look at current cases and applications of these Lakey, Heather ideas in the news of the day. Using a College Seminar This discussion-based course will explore philosophi- format, the course will emphasize the writing process cal and ethical questions pertaining to the relation- to practice skills to formulate, thoughtfully analyze, 80 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 and revise views about these issues. The course goals HS1078 College Seminar: Truth and Alternative are to develop student skills in the critical analysis of Facts arguments and texts and to increase skills in writing Mahoney, Daniel clear expositions and persuasive prose. It will include some reading materials and in-class exercises to "Alternative facts" and "fake news" have fueled grow- explore alternative writing processes. Course assign- ing concerns that we are living in, what playwright ments will include brief homework activities, short Steve Tesich called (in 1992!), a "post-truth" society. papers with revised versions of each, and one longer With the rise of media outlets, the postmodernist research paper providing an extended revision of an take on the death of objective truth, and the sound earlier piece. Students will be evaluated based on the bite culture we live it, "post-truth" seems inevitable. extent to which their class participation, homework But what exactly is truth in the first place, and and writing assignments demonstrate substantive why should we care about it? We will address this progress on the course goals. Class sessions will al- question over the course of this term by examining ternate between seminar discussions, short lectures contemporary views on the role of truth in meaning and peer review sessions of papers. Level Introducto- and communication, challenges to these views from ry. Prerequisites: None. Class limit: 12. Lab fee: None. uncertainty and subjectivity, and arguments for and Meets the following degree requirements: HS, W against different conceptions of truth. For example, the first lines of Charlotte Delbo's memoir "Auschwitz and After" reads, "Today I am not sure that what I HS1077 Ethnographic Writing wrote is true. I am certain it is truthful." As contem- van Vliet, Netta porary writers and thinkers, how can we reckon with such a statement? Is there a difference between Ethnographic writing, literally the "writing of a the truth of a writer and the truth of a politician? people," is anthropology's primary disciplinary mode How can we ever know if anything is true or false of representation, based on participant-observation if it's all relative? In short: what hath postmodern- fieldwork. Early ethnographies were usually written ism wrought? Using a college seminar format, the by European and American anthropologists about course will emphasize the writing process-prewriting, people they had studied in far away places. In the writing, and rewriting; course assignments will 1970s and on, critical questions about representation include short papers and one longer research paper. began to challenge assumptions about ethnographic Students will be evaluated not only on their participa- work, raising questions about objectivity, transpar- tion in class discussions, peer reviews, and writing ency, and the relationship of the ethnographer to the workshops but also on their overall improvement in people and place about which he or she is writing. writing. Level Introductory. Prerequisites: None. Class This class will introduce students to a range of eth- limit: 12. Lab fee: None. Meets the following degree nographies in the discipline of anthropology, as well requirements: HS, W as to the political, cultural, and intellectual contexts in which these ethnographies were produced. At the same time, we will consider epistemological, ethical, HS1079 College Seminar: History of the Ameri- philosophical and methodological issues that such can Conservation Movement writing involves, including questions about repre- Cline, Ken sentation and interpretation. In addition to classic ethnographies, we will also read some fiction, travel This course provides students with an overview of writing, and journalism. We will consider questions the American conservation movement from the about how ethnographic knowledge is authorized, 1600s through the present. Through an examination how assumptions about interpretation shape ethno- of historical accounts and contemporary analysis, graphic writing, and the relationship between author students develop an understanding of the issues, and reader. Students will be asked to experiment places, value conflicts, and people who have shaped with ethnographic writing themselves, through a conservation and environmental policy in the series of short writing assignments as well as a final United States. They also gain an appreciation for the project. The course is designed to allow students to relationship between the conservation movement workshop their own writing. Students will be evalu- and other social and political movements. Students ated on the development and improvement of their should come away with a sense of the historical and own writing over the course of the term, as well as cultural context of American attitudes toward nature. on their ability to critically evaluate and closely read We also seek to apply these lessons to policy debates ethnographies as texts, and on their engagement currently underway in Maine. By using writing as with their peers' writing, considering elements such process - prewriting, writing, and rewriting - students, as authorial voice, the nature of characterization, and working from original writings, do in-depth research the overall movement of a text. Level Introductory. on a selected historical figure. Evaluation is based Prerequisites: Permission of instructor. Class limit: on problem sets, group activities, participation, and 12. Lab fee: $15. Meets the following degree require- a final paper. This class meets the first-year writing ments: HS course requirement. Level Introductory. Prerequi- sites: none. Class limit: 12. Lab fee: none. Meets the following degree requirements: HS, HY, W COLLEGE OF THE ATLANTIC CATALOG 2020-2021 81 HS1080 Tutorial: Introduction to French Gram- HS1084 College Seminar: Utopia/Dystopia mar and Conversation Lakey, Heather Stabinsky, Doreen The practice of social dreaming has a long history in This tutorial is designed for students who have little philosophical thinking, stretching back to Hesiod and or no prior knowledge of French language and will Plato. What constitutes a perfect or ideal society? be subsequently enrolling in an immersion program Or, if no such place is possible, what makes for a in France. The course includes a mix of independent well-functioning society? Likewise, what constitutes learning activities and group conversations facilitated a terrible society? What kind of places and spaces do by a peer tutor. Students will be evaluated based on: we want to avoid? These are important questions for completion of all exercises in their grammar text- human ecologists to ask as we seek to improve our book; regular quizzes on grammar and verbal com- relationships with our natural, social, and technologi- munication; writing exercises and a simple journal to cal environments. To explore questions of ideal and be kept; and a final examination of oral communica- flawed places, this course studies the concepts of tion and listening competency. Level Introductory. utopia and dystopia across a range of philosophical, Requirements: Permission of instructor. Class limit: 5. political, and literary writings. Although we will focus Lab fee: none. our attention on theoretical literature, we will read several novels and short stories, and students will present research on a work of utopian or dystopian HS1081 US Presidential Elections: From Whistle fiction. Additional course questions include: What Stops to Digital Flo motivates us to envision utopias and dystopias? Does McKown, Jamie political philosophy require a utopian vision? What This online course will provide a survey of Ameri- do utopias and dystopias tell us about social fears, can Presidential elections dating back to the rise anxieties, and hopes? Course readings will focus of televised advertising in 1952. We will cover each on classical Greek thought, Enlightenment thought, campaign since, looking at the candidates, the is- political theory, and critical theory. Texts may include sues, the major campaign themes, messaging, and Plato's Republic, Thomas More's Utopia, Marx and persuasion vehicles. There will be a heavy emphasis Engels' Communist Manifesto, William Godwin's placed on unpacking the various forms of mass Enquiry Concerning Political Justice, Sigmund Freud's communication that each candidate employed. Civilization and Its Discontents, Charlotte Perkins This might mean television, radio, direct mail, social Gilman's Herland, Octavia Butler's Blood Child, Ursula media, etc. The class will be taught entirely online in K. LaGuin's The Ones Who Walk Away From Omelas, a primarily asynchronous format. Students will watch Hannah Arendt's The Origins of Totalitarianism, short videos from the instructor accompanied by George Orwell's Nineteen Eighty-Four, and selections secondary readings and a host of digitized primary form The Utopian Reader by Gregory Claeys and artifacts for them to explore. The goal of the course is Lyman Tower Sargent. Since this course is being of- to acquaint students with the history of presidential fered as a college seminar and will meet the first-year elections in the United States while also giving them writing requirement, we will focus on writing as pro- the opportunity to critically evaluate how political cess-prewriting, writing, and rewriting. As students communication and messaging is expressed through draft bi-weekly writing assignments, they will meet various mass communication mediums. In addition, with the professor or TA either individually or as part there will be regularized real time virtual discussion of a weekly writing lab. Papers will be peer reviewed sessions with the instructor and other members of and each student will be expected to revise each the class, as well as a more asynchronous message paper. In addition to bi-weekly papers, there will be board for group posting. There will be multiple such an in-class presentation, a midterm exam, and a final sessions per week, and the timing will vary in order paper. Level Introductory. Prerequisites: None. Class to accommodate student scheduling. Students will limit: 12. Lab fee: $30. Meets the following degree be expected to participate in a minimum number requirements: HS, W of these sessions. There will be a midterm and final analytical essay assignment, both of which will syn- HS2010 Literature, Science, and Spirituality thesize themes across the various campaigns we will be studying. Evaluation will be based on completion Waldron, Karen of the midterm and final essay, engagement with the A survey of Anglo-American literature from the discussion sections, and a final virtual "debriefing" Scientific Revolution to the present. Focuses on the with the instructor. No prior knowledge of U.S. politi- ongoing debate about the role of science in West- cal history is required. This class is ideal for students ern culture, the potential benefits and dangers of who are looking for a "crash course" in the history scientific experimentation, the spiritual, religious, of American politics and Presidential elections more social and political issues that come about with the specifically. Level Introductory. Prerequisites: None. Ages of Discovery and Reason, and their treatment Lab fee: None. Meets the following degree require- in literature. Specific debates include concerns over ments: HS and HY what is "natural," whether knowledge is dangerous, the perils of objectivity, and the mind/body dichot- omy; works include Shelley's Frankenstein, Ibsen's 82 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 An Enemy of the People, Brecht's Galileo, Lightman's from the capabilities of large publishing houses, ur- Einstein's Dreams and Naylor's Mama Day as well as ban centers and mass production - but this national short stories and poems. Writing-focus ed option. literature was acutely self-conscious of regional dif- Level Introductory/Intermediate. Prerequisite: Writ- ferences, and especially of the tension between city ing Seminar I. Offered every two or three years. Lab and country. As writers tried to paint the American fee: $10. Class limit: 15. Meets the following degree landscape in literature, their works subsumed major requirements: HS social issues to place and formal arguments about the true nature of realistic description. Examining works that portray factory towns, urban tenements, HS2011 Nineteenth Century American Women midwestern prairies, New England villages, and the Waldron, Karen broad spectrum of American landscapes, we look at This course studies the American novel as written by how a complex, turbulent, multi-ethnic, and simul- women of the nineteenth century. It focuses on how taneously urban and rural American culture defined women's issues and styles change over the course of itself, its realism, and thus its gender, class, race, and the century, with its revolutionary economic, techno- social relations and sense of values, against these logical, social and political shifts, as well as on endur- landscapes. There are two extra, evening classes ing questions. As we read from among the wide during week 7 (Short Fiction Week), and a modest lab selection of nineteenth-century American women fee. Evaluation is based on weekly response papers, novelists (who outnumbered and outsold male two short papers, and a short fiction project, as well authors) -- such as Rowson, Foster, Child, Cooke, as class participation. Introductory/Intermediate Fern, Stowe, Phelps, Jewett, Chopin, and Gilman -- we Prerequisite: Writing Seminar I (or the equivalent). consider how they have shaped the tradition of the Class limit: 15. Meets the following degree require- novel and social values Americans encounter today. ments: HS Level Introductory/Intermediate. Prerequisites: Writ- ing Seminar I or signature of the instructor. Offered every other year. Class limit 15. Meets the following HS2020 Geographic Information Systems I: degree requirements: HS Foundations & Applications Longsworth, Gordon Ever-rising numbers of people and their impact on HS2015 The Age of Reason and the Enlighten- the Earth's finite resources could lead to disaster, ment not only for wildlife and ecosystems but also for hu- Little-Siebold, Todd man populations. As researchers gather and publish This course represents a contextual approach to the more data, GIS becomes vital to graphically revealing study of the history of philosophy and combines the the inter-relationships between human actions and critical evaluation of philosophical theories with an environmental degradation. Much of what threatens examination of the cultural conditions which either the earth and its inhabitants is placed-based. Solu- influence or are conditioned by them. The course tions require tools to help visualize these places and examines the crucial role played by the philosophies prescribe solutions. This is what GIS is about. Built and institutions of 17th and 18th century Europe in on digital mapping, geography, databases, spatial forming the nature of the modern world and focuses analysis, and cartography, GIS works as a system to in particular on those aspects of the culture that are enable people to better work together using the best of special concern to contemporary critics of mod- information possible. For these reasons, some level ern culture. The work of Bacon, Hobbes, Descartes, of competency is often expected for entry into many Locke, Berkeley, Hume, and Kant are examined in the graduate programs and jobs, particularly in natural context of the development of the scientific, indus- resources, planning and policy, and human studies. trial, and democratic revolutions. Level Introductory/ The flow of this course has two tracts, technical and Intermediate. Class limit: 20. Meets the following applied. The course begins with training in the basics degree requirements: HS HY of the technology. Then, skills are applied to projects that address real-world issues. Project work com- poses the majority of course work and each student HS2017 City/Country: Literary Landscapes has the opportunity to develop their own project. 1860-1920 Because GIS provides tools to help address many Waldron, Karen kinds of issues, GIS lends itself well to the theory of thinking globally and acting locally. Projects often This class focuses on American fiction from the utilize the extensive data library for the Acadia region realist/naturalist period (roughly 1860-1920), a time developed by students since the lab was founded when enormous changes were occurring in and on in 1988. The GIS Lab acts as a service provider to the American landscape. Increasing urbanization, im- outside organizations and students can tap into the migration, and industrialization corresponded both resources of a broad network of groups and indi- with a desire for 'realistic' fiction of social problems, viduals working towards a more sustainable future. and nostalgic stories of a more 'realistic' rural life. For Course evaluations are partially based on the on-time the first time there was a national literature, resulting completion of exercises and problem sets. Most of COLLEGE OF THE ATLANTIC CATALOG 2020-2021 83 the evaluation is based on critique of student inde- opportunity to reflect on class content, community pendent final project work and related documenta- meetings, newspaper stories and reading assign- tion. Level Introductory/Intermediate, Pre-requisites: ments. This class is designed to include both COA Basic computer literacy. Class Limit: 8. Lab Fee: $75. students and community members. Evaluation will be based on preparation for and participation in class discussion, several short papers, participation in field HS2021 Immersion Practica in Spanish and work, and contribution to a successful group project. Yucatecan Culture Level Introductory/Intermediate. Class limit: 15. Lab Pena, Karla fee: none. This course is intended to provide students with an immersion experience in the language and culture HS2034 Ethics: The History of a Problematic of Spanish speakers in the Yucatan Peninsula. The objectives are to increase their abilities to navigate Cox, Gray the linguistic and cultural terrain of another society This is a course on the history of ethical thinking in in sensitive, ethical, and effective ways. Class ses- the West. It deals with ways that philosophers from sions, visiting lecturers, field trips, and readings will Socrates, Plato and Aristotle, to Aquinas, Bentham, provide background on the history and anthropology Kant, Marx, Nietzsche, Kierkegaard, A. J. Ayer, Sartre, of Yucatecan culture. Immersion experiences and de Beauvoir, Sara Ruddick, Gandhi, Nozick, Rawls, living with a family will provide one important source and Alasdair MacIntyre have addressed questions of experiential learning. A second will be provided like the following: What is the best way to live as by an independent project or activity developed for individuals - and what does this imply about how each student based on the student's interests. This we should structure our society? Why are there independent project will include a practicum experi- so many types of moral disagreements in modern ence in some institutional setting that might be a societies? Why do these disagreements never seem class room (e. g. an art class at the local university), to end but go on indefinitely? Are there ways to a bakery, an internet café, a church group, or some resolve these disputes that are persuasive between other place for social service or other work relevant ethical traditions and across cultures? The central to a student's interests. This practicum experience text for the course will be MacIntyre's "After Virtue", will involve weekly activities during the term and which provides a systematic narrative for the history more intensive work during the last three weeks. of Western ethics that claims to diagnose its core Evaluation will be based on participation in weekly problems and provide solutions. Key texts and pas- class discussions and on weekly reflective papers sages from the philosophers central to that narrative written in Spanish. Level Introductory/Intermediate. will be examined in detail and interpreted in light of Class limit: 12. Lab fee: TBA their historical contexts using material from texts such as W.T. Jones "History of Western Philosophy" and Copleston's "History of Philosophy". Students will HS2026 Practical Skills in Community Develop- develop skills to critically analyze philosophical texts ment and arguments in both their theoretical and histori- Beard, Ronald cal contexts through class discussion, role plays, and In rural areas throughout the world, citizens, non- a series of short papers. There are no prerequisite profit leaders, agency staff, and elected officials are courses but students must be prepared to deal with coming together to frame complex issues and bring complex arguments that move between philosophy, about change in local policy and practice. This course history and other disciplines. Level Introductory/ will outline the theory and practice of community Intermediate. Prerequisites: none. Class limit: 15. Lab development, drawing on the instructor's experience fee: $25. Meets the following degree requirements: HS with the Dùthchas Project for sustainable commu- nity development in the Highlands and Islands of Scotland, Mount Desert Island Tomorrow, and other HS2038 Gender, Politics & Nature in Folk/Fairy examples in the literature. In short, community devel- Tales of the World opment allows community members to frame issues, envision a preferred future, and carry out projects Turok, Katharine that move the community toward that preferred Why do fairy tales capture the attention of adults and future. Students will gain practical community skills children all over the world and endure in popular in listening, designing effective meetings, facilitation, literary and cinematic forms? What do they reveal to framing complex public issues, project planning and psychologists, biologists, historians, linguists, artists, development of local policy. Readings, discussions anthropologists, and educators? Do they politicize and guests will introduce students to community or de-politicize? socialize or subvert? What is the development theory and practice. Class projects will postfeminist, postmodern response to the Brothers be connected to community issues on Mount Desert Grimm? What do fairy tales convey about animal Island including the areas of community design/land behavior, entomology, and cosmology? How might use planning, transportation, community health, the tales shape human limitations, moral values, and housing, economic development, the arts and youth aspirations? This course will explore the storytelling empowerment. Short written papers will provide and re-telling of literary, cultural, and scientific stories 84 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 from a comparative perspective, imagining their progress on the three course goals; 2. the ways they interpretations and how they may be re-told with an make appropriate use of the theories and methods eye toward new understandings of human inter- studied in the course; and 3. the clarity and effective- relationships, of a given sociohistorical moment, the ness of their oral and written presentations. Level culture of COA, and the larger culture. Students will Introductory/Intermediate. Prerequisites: none. Class read folklore and fairy tales, view several films, and limit: 15. Lab fee: $25. Meets the following degree discuss essays by writers such as Cristina Bacchilega, requirements: HS Bruno Bettelheim, Ruth Bottigheimer, Michel Butor, Italo Calvino, Robert Darnton, Claude Lévi-Strauss, Maria Tatar, and Jack Zipes. Contemporary works HS2049 Marvelous Terrible Place: Human Ecol- by writers, visual artists, and musicians inspired by ogy of Newfoundland traditional tales will also be explored. Writers may Todd, Sean/Springuel, Natalie include Margaret Atwood, A.S. Byatt, Angela Carter, Where is the largest population of humpback whales Robert Coover, Michael Cunningham, Neil Gaiman, in the world, the largest caribou herd in North Amer- Tanith Lee, Naguib Mahfouz, Haruki Murakami, Helen ica, the only confirmed Viking settlement in North Oyeyemi, Ludmilla Petrushevskaya, Francine Prose, America, and Paleozoic water bottled for consump- and Anne Sexton. Reflections may center on recur- tion? The remote Canadian province of Newfound- rent motifs and patterns; and social, sexual, moral, land and Labrador presents a stunning landscape, scientific and political content, with emphasis on an astoundingly rich ecological setting, and a tragic race, gender, and class structure. Students will be history of poverty amidst an incredible natural re- evaluated on two short papers; one creative project source, the northern cod fishery, that was ultimately that may be expressed in writing, visual art, music, or destroyed. The province has been alternately invaded dance; and a final written assignment in any genre- or occupied by different groups of Native Americans poems, plays, fiction or nonfiction. Level Introduc- along with Norseman, Basques, French, British, and tory/Intermediate. Class limit: 15. Meets the following the U.S. military, because of its strategic location degree requirements: HS and rich fishing and hunting grounds. One of the first and one of the last British colonies, this rich- HS2043 Conflict Resolution Across Cultures est of fisheries produced a very class based society, composed of a wealthy few urban merchants and Cox, Gray an highly exploited population of fishing families How does conflict arise and how can we best deal often living on the edge of survival. But within the with it? This course combines a study of some major past 50 years, Newfoundland society has been theoretical perspectives with lab work practicing skills forced to evolve. The provincial government looks and disciplines associated with different traditions towards oil and mineral exploitation to turn around of conflict resolution, conflict transformation and the economy, while ex-fishermen consider eco- and peacemaking. We will look at case studies at the cultural tourism with growing ambivalence. This intrapersonal and interpersonal through global levels then is our setting, and background, for an intense and in a variety of cross-cultural settings. The goals examination of the human ecology of this province; of the course are to help each student: 1. develop the the relationship between humans and their environ- skills to better observe, analyse, participate in and ment, sometimes successful, sometimes otherwise, reform practices and institutions that people use to the struggle between the tenuous grasp of civilization deal with differences; 2. collaborate in teams in doing and this marvelous, terrible place. To do this we will the research and planning needed to undertake such discuss various readings, examine case studies and work effectively; and 3. collaborate in teams to train review the natural and human history of this unique others in such skills. The formats of the class will province. Our learning will culminate with a two-week alternate between lectures, discussions, films, role trip to Newfoundland to examine its issues first- plays, group exercises, interviews with guest visitors, hand. Evaluation will be based on class and field trip and other activities to practice skills and reflect on ex- participation, responses to reading questions, a field periences. Readings for the course will include: "Get- journal, and a final project. Level Introductory/Inter- ting to Yes: Negotiating Agreement Without Giving In" mediate. Prerequisites: Signature of Instructor. Lab by Bruce M. Patton, William L. Ury, and Roger Fisher; fee: $850. Class limit: 14. Meets the following degree "Preparing for Peace: Conflict Transformation Across requirements: HS Cultures" by John Paul Lederach; and a selection of other short texts. In "methods groups", students will form teams that will study a method of dealing with HS2050 Religious Intolerance in the United differences (e.g. mediation, facilitation, non-violent States direct action, meditation, nonverbal communication, Wessler, Stephen L gaming strategies, etc.) and offer the rest of the class This course will examine bias directed at religions in a training session on this. Students will be evaluated the contemporary United States. In this course we on: 1. ways in which their class participation, home- will examine our own religious identities as well as work, methods group trainings, personal training the stereotypes we have about religions. We will also manual, and final reflective essay demonstrate probe the level and impact of bias toward a number COLLEGE OF THE ATLANTIC CATALOG 2020-2021 85 of religions in the US, including Jehovah's Witnesses, HS2057 Fail Better: Writing Short Fiction members of the Church of the Latter Day Saints, Mahoney, Daniel Catholics, members of new religious movements, Jews and Muslims. This course will address timely This course will serve as a workshop both for creating and controversial issues including the relationship our own short fictions as well as a forum for reading between religion and laws and policies affecting the and responding to work by established authors. As a LGBTQ population, immigration and terrorism. Final- class we will get down to business; we will read and ly, conflict resolution efforts both in Kosovo, aimed discuss amazing short stories and amazing authors; we will learn how to offer constructive criticism of at resolving tensions and violence between Albanian each other's work; and we will write, we will write, Muslims and Serbian Orthodox Christians, and in Northern Ireland, addressing animosity and violence we will write. Class meetings will combine analysis between Catholics and Protestants, will prompt a of published work with a discussion of how indi- discussion of approaches for reducing anti-religious vidual writers approach their craft. We will study the bias. Students will be evaluated on 3 papers (a paper conflict, character, plot and music of prose. The focus on each student's religious or non-religious identity, of this class will be literary fiction. I define literary a research paper on a topic chosen by each student fiction as work that is concerned not just with what and an opinion editorial), class discussion and short happened, but why it happened. It is character driven written assignments relating to the readings for the and explores the motivations, desires, drives and course. Level Introductory/Intermediate Prerequi- consequences of the complex human experience. It sites: none. Class limit: 15. Lab fee: none. is the stuff of life. Representative authors: Jorge Luis Borges, Julio Cortázar, Amelia Gray, Makoto Kawa- bata, Gish Jen, Hemingway, Flannery O'Connor, Milan HS2055 Writing Seminar II: Argumentation Kundera, Mary Gaitskill, James Baldwin, Junot Diaz. Students are expected to create four shorter and one STAFF longer piece of fiction, respond to published writers, A logical sequence to Writing Seminar I, this course lead weekly discussions, participate in class response emphasizes argument and persuasion. The assigned to fellow writers, and to revise their own work in readings show students not only how others pas- substantive ways. Level Introductory/Intermediate: sionately and creatively argue points but how argu- Prerequisites: None. Course limit: 12. Lab fee: none. ment and persuasion are integral to writing effective Meets the following degree requirements: HS papers on topics ranging from the need to diversify the student body to protecting Atlantic salmon. Like Writing Seminar I, this course also requires library HS2058 Our Band Could Be Your Life: Music, research and an understanding of different forms Art, Zines 1975-2015 of documentation. Level Introductory/Intermediate. Mahoney, Daniel Prerequisites: none, Offered every year. Class limit: 12. Meets the following degree requirements: W This course is an investigation of how we consume and are consumed by music. Topics include youth and subcultures of music, power and identity, the HS2056 Constitutional Law: Civil Rights and politics of location, and fan cultures. We will listen to Liberties punk rock, hip hop, riot grrrl, shoegaze, noise, psych, death metal, doom drone, post rock, grindcore and Seddig, Robert pop (among others); we will analyze visual artists who This course on U.S. constitutional interpretation fo- come to represent musical movements (such as Ray- cuses on civil rights and liberties especially since the mond Pettibon & Winston Smith, Fab 5 Freddy & Cey "Due Process Revolution of the 1960s" and will em- Adams) and we will read socio-cultural criticism of phasize the Bill of Rights and the 14th Amendment the times and places from which these artists sprang using landmark Supreme Court decisions. Topics (Joan Didion, Steve Waksman, Theodor Adorno, Tobi include: speech, press, expressive conduct, religious Vale, Kathleen Hanna and Kevin Young). The class will liberty, race-based and gender-based discrimination, explore analogue artifacts from the 70s, 80s & 90s personal autonomy (such as privacy and right to die), (posters, zines, fine art, videos) and compare them to and reproductive rights, marriage equality, and the digital artifacts found today on the internet. Students rights of the accused. With sufficient enrollment, all are required to attend all weekly film screenings and students will participate in a moot court (simulated sound sessions. Evaluations will be based on regular Supreme Court) decision, arguing a case currently critical responses, a final project and participation in pending before the U.S. Supreme Court. Student discussion and class activities. Level Introductory/ evaluation will be based upon written quizzes, short Intermediate. Prerequisites: none. Class limit: 15. Lab papers, case briefing (case summary writing), and fee: None. Meets the following degree requirements: the moot court decision (either a lawyer's brief or HS justice's opinion). This course is appropriate for students interested in rights advocacy, rights activ- ism, diversity studies, public policy, and legal studies. HS2060 Philosophies of Liberation Level Introductory/Intermediate. Prerequisites: none. Cox, Gray Class limit: 15. Lab fee: none. What is freedom, why might it be of value, how might it be obtained, and what consequences might libera- 86 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 tion have for individuals, classes, genders, ethnic HS2063 Hate Crimes in the Contemporary US groups, races, nationalities or species? In a wide and Europe variety of political, social, religious and cultural move- Wessler, Stephen L ments, the notion of freedom as achieved by some Students will learn what causes bias motivated kind of liberation is a central theme - and an essen- tially contested concept which means quite different violence in schools and communities, how to develop things to different people. This course focuses on effective prevention strategies, how to reduce police the philosophical tasks of sorting out those different violence toward traditionally targeted groups, and meanings and critically analyzing the frameworks of why hate crimes have such destructive impacts on in- dividuals and communities. The course will focus on ideas people use to make sense of their notions of freedom and projects of liberation. It will adopt an hate crimes and police and community response in intellectual history approach that will include plac- the US and in Europe. The students will examine their ing the texts in their social and historical as well as own ethnic, racial, gender, sexual orientation and reli- philosophical contexts. Readings will include works gious identities as victims and/or perpetrators of bias and violence. The course will examine bias and vio- from Gandhi, Paulo Freire, and writers from the open source and creative commons movements as well lence in Europe toward traditionally targeted groups as selections from feminist, Buddhist, neo-liberal, such as LGBTQ, Muslim, Jewish, migrant and Roma Marxist, existentialist, and other traditions. Goals of people. Finally, the course will examine approaches the course are: 1.) to develop students' philosophical to reducing bias motivated violence by police toward skills in the interpretation of texts in their historical groups such as blacks, Muslims and Roma. Students context and the critical analysis of frameworks of will be evaluated based on short written responses to ideas, 2.) to develop their critical understanding of readings, in-class discussion, two papers and a final alternative visions of freedom and liberation, and 3.) project. The final project will explore some aspect of to develop their abilities to communicate sophisticat- bias motivated violence through persuasive writing, ed philosophical analysis in written and oral forms. fiction, poetry, art, photography/film, advocacy or in- Evaluations will be based on the demonstration of terviews. Course readings will include scholarly writ- progress on these goals in class discussion, home- ing, reports from human rights NGOs, first person accounts and one novel. Class sessions will involve work, short and medium sized papers and problem sets. Level Introductory/Intermediate. Prerequisites: discussions led by me and at times by students, small none. Class limit: 15. Lab fee: $20. Meets the follow- group discussions between students and occasional ing degree requirements: HS guest presenters. The class will travel to Portland or Lewiston to meet with refugees from places in which bias motivated violence has been significant. Level HS2061 Indigenous America Introductory/Intermediate. Prerequisites: None. Class limit: 15. Lab fee: none. Little-Siebold, Todd This course will provide an introduction to the his- tory of indigenous peoples in the Americas. Using HS2067 Journeys in French Film and Culture a seminar style the class will combine some over- Capers, Colin view lectures, student-led discussion of books, and project-based learning to provide an initial introduc- This course will use the theme of the journey to tion to the diverse histories of native peoples from select French language films for study that span the Canada to the Andes. The course will focus on both history of filmmaking. We will use these films and pre-contact societies as well as the processes of inter- accompanying readings to study the ideas of crossing action between Europeans and indigenous peoples cultures and geographies (real or imagined). Particu- in the Americas. Using a selection of case studies lar focus will be given to films which look at events the course will highlight building an understanding and themes which are historically and culturally im- of indigenous worldviews as well as socio-political portant for the regions in which we will be studying. organization and the ways both were transformed by This portion of the class is designed to help students colonialism. A range of books will introduce students understand the new contexts in which they find to the ethnohistorical literature on native commu- themselves. Students will also explore the form and nities from Mesoamerica, North America, and the nature of the illustrated travel journal, or carnet de Andes. A simultaneous component of the course voyage, and create a personal record of their travel will be student's research projects on a topic of their abroad. We will survey the illustrated travel journal as choosing that explores a dimension of native people's an art, and as a record of cultural interaction through histories. Students will be evaluated on attendance, historic and contemporary examples shown in class, course participation, short analytical essays, and and through first-hand observation in museums and their final project. Level Introductory/Intermediate. other cultural institutions in France. Readings will Prerequisites: none, however, student without any include criticism pertaining to representations of cul- background in history should expect to invest extra ture. This portion of the class is designed to enable time with the readings and writing assignments. Class students to reflect on changes in themselves as they limit: 15. Lab fee: none. Meets the following degree adapt to new locations and circumstances.Addition- requirements: HS, HY ally, each student will choose a term-long research topic; they will process and share their research through several short papers and a final in-class COLLEGE OF THE ATLANTIC CATALOG 2020-2021 87 presentation. Research can be related to a particular of "little" magazines from the mid nineteenth century filmmaker or artist, an historical event or series of to the present day. We will investigate the impact events of cultural importance, or a cultural con- of literary magazines on literary culture in America cept such as collaboration, laïcité, or terroir. Vichy's and the world. This class will also be dedicated to extensive Médiathèque Valery Larbaud, Clermont- surveying the current literary landscape, both print Ferrand's La Jetée (research library/archive of cinema and digital, with special emphasis on BATEAU, the materials, particularly related to the short film), new literary magazine being published at College of and Paris' Cinémathèque française are examples of the Atlantic. Through the production of BATEAU, the some of the places in which this research will occur. course will offer practical experience in literary pub- Class participants will be given technical guidance as lishing: students will gain experience in editing, layout needed on their projects and will share their work and production, as well as publicizing and promoting during in-progress and final critiques. Students will the finished product. Students will be expected to be required to create a copy of their work in final respond to course readings on literary magazines form for submission and evaluation. Evaluation will and culture as well as keep detailed response notes be based on participation in class discussions and to submissions to the magazine. Student editors will activities, and in the thoroughness, level of thought, recommend pieces for publication, rejection and/or creativity, and artistry in their multiple projects. Level further consideration. In addition to editorial duties, Introductory/Intermediate. Prerequisites: Instruc- students will be expected to complete a midterm tor permission; students who take this course must and a final project. Level Introductory/Intermediate. also be enrolled in the Immersion Program in French Prerequisites: Writing Seminar, a creative writing or Language and Culture. Class Limit: 12. Meets the fol- literature class. Class limit: 12. Lab fee: none. lowing degree requirements: AD HS2072 Sex, Gender, Identity and Power HS2070 Transforming Food Systems Lakey, Heather Collum, Kourtney This course offers an overview of feminist and queer This course centers on the questions: How do we thinking. The purpose of this course is two-fold. First, provide equal access to healthy, safe, and affordable it will provide a snapshot of the ideas, traditions, and food for all people? What does sustainability and debates that shape feminist and queer philosophy. social justice look like in the context of food? Through Second, this course will teach students to critically the lens of food justice, this course explores possibili- interrogate the meaning of sex, gender, sexuality, ties for transformative change throughout local and power, and oppression. Along the way, we will con- global food systems. The first part of the course criti- sider a host of arguments regarding the sources of cally examines contemporary food systems-includ- sexism, racism, and heteronormativity, the grounds ing food production, distribution, and consumption of sexual dimorphism, and the relationship between - with particular attention to the ways culture and subjectivity and oppression. Although this course politics shape our interactions with food. Through will stress the many ways feminist theory and queer readings and films we explore issues such as worker theory overlap, we will also consider the emergence safety, food security and access, contested agricul- and development of queer philosophy as a distinct tural and land use policies, food sovereignty, and and unique discipline. Some of the principal ques- consumer and community health. The second part of tions for this course include: Which categories are the course examines case studies of transformative used to study the human being and when are these food movements from around the world, from Grow- categories potentially oppressive or violent? When is ing Power in Milwaukee, Wisconsin, to La Via Campe- language a mechanism for social and political oppres- sina global campaign for agrarian reform. The final sion and when does language facilitate liberation? third of the course focuses on transformative work How do multicultural, intersectional, transgender, in Maine and at COA. Students take multiple field and queer approaches inform feminist politics? How trips to participate in local food movements inaction, do queer philosophers challenge the theoretical or- and to learn about these movements' philosophies, thodoxies of identity, gender, and sexuality? Students objectives, and activities. Students are evaluated will be evaluated on weekly writing assignments, a based on participation in class discussions and field presentation, a midterm exam, and a final paper. trips, a series of brief reflection papers, and a final This will be a discussion-driven course and students class project on a local "transformative food" project should be prepared to engage and discuss philo- of their choice. Level Introductory/Intermediate Pre- sophical literature. Level Introductory/Intermediate. requisites: None. Class limit: 14. Lab fee: $40. Meets Prerequisites: None. Class limit: 15. Lab fee: $25. the following degree requirements: HS HS2074 Philosophy of Death and Dying HS2071 Little Magazines: Seminar in Contemp. Lakey, Heather Literary Publishing This course philosophically explores the concepts of Mahoney, Daniel death, dying, killing, and life. Topics include the soul, This course is an introduction to literary magazines the afterlife, euthanasia, physician-assisted suicide, and the work of editing. We will examine the history evolving medical definitions of life and death, hospice 88 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 and end-of-life care, the ethics of killing, biotechnolo- students' individual backgrounds. Students will then gies, and cross-cultural conceptions of death and form small groups and select a dish to prepare. They grief. Although this course is primarily grounded in will work with staff at Blair Dining Hall to prepare the Western philosophical and bioethical traditions, their dishes and present their meal. Level Introduc- we will also consider non-Western perspectives in an tory/Intermediate. Prerequisites: none. Class limit: effort to both clarify and complicate our conceptions 20. Lab fee: $30. Meets the following degree require- of death and dying. The purpose of this course is not ments: HS to articulate conclusive answers, but rather to compel students to think philosophically about the many pro- found questions that arise in the face of death. This HS2076 Life Stories: Memory, Family, and Place is a discussion-based course and students should be Donovan, Martha prepared to engage and discuss challenging philo- One of the deepest human instincts is to tell our life sophical literature. Students will be evaluated on the stories, to figure out who we are. This course will basis of weekly writing assignments, a midterm, a fi- use a workshop approach with a particular focus on nal, and class participation. Level Introductory/Inter- memoir writing rooted in an exploration of family mediate. Prerequisites: None. Class limit: 15. Lab fee: and place. We will study the writing process and mat- $30. Meets the following degree requirements: HS ters of craft by reading and responding to memoirs by contemporary writers (e.g., Terry Tempest Wil- HS2075 The Anthropology of Food liams' When Women Were Birds: Fifty-Four Variations on Voice), practical guides to memoir writing (e.g., Collum, Kourtney Bill Roorbach's Writing Life Stories), and essays on Food is inextricably linked to cultural systems. In- memoir and memory (e.g., Patricia Hampl's I Could deed, the agricultural anthropologist Robert Rhoades Tell You Stories: Sojourns in the Land of Memory). wrote that "few realms of human life touch more Class time will include discussion of readings, writing components of culture-technological, economic, exercises designed to help students with matters of political, social and religious-than agriculture and language and technique in their own writing, and its products." This course uses food as a tool with group critiques of work-in-progress. Student work which to explore human origins, cultural diversity, will be publicly shared through a reading and exhibit social structure, and human/environment interac- on campus. Students will be evaluated on the effort tions. Through academic articles and films, the and quality of their writing, their commitment to the course aims to expose students to the different writing process, their participation in peer review and ways in which anthropologists think about food and workshops, a final portfolio of all their writing, and how they use different anthropological frameworks a public presentation of their finished work. Level to answer questions concerning the human experi- Introductory/Intermediate. Prerequisites: None. Class ence. The course will also engage other disciplinary limit: 12. Lab fee: $20. perspectives such as those from history, economics, and political ecology so as to make larger connec- tions between food and society. These perspectives HS2078 College Seminar: City/Country in U.S. will help foster students' understanding of the ways Literature 1860-1920 in which social, political, and economic processes Waldron, Karen shape our interactions with food. Designed as a This class focuses on U.S. fiction from the realist/ survey course to introduce students to the broad and naturalist period (roughly 1860-1920), a time when dynamic subfield of food anthropology, the course enormous changes were occurring in and on the U.S. is organized around four themes. The first theme- landscape. Increasing urbanization, immigration, and human origins, diets, and biocultural evolution- industrialization corresponded both with a desire explores the uniqueness of cooking to the human for 'realistic' fiction of social problems, and nostalgic species, and how the evolution of human diets and stories of a more 'realistic' rural life. For the first time culture has shaped different groups' dietary needs there was a national literature, resulting from the and restrictions. The second theme-globalization capabilities of large publishing houses, urban centers and international trade-looks at the flow of foods and mass production - but this national literature and food practices around the world, from sugar to was acutely self-conscious of regional differences, sushi. The third theme-hegemony and difference- and especially of the tension between city and considers the ways in which race, gender, and class country. Examining works that portray factory towns, are constructed and expressed through food. The urban tenements, midwestern prairies, New England final theme-consumption and embodiment-con- villages, and the broad spectrum of U.S. landscapes siders the relationship between eating and the body; of the period, we look at how a complex, turbulent, readings in this section focus on body image, eating multi-ethnic, and simultaneously urban and rural practices, and critical studies of the rhetoric around American culture defined itself, and thus its gender, obesity. Students will be evaluated based on class class, race, and social relations, and sense of values, participation, a recipe analysis, a dietary analysis, and against these landscapes. There is a strong empha- a final class project. The final project will be a shared sis on reading, writing, and discussion. Students meal. As a class students will develop a menu includ- will write and revise three critical analyses over the ing dishes that represent regional food traditions and course of the term. Given that the class covers a lot COLLEGE OF THE ATLANTIC CATALOG 2020-2021 89 of intellectual and historical ground, students will studies and psychoanalysis engage questions of also do a short fiction project and develop a research sexualized and racialized difference in the context of paper on their author, landscape, and historical mo- 20th century Europe and the legacies of colonialism. ment. Evaluation will be based on class participation, Postcolonial studies and psychoanalysis both also the writing process for the critical analyses, and the contend with notions of individual and collective well- proposal, presentation, and research paper for the being, with belonging and exclusion. Psychoanalysis short fiction project. Level Introductory/Intermediate. is a colonial discipline which produced a form of Prerequisites: None. Class limit: 12. Lab fee: none. analysis that emerged in the time of colonialism. As Meets the following degree requirements: HS, W such, psychoanalysis contributed to colonial notions of civilized and primitive, of man and woman, of nor- mal and abnormal, of Europe and its others. At the HS2079 Plato and the Origins of the West same time, however, contexts of anticolonial struggle Cox, Gray in turn shaped psychoanalytic thought. By examining Alfred North Whitehead once commented that the texts central to these two fields, this course considers "The safest general characterization of the Euro- how psychoanalytic thought can help us understand pean philosophical tradition is that it consists of a the processes through which individuated subjects series of footnotes to Plato." This course will explore become defined in terms of collective groups of Plato's original body of ideas and the methods he belonging such as the nation, and how filiation and used to develop them through careful reading of a family is connected to affiliation and nation, through large number of dialogues and selections from key relations of affect and concepts of representational philosophers' responses to them. Key themes will politics. We will begin with an introduction to the include the relationships between ethics, metaphys- inception of psychoanalysis in Europe, and examine ics and epistemology, the theory of Ideas, the nature how it travels and is taken up in Europe's colonies. of political life, the roles of friendship and Eros in Drawing on postcolonial theory and literature, we life, "philo-sophia" as a way of life, and the figure of will learn about the historical emergence of the term Socrates and Socratic method. Readings will include "postcolonial," the political and disciplinary debates Plato's LYSIS, MENO, LACHES, EUTHYPHRO, APOL- to which the term gave rise, and its relation to ideas OGY, CRITO, SYMPOSIUM, PHAEDRUS, GORGIAS and of nationalism, diaspora, Orientalism. Geographically, selections from others such as THE REPUBLIC, TI- we will examine examples of anticolonial struggle in MAEUS, and PARMENIDES. In parallel with these texts Algeria, India, and Palestine/Israel. Readings will fo- we will also read very short selections from think- cus on texts by Sigmund Freud, Jacques Derrida, the ers such as the Pre-Socratics, Aristotle, Descartes, Subaltern Studies group, and scholars who directly Kant, Kierkegaard, Nietzsche, Dewey, de Beauvoir, engage with these thinkers, including Jacques Lacan, Foucault, and Alyson Jaggar. For historical context Frantz Fanon, Edward Said, and Gayatri Spivak. we will also read selections from Pierre Hadot and Students will be evaluated based on class participa- others and study selections from the art and other tion, reading responses, a mid-term essay and final key cultural documents including texts by Aristo- paper. Level Introductory/Intermediate. Prerequi- phanes, Xenophon and Thucydides. By the end of the sites: Prior coursework in Literature, Anthropology or course students should understand and be able to related fields recommended; permission of instructor articulate key ideas and problematics in Plato and required. Class limit: 12. Lab fee: $10. Meets the fol- place them in their cultural context. They should also lowing degree requirements: HS be able to critically analyze texts and ideas in oral discussion and in short written pieces by examining them for internal consistency and the adequacy with HS2082 Choice, Chance, and Tragedy which they respond to the challenges presented by Lakey, Heather the problematics of their own cultural setting as well What makes a human life good? In this course we will as the light cast on them by critiques of subsequent consider how Plato and Aristotle's competing episte- philosophers. Students will be evaluated on class mologies produce different answers to this question, participation, a series of short papers providing care- and we will debate the relationship between human ful textual analysis, an in-class presentation on one character and "moral luck," or the elements of human of the dialogues and/or a subsequent philosopher's existence that humans do not control. In addition, we response to it, and participation in a performance of will read the tragedies of of Aeschylus and Sophocles, some portion of one of the dialogues. Level Introduc- as well as Martha Nussbaum's more modern text tory/intermediate. Prerequisites: none. Class limit: The Fragility of Goodness to explore ancient Greek 15. Lab fee: $25. Meets the following degree require- responses to the question of human goodness. ments: HS HY This course will familiarize students with major trends in Greek philosophy and Greek ethics, and it will provoke students to consider the relationship HS2081 Postcolonialism and Psychoanalysis between ancient Greek thought and contemporary van Vliet, Netta ethical problems. Students will be evaluated on the The course considers the definition of the human basis of weekly writing assignments, a presentation, by bringing together the field of postcolonial studies a midterm exam, and a final exam. Level Introduc- with the field of psychoanalysis. Both postcolonial tory/Intermediate. Prerequisites: None required, but 90 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 students should be prepared to read dense, philo- through examination of several important current sophical texts. Class limit: 15. Lab fee: none. Meets topics in European politics. Topics could include: the following degree requirements: HS refugees and migrants in Europe, the reauthoriza- tion of the Common Agricultural Policy, Brexit, the rise of right-wing movements across countries in the HS2083 Introduction to Journalism: Telling the EU. Students will be evaluated based on participation Story in class discussions, a reflective journal kept during Levin, Robert their time in Brussels, and a presentation and final The main goal of this course is to guide students to essay on a current EU-relevant political issue of their produce interesting, accurate, well-written, compel- choosing. Level Introductory/Intermediate. Prereq- ling articles about people, processes, and events. uisites: Prior French language instruction, permis- The course aims to give students an understand- sion of instructor, and co-enrollment in 2-cr HS6015 ing of the principles of journalism, the structure of Immersion Program in French Language and Culture. journalistic writing, the techniques for identifying, Class limit: 12. Lab fee: 0. Meets the following degree sourcing, and gathering information, and insight into requirements: HS how news is disseminated and read, watched, or listened to in the digital age. Students will produce a HS2085 Writing Seminar II: Argumentation number of short articles for the course, learning the basics of story development, interviewing, research, STAFF and covering meetings and events. Students will be A logical sequence to Writing Seminar I, this course tasked with thinking critically, understanding and emphasizes argument and persuasion. The assigned using news judgment, working collaboratively and readings show students not only how others pas- on their own, and developing skills for efficiency and sionately and creatively argue points but how argu- self-critique. They will be introduced to the history of ment and persuasion are integral to writing effective journalism, the ethics and laws specific to the field, papers on topics ranging from the need to diversify and the modern media landscape. Students will also the student body to protecting Atlantic salmon. This learn about visual journalism and will incorporate course is linked to and requires co-enrollment in both photography and videography into their work. HS1012 Introduction to the Legal Process. Like Writ- Areas covered will include public relations, broadcast ing Seminar I, Writing Seminar II also requires library media, print and online journalism, and social media. research and an understanding of different forms A final project in the course will include significant of documentation. Level Introductory/Intermediate. research, along with the other skills in interviewing, Prerequisites: None, offered every year. Class limit: observation, and documentation learned over the 12. Meets the following degree requirements: W term. The course will include as guests professional journalists, photographers, social media experts and others. Students will be evaluated on the following HS2086 Politics and the Supreme Court criteria: participation in class discussions and peer re- Seddig, Robert view sessions, the quality of their reporting, and the The U.S. Supreme Court has been called "the most effectiveness of their revisions. Level Introductory/ powerful court in the world," and yet the founders re- Intermediate. Prerequisites: Permission of instruc- garded the judiciary as "the least dangerous branch" tor. Class limit: 12. Lab fee: none. Meets the following of government, exercising "neither force nor will, but degree requirements: W merely judgment." (Alexander Hamilton) This seminar will examine the three branches of the U.S. national government, with its primary focus on the Supreme HS2084 European Political Institutions Court. We will assess the relations among the Stabinsky, Doreen branches at the beginning of the twenty-first century, The European Union is a fascinating, ongoing asking whether separation of powers and 'checks experiment in international cooperation. Currently and balances' exist today. Added focus on executive twenty-eight countries have joined together in a authority (including the increased use of execu- supra-national political and economic union, creat- tive orders by the President) and legislative powers ing a political entity unique to a world of sovereign (often under conditions of stalemate). Is the Supreme individual nation-states. This course focuses on un- Court supreme in its power? What does it do? Does derstanding this complex and evolving union through the Supreme Court "interpret the law"? Does it, in study of its main political institutions: the European fact, make public policy, by mediating conflicts over Council of Ministers, the European Parliament, and values and power at the national level? Was Hamil- the European Commission. We will look at the work- ton "wrong" in his projection of its role in American ings of and functional relationships between these in- national government? The Supreme Court in recent stitutions through readings, meetings with politicians, years has been at the "storm center" of protracted bureaucrats, and NGOs involved in European-level disputes on segregation, abortion, affirmative action, politics, and visits to each of the institutions during marriage and partnering, free exercise of religion, two weeks in Brussels. We will also spend some time and the death penalty. Can the Court resolve these in the course looking at the broader political and national disputes more easily than other governmen- cultural context in which the institutions operate, tal institutions? And, if so, why? Is the Supreme Court COLLEGE OF THE ATLANTIC CATALOG 2020-2021 91 resolution of disputes circumventing our "democrat- Spivak, Jacques Derrida, Frantz Fanon), whose work ic" institutions? This seminar seeks to improve our has been shaped by psychoanalysis. In so doing, understanding of how the Supreme Court functions this course will bring questions about sexual dif- and to develop our analytic skills about rival claims of ference to bear on considerations of colonial and liberal or conservative ideologies at work. Main topics postcolonial difference. Both postcolonial studies and include: judicial politics and appointments, jurisdic- psychoanalysis engage questions of sexualized and tion, standing, collegial decision-making, adhering racialized difference in the context of 20th century to or undermining key precedents, judicial activism Europe and the legacies of colonialism. Postcolonial and restraint, and the impact of judicial holdings. studies and psychoanalysis both also contend with Evaluation will be based upon class participation, two notions of individual and collective well-being, and short papers, and a research-based term paper. Level with belonging and exclusion. Psychoanalysis is a Introductory/Intermediate. Prerequisites: None. Class colonial discipline which produced a form of analysis limit: 15. Lab fee: none. that emerged in the time of colonialism. As such, psychoanalysis contributed to colonial notions of civilized and primitive, of man and woman, of normal HS2087 Transforming Food Systems and abnormal, of Europe and its others. At the same Collum, Kourtney time, however, contexts of anticolonial struggle in This course explores possibilities for transforma- turn shaped psychoanalytic thought. By examining tive change across local and global food systems. texts in postcolonial studies that are informed by psy- The course centers on the questions: What would choanalysis, this course considers processes through it take to ensure access to healthy, safe, affordable, which individuated subjects become defined in terms culturally appropriate foods for all people? The first of collective groups of belonging such as the nation, part of the course critically examines capitalist food and how filiation and family is connected to affilia- systems with particular attention to the ways culture, tion and nation, through relations of affect, sexual politics, and economics shape our interactions with difference, and concepts of representational politics. food. Through readings and exercises, we explore Students will be evaluated based on class participa- issues such as nutrition, worker safety, contested tion, reading responses, a mid-term essay and final agricultural and land use policies, hunger, and envi- paper. Level Introductory/Intermediate. Prerequi- ronmental and community health. The second part of sites: Students do not need to have taken Postcolo- the course examines case studies of transformative nial Studies and Psychoanalysis I to take this course, food movements around the world, from the Zero but prior coursework in Literature, Anthropology or Hunger programs in Belo Horizonte, Brazil, to La Via related fields is necessary; permission of instructor Campesina global campaign for agrarian reform. We required. Class limit: 12. Lab fee: $10. Meets the fol- focus particularly on food sovereignty and agroecol- lowing degree requirements: HS ogy movements. The final third of the course focuses on transformative work in Maine and at COA. Stu- dents take multiple field trips to participate in local HS2091 Forms of Poetry movements and to learn about their philosophies, Mahoney, Daniel objectives, and activities. By the end of the course, This class is a study of, and a writing workshop in, students will be able to analyze how power shapes poetic forms. We will look at constraints, techniques, food systems and articulate a theory of change for and directions of contemporary poetry through addressing a food systems problem of their choice. intensive reading, writing, and criticism of our own Students are evaluated based on participation in poetic work. This background is useful and significant class discussions and field trips, a series of reflection for the study of poetry at any level, and is especially papers, and a final project including a paper and an helpful in light of the fact that free verse technique audio-visual presentation. Level Introductory/Inter- has dominated poetry in the twentieth century. This mediate. Prerequisites: None. Class limit: 14. Lab fee: course is valuable for practiced poets, emerging po- none. Meets the following degree requirements: HS ets, and prose writers alike; the knowledge of poetic forms will help students develop voice and lyrical content in their own writing. We will look at many HS2090 Postcolonial Studies and Psychoanaly- forms in this course and practice writing in a hand- sis II ful of them. The forms we will concentrate on during van Vliet, Netta this workshop will be the Sonnet, Ghazal, Villanelle, This course considers the definition of the human Pantoum, Renga, Zuihitsu, and the prose poem. Yes, through a focus on scholarship in postcolonial the prose poem! You might be thinking: Why write in studies that has been informed by psychoanalysis. these old timey poetic forms? That is a good ques- The course is the second in a sequence, following tion, one we will address on a weekly basis. Over the Postcolonial Studies and Psychoanalysis I. While last seventy years, the debates over form have been the latter served as an introduction to the ways in shaped in visceral ways, from "raw" versus "cooked," which Postcolonial Studies and Psychoanalysis have "academic" verses "beat," "formal" verses "antifor- been brought to bear on one another, this course mal." This class is designed to deepen your knowl- will go in depth to focus on the thought of a select edge of these debates and to inspire you to draw group of thinkers in postcolonial studies (e.g. Gayatri upon a variety of modes in your own writing. Evalu- ations: Students will be expected to contribute to a 92 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 class blog, write several poems a week, revise poetic disagree with respectfully and with careful analysis. output, participate in class workshop, and hand sew The class combines readings in history and theories a chapbook of their own revised, creative work. Level of social change, and diverse case studies from both Introductory/Intermediate. Prerequisites: none. Class the left and the right. It looks both at classic cases (e. limit: 12. Lab fee: none. Meets the following degree g. Gandhi, King) and a variety of efforts from recent requirements: HS years and the present (e.g. Indivisible, the Tea Party, #MeToo, Zapatistas, 350.org, Black Lives Matter, Cambridge Analytica, and alternative food system HS2092 Race and Racism in America: A Very entrepreneurship). This is a course for students who Short History want to develop skills for doing critical analysis of Little-Siebold, Todd society, for developing effective plans to create social This readings seminar will explore the history of race change, and for applying strategies to implement thinking and structural forms of power in America those plans. Evaluation will be based on progress in from the earliest settlement of the hemisphere by developing those skills as demonstrated in home- Europeans to the twentieth century. We will em- work and class participation, short papers, and a phasize the specific mechanisms of power used to term project developing a sample strategy docu- produce and reproduce the ideas and institutions ment for a viewpoint of the student's choice. Level that oppressed African Americans, Native Americans, Introductory/Intermediate. Prerequisites: None. Class and "ethnics" over the course of the country's history. limit: 15. Lab fee: None. Meets the following degree As a nation built on slavery, racial discrimination, requirements: HS and white supremacy, the United States provides a unique vantage point from which to examine the HS2094 College Seminar: Literature, Science, workings out of the strange ideologies of differ- ence that took root in the New World. The class will Spirituality explore a wide range of histories from the origins of Waldron, Karen slavery in the seventeenth century as a solution to It's not just modern science fiction that concerns the "the problem of the poor" to the inclusion of Irish, itself with the impact Western scientific thought has Jewish and others in the category of "White" in the had on human communities and spirits. Reason and twentieth. A key aspect of the course will be exam- revelation have been in tension, as modes of seeking ining the construction and workings of Whiteness. knowledge or truth, since classical times and they The seminar will be based on discussion of key texts remain so today. Furthermore, the literary imagina- in the scholarship of race and racism in the United tion has made "fictions" about science and scientists States, and students will lead those discussions. for as long as the terms have had cultural meaning Other core work of the class will be mastering the (in English, since the 14th century). This course will complex arguments and evidence used to reveal the examine some of these fictions, moving from past inner workings of white supremacy through readings, to present. We will look at how "science" became a analytic writing, and an independent project. The topic for Western literature and how that literature, course is intended for a wide range of students will- especially over the last three hundred years, has ing to dig in to the work of reading extensively about considered and reflected scientific thought. We will a contentious topic to form their own historical analy- notice how scientists have been treated in imagina- sis of the past. Evaluation will be based on discus- tive works ranging from celebration to satire. We sion, mastery of the readings, short analytic writing, will think about how and when intelligence and and a final project. Level Introductory/Intermediate. knowledge came to be associated with the scientist Prerequisites: None. Lab fee: None. Class limit: 15. rather than the artist or theologian, despite science's Meets the following degree requirements: HS initial alliance with art, and whether that association is changing. Students will participate actively in the seminar and will also write and revise four short criti- HS2093 Strategies for Social Change cal analyses. There will be a final take-home examina- Cox, Gray tion. This course meets the first-year writing require- People organize to bring social change for many rea- ment. Level Introductory/Intermediate. Prerequisites: sons - e.g. to end oppression, bring peace, prevent Students will benefit from having some experience of ecological collapse, promote cultural survival or ad- writing about literature. Class limit: 12. Lab fee: none. vance sectarian interests. The character and success Meets the following degree requirements: HS, W of strategies depend on social and historical contexts. People typically alternate between - or combine - varied approaches including: social movements, HS2096 Nature, Humans, and Philosophy electoral politics, lobbying, nonviolent (or sometimes Lakey, Heather violent) struggle, technological innovation, social According to CoA's website, Human Ecology studies entrepreneurship and community organizing. This the relationship between humans and their natural, course uses theories of social movements as a start- cultural, built and technological environments. But ing point to look at strategies for social change and what do we mean by "nature" and what distinguishes criteria for evaluating them. The course assumes it a natural environment from a cultural one? More- is important to understand views and strategies we over, what kind of relationships should we cultivate COLLEGE OF THE ATLANTIC CATALOG 2020-2021 93 with our natural environments? This discussion- have experimented with in class, and each student based course offers a philosophical and ethical will craft two short stories that will be workshopped exploration into the concept of nature. We will draw and revised. In addition, we will read between 10-15 on a variety of readings from environmental ethics, short stories, and students will compose weekly ecofeminism, deep ecology, American philosophy, reading responses that allow them to examine how Taoism, and Post-Structuralism in order to critically character development relates to other fictional strat- interrogate our understanding of nature, as well as egies such as plot, backstory, point of view, and tone. our ethical beliefs regarding human responsibility Evaluation is based on participation in class activities, to the natural world. We will read selections from successful completion of all minor and major writing thinkers such as Aristotle, Carolyn Merchant, Ralph assignments, and the ability to provide construc- Waldo Emerson, Ramachandra Guha, Aldo Leopold, tive feedback during workshop experiences. Level John Muir, Arne Naess, Val Plumwood, Kate Soper, Introductory/Intermediate Prerequisites: Permission Mark Sagoff, Vandana Shiva, Gary Snyder, Henry of instructor. Class limit: 12. Lab fee: None. David Thoreau, Lao Tzu, Terry Tempest Williams, and others. In the first half of the course, we will examine different philosophical frameworks that theorize HS2099 Green New Deals the idea of nature and environmental responsibil- Stabinsky, Doreen ity. Guiding questions include the following: What is Since U.S. Representative Ocasio-Cortez and Sena- "nature"? How is the concept of nature politicized and tor Markey introduced a Green New Deal resolution socially constructed? Do we have moral obligations into the U.S. Congress in 2019, political jurisdictions to nature? How should humans relate to nature? from individual cities to the supra-national European What assumptions drive the conceptual distinction Union have debated what their own Green Deal between humans and nature? During the second half might look like. In the course, we explore the ele- of the course, we will pivot our attention to specific ments of Green New Deals across a range of cities, ethical topics such as: control over natural resources, U.S. states, the original Green New Deal resolution, environmental justice, the land ethic, rights for non- the EU's Green Deal, and international solidarity pro- human objects, wilderness, and sustainability and posals towards a global Green New Deal. Emphasis consumption. Throughout the course, we will revisit in the course will be placed on understanding links questions pertaining to philosophy and environmen- between climate change, poverty, social inequality, tal activism, and we will consider how philosophy can and racial discrimination, in particular how these help us to articulate our ethical responsibilities to manifest in urban areas, and the policy proposals our natural environments. Upon completion of this being advanced to address them. Sources for our course, students will have gained a richer philosophi- study will include primary legislation, lectures and cal understanding of the idea of nature and they will other public events that can be found online, aca- be familiar with key debates in environmental ethics. demic articles, policy analysis, and a broad range of Course requirements include weekly writing assign- commentary. Evaluation in the class will be based on ments, a midterm exam, a final paper, and class several problem sets, a PowerPoint presentation on participation. There are no prerequisites, but stu- one element of Green New Deals, and a final group dents should arrive to this class prepared to engage project to design a Green New Deal for a political difficult philosophical texts and to share their ideas jurisdiction of their choice. Level Introductory/Inter- with others. Level Introductory/Intermediate. Prereq- mediate. Prerequisites: Students should have some uisites: None. Class limit: 15. Lab fee: $30. Meets the background in policy, politics, economics, and/or following degree requirements: HS climate justice. Class limit: 25. Lab fee: none. Meets the following degree requirements: HS HS2097 Fiction Writing: Crafting Believable Characters HS2101 Latin American Literature: Border Cass, Blake Stories By gaining exposure to theatrical techniques, stu- Mahoney, Daniel dents will learn how to craft bold works of fiction with Since 1848, the border between the United States rich, believable characters. Drawing on the work of of America and Mexico has posed a cultural enigma. theater practitioners such as Sanford Meisner and The literature of the people inhabiting this area Viola Spolin, this activity-based course will involve reflects the diverse and complex society that has daily individual and collaborative writing exercises evolved over a period spanning almost 200 years. that teach students to orient themselves within fic- We will begin by reading selections from Neil Foley's tional worlds through heightened sensory awareness Mexicans in the Making of America and Gloria and instill a practice of exploring character through Anzaldúa's Borderlands/La Frontera in order to locate desires and objectives. The goals are to provide a set ourselves geographically. We will then read a variety of tools that enable students to express the inner of contemporary Mexican and Latinx writers, whose complexity of a wide-range of characters through ac- work confronts the border from different perspec- tion and nuanced, realistic dialogue. This is a writing- tives and literary genres which may include: Octavio intensive course. Short writing assignments will chal- Paz, Ada Limón, Natalie Scenters-Zapico, Yuri Her- lenge students to put into practice the techniques we rera, Carlos Fuentes, Tomás Rivera, Gloria Anzaldúa, 94 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Valera Luiselli, and Jeanine Cummins. We will also writings by philosophers, theologians and mystics. consider film (Chulas Fronteras, Espaldas mojadas, Class format will be a mixture of lecture and discus- Backyard/El traspatio, Sin Nombre, A Touch of Evil) sion. Students will be evaluated on their participa- and music from the borderlands to aid in our study tion in discussions and their ability to convey their of this complex area of the world. Evaluation will be understanding of material in short homework assign- based on engagement with the materials and discus- ments, two problem sets and two papers analyzing sion, weekly written responses, a midterm essay the historical connections between one or more texts and a final project. Level Introductory/Intermediate. and their contexts. Level Introductory/Intermediate. Prerequisites: None. Class Limit: 15. Lab fee: none. Prerequisites: None. Class limit: 20. Lab fee: none. Meets the following degree requirements: HS Meets the following degree requirements: HS, HY HS2103 Writing for Nonprofits HS2105 Writing for Social Change Lewis, Rhiannon Cass, Blake This course is designed for students who are inter- Designed to meet the first-year writing requirement, ested in nonprofit organizations and want to become this course gives students the opportunity to explore strategic and effective communicators in this setting. rhetorical strategies of writing for social change. We will learn to compose clear, concise, and compel- Beginning with writing that emerged in the wake ling materials that meet the varied communication of George Floyd's death, we will read and analyze needs typical of nonprofits. Through analyzing the articles and essays that deal with a range of contem- writing of nonprofits, investigating case studies and porary social issues. By examining the principles of sector trends, and producing a portfolio of original exposition and argumentation, students will develop materials, we will gain an understanding of the com- their analytical skills. Students should expect to mon genres of nonprofit writing and develop skills spend a significant amount of time on sentence-level needed to support a successful mission-driven orga- construction. Grammar and syntax are powerful nization. In addition to writing for multiple audiences tools that can be used to craft persuasive, moving and communication channels, students will practice arguments. Grammar and syntax can also be used to selecting appropriate imagery and creating content mislead and manipulate an audience. Understand- collaboratively. Students are encouraged to pursue ing grammar and syntax is essential for reading and a service-learning opportunity by working with a writing well. But whose grammar and syntax are we local nonprofit organization. Evaluation is based on talking about when we say "writing well"? Standard class participation and successfully completing four American English or Edited American English is the short writing assignments (options include a mis- written language taught in most American schools sion statement, case for support, fundraising letter, and used in much of the media that we consume. But brochure, talking points, press release, and content it is not the only English available to us. By de-penal- marketing piece) and one longer project, such as a izing and making space for "nondominant Englishes" grant proposal, report, or study. Level Introductory/ (Asao B. Inoue), we will explore how "language func- Intermediate. Prerequisites: Permission of instructor. tions within and from various cultural perspectives" Class Limit: 12. Lab fee: none. Meets the following (Vershawn Ashanti Young). By practicing the art of degree requirements: W code-meshing, students will explore "the connec- tion between language and identity" (Neisha-Anne S. Green) and develop "critical awareness of choices HS2104 A History of God: Mysticism, Metaphys- that are rhetorically more effective" (Suresh Canaga- ics, Politics & Nature jah). Classes will focus on both writing activities that Cox, Gray teach students to explore and strengthen their prose, Religious experiences and concepts have been and discussion and analysis of the works we read. central in history. They have informed ideas of self, Two short academic papers will help students devel- community and nature as well as practices of sci- op a writing process that works for them. Additional- ence, technology and politics. This course provides ly, students will engage in activist writing throughout an intellectual history of the concepts of god or gods the term, allowing them to put the writing strategies and related notions and practices. While it will focus they have learned into action. The culmination of the on Mesopotamia, Greece and the evolving traditions term will be a research project on a social issue of in Judaism, Christianity and Islam we will also look their choosing that will test their ability to put rhetori- briefly for comparative purposes at other traditions cal strategies to effective use. Evaluation is based in China and India. The course will use secondary on engagement in class discussions and successful materials like Karen Armstrong's A History of God completion of all writing assignments (weekly activ- and Peter Adamson's A History of Philosophy Without ist writing, two analytical papers, and a final writing Any Gaps to follow threads of the story from early project). Level Introductory/Intermediate. Prerequi- polytheism up through the present day. It will also sites: None. Class limit: 12. Lab fee: None. Meets the focus on a series of short selected primary sources following degree requirements: W including sacred texts like the Bible and Quran and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 95 HS3015 African American Literature the indicative mood, present perfect, plus perfect, Waldron, Karen and future perfect. They will also study the subjunc- tive mood and verbs that express emotion. Evalua- This survey of African American literature from its tion Criteria: two compositions, two auditory tests, origins in the slave narrative to the present vivid two writing tests covering grammar, two oral tests, prose of some of America's best writers considers the assignments/ homework, class participation. Level impact of slavery and race consciousness on literary Intermediate. Offered every fall. Class limit: 10. Lab form and power. Readings include letters, essays, fee: $20 poems, short stories, and novels of some of the fol- lowing authors: Phillis Wheatley, Frederick Douglass, Harriet Jacobs, Pauline Hopkins, Langston Hughes, HS3022 Intermediate Spanish II Richard Wright, Zora Neale Hurston, Gwendolyn Brooks, Ralph Ellison, Toni Morrison. Level Interme- Pena, Karla diate. Prerequisite: A previous literature course or This course is for students who use the simple and signature of the instructor. Class limit: 15. Offered compound structures of the indicative mood. Objec- every other year. Meets the following degree require- tive: The students will express themselves orally and ments: HS through writing using the appropriate vocabulary and complex sentence structure in the indicative, subjunctive, and imperative moods, adverb clauses HS3016 Global Environmental Politics: Theory and more sophisticated idioms. Evaluation Criteria: and Practice two compositions, two auditory tests, two writing Stabinsky, Doreen tests covering grammar, two oral tests, assignments/ homework, class participation. Level Intermediate. This course will cover the politics and policy of Class limit: 10. regional and global environmental issues, including many of the major environmental treaties that have been negotiated to date (Montreal Protocol, Frame- HS3023 International Wildlife Policy and Pro- work Convention on Climate Change, Convention on tected Areas Biological Diversity). Students will gain both practical and theoretical understandings of how treaties are Cline, Ken negotiated and implemented, through case studies "Save the whales"; "save the tiger"; "save the rainfor- of the climate change convention and the Cartagena est" - increasingly wildlife and their habitats are the protocol on biosafety. We will draw on both main- subject of international debate with many seeing stream and critical theories of international relations wildlife as part of the common heritage of human- when analyzing these negotiations. Students will kind. Wildlife does not recognize the political bound- become familiar with the range of political stances on aries of national states and as a result purely national different treaties of various nations and blocs, and efforts to protect wildlife often fail when wildlife the political, economic, cultural, and scientific rea- migrates beyond the jurisdiction of protection. This sons for diverging and converging views. We will pay course focuses on two principle aspects of interna- special attention to the growing role played by non- tional wildlife conservation: 1) the framework of trea- governmental organizations in global environmental ties and other international mechanisms set up to politics. We will conclude the course with discussions protect species; and 2) the system of protected areas of some current controversial areas in international established around the world to protect habitat. We environmental politics. Level Intermediate. Class begin with an examination of several seminal wildlife limit: 15. Lab Fee $10.00 Meets the following degree treaties such as the International Convention for the requirements: HS Regulation of Whaling, CITES, migratory bird treaties, and protocols to the Antarctica Treaty. Using case studies on some of the more notable wildlife cam- HS3021 Intermediate Spanish I paigns, such as those involving whales and elephants, Pena, Karla we seek to understand the tensions between national sovereignty and international conservation efforts. This course is for students who are competent in the The Convention on Biological Diversity and its broad use of basic Spanish structures, of the simple and prescriptions for wildlife protection provide a central compound of the indicative tenses, and some forms focus for our examination of future efforts. Follow- of the imperative tense. Objective: The students will be able to express themselves orally and through ing on one of the key provisions in the Convention on Biological Diversity, the second half of the course writing using a variety of vocabulary, the indicative focuses on international and national efforts to cre- and imperative moods, and some applications of ate parks and other protected areas. In particular the subjunctive mood. This includes a review of the we evaluate efforts to create protected areas that present, preterite, future imperfect, preterite imper- fect tenses, pronouns of object direct and indirect, serve the interests of wildlife and resident peoples. imperative mood, expanded use of the "to be" and Students gain familiarity with UNESCO's Biosphere Reserve model and the IUCN's protected area classifi- "is" verbs, the prepositions and simple conditional, cations. We also examine in some depth the role that the study and practice of the compound tenses of NGO's play in international conservation efforts. The 96 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 relationship between conservation and sustainable tional organizations. We will emphasize approaches development is a fundamental question through- that have numerous overlapping applications to both out the course. Level: Intermediate. Recommended business and policy evaluation: markets, pricing, firm courses: Use and Abuse of Public Lands, Global Poli- structure and decision-making, strategic behavior tics and Sustainability, Global Environmental Politics. (using game theory), consumer behavior, externali- Meets the following degree requirements: HS ties (such as greenhouse gas emissions) and the provision of public goods (such as military, education, and environmental conservation). We will pay special HS3026 Whitewater/Whitepaper. River Conser- attention to the economics of asymmetrical informa- vation and Recreation tion (adverse selection, moral hazard, and principal- Cline, Ken agent situations) that have a wide range of applica- Loren Eisely once remarked, "If there is magic on this tions, including issues such as the ineffectiveness planet, it is contained in water." Eisely's observation of the American health care system, the structuring is an underlying premise of this course - that there of business finance, and the hiring and paying of is something very special about moving water. This employees. This will be a non-calculus course, but will course is taught in a seminar format in which stu- give students exposure to technical economic model- dents will read and discuss ecological, historical, so- ing, with heavy emphasis on graphical modeling of ciological, political and legal aspects of river conser- complex social phenomena. We will use a lab period vation and watershed protection. Special emphasis is to conduct extensive experiments and games that placed on understanding the policy issues surround- illustrate or test economic concepts and hypotheses. ing dams, river protection, and watershed planning. Level Intermediate. Prerequisite: Signature of instruc- tor or one course in economics or business. Class In conjunction with readings and class discussions, students will use a term-long study of a local stream limit: 15. Lab fee: $30. Meets the following degree to learn about the threats facing rivers in the United requirements: HS, QR States and the legal and policy mechanisms for ad- dressing these threats. In addition, the class will take HS3031 Our Public Lands: Past, Present, and an extended field trip to western Massachusetts to Future gain first-hand knowledge of the tremendous impact river manipulation can have on a social and ecologi- Cline, Ken cal landscape. We will spend time looking at histori- By definition "public lands" belong to all of us, yet cally industrialized and now nationally protected public lands in this country have a history of use (and rivers in the region. Through weekly excursions on abuse) by special interests and a shocking absence Maine rivers, students will also develop skills to en- of any coherent management strategy for long-term able them to paddle a tandem canoe in intermediate sustainability. This course is taught in seminar format whitewater. Evaluation will be based on problem sets, in which students read and discuss several envi- role-playing exercises, contribution to the class, short ronmental policy and history texts that concern the essays, and paddling skills. Weekly excursions to area history and future of our federal lands. We also use rivers entail special scheduling constraints as we will primary historic documents and texts to understand be in the field all day on Fridays. Level Intermediate. the origins of public ownership and management. Prerequisite: Signature of instructor. Class limit: 11. We examine the legal, philosophical, ecological, Lab fee: $100. and political problems that have faced our National Parks, wildlife refuges, national forests, and other public lands. An effort is made to sort out the tangle HS3027 Microeconomics for Business and of laws and conflicting policies that govern these Policy public resources. Special attention is given to the Taylor, Davis historic roots of current policy debates. Evaluation is What is the best way to insure that communities can based upon response papers, a class presentation, provide dependable, well-paying jobs to their citi- participation in class discussions, and a group project zens? Why does Coca Cola spend millions of dollars looking closely at the historical context and policy to advertise a product with which most people are implications of a management issue facing a nearby already very familiar? What can the game of blackjack public land unit. Level Intermediate. Prerequisite: tell us about how industries are structured? How Introductory history or policy class recommended. can we get coal-burning power utilities to reduce Class limit: 20. Lab fee $15. Meets the following de- their carbon emissions while they save millions of gree requirements: HS HY dollars in the process? How can we provide much better health care to all Americans, at much less HS3032 The Cold War: Early Years cost, while making it easier for small businesses to grow? All of these questions, and many more like McKown, Jamie them, are answered by microeconomic theory. This This course provides a broad historical overview of intermediate-level course exposes students to basic the early years of the "Cold War" period that shaped microeconomic theories, models, and concepts that global politics generally and American foreign policy shed insight on the economic behavior of businesses, specifically. Beginning in the 1940's and leading up to individuals, governments and politicians, and interna- Richard Nixon's election in 1968 we will examine the COLLEGE OF THE ATLANTIC CATALOG 2020-2021 97 diplomatic relationship between the United States the analysis of primary texts rooted in public fear and and the Soviet Union and how this relationship has anxiety; second, to provoke discussion about the role impacted state actors, economic policies, cultural of conspiracy and threats in democracies; and third, production, and conceptions of identity. While to provide students with a survey of secondary work there will be a heavy focus on traditional state-level that seeks to situate and make sense of these topics. diplomatic history, students will also explore a broad Readings will be a combination of primary artifacts array of methodological approaches. Class sessions for interpretation (such a speeches, manifestos, will include a mix of traditional lecture formats, class pamphlets, and movies) as well as secondary analyti- discussion, and outside presentations. An evening lab cal readings. In addition to the regular class meeting is scheduled in order to screen a variety of cultural time, students will be expected to attend a weekly artifacts from the various periods we will cover. The evening lab session devoted to the screening of visual primary goal is to give students an intensive 10-week works and/or presentations by speakers. Evaluation crash course into key events, concepts, figures, etc.. will be based on readings driven discussion as well as that defined the early decades of Cold War diplo- individual student writing assignments. Students will macy. At the same time there is also time allocated produce several short length essay assignments dur- for students to explore their own independent ing the term as well as a longer research paper at the research interests. Given the far-reaching force of end of the term. This class is open to students of all Cold War politics into everyday life, individuals with interests regardless of their experience with politics, widely varying academic interests will find the course government, or social theory. Level Intermediate. informative and productive. Evaluation will be based Prerequisites: none. Class limit: 10. Lab fee: none. on a mix of class participation, individual research Meets the following degree requirements: HS assignments, and exams. All students, regardless of their backgrounds, previous coursework, or interests are welcome. Level Intermediate. Class limit: 30. Lab HS3035 Sustainable Strategies fee: none. Meets the following degree requirements: Friedlander, Jay HY HS Business has tremendous societal ramifications. Inventions and industries from the automobile to HS3034 Conspiracy Theory and Political Dis- the internet impact everything from air quality to economic and political freedom. Entrepreneurs, course who are often at the forefront of business and thus McKown, Jamie societal innovation, are changing the way business is The fear of the "hidden" enemy that lurks behind the conducted by creating businesses that are beneficial shadows is a narrative theme that appears peri- to the bottom line, society and the environment. odically in the political discourse of all democratic Through cases, projects and present day examples, societies. Yet, this narrative of fear (often labeled as the course will challenge students to understand conspiracy theory) is regularly criticized as somehow the impact of business on society and the chal- being inherently antidemocratic, irrational, or dan- lenges and pitfalls of creating a socially responsible gerous. At the same time, this form of argument can venture. In addition, it will offer new frameworks for also be "mainstreamed" and defended as a legitimate creating entrepreneurial ventures that capitalize on response to the events of the moment. How do we social responsibility to gain competitive advantage, make sense of this tension? If conspiracy theory as a increase valuation while benefiting society and the mode of explanation is inherently "irrational," what environment. The final deliverable for the course is does this mean for its enduring presence in our an in-class presentation in which student teams will political discourse? Is the only difference between a either: (1) recommend ways to improve the social reasonable claim rooted in fear and the conspiracy and environmental impacts of a company, while theories of "kooks" and "nutjobs" simply a matter of increasing competitive advantage and bottom line; which one is "correct?" This class will address the role or (2) benchmark two industry competitors, a socially fear and anxiety plays in our social and political lives. responsible company versus a traditional company. We will explore a variety of topics related directly to Level Intermediate. Class limit: 15. how threats, conspiracies, agents of "evil," and "other- ness" become manifest in public discourse. Specific topics include: the possible tension between "ratio- HS3036 Oceans & Fishes: Readings in Environ- nal" deliberative decision making and the cultivating mental History of anxiety in public governance; why we dismiss Little-Siebold, Todd some claims as mere conspiracy theory and yet have This course will explore the rapidly expanding field of no problem accepting other similarly formed argu- marine environmental history and historical studies ments; what role the "outsider" plays in cementing that focus on fish and fisheries. Recent methodologi- cohesion within an "in" group; and the disturbing cal and conceptual work as well as growing interest in possibility that fear is actually a healthy component the history of these topics driven by conservation and of democratic debate. The class will look at both policy issues has made this an important and innova- contemporary and historical examples from the tive field. Using the work of a variety of scholars from United States and around the world. There are three different fields the class will explore how historical primary goals of the class: first, to expose students to accounts can be constructed with an emphasis on 98 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 the types of available sources, the use of evidence, HS3039 Communicating Science and how each author builds their argument. We will Kozak, Anne explicitly compare the methods, use of evidence and other aspects of different disciplinary approaches to This course is designed for science students develop- the topic to highlight the strengths and limitations of ing their research skills working on research projects each approach. This dimension of the class is particu- for a principal investigator; specifically this course will larly interesting because of the dynamic and interdis- improve the students' writing ability and introduce ciplinary nature of scholarship right now that brings them to writing for the scientific community and a wide range of research into dialogue. Students will the lay public. The course involves not only learning to write an abstract and literature review but also learn about the history of oceans and fishes by look- ing at how historians and other scholars frame their understanding the protocols for writing a scientific works and make their arguments. Students will be paper based on lab or field data. In addition, students evaluated on their preparation for discussion, mas- will prepare a power point presentation on their tery of the material, short written assignments, and research to present at a meeting or conference such a final project made up of a presentation and essay. as the Maine Biological Science Symposium or the an- This course is appropriate for students with interest nual INBRE meeting. In addition to working with the instructor, students will work on the content of their in history, community-based research, marine stud- ies, and environmental policy. Students who are just writing with the principal investigator. Offered every curious and interested in lots of things are also most other year. Level Intermediate. Prerequisite: Signa- ture of instructor. Class limit: 12. Lab fee: $20. Meets welcome. Level Intermediate. Class limit: 15 Lab Fee $75.00 Meets the following degree requirements: HS the following degree requirements: W HY HS3040 History of Agriculture: Apples HS3038 The Cold War: The Later Years Little-Siebold, Todd McKown, Jamie This course will explore the history of agriculture This course provides a broad historical overview of from the vantage point of Downeast Maine with a the early years of the "Cold War" period that shaped focus on apples. The premise of the course is that global politics generally and American foreign policy by exploring this fascinating crop in detail from the specifically. Beginning with the election of Richard local vantage point of Downeast Maine students Nixon's in 1968 and following up to today, we will will be able to grasp the many historical processes at work from the introduction of the fruit in the late focus on the diplomatic relationship between the United States and the Soviet Union/Russia and how sixteenth and early seventeenth centuries to the this relationship has impacted state actors, economic age of agricultural improvement in the eighteenth policies, cultural production, and conceptions of on to the rise and fall of commercial orcharding as identity. While there will be a heavy focus on tradi- a major component of Maine's farm economy in the tional state-level diplomatic history, students will also early twentieth century. Using sources ranging from explore a broad array of methodological approaches. secondary sources, historical atlases, aerial surveys, Class sessions will include a mix of traditional lecture and diaries, we will explore how the culture of apple formats, class discussion, and outside presentations. agriculture in Maine develops over time as part of an An evening lab is scheduled in order to screen a interconnected Atlantic World where crops flow back and forth between Britain and the colonies/U.S. over variety of cultural artifacts from the various periods we will cover. The primary goal is to give students hundreds of years. Course activities will include fruit an intensive 10-week crash course into key events, exploration and fieldtrips to track down and identify concepts, figures, etc.. that defined the later decades antique varieties, as well as visits to the local farms of Cold War diplomacy. At the same time there is also where a new generation of apple culture is taking time allocated for students to explore their own in- shape. The course will also engage students with dependent research interests. Given the far-reaching the process of cider-making, both sweet and hard, force of Cold War politics into everyday life, individu- as well as exercises in the preparation, storage, and als with widely varying academic interests will find processing of apples. Students will be evaluated on the course informative and productive. Evaluation their participation in discussion, how they collaborate will be based on a mix of class participation, individu- with others in class projects, and a final individual al research assignments, and exams. While this class or collaborative project. This course is designed for is designed to compliment the topics covered in The students interested in history, farming and food sys- Cold War: Early Years, students are not required to tems, community-based research, and policy/plan- have had this earlier class. Both courses are designed ning issues. It is also very appropriate for students as "stand alone." All students, regardless of their who like apples and just want to know (a lot) more. Level Intermediate. Limit: 18. Lab Fee: $125.00. Meets backgrounds, previous coursework, or interests are welcome. Level Intermediate. Class limit: 20. Lab fee: the following degree requirements: HS HY none. Meets the following degree requirements: HS HY COLLEGE OF THE ATLANTIC CATALOG 2020-2021 99 HS3041 Intermediate Atelier in French Lan- HS3060 Financials guage and Conversation Friedlander, Jay STAFF Business, like all disciplines, has its own language. Be- This course helps intermediate level students in- ing able to speak the language of business is critical crease proficiencies in all four skill areas - listening, for activists, social entrepreneurs and business own- speaking, reading and writing - using a workshop ers alike. Financial statements are a key component format drawing on the internet resources and peda- of this language. These statements measure the fiscal gogical methods of the French language institute at health of both non-profit and for-profit organizations. CAVILAM in Vichy, France. Classes will meet three They provide insight into all areas of the company. times a week for 1.5 hours each session and will They are a powerful tool for determining invest- include discussions, readings, small and large group ments, competitive positioning and have extraordi- activities, and a variety of other exercises that draw nary impacts on all of an organization's stakeholders. on authentic language materials. This is for students Unfortunately, most people, including many who with sufficient background in French to engage in run a wide variety of organizations, fail to grasp this basic conversations and learn in a workshop for- language. In doing so, they undermine their orga- mat - students who, using the Common European nization's opportunity for success, as well as create Framework, are at an A2 to B1 level. Students will be obstacles to using business as a means of social evaluated through written and oral tests, class par- change. Without guidance, looking at these financial ticipation, short papers and oral presentations. Level statements is similar to examining hieroglyphics for Intermediate. Prerequisite: Placement exam required the first time. Starting from a basic level and layering to confirm level. Class limit: 15. Course fee: $25. in complexity, the course will seek to demystify these statements in a way that is informative and unin- timidating. In addition, time will be spent advancing HS3055 The Mayas of Yesterday and Today students' understanding and familiarity with spread- Pena, Karla sheets. Topics of the course will include: Creating This is a course in the history and culture of the and analyzing cash flow statements, profit and loss Yucatec Maya offered as part of the College's Yucatan statements, balance sheets, as well as common sized Program in Mexico. It will cover key features of income statements; Differentiating between each the Pre-Hispanic, Colonial and Modern eras. Read- type of financial statement; Relating these state- ings will include classic texts by and about them as ments to each other, tying them together and varying well as contemporary studies in archaeology and statements depending on business models; Compar- anthropology. Themes will include social structure, ing non-profit and for-profit financial statements religion, politics, agricultural practices, language and approaches; Examining key financial ratios and and family life. Homework will include various short how they are different for different businesses; and writing assignments and oral project reports. Field Spreadsheet management and design. By the end of the class students will create their own financial trips in and around Merida will be included both to visit archaeological sites of special interest and also statements and analyze a business through various to visit contemporary communities of Maya. Each financial statements. This class is positioned within student will do a major final project which will include the business program to provide the students' skills research in texts and fieldwork which culminate in an for business plan projections, exploring investing, extended study on site in a Maya village. This course general management, leadership or other finance will be taught entirely in Spanish. Level: Intermediate. courses. Students will be evaluated on class participa- Prerequisite: signature of Yucatan program director tion, projects, presentations and other criteria. Level and co-enrollment in HS6010 Spanish Language and Intermediate. Class limit: 15. Lab fee: $30. Meets the HS2021 Immersion Practica. Lab fee: TBA. Class limit: following degree requirements: QR 12 HS3061 Postcolonial Islands HS3059 Native American Literature van Vliet, Netta Waldron, Karen This course focuses on islands - geopolitically This course is a challenging introduction to several and conceptually - to consider the significance of centuries of Native American literature, the rel- postcolonial difference for contemporary political evance of historical and cultural facts to its liter- questions about representation, violence, exile and ary forms, and the challenges of bridging oral and diaspora, climate change, poverty, racialization and written traditions. Authors include such writers as sexuality. Islands have long been imagined as sites Silko, Erdrich, Harjo, Vizenor, and McNickle as well as of fantastic possibility and power, as places of refuge earlier speeches and short stories. We also consider and respite as well as places of horror and dread. non-native readings and appropriation of Native They are places imagined as home to cannibals and American styles, material and world views. Level monsters, but also as idyllic vacations spots and safe Intermediate. Class limit: 15. Lab fee: none. Meets the havens for shipwrecked sailors. Etymologically, the following degree requirements: HS word island carries with it the meaning of both land and water, and islands are defined as fragments of a whole, and simultaneously as whole unto them- 100 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 selves, raising questions about binaries and boundar- Students will perform thorough research into a prob- ies between self and other and about the conceptual lem of their choosing, understanding it from within topographies of territory, land and water, thresholds by identifying root causes and other exacerbating between here and there. Islands have been sites ripe factors as well as investigating positive deviance and for colonial ventures, understood as isolated, insular what people around the world are doing to solve this and susceptible to translation and appropriation issue. Through these projects and other readings, but also as resistant, bounded and singular, fertile students will examine a myriad of problems around sites of diversity. Islands have also been significant in the world and look at different strategies people religious understandings of them as sites for commu- are using to tackle them and create positive social nion with God or as final places of burial. This course change. The final project for the course will be a con- will examine islands in these terms as they have been crete proposal for solving the problem they selected. articulated in the literary imagination, in postcolonial Students will be evaluated based on their perfor- studies and ethnography, and in political theory. mance, participation and the quality of the projects Drawing on examples such as Defoe's Robinson Cru- they produce over the course of the term. Level soe, J.M. Coetzee's Foe, The Odyssey, Plato's Atlantis, Intermediate. Class limit: 15. Lab fee: $50. Meets the Jonathan Swift's Gulliver's Travels, Shakespeare's The following degree requirements: HS Tempest, Octave Mannoni's Prospero and Caliban, Aime Cesaire's A Tempest, as well as on ethnogra- phy in Island Studies (including classic ethnography HS3064 Possession and the Human such as Malinowski's Trobriand Islands, and recent van Vliet, Netta scholarship such as "The Island Studies Journal" and This course examines the concept of the human A World of Islands), we will consider questions about through an exploration of the concept of posses- political representation, language and translation, sion. Contemporary understandings of the human religious, ethnic and sexual difference, the definition have been influenced by the political frameworks of of the human, mobility and sovereignty, resistance European modernity and its philosophical roots, all and domination. Students will be evaluated based on the way back to Aristotle's claim that what differenti- attendance, in-class participation, reading responses, ates the human from other animals is the capacity one short analytical essay, and a final exploratory for speech, which is also what, he argued, makes research project that examines Mt. Desert Island in the human a "political animal. Within this history, the context of course materials. Level Intermedi- categories of difference internal and external to ate. Prerequisites: none. Class limit: 10. Lab fee: $10. European political community, including women, Meets the following degree requirements: HS colonized, slaves, homosexuals, Jews, and the insane, have been considered as less than fully human. In HS3062 Solutions contrast, the fully human has been historically de- fined in terms of possession of one's self through the Friedlander, Jay possession of reason, property, territory, autonomy We live in a world of problems global warming, and the capacity for self-representation through lan- inequality, discrimination, child labor, slavery, waste, guage. Over the course of the term, we will examine species extinction, domestic violence and a myriad how those who have been defined as less than fully of other issues occupy the headlines, courses and human challenge oppositions through which the can feel overwhelming at times. Unfortunately, we idea of the self-possessed, autonomous human has rarely here about solutions, let alone have the op- been defined - oppositions of mind and body, reason portunity to create our own solutions for the issues and madness, thought and emotion, masculine and that concern us and inspire us to action. Changing feminine, object and subject, religious and secular, the world takes more than a critical eye for what is and thus also human and animal. Doing so will allow wrong, proselytizing a good idea and hope. There us to rethink concepts such as "rights," "consent," are many factors which contribute to creating social "self-representation," "value," "autonomy," "transpar- change and in this course we explore what it takes to ency," "equality," "freedom," and "community." What be a successful change maker in our communities, might it mean to rethink political claims made in the and thus in the world. Reversing the lens we use to name of "humanity" in terms of notions of dispos- approach the problems of the world is part of what session and being possessed (by language, madness, a Human Ecologist needs to do to understand our desire, divine forces or other forms of difference) ? challenges: What might it mean to think about relating to others " social entrepreneurs are uniquely suited to make and the self through difference rather than same- headway on problems that have resisted consider- ness? What might it mean for our understandings of able money and intelligence. Where governments the relation between art and politics if we think about and traditional organizations look at problems from politics as based on translation rather than on self- the outside, social entrepreneurs come to under- representation and inclusion? Drawing on psycho- stand them intimately, from within." -- David Born- analysis, anthropology, postcolonial studies, political stein, How To Change The World economy, literature, religion and feminist theory, this In this experiential, project-based course students course considers states such as hysteria, melancho- will select a specific problem they would like to solve. lia, speaking in tongues, and ecstasy, as well as states COLLEGE OF THE ATLANTIC CATALOG 2020-2021 101 of slavery, colonialism, and poverty to consider the and widely varying government policies. This course political, social and environmental implications of examines the evolution of federal Native American or how we define the human. Students will be evaluated "Indian" Law from colonization onward as impacted based on attendance, in-class participation, weekly by treaties, executive orders, congressional enact- reading responses, and two short analytical essays. ments, and major U.S. Supreme Court cases inter- This is an intermediate level course. Prior work in preting the U.S. Constitution and statutes as they at least one human studies or related arts course is involve Native American legal issues. This is not a strongly recommended. Level Intermediate. Prereq- class about tribal law or the indigenous legal systems uisites: Prior coursework in Human Studies or related that exist among the various tribes in the US. Rather, Arts courses is strongly recommended. Class limit: it examines the legal system imposed on tribes from 15. Lab fee: $10. Meets the following degree require- the outside; a system that has evolved over time and ments: HS creates the legal framework which tribes operate under today. Students will gain an understanding of law as a policy tool and framework, and acquire the HS3068 Linguistics, Language & Culture: Hu- necessary skills to work on policy issues affecting na- man Ecological Approach tive peoples. We will focus on primary legal material Cox, Gray as well as secondary interpretations of that mate- This course explores the basic questions concerning rial. There will be some comparative law analysis the origins, nature, history, functions and philosophi- from other countries and an examination of how the cal significances of human languages. Comparisons United Nations Declaration on the Rights of Indig- to other species and to machine languages will also enous Peoples relates to US practices. Students will be examined. Readings will include classics texts by complete several analytical problem sets that require Chomsky and others as well selected materials from an application of course concepts to fact scenarios as diverse disciplines such as linguistic anthropology, well as a major paper on a legal topic of their choos- psychology, ethology, aesthetics, history of lan- ing. A class visit to a Maine reservation will allow conversation with tribal leaders involved with current guages, and philosophy. Class sessions will include a mix of discussion, lecture, and visiting speakers. Each environmental and Native American issues in Maine. student will undertake a term-long project examining Level Intermediate. Prerequisites: None beyond pro- some topic of interest and examine it from the point ficiency in college-level reading, writing, critical think- of view of the different disciplines and theories cov- ing, and research skills; however, Indigenous America ered in the course. Project topics might include, for is strongly recommended. Class limit: 20. Lab fee: example: the development of identity, the articula- $35. Meets the following degree requirements: HS tion of gender, forms of representation, the expres- sion of emotion, concepts of rationality, relations HS3072 Macroeconomics: Theory and Experi- between meaning and truth, and communication ence in an age of artificial intelligences. The goals of the course are: 1) to familiarize students with the range Taylor, Davis of phenomena associated with language and the This course seeks to give students knowledge of mac- principal questions they raise and the theories used roeconomic theories, models, and outcomes. Em- to interpret them and 2) to develop skills in research- phasis will be evenly placed on both formal modeling ing interdisciplinary questions. Assignments will and intuitive approaches to understanding economic include two problem sets, a series of weekly home- phenomena. An understanding of the relatively work exercises, and the term project which must be formal, abstract macroeconomic models of neoclas- presented both orally and in a major paper due at sical economics will be used to provide a framework the end of the term. Evaluation will be based on the for discussion about contemporary macroeconomic extent to which in-class participation and work on the phenomena and policy responses. Topics will include assignments demonstrates substantive progress on unemployment and inflation, fiscal and monetary the two goals of the course. There are no specific pre- policy, consumption and savings, monetary theory requisites, but students will be expected to be able to and banking systems, balance of payments and inter- contribute insights, information and questions from national macroeconomics, exchange rate determina- previous work in relevant disciplines and/or studies tion, financial crises and bubbles, along with topics of of languages, undertake challenging readings, and student interest. Evaluation will be based on problem pursue a major independent project. Level Interme- sets, a final exam, and classroom participation. Level diate. Prerequisites: None. Class limit: 20. Lab fee: Intermediate. Prerequisites: one term of college eco- $20. Meets the following degree requirements: HS nomics, or instructor permission. Class limit: 15. Lab fee: none. Meets the following degree requirements: HS, QR HS3070 Native American Law Cline, Ken From first contact through the confrontation sur- HS3073 Bees and Society rounding the Standing Rock Sioux Tribe and the Collum, Kourtney Dakota Access Pipeline, Native American law has In the last decade the plight of wild and domesticated tried to reconcile two incommensurate legal systems bees has pervaded the media and public discourse, 102 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 yet bees remain largely misunderstood in our society. sort of snapshot of current uses as well as soliciting This course examines the interconnected relation- histories of how those patterns have changed over ship between humans and bees and asks what bees time. The class will include a substantial fieldwork can teach us about ourselves and our food systems. and field trip component that will require additional Through readings, fieldtrips, and guest lectures, stu- times outside of the class schedule. Students will be dents will examine the social, economic, and political evaluated on class participation, active engagement dimensions of human-bee interactions, investigating in field research settings, short assignments as well topics such as: historical and contemporary beekeep- as a final project. The class is appropriate for stu- ing practices; the political economy of honey; the dents with a range of backgrounds, however, experi- role of pollination in agriculture and agroecosystems; ence with historical or community-based research or domestication and human-animal relationships; GIS mapping would be helpful. Level Intermediate. biodiversity loss in agricultural systems; pollina- Prerequisites: Preference will be given to students tor conservation and policy; and cooperation and who have previous community-based research decision-making in human and bee societies. A truly experience or other academic background directly human-ecological course, Bees & Society integrates relevant to the course. Class limit: 15. Lab fee: $150. the humanities, natural sciences, and social sciences Meets the following degree requirements: HS to examine the applied problem of protecting pol- linators in a time of abrupt environmental change. Students will be evaluated based on: (1) participation HS3076 U.S. Farm and Food Policy in class discussions, fieldwork, and field trips; (2) a Collum, Kourtney series of short reflection papers; and (3) a final class This course offers a broad introduction to food and project. For their final project, students will develop farm policy in the United States. Food and farm policy two native bee conservation workshops-one for encompasses laws, regulations, norms, decisions, elementary school students and one for farmers and and actions by governments and other institutions gardeners-and host the workshops at COA's farms. that influence food production, distribution, access, Level Intermediate. Prerequisites: None. Class limit: consumption, and recovery. This course focuses 14. Lab fee: $60. Meets the following degree require- on the policy process and two major policy tools: ments: HS the U.S. Farm Bill and U.S. Dietary Guidelines for Americans. The course begins with an overview of HS3074 Mapping the Ocean's Stories the evolution of food and farming technology in the United States. Students are then introduced to the Little-Siebold, Todd concepts, institutions, and stakeholders that influ- This course will examine how members of Maine's ence farm and food policy, and examine examples remote coastal and islands communities live in rela- of some of the most salient contemporary issues. tionship to the ocean. Their connection to the nearby Topics covered include: food production and the and distant waters is defined by everyday uses such environment; farm-based biodiversity conserva- as fishing, lobstering, and wrinkle harvesting as well tion; international food and agricultural trade; food as deeper historical relationships rooted in many processing, manufacturing, and retail industries; food generations of people doing everything from sailing safety; dietary and nutrition guidelines; food labeling schooners around the world to harvesting shellfish and advertising; food and biotechnology; food waste in the same cove over centuries. This class will teach and recovery; food advocacy and activism; and food students how to use multi-disciplinary research insecurity and the Supplemental Nutrition Assistance methodologies to document, map, and analyze both Program (SNAP). Through case studies and exercises contemporary and historical uses of the ocean. Using students examine the policymaking process at the coastal and island communities as sites for collabora- local, state, and federal level and learn to evaluate tive community-based research the class will con- various policy options. Finally, the course compares tribute to wider discussions about a process known and contrasts international perspectives on farm and as Ocean Planning that seeks to create processes to food policies and programs. Students are evaluated plan how communities, stakeholders, industry and based on participation in class discussions, a series of the government build a long term vision of how the op-ed essays, in-class briefs and debates, and a policy spaces of the Gulf of Maine might be used. Students recommendation report on the upcoming U.S. Farm will work in teams to produce a geo-referenced story Bill. Level Intermediate. Prerequisites: Must have about a particular place in the ocean off the coast taken at least one course in food systems, econom- of Maine that has meaning and an emotional con- ics, or global politics. Class limit: 15. Lab fee: $10. nection to a community told in an interesting and Meets the following degree requirements: HS compelling way. This information will help give island communities a stronger voice in ocean policy and in decision making processes for siting large scale HS3079 College Seminar: The Anthropology of projects in the nearby ocean environment. The class Food will draw on methodologies developed around North Collum, Kourtney America to document the everyday uses and interac- This course uses food as a lens to explore human ori- tions people have with the local environment using gins, cultural diversity, social structure, and human/ oral historical and biographical mapping to provide a environment interactions. Through academic articles COLLEGE OF THE ATLANTIC CATALOG 2020-2021 103 and films, the course exposes students to the differ- between individual and group; the relation between ent ways anthropologists think about food and the terms such as "gender" and "sex;" and the varied cur- frameworks they use to answer questions concern- rencies the terms "queer" and "feminist" have carried ing the human experience. The course also engages in different national and transnational contexts. This other disciplinary perspectives-including history, course builds on Feminist Theory in a Transnational economics, and political ecology-to make larger Frame, and while prior coursework in feminist and connections between food and society. This course sexuality studies is beneficial, it is not necessary. Ide- uses food as a lens to explore human origins, cultural ally, students in the course will have varied degrees diversity, social structure, and human/environment of familiarity with the central questions of the course. interactions. Through academic articles and films, This should allow for substantive discussion and op- the course exposes students to the different ways portunities to both formulate and respond to ques- anthropologists think about food and the frame- tions posed by class material. This class builds on works they use to answer questions concerning the work done in other courses that address questions human experience. The course also engages other of feminist thought, but also is intended to include disciplinary perspectives-including history, econom- students with a range of backgrounds. Students will ics, and political ecology-to make larger connections be evaluated based on class participation, weekly between food and society. Designed as a survey reading responses, a mid-term and a final essay. course, this course introduces students not only to Level Intermediate. Prerequisites: Prior coursework writing as process-prewriting, writing, and rewrit- in the fields of feminist thought, sexuality and gender ing-but also to the broad and dynamic subfield of studies is useful, but not necessary; permission of in- food anthropology. The course is organized around structor required. Class limit: 12. Lab fee: $10. Meets four themes. The first-human origins, diets, and the following degree requirements: HS biocultural evolution-explores the uniqueness of cooking to the human species, and how the co-evolu- tion of human diets and culture has shaped different HS3085 College Seminar: Nutritional Anthro- groups' dietary needs, practices, and restrictions. The pology second-globalization and international trade-looks Collum, Kourtney at the flow of foods and food practices around the Eating is both a biological need and an intensely world, from sugar to sushi. The third-hegemony and social activity. This course examines the evolution, di- difference-considers how race, gender, and class versity, social significance, and health consequences are constructed and expressed through food. The of the human diet across time and space. Designed final theme-consumption and embodiment-con- as a college seminar, this course introduces stu- siders the relationship between eating and the body; dents to writing as process-prewriting, writing, and readings in this section focus on body image, eating rewriting-and the broad and dynamic subfield of practices, and critical studies of the rhetoric around nutritional anthropology. Through academic articles, hunger and obesity. Students are evaluated based films, and guest lectures, the course weaves together on class participation, a series of reflection papers, the biological and cultural threads of anthropology a dietary analysis, and a recipe project involving a to consider human nutrition in all its complexity. The prepared meal, an audio-visual presentation, and a course is designed to complement The Anthropology critical analysis paper. This course meets the first- of Food by focusing in on biocultural approaches to year writing requirement. Level Intermediate. Prereq- the study of human diets. The course covers founda- uisites: None. Class limit: 12. Lab fee: $20. Meets the tions and theories of nutritional anthropology, the following degree requirements: HS, W evolution and adaptation of human diets, dietary transitions and globalization, and under- and over- nutrition. Students are evaluated based on class HS3083 Feminist Theory in a Transnational Frame II participation, a series of synthesis papers, a critical analysis paper, and a research project including a van Vliet, Netta paper and an audio-visual presentation. Level Inter- This course covers some of the central texts and mediate. Prerequisites: None. Class limit: 12. Lab fee: genealogies of feminist thought, with a focus on $10. Meets the following degree requirements: HS, W transnational feminist theory. We will address peri- ods of feminist thought that have been significant in shaping the concerns of transnational feminisms, HS3086 Sustenance including 1970s U.S. feminism, French feminism, Friedlander, Jay postcolonial theory, and Marxist thought. Through Sustenance is defined as the maintenance or support seminar discussion about a variety of texts and films, of someone or something. It can also be defined as we will consider how differences across national bor- food and drink as a source of strength or nourish- ders have informed discussions about transnational ment. This course embraces both definitions as it feminist solidarity. We will examine how feminist delves into case studies of food enterprises across theory can help us think about the following: kinship; Maine's agri-food value chain. Two central questions reproduction; the law and justice; human rights dis- frame the course: 1) What does it take to sustain course, political economy, racialized and other forms Maine's food system? 2) How do food systems entre- of difference; existence and the subject; the relation preneurs pursuing their passion sustain themselves? 104 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 Through academic articles, guest lectures, case stud- HS3092 Tutorial: Writing about Science ies, and field experiences, students will learn about Kozak, Anne the physical, political, economic, and social infrastruc- ture that supports Maine's food system. In addi- This tutorial will improve students' writing ability and tion, they'll learn about the benefits and challenges introduce them not only to writing academic papers faced by those dedicating their lives to food systems in the sciences but also writing for the lay public. An ventures. Highlighting the essential links that exist essential component of this course is writing text between farm and table, professional and personal, for exhibits for the George B. Dorr Natural History and idea and implementation, students will exam- Museum proposed. The course also involves learn- ine enterprises ranging from slaughterhouses and ing to write an abstract, literature review, critiques, breweries to seaweed drying facilities and wholesale technical reports, and text for a poster. All students food distributors. Students will be evaluated based will present a poster or power point at the end of on class participation, a series of reflection papers, the term. In addition to working with the instructor, students will often work on the content of their writ- and a final project. Level Intermediate. Prerequisites: None. Class limit: 12. Lab fee: $40. Meets the follow- ing and grammar with tutors in the writing center. ing degree requirements: HS As we develop texts for some exhibits, we will also work with museum staff. Evaluation will be based on the students' participation in class discussions and HS3090 Homesteading: Theory and Practice peer review sessions, quality of power-point and/or poster presentations, effectiveness in revising writing Collum, Kourtney/Taylor, Davis to meet the standards of the instructor and, if ap- This course examines homesteading as an economic propriate, the research sponsor, and writing a piece and cultural practice. Maine is a center of home- specifically for the lay public. At the end of the term, steading activity in the United States and an ideal the students should hand in a portfolio containing all place to study the theory and practice of homestead- drafts as well as a printout of the power point and/or ing. From a food systems perspective, homesteading poster. Level Intermediate. Prerequisites: Permission represents a means of divesting from the global food of instructor. Class limit: 5. Lab fee: none. Meets the system through the practice of subsistence agricul- following degree requirements: W. ture and food preservation. Viewed from an anthro- pological perspective, homesteading raises interest- ing questions about why some individuals eschew HS3094 Immigration, Anti-Immigrant Bias & conventional lifestyles and seek significant degrees Other Barriers of self-sufficiency, various forms of intentional living, Wessler, Stephen L and commitments to non-commodified production. A critical examination of homesteading raises ques- This course will examine immigration, anti-immigrant tions about privilege and the benefits and limits of bias and other barriers to immigration currently and social movements founded on personal choice and in the past in the United States. We also will examine private property. And viewed through economics, immigration and barriers in one or two other coun- homesteading can be seen as a choice to resist the tries, such as the United Kingdom and Hungary. Our intrusion of market-based relationships into social primary focus, however, will be on the USA. We will life and an attempt to restore social relationships and probe the pros and cons of allowing immigrants to normative values other than efficiency to production come to the USA or other countries. We will explore and consumption. Applying these lenses, this course the reasons why leaders and citizens are hostile will examine the conditions that influence contem- to immigrants and we will examine strategies for porary homesteading practices. Three key questions reducing anti-immigrant bias and violence. We will frame the course: (1) What motivates self-identified examine how governments and non-governmental homesteaders to resist normative lifestyles and organizations (NGOs) are addressing the large num- seek self-sufficient, non-commodified ways of living? ber of migrants who come to the USA or to European (2) How do variables such as class, education, race, countries without permission and without legal geographic location, and property-ownership shape documentation. Students will gain skills for analyz- homesteading practices? (3) What are the benefits ing the approaches of governments to immigration and limits of homesteading as a form of resistance to and the responses and initiatives of immigrant rights commodified production and consumption? Through NGOs. Readings will range from articles or books, readings and fieldwork, students will attempt to investigative pieces written by journalists, reports answer these questions. Readings will include per- from non-profit organization and novels. We will hear sonal and ethnographic accounts of homesteading in class, on field trips or via Skype from immigrants, as well as critical studies of non-commodified living. activists and investigative journalists. Students will be Fieldwork will include four daytrips to homesteads. evaluated on short written responses to readings and Students will be evaluated based on participation, guest presenters, two papers, in class participation interviewing exercises, a field journal, and a series of and a final project. The final project will explore the reflection papers. Level Intermediate. Prerequisites: topics in the course through fiction, poetry, art, film, Permission of instructor. Class limit: 12. Lab fee: $50. advocacy, interviews or other forms of expression. Meets the following degree requirements: HS. Level Intermediate. Prerequisites: None. Class limit: 15. Lab fee: $25. COLLEGE OF THE ATLANTIC CATALOG 2020-2021 105 HS3095 Nutritional Anthropology selecting a case study of their own and building their Collum, Kourtney own "module" that might be used by students in a fu- ture course. This includes recording (audio or video) a Eating is both a biological need and an intensely short overview, curating a series of readings, and also social activity. This course examines the evolution, developing an assignment. This final project will likely diversity, social significance, and health conse- involve undertaking additional primary and second- quences of the human diet across time and space. ary research, including potentially mocking up FOIA Through academic readings, discussions, and guest requests for documents. Evaluation will be based lectures, the course weaves together the biological on completion of the various module assignments, and cultural threads of anthropology to consider engagement with the discussion sections, and the human nutrition in all its complexity. The course is final project. This course is ideally suited for students designed to complement The Anthropology of Food who have taken either of our existing Cold War offer- by focusing in on biocultural approaches to the study ings (early or later years). However, those students of human diets, but the content is unique and one is who have not taken either of these classes, but who not a prerequisite for the other. The course covers have a background or interest in the topics we are foundations and theories of nutritional anthropol- covering are also welcome. In the latter case, they ogy, the evolution and adaptation of human diets, should contact the instructor directly to determine if dietary transitions and globalization, and under- and the class is well suited for them. Level Intermediate. over-nutrition. Students are evaluated based on par- Prerequisites: None. Lab fee: None. Meets the follow- ticipation, a series of short papers, and a literature ing degree requirements: HS and HY review. Level Intermediate. Prerequisites: None. Class size: 20. Lab fee: none. Meets the following degree requirements: HS HS3097 AI: Futures Studies and Philosophy of Technology HS3096 Cold War Flashpoints: Exploring Case Cox, Gray Studies This is a course in future studies and political philoso- McKown, Jamie phy focusing on the nature of artificial intelligence This online course will explore a series of "flash (Al) and its implications for human ecology in the modes of thought, forms of collaborative decision- points" or case studies from across the entirety of the making and in the structures of institutions, societ- Cold War period. Some of these case studies will be ies and culture in US and around the globe in the prominent and well known to students, while others coming decades. We will critically examine a series of may be more obscure. Topics covered may include, but are not limited to, the Cuban Missile Crisis, the prominent models for understanding different ways artificial intelligence works and is transforming our Berlin Airlift, Kennedy and the construction of the societies and landscapes. We will critically examine Berlin Wall, NSC 68, Operation Popeye, the Greek Civil War, Able Archer, the "New Look" Doctrine of and experiment with some key methods in futures the Eisenhower administration, the Soviet invasion studies to look at possible futures, assess their of Afghanistan, and the development of spaced- attractiveness and probability, and consider what steps might be taken to promote or prevent them. based weapons during the 1980s. The actual cases Methods considered will include, for instance: varia- covered will vary depending on the term and student interests. This class will be offered in a non-linear tions of extrapolation techniques, futures markets, and asynchronous online format. Students will scenario building, the Delphi process of consensus and futures imaging. A weekend workshop on futures tackle each case study as an individual module. Each module will include an overview from the instructor, imaging will be included as part of the course. Texts will include materials from Yuval Harari's Homo Deus, readings, and an assignment relevant to that module. Nick Bostrom's Superintelligence, and a wide variety Depending on the module, these assignments might of short essays and website materials. Assignments involve reflective writing responses, primary docu- will include short homework exercises, two problem ment analysis, virtual archival work, or some other sets, and a series of short papers building to a final form of creative expression. Students will be able to project on a topic of the student's interest. Topics select the modules they are most interested in from a could include, for example, the impact of drones and series of options. They can explore them in whatever cyber warfare on the national security state system, order they choose and on their own timeline for completion. In addition, there will be regularized real the role of automated and/or distance learning in time virtual discussion sessions with the instructor transforming education, the use of AI to monitor and and other members of the class as well as a more manipulate environmental systems or transforma- asynchronous message board for group posting. tions of health care or food systems in light of Al There will be multiple such sessions per week, and when combined with nanotechnology, genetic modifi- cation or big data. Student work will be evaluated on the timing will vary in order to accommodate student the extent to which it demonstrates the development scheduling. Students will be expected to partici- pate in a minimum number of these sessions. Final of skills for critically understanding, assessing and ap- propriately using the theories and methods covered projects for the class will involve individual students in the course both in written projects as individuals 106 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 and in collaborative discussions and workshop activi- and scope of environmental, energy, and resource ties. Level Intermediate. Prerequisites: A readiness problems and evaluate the various legal mechanisms to engage with theoretical models, methodological available to address those problems. The course techniques and philosophical questions in disciplined attempts to have students critically analyze the role and critical ways. Class limit: 15. Lab fee: $35. Meets of law in setting and implementing environmental the following degree requirements: HS policy. We explore traditional common law remedies, procedural statutes such as the National Environ- mental Policy Act, intricate regulatory schemes, and HS4012 Contemporary Women's Novels market-based strategies that have been adopted to Waldron, Karen control pollution and protect natural resources. Stu- This course selects from among the most interesting, dents are exposed to a wide range of environmental diverse and well-written of contemporary women's law problems in order to appreciate both the advan- fiction to focus on questions of women's writing (and tages and limitations of law in this context. Special at- how/whether it can be treated as a literary and for- tention is given to policy debates currently underway mal category), gender identity and women's issues, and the use of the legal process to foster the devel- and the tension between sameness and difference opment of a sustainable society in the United States. among women's experiences, and narrations of Students are required to complete four problem sets women's experience, around the world. The course in which they apply legal principles to a given fact begins by examining two relatively unknown yet scenario. Level Intermediate/Advanced. Prerequi- rather extraordinary novels from earlier in the twen- sites: Introduction to the Legal Process or Philosophy tieth century: Alexandra Kollantai's Love of Worker of the Constitution strongly recommended. Offered Bees (1927) and Sawako Ariyoshi's The Doctor's Wife at least every other year. Class limit: 20. Lab fee $10. (1967). After these, we read from truly contemporary Meets the following degree requirements: HS authors and quite varied authors published within the last twenty years, like Buchi Emecheta, Gloria HS4028 Cross-Cultural American Women's Naylor, Ursula Hegi, Nawal El Saadawi, Sue Grafton, Novels Graciela Limon, Tsitsi Dargarembga, Barara Yoshimo- to, Dorothy Allison, Rose Tremain, Julia Alvarez, Leslie Waldron, Karen Feinberg, April Sinclair, and Achy Obejas. Students This is an intermediate/advanced course in which stu- each choose an additional author to study and read a dents will explore in depth the connections between novel outside of class. An extensive list of authors is and among modern and cross-cultural women's included in the syllabus. Evaluation be based on class novels, primarily those written in the now very participation, either two short papers or one long multi-cultural United States. We will strive to make paper on works discussed in class, a presentation to connections between texts so as to better under- the class of the outside novel, and a final evaluation stand the nature of and any patterns or themes that essay. Level Intermediate/Advanced. Prerequisite: shape women's and cross-cultural fictional narra- a previous literature course and signature of the tion. Historical perspective, cultural differences, and instructor. Offered every other year. Meets the fol- gender roles will all be taken into consideration as we lowing degree requirements: HS analyze relatively recent women's fiction by such au- thors such as Toni Morrison, Maxine Hong Kingston, Gloria Naylor, Linda Hogan, Julie Shikeguni, Jamaica HS4022 Launching a New Venture Kincaid, Nora Okja Keller, Cristina Garcia, Jhumpa Friedlander, Jay Lahiri, and Sigrid Nunez. Participants will read care- This course will cover the process of new venture fully, prepare and ask questions of each other, write creation for students interested in creating busi- frequent response papers, and carry out a sustained nesses or non-profits with substantial social and independent project to be presented to the group. environmental benefit. It is designed for student The outside project will focus on one or more addi- teams who have an idea and want to go through tional texts that may be fictional, theoretical, cultural, the formal process of examining and launching the or historic. The group presentation will put outside enterprise. Topics covered in this course will include: texts into broad cultural and historical perspectives opportunity recognition, market research, creating and/or discuss them in terms of trends in women's a business plan, producing financial projections and literature, immigrant literature, women's literature of venture financing. As part of the course, all students the United States, multicultural narratives, or some will make a formal business plan presentation. Level other course theme. Selection of the outside text will Intermediate/Advanced. Class limit: 15 give participants the opportunity to fill in perceived gaps in their reading or explore a particular narrative or cultural form in depth. The reading load for this HS4026 Environmental Law and Policy course is relatively heavy. Evaluation will focus on Cline, Ken preparation, participation, insight, critical thinking, response papers, and the outside project - both its This course provides an overview of environmental oral presentation and development in an appropriate law and the role of law in shaping environmental form (visual, narrative, analytic, curricular, etc.). Level policy. We examine, as background, the nature Intermediate/Advanced. Prerequisites: a previous COLLEGE OF THE ATLANTIC CATALOG 2020-2021 107 literature course and permission of the instructor; process what students have seen and experienced; Contemporary Women's Novels experience recom- the reading of a variety of texts on both the aesthet- mended. Class limit: 15. Lab fee: none. Meets the ics and philosophies of place; workshop time to con- following degree requirements: HS ceptualize and develop a design for the final project; frequent consultations with the teaching faculty on the project's development; supported studio and/or HS4036 Native American Literature with a research time to bring the project to completion; and Focus on New Mexico checkpoints for collaboration and critique. To the ex- Waldron, Karen tent possible, students will share their projects with This course is part of a three-course sequence en- the COA community at the completion of the term. titled "The Unexpected Journey: Art, Literature, and Evaluation will be based on all these components of History on the Road in Nuevo Mexico." Several Native the course including class participation and the final American tribes reside in the area of New Mexico we project. All three courses must be taken concurrently: will be visiting for two weeks; many Native writers Native American Literature: A Case Study of the De- have written about this landscape; and as the written velopment of Literary Traditions with a New Mexico literature has emerged in a hostile environment, it Focus (Waldron), Art and Culture in Northern New will be fruitful for students to have a living example Mexico (Clinger), Processing the Unexpected Jour- of this environment and to experience the land and ney: Aesthetics, Experience, and the Creation of an multiple cultures of this region firsthand. To that end, Interdisciplinary Project (Clinger and Waldron). Level we will also read literary representations of Native Intermediate/Advanced. Prerequisites: Permission of American lives and culture written by non-Native Instructor. Class Limit: 8. Lab Fee: $1000 Meets the Americans. The course has been designed so as to following degree requirements: HS prepare us to enter the landscape, reflect on it, and read and discuss short works - while placing them HS4042 Reading the West in a larger history of the continent and its peoples - while we are away. Each student will write six re- Anderson, John/Cline, Ken sponse papers, keep a journal, research and present The spectacular range of habitats between the Pacific an historical issue or event to the class, and write a Ocean and the Great Basin and Sonoran Deserts proposal with bibliography for their final course proj- has generated some of the most significant "place ect. Evaluation will be based on all these components based" writing within American literature. In this of the course plus class participation as another form intensive field-based course students will be required of evidence of close and careful reading and engage- to read a range of materials dealing with key places. ment in learning to navigate different worldviews people, and events in the western landscape during and literary conventions. All three courses must be the summer prior to the formal start of the course. taken concurrently: Native American Literature: A The class will then convene in California and begin a Case Study of the Development of Literary Traditions trek eastwards into the Great Basin Desert, south to with a New Mexico Focus (Waldron), Art and Culture the Carson/Iceberg Wilderness, Yosemite, the Hetch in Northern New Mexico (Clinger), Processing the Hetchy Valley and Mono Lake, and then finally south- Unexpected Journey: Aesthetics, Experience, and the eastward across the Sonoran desert to Albuquerque, Creation of an Interdisciplinary Project (Clinger and New Mexico, where students and faculty will partici- Waldron). Level Intermediate/Advanced. Prerequi- pate in a conference celebrating the first 50 years sites: Permission of Instructor. Class Limit: 8 Meets of the Wilderness Act. Readings will include work by the following degree requirements: HS Muir, Didion, Steinbeck, and Fremont. Evaluation will consist of class participation, a series of essays and journal essays, and a final term paper that will be HS4037 Processing the Unexpected Journey completed following the end of the field portion of Waldron, Karen/Clinger, Catherine the course. This course will be integrated with and re- The third course in a three-course sequence entitled quires co-enrollment in Ecology and Natural History "The Unexpected Journey: Art, Literature, and History of the American West, and Wilderness in the West. on the Road in Nuevo Mexico" will provide students Level Intermediate/Advanced. Prerequisites: Permis- concentrated time and attention on classic, contem- sion of instructor; camping/backpacking ability. Class porary, and innovative texts of aesthetic and place limit: 9. Lab fee: $1500. Meets the following degree philosophy as well as sustained time devoted to artis- requirements: HS tic, literary, and/or historical production. This course will include program and project orientation (Spring HS4043 Wilderness in the West: Promise and and early Fall 2013, as well as some summer read- Problems ing), field trip debriefings while we are on the road in New Mexico, and a sustained period of study (in the Cline, Ken literature of aesthetics), planning, and production of Wilderness has been the clarion call for generations a substantial project centering on the literary and/ of environmentalists. In a letter in support of the or visual narrative or series of narratives they have Wilderness Act, writer Wallace Stegner characterized chosen. Components of the course include: providing the importance of wilderness as an essential "part of of faculty-assisted time to prepare for, reflect on, and the geography of hope." That single phrase and the 108 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 current controversy surrounding the concept of wil- coln and Stephen Douglas. While the class will focus derness provide the central focus of our explorations intensely on the political events of the 1850's, the of wilderness in western lands. This course examines class will simultaneously track broader questions of the question of wilderness from multiple perspec- political action in the context of a democratic society. tives in the hopes of providing an understanding As a result, students will have the opportunity both of both the concept and real spaces that constitute to acquire a richer understanding the historical mo- wilderness. Through conversations with wilderness ment that led to Lincoln's rise to power, as well as an managers, field work, and experience in federally opportunity to reflect on the larger issue of putting designated wilderness areas in National Parks, Na- "truth" into political practice. This course is intended tional Forests, Wildlife Refuges and on BLM lands, the for students with an interest in American history, po- course will also examine what "wilderness manage- litical action, and public debate. Familiarity with these ment" means on the ground in the varied landscapes issues is not a prerequisite for the class. The class of the western United States. In this context, we look will be held in a seminar style environment and will at historical and contemporary acco unts of the value be driven primarily by in-class discussion. There will of wilderness, ecological and cultural arguments for be an intensive reading load as well as an intensive wilderness, and the legal and policy difficulties of writing component to the class. Final evaluation will "protecting" wilderness. Considerable time is spent be based on a number of writing assignments, par- evaluating current criticisms of the wilderness idea ticipation in class discussion, and an individual class and practice. The class will culminate at a week-long presentation. Level Intermediate/Advanced. Prereq- national conference celebrating the 50th anniversary uisites: none. Class limit: 8. Lab fee: none. Meets the of the Wilderness Act. The 50th Anniversary National following degree requirements: HS HY Wilderness Conference provides an incomparable op- portunity for students to hear from and interact with federal management agencies, academics, recreation HS4047 Waste experts, and environmental advocacy organizations. van Vliet, Netta Presenting their final course work at this conference The term "waste" has varied definitions; it can sug- will also give students an opportunity to share their gest excess material not put to use, garbage, time or ideas and to receive valuable feedback from this so- objects that are not made productive or useful, and phisticated and well-informed audience of wilderness that which is thrown away. Waste is both a verb and experts. Classwork emphasizes hands-on service- a noun, and the term often carries moral or ethi- learning projects as well as reading, writing, and cal undertones; time should not be wasted, neither theoretical discussions. Students will be evaluated on should food nor material goods, and of course, life journal entrie S, contributions to the class discus- itself should not be wasted. Waste should be reduced sions, response rapers, engagement in field activities, or transformed through consumption or recycling. questions in the field, and contributions to group Waste can occasion disgust and outrage, but even work. This course will be integrated with and requires if less acknowledged, also fascination, desire and co-enrollment in Reading the West and Ecology and pleasure. Time spent idle is often time considered Natural History of the West. Level Intermediate/Ad- "wasted." Waste is also often understood as destruc- vanced. Prerequisites: Ecology, Our Public Lands, and tive and as the product of destruction. At the same permission of instructor and concurrent enrollment. time, waste can also be a necessary by product of Class limit: 9. Lab fee: none. Meets the following its opposites. Psychoanalysis has drawn attention degree requirements: HS to feces association with gold and the notion of the gift of waste in the formation of subjectivity. Politi- HS4046 Lincoln Before the Presidency cal economy, postcolonial studies, anthropology and feminist theory have all addressed histories of abjec- McKown, Jamie tion, notions of excrement, disposable populations, Perhaps one of the most widely evoked figures and the ways in which humans have dealt with literal in modern history, Abraham Lincoln is frequently waste and those materials and lives that become written about, quoted, and held up as an iconic understood as waste. In this regard, understand- example in contemporary public debate. Yet most ings of waste have been central for notions of value, people know little about Lincoln beyond a summary productivity, desire, cleanliness and filth, inside and biographical sketch and a short speech or two. This outside, and the place of difference. In this course, is especially true as it relates to Lincoln's political we will examine some of the varied ways in which life before the presidency. This class is an intensive waste has been understood - in terms of political exploration into Lincoln's political career prior to economy, political theory, postcolonial studies and his election to the presidency in 1860. Students feminist theory, addressing waste in terms of iden- will explore Lincoln's activities as they relate to the tity, the natural environment, value, and the forma- debate over slavery, the death of the Whig party, tion of what counts as human. Readings will include and the ascendancy of the newly formed Republican texts by Karl Marx, Frantz Fanon, Georges Bataille, Party. Class reading and discussion will be driven by Julia Kristeva, Sigmund Freud, Dominque Laporte, a threefold examination of broad historical contexts, Mary Douglas, Jacques Lacan, Norman O. Brown, biographical materials, and public speech texts. Sophia Stamatopoulou-Robbins, William Rathje and Students will spend an extended period of time on Cullen Murphy, Kathleen Millar, Hannah Arendt, Carl the analysis of the 1858 Senate debates between Lin- Schmitt, Kevin Bales, Paul Ricoeur, Ranjana Khanna, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 109 and Françoise Vergès. Students will be evaluated apply cooperation to the contexts of commonly held based on attendance, in-class participation, reading resources (such as fisheries and climate), networks responses, and two short analytical essays. Level and strategic alliances, and formal economic organi- Intermediate/Advanced. Prerequisites: none. Class zations (cooperatives). After an introduction to the limit: 10. Lab fee: None. Meets the following degree relevant issues and an examination of the standard requirements: HS neoclassical approach of optimization (with coop- eration as part of the choice set), we will enrich our understanding of group cooperation through the HS4052 Economic Development: Theory and examination of social capital, tacit knowledge, and Case Studies common pool resources. We will then have a brief Taylor, Davis exposure to game theoretic approaches to concep- Economic growth in the developing world has lifted tualizing strategic behavior, along with graph theory millions out of poverty at the same time that mis- as a means of conceptualizing networks. With these guided attempts at widespread application of generic tools in hand, we will examine the role of networks economic development theories has impoverished in economic contexts such as the networks of Emilia millions. As a result of this tragedy, new approaches Romagna, the Mondragón complex, and worker- and methodologies to economic development are owned businesses in the United States and Canada. This course will be of interest to students interested emerging, and represent some of the most impor- tant, dynamic, and controversial theories in all of in business and organizational management, natural economics. This course examines these new per- resource management, sociology, community devel- spectives on economic development. We will briefly opment, globalization, social movements, economic contextualize the new by reviewing "old" economic democracy, and a host of other topics. Evaluation will development, then move on to theories that empha- be based on participation in classroom discussions, size very place-based, country-specific approaches several major assignments, and responses to reading to how economies develop; this will involve examin- questions. We will collaboratively decide on a final ing the specific roles of capital accumulation, capital project; possibilities poster presentations, a commu- flows (including foreign exchange, portfolio capital, nity presentation, or a jointly produced research or foreign direct investment, and microfinance), human policy paper. Level Intermediate/Advanced. Prereq- capital, governance, institutions (especially property uisites: One course in college or IB economics. Class rights, legal systems, and corruption), geography and limit: 15. Lab fee: $40. Meets the following degree natural resource endowments, industrial policy (e.g. requirements: HS free trade versus dirigiste policies), and spillovers, clustering, and entrepreneurship. The course will HS4056 Histories of Race involve a rigorous mix of economic modeling, careful application of empirical data (including both histori- Little-Siebold, Todd cal analysis and cross-sectional studies; students Race as a concept was constructed in the western with no exposure to econometrics will receive a brief world in the early modern era as commentary on introduction) and country studies. Evaluation will be and explanation of human differences. This class based on classroom participation, responses to read- will examine the origins of the idea of race and the ing questions, short essays, and a final project con- ways it is central to the creation of the modern world. sisting of an economic development country study Drawing on histories of Europe and the Americas this of the student's choice that demonstrates applica- class will look at the different ways racialized thinking tion of theoretical concepts to the real world. Level was deployed in colonial contexts. Central themes of Intermediate/Advanced. Prerequisites: One econom- the course will be the history of race as an idea, the ics course. Class limit: 15. Lab fee: none. Meets the nature and impact of the Atlantic slave trade, how in- following degree requirements: HS, QR digenous peoples reshaped European ideas of what it meant to be human, the construction of white- ness, and the history of slavery in the new world. The HS4053 Economics of Cooperation, Networks & period covered by the class spans from the origins Trust of race as an idea to the late nineteenth century. Taylor, Davis The course will be a hybrid of a lecture course and a Economics is slowly expanding from equilibrium- readings seminar. Students will read major works in based, atomistic optimization, through dyadic the field and develop an understanding of the histori- strategic interaction, to the consideration of networks cal background of contemporary forms of structural and complexity. At the same time, it is beginning inequality justified and reinforced by racialized think- to incorporate more complex human motivations ing. Students will do a series of short assignments, beyond simple optimization as means of explain- lead discussion of books, and undertake a major ing economic outcomes. This course captures these research paper. The research projects will allow trends by the study of the economics of cooperation, students to explore topics beyond the chronological networks, and trust. We will focus on four major ways and spatial scope of the course. Level Intermediate/ of understanding cooperation: individual optimiza- Advanced. Prerequisites: None. Class limit: 12. Lab tion, strategic optimization, institutions, and em- fee: $45. Meets the following degree requirements: bedded social relationships (networks), and we will HS, HY+F200 110 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS4067 Ecological Economics ity fetishism and alienation (in Marxist terms) and Taylor, Davis narrow definitions of economic efficiency (in Neoclas- sical terms). We will lean heavily on theories and case This course explores selected themes in ecological economics, which is both the economics of sus- studies of diverse/ community/ solidarity economies as articulated by JK Gibson-Graham, Ethan Miller, and tainability and resilience as well as a paradigmatic others; other topics will include capitalism (alienation approach distinct from mainstream neoclassical and commodification), Buddhist/ Gandhian eco- economics. We will use the first several weeks of the nomics (which emphasizes local economies, com- term to define and outline ecological economics. We munity self-reliance), work (the nature of work, what will use the remainder of the term to explore relevant constitutes good work), resistance/avoidance (James current topics; possible themes include climate C. Scott), and degrowth. By studying and integrating change, fossil fuels and renewable energy, green these ideas as they relate to production, consump- technology and investment, ecosystem conserva- tion, and social relations, we will also seek to rede- tion (ecosystem services, payment for ecosystem fine contemporary economics beyond its traditional services), biophysical constraints to economic growth emphasis on commodity production, restoring "the (technological optimism/pessimism, the precaution- social" to this social science. Evaluation will be based ary principle, rebound effects and Jevon's Paradox), on problem sets, participation and engagement in sociocultural impacts of economic growth (consump- classroom discussions and field experiences, and tion, happiness studies), system dynamics (steady a final poster presentation. Level Intermediate/ state economy, critical transitions in complex sys- Advanced. Prerequisites: One course in economics tems, resiliency), common pool resources (fisheries, climate, forests), measurement issues (growth versus or social theory, and permission of instructor. Class limit: 15. Lab fee: 40. Meets the following degree development, ecological footprint, Index of Sustain- able Economic Welfare), political economy and politi- requirements: HS cal ecology (land grabbing, violence), methodological issues (post-normal science, transdisciplinarity), HS4080 Land and Climate institutional arrangements, trade and development (embodied trade in energy and water, pollution Stabinsky, Doreen havens), community sustainability (localization, com- A changing climate affects land, forest, and agri- moning), philosophical issues (Buddhist economics, cultural ecosystems, with predominantly negative Gandhian economics, homo economicus, feminist impacts projected in most regions of the world. At economics), and degrowth. Evaluation will be via four the same time, human activities in these ecosystems short essays, a final poster presentation, and class- contribute significantly to global emissions of green- room engagement. Level Intermediate/Advanced. house gases and consequent planetary warming Prerequisites: one term of economics or permission and climate change. Yet land and ecosystem-based of instructor. Class limit: 12. Lab fee: $15. Meets the activities are also looked to as potential solutions to following degree requirements: HS climate change, ranging from small-scale agroecologi- cal production of crops and livestock to large-scale bioenergy-based geoengineering approaches. Cutting HS4069 Leaving Capitalism across all these dimensions of land-climate interac- Taylor, Davis tions are the climate impacts of and on food produc- Markets are the dominant form of economic organi- tion, food security, and livelihoods based on food and farming. In this course we survey scientific and zation in the world today: particularly in the Global North, the vast majority of people sell their special- policy literature on these intersections between land ized labor to earn money, and use the money to ob- and climate change. Much of the material surveyed draws from and builds on the 2019 special report tain, via markets, the goods and services they need or desire. However, since the earliest days of capitalistic of the Intergovernmental Panel on Climate Change (IPCC) on land and climate. The course focuses on production, there were voices that articulated deep- 1) understanding the scientific basis of 2) technolo- seated critiques of capitalism while finding value gies, policies, and politics of climate action in the land in non-commodified production and consumption. sector, while 3) considering impacts on food security These voices are still with us today, along with those and livelihoods based on food production. Evaluation who seek to act on such critiques by meeting much in the course will be based on weekly summaries of of their material needs through non-market means such as self-production, acts of reciprocity, and, readings, contributions to class discussion, and a final presentation. Level Intermediate/Advanced. Prereq- and gift exchange. This course examines theories, uisites: Prior coursework in or knowledge of climate concepts, and experiences centered on this practice of "leaving capitalism": seeking food, shelter, and change politics, ecology, agroecology, food systems. Class limit: 15. Lab fee: None. clothing to the greatest degree possible through non- commodified production and consumption, in places where commodified production and consumption HS4085 Writing Your Novella are the dominant norms. We will examine counter- hegemonic activities, particularly homesteading, that Cass, Blake seek to restore visible, non-exploitive relationships Although the novella remains one of the most un- to production activities, thus challenging commod- derappreciated and misunderstood literary genres, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 111 its structural brevity offers students the ideal form sexual difference, colonialism, the human, death in to study how to create long-form fiction. Class time relation to life, and representation. Students will be will be primarily devoted to discussing the novellas evaluated on participation in seminar discussions, we have read. Texts may include "Seize the Day" by weekly reading responses, a mid-term paper and fi- Saul Bellow, "The Grownup" by Gillian Flynn, "Neigh- nal paper. There are no prerequisites for this course, bors" by Lilia Momple, "Pedro Paramo" by Juan Rulfo, but students will be expected to conduct close read- and "Indian Nocturne" by Antonio Tabucchi. During ings of challenging texts. Students are encouraged to class, we will look at strategies of dialogue, point-of- contact the professor with any questions about the view, plot, and setting. Students will learn how other course and whether it is a good fit for them. Level writers develop characters with precision, fluidly Intermediate/Advanced Prerequisites: None. Class integrate backstory and flashbacks into narratives, limit: 12. Lab fee: $10. Meets the following degree and make use of the three narrative modes: full requirements: HS scene, half scene, and summary narration. To help establish a routine of writing, students will sign up for daily work periods in the writing center. Some HS4087 History Workshop: Wabanaki Studies work periods will start with a prompt to help stu- Little-Siebold, Todd dents focus their imaginations on specific aspects This class will be an empirically-based research of their stories, but most work periods will primarily seminar on the history, politics, archaeology, and be dedicated to individual writing. By maintaining a culture of Maine's Wabanaki tribes that tackles a wide habit of writing and reflecting throughout the course range of issues. The class will consist of several group on their progress, students will develop a process of projects on topics such as cataloging indigenous writing that works for them. By the end of the course, place names to the loss of cultural heritage sites due each student will be expected to hand in a polished to coastal erosion. After completing several of these first draft ranging between 20,000 to 50,000 words. projects, students will develop their own research Shorter novellas will go through more extensive project on Wabanaki history and culture that they will revision than longer novellas. Students will be evalu- conceptualize, plan and carry out. The class will also ated on their participation in class and their ability to cover the themes of colonialism, cultural revitaliza- execute narrative strategies in their novellas. Level tion, tribal sovereignty, preservation of cultural Intermediate/Advanced. Prerequisites: Permission of resources, and much more. The course will be based instructor; students will be asked to share a sample on projects developed in consultation with tribal of their writing. Class limit: 12. Lab fee: None. cultural preservation specialists and tribal historians from Maine's Wabanaki communities. Final projects, HS4086 Derrida and Questions of Difference so long as they have a historical component, can ex- plore a topic of the student's choosing in consultation van Vliet, Netta with the faculty. This class is appropriate for students Algerian Jewish philosopher, Jacques Derrida (1930- from a range of backgrounds. Previous coursework 2004), one of the most widely translated French phi- such as Indigenous America, Native American Law, losophers of the 20th century, developed a body of Race and Racism in America, the Yucatan Program, or work often referred to as "deconstruction." Derrida's other relevant courses will be extremely helpful, and oeuvre has influenced multiple fields and disciplines, preference will be given to students who have some including Literature, Anthropology, Philosophy, Post- previous academic background in historical research, colonial Studies, Psychoanalysis and Feminist Theory. indigenous studies, and ethnography. Students This course will track some of the ways in which who have taken classes with a strong component of Derrida engaged with ideas of difference, through a textual analysis of historical sources are also encour- focus on questions his work poses for understand- aged to take the class. Students will learn to work ings of the human. The class will engage with Der- with both primary and secondary sources (both writ- rida's archive through reading some of his early work, ten and visual). Students will be evaluated on their including essays and interviews about the status contribution to the group projects, participation in of writing and speech, language, and philosophy, discussion, several small assignments, and their final and then move through his later work, including his project. Level Intermediate/Advanced. Prerequisites: increasing focus on explicitly political topics such as Permission of instructor (see description). Class limit: the death penalty, the animal, sovereignty, and war. 12. Lab fee: $60. Meets the following degree require- Although the texts we read will be primarily Derrida's ments: HS, HY own writing, we will also read authors who respond to and build on Derrida's thought. These may include Gayatri Spivak, Ranjana Khanna, Samir Haddad, HS4088 Literature of Exile Peggy Kamuf, and Michael Naas, as well as texts Turok, Katharine by those with whom Derrida was in dialogue, such Displacement, disappearance, deportation, exile, and as Sigmund Freud, Hélène Cixous, Michel Foucault, return in New Writing: how do storytellers relate, Sarah Kofman, Claude Lévi-Strauss, Karl Marx, Martin relive, and re-create displacement from war, emi- Heidegger and Emmanuel Levinas. As we move gration, anti-immigration discourses, voluntary or through Derrida's texts and those informed by them, coerced exile, or racial, ethnic, and religious conflicts? we will pay particular attention to questions about What emotional truths do new novels, poems, short 112 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 stories, and essays reflect-from anger to "other- course and this one will overlap, the readings will be ness" to nostalgia to numbness-when the self and different. Readings will include texts by Jacques Derri- its homeland are separated? Are one or more home- da, along with texts by others who have engaged with lands foundational to identity formation? How do fic- his work. The online version of this course will include tion and nonfiction convey refugee experiences and weekly synchronous online discussions and written their aftermath? Finally, how are migratory journeys exchanges on a shared google doc, in addition to of geography and selfhood accompanied by related the writing assignments referred to below. Algerian trauma, impactful on different generations and Jewish philosopher, Jacques Derrida (1930-2004), one changes in the social and political spectrum - and do of the most widely translated French philosophers they evolve as "a disassembly of the heart and exca- of the 20th century, developed a body of work often vation of a new identity" in recent writing? Readings referred to as "deconstruction." Derrida's oeuvre has include material by twenty-first-century writers from influenced multiple fields and disciplines, including every continent, such as Chimamanda Ngozi Adichie, Literature, Anthropology, Philosophy, Postcolonial Claire G. Coleman, Daša Drndic, Isabella Hammad, Studies, Psychoanalysis and Feminist Theory. This Cristina Henríquez, Amitav Kumar, Kyun-sook Shin, course will track some of the ways in which Derrida Valeria Luiselli, Geovani Martins, Imbolo Mbue, Viet engaged with ideas of difference, through a focus on Thanh Nguyen, Julie Otsuka, Salman Rushdie, Pajtim questions his work poses for understandings of the Statovci, and Shahla Ujayli. Students will be assessed human. The class will engage with Derrida's archive on engaged participation, two short papers, one through reading some of his early work, including presentation in any medium, and a final essay, story, essays and interviews about the status of writing and poem, or play. Level Intermediate/Advanced. Prereq- speech, language, and philosophy, and then move uisites: None. Class limit: 15. Lab fee: None. Meets through his later work, including his increasing focus the following degree requirements: HS on explicitly political topics such as the death penalty, the animal, sovereignty, and war. Although the texts we read will be primarily Derrida's own writing, we HS4089 Creative Nonfiction:Thinking & Writing will also read authors who respond to and build on about Popular Culture Derrida's thought. These may include Gayatri Spivak, Greenberg, Ariel Ranjana Khanna, Samir Haddad, Peggy Kamuf, and The concept of taking Beyoncé and Stranger Things Michael Naas, as well as texts by those with whom as seriously as one takes Mozart and Shakespeare Derrida was in dialogue, such as Sigmund Freud, has long been upheld by the discipline of cultural Hélène Cixous, Michel Foucault, Sarah Kofman, studies, but it remains controversial, even within Claude Lévi-Strauss, Karl Marx, Martin Heidegger and some segments of the academy. And writing about Emmanuel Levinas. As we move through Derrida's such things through the relatively new genre of texts and those informed by them, we will pay par- creative nonfiction is even more ground-breaking. ticular attention to questions about sexual difference, In this creative nonfiction seminar, we'll explore how colonialism, the human, death in relation to life, value to think in scholarly but also deeply personal ways and representation. Students will be evaluated on about popular culture, and how to channel that into participation in seminar discussions, weekly read- literary nonfiction writing. Texts may include "Go ing responses, a mid-term paper and final paper. Ahead in the Rain: Notes to A Tribe Called Quest" by Students are encouraged to contact the professor Hanif Abdurraqib, Khadijah Queen's "I'm So Fine", the with any questions about the course and whether it University of Texas' Music Matters series, and work is a good fit for them. Level: Intermediate/Advanced. by Roland Barthes, Wayne Koestenbaum and oth- Prerequisites: Derrida and Questions of Difference is ers. Students will work on individual creative writing not required, but some previous course work in criti- projects and writing will be workshopped and revised cal theory, literature or philosophy is necessary; per- mission of instructor. Class limit: 12. Lab fee: None. throughout the term. Although there are no specific prerequisites, the course will require independent Meets the following degree requirements: HS research and will be conducted at an intermediate or advanced level best-suited for students with expe- HS4091 Comparative Global Politics of Biol. rience in academic research, literary analysis and creative writing. Students will be evaluated based on Diversity & Clim. Chng quality of completed assignments, both creative and Stabinsky, Doreen academic, and participation in class discussion. Level Climate change and biological diversity are promi- Intermediate/Advanced Prerequisites: Experience nent issues on the global political and environmental and skills in academic research, literary analysis and governance agendas and in public environmental creative writing. Class limit: 12. Lab fee: none. consciousness. Each issue will be the focus of a major United Nations summit in 2020. Parties to the UN Convention on Biological Diversity will negotiate new HS4090 Derrida and Questions of Difference II post-2020 goals for halting biodiversity loss; par- van Vliet, Netta ties to the UN Framework Convention on Climate This class continues to engage with the questions Change will see the launch of new commitments addressed in the course Derrida and Questions of and a framework for action under the Paris Agree- Difference. While the conceptual questions of that ment. Meanwhile, public narratives of the escalat- COLLEGE OF THE ATLANTIC CATALOG 2020-2021 113 ing and intersecting dual "crises" of climate change insights, and the black female experience. Over the and biodiversity loss provide a broader context for course of the term students will read through Mor- questioning the role and effectiveness of intergovern- rison's oeuvre of novels (The Bluest Eye, Sula, Song of mental treaty regimes in addressing these crises. This Solomon, Tar Baby, Beloved, Jazz, Paradise, Love, A course will take a comparative and critical look at two Mercy, Home, God Help the Child) as well as a num- multilateral treaty regimes: the UN Convention on ber of her key essays and addresses (Playing in the Biological Diversity and the UN Framework Conven- Dark, The Source of Self-Regard), scholarly criticism, tion on Climate Change. Students will study legal and responses to Morrison's 2019 passing. There characteristics of each of the treaties, how problems may be some division of labor with the later novels are defined and addressed within each, mechanisms (after Paradise), but the course is reading intensive. used for implementation, and the governmental and Students will also prepare frequent short written non-governmental actors involved in the work of responses and a final project responding to Mor- treaty implementation. We will also look at how these rison in some way. Evaluation will be based on class two treaty bodies work together to address issues at participation, response papers, passage analysis, and the intersection of climate change and biological di- the final Morrison project to be shared with the class. versity. Finally, we will spend some time in the course Level Intermediate/Advanced. Prerequisites: Prior reading a range of theoretical perspectives and pon- literary study, and permission of instructor. Class dering larger political and philosophical questions: Limit: 15. Lab fee: none. Meets the following degree Are our current intergovernmental institutions up to requirements: HS the challenge of addressing these immense planetary challenges? What are the potentials of and limits to intergovernmental spaces and collective action HS4093 The Cider Project that might we discern? What role might there be for Little-Siebold, Todd non-governmental actors and social movements to This year-long class will consist of a series of work- contest and construct more effective regimes? How shops, activities, and field trips over the course of does a study of these regimes help us imagine what the academic year. The course will be focused on a global politics of the terrestrial might look like? Stu- learning all stages of hard cider production from dents will be evaluated based on their participation in evaluating fruit to fermentation all the way to the fi- class discussions, regular writing assignments reflect- nal bottling and label design. There will be additional ing on course readings, a presentation related to one background and contextual readings on the history of the treaty regimes, and a final synthetic essay that and culture of cider. The goal will be to produce a engages with topics covered during the term. Level hard cider ready in the following year. Working with Intermediate/Advanced. Prerequisites: Permission of cider makers from Maine and New England students instructor. Class limit: 12. Lab fee: None. Meets the will learn about how to identify the qualities in apples following degree requirements: HS that make for excellent cider. They will then harvest fruit locally by foraging for high quality fruit to press into cider. With local cider makers students will then HS4092 The Measure of Our Lives: Toni Morri- begin the fermentation process from monitoring the son Seminar biochemistry of the juice through racking and sec- Waldron, Karen ondary fermentation. Finally, in the spring the class This course will be an intermediate/advanced will design the final labels, bottle the cider, and, in ac- seminar honoring and exploring the works of Toni cordance with state law, evaluate the quality. At each Morrison (1931-2019), an African-American author stage participants will have workshops, readings, and who won the Nobel Prize for Literature in 1993, the projects that are part of the class. All students will be Pulitzer Prize for Fiction in 1988 and numerous other required to participate in a core series of workshops notable awards. She was a giant of a public intellectu- and activities, and then they will choose from among al and contemporizing figure in American Literature; other activities as well. The course is appropriate for her works continue to inspire and transform readers those interested in food studies, biochemistry, agri- and scholars of all identities although her primary cultural history, and botany, among other fields. No purpose was to write for black people. As Morrison previous coursework required, but preference will be herself said, "If there is a book that you want to read, given to students who have some relevant academic but it hasn't been written yet, you must be the one to background or personal experience. Evaluation will write it." In writing she changed the literary landscape be based on engagement with and completion of of the US. In particular, her poetics illustrate how core shared work, participation in workshops and African-American and especially African-American field trips, and individual projects. There may be an women authors express depths of meaning and optional two week trip to England to visit and learn experience absolutely central to any understand- from traditional cider makers there. This is a year- ing of the complex culture and histories of the US. long course carrying a single credit. Students must be Another Morrison quote hints at the profundity of on campus for all three terms of the academic year. her own view of her life's work: "We die. That may be Level Intermediate/Advanced. Prerequisites: Permis- the meaning of life. But we do language. That may be sion of instructor; see above. Class limit: 11. Lab fee: the measure of our lives." These two quotes provide $125. Meets the following degree requirements: HS a framework for the course, which seeks students in- terested in language and its power, literature and its 114 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS4094 World Literature sues concerning marine mammals, Native American's Turok, Katharine wildlife concerns, migratory birds, animal rights, and agencies entrusted to manage wildlife. The growing Using seminal works by Machado de Assis, Luís de role of international agreements to protect migratory Azevedo, and Rabindranath Tagore as a starting and commercially valuable species is also covered. point, this course will present non-English twentieth- Special attention is given to debates currently under- and twenty-first-century world literature in the con- way over reauthorizing the Endangered Species Act text of its relation to cultural, political, and personal and pending biological diversity legislation. Students identity. One of the main objectives of the course are engaged in a term-long project that attempts is to provide students with the critical tools neces- to apply the principles of the course to a pressing sary for an informed reading and analysis of texts, wildlife issue in Maine. Evaluation is based on class especially in light of questions of identity formation, participation and contribution to the group project. an imagined or remembered sense of home and Level Advanced. Prerequisite: Environmental Law and displacement or exile, and cultural conflict in today's Policy or permission of the instructor. Offered every world. Acknowledging and becoming familiar with third year. Class limit: 10. Lab fee: $15. Meets the fol- elements such as genre, period, style, and theme lowing degree requirements: HS are also goals of the course. Fiction and nonfiction in translation, with some attention to bilingual and parallel texts, will include short and full-length prose HS5013 Methods of Teaching Writing Across works by writers such as Lu Xun, Naguib Mahfouz, the Curriculum Tadeusz Borowski, Mahasweta Devi, Lydia Chu- kovskaya, Ingeborg Bachmann, Emile Habibi, Reza Kozak, Anne Baraheni, Gabriel García Márquez, Nawal el Saadawi, This course not only gives students knowledge and Aimé Césaire, Carlos Fuentes, Christa Wolf, Jaime understanding of rhetorical theory and practice so Manrique, René Alomá, Carme Riera, Alifa Rifaat, they can work effectively with developing writers, but Octavio Paz, Abé Kobo, Jack Agüeros, Empar Moliner, also provides them with a review of grammar, meth- Ben-Zion Tomer, Francisco Goldman, Arundhati Roy, ods of evaluating writing, and strategies for teaching Shulamith Hareven, Haruki Murakami, Roya Hakak- exposition, argument, and persuasion. Students put ian, Edwidge Danticat, Pola Oloixarac, Abelardo "Lalo" this knowledge to practical use by working as peer Delgado, and Susana Chávez-Silverman. Evaluations tutors in the Writing Center. Students participate in will be based on discussion, three short papers, and this course for one academic year and receive one one interpretive essay. Level Intermediate/Ad- credit. In addition to Williams' Style: Ten Lessons in vanced. Prerequisites: none. Class limit: 15. Lab fee: Clarity and Grace and Irmscher's Teaching Exposi- none. Meets the following degree requirements: HS tory Writing, students read numerous articles from College Composition and Communication, College English, The Writing Instructor, Language Arts, and HS5010 Advanced Composition English Journal, and Research in the Teaching of Eng- Kozak, Anne lish as well as a text dealing with teaching writing in This course has two goals: 1) to aid the student in their specialty, e.g. Writing Themes about Literature developing and refining a style and 2) to make the or a Short Guide to Writing about Biology. Level Ad- student cognizant of the interaction between style, vanced. Prerequisites: Working knowledge of gram- content, and audience. To achieve these goals, mar and usage, excellent writing skills, ability to work students write several short papers or one or two closely with people, and signature of faculty member longer ones, meet regularly with the instructor to go in writing or education. Class limit: 15. Meets the fol- over these, edit and discuss the exercises in Style: lowing degree requirements: ED, W Ten Lessons in Clarity and Grace by Joseph Williams, and participate in review sessions. Level Advanced. HS5014 Austen, Bronte, Eliot Prerequisites: Signature of instructor. Offered every winter. Class limit: 8. Lab fee: None. Meets the follow- Waldron, Karen ing degree requirements: W This is an advanced course which explores in depth the works of three major writers of the Victorian period: Jane Austen, Charlotte Bronte, and George HS5012 Wildlife Law Seminar Eliot. The set-up of the syllabus, group meetings, Cline, Ken and individual projects require that participants talk about connective factors between texts and the In his seminal essay on the "Land Ethic," Aldo Leo- pold explores the incongruity between man's legal development of women writers' voices and narrative structures and the natural world around him. This structures during this period. Emphasis will also be incongruity is particularly acute in the area of wildlife placed on the construction of the heroine, the use conservation. This course examines the legal, philo- and manipulation of the marriage plot, developments sophical, scientific, economic, and political problems in linguistic and narrative practice, and developments surrounding man's relationship with other species in each author's work- from the juvenilia to the later on this planet. The far reaching goals and impacts of fiction. Historical perspectives, gender roles, and the Endangered Species Act are a central focus of the theoretical approaches will all be taken into consid- course. Significant time is also dedicated to legal is- eration as we analyze novels such as: Lady Susan, COLLEGE OF THE ATLANTIC CATALOG 2020-2021 115 Northanger Abbey, Persuasion (Austen); The Profes- nization, the rise of the modern nation state, and the sor, Villette, and Shirley (Bronte); and The Mill on the transformations associated with the rise of coffee Floss and Middlemarch (Eliot). Rather than prepare as a major export crop. Corn and coffee provide a papers and exams, participants will prepare and ask convenient vantage point from which to examine questions of each other, develop response papers the social, economic, and cultural dynamics of native and passage analyses, and carry out a sustained in- society on the one hand and the globally- connected dependent project to be presented to the group. The production of coffee on the other. The course moves outside project will involve additional research into from a broad macro perspective on each crop to an one of the major authors, to include both the read- intensive exploration of how both are produced in ing of another novel, biographical information, and Guatemala. In this way, class participants will be able critical analyses. Projects will give participants the to look at how global historical trends in consump- opportunity to explore a particular author, question, tion have played themselves out in local communi- or form in depth. The reading load for this tutorial ties. The class will simultaneously be able to look at is very heavy. Evaluation will focus on preparation, the processes at work in pueblos throughout Gua- participation, insight, critical thinking, and the outside temala that root the corn economy into rich cultural project, which will be be presented orally and devel- and social dynamics that are at the core of communal oped in an analytic fashion to be determined by the life. Using these two crops as a starting point, the class. Level Advanced. Prerequisites: Permission of class will allow students to develop a holistic and Instructor. Class limit: 12. Lab fee: none. Meets the synthetic understanding how Guatemalans live their following degree requirements: HS everyday lives embedded in intensely local realities even as they experience much larger national and international processes. The course emphasizes HS5015 Hydro Politics in a Thirsty World attention to the broad global dimensions of corn Cline, Ken and coffee's production as well as the fine-grained This course will look at the complex issues surround- study of Guatemala's socio-cultural life in historical ing the development, distribution, use and control of and anthropological perspective. Through discus- fresh water around the world. Focusing primarily on sions of the books, this seminar-style course seeks to developing countries, we will examine three aspects provide students with deep insights into the history of water use and control. First we will look at the of Guatemala while maintaining a sense of the global scope and impact of water development projects; and regional context. Intensive readings will provide second we will examine the conflicts and solutions students with a snapshot of trends in both history related to transboundary river basins; and third we and ethnography while broader synthetic analyses of will consider the implication of privatization of water both corn and coffee will embody more popular ap- resources. By way of background, we will review the proaches to the topic. Students will lead discussions variety of demands placed on fresh water and the of the readings, write short synthetic essays, and political institutions related to water development. undertake a research project for the class. Level Ad- Students will gain a solid background in international vanced. Prerequisites: Signature of the instructor, any environmental law as it relates to multilateral and of the following courses: Native Empires to Nation bilateral treaties, customary law, multilateral institu- States; Articulated Identities; American Worlds. Class tions, and the guidance of international "soft law". Limit: 12. Lab fee: $50. Meets the following degree They will also understand the allocation and equity requirements: HS HY issues surrounding the privatization of water and the political dimensions of this shift. Ultimately, these issues will give a concrete understanding of some HS5017 Advanced Spanish I aspects of the concept of sustainable development. Pena, Karla Evaluation will be based on class participation, short This course is for students who are competent in the analytical papers, and a substantial term-long assign- principal grammatical forms of Spanish. In this class, ment. Level Advanced. Prerequisites: Solid back- students increase their mastery and automatic com- ground in international politics, economics, human mand of grammar and nuances of idiomatic usages, rights, or development policy through coursework broaden their vocabulary in general and deepen or personal experience. Class limit: 20. Lab fee: $15. it in targeted areas, enrich their understanding of Meets the following degree requirements: HS multiple dimensions of Hispanic culture, and increase their ability to read, write, hear and speak in a variety of rhetorical forms and genres. Student are evaluated HS5016 Corn and Coffee based on class participation, homework and their Little-Siebold, Todd ability to work effectively with multiple kinds of texts, This course explores the rich history of Guatemala interviews, conversations, formal interviews, oral pre- through the lens of two vital products, corn and sentations, writing exercises in different styles, and coffee. The crops provide insight into the global and non-verbal communication. Typically offered in fall or local dimensions of both historical and contempo- winter. Level Advanced. Prerequisites: Permission of rary reality there. The course will cover the history of instructor. Class limit: 10. Lab fee: $20 Guatemala from pre-contact native society through the myriad changes wrought by colonialism, decolo- 116 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS5018 The Nature of Narrative HS5022 Hatchery Waldron, Karen Friedlander, Jay This is an advanced writing focused course in which The Hatchery is applied Human Ecology in action; it students practice the human ecology of literary offers students a bridge from coursework to actively analysis. We explore the 'mind' or consciousness of creating their vision of the future. The Hatchery gives fictional writing (specifically, novels) by looking at students from across the campus the opportunity how narratives make meaning, and at how we make to move from ideas to action. Hatchery students meaning from narratives. The course surveys some work either individually or in teams on a wide array of the best modern fiction, with a particular focus of enterprises. Past projects have included: urban on works that highlight narrative technique, stretch farming; international development; policy and plan- the boundaries of the imagination, have a rich and ning; photography and film; alternative transporta- deep texture, and push against the inherent limita- tion; biofuel production; renewable energy; food tions of textuality. Students also hone their reading systems; the arts; furniture production; technology and analytic skills as they work closely with twentieth development; social enterprise. Ventures have been century texts that broke new literary ground. Some for-profit and non-profit, encompassing the range of the authors we may read include: Joseph Conrad, from local businesses to scalable start-ups. Students Virginia Woolf, William Faulkner, Monique Wittig, selected for the Hatchery are required to devote an John Dos Passos, Toni Morrison, N. Scott Momaday, entire term to launching their venture. Each Hatchery Bessie Head, Manuel Puig, and Margaret Atwood. We enterprise, whether a team or an individual, must also study some narrative (and possibly film) theory. take the course for a minimum of three credits. Along Evaluation is based on class participation, frequent with weekly instructional meetings, students receive short response and passage analysis papers, and an office space, supplies, professional services, men- independent project. Level Advanced. Prerequisite: tors and potential access to seed capital to develop Signature of Instructor. Offered every other year. their ventures. After the initial ten weeks of class, if Class limit: 15. Meets the following degree require- students decide to continue their enterprises, they ments: HS, WF have access to the Hatchery space and resources for an additional nine months. The Hatchery takes place in three phases: HS5020 Advanced International Environmental --Application: Students apply for a position in the Law Seminar Hatchery over winter term. Cline, Ken --Rapid Prototype: The ten weeks of the Hatchery This course is designed to provide an overview of course. Students create a rapid prototype to test the use of international law in solving transnational their ventures in the marketplace. These prototypes environmental problems and shaping international vary widely depending on the type of ventures. behavior. We examine, as background, the nature --Creating an Enterprise Structure: During the ten and limitations of international law as a force for weeks of the course, students will have weekly as- change. The course will then explore customary law, signments that introduce key elements in an organi- the relationship between soft and hard law, enforce- zational structure and highlight operational consider- ment of international law, implementation mecha- ations that are universal amongst enterprises. nisms, and the effectiveness of multilateral envi- --Development: The following 9-months. Students ronmental agreements. Special attention is given to have access to the Hatchery space and resources to existing international environmental law frameworks continue developing their enterprises. addressing climate change, Arctic and Antarctic devel- Level Advanced. Prerequisites: Permission of instruc- opment, ozone depletion, biological diversity, forest tor. Class limit: 6. Lab fee: none. loss, export of toxic chemicals, and the host of issues raised by the 1992 United Nations Conference on the HS5031 Advanced Spanish II Environment and Development and subsequent en- vironmental fora. Students will also consider the in- Pena, Karla terface between international environmental law and This course is for students who are competent in the other important international forces such as the Bret- principal grammatical forms of Spanish and have ton Woods institutions, human rights frameworks, already completed Advanced Spanish I or the equiva- and international development entities. Students will lent. In this class, students further increase their be evaluated on the quality of their classroom com- mastery and automatic command of grammar and ments and several analytical problem sets given dur- nuances of idiomatic usages, broaden their vocabu- ing the term. Students will also be asked to complete lary in general and deepen it in targeted areas, and a major research project examining the effectiveness enrich their understanding of multiple dimensions of a treaty or a proposed international environmental of Hispanic culture. A central focus of the course is legal arrangement. Level Advanced. Prerequisites: on increase of the student's ability to read, write, Environmental Law and Policy or Global Environmen- hear and speak in a variety of sophisticated rhetori- tal Politics, and Signature of Instructor; Sophomore cal forms and genres as well as cultural contexts. or higher college level. Class limit: 10. Lab fee: $10. Student are evaluated based on class participation, Meets the following degree requirements: HS homework and their ability to work effectively with multiple kinds of texts, interviews, conversations, for- COLLEGE OF THE ATLANTIC CATALOG 2020-2021 117 mal interviews, oral presentations, writing exercises HS5044 Diaspora and Unbelonging in different styles, and non-verbal communication. van Vliet, Netta Typically offered in fall or winter. Level Advanced. Prerequisites: Permission of instructor. Class limit: Etymologically, the word "diaspora" is traced to the 10. Lab fee: $20. Greek dia meaning through, and speirein, meaning to scatter or to sow. Historically, the term has been associated with narratives of exile, displacement, and HS5039 Equal Rights, Equal Voices: The Rheto- migration, and with a sustained relation to what is ric of Woman Suffrage understood as an originary homeland. Although Jew- ish diaspora is often the implicit or explicit example McKown, Jamie through which diaspora is understood, the term This seminar will provide an in-depth exploration of has been important for other cultural, ethnic and public speech texts by a wide array of 19th century religious genealogies, as well as for recent efforts to woman suffrage activists in the United States. This address political questions posed by contemporary includes works by those individuals most often asso- configurations of diasporic and displaced popula- ciated with the first wave of the movement including: tions. In this course, we will use questions about Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Jewish difference as a point of departure for thinking Truth, Ernestine Rose, Lucy Stone, Anna Dickinson, about questions of diaspora, belonging and unbe- Lucretia Coffin Mott, Adelle Hazlett, Victoria Wood- longing more generally. Diasporic relations raise hull, Anna Julia Cooper, and others. There will be questions about what it means to belong to political a heavy emphasis on the close reading of primary community, about borders between self and other source materials as students encounter these speak- and between groups, about difference internal and ers "in their own words." There are five main goals external to the polis, and about the concepts of of this seminar. First, to familiarize students with home, homeland, nation and country. These ques- the works of prominent suffrage and equal rights tions in turn call attention to the relation between activists from the period. Second, to help illuminate different figures and categories central to under- how the ideas, choices, narratives, and arguments standings of home and abroad, stasis and mobility, reflected in these texts have some relation to con- such as citizen and foreigner, refugee, asylum seeker. temporary discourses of gender, power, and equality. This course examines different historical examples Third, to offer students the opportunity to conduct of conditions and processes of diaspora by being close textual readings of significant texts in the field attentive to conditions and figures of unbelonging. In of public address. This seminar is rooted in what so doing, we will consider contemporary problems of might be described as an experiential, grassroots immigration, displacement, and asylum. We will be approach to rhetorical criticism, one that is uncon- particularly attentive to questions about racialization, strained by the needs of overly deterministic reading colonialism, nationalism, gender, sexuality and sexual strategies. We will focus more on building a "theory difference. The course is interdisciplinary, and we will of the case" from the ground up and through the draw on work in postcolonial studies, political theory, eyes of the seminar participants, rather than subject- literature, anthropology, religion and feminist theory. ing each case to the demands of a predetermined Students will be evaluated based on attendance, in- comprehensive model of rhetorical action. The fourth class participation, reading responses, and two short goal of the class is to offer students the first hand analytical essays. Level Advanced. Prerequisites: opportunity to conduct their own "recovery" projects Permission of instructor; ideally, students should with the aim of locating, transcribing, documenting, have taken at least 3 courses in Human Studies and/ and presenting to the class new variations of texts or Arts and Design, or have other background in from the period that have been previously undocu- thinking about politics and representation. Students mented or left unaccounted for. In doing so, students who have done independent research and intern- will learn basic techniques for exploring the types of ships that engage the topics addressed in the course digitized historical collections that have emerged in description will also be prioritized. Class limit: 12. Lab only the past few years. The final goal for the seminar fee: $10. Meets the following degree requirements: is to prompt an even broader series of questions HS about the relationship between text, society, and the "public." These are questions that would obviously be salient for students of all interests. Class sessions HS5051 Capitalism: Economics and Institutions will be organized as a weekly three hour seminar and Taylor, Davis will be predominantly discussion driven. Students will Capitalism is the dominant form of economic insti- be responsible for presenting certain works and will tutional arrangements and production in the world also lead some of our discussions. Assignments will today, along with a set of culturally inflected values emphasize critical, reflective and analytical writing. and an interpretive frame for understanding the Evaluation will be based on participation in class world around us that is a crucial context for work in discussion, short written response papers, several Human Ecology. The focus of this course is on the longer essays, individual presentations, and a final economic imperatives of capitalism, the resulting "recovery" project. Level Advanced. Prerequisites: none. Class limit: 12. Lab fee: none. Meets the follow- institutional arrangements, and the socioeconomic outcomes that capitalism produces; we will also dedi- ing degree requirements: HS, HY cate some time to the (other) cultural dimensions of 118 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 capitalism, largely through the incorporation of guest scholars also to join our online conversation, and 2) lecturers in the latter part of the term. The founda- through regular real-time interactive conversations tional economic analysis will use both Marxist and on Zoom. Evaluation will be based on participation in what can be called "critical macroeconomic" theories real-time and blog conversations, including a weekly to understand the economic processes and results reflective blog posting; leading two real-time con- of capitalism. Our focus will be on contemporary versations on Zoom; and a final synthetic essay on capitalism, but we will briefly examine the historical a topic of their choosing. Level Advanced. Prerequi- development of capitalism as a means of under- sites: Permission of instructor. Class limit: 5. Lab fee: standing contemporary patterns. A major impetus None. for the course is Thomas Piketty's "Capitalism in the 21st Century", and its focus on inequality will be a major focus of the course. Other prominent themes HS5057 Active Optimism: Practices in Trans- will be pre-capitalist modes of production, the labor forming Food Systems theory of value, markets and processes of labor com- Collum, Kourtney modification and alienation, the formal and informal In "Beginning to End Hunger," M. Jahi Chappell quotes institutions of capitalism, money and other forms of the Brazilian sociologist Herbert Jose "Betinho" de debt, international capitalistic relations, crises, and Souza, who said "I'm not some stupid optimist. I'm variations of contemporary capitalism. Learning will an active optimist." Chappell goes on to argue that be accomplished via the reading, study, analysis, and active optimism-the notion that problems can be discussion of classic and contemporary theories of solved if we act on them with critical knowledge-is capitalism, and applications to current local, national, precisely what is needed to end hunger. This course and international situations and events. Evaluation will embrace the practice of active optimism by will be based on four major problem sets (consisting engaging students in place-based efforts to ad- of short essay responses), a final poster presentation, dress food systems issues at COA. In this advanced and participation in classroom discussions and other course, students will form project teams and work fora. Level Advanced. Prerequisites: One course in collaboratively to build on on-going campus food intermediate economics and one additional interme- systems initiatives. During week one of the course, diate course that closely relates to the study capital- students will select project teams and work with the ism (e.g. another economics course, critical theory, instructor to develop a reading list and schedule etc.), and permission of instructor. Class limit: 10. Lab tailored to the groups' needs. Thereafter, class time fee: none. Meets the following degree requirements: will be dedicated to discussing readings, developing HS HY and peer-reviewing research plans and materials, presenting progress-reports, collecting and analyzing HS5055 Tutorial: Ongoing Narratives data, and facilitating community input and outreach activities. Depending on their project, students may Cass, Blake focus more or less on data collection and analysis, This advanced tutorial continues work done in "Writ- policy development, or program implementation. ing Your Novella" and/or previous fiction tutorials: Students will be evaluated based on their participa- intensive in-class attention to narrative issues of tion (including self-directedness and professional- detail, viewpoint, time & tense, continuity, language, ism), the quality of the processes and outputs of their plot and character development, endings and projects, and their ability to work collaboratively with overall design related to reader response. All work classmates and the campus-community (in particular, is thoroughly discussed in the context of narrative community-partners including COA's dining manag- aesthetics in extended weekly small-group sessions; ers, farm managers, Food Systems Working Group, students are expected to write 8-15 pages a week and the Cabinet). Level: Advanced. Prerequisites: Two of new material and to provide a revised and edited previous courses in food systems, and permission of copy for evaluation at the end. Level Advanced. Pre- instructor. Class limit: 12. Lab fee: none. Meets the requisites: Previous intermediate or advanced fiction following degree requirements: HS courses and instructor permission. Class limit: 5. Lab fee: None. HS6012 Learning a Language on Your Own Cox, Gray HS5056 Tutorial: Readings in Political Ecologies The goal of this course to help each student design Stabinsky, Doreen and implement an effective learning program for the This is an advanced reading seminar focused on study of a language of her choice at whatever level contemporary, experimental, and speculative political of learning she is currently at. A very wide variety of ecologies. Readings will include books, dissertation general strategies, resources and practical advice manuscripts, and scholarly articles. Students will be for independent language learning are reviewed in expected to contribute in the design of the course weekly class sessions along with progress and reflec- syllabus to reflect their interests. The course will be tion reports from each student that can help guide a collective intellectual endeavor conducted through and motivate independent work. The core common 1) written reflections and conversation on an online text for this work will be Betty Lou Leaver, Madeline blog that we will curate, inviting political ecology Ehrman and Boris Shekhtman's "Achieving Success in COLLEGE OF THE ATLANTIC CATALOG 2020-2021 119 Second Language Acquisition". The primary focus of roads to be dominated by the automobile. Evaluation the class is on the development and implementation will be through class participation, quizzes, and writ- of each student's individually designed plan for learn- ten essays. Level Introductory. Prerequisites: None. ing a language of their choice. Materials for this will Class limit: 20. Lab fee: none. be identified by each student as part of their work on their chosen language. Progress in these plans are discussed in one on one weekly meetings with MD1020 Social Arts Practice & Community- the teacher. Plans may include the use of software, based Marine Conservation I peer tutors, Skype, videos, standard texts, flash Rock, Jennifer cards, specialized technical material, music, visual This course extends conservation management think- art, field trips, and a wide variety of other materi- ing on what are 'healthy' marine ecosystems, specifi- als as appropriate. Evaluation will be based on the cally to include local social values. We investigate clarity, coherence and effectiveness of the student's ways to capture community perspectives on marine developed plan and the discipline with which they conservation, using social arts practice to enable actually pursue it and revise it appropriately as the expression of perceptions/values/knowledge through term progresses. Students will be asked to meet with visual narratives. The course will include recorded the instructor prior to the start of the term to discuss lectures, and a weekly real-time discussion session their motivation, aims, possible resources and pos- on both lectures and reading material. Assigned sible plans for language learning after the course is readings focus on participatory marine conservation over. Level Variable. Prerequisites: Permission of the management; community engagement methods; so- instructor. Class limit: 10. Lab fee: $35. cial arts practice; visual ethnography; visual commu- nication and arts-based research. Course evaluation MD1019 The Bicycle: History, Science and Policy will be based on project work, short presentations and assigned readings. The project work includes (1) Gatti, Daniel contribution to a group visual research project on "Nor could I see a reason in the world why a woman representing local marine issues, and (2) an individu- should not ride the silent steed so swift and blithe- al creative research project that incorporates public some.", Frances E. Willard, A Wheel Within a Wheel, perceptions research (e.g. how do people value the 1895 marine environment) with an emphasis on visual The bicycle is one of the most amazing inventions of expression of values. The research element might the 19th century. With 25 pounds of metal, plastic interrogate existing virtual visual resources, or collect and rubber, a person can propel themselves at stag- new visual representations through on-line 'survey- gering speeds of 20 miles per hour or more. Bicycles ing'. The individual projects will be summarised in a are a clean, healthy and efficient mode of transpor- final report that will include an element of evaluation, tation, yet they struggle to maintain relevance in by using action research to critically examine your some countries. In this course, we will study how expectations, intentions, and observations of the this came to be in the United States and look at how research process, as well as outcomes. Students will other countries treat bicycles as transportation. The also be evaluated on several short presentations on course will be divided into three roughly equal parts: assigned course material, and on written responses History, Science and Policy. In the History module, to assigned readings, recorded weekly in a concep- we will start with the development of the bicycle in tual journal. The course is a companion to but not a the late 1800s and study its impact on society as an prerequisite for a subsequent course that will include example of how technology disrupts societal pat- a practical field component where, as a group, we terns. We will study the influence of the bicycle on design and implement a community-engaged social mobility for the poor and for women, with Frances art project on a local marine conservation issue in Willard and Annie Londonderry as examples. We will Frenchman's Bay. Level Introductory. Prerequisites: look at novel uses of bicycles in developing countries Permission of instructor; suitable for any student and in war. In the Science module, we will study the interested in combining human studies, arts and physics of bicycles, including gear ratios, brake lever- design, and environmental science. Class limit: 15. age, steering geometry and ergonomics. In the Policy Lab fee: None. module, we will study how rights to publicly funded roadways changed in the 20th century, with a focus on the American experience in removing pedestrians, MD1021 Seeing Ecology through Arts Practice animals and bicycles from the streets. We will also Rock, Jennifer look at bicycle policy and street use in other countries This course is an experiment in seeing ecology to see how policy can shape behavior. Students inter- through hands-on arts practice. We examine how ested in the history and physics of bicycles as well as a combined arts and science approach (observa- how corporate power can co-opt public resources will tion, questioning, rendering, hypothesising...) leads benefit from this course. Students who complete this to reflective practice in understanding ecological course will have an understanding of the develop- interaction and process. From visualising connectiv- ment of the bicycle, the physics and mechanics of ity to sensory pattern recognition, we explore how bicycles, and of the policy decisions that led modern arts practice can help us formulate (and begin to 120 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 answer) scientific questions. The course will have to Go To Sea by Arthur Ransome as well as excerpts multiple weekly place-based field components in from The Greenlanders' Saga, Moby Dick, The Old combination with synchronous and asynchronous Man and the Sea, The Voyage of the Beagle, and Two online teaching. Evaluation will be based on three Years Before the Mast. Students will be evaluated on components: (1) A field notebook (combined sketch- the basis of class participation, a number of short book, observation and practice journal etc) which will "quizzes" - which will include practical elements - and serve to document your process of inquiry, includ- a term paper focusing on one aspect of working the ing observation and description (at both micro and sea. Level Introductory. Prerequisites: Permission of macro level), "questions for science" derived from Instructor. Class limit: 7. Lab Fee $100. arts-based inquiry, and weekly field assignments. As a reflective journal, it will also critically examine your expectations, intentions, and observations of process MD2011 Fisheries, Fishermen, and Fishing Com- and outcome. In addition to sketching, other creative munities methods of observation will be used such as frottage Petersen, Christopher (rubbings), monoprint, found material collage, as well Downeast Maine, from the Penobscot River east to as words (e.g. haiku). (2) Reflective interaction and the Canadian border, includes Hancock and Wash- discussion of assigned readings (from historic (e.g. ington Counties, a region of extremes between high Goethe) to contemporary (e.g. Gemma Anderson)). levels of tourism, like Mount Desert Island, and many (3) A final project that will consolidate/montage a par- coastal towns that are heavily reliant on fisheries for ticular vein of observation and questioning from your their economic existence. This long history of cultural observation of ecological interactions (e.g. an aspect and economic dependence on fisheries makes the of ecology, environmental physiology or human ecol- region particularly vulnerable to fisheries decline, ogy). The final project will be presented in a format such as the collapse of the sardine and cod fisheries. for sharing with an external audience, and may Recent trends in the lobster, clam, scallop, and elver include video, animation, sound recordings, sculp- fisheries, as well as aquaculture, show various levels ture, painting and other media. Level Introductory. of instability and risk. At the same time, numerous Prerequisites: None; no science or arts experience or initiatives in the region focus on revitalizing and skills required. Class limit: 12. Lab fee: TBD. stabilizing fisheries, while enhancing community resil- ience. This class uses a variety of inter-disciplinary ap- MD1022 Working the Sea proaches to examine the relationships among marine resources, fisheries policy, harvesters, and communi- Anderson, John/Stephenson, Toby ties. We are interested in examining the relationships For much of the past 5000 years the sea has played within this linked social-ecological system, and use a major role in a broad variety of human cultures, historical data, current documents, interviews and histories, arts, and economies. Sea-faring peoples oral histories to examine the human-ecological rela- have developed a rich lore and technology that al- tionships among residents, policy, and resources. We lows them to both survive and even thrive in an often also will examine new economic initiatives in these hostile element. This course will mix practical, hands- communities, including ecotourism, aquaculture, and on learning of aspects of seamanship with a survey of renewable energy. We have several individuals com- fiction and non-fiction that address maritime themes. ing to campus to discuss issues with the class, and we During the early part of the term we will concentrate will take several field trips (including an overnight to on aspects of small-boat handling, using the College's the Cobscook Bay area) to Downeast communities. inflatables, rowing boats, and the larger research Evaluation will be based on several assignments dur- vessels, Osprey and Laughing Gull. Students will learn ing the term, including an oral history, sets of essay how to launch and land small-craft from docks and questions, and research on a fishery. Students will beaches, basic rowing skills and use of an outboard also work on a small-group project examining a re- motor. They will learn essential knots useful aboard search question using multiple methodologies, with ship and on the dock, how to lay out a course using a presentation and paper due at the end of the term. a chart and compass, use of GPS and depth sound- Active engagement during class, with guest speakers, ers, basic Rules of the Road, and elements of celestial and on field trips will be expected. Level Introduc- navigation. During some lab periods we will go on tory/Intermediate. Prerequisites: A class in anthro- short voyages in the general area of Frenchman pology, marine biology, fisheries, or environmental Bay. As the term proceeds and weather worsens, we policy, and permission of instructor. Class limit: 15. will turn to an increasingly greater literary compo- Lab fee: $100. nent, reading accounts of famous voyages and local fishermen, discoveries, battles, legends and poetry. Possible texts include, but are not limited to: Work- MD2012 Failure ing the Sea by Wendell Seavey, Master and Com- Friedlander, Jay/Baker, Jodi mander by Patrick O' Brian, Maiden Voyage by Tania Failure looms large in society. Is it a badge of honor, Aebi, The Perfect Storm by Sebastian Junger, In the an inextricable part of a process, a means to success Heart of The Sea by Nathaniel Philbrick, Longitude by or rather something to be feared and ashamed of? Dava Sobel, Slave Ship: A Human History by Marcus In this course, students will explore how notions of Rediker, Kon Tiki by Thor Heyerdahl, We Didn't Mean failure align and contrast between gender, class and COLLEGE OF THE ATLANTIC CATALOG 2020-2021 121 culture. We will also explore if conceptions of failure The course will draw on a wide range of material differ substantially among the artistic, business and intellectual approaches, with sheep and wool and other communities. In divergence with histori- as the unifying theme. Students will be evaluated cal attitudes, today's entrepreneurs are implored based on participation, short written assignments, to "fail cheap and fail fast" and events, like FailCon, and a final oral presentation. No prior knowledge of celebrate failure as a badge of honor. In art failure fiber craft is necessary, but students who come in is simply inherent to process. And yet, the fear and knowing one of the basic techniques may be able to sting of failure is real for everyone. Through a series explore advanced techniques like lacework or design of practicums, readings, guest lectures and discus- in three dimensions. Students should meet with the sions this class will explore various aspects of failure. instructor before spring break to discuss goals and Students will be evaluated on class participation, a equipment needs for the studio sessions. Some basic series of solo and group projects, selections from a supplies will be provided, but students should plan failure journal and contributions to a shared class to purchase additional equipment such as knitting blog. Level Introductory/Intermediate. Prerequisites: needles depending on the projects that they choose. None. Class limit: 15. Lab fee: $50. Level Intermediate. Prerequisites: Permission of instructor. Class limit: 10. Lab fee: $100. MD3010 Biology Through the Lens Ressel, Stephen MD3014 Museum Practicum Photography is one of the primary means through Colbert, Dru which scientific observation and research is con- This course offers students the opportunity to par- ducted and presented to the public. But the most ticipate in the authorship, design and fabrication of provocative images of the natural world don't just interpretive projects in COA's George B Dorr Mu- happen; they are made by individuals skilled in both seum. Typically coursework surrounds the creation of photography and the life sciences. In this course, stu- educational environments, activities and events that dents will develop technical, observational, and aes- showcase concepts and content on changing special thetic skills to extract relevant information from the topics. Areas of content explored in projects range natural world and organisms collected from nature. between art, science and natural history. With guid- Through acquired skills, students will be expected ance, students in the tutorial will engage in research- to conceive methods to document the biological ing content, developing interpretive projects, writing world and communicate concepts using strong visual textual elements, and designing and fabricating in- imagery. Photographic techniques and historical stallations, events and activities in the museum. The examples will be learned and applied. Students will class will act as a team and collaborate to develop be evaluated based on their successful completion and produce material. Evaluation will be based on of a series of project-based assignments, participa- (dependent on specific tasks that include research, tion in critiques, and their ability to effectively convey writing, and fabrication): attention to detail, quality of biological principles through photography. Level: craft, effective collaboration in an iterative group pro- Intermediate/Advanced. Prerequisites: Permission of cess and the timely completion of work The success instructor. Students will be expected to provide their of this group project is dependent upon a high level own camera for use in the course; a digital camera of scholarship and crafting of exhibit areas toward with interchangeable lenses is recommended. Class an end-of-term completion date for the realization of limit: 12. Lab fee: $110. project elements. This course is appropriate for stu- dents interested in education, design and communi- cation. Level Intermediate. Prerequisite: Permission MD3013 Sheep to Shawl of instructor. Curiosity and Wonder is strongly recom- Letcher, Susan mended; Graphic Design, Communicating Science Sheep play profoundly important roles in human and/or Education courses are also suitable previous societies. This course is a human ecological explora- coursework. Class limit: 10. Lab fee: none. tion of sheep and wool, combined with a hands-on component in which we will work with sheep and learn fiber arts. This class will meet for one studio session and two lecture/discussion sections per week, plus at least one Saturday field trip. In the studio sessions, we will study sheep husbandry through visits to Peggy Rockefeller Farm, and learn a variety of techniques for working with wool, from the preparation (shearing, washing, and carding) to spinning and working with yarn (including knitting, crochet, and weaving). The lecture/discussion ses- sions will cover topics such as the ecological impacts of sheep in different parts of the world, the physics of spinning and the chemistry of dyes, and the symbol- ism of sheep in the mythology of different cultures. 122 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 123 INDEX BY COURSE NUMBER Course number indicates level as follows: 1000 Introductory; 2000 Introductory/Intermediate; 3000 Intermediate; 4000 Intermediate/Advanced; 5000 Advanced; 6000 Independent work (Internships, Residencies, Independent Studies); 8000 Graduate. COURSE# COURSE TITLE FACULTY PAGE AD 1011 Introduction to Arts and Design Mancinelli, Isabel 36 AD 1012 Introduction to Keyboard/Piano Cooper, John 36 AD 1013 Jazz, Rock, and Blues: From Their Origins to the Present Cooper, John 36 AD 1014 Music Fundamentals: Intro to Reading/Hearing/Writing/Playing Cooper, John 36 AD 1016 World Percussion Bennett, Michael 36 AD 1017 The History of Rock Cooper, John 36 AD 1018 Introduction to Guitar Cooper, John 37 AD 1019 Four-Dimensional Studio Andrews, Nancy 37 AD 1024 Watching Globally: Intro to Contemporary Cinema of the World Capers, Colin 37 AD 1025 Movement Training Basics Baker, Jodi 37 AD 1026 Introduction to Photography Winer, Joshua 37 AD 1035 Introduction to Documentary Photography Winer, Joshua 3 AD 1038 History of Video Art Capers, Colin 38 AD 1039 Ceramics I Mann, Rocky 38 AD 1041 Art Since 1900: Harmony and Conflict Clinger, Catherine 38 AD 1042 Introduction to Glass Blowing and Sculpture Perrin, Linda 39 AD 1047 Modes of Perception and Strategies in Picturing Nature Clinger, Catherine 39 AD 1049 Scenes and Songs Fingerhut, Larrance 39 AD 2011 Graphic Design Studio I: Visual Communication Colbert, Dru 39 AD 2012 3D Studio: Introduction to Three-Dimensional Art and Design Colbert, Dru 40 AD 2013 Constructing Visual Narrative Colbert, Dru 40 AD 2014 Curiosity and Wonder: Design & Interpretation in the Museum Colbert, Dru 40 AD 2015 The Reality Effect: Art and Truth in the 19th Century Clinger, Catherine 41 AD 2017 Drawing Mineral and Botanical Matter in the Forest of Maine Clinger, Catherine 41 AD 2020 History of Photography Winer, Joshua 41 AD 2022 Film Theory Capers, Colin 41 AD 2023 Actor Training I Baker, Jodi 42 AD 2025 Principles of Comedic Improvisation Fingerhut, Larrance 42 AD 2026 Illustration Colbert, Dru 42 AD 2028 Plants in the Campus Landscape Mancinelli, Isabel 42 AD 2029 Contemporary Artist as Researcher and Activist Clinger, Catherine 43 AD 2031 Scavenging Color & Light: Introduction to Painting Schrade, Daniel Kojo 43 AD 3011 Landscape Architecture Design Studio Mancinelli, Isabel 43 AD 3012 Documentary Video Studio Andrews, Nancy 43 AD 3013 Animation Andrews, Nancy 44 AD 3014 Soundscape Andrews, Nancy 44 AD 3015 Art of the Puppet Andrews, Nancy 44 AD 3016 Land Use Planning I Mancinelli, Isabel/ 44 Longsworth, Gordon AD 3020 American Dreaming: Theatre and Activism in the US Baker, Jodi 45 AD 3025 Special Topics in Production Baker, Jodi 45 AD 3032 Intermediate Ceramics Mann, Rocky 45 AD 3035 Visual Communication Projects Colbert, Dru 45 AD 4010 Improvisation in Music Cooper, John 46 AD 4012 Intermediate Video: Studio and Strategies Andrews, Nancy 46 AD 4013 Activating Spaces: Installation Art Colbert, Dru 46 AD 4014 Graphic Design Studio II: Digital Projects Colbert, Dru 46 AD 4017 Art and Culture in Northern New Mexico Clinger, Catherine 47 AD 4019 Studio Printmaking Clinger, Catherine 47 AD 4020 Object and Performance Andrews, Nancy/Baker, 47 Jodi AD 4021 Analog Photography: B&W Winer, Joshua 48 124 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 AD 4027 Film Production: Haunting Andrews, Nancy 48 AD 4028 Film Production: Making a Low-Budget Movie Andrews, Nancy 48 AD 4029 Film Production: Lights, Camera, Action, Wrap! Baker, Jodi/Nancy 48 Andrews+D65 AD 5017 Animation Il Andrews, Nancy 49 AD 5023 Romanticism: The Triumph of the Imagination over Reason? Clinger, Catherine 49 AD 5025 Strangers and Performance Baker, Jodi 49 AD 5029 The Range of Sublimity in the Artist Mind Clinger, Catherine 50 AD 5032 Advanced Studio Printmaking Clinger, Catherine 50 AD 5033 Making Art: Effort, Resilience, Persistence Andrews, Nancy 50 AD 5036 Tutorial: Methods of the Edition in Intaglio Workshops Clinger, Catherine 50 AD 5037 Adaptation Baker, Jodi 51 AD 6010 Tutorial: Individual Music Instruction Cooper, John 51 ED 1010 Experiential Education Tai, Bonnie 51 ED 1011 Children's Literature Sweeney, Meryl 51 ED 1013 Changing Schools, Changing Society Tai, Bonnie 51 ED 1014 Child Development Alex, Joanne 52 ED 1015 Educational Innovation Fuller, Linda 52 ED 1016 Introduction to Adolescent Psychology Hill, Kenneth 52 ED 1017 Young Adult Literature Ryan, Siobhan 52 ED 1019 Advocacy and Education for English Learners Chien, Ming-Tso 53 ED 2010 Disability Rights in Education Rabasca, Adam 53 ED 3010 Understanding and Managing Group Dynamics Tai, Bonnie 53 ED 3012 Supporting Students with Disabilities in the Reg. Classroom STAFF 53 ED 3014 Negotiating Educational Policy Fuller, Linda 53 ED 4012 Integrated Methods IA: Gr. K-4 Reading and Writing STAFF 54 ED 4013 Integrated Methods IB: Gr. 5-8 Reading and Writing Fuller, Linda 54 ED 5010 Curriculum Design and Assessment Tai, Bonnie 54 ED 5011 Integrated Methods II: Science, Math, and Social Studies Fuller, Linda 55 ED 5012 Secondary Methods: Life Science, Social Studies and English Fuller, Linda 55 ED 5013 Student Teaching Fuller, Linda 55 ES 1014 Gardens and Greenhouses:Theory/Practice of Organic Morse, Suzanne 55 Gardening ES 1016 Ornithology Swann, Scott 55 ES 1018 Physics I: Mechanics and Energy Feldman, David 56 ES 1022 Introduction to Oceanography Todd, Sean 56 ES 1024 Calculus I Feldman, David 56 ES 1026 Introduction to Chaos and Fractals Feldman, David 56 ES 1028 Marine Biology Petersen, Christopher 57 ES 1030 Chemistry II Hudson, Reuben 57 ES 1038 Geology of Mt. Desert Island Hall, Sarah 57 ES 1040 Natural Resources Hall, Sarah 57 ES 1041 Fire: Science, Policy and Practice Carroll, Matthew 57 ES 1042 Geology and Humanity Hall, Sarah 57 ES 1052 Biology: Cellular Processes of Life STAFF 58 ES 1054 Biology: Form and Function STAFF 58 ES 1056 Physics and Mathematics of Sustainable Energy Feldman, David 58 ES 1062 Introduction to Botany Letcher, Susan 58 ES 1064 Data Science I Gatti, Daniel 59 ES 1066 Chemistry I Hudson, Reuben 59 ES 1068 Programming with Python I Gatti, Daniel 59 ES 1070 Calling Bullshit: Critical Data Literacy in the 21st Century Gatti, Daniel 59 ES 1072 Chemistry and Biology of Food and Drink Hudson, Reuben 60 ES 1074 Sensors, Controllers and Robots Gatti, Daniel 60 ES 1075 Geology of National Parks Hall, Sarah 60 ES 1076 Polar Ecology and Exploration Todd, Sean 61 ES 1078 Plagues, Panic & Prevention: Nat. Hist. of Infect. Diseases Anderson, John 61 ES 2010 Ecology: Natural History Swann, Scott/Ressel, 61 Stephen ES 2012 Introduction to Statistics and Research Design Letcher, Susan/Todd, 61 Sean COLLEGE OF THE ATLANTIC CATALOG 2020-2021 125 ES 2014 Trees and Shrubs of Mount Desert Island Weber, Jill 62 ES 2020 Art and Science of Fermented Foods Morse, Suzanne 62 ES 2030 Marine Mammal Biology I Todd, Sean 62 ES 2032 Rocks and Minerals Hall, Sarah 62 ES 2034 Weed Ecology Morse, Suzanne 62 ES 2037 Introductory Entomology Graham, Carrie 63 ES 2041 Physics II: Relativity Feldman, David 63 ES 2043 Interpreting Maine's Changing Landscape Hamley, Kit 63 ES 3010 Agroecology Morse, Suzanne 63 ES 3012 Calculus Il Feldman, David 64 ES 3014 Ecology Anderson, John 64 ES 3018 Herpetology Ressel, Stephen 64 ES 3020 Invertebrate Zoology Hess, Helen 64 ES 3022 Differential Equations Feldman, David 64 ES 3024 Evolution Petersen, Christopher 65 ES 3028 Calculus III: Multivariable Calculus Feldman, David 65 ES 3030 Environmental Physiology Ressel, Stephen 65 ES 3032 Genetics Hess, Helen 65 ES 3036 The History of Natural History Anderson, John 65 ES 3044 Climate and Weather Hall, Sarah 66 ES 3050 Organic Chemistry I Hudson, Reuben 66 ES 3052 Thermodynamics Feldman, David 66 ES 3060 Marine Mammal Biology I: Field Studies Todd, Sean 66 ES 3062 Tutorial: Immunology Hess, Helen 67 ES 3076 Restoration Ecology Letcher, Susan 67 ES 3080 Environmental Chemistry Hudson, Reuben 67 ES 3082 Data Science II Gatti, Daniel 67 ES 3083 Linear Algebra with Applications to Differential Equations Feldman, David 68 ES 3085 Watersheds Hall, Sarah 68 ES 3089 Tutorial: Geoheritage of coastal Maine Hall, Sarah 68 ES 3090 Practicum in Sustainable Energy Carroll, Bryan 69 ES 4010 Biomechanics Hess, Helen 69 ES 4012 Winter Ecology Ressel, Stephen 69 ES 4016 Island Life Anderson, John 69 ES 4018 Human Anatomy and Physiology I Anderson, John 70 ES 4026 Cross Kingdom Interactions Morse, Suzanne 70 ES 4038 Ecology and Natural History of the American West Anderson, John 70 ES 4040 Animal Behavior Anderson, John 70 ES 4041 Seeds Morse, Suzanne 70 ES 4048 Biostatistics Letcher, Susan 71 ES 4050 Population and Community Ecology Letcher, Susan 71 ES 4052 Bioinformatics Gatti, Daniel 71 ES 4053 Ecosystem Ecology Letcher, Susan 72 ES 4055 Climate, Culture and the Biosphere Hamley, Kit 72 ES 5012 Conservation Biology Anderson, John 72 ES 5014 Organic Chemistry II Hudson, Reuben 72 ES 5038 Tutorial: Ecology and Evolution of Parasites Hess, Helen 73 ES 5041 Forest Ecology Letcher, Susan 73 ES 5042 Tutorial: Computational Modeling & Appl. Math in Phys. Sci. Hudson, Reuben 73 HE 1010 Human Ecology Core Course STAFF 73 HS 955 Writing for Yourself: An Introduction to Technique Cass, Blake 74 HS 1011 Environmental History Little-Siebold, Todd 74 HS 1012 Introduction to the Legal Process Cline, Ken 74 HS 1013 From Native Empires to Nation States Little-Siebold, Todd 74 HS 1014 Feminist Theory in a Transnational Frame I van Vliet, Netta 74 HS 1015 Introduction to Global Politics Stabinsky, Doreen 75 HS 1019 Beginning Spanish I Pena, Karla 75 HS 1020 Beginning Spanish Il Pena, Karla 75 HS 1021 History of the American Conservation Movement Cline, Ken 75 HS 1025 Business and Non-Profit Basics Friedlander, Jay 76 126 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS 1026 The Renaissance & the Reformation Little-Siebold, Todd 76 HS 1027 Intensive Yucatec Maya Pena, Karla 76 HS 1032 Acadia: Exploring the National Park Idea Cline, Ken 76 HS 1039 Writing Seminar I: Exposition Turok, Katharine 76 HS 1045 Politics of Israel van Vliet, Netta 77 HS 1046 Introduction to Economics & the Economy Taylor, Davis 77 HS 1053 Intimate Partner Violence: Dynamics and Community Response Gagnon da Silva, 77 Pamela HS 1054 Climate Justice Stabinsky, Doreen 78 HS 1062 Problems and Dilemmas in Bioethics Lakey, Heather 78 HS 1063 Public Speaking Workshop Rand, Kendra 78 HS 1064 College Seminar: Practical Skills in Community Development Beard, Ronald 78 HS 1065 Philosophies of Good and Evil Lakey, Heather 79 HS 1071 Fixing Elections: Workshopping Democratic Solutions McKown, Jamie 79 HS 1072 Political Communication McKown, Jamie 79 HS 1073 Beginning Spanish I with Vocabulary Pena, Karla 80 HS 1075 Animals and Ethics Lakey, Heather 80 HS 1076 College Seminar: Truth Cox, Gray 80 HS 1077 Ethnographic Writing van Vliet, Netta 81 HS 1078 College Seminar: Truth and Alternative Facts Mahoney, Daniel 81 HS 1079 College Seminar: History of the American Conservation Cline, Ken 81 Movement HS 1080 Tutorial: Introduction to French Grammar and Conversation Stabinsky, Doreen 82 HS 1081 US Presidential Elections: From Whistle Stops to Digital Flo McKown, Jamie 82 HS 1084 College Seminar: Utopia/Dystopia Lakey, Heather 82 HS 2010 Literature, Science, and Spirituality Waldron, Karen 82 HS 2011 Nineteenth Century American Women Waldron, Karen 83 HS 2015 The Age of Reason and the Enlightenment Little-Siebold, Todd 83 HS 2017 City/Country: Literary Landscapes 1860-1920 Waldron, Karen 83 HS 2020 Geographic Information Systems I: Foundations & Applications Longsworth, Gordon 83 HS 2021 Immersion Practica in Spanish and Yucatecan Culture Pena, Karla 84 HS 2026 Practical Skills in Community Development Beard, Ronald 84 HS 2034 Ethics: The History of a Problematic Cox, Gray 84 HS 2038 Gender, Politics & Nature in Folk/Fairy Tales of the World Turok, Katharine 84 HS 2043 Conflict Resolution Across Cultures Cox, Gray 85 HS 2049 Marvelous Terrible Place: Human Ecology of Newfoundland Todd, Sean/Springuel, 85 Natalie HS 2050 Religious Intolerance in the United States Wessler, Stephen L 85 HS 2055 Writing Seminar II: Argumentation STAFF 86 HS 2056 Constitutional Law: Civil Rights and Liberties Seddig, Robert 86 HS 2057 Fail Better: Writing Short Fiction Mahoney, Daniel 86 HS 2058 Our Band Could Be Your Life: Music, Art, Zines 1975-2015 Mahoney, Daniel 86 HS 2060 Philosophies of Liberation Cox, Gray 86 HS 2061 Indigenous America Little-Siebold, Todd 87 HS 2063 Hate Crimes in the Contemporary US and Europe Wessler, Stephen L 87 HS 2067 Journeys in French Film and Culture Capers, Colin 87 HS 2070 Transforming Food Systems Collum, Kourtney 88 HS 2071 Little Magazines: Seminar in Contemp. Literary Publishing Mahoney, Daniel 88 HS 2072 Sex, Gender, Identity and Power Lakey, Heather 88 HS 2074 Philosophy of Death and Dying Lakey, Heather 88 HS 2075 The Anthropology of Food Collum, Kourtney 89 HS 2076 Life Stories: Memory, Family, and Place Donovan, Martha 89 HS 2078 College Seminar: City/Country in U.S. Literature 1860-1920 Waldron, Karen 89 HS 2079 Plato and the Origins of the West Cox, Gray 90 HS 2081 Postcolonialism and Psychoanalysis van Vliet, Netta 90 HS 2082 Choice, Chance, and Tragedy Lakey, Heather 90 HS 2083 Introduction to Journalism: Telling the Story Levin, Robert 91 HS 2084 European Political Institutions Stabinsky, Doreen 91 HS 2085 Writing Seminar II: Argumentation STAFF 91 HS 2086 Politics and the Supreme Court Seddig, Robert 91 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 127 HS 2087 Transforming Food Systems Collum, Kourtney 92 HS 2090 Postcolonial Studies and Psychoanalysis Il van Vliet, Netta 92 HS 2091 Forms of Poetry Mahoney, Daniel 92 HS 2092 Race and Racism in America: A Very Short History Little-Siebold, Todd 93 HS 2093 Strategies for Social Change Cox, Gray 93 HS 2094 College Seminar: Literature, Science, Spirituality Waldron, Karen 93 HS 2096 Nature, Humans, and Philosophy Lakey, Heather 93 HS 2097 Fiction Writing: Crafting Believable Characters Cass, Blake 94 HS 2099 Green New Deals Stabinsky, Doreen 94 HS 2101 Latin American Literature: Border Stories Mahoney, Daniel 94 HS 2103 Writing for Nonprofits Lewis, Rhiannon 95 HS 2104 A History of God: Mysticism, Metaphysics, Politics & Nature Cox, Gray 95 HS 2105 Writing for Social Change Cass, Blake 95 HS 3015 African American Literature Waldron, Karen 96 HS 3016 Global Environmental Politics: Theory and Practice Stabinsky, Doreen 96 HS 3021 Intermediate Spanish I Pena, Karla 96 HS 3022 Intermediate Spanish Il Pena, Karla 96 HS 3023 International Wildlife Policy and Protected Areas Cline, Ken 96 HS 3026 Whitewater/Whitepaper: River Conservation and Recreation Cline, Ken 97 HS 3027 Microeconomics for Business and Policy Taylor, Davis 97 HS 3031 Our Public Lands: Past, Present, and Future Cline, Ken 97 HS 3032 The Cold War: Early Years McKown, Jamie 97 HS 3034 Conspiracy Theory and Political Discourse McKown, Jamie 98 HS 3035 Sustainable Strategies Friedlander, Jay 98 HS 3036 Oceans & Fishes: Readings in Environmental History Little-Siebold, Todd 98 HS 3038 The Cold War: The Later Years McKown, Jamie 99 HS 3039 Communicating Science Kozak, Anne 99 HS 3040 History of Agriculture: Apples Little-Siebold, Todd 99 HS 3041 Intermediate Atelier in French Language and Conversation STAFF 100 HS 3055 The Mayas of Yesterday and Today Pena, Karla 100 HS 3059 Native American Literature Waldron, Karen 100 HS 3060 Financials Friedlander, Jay 100 HS 3061 Postcolonial Islands van Vliet, Netta 100 HS 3062 Solutions Friedlander, Jay 101 HS 3064 Possession and the Human van Vliet, Netta 101 HS 3068 Linguistics, Language & Culture: Human Ecological Approach Cox, Gray 102 HS 3070 Native American Law Cline, Ken 102 HS 3072 Macroeconomics: Theory and Experience Taylor, Davis 102 HS 3073 Bees and Society Collum, Kourtney 102 HS 3074 Mapping the Ocean's Stories Little-Siebold, Todd 103 HS 3076 U.S. Farm and Food Policy Collum, Kourtney 103 HS 3079 College Seminar: The Anthropology of Food Collum, Kourtney 103 HS 3083 Feminist Theory in a Transnational Frame Il van Vliet, Netta 104 HS 3085 College Seminar: Nutritional Anthropology Collum, Kourtney 104 HS 3086 Sustenance Friedlander, Jay 104 HS 3090 Homesteading: Theory and Practice Collum, Kourtney/ 105 Taylor, Davis HS 3092 Tutorial: Writing about Science Kozak, Anne 105 HS 3094 Immigration, Anti-Immigrant Bias & Other Barriers Wessler, Stephen L 105 HS 3095 Nutritional Anthropology Collum, Kourtney 106 HS 3096 Cold War Flashpoints: Exploring Case Studies McKown, Jamie 106 HS 3097 Al: Futures Studies and Philosophy of Technology Cox, Gray 106 HS 4012 Contemporary Women's Novels Waldron, Karen 107 HS 4022 Launching a New Venture Friedlander, Jay 107 HS 4026 Environmental Law and Policy Cline, Ken 107 HS 4028 Cross-Cultural American Women's Novels Waldron, Karen 107 HS 4036 Native American Literature with a Focus on New Mexico Waldron, Karen 108 HS 4037 Processing the Unexpected Journey Waldron, Karen/ 108 Clinger, Catherine 128 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 HS 4042 Reading the West Anderson, John/Cline, 108 Ken HS 4043 Wilderness in the West: Promise and Problems Cline, Ken 108 HS 4046 Lincoln Before the Presidency McKown, Jamie 109 HS 4047 Waste van Vliet, Netta 109 HS 4052 Economic Development: Theory and Case Studies Taylor, Davis 110 HS 4053 Economics of Cooperation, Networks & Trust Taylor, Davis 110 HS 4056 Histories of Race Little-Siebold, Todd 110 HS 4067 Ecological Economics Taylor, Davis 111 HS 4069 Leaving Capitalism Taylor, Davis 111 HS 4080 Land and Climate Stabinsky, Doreen 111 HS 4085 Writing Your Novella Cass, Blake 111 HS 4086 Derrida and Questions of Difference van Vliet, Netta 112 HS 4087 History Workshop: Wabanaki Studies Little-Siebold, Todd 112 HS 4088 Literature of Exile Turok, Katharine 112 HS 4089 Creative Nonfiction:Thinking & Writing about Popular Culture Greenberg 113 HS 4090 Derrida and Questions of Difference Il van Vliet, Netta 113 HS 4091 Comparative Global Politics of Biol. Diversity & Clim. Chng Stabinsky, Doreen 113 HS 4092 The Measure of Our Lives: Toni Morrison Seminar Waldron, Karen 114 HS 4093 The Cider Project Little-Siebold, Todd 114 HS 4094 World Literature Turok, Katharine 115 HS 5010 Advanced Composition Kozak, Anne 115 HS 5012 Wildlife Law Seminar Cline, Ken 115 HS 5013 Methods of Teaching Writing Across the Curriculum Kozak, Anne 115 HS 5014 Austen, Bronte, Eliot Waldron, Karen 115 HS 5015 Hydro Politics in a Thirsty World Cline, Ken 116 HS 5016 Corn and Coffee Little-Siebold, Todd 116 HS 5017 Advanced Spanish I Pena, Karla 116 HS 5018 The Nature of Narrative Waldron, Karen 117 HS 5020 Advanced International Environmental Law Seminar Cline, Ken 117 HS 5022 Hatchery Friedlander, Jay 117 HS 5031 Advanced Spanish II Pena, Karla 118 HS 5039 Equal Rights, Equal Voices: The Rhetoric of Woman Suffrage McKown, Jamie 118 HS 5044 Diaspora and Unbelonging van Vliet, Netta 118 HS 5051 Capitalism: Economics and Institutions Taylor, Davis 118 HS 5055 Tutorial: Ongoing Narratives Cass, Blake 119 HS 5056 Tutorial: Readings in Political Ecologies Stabinsky, Doreen 119 HS 5057 Active Optimism: Practices in Transforming Food Systems Collum, Kourtney 119 HS 6012 Learning a Language on Your Own Cox, Gray 119 MD 1019 The Bicycle: History, Science and Policy Gatti, Daniel 120 MD 1020 Social Arts Practice & Community-based Marine Conservation I Rock, Jennifer 120 MD 1021 Seeing Ecology through Arts Practice Rock, Jennifer 120 MD 1022 Working the Sea Anderson, John/ 121 Stephenson, Toby MD 2011 Fisheries, Fishermen, and Fishing Communities Petersen, Christopher 121 MD 2012 Failure Friedlander, Jay/Baker, 121 Jodi MD 3010 Biology Through the Lens Ressel, Stephen 122 MD 3013 Sheep to Shawl Letcher, Susan 122 MD 3014 Museum Practicum Colbert, Dru 122 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 129 INDEX BY COURSE TITLE Course number indicates level as follows: 1000 Introductory; 2000 Introductory/Intermediate; 3000 Intermediate; 4000 Intermediate/Advanced; 5000 Advanced; 6000 Independent work (Internships, Residencies, Independent Studies); 8000 Graduate. COURSE# COURSE TITLE FACULTY PAGE AD 2012 3D Studio: Introduction to Three-Dimensional Art and Design Colbert, Dru 40 HS 2104 A History of God: Mysticism, Metaphysics, Politics & Nature Cox, Gray 95 HS 1032 Acadia: Exploring the National Park Idea Cline, Ken 76 AD 4013 Activating Spaces: Installation Art Colbert, Dru 46 HS 5057 Active Optimism: Practices in Transforming Food Systems Collum, Kourtney 119 AD 2023 Actor Training I Baker, Jodi 42 AD 5037 Adaptation Baker, Jodi 51 HS 5010 Advanced Composition Kozak, Anne 115 HS 5020 Advanced International Environmental Law Seminar Cline, Ken 117 HS 5017 Advanced Spanish I Pena, Karla 116 HS 5031 Advanced Spanish II Pena, Karla 118 AD 5032 Advanced Studio Printmaking Clinger, Catherine 50 ED 1019 Advocacy and Education for English Learners Chien, Ming-Tso 53 HS 3015 African American Literature Waldron, Karen 96 ES 3010 Agroecology Morse, Suzanne 63 HS 3097 Al: Futures Studies and Philosophy of Technology Cox, Gray 106 AD 3020 American Dreaming: Theatre and Activism in the US Baker, Jodi 45 AD 4021 Analog Photography: B&W Winer, Joshua 48 ES 4040 Animal Behavior Anderson, John 70 HS 1075 Animals and Ethics Lakey, Heather 80 AD 3013 Animation Andrews, Nancy 44 AD 5017 Animation II Andrews, Nancy 49 AD 4017 Art and Culture in Northern New Mexico Clinger, Catherine 47 ES 2020 Art and Science of Fermented Foods Morse, Suzanne 62 AD 3015 Art of the Puppet Andrews, Nancy 44 AD 1041 Art Since 1900: Harmony and Conflict Clinger, Catherine 38 HS 5014 Austen, Bronte, Eliot Waldron, Karen 115 HS 3073 Bees and Society Collum, Kourtney 102 HS 1019 Beginning Spanish I Pena, Karla 75 HS 1073 Beginning Spanish I with Vocabulary Pena, Karla 80 HS 1020 Beginning Spanish II Pena, Karla 75 ES 4052 Bioinformatics Gatti, Daniel 71 MD 3010 Biology Through the Lens Ressel, Stephen 122 ES 1052 Biology: Cellular Processes of Life STAFF 58 ES 1054 Biology: Form and Function STAFF 58 ES 4010 Biomechanics Hess, Helen 69 ES 4048 Biostatistics Letcher, Susan 71 HS 1025 Business and Non-Profit Basics Friedlander, Jay 76 ES 1024 Calculus I Feldman, David 56 ES 3012 Calculus II Feldman, David 64 ES 3028 Calculus III: Multivariable Calculus Feldman, David 65 ES 1070 Calling Bullshit: Critical Data Literacy in the 21st Century Gatti, Daniel 59 HS 5051 Capitalism: Economics and Institutions Taylor, Davis 118 AD 1039 Ceramics I Mann, Rocky 38 ED 1013 Changing Schools, Changing Society Tai, Bonnie 51 ES 1072 Chemistry and Biology of Food and Drink Hudson, Reuben 60 ES 1066 Chemistry I Hudson, Reuben 59 ES 1030 Chemistry II Hudson, Reuben 57 ED 1014 Child Development Alex, Joanne 52 ED 1011 Children's Literature Sweeney, Meryl 51 HS 2082 Choice, Chance, and Tragedy Lakey, Heather 90 HS 2017 City/Country: Literary Landscapes 1860-1920 Waldron, Karen 83 130 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 ES 3044 Climate and Weather Hall, Sarah 66 HS 1054 Climate Justice Stabinsky, Doreen 78 ES 4055 Climate, Culture and the Biosphere Hamley, Kit 72 HS 3096 Cold War Flashpoints: Exploring Case Studies McKown, Jamie 106 HS 2078 College Seminar: City/Country in U.S. Literature 1860-1920 Waldron, Karen 89 HS 1079 College Seminar: History of the American Conservation Cline, Ken 81 Moveme HS 2094 College Seminar: Literature, Science, Spirituality Waldron, Karen 93 HS 3085 College Seminar: Nutritional Anthropology Collum, Kourtney 104 HS 1064 College Seminar: Practical Skills in Community Development Beard, Ronald 78 HS 3079 College Seminar: The Anthropology of Food Collum, Kourtney 103 HS 1076 College Seminar: Truth Cox, Gray 80 HS 1078 College Seminar: Truth and Alternative Facts Mahoney, Daniel 81 HS 1084 College Seminar: Utopia/Dystopia Lakey, Heather 82 HS 3039 Communicating Science Kozak, Anne 99 HS 4091 Comparative Global Politics of Biol. Diversity & Clim. Chng Stabinsky, Doreen 113 HS 2043 Conflict Resolution Across Cultures Cox, Gray 85 ES 5012 Conservation Biology Anderson, John 72 HS 3034 Conspiracy Theory and Political Discourse McKown, Jamie 98 HS 2056 Constitutional Law: Civil Rights and Liberties Seddig, Robert 86 AD 2013 Constructing Visual Narrative Colbert, Dru 40 AD 2029 Contemporary Artist as Researcher and Activist Clinger, Catherine 43 HS 4012 Contemporary Women's Novels Waldron, Karen 107 HS 5016 Corn and Coffee Little-Siebold, Todd 116 HS 4089 Creative Nonfiction:Thinking & Writing about Popular Culture Greenberg 113 ES 4026 Cross Kingdom Interactions Morse, Suzanne 70 HS 4028 Cross-Cultural American Women's Novels Waldron, Karen 107 AD 2014 Curiosity and Wonder: Design & Interpretation in the Museum Colbert, Dru 40 ED 5010 Curriculum Design and Assessment Tai, Bonnie 54 ES 1064 Data Science I Gatti, Daniel 59 ES 3082 Data Science II Gatti, Daniel 67 HS 4086 Derrida and Questions of Difference van Vliet, Netta 112 HS 4090 Derrida and Questions of Difference II van Vliet, Netta 113 HS 5044 Diaspora and Unbelonging van Vliet, Netta 118 ES 3022 Differential Equations Feldman, David 64 ED 2010 Disability Rights in Education Rabasca, Adam 53 AD 3012 Documentary Video Studio Andrews, Nancy 43 AD 2017 Drawing Mineral and Botanical Matter in the Forest of Maine Clinger, Catherine 41 HS 4067 Ecological Economics Taylor, Davis 111 ES 3014 Ecology Anderson, John 64 ES 4038 Ecology and Natural History of the American West Anderson, John 70 ES 2010 Ecology: Natural History Swann, Scott/Ressel, 61 Stephen HS 4052 Economic Development: Theory and Case Studies Taylor, Davis 110 HS 4053 Economics of Cooperation, Networks & Trust Taylor, Davis 110 ES 4053 Ecosystem Ecology Letcher, Susan 72 ED 1015 Educational Innovation Fuller, Linda 52 ES 3080 Environmental Chemistry Hudson, Reuben 67 HS 1011 Environmental History Little-Siebold, Todd 74 HS 4026 Environmental Law and Policy Cline, Ken 107 ES 3030 Environmental Physiology Ressel, Stephen 65 HS 5039 Equal Rights, Equal Voices: The Rhetoric of Woman Suffrage McKown, Jamie 118 HS 2034 Ethics: The History of a Problematic Cox, Gray 84 HS 1077 Ethnographic Writing van Vliet, Netta 81 HS 2084 European Political Institutions Stabinsky, Doreen 91 ES 3024 Evolution Petersen, Christopher 65 ED 1010 Experiential Education Tai, Bonnie 51 HS 2057 Fail Better: Writing Short Fiction Mahoney, Daniel 86 MD 2012 Failure Friedlander, Jay/Baker, 121 Jodi COLLEGE OF THE ATLANTIC CATALOG 2020-2021 131 HS 1014 Feminist Theory in a Transnational Frame I van Vliet, Netta 74 HS 3083 Feminist Theory in a Transnational Frame Il van Vliet, Netta 104 HS 2097 Fiction Writing: Crafting Believable Characters Cass, Blake 94 AD 4027 Film Production: Haunting Andrews, Nancy 48 AD 4029 Film Production: Lights, Camera, Action, Wrap! Baker, Jodi/Nancy 48 Andrews AD 4028 Film Production: Making a Low-Budget Movie Andrews, Nancy 48 AD 2022 Film Theory Capers, Colin 41 HS 3060 Financials Friedlander, Jay 100 ES 1041 Fire: Science, Policy and Practice Carroll, Matthew 57 MD 2011 Fisheries, Fishermen, and Fishing Communities Petersen, Christopher 121 HS 1071 Fixing Elections: Workshopping Democratic Solutions McKown, Jamie 79 ES 5041 Forest Ecology Letcher, Susan 73 HS 2091 Forms of Poetry Mahoney, Daniel 92 AD 1019 Four-Dimensional Studio Andrews, Nancy 37 HS 1013 From Native Empires to Nation States Little-Siebold, Todd 74 ES 1014 Gardens and Greenhouses:Theory/Practice of Organic Morse, Suzanne 55 Gardening HS 2038 Gender, Politics & Nature in Folk/Fairy Tales of the World Turok, Katharine 84 ES 3032 Genetics Hess, Helen 65 HS 2020 Geographic Information Systems I: Foundations & Applications Longsworth, Gordon 83 ES 1042 Geology and Humanity Hall, Sarah 57 ES 1038 Geology of Mt. Desert Island Hall, Sarah 57 ES 1075 Geology of National Parks Hall, Sarah 60 HS 3016 Global Environmental Politics: Theory and Practice Stabinsky, Doreen 96 AD 2011 Graphic Design Studio I: Visual Communication Colbert, Dru 39 AD 4014 Graphic Design Studio II: Digital Projects Colbert, Dru 46 HS 2099 Green New Deals Stabinsky, Doreen 94 HS 5022 Hatchery Friedlander, Jay 117 HS 2063 Hate Crimes in the Contemporary US and Europe Wessler, Stephen L 87 ES 3018 Herpetology Ressel, Stephen 64 HS 4056 Histories of Race Little-Siebold, Todd 110 HS 3040 History of Agriculture: Apples Little-Siebold, Todd 99 AD 2020 History of Photography Winer, Joshua 41 HS 1021 History of the American Conservation Movement Cline, Ken 75 AD 1038 History of Video Art Capers, Colin 38 HS 4087 History Workshop: Wabanaki Studies Little-Siebold, Todd 112 HS 3090 Homesteading: Theory and Practice Collum, Kourtney/ 105 Taylor, Davis ES 4018 Human Anatomy and Physiology I Anderson, John 70 HE 1010 Human Ecology Core Course STAFF 73 HS 5015 Hydro Politics in a Thirsty World Cline, Ken 116 AD 2026 Illustration Colbert, Dru 42 HS 2021 Immersion Practica in Spanish and Yucatecan Culture Pena, Karla 84 HS 3094 Immigration, Anti-Immigrant Bias & Other Barriers Wessler, Stephen L 105 AD 4010 Improvisation in Music Cooper, John 46 HS 2061 Indigenous America Little-Siebold, Todd 87 ED 4012 Integrated Methods IA: Gr. K-4 Reading and Writing STAFF 54 ED 4013 Integrated Methods IB: Gr. 5-8 Reading and Writing Fuller, Linda 54 ED 5011 Integrated Methods II: Science, Math, and Social Studies Fuller, Linda 55 HS 1027 Intensive Yucatec Maya Pena, Karla 76 HS 3041 Intermediate Atelier in French Language and Conversation STAFF 100 AD 3032 Intermediate Ceramics Mann, Rocky 45 HS 3021 Intermediate Spanish I Pena, Karla 96 HS 3022 Intermediate Spanish Il Pena, Karla 96 AD 4012 Intermediate Video: Studio and Strategies Andrews, Nancy 46 HS 3023 International Wildlife Policy and Protected Areas Cline, Ken 96 ES 2043 Interpreting Maine's Changing Landscape Hamley, Kit 63 HS 1053 Intimate Partner Violence: Dynamics and Community Response Gagnon da Silva, 77 Pamela 132 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 ED 1016 Introduction to Adolescent Psychology Hill, Kenneth 52 AD 1011 Introduction to Arts and Design Mancinelli, Isabel 36 ES 1062 Introduction to Botany Letcher, Susan 58 ES 1026 Introduction to Chaos and Fractals Feldman, David 56 AD 1035 Introduction to Documentary Photography Winer, Joshua 3 HS 1046 Introduction to Economics & the Economy Taylor, Davis 77 AD 1042 Introduction to Glass Blowing and Sculpture Perrin, Linda 39 HS 1015 Introduction to Global Politics Stabinsky, Doreen 75 AD 1018 Introduction to Guitar Cooper, John 37 HS 2083 Introduction to Journalism: Telling the Story Levin, Robert 91 AD 1012 Introduction to Keyboard/Piano Cooper, John 36 ES 1022 Introduction to Oceanography Todd, Sean 56 AD 1026 Introduction to Photography Winer, Joshua 37 ES 2012 Introduction to Statistics and Research Design Letcher, Susan/Todd, 61 Sean HS 1012 Introduction to the Legal Process Cline, Ken 74 ES 2037 Introductory Entomology Graham, Carrie 63 ES 3020 Invertebrate Zoology Hess, Helen 64 ES 4016 Island Life Anderson, John 69 AD 1013 Jazz, Rock, and Blues: From Their Origins to the Present Cooper, John 36 HS 2067 Journeys in French Film and Culture Capers, Colin 87 HS 4080 Land and Climate Stabinsky, Doreen 111 AD 3016 Land Use Planning I Mancinelli, Isabel/ 44 Longsworth, Gordon AD 3011 Landscape Architecture Design Studio Mancinelli, Isabel 43 HS 2101 Latin American Literature: Border Stories Mahoney, Daniel 94 HS 4022 Launching a New Venture Friedlander, Jay 107 HS 6012 Learning a Language on Your Own Cox, Gray 119 HS 4069 Leaving Capitalism Taylor, Davis 111 HS 2076 Life Stories: Memory, Family, and Place Donovan, Martha 89 HS 4046 Lincoln Before the Presidency McKown, Jamie 109 ES 3083 Linear Algebra with Applications to Differential Equations Feldman, David 68 HS 3068 Linguistics, Language & Culture: Human Ecological Approach Cox, Gray 102 HS 4088 Literature of Exile Turok, Katharine 112 HS 2010 Literature, Science, and Spirituality Waldron, Karen 82 HS 2071 Little Magazines: Seminar in Contemp. Literary Publishing Mahoney, Daniel 88 HS 3072 Macroeconomics: Theory and Experience Taylor, Davis 102 AD 5033 Making Art: Effort, Resilience, Persistence Andrews, Nancy 50 HS 3074 Mapping the Ocean's Stories Little-Siebold, Todd 103 ES 1028 Marine Biology Petersen, Christopher 57 ES 2030 Marine Mammal Biology I Todd, Sean 62 ES 3060 Marine Mammal Biology I: Field Studies Todd, Sean 66 HS 2049 Marvelous Terrible Place: Human Ecology of Newfoundland Todd, Sean/Springuel, 85 Natalie HS 5013 Methods of Teaching Writing Across the Curriculum Kozak, Anne 115 HS 3027 Microeconomics for Business and Policy Taylor, Davis 97 AD 1047 Modes of Perception and Strategies in Picturing Nature Clinger, Catherine 39 AD 1025 Movement Training Basics Baker, Jodi 37 MD 3014 Museum Practicum Colbert, Dru 122 AD 1014 Music Fundamentals: Intro to Reading/Hearing/Writing/Playing Cooper, John 36 HS 3070 Native American Law Cline, Ken 102 HS 3059 Native American Literature Waldron, Karen 100 HS 4036 Native American Literature with a Focus on New Mexico Waldron, Karen 108 ES 1040 Natural Resources Hall, Sarah 57 HS 2096 Nature, Humans, and Philosophy Lakey, Heather 93 ED 3014 Negotiating Educational Policy Fuller, Linda 53 HS 2011 Nineteenth Century American Women Waldron, Karen 83 HS 3095 Nutritional Anthropology Collum, Kourtney 106 AD 4020 Object and Performance Andrews, Nancy/Baker, 47 Jodi COLLEGE OF THE ATLANTIC CATALOG 2020-2021 133 HS 3036 Oceans & Fishes: Readings in Environmental History Little-Siebold, Todd 98 ES 3050 Organic Chemistry I Hudson, Reuben 66 ES 5014 Organic Chemistry Il Hudson, Reuben 72 ES 1016 Ornithology Swann, Scott 55 HS 2058 Our Band Could Be Your Life: Music, Art, Zines 1975-2015 Mahoney, Daniel 86 HS 3031 Our Public Lands: Past, Present, and Future Cline, Ken 97 HS 1065 Philosophies of Good and Evil Lakey, Heather 79 HS 2060 Philosophies of Liberation Cox, Gray 86 HS 2074 Philosophy of Death and Dying Lakey, Heather 88 ES 1056 Physics and Mathematics of Sustainable Energy Feldman, David 58 ES 1018 Physics I: Mechanics and Energy Feldman, David 56 ES 2041 Physics II: Relativity Feldman, David 63 ES 1078 Plagues, Panic & Prevention: Nat. Hist. of Infect. Diseases Anderson, John 61 AD 2028 Plants in the Campus Landscape Mancinelli, Isabel 42 HS 2079 Plato and the Origins of the West Cox, Gray 90 ES 1076 Polar Ecology and Exploration Todd, Sean 61 HS 1072 Political Communication McKown, Jamie 79 HS 2086 Politics and the Supreme Court Seddig, Robert 91 HS 1045 Politics of Israel van Vliet, Netta 77 ES 4050 Population and Community Ecology Letcher, Susan 71 HS 3064 Possession and the Human van Vliet, Netta 101 HS 3061 Postcolonial Islands van Vliet, Netta 100 HS 2090 Postcolonial Studies and Psychoanalysis Il van Vliet, Netta 92 HS 2081 Postcolonialism and Psychoanalysis van Vliet, Netta 90 HS 2026 Practical Skills in Community Development Beard, Ronald 84 ES 3090 Practicum in Sustainable Energy Carroll, Bryan 69 AD 2025 Principles of Comedic Improvisation Fingerhut, Larrance 42 HS 1062 Problems and Dilemmas in Bioethics Lakey, Heather 78 HS 4037 Processing the Unexpected Journey Waldron, Karen/ 108 Clinger, Catherine ES 1068 Programming with Python I Gatti, Daniel 59 HS 1063 Public Speaking Workshop Rand, Kendra 78 HS 2092 Race and Racism in America: A Very Short History Little-Siebold, Todd 93 HS 4042 Reading the West Anderson, John/Cline, 108 Ken HS 2050 Religious Intolerance in the United States Wessler, Stephen L 85 ES 3076 Restoration Ecology Letcher, Susan 67 ES 2032 Rocks and Minerals Hall, Sarah 62 AD 5023 Romanticism: The Triumph of the Imagination over Reason? Clinger, Catherine 49 AD 2031 Scavenging Color & Light: Introduction to Painting Schrade, Daniel Kojo 43 AD 1049 Scenes and Songs Fingerhut, Larrance 39 ED 5012 Secondary Methods: Life Science, Social Studies and English Fuller, Linda 55 ES 4041 Seeds Morse, Suzanne 70 MD 1021 Seeing Ecology through Arts Practice Rock, Jennifer 120 ES 1074 Sensors, Controllers and Robots Gatti, Daniel 60 HS 2072 Sex, Gender, Identity and Power Lakey, Heather 88 MD 3013 Sheep to Shawl Letcher, Susan 122 MD 1020 Social Arts Practice & Community-based Marine Conservation I Rock, Jennifer 120 HS 3062 Solutions Friedlander, Jay 101 AD 3014 Soundscape Andrews, Nancy 44 AD 3025 Special Topics in Production Baker, Jodi 45 AD 5025 Strangers and Performance Baker, Jodi 49 HS 2093 Strategies for Social Change Cox, Gray 93 ED 5013 Student Teaching Fuller, Linda 55 AD 4019 Studio Printmaking Clinger, Catherine 47 ED 3012 Supporting Students with Disabilities in the Reg. Classroom STAFF 53 HS 3035 Sustainable Strategies Friedlander, Jay 98 HS 3086 Sustenance Friedlander, Jay 104 HS 2015 The Age of Reason and the Enlightenment Little-Siebold, Todd 83 HS 2075 The Anthropology of Food Collum, Kourtney 89 134 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 MD 1019 The Bicycle: History, Science and Policy Gatti, Daniel 120 HS 4093 The Cider Project Little-Siebold, Todd 114 HS 3032 The Cold War: Early Years McKown, Jamie 97 HS 3038 The Cold War: The Later Years McKown, Jamie 99 ES 3036 The History of Natural History Anderson, John 65 AD 1017 The History of Rock Cooper, John 36 HS 3055 The Mayas of Yesterday and Today Pena, Karla 100 HS 4092 The Measure of Our Lives: Toni Morrison Seminar Waldron, Karen 114 HS 5018 The Nature of Narrative Waldron, Karen 117 AD 5029 The Range of Sublimity in the Artist Mind Clinger, Catherine 50 AD 2015 The Reality Effect: Art and Truth in the 19th Century Clinger, Catherine 41 HS 1026 The Renaissance & the Reformation Little-Siebold, Todd 76 ES 3052 Thermodynamics Feldman, David 66 HS 2070 Transforming Food Systems Collum, Kourtney 88 HS 2087 Transforming Food Systems Collum, Kourtney 92 ES 2014 Trees and Shrubs of Mount Desert Island Weber, Jill 62 ES 5042 Tutorial: Computational Modeling & Appl. Math in Phys. Sci. Hudson, Reuben 73 ES 5038 Tutorial: Ecology and Evolution of Parasites Hess, Helen 73 ES 3089 Tutorial: Geoheritage of coastal Maine Hall, Sarah 68 ES 3062 Tutorial: Immunology Hess, Helen 67 AD 6010 Tutorial: Individual Music Instruction Cooper, John 51 HS 1080 Tutorial: Introduction to French Grammar and Conversation Stabinsky, Doreen 82 AD 5036 Tutorial: Methods of the Edition in Intaglio Workshops Clinger, Catherine 50 HS 5055 Tutorial: Ongoing Narratives Cass, Blake 119 HS 5056 Tutorial: Readings in Political Ecologies Stabinsky, Doreen 119 HS 3092 Tutorial: Writing about Science Kozak, Anne 105 HS 3076 U.S. Farm and Food Policy Collum, Kourtney 103 ED 3010 Understanding and Managing Group Dynamics Tai, Bonnie 53 HS 1081 US Presidential Elections: From Whistle Stops to Digital Flo McKown, Jamie 82 AD 3035 Visual Communication Projects Colbert, Dru 45 HS 4047 Waste van Vliet, Netta 109 AD 1024 Watching Globally: Intro to Contemporary Cinema of the World Capers, Colin 37 ES 3085 Watersheds Hall, Sarah 68 ES 2034 Weed Ecology Morse, Suzanne 62 HS 3026 Whitewater/Whitepaper: River Conservation and Recreation Cline, Ken 97 HS 4043 Wilderness in the West: Promise and Problems Cline, Ken 108 HS 5012 Wildlife Law Seminar Cline, Ken 115 ES 4012 Winter Ecology Ressel, Stephen 69 MD 1022 Working the Sea Anderson, John/ 121 Stephenson, Toby HS 4094 World Literature Turok, Katharine 115 AD 1016 World Percussion Bennett, Michael 36 HS 2103 Writing for Nonprofits Lewis, Rhiannon 95 HS 2105 Writing for Social Change Cass, Blake 95 HS 955 Writing for Yourself: An Introduction to Technique Cass, Blake 74 HS 1039 Writing Seminar I: Exposition Turok, Katharine 76 HS 2055 Writing Seminar II: Argumentation STAFF 86 HS 2085 Writing Seminar II: Argumentation STAFF 91 HS 4085 Writing Your Novella Cass, Blake 111 ED 1017 Young Adult Literature Ryan, Siobhan 52 COLLEGE OF THE ATLANTIC CATALOG 2020-2021 135 CAR OF THE COLLEGE ATLANTIC TLANTIC MCMLXIX DATES AND DEADLINES FOR 2020-2021 TERMS FALL 2020 WINTER 2021 SPRING 2021 FALL 2021 DATES First day of class 9/14/20 1/4/21 3/29/21 9/9/21 Last day of class 11/20/20 3/12/21 6/4/21 11/19/21 Commencement 6/5/21 BUSINESS OFFICE Online statements available 7/10/20 11/6/20 2/24/21 7/9/21 Payment due dates 8/12/20 12/7/20 3/19/21 8/11/21 Course withdrawal (no reversals) 10/16/20 2/5/21 4/30/21 10/15/21 REGISTRAR 10/18/20- 2/7/21- 5/2/21- Registration 10/23/20 2/12/21 5/7/21 Add/drop 9/18/20 1/8/21 4/2/21 9/15/21 Independent study proposals 9/18/20 1/8/21 4/2/21 9/15/21 Residency applications due 10/23/20 2/12/21 5/7/21 Advising forum 10/14/20 2/3/21 4/28/21 Student self-evaluations 12/4/20 3/26/21 6/18/21 12/3/21 Faculty grades & evaluations 12/11/20 4/2/21 6/25/21 12/10/21 INTERNSHIP COMMITTEE 3/8/21 Proposals 9/10/20 11/19/20 Summer TBA 6/3/21 ACADEMIC AFFAIRS COMMITTEE 10/2/20 for 1/2/21 for 4/16/21 for Group study proposals Winter term Spring term Fall term SENIORS Watson Fellowship first draft Human ecology essay draft 10/23/20 Final signed human ecology essay copy 2/19/21 Senior project proposal 9/18/20 10/23/20 2/12/21 5/7/21 Senior project, completed 5/28/21 2021 to graduate or stand Completed: internships, degree certification form, community service, 4/23/21 incompletes, standing contract, transfer credit, extensions, writing portfolio SUMMER 2021 BUSINESS OFFICE (2020-2021 Academic Year) Bills available online 6/8/21 Bills due 7/9/21 COLLEGE OF THE ATLANTIC 105 Eden Street . Bar Harbor ME 04609 800-528-0025 . inquiry@coa.edu www.coa.edu