COURSE CATALOG 2018-2019 College of the Atlantic Convocation Wednesday, September 5, 2018 Fall Term Thursday, September 6 - Friday, November 16, 2018 Winter Term Monday, January Friday, March 15, 2019 Spring Term Monday, April 1 - Friday, June 7, 2019 Commencement Saturday, June 8, 2019 College of the Atlantic is accredited by the New England Association of Schools and Colleges. In its employment and admission practices, COA is in conformity with all applicable federal and state statutes and regulations and does not discriminate on the basis of age, race, color, sex, marital status, religion, creed, ancestry, national or ethnic origin, sexual orientation, physical or mental disability. This publication is printed on recycled paper. It is the most com- plete representation of the current academic offerings and poli- cies available. The college reserves the right to make changes in course offerings, degree requirements, regulations, procedures, and charges as new needs arise. COLEC OF THE ATLANTIC College of the Atlantic Course Catalog 2018-2019 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 11 REVIEW AND APPEALS 12 ADVISING 12 STUDENT RESPONSIBILITY 12 CLASS ATTENDANCE 12 ACADEMIC INTEGRITY 13 DEGREE PROGRESS 13 REGISTRATION: CONTRACTS AND SIGNATURES 13 COURSE/FACULTY EVALUATIONS 13 ACCOMODATING STUDENTS WITH DISABILITIES 13 RECORDS AND EVALUATIONS 14 TRANSCRIPTS 14 PRIVACY 14 INSTRUCTOR EVALUATIONS 15 GPA 16 MID-TERM EVALUATIONS 16 INCOMPLETE WORK 16 ACADEMIC STANDING 16 SATISFACTORY ACADEMIC PROGRESS 17 ACADEMIC PROBATION 17 TRANSFER CREDIT 18 CREDIT BY EXAM (AP OR IB) OR MILITARY EXPERIENCE 18 GRADUATION AND SENIOR YEAR 18 LEAVE OF ABSENCE 19 MEDICAL LEAVE 19 ADDITIONAL PROGRAMS 20 EDUCATIONAL STUDIES 20 TEACHER CERTIFICATION 20 CONSORTIUM AGREEMENTS/EXCHANGES 20 CONSORTIUM AGREEMENTS 20 AFFILIATION AGREEMENTS 21 GRADUATE PROGRAM 22 IMMUNIZATION REQUIREMENT 23 REGISTRATION AND FEES 23 REGISTRATION 23 ADD/DROP 24 WITHDRAWAL 24 AUDITORS 24 NON-DEGREE SEEKING STUDENTS 24 TUITION 24 PAYMENT OF BILLS 25 HOUSING AND DINING 25 STUDENT ACTIVITIES FEE 25 HEALTH FEE 26 LAB FEES 26 COURSE WITHDRAWALS/FINANCIAL CONSIDERATIONS 26 FINANCIAL AID AND WORK STUDY 27 COA FACULTY MEMBERS 2018-2019 28 COA STAFF MEMBERS 2018-2019 31 2018-2019 COURSE LISTINGS 33 INDEX BY COURSE NUMBER 122 INDEX BY COURSE TITLE 129 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 2018-2019 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 collabora- tive 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) course or two writing-focused (WF) courses courses within the first five terms 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) 4 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 ES two courses (taught by different COA faculty) HS two courses (taught by different COA faculty) FINAL PROJECT Internship RESIDENCIES either non-credit satisfaction of the INTERNSHIPS requirement or HUMAN ECOLOGY ESSAY full-time, one term enrollment, earns three credits TIER 3: ADVANCED STUDIES (Note: Both options require a proposal and approval of the Internship Committee prior to INDEPENDENT STUDY starting. The internship, whether for credit or not, GROUP STUDIES must be followed by at least one term of enroll- ment on campus.) TUTORIALS CONTINUED DEVELOPMENT OF Senior Project INDIVIDUAL ACADEMIC INTERESTS three credits, either in a single term or split over multiple terms TIER 2: INTERMEDIATE COURSES AND SELF-DIRECTED STUDY Additional Non-course Requirements human ecology essay HUMAN ECOLOGY CORE COURSE community service 2 COURSES FROM EACH RESOURCE AREA writing portfolio (ARTS & DESIGN, ENVIRONMENTAL SCIENCES, HUMAN STUDIES) COMPONENTS OF THE CURRICULUM TIER 1: INTRODUCTORY, HUMAN ECOLOGY, AND Small classes are the foundation of COA's cur- FOUNDATIONAL COURSES riculum. With a faculty to student ratio of 1:10, individualized attention and a seminar format are the classroom norm. Average class size is 12.5. A nomal 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 which should be taken in the first two years of attendance include one writing (W) course or two writing-focused (WF) courses, one history (HY) course and one quantitative reasoning (QR) course. Please refer to the Writing Requirement section for more information. These requirements ap- ply 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 ap- proaches used in each resource area of the curriculum; courses satisfying the distribution requirement 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 individualized. 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 5 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. Proposals need to include educational goals, anticipated learning resources, assessment criteria, and an approximate time-table of events. An honorarium is available to off-campus 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. The requirement that students describe these plans clearly in a proposal is intentional. In addition to review of the student's planning, the Academic Dean and the Academic Probation Officer review the students' proposal for its content and relationship to the rest of the curriculum, as well as academic 6 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 eligibility. A group study must be approved prior to the registration period for the term when it will be done; deadlines 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 academic dean by the published deadline (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 academic dean 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 curriculum 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 psychology 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. Students must submit a proposal to do a residency. The residency application form may be COLLEGE OF THE ATLANTIC CATALOG 2018-2019 7 downloaded 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 are supervised work experiences in an area compatible with a student's academic focus, career paths and interests. One central goal of the internship is to provide students with the experience of working for others in a professional setting and being supervised and evaluated on their performance in a work environment. Internships are typically off-campus and site-based, not remote work. The program director encourages students to plan ahead for meeting the internship requirement. The internship committee will insure the central goal of the internship is realized in a way that advances the student's professional development. 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 also offer students opportu- nities 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 may not be considered for an internship placement. Interns are encouraged to take part in additional training, meetings, and workshops held at their worksite. 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 prior to enrolling for an internship. In order to integrate the internship with later academic experiences the internship cannot be during the final term of enrollment. 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. Often faculty have contacts that 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 receives 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- sor and prepare a poster presentation about their experiences to the college community. The intern- ship director compiles a transcript evaluation 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 take 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, strong 8 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 9 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 academic dean at the beginning of each academic year. The ERRB is charged with implementing this policy in a manner appropriate to the interdisciplinary 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 academic dean 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 or two writing-focused classes within their first five terms at COA. Writing courses are designated W in the course description: writing- focused classes are designated WF and classes with a writing-focused option are designated WFO. Students who have scored a five or higher on the AP English exam or a six or higher on the IB A1H exam are exempted. The writing program director may also exempt entering students; these must be documented in writing. 1. 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 fifteen COA credits, or have been in attendance for five terms. 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 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. 10 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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. 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 11 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 credit) and consist of a minimum of forty hours in total. Most students have an excess of community-oriented work and ultimately need to decide which experience to use to fulfill the requirement. The director of internships and ca- reer 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 academic dean. 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 12 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 academic dean or his/her designee. Two violations of academic integrity are grounds for dismissal from the col- lege. Students should request in-class discussions of such questions when complex issues of ethical scholarship 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 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 academic dean 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 13 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. Unofficial transcripts are available on the student portal. Transcripts will not be released if the student has overdue bills in the Business Office and/or Thorndike Library. Students have access to their own files in the Registrar's Office during regular office hours. In keeping with policies under the Family Edu- cational Rights and Privacy Act (below), the college 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, academic deans, advisors, and faculty, within the limitations of their need to know. 14 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 At its discretion, the college may provide Directory Information in accordance with the provisions of the Act to include: student name, address, phone number, date and place of birth, major field of study, dates of attendance, degrees and awards received, the most recent previous educational institution attended, and participation in officially recognized activities and sports. Students may withhold Direc- tory Information by notifying the registrar in writing within two weeks after the first day of an aca- demic term. Requests for non-disclosure will be honored until the end of an academic year; authoriza- tion to withhold Directory Information must therefore be filed annually. 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 and/or the faculty member involved. 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. 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 15 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 academic dean or his/her designee are notified. 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. 16 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 tim. ACADEMIC PROBATION Students who receive a D, F, or an NC (fails to receive credit in a class taken credit/no-credit) in a given term or have two or more outstanding extensions are automatically placed on academic probation. There are three levels of academic probation, and the changes to the criteria for getting off of aca- demic probation require more consistent academic success in subsequent terms. Students on aca- demic probation are notified in writing (as are their advisors) and the students must attend a manda- tory meeting with the academic probation officer within the first three weeks of the subsequent term. Such meetings are used to identify and address the issues causing the student to get probationary status and to ensure successful future terms. 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, residences, 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 academic dean. The academic probation officer has discretion to interpret the above procedures to support student success while maintaining high academic standards. Decisions made by the academic probation officer may be appealed to the aca- demic dean 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, students will be suspended from the college for one academic year. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 17 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 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 recommendations. 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 Registrar's Office for more information. Official scores and transcripts must be mailed directly to the COA Registrar's Office. Advanced standing 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 transferred 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- 18 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 academic dean for the privilege to do so. This contract must include a detailed plan, with clear deadlines, for complet- ing 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 academic dean will decide on this request, in consultation with the student and her or his advisor(s). The 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/gradua- tion. Standing is not an option for graduate students. LEAVE OF ABSENCE A student may request a leave of absence for up to one calendar year or three consecutive terms. 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. The expected duration of the leave must be stated at the time that the form is submitted. 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 academic dean 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 academic dean. All medical leaves must have the writ- ten 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 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 19 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 academic dean 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 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 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: 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 envi- ronmental science, marine biology, outdoor studies, education, and other academic programs. These colleges all stress experiential education so that students are prepared to take on real world chal- 20 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 lenges when they graduate. EcoLeague partners are Prescott College, Alaska Pacific University, Green Mountain College, Northland College, Dickinson College, and College of the Atlantic. How the EcoLeague works: EcoLeague exchanges are open to students studying any academic area. 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. The New School: College of the Atlantic and The New School (TNS) have established an exchange pro- gram whereby students from COA may participate for up to two semesters at TNS. Students will pay tuition to their home institution, and will pay course fees, room and board, and any additional fees to the host institution. Students must have completed a minimum of three terms at COA and be in good academic and social standing, and must apply for this exchange at least three months before the start of the semester. Credits will be accepted as COA credits (not transfer credits). See registrar for more information. 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 (16 semester credits, equivalent to 4.8 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). COLLEGE OF THE ATLANTIC CATALOG 2018-2019 21 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 and the associate dean for advanced studies, is responsible for administering the MPhil program; the director reports to the president and academic dean. Any graduate student requesting a waiver or variance of any graduate degree requirements must submit a petition in writing to the Graduate Com- mittee, which will discuss the matter as needed with the Academic Affairs Committee. 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 gradu- ate 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. 22 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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: 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/rubell) Documentation must show that the student was immunized with live vaccine, after 1968, and again after the student reached fifteen months of age. DT or Td (diphtheria/tetanus). If the student's most recent shot was over ten years ago, a booster is required. 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. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 23 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 outside agencies, 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. 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 an academic dean. 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. Students may not audit a course if they are on Academic Probation. 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 2018-2019 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. 24 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 applicable community resource fees. 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 credit will be at the current year's rates. PAYMENT OF BILLS Students have access to account statements on their student portal. Paper bills will not be mailed. Students 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 6, 2018 Winter: December 3, 2018 Spring: March 18, 2019 Summer 2018: July 10, 2019 Fall 2019: August 1, 2019 COA accepts payment plans with an outside agency, however, the approved plan must be in place and remain current. The college is usually 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 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 unenroll 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. HOUSING AND DINING The fee for a room in COA housing is $6,210 per year. There is a non-refundable $150 security deposit 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: ten meals/week for $2,667, five meals/week for $1,494, and 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 $90 student activities fee is charged each term for every enrolled student, whether the student is on campus or not. These fees fund a budget administered by the Student Activities Committee. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 25 HEALTH FEE A $93 per term health fee is charged for all matriculated and visiting students. This covers the cost of a visit to the campus health clinic (lab work or other tests are not covered by the fee). 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 received and applied to the student's account each term. If the CBR is a result of a PLUS loan, overpay- ment by a parent, or from a parent payment plan (TMS), the refund will be returned to the parent un- less a written (and signed) authorization from the parent is given to the Business Office to return the funds directly 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 student activity fee, health 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 as- sess a prorated 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 for full course withdrawal: Students who elect to be on the health insurance plan and withdraw from all classes within 30 days of the start of health coverage (August 15) are eligible for a refund if they have not utilized the plan. If the student has accessed services and the insurance com- pany has received the claim within the 30-day window, a premium reversal will not be granted. If the student withdrawals from all classes after the 30 days of start of coverage, no health insurance refund will be granted. If a student withdrawals from all classes within the 30-day window and a reversal of health insurance premium was granted, any claims received after that time will be denied by the insur- ance company and the student will be responsible for all charges. 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 below chart. 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 26 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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's Office. 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 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. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 27 COA FACULTY MEMBERS 2018-2019 Anderson, John: BA, University of California, Hudson, Reuben: BA, Vassar College; PhD, McGill Berkeley; MA, San Francisco State University; PhD, University. chemistry University of Rhode Island. zoology, behavioral ecology, anatomy, physiology Kozak, Anne: BA, Salve Regina College; MA, St. Louis University. writing, literature Andrews, Nancy: BFA, Maryland Institute College of Art; MFA, The School of the Art Institute of Chicago. Letcher, Susan: BA, Carleton College; PhD, performance art, video production University of Connecticut, Storrs. plant biology Baker, Jodi: BA, California State University, Fresno; Little-Siebold, Todd: BA, MA, University of MFA, National Theatre Conservatory, Denver Center Massachusetts, Amherst; PhD, Tulane University. for Performing Arts. performing arts history, Latin American studies Borden, Richard: BA, University of Texas; PhD, Mancinelli, Isabel: BS, Catholic University of Psychology, Kent State University. environmental America; MLA, Harvard University. community and psychology, personality and social development, regional planning, landscape architecture contemporary psychology, philosophy of human ecology McKown, Jamie: BA, Emory University; MA, Georgia State University; PhD, Northwestern University. Carpenter, William: BA, Dartmouth College; PhD, government, polity University of Minnesota. literature, creative writing, comparative mythology Morse, Suzanne: BA, PhD, University of California, Berkeley. applied botany, plant ecology, agricultural Cline, Kenneth: BA, Hiram College; JD, Case Western ecology Reserve University. public policy, environmental law Petersen, Christopher: BA, University of California, Clinger, Catherine: BFA, University of Kansas; MA, Santa Barbara; PhD, University of Arizona. University of New Mexico; MPhil, University College ichthyology, marine ecology London; PhD, University of London. art history, studio arts Ressel, Stephen: BS, Millersville University; MS, University of Vermont; PhD, University of Colbert, Dru: BFA, Auburn University; MFA, The Connecticut. vertebrate biology, environmental School of the Art Institute of Chicago. visual physiology communications, 3D art and design, museum studies Stabinsky, Doreen: BA, Lehigh University; PhD, University of California, Davis. agricultural policy, Collum, Kourtney: BS, Western Michigan University; international studies,global environmental affairs MS, University of Maine; PhD, University of Maine. food systems and sustainable agriculture Tai, Bonnie: BA, Johns Hopkins University; EdM, EdD, Harvard University. educational theory, research, Cooper, John: BA, Trenton State; MA, Trenton and practice State. music fundamentals, aesthetics of music, improvisation Taylor, Davis: BS, United States Military Academy; MS, PhD, University of Oregon. environmental and Cox, J. Gray: BA, Wesleyan University; PhD, resource economics Vanderbilt University. philosophy, peace studies and language learning Todd, Sean: BSc, University College of North Wales; PhD, Memorial University of Newfoundland. marine Feldman, David: BA, Carleton College; PhD, mammal physiology and behavior University of California, Davis. mathematics, physics van Vliet, Netta: BA, Lewis and Clark College; MA, Foley, Sean: BFA, Herron School of Art; MFA, Ohio PhD, Duke University. cultural anthropology, Israeli State University. drawing, painting studies Friedlander, John Jay: BA, Colgate University; MBA, Visvader, John: BA, CUNY; PhD, University of Olin Graduate School of Business at Babson College. Minnesota. philosophy, philosophy of science, green business history of ideas Gatti, Daniel: BA, Georgia Institute of Technology; Waldron, Karen: BA, Hampshire College; MA, MS, PhD, University of North Carolina. computer University of Massachusetts; MA, PhD, Brandeis science University. literature and writing; minority, cultural, and feminist theory; American studies Hall, Sarah: BA, Hamilton College; PhD, University of California, Santa Cruz. geology, earth science Hess, Helen: BS, University of California, EMERITUS Los Angeles; PhD, University of Washington. invertebrate zoology, biomechanics Beal, Elmer: BA, Bowdoin College; MA, University of Texas at Austin. ethnology, anthropological theory, Hill, Kenneth: BA, University of Michigan; EdM, traditional music Harvard University; MS, PhD, Cornell University. education, psychology 28 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 Carpenter, JoAnne: BA, University of Massachusetts; Bennett, Michael A.: BM, University of Maine, MA, University of Minnesota; MFA, University of Orono. percussion Pennsylvania. art history, architectural history, painting Drennan, Matthew: BA, College of the Atlantic. seabird ecology Katona, Steven: BA, Harvard University, 1965; PhD Harvard 1971. biology Fingerhut, Larrance: BA, New England Conservatory. improv, piano, music Lerner, Susan: BA, University of Cincinnati; California Institute of Arts. women's studies Gallon, Robert: BS, Columbia University; Ph.D., City University of New York. clinical psychologist McMullen, Ernest: Art, University of Maryland, Portland Museum School, Portland State University. Heckscher, Philip: BA, Harvard. literature, French ceramics, visual studies history, calligraphy Leaverton, Lisa: BA, Peabody Conservatory of Music; MFA, University of lowa. music, storytelling and LECTURERS performance Capers, Colin: BA, MPhil, College of the Atlantic. Lepcio, Andrea: BA, College of the Atlantic; MFA, writing, film Carnegie Mellon University. writing, plays, theatre Donovan, Martha: BA, Williams College; MA, McNally, Jay: BA, College of the Atlantic. business Middlebury College. English, literature and writing education Lakey, Heather: BA, MPhil, College of the Atlantic; Moody, Paula: BA, Johnson College; MEd University PhD, University of Maine. women's, gender, and of Maine, Orono. primary and special education sexuality studies Olday, Fred: BA, Pennsylvania State University; Mahoney, Daniel: BA, California State University; MA, Harvard University; PhD, University of MFA, University of Massachusetts, Amherst. writing Massachusetts. botany, plant science Peña, Karla: MS in Teaching Spanish as a Foreign Poier, Salvatore: LLM, Facoltá di Giurisprudenza, Language, Antonio de Nebrija University, Madrid, Universitá degli Studi Di Trento, Italy; MA, the Spain. International Institute for the Sociology of Law; PhD, Universitá degli Studi di Milano, Instituto di Filosofia Swann, Scott: BA, MPhil, College of the Atlantic. e Sociologia del Diritto. law ecology, ornithology Ryan, Siobhan: BA, Boston College School of Turok, Katharine: BA, Wheaton College; MA, Rutgers Arts and Science; MLIS, Pratt Institute, School University. comparative literature of Information and Library Science. children's literature Winer, Josh: BA, College of the Atlantic; MFA, Massachusetts College of Art and Design. Sanborn, Kelley Rush: BA, Boston College; MA, photography Wheelock College. supporting students with disabilities in the regular classroom Seddig, Robert: BA, Carleton College; MA, PhD, LECTURERS EMERITUS Princeton University. politics Demeo, Anna: BS, University of Colorado; MS, PhD, Shepard, Jennifer: BA, University of lowa. improv, University of Maine. sustainable energy education acting, directing and management Weber, Jill: BA, University of Northern Colorado; MS, Stover, Candice:B.A. Northeastern University, ; M.A. University of Maine. botany Pennsylvania State University. writing, literature Wessler, Steve: BA, Harvard College; JD, Boston University School of Law. human rights, law ADJUNCT FACULTY Alex, Joanne: BA Colby College; MEd, University of FACULTY ASSOCIATES Maine. education Frank, Katherine: BA, University of Michigan; MA, Barter, Christian: BA, Bates College; MFA, Vermont PhD, Duke University. anthropology College. poetry Honea-Fleming, Patricia: BA, MA, Georgia State Beard, Ronald E.: BS, MS, University of Maine, University; PhD, Purdue University. psychology Orono. community leadership Kates, Robert W.: MA, PhD, University of Chicago. anthropology COLLEGE OF THE ATLANTIC CATALOG 2018-2019 29 RESEARCH ASSOCIATES Anderson, Karen: Geographic Information Systems Watts, Diana; MA, John Hopkins University; Specialist, Acadia National Park PhD, University of California, Berkeley; business administration Blavascunas, Eunice: BS, BA The Evergreen State College; MA University of Texas; MA, PhD, University Weber, Jill; BA, University of Northern Colorado; MS, of California Santa Cruz University of Maine, Orono; botany Cole-Will, Rebecca: BA, University of Maine; MA, Zoidis, Ann: BA, Smith College; MS San Francisco University of Alberta. anthropology State University; behavioral observations and data collections of several avian and mammalian species Connery, Bruce: Biologist, Acadia National Park Jacobi, Charlie: BA, Middlebury College; MS, Virginia DenDanto, Dan: BA, College of the Atlantic. Tech. Natural Resources Specialist, Acadia National population biology of fin whales using genetic Park techniques Jones, Leslie: BA, College of the Atlantic; MS/ Guenther, Carla; BS, Worcester Polytechnic Institute; JD, Vermont Law School. natural resources, land PhD, University of California, Santa Cruz conservation and the environment Harris, Tanner: BA, College of the Atlantic, MS, Mainwaring, Alan: BS, Rochester Institute of University of Massachusetts, Amherst Technology; PhD, University of California, Berkeley. computer science, wireless network monitoring of Hazan Connery, Judy: Biologist, Acadia National Park habitats Heth, Giora: BS, MS, PhD, The Hebrew University Manski, David: BS, University of Arizona; MS, Texas of Jerusalem Chemical communication, evolution A&M. Chief, Division of Resource Management, of behavior, olfactory neuroscience Jacobi, Charlie: Acadia National Park BA, Middlebury College; MS, Virginia Tech. Natural Resources Specialist, Acadia National Park McGreavey, Bridie: BA, Bates College; MS Antioch University of New England, PhD, University of Jones, Leslie: BA, College of the Atlantic; MS/ Maine, Orono; communication and sustainability JD, Vermont Law School. natural resources, land science, conservation and the environment Negoita, Luka: BA, College of the Atlantic. Mainwaring, Alan: BS, Rochester Institute of Technology; PhD, University of California, Berkeley. O'Keefe, Susan; BA, Saint Petersburg; MS, Oxford computer science, wireless network monitoring of University; conservation and policy. habitats Rock, Jennifer: BA, College of the Atlantic. zoology, Manski, David: BS, University of Arizona; MS, Texas evolutionary biology A&M. Chief, Division of Resource Management, Acadia National Park Springuel, Natalie: BA, College of the Atlantic; MS, Antioch New England. environmental studies and McGreavey, Bridie: BA, Bates College; MS Antioch communication, forest practices University of New England, PhD, University of Maine, Orono; communication and sustainability Stevick, Peter: BA, College of the Atlantic. population science, biology of humpback whales Negoita, Luka: BA, College of the Atlantic. Todrank, Josephine; BA, College of the Atlantic; MTS, Boston University School of Theology; MA and PhD, O'Keefe, Susan; BA, Saint Petersburg; MS, Oxford University of Pennsylvania; evolution of behavior, University; conservation and policy. olfactory neuroscience. Rock, Jennifer: BA, College of the Atlantic. zoology, Vaux, Peter: BS, University of London; PhD, evolutionary biology University of California, Davis; Aquatic ecology, limnology, landscape theory Springuel, Natalie: BA, College of the Atlantic; MS, Antioch New England. environmental studies and Watts, Dianna; MA, John Hopkins University; communication, forest practices PhD, University of Calfornia, Berkeley; business administration Stevick, Peter: BA, College of the Atlantic. population biology of humpback whales Weber, Jill; BA, University of Northern Colorado; MS, University of Maine, Orono; botany Todrank, Josephine; BA, College of the Atlantic; MTS, Boston University School of Theology; MA and PhD, Zoidis, Ann: BA, Smith College; MS San Francisco University of Pennsylvania; evolution of behavior, State University; behavioral observations and data olfactory neuroscience. collections of several avian and mammalian species Vaux, Peter: BS, University of London; PhD, University of California, Davis; Aquatic ecology, limnology, landscape theory 30 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 COA STAFF MEMBERS 2018-2019 OFFICE OF THE PRESIDENT BUILDINGS AND GROUNDS Darron Collins: President Millard Dority: Director of Campus Planning, Abigail Curless: Assistant to the President Buildings, and Public Safety John Barnes: Assistant Director of Buildings and ACADEMIC DEANS Grounds Kenneth Hill: Academic Dean and Co-Chair of Troy Carver: Night Watchman Faculty Development Group Robert Colson: Custodian Chris Petersen: Associate Dean and Co-Chair of Russel Holway: Head Custodian Academic Affairs James Houghton: Night Watchman Judy Allen: Associate Dean and Co-Chair of Academic Affairs Barbara Meyers: Gardener Karen Waldron: Associate Academic Dean and Robert Nolan: Buildings Tom Strehan: Custodian Co-Chair of Faculty Development Group Bruce Tripp: Head of Grounds ACADEMIC SERVICES BUSINESS OFFICE Marie Stivers: Director of Academic and Melissa Cook: Controller Administrative Services Patricia Pinkham: Business Office Manager Barbara Carter: Assistant to the Faculty Jenel Thurlow: Accounts Payable Representative ADMINISTRATIVE DEAN Shana Willey: Accounts Receivable/Student Andrew Griffiths Payroll Representative ADMISSION OFFICE COMPUTER SERVICES Heather Albert-Knopp: Dean of Admission Pamela Mitchell: Director of Information Technology Linda Black: Admission and Financial Aid Assistant Jarly Bobadilla: IT Systems Manager Ezra Hallett: Admission Counselor Eric Johnson: Desktop Support Manager Donna McFarland: Associate Director of Sean Murphy: Assistant Director of Information Admission & Student Services Technology Todd Miner: Assistant Director of Admission 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 Advanced Coordinator (on leave) Services Wes Norton: Manager of Donor Engagement BEECH HILL FARM Kristina Swanson: Development Officer Anna Davis: Farm Manager David Levinson: Farm Manager EDUCATION STUDIES PROGRAM Wayne Biebel: Assistant Farm Manager Linda Fuller: Associate Director of Educational Studies BOAT CAPTAIN Toby Stephenson: Captain of the M/V Osprey COLLEGE OF THE ATLANTIC CATALOG 2018-2019 31 FINANCIAL AID SUSTAINABILITY & ENERGY Director of Financial Aid: TBA Spencer Gray: Energy Analyst Amy McIntire: Assistant Director of Financial Aid Andrea Russell: Sustainability Coordinator & CEC Program Manager FOOD SERVICES Lise Desrochers: Co-Director of Food Services THORNDIKE LIBRARY Ken Sebelin: Co-Director of Food Services Jane Hultberg: Director of the Thorndike Library Trisha Cantwell Keene: Associate Director of the Heather Halliday: Cook/Baker Thorndike Library Conor O'Brien: Cook Wendy Kearny: Weekend Supervisor (nights) Michael Parks: Cook Catherine Preston-Schreck: Library Assistant/ Alexis Watson: Dining Hall Manager Work Study Student Coordinator GEOGRAPHIC INFORMATION SYSTEMS Hannah Stevens: Library Specialist for Archiving and Cataloging Gordon Longsworth: Geographic Information Systems Lab Director Zach Soares: Audio-Visual Technology Specialist GEORGE B. DORR MUSEUM OF NATURAL HISTORY Carrie Graham: Museum Supervisor INTERNSHIPS & CAREER SERVICES Jill Barlow-Kelley: Director of Internships and Career Services PEGGY ROCKEFELLER FARMS C.J. Walke: Farm Manager COMMUNICATIONS Rob Levin: Director of Communications Dan Mahoney: Editor, COA Magazine REGISTRAR'S OFFICE Judy Allen: Registrar 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 SUMMER PROGRAMS Laura Johnson: Director of Summer Programs Renee Duncan: Director of Summer Field Studies 32 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 2018-2019 COURSE LISTINGS 1011 Introduction to Arts and Design posers as well as an analysis of the more influential Faculty: Mancinelli, Isabel soloists and groups. The course includes technical background into the various common musical "bonds Meets the following degree requirements: ADS of union" between Jazz, Rock, and Blues, as well This course is the fundamental course for students as discussion concerning the permeation of these pursuing studies in Arts and Design, offering insights characteristics into secular and non-secular music of into a range of issues addressed in the arts and the 1900s. There is considerable study of the social design curriculum. This course includes studio, field, significance of the music, exploration of the broad historical, and theoretical components. Students cultural and artistic aspects of the music, how these learn how basic design principals are applied in gar- styles changed and evolved, and how their growth den design, historic architectural styles, and planning. related to parallel changes in fine art music. Level: They also examine the history and application of Introductory. Class is open to all students, regardless perspective drawing and color theory. Students are of musical experience. Lab fee: $10. expected to observe, document, analyze, and make recommendations for improvement of the designed world. Studio work involves both individual and 1014 Music Fundamentals: Intro to Reading/ team efforts which are presented for class critique. Hearing/Writing/Playing Learning to give constructive critique is an essential Faculty: Cooper, John skill and an integral part of many arts and design Meets the following degree requirements: ADS 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 of the course. Students are expected to complete and physical elements of music and its production. It each project, read assigned books and excerpts, and is divided into instructional segments including: Ear participate in class discussions and critiques. All work Training and Aural Perception, Music Theory, Basic is submitted at the end of term and evaluations are Keyboard Skills, Arranging and Composition, and based on attendance, participation, and submitted Basic Guitar Skills. [Detailed descriptions of segments work. Offered every fall. Level: Introductory. Prereq- available in Registrar's office.] This course is open to uisites: None. Class limit: 25. Lab fee $30. all students, regardless of musical experience. The sole prerequisite is a desire to make music or simply to enrich one's skills as a critical listener of music. 1012 Introduction to Keyboard/Piano Efforts are made to accommodate the special needs Faculty: Cooper, John of the musical novice, as well as to challenge the Meets the following degree requirements: ADS experienced performer. Emphasis is on popular song styles, but analysis of Western Art Music forms are in- This is a learn-the-basics course in which the essen- cluded for comparison purposes. Level: Introductory. tials of keyboard harmony are introduced in order Prerequisites: none. Class limit: 20. Lab fee $20. for the student to be able to play functional piano. Areas of study include basic chords (major, minor, diminished, and augmented and their inversions), 1016 World Percussion 7th chords, basic fingering and scale patterns, finger Faculty: Bennett, Michael dexterity, rhythm drills, aural perception, and reading Meets the following degree requirements: ADS lead sheets/sheet music. This is a practical, hands- on course for those interested in playing not only This is a "hands on" class for learning and performing piano, but also organ and synthesizers. Introduction conga, snare drum, drum set, hand percussion tech- to MIDI is also included. Keyboard Il is a continuation niques, focusing on the role of percussion in Europe- of practical technique leading to keyboard fluency. an, Latin American, African, and American music. In Level: Introductory. Prerequisites: none. Class limit: addition to enjoying themselves and having a better 20. Lab fee: $20. Meets the following degree require- understanding of the world of percussion, students ments: ADS master rhythmic notation, counting and subdivi- sion, time signature, and reading percussion music. Requirements include: test on notation, composition 1013 Jazz, Rock, and Blues: From Their Origins of a percussion ensemble solo that will be performed to the Present by the group, and a paper on a percussion topic Faculty: Cooper, John of student's choice with approval of the instructor. Level: Introductory. Class limit: 12. Meets the following degree requirements: AD HY This course is a survey of the particular styles of mu- sic that have had such a profound effect on America, 1018 Introduction to Guitar as well as the world in the twentieth century. Stu- Faculty: Cooper, John dents inquire of the social, cultural, and aesthetic Meets the following degree requirements: ADS elements that led to the creation of each style. The use of recorded examples provides a chronological This course is a fundamental study in guitar chord examination of the principal musicians and com- construction, note reading, chord symbol identifica- tion, fingerboard facility, theory as related to guitar, COLLEGE OF THE ATLANTIC CATALOG 2018-2019 33 chord inversions, and scale and mode work. Students paintings and sculptures that facilitate our under- are expected to attain introductory improvisational standing of how people experienced the twentieth skills and basic facility in practical guitar perfor- century. Cubism, Surrealism, Expressionism, Mini- mance. Level: Introductory. Students must provide malism, and more - these artist movements were own instruments (acoustic or electric). Class limit: 20. initiated through group declarations of common Lab fee: $10. aesthetic purpose. This art history survey looks at how their varied concerns with theories of the un- 1019 Four-Dimensional Studio conscious, radical political programs, social upheaval, and scientific discoveries were expressed through Faculty: Andrews, Nancy artistic production. Anxiety, joy, curiosity, and activist Meets the following degree requirements: ADS predilection combine to formulate a rich amalgam This class gives students an opportunity to investi- of fresh and challenging visions of the world. Level: gate time-based art. 4-D art draws on the vast and Introductory. Prerequisites: none. Lab fee: $65. Class varied traditions of theatre, dance, media, and music, Limit: 18. often crossing boundaries to create hybrid works. This course will focus on concepts and processes 1025 Movement Training Basics related to representing and experiencing events that take place in time. Strategies for planning, proposing, Faculty: Baker, Jodi and producing work individually or collaboratively will Meets the following degree requirements: ADS be discussed and practiced. Some class periods will An introduction to a wide variety of physical skills be workshop in style, and include physical and vocal useful for anyone interested in investigating their exercises and improvisations. The course will include own physical potential for self-expression. Tech- basic instruction and use of video cameras and niques used will be derived from classical ballet, sound recording devices. A majority of the learning in clowning, mime, sports, acrobatics and improvisa- this studio course will happen as students make proj- tion. The work will promote a greater sense of physi- ects and reflect on their work and the work of others. cal awareness and imaginative possibility and will Documentation and information about contempo- focus on mental and physical stamina, flexibility and rary and historic time-based art will be presented. agility. Together we will challenge our own precon- Students will be evaluated based on imaginative ex- ceptions about body image and body language and ploration of ideas and materials, extent and depth of work creatively and collaboratively to clarify abstract work processes and research, completion of assigned concepts through physical action. Evaluation is based projects, and participation in class discussions. Level: on class participation and engagement with intro- Introductory. Lab Fee $30.00. Class limit: 12. duced topics and concepts. Students with any or no movement experience are welcome. Default grading option is Credit/No Credit. Level: Introductory. Pre- 1020 History of Western Music requisites: none. Course limit: 15. Lab fee: $20. Faculty: Cooper, John Meets the following degree requirements: AD HY 1026 Introduction to Photography This course covers the traditions of western "art" mu- sic from the era of Renaissance (1450-1600) through Faculty: Winer, Joshua Baroque (1600-1750), Classical (1750-1820), Romantic Meets the following degree requirements: ADS (1820-1900), Impressionism (early 1900s) and into Photography is a common language spoken across the 20th century primarily in Europe. Through these cultural, economic and geographical boundaries five centuries of Eurocentric artistic development the used in new gathering, commerce and fine art. Being areas of music, art, literature, philosophy, religion, able to use the camera as an effective tool for self and architecture continuously merge. Extensive study expression or in the pursuit of a documentary project is devoted to how this "convergence of ideas" led to is a skill which is applicable to a large number of the advancement of the western society and its direct COA students. A broad introduction to photography descendant, the Americas. Major composers covered and digital printing, this course will introduce the include Gabrieli, Bach, Handel, Mozart, Schubert, principles and applied techniques of contemporary Beethoven, Tchaikovsky, Brahms, Wagner, Puccini, photographic practices. Designed to put the student Chopin, Strauss, Liszt, Rimsky-Korsakoff, Stravinsky, in charge of their camera, we'll begin with basic Schoenberg, Debussy, Ravel, Ives, Copland. The camera controls such as aperture and shutter speed course requires extensive reading, listening to re- and progress on to more advanced topics such as the cordings, and video observation. Level: Introductory. proper use of 'flash'. Also covered will be an introduc- Prerequisites: none. Class limit: 20. Lab fee: $10. tion to Adobe Photoshop and/or Adobe Lightroom as well as good printing practices in a digital envi- ronment. Students will be evaluated on the quality 1022 Art Since 1900: Harmony and Conflict of finished prints included in a final portfolio, their Faculty: Clinger, Catherine participation in class exercises and critiques and Meets the following degree requirements: AD HY individual growth over the course of the term. Level: The artworks of Pablo Picasso and Hannah Höch; Introductory. Prerequisites: none. Lab Fee: $110. both the well-known and lesser-known artist made Class Limit: 13. 34 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 1027 History of Filmmaking I (1895-1945) ing to see and translating what is seen during the act Faculty: Capers, Colin of drawing. Students will be evaluated on their studio work, participation, articulation of concepts, and de- Meets the following degree requirements: AD HY gree of improvement over the term. Level: Introduc- WFO tory. Prerequisites: None. Class limit: 12. Lab fee: $40. This course explores the history, production and meanings of motion pictures. Using various films as case studies, we will look at the development of film 1033 Beginning Painting forms, techniques and genres, beginning in the 1890s Faculty: Foley, Sean and progressing through the first fifty years of cin- Meets the following degree requirements: ADS ema history. The films studied will include: narrative, Beginning Painting is the introductory course to avant-garde, documentary, and animation. Students the art, craft, and history of painting. Students will will learn concepts of film analysis and criticism. develop a basic understanding of the materials and Students will have opportunities to practice critical techniques of the painter and their application. skills in class discussions, and in research and writing Through a sequence of exercises ranging from color assignments. Students will be evaluated based on studies to observational still life painting to more attendance, participation in class discussion, and experimental projects focusing on the medium, the written papers. Writing focus option. Level: Introduc- student will gain a solid foundation towards making tory. Class limit: 15. Lab fee: $35. paintings. This course is about painting in its most basic and fundamental sense. Emphasis is placed on 1028 Chinese Calligraphy learning a variety of painting skills, developing a basic Faculty: Heckscher, Philip awareness of color theory and auxiliary craftsman- ship such as building stretchers, stretching canvas, Meets the following degree requirements: priming, etc. Students will work towards an informed In this class students will develop brushwork skills perceptual and thoughtful expression of a subject and an appreciation of the history and aesthetic of using the medium and techniques of painting. Class Chinese calligraphy. The course will cover each of time will also include lectures and demonstrations the five styles of Chinese Calligraphy: seal, clerical, directly pertaining to these concerns in order to regular, running, and grass. We will also discuss the provide art historical examples and strategies for historical context in which Chinese written language proceeding with painting exercises and assignments. and calligraphy evolved, biographies of famous cal- Students will be assigned readings and discuss them ligraphers, and differences between Western and in relation to their development and the course in Chinese calligraphy. Class sessions will consist of a general. Evaluation will be based on painting projects, combination of demonstrations, discussion, and class participation and articulation of concepts as demon- practice. Students will be evaluated on participation strated in critiques and short written responses that in class discussions and critiques, skill in brush tech- evidence engagement with course topics. Level: In- niques, finished calligraphic pieces, and one or more troductory. Prerequisites: Drawing I or permission of projects. Projects may include calligraphy murals, instructor based on portfolio review of independent finger-painted characters, calligraphy clothing, and work. Class limit: 12. Lab fee: $180. cutting signature "chops". Level: Introductory. Prereq- uisites: None; no experience with Chinese or calligra- phy is required. Class size: 12. Lab Fee: $25 1034 Ceramics I Faculty: Mann, Rocky 1031 Beginning Drawing Meets the following degree requirements: ADS Faculty: Foley, Sean This beginning course in ceramics will explore the making of objects with clay by using the potter's Meets the following degree requirements: ADS wheel, slab roller, coils and press molds. We will This course provides an introduction to basic free- explore surface design using slips, under glazes hand drawing with an emphasis on drawing from ob- and glazes and patterns. Through these methods servation. The student is introduced to a wide range we will incorporate wax resist, tape resist, plastic of drawing methods, media and concepts, while resist, sgraffito, slip and glaze trailing. Six hand-built developing perceptual skills and an ability to utilize and twenty wheel-thrown works are required, with drawing as a tool for thinking, expression, inven- reviews taking place during week five and week ten. tion, and communication. The learning in this course The default grade option for this class is Credit/No is rooted in an intensive, studio based art making Credit. Level: Introductory. Prerequisites: none. Class experience through which one will gain the necessary limit: 12. Lab fee: $95. skills to begin creating works of art within a histori- cally and culturally aware context. This studio course prepares each student for the careful interpretation 1035 Introduction to Documentary Photography and evaluation of their own work, that of their peers, Faculty: Winer, Joshua and artwork of current or historical significance. This Meets the following degree requirements: AD capacity for interpretation and evaluation is made This course is an exploration into the history of the possible through an instructional emphasis on learn- still image in reportage style work. Weíll explore COLLEGE OF THE ATLANTIC CATALOG 2018-2019 35 the ways news-gathering techniques, ethical con- cess used to effectively convey ideas and information siderations and the impact of the image itself have visually through print, electronic media, products in changed over time. Weíll look at the work of iconic the marketplace, and structural elements in the built documentary image-makers and read critical writings environment. Its application may be promotional, about the social, economic and other forces at work. editorial, informational, expositional or instigational. Weíll also look at the power relationships established It may cater to, or critique -- commercialism, colonial- my market forces and political climates that influ- ism, capitalism, and advertising -- or alternately be enced what stories were told and by whom. Weíll also used to organize information and visualize complex explore the evolution of documentary work in the data, or concepts. Is it possible to construct a visual contemporary world of the citizen journalist and the message that will be received through the din and so-called ìhypermediaî environment. There will be noise of our overstuffed media environment? Past considerable reading, looking at the work of historical other competing messages? What are some of the and contemporary practitioners and weekly shoot- contemporary issues surrounding design and the ing assignments. One longer, final project will be roles and responsibilities of graphic designers in the expected. Level: Introductory/Intermediate. Prerequi- workplace and in their communities? In this introduc- sites: Introduction to Photography or similar experi- tory/intermediate level studio course you will become ence. Class limit: 12. Lab fee: $100. familiar with visual rhetoric and the basic elements, principles, and processes of graphic design that will help you to construct effective visual messages. You 1036 Figure Drawing will work on a variety of conceptual visual communi- Faculty: Foley, Sean cation projects in the realms of information design, Meets the following degree requirements: ADS editorial design, and promotional design. Lectures, This course introduces students to the techniques, demonstrations, assignments and critiques will offer methods, and history of the depiction of the human a balanced framework for developing skills in creative figure through direct observational drawing. We will perception, critical thinking and visual communica- be working from a live, nude model to investigate tion. An emphasis is placed on these elements and structure, anatomy, and the expressive nature of evaluation will be weighted more heavily in these the human form through a variety of traditional areas than technical expertise on the computer. You and contemporary approaches. Students will also will however, be required to learn the basics of sever- be trained to look at the figure abstractly through al computer graphic applications (Adobe Photoshop, careful consideration of negative space surrounding Adobe Illustrator, and Adobe InDesign and/or Quark) the figure, siting parallel visual relationships across in order to complete coursework. You will receive the body, and by considering lines of gravity as a basic instruction in these programs in class, but will horizontal and vertical axis for comparative analy- be expected to refer to computer manuals and guide sis. They will also develop a rudimentary under- books for specific tools and techniques that may be standing of anatomy (artistically) through skeletal required to visualize your ideas. Level: Introductory/ studies and muscle groups while developing both Intermediate. Prerequisites: Introduction to Arts and traditional and unconventional ways of seeing and Design or Two Dimensional Design I recommended. drawing the figure. Students will expand and refine Class limit: 14. Lab fee: $85. their observational skills, become proficient with a variety of drawing media and understand how these 2012 3D Studio: Introduction to Three-Dimen- concerns overlap to create representational images. sional Art and Design Understanding the integration of formal elements of drawing and how they are combined to achieve a Faculty: Colbert, Dru sense of solidity, proportion, gravity, and animation Meets the following degree requirements: ADS when representing the human figure are our primary This course is an introduction to three dimensional concern. Evaluation will be based on active physical design and sculpture. Through a variety of projects and verbal participation in both work and in-class students will analyze and apply the classic organiz- discussions or critiques, an increased proficiency to ing principles of three dimensional design work. accurately represent the human form, individually Elements of form, space, line, texture, light, color, designed projects, experimentation with drawing scale and time (including sound, sensory perceptions, media. A final digital portfolio of work and self-eval- movement and natural processes) will be explored -- uation is required. Level: Introductory. Prerequisites: with attention paid to how a work functions, involves None. Class limit: 13. Lab fee: $200. a viewer, activates a space, or impacts an environ- ment, physically, psychically or socially. Projects in 2011 Graphic Design Studio I: Visual Communi- the class will progress from the creation of objects, cation to investigations of the sensory and objective aspects of space. Students will experiment with subtractive Faculty: Colbert, Dru and constructive processes using traditional as well Meets the following degree requirements: ADS as contemporary materials such as found, recycled Visual communication is one of the most pervasive and natural objects. A diverse range of materials and means of human communication. Graphic design, techniques will be introduced and demonstrated. within the realm of visual communication, is a pro- Discussion of historic and contemporary artists' work 36 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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. Level: Introductory/Intermediate. Class limit: 15. Lab Fee $85. 2014 Curiosity and Wonder: Design & Interpre- tation in the Museum 2013 Constructing Visual Narrative Faculty: Colbert, Dru Faculty: Colbert, Dru Meets the following degree requirements: ADS Meets the following degree requirements: ADS 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 with, narration (narrative verse). How is meaning engage in a project-development process to refine shaped by the images we create? In all cultures, "big ideas", determine educational goals, and learn throughout time, artists have sought ways to tell sto- techniques to design and build their projects. Class ries about far ranging topics -- the unknown, the suc- participants will gain an understanding of factors that cess of a hunt, gods and goddesses, historical events, influence learning, media and modes that may be wars, court tales, biblical themes, social instruction, utilized to communicate complex content, and how morals, politics, product promotion, and personal meaning is constructed by the selection, organiza- imaginings. Historically, artists have adapted visual tion and layering of intellectual material through the story telling techniques to exploit evolving technol- use of object, text, image, and experiential devices ogy and changing social concerns, from ancient wall Projects and hands-on workshops will provide an markings, tomb inscriptions, scrolls, illuminated opportunity to gain skills and techniques in visual- manuscripts, pottery decoration, carved totems, izing ideas by developing concepts in the form of pictorial painting, to sequential engraved prints, plans, sketches, models, and narrative description. comic books, graphic novels, graffiti and the web. In Students will have an opportunity to evaluate and this studio course, students will investigate "visual create interpretive material for the George B. Dorr language", symbolism, and some of the pictorial de- Natural History Museum at the College of the Atlan- vices, materials, and techniques employed by artists tic. Students will be evaluated through participation to tell stories visually -particularly through sequential in class discussion and critiques, attendance, and composition in the graphic arts. Through focused for completion and quality of assigned projects. This assignments, discussion of artists' works (historic course is appropriate for all students interested in and across cultures), and guided demonstrations in informal education in the museum environment, de- a variety of materials and techniques, students will sign, and visual communication. Level: Introductory/ respond to select historic forms of visual narrative to intermediate. Prerequisite: One or more courses in create unique contemporary forms in which to tell Arts and Design OR Educational Studies. Class limit: their own relevant stories. "Case Study" studio proj- 15. Lab Fee: $85 ects will be selected to focus on key points in world history that mark technological transition in material, technique and pictorial devices employed by artists 2015 The Reality Effect: Art and Truth in the to render visual narratives. Projects will range from 19th Century the hands-on exploration of ancient wall painting Faculty: Clinger, Catherine and low relief carving technique, through non-press Meets the following degree requirements: AD HY printing techniques such as linocut, image transfer, There are myriad realities described by artists and and potato prints, to collage of found images, xerog- authors. This course concerns itself specifically with raphy, Polaroid print manipulation, digital prints and the development of visual Realism from 1800-1945 "synthetic" imaging on the computer. Students will in Europe and America. We will examine the origin be encouraged to explore and invent new forms of of artist methodologies of production as they relate sequential composition and utilize new or previously to modernity. Our concerns will include the rela- unexplored materials or techniques. Concurrent in- tion of art to significant political, sociological, and vestigations in visual studies will focus on the mean- psychological programs of the nineteenth and early ing created through the use of pictorial devices, signs twentieth centuries. The new realities created through and symbols, and the creation of narrative structure revolutions in political and social structures, and in through repeated image/duplication, sequential our understanding of the physical composition of composition, and visual allegory. Students will be the world itself are made evident in art that pictures evaluated on writing assignments, level of comple- social class, large historical moments, and a specific tion and analysis of assigned readings, research and instant of time in a way that changes how we visualize presentation, quality and completion of projects, and reality and challenges our understanding of actuality. participation in class activities and discussion. There Students will be evaluated based on class participa- are no prerequisites, however, the following courses tion, class discussion leadership, reading notes, and are recommended: Intro to Arts and Design, or 2D written paper. Level: Introductory/Intermediate. Pre- courses in drawing, painting, printmaking, or graphic requisites: none. Class limit: 16. Lab Fee: $30. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 37 2016 Contemporary Artist as Researcher and consider how the new visual discourse of photogra- Activist phy was informed by both technological and social Faculty: Clinger, Catherine developments. Photography cannot be defined as a unified medium; therefore, this course investigates Meets the following degree requirements: AD HY both discontinuous as well as coalesced conventions The student will be introduced to the post-modern within its own history; in other words, how and why stream of visual culture that places nature and our photographs look different from each other. In ad- relationship to it within the context of pressing global dition to noting external influences upon the pho- issues. These artworks engage with nature by their tographic object, we will explore how photography placement in site-specific locations, through new helped to shape a variety of visual disciplines from modes of picturing, and/or through the appropria- painting to zines. Accordingly, our class will discuss tion of natural materials. Many of the artists we will formal photographic syntax (how they are composed examine make use of new tools designed for indus- and the forms they appear represent) and allied trial purpose, medical, technological or scientific aesthetic practices as well as the wider social and research. Other artists utilize organic materials to political issues that influenced the content of its visual craft their designs. These artists appropriate the role culture. We will study how artists use photographic of "researcher" in order to bring attention to ecolo- practices in the context of social and activist functions gies that human beings have disrupted or will disrupt. to examine a diversity of subjects: gender and class, How these artists bring us to a deeper understanding ethnic and national identity, among others; and, how of our relationship with nature through new media is categorical distinctions between mass culture and our concern. Evaluation is based on class participa- avant-garde art, commercial and fine art photogra- tion, evidence of completion of weekly readings, and phy are not always stable. Course readings include a final paper and a class presentation. The class will writings by historians, artists, and critics that reflect take at least one field trip. Level: Introductory/Inter- the unstable status of the photographic object within mediate. Prerequisites: none. Lab fee: $50. Class limit: the intersections of science, technology and culture, 15. aesthetic discourse and everyday documentation. We will look at many photographs. Students will be evalu- 2017 Drawing Mineral and Botanical Matter in ated on their participation in class discussions, short the Forest of Maine essay assignments, and a final project or paper. Level: Introductory/Intermediate. Prerequisites: none. Class Faculty: Clinger, Catherine Limit: 15. Lab Fee: $30. Meets the following degree requirements: ADS Viewed as a regular practice, the descriptive power of 2021 The Science of Comedy drawing can intensify the experience of observational fieldwork, provide the draughtsperson with a richer Faculty: Baker, Jodi understanding of the cycles within a landscape, and Meets the following degree requirements: AD deepen our relationship with the natural world. The This course explores the nature and history of mod- primary setting for this studio course is Mount Desert ern comedy and investigates the tools and techniques Island. The subject matter of our visual attention of great comic performers. We'll cover the evolution includes trees, rock features, and other indigenous of comedy aesthetics from vaudeville and silent film plant life of the island. Students will learn a variety of to contemporary stand up and television and we'll drawing methods in order to document the natural explore what, if any sort of 'funny' is timeless. The history of a specific place. Coursework includes: main- course uses film, video, live performance and read- taining a field sketchbook, graphically recording the ings. Students gain practical experience through work development of a singular botanical life-form over the on classic routines, physical comedy skills and sketch course of the term, and producing visual notations in development as well as experimenting with the pe- the sketchbook during a bi-weekly slide lecture on the culiar mathematics of comic timing. Together, we will history of artistic representations of the natural world. try to pinpoint what actually makes something funny Evaluation is based on class participation, evidence of and as importantly, why people crave laughter so completion of weekly assignments, and final project. much in the first place. There will be at least one field Level: Introductory/Intermediate. Prerequisites: per- trip. Evaluation is based on participation in activities mission of instructor. Lab fee: $120. Class limit: 12. and discussion as well as a portfolio of short topic responses and a final presentation/paper. Level: In- troductory/Intermediate. Prerequisites: none. Course 2020 History of Photography limit: 12. Lab fee: $55. Faculty: Winer, Joshua Meets the following degree requirements: AD HY 2022 Film Theory This introductory course charts the history of pho- Faculty: Capers, Colin tography from early nineteenth-century nascent technologies (daguerreotypes and tintypes) through Meets the following degree requirements: AD WFO to the diverse range of photographic media currently How do motion pictures express ideas? Why do we practiced by contemporary artists and photographers respond to them in the ways we do? Film theorists (film and digital). In this art history course, we will have approached these questions from contexts 38 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 as diverse as formal composition (sound, mise-en- be taught the basic principles of improvisation and scene, color, cinematography and editing), signs and will get a chance to improvise in each class. Classes symbols (semiotics), cultural and/or gender concerns, will consist of ensemble building warm-ups, theatrical and psychoanalysis. In this class, we will practice improvisational games, and improv scene work that using these and other theories to understand and will encourage each participant to offer their ideas analyze moving pictures. Each week we will screen without judgment. We will also explore The Harold one or two feature length movies as well as a num- which is the classic Chicago long form structure. ber of short films. Screenings will be complemented Level: Introductory/Intermediate. Prerequisites: by source texts from critics, theorists, artists/film- none. Class limit: 15. Lab fee: none. makers and cinephiles. Students may choose to take this course as writing intensive; those who do will 2026 Illustration be required to write and revise three or four criti- cal response essays based in analytical frameworks Faculty: Colbert, Dru covered in the course. All students will be required Meets the following degree requirements: ADS to complete a final research paper and presentation. Illustrating magazines or books, envisioning scientific Students should expect to spend 7-9 hours a week ideas, inventing characters and imaginary worlds, in class meetings, labs and screenings (in addition representing natural subjects; this intermediate stu- to writing, research). Students will be evaluated on dio arts course in visual communication engages you papers, final project and participation in discussions. in examining and creating images that depict ideas, Writing Focus option. Level: Introductory/Intermedi- stories and information. Through lectures and assign- ate. Prerequisites: Previous art class recommended. ments students will investigate the history of illustra- Class limit: 12. Lab fee: $35. tion, view the work of contemporary illustrators, and be instructed in traditional and digital illustration 2023 Actor Training I techniques. Students will be encouraged to explore a variety of mediums and develop a unique and Faculty: Baker, Jodi personal approach to image making. Class members Meets the following degree requirements: ADS will learn and practice the process of researching and This course is geared toward students with or developing ideas from rough sketches to finished without performance experience. Together we will artwork that is publication-ready. Emphasis is on the establish a common language to define the most elements that form strong visual ideas. Exercises and important tools for an actor. Through a series of workshops will introduce techniques in various me- games and exercises, students develop new skills diums including gouache, watercolor, colored pencil, and practice making bolder, clearer choices within scratchboard, and ink. Instruction will include, and improvised, devised or established scenes. The goals encourage, a wide variety of experimental hand-gen- are to create confidence in any sort of performance erated techniques on a range of surfaces. Students situation and to find ways of applying acting skills will also be instructed in the basics of digital applica- to other academic and outside experiences. Evalua- tions for image generation, assembly and alteration. tion is based on participation in class activities and A final project will afford students an opportunity discussion, successful completion of all performance to define their own content focus. Evaluation will be projects, including productive rehearsal time and an based on attendance, participation in discussions and organized portfolio of written responses. There will critiques, timely completion of assignments, quality be at least one field trip. Default grading option for of work produced, and their ability to clearly commu- this course is CR/NC. Level: Introductory/intermedi- nicate ideas through illustration. Offered in alternate ate. Prerequisite: none. Course limit: 12. Lab fee: $50. years. Level: Introduction/Intermediate. Prerequi- sites: Introduction to Drawing, Painting 1, Printmak- 2025 Principles of Comedic Improvisation ing, or Graphic Design, and signature of instructor. Class limit: 15. Lab fee: $100. Faculty: Fingerhut, Larrance; Shepard, Jennifer Meets the following degree requirements: 2027 Alternative Processes in Photography: This course teaches the underlying principles of im- 19thC. to Digital provisational comedy. Improv at its most basic level is about agreement, cooperation, and collaboration Faculty: Winer, Joshua towards a common goal. Improvisers must offer their Meets the following degree requirements: ADS support/agreement in a very real and active way by Prior to the advent of digital technologies, many con- listening to their fellow performers and by offering temporary photographers thought about the world, their own ideas/initiations/creativity. In this way peo- and their work, as either "Black and White" or "Color" ple work together to build a scene/story out of noth- ñ but that history was incomplete and left many of ing but pure creativity and the willingness to support the earliest successful photographic processes out. and agree with one another. The most fundamental During the middle and late part of the 19th century, idea of improvisational comedy is captured in the there were many competing processes for produc- phrase "Yes, and Every improviser is responsible ing a monochromatic image. We now tend to group for saying "Yes..." to every idea he or she receives and these historical processes into a general category of to add her or his own input and ideas. Students will so-called "Alternative Processes" which include the COLLEGE OF THE ATLANTIC CATALOG 2018-2019 39 Cyanotype, Van Dyke Brown, Albumen, Salted Paper 3012 Documentary Video Studio Print, Gum Bichromate, Kallitype and many, many Faculty: Andrews, Nancy others. This hands on, lab based class will offer stu- dents the opportunity to work in at least five different Meets the following degree requirements: ADS historical processes. We'll explore some of the meth- A documentary video or film purports to present odologies in common usage during the 19th century factual information about the world. A documentary that are still viable today. We'll also learn to make may take a stand, state an opinion, or advocate a purposed, custom digital negatives to print from and solution to a problem. A documentary may func- students are encouraged to arrive with some preex- tion in the realm of art. Documentaries may compile isting images that theyíre interested in working with. images from archival sources, interview testimonies Basic computer skills and a general understanding about social movements or events, record an ongo- of photography are expected. Some reading will be ing event "as it happens", or synthesize these and required. Students will be evaluated on their willing- other techniques. We will look at various documenta- ness to experiment with image making techniques, ries both historic and contemporary, and a number individual progress over the term, class participation of strategies and styles, including; video diaries/ during critiques and the successful completion of a autobiographical works, cinema verite, propaganda, representative body of work including a digital port- documentary activism, nature documentaries, and folio of finished pieces. Level: Introductory/Intermedi- experimental genres. Students will learn the basics ate. Prerequisites: Intro to Photography, Black and of video production, including, using a video camera, White Photography or permission of instructor. Class video editing, production planning, lighting, micro- limit: 10. Lab fee: $250. phone use, and interview techniques. Students will make several documentary projects, both collabora- tively and individually. Students will be evaluated on 3010 Architectural Design Studio their participation in group discussions and critiques, Faculty: Mancinelli, Isabel and on the documentary projects they produce. Meets the following degree requirements: ADS Level: Intermediate. Prerequisite: any introductory- In this design studio students are introduced to the level arts and design studio course or film history course (previous video production experience is not field of architectural design and the design process. We examine various aspects of this functional art required). Lab fee: $30. Class limit: 12. including scale, texture, volume, void, light, rhythm, and form. Basic principals of architectural struc- 3013 Animation tures and a brief historical overview are presented. Faculty: Andrews, Nancy Students attempt to apply these principals in solving practical problems. They are expected to develop Meets the following degree requirements: ADS basic architectural drafting skills to represent three This course explores animation as a form of creative dimensional space in two dimensions. The course expression, experimentation and personal vision. includes model building skills and an actual design Various techniques, such as drawing, cut-out, paint- project. Level: Intermediate. Prerequisites: Recom- ing on film, and under-the-camera collage, will be mended Introduction to Arts and Design and/or Two- introduced. Students will create flip-books, video Dimensional Design. Offered every other year. Class pencil tests and 16mm animated films. Students will limit: 11. Lab fee: $25. be given exercises and assignments that guide them through processes for making art. Various artists' ani- mated films will be screened and discussed. History 3011 Landscape Architecture Design Studio and concepts related to animation and film will be Faculty: Mancinelli, Isabel introduced through screenings, readings and discus- Meets the following degree requirements: ADS sions. Level: Intermediate. Prerequisite: Introduction to Art and Design, 2-D Design or Signature of Instruc- This studio course introduces students to the profes- tor. Lab fee: $50. Class Limit: 12. sion of Landscape Architecture, the design process and skills. Aspects to be covered include site analy- sis, program development, design concept, final 014 Soundscape site design and graphic representation. Evaluations Faculty: Andrews, Nancy are based on understanding and interpretation of the site program, application of the design process Meets the following degree requirements: ADS and articulation of ideas and concepts through Soundscape may be defined as an environment of graphics and oral presentation. Level: Intermediate. sound (or sonic environment) with emphasis on the Prerequisite: Introduction to Arts and Design, Two- way it is perceived and understood by the individual, Dimensional Design, Trees and Shrubs, or signature or by a society. It thus depends upon the relationship of instructor. Offered every other year. Class limit: 11. between the individual and any such environment. Lab fee $40. The term may refer to actual environments, or to abstract constructions such as musical compositions and tape montages, particularly when considered as an artificial environment. In this interdisciplin- ary course we investigate a broad range of acoustic 40 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 concepts, ranging from a scientific treatment of the 3016 Land Use Planning I nature and behavior of sound both in air and under- Faculty: Mancinelli, Isabel; Longsworth, Gordon water, the biology of hearing, the use of sound by animals in communication, and the cultural applica- Meets the following degree requirements: ADS tions of sound and music in human society. Students In this course we will examine what key physical will explore methods of composition using sounds as aspects make communities desirable places to live, materials for assigned projects. Various approaches work and visit and how principals of sustainability to understanding and experiencing sound will be can be integrated into the planning process. New examined, including spoken word, radio shows, development often undermines a sense of place music, and experimental forms. Labs will focus on and poses threats to environmental resources such understanding the nature of sound, and practical ap- as water quality. Through analyzing a local town in plication of sound equipment, technique and theory. terms of its natural resources, cultural history, scenic Students will learn about microphones, sound quality and the built environment, students deter- recording, amplification, and the physics of sound. mine how new development and conservation may The course will culminate in a performance to the be balanced. They learn how to use computerized community of student presentations that expresses geographic information systems (GIS) as a planning the wide use of sound as part of our culture. Evalua- tool in developing their recommendations. Students tion will be based on class participation and a set of present their final class project to local community assignments, including a final project. Emphasis will decision-makers. Offered every other year. be placed on an artistic interpretation of soundscape, Level: Intermediate. Prerequisites: Previous course- although students will be expected to have a basic work in GIS is not required. Class limit: 12. Lab Fee understanding of the scientific basis of acoustic phe- $50.00. Meets the following degree requirements: AD nomena. Level: Intermediate. Prerequisites: One AD and one ES course. Class Limit: 12. Lab fee $60. 3018 History of Filmmaking II (1946-Present) Faculty: Capers, Colin 3015 Art of the Puppet Meets the following degree requirements: AD HY Faculty: Andrews, Nancy WFO Meets the following degree requirements: ADS D. W. Griffith, pioneer of early cinema, prophesied in Puppetry is the art of designing, constructing, and 1924 that by 2024 cinema would have been instru- operating puppets, usually for an audience. A pup- mental in "eliminating from the face of the civilized pet is an articulated figure controlled by external world all armed conflict". Where have things gone means. Puppets have been used for entertainment, wrong? Cinema is a powerful medium that in many education, therapy, spectacles and social/political ways is still struggling to find its place among the demonstration. This course will explore both the other arts; there are many promising byways that construction and use of puppets, investigate the have been overlooked or under-explored. This course theory, history and practice of puppetry, and seek explores the histories, production and meanings of out the role and potential of puppets. Various types motion pictures. Using various films as case stud- of puppets will be made, including hand puppets, rod ies, we will look at the development of film forms, puppets, shadow puppets, and large scale puppets. techniques and genres from 1946 to the present Students, individually and in collaboration, will create - the second half of cinema history. Films studied both original and adapted scripts and scenarios for will include examples of narrative, documentary, their puppets, exploring relationships between text, animation, and the avant-garde. Students will learn story, character and movement of the puppet. In ad- concepts of film analysis and criticism, and will dition to live work, students may choose to develop have opportunities to practice critical skills in class puppets for use within film, video or multimedia discussions and in research and writing assignments. projects. The course will include readings on pup- Evaluation will be based on attendance, participa- petry, screenings, presentations, demonstrations, tion in class discussion, written papers, and research and group discussions. Students will be evaluated on presentations. Film gives us the opportunity to, in the 1) participation in class discussions and exercises, 2) words of David Lynch, "get lost in another world to quality and effort demonstrated through projects/ dream in the dark". Who decides which dreams we presentations and, 3) understanding and study of will see? Through an understanding of where cinema readings and screenings as demonstrated in discus- has been we can more effectively shape its, and our, sions and projects. Level: Intermediate. Recommend- future. Writing Focus option. Level: Intermediate. ed pre-requisite: at least one of the following: Intro Prerequisites: none. Class limit: 20. Lab fee: $35. to Art and Design, 2-D Design Studio, 3-D Design, Performance Art or The Sculptural Object in Perfor- mance. Class limit: 12. Lab fee $60. 3019 Intermediate Drawing Faculty: Foley, Sean Meets the following degree requirements: ADS Intermediate Drawing continues the technical and perceptual issues covered in Drawing 1 as a founda- tion to investigate conceptual and process based COLLEGE OF THE ATLANTIC CATALOG 2018-2019 41 modes of drawing. The term will begin with observa- 3023 Sustainable Design in the Built Environment tional drawing but move towards narrative, abstrac- Faculty: Gordon, John tion, and more independent projects that reveal how drawing can be used as a way of exploring concepts Meets the following degree requirements: as well as subjects. Class time will also include lec- In the world of design and construction, green build- tures directly pertaining to these concerns in order ing is a relatively recent development. Its fundamen- to provide a historical or methodological context for tal goal is to reduce the environmental impact of proceeding with drawing projects and assignments. the built environment. This course will introduce the This studio working environment will be similar to a field of sustainable design, explore the fundamen- workshop where students will investigate and share tal concepts of green design and construction, and ideas, techniques, and interpretations in an open focus on tools and strategies necessary to design collegial environment. A particular emphasis will be and construct high-performance buildings and com- placed on the studentís verbal aptitude in meaning- munities. Students will discover how the practice of fully conveying conceptual, technical, and pictorial quality can fulfill the goals of sustainable design and concerns discussed in class and in relation to their construction. Evaluation will be based upon class work. Students will be assigned readings, write about participation, research presentation(s) and solution their work and deliver a presentation focusing on for a building design problem. Level: Intermediate. the work of a contemporary artist relevant to their Prerequisites: Architectural Design Studio, Landscape development. Evaluation will be based on drawing Design Studio, construction or carpentry experience, projects, participation and articulation of concepts any alternative energy course, or permission of either as demonstrated in critiques and engagement with Isabel Mancinelli or the instructor. Class limit: 12. Lab course topics. Level: Intermediate. Prerequisites: fee: $30. Drawing I, Two-Dimensional Design or instructor approval by evidence of equivalent experience. Class 3025 Special Topics in Production limit: 12. Lab fee: $80. Faculty: Baker, Jodi Meets the following degree requirements: ADS 3020 American Dreaming: Theatre and Activ- ism in the US This course provides practical experience in the processes required to build a theatrical produc- Faculty: Baker, Jodi tion. Because each rendition of the class focuses on Meets the following degree requirements: AD HY new source material, new production methods and The course focuses on dramatic literature connected concepts, students may receive credit for this course to historically relevant political and social issues in multiple times. Students research, rehearse, and pro- the U.S. Students will read ??plays and study a variety duce a performance for the public in collaboration of artists that have used theatre as a viable force for with a faculty director. The material and pedagogi- change over the last century. Together we'll explore cal focus of the course changes with each succes- the mechanics and dynamics of particular perfor- sive rendition. The number of students enrolled in mances as well as the cultural context in which these the course varies depending upon the demands of works were conceived. We will investigate significant the project. Students with any or no experience in periods in American history such as the New Deal, theater are welcome but priority is based on senior- the House Un-American Activities Committee, the ity and/or specific academic investment in the given Civil Rights Movement, the emergence of the AIDS project, process or subject matter. In most cases, all epidemic, the attack on the World Trade Center assignments (cast and crew) will be made the previ- and the economic crash of 2007-08 - and we will ous term, through auditions and interviews. Those explore the impact of these events on this particular interested in non-actor aspects of production (set form. Research will include Circuit Chautauqua, Pat design, light and sound design, stage management, Chappelle, Hallie Flanagan and The Federal Theatre dramaturgy etc.) are especially encouraged. The Project, Susan Glaspell, Clifford Odetts, Arthur Miller, course meets four days a week and those enrolled Lorraine Hansberry, The Living Theatre, The Open must be available for a certain amount of additional Theatre, Adrienne Kennedy, Marie Irene Fornes, The collaborative work outside class time (extra rehears- Wooster Group, Anna Deavere-Smith, Luis Valdez, als, construction and tech work, plus final perfor- Tony Kushner, Suzan-Lori Parks, Young Jean Lee, mance dates and strike). A production schedule will Brandon Jacob Jenkins, The TEAM, Radiohole and be available by week one. Evaluation is based on more. Evaluation is based on full participation in class demonstrated commitment to the process as well discussion, successful completion of all short projects as a final reflective paper based on the experience. and assignments and a major final project/paper. Default grading option is Credit/No Credit. Level: Level: Intermediate. Pre-requisite: Successful comple- Intermediate. Prerequisites: none. Class Limit: 12. Lab fee: $75. tion of the writing requirement and at least one literature course. Course limit: 12. Lab fee: $75. 42 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 3026 Museum Practicum: Designing & Building provide a historical and/or philosophical context for ANP Centennial Exhib. our work this term. Scholarly research and construc- Faculty: Colbert, Dru tive questioning will be stressed, along with develop- ing a work ethic appropriate for pursuing painting in Meets the following degree requirements: serious manner. All students will be able to coher- This tutorial offers students the opportunity to par- ently articulate their ideas concerning their process, ticipate in the authorship, design and fabrication of technique, work, vision, and an art historical context an exhibition in COA's George B. Dorr Museum that for their work. Level: Intermediate. Prerequisites: celebrates the centennial of the formation of Acadia Permission of the instructor. Priority will be given National Park. This exhibition will showcase the COA to students who have completed AD1033 Beginning community relationship with the park over ?time in Painting. Class limit: 10. Lab fee: $200. the form of interpretive exhibits that present student, faculty and staff experiences and work in the park. Content areas range from the historic origins of Aca- 3028 Abstraction dia National Park, to natural history study and stew- Faculty: Foley, Sean ardship/research projects. With guidance, students in Meets the following degree requirements: ADS the tutorial will engage in researching content, writ- This course is designed to provide students with a ing exhibit labels and text, designing exhibit areas, thorough experience with the issues of abstraction, and fabricating exhibits. Evaluation will be based on from the early days of modernism to current contem- (dependent on specific tasks that include research, porary abstract art. The course seeks to discuss the writing, and fabrication): attention to detail, quality of various strategies, sources and methods of abstrac- craft, effective collaboration in an iterative group pro- tion used by artists throughout history and encour- cess, and the timely completion of work The success age an understanding that any form of re-presenta- of this group project is dependent upon a high level tion is inherently an abstraction of reality. Projects of scholarship and crafting of exhibit areas toward an will encourage experimentation with a variety of end of the term completion date for the realization drawing media, paints, supports, and methods of ap- of exhibition elements. Level: Intermediate. Prerequi- plication. This course provides students a nurturing sites: Permission of instructor and at least one of the and exploratory experience of the formal and materi- following: Curiosity and Wonder, Acadia: Exploring al issues unique to abstraction and its contemporary the National Park Idea, Graphic Design Studio 1, or manifestations. It will assist students by providing Graphic Design Studio 2. Limit: 6. Lab fee: none. contextual historical information with correspond- ing studio demonstrations and projects in order to 3027 Intermediate Painting demystify abstract art. A primary aim of this course is Faculty: Foley, Sean encourage subjective accountability and a thoughtful relationship to abstraction. It will emphasize that the Meets the following degree requirements: ADS conceptual possibilities of abstraction not only assist Intermediate Painting simultaneously emphasizes a studentsí emerging artistic aesthetics but also can the technical and conceptual fundamentals of paint- also positively affect their relation to nature, science, ing in relationship to the cultivation of a studentís and life in general. This course will feature demon- developing personal aesthetics. Projects will examine strations, a mandatory field trip, art historical slide the evolution of modernist painting and its empha- presentations and readings of relevant artists and sis away from representational, perspectival space writers that provide a historical and / or philosophi- towards abstract, optical flatness. More generally, cal context for our work this term. Scholarly research we will be examining the relationships between form and constructive questioning will be stressed, along and content and ways that students can develop a with developing a work ethic appropriate for pursu- sustainable, serious and personalized studio "prac- ing art / inquiry in serious manner. All students will tice". The aim is to cultivate informed, thoughtful be able to coherently articulate their ideas concern- perceptions and expression of a subject through the ing their process, technique, work, vision, and an art medium, techniques, culture, and history of paint- historical context for their work through short written ing. The technical emphasis is on developing painting response and in class one-on-one discussions. Evalu- skills appropriate to the studentís subject and a rigor- ation will be based on active physical and verbal ous experimentation with media and techniques. participation in both work and in class discussions Auxiliary craftsmanship such as creating mediums or critiques, an increased proficiency to accurately and grounds, building stretchers and panels, as well represent the human form, individually designed as stretching and priming canvas will be a significant projects, experimentation with drawing media. A part of this course. Students will receive basic wood- final digital portfolio of work and self-evaluation is re- shop training and will be required to make their own quired. Level: Intermediate. Prerequisites: One of the supports this term. Students will be evaluated on the following courses: Drawing 1, Intermediate Drawing, quality of their construction, stretching, and priming Beginning Painting, 2-D Design, Drawing Mineral and in addition to their participation, verbal articulation, Botanical Matter; or permission from instructor. Class and studio work. This course will also feature dem- limit: 10. Lab fee: $200. onstrations, a field trip, art historical slide presenta- tions and readings of relevant artists and writers that COLLEGE OF THE ATLANTIC CATALOG 2018-2019 43 3031 Storytelling and Performance This course introduces students to modern and Faculty: Leaverton, Lisa contemporary approaches to drawing. We will inves- tigate a range of concepts that will include chance Meets the following degree requirements: and accident, conceptual and process oriented work, This studio arts course invites students to engage narrative, abstraction and other current modes of multiple applications of storytelling as performance. drawing. Exploring these ideas through projects Whether providing testimony and witnessing in com- that build upon the skill level of each student, we munity negotiations, seeking healing or reconciliation will consider how drawing is applied as a means to among family and friends, prompting topical dis- examine concepts as well as subjects and ultimately, course within the community, or honoring a person how drawing can be developed as an unconventional or tradition through living thought, it is the storytell- way of "knowing". Level: Intermediate. Prerequisites: erís intentions that guide our methods of preparing None; students with or without drawing experience for and evaluating a given performance. Through a are welcome. Class limit: 12. Lab fee: $80. progression of oral storytelling performance projects in combination with listening activities, reading activi- ties, research assignments and performance exer- 4010 Improvisation in Music cises, students will engage with multiple storytelling Faculty: Cooper, John applications and consider how the stories we tell Meets the following degree requirements: ADS constitute meanings. Our exploration encompasses stories in daily communication, personal stories (our This "hands on" theory/performance course for own and others), and storytelling within the public singers, instrumentalists, guitarists, pianists, drum- sphere. In a final project students will model a quali- mers, etc., deals with improvisation, a spontaneous tative research project, focusing on socio-cultural exchange or interplay of musical ideas and moods. It context of personal narratives and develop a story offers the musician the opportunity to utilize his/her program to perform within the COA community. Past technical ability to its fullest extent while enjoying the research topics have included a variety of storytelling creative freedom of spontaneous composition. The applications through local and national movements class addresses technical and aesthetic aspects of and initiatives: Restorative Justice, Truth & Reconcilia- improvisation in all styles of music (jazz, rock, blues, classical, folk, etc.), including the elements of melodic tion Commission, Veterans History Project, narrative health communication and folk/oral art traditions. development, melodic cliches, rhythmic and melodic Evaluation will be based on attendance and participa- embellishment, harmonic substitutions, and develop- tion in class activities, including successful comple- ment of the ear. It is multilevel in format, allowing for tion of a series of group performance exercises, writ- students of all technical proficiency to participate. In addition to two class sessions weekly (where exten- ten responses, three assigned performance projects and an interview/research project. Level: Interme- sive time will is spent in performance situation), each diate. Prerequisites: Intro-level AD performance student also meets with the instructor on a private basis. In short, this course enables students to use art course and completion of writing requirement recommended. Class limit: 12. Lab fee: $30. the "tools of improvisation" to be able to make a "personal musical statement" while playing, singing, "jamming," etc. Level: Intermediate/Advanced Lab 032 Intermediate Ceramics fee: $20. Faculty: Mann, Rocky Meets the following degree requirements: 4013 Activating Spaces: Installation Art This is a ceramics course for students with interme- Faculty: Colbert, Dru diate levels of skill. This course will focus on hand- Meets the following degree requirements: ADS building, clay slab construction and advanced throw- ing techniques. A basic level of skill on the potters "space in active dialogue with the things and people it wheel is required. Glazing and decorating processes, contains... -RoseLee Golberg, from Space as Praxis alternative firing techniques and ceramic technology Installation art is one of the most original, vigor- will be introduced, as well as artistic concepts and ous, and fertile forms of contemporary art. It often design principles relevant to artistic expression in involves working in specific non-art sites where the the ceramic medium. Historical and contemporary activation of the place, or context, of artistic interven- ceramic works and artists will be studied. Students tion is concerned not only with art and its boundar- will be evaluated on class attendance, participation, ies, but also with the fusion of art and life. Installation completion of assignments and sketch book entries. art extends the area of practice from the studio to Level: Intermediate. Prerequisites: Ceramics I, a public space. Architects, urban planners, and environ- similar course in another college or high school, or mental designers consider similar formal and social permission of instructor. Class limit: 12. Lab fee: $95. aspects of space in the creation of city plans, build- ings, and public spaces. Through hands-on projects and a survey of historic and contemporary art and 3033 Modern and Contemporary Drawing design work, this intermediate level 3D studio course Practices offers an opportunity to explore formal aspects and Faculty: Foley, Sean social contexts of space and time as a medium for Meets the following degree requirements: ADS making art. Students will create interior and exterior 44 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 installations that may incorporate sculptural ele- recordings will include music and voice as well as ments, everyday objects, light, sound, or other de- everyday sounds and special sound effects. The class vices. Course work will investigate the objective and will incorporate a number of group projects as well subjective qualities of space, material, and form, and as individual exercises to illustrate sound recording the meanings created through their juxtaposition. and mixing strategies. We will also study sound in In addition to studio work, we will survey a variety relation to video/film through readings and screen- of historic and contemporary contextual art works ings. In addition to class assignments, students will including: spaces laid out by architects and designers, start developing sound tracks for their independent installation itself as an art form, public art projects, projects. Students will be evaluated on their success sacred spaces, the work of visionary artists, historic in creating compositions, recordings, and mixes for sites, and monuments. Students will be evaluated video/film projects; and their ability to bring together on their participation in class activities and critiques, moving pictures with a soundtrack to create a whole their timely completion of projects, and attendance. that is more than the sum of its parts. Students Level: Intermediate/Advanced. Prerequisites: 3D stu- will also be evaluated on their participation in class dio classes in art, architecture, environmental design, discussions and exercises. Level: Intermediate/ad- performance art or signature of instructor. Class vanced. Prerequisites: Background in music composi- limit: 10. Lab fee: $75. tion and/or sound and video production. Class limit: 12. Lab fee: $40. 4014 Graphic Design Studio II: Digital Projects Faculty: Colbert, Dru 4016 The Wilderness in Landscape Art I: Proto- Ecological Visions Meets the following degree requirements: ADS This studio course offers students an opportunity Faculty: Clinger, Catherine for in-depth study of contemporary issues, applica- Meets the following degree requirements: AD HY tions and techniques in graphic design. Students will This course is concerned with the visualization of pursue conceptual problem solving through creative what is wild in the landscape and how artists pictured exercises and theoretical and applied studio proj- that which others saw as untamed. Course readings ects. Particular emphasis will be placed on advancing will engage with a variety of texts written by art histo- skills in creative problem-solving, typography, layout, rians, geographers, historians, writers, and theoreti- image generation and preparing art for print. Digital cians that address the invention of the modern idea and hands-on methods (techniques such as block of wilderness. Assumptions governing what consti- print) for image generation will be explored to create tutes wilderness and how artists have shaped our original illustrations. Projects will include typography perception of it are among topics which we will con- and illustration exercises, identity design, environ- sider. Landscapes contain life that seems to fluctuate mental design and interpretive information design. between haggard or feral states of nature. We will Students will be encouraged to solicit a design project investigate how an artist distinguishes between that from the local community and produce it in the con- which is cultivated and that which is natural; what text of the class by engaging in the creative process images evoke nostalgia for a lost past or suggest from concept to production oversight during the the preference for a human dominance over those course of the 10-week term. In addition to structured origins we have isolated ourselves from. Students will class assignments, students will have an opportunity examine visual evidence in the fine arts that indicates to propose and pursue their own design projects. a growing awareness of the effect of the Industrial This class will be conducted in seminar/studio format. Revolution in North America and in Europe. Although Emphasis will be placed on the design process- we look at ecologies through the eyes of artists, stu- from creation to production, the timely completion dents interested in the science, history, and literature of project phases, creative solutions and advancing are encouraged to take the course. Evaluation will skill in typography, layout and image generation. The be based on a research paper and class presenta- detailed schedule will depend largely on the course tion. There will be a class trip to view art and/or sites make-up and individual project proposals. Level: relevant to our discussion. Level: Intermediate/Ad- Intermediate/Advanced. Prerequisites: Signature of vanced. Permission of instructor required. Lab fee: Instructor, Graphic Design Studio 1. Class limit: 12. $50. Class limit: 12. Lab fee: $85. 4019 Studio Printmaking 4015 Film Sound and Image Faculty: Clinger, Catherine Faculty: Andrews, Nancy; Cooper, John Meets the following degree requirements: ADS Meets the following degree requirements: ADS Printmaking is the process of transferring an im- This hands-on course will explore sound composi- age from one surface to another. A print mirrors tion, editing, and mixing to create soundtracks for the surface whence it came and also performs as a video and/or film. Students who take this course reflection of the physical and/or immaterial realms of must have a background in music composition and/ objects and ideas. Representing concepts clearly in or sound and video production in order to col- any medium requires an artist to engage in thought- laborate on creative video/sound projects. Sound ful collaboration with materials in order to realize the COLLEGE OF THE ATLANTIC CATALOG 2018-2019 45 potential of form as a means of expression. This stu- studio projects in creative problem solving. Practice dio course will explore ways to address this aesthetic in design research, layout and composition, typog- challenge through printmaking. Students will acquire raphy, digital imaging and text/image composition basic skills as printmakers with an emphasis on will be combined with hands-on studio projects in relief (woodcut and linocut) and intaglio (line etching, image generation such as block print, silkscreen, engraving and aquatint) techniques. They will also de- monoprint, instant photography, xerography and velop a broad understanding of the history of prints; collage techniques. Projects will range from investiga- how they have functioned to communicate, docu- tions of personal identity and branding to advertising ment, and transmit information through images on and package design in the retail and socio-political paper. Students will be evaluated on their projects, environments. Through studio visits, students will participation in critiques, level of engagement with have an opportunity to meet professional artists and materials, ability to work in a collaborative studio, designers to discuss first hand process and ethical and final project. Level: Intermediate/Advanced. Pre- issues related to their work. Students will be evalu- requisite: Permission of the instructor, Introduction ated on conceptual problem solving ability, effective- to Arts and Design, and a drawing class. Class limit: ness of design solutions, understanding and practice 10. Lab fee: $200. of the incremental process of design, timeliness and quality of work, and thoughtful participation in class discussion and critique. Level: Intermediate. Prereq- 4021 Analog Photography: B&W uisite: Signature of instructor, Graphic Design Studio Faculty: Winer, Joshua I. Class limit: 12. Lab Fee: $85 Meets the following degree requirements: ADS As digital photography became affordable and pro- 5017 Animation II liferated, many business models, critics and artists themselves spoke about the final death of traditional, Faculty: Andrews, Nancy so called "wet" photography. Film was supposed Meets the following degree requirements: ADS to be dead, once and for all. But film wasn't quite The class further develops ideas, skills, and animation ready to die, and even as the economy and common projects through a mix of: in-class projects/demos/ practice has shifted largely to digital capture, film and skill based activities, readings, discussions, screen- photographic paper are still being produced and con- ings, presentations, and individual meetings with the sumed, albeit on a different scale. This course is an instructor. Students will write a production plan that introduction to traditional analog darkroom process- will serve as an outline of each studentís project(s) es and manual camera operation. Students will gain a for the term. The instructor will provide useful activi- basic understanding of black and white photography ties, information, resources, critiques and guidance. A through exercises and assignments that emphasize schedule of presentations of student works-in-prog- fundamental camera and darkroom skills including: ress will be created. Readings will address ideas and proper metering, evaluating quality of light, elements theories related to animation studies and processes. of composition, good negative making and evaluation Advanced animation techniques may include camera and good print making and evaluation. Work will be work and sound design. Work completed over the critiqued and evaluated based on both technical and term may be a single longer animation or a series of aesthetic merit in a class critique format. Readings animated shorts depending on the studentís prefer- will be assigned in conjunction with course content. ence and animation goals. However, all students will Level: Intermediate/Advanced Prerequisites: Intro to be expected to produce advanced level work and Photography or permission of instructor. Class limit: encouraged to experiment and push their work to 8. Lab fee: $250. the highest level. Students will be evaluated on their projects, participation in critiques and discussions and overall level of engagement with the course 5014 Graphic Attack: Advanced Graphic Design material and class. Level: Advanced. Pre-requisite: Studio II Animation, signature of instructor. Class size: 12. Lab Faculty: Colbert, Dru fee: $80. Meets the following degree requirements: ADS The name of this course, "Graphic Attack", refers not 5023 Romanticism: The Triumph of the Imagi- only to the power of image and text within our visu- nation over Reason? ally saturated physical and virtual environments, but to the need to evaluate and respond critically to mass Faculty: Clinger, Catherine media. Students will explore and discuss the roles Meets the following degree requirements: AD HY and responsibilities of designers as primary crafters Scholar Isaiah Berlin considered Romanticism to of visual messages through promotion, advertising be ìthe greatest single shift in the consciousness and identity design and investigate the work of artists of the West.î This advanced course will consider and designers who appropriate tools of advertising to the diverse body of Romantic Art through thematic construct alternative messages outside of, and often enquiry, case studies, critical and historical analysis. in critique of, the commercial realm. This advanced Divergent aesthetic ideologies in Romantic Art will level studio art course combines critical examina- be examined in relationship to both major trends tion of contemporary graphic design practice with and minor currents of intellectual thought during the 46 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 period 1780-1840 in Europe, with an emphasis placed Richard Renaldi, Natalia Koliada and Nicolai Khalezin, largely on German Romanticism. Taken together, Marina Abramovic, Chris Burden, Rotozaza, Mam- many of the literary and philosophical texts associ- malian Diving Reflex and Complex Movements. The ated with the movement have been understood as course requires a large amount of off-campus work fundamental critiques of rationality; however, it is and at least one weekend field trip. Evaluation will be the less celebrated illustrations found in scientific based on consistent engagement with course topics treatises and works of art not acknowledged in the and the class blog, successful completion of a series canon of the visual arts, as well as images embedded of solo and collaborative fieldwork assignments and in various forms of printed matter, which effectually a comprehensive final project w/process essay. Level: capsize Enlightenment aesthetic theories and provide Advanced. Prerequisites: This course is by permission impetus to the development of Realism. Although the only. Previous coursework in theatre and move- body of scholarly work that studies the interstices of ment, art history, design and social theory is strongly Romantic art, literature, and music is enormous, the encouraged. A written expression of interest in the course will narrow the scope by focusing on certain course is required. Class limit: 12. Lab fee: $100. works as sites of a particular pictorial kind of repre- sentational transdisciplinarity. The course proposes that the widespread interconnectedness within the 5026 Negotiating Wonder fine and popular arts, through aesthetic and material Faculty: Foley, Sean production, inform the conceptualization of Romantic Meets the following degree requirements: AD imagery. Excellent evaluations will based on a high Writer and ecologist Edith Cobb suggested, "The abil- level of class participation, a consistent demonstra- ity to look upon the world with wonder is a technique tion of the close reading of assigned texts, and a and essential instrument in the work of the poet, the commitment to generous listening during group dis- artist, or the creative thinker." This advanced course cussions - along with timely submission of two short will explore wonder as the poetic source of curiosity essays and a final research paper. Level: Advanced. and knowledge. We will consider wonder as a visual Prerequisites: A minimum of one history, anthropol- phenomenon and engage it through transdisciplinary ogy, or literature course and permission of instructor. readings within the fields of the arts, science, natural Class limit: 12. Lab fee: $30. history, education and philosophy in order to develop a structural means to frame and personalize the 5025 Strangers and Performance slippery and subjective experience of wonder as an Faculty: Baker, Jodi antecedent to knowledge. Our discussions will be purposefully broad in order to develop techniques, Meets the following degree requirements: ADS provocations and general criteria to explore a wide This course explores the dynamics of stranger variety of concepts useful towards engaging the interactions across disciplines and in a variety of inexplicable. We will discuss wonder in relation to its contexts, first by gaining a basic understanding of associated conditions of the marvelous, the fantastic, how the topic has been considered by scientists, the uncanny, the horrible, the terrible, and the abject. social theorists, architects and city planners over the These highly subjective and elusive concepts will be last century but also by understanding how these examined as "conditions" of wonder. We will not seek particular social dynamics fundamentally connect to concretely "explain" these rich concepts but use to work in theatre and in art. Through a series of them actively, as immersive and interrogative tools practical experiments, students discern when, why that students can exert to articulate or provoke a and how stranger interactions are meaningful, how sense wonder in service of developing better ques- they differ in urban and rural contexts and how tions. The reading load for this course is heavy. A that meaning is tied to the shared work ethic at the high level of class participation, a consistent demon- heart of the theatrical contract. We will consider the stration of the close reading of assigned texts, and politics of public and private spaces as well as key a commitment to thoughtful listening during group strategies in staging urban centers, national parks, discussions are the course standards for excellence. schools, museums, and theatres. Weíll also examine Additional criteria include response papers and a stranger archetypes and related terminology like sustained final independent project to be presented mob-rule, groupthink, bystander effect and collective to the group. There will also be a required field trip to consent. Students will explore the inherent risks and the Massachusetts Museum of Contemporary Art in rewards that stem from personal interactions with North Adams, MA to tour the art exhibition "Explode strangers and they will study existing and emerg- Everyday: An Inquiry into the Phenomenon of Won- ing art, performance and technology projects that der". Level: Advanced. Prerequisites: Permission of attempt to incite these interactions. Students will the instructor and a minimum of one history, anthro- also develop their own ideas for public performance pology, or literature course. Priority will be given to and new theatre technology. Readings will likely students who completed AD5023 Romanticism. Class include work from Kio Stark, Paul Auster and Sophie limit: 10. Lab fee: $100. Calle, Bertolt Brecht, Peter Brook, Roland Barthes, William H. Whyte, George Simmel, Anne Bogart, Susan Sontag, Jorge Luis Borges. Visual, theatre and performance artists may include Andrew Schneider, COLLEGE OF THE ATLANTIC CATALOG 2018-2019 47 5029 The Range of Sublimity in the Artist Mind and oil sketches. We will also use photography as Faculty: Clinger, Catherine a source medium. On campus students will learn about historical pigments and binders to mix their Meets the following degree requirements: AD HY own paint. They will develop their field sketches in Edmund Burkeís chief contribution to aesthetics is ways similar to the Hudson River School ñ where his exegesis on the contrary states that define the close observation in the field will mingle with ambi- Beautiful and the Sublime: these are the regular and tious imaginative interpretations of the landscape irregular, binaries of pleasure and pain, appeal and as a metaphor. We will discuss the visual composi- terror, knowingness and not-knowing. Burke encour- tional strategies of using atmospheric light, symbol- ages the viewer of a ëplaceí to distance herself from ism, allegory, representation of particular natural the natural agencies that incite emotional response specimens, scale, meteorological phenomena, color to landscapes. In keeping a distance; however, we psychology, chiaroscuro, and active compositions. risk participating in a lifeless, hegemonic practice In the field we will meet with internationally known that colonizes nature and hinders aesthetic engage- and highly regarded contemporary artists that work ment. Proximity to nature (rather than detach- within the milieu of the Hudson River School these ment from it) makes visible the consequences of may include Mark Dion, Walton Ford, Alexis Rockman, eighteenth-century imperial and nineteenth-century Fred Tomaselli and Hope Ginsburg. They will discuss nationalist missions masked in many of the works the issues that arise for the students and expand our of the Hudson River School. Non-native forces in the critical understanding of this iconic American period Western Hemisphere took ownership of humans, of artistic production to provide even more creative places, resources, and in the process, devastated models and strategies for studentsí work. Evaluations whole peoples and ecologies. Through travel, study, will be based on the degree to which students are research and creative activity, students will learn to able to coherently articulate their ideas concerning see and appraise the transformation of peripatetic their process, technique, work, vision, and context for practice into art; as well as witness how art can both their work. This course requires concurrent registra- reveal and conceal the nature of place. How have the tion with AF5029 The Range of Sublimity in the Artist varied notions of sublimity affected artist practice Mind (Clinger) and AD5031 Journey into Substance over the past 250 years? What are artists making now (Foley/Clinger). Level: Advanced. Prerequisites: An in- that counters a narrative that privileges detachment termediate drawing or painting class, and permission over intimacy and counters modernityís embrace of of instructor. Class limit: 12. Lab fee: $100. indifference? This course will consider the concept of sublimity, both as subject and agent, in the work of visual artists during the aforementioned epochs and 5031 Journey into Substance: Art of the Hudson the present one. Students will be evaluated on class and New England participation, annotated bibliography, and research Faculty: Clinger, Catherine paper. This course requires concurrent registration Meets the following degree requirements: ADS with AD5030 Artist/Naturalist/Visionary (Foley) and AD5031 Journey into Substance (Clinger/Foley). Level: This course takes us on a series of short expeditions Advanced. Prerequisites: An art history, anthropolo- to museum collections (Wadsworth Atheaneum, gy, or literature course, and permission of instructor. Mass MoCA, Dia Beacon, Boston MFA), outdoor Class limit: 12. Lab fee: $100. parks (Storm King, deCordova Museum and Sculp- ture Garden), and other key sites (Hudson River, Olana, Mount Katahdin, etc.) Our purpose in visiting 5030 Artist/Naturalist/Visionary these places is not only to see works of art, but also Faculty: Foley, Sean to retrace the journeys of those artists who have Meets the following degree requirements: ADS produced the canon that includes well-known iconic vistas that are in fact visual fiction. Through inter- This course will explore artist materials, ideology rogation of these ophthalmic constructs at the very and techniques of the Hudson River School Painters site of their fabrication, the student will engage with alongside contemporary post-studio practice that the prospect of vision, conjugation of imaginative critiques and expands our notions of the accomplish- capacity, and create thoughtful work deeply sourced ments of the Hudson River School artists. In this through the context of place and experience. Evalua- mixed media course, studentsí subjects and meth- tion will be based on steadfast class participation and ods will be inspired by the traditions of the Hudson a final project that incorporates ideas and experi- River School but can approached with broader ences from the entire 3-credit program. This course contemporary concerns that support, complicate or requires concurrent registration with AD5029 The interrogate the ideals held by this uniquely original Range of Sublimity in the Artist Mind (Clinger) and group of American artists. Students will create and AD5030 Artist/Naturalist/Visionary (Foley). Level: Ad- prepare painting supports, paper, etching plates and vanced. Prerequisites: Permission of instructor. Class other base media in weeks zero and one so that they limit: 12. Lab fee: $500. will be ready to work upon return from each field trip expedition. In the field students will employ the documentary methods of the Hudson River painters that includes journals, drawing, watercolor, pastel 48 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 5032 Advanced Studio Printmaking 5034 Lorca's Theatre Faculty: Clinger, Catherine Faculty: Baker, Jodi Meets the following degree requirements: ADS Meets the following degree requirements: AD This art studio course is a continuation of the intro- This course will investigate Lorcaís work as a play- ductory course Studio Printmaking. A print mirrors wright and director through close readings, live the surface of its matrix and presents a reflection of performance, video, group discussion and practice. the physical and/or immaterial realms of objects and It is part of a three-credit expeditionary program ideas. Representing concepts clearly in any medium focused on the life and work of Federico Garcla requires an artist to engage in thoughtful collabora- Lorca and its unique relevance in the face of today's tion with materials in order to realize the potential of cultural and political landscape. This course will focus form as a means of expression. This advanced studio primarily on Lorcaís ideas about creative process course will explore ways to address this aesthetic and audience dynamic as articulated in interviews, challenge through printmaking by experimenting writings and most especially his 1933 lecture ìJuego with conventional and non-traditional ways of creat- y Teorla del Duendeî in which he defines the core ing a range of matrices. Students will acquire skills of his work as sensual and irrational ìa struggle not as printmakers with an emphasis on multiple-plate, a thoughtî and ìa sort of corkscrew that can get art collagraph, and other advanced techniques. Students into the sensibility of an audience.î Assigned read- will develop a deeper understanding of the history ings will include Lorcaís rural trilogy (Yerma, Blood of prints; how they have functioned to communicate, Wedding and The House of Bernarda Alba) as well as document, and transmit information through images some of his lesser known plays, especially The Public/ on paper ñ engaging with more complex discourses The Audience and also his work in film and opera. In of representation. Students will be evaluated on their connection, students will learn about his tenure as projects, participation in critiques, level of engage- artistic director of the rural touring company La Bar- ment with materials, ability to work in a collaborative raca (The Shack) and his personal/professional/col- studio, and final project. Level: Advanced. Prerequi- laborative relationships with other artists of the time. sites: Studio Printmaking and at least one drawing Through a sequence of practical reading, building class; permission of instructor. Class limit: 8. Lab fee: and performance projects, plus 3 weeks of field study $150. in the rural and urban areas of Spain, students will gain a deeper understanding of the people, places 5033 Making Art: Effort, Resilience, Persistence and circumstances that influenced Lorcaís plays, the profound effect his work had on theatre in the twen- Faculty: Andrews, Nancy tieth century and how it continues to influence art Meets the following degree requirements: ADS and performance today. Students will be evaluated In this advanced art practicum and seminar, students on successful completion of all short projects and will pursue the development of a body of art work assignments, quality of work produced and effective or series of art works. Through practice, critique, contribution to the group discussion and dynamic. discussion, readings, and interactions with artists and Level: Advanced. Prerequisites: Successful comple- those involved in supporting and presenting art- tion of the writing requirement and at least one ists, students will gain a better understanding of art literature intensive course at COA, and simultaneous as an ongoing pursuit, beyond classes and assign- enrollment in the other two courses required for ments. What does it take to maintain and fertilize the this expeditionary project. Permission of instructor long-term project or a lifeís work? How can a creative required. Class limit: 10. Lab fee: $1500. process be carried on, maintained and sustained? The primary goal of this course is for each student 6010 Tutorial: Individual Music Instruction to develop their art practice, better understand their creative processes, and show evidence of these Faculty: Cooper, John developments. This course is an excellent lead-up Meets the following degree requirements: ADS to a senior project in the arts. Students may work in This tutorial offers small group instruction in a de- any medium, but should already have the basic skills fined musical or media discipline. It involves at least required for their chosen project(s)/body of work. one 1 1/2 hour weekly meeting with the instructor, This course requires significant dedication outside and independent or group time of at least 8-10 hours of class to make artworks. Students are expected to weekly, with more time for advanced work. Require- possess and/or extend their ability to be self-directed ments include an end of term project or perfor- and motivated. Students will be evaluated on their mance. Level: Variable. Offered upon demand. Lab progress towards their goals, and participation in dis- fee: $20. cussions and critiques; pass/fail grade encouraged. Level: Advanced. Prerequisites: multiple previous art classes and permission of instructor. Class limit: 12. 1010 Experiential Education Lab fee: $80. Faculty: Tai, Bonnie Meets the following degree requirements: HS ED Even before John Dewey published Experience and Education in 1938, experiential education had been practiced in various forms around the world. This COLLEGE OF THE ATLANTIC CATALOG 2018-2019 49 course explores the philosophy of experiential educa- state, and local levels impacts teaching and learning, tion and its diverse practices in the realms of adven- investigate the moral dimensions of the teacher- ture education, service learning, workplace learning, student relationship, and reflect on the construct of environmental education, museum education, and teacher-learners. Students will be introduced to a 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) and teacher in a variety of teacher-led and student- that will allow for critical analysis of the knowledge designed experiences. The final project involves base that strives to impact educational policy and researching an existing experiential education practice. Evaluation will be based on participation, program, its philosophy, and its practices. Evaluation reflective writing, service learning, and group projects is based on class and fieldtrip participation (including and presentations. Level: Introductory. Class limit: one multi-day fieldtrip), reflective logs, curriculum 15. Offered every other year. Lab fee: $20. design, service-learning journal, an oral presentation of the service-learning, and a final essay that articu- lates a philosophy of experience in education. 1014 Child Development Introductory. Offered every other year. Lab fee: $100. Faculty: Alex, Joanne Class limit: 15. Meets the following degree requirements: ED How does a child think? What causes him/her to 1011 Children's Literature learn? What teaching approaches work best with Faculty: Ryan, Siobhan young children? These questions and more will be explored through readings, lectures, field observa- Meets the following degree requirements: ED tions, and planned class activities. This course will This course is a broad overview of children's litera- provide an introduction to early childhood education ture and its place in the elementary school class- (preschool to eighth grade). Theorists such as Piaget, room. It examines the range and trends in literature Vygotsky, Montessori, Gardner, Erikson, Maslow, for children that includes all genres, prominent Kohlberg, and Gilligan will be used to examine the authors, illustrators, awards, critical evaluation, and physical, mental, emotional, moral, and social aspects integration into instruction across the curriculum. of childhood growth and development. Students will Students participate in and design lessons which explore a range of curriculum models, approaches, incorporate or extend children's response to litera- and strategies as they learn to apply developmental ture. They survey poetry and media appropriate for theory to best practices. These best practices will elementary students. Students read an extensive include the role of teachers in creating meaningful amount of children's literature, keep a response jour- learning experiences and classroom environments nal, develop an author study, and create a teaching (curriculum), documenting learning, assessment, in- unit using children's literature. Level: Introductory. clusion, and family involvement. The primary modes Class limit: 15. *ED* of instruction for this class will be lectures, classroom discussions, field observations/reflections, and coop- erative hands-on learning activities. Short reflective 1013 Changing Schools, Changing Society papers, an observational journal, and class projects Faculty: Tai, Bonnie will be used to assess learning. Level: Introductory. Meets the following degree requirements: HS ED Class limit: 15. How have schools changed and how should schools change to ensure "the good life"? This interdisciplin- 1015 Educational Innovation ary, team-taught course examines the potential and limits of a human ecological education as an instru- Faculty: Fuller, Linda ment of enlightened progress and lasting positive Meets the following degree requirements: ED social, cultural, and environmental change. It ex- Given the rapid pace of change in communications, plores three essential questions about education and career opportunities, learning options, and the global its relationship to human development and social economy, U.S. schools are struggling to adapt. As progress. Looking at the role of formal educational technology, culture, politics, and media facilitate institutions and their relationship to government and new and more diverse means of learning, how are other social institutions: What is the role of schools educators adjusting to "new" learners from toddlers in development and social change? Considering the through senior adults? Driving questions include: role of teachers as agents of change: What is the Who is leading innovation and where? What are role of the teacher in school/organizational change some of the ways educators are experimenting with and community development? And finally, reflecting teaching? How are innovators changing the purposes on our subjective motives for working in the field of of schools? Who is currently starting schools and education: Why do you want to become an educator? why? How is brain research impacting innovation Through course activities such as service-learning in within and outside of public schools? How are digital schools and group project work on a contemporary natives, eco-warriors, and the call for global literacy educational phenomenon (e.g., school choice, new accommodated in mainstream schools? If public technologies for learning, single-sex education), stu- schools, as some charge, have outlived their useful- dents will learn how educational policy at the federal, ness: what next for education? With the objective of 50 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 exploring and understanding innovative ideas for demonstrate growth over the course of the trimes- classrooms, school design, and district structures, as ter. There will be rubrics for class participation and well as alternative places and means of learning, we assignments, and students will complete self-evalua- will work toward a more comprehensive understand- tions. Level: Introductory. Prerequisites: None. Class ing of what is new, and potentially revolutionary, in limit: 12. Lab fee: $10. schools and in education beyond schooling. Evalu- ation will be based on class participation (including leading a discussion around a particular area of indi- 3010 Understanding and Managing Group vidual interest), a series of four reaction papers, and Dynamics both live and virtual "field" explorations of innovative Faculty: Tai, Bonnie practices and organizations. The final project will be Meets the following degree requirements: HS ED based on the design and proposal of an innovative This course will examine essential questions about educational option. Level: Introductory. Prerequisites: how groups function, whether the group is a com- none. Class Limit: 15. Lab Fee: $10 mittee involved in institutional governance, a class of adolescents, or a cohort of business colleagues. 1016 Introduction to Adolescent Psychology Readings, activities, and assignments will weigh Faculty: Hill, Kenneth traditional and alternative conceptions of leadership, power, authority, community, diversity, membership, Meets the following degree requirements: HS ED and exclusion. Students will engage in case discus- This course focuses on the segment of the human life sions, writing (including autobiography and creative span from puberty to early adulthood. In this class writing), and research activities. A major component we will examine the physical, cognitive, social, and of the course will be the observation and analysis of moral aspects of adolescent growth and develop- a group (e.g., in a community organization, business, ment. Issues to be considered include adolescent or school). The final paper will be the creation and relationships (peers, family, romantic), adolescent analysis of a case. Evaluation will be based on class issues (identity formation, at risk behavior, school- participation, responses to readings, facilitation of a ing, and stereotypes), and critical reflection on one's case discussion, an autobiographical essay, a short own adolescent experience. The main objectives of story, reports of observations, and the final paper. this course are to: 1) provide students with a work- P/F grading only. Students will be expected to take ing knowledge of the theories of psychology which the course Pass/Fail, with special arrangement to be pertain to early adolescent development; 2) help made for those needing to take it for a grade. Level: students develop the ability to critically analyze Intermediate. Class limit: 15. Lab fee: $50. information and common assumptions about the development of adolescents; 3) consider contem- porary issues and concerns of the field; and 4) to 3012 Supporting Students with Disabilities in afford students the opportunity to explore their own the Reg. Classroom adolescent development. Course work entails lecture, Faculty: Sanborn, Kelley discussion, extensive case analysis, and a field com- Meets the following degree requirements: ED ponent. Level: Introductory. Prerequisite: None. Class This is an introductory course in special education. limit: 16. We will explore the needs of children with disabili- ties and techniques for meeting these needs in the 1017 Young Adult Literature regular classroom. The course will emphasize both Faculty: Ryan, Siobhan the social and instructional aspects of the concepts of inclusion, differentiation and serving students in Meets the following degree requirements: ED the "least restrictive environment". Participants will Students will learn about the history of and cur- be introduced to concepts central to understanding rent trends in Young Adult Literature. Young adult the role of regular classroom teachers in meeting the literature is one of the strongest areas of publishing academic, social, and emotional needs of students in America currently. For example in 2014 The Fault with disabilities. Objectives: By the end of the course in Our Stars was the best selling print and ebook students will be able to: identify and describe current work in America. Exposure to young adult literature issues and trends in education related to individu- will allow pre-service teachers to have an overview of als with disabilities and their families; describe the current titles that can be used in or out of class, while Special education laws and procedures impact- students not interested in teaching will have oppor- ing individuals with disabilities; develop a working tunities to stretch their reading and writing canon. definition for each area of exceptionality in relation Assignments will include reading both academic and to achievement of educational goals, and develop trade books as well as articles. Students will learn strategies and resources for modifying, adapting and/ through a variety of methods from class discussion or differentiating curriculum and instruction. Level: to preparing class lectures. They will be in touch with Intermediate. Prerequisite: Introductory course in professional young adult writers, and they will also Education. Class limit: 15. have choice in a term-long project that will be done throughout the trimester. Evaluation is on a continual basis as the course is structured to allow students to COLLEGE OF THE ATLANTIC CATALOG 2018-2019 51 3013 Intercultural Education nal personal analysis paper based on one of the bills Faculty: Tai, Bonnie under deliberation by Maine legislators this session. Meets the following degree requirements: HS ED Level: Intermediate. Prerequisites: Changing Schools, Changing Society and/or a prior policy course or Educators in and outside of the U.S. teach in in- strong interest in policy recommended. Class Limit: creasingly culturally heterogeneous classrooms, 15. Lab Fee: $10 schools, and communities. This course explores some challenges and possibilities in education as a result of historical inequities in the distribution of 3015 Education for Life power, knowledge, and resources, and the increas- Faculty: Tai, Bonnie ing mobility of peoples in a global economy. We will Meets the following degree requirements: ES HS consider questions such as: What is multicultural, intercultural, and global education? How do cultur- At the start of the 21st century, average lifespans are ally different teaching and learning styles impact nearly double what they were a century ago. Many notions of academic achievement, school success, countries now simultaneously enjoy and wonder and teacher quality? How can student assessments how to support a growing older adult population. and performance standards respond effectively to This changing demographic invites a deeper under- cultural differences? How can educators effectively standing of adult development and education. Civil communicate and partner with parents and com- society and social movements recognize the power munity members across cultural differences? What of transformational learning and social action. While are the legal and moral obligations of teachers in many education programs support and empower providing equal educational opportunity according youth leaders as the drivers of social change, older to federal and state laws? We will read theory and adults are also seeking out continuing opportunities research on educating across and about cultural dif- to learn, mature, and developówhether intellectually, ference, reflect on our own cultural affiliations, and socially, or spiritually. Their hunger for learning may actively explore the dynamics of identity, culture, and be in the service of greater self-knowledge, sustain- power in the teaching-learning relationship and in able employability, greater political participation, educational institutions through case discussions and or activism and community organizing for various other group activities. Investigations of the education causes; these individual and collective pursuits may of self and other will take place through class activi- seek environmental sustainability, lasting peace, ties, readings, autobiographical and fiction writing, social and environmental justice, or individual free- reflective logs, media analysis, and a field research or dom, economic stability, and domestic tranquility. curriculum project. Level: Intermediate. Prerequisite: This course weaves a multidisciplinary study of adult An introductory sociology, anthropology, cultural development and curriculum theory to consider the psychology, or education course. Offered every other following questions: How do adults learn and grow year. Class limit: 15. Lab fee: $20. from the every day opportunities and challenges that life affords? What kinds of informal education exists for adults beyond formal secondary and tertiary 3014 Negotiating Educational Policy education? And specifically, what forms of adult edu- Faculty: Fuller, Linda cation aim to value, protect, and sustain all lifeóhu- Meets the following degree requirements: ED man and non-human? Through readings, guest speakers, fieldtrips, films, and facilitated discussions, Public schools are everyone's concern. Shared own- this course explores theories of adult development, ership by diverse stakeholders often brings strong examines promising models of adult education, and interest in school policies. This course will explore assesses the value and feasibility of curriculum in ser- issues under debate by state and local policy-makers vice of an education for life. Evaluation will be based through readings, full class and small group discus- on mindful participation, an oral history or biographi- sions, guest speakers, and an extended simulation. cal research on a respected elder, a proposal for a We will also examine Maine's Civil Rights Act and conceptual framework, and a case study of a model its implementation in various school districts. Our program. Level: Intermediate. Prerequisites: Prior driving questions include: what are the ways parents, coursework in psychology or education. Class limit: teachers, business people and interested community 13. Lab fee: $20. members might influence school policies given the common constraints of limited time and energy? How do policy-makers sort through various opinions 4010 Adolescent Psychology and facts to create legislation? How do those who Faculty: Hill, Kenneth implement policy integrate context and experience Meets the following degree requirements: HS ED with the spirit of an official state statute? With the objective of understanding and negotiating critical This course focuses on the segment of the human life school policy issues that impact the nation and be- span from puberty to early adulthood. In this class yond, evaluation will be based on class participation we will examine the physical, cognitive, social, and (including one of two field trips), reflection journal moral aspects of adolescent growth and develop- ment. Issues to be considered include adolescent entries, a group interview and presentation, and a fi- relationships (peers, family, romantic), adolescent 52 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 issues (identity formation, at risk behavior, school- acquisition and use, and working with a variety of ing, and stereotypes), and critical reflection on one's text; teaching critical, creative, and collaborative own adolescent experience. The main objectives of technology use; using multiple tools to differentiate this course are to: 1) provide students with a work- instruction; creating and using rubrics for assessing ing knowledge of the theories of psychology which writing. The course content focuses on an integrated pertain to early adolescent development; 2) help approach to the acquisition of literacy skills, current students develop the ability to critically analyze best practice, lesson design, questioning techniques, information and common assumptions about the and formative and summative assessment. Learn- development of adolescents; 3) consider contem- ing objectives address Maineís teaching standards, porary issues and concerns of the field; and 4) to the Common Core State Standards for students, and afford students the opportunity to explore their own the Maine Learning Results. There is a field studies adolescent development. Course work entails lecture, component of 50 hours for this ten-week course. (For discussion, extensive case analysis, and a field com- example, three classroom observations for two hours ponent. Level: Intermediate/Advanced. Prerequisite: each for a total of six hours per week, excluding Educational Psychology, Personality, or other intro- school vacation week and week 10.) There will be a ductory level psychology. Class limit: 16. weekly one-hour lab, shared with Integrated Methods IA: Gr K-4. Evaluation will be based on the quality of a course portfolio to include curriculum and assess- 4012 Integrated Methods IA: Gr. K-4 Reading ment design, performance assessments, cooperating and Writing teacher feedback on classroom performance, and Faculty: STAFF reflections on the fieldwork and required readings. Meets the following degree requirements: HS ED Level: Intermediate/Advanced. Pre- or co-requisite: This course is designed to prepare prospective teach- Permission of instructor, Child Development, Inte- ers with methods necessary to implement a compre- grated Methods IA: Gr K-4 Reading and Writing, and, hensive literacy program for grades K-4 to include all if possible, Children's Literature. Class limit: 12. Lab aspects of literacy acquisition. Major areas of focus fee: $20. will include oral, visual and technological communica- tion, shared and interactive strategies, phonics, word 5010 Curriculum Design and Assessment study and spelling, independent and guided reading, Faculty: Tai, Bonnie writing workshop and writing in all content areas. The course content focuses on an integrated approach to Meets the following degree requirements: HS ED the acquisition of literacy skills, current best practice, Human ecologists who educate, embrace not only and lesson design, questioning techniques, formative the interdisciplinarity of knowledge, but also the and summative assessment. Learning objectives ad- complexity of individual student development in dress the standards for Maine Initial Teacher Certifi- political school environments. This course focuses cation, Common Core State Standards, and the Maine on two essential nuts and bolts of teaching: cur- Learning Results. There is a fieldwork component of riculum design and assessment. How can a teacher 50 hours for this ten-week course. For example, 2 learn what students know, how they think, and classroom observations for 3 hours each for a total what they have learned? How can a teacher use of 6 hours per week, excluding the week of school this knowledge of students and subject matter to vacation and week 10. There will be a weekly one- plan learning experiences that will engage diverse hour lab, shared with Integrated Methods I: Gr 5-8. interests, adapt to a wide range of learning styles and Evaluation will be based on the quality of a course preferences, accommodate exceptional needs, and portfolio to include class participation, curriculum meet state-mandated curriculum standards? This and assessment design, performance assessments, course is a required course for prospective second- cooperating teacher feedback, and reflections on the ary school teachers that provides an introduction to fieldwork and required readings. Level: Intermediate/ the backward design process and diverse assessment Advanced. Prerequisite: Child Development, Inte- strategies. Students will engage in examining theory grated Methods I: Gr 5-8, and, if possible, Children's and practice designing and implementing curricula Literature. Class limit: 12. and assessments. A service-learning component will provide students with the opportunity to observe and participate in a variety of assessment methods in the 4013 Integrated Methods IB: Gr. 5-8 Reading subject they aim to teach. The final project will be a and Writing collaboratively designed, integrated curriculum unit, Faculty: Fuller, Linda including lesson plans and assessments. Evalua- Meets the following degree requirements: HS ED tion will be based on participation, reflective writing, This course is designed to prepare prospective individually designed lesson plans and assessments, teachers with methods necessary to implement a and the final project. Level: Advanced. Prerequisite: comprehensive literacy program for grades 5-8 to Supporting Students with Disabilities in the Regular Classroom. Class Limit: 12. include: motivation and the middle school reader; helping middle-school students develop their writing voice through knowledge of language, vocabulary COLLEGE OF THE ATLANTIC CATALOG 2018-2019 53 5011 Integrated Methods II: Science, Math, and will be based on weekly reflective response journals, Social Studies completion of the service learning component (one Faculty: Fuller, Linda day a week in classroom), completion of readings and entry slips, and the 4-week unit of study. Level: Meets the following degree requirements: HS ED Advanced. Class limit: 12. How can an integrated curriculum for elementary school students help to deepen the relationships chil- dren and young adolescents construct with the natu- 5013 Student Teaching ral and social worlds in a way that promotes their Faculty: Fuller, Linda capacity to know themselves and the communities Meets the following degree requirements: ED in which they act? For those preparing to be elemen- The student teaching internship represents the tary school educators (grades K-8), this three-credit student teaching requirement for COA'S teacher residency approach provides an intensive guided ap- certification candidates. Success in this experience prenticeship that prepares the student-teacher with is a pivotal criterion in the student's certification the necessary knowledge, skills, and experience to candidacy. The student is placed in a school, usually design an integrated math, science, and social stud- in the immediate region, with a cooperating teacher ies curriculum, create and maintain a constructive who teaches subjects and grade levels that match the learning environment, teach diverse learners using certification goals of the student. The roles of student appropriate teaching methods and learning technolo- teacher, cooperating teacher, school principal, and gies, and assess student learning. Learning objectives COA supervisor are discussed and agreed upon in include all eleven of Maineís teaching standards as advance. Incrementally, the student teacher becomes well as a working knowledge of the Parameters for familiar with class routines and gradually takes re- Essential Instruction (PEI) for Math, Science, and sponsibility for teaching. Within the 15-week experi- Social Studies. Students will participate in a ten-week ence, the student teacher must take on a full load field work practicum observing and participating (all classes and all duties) for the number of weeks in elementary classrooms as well as planning and agreed upon by all parties. This period of time varies teaching weekly in a lab environment. Readings, with subjects, grade level and specific student goals. discussions, and experiential learning in class will The COA supervisor visits the schools in a liaison complement the field work component. Evaluation capacity, and also evaluates the student teacher's will be based on reflection on fieldwork, participation performance a minimum of eight times in the term. in discussions of readings and field work, curriculum Student teachers meet together regularly to discuss and assessment design and implementation, and such issues as curriculum planning, instruction, best professional performance in lab school and at the teaching practices, classroom learning environment practicum site. Partial credit may be awarded based and broader educational issues. Students may use on completed work and demonstrated learning. student teaching to fulfill the COA internship require- Level: Advanced, 3-credit Residency. Prerequisites: ment if it is completed prior to graduation. Level: Learning Theory, Exceptionalities, and Integrated Advanced. Prerequisites: Permission of Ed Studies Elementary Methods: Reading and Writing and per- mission of instructor. Class limit: 12. Lab fee: $25. Program Director. 5012 Secondary Methods: Life Science, Social 5018 Tutorial: Qualitative Program Evaluation Methods Studies and English Faculty: Tai, Bonnie Faculty: Fuller, Linda Meets the following degree requirements: ED Meets the following degree requirements: Educational programs strive to improve access, This course is designed to prepare secondary teacher conditions, and quality of education for a variety of candidates to meet the learning needs of diverse individuals, groups, and communities. Not-for-profit populations of students. Students spend one day a organizations and educational institutions target week in a local high school working with faculty in a variety of objectives, not limited to the follow- the subject area in which they are being certified. ing: Broaden access to early childhood education; These school-based experiences are integrated strengthen health and nutrition education; prevent into class discussions where students analyze the school violence; foster youth empowerment and re- elements needed for successful teaching, learning, silience; support and advocate for LGBTQI students; and assessing in their own content area and across promote adult literacy; raise awareness of domestic disciplines. The purposes, problems, issues, strate- violence; facilitate integration of immigrants and lan- gies, and materials involved in teaching high school guage minorities; provide resources and assistance students will be examined critically through class for migrant workers and their families; innovate discussions, individual and group work, reflections museum-based art education; integrate garden- or on field experiences and peer teaching. Students will farm-based education; individualize teacher educa- incorporate the content, inquiry tools and structures tion; collaborate with schools for leadership develop- of the discipline they will teach into a 4-week unit that ment. This course pivots around the central ques- may be used in their student teaching. Evaluation tions: How do we know that a program is achieving 54 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 its intended outcomes? What processes facilitate or the ornithological world by using both scientific lit- impede the programís objectives? Students will learn erature and direct field observation. Systematics and the principles and practices of qualitative research physiology will be reviewed, but much of our effort methods to determine whether and how well an edu- will concentrate on reproductive ecology, behavior cational program accomplishes its mission through and the environment, and population dynamics. collaborating on the evaluation of a regional rural There will be a strong emphasis on field observa- education project. The major objective of the course tion-learning how to look at birds and their behav- is to develop skills in document analysis, participant- ior in order to perhaps make larger observations observation, questionnaire design, and interviewing. about their environment. Level: Introductory. Lab fee: Students will work closely and extensively (over the $75. Class limit: 12. course of two months) with an existing program and undertake all phases of a program evaluation: plan- ning, data collection, data analysis, and reporting. 1018 Physics I: Mechanics and Energy Evaluation will be based on class participation, four Faculty: Feldman, David analytic memos, an oral presentation on a program Meets the following degree requirements: ES QR evaluation design for an individual project, and a This course is the first of a two course sequence cov- co-authored draft report of a program evaluation. ering a range of standard introductory physics topics. Level: Advanced. Prerequisites: Prior coursework in The goals of the course are: to introduce students education, ethnography, or statistics recommended; to important physical ideas both conceptually and permission of instructor. Class limit: 5. Lab fee: $30 mathematically; and to help students improve their quantitative skills. The first part of the course con- 1014 Gardens and Greenhouses:Theory/Prac- sists of a broad look at the three conservation laws: tice of Organic Gardening the conservation of momentum, energy, and angular momentum. Along the way, we'll learn about vectors, Faculty: Morse, Suzanne work, potential energy, thermal energy, and the Meets the following degree requirements: ES energy stored in chemical bonds. We'll conclude with This class offers a good foundation of knowledge for a treatment of Newton's laws of motion. If time per- a gardener to begin the process of organic gardening, mits, we may briefly cover some topics from chaotic as well as an understanding of what defines organic dynamics. Evaluations will be based on participation gardening. The information presented focuses on in class and lab, weekly homework, and two untimed, soil fertility and stewardship, the ecology of garden open-notes exams. This course makes extensive plants, soil and insects, and practical management use of algebra and trigonometry. Potentially difficult of the above. The garden is presented as a system of math topics will be reviewed as necessary. Prerequi- dynamic interactions. Emphasis is given to vegetable sites: Understanding Functions, a strong high school crops and soil fertility. Laboratories include soil analy- algebra background, or consent of the instructor. sis, tree pruning, seedling establishment, weed and Level: Introductory. Class limit: 20. Lab fee: $40. insect identification, garden design, covercropping, composting, and reclamation of comfrey infested area. Evaluations are based on participation in class 1022 Introduction to Oceanography and lab, written class work, exam, and final individual Faculty: Todd, Sean garden design. Level: Introductory. Pre-requisite: Meets the following degree requirements: ES Signature of Instructor. Class limit: 15. Lab fee: $25. Planet Earth is misnamed. Seawater covers ap- Meets the following degree requirements: ES proximately 70% of the planet's surface, in one giant all-connected ocean. This ocean has a profound 1016 Ornithology effect on the planet's climate, chemistry, ecosystem, Faculty: Swann, Scott and energy resources. Billions of years ago life began there, in what now we regard as the last unexplored Meets the following degree requirements: ES frontier of this planet. In this course we examine the The study of ornithology is as old as human society various disciplines within oceanography, including itself. Birds are particularly conspicuous elements of aspects of geology and sedimentology, chemical, our world, and figure prominently in our art, reli- dynamic and biological oceanography. The course gious symbolism, mythology, scientific endeavors concludes with an introduction to marine ecosystems and even sport. Birds appear in European paleolithic examined at various trophic levels, including phyto/ cave paintings from 14,000 years ago, domesticated zooplankton, fish and other macrofauna. Fieldwork 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. (sometimes called human ecology), all through the study of birds. This class introduces the student to COLLEGE OF THE ATLANTIC CATALOG 2018-2019 55 1024 Calculus I conservation issues. The largest part of this course Faculty: Feldman, David is focused on learning to identify and understand Meets the following degree requirements: QR the natural history and ecology of the marine flora and fauna of New England, with an emphasis on the The goal of this sequence of courses is to develop rocky intertidal of Mount Desert Island. The course the essential ideas of single-variable calculus: the meets twice per week with one afternoon for labora- limit, the derivative, and the integral. Understanding tory work or field trips. Evaluations are based on the concepts is emphasized over intricate mathematical quality of participation in class, one in-class practical, maneuverings. The mathematics learned are ap- several sets of essay questions, and a field notebook plied to topics from the physical, natural, and social emphasizing natural history notes of local organisms. sciences. There is a weekly lab/discussion section. This class is intended for first year students, who will Evaluations are based on homework, participation in have priority during registration. Returning students class and lab, and tests. Level: Introductory. Prereq- may take this course only with permission of the in- uisites: Precalculus or the equivalent or signature of structor. Level: Introductory. Prerequisites: Signature the instructor. Class limit: none. Lab fee: $5. of instructor for returning students. Offered at least every other year. Class limit: 20. Lab fee: $80. 1026 Introduction to Chaos and Fractals Faculty: Feldman, David 1030 Chemistry II Meets the following degree requirements: ES QR Faculty: Hudson, Reuben This course presents an elementary introduction to Meets the following degree requirements: ES QR chaos and fractals. The main focus will be on using This is the second half of a two-term sequence discrete dynamical systems to illustrate many of designed to help students describe and understand the key phenomena of chaotic dynamics: stable and properties of materials. This course begins with a unstable fixed and periodic points, deterministic survey of how the internal structure of atoms leads chaos, bifurcations, and universality. A central result to the formation of different sorts of bonds between of this study will be the realization that very simple them. It then considers how weaker forces can arise non-linear equations can exhibit extremely complex between molecules and the sorts of physical phe- behavior. In particular, a simple deterministic system nomena that such forces explain. The class concludes (i.e., physical system governed by simple, exact math- by considering how to describe and explain the ematical rules) can behave in a way that is unpredict- rates at which (and the extents to which) chemicals able and random, (i.e., chaotic). This result suggests reactions occur and applies such descriptions and ex- that there are potentially far-reaching limits on the planations to common types of reactions (acid/base ability of science to predict certain phenomena. Stu- and redox). Throughout the course, examples are dents in this class will also learn about fractals---self- drawn from living systems, the natural environment, similar geometric objects---including the Mandelbrot and industrial products. The course meets for three set and Julia sets. We will also read about and discuss hours of lecture/discussion and for three hours of lab the development of the field of chaos. In so doing, each week. Chemistry 1 is a strongly recommended we will examine the nature of scientific communities, a prerequisite for this course. Evaluations are based with a particular eye toward how changes in scientific on class participation, homework, midterm and final outlooks occur. Throughout the course, students exams and a term project or paper. Level: Introduc- will be encouraged to explore the relations between tory. Lab fee: $60. chaos, fractals, and other areas of study such as literature, art, and cultural studies. Students who suc- cessfully complete this class should gain a quantita- 1038 Geology of Mt. Desert Island tive and qualitative understanding of the basic ideas Faculty: Hall, Sarah of chaos and fractals, a greater understanding of the Meets the following degree requirements: ES cultural practice of science, and improved math- ematical skills. Evaluation will be based on class and This course is designed to introduce students to geo- lab participation, weekly problem sets several short logical concepts, tools of the trade, and to the geolog- writing assignments and a final project. Level: Intro- ical history of Mount Desert Island. Throughout the ductory. Prerequisite: A high school algebra course or course, students will learn skillsets (topographic and signature of instructor. Lab fee: $20. Class limit: 15. geologic map reading, orienteering, field observation, note taking, field measurements) and geologic prin- ciples (rock types, stratigraphy, plate tectonics, earth 1028 Marine Biology systems, geologic time, surface processes) both in Faculty: Petersen, Christopher the classroom and in the field. We will conduct mul- tiple short field excursions on MDI and one extended Meets the following degree requirements: ES weekend field trip to explore the regional geology. This is a broad course, covering the biology of organ- Students will submit a term project complete with isms in various marine habitats (rocky intertidal, mud their own field data, maps, photos, and analysis of and sand, estuaries, open ocean, coral reefs, deep the local and regional geology. Students will be evalu- sea), and some policy and marine management and ated on the term project, short quizzes, additional 56 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 written assignments and lab reports. Offered every This course is one of a pair of courses covering a fall. Level: Introductory. Prerequisites: none. Class range of standard introductory physics topics. The limit: 16. Lab Fee: $75. main topics of this course are electricity and magne- tism, light, and optics. As time permits, and depend- 1040 Natural Resources ing on student interest, we may also cover basic astronomy and nuclear fission and fusion. Empha- Faculty: Hall, Sarah sis will be on how these topics relate to real world Meets the following degree requirements: ES phenomena, with many hands-on lab opportunities This course will focus on various types of natural exploring physical systems such as circuits, genera- resources we have on Earth including water, soil, rock tors, telescopes and microscopes, as well as biologi- and mineral, and various energy resources (fossil cal systems like the eye and the nervous system. This fuels, alternatives). Students will learn fundamen- course makes extensive use of algebra to solve prob- tal geologic principles through a discussion of the lems and mathematical formulas to explain physi- processes forming and influencing these resources. cal phenomena. Evaluation will be based on weekly We will explore how each type is extracted/refined/ homework assignments, class participation, lab work, exploited/conserved for human use. We will also and two exams. Level: Introductory. Prerequisites: discuss the many environmental issues associated Understanding functions, a strong high school alge- with each industry. Finally, we will look at the local bra background, or consent of the instructor. Physics industries built on the many natural resources avail- I is not a prerequisite. Class limit: 15. Lab fee: $45. able in our region of Maine. This course will appeal to students interested in geologic processes and how 1052 Biology: Cellular Processes of Life they relate to our resource needs. This course will also provide scientific grounding in the relevant geol- Faculty: STAFF ogy for students whose primary interests are in the Meets the following degree requirements: ES policy or politics of resources. Class time will be spent This course introduces students to the molecular and as lectures, discussions, labs or demonstration, and cellular processes that are essential for life. We will occasionally visiting a local field site. Students will be initially cover some basic chemistry to develop a com- evaluated based on weekly labs and/or problem sets, mon language for discussing the complex molecular a field trip report, and a final report. Level: Introduc- events that are the basis of the structure and func- tory. Prerequisites: none. Class limit: 16. Lab fee: $60. tion of cells. This class will explore cellular processes involved in metabolism, communication, growth, and reproduction. There is a strong emphasis on the 1042 Geology and Humanity understanding the genetic basis of these processes Faculty: Hall, Sarah as well as how these processes are controlled, and Meets the following degree requirements: ES we will delve into the structure and function of the In this course we will explore how geology has played DNA molecule in some detail. We will examine how a major role in human history and culture over our understanding of genetic processes and genome multiple temporal and spatial scales. We will explore sequencing has led to applications in research, medi- the underlying geological processes forming and cine, agriculture, and industry, with time also devoted influencing our environment and how this relates to to discussion of the social and ethical consequences human migration and settlement patterns, political attached to these technological innovations. Students boundaries, geohazards, resources, the modern land- will be evaluated on participation, performance on scape, and agriculture. This course will appeal to stu- problem sets and quizzes throughout the term, and a dents interested in exploring connections between final oral presentation. Level: Introductory. Prerequi- geology and other subject areas, or who are curious sites: none. Lab fee $25. about humanity's place in geologic time. This course will implement readings from a range of sources: 1054 Biology: Form and Function geologic textbooks, excerpts from short historical texts, and scientific journal articles. We will use class Faculty: STAFF time in a variety of ways: lecture-based, seminar- Meets the following degree requirements: ES style discussion, and laboratories spent visiting local This is one half of a 20-week, two-term introduc- field sites. Students will be evaluated based on their tory course in biology, providing an overview of performance on weekly problem sets or writing as- the discipline and prerequisite for many intermedi- signments, a midterm quiz, as well as a term project ate and advanced biology courses. The course will with both oral and written presentation components. emphasize biological structures at the level of whole Level: Introductory. Prerequisites: none. Class limit: organisms and organs and their role in the survival 16. Lab fee: $10. and reproduction of individuals and the evolution of populations We will explore principles of evolution, classification, anatomy and physiology, epidemiology, 1044 Physics Il behavior, and basic ecology. The primary focus of the Faculty: Feldman, David course is on vertebrate animals and vascular plants, Meets the following degree requirements: ES QR but we will make forays into other phylogenetic lin- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 57 eages at intervals. Weekly field and laboratory stud- or intelligence. Yet plants integrate environmental ies introduce students to the local range of habitats signals and respond in subtle, remarkable ways that and a broad array of protists, plants, and animals. increase their Darwinian fitness. Understanding Attendance at two lectures and one lab each week is plant behavior and plant intelligence requires a shift required; course evaluation is based on class partici- of perspective into the world of plants. This class pation, exams, preparation of a lab/field notebook, explores their evolutionary origins, metabolism and and a presentation. It should be stressed that this physiology, anatomy and morphology, life cycles, and course emphasizes the unity of the organism within their modern-day diversity. The last third of the class its environment. Ideally students will subsequently focuses on the ecological roles of plants and their enroll in Biology:Cells and Molecules in order to fur- relationships with other organisms in their environ- ther their exploration of issues in a more reductionist ment. Designed for students with no science back- form, but neither course is a pre-requisite for the ground beyond high school biology, this course offers other. Level: Introductory. Offered every year. Lab an overview of important topics in the study of plants fee $40. Binoculars and a good pair of walking boots and a window into their fascinating lives. Through lab strongly advised. 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- 1056 Physics and Mathematics of Sustainable ments. Students will be evaluated based on quizzes Energy and take-home exams, a brief in-class presentation, Faculty: Feldman, David and a field/lab notebook. Level: Introductory. Prereq- Meets the following degree requirements: ES QR uisites: None. Class limit: 20. Lab fee: $40. In this course students will learn content and skills so that they can participate effectively in sustainable 1064 Data Science I energy projects, make personal and community deci- Faculty: Gatti, Daniel sions that reduce carbon emissions, and work in ven- tures in sustainable energy. Additionally, this course Meets the following degree requirements: ES QR will be useful for those interested in energy and Data Science is an interdisciplinary field that encom- climate policy, either internationally or domestically. passes data exploration, statistical modeling, and We will begin with a quick overview of current CO2 visualization. Data Science has broad applicability to emissions levels and look at how this is related to the natural and social sciences and can be used to energy use. We will then turn our attention to basic guide health and policy decisions. Students inter- ideas from physics, including the definition of energy ested in analyzing data from the natural or social and the difference between energy and power. The sciences should take this course. Students who bulk of the course will consist of a survey of differ- complete this course will be able to: 1. organize data ent forms of energy consumption and generation. to be correctly read by computer software; 2. subset, Throughout, we will quantitatively analyze technol- transform and summarize data to understand its ogy from both a local and global point of view. For structure; 3. explore relationships in data through example, we will calculate how much electricity one creative visualization; 4. ask questions of the data by can generate on a rooftop, and we will also examine fitting the appropriate statistical models; and 5. pro- the role that solar PV could play toward the goal of duce clear and convincing visualizations that support eliminating fossil fuel use worldwide. In a unit on major conclusions from the data. Most classes will financial mathematics, students will learn about the be taught through live coding exercises in which stu- time value of money and several ways of quantifying dents will write code simultaneously with the instruc- investments, including ROI (return on investment) tor. The course will emphasize rigorous practices that and IRR (internal rate of return). Students will apply lead to reproducible research by scripting analyses these financial tools in several short case studies. If and versioning of data and results. Students will be time permits, we may also cover negative emissions encouraged to bring data from their own interests technologies and the electrical grid, including grid to the class. Students who do not have data will be stability issues and the potential of smart-grid tech- able to select from several data sets from the social nology. This will be a demanding, introductory, class. and physical sciences. Examples of data sets might Evaluation will be based on weekly problem sets. be: temperature change over time, animal population Level: Introductory. Prerequisites: None. Class Limit: data, election results or wage and income data. No 30. Lab fee $5.00 prior programming experience is required. Students will need to use either their personal laptop or a COA loaner laptop for class and programming exercises. 1062 Introduction to Botany Evaluation will be through class participation, quizzes, Faculty: Letcher, Susan homework and a final project. Level: Introductory. Meets the following degree requirements: ES Prerequisites: None. Class limit: 15. Lab fee: None. Green plants power the Earthís ecosystem and make possible the existence of life as we know it. Because they lack obvious movement, it is easy to dismiss plants as passive beings without behavior 58 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 1065 Tutorial: Applied Algebra and Trigonom- then learn to use existing python libraries that assist etry with data processing, visualization, and other tasks. Faculty: Feldman, David The concepts of encapsulation, abstraction, and code reuse will be reinforced throughout the course. Stu- Meets the following degree requirements: QR dents who complete this course will be able to write This tutorial is a survey of algebra and right-triangle programs to automate repetitive tasks, manipulate trigonometry. Topics covered include: basic algebra, and analyze numerical and textual data, and perform quadratic equations, vectors, right-triangle trigonom- simulations. These skills will be essential for students etry using degrees and radians. We will also cover who wish to analyze data, write computer games or topics frequently used in the physical sciences, in- cell phone apps, or create generative art. No prior cluding dimensional analysis, scientific notation, and programming experience is required. Students will estimation. Most topics will be taught in context us- need to use either their personal laptop or a COA ing physics or chemistry examples. Throughout there loaner laptop for class and programming exercises. will be an explicit emphasis for techniques for solving Evaluation will be through class participation, quizzes, rich-context word problems. Students will be evalu- homework and a final project. Level: Introductory. ated on weekly problems sets and two exams. Level: Prerequisites: None. Class limit: 15. Lab fee: None. Introductory. Pre-requisites: High-school algebra and permission of instructor. Class limit: 5. Lab fee: None. 1069 Collaborative Conservation Practices on the Osa Peninsula 1066 Chemistry I Faculty: Ressel, Stephen Faculty: Hudson, Reuben Meets the following degree requirements: Meets the following degree requirements: ES QR This practicum will pair students with staff of Osa This is the first half of a two-term sequence designed Birds, a non-profit organization dedicated to protect- to help students describe and understand properties ing birds and their habitats on the Osa Peninsula, of materials. The course first explores how atomic Costa Rica. It is part of a three-credit expeditionary and molecular structure relates to the physical prop- program in neotropical field ecology and conser- erties of materials and their reactivity. The course vation. Students will first learn about Osa Birdsí explores the reasons, rates, and outcomes of chemi- approach to the conservation of native bird species, cal reactions. Course material is applied to better which is based heavily on encouraging collabora- understand living systems, the natural environment, tions among different stakeholders at the local and and industrial products. The course meets for three national level. Students will then actively participate hours of lecture/discussion and for three hours of lab in several applied research and education projects each week. Students are strongly urged to take both that are currently underway in the small communities terms of this course. Evaluations are based on class of Dos Brazos de Rio Tigre and Rancho Quemado, participation, lab reports, and quizzes. Level: Intro- such as avian monitoring, seed collection for a local ductory. Lab fee: $75. nursery, plant phenology work in the field, and work at Rancho Quemadoís elementary school vegetable 1068 Programming with Python I garden. Evaluation will be based on level of engage- ment in community projects and their performance Faculty: Gatti, Daniel on a final paper that reflects upon this experience Meets the following degree requirements: ES QR in relation to current concepts of and approaches This course will cover the fundamentals of computer to conservation biology in the neotropics. Level: programming, using the Python language. Students Introductory. Prerequisites: Co-enrollment in ES2035 interested in obtaining basic programming skills that Introduction to Tropical Field Ecology and MD1016 will prepare them to do more advanced work or learn Seeing Tropical Ecology through the Arts, and permis- other programming languages will benefit from this sion of instructor. Class limit: 12. Lab fee: None. course. This course is designed for students inter- ested in using programming in a wide range of areas, 1070 Calling Bullshit: Critical Data Literacy in including research in the natural and social sciences, web programming and computer art. Students will the Information Age learn how to develop an algorithm by breaking a Faculty: Gatti, Daniel; Feldman, David problem into discrete parts, devising a solution to Meets the following degree requirements: QR each part, and integrating the parts into a single solu- Charlatans and hucksters have always been with us. tion. We will begin with basic data types, variables But the age of computers and big data has increased and expressions. We will then learn to write functions the quantity of information that is thrown at us and to encapsulate tasks that may be performed more it is increasingly difficult to separate the wheat from than once and to understand the importance of the chaff. While fake news has been a focus of recent variable scope. We will progress to looping and more debate, it is easy to refute outright lies. However, advanced data structures such as lists and dictionar- there are more insidious ways of influencing debates ies. We will study how python uses objects to encap- that mix truth with sloppy reasoning. In this course, sulate data and methods that act on data. We will we will study common, and often subtle, methods COLLEGE OF THE ATLANTIC CATALOG 2018-2019 59 of bullshit used by people who wish to influence our ies, and exhibition in museums and galleries. Level: thinking and behavior. We will begin with a taxonomy Introductory. Requirements: None. Class limit: 14. of bullshit and will learn to spot common techniques Lab fee: $80.00. such as using logical fallacies, misrepresenting numerical data, and presenting partial truths. We will discuss the difference between anecdotes and 1072 Chemistry and Biology of Food and Drink data in supporting policy decisions. We will also cover Faculty: Hudson, Reuben how to clearly and quantitatively explain which parts Meets the following degree requirements: ES of each example are nonsense, deceptive, or simply Introductory chemistry and biology are explored in bullshit. We will also survey current news and events the context of food and drink: the biology of crops, to identify and analyze examples of bullshit in the culinary chemistry, and the biochemistry of brew- wild. We will focus on examples of bullshit that relate ing. Major chemistry topics include atomic structure, to questions of public health and environmental, periodicity, bonding, acid base chemistry, kinetics, economic, and racial justice. Students interested equilibrium, colloids, and solubility of gases in liquids. in becoming critical consumers and producers of Major biology topics include photosynthesis, respira- information will benefit from this course. Students tion, plant and yeast life histories, cellular reproduc- who complete this course will be able to identify tion, and metabolism. We will also explore agricultur- bullshit, determine what is false or deceptive about al chemistry from a systems perspective: examining the bullshit and offer a clear and persuasive refuta- strategies to for keeping pace with the demand tion of the bullshit. As part of this process, students for nitrogen and phosphorous in soils. This course will learn to seek out relevant data, calculate and is meant to offer important, fundamental chemis- interpret averages, ratios and variances, and make try and biology through the framework of food, a simple graphics to examine the relationship between universal human experience. These fundamental variables. Students with both technical and non- topics in Chemistry and Biology will be explored from technical backgrounds will be valuable members of the ground up, so no prior experience is required. the class; the most important prerequisite is a desire Meanwhile, the culinary and agricultural framework to think critically. Evaluation will be through class should offer enough new content for students with participation, problem sets, and several short proj- a background in natural sciences. Students will be ects in which students will detect, dissect, and refute evaluated based on participation in classroom and bullshit. Level: Introductory. Prerequisites: None. laboratory sessions, projects, and quizzes. Level: Class limit: 20. Lab fee: None. Introductory. Prerequisites: None. Class limit: 15. Lab fee: $60. Meets the following degree requirements: 1071 Introduction to Collections Care: Saving ES all the Parts Faculty: Ressel, Stephen 2010 Ecology: Natural History Meets the following degree requirements: Faculty: Ressel, Stephen / Swann, Scott Natural history museums are major players in the Meets the following degree requirements: ES great human enterprise that was started by Lin- This course emphasizes field studies of the ecology naeus over 250 years ago: to catalog all of Earth's of Mount Desert Island, incorporating labs and field species and understand the inherent order of these trips. Each exercise focuses on a central ecological organisms. While the Earth's biotic inventory is far concept. Topics include intertidal biology and diver- from complete, natural history collections presently sity, forest trees and site types, bedrock geology, soil held by reputable institutions represent extremely biology, insect diversity, pollination ecology, freshwa- valuable and, in some cases, irreplaceable sources of ter biology, predation, herbivory, and the migration knowledge regarding life on our planet. This course of birds. Discussions include the development of introduces students to current principles and prac- natural history as a science and the role of natural tices of caring for and organizing collections through selection in the evolution of diversity. Students are hands-on work with the holdings of the Dorr Mu- expected to keep a field notebook or journal, to seum. This course will focus on the proper storage, undertake a project, and to write a term paper. Class handling, and exhibition of collections, and catalogu- meets for two lecture sessions and one lab session ing collections in accordance with currently accepted or two field/lab sessions per week. The course is evolutionary relationships among represented taxa. particularly appropriate for students concentrating Through individual and group projects, students will in Environmental Education. This class is intended research and pilot practices that address short- and for first year students, who will have priority during long-term needs of collection material. Students will registration. Returning students may take this course be evaluated on level of class participation and suc- with permission of the instructor. Level: Introductory/ cessful completion of class projects, including a final Intermediate. Prerequisites: None; field work involves project that will form the basis of a strategic plan for strenuous hiking. Class Limit: 11. Lab fee: $75. collections care at the Dorr Museum. This course is suitable for students interested in the study of natural history, vertebrate biology, educational stud- 60 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 2012 Introduction to Statistics and Research participation, short quizzes, a lab report, journal, and Design a final project. Level: Introductory/Intermediate. Pre- Faculty: Todd, Sean requisites: Permission of instructor. Class limit: 12. Lab Fee: $75 (to cover use of the community kitchen, Meets the following degree requirements: QR one two-day field trip to Massachusetts, to visit com- This course introduces the basics of statistical analy- mercial soy product companies and supplies.) sis that can be used in either a scientific or a social science frame of reference. While this course teaches you to perform both nonparametric and simple 2022 Introductory Entomology parametric analysis both by hand and computer, Faculty: Graham, Carrie an emphasis will be placed on understanding the Meets the following degree requirements: principles and assumptions of each test, rather than Nearly 80% of all described species belong to the mathematical ability per se. We will also learn how to class Insecta. Due to their abundance, diversity and report statistical results in journal format, and there adaptability, insects are crucial components of ter- will be plenty of lab time to sharpen skills. Evaluation restrial, freshwater and human-made ecosystems. is based on lab participation, three quizzes, and a Students with a background in entomology can apply team project. Level: Introductory/Intermediate. Pre- their knowledge of insects to many other fields, requisites: A college mathematics course, or signa- ture of the instructor. Class limit: 20. Lab fee: $40. including botany, ecology, anthropology, epidemiol- ogy and medicine, agriculture, climate change, visual arts, history, and even the culinary arts. This course 2014 Trees and Shrubs of Mount Desert Island will give students a sampling of entomological ap- Faculty: Weber, Jill plications within these diverse fields. Students will be given a solid introduction to insect biology, ecology, Meets the following degree requirements: ES taxonomy and identification through lectures, lab This course introduces you to the native and orna- sessions and field trips. They will assemble their own mental shrubs and trees of Mount Desert Island. insect collections and will learn to identify all Maine Lectures will cover basics of plant taxonomy and insect orders and many common insect families. forest ecology focusing on the dominant woody plant Lectures, field trips and readings will emphasize the species of the region. Laboratory and field sessions important role of insects in human lives and our will involve the identification of woody plants and an impact on the environment. Students will be evalu- introduction to the major woody plant habitats of the ated on their insect collections, performance on lab island. The course is designed to teach botany and quizzes, participation and one paper with presenta- plant taxonomy for students interested in natural tion. Level: Introductory/Intermediate. Prerequisites: history/ecology, forestry, and landscape design. Bio 1 or permission of instructor. Class limit: 15. Lab Evaluations are based on class participation, weekly fee $35. field/lab quizzes, a plant collection, and term project. Level: Introductory/Intermediate. Recommended: some background in Botany, Ecology. Offered every 2030 Marine Mammal Biology I year. Class limit: 16. Lab fee: $40. Faculty: Todd, Sean Meets the following degree requirements: ES 2020 Art and Science of Fermented Foods This course provides an introduction to the biology Faculty: Morse, Suzanne and natural history of marine mammals, special- izing in species resident within the North Atlantic. Meets the following degree requirements: ES Topics covered include: phylogeny and taxonomy; This course will take an in depth look at the art and anatomy and physiology; behavior; sensory ecology; science of fermented and cultured foods. The first and management/conservation issues. The course half of the class will focus on the microbiology of fer- includes field trips to observe animals in their natural mentation with a specific focus on products derived habitat, dissection of specimens, and exposure to the from milk and soybeans. Each week there will be professional peer review field. Students are expected a laboratory portion in which students will explore to complete two individual literature-based reviews, how the basic fermentation processes and products one species- and one system-based, to be presented change with different milk and soy qualities. These in class. Assessment is based on class participation, small-scale experiences and experiments will be com- presentations as well as written submissions. Lab fee plemented with field trips to commercial enterprises covers costs of field trips, including potential boat in Maine and Massachusetts. In the second half of and field station time, and optional travel to a region- the term students will explore the differences in flat, al conference during the term. Offered every other yeast, and sourdough breads. Final projects will focus year. Level: Introductory/Intermediate. Prerequisite: on a foodway of choice and will culminate in presen- Biology I, Il and a writing-focused class or permission tations that explore the historical and cultural context of instructor. Class limit: 15. Lab fee: $200. in which these different cultured foods were devel- oped and how these microbial-mediated processes enhance preservation, nutritional and economic value, and taste. Evaluations will be based on class COLLEGE OF THE ATLANTIC CATALOG 2018-2019 61 2031 Quantitative Geomorphology 2035 Introduction to Tropical Field Ecology Faculty: Hall, Sarah Faculty: Ressel, Stephen Meets the following degree requirements: ES QR Meets the following degree requirements: ES Various climatic and tectonic processes such as ero- This intensive, field-based course examines fun- sion and active mountain building are continuously damental concepts of tropical ecology through shaping Earthís diverse landscapes. We can describe exploration and investigation of a diverse array of these processes both qualitatively and quantitatively bioclimatic zones found within the Central Ameri- in order to understand the rates and timescales over can country of Costa Rica. It is part of a three-credit which different landscapes develop and evolve. In expeditionary program in neotropical field ecology this course, students will first learn about the pro- and conservation. Students will spend considerable cesses forming and shaping landscape features (geo- time in the field learning the biotic diversity of each morphology) and then practice describing these pro- region through observation and application of field cesses quantitatively using multiple types of datasets. techniques. Students will then integrate these field We will compare the iconic glacially carved landscape experiences with readings from the primary litera- of MDI and Acadia National Park with other similarly ture and classic works to contemplate and discuss formed landscapes (e.g. Yosemite National Park), current topics in tropical ecology. Primary empha- which are currently located in different climates/ sis will be placed on the vertebrate fauna of Costa tectonics environments and therefore are exposed to Rica but every attempt will be made to also include different active processes. Students will learn about invertebrates and plants by enlisting the expertise various isotopic dating methods and use real data to of local naturalists. The course will visit Caribbean calculate the rates of different geomorphic process: slope rainforest, pre-montane forest, montane cloud glacial advance/retreat, tectonic activity along faults, forest, Pacific slope dry forest, Pacific wet forest, and mountain building. Further, students will combine Pacific beach/marine communities. Non-travel days temporal and spatial data to quantitatively and quali- will typically consist of early to late-morning field tatively describe the different geomorphic hazards in time, afternoon lectures or discussions followed by a given region such as mass-wasting events (land- early evening to late night field time. Evaluation will slides, debris flows, rock falls, etc.). Students will be be based on a detailed field journal, performance on evaluated based on their performance on problem a series of field-based exercises that focus on knowl- sets, quizzes, and a final project involving a more in edge of species and concepts, level of engagement depth study of a particular landscape of interest. This in class discussions, and quality of work associated course does not have any prerequisites, however with an independent research project. Level: Intro- previous introductory geology, chemistry, and math ductory/Intermediate. Prerequisites: Co-enrollment courses will be beneficial. This course will make ex- in MD1016 Seeing Tropical Ecology through the Arts tensive use of algebra, exponentials, logarithms, and and ES1069 Collaborative Conservation Practices digital spreadsheets (using Excel or similar software). on the Osa Peninsula, and permission of instructor. Level: Introductory/Intermediate. Prerequisites: Class limit: 12. Lab fee: $2500. Previous introductory geology, chemistry, and math courses will be beneficial; permission of instructor required. Class limit: 16. Lab fee: $20. 3010 Agroecology Faculty: Morse, Suzanne 2034 Weed Ecology Meets the following degree requirements: ES Faculty: Morse, Suzanne The global demand for food and fiber will continue to increase well into the next century. How will this food Meets the following degree requirements: ES and fiber be produced? Will production be at the cost This is a broad course covering the biology of plants of soil loss, water contamination, pesticide poison- that follow humans and often flourish in disturbed ing, and increasing rural poverty? In this course, we habitats. The aim of this course is to gain an ap- examine the fundamental principles and practices of preciation and understanding of the natural history conventional and sustainable agriculture with a pri- and ecology of Maine's weedy flora, from the coast to mary focus on crops. By examining farm case studies fields and forests. Laboratories will focus primarily on and current research on conventional and alternative agricultural weeds found on our farms and gardens agriculture we develop a set of economic, social, and and will include weed identification, experimental ecological criteria for a critique of current agricultural approaches for the analysis of weed-crop interac- practices in the United States and that will serve as tions, ecological approaches to the management of the foundation for the development and analysis of "unwanted plants" and field trips. Evaluations are new farming systems. Evaluations are based on two based on the quality of participation in class, in-class exams, class presentations, participation in a confer- practical exams, a plant collection, one paper, and an ence on potato production, and a final paper. Level: oral presentation. Level: Introductory/Intermediate. Intermediate. Prerequisites: Signature of the instruc- Prerequisites: introductory biology suggested. Class tor and one of the following: Biology I, Plant Biology, limit: 15. Lab fee $25. Ecology, or Economics. Class limit: 13. Lab fee: $40. 62 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 3012 Calculus II 3018 Herpetology Faculty: Feldman, David Faculty: Ressel, Stephen Meets the following degree requirements: ES QR Meets the following degree requirements: ES This course is the continuation of Calculus I. It begins This course is a comprehensive introduction to the by considering further applications of the integral. biology of amphibians and reptiles. We cover the We then move to approximations and series; we con- systematics, physiology, behavior, and ecology of clude the course with a brief treatment of differential each group, with particular emphasis on the impor- equations. The mathematics learned are applied to tant contribution amphibian and reptilian studies topics from the physical, natural, and social sciences. have made to the fields of physiological, behavioral, There is a weekly lab/discussion section. Evaluations and community ecology. Readings are chosen from a are based on homework, participation in class and text and from primary literature. The course consists lab, and tests. Level: Intermediate. Prerequisites: of two lecture/discussion sessions per week and Calculus I or the equivalent. Lab fee $10. one lab/field trip every week. Weather dictates the number and focus of field trips, but students should expect to participate in both day and night field trips 3014 Ecology throughout the term. Students are evaluated on class Faculty: Anderson, John participation, exams, and a term-long field project. Meets the following degree requirements: ES Level: Intermediate. Prerequisites: Biology I and II or This course examines ecology in the classic sense: equivalent, and one Vertebrate Biology course. Class the study of the causes and consequences of the dis- limit: 12. Offered every other year. Lab fee: $75. tribution and abundance of organisms. We examine the assumptions and predictions of general models 3020 Invertebrate Zoology of predator-prey interactions, inter- and intra-species competition, island biogeography, and resource Faculty: Hess, Helen use, and compare these models to the results of Meets the following degree requirements: ES experimental tests in lab and field. In addition we This course is a phylogenetic survey of the major discuss appropriate techniques used by ecologists groups of animals without backbones. These ani- in collecting data in the field, note-taking and the ap- mals range in size from single cells to giant squids, propriate collation and storage of field data. Although and they include the vast majority of animals on this course is NOT a course in Conservation Biology, earth. Using text readings, assigned articles, and we examine how ecological principles are applied to one afternoon per week of field/lab work, students conservation questions. Readings include selections gain an understanding of the classification, ecology, from the primary literature. Students are evaluated evolutionary relationships, and economic significance on the basis of class participation and two in depth of this remarkably diverse collection of organisms. problem sets,drawing extensively on the primary Students are evaluated on participation, lab note- literature. Level: Intermediate. Prerequisites: Biology: books, and performance on weekly quizzes and two Form and Function or signature of instructor. Class tests. Level: Intermediate. Prerequisites: Biology I and limit: 12. Lab fee $75. Il or signature of instructor. Offered every other year. Class limit: 16. Lab fee $25. 3016 Functional Vertebrate Anatomy Faculty: Anderson, John 3022 Differential Equations Meets the following degree requirements: ES Faculty: Feldman, David This course provides an overview of morphological Meets the following degree requirements: ES QR variation in the vertebrates. Emphasis is placed on Differential equations are an application of calculus modifications of the general vertebrate body plan in used to model a wide variety of physical and natural response to the requirements of survival in different phenomena. The rate at which a cup of coffee cools, habitats and different forms of locomotion. The class populations of predators and prey in ecosystems, examines possible evolutionary pathways from a pre- the spread of disease, and the behavior of electric sumed aquatic "proto-vertebrate" through the devel- circuits, are all examples of systems that have been opment and radiation of fish and terrestrial animals described with differential equations. This course and secondarily aquatic species such as the marine is an introduction to ordinary differential equa- mammals. Students are evaluated on participation in tions, intended for students who have completed a lab and lecture, a number of quizzes, and one term single-variable calculus course. The course covers project. Two lectures/discussion sessions and one lab a variety of techniques for solving and understand- period per week. Level: Intermediate. Prerequisites: ing differential equations, including numerical and Biology I and Il or equivalent. Offered every other qualitative solution methods. Students will learn to winter. Class limit: 15. Lab fee: $25. solve and analyze differential equations using the python programming language. Students will also gain experience formulating mathematical models using differential equations. To do so, we will discuss general modeling principles and also consider several COLLEGE OF THE ATLANTIC CATALOG 2018-2019 63 case studies. In addition to learning the mathematics 3030 Environmental Physiology of differential equations, a central goal of this course Faculty: Ressel, Stephen is to gain skills necessary for research in the math- ematical, natural, and social sciences. This includes Meets the following degree requirements: ES conceptualizing and framing a research question, The manner in which animals survive in extreme conducing a literature review, giving a research environments or function at levels that far exceed presentation, and writing up results in a style ap- human capacities has always fascinated us. In this propriate for publication. Evaluation will be based course, we examine how an animal's physiology fash- on class participation, bi-weekly problem sets, and a ions its functional capacities under various environ- term-long project culminating in a presentation and mental conditions. We explore the interrelationships short research paper. Some computer work will be between physiology, behavior, and ecology using an required, but no computer experience is necessary. integrated and evolutionary approach in order to un- Level: Intermediate. Prerequesites Calculus Il or the derstand regulatory responses in changing environ- equivalent or permission of instructor. Lab fee: none. ments. Major areas to be covered include thermoreg- ulation, behavioral energetics, and osmoregulation. Emphasis is placed on vertebrate systems to eluci- 3024 Evolution date general patterns in physiological attributes. This Faculty: Petersen, Christopher course has two lecture/discussion sessions per week Meets the following degree requirements: ES and students are evaluated on class participation, a series of take-home exams, and a class presentation. This course provides students with the opportunity to put their knowledge of ecology and diversity into Level: Intermediate. Prerequisites: Biology I & II, or equivalent. Class limit: 15. Lab fee: $65. an evolutionary framework. The emphasis is on how populations of organisms are currently evolving, with a focus on the ecological context of natural selection. 3032 Genetics Topics in the course include the genetic basis of evo- Faculty: Hess, Helen lutionary change, selection and adaptation, reproduc- tive effort, co-evolution, the ecology and evolution Meets the following degree requirements: ES of sex, behavioral ecology, speciation, and applied This course will explore the many roles that genes evolutionary ecology. In addition to a textbook, play in the biology of organisms, the molecular basis students read several original research articles. The of gene function, and the methodologies used in course has two lectures and one discussion section genetic research and application. Students in this per week. Evaluations are based on exams and short course should already have a basic understanding essay sets. Level: Intermediate. Prerequisite: Biology from an introductory biology course of the struc- I and II or equivalent. Offered every other year. Class ture and function of genes and chromosomes, the limit: 20. Lab fee: $50. processes involved in gene expression, and patterns of inheritance. This course will explore these phe- nomena more deeply as well as delve into a range of 3028 Calculus III: Multivariable Calculus other topics, including population genetics, quantita- Faculty: Feldman, David tive genetics, genes in development, genomics, and Meets the following degree requirements: QR using genetic data to understand human evolution. The functions studied in Calculus I and II are one- We will also discuss the use of genetic engineering in dimensional. But the universe of everyday experience industry, agriculture, medicine, and research. We will is, at minimum, three-dimensional. In this course we meet twice weekly for lectures and once per week for explore how Calculus can be extended so as to apply discussion of readings and problem sets. Evaluation is based on short problem sets, take-home exams, an to functions of more than one variable, and thus ap- ply to the three-dimensional world. We will begin by oral presentation, and a final paper. Level: Intermedi- reviewing vectors and functions of several variables. ate. Prerequisite: Successful completion of Biology I We will then learn about partial derivatives and or permission of instructor. Class limit: 16. gradients and how apply these tools to multivariable optimization. Turning our attention to integral calcu- 3034 Ecology and Biology of Fungi lus, we will next cover double and triple integrals and Faculty: Porter, David their applications. We will conclude with a treatment of line integrals, flux integrals, the divergence and Meets the following degree requirements: ES curl of a vector field, and Green's, and Stokes's theo- Fungi (the mushrooms, molds and mildews) are rems. Evaluation will be based on class participation numerous, diverse, and integral to the normal func- and lengthy weekly problem sets. Level: Intermedi- tioning of our ecosystem. Fungi are so different from ate. Prerequisites: Calculus Il or the equivalent or other organisms in their structure and function that, signature of instructor. Lab fee: none. since the middle of the 20th century, science has recognized a separate kingdom for the Fungi. This robust evolutionary branch of the tree of life is popu- lated with more than 100,000 species. Fungi carry out their essential activities of decomposition, recycling 64 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 and interaction with other organisms in virtually rology and the processes producing some common every ecosystem on Earth. This class will introduce spectacular optical weather phenomena (rainbows, students to mycology (the study of fungi) with dis- coronas, cloud-types, etc). Students will complete a cussions, demonstrations, field trips and hands-on term project comprising a photo-documentary jour- laboratory investigations of these fascinating organ- nal of the different weather phenomena they observe isms. We will provide the basics of mycology through during the 10-week term. The field component of this lecture, discussion and text, but the students in this course will be self-guided through the observation class will derive a lasting understanding of what fungi and documentation of weather phenomena. Who are and what they do through active learning exer- should take this course: No prior geology/science cises in the field and in the laboratory. Evaluation will experience is needed - but expect to do a bit of basic be based on class participation, field and laboratory math in this course! The course level is intermediate observations, project presentation oral and written, because it will not cover foundational principles of exams-midterm, final, and lab. Level: Intermediate. geology (or other sciences) but instead the course Pre-requisite: Biology I. Lab fee: $50. will be integrative and require students to practice both their quantitative and qualitative skills. Take this course if you are passionate or curious about climate 3036 The History of Natural History change, but do not know much about the science of Faculty: Anderson, John climate and weather! Level: Intermediate. Prerequi- Meets the following degree requirements: HY sites: none. Class limit: 16. Lab fee: $10 Natural History can be regarded as the oldest "sci- ence" -indeed, at one point within the Western canon 3050 Organic Chemistry I Natural History WAS science. Beginning with discus- sion of early hunter-gatherers, working past Ashur- Faculty: Hudson, Reuben banipal, King of Kings, Hellenistic Greece, the Roman Meets the following degree requirements: ES Empire, and into the herbals and magicians of the This course explores the physical, chemical, and envi- Middle Ages, this course will survey the development ronmental properties of carbon-containing materials and eventual fragmentation of Natural History into such as plastics, solvents, dyes, as well as all living more specialized branches. Once a foundation has things, and once-living materials. The emphasis is been established, we will engage with the natural- on learning fundamental principles that allow one to ists of the great age of exploration and conquest understand and to predict the behavior of various during the 17th through the 19th centuries, ending types of organic substances. There is an optional Lab with an examination of Natural History's legacy in the section. Evaluations are based on midterm and final rise of modern Ecology. Course readings will draw exam. The equivalent of this course is a prerequisite heavily on original sources, using translations where for biochemistry. Level: Intermediate. Prerequisites: A appropriate. Towards the end of the term we will previous chemistry course. Offered every other year. discuss the strengths and limitations of inductive and Class limit: 20. Lab fee: $20. deductive reasoning in science and the implications of the 20th and 21st centuries' increased emphasis on theoretical reasoning. Students will gain a better 3063 Seminar in Climate Change sense of Euro-American history overall and of the his- Faculty: Hall, Sarah tory of science in particular; the ability to use original Meets the following degree requirements: ES sources; understanding of the importance of compar- In this seminar-style class, students will learn about ing multiple sources in arriving at historical conclu- climate change over multiple timescales. We will sions and of the importance of recognizing cultural discuss the major forcings driving global climate fluc- and historical biases in interpretation of information. tuations - on both long (millions of years) and short Evaluation will be based on class participation and (days) timescales, both natural and anthropogenic in the spoken and written presentation of individu- nature. Students will learn about the main paleocli- ally chosen research on a person or topic important mate methodologies being used today to quantify to the development of natural history as a science. and understand past climates over tens to millions of Level: Intermediate. Prerequisites: none. Class limit: years. We will also discuss current modeling efforts 12. Lab fee: $50. to predict future climate scenarios. This course will use primary scientific literature to broadly explore 3044 Climate and Weather some of the major topics related to climate change Faculty: Hall, Sarah including: paleoclimate methods, modeling, feed- backs, atmosphere-ocean interaction, and predicted Meets the following degree requirements: ES environmental changes. We will discuss some of This class will explore general weather and climate the broader impacts of climate change (stresses on patterns on global, regional, and local scales. We will resources, water, food, economies, land-use, etc.) discuss the major forcings driving global climate fluc- according to student interest and expertise. Beyond tuations - on both long (millions of years) and short discussions in class, students will be required to (days) timescales, including natural and anthropogen- attend lectures by a few visiting experts in the field. ic processes. We will also learn about basic meteo- Students will take turn leading discussions on specific COLLEGE OF THE ATLANTIC CATALOG 2018-2019 65 topics at least twice during the term. Assessment preparing application material, and interfacing with will be based on written responses to readings and professionals to inquire about potential or future op- a final project and presentation. Level: Intermediate. portunities. Students will be evaluated based on their Prerequisites: none. Class limit: 16. Lab fee: $40. performance on weekly assignments, interaction with the weekly stakeholder, and a final project/report. Level: Intermediate. Prerequisite: students must have 3065 Molecular Genetics Workshop taken at least two ES courses prior to enrolling; per- Faculty: Hess, Helen mission of instructor. Class limit: 16. Lab fee: $15. Meets the following degree requirements: This workshop teaches students how to apply and 3076 Restoration Ecology use a variety of molecular genetic and cellular labora- tory techniques at Mount Desert Island Biological Faculty: Letcher, Susan Laboratory. Students learn how to do basic molecular Meets the following degree requirements: ES genetic techniques, including some subset of DNA The Society for Ecological Restoration defines eco- extraction, RNA extraction, PCR, RT-PCR, cloning, and logical restoration as ìthe process of assisting the bioinformatics. Students work on how to carry out a recovery of an ecosystem that has been degraded, research design around a specific question, how to damaged, or destroyed.î In this era of widespread carry out the research and interpret results. The ma- environmental degradation, restoration ecology terial will be taught around a research question that provides an important set of methods for mitigat- the group will work on for a one-week period over ing anthropogenic damage. However, the science of spring break. The course is taught by various MDIBL restoration is still in its early phases, and important research staff. Successful completion of the work- theoretical and practical questions remain to be shop requires attendance for the entire week. Level: resolved. This class will critically examine the as- Intermediate. Prerequisites: One class in cellular and sumptions that underlie restoration planning, both molecular biology (Biology 1 counts) or genetics, and in the ethical dimension and in the realm of scientific permission of instructors. Class limit: 12. Lab fee: theory. We will consider the validity of conceptual none. models of ecological communities and ecosystems and the way that these models shape decision-mak- 3074 E-STEM Professional Development Seminar ing. We will survey the factors that must be taken into account during restoration and study best-practices Faculty: Hall, Sarah approaches, with a focus on adaptive management. Meets the following degree requirements: In the final project, groups of students will develop This course is designed particularly for students and present restoration plans for a local site. Stu- returning from the summer field geoscience course, dents will be evaluated based on two essays, class however it is open to any students that are inter- participation, and the final project. Level: Intermedi- ested in broadening their professional network in ate. Prerequisites: Any of a number of courses includ- Environmental STEM (E-STEM) fields, learning from ing Biology: Form and Function, Trees and Shrubs, local stakeholders about what ìworkî they complete Ecology, Weed Ecology, or Landscape Architecture in their career, and learning what skills and content Design Studio. Class limit: 20. Lab fee: 0. knowledge is needed for different career paths. Each week a different E-STEM professional will engage 3077 Introduction to Scientific Programming with students both in the field (where appropriate) and in the classroom to give students a feel for what Faculty: Feldman, David professionalism and professional work means for Meets the following degree requirements: ES QR different jobs. Some of the local stakeholders will This is an introductory programming class emphasiz- include professionals in fields such as environmental ing programming techniques and ideas that arise consulting, environmental policy, municipal plan- in scientific computing. We will begin with a quick ning, environmental education, energy and resource overview of the python programming language, management, recreation, research, and conservation. including control statements, input/output, and The main objectives of this course are to: increase user-defined functions. The rest of the course will be studentsí awareness of and access to a broad group structured around a series of case studies designed of professionals working in ESTEM fields, provide op- to teach additional programming skills and illustrate portunities for students to read and discuss scien- different ways that coding is used in the sciences tific/technical literature and reports, and to facilitate and social sciences. These case studies will include: student understanding of potential pathways to solving systems of ordinary differential equations, future careers. Beyond meeting and engaging with stochastic modeling, resampling and bootstrapping, stakeholders, students will practice re-world work and agent-based models. If time permits, additional that these professionals engage in such as data man- case studies may include: networks, text analysis, agement, report preparation, budgeting, communi- and spatial models. Throughout, program design and cating science to the public, and dissemination of re- general principles for effective scientific coding will search findings. They will learn to use software such be emphasized. Students who successfully complete as excel required in many E-STEM jobs. Students will this class will gain an understanding of the basic also practice researching employment opportunities, elements of the python programming language as 66 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 well as scipy and numpy, two packages whose use constrains what is feasible for a fossil fuel-free future. is ubiquitous in scientific computing. Students will Evaluation will be based on weekly problem sets and learn how to develop, implement, and test code for participation in class meetings. Level: Intermediate. a variety of applications across the natural, physical, Prerequisites: Two terms of college-level calculus and and social sciences. This class is not recommended two terms of either college-level physics or chemistry, for students interested in a general introduction to and permission of instructor. Class limit: 5. Lab fee: the principles of computer science, nor is it recom- none. mended for students interested in applications outside of the sciences. Evaluation will be based on weekly programming exercises. Level: Intermediate. 3080 Environmental Chemistry Prerequisites: While not required, coursework in cal- Faculty: Hudson, Reuben culus or statistics will be helpful; prior programming Meets the following degree requirements: ES QR experience is not necessary. Permission of instructor This course is an introduction to the field of environ- required. Class limit: 15. Lab fee: None. mental chemistry, an exploration of chemicals and their reactivity/effect on the atmosphere, as well as 3078 Introduction to Lichen Biology aquatic and terrestrial ecosystems. Specifically, we Faculty: Olday, Fred will examine the sourcing, transport, and fate of spe- cific chemicals in the context the following issues: air Meets the following degree requirements: pollution, climate change, water pollution, hazardous This course covers the biology of the group of fungi organic compounds, soil health and waste disposal. collectively known as lichens. It includes the unique Generally, environmental chemistry focuses on these nature of the lichen symbiosis and the morphol- two questions: 1) What is in the environment? and 2) ogy, reproduction, physiology, and ecology of these What are the effects? The related question of how we intriguing organisms. Particular emphasis will be design safer materials and products so that harmful given to field and laboratory methods of identifica- chemicals donít end up in the environment in the tion, including field recognition of important gen- first place is covered in the follow-up course, Green era, micro-habitat preferences of selected species, Chemistry. There are two classes per week, as well as collection techniques, use of keys, and methods of a field-based laboratory section. Evaluation is based identification and proper curation. A major goal of on participation in discussions, exams, and group the course is to assist students develop the ìhands laboratory reports. Level: Intermediate. Prerequisites: onî skills and confidence necessary to identify lichens Chemistry I/II. Class limit: 12. Lab fee: $100. on their own to the species level. One all-day Satur- day field trip is planned to introduce students to the 3082 Data Science II diversity of microhabitats in which lichens are found, proper collection techniques, writing brief, accurate Faculty: Gatti, Daniel field notes, and starting their personal collections. Meets the following degree requirements: ES QR In addition, one or more Saturday morning help ses- This course is a continuation of Data Science I. sions will be provided to help students get started on Publicly available data is often of great use, but is their personal collections. Students will be evaluated rarely offered in ready-to-use formats and requires on: (a) class participation (10%), (b) demonstrated ca- ìdata wranglingî before it is ready to be analyzed. We pacity for doing independent work (20%), (c) perfor- will begin with advanced data wrangling of publicly mance on bi-weekly quizzes (40%), and (d) a student available data from the social and natural sciences. final project consisting of a properly identified and We will then progress to critical evaluation of the curated collection of 25 species of lichens excluding data and develop the skills to generate reproducible taxa identified in class as part of introductory group analysis reports. Students interested in analyzing keying exercises (30%). Level: Intermediate. Prereq- data from the social or natural sciences should take uisites: College level introductory biology or botany this course. Students who complete this course will course. Class limit: 15. Lab fee: $55. be able to: 1. perform advanced data wrangling of publicly available data sets, 2. build custom functions 3079 Tutorial: Intermediate Physics of Energy to streamline data analysis, 3. perform simulations Faculty: Feldman, David to explore how small changes in variables affect the results, 4. make code used for data analysis publicly Meets the following degree requirements: QR available, 5. produce a final report that integrates This tutorial is designed for well-prepared and mo- explanatory text with computer code that trans- tivated students who wish to deepen their under- forms data, fits models to the data and visualizes the standing of the physics of sustainable energy. We will results. The course will emphasize rigorous practices focus on three of the largest non-fossil fuel sources that lead to reproducible research through script- of energy: solar, wind, and nuclear. We will also look ing of analyses and versioning of data and results. at different energy storage technologies and some The course examples will use publicly available data. of the physical principles relevant to the electric- Students will be encouraged to bring data from their ity grid. While the emphasis of this class is gaining own research to the class. Students who do not have a first-principles understanding of the physics of data will be able to select from several data sets from sustainable energy, we will also discuss how physics the social and physical sciences. Students will need COLLEGE OF THE ATLANTIC CATALOG 2018-2019 67 to use either their personal laptop or a COA loaner Prerequisites: One college-level course in Biology and laptop for class and programming exercises. Evalu- one college-level course in Math or Physics or signa- ation will be through class participation, quizzes, ture of instructor. Class limit: 16. Offered every other homework and a final project. Level: Intermediate: year. Lab fee: $15. Prerequisites: Data Science I. Class limit: 15. Lab fee: none. 4012 Winter Ecology Faculty: Ressel, Stephen 3083 Linear Algebra with Applications to Dif- ferential Equations Meets the following degree requirements: ES In higher latitudes and higher altitudes of the world, Faculty: Feldman, David up to nine months of each year can be spent locked Meets the following degree requirements: QR in winter. Although migratory species appear to have The first half of this class will consist of a rapid tour of a selective advantage over non-migratory species the key elements of linear algebra. We will cover vec- during the winter season, year-round resident ani- tor and matrix algebra, linear vector spaces and sub- mals have evolved a remarkable array of physiologi- spaces, basis and dimension, the determinant, and cal, morphological, and behavioral adaptations that eigenvalues and eigenvectors. We will then consider allow them to cope with potentially lethal environ- first-order linear differential equations---first scalar mental conditions. In this course, we focus on the equations and then systems of equations. We will see special challenges of animals wintering in northern that linear algebra is an indispensable tool for solving latitudes. Some of the topics that we address are: the systems of linear differential equations and under- physical properties of snow and ice, general strate- standing the geometric structure of their solutions. gies of animals for coping with sub-freezing tempera- In addition to covering basic theory, we will consider tures, life in the subnivean environment, animal en- a handful of case studies that illustrate the power of ergetics and nutrition, physiological acclimatization, the mathematical techniques we are learning. These and humans and cold. There are two discussions/ case studies will be drawn from across the sciences. lectures and one field exercise every week, as well as The particular case studies we examine will depend two weekend field trips. Students should be prepared on student interests. Students who successfully to spend a significant amount of time outdoors in complete this course will gain a solid introduction to winter conditions. Students are evaluated on class the calculational techniques and key constructions participation, exams, and a student term project. and ideas of linear algebra. Students will also learn Level: Intermediate/Advanced. Prerequisites: Permis- techniques for solving and understanding systems of sion of instructor. Class limit: 14. Lab fee $150. linear differential equations. Additionally, this course serves as an introduction to formal mathematics; 4014 Advanced Analysis in Biology students will gain experience working at a level of generality and abstraction a bit above that encoun- Faculty: Todd, Sean tered in a typical introductory calculus sequence. Meets the following degree requirements: ES Evaluation will be based on weekly problem sets. This course builds on Basic Research Design and Level: Intermediate. Prerequisites: Calculus I and II, or Analysis in Biology, introducing more advanced the equivalent. Class limit: none. Lab fee: none. statistical techniques within the field of parametric statistics, in particular multiple regression and ad- 4010 Biomechanics vanced forms of analysis of variance used in biologi- cally oriented studies. Labs will focus on computer Faculty: Hess, Helen assisted statistical analysis, and reporting style. Meets the following degree requirements: ES QR Evaluation is based on two quizzes, several choices of Why do we get shorter and wrinklier with age? Were take-home problems, and a team project. Intermedi- dinosaurs warm-blooded? How do grasshoppers ate/Advanced. Prerequisite: Basic Research Design hop? These diverse questions are all within the realm and Analysis in Biology, or permission of instructor. of biomechanics. A knowledge of biomechanics, or Lab fee $40 the ways in which plants and animals cope with the laws of physics, can promote an understanding of 4016 Island Life organisms at all levels of organization, from mol- ecules to ecosystems. In this course we explore sev- Faculty: Anderson, John eral areas of physical science, including mechanical Meets the following degree requirements: ES HY engineering, materials science, and fluid dynamics, as Islands have played a major role in the development a means of gaining insight into the biological world. of ecological and evolutionary theory. Most recently, Students attend two lecture sessions per week and islands have served as an important metaphor in one three-hour lab session for discussions of current the development of conservation biology. Maine is research in biomechanics, review of homework as- blessed with a plethora of islands -between 4500 signments, and laboratory observations or demon- and 6000 at the last count- and the history and strations. Evaluations are based on participation in pre-history of these islands is intimately entwined discussions, weekly problem sets, two term papers, with that of the continent itself. This course exam- and a final exam. Level: Intermediate/Advanced. ines historical and current interpretations of island 68 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 biogeography and the interplay between natural and physiology, with particular emphasis on the diges- human history and human ecology. The class will be tive system, reproductive physiology, the circulatory taught as a combination of term-time seminar and in system, immune response, and elements of nutrition the field, based on the College's field station on Great and neurophysiology. Readings include a standard Duck Island and the R/V Indigo. During the Spring pre-medical text and some primary literature. Evalu- term we will be meeting regularly to examine the ation is based on a number of in-class quizzes a term theoretical basis of Island Biogeography and islands paper, participation in discussion, and a final exam. as the subject of scientific and literary discussion Level: Intermediate/Advanced. Prerequisite: Biology since Aristotle. Readings will include Darwin, Alfred course work, some background in chemistry and per- Russell Wallace, and contemporary authors. In late mission of instructor. Students are strongly encour- August we will re-convene for the field component of aged to take both terms. Class size: 15. Lab fee $10. the class. During the first half of this component, we will be focusing primarily on Great Duck Island and its immediate surroundings, learning and applying 4036 Wildlife Ecology theoretical approaches to islands' landscapes, with Faculty: Anderson, John extensive reading from the primary literature. During Meets the following degree requirements: ES QR the second half of the class, we will move further afield, exploring a variety of islands in eastern Maine, This course is intended to complement the over- and relating our observations to theoretical predic- all sequence of classes developed with a focus on tions. Ultimately we hope to travel to Grand Manan the landscape and ecology of the Northeast Creek Island in the Bay of Fundy to observe a large island Watershed and is intended to provide students community, see the traditional weir fishery, and with practical skills in observation, data collection, observe firsthand migrating Right and Hump-backed analysis and presentation. It is particularly suitable whales, and northern seabirds. Evaluation based on for students wishing to pursue careers in field biology participation, quizzes and a term project. Intermedi- with federal or state agencies or land conservation NGOs. We will examine measures of distribution and ate/Advanced. Class size limited to 8. Prerequisites: Permission of instructor. Workshop in boat-handling abundance in animals and relate these to quantita- and/or significant experience on the water is a good tive and qualitative measures of habitat complexity. Much of this class will be field based. Students will idea. Intermediate/Advanced. Lab fee: $150, which helps to cover food and travel for the field compo- work in teams collecting data on vegetation structure nent of the course. and topography, trapping small mammals and esti- mating abundance through mark/re-capture tech- niques, radio telemetry and game cameras. Data will 4018 Human Anatomy and Physiology I be analyzed using simple statistics including ANOVA, Faculty: Anderson, John regression analysis, and means-separation tests. Spatial components will be included in an on-going Meets the following degree requirements: ES GIS for the watershed region. Readings will come This is the first course in a two-term sequence de- from a text and primary sources. Students should signed for students interested in pursuing medicine expect to spend significant amounts of time outside or biomedical research examines aspects of human of formal class meetings in data collection, analysis anatomy and physiology, with particular emphasis and write-up. Assessment will be based on participa- on the digestive system, reproductive physiology, tion, a number of quizzes, and an end-of term team the circulatory system, immune response, and ele- report/presentation. Level: Intermediate/Advanced. ments of nutrition and neurophysiology. This course Prerequisites: Biology and Ecology and permission of will emphasize the relationships between anatomy the instructor. Critical Zone 1, GIS, Statistics strongly and physiology and will focus on basic principles of encouraged. Class limit: 10. Lab fee: $50. biochemistry, the musculoskeletal system, digestion, nutrition, osmoregulation, and circulation. Readings include a standard pre-medical text and some pri- 4038 Ecology and Natural History of the Ameri- mary literature. Evaluation is based on a number of can West in-class quizzes a term paper, participation in discus- Faculty: Anderson, John sion and a final exam. Level: Intermediate/Advanced. Meets the following degree requirements: ES Prerequisite: Biology course work, some background in chemistry and permission of Instructor. Students The American West has played a key role in the de- are strongly encouraged to take both terms. Class velopment of modern ecology and in our overall un- size: 15. Lab fee: $30. derstanding of the Natural History of North America. Researchers such as Joseph Grinnell, Starker Leopold, Ned Johnson, Phillip Munz and Jim Patton contribut- 4020 Human Anatomy and Physiology II ed enormously to our understanding of the interac- Faculty: Anderson, John tions, distribution and abundance of the enormous Meets the following degree requirements: ES range of plants and animals occupying the western states, while the incredible variety of topography This two-term sequence designed for students found between the Pacific slope and Great Basin interested in pursuing medicine or biomedical Desert, containing both the highest and lowest points research examines aspects of human anatomy and in the Lower 48, has provided an ideal setting for COLLEGE OF THE ATLANTIC CATALOG 2018-2019 69 both observation and experimentation. This inten- important? The second major debate to be explored sive field-based course will provide students with the will be the ethical and ecological implications of opportunity to examine first-hand some key habitats the iassisted migrationî of wild plants as a means within Nevada, California, and New Mexico, and to of conservation and adaptation to global climate conduct a series of short projects on the fauna and change and the replacement of horticultural materi- flora in select sites. Areas to be examined will include als with wild plants as means for expanding native terminal saline lakes, open deserts, montane mead- habitat corridors. We will contextualize these two OWS, pine forest, riparian hardwoods, wetlands, and major themes with an in-depth look into the biology agricultural landscapes. Readings will include primary of seeds as well as the ecological and evolutionary sources and more popular accounts of both locations significance of seeds. In preparation for required and the peoples who have lived in these lands over attendance at the Organic Seed Alliance conference, the past several thousand years. Evaluation will be laboratory exercises will cover seed dormancy and based on class participation, a series of individual germination, and build skills in hand pollination research projects and presentations, a detailed field and trait selection. Evaluation will be based on class journal, a mid-term and a final exam. This course participation, leadership in seminar discussions, will be integrated with and requires co-enrollment in quizzes, a group report on the Organic Seed Alliance Reading the West and Wilderness in the West. Level: Conference, and the development of a final project Intermediate/Advanced. Prerequisites: Permission of based on one or both of themes in the course. Level: instructor. Class limit: 9. Lab fee: none. Intermediate/Advanced. Prerequisites: Strong under- standing of botany (at least two botany courses); one course with an introduction to some kind of policy 4040 Animal Behavior strongly recommended; permission of instructor. Faculty: Anderson, John Class limit: 10. Lab fee: $800. Meets the following degree requirements: ES This course reviews how simple and stereotyped ac- 4043 Environmental Geoscience Field Methods: tions may be built into complex behaviors and even Eastern CA into apparently sophisticated group interactions. Emphasis is placed on contemporary understanding Faculty: Hall, Sarah of Darwinian selection, ethology, behavioral ecology Meets the following degree requirements: ES and sociobiology. There are two classes a week. Ex- This 4-week summer field course will take place dur- tensive readings are chosen from a text and articles ing the months of June-July (dates TBD). A maximum from scientific and popular periodicals. Evaluations of 8 COA students will join peers from University of are based on participation in discussions and several San Francisco and Mt San Antonio College for a com- quizzes. Level: Intermediate/Advanced. Requires a bined cohort of ~24 students and 4 faculty to study previous intermediate-level course in species zool- and work in the eastern Sierra Nevada region of Cali- ogy, and signature of the instructor. Offered every fornia. In this field methods-based course, topics will other year. Class limit: 10. Lab fee $10. include hydrology, geomorphology, geology, ecology as well as the human dimension of each topic (educa- 4041 Seeds tion, policy, hazards, resources). This region of CA is a perfect natural laboratory for students to engage Faculty: Morse, Suzanne in classic field activities such as geologic and geo- Meets the following degree requirements: ES morphic mapping that are critical to helping students Over 90% of todayís terrestrial flora are seed plants develop geospatial skills. The region hosts major and provide the majority of the ecological energy active faults, striking variations in relief, a rich glacial across the world. Today the majority of the human history, a wide range of bedrock lithologies spanning population is dependent on the energy and nutrients multiple timescales, as well as resource availability stored in the seed of a remarkably few crops that (e.g. geothermal, salts) and scarcity (e.g. water), and arose through the breeding and saving of seeds. susceptibility to different types of geohazards (e.g. Today this critical interdependence is rich with ques- rockfalls, volcanic, earthquakes, drought, fires). We tions and at are at the center of the food security and will also take advantage of the opportunities in the food sovereignty debates. Some questions of this region to experience applied geoscience through human-plant co-evolutionary story to be addressed research opportunities and engagement with local in this course are: How is crop breeding done in dif- stakeholders (YNP and SSCZO). Field exercises will ferent parts of the world? What are the techniques be designed to capitalize on existing infrastructure for breeding, seed saving, and storage? What traits at the Sierra Nevada Aquatic Research Laboratory are selected for in traditional and modern breeding? (SNARL), the Southern Sierra Critical Zone Observa- What role do seed banks and libraries play in our tory (SSCZO) and Yosemite National Park (YNP). Field common future? What are the current laws governing exercises and exchanges with local stakeholders will seed quality and ownership? How do these laws and provide opportunities to earn badges that represent treaties structure corporate consolidation, commu- mastery of skills and content knowledge relevant to nity initiatives, and possible mechanisms for develop- potential environmental-STEM careers. Students will ing crops in the face of global climate change? What be assessed based on their performance on field ex- is the ìfree the seed movementî and why might it be ercises and a final field report. This course is linked to 70 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 a follow-up Professional Development Seminar that 4048 Biostatistics students will take upon returning to COA in the fall Faculty: Letcher, Susan term. Level: Intermediate/Advanced Prerequisites: Two ES courses, one being an introductory geosci- Meets the following degree requirements: QR ence course (Geology and Humanity, Geology of MDI, This course will provide students with a toolbox of Natural Resources, Rocks and Minerals, Quantitative techniques in statistical analysis, with a focus on Geomorphology, Critical Zone I or II); Ecology would the biological sciences. Students will learn how to be very helpful; permission of instructor. Class limit: choose and apply a variety of widely used statistical 8. Lab fee: TBA. tests, how to design experiments and studies with statistical analysis in mind, and how to use a range of specialized statistical approaches for data types 4046 Tutorial: Marine Mammal Physiology frequently encountered in the biological sciences. Faculty: Todd, Sean The methods we will cover include parametric and Meets the following degree requirements: nonparametric tests; approaches designed for cat- This course provides an introduction to animal egorical, ordinal, and continuous data; biodiversity statistics and ordination methods; Bayesian vs. fre- physiology with a focus on physiological, anatomical, and biochemical adaptations in marine mammals. quentist inference; and robust experimental design. The class will highlight the assumptions involved in To support this learning, weekly dissections will be statistical inference and the conditions that must be held with a focus on a specific body system as well met in order to use statistical tests appropriately. In as an optional field trip to the 22nd Biennial Society for Marine Mammalogy Conference on the Biology the lab, students will use the statistical programming of Marine Mammals to expose students to current language R to explore, display, and analyze data us- research in the field of marine mammalogy. Each ing the methods covered in class. By the end of the term, students should be able to choose appropriate student is expected to moderate a class discussions on an assigned topic. In addition, students will give a analytical methods for a wide range of data types, final presentation and submit a paper on a topic of design statistically valid experiments, and write code for basic statistical tests in R. Students will be evalu- choice. Grading will be based on class participation in weekly discussions, quality of work, and final presen- ated based on daily homework assignments, weekly tation. Level: Intermediate/Advanced. Prerequisites: lab work, several take-home exams, and a final group presentation based on an original analysis of an Biology: Cellular Processes of Life, Biology: Form and Function, Marine Mammal Biology, and permission of archived data set chosen by the students. Note: each the instructor. Class limit: 5. Lab fee $350. student should have a laptop for lab (PC preferred; limited support will be provided for Mac users). Contact the instructor if you do not have your own 4047 Weed Ecology laptop. Level: Intermediate/Advanced. Prerequisites: Faculty: Morse, Suzanne An introductory course in statistics (Intro to Statistics and Research Design, Probability and Statistics, or Meets the following degree requirements: ES equivalent). Class limit: 15. Lab fee: None. Most, if not all, farmers spend considerable time and money reducing weed pressure in order to insure crop quantity, quality, and clean harvests. In this 4049 Biochemistry advanced seminar we explore the basic biology of Faculty: Hudson, Reuben plants that establish themselves in human managed Meets the following degree requirements: systems. Topics to be covered in the seminar include definitions of weediness, ecological and evolutionary This course explores the fundamentals of biochemis- try. Emphasis will be placed on the flow and regu- relationships between weeds and crops, life history strategies, plant population dynamics, physiology, lation of genetic information from DNA to RNA to protein, protein composition, structure and function, allelopathy, biological control, herbicides, herbicide resistance, methods to study crop/weed interac- enzyme kinetics, metabolic pathways, and sensory systems. The integration of these key concepts will tions; and the impact of the different perceptions of farmers and researchers regarding weeds and be explored through the lens of drugs: mechanism of action, metabolism in the body, and manipulation of weed management. The laboratory portion of the course will focus on weed identification of roadsides, protein and pathway function. This course should be pastures, field and vegetable crops; seed bank analy- especially useful to students with an interest in medi- sis; experiments in crop-weed interactions; and the cine, nutrition, physiology, toxicology, genetics, and testing of the efficacy of different weeding strategies. pharmacology. This class meets for three hours of Assessment will be based on attendance, in-class lecture per week; some sessions will include labora- discussion, weekly readings of primary papers and tory demonstrations and/or experiments. Evaluations their presentation, laboratory reports, and an oral are based on class preparation and participation, mid-term exam, and final paper. Level: Intermediate/ exam. Level: Intermediate/Advanced. Pre-requisites: Permission of instructor and at least one of the fol- Advanced. Prerequisites: At least one term of organic chemistry and genetics is preferred. Class limit: 15. lowing: Ecology, Evolution, Gardens & Greenhouses: Lab fee: None. Theory and Practice of Organic Gardening, Genetics, Statistics. Class limit: 10. Lab fee: $50. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 71 5012 Conservation Biology 5041 Forest Ecology Faculty: Anderson, John Faculty: Letcher, Susan Meets the following degree requirements: ES Meets the following degree requirements: ES This course examines the causes, extent, and ecologi- Forests hold a large fraction of the worldís bio- cal significance of the endangered species "crisis." diversity and store immense reserves of carbon. We examine the role of extinctions in evolutionary This course will focus on understanding forests at history and compare "natural" extinctions to current the population, community, and ecosystem scales. events in the Neotropics, Orient, and Oceania. We We will study woody plant taxonomy; the way that also discuss the significance of successful introduc- forests are defined and understood by ecologists; tions of exotic species into different regions and their the factors that influence plant distributions at large effects on native forms. Changes in land use patterns and small scales; the biotic and abiotic controls on and the science of Landscape Ecology are investigat- tree growth and productivity; the cycling of carbon, ed. Finally, we examine current conservation tech- nitrogen, and phosphorus in forests; the life history niques in an effort to establish a workable synthesis strategies of different functional groups of trees; the for specific case histories. There are two lectures/dis- population and community dynamics of trees, includ- cussions per week, occasional evening lectures. Level: ing forest succession; the ecological interactions Advanced. Pre-requisites: One intermediate Ecology between trees and other organisms in the forest; course and/or signature of instructor. Class limit: 15. and forest diversity across the globe. The course will Lab fee $10. focus primarily on Maine forests, with field trips to Acadia National Park and the surrounding area, but 5014 Organic Chemistry II we will also take a global perspective and study forest ecosystems from the taiga to the tropics. Fieldwork Faculty: Hudson, Reuben will cover woody plant taxonomy, forest inventory Meets the following degree requirements: ES methods, and forest ecosystem assessment. Stu- This class will continue to discuss the occurrence and dents will be evaluated based on class participation, behavior of additional functional groups not covered dendrology quizzes, a field/lab notebook, and final in Organic Chemistry I. Meeting twice a week, we will project reports (written and oral). Level: Advanced. work our way through the remainder of the fall text Prerequisites: ES3014 Ecology AND Trees and ES2014 and then apply the material by reading articles from Shrubs of MDI (or equivalent exposure to local plant the current literature of environmental organic chem- taxonomy), and permission of instructor. Class limit: istry. Assessment will be based on keeping up with 12. Lab fee: $100. the reading, class participation, and three take-home problem sets. Level: Advanced. Prerequisite: Organic 1010 Human Ecology Core Course Chemistry I. Offered every other year. Lab fee: $50. Faculty: STAFF Meets the following degree requirements: HE 5038 Tutorial: Ecology and Evolution of Parasites Human Ecology is the interdisciplinary study of the Faculty: Hess, Helen relationships between humans and their natural and Meets the following degree requirements: cultural environments. The purpose of this course is Parasites live on the surface or within the bodies of to build a community of learners that explores the a host, feeding off host fluids or tissues. Because question of human ecology from the perspectives of parasites do not directly kill the host, a parasitic infec- the arts, humanities and sciences, both in and out- tion may persist indefinitely, sometimes decades in side the classroom. By the end of the course students the case of long-lived hosts. Parasites include tiny, should be familiar with how differently these three single-celled organisms as well as worms that can broad areas ask questions, pose solutions, and be- reach many meters in length. This course will explore come inextricably intertwined when theoretical ideas the biology of parasites, with a focus on those spe- are put into practice. In the end, we want students cies that affect humans and domestic animals. Some to be better prepared to create their own human of the most prevalent human diseases, such as ecology degree through a more in-depth exploration malaria and schistosomiasis, are caused by parasites. of the courses offered at College of the Atlantic. We Students will learn about the evolution 0 f complex will approach this central goal through a series of life histories and the various means of evading the directed readings and activities. Level: Introductory. hostís immune system employed by parasites. We Lab fee: $30. will meet twice a week for lecture and discussion of reading from the primary literature as well as the 1012 Introduction to the Legal Process popular literature. Students will take turns presenting material on specific issues and examples they have Faculty: Cline, Ken research. Evaluation based on quality of contribution Meets the following degree requirements: HS 0 class discussions, presentation, and several short The "law" affects every aspect of human activity. As written assignments. Level: Advanced. Pre-requisite: human ecologists we must garner some basic under- Invertebrate Zoology and signature of instructor. standing of how law is used (or misused) to shape Class limit: 6. Lab fee: none. society and human behavior. This course examines 72 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 two aspects of the American legal system: 1) the tion, the juridical and the nation-state in the contexts judicial process or how we resolve disputes; and 2) of religious and cultural differences around practices the legislative process or how we enact policy. Course such as veiling, circumcision/genital mutilation; and readings cover everything from classic jurisprudence questions of labor, prostitution and sex work. The essays to the daily newspaper. We use current course draws on work in French Feminist Theory, environmental and social issues to illustrate specific Queer Theory, Postcolonial Studies, Psychoanalysis, applications of the legal process. Legal brief prepara- Continental Philosophy, Cultural Anthropology, and tion, mock courtroom presentations, lobbying visits Diaspora Studies. Readings will include texts by Gayle to the Maine legislature, and guest lectures are used Rubin, Luce Irigaray, Elizabeth Grosz, Simone de Beau- to give a practical dimension to course subjects. voir, Ranjana Khanna, Monique Wittig, Judith Butler, Students analyze Federal Election Commission docu- Gayatri Spivak, Sigmund Freud, Friedreich Engels, ments to understand the impact of campaign financ- Shulamith Firestone, Alexandra Kollontai, Emma Gold- ing on public policy and look closely at other current man, bell hooks, Karen Engle, Catherine McKinnon, issues facing the legislative and judicial systems. Drucilla Cornell, Ratna Kapur, Sarah Franklin, Daniel Evaluation is based upon two papers and several Boyarin, Henry Louis Gates, Anne Fausto-Sterling, other exercises. Level: Introductory. Offered every Shoshana Felman, Saba Mahmood, Diana Fuss, and other year. Class limit: 30. Lab fee $20. Chandra Mohanty. Level: Introductory. Prerequisites: None. Class limit: 15. Lab fee: $15. 1013 From Native Empires to Nation States Faculty: Little-Siebold, Todd 1015 Introduction to Global Politics Meets the following degree requirements: HS HY Faculty: Stabinsky, Doreen This course is a history of Latin America from Native Meets the following degree requirements: HS American contact cultures through the contempo- This is an introductory-level course that will expose rary period covering socio-political processes. An students to basic concepts and controversies in emphasis is placed on the fusion of pre-contact international politics and serve as background for societies into a new socio-cultural formation in the more advanced work in the area of international colonial period, and then the shared yet divergent studies. Through historical readings and current history of the region after the collapse of colonial events discussions we will answer questions funda- rule. In the second half the class emphasizes the rise mental to understanding global politics today, such of the nation state in Latin America with particular as: What are the different roles that nation-states and emphasis on dictatorship and rebellions. The course non-governmental organizations play in international uses traditional texts, novels, and film to explore this politics? How important are various international huge geographical and chronological expanse. Level: institutions (the United Nations, the World Trade Introductory. Prerequisites: none. Class limit: 20. Lab Organization, the World Bank and the International fee: none. Monetary Fund in shaping the global political land- scape? What exactly is civil society? Inequity defines many political relationships between actors in the 1014 Feminist Theory in a Transnational Frame I global system: between developed and developing Faculty: van Vliet, Netta countries; between the rich and poor within those Meets the following degree requirements: HS countries; between autonomous political groups This course introduces students to some of the and the nation-states in which they reside. To more central texts and genealogies of feminist thought, deeply understand these relationships, we will exam- with a focus on transnational feminist theory. We will ine some of the processes that have led to inequities address periods of feminist thought that have been in the current world political economy, touching on significant in shaping the concerns of transnational such topics as: colonialism and national liberation feminisms, including 1970s U.S. feminism, French movements of the 20th century, the debt crisis, and feminism, postcolonial theory, and Marxist thought. the formalization of the international trading system. Over the course of the term, we will consider how We will consider the topics from a variety of disci- differences across national borders have informed plinary and interdisciplinary perspectives, including discussions about transnational feminist solidar- political ecology, international political economy, and ity. We will examine how feminist theory can help economic geography. Evaluation will be based on us think about the following: kinship; reproduction; participation in class discussions, several short and the law and justice; human rights discourse, political long papers written over the course of the term, and economy, racialized and other forms of difference; a final project and its presentation to the class. Level: existence and the subject; the relation between indi- Introductory. Class limit: 20. Lab fee: $20. vidual and group; the relation between terms such as "gender" and "sex;" and the varied currencies the 1019 Beginning Spanish I terms "queer" and "feminist" have carried in different national and transnational contexts. The course will Faculty: Pena, Karla explicitly address debates in feminist theory about the Meets the following degree requirements: following topics: the "sex/gender distinction;" histories This course is for students who have had no con- and politics of the term "rape;" political representa- tact with Latin American culture, do not possess COLLEGE OF THE ATLANTIC CATALOG 2018-2019 73 basic Spanish language structures and expressions, 1022 Human Relations: Principles and Practice and have no Spanish vocabulary. The emphasis is Faculty: Borden, Richard on development of the basic skills required in any language - listening, speaking, writing, and reading Meets the following degree requirements: HS comprehension. Objective: Students will be able to Antoine de Saint-Exupery - World War Il French pilot express themselves orally and through writing, using and author of The Little Prince - once noted: "There is vocabulary and simple construction of Spanish in the but one problem - the problem of human relations indicative tense. This includes present tense study, There is no hope or joy except in human relations." vocabulary, numbers, proper nouns, salutations and Beneath this sanguine notion, however, dwells a presentations, present perfect tense, action verbs, complex web of ideas and questions. The purpose of the usage of "to be" and "is", future tense, vocabu- this team-taught course is to explore these under- lary, and some usage of "for". Evaluation Criteria: lying issues from two different, but overlapping, two Compositions, two auditory tests, two writing perspectives. On the one hand, we will review foun- tests covering grammar, two oral tests, assignments/ dational theories and research from intra-psychic, homework, class participation. Level: Introductory. social and organizational psychology - emphasizing Offered every fall. Class limit: 10. Lab fee: $20. topic areas such as attitude theory and change, social influence, group dynamics, conflict resolution and leadership. On the other hand, we will simultane- 1020 Beginning Spanish II ously draw on real-world case studies from business Faculty: Pena, Karla and organizational management. The emphasis Meets the following degree requirements: here will be on issues of personnel assessment and This course is intended for students with a basic management, market performance, negotiation, knowledge of grammar, using common vocabulary crisis management and the role self-knowledge in the that is needed for every day situations. Objective: The "inside game" of commercial enterprise. Connections between these two realms will be drawn via class students will be able to express themselves orally and through writing using subject-verb agreement, discussions, presentations from the instructors, and basic form in the indicative tense, and an introduc- selected visitors with significant backgrounds from tion to the imperative moods. It includes a review of a range of organizational, business and government the present and future tenses, study of the imperfect settings. Lessons derived from failure events and the tense, action verbs, direct object, proper nouns, the 'cost of not knowing' will be investigated, as well as indicative tense, the use of the "to be" and "is" verbs, examples from models of successful human rela- and an introduction to prepositions. Evaluation Crite- tions experiences. The overall aim of the class will be ria: two Compositions, two auditory tests, two writing guided by the ideals and practices of: the psycholo- tests covering grammar, two oral tests, assignments/ gist Abraham Maslow, who advised "The best way to homework, class participation. Level: Introductory. see everything is to consider the whole darn thing" Offered every fall. Class limit: 10. Lab fee: $20. and Steve Jobs - founder and CEO of Apple - who ex- pressed his success succinctly as "It was small teams of great people doing wonderful things". Student 1021 History of the American Conservation evaluations will be based on multiple criteria, includ- Movement ing class participation, several individual papers and Faculty: Cline, Ken research reports and contribution to team projects. Level: Introductory. Lab Fee: $40. Class limit: 15. Meets the following degree requirements: HS HY This course provides students with an overview of the American conservation movement from the 1025 Business and Non-Profit Basics 1600s through the present. Through an examination Faculty: Friedlander, John of historical accounts and contemporary analysis, Meets the following degree requirements: HS students develop an understanding of the issues, places, value conflicts, and people who have shaped Anyone who is involved with for profit or non-profit enterprises needs to understand a wide variety of conservation and environmental policy in the United States. They also gain an appreciation for the interdisciplinary skills. This introductory course will introduce students to marketing, finance, leader- relationship between the conservation movement and other social and political movements. Students ship, strategy and other essential areas of knowl- should come away with a sense of the historical and edge needed to run or participate in any venture. cultural context of American attitudes toward nature. This course is meant to build basic skills and expose students to a variety of business disciplines. Level: We also seek to apply these lessons to policy debates currently underway in Maine. Working from original Introductory. Class limit: 18. writings, students do in-depth research on a selected historical figure. Evaluation is based on problem 1028 Introductory French I sets, group activities, participation, and a final paper. Faculty: STAFF Level: Introductory. Prerequisites: none. Class limit: 20. Lab fee: none. Meets the following degree requirements: This course helps beginners develop basic proficien- cies in all four skill areas - listening, speaking, reading 74 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 and writing - using a workshop format drawing on Level: Introductory. Prerequisites: none. Class limit: the internet resources and pedagogical methods of 20. Lab Fee: none. the French language institute at CAVILAM in Vichy, France. In addition, through readings and discus- sions, students will learn some fundamental concepts 1039 Writing Seminar I: Exposition about the cultures and literatures of French-speaking Faculty: STAFF areas of the world. The class meets four times a week Meets the following degree requirements: W for 1.5 hours each day. Class time will be devoted to Designed to serve the overall academic program, this lectures, pair work, small- and large-group discus- course focuses on formal writing based on rhetori- sions, use of internet resources, and extensive cal principles of exposition and concentrates on the written and oral practice of structure and vocabulary. writing process: prewriting, writing, and rewriting. As- Students will be evaluated through written and oral signed readings both illustrate how to use these prin- tests, class participation, short papers, and oral pre- ciples and develop students' analytical skills. Through sentations. Level: Introductory. Prerequisite: Place- a research paper or case study, this course introduc- ment exam required to confirm level. Class size: 15. es students to library research and documentation Course fee: $25. of an academic paper. Each section emphasizes peer review, revision, regular conferences, and some class 1032 Acadia: Exploring the National Park Idea presentations. Level: Introductory. Class limit: 12. Faculty: Cline, Ken Meets the following degree requirements: HS 1045 Politics of Israel Using Acadia National Park as a case study, this Faculty: van Vliet, Netta course will explore the various facets of "the national Meets the following degree requirements: HS park idea" and what it means for Americans in terms This course focuses on the concept of Israel as a of history and identity. Through direct experiences Jewish state and as a liberal democracy. This means in one of the "crown jewels" of the park system, the that we will both be examining what is singular about class will examine the historical, ecological, cultural, Israel, and addressing concepts of the nation-state social, legal, economic, and spiritual context in which and liberal democracy more broadly. How can think- national parks are formed and continue to exist in ing about Israel help us think about the relation- the 21st century. We will work with National Park ship between the nation-state and the concept and Service professionals to look at various aspects of treatment of difference? Asking this question through park management and day-to-day challenges of im- the example of Israel will put other terms into ques- plementing the "national park idea." Through weekly tion, including citizen, origin, genocide, value, rights, field trips, journaling, service learning opportunities, equality, individual, sovereignty and subjectivity. As and projects, we will be immersed in the manage- we examine these concepts, we will address gender, ment and experience of Acadia. We will explore, ethnic, national, economic and linguistic difference through reading and writing, the broader themes of in the contexts of Zionism, Israel, and the Israeli- wilderness preservation, attitudes toward nature, the Palestinian conflict. Thus, while the course does not history of conservation, and the commodification of focus explicitly on the Israeli-Palestinian conflict, by nature. This experiential class is specifically geared the end of the semester students should have gained toward first-year students and they will be given critical thinking skills with which to analyze it should preference for enrollment. Assignments will include they be so inclined. The goal of this course is not to journal writing, short exercises, a group project/ convince students to be more or less sympathetic to service learning opportunity, short presentations, any of the myriad political positions that exist with and papers. Level: Introductory. Prerequisites: none. regard to Israel/Palestine. Rather, the aim of this Class limit: 24. Lab fee: $40. course is to provide conceptual tools with which stu- dents can think critically about the concepts through 1035 Puzzles, Paradoxes and Weird Things which Israel/Palestine is not only represented but also through which the place and the people who live Faculty: Visvader, John there come into being in all of their materiality and Meets the following degree requirements: HS affect. In particular, we will pay attention to ques- This course is an introduction to philosophy and criti- tions of origin, representation, and how the relation cal thinking by considering traditional conceptual and between individual and group is understood. Hope- philosophical problems such as free will, problems of fully, such critical thinking skills will serve students perception, determinism and Zeno's paradoxes. After well not only in efforts to understand the different an examination of the cannons of scientific proof forms of violence through which Israel is defined, but and techniques of critical analysis various beliefs also in addressing questions of intellectual, social in ghosts, alien abduction, telepathy, crop-circles, and political significance other than those directly special creation, astrology, 'psychic science' and other related to Israel/Palestine. This is an interdisciplinary popular beliefs are examined in detail. One or more course, and we will be drawing on work in anthro- take-home tests are required and a final project of pology, feminist theory, literature, psychoanalysis, the student's choosing consisting of an investigation postcolonial studies, political theory, and history. We of a disputed belief or practice is also expected. will also be reading from novels, listening to music, COLLEGE OF THE ATLANTIC CATALOG 2018-2019 75 and watching films. The course is divided into three language to create and define reality. In the "Boom" sections. The first section is focused on the political years (roughly 1950s-1980s), Latin American novel- context of 1890s-1930s Europe. We will situate the ists sought to create books that, while being worlds development of the Zionist movement by thinking unto themselves, richly illustrated the complex about it in relation to psychoanalysis and in relation history of the Americas. These are works of origins, to the different forms of socialism and international colonization, exploitation, brutality, magic, love, loss, feminisms emerging at the time. The second section and struggles to survive. The "Post Boom" novel- is focused on World War Il and its immediate after- ists looked to class struggle, the power structures math. We will address the event of the Holocaust, of gender relationships, and urban poverty in order political and philosophical responses to it, questions to weave new narratives and ways of seeing the of origin, representation, the law and justice. The postcolonial world. As an introductory course, we third section focuses on the concept and contexts of will familiarize ourselves with the varied landscapes Israel post-1948. We will ask about the significance of of Latin American fiction. We will learn to analyze different forms of difference both in terms of Israelís and understand literary works in historical and contemporary contexts and in terms of the weight of cultural context. We will look to the words of: Borges, their genealogies. Students will be evaluated based Cort-zar, Bombal, M.rquez, BolaOo, Allende, Donoso, on attendance, in-class participation, one letter to the Valenzuela, Rulfo, and Arriaga to aid us on our jour- editor, reading responses, and two short analytical ney. Students will be evaluated on completion of a essays. Level: Introductory. Prerequisites: None. Class midterm essay, a final project, and class participation. limit: 15. Lab fee: None. Level: Introductory. Prerequisites: none. Class limit: 15 Lab Fee: none. 1046 Introduction to Economics & the Economy Faculty: Taylor, Davis 1054 Climate Justice Meets the following degree requirements: HS QR Faculty: Stabinsky, Doreen This course provides students with an introduc- Meets the following degree requirements: HS tion to both economic theory and the historical and Climate change is one of the biggest and most diffi- institutional background needed to understand the cult challenges faced by contemporary societies. The context, functioning, and trajectory of 21st Century challenge has multiple facets: environmental, social, economies. On the theoretical side, students will be political, economic ñ each with its own complexities. introduced to explanations of the economic behavior This course focuses primarily on the social, political of individuals and firms (microeconomics) and the and economic components of the climate problem, workings of national economies and money (macro- framed by the concept of climate justice. In the economics), including economic development and in- course students are introduced to basic conceptions ternational topics such as trade and exchange rates. of justice, the latest findings of climate science and In addition to the standard neoclassical approaches possible impacts on regional scales, and the global to these topics, we will also introduce behavioral, politics of climate change, principally in the context of feminist, Marxist, and ecological economics perspec- the UN Framework Convention on Climate Change. tives. Complementing these theoretical approaches Climate justice and its operationalization is the will be a rich immersion in historical and institutional principal organizing theme for work over the term, themes such as the history of capitalism, the rise of addressing questions such as: how the costs of cli- corporations, the institutional background of markets mate change impacts and efforts to address climate for stocks, bonds, and derivatives, inequality and pov- change could or should be distributed between rich erty, state-led capitalism (e.g. as seen in China and and poor, global north and global south; and what Brazil) and the events that led up to recent financial are the possible means whereby those costs might crises in the United States and Europe. Evaluation will be addressed through collective action at various be based on bi-weekly problem sets, a final exam, levels: local, national, and global. Students will be and various forms of classroom participation. Learn- evaluated based on regular quizzes, several short ing will be facilitated by a weekly lab session that papers, class participation, and a final synthetic paper will be scheduled the first week of the term. Level: or project. Level: Introductory. Prerequisites: None. Introductory. Prerequisites: none. Class limit: 15. Lab Class limit: 25. Lab fee: $10. fee: $15. 1056 Writing Seminar I: Exposition with a Busi- 1049 Introduction to Latin American Litera- ness Focus ture: 20th c Fiction Faculty: Lepcio, Andrea Faculty: Mahoney, Daniel Meets the following degree requirements: W Meets the following degree requirements: HS Designed to serve the overall academic program, this From the metaphysical landscapes of Jorge Luis course like other sections of Writing Seminar I fo- Borges and Julio Cort-zar to the alienated anti-cities cuses on formal writing based on rhetorical principles of Marla Louisa Bombal and Gabriel Garcla M.rquez, of exposition. This course differs in that its focus is Latin American fiction writers expanded the shores business writing-the writing students in the Hatchery of narrative and, in doing so, illustrated the power of Program and other sustainability-related courses 76 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 need to communicate effectively as professionals. utilitarianism, natural law theory, and virtue ethics. Like other sections of Writing Seminar I, the course Next, we will discuss specific ethical issues such as, concentrates on the writing process: prewriting, writ- abortion, euthanasia and physician-assisted suicide, ing, and rewriting. Assigned readings both illustrate life-sustaining treatments, resource allocation, clon- how to use these rhetorical principles and develop ing, biotechnologies, animal research, and informed students' analytical skills. Students learn how to write consent and the doctor-patient relationship. In par- clear, precise, and unambiguous business plans, ticular, we will consider how different ethical frame- cover letters, power point presentations, crowd- works shape our assessment of specific ethical dilem- funding websites, and tweets. The practice-oriented mas. My goal in this course is to introduce students approach gives students the opportunity to acquire to the principles of ethical thinking, to familiarize skills they will need as professionals to communi- students with pressing debates in bioethics, and to cate effectively and concisely to specific audiences. consider how ethical thinking impacts our response Through a research paper or case study, the course to issues that are politically and socially contentious. introduces students to library research and academic Course requirements include class participation, an documentation. The course emphasizes peer review, in-class presentation, a midterm exam, and a final revision, regular conferences, and class presenta- paper. Level: Introductory. Prerequisites: none. Class tions. Evaluation is based on the quality of revised limit: 12. Lab fee: none. papers in the final portfolio and the student's partici- pation in class discussions and peer review sessions. Level: Introductory. Prerequisites: None. Class limit: 1063 Public Speaking Workshop 12. Lab fee: None. Faculty: McKown, Jamie Meets the following degree requirements: 1058 Reason and Madness This class will be conducted as a workshop with an emphasis on students producing increasingly Faculty: Lakey, Heather advanced speeches for public performance and/or Meets the following degree requirements: HS consumption. We will cover a wide variety of areas This course offers an historical overview of the including those related to constructing the speech dichotomies of Western philosophy: madness and in advance (invention and arrangement), as well as reason, knowledge and opinion, death and life, illu- those related to the actual performance of the text sion and reality, good and bad, self and other, doubt (style, memory, and execution). While the primary and certainty. Each week will be devoted to a differ- goal of the class is to create an environment in which ent canonical philosopher such as Plato, Aristotle, students can improve these vital public communi- Descartes, Hobbes, Locke, Hume, Kant, Nietzsche, cation skills, another important goal is to cultivate Kierkegaard, Sartre, Foucault, and Heidegger. To critical and respectful listening skills (which are knit these various thinkers together, we will track themselves vital public communication skills). A wide tensions and debates that drive the philosophical variety of speaking genres will be covered during tradition, and we will pay special attention to the dia- the term, though there will be a strong emphasis lectic of reason and madness. In addition, secondary on public advocacy and persuasion. This class is readings from feminist, post-structural, and critical designed for students with varying levels of public race scholars will help us to critically engage the speaking backgrounds. A diverse array of experienc- work of these philosophical giants and to reconsider es, skills, and strengths helps foster a collaborative the relationship between epistemology and social and supportive speaking environment. Throughout privilege. Students will emerge from the class familiar the term students will work on individual projects, in with core philosophical issues and with the ability to pairs, and in larger collaborative groups. There will critically scrutinize dense philosophical texts. This is a be a minimal focus on theoretical questions in favor discussion course, and students should be prepared of a "hands on" approach to constructing speeches. to engage and discuss theoretical literature. Course Students will be evaluated on a number of "process" requirements include weekly writing assignments, oriented assignments. Final evaluation will be relative a presentation, a midterm exam, and a final paper. to individual participation in the process and not to Level: Introductory. Prerequisites: None. Class limit: an objective scale of public speaking talent. As such, 15. Lab fee: $20. students who feel that they are less proficient in the area of public communication should not be wor- ried that this would somehow disadvantage them in 1062 Problems and Dilemmas in Bioethics terms of grading. Level: Introductory. Class limit: 10. Faculty: Lakey, Heather Lab fee: none. Meets the following degree requirements: HS Bioethics studies ethical problems that occur in 1064 College Seminar: Practical Skills in Com- medical practice and the life sciences. Contemporary munity Development bioethics is an expansive and fundamentally interdis- ciplinary field, but this course will consider key dilem- Faculty: Beard, Ron mas in bioethics from a philosophical perspective. We Meets the following degree requirements: W will begin by reviewing dominant ethical frameworks, In rural areas throughout the world, citizens, non- including teleological ethics, deontological ethics, profit leaders, agency staff, and elected officials COLLEGE OF THE ATLANTIC CATALOG 2018-2019 77 are coming together to frame complex issues and duties to animals, and our duties to one another. This bring about change in local policy and practice. This course will familiarize students with the influential course outlines the theory and practice of community frameworks of moral philosophy, and it will encour- development, drawing on the instructorís experience age students to apply these frameworks to specific with the D'thchas Project for sustainable commu- moral problems. Students will be evaluated on class nity development in the Highlands and Islands of participation, weekly writing assignments, a midterm Scotland, Mount Desert Island Tomorrow, and other exam, a final paper, and a presentation. Level: Intro- examples in the literature. In short, community ductory. Prerequisites: None, but students should be development allows community members to frame prepared to engage difficult, philosophical texts and issues, envision a preferred future, and carry out to discuss these texts in class. Class limit: 15. Lab fee: projects that move the community toward that pre- $20. ferred future. By using writing as processóprewriting, writing, and rewritingóto frame and communicate complex public issues, students gain practical skills 1066 Tutorial: Writing Structures in listening, designing effective meetings, facilita- Faculty: Kozak, Anne tion, project planning and developimng local policy. Meets the following degree requirements: W Readings, discussions, and guests introduce students This tutorial examines not only the structural parts of to community development theory and practice. writingóthe sentence, paragraph, and whole textóbut Class projects are connected to community issues on also how these contribute to writing effective exposi- Mount Desert Island. By writing and revising short tory, analytical, and argumentative essays. Using papers, students can reflect on class content, com- short news stories or op ed pieces, students examine munity meetings, newspaper stories, and reading how the individual parts of the sentence and the assignments. Evaluation will be based on preparation sentences within a paragraph convey the writerís for and participation in class discussion, several short message to the intended audience. Such structural papers, participation in field work, and contribution analysis requires understanding grammar from to a successful group project. This class meets the parts of speech to kinds of sentences and learning first-year writing requirement. Level: Introductory. to recognize how these combine to create meaning. Prerequisites: None. Class limit: 12. Lab fee: None. Evaluation is based on studentsí effort and quality of writingóthat quality is reflected in a portfolio which 1065 Philosophies of Good and Evil includes grammar exercises, analyses of grammatical structure, and short written pieces. Level: Introduc- Faculty: Lakey, Heather tory. Prerequisites: Permission of instructor. Class Meets the following degree requirements: HS limit: 5. Lab fee: None. Good and evil are timeless topics and they have motivated centuries of philosophical thinking. Although the terms "good" and "evil" are commonly 1068 Breakthroughs in Creative Nonfiction: used across a range of discourses, they are ambigu- Wright/Rankine/Nelson ous, equivocal, and contested concepts. In an effort Faculty: Greenberg, Arielle to clarify our ideas about good and evil, this course Meets the following degree requirements: provides a broad overview of the issues, arguments, In this literature seminar, we will look at three inno- and debates that shape philosophical ethics. Guiding vative contemporary writers who began their careers questions include the following: What are the origins as poets and shifted over time toward creative non- of good and evil? What makes an action right or fiction, helping to forge the popular new sub-genre of wrong? Why do we act morally? What should we do ìlyric essayî in the process. Through reading the work with someone who commits a horrific act? Who de- of Maggie Nelson, Claudia Rankine and C.D. Wright, cides what counts as a horrific act? Is evil an outdated we will be able to think about current trends and or relevant concept? Do the concepts of good and evil aesthetics in American literature, and also about key help or hinder moral thinking? To critically explore topics in our political landscape. Each of these three the concepts of rightness, wrongness, goodness, and writers have developed a signature style but also badness, we will move between fiction and philo- share much in common, and we will use their work to sophical treatises. We will read works by key thinkers think about what it means to take a queer approach including St Augustine, Niccolo Machiavelli, Immanuel to genre, how we might write about identity and Kant, Friedrich Nietzsche, Hannah Arendt, Jean-Paul power at the beginning of the 21st century, and what Sartre, Simone de Beauvoir, Flannery O'Connor, fusing new forms can do for our own art-making. We James Baldwin, William Golding, Sherman Alexie, will read volumes of work by each writersópossibly Rosalind Hursthouse, and Cornel West. Along the including Jane: A Murder, Bluets and The Argonauts way, we will study deontology, utilitarianism, natural by Nelson; Donít Let Me Be Lonely and Citizen by law ethics, virtue ethics, ethical relativism, feminist Rankine; and Deepstep Come Shining, One Big Self, ethics, existentialism, and nihilism. In addition, we and One with Others by Wrightóand respond to them will unpack the ethical arguments that orbit concrete in both critical and creative ways. Students will be val- topics such as execution, murder, abortion, moral uated based on the quality of completed assignments character, racial injustice, pornography, prostitution, and particpation in class discussion. Level: Intermedi- 78 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 ate/Advanced. Prerequisites: Students would ideally poetry, from the personal to the political. We will look have experience in the writing and literary analysis of at the intersections between poetry and social action, creative nonfiction. Class limit: 15. Lab fee: None. including Adrienne Richís discussion of the politics of metaphor, Rafael Campoís exploration of the con- nections between poetry and medicine, and Claudia 1069 Ethnographic Writing Rankineís examination of race in America. Integral to Faculty: van Vliet, Netta this course is the study and practice of writing as a Meets the following degree requirements: W HS process (musing, writing, revising, editing). Students Ethnographic writing, literally the ìwriting of a will write about poetry and will participate actively in people,î is anthropologyís primary disciplinary mode peer review. Class work will include discussing course of representation, based on participant-observation readings, analyzing the relationship between form fieldwork. Early ethnographies were usually written and meaning, studying the role and value of poetry by European and American anthropologists about in American culture, and engaging in peer review. people they had studied in far away places. In the Written work will include three short essays, an 1970s and on, critical questions about representation argumentative essay rooted in research about why began to challenge assumptions about ethnographic poetry matters, and a visual presentation. Students work, raising questions about objectivity, transpar- will be evaluated on class participation, written as- ency, and the relationship of the ethnographer to the signments, writing process, peer review, and pre- people and place about which he or she is writing. sentations. Course texts will include Mary Oliverís A This class will introduce students to a range of eth- Poetry Handbook, individual collections by a variety nographies in the discipline of anthropology, as well of contemporary American poets, and essays about as to the political, cultural, and intellectual contexts the role and relevance of poetry. Level: Introductory. in which these ethnographies were produced. At the Prerequisites: None. Class limit: 12. Lab fee: none. same time, we will consider epistemological, ethical, philosophical and methodological issues that such 1071 Fixing Elections: The Seven Deadly Sins of writing involves, including questions about repre- American Politics sentation and interpretation. In addition to classic ethnographies, we will also read some fiction, travel Faculty: McKown, Jamie writing, and journalism. We will consider questions Meets the following degree requirements: HS about how ethnographic knowledge is authorized, This course will be an in-depth survey of contempo- how assumptions about interpretation shape ethno- rary flashpoint issues involving the design, admin- graphic writing, and the relationship between author istration, and regulation of politics and elections in and reader. Students will be asked to experiment the United States. Each week we will tackle a relevant with ethnographic writing themselves, through a controversy by examining its history, the stakehold- series of short writing assignments as well as a final ers involved, and the pros and cons of the relevant project. The course is designed to allow students to alternative reform measures that have been pro- workshop their own writing. Students will be evalu- posed. Topics covered in a given term will vary based ated on the development and improvement of their on changing external factors such as the timing own writing over the course of the term, as well as of elections and the local salience of topics. Likely on their ability to critically evaluate and closely read areas that will be covered include: campaign finance ethnographies as texts, and on their engagement reform, gerrymandering, instant runoff voting, elec- with their peersí writing, considering elements such tion technologies, voter suppression, alternative as authorial voice, the nature of characterization, and governmental models, the electoral college, party the overall movement of a text. Level: Introductory. primaries, campaign communication regulation, Prerequisites: Permission of instructor. Class limit: government funding of elections, nationalization of 12. Lab fee: $15. election standards, etc. While the emphasis of the class will be on the US context, we will often draw on 1070 College Seminar: Poetry as Art and Social international case studies as comparative reference Action points to assist in evaluating possible policy alterna- tives. The course will follow a seminar design with Faculty: Donovan, Martha a heavy emphasis on in-class discussion along with Meets the following degree requirements: W some additional lectures, group presentations, struc- In his book How to Read a Poem: And Fall in Love tured debates, and guest speakers. Evaluation will with Poetry, the poet Edward Hirsch writes: "Reading based on class participation, short-form assignments, poetry is an adventure in renewal, a creative act, a student presentations, and a final written project in perpetual beginning, a rebirth of wonder." With this the form of a position paper. The course is open to idea as our starting point, we will read (and fall in students of all interests, and familiarity with the US love with) a wide range of poems to unveil, investi- political system is not a prerequisite. Students should gate, celebrate, discuss, analyze, and respond to the see this course as a good starting point to familiarize art, craft, beauty, and power of poetry. In addition themselves with various aspects of American politics to studying the technique, forms, and traditions of while also providing the opportunity to work on craft- poetry, we will examine the transformative power of ing a focused policy proposal that responds to a con- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 79 temporary political controversy. It also serves as an Scientific Revolution to the present. Focuses on the excellent building block for students wishing to take ongoing debate about the role of science in West- more advanced classes in the areas of politics, policy, ern culture, the potential benefits and dangers of law, and advocacy. Level: Introductory. Prerequisites: scientific experimentation, the spiritual, religious, None. Class limit: 14. Lab fee: None. social and political issues that come about with the Ages of Discovery and Reason, and their treatment 1072 Political Communication in literature. Specific debates include concerns over what is "natural," whether knowledge is dangerous, Faculty: McKown, Jamie the perils of objectivity, and the mind/body dichot- Meets the following degree requirements: HS omy; works include Shelley's Frankenstein, Ibsen's This class will provide a broad introductory over- An Enemy of the People, Brecht's Galileo, Lightman's view of the history, practice, and core concepts that Einstein's Dreams and Naylor's Mama Day as well as encompass political communication through an short stories and poems. Writing-focus ed option. empirical examination of grounded applications of Level: Introductory/Intermediate. Prerequisite: Writ- such strategies primarily in electoral contexts. In ing Seminar I. Offered every two or three years. Lab order to capitalize on the salience of the Fall election fee: $10. Class limit: 15. cycle, the course materials will be based on a series of studies directly tied to electoral campaigns in the 2011 Nineteenth Century American Women United States. Instead of studying various theories of political persuasion in the abstract, we will extract Faculty: Waldron, Karen principles that commonly appear in political messag- Meets the following degree requirements: HS ing from both contemporary and historical examples. This course studies the American novel as written by In addition, we will examine current controversies women of the nineteenth century. It focuses on how in the field of political communication related to women's issues and styles change over the course of both ethical and legal considerations. Beyond the century, with its revolutionary economic, techno- their engagement with class sessions, students will logical, social and political shifts, as well as on endur- participate in two collaborative projects. The first ing questions. As we read from among the wide will involve tracking political persuasion techniques selection of nineteenth-century American women in campaigns that are occurring in real time during novelists (who outnumbered and outsold male the term. The second will involve students working authors) -- such as Rowson, Foster, Child, Cooke, in teams to produce their own political messaging Fern, Stowe, Phelps, Jewett, Chopin, and Gilman -- we materials for a hypothetical campaign. The overall consider how they have shaped the tradition of the goals of the course are three-fold. First, to provide novel and social values Americans encounter today. a broad survey of the history of political campaign Level: Introductory/Intermediate. Prerequisites: Writ- communication and advertising as it has developed ing Seminar I or signature of the instructor. Offered in the United States. Second, to confront some of the every other year. Class limit 15. pragmatic issues that go into producing messaging strategies for electoral candidates. Third, to help stu- dents cultivate a more critical approach to analyzing 2012 Personality and Social Development the political messages that they confront in their daily Faculty: Borden, Richard lives. The class will be highly interactive with discus- Meets the following degree requirements: HS ED sion being the primary mode of instruction. However, This course, part of the education sequence, provides there will also lecture components that provide the a theoretical and practical look at the emotional, historical basis for the case studies we are examining. cognitive, social, and behavioral development of Final evaluation will based on a combination of class humans. It covers the full life span of human devel- participation, several take home essay assignments, opment with some special concentration on school- the contemporary tracking assignment, and a final age children. Topics of prenatal development and creative project in which student produce their own personality disorders are also presented. In addition, campaign materials. The class is open to all students, the course focuses on several of the more popular regardless of their experience in politics or their learning, social-learning, and educational theories. knowledge of American history. It is well suited for During the first part of the course, readings are introductory students who are interested in politics, selected from original sources and discussed (e.g. human persuasion, and mass communication. How- Erikson, Freud, Adler, Gilligan). Later the discussions ever, it is also equally valuable for advanced students become directed more toward specific social and seeking to deepen their understanding of political development issues (e.g. sex roles, the family, educa- persuasion. Level: Introductory. Prerequisites: None. tion, personal growth, death and dying). Participation Class limit: 15. Lab fee: none. in the discussions and three papers are required. Offered every year. Level: Introductory. Prerequisites: 2010 Literature, Science, and Spirituality none. Class limit: 15. Lab fee: $20. Faculty: Waldron, Karen Meets the following degree requirements: HS A survey of Anglo-American literature from the 80 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 2013 Philosophy of Nature the first time there was a national literature, resulting Faculty: Visvader, John from the capabilities of large publishing houses, ur- ban centers and mass production - but this national Meets the following degree requirements: HS literature was acutely self-conscious of regional dif- Because of the number of serious environmental ferences, and especially of the tension between city problems that face the modern world, the theories and country. As writers tried to paint the American and images that guide our interaction with nature landscape in literature, their works subsumed major have become problematic. This course examines social issues to place and formal arguments about various attempts to arrive at a new understanding the true nature of realistic description. Examining of our role in the natural world and compares them works that portray factory towns, urban tenements, with the philosophies of nature that have guided midwestern prairies, New England villages, and the other peoples in other times and other places. Topics broad spectrum of American landscapes, we look at range from taoism and native american philosophies how a complex, turbulent, multi-ethnic, and simul- to deep ecology and scientific ecological models. taneously urban and rural American culture defined Readings include such books as Uncommon Ground, itself, its realism, and thus its gender, class, race, and Walden, and Practice of the Wild. Level: Introductory/ social relations and sense of values, against these Intermediate. Offered occasionally. Class limit 20. landscapes. There are two extra, evening classes during week 7 (Short Fiction Week), and a modest lab 2015 The Age of Reason and the Enlightenment fee. Evaluation is based on weekly response papers, two short papers, and a short fiction project, as well Faculty: Little-Siebold, Todd as class participation. Introductory/Intermediate. Meets the following degree requirements: HS HY Prerequisite: Writing Seminar I (or the equivalent). This course represents a contextual approach to the Class limit: 15. study of the history of philosophy and combines the critical evaluation of philosophical theories with an examination of the cultural conditions which either 2019 Community Planning and Decision Making influence or are conditioned by them. The course Faculty: Borden, Richard; Mancinelli, Isabel examines the crucial role played by the philosophies Meets the following degree requirements: HS and institutions of 17th and 18th century Europe in Albert Einstein once observed that "no problem can forming the nature of the modern world and focuses be solved from the same consciousness that created in particular on those aspects of the culture that are it. We must learn to see the world anew". If Einstein's of special concern to contemporary critics of mod- idea is accurate about how humans understand ern culture. The work of Bacon, Hobbes, Descartes, the universe, it is likewise true of how we plan and Locke, Berkeley, Hume, and Kant are examined in the manage our relationships with the environment. One context of the development of the scientific, indus- of the primary aims of human ecology is to explore trial, and democratic revolutions. Level: Introductory/ new ways to envision human environment relations. Intermediate. Class limit: 20. Within its integrative perspective, scientific knowl- edge and human aesthetics can be combined in ways 2016 Chinese Philosophy that enrich human communities as well as value and protect the rest of the living world. The purpose of Faculty: Visvader, John this course is to provide students with a foundation Meets the following degree requirements: HS of theory and practical skills in ecological policy and This is a course in the study of Chinese philosophy community planning. A broad range of ideas and and culture. The philosophies of Confucianism, Tao- methodologies will be explored. Using real examples ism, and Buddhism are examined in detail and their of current issues - such as sprawl, smart growth, influence on the arts and culture of China is explored. gateway communities, watershed based regional Eastern and western views on nature, human nature, planning, land trusts, and alternative transportation and society are compared and contrasted. Level: systems. We will be joined by the actual leaders of Introductory/Intermediate. Prerequisites: none. Class these changes locally and state wide in Maine. We will limit: 20. Offered every other year. also examine emerging methodologies that empha- size participatory planning, community capacity- building, and empowering marginalized groups. 2017 City/Country: Literary Landscapes 1860- These models and ideas will be further compared 1920 with prominent approaches and case studies from Faculty: Waldron, Karen elsewhere around the country. As a part of current Meets the following degree requirements: HS ideas about community planning and policy, the This class focuses on American fiction from the course also introduces small group collaboration realist/naturalist period (roughly 1860-1920), a time techniques, and the use of computers to enhance when enormous changes were occurring in and on complex decision processes. A field component will the American landscape. Increasing urbanization, im- take advantage of varied external opportunities migration, and industrialization corresponded both including town meetings, conferences, and public with a desire for 'realistic' fiction of social problems, events. Evaluations will be based on class participa- and nostalgic stories of a more 'realistic' rural life. For tion, several short research papers, and end of term COLLEGE OF THE ATLANTIC CATALOG 2018-2019 81 small group projects. Level: Introductory/Intermedi- of experiential learning. A second will be provided ate. Class limit: 20. Lab Fee: $40. by an independent project or activity developed for each student based on the student's interests. This independent project will include a practicum experi- 2020 Geographic Information Systems I: Foun- ence in some institutional setting that might be a dations & Applications class room (e. g. an art class at the local university), Faculty: Longsworth, Gordon a bakery, an internet cafÈ, a church group, or some Meets the following degree requirements: other place for social service or other work relevant Ever-rising numbers of people and their impact on to a student's interests. This practicum experience the Earth's finite resources could lead to disaster, will involve weekly activities during the term and not only for wildlife and ecosystems but also for hu- more intensive work during the last three weeks. man populations. As researchers gather and publish Evaluation will be based on participation in weekly more data, GIS becomes vital to graphically revealing class discussions and on weekly reflective papers the inter-relationships between human actions and written in Spanish. Level: Introductory/Intermediate. environmental degradation. Much of what threatens Class limit: 12. Lab fee: TBA the earth and its inhabitants is placed-based. Solu- tions require tools to help visualize these places and 2024 Introduction to the Philosophy of Mind prescribe solutions. This is what GIS is about. Built Faculty: Visvader, John on digital mapping, geography, databases, spatial analysis, and cartography, GIS works as a system to Meets the following degree requirements: HS enable people to better work together using the best Despite the efforts of thousands of years of study information possible. For these reasons, some level and speculation we still do not have a clear and of competency is often expected for entry into many coherent conception of the nature of the mind and graduate programs and jobs, particularly in natural its relation to the body. This class serves as a basic resources, planning and policy, and human stud- introduction to critical thinking by examining in detail ies. The flow of this course has two tracts, technical several contemporary theories of the mind and the and applied. The course begins with training in the kinds of puzzles and paradoxes they produce. It also basics of the technology. Then, skills are applied to serves as a basic introduction to philosophy as the projects that address real-world issues. Project work problem of the mental involves issues in ethics, meta- composes the majority of course work and each physics, logic, religion as well as the allied sciences of student has the opportunity to develop their own psychology, neuro-physiology and cognitive science. project. Because GIS provides tools to help address Discussion oriented. Two take home exams and class many kinds of issues, GIS lends itself well to the participation. Level: Introductory/Intermediate. Pre- theory of thinking globally and acting locally. Proj- requisites: None. Class limit: 15. Lab fee: none. ects often utilize the extensive data library for the Acadia region developed by students since the lab was founded in 1988. The GIS Lab acts as a service 2038 Gender, Politics & Nature in Folk/Fairy Tales of the World provider to outside organizations and students can tap into the resources of a broad network of groups Faculty: Turok, Katharine and individuals working towards a more sustainable Meets the following degree requirements: HS future. Course evaluations are partially based on Why do fairy tales capture the attention of adults and the on-time completion of exercises and problem children all over the world and endure in popular sets. Most of the evaluation is based on critique of literary and cinematic forms? What do they reveal to student independent final project work and related psychologists, biologists, historians, linguists, artists, documentation. Level: Introductory/Intermediate, anthropologists, and educators? Do they politicize Pre-requisites: Basic computer literacy. Class Limit: 8. or de-politicize? socialize or subvert? What is the Lab Fee: $75. postfeminist, postmodern response to the Brothers Grimm? What do fairy tales convey about animal 2021 Immersion Practica in Spanish and Yu- behavior, entomology, and cosmology? How might catecan Culture the tales shape human limitations, moral values, and aspirations? This course will explore the storytelling Faculty: Cox, John Gray and re-telling of literary, cultural, and scientific stories Meets the following degree requirements: from a comparative perspective, imagining their This course is intended to provide students with an interpretations and how they may be re-told with an immersion experience in the language and culture eye toward new understandings of human inter- of Spanish speakers in the Yucatan Peninsula. The relationships, of a given sociohistorical moment, the objectives are to increase their abilities to navigate culture of COA, and the larger culture. Students will the linguistic and cultural terrain of another society read folklore and fairy tales, view several films, and in sensitive, ethical, and effective ways. Class ses- discuss essays by writers such as Cristina Bacchilega, sions, visiting lecturers, field trips, and readings will Bruno Bettelheim, Ruth Bottigheimer, Michel Butor, provide background on the history and anthropology Italo Calvino, Robert Darnton, Claude LÈvi-Strauss, of Yucatecan culture. Immersion experiences and Maria Tatar, and Jack Zipes. Contemporary works living with a family will provide one important source by writers, visual artists, and musicians inspired by 82 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 traditional tales will also be explored. Writers may Where is the largest population of humpback whales include Margaret Atwood, A.S. Byatt, Angela Carter, in the world, the largest caribou herd in North Amer- Robert Coover, Michael Cunningham, Neil Gaiman, ica, the only confirmed Viking settlement in North Tanith Lee, Naguib Mahfouz, Haruki Murakami, Helen America, and Paleozoic water bottled for consump- Oyeyemi, Ludmilla Petrushevskaya, Francine Prose, tion? The remote Canadian province of Newfound- and Anne Sexton. Reflections may center on recur- land and Labrador presents a stunning landscape, rent motifs and patterns; and social, sexual, moral, an astoundingly rich ecological setting, and a tragic scientific and political content, with emphasis on history of poverty amidst an incredible natural re- race, gender, and class structure. Students will be source, the northern cod fishery, that was ultimately evaluated on two short papers; one creative project destroyed. The province has been alternately invaded that may be expressed in writing, visual art, music, or or occupied by different groups of Native Americans dance; and a final written assignment in any gen- along with Norseman, Basques, French, British, and reópoems, plays, fiction or nonfiction. Level: Intro- the U.S. military, because of its strategic location ductory/Intermediate. Class limit: 15. and rich fishing and hunting grounds. One of the first and one of the last British colonies, this rich- 2043 Conflict Resolution Across Cultures est of fisheries produced a very class based society, composed of a wealthy few urban merchants and Faculty: Cox, John Gray an highly exploited population of fishing families Meets the following degree requirements: HS often living on the edge of survival. But within the How does conflict arise and how can we best deal past 50 years, Newfoundland society has been with it? This course combines a study of some major forced to evolve. The provincial government looks theoretical perspectives with lab work practicing skills towards oil and mineral exploitation to turn around and disciplines associated with different traditions the economy, while ex-fishermen consider eco- and of conflict resolution, conflict transformation and cultural tourism with growing ambivalence. This peacemaking. We will look at case studies at the then is our setting, and background, for an intense intrapersonal and interpersonal through global levels examination of the human ecology of this province; and in a variety of cross-cultural settings. The goals the relationship between humans and their environ- of the course are to help each student: 1. develop the ment, sometimes successful, sometimes otherwise, skills to better observe, analyse, participate in and the struggle between the tenuous grasp of civiliza- reform practices and institutions that people use to tion and this marvelous, terrible place. To do this we deal with differences; 2. collaborate in teams in doing will discuss various readings, examine case studies the research and planning needed to undertake such and review the natural and human history of this work effectively; and 3. collaborate in teams to train unique province. Our learning will culminate with a others in such skills. The formats of the class will two-week trip to Newfoundland to examine its issues alternate between lectures, discussions, films, role firsthand. Evaluation will be based on class and field plays, group exercises, interviews with guest visitors, trip participation, responses to reading questions, a and other activities to practice skills and reflect on ex- field journal, and a final project. Level: Introductory/ periences. Readings for the course will include: "Get- Intermediate. Prerequisites: Signature of Instructor. ting to Yes: Negotiating Agreement Without Giving In" Lab fee: $850. Class limit: 14. by Bruce M. Patton, William L. Ury, and Roger Fisher; "Preparing for Peace: Conflict Transformation Across 2052 Popular Psychology Cultures" by John Paul Lederach; and a selection of other short texts. In "methods groups", students will Faculty: Borden, Richard form teams that will study a method of dealing with Meets the following degree requirements: HS differences (e.g. mediation, facilitation, non-violent Humans have an inherent need to make sense of direct action, meditation, nonverbal communication, their lives. Their search may be simply to improve ev- gaming strategies, etc.) and offer the rest of the class eryday experience or it may involve a life-long quest a training session on this. Students will be evaluated for meaning and wisdom. Nonetheless, in every age, on: 1. ways in which their class participation, home- they have found written advice to address these work, methods group trainings, personal training perennial needs: ranging from the Bhagavad-Gita manual, and final reflective essay demonstrate prog- and the Bible, through Marcus Aurelieus' Meditations ress on the three course goals; 2. the ways they make and Ralph Waldo Emerson's Self-Reliance AF to the appropriate use of the theories and methods studied ever-popular, self-help book. In the past half-century in the course; and 3. the clarity and effectiveness of of the New York Times' Best Sellers List, there has their oral and written presentations. Level: Introduc- usually been one or more popular psychology books tory/Intermediate. Prerequisites: none. Class limit: on the list. Hundreds of millions have been sold and 15. Lab fee: $25. read. Some focus on how to improve relationships, raise children, or build wealth; others promise ways to discover happiness, expand memory, or find a 2049 Marvelous Terrible Place: Human Ecology deeper self. Their authors may be serious scholars, of Newfoundland well-known psychologists, insightful leaders, or Faculty: Todd, Sean shallow self promoters. The purpose of this course Meets the following degree requirements: HS is to critically examine the literature of popular COLLEGE OF THE ATLANTIC CATALOG 2018-2019 83 psychology: to explore why people are or are not so 2057 Fail Better: Writing Short Fiction drawn to this literary genre and to analyze its deeper Faculty: Mahoney, Daniel psychological significance. A further goal is to evalu- ate how and when they do work or why they don't. Meets the following degree requirements: HS These questions will be guided by an in depth evalu- This course will serve as a workshop both for creating ation of the implicit structure of each book, as well our own short fictions as well as a forum for reading as a comparative mapping of it within the theories and responding to work by established authors. As a and methods of professional psychology. In order class we will get down to business; we will read and to investigate a broad cross-section of styles and discuss amazing short stories and amazing authors; themes, we begin with several 'classic' popular books we will learn how to offer constructive criticism of as a common foundation. Thereafter, we move on each otherís work; and we will write, we will write, to more varied approaches within small groups and we will write. Class meetings will combine analysis individually. Evaluations will be based on participa- of published work with a discussion of how indi- tion in class discussions, several short papers, shared vidual writers approach their craft. We will study the book reviews, and final paper comparing popular and conflict, character, plot and music of prose. The focus academic psychology. Level: Introductory/Intermedi- of this class will be literary fiction. I define literary ate. Class Limit: 15. Lab fee: $25 fiction as work that is concerned not just with what happened, but why it happened. It is character driven and explores the motivations, desires, drives and 2055 Writing Seminar II: Argumentation consequences of the complex human experience. It Faculty: STAFF is the stuff of life. Representative authors: Jorge Luis Meets the following degree requirements: W Borges, Julio Cort-zar, Amelia Gray, Makoto Kawa- A logical sequence to Writing Seminar I, this course bata, Gish Jen, Hemingway, Flannery OíConnor, Milan emphasizes argument and persuasion. The assigned Kundera, Mary Gaitskill, James Baldwin, Junot Diaz. readings show students not only how others pas- Students are expected to create four shorter and one sionately and creatively argue points but how argu- longer piece of fiction, respond to published writers, ment and persuasion are integral to writing effective lead weekly discussions, participate in class response to fellow writers, and to revise their own work in papers on topics ranging from the need to diversify the student body to protecting Atlantic salmon. Like substantive ways. Level: Introductory/Intermediate: Writing Seminar I, this course also requires library Prerequisites: None. Course limit: 12. Lab fee: none. research and an understanding of different forms of documentation. Level: Introductory/Intermediate. 2060 Philosophies of Liberation Prerequisites: none, Offered every year. Class limit: Faculty: Cox, John Gray 12. Meets the following degree requirements: HS What is freedom, why might it be of value, how might 2056 Constitutional Law: Civil Rights and Liberties it be obtained, and what consequences might libera- Faculty: Seddig, Robert tion have for individuals, classes, genders, ethnic Meets the following degree requirements: groups, races, nationalities or species? In a wide This course on U.S. constitutional interpretation fo- variety of political, social, religious and cultural move- cuses on civil rights and liberties especially since the ments, the notion of freedom as achieved by some kind of liberation is a central theme - and an essen- "Due Process Revolution of the 1960s" and will em- phasize the Bill of Rights and the 14th Amendment tially contested concept which means quite different using landmark Supreme Court decisions. Topics things to different people. This course focuses on include: speech, press, expressive conduct, religious the philosophical tasks of sorting out those different liberty, race-based and gender-based discrimination, meanings and critically analyzing the frameworks of personal autonomy (such as privacy and right to die), ideas people use to make sense of their notions of and reproductive rights, marriage equality, and the freedom and projects of liberation. It will adopt an rights of the accused. With sufficient enrollment, all intellectual history approach that will include plac- students will participate in a moot court (simulated ing the texts in their social and historical as well as Supreme Court) decision, arguing a case currently philosophical contexts. Readings will include works pending before the U.S. Supreme Court. Student from Gandhi, Paulo Freire, and writers from the open source and creative commons movements as well evaluation will be based upon written quizzes, short papers, case briefing (case summary writing), and the as selections from feminist, Buddhist, neo-liberal, moot court decision (either a lawyer's brief or jus- Marxist, existentialist, and other traditions. Goals of tice's opinion). This course is appropriate for students the course are: 1.) to develop students' philosophical interested in rights advocacy, rights activism, diver- skills in the interpretation of texts in their historical sity studies, public policy, and legal studies. Level: context and the critical analysis of frameworks of Introductory/Intermediate. Prerequisites: none. Class ideas, 2.) to develop their critical understanding of limit: 15. Lab fee: none. alternative visions of freedom and liberation, and 3.) to develop their abilities to communicate sophisticat- ed philosophical analysis in written and oral forms. Evaluations will be based on the demonstration of 84 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 progress on these goals in class discussion, home- ing, reports from human rights NGOs, first person work, short and medium sized papers and problem accounts and one novel. Class sessions will involve sets. Level: Introductory/Intermediate Prerequisites: discussions led by me and at times by students, small none. Class limit: 15. Lab fee: $20. group discussions between students and occasional guest presenters. The class will travel to Portland or Lewiston to meet with refugees from places in which 2061 Indigenous America bias motivated violence has been significant. Level: Faculty: Little-Siebold, Todd Introductory/Intermediate, Prerequisites: None. Class Meets the following degree requirements: HS HY limit: 15. Lab fee: none. This course will provide an introduction to the his- tory of indigenous peoples in the Americas. Using 2072 Sex, Gender, Identity and Power a seminar style the class will combine some over- view lectures, student-led discussion of books, and Faculty: Lakey, Heather project-based learning to provide an initial introduc- Meets the following degree requirements: tion to the diverse histories of native peoples from This course offers an overview of feminist and queer Canada to the Andes. The course will focus on both thinking. The purpose of this course is two-fold. First, pre-contact societies as well as the processes of inter- it will provide a snapshot of the ideas, traditions, and action between Europeans and indigenous peoples debates that shape feminist and queer philosophy. in the Americas. Using a selection of case studies Second, this course will teach students to critically the course will highlight building an understanding interrogate the meaning of sex, gender, sexuality, of indigenous worldviews as well as socio-political power, and oppression. Along the way, we will con- organization and the ways both were transformed by sider a host of arguments regarding the sources of colonialism. A range of books will introduce students sexism, racism, and heteronormativity, the grounds to the ethnohistorical literature on native communi- of sexual dimorphism, and the relationship between ties from Mesoamerica, North America, and the An- subjectivity and oppression. Although this course des. A simultaneous component of the course will be will stress the many ways feminist theory and queer studentís research projects on a topic of their choos- theory overlap, we will also consider the emergence ing that explores a dimension of native peopleís and development of queer philosophy as a distinct histories. Students will be evaluated on attendance, and unique discipline. Some of the principal ques- course participation, short analytical essays, and tions for this course include: Which categories are their final project. Level: Introductory/Intermediate. used to study the human being and when are these Prerequisites: none, however, student without any categories potentially oppressive or violent? When is background in history should expect to invest extra language a mechanism for social and political oppres- time with the readings and writing assignments. Class sion and when does language facilitate liberation? limit: 15. Lab fee: none. How do multicultural, intersectional, transgender, and queer approaches inform feminist politics? How do queer philosophers challenge the theoretical or- 2063 Hate Crimes in the Contemporary US and thodoxies of identity, gender, and sexuality? Students Europe will be evaluated on weekly writing assignments, a Faculty: Wessler, Steve presentation, a midterm exam, and a final paper. Meets the following degree requirements: This will be a discussion-driven course and students Students will learn what causes bias motivated should be prepared to engage and discuss philo- violence in schools and communities, how to develop sophical literature. Level: Introductory/Intermediate effective prevention strategies, how to reduce police Prerequisites: None. Class limit: 12. Lab fee: $15. violence toward traditionally targeted groups, and why hate crimes have such destructive impacts on in- 2074 Philosophy of Death and Dying dividuals and communities. The course will focus on Faculty: Lakey, Heather hate crimes and police and community response in the US and in Europe. The students will examine their Meets the following degree requirements: HS own ethnic, racial, gender, sexual orientation and reli- This course philosophically explores the concepts of gious identities as victims and/or perpetrators of bias death, dying, killing, and life. Topics include the soul, and violence. The course will examine bias and vio- the afterlife, euthanasia, physician-assisted suicide, lence in Europe toward traditionally targeted groups evolving medical definitions of life and death, hospice such as LGBTQ, Muslim, Jewish, migrant and Roma and end-of-life care, the ethics of killing, biotechnolo- people. Finally, the course will examine approaches gies, and cross-cultural conceptions of death and to reducing bias motivated violence by police toward grief. Although this course is primarily grounded in groups such as blacks, Muslims and Roma. Students the Western philosophical and bioethical traditions, will be evaluated based on short written responses to we will also consider non-Western perspectives in an readings, in-class discussion, two papers and a final effort to both clarify and complicate our conceptions project. The final project will explore some aspect of of death and dying. The purpose of this course is not bias motivated violence through persuasive writing, to articulate conclusive answers, but rather to compel fiction, poetry, art, photography/film, advocacy or in- students to think philosophically about the many pro- terviews. Course readings will include scholarly writ- found questions that arise in the face of death. This COLLEGE OF THE ATLANTIC CATALOG 2018-2019 85 is a discussion-based course and students should be "Do the Right Thing," "Slacker," "Pulp Fiction" "Clue- prepared to engage and discuss challenging philo- less," and "The Year That Punk Broke," and essays sophical literature. Students will be evaluated on and theory by Lisa Chamberlain, Kurt Anderson, the basis of weekly writing assignments, a midterm, Elizabeth Wurtzel, Francis Fukuyama, bell hooks and a final, and class participation. Level: Introductory/ more. Students will be evaluated based on participa- Intermediate. Prerequisites: None. Class limit: 15. Lab tion in classroom discussion and a series of smaller fee: None. assignments which serve as building blocks toward a final independent research project, and on that final project itself. Level: Introductory/Intermediate. 2076 Life Stories: Memory, Family, and Place Prerequisites: None. Class limit: 12. Lab fee: none. Faculty: Donovan, Martha Meets the following degree requirements: 2078 College Seminar: City/Country in U.S. Lit- One of the deepest human instincts is to tell our life erature 1860-1920 stories, to figure out who we are. This course will use a workshop approach with a particular focus on Faculty: Waldron, Karen memoir writing rooted in an exploration of family Meets the following degree requirements: W HS and place. We will study the writing process and mat- This class focuses on U.S. fiction from the realist/ ters of craft by reading and responding to memoirs naturalist period (roughly 1860-1920), a time when by contemporary writers (e.g., Terry Tempest Wil- enormous changes were occurring in and on the U.S. liamsí When Women Were Birds: Fifty-Four Variations landscape. Increasing urbanization, immigration, and on Voice), practical guides to memoir writing (e.g., industrialization corresponded both with a desire for Bill Roorbachís Writing Life Stories), and essays on ërealisticí fiction of social problems, and nostalgic memoir and memory (e.g., Patricia Hamplís I Could stories of a more 'realistic' rural life. For the first time Tell You Stories: Sojourns in the Land of Memory). there was a national literature, resulting from the Class time will include discussion of readings, writing capabilities of large publishing houses, urban centers exercises designed to help students with matters of and mass production ó but this national literature language and technique in their own writing, and was acutely self-conscious of regional differences, group critiques of work-in-progress. Student work and especially of the tension between city and will be publicly shared through a reading and exhibit country. Examining works that portray factory towns, on campus. Students will be evaluated on the effort urban tenements, midwestern prairies, New England and quality of their writing, their commitment to the villages, and the broad spectrum of U.S. landscapes writing process, their participation in peer review and of the period, we look at how a complex, turbulent, workshops, a final portfolio of all their writing, and multi-ethnic, and simultaneously urban and rural a public presentation of their finished work. Level: American culture defined itself, and thus its gender, Introductory/Intermediate Prerequisites: None. Class class, race, and social relations, and sense of values, limit: 12. Lab fee: $20. against these landscapes. There is a strong empha- sis on reading, writing, and discussion. Students 2077 The Dream of the 90s: Alt.Culture in will write and revise three critical analyses over the course of the term. Given that the class covers a lot America of intellectual and historical ground, students will Faculty: Greenberg, Arielle also do a short fiction project and develop a research Meets the following degree requirements: paper on their author, landscape, and historical mo- Much contemporary "underground" youth culture ment. Evaluation will be based on class participation, has roots in the socio-political moment of the 1990s. the writing process for the critical analyses, and the One could argue that the mainstreaming and co- proposal, presentation, and research paper for the opting of subcultures like grunge and hip hopóand short fiction project. Level: Introductory/Intermedi- the styles, gatherings and cottage industries they ate. Prerequisites: None. Class limit: 12. Lab fee: spawnedóbegan a newly rapid cultural cycling under none. which we still operate. Contributing to this pace in the 90s was the rise of online communities, as well 2081 Postcolonialism and Psychoanalysis as zines, mix tapes and other forms of gathering and networking. In this American/cultural studies Faculty: van Vliet, Netta course, youíll consider some of your current values Meets the following degree requirements: HS and passions through this historical/theoretical lens. The course considers the definition of the human Weíll consider what helped bring the "alternative" by bringing together the field of postcolonial studies and "postmodern" to the mainstream--and what that with the field of psychoanalysis. Both postcolonial means for us today. Weíll study films, music, sites studies and psychoanalysis engage questions of and momentsófrom riot grrrl to MTV, Al Gore to Kurt sexualized and racialized difference in the context of Cobain, Seattle to Compton, Earth Day to the Gulf 20th century Europe and the legacies of colonialism. War to the AIDS crisis--that shaped the 90s and are Postcolonial studies and psychoanalysis both also still very much alive in current "Portlandias." Poten- contend with notions of individual and collective well- tial texts include COAís burgeoning zine collection, being, with belonging and exclusion. Psychoanalysis Douglas Couplandís novel Generation X, movies like is a colonial discipline which produced a form of 86 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 analysis that emerged in the time of colonialism. As 2083 Introduction to Journalism: Telling the such, psychoanalysis contributed to colonial notions Story of civilized and primitive, of man and woman, of nor- Faculty: Levin, Robert mal and abnormal, of Europe and its others. At the same time, however, contexts of anticolonial struggle Meets the following degree requirements: W in turn shaped psychoanalytic thought. By examining The main goal of this course is to guide students to texts central to these two fields, this course considers produce interesting, accurate, well-written, compel- how psychoanalytic thought can help us understand ling articles about people, processes, and events. the processes through which individuated subjects The course aims to give students an understand- become defined in terms of collective groups of ing of the principles of journalism, the structure of belonging such as the nation, and how filiation and journalistic writing, the techniques for identifying, family is connected to affiliation and nation, through sourcing, and gathering information, and insight into relations of affect and concepts of representational how news is disseminated and read, watched, or politics. We will begin with an introduction to the listened to in the digital age. Students will produce a inception of psychoanalysis in Europe, and examine number of short articles for the course, learning the how it travels and is taken up in Europeís colonies. basics of story development, interviewing, research, Drawing on postcolonial theory and literature, we and covering meetings and events. Students will be will learn about the historical emergence of the term tasked with thinking critically, understanding and ìpostcolonial,î the political and disciplinary debates to using news judgment, working collaboratively and which the term gave rise, and its relation to ideas of on their own, and developing skills for efficiency and nationalism, diaspora, Orientalism. Geographically, self-critique. They will be introduced to the history of we will examine examples of anticolonial struggle in journalism, the ethics and laws specific to the field, Algeria, India, and Palestine/Israel. Readings will fo- and the modern media landscape. Students will also cus on texts by Sigmund Freud, Jacques Derrida, the learn about visual journalism and will incorporate Subaltern Studies group, and scholars who directly both photography and videography into their work. engage with these thinkers, including Jacques Lacan, Areas covered will include public relations, broadcast Frantz Fanon, Edward Said, and Gayatri Spivak. media, print and online journalism, and social media. Students will be evaluated based on class participa- A final project in the course will include significant tion, reading responses, a mid-term essay and final research, along with the other skills in interviewing, paper. Level: Introductory/Intermediate Prerequi- observation, and documentation learned over the sites: Prior coursework in Literature, Anthropology or term. The course will include as guests professional related fields recommended; permission of instructor journalists, photographers, social media experts and required. Class limit: 12. Lab fee: $10. others. Students will be evaluated on the following criteria: participation in class discussions and peer review sessions, the quality of their reporting, and 2082 Choice, Chance, and Tragedy the effectiveness of their revisions. Level: Introduc- Faculty: Lakey, Heather tory/Intermediate. Prerequisites: None. Class limit: 12. Meets the following degree requirements: HS Lab fee: none. What makes a human life good? In this course we will consider how Plato and Aristotle's competing episte- 2084 European Political Institutions mologies produce different answers to this question, Faculty: Stabinsky, Doreen and we will debate the relationship between human character and "moral luck," or the elements of human Meets the following degree requirements: HS existence that humans do not control. In addition, we The European Union is a fascinating, ongoing will read the tragedies of of Aeschylus and Sophocles, experiment in international cooperation. Currently as well as Martha Nussbaumís more modern text twenty-eight countries have joined together in a The Fragility of Goodness to explore ancient Greek supra-national political and economic union, creat- responses to the question of human goodness. ing a political entity unique to a world of sovereign This course will familiarize students with major individual nation-states. This course focuses on un- trends in Greek philosophy and Greek ethics, and it derstanding this complex and evolving union through will provoke students to consider the relationship study of its main political institutions: the European between ancient Greek thought and contemporary Council of Ministers, the European Parliament, and ethical problems. Students will be evaluated on the the European Commission. We will look at the work- basis of weekly writing assignments, a presentation, a ings of and functional relationships between these in- midterm exam, and a final exam. Level: Introductory/ stitutions through readings, meetings with politicians, Intermediate. Prerequisites: None required, but stu- bureaucrats, and NGOs involved in European-level dents should be prepared to read dense, philosophi- politics, and visits to each of the institutions during cal texts. Class limit: 15. Lab fee: none. two weeks in Brussels. We will also spend some time in the course looking at the broader political and cultural context in which the institutions operate, through examination of several important current topics in European politics. Topics could include: refugees and migrants in Europe, the reauthoriza- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 87 tion of the Common Agricultural Policy, Brexit, the it take to ensure access to healthy, safe, affordable, rise of right-wing movements across countries in the culturally appropriate foods for all people? The first EU. Students will be evaluated based on participation part of the course critically examines capitalist food in class discussions, a reflective journal kept during systems with particular attention to the ways culture, their time in Brussels, and a presentation and final politics, and economics shape our interactions with essay on a current EU-relevant political issue of their food. Through readings and exercises, we explore choosing. Level: Introductory/Intermediate. Prereq- issues such as nutrition, worker safety, contested uisites: Prior French language instruction, permis- agricultural and land use policies, hunger, and envi- sion of instructor, and co-enrollment in 2-cr HS6015 ronmental and community health. The second part of Immersion Program in French Language and Culture. the course examines case studies of transformative Class limit: 12. Lab fee: 0. food movements around the world, from the Zero Hunger programs in Belo Horizonte, Brazil, to La Via Campesina global campaign for agrarian reform. We 2086 Politics and the Supreme Court focus particularly on food sovereignty and agroecol- Faculty: Seddig, Robert ogy movements. The final third of the course focuses Meets the following degree requirements: on transformative work in Maine and at COA. Stu- The U.S. Supreme Court has been called "the most dents take multiple field trips to participate in local powerful court in the world," and yet the founders re- movements and to learn about their philosophies, garded the judiciary as "the least dangerous branch" objectives, and activities. By the end of the course, of government, exercising "neither force nor will, but students will be able to analyze how power shapes merely judgment." (Alexander Hamilton) This seminar food systems and articulate a theory of change for will examine the three branches of the U.S. national addressing a food systems problem of their choice. government, with its primary focus on the Supreme Students are evaluated based on participation in Court. We will assess the relations among the class discussions and field trips, a series of reflection branches at the beginning of the twenty-first century, papers, and a final project including a paper and an asking whether separation of powers and 'checks audio-visual presentation. Level: Introductory/Inter- and balances' exist today. Added focus on executive mediate. Prerequisites: None. Class limit: 14. Lab fee: authority (including the increased use of execu- $15. tive orders by the President) and legislative powers (often under conditions of stalemate). Is the Supreme 2089 College Seminar: Oceans and Fishes Court supreme in its power? What does it do? Does the Supreme Court "interpret the law"? Does it, in Faculty: Little-Siebold, Todd fact, make public policy, by mediating conflicts over Meets the following degree requirements: W HY values and power at the national level? Was Hamil- This course will explore the rapidly expanding field of ton "wrong" in his projection of its role in American marine environmental history and historical studies national government? The Supreme Court in recent that focus on fish and fisheries. Students will learn years has been at the "storm center" of protracted about the history of oceans and fishes by looking at disputes on segregation, abortion, affirmative action, how historians and other scholars frame their works marriage and partnering, free exercise of religion, and make their arguments. We will explicitly compare and the death penalty. Can the Court resolve these methods, use of evidence and other aspects of differ- national disputes more easily than other governmen- ent disciplinary approaches to the topic to highlight tal institutions? And, if so, why? Is the Supreme Court the strengths and limitations of each approach. This resolution of disputes circumventing our "democrat- dimension of the class is particularly interesting ic" institutions? This seminar seeks to improve our because of the dynamic and interdisciplinary nature understanding of how the Supreme Court functions of scholarship right now that brings a wide range of and to develop our analytic skills about rival claims of research into dialogue. The course will focus inten- liberal or conservative ideologies at work. Main topics sively on helping students develop their own ideas include: judicial politics and appointments, jurisdic- and arguments in writing by focusing on writing as a tion, standing, collegial decision-making, adhering to process. Students will draft, write, revise and rewrite or undermining key precedents, judicial activism and several short analytical essays with an eye toward restraint, and the impact of judicial holdings. Evalua- clarifying their own argument, using text as evidence, tion will be based upon class participation, two short and writing clearly and cohesively. Students will also papers, and a research-based term paper. Level: be evaluated on their preparation for discussion and Introductory/Intermediate. Prerequisites: None. Class capacity to engage in a discussion-based exploration limit: 15. Lab fee: none. of the seminar readings. This course is appropriate for students with interest in history, community- based research, marine studies, and environmental 2087 Transforming Food Systems policy. Students who are just curious and interested Faculty: Collum, Kourtney in lots of things are also most welcome. Level: In- Meets the following degree requirements: HS troductory/Intermediate. Prerequisites: none. Class This course explores possibilities for transforma- limit: 12. Lab fee: $45. tive change across local and global food systems. The course centers on the questions: What would 88 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 2090 Postcolonial Studies and Psychoanalysis II forms in this course and practice writing in a hand- Faculty: van Vliet, Netta ful of them. The forms we will concentrate on during this workshop will be the Sonnet, Ghazal, Villanelle, Meets the following degree requirements: HS Pantoum, Renga, Zuihitsu, and the prose poem. Yes, This course considers the definition of the human the prose poem! You might be thinking: Why write in through a focus on scholarship in postcolonial these old timey poetic forms? That is a good ques- studies that has been informed by psychoanalysis. tion, one we will address on a weekly basis. Over the The course is the second in a sequence, following last seventy years, the debates over form have been Postcolonial Studies and Psychoanalysis I. While shaped in visceral ways, from ìrawî versus ìcooked,î the latter served as an introduction to the ways in ìacademicî verses ìbeat,î ìformalî verses ìantiformal.î which Postcolonial Studies and Psychoanalysis have This class is designed to deepen your knowledge of been brought to bear on one another, this course these debates and to inspire you to draw upon a will go in depth to focus on the thought of a select variety of modes in your own writing. Evaluations: group of thinkers in postcolonial studies (e.g. Gayatri Students will be expected to contribute to a class Spivak, Jacques Derrida, Frantz Fanon), whose work blog, write several poems a week, revise poetic has been shaped by psychoanalysis. In so doing, output, participate in class workshop, and hand sew this course will bring questions about sexual dif- a chapbook of their own revised, creative work. Level: ference to bear on considerations of colonial and Introductory/Intermediate. Prerequisites: none. Class postcolonial difference. Both postcolonial studies and limit: 12. Lab fee: none. psychoanalysis engage questions of sexualized and racialized difference in the context of 20th century Europe and the legacies of colonialism. Postcolonial 3010 Autobiography studies and psychoanalysis both also contend with Faculty: Carpenter, William notions of individual and collective well-being, and Meets the following degree requirements: HS with belonging and exclusion. Psychoanalysis is a colonial discipline which produced a form of analysis This course uses autobiography as a literary form that emerged in the time of colonialism. As such, to examine the lives of certain significant people psychoanalysis contributed to colonial notions of and then to examine our own lives, concentrating civilized and primitive, of man and woman, of normal particularly on understanding the effects of early and abnormal, of Europe and its others. At the same home and community environments. In the first half of the term, students read and report on two time, however, contexts of anticolonial struggle in turn shaped psychoanalytic thought. By examining autobiographical works chosen from a list includ- texts in postcolonial studies that are informed by psy- ing Beryl Markham, Carl Jung, Margaret Mead, Maya choanalysis, this course considers processes through Angelou, Leo Tolstoy, Virginia Woolf, Vincent Van which individuated subjects become defined in terms Gogh, W. B. Yeats, and Pete Rose. In the second half, of collective groups of belonging such as the nation, students write their own autobiographies, working and how filiation and family is connected to affilia- in small groups and frequent tutorial meetings with tion and nation, through relations of affect, sexual the instructor. The product is an autobiographical difference, and concepts of representational politics. examination of the student's own development. This Students will be evaluated based on class participa- course should consume 15 hours per week outside tion, reading responses, a mid-term essay and final of class, more at the end of the term when finishing paper. Level: Introductory/Intermediate. Prerequi- the autobiography. Level: Intermediate. Prerequisite: sites: Students do not need to have taken Postcolo- Course involving literature and writing and Instructor nial Studies and Psychoanalysis I to take this course, Signature. Offered every other year. Class limit: 8. but prior coursework in Literature, Anthropology or related fields is necessary; permission of instructor 3011 Bread, Love, and Dreams required. Class limit: 12. Lab fee: $10. Faculty: Carpenter, William Meets the following degree requirements: HS 2091 Forms of Poetry This course is an introduction to the unconscious. Faculty: Mahoney, Daniel It begins with the problem of knowing something Meets the following degree requirements: HS which by definition is unknown. It then proceeds to This class is a study of, and a writing workshop in, examine two classic approaches to the unconscious: poetic forms. We will look at constraints, techniques, dreams and love. Students are expected to keep and directions of contemporary poetry through dream notebooks and to recognize their own uncon- intensive reading, writing, and criticism of our own scious life in the light of readings. Readings start with the unconscious in its classical formulation accord- poetic work. This background is useful and significant for the study of poetry at any level, and is especially ing to Freud and Jung. We read The Interpretation of helpful in light of the fact that free verse technique Dreams and Two Essays in Analytical Psychology. We has dominated poetry in the twentieth century. This consider these themes in fiction using Henry James' course is valuable for practiced poets, emerging po- The Beast in the Jungle. We then move to more con- ets, and prose writers alike; the knowledge of poetic temporary writers, particularly James Hillman's The forms will help students develop voice and lyrical Dream and the Underworld, Michel Foucault's History content in their own writing. We will look at many of Sexuality, and finally consider some of the nega- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 89 tive implications of the material in Elaine Scarry's The protocol on biosafety. We will draw on both main- Body in Pain. The writing part of this course is done stream and critical theories of international relations in pairs, with groups of two students cross-examining when analyzing these negotiations. Students will each other's dream notebooks and self-analysis. become familiar with the range of political stances on Level: Intermediate. Prerequisite: A course in litera- different treaties of various nations and blocs, and ture or psychology. Offered every other year. Class the political, economic, cultural, and scientific rea- limit: 20. Lab fee: $20. sons for diverging and converging views. We will pay special attention to the growing role played by non- 3012 Poetry and the American Environment governmental organizations in global environmental politics. We will conclude the course with discussions Faculty: Carpenter, William of some current controversial areas in international Meets the following degree requirements: HS environmental politics. Level: Intermediate. Class Since Anne Bradstreet in the seventeenth century, limit: 15. Lab Fee $10.00 American poets have responded to the natural envi- ronment and its human transformation. Poets have 3019 Mountain Poets of China and Japan learned to see by their exposure to nature, then in turn have used their techniques of vision, music and Faculty: Visvader, John; Stover, Candace metaphor to teach us how to see who and where we Meets the following degree requirements: HS are. This class considers poets of the Romantic and There was a long standing tradition in both China Transcendental movements, spends some time with and Japan of wandering poets and mountain hermits Walt Whitman and Emily Dickinson, then focuses on who expressed their experiences in nature in poetic the twentieth century, especially T.S. Eliot, Wallace terms. In this class we take an overview of the major Stevens, Robert Frost, Robinson Jeffers, and Elizabeth styles of poetry in both of these countries and Bishop. We end with some contemporaries: Robert sample some of the work of their major poets. After Hass, Charles Simic, Gary Snyder, and Mary Oliver. a brief introduction to the use of dictionaries and Students may write either an analytical paper or a various language tools available in books and on the collection of their own poetry. Class meetings are internet, students will be invited to try their hand at supplemented by additional workshop sessions for translating some of the Chinese poems and render- student poets. Level: Intermediate. Class limit: 15. ing them into good poems in english. Level: Interme- Lab fee: none. diate. Students will be expected to take the course on a Pass/Fail basis, with special arrangement made for 3015 African American Literature those needing to take it for a grade. Class limit: 12. Faculty: Waldron, Karen Meets the following degree requirements: HS 3020 Contemporary Social Movement Strategies This survey of African American literature from its Faculty: Cox, John Gray origins in the slave narrative to the present vivid Meets the following degree requirements: HS HY prose of some of America's best writers considers the When groups organize others to promote social impact of slavery and race consciousness on literary change, what alternative strategies do they employ form and power. Readings include letters, essays, and how effective are they in varying circumstances? poems, short stories, and novels of some of the fol- Can any general principles or methods for social lowing authors: Phillis Wheatley, Frederick Douglass, change be gleaned from the successes and dif- Harriet Jacobs, Pauline Hopkins, Langston Hughes, ficulties encountered in various social movements Richard Wright, Zora Neale Hurston, Gwendolyn around the world? We will use Bill Moyerís "Doing Brooks, Ralph Ellison, Toni Morrison. Level: Interme- Democracy" and a series of other theoretical read- diate. Prerequisite: A previous literature course or ings to look at general models and strategies. And signature of the instructor. Class limit: 15. Offered we will use a series of case studies including, for every other year. instance, the Zapatistas, Moveon.org, the liberation of Eastern Europe, the US Civil Rights Movement, the 3016 Global Environmental Politics: Theory and anti-globalizaton movement, the Breast Cancer Social Practice Movement and the Gay and Lesbian movement. Students will write a series of short analyses of cases Faculty: Stabinsky, Doreen considered in class and do extended case studies on Meets the following degree requirements: HS their own. Evaluation will be based on the quality of This course will cover the politics and policy of class participation, research, and writing. Level: Inter- regional and global environmental issues, including mediate. Class limit: 15. Lab fee $25. many of the major environmental treaties that have been negotiated to date (Montreal Protocol, Frame- 3021 Intermediate Spanish I work Convention on Climate Change, Convention on Biological Diversity). Students will gain both practical Faculty: Pena, Karla and theoretical understandings of how treaties are Meets the following degree requirements: negotiated and implemented, through case studies This course is for students who are competent in the of the climate change convention and the Cartagena use of basic Spanish structures, of the simple and 90 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 compound of the indicative tenses, and some forms its broad prescriptions for wildlife protection provide of the imperative tense. Objective: The students will a central focus for our examination of future ef- be able to express themselves orally and through forts. Following on one of the key provisions in the writing using a variety of vocabulary, the indicative Convention on Biological Diversity, the second half and imperative moods, and some applications of of the course focuses on international and national the subjunctive mood. This includes a review of the efforts to create parks and other protected areas. present, preterite, future imperfect, preterite imper- In particular we evaluate efforts to create protected fect tenses, pronouns of object direct and indirect, areas that serve the interests of wildlife and resident imperative mood, expanded use of the "to be" and peoples. Students gain familiarity with UNESCO's "is" verbs, the prepositions and simple conditional, Biosphere Reserve model and the IUCN's protected the study and practice of the compound tenses of area classifications. We also examine in some depth the indicative mood, present perfect, plus perfect, the role that NGO's play in international conservation and future perfect. They will also study the subjunc- efforts. The relationship between conservation and tive mood and verbs that express emotion. Evalua- sustainable development is a fundamental question tion Criteria: two compositions, two auditory tests, throughout the course. Level: Intermediate. Recom- two writing tests covering grammar, two oral tests, mended courses: Use and Abuse of Public Lands, assignments/ homework, class participation. Level: Global Politics and Sustainability, Global Environmen- Intermediate. Offered every fall. Class limit: 10. Lab tal Politics. fee: $20 3027 Microeconomics for Business and Policy 3022 Intermediate Spanish II Faculty: Taylor, Davis Faculty: Pena, Karla Meets the following degree requirements: HS QR Meets the following degree requirements: What is the best way to insure that communities can This course is for students who use the simple and provide dependable, well-paying jobs to their citi- compound structures of the indicative mood. Objec- zens? Why does Coca Cola spend millions of dollars tive: The students will express themselves orally and to advertise a product with which most people are through writing using the appropriate vocabulary already very familiar? What can the game of blackjack and complex sentence structure in the indicative, tell us about how industries are structured? How subjunctive, and imperative moods, adverb clauses can we get coal-burning power utilities to reduce and more sophisticated idioms. Evaluation Criteria: their carbon emissions while they save millions of two compositions, two auditory tests, two writing dollars in the process? How can we provide much tests covering grammar, two oral tests, assignments/ better health care to all Americans, at much less homework, class participation. Level: Intermediate. cost, while making it easier for small businesses to Class limit: 10. grow? All of these questions, and many more like them, are answered by microeconomic theory. This 3023 International Wildlife Policy and Protect- intermediate-level course exposes students to basic microeconomic theories, models, and concepts that ed Areas shed insight on the economic behavior of businesses, Faculty: Cline, Ken individuals, governments and politicians, and interna- Meets the following degree requirements: HS tional organizations. We will emphasize approaches "Save the whales"; "save the tiger"; "save the rain- that have numerous overlapping applications to both forest"-increasingly wildlife and their habitats business and policy evaluation: markets, pricing, firm are the subject of international debate with many structure and decision-making, strategic behavior seeing wildlife as part of the common heritage of (using game theory), consumer behavior, externali- humankind. Wildlife does not recognize the political ties (such as greenhouse gas emissions) and the boundaries of national states and as a result purely provision of public goods (such as military, education, national efforts to protect wildlife often fail when and environmental conservation). We will pay special wildlife migrates beyond the jurisdiction of protec- attention to the economics of asymmetrical informa- tion. This course focuses on two principle aspects of tion (adverse selection, moral hazard, and principal- international wildlife conservation: 1) the framework agent situations) that have a wide range of applica- of treaties and other international mechanisms set tions, including issues such as the ineffectiveness up to protect species; and 2) the system of protected of the American health care system, the structuring areas established around the world to protect habi- of business finance, and the hiring and paying of tat. We begin with an examination of several seminal employees. This will be a non-calculus course, but wildlife treaties such as the International Convention will give students exposure to technical economic for the Regulation of Whaling, CITES, migratory bird modeling, with heavy emphasis on graphical model- treaties, and protocols to the Antarctica Treaty. Using ing of complex social phenomena. We will use a lab case studies on some of the more notable wildlife period to conduct extensive experiments and games campaigns, such as those involving whales and ele- that illustrate or test economic concepts and hypoth- phants, we seek to understand the tensions between eses. Level: Intermediate. Prerequisite: Signature of national sovereignty and international conservation instructor or one course in economics or business. efforts. The Convention on Biological Diversity and Class limit: 15. Lab fee: $30. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 91 3028 The Mystics or literature course recommended. Level: Intermedi- Faculty: Visvader, John ate. Prerequisites: prior writing or literature course recommended. Class limit: 16. Lab fee: $10. Meets the following degree requirements: HS Mysticism is an important current in almost all religions and marks an attempt on the part of the 3031 Our Public Lands: Past, Present, and mystic to experience a union with the deepest Future nature of reality. This course offers an examination Faculty: Cline, Ken of the nature and types of mystical experience with Meets the following degree requirements: HS HY a particular emphasis on the paradoxical language that many mystics use. Language is thought to be By definition "public lands" belong to all of us, yet inadequate to describe the nature of the real and yet public lands in this country have a history of use (and language is the only tool to communicate with oth- abuse) by special interests and a shocking absence ers. Contradictory and paradoxical expressions and of any coherent management strategy for long-term descriptions are used in an attempt to point beyond sustainability. This course is taught in seminar format in which students read and discuss several envi- language directly at reality. While drawing primarily on Western religions of the Greek, Christian, Islamic ronmental policy and history texts that concern the and Jewish traditions, questions are raised concern- history and future of our federal lands. We also use ing the degree to which Eastern traditions, such as primary historic documents and texts to understand Buddhism, can be meaningfully regarded as mystical. the origins of public ownership and management. Some of the mystics examined in detail include Plo- We examine the legal, philosophical, ecological, tinus, Ibn Arabi, Meister Eckhart, Marguerite Porete, and political problems that have faced our National St John and St. Teresa. Students will be evaluated on Parks, wildlife refuges, national forests, and other their participation in discussions and the ability to public lands. An effort is made to sort out the tangle convey their understanding of mysticism in both mid- of laws and conflicting policies that govern these term and final take-home exams. Level: Intermediate. public resources. Special attention is given to the Class limit: 20. historic roots of current policy debates. Evaluation is based upon response papers, a class presentation, participation in class discussions, and a group project 3029 Shakespeare: Character, Conflict, and looking closely at the historical context and policy Cinematography implications of a management issue facing a nearby Faculty: Carpenter, William public land unit. Level: Intermediate. Prerequisite: Introductory history or policy class recommended. Meets the following degree requirements: HS Class limit: 20. Lab fee $15. This course will focus on Shakespeare's tragedies as a direct link between the birth of tragedy in ancient Greece and the violence of contemporary cinema. 3032 The Cold War: Early Years The class begins with a week of Shakespeare's son- Faculty: McKown, Jamie nets as an entry into the co-evolution of language, Meets the following degree requirements: HS HY metaphor and human emotion. We'll then compare "Hamlet" and Sophocles' "Oedipus Rex" in the light This course provides a broad historical overview of of Freudian theory to shed light on universal issues the early years of the ìCold Warî period that shaped of incest and domestic violence, and continue with global politics generally and American foreign policy a play every week in two extended evening ses- specifically. Beginning in the 1940ís and leading up to Richard Nixon's election in 1968 we will examine the sions, 4-9 Monday and Thursday, with pizza inter- mission. The Monday sessions will be a complete diplomatic relationship between the United States dramatic reading of the play involving the whole and the Soviet Union and how this relationship has class, stopping to discuss salient points, with the aim impacted state actors, economic policies, cultural of complete understanding of language, structure production, and conceptions of identity. While and meaning. The Thursday sessions will be a single there will be a heavy focus on traditional state-level or double feature of contemporary and classic film diplomatic history, students will also explore a broad adaptations, followed by discussion of the rela- array of methodological approaches. Class sessions will include a mix of traditional lecture formats, class tion between play and film. Sample pairings would be "Romeo and Juliet" with Bernstein's "West Side discussion, and outside presentations. An evening lab Story; "Macbeth" with Geoffrey Wright's "Macbeth" is scheduled in order to screen a variety of cultural and Kurosawa's "Throne of Blood," "King Lear" with artifacts from the various periods we will cover. The Moorhouse's "A Thousand Acres." Two written as- primary goal is to give students an intensive 10-week signments will involve a choice of structural analysis crash course into key events, concepts, figures, etc.. of a play, re-casting Shakespearean scenes or motifs that defined the early decades of Cold War diplo- into original short fiction, or selecting and following macy. At the same time there is also time allocated a Shakespeare play through all its cinematic varia- for students to explore their own independent tions. Texts will be individual editions of the plays, research interests. Given the far-reaching force of along with Michael Greer's "Screening Shakespeare" Cold War politics into everyday life, individuals with for individual background. Intermediate: prior writing widely varying academic interests will find the course informative and productive. Evaluation will be based 92 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 on a mix of class participation, individual research 3035 Sustainable Strategies assignments, and exams. All students, regardless of Faculty: Friedlander, John their backgrounds, previous coursework, or interests are welcome. Level: Intermediate. Class limit: 30. Lab Meets the following degree requirements: HS fee: none. Business has tremendous societal ramifications. Inventions and industries from the automobile to the internet impact everything from air quality to 3034 Conspiracy Theory and Political Discourse economic and political freedom. Entrepreneurs, Faculty: McKown, Jamie who are often at the forefront of business and thus Meets the following degree requirements: HS 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 to the bottom line, society and the environment. shadows is a narrative theme that appears peri- 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- lenges and pitfalls of creating a socially responsible being inherently antidemocratic, irrational, or dan- venture. In addition, it will offer new frameworks for gerous. At the same time, this form of argument can creating entrepreneurial ventures that capitalize on also be "mainstreamed" and defended as a legitimate response to the events of the moment. How do we social responsibility to gain competitive advantage, increase valuation while benefiting society and the make sense of this tension? If conspiracy theory as a environment. The final deliverable for the course is mode of explanation is inherently "irrational," what an in-class presentation in which student teams will does this mean for its enduring presence in our 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 3036 Oceans & Fishes: Readings in Environmen- topics include: the possible tension between "ratio- tal History nal" deliberative decision making and the cultivating of anxiety in public governance; why we dismiss Faculty: Cline, Ken some claims as mere conspiracy theory and yet have Meets the following degree requirements: HS HY no problem accepting other similarly formed argu- This course will explore the rapidly expanding field of ments; what role the "outsider" plays in cementing marine environmental history and historical studies cohesion within an "in" group; and the disturbing that focus on fish and fisheries. Recent methodologi- possibility that fear is actually a healthy component cal and conceptual work as well as growing interest in of democratic debate. The class will look at both the history of these topics driven by conservation and contemporary and historical examples from the policy issues has made this an important and innova- United States and around the world. There are three tive field. Using the work of a variety of scholars from primary goals of the class: first, to expose students to different fields the class will explore how historical the analysis of primary texts rooted in public fear and accounts can be constructed with an emphasis on anxiety; second, to provoke discussion about the role the types of available sources, the use of evidence, of conspiracy and threats in democracies; and third, and how each author builds their argument. We will to provide students with a survey of secondary work explicitly compare the methods, use of evidence and that seeks to situate and make sense of these topics. other aspects of different disciplinary approaches to Readings will be a combination of primary artifacts the topic to highlight the strengths and limitations of for interpretation (such a speeches, manifestos, each approach. This dimension of the class is particu- pamphlets, and movies) as well as secondary analyti- larly interesting because of the dynamic and interdis- cal readings. In addition to the regular class meeting ciplinary nature of scholarship right now that brings time, students will be expected to attend a weekly a wide range of research into dialogue. Students will evening lab session devoted to the screening of visual learn about the history of oceans and fishes by look- works and/or presentations by speakers. Evaluation ing at how historians and other scholars frame their will be based on readings driven discussion as well as works and make their arguments. Students will be individual student writing assignments. Students will evaluated on their preparation for discussion, mas- produce several short length essay assignments dur- tery of the material, short written assignments, and ing the term as well as a longer research paper at the a final project made up of a presentation and essay. end of the term. This class is open to students of all This course is appropriate for students with interest interests regardless of their experience with politics, in history, community-based research, marine stud- government, or social theory. Level: Intermediate. ies, and environmental policy. Students who are just Prerequisites: none. Class limit: 10. Lab fee: none. curious and interested in lots of things are also most COLLEGE OF THE ATLANTIC CATALOG 2018-2019 93 welcome. Level: Intermediate. Class limit: 15 Lab Fee 3040 History of Agriculture: Apples $75.00 Faculty: Little-Siebold, Todd Meets the following degree requirements: HS HY 3038 The Cold War: The Later Years This course will explore the history of agriculture Faculty: McKown, Jamie from the vantage point of Downeast Maine with a Meets the following degree requirements: HS HY focus on apples. The premise of the course is that This course provides a broad historical overview of by exploring this fascinating crop in detail from the the early years of the ìCold Warî period that shaped local vantage point of Downeast Maine students global politics generally and American foreign policy will be able to grasp the many historical processes at work from the introduction of the fruit in the late specifically. Beginning with the election of Richard Nixon's in 1968 and following up to today, we will sixteenth and early seventeenth centuries to the focus on the diplomatic relationship between the age of agricultural improvement in the eighteenth United States and the Soviet Union/Russia and how on to the rise and fall of commercial orcharding as this relationship has impacted state actors, economic a major component of Maineís farm economy in the policies, cultural production, and conceptions of early twentieth century. Using sources ranging from identity. While there will be a heavy focus on tradi- secondary sources, historical atlases, aerial surveys, tional state-level diplomatic history, students will also and diaries, we will explore how the culture of apple explore a broad array of methodological approaches. agriculture in Maine develops over time as part of an Class sessions will include a mix of traditional lecture interconnected Atlantic World where crops flow back and forth between Britain and the colonies/U.S. over formats, class discussion, and outside presentations. An evening lab is scheduled in order to screen a hundreds of years. Course activities will include fruit variety of cultural artifacts from the various periods exploration and fieldtrips to track down and identify we will cover. The primary goal is to give students antique varieties, as well as visits to the local farms an intensive 10-week crash course into key events, where a new generation of apple culture is taking concepts, figures, etc.. that defined the later decades shape. The course will also engage students with of Cold War diplomacy. At the same time there is also the process of cider-making, both sweet and hard, time allocated for students to explore their own in- as well as exercises in the preparation, storage, and dependent research interests. Given the far-reaching processing of apples. Students will be evaluated on force of Cold War politics into everyday life, individu- their participation in discussion, how they collaborate als with widely varying academic interests will find with others in class projects, and a final individual the course informative and productive. Evaluation or collaborative project. This course is designed for will be based on a mix of class participation, individu- students interested in history, farming and food sys- al research assignments, and exams. While this class tems, community-based research, and policy/plan- is designed to compliment the topics covered in The ning issues. It is also very appropriate for students Cold War: Early Years, students are not required to who like apples and just want to know (a lot) more. have had this earlier class. Both courses are designed Level: Intermediate. Limit: 18. Lab Fee: $125.00. as "stand alone." All students, regardless of their backgrounds, previous coursework, or interests are 3041 Intermediate Atelier in French Language welcome. Level: Intermediate. Class limit: 20. Lab and Conversation fee: none. Faculty: STAFF Meets the following degree requirements: 3039 Communicating Science This course helps intermediate level students in- Faculty: Kozak, Anne crease proficiencies in all four skill areas - listening, Meets the following degree requirements: W speaking, reading and writing - using a workshop This course is designed for science students develop- format drawing on the internet resources and peda- ing their research skills working on research projects gogical methods of the French language institute at for a principal investigator; specifically this course will CAVILAM in Vichy, France. Classes will meet three improve the students' writing ability and introduce times a week for 1.5 hours each session and will them to writing for the scientific community. The include discussions, readings, small and large group course involves not only learning to write an abstract activities, and a variety of other exercises that draw and literature review but also understanding the pro- on authentic language materials. This is for students tocols for writing a scientific paper based on lab or with sufficient background in French to engage in field data. In addition, students will prepare a power basic conversations and learn in a workshop for- point presentation on their research to present at a mat-students who, using the Common European meeting or conference such as the Maine Biological Framework, are at an A2 to B1 level. Students will be Science Symposium or the annual INBRE meeting. In evaluated through written and oral tests, class par- addition to working with the instructor, students will ticipation, short papers and oral presentations. work on the content of their writing with the principal Level: Intermediate. Prerequisite: Placement exam investigator. Offered every other year. Level: Inter- required to confirm level. Class limit: 15. Course fee: mediate. Prerequisite: Signature of instructor. Class $25. limit: 12. Lab fee: $20. 94 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 3053 Voyages course will look at the multiple dimensions of water Faculty: Carpenter, William in France and Europe and ultimately at the question of the meaning of water. This class will be taught in Meets the following degree requirements: HS conjunction with Doreen Stabinsky's class and the From prehistoric times the journey into the unknown French language course at CAVILAM (Immersion has been both a reality and a metaphor of human Program in French Language and Culture). The first experience. This course will follow the archetype of five weeks of the course will be based in Vichy. Vichy the voyage through major literary narratives and owes its existence to its mineral springs that have road movies. Its written and class assignments will drawn people since Roman times to "faire une cure draw from students' own experience as travelers. thermal." Looking at both the mythology and the Using Joseph Campbell's Hero with a Thousand current practice of thermal medicine, we will examine Faces as a theoretical framework, we'll move on to the use of water for healing and renewal. In addition, Homer's Odyssey (selections), Melville's Moby Dick, we will investigate the conflict between efforts to Conrad's Heart of Darkness, Woolf's To the Light- commodify water globally and citizen efforts to build house, Peter Mattheissen's Far Tortuga and the new a "water democracy" around the idea of water as a "scroll" version of Jack Kerouac's On the Road. We'll human right. The final three weeks of the course will watch Apocalypse Now, Priscilla Queen of the Desert, explore related issues through excursions in France Stranger than Paradise, Powwow Highway, Wild at and to Brussels to understand the history of humansí Heart, The African Queen. Assignments will include relationship with water. From ancient Roman water in-class reports on students' own journeys and a structures, to the engineering marvel of Paris sew- nonfiction creative writing section on travel narrative. ers, contested dam sites, and multinational water Level: Intermediate. Prerequisites: none. Class limit: conglomerates, the class will experience the changes 16 Lab fee: none. in water paradigms over time. The class will also seek to assess the success of Europe's continent-wide 3055 The Mayas of Yesterday and Today attempt at holistic water management. The EU Water Framework Directive provides an excellent oppor- Faculty: Cox, John Gray tunity to investigate the new federalism of Europe, Meets the following degree requirements: ambitious efforts to improve water quality, and the This is a course in the history and culture of the strengths and weaknesses of Integrated Water Re- Yucatec Maya offered as part of the College's Yucatan source Management. Class readings and discussions Program in Mexico. It will cover key features of will take place in English, though some conversations the Pre-Hispanic, Colonial and Modern eras. Read- with outside experts may be in French. Students will ings will include classic texts by and about them as be evaluated on response papers, projects, problem well as contemporary studies in archaeology and sets, and class participation. Level: Intermediate. anthropology. Themes will include social structure, Prerequisites: At least one policy course, French religion, politics, agricultural practices, language language course and permission of instructor. Class and family life. Homework will include various short limit: 12. Lab fee: none. writing assignments and oral project reports. Field trips in and around Merida will be included both to 3059 Native American Literature visit archaeological sites of special interest and also to visit contemporary communities of Maya. Each Faculty: Waldron, Karen student will do a major final project which will include Meets the following degree requirements: HS research in texts and fieldwork which culminate in an This course is a challenging introduction to several extended study on site in a Maya village. This course centuries of Native American literature, the relevance will be taught entirely in Spanish. Level: Intermediate. of historical and cultural facts to its literary forms, Prerequisite: signature of Yucatan program director and the challenges of bridging oral and written tradi- and co-enrollment in HS6010 Spanish Language and tions. Authors include such writers as Silko, Erdrich, HS2021 Immersion Practica. Lab fee: TBA. Class limit: Harjo, Vizenor, and McNickle as well as earlier 12 speeches and short stories. We also consider non-na- tive readings and appropriation of Native American 3057 Taking the Waters: The Politics & Culture styles, material and world views. Level: Intermediate. of Water in France Class limit: 15. Lab fee: none. Faculty: Cline, Ken Meets the following degree requirements: HS 3060 Financials France is renowned for its waters. Whether it is the Faculty: Lepcio, Andrea spa cities like Vichy where people flocked to "take Meets the following degree requirements: QR the waters," the marketing of Perrier that started Business, like all disciplines, has its own language. Be- the global bottled water craze, the pilgrimages to ing able to speak the language of business is critical the sacred waters of Lourdes, the home of global for activists, social entrepreneurs and business own- water giants like Suez Lyonnaise des Eaux, or the ers alike. Financial statements are a key component rivers that define its various regions, water provides of this language. These statements measure the fiscal a lens through which to understand France. This health of both non-profit and for-profit organizations. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 95 They provide insight into all areas of the company. religious understandings of them as sites for commu- They are a powerful tool for determining invest- nion with God or as final places of burial. This course ments, competitive positioning and have extraordi- will examine islands in these terms as they have been nary impacts on all of an organization's stakeholders. articulated in the literary imagination, in postcolonial Unfortunately, most people, including many who studies and ethnography, and in political theory. run a wide variety of organizations, fail to grasp this Drawing on examples such as Defoeís Robinson Cru- language. In doing so, they undermine their orga- soe, J.M. Coetzeeís Foe, The Odyssey, Platoís Atlantis, nization's opportunity for success, as well as create Jonathan Swiftís Gulliverís Travels, Shakespeareís The obstacles to using business as a means of social Tempest, Octave Mannoniís Prospero and Caliban, change. Without guidance, looking at these financial Aime Cesaireís A Tempest, as well as on ethnogra- statements is similar to examining hieroglyphics for phy in Island Studies (including classic ethnography the first time. Starting from a basic level and layering such as Malinowskiís Trobriand Islands, and recent in complexity, the course will seek to demystify these scholarship such as ìThe Island Studies Journalî and statements in a way that is informative and unin- A World of Islands), we will consider questions about timidating. In addition, time will be spent advancing political representation, language and translation, students' understanding and familiarity with spread- religious, ethnic and sexual difference, the definition sheets. Topics of the course will include: Creating of the human, mobility and sovereignty, resistance and analyzing cash flow statements, profit and loss and domination. Students will be evaluated based on statements, balance sheets, as well as common sized attendance, in-class participation, reading responses, income statements; Differentiating between each one short analytical essay, and a final exploratory type of financial statement; Relating these state- research project that examines Mt. Desert Island in ments to each other, tying them together and varying the context of course materials. Level: Intermediate. statements depending on business models; Compar- Prerequisites: none. Class limit: 10. Lab fee: $10. ing non-profit and for-profit financial statements and approaches; Examining key financial ratios and 3062 Solutions how they are different for different businesses; and Spreadsheet management and design. By the end Faculty: Friedlander, John of the class students will create their own financial Meets the following degree requirements: HS statements and analyze a business through various We live in a world of problems global warming, financial statements. This class is positioned within inequality, discrimination, child labor, slavery, waste, the business program to provide the students' skills species extinction, domestic violence and a myriad for business plan projections, exploring investing, of other issues occupy the headlines, courses and general management, leadership or other finance can feel overwhelming at times. Unfortunately, we courses. Students will be evaluated on class participa- rarely here about solutions, let alone have the op- tion, projects, presentations and other criteria. portunity to create our own solutions for the issues Level: Intermediate. Class limit: 15. Lab fee: $30. that concern us and inspire us to action. Changing the world takes more than a critical eye for what is 3061 Postcolonial Islands wrong, proselytizing a good idea and hope. There are many factors which contribute to creating social Faculty: van Vliet, Netta change and in this course we explore what it takes to Meets the following degree requirements: HS be a successful change maker in our communities, This course focuses on islands ñ geopolitically and thus in the world. Reversing the lens we use to and conceptually ñ to consider the significance of approach the problems of the world is part of what postcolonial difference for contemporary political a Human Ecologist needs to do to understand our questions about representation, violence, exile and challenges: diaspora, climate change, poverty, racialization and .social entrepreneurs are uniquely suited to sexuality. Islands have long been imagined as sites make headway on problems that have resisted of fantastic possibility and power, as places of refuge considerable money and intelligence. Where and respite as well as places of horror and dread. governments and traditional organizations look at They are places imagined as home to cannibals and problems from the outside, social entrepreneurs monsters, but also as idyllic vacations spots and safe come to understand them intimately, from within.î havens for shipwrecked sailors. Etymologically, the David Bornstein, How To Change The World word island carries with it the meaning of both land In this experiential, project-based course students and water, and islands are defined as fragments of will select a specific problem they would like to solve. a whole, and simultaneously as whole unto them- Students will perform thorough research into a prob- selves, raising questions about binaries and boundar- lem of their choosing, understanding it from within ies between self and other and about the conceptual by identifying root causes and other exacerbating topographies of territory, land and water, thresholds factors as well as investigating positive deviance and between here and there. Islands have been sites ripe what people around the world are doing to solve for colonial ventures, understood as isolated, insular this issue. Through these projects and other read- and susceptible to translation and appropriation ings, students will examine a myriad of problems but also as resistant, bounded and singular, fertile around the world and look at different strategies sites of diversity. Islands have also been significant in people are using to tackle them and create positive 96 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 social change. The final project for the course will slaves, homosexuals, Jews, and the insane, have been be a concrete proposal for solving the problem they considered as less than fully human. In contrast, the selected. Students will be evaluated based on their fully human has been historically defined in terms performance, participation and the quality of the of possession of oneís self through the possession projects they produce over the course of the term. of reason, property, territory, autonomy and the Level: Intermediate. Class limit: 12. Lab fee: $50. capacity for self-representation through language. Over the course of the term, we will examine how those who have been defined as less than fully hu- 3063 Contemporary Rhetorical Theory man challenge oppositions through which the idea Faculty: McKown, Jamie of the self-possessed, autonomous human has been Meets the following degree requirements: HS defined ñ oppositions of mind and body, reason This seminar will provide students with a very broad and madness, thought and emotion, masculine and introductory overview of the varying fields and feminine, object and subject, religious and secular, theories that encompass the contemporary study and thus also human and animal. Doing so will allow of rhetoric and public discourse. This includes how us to rethink concepts such as ìrights,î ìconsent,î ìself- various authors have approached the questions of representation,î ìvalue,î ìautonomy,î îtransparency,î text, speaker, form/content, audience, knowledge, ìequality,î ìfreedom,î and ìcommunity. What might cultural context, and strategies of discourse. What it mean to rethink political claims made in the name unites all of these diverse strands of thought is how of ìhumanityî in terms of notions of dispossession each approaches the nature and function of symbols, and being possessed (by language, madness, desire, linguistic or otherwise, as communicative practices. divine forces or other forms of difference) ? What While the central purpose of the course is to intro- might it mean to think about relating to others and duce students to the field of rhetorical theory, it also the self through difference rather than sameness? aims to do so in ways that will help complement their What might it mean for our understandings of the individual advanced interdisciplinary projects. As relation between art and politics if we think about such, while there will be a strong foundational core politics as based on translation rather than on self- set of readings, some elements of emphasis will shift representation and inclusion? Drawing on psycho- (within a limited range) from term to term depend- analysis, anthropology, postcolonial studies, political ing on the background and interests of the students economy, literature, religion and feminist theory, this enrolled. This might involve drawing more heavily course considers states such as hysteria, melancho- from fields closely related to, and intertwined with, lia, speaking in tongues, and ecstasy, as well as states rhetoric such as argument theory, semiotics, cultural of slavery, colonialism, and poverty to consider the studies, critical discourse analysis, and linguistic political, social and environmental implications of anthropology. Some of the theorists covered include: how we define the human. Students will be evaluated Burke, Farrell, Weaver, Perelman, Gaonkar, Fisher, based on attendance, in-class participation, weekly Foucault, Zarefsky, Richards, Bakhtin, Leff, Toulmin, reading responses, and two short analytical essays. McGee, Saussure, Barthes, Condit, Bitzer, and Vatz. This is an intermediate level course. Prior work in Evaluation will be based on participation in class at least one human studies or related arts course is discussion, short analysis essays, and a final more strongly recommended. Level: Intermediate. Prereq- extensive independent profile of a theorist, theory, or uisites: Prior coursework in Human Studies or related body of work. This course is strongly recommended Arts courses is strongly recommended. Class limit: for students planning to undertake more advanced 15. Lab fee: $10. work in textual analysis, public address, rhetori- cal criticism, linguistic anthropology, or any other 3066 Environmental Ethics projects involving close readings of public discourse. Level: Intermediate. Prerequisites: none. Class limit: Faculty: Cox, John Gray 14. Lab fee: none. Meets the following degree requirements: HS This course explores the central philosophical ques- 3064 Possession and the Human tions and positions in Environmental Ethics and ex- amines their applications in important and distinctive Faculty: van Vliet, Netta case studies. Emerging issues concerning artificial Meets the following degree requirements: HS as well as natural organisms and environments will This course examines the concept of the human also be dealt with. The goals are to develop students' through an exploration of the concept of possession. abilities to critically understand, explain and analyze Contemporary understandings of the human have the principal questions at issue and views taken on been influenced by the political frameworks of Eu- them as well as their abilities to develop thoughtful, ropean modernity and its philosophical roots, all the creative, responsible, wise responses to the chal- way back to Aristotleís claim that what differentiates lenges posed by real life cases. Readings will include the human from other animals is the capacity for a range of classic and contemporary essays as well speech, which is also what, he argued, makes the hu- as in depth case studies. Evaluation will be based on man a ìpolitical animal. ì Within this history, catego- demonstration of the student's progress on the two ries of difference internal and external to European course goals through participation in discussion and political community, including women, colonized, roles plays in class, short homework assignments, COLLEGE OF THE ATLANTIC CATALOG 2018-2019 97 two short papers, two problem sets, and a final proj- preting the U.S. Constitution and statutes as they ect. The final project will be an 8 to 10 page paper on involve Native American legal issues. This is not a an environmental ethics topic of the student's choice class about tribal law or the indigenous legal systems written for an authentic audience. Level: Intermedi- that exist among the various tribes in the US. Rather, ate. Prerequisites: None. Class limit: 18. Lab fee: $25. it examines the legal system imposed on tribes from the outside; a system that has evolved over time and creates the legal framework which tribes operate 3068 Linguistics, Language & Culture: Human under today. Students will gain an understanding Ecological Approach of law as a policy tool and framework, and acquire Faculty: Cox, John Gray the necessary skills to work on policy issues affect- Meets the following degree requirements: HS ing native peoples. We will focus on primary legal This course explores the basic questions concerning material as well as secondary interpretations of the origins, nature, history, functions and philosophi- that material. There will be some comparative law cal significances of human languages. Comparisons analysis from other countries and an examination of to other species and to machine languages will also how the United Nations Declaration on the Rights of be examined. Readings will include classics texts by Indigenous Peoples relates to US practices. Students Chomsky and others as well selected materials from will complete several analytical problem sets that diverse disciplines such as linguistic anthropology, require an application of course concepts to fact psychology, ethology, aesthetics, history of lan- scenarios as well as a major paper on a legal topic of guages, and philosophy. Class sessions will include their choosing. A class visit to a Maine reservation will a mix of discussion, lecture, and visiting speakers. allow conversation with tribal leaders involved with Each student will undertake a term-long project current environmental and Native American issues examining some topic of interest and examine it in Maine. Level: Intermediate. Prerequisites: None from the point of view of the different disciplines and beyond proficiency in college-level reading, writing, theories covered in the course. Project topics might critical thinking, and research skills; however, Indig- include, for example: the development of identity, enous America is strongly recommended. Class limit: the articulation of gender, forms of representation, 20. Lab fee: $20. the expression of emotion, concepts of rationality, relations between meaning and truth, and commu- 3072 Macroeconomics: Theory and Experience nication in an age of artificial intelligences. The goals Faculty: Taylor, Davis of the course are: 1) to familiarize students with the range of phenomena associated with language and Meets the following degree requirements: HS QR the principal questions they raise and the theories This course seeks to give students knowledge of mac- used to interpret them and 2) to develop skills in roeconomic theories, models, and outcomes. Em- researching interdisciplinary questions. Assignments phasis will be evenly placed on both formal modeling will include two problem sets, a series of weekly and intuitive approaches to understanding economic homework exercises, and the term project which phenomena. An understanding of the relatively must be presented both orally and in a major paper formal, abstract macroeconomic models of neoclas- due at the end of the term. Evaluation will be based sical economics will be used to provide a framework on the extent to which in-class participation and for discussion about contemporary macroeconomic work on the assignments demonstrates substantive phenomena and policy responses. Topics will include progress on the two goals of the course. There are no unemployment and inflation, fiscal and monetary specific prerequisites, but students will be expected policy, consumption and savings, monetary theory to be able to contribute insights, information and and banking systems, balance of payments and inter- questions from previous work in relevant disciplines national macroeconomics, exchange rate determina- and/or studies of languages, undertake challenging tion, financial crises and bubbles, along with topics of readings, and pursue a major independent project. student interest. Evaluation will be based on problem Level: Intermediate. Prerequisites: None. Class limit: sets, a final exam, and classroom participation. Level: 20. Lab fee: $20. Intermediate. Prerequisites: one term of college economics, or instructor permission. Class limit: 15. Lab fee: none. 3070 Native American Law Faculty: Cline, Ken 3073 Bees and Society Meets the following degree requirements: HS Faculty: Collum, Kourtney From first contact through the confrontation sur- rounding the Standing Rock Sioux Tribe and the Meets the following degree requirements: HS 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, and widely varying government policies. This course yet bees remain largely misunderstood in our society. examines the evolution of federal Native American or This course examines the interconnected relation- "Indian" Law from colonization onward as impacted ship between humans and bees and asks what bees by treaties, executive orders, congressional enact- can teach us about ourselves and our food systems. ments, and major U.S. Supreme Court cases inter- Through readings, fieldtrips, and guest lectures, stu- 98 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 to examine the applied problem of protecting pol- linators in a time of abrupt environmental change. 3076 U.S. Farm and Food Policy Students will be evaluated based on: (1) participation Faculty: Collum, Kourtney in class discussions, fieldwork, and field trips; (2) a Meets the following degree requirements: HS 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 workshopsóone for encompasses laws, regulations, norms, decisions, elementary school students and one for farmers and and actions by governments and other institutions gardenersóand host the workshops at COAís farms. that influence food production, distribution, access, Level: Intermediate. Prerequisites: None. Class limit: consumption, and recovery. This course focuses 14. Lab fee: $60. on the policy process and two major policy tools: the U.S. Farm Bill and U.S. Dietary Guidelines for 3074 Mapping the Oceanís Stories Americans. The course begins with an overview of the evolution of food and farming technology in the Faculty: Little-Siebold, Todd United States. Students are then introduced to the Meets the following degree requirements: HS concepts, institutions, and stakeholders that influ- This course will examine how members of Maineís 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: $30. nection to a community told in an interesting and compelling way. This information will help give island 3077 Rethinking Mental Disorders communities a stronger voice in ocean policy and in decision making processes for siting large scale Faculty: Gallon, Robert projects in the nearby ocean environment. The class Meets the following degree requirements: will draw on methodologies developed around North This course presents an alternative view of mental America to document the everyday uses and interac- disorders as an attempt to describe types of human tions people have with the local environment using dysfunction rather than as medical diseases. We will oral historical and biographical mapping to provide a look at mental disorders as falling on dimensions sort of snapshot of current uses as well as soliciting described as Dimensions of Dysfunction. We will also histories of how those patterns have changed over develop an 'ecological' perspective on mental disor- time. The class will include a substantial fieldwork ders called the biopsychosocial model. Our discus- and field trip component that will require additional sions will be based on Gallon's Nine Dimensions of times outside of the class schedule. Students will be Madness: Redefining Mental Health. Students will be COLLEGE OF THE ATLANTIC CATALOG 2018-2019 99 evaluated on 1) demonstrating their timely reading scription: This course uses food as a lens to explore and understanding of required reading from the text; human origins, cultural diversity, social structure, and 2) researching and preparing a class discussion on human/environment interactions. Through academic additional issues on one of the nine dimensions and; articles and films, the course exposes students to 3) writing a 5 page paper showing how you think your the different ways anthropologists think about food discussion topic does or does not fit Gallon's model and the frameworks they use to answer questions of mental disorders. Level: Intermediate. Prerequi- concerning the human experience. The course also sites: Some social science course background is desir- engages other disciplinary perspectivesóincluding able. Class limit: 15. Lab fee: none. history, economics, and political ecologyóto make larger connections between food and society. 3078 Satanic Verses Designed as a survey course, this course introduces students not only to writing as processóprewriting, Faculty: Carpenter, William writing, and rewritingóbut also to the broad and Meets the following degree requirements: HS dynamic subfield of food anthropology. The course This course will cover the evolutionary basis of the is organized around four themes. The firstóhuman concept of evil and its representation in cultural pro- origins, diets, and biocultural evolutionóexplores the ductions of myth and religion, image and story. We uniqueness of cooking to the human species, and will also look at the archetype of the Shadow and the how the co-evolution of human diets and culture psychology of projection, as well as the uses of de- has shaped different groups' dietary needs, prac- monization in political and military conflict. Readings tices, and restrictions. The secondóglobalization will focus on the figure of Satan in classic and mod- and international tradeólooks at the flow of foods ern literature and religious texts. A centerpiece of the and food practices around the world, from sugar to course will be a close reading of Salman Rushdieís sushi. The thirdóhegemony and differenceóconsid- "Satanic Verses" and its relation to contemporary ers how race, gender, and class are constructed and Islam. Other readings will be drawn from a list includ- expressed through food. The final themeóconsump- ing the scriptural books of Genesis, Job & Revelations, tion and embodimentóconsiders the relationship Jung's "Answer to Job", Sura 46 of the Koran, selec- between eating and the body; readings in this section tions from Dante's "Inferno" and Milton's "Paradise focus on body image, eating practices, and critical Lost", Goethe's "Faust", William Blake's "The Marriage studies of the rhetoric around hunger and obesity. of Heaven and Hell", Hawthorne's "The Scarlet Let- Students are evaluated based on class participation, ter," the Grand Inquisitor chapter from Dostoevsky's a series of reflection papers, a dietary analysis, and a "Brothers Karamazov", Nietzsche's "The Antichrist", recipe project involving a prepared meal, an audio- Elaine Pagel's "The Origin of Satan", the Rolling visual presentation, and a critical analysis paper. Stones' "Sympathy for the Devil" and Arthur Millerís This course meets the first-year writing requirement. "The Crucible," both play and film. We will also take Level: Intermediate. Prerequisites: None. Class limit: time to study visual imagery from Bosch, Goya, and 12. Lab fee: $25. the Dore illustrations to Dante. Other weekly films may include "The Exorcist," "The Crucible," "The 3080 AI and the Political Philosophy of the Wicker Man," "Angel Heart," "Rosemary's Baby," and Future "The Seventh Seal." Students will learn to analyze and understand complex literary works in historical Faculty: Cox, John Gray and cultural context. Evaluations to be based on two Meets the following degree requirements: HS papers (8 and 12 pages) plus one class presentation. This is a course in future studies and political phi- The student presentations might expand the course losophy focusing on the likely implications of artificial into areas of contemporary popular culture and intelligence in the modes of thought, forms of col- social behavior. Level: Intermediate. Prerequisites: laborative decision-making and in the structures of None. Class limit: 18. Lab fee: $10. institutions, societies and culture in US and around the globe in the coming decades. We will critically ex- 3079 College Seminar: The Anthropology of amine a series of prominent models for understand- Food ing different ways in which artificial intelligence works and is currently transforming our political economy Faculty: Collum, Kourtney and culture. We will critically examine and experi- Meets the following degree requirements: W HS ment with employing some key methods in futures This course uses food as a lens to explore human ori- studies to look at possible futures, assess their at- gins, cultural diversity, social structure, and human/ tractiveness and probability, and consider what steps environment interactions. Through academic articles might be taken to promote or prevent them. Meth- and films, the course exposes students to the differ- ods considered will include, for instance: variations of ent ways anthropologists think about food and the extrapolation techniques, futures markets, scenario frameworks they use to answer questions concern- building, the Delphi process of consensus and futures ing the human experience. The course also engages imaging. A weekend workshop on futures imag- other disciplinary perspectivesóincluding history, eco- ing will be included as part of the course. Texts will nomics, and political ecologyóto make larger connec- include Yuval Harariís "Homo Deus", Nick Bostromís tions between food and society. Proposed Course De- "Superintelligence", and a wide variety of short es- 100 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 says and website materials. Assignments will include online dialogues and sharing with representatives of short homework exercises, two problem sets, and a different ethical and faith traditions. Assignments will series of short papers building to a final project on a include daily homework assignments for engaging topic of the studentís interest. Topics could include, with texts and reflecting on experiences, experiments for example, the impact of drones and cyber warfare with activities associated with differing spiritual tradi- on the national security state system, the role of tions, two problem sets dealing with the different automated and/or distance learning in transforming ideas and skills covered in the course and a term long education, the use of Al to monitor and manipulate project exploring the climate change views of one environmental systems or transformations of health ethical or faith tradition in depth. With regard to level care or food systems in light of AI when combined of instruction, this will be a course that is appropriate with nanotechnology, genetic modification or big for students with varying levels of background in the data. Student work will be evaluated on the extent subject matters covered. Students who have strong to which it demonstrates the development of skills backgrounds in philosophy, studies of different for critically understanding, assessing and appropri- cultures and methods of dialogue and conflict resolu- ately using the theories and methods covered in the tion will find much to challenge and interest them in course both in written projects as individuals and in it but first year students with little background -- who collaborative discussions and workshop activities. are motivated and interested -- should find that they Level: Intermediate. Prerequisites: A readiness to can get a great deal out of the course. They will each engage with theoretical models and methodological be evaluated based on progress made in reaching techniques in disciplined and critical ways. Class limit: the three goals of the class relative to the level they 20. Lab fee: $35. start at. Level: Intermediate. Prerequisites: None. Class limit: 12. Lab fee: $25. 3082 Global Ethics: Moral/Spiritual Approaches to Climate Change 3083 Feminist Theory in a Transnational Frame Il Faculty: Cox, John Gray Faculty: van Vliet, Netta Meets the following degree requirements: HS Meets the following degree requirements: HS Are there fundamental principles of ethics on which This course covers some of the central texts and the diverse spiritual and cultural traditions from genealogies of feminist thought, with a focus on around the world can agree? Is ethics about prin- transnational feminist theory. We will address peri- ciples used to make decisions or is it, alternatively, ods of feminist thought that have been significant more fundamentally a matter of how processes and in shaping the concerns of transnational feminisms, relationships are developed and pursued? What including 1970s U.S. feminism, French feminism, are the relationships between spiritual traditions postcolonial theory, and Marxist thought. Through and moral practices ñ does one ground or frame seminar discussion about a variety of texts and films, the other? Are there any kinds of objective truths in we will consider how differences across national bor- morality or spirituality that might guide collabora- ders have informed discussions about transnational tive research into major global challenges we face? feminist solidarity. We will examine how feminist This course will examine these issues in the context theory can help us think about the following: kinship; of the case of climate change. It will look at common reproduction; the law and justice; human rights dis- and divergent ways in which climate change issues course, political economy, racialized and other forms get framed from the points of view of major philo- of difference; existence and the subject; the relation sophical and religious points of view including the between individual and group; the relation between Abrahamic Faiths and their variants (e. g. Judaism, Ca- terms such as "gender" and "sex;" and the varied cur- tholicism, Quakerism), Hinduism, Buddhism, Confu- rencies the terms "queer" and "feminist" have carried cianism, Indigenous religions, Utilitarianism, Kantian- in different national and transnational contexts. This ism, and Virtue based ethics. A major part of the class course builds on Feminist Theory in a Transnational will involve participation in activities of dialogue and Frame, and while prior coursework in feminist and sharing in person as well as on line with people of sexuality studies is beneficial, it is not necessary. Ide- different ethical and faith traditions. The goals for the ally, students in the course will have varied degrees course are to: 1. develop studentsí understanding of of familiarity with the central questions of the course. the key framing ideas, practices and cultural contexts This should allow for substantive discussion and op- of the major religious and ethical traditions around portunities to both formulate and respond to ques- the globe; 2. develop studentsí skills in critical par- tions posed by class material. This class builds on ticipatory research and dialogue to pursue common work done in other courses that address questions ground, reconciliation and collaboration in interfaith of feminist thought, but also is intended to include and cross-cultural projects; and 3. advance these un- students with a range of backgrounds. Students will derstandings and skills in the specific context of work be evaluated based on class participation, weekly on climate change around the globe. Class format reading responses, a mid-term and a final essay. will include lecture and discussion on classic texts Level: Intermediate. Prerequisites: Prior coursework in the traditions and interpretations of them deal- in the fields of feminist thought, sexuality and gender ing with climate issues. The course will also include studies is useful, but not necessary; premission of weekly lab sessions which will include both local and instructor required. Class limit: 12. Lab fee: $10. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 101 3084 Applications in Food and Sustainable Agri- transitions and globalization, and under- and over- culture Systems nutrition. Students are evaluated based on class Faculty: Collum, Kourtney participation, a series of synthesis papers, a critical analysis paper, and a research project including a Meets the following degree requirements: paper and an audio-visual presentation. Level: Inter- This year-long course combines COAís Food & mediate. Prerequisites: None. Class limit: 12. Lab fee: Farming Workshop Series with a self-directed study $25. in applied farming and food systems skills. COAís annual Food & Farming Workshop Series offers experiential, placed-based skills training for students 3086 Sustenance and the broader MDI community. Held at COAís Faculty: Friedlander, John; Collum, Kourtney farms, community garden, and dining hall, workshop Meets the following degree requirements: HS topics range from sheep shearing to chainsaw main- Sustenance is defined as the maintenance or support tenance. Students enrolled in this course will help of someone or something. It can also be defined as curate and coordinate the annual workshop series, food and drink as a source of strength or nourish- participate in the workshops, and design and conduct ment. This course embraces both definitions as it an independent project on an applied food systems delves into case studies of food enterprises across topic of their choice. Students will develop their Maineís agri-food value chain. Two central questions independent project in collaboration with a faculty frame the course: 1) What does it take to sustain advisor and a farm and/or kitchen manager. Projects Maineís food system? 2) How do food systems entre- must be based at Beech Hill Farm, Peggy Rockefeller preneurs pursuing their passion sustain themselves? Farms, the COA Community Garden, or Take-a-Break. Through academic articles, guest lectures, case stud- Possibilities might include but are not limited to: ies, and field experiences, students will learn about organic farm management, cover cropping, crop rota- the physical, political, economic, and social infrastruc- tion, no-till agriculture, farm equipment mechanics, ture that supports Maineís food system. In addi- rare and endangered livestock breeds, value-added tion, theyíll learn about the benefits and challenges farm products, marketing and direct to consumer faced by those dedicating their lives to food systems sales, seed saving, farm-to-school, seasonal menu ventures. Highlighting the essential links that exist planning, or institutional food acquisition. Students between farm and table, professional and personal, interested in fisheries and aquaculture are encour- and idea and implementation, students will exam- aged to discuss project possibilities with potential ine enterprises ranging from slaughterhouses and faculty and/or staff advisors. Students will be evalu- breweries to seaweed drying facilities and wholesale ated based on participation in and coordination of food distributors. Students will be evaluated based workshops, weekly meetings with advisors, an anno- on class participation, a series of reflection papers, tated bibliography, a series of reflection papers, and and a final project. Level: Intermediate. Prerequisites: a cumulative independent project. This is a year-long None. Class limit: 14. Lab fee: $40. course carrying a single credit. Students must be on campus for all three terms of the academic year and must participate in a minimum of eight workshops. 4010 Seminar in Human Ecology Level: Intermediate. Prerequisites: Application and Faculty: Borden, Richard permission of instructor. Class limit: 8. Lab fee: $100. Meets the following degree requirements: HS This seminar traces the historical development of 3085 College Seminar: Nutritional Anthropol- human ecology. We begin by reviewing the seminal ogy works in human ecology, the contributions from Faculty: Collum, Kourtney biology, and the development of human ecology Meets the following degree requirements: W HS as a multidisciplinary concept. Along these lines we compare the various brands of human ecology Eating is both a biological need and an intensely that have developed through sociology (the Chicago social activity. This course examines the evolution, school), anthropology and cultural ecology, ecologi- diversity, social significance, and health conse- cal psychology, and economics, as well as human quences of the human diet across time and space. ecological themes in the humanities, architecture, Designed as a college seminar, this course introduces design, and planning. This background is then used students to writing as processóprewriting, writing, to compare the COA brand of Human Ecology with and rewritingóand the broad and dynamic subfield of other programs in this country and elsewhere around nutritional anthropology. Through academic articles, the world. Our final purpose is to look at new ideas films, and guest lectures, the course weaves together coming from philosophy, the humanities, biological the biological and cultural threads of anthropology ecology, and other areas for future possibilities for to consider human nutrition in all its complexity. The human ecology. Evaluations are based on presenta- course is designed to complement The Anthropology tions and papers. Offered every other year. Level: of Food by focusing in on biocultural approaches to Intermediate/Advanced. Prerequisites: None. Class the study of human diets. The course covers founda- limit: 15. Lab fee: $25. tions and theories of nutritional anthropology, the evolution and adaptation of human diets, dietary 102 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 4012 Contemporary Women's Novels and ideas in psychology. The core themes of 'body', Faculty: Waldron, Karen 'mind' and 'soul' all have a long history of psychologi- cal inquiry associated with them. Yet they are every Meets the following degree requirements: HS bit as vital and important today. Some of the most This course selects from among the most interesting, influential authors in the field continue to struggle diverse and well-written of contemporary women's with these classical philosophical questions --- and fiction to focus on questions of women's writing (and with ways to incorporate state-of-the-art research on how/whether it can be treated as a literary and for- them. In this class, we will read and discuss at least mal category), gender identity and women's issues, one major new book on each theme. Ideas from and the tension between sameness and difference these perspectives will be compared, contrasted and among women's experiences, and narrations of critiqued. In the final portion of the class, we will look women's experience, around the world. The course especially at ways in which all three themes can be begins by examining two relatively unknown yet integrated -- not only in academic psychology -- but rather extraordinary novels from earlier in the twen- within our own experience. Evaluations will be based tieth century: Alexandra Kollantai's Love of Worker on careful reading of all materials, class participa- Bees (1927) and Sawako Ariyoshi's The Doctor's Wife tion, a series of short papers, and an end-of-term (1967). After these, we read from truly contemporary presentation and final paper in each student's area authors and quite varied authors published within of personal interest. Level: Intermediate/Advanced the last twenty years, like Buchi Emecheta, Gloria Prerequisite: Some background in psychology. Lab Naylor, Ursula Hegi, Nawal El Saadawi, Sue Grafton, Fee: $25. Class limit 15. Graciela Limon, Tsitsi Dargarembga, Barara Yoshimo- to, Dorothy Allison, Rose Tremain, Julia Alvarez, Leslie Feinberg, April Sinclair, and Achy Obejas. Students 4015 Creative Writing each choose an additional author to study and read a Faculty: Carpenter, William novel outside of class. An extensive list of authors is Meets the following degree requirements: HS included in the syllabus. Evaluation be based on class participation, either two short papers or one long This class concentrates on the theory and practice of paper on works discussed in class, a presentation to poetry and short fiction, though there will also be a the class of the outside novel, and a final evaluation place for "Starting Your Novel" students to finish up. essay. Level: Intermediate/Advanced. Prerequisite: Our goal is to develop the skills of verbal craftsman- a previous literature course and signature of the ship and self-criticism. Class meetings combine the instructor. Offered every other year. analysis and critique of individual students' writing with the discussions of published works by other writers. We also frequently discuss matters of stan- 4013 Starting Your Novel dards, the creative process, and the situation of the Faculty: Carpenter, William writer in the contemporary world. Students are ex- pected to submit one piece each week, to participate Meets the following degree requirements: HS in class response to fellow writers, to make revisions This is an intermediate to advanced creative writing on all work, and to contribute their best pieces to the class for those interested in an intensive approach to printed class anthology at the end of the term. Level: writing longer fiction. It would also be useful to the Intermediate/Advanced. Class limit: 12. novel reader as a insider's approach to the structure and purpose of fiction, the relation of author to char- acter, and issues of intentionality. We will be reading 4017 Philosophy and Cosmology first chapters from current novels and studying their Faculty: Visvader, John opening strategies, then each student will develop Meets the following degree requirements: HS plot, character, style and setting ideas for a first novel, followed by writing and revising fifty or sixty This is a class in the philosophy of science with a pages of their projected work. Other concerns will be special focus on contemporary theories concerning narrative viewpoint, handling of time, levels of real- the origin, evolution and fate of the universe. After an examination of the nature of theories and the struc- ism, dialogue techniques, writing habits, motivation & self-discipline, and the relation of fiction to personal ture of laws it will address such issues as why is there experience. Background in creative writing or narra- something rather than nothing, the origins of the 'Big tive theory would be helpful but not essential. Evalu- Bang', inflationary theory and multiple universes, the ation will be based on class participation, strength of nature of space and time, attempts at developing the concept, and the quality of the student's writtern a 'Theory of Everything', and the nature and role of consciousness in the universe. Level: Intermediate/ work. Level: Intermediate/Advanced Advanced. Prerequesites Some knowledge of phys- ics will be helpful but not necessary. Class limit: 20. 4014 Contemporary Psychology: Body, Mind Lab fee: none. and Soul Faculty: Borden, Richard Meets the following degree requirements: HS This course explores current theories, research COLLEGE OF THE ATLANTIC CATALOG 2018-2019 103 4018 Histories of Power: States & Subalterns in and how these critiques can open productive spaces Modern Latin Ameri for new ways of representing modernity and ecology. Faculty: Little-Siebold, Todd The class will be highly interactive; discussion will be the primary mode instruction, and students will have Meets the following degree requirements: HS considerable influence on the exact topics covered. This colloquium-style course will provide an intensive Final evaluation will based on a combination of class examination of the modern political history of Latin participation, a series of analytical response papers, America with a particular emphasis on the specific and two long form essays. While the class is open to mechanisms of power used by state actors, local all students, those with some background in critical communities, and individuals. The course seeks to theory, philosophy, or economic theory are encour- provide students with appropriate theoretical tools aged to attend. Level: Intermediate/Advanced. Class as well as concrete historical cases from which to limit: 10. examine power dynamics in contemporary Mexico, Central America, and the Andes. The course also highlights a concrete set of cases through which stu- 4022 Launching a New Venture dents can examine the history of political upheaval, Faculty: Friedlander, John revolution, and contestation that has defined the Meets the following degree requirements: region since independence. The chronological scope This course will cover the process of new venture cre- of the class will be from the early nineteenth century ation for students interested in creating businesses up to the late twentieth century. Students will be or non-profits with substantial social and environ- asked to take theoretical works about state forma- mental benefit. It is designed for student teams who tion, nationalism and power and examine how such have an idea and want to go through the formal questions could be turned into research projects. process of examining and launching the enterprise. Students will write a series of analytical essays on the Topics covered in this course will include: opportunity course readings to problematize each author's treat- recognition, market research, creating a business ment of power and the state. A final project on one plan, producing financial projections and venture author's theoretical and empirical contribution to the financing. As part of the course, all students will sub- field will serve as a capstone. The course will focus mit their ideas to the Social Innovation Competition. on discussion of the texts, and students will be evalu- In addition, students will make a formal business ated on their discussion skills, reading notes, and plan presentation. Level: Intermediate/Advanced. written work. This course is intended for students Class limit: 15 with prior coursework on Latin American history (e.g. From Native Empires to Nation States, Articulated Identities, and Seminar in Guatemalan History and 4026 Environmental Law and Policy Culture), and courses in social theory would also be Faculty: Cline, Ken helpful. Level: Intermediate/Advanced. Class limit: 15. Meets the following degree requirements: HS his course provides an overview of environmental law 4020 Environmentality: Power, Knowledge, and and the role of law in shaping environmental policy. Ecology We examine, as background, the nature and scope Faculty: McKown, Jamie of environmental, energy, and resource problems Meets the following degree requirements: HS and evaluate the various legal mechanisms available to address those problems. The course attempts Bringing critical theory directly to the gates of hu- to have students critically analyze the role of law in man ecology, this class will approach the central setting and implementing environmental policy. We issue of how discourses of government, biopower, explore traditional common law remedies, proce- and geopower have intertwined and infused them- dural statutes such as the National Environmental selves within the representations of "environments" Policy Act, intricate regulatory schemes, and market- in popular debate. With a specific nod to Foucault, based strategies that have been adopted to control Marx, Baudrillard, Luke, and other critical social theo- pollution and protect natural resources. Students are rists, we will tackle the various complexities that arise exposed to a wide range of environmental law prob- when "ecology" become a site for political and eco- lems in order to appreciate both the advantages and nomic expertization. Topics to be covered include the limitations of law in this context. Special attention is formation of knowledge/power/discourse, systems of given to policy debates currently underway and the environmentality, the rise of hyperecology, the valo- use of the legal process to foster the development of rization of ecodisciplinarians, and, as Timothy Luke a sustainable society in the United States. Students puts it: "how discourses of nature, ecology or the en- are required to complete four problem sets in which vironment, as disciplinary articulations of ecoknowl- they apply legal principles to a given fact scenario. edge, can be mobilized by professional-technical experts in contemporary polyarchies to generate Level: Intermediate/Advanced Prerequisites: Intro- geopower over nature for the megatechnical gover- duction to the Legal Process or Philosophy of the nance of modern economies and societies." The class Constitution strongly recommended. Offered at least will also address the question of "moving forward", every other year. Class limit: 20. Lab fee $10. Meets the following degree requirements: HS 104 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 4028 Cross-Cultural American Women's Novels works by writers such as Lu Xun, Naguib Mahfouz, Faculty: Waldron, Karen Tadeusz Borowski, Mahasweta Devi, Lydia Chukovs- kaya, Ingeborg Bachmann, Emile Habibi, Reza Bara- Meets the following degree requirements: HS heni, Gabriel Garcla M.rquez, Nawal el Saadawi, AimÈ This is an intermediate/advanced course in which stu- CÈsaire, Carlos Fuentes, Christa Wolf, Jaime Man- dents will explore in depth the connections between rique, RenE Alom;, Carme Riera, Alifa Rifaat, Octavio and among modern and cross-cultural women's Paz, AbÈ Kobo, Jack Ag,eros, Empar Moliner, Ben-Zion novels, primarily those written in the now very Tomer, Francisco Goldman, Arundhati Roy, Shulamith multi-cultural United States. We will strive to make Hareven, Haruki Murakami, Roya Hakakian, Edwidge connections between texts so as to better under- Danticat, Pola Oloixarac, Abelardo ìLaloî Delgado, and stand the nature of and any patterns or themes that Susana Ch-vez-Silverman. Evaluations will be based shape women's and cross-cultural fictional narra- on discussion, three short papers, and one interpre- tion. Historical perspective, cultural differences, and tive essay. Level: Intermediate/Advanced. Prerequi- gender roles will all be taken into consideration as we sites: none. Class limit: 15. Lab fee: none. analyze relatively recent women's fiction by such au- thors such as Toni Morrison, Maxine Hong Kingston, Gloria Naylor, Linda Hogan, Julie Shikeguni, Jamaica 4042 Reading the West Kincaid, Nora Okja Keller, Cristina Garcia, Jhumpa Faculty: Anderson, John Lahiri, and Sigrid Nunez. Participants will read care- Meets the following degree requirements: HS fully, prepare and ask questions of each other, write frequent response papers, and carry out a sustained The spectacular range of habitats between the Pacific Ocean and the Great Basin and Sonoran Deserts independent project to be presented to the group. The outside project will focus on one or more addi- has generated some of the most significant "place tional texts that may be fictional, theoretical, cultural, based" writing within American literature. In this or historic. The group presentation will put outside intensive field-based course students will be required texts into broad cultural and historical perspectives to read a range of materials dealing with key places. and/or discuss them in terms of trends in women's people, and events in the western landscape during literature, immigrant literature, women's literature of the summer prior to the formal start of the course. the United States, multicultural narratives, or some The class will then convene in California and begin a trek eastwards into the Great Basin Desert, south to other course theme. Selection of the outside text will give participants the opportunity to fill in perceived the Carson/Iceberg Wilderness, Yosemite, the Hetch gaps in their reading or explore a particular narrative Hetchy Valley and Mono Lake, and then finally south- or cultural form in depth. The reading load for this eastward across the Sonoran desert to Albuquerque, course is relatively heavy. Evaluation will focus on New Mexico, where students and faculty will partici- preparation, participation, insight, critical thinking, pate in a conference celebrating the first 50 years response papers, and the outside project - both its of the Wilderness Act. Readings will include work by Muir, Didion, Steinbeck, and Fremont. Evaluation will oral presentation and development in an appropriate form (visual, narrative, analytic, curricular, etc.). Level: consist of class participation, a series of essays and Intermediate/Advanced. Prerequisites: a previous journal essays, and a final term paper that will be literature course and permission of the instructor; completed following the end of the field portion of the course. This course will be integrated with and re- Contemporary Women's Novels experience recom- mended. Class limit: 15. Lab fee: none. quires co-enrollment in Ecology and Natural History of the American West, and Wilderness in the West. Level: Intermediate/Advanced. Prerequisites: Permis- 4034 World Literature sion of instructor; camping/backpacking ability. Class Faculty: Turok, Katharine limit: 9. Lab fee: $1500. Meets the following degree requirements: HS WFO Using seminal works by Machado de Assis, Luis de 4043 Wilderness in the West: Promise and Azevedo, and Rabindranath Tagore as a starting Problems point, this course will present non-English twentieth- Faculty: Cline, Ken and twenty-first-century world literature in the con- text of its relation to cultural, political, and personal Meets the following degree requirements: HS identity. One of the main objectives of the course Wilderness has been the clarion call for generations is to provide students with the critical tools neces- of environmentalists. In a letter in support of the sary for an informed reading and analysis of texts, Wilderness Act, writer Wallace Stegner characterized especially in light of questions of identity formation, the importance of wilderness as an essential "part of an imagined or remembered sense of home and the geography of hope." That single phrase and the displacement or exile, and cultural conflict in todayís current controversy surrounding the concept of wil- world. Acknowledging and becoming familiar with derness provide the central focus of our explorations elements such as genre, period, style, and theme of wilderness in western lands. This course examines are also goals of the course. Fiction and nonfiction the question of wilderness from multiple perspec- in translation, with some attention to bilingual and tives in the hopes of providing an understanding parallel texts, will include short and full-length prose of both the concept and real spaces that constitute wilderness. Through conversations with wilderness COLLEGE OF THE ATLANTIC CATALOG 2018-2019 105 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. of the Wilderness Act. The 50th Anniversary National Wilderness Conference provides an incomparable op- 4047 Waste portunity for students to hear from and interact with federal management agencies, academics, recreation Faculty: van Vliet, Netta experts, and environmental advocacy organizations. Meets the following degree requirements: HS 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. its opposites. Psychoanalysis has drawn attention to feces association with gold and the notion of the 4046 Lincoln Before the Presidency gift of waste in the formation of subjectivity. Politi- Faculty: McKown, Jamie cal economy, postcolonial studies, anthropology and feminist theory have all addressed histories of abjec- Meets the following degree requirements: HS HY 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, coln and Stephen Douglas. While the class will focus and FranÁoise VergËs. Students will be evaluated intensely on the political events of the 1850's, the based on attendance, in-class participation, reading class will simultaneously track broader questions of responses, and two short analytical essays. Level: political action in the context of a democratic society. Intermediate/Advanced Prerequisites: none. Class As a result, students will have the opportunity both limit: 10. Lab fee: None. to acquire a richer understanding the historical mo- ment that led to Lincoln's rise to power, as well as an 106 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 4052 Economic Development: Theory and Case eration as part of the choice set), we will enrich our Studies understanding of group cooperation through the Faculty: Taylor, Davis examination of social capital, tacit knowledge, and common pool resources. We will then have a brief Meets the following degree requirements: HS QR 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 MondragÛn complex, and worker- and methodologies to economic development are owned businesses in the United States and Canada. emerging, and represent some of the most impor- This course will be of interest to students interested 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: 20. Lab fee: $40. natural resource endowments, industrial policy (e.g. free trade versus dirigiste policies), and spillovers, clustering, and entrepreneurship. The course will 4054 Philosophies of Love involve a rigorous mix of economic modeling, careful Faculty: Cox, John Gray application of empirical data (including both histori- Meets the following degree requirements: HS cal analysis and cross-sectional studies; students This course investigates the intellectual history of with no exposure to econometrics will receive a brief concepts of love that provide origins for notions of it introduction) and country studies. Evaluation will be central in our time. Is love the key to giving meaning based on classroom participation, responses to read- to our individual lives? Is it a transformative power ing questions, short essays, and a final project con- that can empower and heal us and our societies? sisting of an economic development country study of How are the many different concepts of it related? To the studentís choice that demonstrates application of what extent are these concepts grounded in biologi- theoretical concepts to the real world. Level: Inter- cal, historical, philosophical or spiritual truths ñ or mediate/Advanced. Prerequisites: One economics course. Class limit: 15. Lab fee: none. mere reflections of collective myths, self delusions or manipulative deceptions? How can we as individu- als most fully realize ourselves? How can our society 4053 Economics of Cooperation, Networks & best promote flourishing lives and how can this be Trust brought about? The theme of love winds like an Faculty: Taylor, Davis Ariadnean thread through the labyrinth of the history of ideas about the nature of self, Other, community, Meets the following degree requirements: HS knowledge, reality and ethics. The class uses over- Economics is slowly expanding from equilibrium- view materials from intellectual historians like de based, atomistic optimization, through dyadic Rougemont, Singer and May. It picks away through strategic interaction, to the consideration of networks central passages in that labyrinth by reading key se- and complexity. At the same time, it is beginning lections from Plato, New Testament writers, Medieval to incorporate more complex human motivations poets, Nietzsche, de Beauvoir, Irigary, Gandhi, King, beyond simple optimization as means of explain- Levinas, Thich Nhat Hanh, Mortimer-Sandilands, pop ing economic outcomes. This course captures these culture and others. Class format relies on seminar trends by the study of the economics of cooperation, discussion with occasional short lectures. Goals of networks, and trust. We will focus on four major ways the course are to advance studentsí abilities to criti- of understanding cooperation: individual optimiza- cally analyze texts in context in intellectual history, tion, strategic optimization, institutions, and em- and to advance understanding of nuanced ways bedded social relationships (networks), and we will key ideas in epistemology, metaphysics, ethics and apply cooperation to the contexts of commonly held social-change theories inform and are informed by resources (such as fisheries and climate), networks concepts including: eros, philia, agape, courtly love and strategic alliances, and formal economic organi- (fin amour), love force/satyagraha, romantic love, zations (cooperatives). After an introduction to the ahimsa, and compassion. Students will be respon- relevant issues and an examination of the standard sible for leading seminar sessions. There will be one neoclassical approach of optimization (with coop- problem set, two short papers and a term project COLLEGE OF THE ATLANTIC CATALOG 2018-2019 107 presented in class as well as developed in a final large corporations, small businesses and others to paper of 15-20 pages. Includes a lab session for view- help solve global and local problems. Impact invest- ing films and television and discussing student work. ments have funded solutions in diverse arenas Level: Intermediate/Advanced. Prerequisites: At least including food systems, climate change, poverty, af- one prior course in intellectual history, philosophy or fordable housing, clean technology and public health. comparable class in human studies. Class limit: 15. Through readings, discussions and class projects stu- Lab fee: none. dents will explore the benefits and pitfalls of different strategies and the potential of investments to create 4056 Histories of Race social and environmental change. During the course students will learn how to create financial projections Faculty: Little-Siebold, Todd and evaluate the financial returns of enterprises. Meets the following degree requirements: HS HY For their final project, students will have to recom- Race as a concept was constructed in the western mend an investment platform that generates returns world in the early modern era as commentary on financially, socially and/or environmentally. Students and explanation of human differences. This class will be evaluated based on class participation, written will examine the origins of the idea of race and the assignments and verbal presentations.Le Interme- ways it is central to the creation of the modern world. diate/Advanced. Prerequisites: None, but it is recom- Drawing on histories of Europe and the Americas this mended that students have taken a prior Sustain- class will look at the different ways racialized thinking able Business course such as: Financials, Business was deployed in colonial contexts. Central themes of Nonprofit Basics, Sustainable Strategies or Launching the course will be the history of race as an idea, the a New Venture. Class limit: 15. Lab fee: $10. nature and impact of the Atlantic slave trade, how in- digenous peoples reshaped European ideas of what 4059 Breakthroughs in Creative Nonfiction: it meant to be human, the construction of white- Wright/Rankine/Nelson ness, and the history of slavery in the new world. The period covered by the class spans from the origins Faculty: Greenberg, Arielle of race as an idea to the late nineteenth century. Meets the following degree requirements: The course will be a hybrid of a lecture course and a In this literature seminar, we will look at three inno- readings seminar. Students will read major works in vative contemporary writers who began their careers the field and develop an understanding of the histori- as poets and shifted over time toward creative non- cal background of contemporary forms of structural fiction, helping to forge the popular new sub-genre of inequality justified and reinforced by racialized think- ìlyric essayî in the process. Through reading the work ing. Students will do a series of short assignments, of Maggie Nelson, Claudia Rankine and C.D. Wright, lead discussion of books, and undertake a major we will be able to think about current trends and research paper. The research projects will allow aesthetics in American literature, and also about key students to explore topics beyond the chronological topics in our political landscape. Each of these three and spatial scope of the course. Level: Intermediate/ writers have developed a signature style but also Advanced. Prerequisites: None. Class limit: 12. Lab share much in common, and we will use their work to fee: $45. think about what it means to take a queer approach to genre, how we might write about identity and 4057 Tutorial: Climate Policy Practicum power at the beginning of the 21st century, and what fusing new forms can do for our own art-making. We Faculty: Stabinsky, Doreen will read volumes of work by each writersópossibly including Jane: A Murder, Bluets and The Argonauts 4058 Personal Finance and Impact Investing by Nelson; Donít Let Me Be Lonely and Citizen by Rankine; and Deepstep Come Shining, One Big Self, Faculty: Friedlander, John and One with Others by Wrightóand respond to them Meets the following degree requirements: HS in both critical and creative ways. Students will be Financial decisions are often a reflection of personal evaluated based on the quality of completed assign- beliefs encompassing lifestyle, ethics, personal ments and participation in class discussion. Level: worth, security and numerous other factors. Personal Intermediate/Advanced. Prerequisites: None, but Finance and Impact Investing merges an exploration students would ideally have experience in the writing of personal financial choices with a broader explora- and literary analysis of creative nonfiction. Class limit: tion and introduction to impact investing. To ground 15. Lab fee: None. the discussion, students will forecast and analyze their present and future financial needs, investigating various scenarios. Then the class will examine invest- 4060 Tutorial: Contemporary Women's Novels ing fundamentals and explore the emerging field of Faculty: Waldron, Karen impact investing. Impact investors use a multitude Meets the following degree requirements: of investing strategies and mechanisms to simul- This tutorial selects from among the most interesting, taneously seek social, environmental and financial diverse, and well-written of contemporary inter- returns. They create avenues for private investment national women's novels to focus on questions of to work alongside non-governmental organizations, women's writing (and how/whether it can be treated 108 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 as a literary and formal category), gender identity and intergovernmental negotiations, including states and women's issues, and the tension between sameness non-state actors, political blocs, international organi- and difference among women's experiences, and zations, and treaty secretariats. Readings will include narrations of women's experience, around the world. primary negotiating texts and scholarly analysis. As The course begins by examining a relatively unknown part of their work in the course, students will prepare yet rather extraordinary novel from 1967: Sawako for and participate as observers in intergovernmental Ariyoshi's The Doctor's Wife. After Ariyoshi, we will negotiations. The course will emphasize compara- read from quite varied authors published within tive study of the treaty or other regimes in which the last forty years: Buchi Emecheta, Clarice Lispec- students will actively participate, which will vary from tor, Nawal El Saadawi, Tsitsi Dangarembga, Hanan year to year. Indicative topics include oceans and al-Shaykh, Jeannette Winterson, Rose Tremain, Nora marine issues, climate change, food and agriculture, Okja Keller, Fadia Faqir, and Yvonne Vera. We will also humanitarian issues, biodiversity, or sustainable de- read some classic and contemporary feminist liter- velopment. Students will be evaluated based on their ary theory to gain a sense of how feminist scholars participation in negotiation role plays, regular writing approach women's novels and our questions. Each assignments reflecting on course readings, a class student will facilitate at least one class discussion. presentation, and a final synthetic essay reflecting on Students will be evaluated based on class participa- their participation in negotiations. Level: Intermedi- tion and discussion leading and a final project of ate/Advanced. Prerequisites: Global Environmental some sort, to be developed and negotiated in light Politics or Introduction to Global Politics, and permis- of the student's interests. The project may include sion of instructor. Class limit: 12. Lab fee: None. several shorter works, outside research and presen- tation, or be a longer work - as long as it is roughly 4063 Troubadours, Nuns, Witches, and Concu- equivalent to a 12-15 page exquisitely articulated bines 500 - 1450 piece of analytic or creative writing, translation, presentation, or performance. Level: Intermediate/ Faculty: Turok, Katharine Advanced. Prerequisites: a previous literature course Meets the following degree requirements: HS and permission of the instructor. Class limit: 5. Lab This course traces variations in the social, legal, and fee: none. economic status of women in Asia and Europe from about 500 to 1450. Students will be examining let- 4061 Theories of Human Nature-the Self ters, diaries, songs, court documents, poems, essays, Faculty: Visvader, John and fiction with an eye toward textual analysis and original discourse. Students will also consider such Meets the following degree requirements: HS questions as: Why and to what extent did women in We seem to have a clearer understanding of that some parts of the medieval world-in China until 960; which is furthest away than that which is closest, we in southern India; in Catalonia, Spain-experience rela- have a better map of the distant universe than we tive freedom? What were women's attitudes toward have of our inner selves. There is little agreement men, children, religion, love, work, sexuality, religion, in philosophy, science or religion as to whether the magic, and education? How was gender negotiated, Self exists as the center of experience or whether with female identity in girlhood, adolescence and it is merely an elaborate illusion or fiction created adulthood established or modified, within the various through reflection, social judgments affixing re- sociocultural contexts? What were the achievements sponsibility or mechanisms of the brain. This course and accomplishments of women during the "Middle represents an attempt to examine some of the Ages" whether they managed households; wandered major theories in Buddhism, Hinduism, Western the land as minstrels; or worked at court, in the philosophy, contemporary psychology and cognitive religious life, in the visual and performing arts, or in science on the nature and existence of the Self. The medicine? Students will be evaluated on the basis of class will be conducted in seminar style with discus- class participation, two short papers, and one sub- sions of common readings while each student will be stantial essay. Level: Intermediate/Advanced Class expected to do independent complimentary research limit: 15. which will result in a term paper. Level: Intermediate/ Advanced. Prerequisites: Prior philosophy or psychol- ogy courses. Class limit: 15. Lab fee: None. 4064 Leaving Capitalism: the (non) Economics of Homesteading Faculty: Taylor, Davis 4062 Practicing International Diplomacy Meets the following degree requirements: HS Faculty: Stabinsky, Doreen The practice of homesteading can at first blush Meets the following degree requirements: HS seem like a fairly niche lifestyle adopted by a few This course provides a substantive introduction to quirky people who may have a taste for hardship. the theory, art, and practice of international negotia- However, while motivations for homesteading are tion. Students will study theories of both diplomacy myriad, many homesteaders describe their choice and negotiation; the organization of global negotia- as a purposeful attempt to meet much of their tions, in particular the organization of treaty re- material needs through non-commodified means gimes; and the roles and practice of various actors in such as self-production, acts of reciprocity, and gift COLLEGE OF THE ATLANTIC CATALOG 2018-2019 109 exchange. This course examines theories, concepts, Intermediate/Advanced. Prerequisites: Requires and experiences centered on this practice of "leaving co-enrollment in Anthropology of Homesteading and capitalism": seeking food, shelter, and clothing to the Leaving Capitalism: The (non) Economics of Home- greatest degree possible through non-commodified steading, and permission of instructor. Class limit: 12. production and consumption in places where com- Lab fee: None. modified production and consumption are a highly dominant norms. We will examine homesteading practices as counter-hegemonic activities that seek 4066 Anthropology of Homesteading to restore visible, non-exploitive relationships to Faculty: Collum, Kourtney production activities, thus challenging commodity Meets the following degree requirements: HS fetishism (in Marxist terms) and narrow definitions This course examines social and cultural conditions of economic efficiency (in Neoclassical terms). We that influence contemporary homesteading practices. will lean heavily on theories and case studies of Three key questions inform the course: (1) What mo- diverse/community/solidarity economies as articu- tivates self-identified homesteaders to resist norma- lated by JK Gibson-Graham, Ethan Miller, and others; tive lifestyles and seek self-sufficient, non-commodi- other topics will include capitalism (alienation and fied ways of living? (2) How do variables such as class, commodification), Buddhist/Gandhian economics education, race, geographic location, and property- (which emphasizes local economies, community self- ownership shape homesteading practices? (3) What reliance), work (the nature of work, what constitutes are the benefits and limits of homesteading as a form good work), resistance/avoidance (James C. Scott), of resistance to commodified production and con- and degrowth. By studying and integrating these sumption? Through readings, films, guest lectures, ideas as they relate to production, consumption, and and field work students will attempt to answer these social relations, we will also seek to redefine contem- questions. Readings will include personal and eth- porary economics beyond its traditional emphasis on nographic accounts of homesteading (e.g., Rebecca commodity production, restoring "the social" to this Kneale Gouldís "At Home in Nature", selections from social science. Evaluation will be based on problem the Foxfire Series, Helen and Scott Nearingís writings sets, participation and engagement in classroom about living the good life) as well as critical studies of discussions and field experiences, a joint final project non-commodified living from sociology and anthro- carried out in conjunction with the Anthropology pology. These readings will be used to help students of Homesteading and Practices of Homesteading theorize the various forms of and motivations for courses. Level: Intermediate/Advanced. Prerequisites: homesteading, as well as the relationship between Requires co-enrollment in Anthropology of Home- homesteading and social categories of difference. steading and Practices of Homesteading, and permis- Students will be evaluated based on participation in sion of instructor. Class limit: 12. Lab fee: $175. class discussions, a series of synthesis papers, and research methods exercises. Level: Intermediate/ 4065 Practices of Homesteading Advanced. Prerequisites: Requires co-enrollment in Faculty: Taylor, Davis; Collum, Kourtney Practices of Homesteading and Leaving Capitalism: The (non) Economics of Homesteading, and permis- Meets the following degree requirements: HS sion of instructor. Class limit: 12. Lab fee: None. In this course, students will apply social science methods (particularly participant observation and structured and semi-structured interviews) as they in- 4078 Cidra, Queso y Granjas: Agriculture's Past and Present teract and engage with homesteaders across Maine. Field work will include several single-day trips, one Faculty: Little-Siebold, Todd multi-day trip, and a week long homestay with home- Meets the following degree requirements: HS HY steaders. Through this field work students will gain This course will be an intensive three week field- exposure to applied homesteading skills including based exploration of the history and contemporary animal husbandry, food cultivation and preservation, reality of Spanish agriculture. Using the province carpentry, forestry, fixing just about anything, and of Asturias as a base of operations this class will more. Students will be evaluated based on partici- examine the deep history of agriculture in the region pation in class discussions and field trips, a field and its ancient traditions of cider-making and cheese journal, and an independent ethnographic project production. The rugged mountains of the Cantabrian that applies social and economic theories to frame coast are home to thousands of small, diversified questions regarding motivations for and practices of granjas, or farms, that have experienced massive contemporary Maine homesteading. The final project changes in the current farmersí lifetimes. Students encapsulates the motivation for taking the monster will travel to Asturias in northern Spain during winter course approach to studying homesteading: theoreti- break to learn about the changes in social, cultural cal perspectives regarding non-commodified produc- and economic aspects of farming in the region from tion will be very useful in assessing homesteading Roman times to the present with an emphasis on practices in the field; conversely, homesteading the evolution of rural farms and landscapes. We will practices observed in the field will lend credence discuss land tenure, land use, labor practices, farm- to or suggest modification of various theoretical ing practices, and much more at sites throughout explanations of non-commodified production. Level: Asturias as we think through what historical insights 110 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 can tell us about the past, present and future of 5013 Methods of Teaching Writing Across the farming and the rural economy. Students will do Curriculum exercises on landscape history, visit museums, farms, Faculty: Kozak, Anne cider producers and research stations as well as meeting leading experts. The course will continue Meets the following degree requirements: W ED with a seminar during the winter term on campus in This course not only gives students knowledge and which students will pursue projects inspired by their understanding of rhetorical theory and practice so experiences and learning in Spain. Student evaluation they can work effectively with developing writers, but will be based on the participation in the field-based also provides them with a review of grammar, meth- components of the class and the project-based learn- ods of evaluating writing, and strategies for teaching ing back on campus. Level: Intermediate/Advanced exposition, argument, and persuasion. Students put Prerequisites: This course is appropriate for students this knowledge to practical use by working as peer with a wide range of interests, and it would be helpful tutors in the Writing Center. Students participate in to have some background in history, anthropology or this course for one academic year and receive one food systems course; permission of instructor. Class credit. In addition to Williams' Style: Ten Lessons in limit: 12. Lab fee: $1500. Clarity and Grace and Irmscher's Teaching Exposi- tory Writing, students read numerous articles from College Composition and Communication, College 4079 Skills for Conflict Resolution and Advo- English, The Writing Instructor, Language Arts, and cacy on Human Rights English Journal, and Research in the Teaching of Eng- Faculty: Wessler, Steve lish as well as a text dealing with teaching writing in Meets the following degree requirements: their specialty, e.g. Writing Themes about Literature The course provides students with skills and strate- or a Short Guide to Writing about Biology. Level: Ad- gies for conflict resolution and advocacy on human vanced. Prerequisites: Working knowledge of gram- mar and usage, excellent writing skills, ability to work rights and social justice issues. Students will practice leading focus groups, facilitating conflict resolution closely with people, and signature of faculty member in writing or education. Class limit: 15. dialogues, conducting workshops and developing workshop agendas and curricula. Students will also explore strategies for effective advocacy by examin- 5015 Hydro Politics in a Thirsty World ing case studies from the instructorís work on human Faculty: Cline, Ken rights and social justice issues in Europe and the USA and from the work of other advocates. Advocates Meets the following degree requirements: HS from Europe or the USA will present either in person This course will look at the complex issues surround- or by Skype. Students may be able to observe active ing the development, distribution, use and control of conflict resolution or advocacy projects in Maine dur- fresh water around the world. Focusing primarily on ing the term. Students will be evaluated on their work developing countries, we will examine three aspects during practice sessions on conflict resolution and of water use and control. First we will look at the on other skills relating to advocacy on human rights scope and impact of water development projects; issues, their written analysis of case studies, second we will examine the conflicts and solutions their final project and their participation in class related to transboundary river basins; and third we discussion. Level: Intermediate/Advanced. Prereq- will consider the implication of privatization of water uisites: Permission of instructor; preference will be resources. By way of background, we will review the given to students who either have previously taken a variety of demands placed on fresh water and the course addressing conflict resolution or social justice political institutions related to water development. advocacy or have significant experience in working Students will gain a solid background in international environmental law as it relates to multilateral and on social justice and human rights issues. Class limit: 16. Lab fee: $25. bilateral treaties, customary law, multilateral institu- tions, and the guidance of international "soft law". They will also understand the allocation and equity 5010 Advanced Composition issues surrounding the privatization of water and the Faculty: Kozak, Anne political dimensions of this shift. Ultimately, these Meets the following degree requirements: W issues will give a concrete understanding of some aspects of the concept of sustainable development. This course has two goals: 1) to aid the student in Evaluation will be based on class participation, short developing and refining a style and 2) to make the analytical papers, and a substantial term-long assign- student cognizant of the interaction between style, ment. Level: Advanced. Prerequisites: Solid back- content, and audience. To achieve these goals, ground in international politics, economics, human students write several short papers or one or two rights, or development policy through coursework or longer ones, meet regularly with the instructor to go personal experience. Class limit: 20. Lab fee: $15. over these, edit and discuss the exercises in Style: Ten Lessons in Clarity and Grace by Joseph Williams, and participate in review sessions. Level: Advanced. Prerequisites: Signature of instructor. Offered every winter. Class limit: 8. Lab fee: None. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 111 5016 Corn and Coffee multiple dimensions of Hispanic culture, and increase Faculty: Little-Siebold, Todd their ability to read, write, hear and speak in a variety of rhetorical forms and genres. Student are evaluated Meets the following degree requirements: HS HY based on class participation, homework and their This course explores the rich history of Guatemala ability to work effectively with multiple kinds of texts, through the lens of two vital products, corn and interviews, conversations, formal interviews, oral pre- coffee. The crops provide insight into the global and sentations, writing exercises in different styles, and local dimensions of both historical and contempo- non-verbal communication. Typically offered in fall or rary reality there. The course will cover the history of winter. Level: Advanced. Prerequisites: Permission of Guatemala from pre-contact native society through instructor. Class limit: 10. Lab fee: $20 the myriad changes wrought by colonialism, decolo- nization, the rise of the modern nation state, and the transformations associated with the rise of coffee 5018 The Nature of Narrative as a major export crop. Corn and coffee provide a Faculty: Waldron, Karen convenient vantage point from which to examine Meets the following degree requirements: HS WF the social, economic, and cultural dynamics of native society on the one hand and the globally- connected This is an advanced writing focused course in which production of coffee on the other. The course moves students practice the human ecology of literary from a broad macro perspective on each crop to an analysis. We explore the 'mind' or consciousness of intensive exploration of how both are produced in fictional writing (specifically, novels) by looking at Guatemala. In this way, class participants will be able how narratives make meaning, and at how we make to look at how global historical trends in consump- meaning from narratives. The course surveys some tion have played themselves out in local communi- of the best modern fiction, with a particular focus ties. The class will simultaneously be able to look at on works that highlight narrative technique, stretch the boundaries of the imagination, have a rich and the processes at work in pueblos throughout Gua- temala that root the corn economy into rich cultural deep texture, and push against the inherent limita- and social dynamics that are at the core of communal tions of textuality. Students also hone their reading life. Using these two crops as a starting point, the and analytic skills as they work closely with twentieth class will allow students to develop a holistic and century texts that broke new literary ground. Some synthetic understanding how Guatemalans live their of the authors we may read include: Joseph Conrad, everyday lives embedded in intensely local realities Virginia Woolf, William Faulkner, Monique Wittig, even as they experience much larger national and John Dos Passos, Toni Morrison, N. Scott Momaday, international processes. The course emphasizes Bessie Head, Manuel Puig, and Margaret Atwood. We attention to the broad global dimensions of corn also study some narrative (and possibly film) theory. and coffee's production as well as the fine-grained Evaluation is based on class participation, frequent study of Guatemala's socio-cultural life in historical short response and passage analysis papers, and an and anthropological perspective. Through discus- independent project. Level: Advanced. Prerequisite: sions of the books, this seminar-style course seeks to Signature of Instructor. Offered every other year. Class limit: 15. provide students with deep insights into the history of Guatemala while maintaining a sense of the global and regional context. Intensive readings will provide 5020 Advanced International Environmental students with a snapshot of trends in both history Law Seminar and ethnography while broader synthetic analyses of Faculty: Cline, Ken both corn and coffee will embody more popular ap- proaches to the topic. Students will lead discussions Meets the following degree requirements: HS of the readings, write short synthetic essays, and This course is designed to provide an overview of undertake a research project for the class. the use of international law in solving transnational Level: Advanced. Prerequisites: Signature of the in- environmental problems and shaping international structor, any of the following courses: Native Empires behavior. We examine, as background, the nature to Nation States; Articulated Identities; American and limitations of international law as a force for Worlds. Class Limit: 12. Lab fee: $50. change. The course will then explore customary law, the relationship between soft and hard law, enforcement of international law, implementation 5017 Advanced Spanish I mechanisms, and the effectiveness of multilateral Faculty: Cox, John Gray environmental agreements. Special attention is Meets the following degree requirements: given to existing international environmental law frameworks addressing climate change, Arctic and This course is for students who are competent in the Antarctic development, ozone depletion, biological principal grammatical forms of Spanish. In this class, diversity, forest loss, export of toxic chemicals, and students increase their mastery and automatic com- the host of issues raised by the 1992 United Nations mand of grammar and nuances of idiomatic usages, Conference on the Environment and Development broaden their vocabulary in general and deepen and subsequent environmental fora. Students will it in targeted areas, enrich their understanding of also consider the interface between international 112 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 environmental law and other important international 5023 Tutorial: Ongoing Narratives forces such as the Bretton Woods institutions, human Faculty: Carpenter, William rights frameworks, and international development entities. Students will be evaluated on the quality Meets the following degree requirements: of their classroom comments and several analytical This advanced tutorial continues work done in problem sets given during the term. Students will "Starting Your Novel" and/or previous fiction tutori- also be asked to complete a major research project als: intensive in-class attention to narrative issues examining the effectiveness of a treaty or a proposed of detail, viewpoint, time & tense, continuity, lan- international environmental legal arrangement. guage, plot and character development, endings and Level: Advanced. Prerequisites: Environmental Law overall design related to reader response. All work and Policy, Global Environmental Politics, or Signa- is thoroughly discussed in the context of narrative ture of Instructor. Class limit: 10. Lab fee: $10. aesthetics in extended weekly small-group sessions; students are expected to write 8-15 pages a week of new material and to provide a revised and edited 5022 Hatchery copy for evaluation at the end. Level: Advanced. Pre- Faculty: Friedlander, John requisites: Previous intermediate or advanced fiction Meets the following degree requirements: courses and instructor permission. Class limit: 5. Lab fee: None. The Hatchery is applied Human Ecology in action; it offers students a bridge from coursework to actively creating their vision of the future. The Hatchery gives 5026 Advanced Seminar in Ecological Econom- students from across the campus the opportunity ics to move from ideas to action. Hatchery students Faculty: Taylor, Davis work either individually or in teams on a wide array Meets the following degree requirements: HS of enterprises. Past projects have included: urban farming; international development; policy and plan- This seminar explores selected themes in ecological ning; photography and film; alternative transporta- economics, which is both the economics of sustain- tion; biofuel production; renewable energy; food ability as well as a paradigmatic approach distinct systems; the arts; furniture production; technology from the mainstream neoclassical approach to the development; social enterprise. Ventures have been study of economic activity. We will use the first sev- for-profit and non-profit, encompassing the range eral weeks of the term to define and outline ecologi- from local businesses to scalable start-ups. Students cal economics. We will use the remainder of the term selected for the Hatchery are required to devote an to explore topics of student interest, focusing on entire term to launching their venture. Each Hatchery three to five major themes; possible themes include enterprise, whether a team or an individual, must methodological issues (post-normal science, trans- take the course for a minimum of three credits. Along disciplinarity), biophysical constraints to economic with weekly instructional meetings, students receive growth (entropy, technological pessimism, capital office space, supplies, professional services, men- substitution, critical natural capital, resource peaks), tors and potential access to seed capital to develop sociocultural impacts of economic growth (consump- their ventures. After the initial ten weeks of class, if tion, happiness studies), energy and resource flow students decide to continue their enterprises, they analysis (entropy), system dynamics (steady state have access to the Hatchery space and resources for economy, resiliency, degrowth), measurement issues an additional nine months. (growth versus development, ecological footprint, Index of Sustainable Economic Welfare), institutional The Hatchery takes place in three phases: arrangements (adaptations of ideas from Douglass -Application: Students apply for a position in the North), trade and development (embodied trade, pol- Hatchery over winter term. lution havens), community sustainability, philosophi- -Rapid Prototype: The ten weeks of the Hatchery cal issues (Buddhist economics, homo economicus), course. Students create a rapid prototype to test historical issues of sustainability (Malthusian perspec- their ventures in the marketplace. These prototypes tives, Jevon's Paradox). Evaluation will be via an exam vary widely depending on the type of ventures. at the end of the introductory phase, article prÈcis, -Creating an Enterprise Structure: During the ten and a final poster presentation. weeks of the course, students will have weekly as- Level: Advanced. Prerequisites: two terms of inter- signments that introduce key elements in an organi- mediate neoclassical economics or permission of zational structure and highlight operational consider- instructor. Class limit: 12. Lab fee: $15. ations that are universal amongst enterprises. -Development: The following 9-months. Students 5031 Advanced Spanish Il have access to the Hatchery space and resources to continue developing their enterprises. Level: Ad- Faculty: Pena, Karla vanced. Prerequisites: Permission of instructor. Class Meets the following degree requirements: limit: 6. Lab fee: none. This course is for students who are competent in the principal grammatical forms of Spanish and have already completed Advanced Spanish I or the equiva- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 113 lent. In this class, students further increase their activists from the period. Second, to help illuminate mastery and automatic command of grammar and how the ideas, choices, narratives, and arguments nuances of idiomatic usages, broaden their vocabu- reflected in these texts have some relation to con- lary in general and deepen it in targeted areas, and temporary discourses of gender, power, and equality. enrich their understanding of multiple dimensions Third, to offer students the opportunity to conduct of Hispanic culture. A central focus of the course is close textual readings of significant texts in the field on increase of the studentís ability to read, write, of public address. This seminar is rooted in what hear and speak in a variety of sophisticated rhetori- might be described as an experiential, grassroots cal forms and genres as well as cultural contexts. approach to rhetorical criticism, one that is uncon- Student are evaluated based on class participation, strained by the needs of overly deterministic reading homework and their ability to work effectively with strategies. We will focus more on building a "theory multiple kinds of texts, interviews, conversations, for- of the case" from the ground up and through the mal interviews, oral presentations, writing exercises eyes of the seminar participants, rather than subject- in different styles, and non-verbal communication. ing each case to the demands of a predetermined Typically offered in fall or winter. Level: Advanced. comprehensive model of rhetorical action. The fourth Prerequisites: Permission of instructor. Class limit: goal of the class is to offer students the first hand 10. Lab fee: $20. opportunity to conduct their own ìrecoveryî projects with the aim of locating, transcribing, documenting, and presenting to the class new variations of texts 5035 Tutorial: Introduction to the Counseling from the period that have been previously undocu- Process mented or left unaccounted for. In doing so, students Faculty: Hill, Kenneth will learn basic techniques for exploring the types of Meets the following degree requirements: digitized historical collections that have emerged in This is intended as a survey course that will overview only the past few years. The final goal for the seminar the contemporary theories, issues, and techniques is to prompt an even broader series of questions of professional counseling. In brief, topics to be about the relationship between text, society, and the considered in this course include; a) legal and ethical "public." These are questions that would obviously responsibilities associated with professional counsel- be salient for students of all interests. Class sessions ing); b) assessments of differing therapeutic ap- will be organized as a weekly three hour seminar and proaches (theories and techniques) to the counseling will be predominantly discussion driven. Students will process; and c) reflection on the changing perspec- be responsible for presenting certain works and will tives and practices in counseling including pluralism also lead some of our discussions. Assignments will and diversity models. Students will begin to develop emphasize critical, reflective and analytical writing. their own perspective of counseling through lectures Evaluation will be based on participation in class and discussion, demonstrations, guest speakers, discussion, short written response papers, several case studies, mock counseling sessions, reading, and longer essays, individual presentations, and a final writing papers. Experiential learning, through mock "recovery" project. Level: Advanced. Prerequisites: counseling sessions, with feedback from classmates none. Class limit: 12. Lab fee: none. and the instructor, will be stressed. Evaluation will be based on written assignments, class participation, 5043 Introduction to the Counseling Process and independent research. Level: Advanced. Prereq- Faculty: Hill, Kenneth uisites: A psychology class and signature of instruc- tor. Class limit: 6. Lab fee: none. Meets the following degree requirements: HS This is intended as a survey course that will overview the contemporary theories, issues, and techniques 5039 Equal Rights, Equal Voices: The Rhetoric of of professional counseling. In brief, topics to be Woman Suffrage considered in this course include; a) legal and ethical Faculty: McKown, Jamie responsibilities associated with professional counsel- Meets the following degree requirements: HS HY ing); b) assessments of differing therapeutic ap- This seminar will provide an in-depth exploration of proaches (theories and techniques) to the counseling public speech texts by a wide array of 19th century process; and c) reflection on the changing perspec- woman suffrage activists in the United States. This tives and practices in counseling including pluralism includes works by those individuals most often asso- and diversity models. Students will begin to develop ciated with the first wave of the movement including: their own perspective of counseling through lectures Susan B. Anthony, Elizabeth Cady Stanton, Sojourner and discussion, demonstrations, guest speakers, Truth, Ernestine Rose, Lucy Stone, Anna Dickinson, case studies, mock counseling sessions, reading, and Lucretia Coffin Mott, Adelle Hazlett, Victoria Wood- writing papers. Experiential learning, through mock hull, Anna Julia Cooper, and others. There will be counseling sessions, with feedback from classmates a heavy emphasis on the close reading of primary and the instructor, will be stressed. Evaluation will source materials as students encounter these speak- be based on written assignments, class participation, ers "in their own words." There are five main goals and independent research. Level: Advanced. Class of this seminar. First, to familiarize students with limit: 15. Prerequisites: A psychology class. Signature of instructor. the works of prominent suffrage and equal rights 114 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 5044 Diaspora and Unbelonging events over the full three days. Every year highlights Faculty: van Vliet, Netta a particular theme, with a new set of focused panel discussions, speakers, and readings. The theme of Meets the following degree requirements: HS the 2018 conference is ìNew World Disorder and Etymologically, the word "diaspora" is traced to the Americaís Future.î The central focus of the confer- Greek dia meaning through, and speirein, meaning ence will be what role the United States will play in to scatter or to sow. Historically, the term has been the future development of international security associated with narratives of exile, displacement, and and the global political order. Special emphasis will migration, and with a sustained relation to what is be placed on the interrelations between the United understood as an originary homeland. Although Jew- States, China, and Europe. Topics will include the ish diaspora is often the implicit or explicit example impact of globalization, the rise of nationalism, trans- through which diaspora is understood, the term formations in global economies, and the manage- has been important for other cultural, ethnic and ment of a range of future threats such as climate religious genealogies, as well as for recent efforts to change, population growth, and cyber insecurity. This address political questions posed by contemporary class is built to parallel the thematic cornerstones of configurations of diasporic and displaced popula- this yearís Camden topic. It is modeled as a read- tions. In this course, we will use questions about ing intensive and discussion based seminar that will Jewish difference as a point of departure for thinking include works from both the conference reading list about questions of diaspora, belonging and unbe- as well as supplemental works. The goals of the class longing more generally. Diasporic relations raise are twofold. First, to prepare students to attend and questions about what it means to belong to political play an active role in the conference (attendance community, about borders between self and other is a requirement of the class) by providing them a and between groups, about difference internal and background immersion in the topics that are at the external to the polis, and about the concepts of center of this yearís conference. Second, to assist home, homeland, nation and country. These ques- students returning from the conference in critically tions in turn call attention to the relation between integrating those experiences with the course materi- different figures and categories central to under- als and their own particular research interests. Class standings of home and abroad, stasis and mobility, discussion will be jointly led by students and faculty. such as citizen and foreigner, refugee, asylum seeker. Evaluation will be based on a series of short written This course examines different historical examples assignments, attendance and active participation in of conditions and processes of diaspora by being class discussion, attendance at the conference, and attentive to conditions and figures of unbelonging. In a final written analysis of a particular topic related to so doing, we will consider contemporary problems of the conference theme. Students interested in inter- immigration, displacement, and asylum. We will be national relations, global politics, diplomacy, foreign particularly attentive to questions about racialization, policy, or economic development/trade policies are colonialism, nationalism, gender, sexuality and sexual especially encouraged to enroll. Prior classes in for- difference. The course is interdisciplinary, and we will eign policy or international relations are not required. draw on work in postcolonial studies, political theory, Students who have taken a previous Camden Confer- literature, anthropology, religion and feminist theory. ence course can also receive credit for this course Students will be evaluated based on attendance, in- and are encouraged to consider enrolling. Level: class participation, reading responses, and two short Advanced. Prerequisites: Permission of instructor. analytical essays. Level: Advanced. Prerequisites: Class limit: 8. Lab fee: $100. Permission of instructor; ideally, students should have taken at least 3 courses in Human Studies and/ or Arts and Design, or have other background in 5048 Wittgenstein and Heidegger: Return to thinking about politics and representation. Students the Ordinary who have done independent research and intern- Faculty: Visvader, John ships that engage the topics addressed in the course Meets the following degree requirements: HS description will also be prioritized. Class limit: 12. Lab fee: $10. For over 2,500 years philosophers and students of nature have sought to find a basic understanding of the nature of reality of both the human and the 5047 Global Disorder and the Future of Foreign natural worlds. This quest has led to theories of real- Policy ity that stand behind and above the ordinary realm of Faculty: McKown, Jamie experience. This search, and the many assumptions that have guided it have formed the basis of contem- Meets the following degree requirements: HS porary philosophy and the sciences. Both Wittgen- This is a reading intensive course that is tied to the stein and Heidegger have deeply questioned these annual ìCamden Conferenceî held in Camden, Maine. assumptions and have tried, in a sense to return to This three day conference brings in experts from all the richness of ordinary experience ñ Wittgenstein over the world to discuss a range of topics related to in exploring the realm of the language we speak in foreign policy, international relations, and diplomacy. describing the ordinary, and Heidegger in attempting Over the past several years, College of the Atlantic to remind us of the simplicity of our direct experi- has developed a relationship with the conference ence. This class offers an exploration of the ideas of that enables our students to engage the various COLLEGE OF THE ATLANTIC CATALOG 2018-2019 115 these two radical thinkers and their impact on con- other pending wildlife legislation. Students are asked temporary thought. Assignments will include a series to engage in a term-long project that attempts to ap- of short papers doing exegesis and/or comparative ply the principles of the course to a pressing wildlife analysis and a longer final paper. There will be some issue. Evaluation is based on class participation, ana- reading assigned for the winter break, prior to the lytical problem sets, and contribution to the group start of class, including Descartes' Meditations. Level: project. Level: Advanced. Prerequisites: Environmen- Advanced. Prerequisites: At least one philosophy tal Law and Policy, wildlife fieldwork experience, or course and permission of instructor. Class limit: 12. advanced organismal biology courses. Permission of Lab fee: None. the instructor. Class limit: 10. Lab fee: $20. 5049 Social Science Research Methods 5051 Capitalism: Economics and Institutions Faculty: Collum, Kourtney Faculty: Taylor, Davis Meets the following degree requirements: HS Meets the following degree requirements: HS HY This course introduces students to the process of Capitalism is the dominant form of economic insti- designing social science research, focusing specifi- tutional arrangements and production in the world cally on developing research questions, selecting suit- today, along with a set of culturally inflected values able methods, and designing the research plan. The and an interpretive frame for understanding the social sciences have a long history of debates over world around us that is a crucial context for work in the value of qualitative versus quantitative research; Human Ecology. The focus of this course is on the operating from the position that research questions economic imperatives of capitalism, the resulting should drive methods selection, this course covers institutional arrangements, and the socioeconomic a range of qualitative and quantitative approaches. outcomes that capitalism produces; we will also dedi- Topics covered include: the link between theory and cate some time to the (other) cultural dimensions of the development of research objectives, questions, capitalism, largely through the incorporation of guest variables, measures, and hypotheses; research de- lecturers in the latter part of the term. The founda- sign and threats to validity; systematic data collection tional economic analysis will use both Marxist and procedures including surveys, semi-structured and what can be called ìcritical macroeconomicî theories structured interviews, participant observation, and to understand the economic processes and results cognitive methods; mixed-methods and exploratory of capitalism. Our focus will be on contemporary versus explanatory approaches; probability and non- capitalism, but we will briefly examine the historical probability sampling; data management; numerical, development of capitalism as a means of under- text, and narrative data analysis; and proposal de- standing contemporary patterns. A major impetus sign. Students are evaluated based on class participa- for the course is Thomas Pikettyís "Capitalism in the tion, fieldwork and field notes, and a final research 21st Century", and its focus on inequality will be a proposal that integrates and applies the methods major focus of the course. Other prominent themes and concepts covered in the course. This course is will be pre-capitalist modes of production, the labor of particular value for third and fourth year students theory of value, markets and processes of labor com- preparing for their senior projects. Level: Advanced. modification and alienation, the formal and informal Prerequisites: Permission of instructor and at least institutions of capitalism, money and other forms of two social science courses such as anthropology, eco- debt, international capitalistic relations, crises, and nomics, media studies, political science, psychology, variations of contemporary capitalism. Learning will or related fields. Class limit: 12. Lab fee: $40. be accomplished via the reading, study, analysis, and discussion of classic and contemporary theories of capitalism, and applications to current local, national, 5050 Endangered Species and U.S. Wildlife Law and international situations and events. Evaluation Faculty: Cline, Ken will be based on four major problem sets (consisting Meets the following degree requirements: HS of short essay responses), a final poster presentation, In his seminal essay "The Land Ethic" Aldo Leopold and participation in classroom discussions and other explores the incongruity between humans' legal fora. Level: Advanced. Prerequisites: One course in structures and the natural world. This incongruity is intermediate economics and one additional interme- particularly acute in the area of wildlife conservation. diate course that closely relates to the study capital- This course will look at U.S. federal and state legal ism (e.g. another economics course, critical theory, frameworks to protect, manage, and enhance bio- etc.), and permission of instructor. Class limit: 10. Lab diversity and the non-human world. A central focus fee: none. of this course is the far-reaching goals, mechanisms, and future of the Endangered Species Act. Significant 5052 The Poetry of Lorca time is also dedicated to legal issues concerning ma- rine conservation, marine mammals, Native Ameri- Faculty: Mahoney, Daniel cansí wildlife concerns, migratory birds, animal rights, Meets the following degree requirements: HS and agencies entrusted to manage wildlife. Special This course will concentrate on the poetry of Gar- attention is given to debates currently underway to cla Lorca. It is part of a three-credit expeditionary amend or restrict the Endangered Species Act and program focused on the life and work of Federico 116 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 Garcla Lorca and its unique relevance in the face of also investigate the uniquely complex religious and today's cultural and political landscape. Garcla Lorca cultural history of Andalucia, study the Arabic poetry moved from a regional poet to a world poet in the of al-Andalus, learn about the Caliphates of CÛrdoba span of ten years: 1926-1936. At the heart of Garcla and Granada, and discuss how that particular land- Lorcaís work was the physical and cultural geogra- scape influenced Lorcaís work, politics and personal phy of Andalucia; in order to understand his work life. Through personal research, readings, video, one must understand the mix of artistic and literary guest speakers and targeted field work throughout traditions in his hometown of Granada. Students will Spain (Madrid, Granada, Belchite, Jarama, Valle de study the collected poetry of Garcla Lorca (in transla- los Caidos, Visnar, Almerla) students will explore a tion) and discuss major themes in Garcla Lorcaís wide gamut of Lorcaís life experience as well as the writing: death, music, deserts, rivers, suffering, love, continuing debate about the motives and details of and sexuality. We will also discuss how Garcla Lorca his execution by Fascist forces in 1936. Students will became a poet of the world after his travels to Latin also study the aftermath of the Spanish Civil War, America and the U.S. and how that changed his writ- Francoism, and the ìpact of silenceî that was put in ing style to reflect broader themes. Garcla Lorca was place as Spain transitioned to a democracy in 1976. amazed by the size and scope of NYC, saying, ìthe Readings will include lan Gibson, George Orwell, two elements the traveler first captures in the big city Javier Cercas, Helen Graham, Maria M. Delgado, are extra human architecture and furious rhythm. Francisco Ferr.ndiz, Jaume Peris Blanes and others. Geometry and anguish.î After 1930, Garcla Lorcaís Evaluation in this course will be based on the suc- work becomes orientated toward that ìgeometry and cessful completion of all short assignments as well as anguish.î One of the movements Garcla Lorca devel- effective drafting, documentation and presentation oped and perfected in his poetry was surrealist writ- of a major final research project (the medium, scope ing, but this surrealism was from a distinctly Spanish and structure of this project will be determined by point of view. As a young artist, Lorca studied in Ma- the student in consult with both instructors). Level: drid at the Residencia de estudiantes along with artist Advanced. Prerequisites: Successful completion of and writers: Salvador Dall, Damaso Alonso, Jorge the writing requirement and at least one literature in- GuillÈn, and Vincente Aleixandre, among others. This tensive course at COA, and simultaneous enrollment group of writers and artists would become known as in the other two courses required for this expedition- ìThe Generation of ë27î and Lorcaís poetic life would ary project. Permission of instructor required. Class not be complete without considering their work too. limit: 10. Lab fee: none. The class will introduce students to Garcla Lorcaís poetry through close reading, translation, theory, and 5054 Tutorial: Advanced International Environ- research into the times and places of its composi- mental Law tion. We will trace the development of Garcla Lorca and other artists (poets, graphic artists, musicians) as Faculty: Cline, Ken they use what weapons they had to confront Francoís Meets the following degree requirements: fascist forces in 1936. Students will be evaluated on This tutorial is designed to provide an overview of the weekly written responses, a sequence of short essays use of international law in solving transnational en- and creative writing projects, effective preparation vironmental problems and shaping international be- and participation. Level: Advanced. Prerequisites: havior. We examine, as background, the nature and Successful completion of the writing requirement and limitations of international law as a force for change. at least one literature intensive course at COA, and The course will then explore customary law, the rela- simultaneous enrollment in the other two courses tionship between soft and hard law, enforcement of required for this expeditionary project. Permission of international law, implementation mechanisms, and instructor required. Class limit: 10. Lab fee: None. the effectiveness of multilateral environmental agree- ments. Special attention is given to existing inter- 5053 Lorca in the New Century national environmental law frameworks addressing Faculty: Baker, Jodi climate change, ozone depletion, biological diversity, forest loss, export of toxic chemicals, and the host of Meets the following degree requirements: HS issues raised by the 1992 United Nations Conference This course will trace the extraordinary life of Garcla on the Environment and Development and subse- Lorca and the people, places and events that shaped quent environmental fora. Students will also consider it. It is part of a three-credit expeditionary program the interface between international environmental focused on the life and work of Federico Garcla law and other important international regimes such Lorca and its unique relevance in the face of today's as the Bretton Woods institutions, human rights cultural and political landscape. Rooted in a deep frameworks, and international development enti- study of early twentieth century Spanish history, art ties. Students will be evaluated on the quality of their and politics, our discussion and research will also classroom comments and several analytical problem lean heavily toward contemporary connections how sets given during the term. Students will also be Lorcaís peculiar moment in history helped shape asked to complete a research project examining the our own. Students will look broadly at the Spanish effectiveness of a treaty or a proposed international timeline focusing primarily on the period known as environmental legal arrangement. Level: Advanced. the Second Spanish Republic (1931-1939). They will Prerequisites: Environmental Law and Policy, Global COLLEGE OF THE ATLANTIC CATALOG 2018-2019 117 Environmental Politics; signature of instructor. Class 6016 Mandarin Chinese-Traditional Charac- limit: 5. Lab fee: none. ters Faculty: Chinese Language Center 6012 Learning a Language on Your Own Meets the following degree requirements: Faculty: Cox, John Gray This course is part of the Human Ecology Abroad in Meets the following degree requirements: HS Taiwan (HEAT) program. It will be taught at the level The goal of this course to help each student design appropriate for your language proficiency by staff at and implement an effective learning program for the the Chinese Language Center of the National Cheng study of a language of her choice at whatever level Kung University in Taiwan. The beginner courses em- of learning she is currently at. A very wide variety of phasize the development of conversational proficien- general strategies, resources and practical advice cy, including listening comprehension, pronunciation, for independent language learning are reviewed in tone, and fluency, with increasing development of vo- weekly class sessions along with progress and reflec- cabulary and reading/writing skills for daily use. Units tion reports from each student that can help guide focus on authentic uses, such as getting sick/staying and motivate independent work. The core common healthy, directions, meals, telephone conversations, text for this work will be Betty Lou Leaver, Madeline and residential life. Students interested in being able to read and write traditional Chinese characters will Ehrman and Boris Shekhtmanís "Achieving Success in Second Language Acquisition". The primary focus of find it much easier to learn simplified characters once the class is on the development and implementation they have been introduced to the beauty and logic of each studentís individually designed plan for learn- of traditional Chinese characters. Students may also ing a language of their choice. Materials for this will opt to participate in supplementary academic and be identified by each student as part of their work cultural activities and events, such as bookbinding, on their chosen language. Progress in these plans calligraphy, cooking, dance, and martial arts. Evalua- are discussed in one on one weekly meetings with tion will be based on class participation, completion the teacher. Plans may include the use of software, of written assignments, quizzes, and two exams, peer tutors, Skype, videos, standard texts, flash including oral and written components. Level: Vari- cards, specialized technical material, music, visual able, based on placement exam. This course will be art, field trips, and a wide variety of other materi- administered by the Chinese Language Center at Tzu als as appropriate. Evaluation will be based on the Chi University (TCU) in Hualien. clarity, coherence and effectiveness of the studentís developed plan and the discipline with which they 1015 Farm Animal Management actually pursue it and revise it appropriately as the Faculty: Collum, Kourtney term progresses. Students will be asked to meet with the instructor prior to the start of the term to discuss Meets the following degree requirements: their motivation, aims, possible resources and pos- This course will provide an introduction to the basics sible plans for language learning after the course is of farm animal care and management with a focus over. Level: Variable. Prerequisites: Permission of the on small-scale, sustainable livestock production. The instructor. Class limit: 10. Lab fee: $35. course will include readings on topics ranging from traditional production agriculture to contemporary sustainable livestock farming, guest lectures from 6014 Immersion Program in French Language professionals within the local agricultural community and Culture (e.g., experienced farmers, Extension agents, and Faculty: CAVILAM veterinarians), student-led discussions of assigned Meets the following degree requirements: readings, and hands-on participatory learning This course is offered through collaboration with through visits to working farms in our area. Students CAVILAM as part of the COA program in Vichy, France. will explore the various health and nutrition needs of common livestock, including monogastrics (hogs), Students will take language classes and workshops taught by immersion methods and advanced audio- avian (poultry), ruminants (cattle, sheep, goats), and visual techniques. Students live with host families in pseudo-ruminants (horses). The course will have a homestays and take part in a variety of cultural activi- strong focus on the integration of two or more of these livestock species on a diversified farm and will ties. They are carefully tested and placed at levels ap- propriate to their ability and are expected to advance cover pasture management and feed production. Students will be evaluated based on attendance, in all four language skills-reading, writing, speaking and listening-as gauged by the European Erasmus participation in class discussion and activities, short scale of competency. Level: Beginning to advanced synthesis essays, and a final project focused on the (depending on prior language level). Prerequisites: at integration of livestock into a farm setting. Level: least one previous French course and permission of Introductory. Prerequisites: Permission of instructor. Class limit: 10. Lab fee: $25. instructor; this course is intended to complement a term of COA instruction in Vichy, France. Class limit: 12. Program fee: $1500. 118 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 1017 Culture and Ecology of Taiwan stabilizing fisheries, while enhancing community resil- Faculty: Tai, Bonnie; Morse, Suzanne ience. This class uses a variety of inter-disciplinary ap- proaches to examine the relationships among marine Meets the following degree requirements: resources, fisheries policy, harvesters, and communi- Taiwan is what one historian calls a "forbidden ties. We are interested in examining the relationships nation." Recognized as an independent state by a within this linked social-ecological system, and use small fraction of the world's countries, it has devel- historical data, current documents, interviews and oped into a fervently multilingual and multiethnic oral histories to examine the human-ecological rela- democracy in spite of centuries of colonization by tionships among residents, policy, and resources. We the Dutch, Chinese, and Japanese, and nearly a half also will examine new economic initiatives in these century under martial law following the second World communities, including ecotourism, aquaculture, and War. On an island that one geologist speculates may renewable energy. We have several individuals com- represent the most interesting geology in the world ing to campus to discuss issues with the class, and we bisected by the Tropic of Cancer and formed by the will take several field trips (including an overnight to Philippine sea plate subducting under and over the the Cobscook Bay area) to Downeast communities. Eurasian continental plate, its ecology is rich in bio- Evaluation will be based on several assignments dur- and cultural diversity. This 2-credit course is part of ing the term, including an oral history, sets of essay a three-credit expeditionary program to Taiwan, and questions, and research on a fishery. Students will aims for students to gain theoretical lenses and eth- also work on a small-group project examining a re- nographic tools with which to better understand the search question using multiple methodologies, with historical forces that shape Taiwan's human ecology. a presentation and paper due at the end of the term. Students will also gain critical media literacy skills Active engagement during class, with guest speakers, and an understanding of the ways in which history, and on field trips will be expected. Level: Introduc- geography, language, religion, and international rela- tory/Intermediate. Prerequisites: A class in anthro- tions impact sociopolitical realities in this case study pology, marine biology, fisheries, or environmental that provides both window and mirror into colonial policy, and permission of instructor. Class limit: 15. legacies and their influence on current demographic, Lab fee: $100. social, cultural, economic, and political relationships. Students will also consider what a feminist lens contributes to understanding these past and current 2012 Failure relationships. Learning experiences include field trips Faculty: Friedlander, John; Baker, Jodi to farms, markets, a women's cooperative, museums, Meets the following degree requirements: schools, universities, and a hike up a sacred moun- tain, as well as invited guests who can speak to local Failure looms large in society. Is it a badge of honor, an inextricable part of a process, a means to success agroecology and cultural anthropology. Students will be evaluated on their understanding and skills or rather something to be feared and ashamed of? demonstrated in a street mapping and participant- In this course, students will explore how notions of observation exercise, critical media compare and failure align and contrast between gender, class and contrast, a self-designed final project and lexicon, culture. We will also explore if conceptions of failure and weekly individual meetings or written reflections. differ substantially among the artistic, business and other communities. In divergence with histori- Level: Introductory. Prerequisites: Co-enrollment in HS6016 Mandarin Chinese Traditional Characters cal attitudes, today's entrepreneurs are implored and permission of instructors. Class limit: 12. Lab fee: to "fail cheap and fail fast" and events, like FailCon, $125. celebrate failure as a badge of honor. In art failure is simply inherent to process. And yet, the fear and sting of failure is real for everyone. Through a series 2011 Fisheries, Fishermen, and Fishing Com- of practicums, readings, guest lectures and discus- munities sions this class will explore various aspects of failure. Faculty: Petersen, Christopher Students will be evaluated on class participation, a series of solo and group projects, selections from a Meets the following degree requirements: failure journal and contributions to a shared class Downeast Maine, from the Penobscot River east to blog. Level: Introductory/Intermediate. Prerequisites: the Canadian border, includes Hancock and Wash- None. Class limit: 15. Lab fee: $50. ington Counties, a region of extremes between high levels of tourism, like Mount Desert Island, and many coastal towns that are heavily reliant on fisheries for 3010 Biology Through the Lens their economic existence. This long history of cultural Faculty: Ressel, Stephen and economic dependence on fisheries makes the Meets the following degree requirements: region particularly vulnerable to fisheries decline, Photography is one of the primary means through such as the collapse of the sardine and cod fisheries. which scientific observation and research is con- Recent trends in the lobster, clam, scallop, and elver ducted and presented to the public. But the most fisheries, as well as aquaculture, show various levels provocative images of the natural world don't just of instability and risk. At the same time, numerous happen; they are made by individuals skilled in both initiatives in the region focus on revitalizing and photography and the life sciences. In this course, stu- COLLEGE OF THE ATLANTIC CATALOG 2018-2019 119 dents will develop technical, observational, and aes- 3013 Sheep to Shawl thetic skills to extract relevant information from the Faculty: Letcher, Susan natural world and organisms collected from nature. Through acquired skills, students will be expected Meets the following degree requirements: to conceive methods to document the biological Sheep play profoundly important roles in human world and communicate concepts using strong visual societies. This course is a human ecological explora- imagery. Photographic techniques and historical tion of sheep and wool, combined with a hands-on examples will be learned and applied. Students will component in which we will work with sheep and be evaluated based on their successful completion learn fiber arts. This class will meet for one studio of a series of project-based assignments, participa- session and two lecture/discussion sections per tion in critiques, and their ability to effectively convey week, plus at least one Saturday field trip. In the biological principles through photography. Level: studio sessions, we will study sheep husbandry Intermediate/Advanced. Prerequisites: Permission of through visits to Peggy Rockefeller Farm, and learn instructor. Students will be expected to provide their a variety of techniques for working with wool, from own camera for use in the course; a digital camera the preparation (shearing, washing, and carding) to with interchangeable lenses is recommended. Class spinning and working with yarn (including knitting, limit: 12. Lab fee: $110. 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 3012 The Anthropocene spinning and the chemistry of dyes, and the symbol- Faculty: Hall, Sarah; Van Vliet, Netta ism of sheep in the mythology of different cultures. Meets the following degree requirements: The course will draw on a wide range of material This course considers the definition of the human in and intellectual approaches, with sheep and wool terms of the politics of climate change and discus- as the unifying theme. Students will be evaluated sions about the notion of the Anthropocene, by stag- based on participation, short written assignments, and a final oral presentation. No prior knowledge of ing an encounter between the discipline of geology fiber craft is necessary, but students who come in and work in the humanities. Suggestions by scientists over the last few decades that human activity on the knowing one of the basic techniques may be able to planet has attained geological force led Nobel Laure- explore advanced techniques like lacework or design in three dimensions. Students should meet with the ate Paul Crutzen to argue in 2000 that the current epoch should be called the "Anthropocene." Others instructor before spring break to discuss goals and equipment needs for the studio sessions. Some basic challenge this suggestion, pointing out that humans have long left traces on the earth. Discussions about supplies will be provided, but students should plan the Anthropocene are tied to the challenge of how to purchase additional equipment such as knitting to respond to the effects of human-induced climate needles depending on the projects that they choose. Level: Intermediate. Prerequisites: None. Class limit: change, including the threat of human extinction. 10. Lab fee: $100. This course will address questions such as: How do scientists and humanists engage with policy and scholarship about climate change? What are their 4012 National Park Practicum: Interpretive central questions and key terms? We will consider Education and Design how understandings of geological time and the sto- Faculty: Colbert, Dru ries rocks tell, might inform thinking in the humani- ties about climate change. In turn, we will consider Meets the following degree requirements: how humanist questions about the definition of This trans-disciplinary, project-based course is for the human might inform the ways in which science students interested in imagining creative and ef- interfaces with politics and policy regarding climate fective ways to convey science-based information change. This course is co-taught by a geologist and to a diverse audience. Participants will engage in a an anthropologist, and will be an exercise in transla- collaboration between students, Acadia National tion between very different fields. Class material will Park staff, and COA faculty. Students will work both include laboratory activities, seminar discussions, on- and off-campus to examine current research and close readings of texts in postcolonial studies, and concurrently explore innovative approaches in geology, anthropology, and literature. Students will the design of educational environments. Students be assessed based on class participation, reading interested in the life sciences, arts and design, responses, laboratory activities, and a final project. experiential and informal education, and science Level: Intermediate. Prerequisites: None, but prefer- education/interpretation will work together to outline ence will be given to those who have had prior course educational goals, generate ideas and potential plans work in either anthropology or geology. Permission for exhibits and activities that will shape how visitors of instructor required. Class limit: 16. Lab fee: $10. perceive and interact with Acadia National Park. Each student will build on their interests and background while participating in a creative team process that follows national park guidelines for the develop- ment of interpretative media. While engaging in this 120 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 work, students will hone skills in translating research, writing and editing for exhibits, employing visual communication, and designing educational spaces. Evaluation will be based on level of collaboration and class participation; ability to effectively communicate in writing and/or visual terms; on quality of class projects and presentations. Level: Intermediate/Ad- vanced. Prerequisites: permission of instructor and one or more of the following: Curiosity and Wonder; Experiential Education; Creating Effective Environ- ments For Learning; Biology Through the Lens; Ad- vanced Graphic Design; or at least one *ES* course. Class limit: 12. Lab fee: $45.00 5012 Politics, Body, Representation Faculty: Baker, Jodi Meets the following degree requirements: Drawing on performance studies, movement training, postcolonial studies and feminist theory, this class will investigate understandings of what is made to count as "political" in relation to claims about repre- sentation and the body. Over the course of the term, we will investigate and produce a range of conditions through which we consider ideas about responsibil- ity, decision, the unknown and unexpected, repeti- tion and difference, translation and dialogue, and relations of individual to group. We will do so through learning about the ways in which bodies matter in the fields of theatre, anthropology and literature. Both anthropology and theatre are often presumed to be vehicles for representation and for political change, but they have also posed questions about how the body challenges assumptions about representation and politics. This course will grapple with assump- tions that politics is primarily about representation, speaking in "oneís own name," or in the name of others. We will take questions about representation and its limits as a point of departure to consider the significance of the body (and bodies) for understand- ings of politics. We will focus on questions of affect, the sensory, proximity, temporality, scale and place. In so doing, we will consider the idea of politics as based on a relation and response to an other, rather than on representation. In turn, we will address ques- tions about the relationship between art and politics. Classes will include movement training practices and seminar discussion. Course materials may include works by Hannah Arendt, Anne Bogart, Charlie Chap- lin, Charles Darwin, Jacques Derrida, Sarah DeLappe, Cornelius Eady, Shoshana Felman, Sigmund Freud, Brandon Jacobs-Jenkins, Valeria Luiselli, Jean-Luc Nan- cy, William Shakespeare, Sophocles, Tadashi Suzuki and Anna Tsing. Students will be evaluated based on class participation, collaborative group projects, seminar discussion, short topic responses, and a final project. Level: Advanced. Prerequisites: permission of instructor; priority will be given to students who have successfully completed advanced coursework in Literature, Anthropology or Performance Studies. Class limit: 12. Lab fee: $50. COLLEGE OF THE ATLANTIC CATALOG 2018-2019 121 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 33 AD 1012 Introduction to Keyboard/Piano Cooper, John 33 AD 1013 Jazz, Rock, and Blues: From Their Origins to the Present Cooper, John 33 AD 1014 Music Fundamentals: Intro to Reading/Hearing/Writing/Playing Cooper, John 33 AD 1016 World Percussion Bennett, Michael 33 AD 1018 Introduction to Guitar Cooper, John 33 AD 1019 Four-Dimensional Studio Andrews, Nancy 34 AD 1020 History of Western Music Cooper, John 34 AD 1022 Art Since 1900: Harmony and Conflict Clinger, Catherine 34 AD 1025 Movement Training Basics Baker, Jodi 34 AD 1026 Introduction to Photography Winer, Joshua 34 AD 1027 History of Filmmaking I (1895-1945) Capers, Colin 35 AD 1028 Chinese Calligraphy Heckscher, Philip 35 AD 1031 Beginning Drawing Foley, Sean 35 AD 1033 Beginning Painting Foley, Sean 35 AD 1034 Ceramics I Mann, Rocky 35 AD 1035 Introduction to Documentary Photography Winer, Joshua 35 AD 1036 Figure Drawing Foley, Sean 36 AD 2011 Graphic Design Studio I: Visual Communication Colbert, Dru 36 AD 2012 3D Studio: Introduction to Three-Dimensional Art and Design Colbert, Dru 36 AD 2013 Constructing Visual Narrative Colbert, Dru 37 AD 2014 Curiosity and Wonder: Design & Interpretation in the Museum Colbert, Dru 37 AD 2015 The Reality Effect: Art and Truth in the 19th Century Clinger, Catherine 37 AD 2016 Contemporary Artist as Researcher and Activist Clinger, Catherine 38 AD 2017 Drawing Mineral and Botanical Matter in the Forest of Maine Clinger, Catherine 38 AD 2020 History of Photography Winer, Joshua 38 AD 2021 The Science of Comedy Baker, Jodi 38 AD 2022 Film Theory Capers, Colin 38 AD 2023 Actor Training I Baker, Jodi 39 AD 2025 Principles of Comedic Improvisation Fingerhut, Larrance; 39 Shepard, Jennifer AD 2026 Illustration Colbert, Dru 39 AD 2027 Alternative Processes in Photography: 19thC. to Digital Winer, Joshua 39 AD 3010 Architectural Design Studio Mancinelli, Isabel 40 AD 3011 Landscape Architecture Design Studio Mancinelli, Isabel 40 AD 3012 Documentary Video Studio Andrews, Nancy 40 AD 3013 Animation Andrews, Nancy 40 AD 3014 Soundscape Andrews, Nancy 40 AD 3015 Art of the Puppet Andrews, Nancy 41 AD 3016 Land Use Planning I Mancinelli, Isabel; 41 Longsworth, Gordon AD 3018 History of Filmmaking Il (1946-Present) Capers, Colin 41 AD 3019 Intermediate Drawing Foley, Sean 41 AD 3020 American Dreaming: Theatre and Activism in the US Baker, Jodi 42 AD 3023 Sustainable Design in the Built Environment Gordon, John 42 AD 3025 Special Topics in Production Baker, Jodi 42 AD 3026 Museum Practicum: Designing & Building ANP Centennial Colbert, Dru 43 Exhib. AD 3027 Intermediate Painting Foley, Sean 43 AD 3028 Abstraction Foley, Sean 43 AD 3031 Storytelling and Performance Leaverton, Lisa 44 AD 3032 Intermediate Ceramics Mann, Rocky 44 122 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 AD 3033 Modern and Contemporary Drawing Practices Foley, Sean 44 AD 4010 Improvisation in Music Cooper, John 44 AD 4013 Activating Spaces: Installation Art Colbert, Dru 44 AD 4014 Graphic Design Studio II: Digital Projects Colbert, Dru 45 AD 4015 Film Sound and Image Andrews, Nancy; 45 Cooper, John AD 4016 The Wilderness in Landscape Art I: Proto-Ecological Visions Clinger, Catherine 45 AD 4019 Studio Printmaking Clinger, Catherine 45 AD 4021 Analog Photography: B&W Winer, Joshua 46 AD 5014 Graphic Attack: Advanced Graphic Design Studio Il Colbert, Dru 46 AD 5017 Animation Il Andrews, Nancy 46 AD 5023 Romanticism: The Triumph of the Imagination over Reason? Clinger, Catherine 46 AD 5025 Strangers and Performance Baker, Jodi 47 AD 5026 Negotiating Wonder Foley, Sean 47 AD 5029 The Range of Sublimity in the Artist Mind Clinger, Catherine 48 AD 5030 Artist/Naturalist/Visionary Foley, Sean 48 AD 5031 Journey into Substance: Art of the Hudson and New England Clinger, Catherine 48 AD 5032 Advanced Studio Printmaking Clinger, Catherine 49 AD 5033 Making Art: Effort, Resilience, Persistence Andrews, Nancy 49 AD 5034 Lorca's Theatre Baker, Jodi 49 AD 6010 Tutorial: Individual Music Instruction Cooper, John 49 ED 1010 Experiential Education Tai, Bonnie 49 ED 1011 Children's Literature Ryan, Siobhan 50 ED 1013 Changing Schools, Changing Society Tai, Bonnie 50 ED 1014 Child Development Alex, Joanne 50 ED 1015 Educational Innovation Fuller, Linda 50 ED 1016 Introduction to Adolescent Psychology Hill, Kenneth 51 ED 1017 Young Adult Literature Ryan, Siobhan 51 ED 3010 Understanding and Managing Group Dynamics Tai, Bonnie 51 ED 3012 Supporting Students with Disabilities in the Reg. Classroom Sanborn, Kelley 51 ED 3013 Intercultural Education Tai, Bonnie 52 ED 3014 Negotiating Educational Policy Fuller, Linda 52 ED 3015 Education for Life Tai, Bonnie 52 ED 4010 Adolescent Psychology Hill, Kenneth 52 ED 4012 Integrated Methods IA: Gr. K-4 Reading and Writing STAFF 53 ED 4013 Integrated Methods IB: Gr. 5-8 Reading and Writing Fuller, Linda 53 ED 5010 Curriculum Design and Assessment Tai, Bonnie 53 ED 5011 Integrated Methods II: Science, Math, and Social Studies Fuller, Linda 54 ED 5012 Secondary Methods: Life Science, Social Studies and English Fuller, Linda 54 ED 5013 Student Teaching Fuller, Linda 54 ED 5018 Tutorial: Qualitative Program Evaluation Methods Tai, Bonnie 54 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 55 ES 1022 Introduction to Oceanography Todd, Sean 55 ES 1024 Calculus I Feldman, David 56 ES 1026 Introduction to Chaos and Fractals Feldman, David 56 ES 1028 Marine Biology Petersen, Christopher 56 ES 1030 Chemistry Il Hudson, Reuben 56 ES 1038 Geology of Mt. Desert Island Hall, Sarah 56 ES 1040 Natural Resources Hall, Sarah 57 ES 1042 Geology and Humanity Hall, Sarah 57 ES 1044 Physics II Feldman, David 57 ES 1052 Biology: Cellular Processes of Life STAFF 57 ES 1054 Biology: Form and Function STAFF 57 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 58 ES 1065 Tutorial: Applied Algebra and Trigonometry Feldman, David 59 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 123 ES 1066 Chemistry I Hudson, Reuben 59 ES 1068 Programming with Python I Gatti, Daniel 59 ES 1069 Collaborative Conservation Practices on the Osa Peninsula Ressel, Stephen 59 ES 1070 Calling Bullshit: Critical Data Literacy in the Information Age Gatti, Daniel; Feldman, 59 David ES 1071 Introduction to Collections Care: Saving all the Parts Ressel, Stephen 60 ES 1072 Chemistry and Biology of Food and Drink Hudson, Reuben 60 ES 2010 Ecology: Natural History Ressel, Stephen / 60 Swann, Scott ES 2012 Introduction to Statistics and Research Design Todd, Sean 61 ES 2014 Trees and Shrubs of Mount Desert Island Weber, Jill 61 ES 2020 Art and Science of Fermented Foods Morse, Suzanne 61 ES 2022 Introductory Entomology Graham, Carrie 61 ES 2030 Marine Mammal Biology I Todd, Sean 61 ES 2031 Quantitative Geomorphology Hall, Sarah 62 ES 2034 Weed Ecology Morse, Suzanne 62 ES 2035 Introduction to Tropical Field Ecology Ressel, Stephen 62 ES 3010 Agroecology Morse, Suzanne 62 ES 3012 Calculus II Feldman, David 63 ES 3014 Ecology Anderson, John 63 ES 3016 Functional Vertebrate Anatomy Anderson, John 63 ES 3018 Herpetology Ressel, Stephen 63 ES 3020 Invertebrate Zoology Hess, Helen 63 ES 3022 Differential Equations Feldman, David 63 ES 3024 Evolution Petersen, Christopher 64 ES 3028 Calculus III: Multivariable Calculus Feldman, David 64 ES 3030 Environmental Physiology Ressel, Stephen 64 ES 3032 Genetics Hess, Helen 64 ES 3034 Ecology and Biology of Fungi Porter, David 64 ES 3036 The History of Natural History Anderson, John 65 ES 3044 Climate and Weather Hall, Sarah 65 ES 3050 Organic Chemistry I Hudson, Reuben 65 ES 3063 Seminar in Climate Change Hall, Sarah 65 ES 3065 Molecular Genetics Workshop Hess, Helen 66 ES 3074 E-STEM Professional Development Seminar Hall, Sarah 66 ES 3076 Restoration Ecology Letcher, Susan 66 ES 3077 Introduction to Scientific Programming Feldman, David 66 ES 3078 Introduction to Lichen Biology Olday, Fred 67 ES 3079 Tutorial: Intermediate Physics of Energy Feldman, David 67 ES 3080 Environmental Chemistry Hudson, Reuben 67 ES 3082 Data Science Il Gatti, Daniel 67 ES 3083 Linear Algebra with Applications to Differential Equations Feldman, David 68 ES 4010 Biomechanics Hess, Helen 68 ES 4012 Winter Ecology Ressel, Stephen 68 ES 4014 Advanced Analysis in Biology Todd, Sean 68 ES 4016 Island Life Anderson, John 68 ES 4018 Human Anatomy and Physiology I Anderson, John 69 ES 4020 Human Anatomy and Physiology II Anderson, John 69 ES 4036 Wildlife Ecology Anderson, John 69 ES 4038 Ecology and Natural History of the American West Anderson, John 69 ES 4040 Animal Behavior Anderson, John 70 ES 4041 Seeds Morse, Suzanne 70 ES 4043 Environmental Geoscience Field Methods: Eastern CA Hall, Sarah 70 ES 4046 Tutorial: Marine Mammal Physiology Todd, Sean 71 ES 4047 Weed Ecology Morse, Suzanne 71 ES 4048 Biostatistics Letcher, Susan 71 ES 4049 Biochemistry Hudson, Reuben 71 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 72 124 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 ES 5041 Forest Ecology Letcher, Susan 72 HE 1010 Human Ecology Core Course STAFF 72 HS 1012 Introduction to the Legal Process Cline, Ken 72 HS 1013 From Native Empires to Nation States Little-Siebold, Todd 73 HS 1014 Feminist Theory in a Transnational Frame I van Vliet, Netta 73 HS 1015 Introduction to Global Politics Stabinsky, Doreen 73 HS 1019 Beginning Spanish I Pena, Karla 73 HS 1020 Beginning Spanish II Pena, Karla 74 HS 1021 History of the American Conservation Movement Cline, Ken 74 HS 1022 Human Relations: Principles and Practice Borden, Richard 74 HS 1025 Business and Non-Profit Basics Friedlander, John 74 HS 1028 Introductory French I STAFF 74 HS 1032 Acadia: Exploring the National Park Idea Cline, Ken 75 HS 1035 Puzzles, Paradoxes and Weird Things Visvader, John 75 HS 1039 Writing Seminar I: Exposition STAFF 75 HS 1045 Politics of Israel van Vliet, Netta 75 HS 1046 Introduction to Economics & the Economy Taylor, Davis 76 HS 1049 Introduction to Latin American Literature: 20th C Fiction Mahoney, Daniel 76 HS 1054 Climate Justice Stabinsky, Doreen 76 HS 1056 Writing Seminar I: Exposition with a Business Focus Lepcio, Andrea 76 HS 1058 Reason and Madness Lakey, Heather 77 HS 1062 Problems and Dilemmas in Bioethics Lakey, Heather 77 HS 1063 Public Speaking Workshop McKown, Jamie 77 HS 1064 College Seminar: Practical Skills in Community Development Beard, Ron 77 HS 1065 Philosophies of Good and Evil Lakey, Heather 78 HS 1066 Tutorial: Writing Structures Kozak, Anne 78 HS 1068 Breakthroughs in Creative Nonfiction: Wright/Rankine/Nelson Greenberg, Arielle 78 HS 1069 Ethnographic Writing van Vliet, Netta 79 HS 1070 College Seminar: Poetry as Art and Social Action Donovan, Martha 79 HS 1071 Fixing Elections: The Seven Deadly Sins of American Politics McKown, Jamie 79 HS 1072 Political Communication McKown, Jamie 80 HS 2010 Literature, Science, and Spirituality Waldron, Karen 80 HS 2011 Nineteenth Century American Women Waldron, Karen 80 HS 2012 Personality and Social Development Borden, Richard 80 HS 2013 Philosophy of Nature Visvader, John 81 HS 2015 The Age of Reason and the Enlightenment Little-Siebold, Todd 81 HS 2016 Chinese Philosophy Visvader, John 81 HS 2017 City/Country: Literary Landscapes 1860-1920 Waldron, Karen 81 HS 2019 Community Planning and Decision Making Borden, Richard; 81 Mancinelli, Isabel HS 2020 Geographic Information Systems I: Foundations & Applications Longsworth, Gordon 82 HS 2021 Immersion Practica in Spanish and Yucatecan Culture Cox, John Gray 82 HS 2024 Introduction to the Philosophy of Mind Visvader, John 82 HS 2038 Gender, Politics & Nature in Folk/Fairy Tales of the World Turok, Katharine 82 HS 2043 Conflict Resolution Across Cultures Cox, John Gray 83 HS 2049 Marvelous Terrible Place: Human Ecology of Newfoundland Todd, Sean 83 HS 2052 Popular Psychology Borden, Richard 83 HS 2055 Writing Seminar II: Argumentation STAFF 84 HS 2056 Constitutional Law: Civil Rights and Liberties Seddig, Robert 84 HS 2057 Fail Better: Writing Short Fiction Mahoney, Daniel 84 HS 2060 Philosophies of Liberation Cox, John Gray 84 HS 2061 Indigenous America Little-Siebold, Todd 85 HS 2063 Hate Crimes in the Contemporary US and Europe Wessler, Steve 85 HS 2072 Sex, Gender, Identity and Power Lakey, Heather 85 HS 2074 Philosophy of Death and Dying Lakey, Heather 85 HS 2076 Life Stories: Memory, Family, and Place Donovan, Martha 86 HS 2077 The Dream of the 90s: Alt.Culture in America Greenberg, Arielle 86 HS 2078 College Seminar: City/Country in U.S. Literature 1860-1920 Waldron, Karen 86 HS 2081 Postcolonialism and Psychoanalysis van Vliet, Netta 86 HS 2082 Choice, Chance, and Tragedy Lakey, Heather 87 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 125 HS 2083 Introduction to Journalism: Telling the Story Levin, Robert 87 HS 2084 European Political Institutions Stabinsky, Doreen 87 HS 2086 Politics and the Supreme Court Seddig, Robert 88 HS 2087 Transforming Food Systems Collum, Kourtney 88 HS 2089 College Seminar: Oceans and Fishes Little-Siebold, Todd 88 HS 2090 Postcolonial Studies and Psychoanalysis Il van Vliet, Netta 89 HS 2091 Forms of Poetry Mahoney, Daniel 89 HS 3010 Autobiography Carpenter, William 89 HS 3011 Bread, Love, and Dreams Carpenter, William 89 HS 3012 Poetry and the American Environment Carpenter, William 90 HS 3015 African American Literature Waldron, Karen 90 HS 3016 Global Environmental Politics: Theory and Practice Stabinsky, Doreen 90 HS 3019 Mountain Poets of China and Japan Visvader, John; Stover, 90 Candace HS 3020 Contemporary Social Movement Strategies Cox, John Gray 90 HS 3021 Intermediate Spanish I Pena, Karla 90 HS 3022 Intermediate Spanish Il Pena, Karla 91 HS 3023 International Wildlife Policy and Protected Areas Cline, Ken 91 HS 3027 Microeconomics for Business and Policy Taylor, Davis 91 HS 3028 The Mystics Visvader, John 92 HS 3029 Shakespeare: Character, Conflict, and Cinematography Carpenter, William 92 HS 3031 Our Public Lands: Past, Present, and Future Cline, Ken 92 HS 3032 The Cold War: Early Years McKown, Jamie 92 HS 3034 Conspiracy Theory and Political Discourse McKown, Jamie 93 HS 3035 Sustainable Strategies Friedlander, John 93 HS 3036 Oceans & Fishes: Readings in Environmental History Cline, Ken 93 HS 3038 The Cold War: The Later Years McKown, Jamie 94 HS 3039 Communicating Science Kozak, Anne 94 HS 3040 History of Agriculture: Apples Little-Siebold, Todd 94 HS 3041 Intermediate Atelier in French Language and Conversation STAFF 94 HS 3053 Voyages Carpenter, William 95 HS 3055 The Mayas of Yesterday and Today Cox, John Gray 95 HS 3057 Taking the Waters: The Politics & Culture of Water in France Cline, Ken 95 HS 3059 Native American Literature Waldron, Karen 95 HS 3060 Financials Lepcio, Andrea 95 HS 3061 Postcolonial Islands van Vliet, Netta 96 HS 3062 Solutions Friedlander, John 96 HS 3063 Contemporary Rhetorical Theory McKown, Jamie 97 HS 3064 Possession and the Human van Vliet, Netta 97 HS 3066 Environmental Ethics Cox, John Gray 97 HS 3068 Linguistics, Language & Culture: Human Ecological Approach Cox, John Gray 98 HS 3070 Native American Law Cline, Ken 98 HS 3072 Macroeconomics: Theory and Experience Taylor, Davis 98 HS 3073 Bees and Society Collum, Kourtney 98 HS 3074 Mapping the Ocean's Stories Little-Siebold, Todd 99 HS 3076 U.S. Farm and Food Policy Collum, Kourtney 99 HS 3077 Rethinking Mental Disorders Gallon, Robert 99 HS 3078 Satanic Verses Carpenter, William 100 HS 3079 College Seminar: The Anthropology of Food Collum, Kourtney 100 HS 3080 AI and the Political Philosophy of the Future Cox, John Gray 100 HS 3082 Global Ethics: Moral/Spiritual Approaches to Climate Change Cox, John Gray 101 HS 3083 Feminist Theory in a Transnational Frame Il van Vliet, Netta 101 HS 3084 Applications in Food and Sustainable Agriculture Systems Collum, Kourtney 102 HS 3085 College Seminar: Nutritional Anthropology Collum, Kourtney 102 HS 3086 Sustenance Friedlander, John; 102 Collum, Kourtney HS 4010 Seminar in Human Ecology Borden, Richard 102 HS 4012 Contemporary Women's Novels Waldron, Karen 103 HS 4013 Starting Your Novel Carpenter, William 103 HS 4014 Contemporary Psychology: Body, Mind and Soul Borden, Richard 103 126 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 HS 4015 Creative Writing Carpenter, William 103 HS 4017 Philosophy and Cosmology Visvader, John 103 HS 4018 Histories of Power: States & Subalterns in Modern Latin Ameri Little-Siebold, Todd 104 HS 4020 Environmentality: Power, Knowledge, and Ecology McKown, Jamie 104 HS 4022 Launching a New Venture Friedlander, John 104 HS 4026 Environmental Law and Policy Cline, Ken 104 HS 4028 Cross-Cultural American Women's Novels Waldron, Karen 105 HS 4034 World Literature Turok, Katharine 105 HS 4042 Reading the West Anderson, John 105 HS 4043 Wilderness in the West: Promise and Problems Cline, Ken 105 HS 4046 Lincoln Before the Presidency McKown, Jamie 106 HS 4047 Waste van Vliet, Netta 106 HS 4052 Economic Development: Theory and Case Studies Taylor, Davis 107 HS 4053 Economics of Cooperation, Networks & Trust Taylor, Davis 107 HS 4054 Philosophies of Love Cox, John Gray 107 HS 4056 Histories of Race Little-Siebold, Todd 108 HS 4057 Tutorial: Climate Policy Practicum Stabinsky, Doreen 108 HS 4058 Personal Finance and Impact Investing Friedlander, John 108 HS 4059 Breakthroughs in Creative Nonfiction: Wright/Rankine/Nelson Greenberg, Arielle 108 HS 4060 Tutorial: Contemporary Women's Novels Waldron, Karen 108 HS 4061 Theories of Human Nature-the Self Visvader, John 109 HS 4062 Practicing International Diplomacy Stabinsky, Doreen 109 HS 4063 Troubadours, Nuns, Witches, and Concubines 500 - 1450 Turok, Katharine 109 HS 4064 Leaving Capitalism: the (non) Economics of Homesteading Taylor, Davis 109 HS 4065 Practices of Homesteading Taylor, Davis; Collum, 110 Kourtney HS 4066 Anthropology of Homesteading Collum, Kourtney 110 HS 4078 Cidra, Queso y Granjas: Agriculture's Past and Present Little-Siebold, Todd 110 HS 4079 Skills for Conflict Resolution and Advocacy on Human Rights Wessler, Steve 111 HS 5010 Advanced Composition Kozak, Anne 111 HS 5013 Methods of Teaching Writing Across the Curriculum Kozak, Anne 111 HS 5015 Hydro Politics in a Thirsty World Cline, Ken 111 HS 5016 Corn and Coffee Little-Siebold, Todd 112 HS 5017 Advanced Spanish I Cox, John Gray 112 HS 5018 The Nature of Narrative Waldron, Karen 112 HS 5020 Advanced International Environmental Law Seminar Cline, Ken 112 HS 5022 Hatchery Friedlander, John 113 HS 5023 Tutorial: Ongoing Narratives Carpenter, William 113 HS 5026 Advanced Seminar in Ecological Economics Taylor, Davis 113 HS 5031 Advanced Spanish II Pena, Karla 113 HS 5035 Tutorial: Introduction to the Counseling Process Hill, Kenneth 114 HS 5039 Equal Rights, Equal Voices: The Rhetoric of Woman Suffrage McKown, Jamie 114 HS 5043 Introduction to the Counseling Process Hill, Kenneth 114 HS 5044 Diaspora and Unbelonging van Vliet, Netta 115 HS 5047 Global Disorder and the Future of Foreign Policy McKown, Jamie 115 HS 5048 Wittgenstein and Heidegger: Return to the Ordinary Visvader, John 115 HS 5049 Social Science Research Methods Collum, Kourtney 116 HS 5050 Endangered Species and U.S. Wildlife Law Cline, Ken 116 HS 5051 Capitalism: Economics and Institutions Taylor, Davis 116 HS 5052 The Poetry of Lorca Mahoney, Daniel 116 HS 5053 Lorca in the New Century Baker, Jodi 117 HS 5054 Tutorial: Advanced International Environmental Law Cline, Ken 117 HS 6012 Learning a Language on Your Own Cox, John Gray 118 HS 6014 Immersion Program in French Language and Culture CAVILAM 118 HS 6016 Mandarin Chinese-Traditional Characters Chinese Language 118 Center MD 1015 Farm Animal Management Collum, Kourtney 118 MD 1017 Culture and Ecology of Taiwan Tai, Bonnie; Morse, 119 Suzanne MD 2011 Fisheries, Fishermen, and Fishing Communities Petersen, Christopher 119 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 127 MD 2012 Failure Friedlander, John; 119 Baker, Jodi MD 3010 Biology Through the Lens Ressel, Stephen 119 MD 3012 The Anthropocene Hall, Sarah; Van Vliet, 120 Netta MD 3013 Sheep to Shawl Letcher, Susan 120 MD 4012 National Park Practicum: Interpretive Education and Design Colbert, Dru 120 MD 5012 Politics, Body, Representation Baker, Jodi 121 128 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 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 36 AD 3028 Abstraction Foley, Sean 43 HS 1032 Acadia: Exploring the National Park Idea Cline, Ken 75 AD 4013 Activating Spaces: Installation Art Colbert, Dru 44 AD 2023 Actor Training I Baker, Jodi 39 ED 4010 Adolescent Psychology Hill, Kenneth 52 ES 4014 Advanced Analysis in Biology Todd, Sean 68 HS 5010 Advanced Composition Kozak, Anne 111 HS 5020 Advanced International Environmental Law Seminar Cline, Ken 112 HS 5026 Advanced Seminar in Ecological Economics Taylor, Davis 113 HS 5017 Advanced Spanish I Cox, John Gray 112 HS 5031 Advanced Spanish Il Pena, Karla 113 AD 5032 Advanced Studio Printmaking Clinger, Catherine 49 HS 3015 African American Literature Waldron, Karen 90 ES 3010 Agroecology Morse, Suzanne 62 HS 3080 AI and the Political Philosophy of the Future Cox, John Gray 100 AD 2027 Alternative Processes in Photography: 19thC. to Digital Winer, Joshua 39 AD 3020 American Dreaming: Theatre and Activism in the US Baker, Jodi 42 AD 4021 Analog Photography: B&W Winer, Joshua 46 ES 4040 Animal Behavior Anderson, John 70 AD 3013 Animation Andrews, Nancy 40 AD 5017 Animation II Andrews, Nancy 46 HS 4066 Anthropology of Homesteading Collum, Kourtney 110 HS 3084 Applications in Food and Sustainable Agriculture Systems Collum, Kourtney 102 AD 3010 Architectural Design Studio Mancinelli, Isabel 40 ES 2020 Art and Science of Fermented Foods Morse, Suzanne 61 AD 3015 Art of the Puppet Andrews, Nancy 41 AD 1022 Art Since 1900: Harmony and Conflict Clinger, Catherine 34 AD 5030 Artist/Naturalist/Visionary Foley, Sean 48 HS 3010 Autobiography Carpenter, William 89 HS 3073 Bees and Society Collum, Kourtney 98 AD 1031 Beginning Drawing Foley, Sean 35 AD 1033 Beginning Painting Foley, Sean 35 HS 1019 Beginning Spanish I Pena, Karla 73 HS 1020 Beginning Spanish Il Pena, Karla 74 ES 4049 Biochemistry Hudson, Reuben 71 MD 3010 Biology Through the Lens Ressel, Stephen 119 ES 1052 Biology: Cellular Processes of Life STAFF 57 ES 1054 Biology: Form and Function STAFF 57 ES 4010 Biomechanics Hess, Helen 68 ES 4048 Biostatistics Letcher, Susan 71 HS 3011 Bread, Love, and Dreams Carpenter, William 89 HS 1068 Breakthroughs in Creative Nonfiction: Wright/Rankine/Nelson Greenberg, Arielle 78 HS 4059 Breakthroughs in Creative Nonfiction: Wright/Rankine/Nelson Greenberg, Arielle 108 HS 1025 Business and Non-Profit Basics Friedlander, John 74 ES 1024 Calculus I Feldman, David 56 ES 3012 Calculus Il Feldman, David 63 ES 3028 Calculus III: Multivariable Calculus Feldman, David 64 ES 1070 Calling Bullshit: Critical Data Literacy in the Information Age Gatti, Daniel; Feldman, 59 David HS 5051 Capitalism: Economics and Institutions Taylor, Davis 116 AD 1034 Ceramics I Mann, Rocky 35 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 129 ED 1013 Changing Schools, Changing Society Tai, Bonnie 50 ES 1072 Chemistry and Biology of Food and Drink Hudson, Reuben 60 ES 1066 Chemistry I Hudson, Reuben 59 ES 1030 Chemistry Il Hudson, Reuben 56 ED 1014 Child Development Alex, Joanne 50 ED 1011 Children's Literature Ryan, Siobhan 50 AD 1028 Chinese Calligraphy Heckscher, Philip 35 HS 2016 Chinese Philosophy Visvader, John 81 HS 2082 Choice, Chance, and Tragedy Lakey, Heather 87 HS 4078 Cidra, Queso y Granjas: Agriculture's Past and Present Little-Siebold, Todd 110 HS 2017 City/Country: Literary Landscapes 1860-1920 Waldron, Karen 81 ES 3044 Climate and Weather Hall, Sarah 65 HS 1054 Climate Justice Stabinsky, Doreen 76 ES 1069 Collaborative Conservation Practices on the Osa Peninsula Ressel, Stephen 59 HS 2078 College Seminar: City/Country in U.S. Literature 1860-1920 Waldron, Karen 86 HS 3085 College Seminar: Nutritional Anthropology Collum, Kourtney 102 HS 2089 College Seminar: Oceans and Fishes Little-Siebold, Todd 88 HS 1070 College Seminar: Poetry as Art and Social Action Donovan, Martha 79 HS 1064 College Seminar: Practical Skills in Community Development Beard, Ron 77 HS 3079 College Seminar: The Anthropology of Food Collum, Kourtney 100 HS 3039 Communicating Science Kozak, Anne 94 HS 2019 Community Planning and Decision Making Borden, Richard; 81 Mancinelli, Isabel HS 2043 Conflict Resolution Across Cultures Cox, John Gray 83 ES 5012 Conservation Biology Anderson, John 72 HS 3034 Conspiracy Theory and Political Discourse McKown, Jamie 93 HS 2056 Constitutional Law: Civil Rights and Liberties Seddig, Robert 84 AD 2013 Constructing Visual Narrative Colbert, Dru 37 AD 2016 Contemporary Artist as Researcher and Activist Clinger, Catherine 38 HS 4014 Contemporary Psychology: Body, Mind and Soul Borden, Richard 103 HS 3063 Contemporary Rhetorical Theory McKown, Jamie 97 HS 3020 Contemporary Social Movement Strategies Cox, John Gray 90 HS 4012 Contemporary Women's Novels Waldron, Karen 103 HS 5016 Corn and Coffee Little-Siebold, Todd 112 HS 4015 Creative Writing Carpenter, William 103 HS 4028 Cross-Cultural American Women's Novels Waldron, Karen 105 MD 1017 Culture and Ecology of Taiwan Tai, Bonnie; Morse, 119 Suzanne AD 2014 Curiosity and Wonder: Design & Interpretation in the Museum Colbert, Dru 37 ED 5010 Curriculum Design and Assessment Tai, Bonnie 53 ES 1064 Data Science I Gatti, Daniel 58 ES 3082 Data Science Il Gatti, Daniel 67 HS 5044 Diaspora and Unbelonging van Vliet, Netta 115 ES 3022 Differential Equations Feldman, David 63 AD 3012 Documentary Video Studio Andrews, Nancy 40 AD 2017 Drawing Mineral and Botanical Matter in the Forest of Maine Clinger, Catherine 38 ES 3074 E-STEM Professional Development Seminar Hall, Sarah 66 ES 3014 Ecology Anderson, John 63 ES 3034 Ecology and Biology of Fungi Porter, David 64 ES 4038 Ecology and Natural History of the American West Anderson, John 69 ES 2010 Ecology: Natural History Ressel, Stephen / 60 Swann, Scott HS 4052 Economic Development: Theory and Case Studies Taylor, Davis 107 HS 4053 Economics of Cooperation, Networks & Trust Taylor, Davis 107 ED 3015 Education for Life Tai, Bonnie 52 ED 1015 Educational Innovation Fuller, Linda 50 HS 5050 Endangered Species and U.S. Wildlife Law Cline, Ken 116 ES 3080 Environmental Chemistry Hudson, Reuben 67 HS 3066 Environmental Ethics Cox, John Gray 97 ES 4043 Environmental Geoscience Field Methods: Eastern CA Hall, Sarah 70 130 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 HS 4026 Environmental Law and Policy Cline, Ken 104 ES 3030 Environmental Physiology Ressel, Stephen 64 HS 4020 Environmentality: Power, Knowledge, and Ecology McKown, Jamie 104 HS 5039 Equal Rights, Equal Voices: The Rhetoric of Woman Suffrage McKown, Jamie 114 HS 1069 Ethnographic Writing van Vliet, Netta 79 HS 2084 European Political Institutions Stabinsky, Doreen 87 ES 3024 Evolution Petersen, Christopher 64 ED 1010 Experiential Education Tai, Bonnie 49 HS 2057 Fail Better: Writing Short Fiction Mahoney, Daniel 84 MD 2012 Failure Friedlander, John; 119 Baker, Jodi MD 1015 Farm Animal Management Collum, Kourtney 118 HS 1014 Feminist Theory in a Transnational Frame I van Vliet, Netta 73 HS 3083 Feminist Theory in a Transnational Frame Il van Vliet, Netta 101 AD 1036 Figure Drawing Foley, Sean 36 AD 4015 Film Sound and Image Andrews, Nancy; 45 Cooper, John AD 2022 Film Theory Capers, Colin 38 HS 3060 Financials Lepcio, Andrea 95 MD 2011 Fisheries, Fishermen, and Fishing Communities Petersen, Christopher 119 HS 1071 Fixing Elections: The Seven Deadly Sins of American Politics McKown, Jamie 79 ES 5041 Forest Ecology Letcher, Susan 72 HS 2091 Forms of Poetry Mahoney, Daniel 89 AD 1019 Four-Dimensional Studio Andrews, Nancy 34 HS 1013 From Native Empires to Nation States Little-Siebold, Todd 73 ES 3016 Functional Vertebrate Anatomy Anderson, John 63 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 82 ES 3032 Genetics Hess, Helen 64 HS 2020 Geographic Information Systems I: Foundations & Applications Longsworth, Gordon 82 ES 1042 Geology and Humanity Hall, Sarah 57 ES 1038 Geology of Mt. Desert Island Hall, Sarah 56 HS 5047 Global Disorder and the Future of Foreign Policy McKown, Jamie 115 HS 3016 Global Environmental Politics: Theory and Practice Stabinsky, Doreen 90 HS 3082 Global Ethics: Moral/Spiritual Approaches to Climate Change Cox, John Gray 101 AD 5014 Graphic Attack: Advanced Graphic Design Studio II Colbert, Dru 46 AD 2011 Graphic Design Studio I: Visual Communication Colbert, Dru 36 AD 4014 Graphic Design Studio II: Digital Projects Colbert, Dru 45 HS 5022 Hatchery Friedlander, John 113 HS 2063 Hate Crimes in the Contemporary US and Europe Wessler, Steve 85 ES 3018 Herpetology Ressel, Stephen 63 HS 4018 Histories of Power:States & Subalterns in Modern Latin Ameri Little-Siebold, Todd 104 HS 4056 Histories of Race Little-Siebold, Todd 108 HS 3040 History of Agriculture: Apples Little-Siebold, Todd 94 AD 1027 History of Filmmaking I (1895-1945) Capers, Colin 35 AD 3018 History of Filmmaking II (1946-Present) Capers, Colin 41 AD 2020 History of Photography Winer, Joshua 38 HS 1021 History of the American Conservation Movement Cline, Ken 74 AD 1020 History of Western Music Cooper, John 34 ES 4018 Human Anatomy and Physiology I Anderson, John 69 ES 4020 Human Anatomy and Physiology Il Anderson, John 69 HE 1010 Human Ecology Core Course STAFF 72 HS 1022 Human Relations: Principles and Practice Borden, Richard 74 HS 5015 Hydro Politics in a Thirsty World Cline, Ken 111 AD 2026 Illustration Colbert, Dru 39 HS 2021 Immersion Practica in Spanish and Yucatecan Culture Cox, John Gray 82 HS 6014 Immersion Program in French Language and Culture CAVILAM 118 AD 4010 Improvisation in Music Cooper, John 44 HS 2061 Indigenous America Little-Siebold, Todd 85 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 131 ED 4012 Integrated Methods IA: Gr. K-4 Reading and Writing STAFF 53 ED 4013 Integrated Methods IB: Gr. 5-8 Reading and Writing Fuller, Linda 53 ED 5011 Integrated Methods II: Science, Math, and Social Studies Fuller, Linda 54 ED 3013 Intercultural Education Tai, Bonnie 52 HS 3041 Intermediate Atelier in French Language and Conversation STAFF 94 AD 3032 Intermediate Ceramics Mann, Rocky 44 AD 3019 Intermediate Drawing Foley, Sean 41 AD 3027 Intermediate Painting Foley, Sean 43 HS 3021 Intermediate Spanish I Pena, Karla 90 HS 3022 Intermediate Spanish Il Pena, Karla 91 HS 3023 International Wildlife Policy and Protected Areas Cline, Ken 91 ED 1016 Introduction to Adolescent Psychology Hill, Kenneth 51 AD 1011 Introduction to Arts and Design Mancinelli, Isabel 33 ES 1062 Introduction to Botany Letcher, Susan 58 ES 1026 Introduction to Chaos and Fractals Feldman, David 56 ES 1071 Introduction to Collections Care: Saving all the Parts Ressel, Stephen 60 AD 1035 Introduction to Documentary Photography Winer, Joshua 35 HS 1046 Introduction to Economics & the Economy Taylor, Davis 76 HS 1015 Introduction to Global Politics Stabinsky, Doreen 73 AD 1018 Introduction to Guitar Cooper, John 33 HS 2083 Introduction to Journalism: Telling the Story Levin, Robert 87 AD 1012 Introduction to Keyboard/Piano Cooper, John 33 HS 1049 Introduction to Latin American Literature: 20th C Fiction Mahoney, Daniel 76 ES 3078 Introduction to Lichen Biology Olday, Fred 67 ES 1022 Introduction to Oceanography Todd, Sean 55 AD 1026 Introduction to Photography Winer, Joshua 34 ES 3077 Introduction to Scientific Programming Feldman, David 66 ES 2012 Introduction to Statistics and Research Design Todd, Sean 61 HS 5043 Introduction to the Counseling Process Hill, Kenneth 114 HS 1012 Introduction to the Legal Process Cline, Ken 72 HS 2024 Introduction to the Philosophy of Mind Visvader, John 82 ES 2035 Introduction to Tropical Field Ecology Ressel, Stephen 62 ES 2022 Introductory Entomology Graham, Carrie 61 HS 1028 Introductory French I STAFF 74 ES 3020 Invertebrate Zoology Hess, Helen 63 ES 4016 Island Life Anderson, John 68 AD 1013 Jazz, Rock, and Blues: From Their Origins to the Present Cooper, John 33 AD 5031 Journey into Substance: Art of the Hudson and New England Clinger, Catherine 48 AD 3016 Land Use Planning I Mancinelli, Isabel; 41 Longsworth, Gordon AD 3011 Landscape Architecture Design Studio Mancinelli, Isabel 40 HS 4022 Launching a New Venture Friedlander, John 104 HS 6012 Learning a Language on Your Own Cox, John Gray 118 HS 4064 Leaving Capitalism: the (non) Economics of Homesteading Taylor, Davis 109 HS 2076 Life Stories: Memory, Family, and Place Donovan, Martha 86 HS 4046 Lincoln Before the Presidency McKown, Jamie 106 ES 3083 Linear Algebra with Applications to Differential Equations Feldman, David 68 HS 3068 Linguistics, Language & Culture: Human Ecological Approach Cox, John Gray 98 HS 2010 Literature, Science, and Spirituality Waldron, Karen 80 HS 5053 Lorca in the New Century Baker, Jodi 117 AD 5034 Lorca's Theatre Baker, Jodi 49 HS 3072 Macroeconomics: Theory and Experience Taylor, Davis 98 AD 5033 Making Art: Effort, Resilience, Persistence Andrews, Nancy 49 HS 6016 Mandarin Chinese-Traditional Characters Chinese Language 118 Center HS 3074 Mapping the Ocean's Stories Little-Siebold, Todd 99 ES 1028 Marine Biology Petersen, Christopher 56 ES 2030 Marine Mammal Biology I Todd, Sean 61 HS 2049 Marvelous Terrible Place: Human Ecology of Newfoundland Todd, Sean 83 HS 5013 Methods of Teaching Writing Across the Curriculum Kozak, Anne 111 132 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 HS 3027 Microeconomics for Business and Policy Taylor, Davis 91 AD 3033 Modern and Contemporary Drawing Practices Foley, Sean 44 ES 3065 Molecular Genetics Workshop Hess, Helen 66 HS 3019 Mountain Poets of China and Japan Visvader, John; Stover, 90 Candace AD 1025 Movement Training Basics Baker, Jodi 34 AD 3026 Museum Practicum: Designing & Building ANP Centennial Colbert, Dru 43 Exhib. AD 1014 Music Fundamentals: Intro to Reading/Hearing/Writing/Playing Cooper, John 33 MD 4012 National Park Practicum: Interpretive Education and Design Colbert, Dru 120 HS 3070 Native American Law Cline, Ken 98 HS 3059 Native American Literature Waldron, Karen 95 ES 1040 Natural Resources Hall, Sarah 57 ED 3014 Negotiating Educational Policy Fuller, Linda 52 AD 5026 Negotiating Wonder Foley, Sean 47 HS 2011 Nineteenth Century American Women Waldron, Karen 80 HS 3036 Oceans & Fishes: Readings in Environmental History Cline, Ken 93 ES 3050 Organic Chemistry I Hudson, Reuben 65 ES 5014 Organic Chemistry II Hudson, Reuben 72 ES 1016 Ornithology Swann, Scott 55 HS 3031 Our Public Lands: Past, Present, and Future Cline, Ken 92 HS 4058 Personal Finance and Impact Investing Friedlander, John 108 HS 2012 Personality and Social Development Borden, Richard 80 HS 1065 Philosophies of Good and Evil Lakey, Heather 78 HS 2060 Philosophies of Liberation Cox, John Gray 84 HS 4054 Philosophies of Love Cox, John Gray 107 HS 4017 Philosophy and Cosmology Visvader, John 103 HS 2074 Philosophy of Death and Dying Lakey, Heather 85 HS 2013 Philosophy of Nature Visvader, John 81 ES 1056 Physics and Mathematics of Sustainable Energy Feldman, David 58 ES 1018 Physics I: Mechanics and Energy Feldman, David 55 ES 1044 Physics II Feldman, David 57 HS 3012 Poetry and the American Environment Carpenter, William 90 HS 1072 Political Communication McKown, Jamie 80 HS 2086 Politics and the Supreme Court Seddig, Robert 88 HS 1045 Politics of Israel van Vliet, Netta 75 MD 5012 Politics, Body, Representation Baker, Jodi 121 HS 2052 Popular Psychology Borden, Richard 83 HS 3064 Possession and the Human van Vliet, Netta 97 HS 3061 Postcolonial Islands van Vliet, Netta 96 HS 2090 Postcolonial Studies and Psychoanalysis II van Vliet, Netta 89 HS 2081 Postcolonialism and Psychoanalysis van Vliet, Netta 86 HS 4065 Practices of Homesteading Taylor, Davis; Collum, 110 Kourtney HS 4062 Practicing International Diplomacy Stabinsky, Doreen 109 AD 2025 Principles of Comedic Improvisation Fingerhut, Larrance; 39 Shepard, Jennifer HS 1062 Problems and Dilemmas in Bioethics Lakey, Heather 77 ES 1068 Programming with Python I Gatti, Daniel 59 HS 1063 Public Speaking Workshop McKown, Jamie 77 HS 1035 Puzzles, Paradoxes and Weird Things Visvader, John 75 ES 2031 Quantitative Geomorphology Hall, Sarah 62 HS 4042 Reading the West Anderson, John 105 HS 1058 Reason and Madness Lakey, Heather 77 ES 3076 Restoration Ecology Letcher, Susan 66 HS 3077 Rethinking Mental Disorders Gallon, Robert 99 AD 5023 Romanticism: The Triumph of the Imagination over Reason? Clinger, Catherine 46 HS 3078 Satanic Verses Carpenter, William 100 ED 5012 Secondary Methods: Life Science, Social Studies and English Fuller, Linda 54 ES 4041 Seeds Morse, Suzanne 70 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 133 ES 3063 Seminar in Climate Change Hall, Sarah 65 HS 4010 Seminar in Human Ecology Borden, Richard 102 HS 2072 Sex, Gender, Identity and Power Lakey, Heather 85 HS 3029 Shakespeare: Character, Conflict, and Cinematography Carpenter, William 92 MD 3013 Sheep to Shawl Letcher, Susan 120 HS 4079 Skills for Conflict Resolution and Advocacy on Human Rights Wessler, Steve 111 HS 5049 Social Science Research Methods Collum, Kourtney 116 HS 3062 Solutions Friedlander, John 96 AD 3014 Soundscape Andrews, Nancy 40 AD 3025 Special Topics in Production Baker, Jodi 42 HS 4013 Starting Your Novel Carpenter, William 103 AD 3031 Storytelling and Performance Leaverton, Lisa 44 AD 5025 Strangers and Performance Baker, Jodi 47 ED 5013 Student Teaching Fuller, Linda 54 AD 4019 Studio Printmaking Clinger, Catherine 45 ED 3012 Supporting Students with Disabilities in the Reg. Classroom Sanborn, Kelley 51 AD 3023 Sustainable Design in the Built Environment Gordon, John 42 HS 3035 Sustainable Strategies Friedlander, John 93 HS 3086 Sustenance Friedlander, John; 102 Collum, Kourtney HS 3057 Taking the Waters: The Politics & Culture of Water in France Cline, Ken 95 HS 2015 The Age of Reason and the Enlightenment Little-Siebold, Todd 81 MD 3012 The Anthropocene Hall, Sarah; Van Vliet, 120 Netta HS 3032 The Cold War: Early Years McKown, Jamie 92 HS 3038 The Cold War: The Later Years McKown, Jamie 94 HS 2077 The Dream of the 90s: Alt.Culture in America Greenberg, Arielle 86 ES 3036 The History of Natural History Anderson, John 65 HS 3055 The Mayas of Yesterday and Today Cox, John Gray 95 HS 3028 The Mystics Visvader, John 92 HS 5018 The Nature of Narrative Waldron, Karen 112 HS 5052 The Poetry of Lorca Mahoney, Daniel 116 AD 5029 The Range of Sublimity in the Artist Mind Clinger, Catherine 48 AD 2015 The Reality Effect: Art and Truth in the 19th Century Clinger, Catherine 37 AD 2021 The Science of Comedy Baker, Jodi 38 AD 4016 The Wilderness in Landscape Art I: Proto-Ecological Visions Clinger, Catherine 45 HS 4061 Theories of Human Nature - the Self Visvader, John 109 HS 2087 Transforming Food Systems Collum, Kourtney 88 ES 2014 Trees and Shrubs of Mount Desert Island Weber, Jill 61 HS 4063 Troubadours, Nuns, Witches, and Concubines 500 - 1450 Turok, Katharine 109 HS 5054 Tutorial: Advanced International Environmental Law Cline, Ken 117 ES 1065 Tutorial: Applied Algebra and Trigonometry Feldman, David 59 HS 4057 Tutorial: Climate Policy Practicum Stabinsky, Doreen 108 HS 4060 Tutorial: Contemporary Women's Novels Waldron, Karen 108 ES 5038 Tutorial: Ecology and Evolution of Parasites Hess, Helen 72 AD 6010 Tutorial: Individual Music Instruction Cooper, John 49 ES 3079 Tutorial: Intermediate Physics of Energy Feldman, David 67 HS 5035 Tutorial: Introduction to the Counseling Process Hill, Kenneth 114 ES 4046 Tutorial: Marine Mammal Physiology Todd, Sean 71 HS 5023 Tutorial: Ongoing Narratives Carpenter, William 113 ED 5018 Tutorial: Qualitative Program Evaluation Methods Tai, Bonnie 54 HS 1066 Tutorial: Writing Structures Kozak, Anne 78 HS 3076 U.S. Farm and Food Policy Collum, Kourtney 99 ED 3010 Understanding and Managing Group Dynamics Tai, Bonnie 51 HS 3053 Voyages Carpenter, William 95 HS 4047 Waste van Vliet, Netta 106 ES 2034 Weed Ecology Morse, Suzanne 62 ES 4047 Weed Ecology Morse, Suzanne 71 HS 4043 Wilderness in the West: Promise and Problems Cline, Ken 105 ES 4036 Wildlife Ecology Anderson, John 69 134 COLLEGE OF THE ATLANTIC CATALOG 2018-2019 ES 4012 Winter Ecology Ressel, Stephen 68 HS 5048 Wittgenstein and Heidegger: Return to the Ordinary Visvader, John 115 HS 4034 World Literature Turok, Katharine 105 AD 1016 World Percussion Bennett, Michael 33 HS 1039 Writing Seminar I: Exposition STAFF 75 HS 1056 Writing Seminar I: Exposition with a Business Focus Lepcio, Andrea 76 HS 2055 Writing Seminar II: Argumentation STAFF 84 ED 1017 Young Adult Literature Ryan, Siobhan 51 OF THE COLLEC ATLANTIC MCMLXIX DATES AND DEADLINES FOR 2018-2019 TERMS FALL 2018 WINTER 2019 SPRING 2019 FALL 2019 DATES First day of class 9/6/18 1/7/19 4/1/19 9/12/19 Last day of class 11/16/18 3/15/19 6/7/19 11/22/19 Commencement 6/8/19 BUSINESS OFFICE Online statements available 7/6/18 11/2/18 2/27/19 7/5/19 Payment due dates 8/6/18 12/3/18 3/18/19 8/7/19 Course withdrawal (no reversals) 10/12/18 2/8/19 5/3/19 10/18/19 REGISTRAR 10/14/18- 2/10/19- 5/5/19- Registration 10/19/18 2/15/19 5/10/19 Add/drop 9/12/18 1/11/19 4/5/19 Independent study proposals 9/12/18 1/11/19 4/5/19 Residency applications due 10/19/18 2/15/19 5/10/19 Advising forum 10/10/18 2/6/18 5/1/19 Student self-evaluations 11/30/18 3/29/19 6/21/19 Faculty grades & evaluations 12/7/18 4/5/19 6/28/19 INTERNSHIP COMMITTEE 4/2/19 Proposals 9/10/18 11/16/18 (summer 9/7/19 6/8/19) ACADEMIC AFFAIRS COMMITTEE Group study proposals 9/26/18 1/23/19 4/17/19 SENIORS Watson Fellowship intent form 7/9/18 Human ecology essay draft 10/19/18 Final signed human ecology essay copy 2/22/19 Senior project proposal 9/12/18 10/19/18 2/15/19 5/10/19 Senior project, completed 5/31/19 2019 to graduate or stand Completed: internships, degree certification form, community service, 4/26/19 incompletes, standing contract, transfer credit, extensions, writing portfolio SUMMER 2019 BUSINESS OFFICE (2019-2020 Academic Year) Bills available online 6/7/19 Bills due 7/10/19 COLLEGE OF THE ATLANTIC 105 Eden Street . Bar Harbor ME 04609 800-528-0025 . inquiry@coa.edu www.coa.edu