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Artwork: technical pen drawing of lobsters from Alice Anderson '12 senior project.
WHAT DO YOU SEE AS YOU LOOK OUT ACROSS THE WATER? Sure, there are boat moorings on Frenchman Bay and Schoodic Mountain in the distance. But look again. What else do you see? For College of the Atlantic students, a view like this is commonplace and yet never ordinary. We are lucky, as our campus sits on 35 acres on the coast of Maine. And when we look out across the water we see space to think, beauty to inspire, resources to steward, landscapes to paint, ecosystems to study, economic enterprises to develop, policies to pass, lesson plans to teach, and food systems to sustain. We recognize the vast possibilities and connections in something as seemingly simple as a sweeping view of the water. We encourage you to expand your vision of education and not settle for the single interpretation, the easy A, or the premeasured path to a college degree. Look again. What do you care about? What do you want to change in the world? What do you want to preserve? How can knowledge transform a person and the world? If these are the questions that you want at the heart of your education then you should study at COA. We honestly believe we can change the world. We actively seek to build consensus on campus and around the globe. We want to maintain a high degree of curiosity about the world. We want to appreciate the arts, rely upon the sciences, and never forget about the needs of humanity. And all the while, we get to look out on views like this.
College of the Atlantic enriches the liberal arts tradition through a distinctive educational philosophy — 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
/+55+10 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 the expertise, breadth, values, and practical experience necessary to achieve individual fulfillment and to help solve problems that challenge communities everywhere.
ACCREDITATION College of the Atlantic is accredited by the New England Association of Schools and Colleges. In its employment and admissions 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, or physical or mental disability.
Paul Smith, class of 2011, in Mammology class.
All students major in human ecology. And every student at COA designs his or her own major. This may seem contradictory, but human ecology 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. How you choose to give shape to your major in human ecology depends upon your interests, goals, and talents. 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. There are no academic departments at College of the Atlantic. Avoiding the intellectual boundaries that result from the segregation of academic departments was a conscious choice of the faculty when the college was founded. As the college has grown, the faculty remains non-departmental to allow for interdisciplinary teaching and research, and to foster cross-disciplinary dialogue.
#%#&'/+%5 For organizational purposes, however, COA loosely divides its curriculum into three resource areas: Arts & Design, Environmental Science, and Human Studies. More information on each of these resource areas is found in the introductions to each section of the course descriptions (see pages 25, 43, and 65).
WHAT YOU WILL LEARN CREATIVITY In all endeavors the ability to imagine and construct novel approaches or perspectives, to be innovative and to invent. This includes the f lexibility to use many different approaches in solving a problem, to change direction and modify approaches, the originality to produce unique and unusual responses, and the ability to expand and embellish oneâ&#x20AC;&#x2122;s ideas and projects. This also includes taking intellectual risks and practicing divergent thinking.
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 collective action. This includes the ability to recognize oneâ&#x20AC;&#x2122;s self-knowledge and its limits, challenge preconceptions, and work with imperfect information.
COMMUNITY ENGAGEMENT A deep understanding of oneself and respect for the complex identities 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.
COMMUNICATION The ability to listen actively and express oneself effectively in spoken, written, and nonverbal domains.
INTEGRATIVE THINKING The ability to confront complex situations and respond to them as systemic wholes with interconnected and interdependent parts.
INTERDISCIPLINARITY The ability to think, research, and communicate within and across disciplines while recognizing the strengths and limitations of each disciplinary approach.
Human ecology is a multipoint, integrated way of knowing both our selves and our surroundings, but what most amazes me is its creative element, how COA students have transformed our governing concept into a powerful instrument of expression. In painting and sculpture, ceramics, filmmaking, photography, poetry and fiction, musical performance, and theatrical production, their unstoppable artistic output has given human ecology a visible presence and a voice. It stems from our core belief that human beings are inseparable from nature. The same forces that drive natural adaptation and change also drive the human search for expressive form. For so many COA students, the creative arts become a way of under-standing, honoring, and celebrating their heartfelt interconnectedness with the people around them and the world we all inhabit. -Bill Carpenter, Faculty Member
Anjali Appadurai delivering a TEDxDirigo presentation about the meaning of radicalism, the importance of youth activism and her involvement in attending climate change negotiations with Earth in Brackets.
ADVISING When students arrive at COA they are assigned an advisor. The working relationship between student and advisor is 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. As there is an atmosphere of collaboration at COA, students are encouraged to take on other faculty, staff, and students as advisors. Students are also encouraged to change their advisors as their academic needs evolve.
EVALUATION & STANDARDS COAâ&#x20AC;&#x2122;s grading policy gives the student two distinct advantages: it most accurately ref lects the studentâ&#x20AC;&#x2122;s individual performance and it allows the student to take a challenging course without being unduly concerned about a grade-point average. The written evaluation charts a studentâ&#x20AC;&#x2122;s performance throughout the course and indicates the measurable improvement detected over the term. The college believes students should stretch capabilities and stresses that the real growth in knowledge gained is not always quantifiable. The second part of the evaluation is written by the student and is an assessment of the value of the course in relationship to his or her own intellectual development as a human ecologist. Any student who wishes may also receive a letter grade. This is an individual choice and is decided at the beginning of each term.
OTHER ACADEMIC OPTIONS With a faculty to student ratio of 1:11, individualized attention and seminar formats are the classroom norm. We also believe that a variety of learning options is as important as a variety of courses offered. Independent studies, tutorials, residencies, internships, and group studies offer additional opportunities for students to earn college credit and pursue areas of interest not available within the regular curriculum.
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, creative, and • To act responsibly and with compassion. Professor of Film and Animation, Nancy Andrews.
DEGREE REQUIREMENTS At College of the Atlantic, you'll have the opportunity to take a broad range of classes toward your self-designed major. You will also be expected to fulfill these requirements. Additional information regarding required classes can be found on page 24.
A student's photogprahy exhibit at the the Ethel H. Blum Gallery.
FINAL PROJECT For the final project, each student undertakes a significant intellectual endeavor, experiment, research project, or original work intended to advance understanding in a particular academic area and bring together the skills and knowledge acquired during the student’s college career. The final project is a major work at an advanced level, occupying at least a full term. Students are free to choose a form for their final project that best meets their personal, academic, and career goals. Often, students use the final project to complete a significant piece of work that will propel them into graduate school. Sometimes students use the final project to synthesize different areas of study and to take academic and creative risks that may not be available to them in graduate school or professional work. For examples of student work, including final projects, go to www.coa.edu.
HUMAN ECOLOGY ESSAY By the middle of their senior year, all students must complete a Human Ecology Essay (hee). The hee is a work of exposition, argumentation, extended description or narration. Students choose and develop a subject of personal or social significance through which they explore their perspectives on human ecology. Although separate from a paper done for a course, the hee often evolves from coursework. Students occasionally choose to do a nonverbal “essay,” or write a piece of fiction or poetry. The hee is an opportunity for students to ref lect on their education and to synthesize multiple areas of study. Student samples of Human Ecology Essays can be found at www.coa.edu.
INTERNSHIP A COA internship is as varied as each individual human ecologist. The internship is meant to be a practical exercise in applying academics to the world of work. The goals of an internship are to expose each student to the experience of: making decisions regarding career options; marketing themselves to potential employers; carrying out the duties and responsibilities of a job; participating as a part of a larger community work force; and bringing new perspectives back to campus to share with classmates and faculty. COA internships last at least ten weeks (400 hours) and not more than one year.
COMMUNITY SERVICE All students at COA complete a forty-hour community service requirement prior to their last term of enrollment.
OFF-CAMPUS STUDY Many students incorporate other local resources into their course of study. Research stations at the collegeâ&#x20AC;&#x2122;s Great Duck Island and Mt. Desert Rock provide field experience for those interested in the natural sciences. Students may participate in the Idea Network for Biomedical Research Excellence (inbre); this program connects COA students to research opportunities at nearby Jackson Laboratory and Mt. Desert Island Biological Laboratory. COAâ&#x20AC;&#x2122;s Sustainable Food Systems program connects students to the college-owned Beech Hill and Peggy Rockefeller Farms. Throughout the year, students partner with Acadia National Park on projects. Local schools welcome Educational Studies students into their classrooms for observation and student teaching. In addition to the resources on the island, we have exchange programs with University of Maine Orono, National Outdoor Leadership School (nols), Landing School of Boat Building, Salt Institute for Documentary Studies, Sea Education Association (sea), and the Eco League (Alaska Pacific University, Green Mountain College, Northland College, and Prescott College). As part of its Sustainable Food Systems program, COA is also part of a collaborative relationship with the University of Kassel in Germany and the Organic Research Center at Elm Farm in the United Kingdom. COA's own International Studies Program promotes interdisciplinary and collaborative teaching and learning in a variety of field settings. The program includes opportunities ranging from language learning, ethnography, and community development work to awardwinning international environmental diplomacy. Students travel with faculty on field courses in Mexico, Guatemala, Canada, France, and the Caribbean and students also conduct intern-ships and independent studies around the globe.
Student diving in the a tropical marine ecology course taught in the Carribbean. Opposite from top: students attended a United Nations conference in 2010 (photo by student Julia De Santis); photo taken during the College's Yucatan Program (photo by student Mauro Carballo); Oliver Bruce during his visit to Facebook headquarters during his internship; photo from Adam Kumm's senior project which focused on underwater photography in the Carribbean.
Life at COA is informal, friendly, supportive, and always busy. Students are involved in developing skills and interests, in exploring activities and careers, and in clarifying personal and social values. Close ties unite people during their years at COA and long afterward. Each individual has the opportunity to make the COA experience unique and meaningful.
567&'06 .+(' COAâ&#x20AC;&#x2122;s mission attracts students who are comfortable with alternative
viewpoints and a certain degree of uncertainty. This is ref lected
in a campus atmosphere that balances consistency and spontaneity in and
out of the classroom. Pick-up soccer and ultimate Frisbee, informal groups of students dedicated to environmental activism, studentrun theatre productions, the online publication humjournal.com, coffee-houses and open mic nights are indicative of the student activities at the college. Acadia National Park, located a short walk from campus, offers hundreds of miles of trails for hiking, running, cross-country skiing, snow-shoeing, and bicycling. The park â&#x20AC;&#x2122;s ponds, lakes, and mountains keep swimmers, ice skaters, rockclimbers, and kayakers happy. Many students organize hikes and camping trips in the park and surrounding area. On school breaks there are opportunities for backpacking and other activities that allow students to get away from the campus for a few days.
There is a tendency, especially in the academic world, to carve life into ever smaller pieces in order to make sense of it. All too often, the people who do this come to believe that is how the world really is. The aim of human ecology is to remind us that we are part of a complex and interactive world. Its broad mandate calls us to cross the boundaries of traditional disciplines and seek fresh combinations of ideas. The richness of specialized knowledge â&#x20AC;&#x201D; and communication among people who have it â&#x20AC;&#x201D; are essential to a livable future. But the kind of perspective that encourages interdisciplinary learning and application is difficult to acquire in most academic settings. This demands a different approach to education â&#x20AC;&#x201D; one which invites imagination and caring for the future. I believe human ecology holds an increasingly important place in society, education, and everyday life. This is why COA was founded, and it is what we do best. -Rich Borden, Faculty Member Students celebrating the annual Tug-of-War, where seniors tug against the faculty and staff.
HOUSING In addition to our unique approach to education, our system of student housing is equally unrivaled. Each of the six student residences on campus has its own comfortable appeal. Four of the six were privately owned homes until the college acquired them. Davis Village and Blair/Tyson were specifically built to serve as student residences at COA. Davis Village was built to meet high environmental standards and includes wood pellet heating and composting toilets. First-year students are guaranteed on-campus housing. There is additional space for transfer and returning students in the residence halls. All student residences are equipped with kitchens furnished with cookware, utensils, and appliances. As a member of a house on campus each student is expected to play a vital role in making the house a home. Community dinners are typical on Sunday evenings, as there are no meals offered in
Students cooking in the Davis Center for International Studies. Opposite: Students in the course Campus Landscape Design surveying the Kathryn W. Davis Village and Seafox grounds.
the dining hall on weekends. Resident Advisors work with students to generate evening programs for the house and enable delegation of house chores and responsibilities.
COMMUNITY SPACES & SERVICES Whether it be the dining hall (known as Take-A-Break), the library, Turrets’ great hall, or Deering Common, there are a multitude of student spaces available for studying, hanging out, or taking a quick nap. With the recent addition of the Kathryn W. Davis Student Residence Village come a pool room, media center, and study space. Deering Common, the new student center, boasts a meditation room, music practice space, student lounge, and café. It is also home to health, wellness, and counseling resources. Gates Community Center hosts regular speakers, concerts, and theatrical performances. The Blum Gallery exhibits student, faculty, and outside artists’ work. Breakfast, lunch, and dinner are served in Take-A-Break, Monday through Friday.
COMMUNITY GOVERNANCE Nearly every college has a student government. At COA we actually have campus governance in which students play a significant role. A key component of human ecology is the development of responsible citizenship. We expect our students to make real contributions to the college, both in terms of day-to-day management as well as in helping to determine our long-term direction. Campus committees give structure to governance at COA. Membership is open to all in the COA community; ideally there is a representative balance of students, faculty, and staff on each committee. Some current committees include Academic Affairs, Campus Committee for Sustainability, Personnel, Publications, and Student Life. Facilitated by a student, All College Meeting (acm) meets weekly and serves as an open forum and decision-making body. All members of the community have equal say in acm. The purpose of acm is manifold: it is a policy making body; it provides consultation on pressing issues; it builds community; it acts as an educational forum; and it provides a venue for communication between various constituencies on campus.
Human ecology is something I understand as context. You can't look at a problem and see a creative solution if you don't try to understand the context: how that problem interacts with the world, how we interact with that problem, how a possible solution might affect the problem and the world around it. We are actors on this planet, a fact that is easily forgotten, and human ecology forces me to contextualize myself within the world and seriously look at my environment and my place in it, on a local and global scale. It is not the study of humans and our environment; it is the study of humans in our environment and everything that springs from that relationship. Human ecology is a problem-solving perspective that opens our world up to any critical eye. -Natalie Barnett, class of Photograph of COA's All College Meeting (acm). Image captured by Amelia Eshleman, class of 2011.
From top: Students sledding down campus slopes; the dinner hour during Outdoor Orientation Program's Allagash Canoe trip; graduate Cora Rose Lewicki providing live music for a restaurant in downtown Bar Harbor; students on stage for the annual benefit production, the Cultural Fandango. All photos by Julia De Santis, class of 2012.
THE OUTDOOR PROGRAM With Acadia National Park in COA’s backyard, students have easy access to countless outdoor activities. It’s easy to explore the Park and coastline of the island on one’s own or join in weekly outings organized by fellow students. New students are introduced to Maine’s numerous wilderness adventure opportunities through the Outdoor Orientation Program (OOPs). Returning students lead the six day trips; participants choose from kayaking, canoeing, hiking, cycling, climbing, sailing, and scuba diving trips. Students may then make shorter expeditions (ranging from an afternoon of climbing to a long weekend of winter camping) through the coastal program. Students are encouraged to arrive at COA with a sense of adventure. Fellow students and staff will insure that the trips are safe and fun — and that instructions are offered to those new to an activity. For those who want to head off at a moment’s notice, COA’s recreational equipment is accessible to all college community members for free. This includes a fleet of ocean kayaks and lake canoes. Students may borrow camping and paddling gear for short periods of time. Some classes, such as Human Ecology of Wilderness and Marine Mammals and Sound, also incorporate trips that place students in whitewater canoes or the school’s research vessels: the 38' Indigo or the 46' Osprey. A sailing class is available each fall and aspiring scuba divers are invited to take an annual course offered through the local ymca.
LIFE ON MOUNT DESERT ISLAND The local Bar Harbor atmosphere is shaped by the four seasons: in summer downtown booms with tourists and in winter things quiet down. During the spring and fall, students can enjoy the local sights and services without the crowds. Many local businesses such as bookstores, natural food stores, secondhand shops, and outdoor gear suppliers stay open throughout the winter to serve the year-round community. Two movie houses (one that serves pizza and has couches in lieu of the usual theatre seating), a yoga studio, stores with dvd rentals, restaurants galore, bike shops, and a public library will likely be stops at some point during a student's years at COA. Every student gets a free membership at the local ymca, which provides access to volleyball, basketball, swimming, a well-equipped weight room, indoor soccer, and fitness classes. Returning students may also choose to live off campus. Bar Harbor’s popularity as a summer tourist destination means that there is a great deal of affordable housing available to rent during the school year. Living off campus strengthens the connection between COA students and the island community.
You may be surprised at the breadth of COA’s course offerings; we are not all marine biologists — not by a long shot. While the faculty remains non-departmental to allow for interdisciplinary teaching and research and to foster cross-disciplinary dialogue, the COA curriculum is divided into three resource areas:
ARTS & DESIGN | ENVIRONMENTAL SCIENCE | HUMAN STUDIES All students who enter COA as first-year students must take the Human Ecology Core Course (listed below) and meet the following course requirements in order to graduate: 2 Arts and Design (
2 Environmental Science ( 2 Human Studies (
) courses ) courses
1 Quantitative Reasoning ( 1 History ( 1 Writing (
) course ) course or 2 Writing Focused (
ANATOMY OF A COURSE LISTING HUMAN ECOLOGY CORE COURSE Faculty from all disciplines Course limit: TBA Cost: TBA Human Ecology is the interdisciplinary study of the relationships between humans and their natural and cultural environments. The purpose of this course is to build a community of learners that explores the question of human ecology from the perspectives of the arts, humanities, and sciences, both in and outside the classroom. By the end of the course students should be familiar with how differently these three broad areas ask questions, pose solutions, and become inextricably intertwined when theoretical ideas are put into practice. In the end, we want students to be better prepared to create their own human ecology degree through a more in-depth exploration of the courses offered at College of the Atlantic. We will approach this central goal through a series of directed readings and activities. This course is required of all incoming first-year students. Offered every fall.
COURSE TITLE INSTRUCTOR(S) CLASS LIMIT LAB FEE COURSE LEVEL REQUIREMENT MET DESCRIPTION MISCELLANEOUS
COA courses have difficulty levels determined by the professors. This book notes the course level by trail cairns with one rock indicating an introductory course, three rocks equating an intermediate course, and five rocks equating an advanced course. Travel and education courses are noted with a and respectively and are not a requirement for graduation.
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PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
ARTS & DESIGN
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INTERNATIONAL STUDIES POLITICAL SCIENCE
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CREATIVE WRITING GENETICS
SUSTAINABLE FOOD SYSTEMS
PAINTING GRAPHIC DESIGN COMPUTER SCIENCE
SCIENTIFIC WRITING LITERATURE BIOLOGY
PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
ARTS & DESIGN
PERFORMANCE ART INSTALLATION ART
INTERNATIONAL STUDIES POLITICAL SCIENCE
FILM HISTORY AGRICULTURE
ARTS & DESIGN
Arts & Design Courses help students develop and hone the technical and aesthetic skills to communicate their message through performance, visual, audio, and digital media. “The arts are core to the human experience, and therefore to the study of human ecology,” says Dru Colbert, one of COA’s arts faculty. “On one hand, the highest expression of any person comes through the arts. On the other, the arts encourage students to consider the world in new and exciting ways.”
All studio courses are problem and project centered. Our faculty guide students through exercises and projects that develop technical and creative skills. Courses emphasize the inter-relationship of all expressive media, with faculty brought to COA for the diversity of their skills, working media, and aesthetic viewpoints. Tutorials and independent studies allow students to pursue their creative endeavors in an individualized manner while finding media combinations that best articulate their voices and visions. While you will find most of the courses COA offers in this publication there are more to be found online. Courses not listed in the Arts & Design section are: Tutorial: Instrumental Music, Tutorial: Advanced Life Drawing, and Tutorial: Advanced Painting. Please check out www.coa.edu to read about these courses and to see the most up-to-date course offerings.
ARTS & DESIGN
PROJECTS: ADVANCED ART PRACTICE & CONCEPTS
ACTIVATING SPACES: INSTALLATION ART Dru Colbert Course Limit: 10 Cost: $75 “Space in active dialogue with the things and people it contains...” –RoseLee Golberg, from Space as Praxis. Installation art is one of the most original, vigorous, and fertile forms of contemporary art. It often involves working in specific non-art sites where the activation of the place, or context, of artistic intervention is concerned not only with art and its boundaries, but also with the fusion of art and life. Installation art extends the area of practice from the studio to public space. Architects, urban planners, and environmental designers consider similar formal and social aspects of space in the creation of city plans, buildings, and public spaces. Through hands-on projects and a survey of historic and contemporary art and design work, this intermediate level 3D studio course offers opportunities to explore formal aspects and social contexts of space and time as a medium for art. Students create interior and exterior installations that incorporate sculptural elements, everyday objects, light, sound, or other devices. Course work investigates the objective and subjective qualities of space, material, and form, and the meanings created through their juxtaposition. In addition to studio work, we survey a variety of historic and contemporary contextual art works including: spaces laid out by architects and designers, installation as an art form, public art projects, sacred spaces, the work of visionary artists, historic sites, and monuments. Students are evaluated on participation in activities and critiques, their completion of projects, and attendance. Prerequisites: 3D studio classes in art, architecture, environmental design, performance art or signature of instructor.
Nancy Andrews Course limit: 12 Cost: $30 This course is designed for students who have taken at least two previous arts and design courses and are prepared to pursue an in depth project. This seminar combines academic study and studio work, and explores theory and practice related to various visual arts disciplines. The course provides individual guidance and group critiques for students from various disciplines to meet, present, and discuss their work. Contemporary critical issues are addressed through readings, screenings/slides, and discussions. We explore how an artist builds a body of work, and discuss working processes and issues in art and society. The course includes field trips and visiting artists, when available and pertinent. Students are evaluated on their progress towards their goals, and participation in discussions and critiques. Students may work in video, painting, photography, installation, sculpture, 2D, or hybrid forms, but students should already have the basic skills required for their chosen project(s).
ANIMATION I Nancy Andrews Course limit: 12 Cost: $50 This course explores animation as a form of creative expression, experimentation and personal vision. Various techniques, such as drawing, cut out, painting on film, and under the camera collage, are introduced. Students create flip books, video pencil tests, and animated films. Students are given exercises and assignments that guide them through processes for making art. Various artists’ animated films are screened and discussed. History and concepts related to animation and film are introduced through screenings, readings, and discussions. Prerequisites: Introduction to Art and Design, 2D Design or signature of instructor.
ARTS & DESIGN PROFESSOR NANCY ANDREWS DRESSED AS IMA PLUME, THE MAIN CHARACTER IN THE INVESTIGATIVE IMA PLUME FILM TRILOGY
ANIMATION II Nancy Andrews Course limit: 12 Cost: $80 The class further develops ideas, skills, and animation projects through a mix of: in class projects/ demos/skill based activities, readings, discussions, screenings, presentations, and individual meetings with the instructor. Students will write a production plan that will serve as an outline of each student’s project(s) for the term. The instructor will provide useful activities, information, resources, critiques, and guidance. A schedule of student works in progress presentations will be created. Readings will address ideas and theories related to animation studies and processes. Advanced animation techniques may include camera work and sound design. Work completed over the term may be a single longer animation or a series of animated shorts depending on the student’s preference and animation goals. However, all students will be expected to produce advanced level work and encouraged to experiment and push their work to the highest level. Students will be evaluated on their projects, participation in critiques, and discussions and overall level of engagement with the course material and class. Prerequisites: Animation I, and signature of instructor.
ARCHITECTURAL DESIGN STUDIO Isabel Mancinelli Course limit: 11 Cost: $25 In this design studio students are introduced to the field of architectural design and the design process. We examine various aspects of this functional art including scale, texture, volume, void, light, rhythm, and form. Basic principals of architectural structures and a brief historical overview are presented. Students attempt to apply these principals in solving practical problems. They are expected to develop basic architectural drafting skills to represent three-dimensional space in two dimensions. The course includes model building skills and an actual design project. Recommended prerequisites: Introduction to Arts and Design and/or Two Dimensional Design. Offered every other year.
ART OF THE PUPPET Nancy Andrews Course limit: 12 Cost: $30 Puppetry is the art of designing, constructing, and operating puppets, usually for an audience. A puppet is an articulated figure controlled by external means. Puppets have been used for entertainment, education, therapy, spectacles, and social/ political demonstration. This course explores both the construction and use of puppets, investigate the theory, history, and practice of puppetry, and seek out the role and potential of puppets. Various types of puppets are made, including hand puppets, rod puppets, shadow puppets, and large-scale puppets. Students, collaboratively and individually, create both original and adapted scripts and scenarios for puppets, exploring relationships between text, story, character, and movement of the puppet. In addition to live work, students develop puppets for use within film, video, or multimedia projects. The course includes readings on puppetry, screenings, presentations, demonstrations, and group discussions. Students are evaluated on: participation, discussions, and exercises; quality and effort demonstrated through projects/presentations; and understandings and study of readings and screenings as shown in discussions and projects. Recommended prerequisites: Introduction to Art & Design, 2D Design Studio, 3D Design, Performance Art, or The Sculptural Object in Performance.
ARTS & DESIGN
RING MADE OF GOLD BY ALUMNA PAM BOSCO DIAMENTE
DE VOYAGE: CARNET THE ILLUSTRATED TRAVEL JOURNAL
ART SINCE 1900: HARMONY & CONFLICT Catherine Clinger Course limit: 18 Cost: $65 The artworks of Pablo Picasso and Hannah Höch; both the well known and lesser known artist made paintings and sculptures that facilitate our understanding of how people experienced the twentieth century. Cubism, Surrealism, Expressionism, Minimalism, and more — these artist movements were initiated through group declarations of common aesthetic purpose. This art history survey looks at how their varied concerns with theories of the unconscious, radical political programs, social upheaval, and scientific discoveries were expressed through artistic production. Anxiety, joy, curiosity, and activist predilection combine to formulate a rich amalgam of fresh and challenging visions of the world.
ARTS & DESIGN (INTRODUCTION TO) Isabel Mancinelli Course limit: 20 Cost: $20 This course is a fundamental course for students pursuing studies in arts and design, offering insights into the range of issues addressed in the arts and design curriculum while also helping students investigate their own creativity. This course has both studio and theoretical components. Major directions taken by artists, designers, architects, and planners are explored. Areas of investigation include gardens, shopping centers, town planning, perspective drawing, small structure design, color, and aesthetics. Studio work involves both individual and team efforts. Students will observe, document, analyze, and make recommendations for the improvement of the designed world. Students are expected to submit examples of studio work and to participate in the class discussions. Evaluations are based upon the above. Offered every fall.
Dru Colbert Course limit: 12 Cost: $* In this advanced interdisciplinary arts course you will explore the form and nature of the illustrated travel journal or Carnet de Voyage and create a personal record of travel abroad. The nature of the Carnet de Voyage ex-presses a coherent narrative or aesthetic beyond the logging of dates and events as found in a field book or a ship’s log. Because of the advanced nature of the course, you are invited to draw on previous courses and experience in the arts to choose a media; drawing, sketching, painting, digital word and image, photography, video, or sound, to create a comprehensive visual response to, and documentation of, your travels that constitute an illustrated journal. You are asked to focus your carnet on a particular aspect of culture. For example, topics as broad as food, politics, industry, or as narrowly defined as body marking or human/animal interactions or the idea of waste may be considered. Class presentations and discussion surrounds the visual display of culture, and the history of the travel journal. We survey the illustrated travel journal as an art, and as a record of cultural interaction through historic and contemporary examples shown in class, and through first hand observation in museums and other cultural institutions in France. Readings include travel literature, Carnet de Voyages, and critical readings surrounding the representation of culture. Class participants are given technical guidance as needed on their projects and share their work during in progress and final critiques. Students are required to create a copy of their work in final form for submission and evaluation. Evaluations are based on participation in class discussions and activities; and in the thoroughness, level of thought, creativity, and artistry in visual research projects. This course is designed for students who have demonstrated ability to complete independent work and are expected to have previously completed intermediate/advanced level courses in the arts. This course is intended to complement a term of language and film study in Vichy, France. Prerequisites: permission of instructor. *The course fee will be factored into the total cost of the study abroad program.
ARTS & DESIGN EAMON HUTTON'S SENIOR PROJECT SKETCH FOR HIS DESIGN AND EVENTUAL IMPLEMENTATION OF COA'S TURRETS SEASIDE GARDEN
CONSTRUCTING VISUAL NARRATIVE Dru Colbert Course limit: 15 Cost: $85 Narrative: n. & adj. N. a spoken or written account of connected events in order of happening. The practice or art of narration. Adj. in the form of, or concerned with, narration (narrative verse).
CERAMICS I Ernie McMullen Course limit: 16 Cost: $85 This course is a mixture of design theory, critique, and actual production of pottery. Class time is divided between hand building, including pinch, coil, and slab techniques, and the fundamentals of wheel thrown pottery. Assignments are occasionally supplemented by in class discussions of the previous week’s work. Six hand built and twenty wheel thrown works are required, with reviews taking place during week five and week ten. Offered every year.
How is meaning shaped by the images we create? In all cultures, throughout time, artists have sought ways to tell stories about far ranging topics — the unknown, the success of a hunt, gods and goddesses, historical events, wars, court tales, biblical themes, social instruction, morals, politics, product promotion, and personal imaginings. Historically, artists have adapted visual story telling techniques to exploit evolving technology and changing social concerns, from ancient wall markings, tomb inscriptions, scrolls, illuminated manuscripts, pottery decoration, carved totems, pictorial painting, to sequential engraved prints, comic books, graphic novels, graffiti, and the web. In this studio course, students investigate “visual language,” symbolism, and some of the pictorial devices, materials, and techniques employed by artists to tell stories visually — particularly through sequential composition in the graphic arts ranging from the hands-on exploration of ancient wall paintings and low relief carving techniques, through non-press printing techniques such as linocut, image transfer, and potato prints, to collage of found images, xerography, Polaroid print manipulation, digital prints, and synthetic imaging on the computer. Students are encouraged to explore and invent new forms of sequential composition and utilize new or previously unexplored materials or techniques. Concurrent investigations in visual studies focus on meanings created through the use of pictorial devices, signs and symbols, and the creation of narrative structure through repeated image/ duplication, sequential composition, and visual allegory. Students are evaluated on writing assignments, projects, and participation in class activities and discussion. Recommended prerequisites,: Introduction to Arts and Design, or 2D courses in drawing, painting, printmaking, or graphic design, photography, or writing and/or literature courses.
STUDENT KIRA WINETRAUB WORKS ON HER FINAL PROJECT FOR ANIMATION CLASS
ARTS & DESIGN
ARTIST CONTEMPORARY AS RESEARCHER & ACTIVIST Catherine Clinger Course limit: 15 Cost: $50 This course introduces students to post modern visual culture that places nature and our relationship to it within the context of pressing global issues. This artworks engages with nature by their placement in site specific locations, through new modes of picturing, and/or through the appropriation of natural materials. Many artists we examine make use of new tools designed for industrial purpose, medical, technological, or scientific research. Other artists utilize organic materials to craft their designs. These artists are researchers and bring attention ecologies that human beings have disrupted or will disrupt. How these artists bring us to a deeper understanding of our relationship with nature through new media is our concern. Evaluation is based on class participation, evidence of completion of weekly readings, and a final paper and a class presentation. The class takes at least one field trip.
AND WONDER: DESIGN CURIOSITY & INTERPRETATION IN THE MUSEUM Dru Colbert Course limit: 15 Cost: $75 From “cabinet of curiosity” to “exploratorium,” this studio course surveys contemporary museum activities and methods of communication through visual display, space, and interaction. Students engage in a project development process to refine “big ideas,” determine educational goals, and learn techniques to design and build their projects. Class participants gain an understanding of factors that influence learning, media, and modes to communicate complex content, and how meaning is constructed by the selection, organization, and layering of intellectual material through the use of object, text, image, and experiential devices. Projects and workshops provide an opportunity to gain skills and techniques in visualizing ideas by developing concepts in plans, sketches, models, and narrative description. Students have an opportunity to evaluate and create interpretive material for the George B. Dorr Natural History Museum at the College of the Atlantic. Students are evaluated on participation in discussions and critiques, attendance, and for completion and quality of assigned projects. This course is appropriate for all students interested in informal education in museum environments, design, and visual communication. Prerequisites: one course in arts and design or educational studies courses.
ARTS & DESIGN
Nancy Andrews Course limit: 12 Cost: $30 A documentary video or film purports to present factual information about the world. A documentary may take a stand, state an opinion, or advocate a solution to a problem. A documentary may function in the realm of art. Documentaries may compile images from archival sources, interview testimonies about social movements or events, record an ongoing event “as it happens,” or synthesize these and other techniques. We look at various documentaries both historic and contemporary, and a number of strategies and styles, including; video diaries/autobiographical works, cinema vérité, propaganda, documentary activism, nature documentaries, and experimental genres. Students learn the basics of video production, including, using a video camera,video editing, production planning, lighting, using microphones, and interviewing techniques. Students make several documentary projects, both collaboratively and individually. Students are evaluated on their participation in group discussions and critiques, and on the documentary projects they produce. Prerequisites: an introductory arts and design studio course or film history course. Previous video production experience is not required.
DRAWING MINERAL & BOTANICAL MATTER IN MAINE FOREST Catherine Clinger Course limit: 12 Cost: $65 Viewed as a regular practice, the descriptive power of drawing can intensify the experience of observational fieldwork, provide the draughts person with a richer understanding of the cycles within a landscape, and deepen our relationship with the natural world. The primary setting for this studio course is Mount Desert Island. The subject matter of our visual attention includes trees, rock features, and other indigenous plant life of the island. Students will learn a variety of drawing methods in order to document the natural history of a specific place. Coursework includes: maintaining a field sketchbook, graphically recording the development of a singular botanical life form over the course of the term, and producing visual notations in the sketchbook during a biweekly slide lecture on the history of artistic representations of the natural world. Evaluation is based on class participation, evidence of completion of weekly assignments, and final project. Prerequisites: permission of instructor.
STUDENT KHRISTIAN MENDEZ'S GRAPHIC DESIGN I BAR HARBOR JAZZ FESTIVAL POSTER
DOCUMENTARY VIDEO STUDIO
ELEMENTS OF THEATRE Jodi Baker Course limit: 12 Cost: $20 What is theatre, how does it work, and why does it matter? This course explores these questions through practical hands-on experience in each major element of theatrical production. It also introduces students to a range of disciplines covered in the theatre curriculum, encourages students to investigate ways to effectively use theatre, and theatrical skills for students to express themselves in other disciplines. The course provides a brief overview of the origins of theatre, basic logistics and vocabulary, and practical understandings of the uniquely collaborative relationships involved in the process. Students actively investigate traditional elements of production: acting, playwriting, direction, and design, and are expected to research, observe, analyze, and produce their own creative work independently and collaboratively. Evaluations are based on participation in class discussion and activities, the effective completion of a series of small creative projects, and a final project/paper based on their findings throughout the course.
FILM SOUND & IMAGE Nancy Andrews Course limit: 12 Cost: $40 This hands on course will explore sound composition, editing, and mixing to create soundtracks for video and/or film. Students who take this course must have a background in music composition and/or sound and video production in order to collaborate on creative video/sound projects. Sound recordings will include music and voice as well as everyday sounds and special sound effects. The class will incorporate a number of group projects as well as individual exercises to illustrate sound recording and mixing strategies. We will also study sound in relation to video/film through readings and screenings. In addition to class assignments, students will start developing sound tracks for their independent projects. Students will be evaluated on their success in creating compositions, recordings, and mixes for video/film projects; and their ability to bring together moving pictures with a soundtrack to create a whole that is more than the sum of its parts. Students will also be evaluated on their participation in class discussions and exercises. Prerequisites: background in music composition and/or sound and video production.
FOUR DIMENSIONAL STUDIO Nancy Andrews Course limit: 12 Cost: $30 This class gives students an opportunity to investigate time based art. Four-dimensional art draws on the vast and varied traditions of theatre, dance, media, and music, often crossing boundaries to create hybrid works. This course will focus on concepts and processes related to representing and experiencing events that take place in time. Strategies for planning, proposing, and producing work individually or collaboratively will be discussed and practiced. Some class periods will be workshop in style, and include physical and vocal exercises and improvisations. The course will include basic instruction and use of video cameras and sound recording devices. A majority of the learning in this studio course will happen as students make projects and reflect on their work and the work of others. Documentation and information about contemporary and historic time based art will be presented. Students will be evaluated based on imaginative exploration of ideas and materials, extent and depth of work processes and research, completion of assigned projects, and participation in class discussions.
A VISUAL RHETORIC EXERCISE IN GRAPHIC DESIGN CLASS
ARTS & DESIGN
DESIGN STUDIO I / GRAPHIC VISUAL COMMUNICATION Dru Colbert Course limit: 12 (+2) Cost: $85 Visual communication is one of the most pervasive means of human communication. Graphic design, within the realm of visual communication, is a process used to effectively convey ideas and information visually through print, electronic media, products in the marketplace, and structural elements in the built environment. Its application may be promotional, editorial, informational, expositional, or instigational. It may cater to, or critique — commercialism, colonialism, capitalism, and advertising — or alternately be used to organize information and visualize complex data, or concepts. Is it possible to construct a visual message received through the din and noise of our overstuffed media environment? Past other competing messages? What are some of the contemporary issues surrounding design and the roles and responsibilities of graphic designers in the workplace and in their communities? In this studio course students become familiar with visual rhetoric and basic elements, principles, and processes of graphic design that help construct effective visual messages. The class works on a variety of visual communication projects in the realms of information, editorial, and promotional design. Lectures, demonstrations, assignments, and critiques offer a framework for developing skills in creative perception, critical thinking, and visual communication. An emphasis is placed on these elements and evaluations are weighed more heavily in these areas than computer technical expertise. Students however, are required to learn the basics of several graphic applications (Adobe Photoshop, Illustrator, and InDesign) in order to complete coursework. Basic instruction in these programs are given in class, but students are expected to look for references for specific tools and techniques required to visualize ideas. Recommended prerequisites: Introduction to Arts and Design or 2D Design Studio. Class limit can be expanded by two spaces for students who have personal laptops with the appropriate software.
ARTS & DESIGN STUDENT'S INK BOTANIC DRAWING FROM A SCIENTIFIC ILLUSTRATION COURSE
GUITAR (INTRODUCTION TO) John Cooper Cost: $10 This fundamental course studies guitar chord construction, note reading, chord symbol identification, fingerboard facility, theory as related to guitar, chord inversions, and scale and mode work. Students are expected to attain introductory improvisational skills and basic facility in practical guitar performance. Students must provide their own instruments (acoustic or electric).
HISTORY OF FILMMAKING (1895–1945) Colin Capers Course limit: 15 Cost: $35 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 forms, techniques, and genres, beginning in the s and progressing through the first fifty years of cinema history. The films studied will include: narrative, avant garde, documentary, and animation. Students will learn concepts of film analysis and criticism. Students will have opportunities to practice critical skills in class discussions, and in research and writing assignments. Students will be evaluated based on attendance, participation in class discussion, and written papers. Writing focus optional.
HISTORY OF FILMMAKING (1946–PRESENT) Colin Capers Cost: $35 D. W. Griffith, a pioneer of early cinema, prophesied in that by cinema would be instrumental in “eliminating from the face of the civilized world all armed conflict.” Where have things gone wrong? Cinema is a powerful medium that in many ways is still struggling to find its place among the other arts; there are many promising byways that have been overlooked or under explored. This course explores the history, production, and meaning of motion pictures. Using various films as case studies, we look at the development of film forms, techniques, and genres from to the present — the second half of cinema history. Films studied include examples of narrative, documentary, animation, and the avant garde. Students learn concepts of film analysis and criticism, and will have opportunities to practice critical skills in class discussions and in research and writing assignments. Evaluations are based on attendance, participation in class discussion, written papers, and research presentations. Film gives us the opportunity to, in the words of David Lynch, “get lost in another world...to dream in the dark.” Who decides which dreams we will see? Through an understanding of where cinema has been we can more effectively shape its, and our, future. Writing focus optional.
STUDENT'S WORK FROM WATERCOLOR PAINTING COURSE
ARTS & DESIGN
HISTORY OF ROCK John Cooper Cost: $10 “We were just the spokesmen for a generation.” This is a social history of rock and roll, from it’s origination in the blues, through the rhythm and blues of the s, into the era of Little Richard, Chuck Berry, and Elvis; from the British invasion to heavy metal, rap, and even Dylan and other poets like him that couldn’t sing either, we’ve got it covered. Students listen, read, and watch it happen on videos (no BeeGees or Tony Orlando) — we connect it to history — and what turbulent times they were. Students who are interested in what happened culturally in this country between and today, need not look any farther than this course. For “the music of the people,” rock, accurately reflects the varying peaks and valleys of much of the events of the past sixty years.
HISTORY OF WESTERN MUSIC John Cooper Cost: $10 This course covers the traditions of western art music from the era of Renaissance (–) through Baroque (–), Classical (– ), Romantic (–), Impressionism (early s),and into the th century primarily in Europe. Through these five centuries of Eurocentric artistic development the areas of music, art, literature, philosophy, religion, and architecture continuously merge. Extensive study is devoted to how this convergence of ideas led to the advancement of the western society and its direct descendent, the Americas. Major composers covered include Gabrieli, Bach, Handel, Mozart, Schubert, Beethoven, Tchaikovsky, Brahms, Wagner, Puccini, Chopin, Strauss, Liszt, Rimsky Korsakoff, Stravinsky, Schoenberg, Debussy, Ravel, Ives, and Copland. The course requires reading, listening to recordings, and video observation.
IMPROVISATION IN MUSIC John Cooper Cost: $20 This hands-on theory/performance course for singers, instrumentalists, guitarists, pianists, drummers, etc., deals with improvisation — a spontaneous exchange or interplay of musical ideas and moods. It offers the musician the opportunity to utilize his/her technical ability to its fullest extent while enjoying the creative freedom of spontaneous composition. The class addresses technical and aesthetic aspects of improvisation in all styles of music (jazz, rock, blues, classical, folk, etc.), including elements of melodic development, melodic clichés, rhythmic and melodic embellishment, harmonic substitutions, and development of the ear. It is multilevel in format, allowing students of all technical proficiency to participate. In addition to two weekly class sessions, and all students also meet with the instructor on a private basis. In short, this course enables students to use tools of improvisation to be able to make a personal musical statement while playing, singing, “jamming,” etc.
INTERMEDIATE VIDEO: STUDIO & STRATEGIES Nancy Andrews Course limit: 12 This course explores more sophisticated forms of image making, editing, and theory. Students screen and discuss documentary and video art works, and study writing/criticism in the field, focusing on moving image theories, concepts, strategies, and a wide range of aesthetic concerns. The class engages in various aspects of production and approaches to cinematography, sound, and editing/compositing. Participants work on a project oriented basis that includes critiques and training in video production skills. Students should be both self directed and interested in developing a support system for producing each other’s work. Students are evaluated based on video projects (fiction or nonfiction), critical writings, participation, and presentations. Prerequisites: Documentary Video Studio, or Introduction to Video Production.
ARTS & DESIGN
John Cooper Cost: $10 This course is a survey of the styles of music that have had such a profound effect on America, as well as the world in the th and st centuries. Students inquire the social, cultural, and aesthetic elements that led to the creation of each style. The use of recorded examples provides a chronological examination of principle musicians and composers as well as an analysis of the more influential soloists and groups. The course includes technical background into the various common musical bonds of union between jazz, rock, and blues, as well as discussion centered around the permeation of these characteristics into secular and non-secular music of the s and early st century. There is considerable study of the social significance of the music, exploration of the broad cultural and artistic aspects of the music, how these styles changed and evolved, and how their growth related to parallel changes in fine art music. This class is open to all students, regardless of musical experience.
JOURNEYS IN FRENCH FILM Nancy Andrews Course limit: 12 Cost: $* This course uses the theme of the journey to select French language films for study that span the history of filmmaking — from The Lumiere Brothers, Georges Meilies, Chris Marker, Agnes Varda, and Jacques Tati to films of the st century. We use these films to study the ideas of crossing cultures and geographies (real or imagined). Students choose a director or sub theme that they wish to research and present — either as a presentation or a project; and students write on topics related to the films presented in the course and other films of their choosing. We use the film study collections at College of the Atlantic and at , as points of departure and discovery. Various readings accompany films that are presented. Students are evaluated on their participation, on the expression of their research projects, and on several short response papers. This course is intended to complement a term of language and film study in Vichy, France. Prerequisites: permission of instructor. *The course fee will be factored into the total cost of the study abroad program.
CLAY SCULPTURE FROM CALLIGRAPHY COURSE
ROCK, & BLUES: FROM JAZZ, THEIR ORIGINS TO THE PRESENT
KEYBOARD/PIANO (INTRODUCTION TO) John Cooper Cost: $20 This is a learn the basics course in which the essentials of keyboard harmony are introduced in order for the student to be able to play functional piano. Areas of study include basic chords (major, minor, diminished, and augmented and their inversions), th chords, basic fingering and scale patterns, finger dexterity, rhythm drills, aural perception, and reading lead sheets/sheet music. This is a practical, hands-on course for those interested in playing not only piano, but also organ and synthesizers. Introduction to is also included. Keyboard is a continuation of practical technique leading to keyboard fluency.
LAND USE PLANNING I Isabel Mancinelli & Gordon Longsworth Course limit: 12 Cost: $50 In this course we examine what key physical aspects make communities desirable places to live, work, and visit and how principals of sustainability can be integrated into the planning process. New development often undermines a sense of place and poses threats to environmental resources such as water quality. Through analyzing a local town in terms of its natural resources, cultural history, scenic quality, and the built environment, students determine how new development and conservation may be balanced. They learn how to use computerized geographic information systems () as a planning tool in developing their recommendations. Students present their final class project to local decision makers. Previous coursework in is not required. Offered every other year.
ARTS & DESIGN
Isabel Mancinelli Course limit: 11 Cost: $25 This studio course introduces students to the profession of landscape architecture, the design process and skills. Aspects to be covered include site analysis, program development, design concept, final site design, and graphic representation. Evaluations are based on understanding and interpretation of the site program, application of the design process and articulation of ideas, and concepts through graphics and oral presentation. Prerequisites: Introduction to Arts and Design, Two Dimensional Design, and Woody Plants, or signature of instructor. Offered every other year.
LIFE DRAWING Ernie McMullen Course limit: 16 Cost: $70 This course attempts to create a reasonable fusion of technical accuracy and creative expression. Each student is encouraged to develop his or her own style and mode of expression through the use of varied media such as pencil, charcoal, collage, and paint in both color and black and white. Two class critiques are scheduled during the term. Evaluations are based on progress made and overall quality of each student’s portfolio. Prerequisites: a previous studio art course or signature of instructor based on review of portfolio. Offered every year.
FUNDAMENTALS: INTRODUCTION MUSIC TO READING/HEARING/WRITING/PLAYING John Cooper Cost: $20 This hands-on course deals with the aural, mental, and physical elements of music and its production. It is divided into instructional segments including: ear training and aural perception, music theory, basic keyboard skills, arranging and composition, and basic guitar skills. (Detailed descriptions of segments available in Registrar’s office.) This course is open to 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. Efforts are made to accommodate the special needs of the musical novice, as well as to challenge the experienced performer. Emphasis is on popular song styles, but analyses of western art music forms are included for comparison purposes.
STUDENT PATRICK DAVIS IN MUSIC FUNDAMENTALS
LANDSCAPE DESIGN STUDIO
& PRINTMAKERS: PRINTS A NATURAL & CULTURAL HISTORY Catherine Clinger Course limit: 12 Cost: $65 In Prints and Printmakers students are introduced to the history and culture of printed images. The course is organized chronologically and develops by way of geographic location. The advent of reproductive technology in the fifteenth century (printed books, woodcuts, and engravings) coincides with dramatic developments in the natural sciences, theology, and political institutions of the Western world — the images from this early modern era still hold an emblematic place in our imagination and remain concealed within current popular culture. The class will be concerned with unique images, multiples, and reproductions from the fifteenth through the eighteenth century that serve as substitutes for objects of art, topographical describers, as well as pictures that serve as paradigms of cultural ideas and illustrations for scientific discourse. We will explore the way in which nature and culture are envisioned before the popularization of photography and digital image revolution. Theoretical associations with these reproductive technologies will be brought forward to deepen our understanding of artistic practice. Anyone studying the development of human ideas over time would benefit from this course. Students will be evaluated based on class discussion, short writing assignments, and a final research paper.
ARTS & DESIGN PROFESSOR ERNIE McMULLEN TEACHING PROBLEMS IN PAINTING
IN PAINTING: PROBLEMS TECHNIQUES, SKILLS & VISION Ernie McMullen Course limit: 12 Cost: $160 This course deals with problems encountered in the development of the student’s personal voice in painting. Emphasis is placed on encouraging students to develop the techniques, compositional and color sense, and thematic consistency necessary to the development of self assured artistic sensibility. Evaluations are based on the student’s artistic output as well as his or her devotion to the learning process. Prerequisites: 2D Design Studio or other drawing course or a portfolio review. Offered every other year.
EFFECT: REALITY ART & TRUTH IN THE 19TH CENTURY Catherine Clinger Course limit: 16 Cost: $30 There are myriad realities described by artists and authors. This course concerns itself specifically with the development of visual realism from – in Europe and America. We examine the origin of artist methodologies of production as they relate to modernity. Our concerns include the relation of art to significant political, sociological, and psychological programs of the nineteenth and early twentieth centuries. The new realities created through revolutions in political and social structures, and in our understanding of the physical composition of the world itself are made evident in art that pictures social class, large historical moments, and a specific instant of time in a way that changes how we visualize reality and challenges our understanding of actuality. Students are evaluated based on class participation, class discussion, reading notes, and written papers.
STUDIO: INTRODUCTION THREE-DIMENSIONAL TO THREE-DIMENSIONAL ART & DESIGN Dru Colbert Course limit: 15 Cost: $75 This course is an introduction to three-dimensional design and sculpture. Through a variety of projects students analyze and apply the classic organizing principles of three-dimensional design work. Elements of form, space, line, texture, light, color, scale and time (including sound, sensory perceptions, movement, and natural processes) are explored — with attention paid to how a work functions, involves viewers, activates space, or impacts an environment, physically, psychically, or socially. Projects in the class progress from the creation of objects, to investigations of the sensory, and objective aspects of space. Students experiment with subtractive and constructive processes using traditional as well as contemporary materials such as found, recycled, and natural objects. A diverse range of materials and techniques are introduced and demonstrated. Discussion of historic and contemporary artists’ work to augment the course. Students are evaluated based on completion of projects, participation, and individual/ group critiques.
TWO-DIMENSIONAL DESIGN I Ernie McMullen Course limit: 20 Cost: $50 This course is designed to give a basic working knowledge of visual language. Areas covered include: point, line, plane, volume, shape, size, texture, direction, space, and representation. Pencil, charcoal, ink, and collage are used extensively. The class period is divided into critique and work sessions with the major emphasis being placed on the group learning aspects of the critique. Twenty problems are assigned during the term with three to four days to complete each assignment. This course or its equivalent is a prerequisite for future work in arts and design. Offered every winter.
ARTS & DESIGN
John Cooper Cost: $10 This course is a fundamental study of the violin. Topics covered will include bowing, fingerboard development/fluency, fingering/position work and facility, note reading, theory as related to violin, and scale and mode work. Students are expected to develop physical, mental, and aural facility through class instruction in twice weekly one and a half hour classes, weekly one on one sessions with the instructors, and daily individual practice. Evaluation will be based on progress as demonstrated during class and individual sessions and an end of term project or performance. Prerequisites: students must provide their own instruments, or may rent them for the term.
IN LANDSCAPE ART I: WILDERNESS PROTO ECOLOGICAL VISIONS Catherine Clinger Course limit: 12 Cost: $50 This course is concerned with the visualization of what is wild in the landscape and how artists pictured that which others saw as untamed. Course readings will engage with a variety of texts written by art historians, geographers, historians, writers, and theoreticians that address the invention of the modern idea of wilderness. Assumptions governing what constitutes wilderness and how artists have shaped our perception of it are among topics which we will consider. Landscapes contain life that seems to fluctuate between haggard or feral states of nature. We will investigate how an artist distinguishes between that which is cultivated and that which is natural; what images evoke nostalgia for a lost past or suggest the preference for a human dominance over those origins we have isolated ourselves from. Students will examine visual evidence in the fine arts that indicates a growing awareness of the effect of the Industrial Revolution in North America and in Europe. Although we look at ecologies through the eyes of artists, students interested in the science, history, and literature are encouraged to take the course. Evaluation will be based on a research paper and class presentation. There will be a class trip to view art and/or sites relevant to our discussion. Prerequisites: permission of instructor.
STUDENT RACHAEL ADLER PERFORMS POLYNESIAN DANCE ON EARTH DAY
VIOLIN (INTRODUCTION TO)
WORLD PERCUSSION Michael Bennett Course limit: 12 This is a hands-on class for learning and performing conga, snare drum, drum set, hand percussion techniques while focusing on the role of percussion in European, Latin American, African, and American music. In addition to enjoying themselves and having a better understanding of the world of percussion, students master rhythmic notation, counting, and subdivision, time signature, and reading percussion music. Requirements include: a test on notation, composition of a percussion ensemble solo that will be performed by the group, and a paper on a percussion topic of student’s choice with approval of the instructor.
ARTS & DESIGN
567&'06 241(+.'5 )+0# 5#$#6+0+ ^ Scranton, Pennsylvania What is your dream occupation? My dream occupation would be to work at a theatre or playhouse that is located in something like a national forest or on a farm. The plays I would partake in would be directed toward communicating to the public the importance of conservation, ethical awareness, and social issues, stimulating dialogue and action about those issues while still working within the context of a theatre and art.
Why did you choose to come to COA? I'm more than just a theatre person; I'm a naturalist, a writer, a concerned human being, an environmentalist, a communicator, and so many other things. COA allows me to play in all these areas, explore who I am and what I'd like to be. I knew COA was the right place because I can try to grasp the pieces of myself and synthesize them into something that will help the world.
'.+ /'..'0 ^ Arlington, Virginia What was your favorite discussion at COA? Literature, Science, and Spirituality's module on the reenchantment of science. It was an incredibly meaningful conversation and was student-led, organized and facilitated.
What do you see yourself doing after COA? Perhaps teaching, or maybe continuing my education with a Masters...
What is happiness to you? WAH! Big question. Happiness is a potato. Happiness is being surrounded by other folks, and being able to be happy with them.
/#66 5*#9 ^ Poughkeepsie, New York What has been your favorite class at COA? Why? Ecology was the first class where my mind was properly opened to the way COA seeks to interpret the world. This class forced me to question why scientific concepts are put into a hierarchical order, while presenting the course material in a truly interdisciplinary pedagogy. Continental Philosophy then allowed me to begin diving into my focus as a human ecology major. Animation has since acted as the crucible in which to forge my studies.
What is your dream occupation? I would love to arrange letters and type, picking the best set of type for a job. I would also love to act as a docent, taking groups of people through a museum. But, you wouldn't have to pay me to do either of these things. One of the most honorable things I could foresee being paid to do would be to teach. Teaching must be one of the most simultaneously rewarding and frustrating things a person could do with their life...apart from making movies.
SUSTAINABLE BUSINESS PHYSIOLOGY
*7/#0 '%1.1); +5 MARINE STUDIES
DEVELOPMENTAL STUDIES PHILOSOPHY
CREATIVE WRITING GENETICS
SUSTAINABLE FOOD SYSTEMS
PAINTING GRAPHIC DESIGN COMPUTER SCIENCE
SCIENTIFIC WRITING LITERATURE BIOLOGY
PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
ENVIRONMENTAL SCIENCE FINE ART
PERFORMANCE ART INSTALLATION ART
INTERNATIONAL STUDIES POLITICAL SCIENCE
FILM HISTORY AGRICULTURE
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N O ITA RT SULLI YG O L O P O R H T N A
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*7/#0 '%1.1); +5 MARINE STUDIES
DEVELOPMENTAL STUDIES PHILOSOPHY
CREATIVE WRITING GENETICS
SUSTAINABLE FOOD SYSTEMS
PAINTING GRAPHIC DESIGN COMPUTER SCIENCE
SCIENTIFIC WRITING LITERATURE BIOLOGY
PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
ENVIRONMENTAL SCIENCE FINE ART
PERFORMANCE ART INSTALLATION ART
INTERNATIONAL STUDIES POLITICAL SCIENCE
FILM HISTORY AGRICULTURE
The Environmental Science curriculum reflects an ecological approach to biology, chemistry, mathematics, and physics. The curriculum teaches students to discover interrelationships between different organisms and between organisms and their environment. Unlike many other colleges, at COA the sciences are not insulated from other disciplines. Our approach incorporates historic, economic, aesthetic, and literary analyses as part of the interdisciplinary scientific inquiry. Environmental science courses get students into the field as soon as possible, often in their first term. Courses not listed in the Environmental Science section are: Tutorial: Applied & Mathematical Statistics, Tutorial: Advanced Energy Analysis, Tutorial: Advanced Marine Resource Policy Seminar, Tutorial: Advanced Research Design & Analysis, Tutorial: Advanced Graduate Statistics, and Tutorial: Theory & Application of Complex Networks. Please check out www.coa.edu to read about these courses and to see the most up-to-date course offerings.
ART & SCIENCE OF FERMENTED FOODS
AGROECOLOGY Suzanne Morse Course limit: 13 Cost: $40 The global demand for food and fiber will continue to increase well into the next century. How will this food and fiber be produced? Will production be at the cost of soil loss, water contamination, pesticide poisoning, and increasing rural poverty? In this course, we examine the fundamental principles and practices of conventional and sustainable agriculture with a primary focus on crops. By examining farm cases and current research on conventional and alternative agriculture we develop a set of eco-nomic, social, and ecological criteria for a critique of current agricultural practices in the United States and that will serve as the foundation for the development and analysis of new farming systems. Evaluations are based on two exams, class presentations, participation in a conference on potato production, and a final paper. Prerequisites: signature of the instructor and one of the following: Biology I, Plant Biology, Ecology, or Economics.
ANIMAL BEHAVIOR John Anderson Course limit: 10 Cost: $10 This course reviews how simple and stereotyped actions may be built into complex behaviors and even into apparently sophisticated group interactions. Emphasis is placed on contemporary understanding of Darwinian selection, ethology, behavioral ecology and sociobiology. There are two classes a week. Extensive readings are chosen from text and articles from scientific and popular periodicals. Evaluations are based on particpation in discussions and several quizzes. Prerequisites: a previous intermediate level course in species zoology, and signature of the instructor. Offered every other year.
Suzanne Morse Course limit: 12 Cost: $75 This course will take an in-depth look at the art and science of fermented and cultured foods. The first half of the class will focus on the microbiology of fermentation with a specific focus on products derived from milk and soybeans. Each week there will be a laboratory portion in which students will explore how the basic fermentation processes and products change with different milk and soy qualities. These small scale experiences and experiments will be complemented with field trips to commercial enterprises in Maine and Massachusetts. In the second half of the term students will explore the differences in flat, yeast, and sourdough breads. Final projects will focus on a food way of choice and will culminate in presentations that explore the historical and cultural context in which these different cultured foods were developed and how these microbial mediated processes enhance preservation, nutritional and economic value, and taste. Evaluations will be based on class participation, short quizzes, a lab report, journal, and a final project. Prerequisites: permission of instructor. *This course’s lab fee covers use of the community kitchen and one two day field trip to Massachusetts, to visit commercial soy product companies and supplies.
BIOCHEMISTRY Don Cass This course’s goal is to develop the student’s ability to understand the bio-chemical literature and to relate the structures of biological chemicals to their properties and surveying the aims and designs of the most important, basic metabolic processes. Emphasis is on features common to all pathways (enzyme catalysis and regulation) and purposes unique to each (energy extraction, generation of biosynthesis precursors, etc.) Most of the course looks at processes that most organisms have in common; some attention is paid to how these processes have been adapted to meet the demands of unique environments. This course should be especially useful to students with interests in medicine, nutrition, physiology, agriculture, or toxicology. The class meets for three hours of lecture/discussion each week. Evaluations are based on a midterm exam and a final paper. Prerequisites: at least one term of organic chemistry. Offered every other year.
ENVIRONMENTAL SCIENCE STUDENTS LISA AND JO HELLSTROM VOGEL AT BEECH HILL FARM
BIOLOGY I Science Faculty Cost: $25 This is the first half of a –week, two term introductory course in biology, providing an overview of the discipline and prerequisite for many intermediate and advanced biology courses. The course provides an integrative view of the attributes of plants and animals, including cell biology, physiology, reproduction, genetics and evolution, growth and differentiation, anatomy, behavior, and environmental interactions. Weekly laboratory sessions or field trips augment material covered in lecture and discussion. Attendance at three lectures and one lab each week is required; course evaluation is based on quality of participation, exams, problem sets, a lab notebook, and a term paper. Prerequisites: college level algebra, or signature of instructor, Chemistry is recommended.
BIOLOGY II: FORM & FUNCTION Science Faculty Cost: $40 This is the second half of a –week, two term introductory course in biology, providing an overview of the discipline and prerequisite for many intermediate and advanced biology courses. The course further explores topics introduced in Biology , with a particular emphasis on biological structures and their role in the survival and reproduction of organisms. We explore principles of evolution, classification, anatomy and physiology, epidemiology, behavior, and basic ecology. The focus of the course is on vertebrate animals and vascular plants, but we make forays into other phylogenetic lineages at intervals. Weekly field and laboratory studies introduce students to the local range of habitats and a broad array of protists, plants, and animals. Attendance at two lectures and one lab each week is required; course evaluations are based on participation, exams, a lab notebook, and a presentation. Prerequisites: strong performance in Biology or equivalent, or permission of instructor. Offered every year.
Helen Hess Course limit: 16 Cost: $15 Why do we get shorter and wrinklier with age? Were dinosaurs warm blooded? How do grasshoppers hop? These diverse questions are all within the realm of biomechanics. A knowledge of biomechanics, or the ways in which plants and animals cope with the laws of physics, can promote an understanding of organisms at all levels of organization, from molecules to ecosystems. In this course we explore several areas of physical science, including mechanical engineering, materials science, and fluid dynamics, as a means of gaining insight into the biological world. Students attend two lecture sessions per week and one three hour lab session for discussions of current research in biomechanics, review of homework assignments, and laboratory observations or demonstrations. Evaluations are based on participation in discussions, weekly problem sets, two term papers, and a final exam. Prerequisites: one college level course in biology and one college level course in math or physics or signature of instructor. Offered every other year.
CALCULUS I Dave Feldman Course limit: 20 The goal of this sequence of courses is to develop the essential ideas of single variable calculus: the limit, the derivative, and the integral. Understanding concepts is emphasized over intricate mathematical maneuvers. The mathematics learned are applied to topics from the physical, natural, and social sciences. There is a weekly lab/discussion section. Evaluations are based on homework, participation in class and lab, and tests. Prerequisites: Precalculus or the equivalent or signature of the instructor.
CALCULUS II Dave Feldman Course limit: 20 Cost: $10 This course is the continuation of Calculus I. It begins by considering further applications of the integral. We then move to approximations and series; we conclude the course with a brief treatment of differential equations. The mathematics learned are applied to topics from the physical, natural, and social sciences. There is a weekly lab/discussion section. Evaluations are based on homework, participation in class and lab, and tests. Prerequisites: Calculus or the equivalent.
CALCULUS III: MULTIVARIABLE CALCULUS Dave Feldman Cost: $10 The functions studied in Calculus and are one dimensional, but the universe of everyday experience is, at minimum, three-dimensional. In this course we explore how calculus can be applied to functions of more than one variable, and thus apply them to the three dimensional world. We review vectors and functions of several variables. We then learn about partial derivatives and gradients and how to apply these tools to multivariable optimization. Turning our attention to integral calculus, we cover double and triple integrals and their applications. We conclude with a treatment of line integrals, flux integrals, the divergence and curl of a vector field, and Green’s and Stokes’s theorems. Evaluations are based on participation and weekly problem sets. Prerequisites: Calculus II or equivalent or signature of instructor.
CHAOS & FRACTALS (INTRODUCTION TO) Dave Feldman Course limit: 15 Cost: $20 This course presents an elementary introduction to chaos and fractals. The main focus is on using discrete dynamical systems to illustrate many of the key phenomena of chaotic dynamics: stable and unstable fixed and periodic points, deterministic chaos, bifurcations, and universality. A central result of this study is the realization that very simple non-linear equations can exhibit extremely complex behavior. In particular, a simple deterministic system (i.e., physical system governed by simple, exact mathematical rules) can behave unpredictably and random, (i.e., chaotic). This result suggests there are potentially far reaching limits on the ability of science to predict certain phenomena Students also learn about fractals — self similar geometric objects — including the Mandelbrot set and Julia sets. We also read and discuss the development of the field of chaos. In so doing, we examine the nature of scientific communities, with a particular eye toward how changes in scientific outlooks occur. Throughout the course, students are encouraged to explore the relations between chaos, fractals, and other areas of study such as literature, art, and cultural studies. Students who successfully complete this class gain a quantitative and qualitative understanding of the basic ideas of chaos and fractals, a greater understanding of the cultural practice of science, and improved mathematical skills. Evaluations are based on participation, weekly problem sets several short writing assignments and a final. Prerequisites: a high school algebra course or signature of instructor.
CHEMISTRY FOR CONSUMERS Ryan Bouldin Cost: $20 This class is designed to introduce the perspective from which chemists view their world. It begins with examining how life reflects properties of biomolecules, moves to discussions of the chemistry of nutrition, cooking, agriculture, and medicines. The class then shifts gears and discusses how the properties of useful materials such as metals, ceramics, and polymers reflect their microscopic structures. Evaluations are based on participation and a final project. Offered every other year.
CHEMISTRY I Ryan Bouldin Cost: $75 This first half of a two-term course sequence is designed to help students describe and understand properties of materials. The course first explores how our current pictures of atoms and molecules can explain physical properties of materials (state, color, density, specific heat). The course then explains how materials behave when mixed together: what sorts of transformations occur; how fast they occur; to what extent do they occur; and why they occur. Subjects are applied to better understand living systems, the natural environment, and industrial products. In addition to course lectures/discussions a three-hour lab per week is required. Students are encouraged to take both terms of this course. Those hoping for a less rigorous chemistry course should take Chemistry for Consumers. Evaluations are based on participation, lab reports, and quizzes. Offered every year.
CHEMISTRY II Don Cass Cost: $60 This is the second half of a two term course sequence designed to help students describe and understand properties of materials, beginning with a survey of how the internal structures of atoms lead to the formation of different sorts of bonds between them. It then considers how weaker forces can arise between molecules and the sorts of physical phenomena such forces explain. Class concludes by considering how to describe and explain the rates at which (and the extents to which) chemical reactions occur and applies such explanations to common types of reactions (acid/base and redox). Throughout the course, examples are drawn from living systems, the natural environment, and industrial products. In addition to course lectures/ discussions a three-hour lab per week is required. Chemistry is strongly recommended as a
ENVIRONMENTAL SCIENCE prerequisite. Evaluations are based on class participation, homework, midterm, final exams, and a term project or paper. Offered every year.
CHEMISTRY OF FOODS & COOKING Don Cass Course limit: 15 Cost: $50 This course is designed to introduce students to the basic concepts of chemistry in the context of food. After a brief introduction to biochemistry (why we eat), the course works through different foods, roughly in the order that humans are thought to have exploited them. Topics include their history, cultural significance, and how their molecular structure can explain how different methods of preparation affect their nutritional and aesthetic characteristics. Each class is based around kitchen experiments that illustrate chemical concepts. Evaluations are based on a midterm take home problem set and each student’s compilation of a cookbook of recipes for different food types, each of which includes a discussion of how the recipe reflects the chemical principles discussed in the class.
CARE: SAVING ALL COLLECTIONS THE PARTS (INTRODUCTION TO) Steve Ressel Course limit: 14 Cost: $30 Natural history museums are major players in the great human enterprise that was started by Linnaeus over years ago: to catalog all of Earth’s species and understand the inherent order of these organisms. While the Earth’s biotic inventory is far from complete, natural historyinventory is far from complete, natural history collections presently held by reputable institutions represent extremely valuable and, in some cases, irreplaceable sources of knowledge regarding life on our planet. This course introduces students to current principles and practices of caring for and organizing collections through hands on work with the holdings of the Dorr Museum. This course focuses on the proper storage, handling, and exhibition of collections, and cataloguing collections in accordance with currently accepted evolutionary relationships among represented taxa. Through individual and group projects, students research and pilot practices that address short and long term needs of collection material. Students are evaluated on level of class participation and successful completion of class projects, including a final project that will form the basis of a strategic plan for collections care at the Dorr Museum. This course is suitable for students interested in the
study of natural history, vertebrate biology, educational studies, and exhibition in museums and galleries.
COMPUTER SCIENCE (INTRODUCTION TO) Dave Feldman Course limit: 12 This course is an intensive introduction to computer science for students with little or no programming experience. The primary goal for the course is to provide students with a solid foundation in Python, a modern, high level, and object-oriented programming language. A secondary goal is for students to gain an initial introduction to algorithmic approaches in interdisciplinary problem solving. Constructing effective software involves creativity and judgment, and there are theoretical principles and practical considerations that inform and guide its construction. Students will be introduced to these principles and will gain experience applying these principles to practical problems. Students who successfully complete this class will: gain a solid, practical understanding of the core Python language, including control statements, functions, simple data structures, and input/output; learn to extend their knowledge of Python or other languages; develop good programming techniques; and will be able apply algorithmic thinking and programming skills to areas of interest. This course is designed to use programming in a wide range of areas, including research in biology, economics, statistics, and other mathematical sciences. Also, the class helps prepare students to write applications for web or mobile devices. The course is suited for students who do not have particular areas of programming applications in mind, but who wish to experience challenge and excitement of designing and implementing algorithms. Evaluation is based on weekly programming exercises and a final programming project.
RICAN COSTA NATURAL HISTORY & CONSERVATION John Anderson & Steve Ressel Course limit: 15 Cost: $1000* This team taught, intensive, field based course examines the ecology and biotic diversity found at several sites within Costa Rica and the implications of this diversity on concepts of conservation biology. Whereas primary emphasis will be placed on Central American herpetofauna and avifauna, we will also discuss and examine issues of botanical, mammalian, etc. diversity and abundance, and the significance of the full array of species in more
STUDENT DOODLE FROM HUMAN ECOLOGY CORE COURSE
ECOLOGY OF THE WINTER COASTLINE
general studies of land use and protective strategies. Students will meet during the winter term to discuss a range of articles and book chapters dealing with aspects of conservation biology and Costa Rican natural history and culture but the major emphasis of the course will be a two week immersion in key habitats within Costa Rica itself during the March break. Non-travel days will consist of early to late morning fieldwork, afternoon lectures/presentations followed by early evening to late night fieldwork. The course is based out of three field sites: lowland Caribbean slope rainforest at Tirimbina ecological reserve in north central Costa Rica; montane forest of the Arenal and Tenorio volcanic region; and Pacific slope dry forest of the Nicoya Peninsula. Evaluation will be based on detailed field journals, course participation, and a series of examinations testing student’s knowledge of species and concepts. Prerequisites: permission of instructor. This course’s fee includes food, transport, and lodging in Costa Rica. Students are expected to provide airfare to Costa Rica.
ECOLOGY John Anderson Course limit: 12 Cost: $75 This course examines ecology in the classic sense: the study of the causes and consequences of the distribution and abundance of organisms. The class consists of two, one and one-half hour lectures per week, weekly field trips, and one three-day camping trip to Isle au Haut (conducting comparative island ecology studies). We examine assumptions and predictions of general models of predator/prey inter-actions; inter and intra species competition; island biogeography; and resource use, and compare these models to results of experimental tests in the lab and field. In addition we discuss appropriate techniques used by ecologists in collecting data in the field, and apply these techniques on field trips. Readings include selections from primary literature. Students are evaluated on the basis of class participation, a number of quizzes, problem sets, and a final exam. Prerequisites: Biology and , and signature of instructor. Offered every year.
Scott Swann Course limit: 14 Cost: $85 This is a course studying marine botany, marine algae, and monitoring the spring time blooms of phytoplankton in Frenchman Bay. The class will cover topics such as the biology, taxonomy, and ecology of marine algae. A major component of this course will be focusing on the primary productivity of marine ecosystems. Students will experience exquisite and ephemeral phenomena through extensive lab work identifying and monitoring individual species of marine algae and phytoplankton. We will explore the flora and fauna of the islands, bays, and coastal waters surrounding Mount Desert Island by looking at organisms which make up wintertime communities. Topics include the seasonal movement of different species of seabirds and marine mammals; discussing species that are conspicuous by their absence, those which have stoically remained behind and species that are entirely winter visitors. Many consider January and February as deep winter, yet this is the time when the first signs of spring appear. Students are expected to keep a field/lab notebook and to write several term papers. Students should anticipate several field trips which might test their winter hardiness. Prerequisites: intermediate biology/ecology course or signature of instructor.
ECOLOGY: NATURAL HISTORY Steve Ressel & Scott Swann Course limit: 14 Cost: $75 This course emphasizes field studies of the ecology of Mount Desert Island, incorporating labs and field trips. Each exercise focuses on a central ecolog-ical concept. Topics include intertidal biology and diversity, forest trees and site types, bedrock geology, soil biology, insect diversity, pollination ecology, freshwater biology, predation, herbivory, and the migration of birds. Discussions include the development of natural history as a science and the role of natural selection in diversity evolution. Students are expected to keep a field notebook or journal, undertake a project, and write a term paper. Class meets for two lecture sessions and one lab session or two field/lab sessions per week. The course is particularly appropriate for students concentrating in environmental education. Fieldwork will involve strenuous hiking. Offered every fall.
EDIBLE BOTANY Nishi Rajakaruna Course limit: 20 Cost: $40 Is the tomato a fruit or a vegetable? Why are potatoes modified stems and sweet potatoes modified roots? Why are the true fruits of the strawberry the achenes (seed like structures) embedded in the flesh of the strawberry? Why is the fruit of the peanut a legume and not a nut? This introductory botany course of edible plants is aimed at enhancing your understanding of and appreciation for the plant world. We cover general plant anatomy and morphology focusing on plant organs such as leaves, stems, fruits, seeds, and roots we use as food and discuss the botany of plant families dominating the world of agriculture. Evaluations are based on class participation, weekly laboratory/ field quizzes, and term project. Prerequisites: an appreciation for the plants we eat. Recommended prerequisites: a course in biology. Offered every year.
VEHICLES: ELECTRIC A HANDS-ON INTRODUCTION Anna Demeo Course limit: 6 Cost: $50 There is a growing agreement that electrifying the transport sector is an essential part of action sufficient to counter-act climate change. In this course, students gain a hands-on introduction to electric vehicles. This class centers around building a small electric car using the Electric Vehicle kit. The resulting car, which is legal for use on roads with a speed limit of mph or less, is used jointly by College of the Atlantic and the Seal Cove Auto Museum. The project involves every aspect of assembly, testing, and detailing a small electric car. Throughout the term students learn about electric vehicle history, technology, current events, and different electric vehicle initiatives. Class consists of hands-on activities necessary to complete the project. Assigned readings complement class discussions and reflective and analytic writing assignments. Depending on student interest, a project presentation may be geared toward high and middle school students, or policy makers and planners. Students who successfully complete this class: gain an understanding of how electric vehicles work; understand basic mechanical skills and electronics; and experience collaboration on an intensive project. Evaluations are based on participation and several short writing assignments. There is no course prerequisite for the course; students of all academic backgrounds and interests are welcome. Prerequisites: permission of instructor.
ENVIRONMENTAL CHEMISTRY: AIR Don Cass Living things are exposed to air more than any other material, and yet people seldom give a second thought to what’s in air, why it’s there, how it behaves, or what it may do to them and to other living things. This class will examine such questions. We’ll start by looking at how the molecular structures of materials determine how much they vaporize and what consumes them when vaporized — and how atmospheric levels reflect those competing processes. We then apply the knowledge to understanding phenomena such as the pressure and temperature structures of the atmosphere, global weather patterns, Earth’s ozone layer, urban smog, acid deposition, the Earth’s greenhouse effect, and indoor air pollution. For each topic, we discuss: is it important; and is there as much of it as there is. What can increase it or decrease its amount? How have people tried to control it? What do we still not understand about it? Readings will be from both a text and from papers from scientific literature. Evaluations will be based on problem sets for each topic and on the design (but not actual construction) of a museum exhibit addressing air quality issues. Some background in basic chemistry is desirable but not essential.
ENVIRONMENTAL CHEMISTRY: WATER Don Cass Cost: $50 Billions of years ago, ancient water molecules traversed a Goldilocks like walk through our slowly condensing solar system, looking for a home. Mercury and Venus were much too hot. Mars and the outer planets were much too cold. Earth seemed just right. With conditions capable of sustaining all of water’s phases, Earth became the water planet. The solid surface of the earth became sculpted by water. The composition and temperature of the earth’s atmosphere became largely determined by its water. All life (that we know) came to be based upon water. It is within the water of its cells that the machinery of life grinds away and it is into water that life disposes of what it finds un useful. Many life forms live their entire existence bathed in water as we are bathed in air, and even we who live surrounded by air require more water every day than any other foodstuff. As such, it is appropriate to look at how our water is doing these days. Students will be evaluated on their participation in class discussion of the readings, problem sets, and participation in field studies of focused on monitoring and modeling the conditions of local waters.
ENVIRONMENTAL PHYSIOLOGY Steve Ressel Course limit: 15 The manner in which animals survive in extreme environments or function at levels that far exceed human capacities has always fascinated us. In this course, we examine how an animal’s physiology fashions its functional capa cities under various environmental conditions. We explore the interrelationships between physiology, behavior, and ecology using an integrated and evolutionary approach to understand regulatory responses in changing environments. Major areas to be covered include thermoregulation, behavioral energetics, and osmoregulation. Emphasis is placed on vertebrate systems to elucidate general patterns in physiological attributes. This course has two lecture/discussion sessions per week and students are evaluated on participation, a series of take home exams, and a presentation. Prerequisites: Biology and , or equivalent.
ETHNOBOTANY Nishi Rajakaruna Course limit: 15 Cost: $30 From the dawn of human history, plants have played an integral role in human societies across the world. The course is aimed at generating an appreciation for the myriad uses of plants by human societies, both past and present. We explore the use of plants as food and beverages, raw materials, fuel, medicine and psychoactive drugs, spices and perfumes, genetic resources, and for religious and spiritual needs. The future ecological, economic, and social implications of our dependency on plants also are discussed in light of current threats to plants and their native habitats, including threats to plant human relations in traditional societies. The important roles played by human societies in maintaining floristic and associated cultural diversity is a primary focus of readings and discussions. Evaluations are based on participation, involvement in discussions, and a term project involving a presentation. Prerequisites: signature of instructor or Edible Botany.
EVOLUTION Chris Petersen Course limit: 20 This course provides students with the opportunity to put their knowledge of ecology and diversity into an evolutionary framework. The emphasis is on how populations of organisms are currently evolving, with a focus on the ecological context of natural selection. Topics in the course include the
genetic basis of evolutionary change, selection and adaptation, reproductive effort, co evolution, the ecology and evolution of sex, behavioral ecology, speciation, and applied evolutionary ecology. In addition to a textbook, students read several original research articles. The course has two lectures and one discussion section per week. Evaluations are based on exams and short essay sets. Prerequisites: Biology and or equivalent. Offered every other year.
FISHERIES & THEIR MANAGEMENT Sean Todd Course limit: 12 Cost: $60 This class offers a good foundation of knowledge for a gardener to begin the process of organic gardening, as well as an understanding of what defines organic gardening. The information presented focuses on soil fertility and stewardship, the ecology of garden plants, soil and insects, and practical fisheries. Exploited species that have thus far avoided becoming commercially or biologically extinct, are, in many cases, threatened by collapse due to over fishing. This course examines the exploitation of biotic resources in oceans, including invertebrates, fish, and marine mammal populations. It also examines the fishing techniques, fisheries technology, and management of fisheries, and critiques and reviews the development of the mathematical modeling on which management is based. Class is conducted in a seminar-style, with students involved in the discussion and critique of readings, and researching and presenting various case histories. Students are evaluated on participation, presentations, and term projects. Prerequisites: signature of the instructor, by demonstration of competence in QR and ES disciplines.
& GREENHOUSES: THEORY/ GARDENS PRACTICE OF ORGANIC GARDENING Suzanne Morse Course limit: 15 Cost: $25 This class offers a good foundation of knowledge for a gardener to begin the process of organic gardening, as well as an understanding of what defines organic gardening. The information presented focuses on soil fertility and stewardship, the ecology of garden plants, soil and insects, and practical management of the above. The garden is presented as a system of dynamic interactions. Emphasis is given to vegetable crops and soil fertility. Laboratories include soil analysis, tree pruning, seedling establishment, weed and insect identification, garden design, covercropping, composting, and reclamation of comfrey infested area.
ENVIRONMENTAL SCIENCE Evaluations are based on participation in class and lab, written classwork, exam, and final individual garden design. Prerequisites: signature of instructor.
GENETICS Helen Hess Course limit: 16 This course explores the many roles that genes play in the biology of organ-isms, the molecular basis of gene function, and the methodologies used in genetic research and application. Students in this course should have a basic understanding from a basic biology course of the structure and function of genes and chromosomes, the processes involved in gene expression, and patterns of inheritance. This course explores these phenomena as well as dives into a range of other topics, including population genetics, quantitative genetics, genes in development, genomics, and the use of genetic data to understand human evolution. We discuss the use of genetic engineering in industry, agriculture, medicine, and research. There are two lectures a week and one discussion meeting per week for readings and problem sets. Evaluations are based on problem sets, take home exams, a presentation, and final paper. Prerequisites: successful completion of Biology or permission of instructor.
GEOLOGY OF MOUNT DESERT ISLAND Sarah Hall Course limit: 15 Cost: $65 This course is designed to introduce students to geological concepts, tools of the trade, and to the geological history of Mount Desert Island. Throughout the course, students learn skill sets (topographic and geologic map reading, orienteering, field observation, note taking, field measurements) and geologic principles (rock types, stratigraphy, plate tectonics, earth systems, geologic time, surface processes) both in the classroom and field. We conduct multiple short field excursions on and one extended weekend field-trip to explore regional geology. Students submit a term project complete with their own field data, maps, photos, and analysis of the local and regional geology. Students are evaluated on the term project, short quizzes, additional written assignments, and lab reports. Offered every fall.
GREEN CHEMISTRY: DESIGN FOR BENIGN Ryan Bouldin Course limit: 10 Cost: $125 Green chemistry by definition strives to prevent pollution from the beginning of a chemical process; however, this course strives to teach much more. We emphasize that “chemists should have a moral or Hippocratic oath to the practice of their trade; one that states, ‘first, do no harm.’” As a result, students examine ways to critically evaluate the design of chemicals for safe manufacture and use by industry and individual households. We look to the past to learn from previous mistakes (ex. , Thalidomide, Bisphenol ) and try to understand and mitigate the unintended consequen-ces of the chemicals we synthesize. The course is an intensive collaborative laboratory experience where students learn and practice the Principles of Green Chemistry and Engineering. In the lab, students work on all aspects of a synthesis project with the goal of preparing a publication at the conclusion of the term. Students also work to develop safe, clean, and environmentally friendly laboratory experiments for integration into an advanced high school or undergraduate general chemistry curriculum. Students are required to read and utilize a significant amount of scientific literature in the course. Evaluations are based on participation, homework assignments, two projects, and a single exam. Prerequisites: Chemistry and , Organic Chemistry , and permission of instructor.
HERPETOLOGY Steve Ressel Course limit: 12 Cost: $75 This course is a comprehensive introduction to the biology of amphibians and reptiles. We cover the systematics, physiology, behavior, and ecology of each group, with particular emphasis on the important contribution amphibian and reptilian studies have made to the fields of physiological, behavioral, and community ecology. Readings are chosen from a text and from primary literature. The course consists of two lecture/discussion sessions per week and 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 evening field trips throughout the term. Students are evaluated on class participation, exams, and a term long field project. Prerequisites: Biology and or equivalent, and one vertebrate biology course. Offered every other year
HISTORY OF NATURAL HISTORY John Anderson Course limit: 12 Cost: $100 Natural History can be regarded as the oldest science — indeed, at one point within the Western canon natural history was science. Beginning with discussion of early hunter gatherers, working past Ashurbanipal, King of Kings, Hellenistic Greece, the Roman Empire, and into the herbals and magicians of the Middle Ages, this course surveys development and eventual fragmentation of natural history into more specialized branches. Once a foundation has been established, we engage with the naturalists of the great age of exploration and conquest during the th through the th centuries, ending with an examination of natural history’s legacy in the rise of modern ecology. Course readings draw heavily on original sources, using translations where appropriate. At the end of the term we discuss the strengths and limitations of inductive and deductive reasoning in science and the implications of the th and st centuries’ increased emphasis on theoretical reasoning. Students gain a better sense of Euro American history and the history of science in particular; the ability to use original sources; understanding of the importance of comparing multiple sources in arriving at historical conclusions and of the importance of recognizing cultural and historical biases in interpretation of information. Evaluations are based on participation and spoken and written presentations of chosen research on a person or topic important to natural history as a science.
HUMAN ANATOMY & PHYSIOLOGY I John Anderson Course limit: 15 Cost: $30 This is the first course in a two-term sequence designed for students interested in pursuing medicine or biomedical research. It examines aspects of human anatomy and physiology, with particular emphasis on the digestive system, reproductive physiology, the circulatory system, immune response, and elements of nutrition and neurophysiology. This course emphasizes the relationships between anatomy and physiology and focuses on basic principles of biochemistry, the musculoskeletal system, digestion, nutrition, osmoregulation, and circulation. Readings include standard pre-medical text and primary literature. Evaluations are based on a number of quizzes, a term paper, class participation, and final exam. Prerequisites: biology work, background in chemistry, and permission of instructor. Students are encouraged to take both sequences.
HUMAN ANATOMY & PHYSIOLOGY II John Anderson Course limit: 15 Cost: $10 This two-term sequence designed for students interested in pursuing medicine or biomedical research examines aspects of human anatomy and physiology, with particular emphasis on the digestive system, reproductive physiology, the circulatory system, immune response, and elements of nutrition and neurophysiology. Readings include a pre-medical text and primary literature. Evaluations are based on in-class quizzes, a term paper, class participation, and final exam. Prerequisites: biology work, background in chemistry and permission of instructor. Students are encouraged to take both sequences.
HYDROLOGY Don Cass Course limit: Cost: $50 Hydrology is the science that studies the movement, distribution and quality of water resources throughout the Earth. Water is an essential component to life on Earth. Changes to our Earth System affect the distribution and quality of water resources and can have profound effects on adjacent and embedded systems. In this class we will look at how freshwater systems function and how perturbations result in changes. Field studies and laboratory analyses will help students develop a complete understanding of the physical and chemical processes that influence freshwater resources, with a particular emphasis on activities on and near Mount Desert Island. Field trips will include monitoring and measuring water quantity and quality at several locations around in conjunction with United States Geological Survey: Water Division data. In addition we will visit public utilities such as water treatment and wastewater treatment facilities on the island. These field studies and field trips will help link natural processes and human activities that place demands on water resources. This course combines hands on experiential learning and group participation with independent work in primary literature. Students will have opportunities to develop and design term projects to investigate specific areas of interest. Students will be evaluated on their participation in class discussion of the readings, problem sets, field studies, and projects. Recommended prerequisites: a college level course in chemistry or geology is helpful but not required.
SPECIMEN JARS IN THE ZOOLOGY LAB
INVERTEBRATE ZOOLOGY Helen Hess Course limit: 16 Cost: $25 This course is a phylogenetic survey of the major groups of animals without backbones. These animals range in size from single cells to giant squids, and they include the vast majority of animals on earth. Using text readings, assigned articles, and one afternoon per week of field/ lab work, students gain an understanding of the classification, ecology, evolutionary relationships, and economic significance of this remarkably diverse collection of organisms. Students are evaluated on participation, lab notebooks, and performance on weekly quizzes and two tests. Prerequisites: Biology and or signature of instructor. Offered every other year.
LICHEN BIOLOGY Fred Olday Course limit: 6 Cost: $25 Lichens are unusually diverse and abundant along the coast of eastern Maine as a result of the cool, moist maritime climate, including the frequent occurrence of summer fog. This advanced course focuses on the nature of the lichen symbiosis and the structure, reproduction, physiology, and ecology of these organisms. Particular emphasis is given to laboratory sessions where principles of microscopic technique and chemical tests used for identification are learned. Students are also introduced to standard references, keys, and the scientific literature, including on line sources
useful in lichen identification. At least one all-day Saturday field trip to representative habitats are planned. A final project is required involving the preparation of a collection of properly identified and curated specimens. Students are expected to be able to work independently outside of the scheduled class meeting time. The final student grade and evaluation is based on participation, evidence of independent work, and completion of the final project. Prerequisites: permission of the instructor.
LINEAR ALGEBRA (INTRODUCTION TO) Dave Feldman Through the study of linear algebra in this course, students will acquire powerful analytic techniques that are essential in almost any field of applied mathematics, including: physics, engineering, computer science, and economics. Linear algebra is also commonly used in chemistry and mathematical biology. Our study of linear algebra will begin by abstracting and formalizing the idea behind solving familiar systems of linear equations. This will lead us to the study of matrices and determinants. We will study these mathematical objects both algebraically and geometrically, leading up to a general treatment of linear vector spaces. Additional topics covered will include: linear transformations; inner products and orthogonality; and eigenvectors, eigenvalues, and their application. Where possible, applications to students’ fields of interest will be emphasized. Students will leave this course with a solid foundation in the key ideas and techniques of linear algebra. Evaluation will be based on class participation and weekly problem sets. Prerequisites: signature of instructor.
MARINE BIOLOGY Chris Petersen Course limit: 20 Cost: $60 This is a broad course, covering the biology of organisms in various marine habitats (rocky intertidal, mud and sand, estuaries, open ocean, coral reefs, deep sea) and some policy and marine management and conservation issues. A large part of this course is focused on learning to identify and understand the natural history and ecology of the marine flora and fauna of New England, with an emphasis on the rocky intertidal of . The course meets twice per week with one afternoon for lab work or field trips. Evaluations are based on the quality of participation in class, one in-class practical, sets of essay questions, and a field notebook emphasizing natural history notes of local organisms. This class is intended for first year students, who have priority during registration. Returning students may take this course only with permission of the instructor. Prerequisites: signature of instructor for returning students. Offered at least every other year.
MARINE MAMMAL BIOLOGY I Sean Todd Course limit: 16 Cost: $200 This course provides an introduction to the biology and natural history of marine mammals, specializing in species resident within the North Atlantic. Topics covered include: phylogeny and taxonomy; anatomy and physiology; behavior; sensory ecology; and management/conservation issues. The course includes field trips to observe animals in their natural habitat and involves an introduction to basic field observation techniques. Students are expected to complete individual literature based reviews to be presented in class. Assessment is based on this presentation as well as written submissions. Lab fee covers costs of field trips, including potential boat and field station time. Prerequisites: Biology and .
MARINE MAMMALS & SOUND Sean Todd Course limit: 10 Cost: $100 This advanced seminar class examines the role of sound in the biology of marine mammals. We start with an examination of the behavior of sound underwater, covering concepts that include sound production, propagation and reception, equations, and noise. We continue with a review of how marine mammals, with a specific focus on
cetaceans, use sound to communicate, sense and orient within their environment. We conclude with a bioacoustic examination of specific management problems in marine mammal science. Topics covered in this final part include, but not limited to: marine mammal fishery interactions, shipstrikes, effects of industrial noise, whale song and dialects, baleen whale orientation, and marine mammal strandings. Classes are run in seminarstyle, reading intensive, with students responsible for leading discussions and topics. Evaluations are by participation, two term papers and (possibly) a project. Although no lab period is set for this class, students are expected to invest time outside of class for the purpose of possible class projects.
MATHEMATICAL MODELING Ryan Bouldin Course limit: 15 Do you want to understand how social networks can grow from almost nothing to over million users seemingly overnight, or are you concerned with how long nuclear waste must be stored before it is safe? Are you interested in understanding enzyme kinetics, or how heat and air diffuse through your home? In this course, we address these phenomena from mathematical standpoints. Specifically, we develop mathematical models to predict and understand the behavior of physical and biological systems in our world. An emphasis is placed on writing equations that govern the behavior of a given system and subsequently solving for and interpreting their solutions. Students learn to solve differential equations by hand through a variety of analytical techniques and numerically with the computer algebra and graphics program, Maple. Evaluations are based on weekly problems sets and two modeling projects during the term. Prerequisites: Calculus and or equivalent; students are also strongly encouraged to have taken either an entry level course in physics, chemistry, or biology prior to enrollment.
THOUGHT & PRACTICE MATHEMATICAL (INTRODUCTION TO) Ryan Bouldin Course limit: 15 Cost: $10 Mathematics can be a beautiful intellectual endeavor, while also being immensely challenging and frustrating. In this introductory course, students will strive to discover the relationships between mathematics, the beauty of nature, and other areas of human ecology. The course is intended for students with limited prior math experience. We begin by exploring several practical applications of mathematics that include,
ENVIRONMENTAL SCIENCE estimations of trigonometry, logic puzzles, recursive relationships, and pattern recognition in nature. During this first part of the course, we take field trips into Acadia National Park to observe some of the relationships and patterns ourselves, while also exploring how to estimate distance, height, and weight of some of the natural and geologic features that surrounds us. In the later portion of the course, we transition to exploring more abstract topics of math. This includes studying the mysterious and historically controversial topics of zero, infinity, and the conceptual tugof-war with all numbers that lie in-between. The majority of classes involve working in small groups to allow students to be active, engaged learners. In addition, students read several articles, a popular book, and watch a movie about mathematics. Evaluations are based on participation and group work, weekly assignments, and a paper or project.
MOLECULAR EVOLUTIONARY GENETICS Chris Petersen Course limit: 12 Cost: $* This is a hands on laboratory course in molecular genetics, focusing on genomic isolation, genomic library construction, and amplification of molecular markers by polymerase chain reaction. The course will be taught over the two week spring break period ( hour days, Monday through Friday), with additional meetings during spring term to discuss results, work on papers or posters, and continue with some advanced reading. Participants in the course are introduced to a variety of molecular techniques that can be used to investigate population genetics of animal species. In particular, students apply newly learned techniques to marine species, with an emphasis on shark and skate species. The curriculum mixes hands-on laboratory work with lectures and potential seminars by leading molecular ecologists. The course meets at Mount Desert Island Biological Laboratory during spring break, at COA during spring term, and culminates in research presentations to the and COA community. Student evaluations are based on required attendance over the short course, knowledge and practical use of the molecular techniques, and participation in the laboratory and class presentations. Prerequisites: signature of instructor. *This course’s lab fee is paid through the grant.
MORPHOLOGY & DIVERSITY OF PLANTS Suzanne Morse Course limit: 20 Cost: $10 This course is a survey of the major groups of living and fossil plants and their evolutionary relationships. Discussions and laboratory and field investigations elucidate the structural organization and reproductive methods found in algae, bryophytes, ferns, fern allies, gymnosperms, and angiosperms. Ecological relationships of diverse groups with their environment provide insights into their evolutionary success or failure. Evaluations are based on participation, quizzes, lab exams, problem sets, and a laboratory notebook. Prerequisites: an introductory college level course in biology that includes attention to plants.
NATURE & LANGUAGE OF MATHEMATICS Dave Feldman The Nature and Language of Mathematics is an introductory course designed to help students discover the connections between mathematics and other areas of human understanding. It is intended to be for students with limited math experiences. By exploring diverse mathematical topics, students see varied roles mathematics play in our world. Topics covered depend on student interest, and may include the following: graph theory, probability, estimation, logic, and linear equations. Majority of in-class work takes place in small groups, allowing students to be active, engaged learners. In addition, students read several articles, and possibly a popular book of historical or sociological treatment of mathematics by mathematicians. Through this course, students are encouraged to understand patterns, language, and logic that underlies what we call mathematics. Evaluations are based on class participation and group work, weekly projects and assignments, and a final paper or project. Students may also be asked to present their research topic orally. Prerequisites: permission of instructor.
OCEANOGRAPHY (INTRODUCTION TO) Sean Todd Course limit: 20 Cost: $150 Planet Earth is misnamed. Seawater covers approximately of the planet’s surface, in one giant all connected ocean. This ocean has a profound effect on the planet’s climate, chemistry, ecosystem, and energy resources. Billions of years ago life began there, in what now we regard as the last unexplored frontier of this planet. In this course we examine the various disciplines within
ENVIRONMENTAL SCIENCE oceanography, including aspects of geology and sedimentology, chemical, dynamic and biological oceanography. The course concludes with an introduction to marine ecosystems examined at various trophic levels, including phyto/zooplankton, fish and other macrofauna. Fieldwork (weather dependent) includes trips on RV Osprey, trips to intertidal and estuarine ecosystems, and possible visits to the college’s islands, Mount Desert Rock and Great Duck Island. Evaluation will be by lab, quizzes and a final paper.
ORGANIC CHEMISTRY I Don Cass Cost: $20 This course explores the physical, chemical, and environmental properties of carbon containing materials such as plastics, solvents, dyes, as well as all living things, and once living materials. The lab exposes students to the common techniques of studying and manipulating such materials. Evaluations are based on midterm and final exam. The equivalent of this course is a prerequisite for biochemistry. Prerequisites: a previous chemistry course. Offered every other year.
ORGANIC CHEMISTRY II Don Cass Cost: $50 This class continues to discuss the occurrence and behavior of additional functional groups not covered in Organic Chemistry I. Meeting twice a week, we work our way through the remainder of the fall text and apply the material by reading articles from the current literature of environmental organic chemistry. Assessment is based on keeping up with the reading, class participation, and three take home problem sets. Prerequisites: Organic Chemistry I. Offered every other year.
ORGANIC PRODUCTION ON A FARMING SCALE Suzanne Morse Course limit: 8 Cost: $50 Through on farm and classroom work, this course will examine the ecological principles upon which current organic agricultural practices are based. The goal of this course is to understand how the principals and practices of organic agriculture are implemented within the constraints of production scale and goals, which may include economic and labor efficiencies, certification requirements, environmental ethics, marketing, and the changing complexity of the farming system. The application of these ideas culminates in two projects, one group project implemented on farm and a farm
plan for a specific location of choice. Evaluations will be based on quizzes, project implementation, personal farm/garden design, and lab effort and competence. Prerequisites: prior farm work experience, introductory biology, and permission of instructor.
ORNITHOLOGY Scott Swann & Matt Drennan Course limit: 24 Cost: $75 The study of ornithology is as old as human society itself. Birds are particularly conspicuous elements of our world, and figure prominently in our art, religious symbolism, mythology, scientific endeavors, and even sport. Birds appear in European paleolithic cave paintings from , years ago, domesticated fowl are known from India circa , and ancient scholars such as Aristotle and Pliny the Elder devoted considerable time to ornithological observations. In this century great strides have been made in the study of population biology and ecology, navigation and migration, and human induced ecological change (sometimes called human ecology), all through the study of birds. This class introduces the student to the ornithological world by using both scientific literature and direct field observation. Systematics and physiology will be reviewed, but much of our effort will concentrate on reproductive ecology, behavior and the environment, and population dynamics. There will be a strong emphasis on field observation — learning how to look at birds and their behavior in order to perhaps make larger observations about their environment.
DAILY BREAD: FOLLOWING GRAINS OUR THROUGH THE FOOD SYSTEMS Suzanne Morse & Molly Anderson Cost: TBA The aim of the course is to use wheat, oats and rye as a lens to explore how a wide range of factors including history, changing land use patterns, crop development, human nutrition, food processing, sensory evaluation, and socio-economic factors shape how grains are grown, harvested and ultimately transformed into our daily bread. This field based course seeks to provide students with deep insights into the past and current production of grains in the United Kingdom, Germany, and the United States. Extensive readings complement the summer fieldwork at farms, mills, bakeries, and research sites in Europe, and provides students with the agronomic background necessary for a historical view of grain production and the possibility of localized grain within the current global economy. Students lead discussions, interview
ENVIRONMENTAL SCIENCE farmers, write short synthetic essays, and undertake a research project designed together with the class. By the end of the course students are able to: evaluate the importance of wheat and other temperate grains to the feeding of human populations in past, present and future contexts; review current and traditional methods of evaluation of food quality and grain processing (bread production in particular) and relate these to modern nutritional problems; describe the growth cycle of wheat in general terms and relate the production cycle to current issues of sustainability including greenhouse gas emissions, carbon sequestration, energy requirements, and soil conservation; and compare and contrast the socio-economic importance of wheat to Maine, Germany, and the United Kingdom. Prerequisites: formal application, signature of the instructor, introductory German highly desirable, and any of the following courses: Theory and Practice of Organic Gardening, Chemistry of Cooking, The Contemporary Culture of Maine Organic Farmers, or Agroecology.
& MATHEMATICS PHYSICS OF SUSTAINABLE ENERGY Anna Demeo & Dave Feldman Course limit: 20 Cost: $50 The aim of this course is to help students learn basic physics and quantitative and analytical skills so they can participate intelligently and responsibly in policy discussions, personal and community decisions, and ventures in the area of sustainable energy. We begin with basic physics, including: the definition of energy, the difference between energy and power, different forms of energy, and the first and second laws of thermodynamics. We provide students with basic scientific and economic introductions to alternative energy technologies. Along the way, students gain mathematical skills in estimation and dimensional analysis, and learn to use spreadsheets to assist in physical and financial calculations. A weekly lab to helps students understand the physical principles behind different energy technologies and gain experience gathering and analyzing data. Students who successfully complete this course are able to apply what they have learned to basic issues in sustainable energy. For example, they are able to evaluate and analyze a proposed technology improvement by considering its dollar cost, carbon reduction, return on investment, payback time, and how all this might depend on, for instance, interest rates or the cost of electricity or gasoline. Students are also able to analyze the potential of a technology or energy source to scale up. For example, they are able to consider not only the
benefits to a homeowner of a solar installation, but also analyze the degree to which solar power may contribute to Maine’s energy needs. This is a demanding, introductory, class. Evaluations are based on weekly problem sets, participation, and a final project. At least one college level class in mathematics or physical science is recommended. Prerequisites: permission of instructor.
PHYSICS I: MECHANICS & ENERGY Dave Feldman Course limit: 20 Cost: $15 This course is the first of a two-course sequence covering a range of standard introductory physics topics. The goals of the course are: to introduce students to important physical ideas both conceptually and mathematically; and to help students improve their quantitative skills. The first part of the course consists of a broad look at the three conservation laws: the conservation of momentum, energy, and angular momentum. Along the way, we learn about vectors, work, potential energy, thermal energy, and the energy stored in chemical bonds. We conclude with a treatment of Newton’s laws of motion. If time permits, we may cover some topics from chaotic dynamics. Evaluations are based on participation in class and lab, weekly homework, and two un-timed, open note exams. This course makes extensive use of algebra and trigonometry. Potentially difficult math topics will be reviewed as necessary. Prerequisites: Understanding Functions, a strong high school algebra background, or permission of the instructor.
PHYSICS II: INTRODUCTION TO CIRCUITS Anna Demeo Course limit: 15 Cost: $50 This course provides students with a broad introduction to circuits. Students with little or no previous knowledge in electronics learn fundamentals of circuits in both the analog and digital realm. The course covers topics such as current, voltage, power, resistors, capacitors, and digital logic circuits. This is a hands-on course focusing more on the “how to" than the “why.” By the end of the course students should be able to independently develop, implement, test, and document basic circuits. Evaluations are based on problem sets, participation in lab and class, and a final project or exam. This course makes extensive use of algebra. A college level math, physics, or chemistry class is recommended but not required. Prerequisites: high school algebra.
Nishi Rajakaruna Course limit: 20 Cost: $25 Plant communities consist of distinct assemblages of plant species which interact with each other as well as with other biotic and abiotic elements of their environment. Plant communities vary both spatially and temporally, and are generally distinguishable by their overall appearance based on species present, as well as their size, abundance, distribution relative to one another, and species interaction. The study of plant communities has contributed much to ecological and evolutionary theory and provides insight for conservation in light of climate change and other stressors impacting native plants and their communities in American regions. The course introduces students to stunning geographic patterns of plant diversity across America with respect to climatic, topographic, and edaphic gradients. We explore major plant communities of the temperate, Mediterranean and tropical regions of the Americas, including grasslands, rock outcrops, deserts, chaparral, wetlands, boreal forests, and rainforests, and we will focus on key species which characterize these communities, their functional traits, and other aspects of their ecology. Readings include topics on plant morphology and diversity, ecophysiology, population biology, community ecology, evolutionary ecology, and conservation. Evaluations are based on class participation, weekly readings and presentations, and a final paper/presentation. Prerequisites: Trees and Shrubs of MDI, Plant Morphology and Diversity, Plant Physiological Ecology, History of Life, Biogeography, or Ecology. Offered every other year.
PLANT SYSTEMATICS Nishi Rajakaruna Course limit: 10 Cost: $30 This course is aimed at those interested in exploring the taxonomy of non-woody plants of New England and learning the science of plant systematics. Lectures will cover aspects of taxonomy and topics of systematics, including botanical nomenclature, methods and principles of plant systematics, classification systems of flowering plants, recent advances in molecular systematics, plant mating systems, plant evolutionary processes, phylogenetic relationships of flowering plants, and herbarium specimen preparation and database management. Laboratories will introduce students to approximately plant families of the region including species rich families such as Asteraceae, Poaceae, and Cyperaceae. Students
COA RESAERCH STATION MOUNT DESERT ROCK
PLANT COMMUNITIES OF THE AMERICAS
participate in this course for one academic year and receive one credit. This course will meet once a week, for three hours, in both fall and spring terms for lectures and labs. Students will be expected to commit to a week of collecting and preserving plant specimens with the instructor in the late spring or summer prior to fall, as well as independent work in winter. Evaluations are based on the identification and preparation of plant specimens belonging to at least plant families and a –minute oral presentation of a final project. Prerequisites: Trees and Shrubs of and Plant Taxonomy or Plant Communities of the Americas and permission of instructor.
WITH METTLE: PLANTS LIVES OF METALLOPHYTES Nishi Rajakaruna Course limit: 15 Cost: $30 The course deals with the biology and applied ecological aspects of a unique flora, metallophytes. Metallophytes are plants that are tolerant of and restricted to areas that are high in heavy metals, either naturally or due to anthropogenic activities. We will discuss a wide range of topics relating to metallophytes including natural history, phytogeography, systematics, physiology, evolution, ecology, and how these plants may help us clean vast growing areas of heavy metal contaminated sites found all over the world. You will become involved in research at two heavy metal rich sites in Hancock County — nickel- and chromiumrich site on Deer Isle and the copper-, zinc-rich Callahan Mine in Harborside, Maine. Both sites offer excellent opportunities to examine the role extreme soil condition plays in generating and maintaining plant diversity, and students will examine the potential for phytoremediation. The course is directed at students with interests in plants, their environment and green technologies. Evaluations are based on a midterm exam, a group project, and a final class presentation. Prerequisites: an intermediate or advanced course in botany or the permission of the instructor.
ENVIRONMENTAL SCIENCE rubber, starch/cellulose, poly (lactic acid), and poly (hydroxyalkonates). We also examine the recent expansion of biorefineries and microbial fermentation as a means for the production of bio-based commodity chemicals. By the end of the course, students should be able to evaluate target applications for renewably sourced materials and understand their potential human health and socioeconomic impacts. Chemical structures are presented; therefore students are expected to learn small portions of organic chemistry throughout the course. Evaluations are based on class participation, a midterm examination, and a final report and poster presentation. Prerequisites: Chemistry ; a general course in economics concurrently or prior to enrollment will also be helpful.
PROBABILITY & STATISTICS Chris Petersen Course limit: 15 Cost: $10 This course provides an introduction to probability and statistics. Its goal is to give students a good understanding of what kinds of questions statistical analyses can answer and how to interpret statistical results in magazines, books, and articles with regards to a wide range of disciplines. The course begins with understanding probability and how it can often lead to non-intuitive results. Types of statistical analyses discussed in the second part of the course include comparisons of averages, correlation, and regression, and applying confidence limits to estimates of studies from both the social and biological sciences. Application of statistics to specific research problems is covered in greater depth in more advanced courses such as Advanced Statistics and Field Ecology and Data Analysis. Evaluation is based on class participation, problem sets, and quizzes, and an independent project. Offered approximately every other year.
TREES & SHRUBS OF MOUNT DESERT ISLAND Nishi Rajakaruna Course limit: 15 Cost: $40 This course introduces you to the native and ornamental shrubs and trees of Mount Desert Island. Lectures will cover basics of plant taxonomy and forest ecology focusing on the dominant woody plant species of the region. Laboratory and field sessions will involve the identification of woody plants and an introduction to the major woody plant habitats of the island. The course is designed to teach botany and plant taxonomy for students interested in natural history/ecology, forestry, and landscape design. Evaluations are based on class participation, weekly field/lab quizzes, a plant collection, and term project. Recommended prerequisites: some background in botany, ecology. Offered every year.
& RESEARCH DESIGN STATISTICS (INTRODUCTION TO)
SUSTAINABLE MATERIAL DESIGN Ryan Bouldin Course limit: 20 Cost: $20 This course looks at designing safe, environmentally friendly materials from renewable resources. With a focus on polymers, we delve into how one would begin the practice of developing a new product from initial raw material selection through processing/fabrication and into its afterlife as new material. Students learn in-depth aspects of the chemical structure property relationship of renewably sourced polymers (plastics), like natural
COA'S BEECH HILL FARM POTATOES
Sean Todd Course limit: 15 Cost: $40 This course introduces the basics of statistical analysis that can be used in either a scientific or a social science frame of reference. While this course teaches one to perform both nonparametric and simple parametric analysis both by hand and computer, an emphasis is placed on understanding the principles and assumptions of each test, rather than mathematical ability per se. Students also learn how to report statistical results in journal format, and there is plenty of lab time to sharpen skills. Evaluations are based on participation, three quizzes, and a team project. Prerequisites: a college mathematics course, or signature of the instructor.
TROPICAL MARINE ECOLOGY Chris Petersen & Helen Hess Course limit: 14 Cost: $1200* This course in tropical marine ecology explores topics including organismal diversity, natural history of fish, invertebrates, algae, habitat diversity (coral reefs, mangroves, etc.), fisheries, and conservation. Students meet as a class weekly, alternating between a single three hour evening seminar session and individual meetings with the instructors to discuss primary readings and research projects. In addition, this course includes a required –day field trip to the Yucatan over winter break. Fieldwork is based out of Akumal on the Yucatan peninsula. Prerequisites: a strong performance in previous classes (especially biology), the ability to work well as a member of a group, and enthusiasm; permission of instructors. *The estimated lab fee includes field trip lodging, food, and transportation.
WEED ECOLOGY Suzanne Morse Course limit: 10 Cost: $25 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 advanced seminar we explore the basic biology of plants that establish themselves in human managed systems. Topics to be covered in the seminar include definitions of weediness, ecological and evolutionary relationships between weeds and crops, life history strategies, plant population dynamics, physiology, allelopathy, biological control, herbicides, herbicide resistance, methods to study crop/weed interactions; and the impact of the different perceptions of farmers and researchers regarding weeds and weed management. The laboratory portion of the course will focus on weed identification of roadsides, pastures, field, and vegetable crops; seed bank analysis; experiments in crop weed interactions; and the testing of the efficacy of different weeding strategies. Assessment will be based on attendance, in class discussion, weekly readings of primary papers and their presentation, laboratory reports, and an oral exam. The course will meet times during the spring term and for two ten-day intensive sessions in June and in the beginning of fall term. Prerequisites: Ecology, Evolution, Evolutionary Processes in Plants, Theory and Practice of Organic Gardening, or Statistics and permission of instructor.
STUDENT MARINA GARLAND CONDUCTING INVERTEBRATE RESEARCH IN BELIZE
WINTER ECOLOGY Steve Ressel Course limit: 14 Cost: $75 In higher latitudes and higher altitudes of the world, up to nine months of each year can be spent locked in winter. Although migratory species appear to have a selective advantage over non-migratory species during the winter season, year round resident animals have evolved a remarkable array of physiological, morphological, and behavioral adaptations that allow them to cope with potentially lethal environmental conditions. In this course, we focus on the special challenges of animals wintering in northern latitudes. Some of the topics that we address are: the physical properties of snow and ice, general strategies of animals for coping with sub freezing temperatures, life in the subnivean environment, animal energetics and nutrition, physiological acclimatization, and humans and cold. There are two discussions/ lectures and one field exercise every week, as well as two weekend field trips. Students should be prepared to spend a significant amount of time outdoors in winter conditions. Students are evaluated on class participation, exams, and a student term project. Prerequisites: Biology and or equivalent.
567&'06 241(+.'5 2#7. ':%1((+'4 ^ El Sobrante, California What has been your favorite class at COA? Why? Marine Biology with Chris Petersen. We had field trips all the time to cool spots on the coast of the island to look at different habitats and critters. It was a great orientation for a Westcoaster to the marine ecosystems of Maine and to the island.
Why did you choose to come to COA? I chose to come to COA because I felt that the experience I would gain here would set me apart from other grad school applicants. Also, the ability to design my own major and the proximity to Acadia National Park were motivating factors, and the carbon-neutrality was the icing on the cake.
/#4+0# )#4.#0& ^ New England What has been your favorite class at COA? Why? I could never choose a favorite class! They have all been worthwhile and incredibly valuable in different ways. I absolutely loved Spanish because the results of my labor were so tangible and Karla es una professora maravillosa! I am in love with the ocean and a shameless science nerd, so I loved learning about cnidarians and phytoplankton in invertebrate zoology with Helen Hess! I was also surprised to get immense satisfaction out of policy classes â&#x20AC;&#x201D; they have left me feeling empowered and able to take my science and integrate it into the complex real world.
What do you see yourself doing after COA? I'll be doing a lot of field research and writing, and likely researching and educating about marine plastic pollution, which I have been studying here in Frenchman Bay for the past year and a half.
;7-# 6#-'/10 ^ Chiba, Japan What is your dream occupation? I want to be a marine biologist who helps assess the health of the marine ecosystem and helps improve them. To be more specific, I hope to work in a tropical country and assess the heath of coral reef ecosystems.
What was your favorite discussion at COA? Why? Despite the fact that my focus is on the sciences, the most interesting discussion I had was actually with my writing seminar teacher about one of the papers I wrote. It was on why the saying, "Learning from the past" is misleading. It's really interesting how such a popular concept has been so easily accepted into our society without being challenged. In class, we all read an essay which argued that we must learn from the past and if we don't we'll all be doomed like all the ancient civilizations that were wiped out. I strongly argued against it, and proposed that taking a stance in any extreme wouldn't be the best. My argument against this was that it is ignorant to not take into consideration past events and consequences, but it is also important to understand that we are in a different society functioning with new ideals integrated with the old. As long as we take into consideration all of the factors, we can truly learn to cope with new problems.
SUSTAINABLE BUSINESS PHYSIOLOGY
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DEVELOPMENTAL STUDIES PHILOSOPHY
CREATIVE WRITING GENETICS
SUSTAINABLE FOOD SYSTEMS
PAINTING GRAPHIC DESIGN COMPUTER SCIENCE
SCIENTIFIC WRITING LITERATURE BIOLOGY
PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
PERFORMANCE ART INSTALLATION ART
INTERNATIONAL STUDIES POLITICAL SCIENCE
FILM HISTORY AGRICULTURE
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DEVELOPMENTAL STUDIES PHILOSOPHY
CREATIVE WRITING GENETICS
SUSTAINABLE FOOD SYSTEMS
PAINTING GRAPHIC DESIGN COMPUTER SCIENCE
SCIENTIFIC WRITING LITERATURE BIOLOGY
PHOTOGRAPHY MUSEUM STUDIES
SCULPTURE PEACE STUDIES
GENDER STUDIES GEOLOGY ZOOLOGY
PERFORMANCE ART INSTALLATION ART
INTERNATIONAL STUDIES POLITICAL SCIENCE
FILM HISTORY AGRICULTURE
Combining the humanities with the social sciences, the human studies area provides students with a broad and diversified perspective on human nature and culture. The faculty in the Human Studies resource area represents a genuine diversity of background and expertise, holding advanced degrees in such fields as anthropology, economics, education, history, law, literature, philosophy, and psychology. Classes are small and discussion is emphasized with the aim of breaking down artificial distinctions inherent in specialized branches of knowledge.
Courses not listed in the Human Studies section are: Tutorial: Classical Chinese Through Poetry, Tutorial: Classical Chinese Through Poetry II, Tutorial: Consciousness, Tutorial: Faulker, Tutorial: Form & Fiction, Tutorial: Gender & Performance, Tutorial: Ongoing Narratives, Tutorial: Possible Future Paradigms, Tutorial: Reading & Writing Chinese Characters, Tutorial: Revisiting the Lakes & Ponds of Mount Desert Island, Tutorial: Social, Power, & Identity Politics, Tutorial: Technical Editing, and Tutorial: Writing Projects. Please check out www.coa.edu to read about these courses and to see the most up-to-date course offerings.
ACADIA: EXPLORING THE NATIONAL PARK IDEA Ken Cline Course limit: 24 Cost: $40 Using Acadia National Park as a case study, this course explores the various facets of “the national park idea” and what it means for Americans in terms of history and identity. Through direct experiences in one of the “crown jewels” of the park system, the class examines the historical, ecological, cultural, social, legal, economic, and spiritual context in which national parks are formed and continue to exist in the st century. We work with National Park Service professionals to look at various aspects of park management and day to day challenges of implementing the national park idea. Weekly field trips, journals, service learning opportunities, and projects,provide ideas of management and experience in Acadia. We explore, through reading and writing, the broader themes of wilderness preservation, attitudes toward nature, the history of conservation, and the commodification of nature. This experiential class is specifically geared toward first-year students and they are given preference for enrollment. Assignments include journal writing, short exercises, a group project/service learning opportunity, short presentations, and papers.
ADOLESCENT PSYCHOLOGY Ken Hill Course limit: 16 This course focuses on the segment of the human life spanning from puberty to early adulthood. In this class we examine the physical, cognitive, social, and moral aspects of adolescent growth and development. Topics considered include adolescent relationships (peers, family, romantic), adolescent issues (identity formation, at risk behavior, schooling, stereotypes), and a personal critical reflection on one’s own adolescent experience. The main objectives of this course are to: provide students with a working knowledge of theories of psychology which pertain to early adolescent development; help students develop abilities to critically analyze information and assumptions about the development of adolescents; consider contemporary issues and concerns of the field; and to afford students the opportunity to explore their own adolescent development. Course work entails lecture, discussion, extensive case analysis, and a field component. Prerequisites: Educational Psychology, Personality and Social Development, or other introductory level psychology course.
ADVANCED COMPOSITION Anne Kozak Course limit: 10 This course has two goals: to aid the student in developing and refining a style; and to make the student cognizant of the interaction between style, content, and audience. To achieve these goals, students write several short papers or one or two longer ones, meet regularly with the instructor, edit and discuss the exercises in Style: Ten Lessons in Clarity and Grace by Joseph Williams, and participate in review sessions. Prerequisites: signature of instructor. Offered every winter.
THE AESTHETICS OF VIOLENCE Bill Carpenter Course limit: 25 Cost: $15 This course examines the origin and aesthetics of violence in Western culture. We begin with the question: what are the long term human effects of a civilization dominated by the image of a murdered god? We develop the focus on representations of violence in classical and contemporary literature and film. For theory, we read Aristotle’s Poetics, Nietzsche’s Birth of Tragedy, Ren, and Girard’s Violence and the Sacred. We study classical tragedy (Oedipus Rex, The Bacchae, Medea) along with Shakespeare’s Macbeth, Dostoevsky’s Crime and Punishment and Brett Easton Ellis’ American Psycho. Discussions are supplemented by a film series clarifying the debate over contemporary film violence by placing it in mythic context. Natural Born Killers, Reservoir Dogs, Pulp Fiction, Ride the High Country, and Clockwork Orange are among works studied. Student reports bring us up to date on current issues and cases of domestic and serial violence, as well as the politics of censorship, the representation of violence in visual art, the issue of pornography, and the myth of the victim hero. To clarify the issue of real versus represented violence, we make a class field trip to the Bangor Auditorium for a professional wrestling match.
AFRICAN AMERICAN LITERATURE Karen Waldron Course limit: 15 This survey of African American literature from its origins in the slave narrative to the present vivid prose of some of America’s best writers who consider the impact of slavery and race consciousness on literary form and power. Readings include letters, essays, poems, short stories, and novels of some of the following authors: Phillis Wheatley, Frederick Douglass, Harriet Jacobs, Pauline Hopkins, Langston Hughes, Richard Wright, Zora Neale Hurston, Gwendolyn Brooks, Ralph Ellison, and Toni Morrison. Prerequisites: a previous literature course or signature of instructor. Offered every other year.
THE AGE OF REASON & THE ENLIGHTENMENT John Visvader & Todd Little-Siebold Course limit: 20 This course represents a contextual approach to the study of the history of philosophy and combines the critical evaluation of philosophical theories with an examination of the cultural conditions which either influence or are conditioned by them. The course examines the crucial role played by the philosophies and institutions of and century Europe in forming the nature of the modern world and focuses in particular on those aspects of the culture that are of special concern to contemporary critics of modern culture. The work of Bacon, Hobbes, Descartes, Locke, Berkeley, Hume, and Kant are examined in the context of the development of the scientific, industrial, and democratic revolutions.
AMERICAN PUBLIC ADDRESS
Jamie McKown Course limit: 12 This course provides an overview of the field of public address and rhetorical criticism through an experiential approach. Through an in depth examination of prominent American political speeches, students read, examine, and critically evaluate public speeches from a close analysis perspective. The primary goal of the class is to introduce students to some of the most well known American orators as well as to stimulate a deeper understanding of the relationship between text, society, and the public. At the same time, students come to know these speakers “in their own words” through close textual approach to historical speeches. The course is centered around two modules of speech texts, both pertaining to the struggle for citizenship rights and beyond. The first grouping of texts are from what has traditionally been called the
mid th century American Civil Rights Movement and focus primarily on the advocacy for racial equality and empowerment by Martin Luther King, Malcolm X, Stokley Carmichael, and other activists from the period. The second grouping covers the first wave of the women’s suffrage movement in the United States during the latter half of the th century, in this part of the class we examine speeches by Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Truth, Adelle Hazlett, and others. The class emphasizes analytical writing about the speeches examined and requires students to demonstrate a critical ability to analyze and write about public speeches. Students are evaluated on their participation in class discussion, short written response papers, several longer essays, and presentations.
OVER SLAVERY: ARGUING LINCOLN, DOUGLAS & THE DEBATES OF 1858 Jamie McKown Course limit: 12 Perhaps one of the most widely invoked figures in modern history, Abraham Lincoln is frequently written about, quoted, and held up as an iconic example in contemporary political discourse. His debates with Stephen Douglas over territorial policy and the extension of slavery have defined a moment in American political and rhetorical history. Though many people have heard of the Lincoln Douglas debates of , very few people have read them, and even fewer still have a clear sense of what the debates were about in the first place. This is unfortunate as a close reading of these texts reveals a much richer picture of the political climate leading up to the Civil War. This class is an intensive exploration into Lincoln’s political career in those years leading up to his presidency, the debates he engaged in with Douglas, the major issues involved, and the way we make sense of those events today. Students explore Lincoln’s activities as they relate to the issue of slavery, the death of the Whig party, and the ascendancy of the newly formed Republican Party. The first several weeks of the course are dedicated to providing historical context to political climate of the antebellum period. We engage in close argument and textual readings of each of the senate debates between Lincoln and Douglas. Students track arguments as they evolve and devolve throughout the campaign. We wrap up the term by analyzing what role these debates played in shaping Lincoln’s future political career. While the class focuses intensely on the political events of the s, we simultaneously track broader questions of political action in the context of a democratic society. When does the need to be
STUDENT POISED TO WRITE
BIOLOGY THROUGH THE LENS
a moral actor come into conflict with being a political actor? This course is intended for students with an interest in American political history, constitutional law, rhetorical analysis, or public debate. Familiarity with American history, the Civil War, or politics in general is not required for the class. The class is held in a seminar-style environment and is driven primarily by discussion. There is an intense reading and writing component to the class. Students also conduct research of their choosing by utilizing various digital databases relevant to the period. Final evaluations are based on a number of writing assignments, participation in discussions, and an individual class presentation.
AUTOBIOGRAPHY Bill Carpenter Course limit: 8 This course uses autobiography as a literary form to examine the lives of certain significant people and then to examine our own lives, concentrating particularly on understanding the effects of early home and community environments. In the first half of the term, students read and report on two autobiographical works chosen from a list including Beryl Markham, Carl Jung, Margaret Mead, Maya Angelou, Leo Tolstoy, Virginia Woolf, Vincent Van Gogh, W. B. Yeats, and Pete Rose. In the second half, students write their own autobiographies,working in small groups and frequent tutorial meetings with the instructor. The product is an autobiographical examination of the student’s own development. This course should consume hours per week outside of class and more at the end of the term when finishing the autobiography. Prerequisites: a course involving literature and writing and signature of instructor. Offered every other year.
Steve Ressel Course limit: 12 Cost: $95 Photography is one of the primary means through which scientific observation and research is conducted and presented to the public. The most provocative images of the natural world don’t just happen; they are made by individuals skilled in both photography and the life sciences. In this course, students will develop technical, observational, and aesthetic skills to extract relevant information from the natural world and organisms collected from nature. Through different acquired skills, students are expected to document the biological world and communicate concepts using strong visual imagery. Photographic techniques and historical examples are learned and applied. Students are evaluated based on their successful completion of a series of project based assignments, participation, and their ability to effectively convey biological principles through photography. Prerequisites: at least one introductory level biology course and one photography course or permission of instructor. Students will be expected to provide their own camera for the course; a digital camera with interchangeable lenses is recommended.
BLOOD: SUBSTANCE & SYMBOL Heath Cabot Course limit: 20 Blood is a substance with profound imaginative and social power. It ties people together, even when it is spilled. And just as blood produces social bonds, it also divides people and groups according to notions of family, race, and nationhood. Blood both sacralizes and pollutes, entices and disgusts. Blood infects; it also makes people swoon. It also — these days — guarantees instant bestsellers. How can this fluid (mostly water, as we know) do such important social and symbolic work? This course takes blood as a thematic through which students can explore topics that have long been (and continue to be) at the center of cultural and social theory: kinship and blood ties, race, nationhood, pollution, infection and contamination, and rituals of incorporation and transformation (including, perhaps, the current fascination with vampires). Due to the course’s theoretical focus, class is structured around close readings of major contributions to these topics, as well as films. Readings represent a range of disciplinary approaches, including anthropology, political philosophy, cultural studies, and even classics. Students engage carefully with the material both through participation in-class and through outside written assignments. Evaluation are based on
HUMAN STUDIES participation (which includes attendance), a presentation, and on assignments conducted outside of class. The course is open to all students, but participants should be prepared to read complex material with care and attention, and should be comfortable in constructing written analyses based on multiple readings.
BREAD, LOVE, & DREAMS Bill Carpenter Course limit: 20 Cost: $20 This course is an introduction to the unconscious. It begins with the problem of knowing something which by definition is unknown. It then proceeds to examine two classic approaches to the unconscious: dreams and love. Students are expected to keep dream notebooks and to recognize their own unconscious life in the light of readings. Readings start with the unconscious in its classical formulation according to Freud and Jung. We read The Interpretation of Dreams and Two Essays in Analytical Psychology. We consider these themes in fiction using Henry James’ The Beast in the Jungle. We then move to contemporary writers, particularly James Hillman’s The Dream and the Underworld, Michel Foucault’s History of Sexuality, and consider some of the negative implications of the material in Elaine Scarry’s The Body in Pain. The writing part of this course is done in pairs, with groups of two students cross examining each other’s dream notebooks and self analysis. Prerequisites: a course in literature or psychology. Offered every other year.
BUSINESS & NON-PROFIT BASICS Jay Friedlander Course limit: 18 Anyone involved with for-profit or non-profit enterprises needs to understand a variety of interdisciplinary skills. This introductory course introduces students to marketing, finance, leadership, strategy, and other essential of knowledge needed to run or participate in any venture. This course is meant to build basic skills and expose students to a variety of business disciplines. This course is required for all future business courses.
CALL OF THE LAND: AGRARIAN ARTS & WORDS Molly Anderson Course limit: 16 Cost: $35 In a recent video produced for Maine Farmland Trust, a young farmer comments, “Deep down, everybody wants to be a farmer.” Many COA students would agree, but why is farming so
appealing to us? What does is mean to have a connection with land? What has United States society lost as people have lost their agricultural roots and connections with how and where food is produced? This course explores the influences of agrarian thinking and arts on United States society and our current views of farming and land. We trace the rise of agrarianism from the Tao and Virgil’s Georgics through modern agrarians, such as Wendell Berry, Norman Wirzba, Barbara Kingsolver, and Vandana Shiva. We look closely at the intersection between the agrarian ideal and sustainability, and how agrarian ideals have fed political protest movements such as the Grange Movement and Farmers Alliances since the late s. Although the main focus of the course is on agrarian essays and other prose, we incorporate ways visual arts, fiction, and music have reflected and shaped the ways perceptions of land and agriculture have developed. Guest lectures by several faculty and people outside COA complements class discussions and activities. The class may take a weekend trip to visit art museums in New England with collections of farm landscape paintings (such as the Farnsworth in Rockland, Maine; the Museum of Fine Arts in Boston; and the Wadsworth Atheneum in Hartford). Students are evaluated on participation, discussion, required essays throughout the term, and regular journal entries. Each student selects a medium and theme to explore in depth for a final presentation.
CHANGING SCHOOLS, CHANGING SOCIETY Bonnie Tai Course limit: 15 Cost: $20 How have schools changed and how should schools change to ensure “the good life?” This interdisciplinary, team taught course examines the potential and limits of a human ecological education as an instrument of enlightened progress and lasting positive social, cultural, and environmental change. It explores three essential questions about education and its relationship to human development and social progress. Looking at the role of formal educational institutions and their relationship to government and other social institutions: what is the role of schools in development and social change? Considering the role of teachers as agents of change: what is the role of the teacher in school/ organizational change and community development? And finally, reflecting on our subjective motives for working in the field of education: why do you want to become an educator? Throughcourse activities such as service learning in schools and group project work on a contemporary educational phenomenon (e.g., school choice, new technologies for learning, single sex
HUMAN STUDIES education), students learn how educational policy at the federal, state, and local levels impacts teaching and learning, investigate the moral dimensions of the teacher student relationship, and reflect on the construct of teacher learners. Students are introduced to a variety of educational research methods (i.e, ethnography, case study, quasi experimental, correlational) that allow critical analysis of the knowledge base that strives to impact educational policy and practice. Evaluations are based on participation, reflective writing, service learning, and group projects and presentations.
CHILD EDUCATION & DEVELOPMENT Ken Hill Course limit: 15 Cost: $30 How does a child think? What causes him/her to learn? What educative approaches work best with young children? These questions and more will be explored through readings, lectures, field observations, and planned class activities. This course provides an introduction to early childhood education (preschool to middle school). Theorists such as Piaget, Vygosky, Montessori, Gardener, Freud, Erikson, Gilligan, and Kohlberg will be used to examine physical, mental, emotional, moral, and social aspects of childhood growth and development. We examine how questioning, peer influences, parenting approaches, media, and society play into childhood learning. The primary modes of instruction for this class are lectures, classroom discussions, field observations/reflections, and cooperative learning activities. Short reflective papers, an observational journal, and a class project will be used to assess student learning.
CHILDREN’S LITERATURE Ryan Siobhan Course limit: 15 This course is a broad overview of children’s literature and its place in the elementary school classroom. It examines the range and trends in literature for children that includes all genres, prominent authors, illustrators, and awards, critical evaluation, and integration into instruction across the curriculum. Students participate in and design lessons which incorporate or extend children’s response to literature. Students survey poetry and media appropriate for elementary students. Students read an extensive amount of children’s literature, keep a response journal, develop an author study, and create a teaching unit using children’s literature.
CHINESE PHILOSOPHY John Visvader This is a course in the study of Chinese philosophy and culture. The philosophies of Confucianism, Taoism, and Buddhism are examined in detail and their influence on the arts and culture of China are explored. Eastern and western views on nature, human nature, and society are compared and contrasted. Offered every other year.
CITY/COUNTRY: LITERARY LANDSCAPES 1860–1920 Karen Waldron Course limit: 15 This class focuses on American fiction from the Realist/Naturalist period (roughly –), a time when enormous changes were occurring in and on the American landscape. Increasing urbanization, immigration, and industrialization corresponded both with a desire for “realistic” fiction of social problems, and nostalgic stories of a more “realistic” rural life. For the first time there was a national literature, resulting from the capabilities of large publishing houses, urban centers, and mass production — but this national literature was acutely self conscious of regional differences, and especially of the tension between city and country. As writers tried to paint the American landscape in literature, their works subsumed major social issues to place and formal arguments about the true nature of realistic description. Examining works that portray factory towns, urban tenements, Midwestern prairies, New England villages, and the broad spectrum of American landscapes, we look at how a complex, turbulent, multi-ethnic, and simultaneously urban and rural American culture defined itself, its realism, and thus its gender, class, race, and social relations and sense of values, against these landscapes. There are two extra, evening classes during week seven (Short Fiction Week), and a modest lab fee. Evaluations are based on weekly response papers, two short papers, and a short fiction project, as well as class participation. Prerequisites: Writing Seminar (or equivalent).
CLASSIC SHORTS: CHANGING WEATHER Candice Stover Course limit: 15 Cost: $25 Weather as fact. Weather as atmosphere. Weather as metaphor. The seasons of change on our planet, in a lifetime, evolving. Heat, dust, natural disasters, questions of fertility, water, human intervention. Who survives what, what grows or doesn’t, where and how. The short story offers a lens on
HUMAN STUDIES all of these, and the elements encountered in this section of Classic Shorts will lead into discussions meteorological, contemplative, and literary. What happens if the sky starts raining yellow dust fallout or pollen? Who is or isn’t on the Moscow train the summer a family lives in a village house fifty feet from the railway station and why does this summer, this setting, matter? Bonfire conversations on a beach following an earthquake in Japan, lies that lead to truths and layers of memory in the chill of an Etruscan museum, dark storms and unexpected harvests in a Pakistani servant girl’s life, an Irish spring and the healing destinations of a priest on someone else’s wedding day — these are among the stories the class discovers and explores as architecture in this genre William Trevor calls, “the art of the glimpse... an explosion of truth... concerned with the total exclusion of meaninglessness” and which Margaret Atwood describes as, “a score for voice... keeping faith... with the language... told with as much intentness as if the teller’s life depended on it.” Seeing and articulating what we believe about how each story is made — its characters and landscapes, gestures and metaphors, the instincts and technical decisions behind every page is part of our daily weather. Students are expected to gather and develop critical inquiries story by story, with a midterm conference and final paper (original short story option encouraged) required. Evaluations are based on the attention to language as precision and possibility in this deliberately contained form — what level of risk, what quality of articulation, and follow through to see and shape a story? Students should come prepared to read closely, discuss openly, and experiment in the art of the glimpse.
CLASSIC SHORTS: WHAT’S ON OUR PLATES Candice Stover Course limit: 15 Questions of appetite. Questions of sustenance. Questions of nurturing. What’s on Our Plates is filled with such questions, with food as primary source and sensual delight, with food as geography and climate, culture and economy, fact and metaphor. The short story writer who includes anything about what’s on plates also invites one to consider food memories and associations of every kind: where food comes from, who prepares it and how, who we do or don’t share it with, what grows where in a season of bounty, what’s absent in a time and place of deprivation, drought, violence. The stories read include a devastating announcement at a family luncheon in Brazil, the diets of a fat girl who hungers for love, what’s on the menu at a backyard restaurant in a mid level Haitian slum, a journey to a shrimp shack south (south!) of New Orleans, a
roof top job for a California grocery journey to a shrimp shack south (south!) of New Orleans, a roof top job for a California grocery store, an anorexic’s visit to a hammam in Paris, the slaughtering of a pig post Chernobyl, and a monkey in an Argentinean kitchen. The focus on this genre — the one William Trevor calls, “the art of the glimpse” — will also provide many different tastes of how writers develop a scene, simmer a metaphor, and serve us as readers discovering and naming some of fiction’s truths. Please come prepared to read closely, discuss openly, and experiment in the art of the glimpse. Critical inquiries, midterm conference, and final paper (original short story option encouraged) required.
CLIMATE JUSTICE Doreen Stabinsky Cost: $10 Climate change is one of the largest and most difficult challenges faced by contemporary societies. The challenge has multiple facets: environmental, social, political, economic — each with its own complexities. This course focuses primarily on the social, political, and economic components of the climate problem, framed by the concept of climate justice. In the introductory section of the course students are introduced to basic conceptions of justice, the latest findings of climate science, and possible impacts on regional scales, as well as the ongoing intergovernmental climate negotiations under the UN Framework Convention on Climate Change. Primarily, this course is dedicated to understanding the concept and implementation of climate justice: the costs of climate change and the efforts to address climate change could or should be distributed between rich and poor, global north and global south, and what are the possible means whereby those costs might be collectively addressed through an intergovernmental agreement. Students will be evaluated based on regular quizzes, several short papers, class participation, and a final synthetic paper or project.
COA’S FOODPRINT: OUR LOCAL FOOD SYSTEM Molly Anderson Course limit: 15 Cost: $25 The food supply for most cities and small towns in the United States depends on food raised as efficiently as possible, manufactured into forms that are less perishable, and shipped long distances from centralized warehouses. This food system is largely responsible for some of the nation’s largest and most troubling environmental and social challenges, from water pollution, to obesity, to climate change.
HUMAN STUDIES This course is designed to provide students with the background and skills to analyze local food systems by examining the backstory and impacts of food system choices at COA. Where does COA’s food come from? Can we produce more of our own food? Should we? What are the impacts of the food purchasing and consumption decisions we make at COA, and what is the rationale and regulations behind purchasing decisions? How do impacts differ when foods are sourced from COA’s farms, locally, within the state, or internationally? Students in this class work with the dining hall and farm managers to analyze current practices and examine alternatives. The particular emphasis of this course varies from year to year, and students build on analyses done in previous years. Topics and issues addressed include: life cycle analysis to compare environmental and social impacts of different production and consumption options; basic nutrition principles; food standards and regulations as they apply to campus dining facilities; motivations for food choices and how people acquire them; social marketing; and local supply and demand for food grown with environmentally or socially responsible methods (including foods grown on COA’s farms). In carrying out research projects, students learn skills such as: descriptive statistics and data analysis, life cycle analysis, survey design and interpretation, and qualitative research methods. Surveys and exploration of social marketing will provide opportunities to consider ethical research guidelines and apply or institutional review. Students are evaluated on participation in team projects which groups design and implement. Each team prepares a written research report and also presents work orally at the end of the term. In addition, students are evaluated on participation in field-trips and seminar-style discussions and several short writing assignments. Prior coursework in food systems, agroecology, business, or economics is recommended.
COLD WAR: EARLY YEARS Jamie McKown Course limit: 20 Cost: $20 This course provides a broad historical overview of the early years of the Cold War period that shaped global politics generally and American foreign policy specifically. Beginning in the s and leading up to Richard Nixon’s election in we will examine the diplomatic relationship between the United States and the Soviet Union and how this relationship has impacted state actors, economic policies, cultural production, and conceptions of identity. While there is a heavy focus on traditional state level diplomatic history, students
also explore a broad array of methodological approaches. Class sessions include a mix of traditional lecture formats, class discussion, and outside presentations. An evening lab is scheduled in order to screen a variety of cultural artifacts from the various periods we cover. The primary goal is to give students an intensive –week crash course into key events, concepts, figures, etc.. that defined the early decades of Cold War diplomacy. At the same time there is also time allocated for students to explore their own independent research interests. Given the far reaching force of Cold War politics into everyday life, individuals with widely varying academic interests find the course informative and productive. Evaluations are based on a mix of participation, research assignments, and exams. All students, regardless of previous coursework, or interests are welcome.
COLD WAR: THE LATER YEARS Jamie McKown Course limit: 20 Cost: $20 This course provides a broad historical overview of the late years of the Cold War that shaped global politics generally and American foreign policy specifically. Beginning with the election of Richard Nixon’s in and following up to today, we focus on the diplomatic relationship between the United States and the Soviet Union/ Russia and how this relationship has impacted state actors, economic policies, cultural production, and conceptions of identity. While there is a focus on traditional state level diplomatic history, students also explore a broad array of methodological approaches. Class sessions include a mix of traditional lecture formats, class discussion, and outside presentations. An evening lab is scheduled in order to screen a variety of cultural artifacts from the various periods we cover. The primary goal is to give students an intensive –week crash course into key events, concepts, figures, etc.. that defined the later decades of Cold War diplomacy. At the same time there is time allocated for students to explore their own independent research interests. Given the far reaching force of Cold War politics into everyday life, individuals with widely varying academic interests find this course informative and productive. Evaluations are based on a mix of participation, research assignments, and exams. While this class is designed to compliment the topics covered in The Cold War: Early Years, students are not required to have had this class. All students, regardless of previous coursework or interests are welcome.
COLLABORATIVE LEADERSHIP Ron Beard Cost: $20 Leadership skills that help people come together to solve problems and take advantage of opportunities are essential in a complex world. This course provides a context for collaborative (or facilitative) leadership, drawing examples from community settings, non-profit organizations, and for-profit businesses. Collaborative leadership leads to productive and supportive relationships; jointly developed goals and structure; and shared responsibility for achievement. In this class students study useful strategies and techniques for involving stakeholders, building consensus, laying out a problem solving process, facilitation of that process, and drawing in the full experience, knowledge, and wisdom of participants. Students write a final paper (or participate in a group project) to integrate results from interviews and opportunities to shadow local leaders, class discussions with guests and the instructor, and material from assigned readings. This course is designed to include both COA students and community members.
COMMUNICATING SCIENCE Anne Kozak Course limit: 12 Cost: $20 This course is designed for science students developing their research skills working on research projects for a principal investigator; specifically this course improves the students’ writing ability and introduces them to writing for a scientific community. The course involves learning to write abstracts and literature reviews, and understanding the protocols for writing a scientific paper based on lab or field data. In addition, students prepare a digital presentation of their research to present at a meeting or conference such as the annual meeting. Students work with both the instructor and the paper's principle investigator. Prerequisites: signature of instructor. Offered every other year.
COMMUNITY PLANNING & DECISION MAKING Rich Borden & Isabel Mancinelli Cost: $40 Albert Einstein once observed that, “No problem can be solved from the same consciousness that created it. We must learn to see the world anew.” If Einstein’s idea is accurate about how humans understand the universe, it is likewise true of how we plan and manage our relationships with the environment. One of the primary aims of human ecology is to explore new ways to envision human environment relations. Within its integrative
perspective, scientific knowledge and human aesthetics can be combined in ways that enrich human communities as well as value and protect the rest of the living world. The purpose of this course is to provide students with a foundation of theory and practical skills in ecological policy and community planning. A broad range of ideas and methodologies will be explored. Using real examples of current issues — such as sprawl, smart growth, gateway communities, watershed based regional planning, land trusts, and alternative transportation systems. Leaders who make changes on the local and state level also join our classroom. We also examine emerging methodologies that emphasize participatory planning, community capacity building, and empowering marginalized groups. These models and ideas are be further compared with prominent approaches and case studies from elsewhere around the country. As a part of current ideas about community planning and policy, the course also introduces small group collaboration techniques, and the use of computers to enhance complex decision processes. A field component takes advantage of varied external opportunities — including town meetings, conferences, and public events. Evaluations are based on participation, short research papers, and a group project.
POLITICS: COMPARATIVE MODELS, STRUCTURES & CASE STUDIES Jamie McKown This course is a broad overview of models of government practiced across the globe. We ask a variety of questions about what it means to compare governments. How do models reflect varying histories, priorities, and outcomes? How does the structure of government adapt to, and have an influence on governing culture in particular settings? Is it possible to say that some models are better? What do we mean by “government” in the first place? Course readings include a combination of case studies from across the globe as well as broader secondary texts related to theory and method. The class explores traditional models to government, how models are practiced in various contexts, the relationship of governance culture and civil society to the structural elements of government, and the possibility of new methods for approaching the question of a just government. Evaluations are based on participation, assignments, presentations, team projects, and a research report. No experience in political science, government, international affairs, or related coursework is necessary. This is an ideal course for students planning to take intermediate and advanced courses in governance, politics, international relations, diplomacy, political philosophy, etc.
CONFLICT & PEACE Gray Cox How does conflict arise and how is it best dealt with? What is peace and how is it best arrived at or practiced? This course combines a study of major theoretical perspectives with lab work practicing skills and disciplines associated with different traditions of conflict resolution, conflict transformation, and peacemaking. Readings include Roger Fisher, William Ury, Gandhi, Thich Nhat Hanh, Walter Wink, Gene Sharp, Dorothy Day, Elise Boulding, Gray Cox, and others. Lab work involves role plays, case studies, workshops with visitors, and fieldwork. The course involves one, mandatory, weekend long workshop. Offered every other year.
CONTEMPORARY CONTINENTAL THOUGHT Gray Cox Course limit: 20 Cost: $20 This course examines pivotal works and ideas of late th and early st century continental thinkers. It will take a collaborative, seminar approach to key works including Derrida on Differance, Cixous and Derrida’s Veils, Deleuze and Guatarri’s Anti Oedipus, Lyotard’s The Post Modern Condition, and Zizek’s The Sublime Object of Ideology as well as shorter essays by other writers such as Foucault, Badiou, Baudrillard, Habermas, and Harraway. Students and the instructor take turns leading analyses of texts, their contexts, and their significance. Students also are required to do short weekly writings with a major term paper on an author and topic of their choice. Evaluations are based on participation as well as the creative, insight, and clarity of analysis in work leading class sessions, short essays, and the final paper. The course presupposes some familiarity with philosophical traditions to which these writers respond and an ability to engage in careful analysis of very challenging texts. If necessary the class the will be subdivided into sections to insure that students have a small seminar experience that is appropriately challenging for their level of skill and background. Writing focus optional.
CONTEMPORARY CULTURE & THE SELF Elmer Beal Course limit: 20 This course introduces concepts in anthropology; explores the relationship of the collective aspects of culture to the individual; and examines behavior as a consequence of biology or culture. Half the classes focus on a text (An Introduction to Cultural Anthropology, 5th ed. by Marvin Harris) which
compares aspects of human culture at different times and in different parts of the world. The other classes focus on three novels: The House of the Spirits by Isabel Allende, The Shipping News by E. Annie Proulx, and The Woman Warrior by Maxine Hong Kingston. These novels are read as sources of cultural information about individuals from different societies. Two autobiographical papers examine students’ own enculturation. Evaluations are based on participation in class, the two papers, a midterm and a final exam. Offered every fall.
CULTURE CONTEMPORARY OF MAINE ORGANIC FARMERS Elmer Beal How does organic farming fit into American culture? Who are the people who do it? How did they learn what they need to know? Are they different in any significant way from other Americans? If so, on what is that difference based? What role does culture play in the ecosystems of organic farms? In this course we explore the relationship between culture and ecosystem through field experience. Though the culture of the United States has many shared elements, it also contains distinctive elements, some of which are based on the subsistence activities of sub cultural groups. We hypothesize that particular subsistence activities and the other ecosystem elements in which those activities take place may make specific demands on the sub culture in the realm of values, ideology, social organization, kinship and marriage, language, technology, and so on. While most Americans don’t earn their livings from natural resources, there is a growing concern with the health of natural systems. And those who do make their livings from natural resources may possess knowledge and perspectives about nature which are neither understood nor appreciated by the general populace. Many students have not been exposed to the sub-culture of organic farmers, and so these must be contacted in person, a relationship established, questions asked, answers recorded. This entails preparation for fieldwork — understanding of the basic concepts of culture, enculturation, ethnocentrism, cultural relativism, and some elements of interviewing. Further, many of the ideas, both philosophical and practical, which may seem common place to many organic growers are new to us, and so are explored in the reading and class discussions. Field trips are organized to meetpeople with whom the instructor has already established a rapport. Each interview entails a full class session of preparation which is followed on alternate class days by a field trip. Participants use background readings and discussions to focus their questions. We attempt to get a complex and holistic
HUMAN STUDIES view of what it is like to farm organically and to build a lifestyle with that basis. Students are evaluated on participation and on a journal which includes transcriptions and interpretations of notes from the field trips and readings.
PSYCHOLOGY: CONTEMPORARY BODY, MIND, & SOUL Rich Borden Course limit: 15 Cost: $25 This course explores current theories, research, and ideas in psychology. The core themes of body, mind, and soul all have a long history of psychological inquiry associated with them. Yet they are every bit as vital and important today. Some of the most influential authors in the field continue to struggle with these classical philosophical questions — and with ways to incorporate state of the art research on them. In this class, we read and discuss at least one major new book on each theme. Ideas from these perspectives are compared, contrasted and critiqued. In the final portion of the class, we look especially at ways in which all three themes can be integrated — not only in academic psychology — but within our own experience. Evaluations are based on careful reading of all materials, participation, a series of short papers, and an end of term presentation and final paper in each student’s area of personal interest. Prerequisites: some background in psychology.
SOCIAL CONTEMPORARY MOVEMENT STRATEGIES Gray Cox Course limit: 15 Cost: $25 When groups organize others to promote social change, what alternative strategies do they employ and how effective are they in varying circumstances? Can any general principles or methods for social change be gleaned from the successes and difficulties encountered in various social movements around the world? We use Bill Moyer’s Doing Democracy and a series of other theoretical readings to look at general models and strategies. And we use a series of case studies including, for instance, the Zapatistas, Moveon.org, the liberation of Eastern Europe, the United States Civil Rights Movement, the anti-globalizaton movement, the Breast Cancer social movement, and the Gay and Lesbian movement. Students write a series of short analyses of cases considered in class and do extended case studies on their own. Evaluations are based on the quality of participation, research, and writing.
CONTEMPORARY WOMEN’S NOVELS Karen Waldron This course selects from among the most interesting, diverse, and well written of contemporary women’s fiction to focus on questions of women’s writing (and how/whether it can be treated as a literary and formal category), gender identity and women’s issues, and the tension between sameness and difference among women’s experiences, and narrations of women’s experience, around the world. The course begins by examining two relatively unknown yet rather extraordinary novels from earlier in the twentieth century: Alexandra Kollantai’s Love of Worker Bees () and Sawako Ariyoshi’s The Doctor’s Wife (). After these, we read from truly contemporary authors and quite varied authors published within the last twenty years, like Buchi Emecheta, Gloria Naylor, Ursula Hegi, Nawal El Saadawi, Sue Grafton, Graciela Limon, Tsitsi Dargarembga, Barara Yoshimoto, Dorothy Allison, Rose Tremain, Julia Alvarez, Leslie Feinberg, April Sinclair, and Achy Obejas. Students each choose an additional author to study and read a novel outside of class. An extensive list of authors is included in the syllabus. Evaluation be based on class participation, either two short papers or one long paper on works discussed in class, a presentation to the class of the outside novel, and a final evaluation essay. Prerequisites: a previous literature course and signature of instructor. Offered every other year.
CORN AND COFFEE Todd Little-Siebold Course limit: 12 Cost: $50 This course explores the rich history of Guatemala through the lens of two vital products: corn and coffee. The crops provide insight into the global and local dimensions of both historical and contemporary reality there. The course will cover the history of Guatemala from pre-contact native society through the myriad changes wrought by colonialism, decolonization, the rise of the modern nation state, and the transformations associated with the rise of coffee as a major export crop. Corn and coffee provide a convenient vantage point from which to examine the social, economic, and cultural dynamics of native society and the globally connected production of coffee. The course moves from a broad macro perspective on each crop to an intensive exploration of how both are produced in Guatemala. In this way, class participants look at global historical trends in consumption and how they have played themselves out in local communities. The class simultaneously looks at the
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HUMAN STUDIES counseling in a complex world; and a reflection on the changing perspectives and practices in counseling including pluralism and diversity models. Students will begin to develop their own perspective of counseling through lectures and discussion, demonstrations, guest speakers, case studies, mock counseling sessions, reading, and writing papers. Experiential learning, through mock counseling sessions, with feedback from classmates and the instructor, will be stressed. Evaluation will be based on written assignments, class participation, and independent research. Prerequisites: a psychology class and signature of instructor.
DESTRUCTION: CREATIVE UNDERSTANDING 21ST CENTURY ECONOMIES
processes at work in pueblos throughout Guatemala that root the corn economy into rich cultural and social dynamics that are at the core of communal life. Using the two crops as a starting point, the class develops the student's holistic and synthetic understanding of how Guatemalans live their everyday lives embedded in intensely local realities even as they experience much larger national and international processes. The course emphasizes attention to the broad global dimensions of corn and coffee’s production as well as the fine grained study of Guatemala’s socio-cultural life in historical and anthropological perspective. Through book discussions, this seminar-style course seeks to provide students with deep insight into historical Guatemala while maintaining a sense of the global and regional context. Intense readings provide students with snapshots of trends in both history and ethnography while broader synthetic analyses of both corn and coffee embody more popular approaches to the topic. Students lead discussions of the readings, write short synthetic essays, and undertake a research project. Prerequisites: Native Empires to Nation States, Articulated Identities, or American Worlds and signature of the instructor.
COUNSELING PROCESS (INTRODUCTION TO) Ken Hill Course limit: 15 This is intended as a survey course that will survey the contemporary theories, issues, and techniques of professional counseling. In brief, topics to be considered in this course include: the legal and ethical responsibilities associated with professional counseling); the assessments of differing therapeutic approaches (theories and techniques) to the
Davis Taylor Cost: $20 Joseph Schumpeter in used the phrase creative destruction to describe the process by which capitalism creates vibrant economic growth and new technologies and modes of production, but in doing so destroys organizations and relationships linked to older technologies and modes of production, often with adverse effects on individuals and communities. Observers feel that Schumpeter’s description is even more appropriate today, as information technologies and the long arm of multinational capitalism create new potential for economic growth and improvement in living standards, while rapidly altering social and environmental relationships. This marginalizes communities unable/unwilling to adapt, and exacerbates existing inequalities. The course informs students of dynamic issues surrounding st century capitalist economies (including advanced, developing, and robber/crony capitalisms) using an institutional approaches. The course focuses on using a variety of approaches to understanding economic phenomena, and focuses less on imparting the standard body of neoclassical theory (although the latter will be used where appropriate). Fundamental capitalistic structures and processes are examined and contrasted with traditional and command economies. Attention is given to the role of multinational corporations in the global economy. Other topics include technology, stock markets and investing, money and central banks such as the United States Federal Reserve, business cycles, unemployment and inflation, trade and currency issues, consumerism and the nature of work, and other topics students collectively wish to explore. Student evaluations are based on multiple diagnostic tools, possibly including quizzes, reading questions, a current event portfolio, written book reviews or issue analysis, and oral exams.
STUDENTS WORKING IN THE CAMPUS COMMUNITY GARDENS
CREATIVE WRITING Bill Carpenter Course limit: 10 This class concentrates on the theory and practice of poetry and short fiction, and there will also be a place for students who attended the Starting Your Novel course to finish up. Our goal is to develop the skills of verbal craftsmanship and self criticism. Class meetings combine the analysis and critique of individual students writing with the discussions of published works by other writers. Frequently, we also discuss matters of standards, the creative process, and the situation of the writer in the contemporary world. Students are expected to submit one piece each week, to participate in class response to fellow writers, to make revisions on all work, and to contribute their best pieces to the printed class anthology at the end of the term.
CROSS CULTURAL AMERICAN WOMEN’S NOVELS Karen Waldron Course limit: 15 This is an intermediate/advanced course in which students explore in depth the connections between and among modern and cross cultural women’s novels, primarily those written in the now, very multicultural, United States. We strive to make connections between texts so as to better understand the nature of and any patterns or themes that shape women’s and cross cultural fictional narration. Historical perspective, cultural differences, and gender roles are all considered as we analyze recent women’s fiction by such authors such as Toni Morrison, Maxine Hong Kingston, Gloria Naylor, Linda Hogan, Julie Shikeguni, Jamaica Kincaid, Nora Okja Keller, Cristina Garcia, Jhumpa Lahiri, and Sigrid Nunez. Participants read carefully, prepare and ask questions of each other, write frequent response papers, and carry out a sustained independent project to be presented to the group. The outside project focuses on one or more additional texts that may be fictional,
theoretical, cultural, or historic. The group presentation places outside texts into broad cultural and historical perspectives and/or discusses them as trends in women’s literature, immigrant literature, women’s literature of the United States, multicultural narratives, or some other course theme. Selection of the outside text gives participants the opportunity to fill in perceived gaps in reading or explore a particular narrative or cultural form in depth. The reading load for this course is intense. Evaluations focus on preparation, participation, insight, critical thinking, response papers, and the outside project — both its oral presentation and development in an appropriate form (visual, narrative, analytic, curricular, etc.). Prerequisites: a previous literature course and permission of instructor; Contemporary Women’s Novels recommended.
CURRICULUM DESIGN & ASSESSMENT Bonnie Tai Course limit: 12 Human ecologists who educate, embrace not only the interdisciplinarity of knowledge, but also the complexity of individual student development in political school environments. This course focuses on two essential nuts and bolts of teaching: curriculum design and assessment. How can a teacher learn what students know, how they think, and what they have learned? How can a teacher use this knowledge of students and subject matter to plan learning experiences that engage diverse interests, adapt to a wide range of learning styles and preferences, accommodate exceptional needs, and meet state mandated curriculum standards? This course is a required course for prospective secondary school teachers that provides an introduction to the backward design process and diverse assessment strategies. Students engage in examining theory and practice designing and implementing curricula and assessments. A service learning component provides students with the opportunity to observe and participate in a variety
HUMAN STUDIES of assessment methods in the subject they aim to teach. The final project is a collaboratively designed, integrated curriculum unit, including lesson plans and assessments. Evaluations are based on participation, reflective writing, individually designed lesson plans and assessments, and the final project. Prerequisites: Supporting Students with Disabilities in the Regular Classroom.
DEBATE WORKSHOP Jamie McKown Course limit: 10 This class will be conducted as a workshop with an emphasis on providing students with an opportunity to engage in various forms of public debate and argumentation. The majority of work related to the class will be spent participating in hands-on debate and argument practice. Students will get the chance to take part in wide array of debate formats covering a broad spectrum of topics and themes. In many instances decisions about topics will be student driven and guided by events external to the class. Along with the instructor, students will work together to refine argument structure, strategic argument selection, research practices, presentation skills, and audience analysis. In addition, students will also examine various historical accounts of academic debate practices and the theoretical/social context that gave rise to them. Previous debate and/or public speaking experience is not required. Students of all academic interests and backgrounds are encouraged to participate. Students will be evaluated on their participation in class, completion of process based assignments, collaboration on team projects, and several individual reports that require outside research. At no point will the final evaluation of students be tied to any standard of what constitutes a “good” debater in a competitive sense. Students who feel that they are less proficient in the areas of argument and public communication should not be worried that this would somehow disadvantage them in terms of grading. While there is no set lab, this class will require a good deal of time commitment outside of the traditional classroom environment. This includes research on the debate topics as well as actual performance time.
ECONOMICS ECOLOGICAL (ADVANCED SEMINAR IN) Davis Taylor Course limit: 12 This seminar explores selected themes in ecological economics, which is both the economics of sustainability as well as a paradigmatic approach distinct from the mainstream neoclassical approach to the
study of economic activity. At first we define and outline ecological economics. We use the remainder of the term to explore topics of student interest, focusing on three to five major themes. Possible themes include: methodological issues (post normal science, transdisciplinarity); biophysical constraints to economic growth (entropy, technological pessimism, capital substitution, critical natural capital, resource peaks); sociocultural impacts of economic growth (consumption, happiness studies); energy and resource flow analysis (entropy); system dynamics (steady state economy, resiliency, degrowth); measurement issues (growth versus development, ecological footprint, Index of Sustainable Economic Welfare); institutional arrangements (adaptations of ideas from Douglass North); trade and development (embodied trade, pollution havens); community sustainability; philosophical issues (Buddhist economics, homo economicus); and historical issues of sustainability (Malthusian perspectives, Jevon’s Paradox). Evaluations are based on an exam at the end of the introductory phase, an article précis, and a final poster presentation. Prerequisites: one term in intermediate neoclassical economics.
ECOLOGY & EXPERIENCE Rich Borden Course limit: 15 Cost: $25 Ecology is sometimes considered a subversive subject — the more humans learn about the living world, the more we are challenged to reexamine many of our fundamental beliefs. According to this perspective, ecology provides a complex mirror for humans. In its reflection we glimpse at a different understanding of our place in the world. Age old concerns return to consciousness: questions about insight and responsibility, the relation of spirit and matter, issues of meaning, purpose, and identity. In short, the science of ecology has given birth to an entirely new approach to psychology. The purpose of this course is to examine a cross section of new ideas along this interface. Some ideas draw on clues from deep in our evolutionary past. Other questions explore what we know from ecology about living more fully in the present — or ways that ecology can enrich our imagination of the future. Readings for this class are drawn from primary sources in a variety of fields with a focus on the relationships of mind and nature. The course is taught in an interactive, seminar-style with participants sharing summaries of readings, individually and in teams. Two short papers and one end of term long paper are required. Preference is given to students with background or strong interests in psychology and/or ecology.
DEVELOPMENT: ECONOMIC THEORY & CASE STUDIES Davis Taylor Course limit: 15 Economic growth in the developing world has lifted millions out of poverty at the same time that misguided attempts at widespread application of generic economic development theories has impoverished millions. As a result of this tragedy, new approaches and methodologies to economic development are emerging, and represent some of the most important, dynamic, and controversial theories in all of economics. This course examines these new perspectives on economic development. We will briefly contextualize the new by reviewing “old” economic development, then move on to theories that emphasize very place based, country specific approaches to how economies develop; this will involve examining the specific roles of capital accumulation, capital flows (including foreign exchange, portfolio capital, foreign direct investment, and microfinance), human capital, governance, institutions (especially property rights, legal systems, and corruption), geography and natural resource endowments, industrial policy (e.g. free trade versus dirigiste policies), and spillovers, clustering, and entrepreneurship. The course will involve a rigorous mix of economic modeling, careful application of empirical data (including both historical analysis and cross sectional studies; students with no exposure to econometrics will receive a brief introduction) and country studies. Evaluation will be based on classroom participation, responses to reading questions, short essays, and a final project consisting of an economic development country study of the student’s choice that demonstrates application of theoretical concepts to the real world. Prerequisites: one economics course, signature of instructor.
GLOBAL ISSUES ECONOMICS: (INTRODUCTION TO) Davis Taylor Course limit: 15 This course gives students currency in the leading economic theories (models, concepts, vocabulary, etc.) used in the analysis and policy for-mation regarding domestic economies and international economic relations, with an emphasis on applications in the realms of globalization, international environmental politics and policy, and other majorinternational issues. Topics include an introduction to competing economic perspectives, alternative normative criteria (e.g. efficiency, distribution, sustainability), markets, supply and demand, basic macroeconomic variables, aggregate supply and demand, and monetary and fiscal
policies. We use these ideas as a basis to explore additional theories such as international dimensions of economic development, comparative advantage, and trade theory; tariffs and non-tariff barriers to trade, trade agreements, and economic integration; international finance (currency markets, exchange rate regimes, currency crises, moral hazard), speculative bubbles, and economic crises; foreign direct investment, outsourcing, and labor standards; migration, and international environmental issues (e.g. public goods, open access, and the Coase Theorem). The course includes a mandatory lab session that emphasizes problem solving methods and use of models. Evaluations are based on weekly homework assignments emphasizing technical proficiency in basic mathematical modeling, along with four quizzes, and participation.
GLOBALIZATION ECONOMICS: (ADVANCED SEMINAR IN) Davis Taylor This seminar uses the topic of economic globalization as a context in which to learn, tinker with, and critique a wide range of microeconomic, macroeconomic, and economic development theories, models, and empirical evidence. There is no general economic theory of globalization, so our coverage will necessarily be eclectic, selective, and largely based on student interests. As a departure point for using economics to explore the contours of globalization, we employ a rubric encompassing five themes: fundamental processes (such as economic growth and population dynamics) that lead to economic globalization; studies of the flows of economic inputs and products (addressing capital flows and controls, migration and remittances, international commodity markets, and trade and trade imbalances); the institutions and governance that influence economic globalization (such as preand post- colonial institutions, corporate structure and governance, and the roles of the and ); inequality (addressing global class structure, foreign aid and sovereign debt, and gender issues); and crises (currency crises and contagion, the recent financial crisis). Evaluations are based on participation in extensive discussions in and out of the classroom, submission of précis and problem sets, and a synthetic capstone essay. Prerequisites: courses in intermediate economics and international issues or equivalent, and permission of instructor.
EDUCATIONAL INNOVATION Linda Fuller Course limit: 15 Cost: $10 Given the rapid pace of change in communications, career opportunities, learning options, and the global economy, U.S. schools are struggling to adapt. As technology, culture, politics, and media facilitate new and more diverse means of learning, how are educators adjusting to “new” learners from toddlers through senior adults? Driving questions include: who is leading innovation and where? What are some of the ways educators are experimenting with teaching? How are innovators changing the purposes of schools? Who is currently starting schools and why? How is brain research impacting innovation within and outside of public schools? How are digital natives, ecowarriors, and the call for global literacy accommodated in mainstream schools? If public schools, as some charge, have outlived their usefulness, what next for education? With the objective of exploring and understanding innovative ideas for classrooms, school design, and district structures, as well as alternative places and means of learning, we will work toward a more comprehensive understanding of what is new, and potentially revolutionary, in schools and in education beyond schooling. Evaluation will be based on class participation (including leading a discussion around a particular area of individual interest), a series of four reaction papers, and both live and virtual “field” explorations of innovative practices and organizations. The final project will be based on the design and proposal of an innovative educational option. Offered every other year.
ENVIRONMENTAL HISTORY Todd Little-Siebold How has human history shaped and been shaped by “the environment?” Environmental history is one of the most exciting new fields in history. In this course we examine world history from Mesopotamia to the present to see the role such things as resource scarcity, mythology, philosophy, imperialism, land policy, theology, plagues, scientific revolutions, the discovery of the new world, the industrial revolution, etc. on the natural, social, and built environments.
ENVIRONMENTAL LAW & POLICY Ken Cline Course limit: 20 Cost: $20 This course provides an overview of environmental law and the role of law in shaping environmental policy. We examine, as background, the nature and scope of environmental, energy, and resource problems and evaluate the various legal mechanisms available to address those problems. The course attempts to have students critically analyze the role of law in setting and implementing environmental policy. We explore traditional common law remedies, procedural statutes such as the National Environmental Policy Act, intricate regulatory schemes, and market based strategies that have been adopted to control pollution and protect natural resources. Students are exposed to a wide range of environmental law problems in order to appreciate both the advantages and limitations of law in this context. Special attention is given to policy debates currently underway and the use of the legal process to foster the development of a sustainable society in the United States. Students are required to complete four problem sets in which they apply legal principles to a given fact scenario. Recommended prerequisites: Introduction to the Legal Process or Philosophy of the Constitution. Offered at least every other year.
ENVIRONMENTALITY: POWER, KNOWLEDGE, & ECOLOGY Jamie McKown Course limit: 12 Bringing critical theory directly to the gates of human ecology, this class approaches the central issue of how discourses of government, biopower, and geopower have intertwined and infused themselves within the representations of environments in popular debate. With a specific nod to Foucault, Marx, Baudrillard, Luke, and other critical social theorists, we tackle the various complexities that arise when ecology become a site for political and economic expertization. Topics to be covered include the formation of knowledge/ power/discourse, systems of environmentality, the rise of hyperecology, the valorization of ecodisciplinarians, and, as Timothy Luke puts it, “how discourses of nature, ecology or the environment, as disciplinary articulations of ecoknowledge, can be mobilized by professional technical experts in contemporary polyarchies to generate geopower over nature for the megatechnical governance of modern economies and societies.” The class also addresses the question of “moving forward,” and how these critiques can open productive spaces for new ways of representing modernity and ecology.
HUMAN STUDIES The class is highly interactive; discussion is the primary mode of instruction, and students have considerable influence on the exact topics covered. Evaluations are based on participation, analytical response papers, and two long-form essays. While the class is open to all students, those with some background in critical theory, philosophy, or economic theory are encouraged to attend.
ETHICS: THE HISTORY OF A PROBLEMATIC Gray Cox Course limit: 15 Cost: $25 This is a course on the history of ethical thinking in the West. It deals with ways that philosophers from Socrates, Plato, and Aristotle to Aquinas, Bentham, Kant, Marx, Nietzsche, Kierkegaard, A. J. Ayer, Sartre, de Beauvoir, Sara Ruddick, Gandhi, Nozick, Rawls, and Alasdair MacIntyre have addressed questions like the following: what is the best way to live as individuals — and what does this imply about how we should structure our society? Why are there so many types of moral disagreements in societies? Why do these disagreements never seem to end but go on indefinitely? Are there ways to resolve these disputes that are persuasive between ethical traditions and across cultures? The central text for the course will be MacIntyre’s After Virtue which provides a systematic narrative for the history of Western ethics that claims to diagnose its core problems and provide solutions. Key texts and passages from the philosophers central to that narrative are examined in detail and interpreted in light of their historical contexts using material from texts such as W. T. Jones History of Western Philosophy and Copleston’s History of Philosophy. Students develop skills to critically analyze philosophical texts and arguments in both theoretical and historical contexts through discussions, role plays, and a series of short papers. There are no prerequisites but students must be prepared to deal with complex arguments that move between philosophy, history, and other disciplines.
ETHNOGRAPHIC FIELDWORK Heath Cabot Course limit: 12 Ethnographic research, which uses methods involving conversation with and participation among other people, has very particular dilemmas. How can we, as both researchers and fellow human travelers, navigate the ethical and emotional complexities of doing research with and about people? How can we navigate the problems of power and trust that arise? And what kinds
of usable knowledge can we acquire through the fluidity of our own experiences and encounters in the field? This course provides students with a theoretical and practical toolbox for designing, conducting, and writing up ethnographic research projects. Students design research questions centered on a particular local site, which they examine outside of class through a variety of ethnographic techniques. We give particular attention to questions of ethical practice, note taking and documentation, and finally, data analysis. Readings supplement theoretical and ethical discussions and illustrate the possibilities and limits of various methods. Evaluations are based on class participation, a range of assignments throughout the term, and a final paper and presentation reflecting cumulatively on the project and students’ own experiences as ethnographers. Class-time consists of instruction, discussion, and labs, in which we work on individual projects.
ETHNOGRAPHY, ADVOCACY, & ETHICS Heath Cabot Course limit: 15 This course considers how ethnographic research and writing can inform and, in turn, be informed by the work of advocacy. Starting from the premise that advocacy is something that we all do, in different ways and at different levels, we will consider what the tools of ethnography can provide us for both furthering, and also critically unpacking, our roles as advocates. We will also consider how we are called upon to act as advocates through ethnographic fieldwork: to support one cause over another or take a position — even when it might be easier to look away. At the center of our inquiry will be questions of ethics. What does it mean to advocate responsibly and in an ethical manner? How can advocacy help us develop an informed, responsible ethnographic practice? How can ethnography help us understand the effects and (often unintended) consequences of advocacy projects? In addition to articles and primary sources, we will read full-length ethnographies that examine in detail different advocacy projects. Topics include: health; human rights advocacy around minorities, culture, gender, and food; environmental advocacy; humanitarian and non-governmental interventions; political asylum; local advocacy projects in Maine and on . This intermediate course is intended for students interested in critically examining the work of advocacy and ethnography and who are ready to read and engage intensively both in class and in their writing. Students will be evaluated on class participation and written assignments; and a possible field component (to be determined in discussion with students).
& POST MODERNISM EXISTENTIALISM FROM NIETZSCHE TO IRIGARY Gray Cox Course limit: 20 Cost: $25 This is a study of key texts in the tradition of existentialism and post modernism. With a full range of themes, questions, and ideas in that tradition, the class focuses on the ways in which authors frame and interpret the experiences of freedom and of love. Are these the most profound and important aspects of human being in the world or illusions used to manipulate the masses? How is individual freedom related to communal liberation? What role does love play in struggling for individual redemption or national liberation? How are experiences of freedom and love gendered? How are they related to instinctual drives for power or sex? What is the nature of self and how is it realized/transformed by acts of freedom or love, or by events and institutional trends in history? In addition to two films, readings may include: Nietzsche’s Genealogy of Morals, Kierkegaard’s Fear and Trembling, selections from Michel Foucault, Luce Irigary’s The Way of Love, Paulo Freire’s The Pedagogy of the Oppressed, Sartre’s Existentialism is a Humanism, Simone de Beauvoir’s The Second Sex and Martin Buber’s I and Thou. Students with relevant skills are encouraged to work with texts in the original languages. Evaluations are based on the level of understanding — and engagement with — texts studied and the development of skills in textual analysis and writing as demonstrated in participation, short papers, and a final project.
EXPERIENTIAL EDUCATION Bonnie Tai Course limit: 15 Cost: $100 Even before John Dewey published Experience and Education in , experiential education had been practiced in various forms around the world. This course explores the philosophy of experiential education and its diverse practices in the realms of adventure, service, workplace, and environmental learning, and museum education, and school reform. Group activities and field trips provide opportunities to participate as both learner and teacher in a variety of teacher led and student designed experiences. The final project involves researching an existing experiential education program, its philosophy, and its practices. Evaluations are based participation (including a multi-day trip), reflective logs, curriculum design, service learning journal, a service learning presentation, and an essay that articulates a philosophy of experience in education. Offered every other year.
ORCHARDS AND CIDER: FARMS, AGRICULTURAL HISTORY IN ENGLAND Todd Little-Siebold Course limit: 12 Cost: $1,200* This course is an intensive field based exploration in England of the history of English agriculture through the lens of the production, consumption, and marketing of apples. Students travel to England during winter break to learn about the changes in social, cultural, and economic aspects of farming in England from Roman times to the present with an emphasis on the evolution of rural farms and landscapes. We discuss land tenure, land use, labor practices, farming practices, and much more at sites throughout England as we think what historical insights can tell us about the past, present, and future of farming and the rural economy. Students do exercises on landscape history and they visit museums, farms, cider producers, and research stations and meet leading experts. In winter term, the course continues with a seminar in which students pursue projects inspired by their experiences and learning in England. Student evaluations are based on the participation in the field based components of the class in England and the project based learning back on campus. The course includes an English language immersion component. Prerequisites: permission of instructor. *This course’s fee covers the cost of lodging food and transportation while in England.
AND MASCULINITY FEMININITY GO TO SCHOOL: GENDER, POWER & ED Bonnie Tai Course limit: 15 This course pivots around two central questions: How does gender influence students learning and experiences of school, curriculum and instruction, teacher student relationships, school culture and administration? And how do schools perpetuate, resist, and construct gendered identities and gender roles? In this course we investigate research on gender differences and school achievement, the feminization of the teaching profession, and the effects of gender on school culture, considering evidence from and questions posed by biologists, psychologists, sociologists, anthropologists, historians, and educators. The major objective of the course is to examine how notions of femininity, masculinity, and androgyny have influenced and are influenced by schooling historically and globally. Activities include a historical case study, media critique, fieldwork in an educational setting, a literature review, and curriculum development. Students conduct research on chosen topics such as gender identity development, gender differences
HUMAN STUDIES in learning styles, sexual harassment in schools, or school sports programs, among others. Evaluations are based on participation, historical case, media analysis, oral presentation of fieldwork, written synthesis of literature, and two lesson plans. Writing focus optional. Offered every other year.
FILM THEORY Colin Capers Course limit: 12 Cost: $30 How do motion pictures express ideas? Why do we respond to them in the ways we do? Film theorists have approached these questions from contexts as diverse as formal composition (sound, mise en scene, color, cinematography, and editing), signs and symbols (semiotics), cultural and/ or gender concerns, and psychoanalysis. In this class, we practice using these and other theories to understand and analyze moving pictures. Each week we screen one or two feature length movies as well as a number of short films. Source texts from critics, theorists, artists/filmmakers, and cinephiles complement screenings. Students may take this course as writing intensive; those who do are required to write and revise three or four critical response essays based in analytical frameworks covered in the course. All students are required to complete a final paper and presentation. Students are evaluated on papers, final project, and participation. Recommended prerequisites: previous course in Art and Design. Writing focus optional.
FINANCIALS Jay Friedlander Course limit: 15 Cost: $30 Business, like all disciplines, has its own language. Being able to speak the language of business is critical for activists, social entrepreneurs, and business owners alike. Financial statements are key components of this language. These statements measure the fiscal health of both non-profit and for-profit organizations. They provide insight into all areas of the company. They are a powerful tool for determining investments, competitive positioning, and have impacts on all of an organization’s stakeholders. Unfortunately, most people, including many who run a variety of organizations, fail to grasp this language. In doing so, they undermine their organization’s opportunity for success, as well as create obstacles to using business as a means of social change. Without guidance, looking at these financial statements is similar to examining hieroglyphics for the first time. Starting from a basic level and layering in complexity, the course seeks to demystify these statements in a way that
is informative and unintimidating. In addition, time is be spent advancing students’ understanding and familiarity with spreadsheets. Course topics include: creating and analyzing cash flow statements, profit and loss statements, balance sheets, and common-sized income statements; understanding each type of financial statement; relating statements to each other, streamlining, and varying statements depending on business models; comparing non-profit/ for-profit financial statements and approaches; examining financial ratios and comparing them for different businesses; and spreadsheet management and design. Students create their own financial statements and analyze a business through their financial statements. Taught within the business program, this class provides students skills for business plan projections, investing, management, leadership, or other finance courses. Students will be evaluated on class participation, projects, presentations, and other criteria.
FOOD, POWER, & JUSTICE Molly Anderson Course limit: 15 This course examines power and politics in the food system in which actors hold power over resources, decision making and markets; which actors want to hold more power; and how they are contesting or defending their respective positions. We study the role of social movements, as well as governmental and non-governmental actors, in domestic and international food systems. Students learn to identify the main actors in food politics and discover how to track their actions and agendas. They also gain experience in conference organizing, teamwork, and public speaking. Students are evaluated on demonstrated ability (and growth or deepening of ability) in thoughtful and respectful classroom participation, small group interaction, writing, and public speaking.
FRENCH LITERATURE & PHILOSOPHY Gray Cox Course limit: 12 Cost: TBA This course is part of an integrated trimester program at in Vichy, France. This course develops students’ abilities to read, contextualize, analyze, and critique key cultural texts in French; wrestle critically and fruitfully with the varying challenges and opportunities offered by working with texts in their original language as well as in translation; and learn how to research in a cross-cultural context, while pursuing independent projects in human ecology.
FUTURES STUDIES ALICE ANDERSON PRESENTS HER SENIOR PROJECT
Gray Cox Cost: $25
The course examines classic and contemporary texts in French literature, philosophy, and anthropology and their relationships to current life and culture in France. Contemporary institutions, cultural practices, and conflicts are looked at in context of classic texts and framed ideas in French intellectual and cultural history. For example, in current debates about feminism, post modernism, immigration, “laicité,” ecology, and crisis, what are French understandings of these issues, and how are they informed by classic works of Descartes, Rousseau, Sartre, de Beauvoir, Lacan, Derrida, and Cixous? An important element of the course is to examine challenges and opportunities presented when working with texts in two languages. History of translation/philosophy theories and the difficulties peculiar to cross-language literature are of special interest. This course is open to students at all levels of French. Prerequisites: permission of instructor. *The course fee will be factored into the total cost of the Vichy study abroad program.
FROM NATIVE EMPIRES TO NATION STATES Todd Little-Siebold This course is a history of Latin America from Native American contact cultures, through the contemporary period covering socio-political processes. An emphasis is placed on the fusion of pre-contact societies into a new socio-cultural formation in the colonial period, and then the shared yet divergent history of the region after the collapse of colonial rule. In the second half the class emphasizes the rise of the nation state in Latin America with particular emphasis on dictatorship and rebellions. The course uses traditional texts, novels, and film to explore this huge geographical and chronological expanse.
Are we approaching a point of radical change in human history in which exponential technological change will result in a singularity, a transformation so rapid and fundamental that we will not be able to comprehend it? What will be the principal features of life on Earth in the mid-future — to years from now — and how should we best plan to deal with them? To what extent will they be the result of unavoidable historical trends, human planning and invention, or random contingencies? What skills and methods can we learn to imagine the future, invent it, predict it, plan for it, and/ or cope with it? This is a very advanced, interdisciplinary course in human ecology. It includes readings in public policy by social scientists and futurists like Ray Kurzweil, Alvin Toffler, Otto Scharmer, and James Martin as well as works in fiction and film. Classes combine a seminar format for critical discussions of readings with exercises in using different methods for dealing with the future. The course includes a weekend workshop in futures invention using methods developed by Warren Ziegler and Elise Boulding. This workshop will be open to public participation. Members of the COA community interested in renewing the College curriculum are especially encouraged to participate. Students are expected to take part in leading seminar sessions, develop reports on alternative approaches to dealing with the future and visions of it, and do a final project. The final project should be a vision/description of some key features of a desired, possible future, and strategies for promoting it. It may use interdisciplinary theories, predictive models, narrative, visual art, or other creative approaches to develop it. Evaluations are based on intermediate to advanced levels of competency in disciplines used in the final project. There will be a weekly lab session. Prerequisites: signature of instructor.
POLITICS, AND SCIENCE GENDER, IN FAIRY TALES OF THE WORLD Katharine Turok Course limit: 15 Why do fairy tales capture the attention of adults and children all over the world and endure in popular literary and cinematic forms? What do they reveal to psychologists, biologists, historians, linguists, artists, anthropologists, and educators? Do they politicize or de politicize? Socialize or subvert? What is the postfeminist, postmodern response to the Brothers Grimm? What do fairy tales convey about animal behavior, entomology,
HUMAN STUDIES and cosmology? How might the tales shape human limitations, moral values, and aspirations? This course will explore the story telling and retelling of literary, cultural, and scientific stories from a comparative perspective, imagining their interpretations and how they may be retold with an eye toward new understandings of human inter-relationships, of a given sociohistorical moment, the culture of COA, and the larger culture. Students will read fairy tales, view three films — The Little Mermaid (), Chunhyang (Korea), and Pan’s Labyrinth (Spain) — and discuss academic pieces by writers such as Cristina Bacchilega, Bruno Bettelheim, Ruth Bottigheimer, Michel Butor, Italo Calvino, Claude Lévi Strauss, and Jack Zipes. Reflections may include distinctions between fairy tale and myth; recurrent motifs and patterns; the history and variations of individual tales and motifs; social, sexual, moral, scientific, and political content, with emphasis on race, gender, and class structure; and contemporary works inspired by traditional tales. Students are evaluated on two short papers; one creative project that may be expressed in writing, visual art, music, or dance; and a final class project.
INFORMATION SYSTEMS I: GEOGRAPHIC FOUNDATIONS & APPLICATIONS Gordon Longsworth Course limit: 8 Cost: $75 Rising numbers of people and their impact on the Earth’s finite resources could lead to disaster, not only for wildlife and ecosystems but also for human populations. As researchers gather and publish more data, becomes vital to graphically revealing the inter relationships between human actions and environmental degradation. Much of what threatens the Earth and its inhabitants is placed based. Solutions require tools to help visualize these places and prescribe solutions. This is what is about. Built on digital mapping, geography, databases, spatial analysis, and cartography, works as a system to enable people to better work together using the best information possible. For these reasons, some level of competency is often expected for entry into many graduate programs and jobs, particularly in natural resources, planning and policy, and human studies. The flow of this course has two tracts — technical and applied. The course begins with training in the basics of the technology. Then, skills are applied to projects that address real world issues. Project work composes the majority of course work and each student has the opportunity to develop their own project. Because provides tools to help address many kinds of issues, lends itself well
to the theory of thinking globally and acting locally. Projects often utilize the extensive data library for the Acadia region developed by students since the lab was founded in . The Lab acts as a service provider to outside organizations and students can tap into the resources of a broad network of groups and individuals working towards a more sustainable future. Course evaluations are partially based on the on time completion of exercises and problem sets. Most of the evaluation is based on critique of student independent final project work and related documentation. Prerequisites: basic computer literacy.
ENVIRONMENTAL POLITICS: GLOBAL THEORY & PRACTICE Doreen Stabinsky Course limit: 15 Cost: $10 This course covers politics and policies of regional and global environmental issues, including many of the major environmental treaties that have been negotiated to date (Montreal Protocol, Framework Convention on Climate Change, Convention on Biological Diversity). Students gain both practical and theoretical understandings of how treaties are negotiated and implemented, through case studies of the climate change conventions and the Cartagena Protocol on Biosafety. We draw on both mainstream and critical theories of international relations when analyzing these negotiations. Students become familiar with the range of political stances on different treaties of various nations and blocs, and the political, economic, cultural, and scientific reasons for diverging and converging views. We pay special attention to the growing role played by non-governmental organizations in global environmental politics. We conclude the course with discussions of some current controversial areas in international environmental politics.
GLOBAL POLITICS (INTRODUCTION TO) Doreen Stabinsky Cost: $20 This is an introductory level course that exposes students to basic concepts and controversies in international politics and serves as background for more advanced work in the areas of international studies. Through historical readings and current events discussions we answer questions fundamental to understanding global politics today, such as: what are the different roles that nation states and non-governmental organizations play in international politics; how important are various international institutions (the United Nations, the World Trade Organization, the World Bank, and the International Monetary Fund) in shaping
the global political landscape; and what exactly is civil society. Inequity defines many political relationships between actors in the global system: between developed and developing countries; between the rich and poor within those countries; and between autonomous political groups and the nation states in which they reside. To more deeply understand these relationships, we examine some of the processes that have led to current inequities in the world political economy, touching on topics like colonialism and national liberation movements of the th century, the debt crisis, and the formalization of the international trading system. We consider topics from a variety of disciplinary and interdisciplinary perspectives, including political ecology, international political economy, and economic geography. Evaluation are based on participation in class discussions, several short and long papers written over the course of the term, and a final project and its presentation to the class.
GREAT LETTERS Candice Stover Course limit: 12 Greetings and salutations! This course is designed for those who still believe in writing letters, or perhaps, are curious because they’ve abandoned (or never even tried?) the act — and art — this genre offers us to connect with a writer’s audience, material, and voices living on the page. “How we communicate is the nature of who we are,” Sven Birkerts wrote in his book The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Almost two decades later, when e mail, text messaging, and blogging punctuate the day and put not a handwritten page, but the world, at our fingertips, is writing letters really dead? The mail we’ll open in collections we’ll read includes letters from a writer born on Gott’s Island (Ruth Moore), writers finding themselves between roots in New England and travels to New York City and Brazil (E.B. White and Elizabeth Bishop), writers witnessing in war zones (Virginia Woolf and George Orwell), and a painter, poet, and social activist articulating some of the passions and questions of their vocations (van Gogh, Rilke, and Jessica Mitford). In addition to reading these letters, out loud and on the page, we learn some epistolary vocabulary and practice the art of all it can express as we gather our own collections of letters describing our origins, locating ourselves between travels, claiming our politics and our hearts’ convictions, doing our business, and revealing the times we live in at perhaps another pace and value of resonance. Reading responses, midterm conference, and final portfolio are required.
A MAP CREATED BY A STUDENT IN GIS CLASS
HISTORY & CULTURE GUATEMALAN (SEMINAR IN) Todd Little-Siebold Course limit: 15 Guatemala is known as a country of dramatic contrasts and this course, which serve as a prerequisite the Guatemala program, seeks to familiarize students with the knowledge they will need to work in this complex society. The course is designed around the question of what you need to know before undertaking research or advocacy in an international setting such as Guatemala. Readings, exercises, and discussion will provide a rigorous interdisciplinary introduction to historical and ethnographic scholarship on Guatemala with a particular emphasis on training students to recognize and master relevant knowledge and specific fieldwork techniques. Students learn about the history of Guatemala from the conquest to the present as well as learn to examine the dominant historiographies which have shaped scholars’ accounts of that history. Similarly, the class provides an in depth insight into Guatemalan society through a series of classic ethnographic works as we critically examine ethnographic presumptions and practices. All students learn how to evaluate and use maps, field notes, archival resources, and other sources in their own research. Students are expected to read scholarly work in Spanish if available. A final research proposal is a primary product of the course, and it is the base of the eight week independent student work in Guatemala. Participation by multiple faculty in helping students develop the project proposals is a key pedagogical component. Involved faculty help evaluate proposals. Evaluations are also based on participation, collaborative work on exercises, and a presentation of the final research proposal. Prerequisites: intended for participants in the College’s Guatemala Program.
HISTORY OF AGRICULTURE: APPLES Todd Little-Siebold Course limit: 18 Cost: $75 This course explores the history of agriculture from Downeast Maine with a focus on apples. The premise of the course is to explore this fascinating crop in detail and students will be able to grasp the many historical processes at work from the introduction of the fruit in the late sixteenth and early seventeenth centuries to the age of agricultural improvement in the eighteenth on to the rise and fall of commercial orcharding as a major component of Maine’s farm economy in the early twentieth century. Using evidence ranging from secondary sources, historical atlases, aerial surveys, and diaries, we explore how the culture of apple agriculture in Maine develops over time as part of an transatlantic world where crops flow between Britain and the colonies/United States over hundreds of years. Course activities include fruit exploration field trips to find and identify antique varieties as well as visits to local farms where new generations of apple cultures are taking shape. The course also engages students with the process of cider making, both sweet and hard, as well as exercises in the preparation, storage, and processing of apples. Students are evaluated on participation, how they collaborate with others projects, and a final individual or collaborative project. This course is designed for students interested in history, farming and food systems, community based research, and policy/planning issues. It is also appropriate for students who like apples and just want to know (a lot) more.
OF THE AMERICAN HISTORY CONSERVATION MOVEMENT Ken Cline This course provides students with an overview of the American conservation movement from the s through the present. Through an examination of historical accounts and contemporary analysis, students develop an understanding of the issues, places, value conflicts, and people who have shaped conservation and environmental policy in the United States. They also gain an appreciation for the relationship between the conservation movement and other social/political movements. Students learn, with a sense of the historical and cultural context, American attitudes toward nature. We also seek to apply lessons from policy debates currently underway in Maine. Working with writings, students do in-depth research on a historical figure. Evaluation is based on problem sets, group activities, participation, and a final paper.
HUMAN ECOLOGY (SEMINAR IN) Rich Borden Course limit: 15 This seminar traces the historical development of human ecology. We begin by reviewing the seminal works in human ecology, the contributions from biology, and the development of human ecology as a multidisciplinary concept. Along these lines we compare the various brands of human ecology that have developed through sociology (The Chicago School), anthropology and cultural ecology, ecological psychology, and economics, as well as human ecological themes in the humanities, architecture, design, and planning. This background is then used to compare the COA brand of human ecology with other programs around the world. Our final purpose is to look at new ideas coming from philosophy, the humanities, biological ecology, and other areas for future possibilities for human ecology. Evaluations are based on presentations and papers. Prerequisites: open only to thirdand fourth-year students. Offered every other year.
ECOLOGY HUMAN (TUTORIAL, ADVANCED SEMINAR IN) Rich Borden Course limit: 3 The purpose of this tutorial is to review the many uses of the term human ecology. It begins with historical reviews of the academic and intellectual origins of human ecology. From these foundations, we proceed through the development of interdisciplinary approaches to human ecology — working with source materials (e.g., books, articles, position papers, academic program descriptions, and related documents). We explore the activities of various regional, national, and international associations and the aims of leading educational institutions. Assignments and discussions revolve around several current problems that face human ecology. In particular, we focus on: various theoretical controversies within and between biological and human ecology; issues and proposed methods of inter disciplinary problem solving, planning, and application; and the growth of professional opportunities in human ecology worldwide. Evaluations are based on careful reading and review of assigned materials, participation in discussions, individual papers, and a collaborative group project. Prerequisites: permission of instructor.
HUMAN ECOLOGY OF WILDERNESS Ken Cline Course limit: 14 Cost: $200* Wilderness has been the clarion call for generations of environmentalists. Henry David Thoreau once said, “In wildness is the preservation of the world.” That single sentence and the controversy surrounding that idea provides the central focus of our explorations over the term. This course examines the question of wilderness from multiple perspectives in the hopes of providing an understanding of the concept and real spaces that constitute wilderness. Starting with a weeklong canoe trip down Maine’s Allagash Wilderness Waterway, we look at historical and contemporary accounts of the value of wilderness, biological, and cultural arguments for wilderness, and the legal/political difficulties of “protecting” wilderness. Considerable time is spent evaluating current criticisms of the wilderness ideas and practices. Students are involved in a term long project involving potential wilderness protection in Maine. This involves some weekend travel and work in the Maine Woods. Coursework emphasizes hands-on projects as well as theoretical discussions. Prerequisites: Introduction to the Legal Process, and signature of instructor. *This course’s lab fee covers cost of transportation and supplies for the week-long canoe trip.
HUMAN RELATIONS: PRINCIPLES & PRACTICE Rich Borden & Jay Friedlander Course limit: 15 Cost: $40 Antoine de Saint Exupery — World War French pilot and author of The Little Prince — once noted: “There is but one problem — the problem of human relations... There is no hope or joy except in human relations.” Beneath this sanguine notion, however, dwells a complex web of ideas and questions. The purpose of this team taught course is to explore these underlying issues from two different, overlapping, perspectives. On the one hand, we review foundational theories and research from intra-psychic, social and organizational psychology — emphasizing topic areas such as attitude theory and change, social influence, group dynamics, conflict resolution, and leadership. On the other hand, we simultaneously draw on real world case studies from business and organizational management. The emphasis here is on issues of personnel assessment and management, market performance, negotiation, crisis management, and the role self knowledge in the “inside game” of commercial enterprise. Connections between these two realms are drawn via class discussions, presentations from the instructors, and selected visitors with
significant backgrounds from a range of organizational, business, and government settings. Lessons derived from failure events and the cost of not knowing are investigated, as well as examples from models of successful human relations experiences. The overall aim of the class is guided by the ideals and practices of: the psychologist Abraham Maslow (who advised, “The best way to see everything is to consider the whole darn thing”) and Steve Jobs, founder and of Apple (who expressed his success succinctly as, “It was small teams of great people doing wonderful things”). Student evaluations are be based on multiple criteria, including class participation, several individual papers and research reports and contribution to team projects
FOOD SECURITY, HUNGER, & FOOD SOVEREIGNTY Molly Anderson Course limit: 16 Cost: $50 Meeting future food needs has risen to the top of the global agenda since , when sudden surges in the cost of staple foods led to riots in many countries and an increase to over one billion people worldwide who could not access enough food for a healthy diet. This course examines food crises and famines in history and today: what caused historical famines, and what is causing more recent price volatility? What is different about today’s food crises? What measures have been proposed to reduce the number of hungry and feed insecure people, and how effective are they? How do we know? This is a service learning class, in which each student chooses an organization that is trying to tackle hunger and food insecurity with which to serve. We work carefully with host organizations to ensure that students are able to contribute meaningfully and learn from their contributions. Evaluations are based on participation, a service learning project, and regular reflection papers.
HYDRO POLITICS IN A THIRSTY WORLD Ken Cline Cost: $15 This course will look at the complex issues surrounding the development, distribution, use, and control of fresh water around the world. Focusing primarily on developing countries, we will examine three aspects of water use and control. First we will look at the scope and impact of water development projects. Second we will examine the conflicts and solutions related to transboundary river basins. Third, we will consider the implication of privatization of water resources. By way of background, we will review the variety of demands placed on fresh
HUMAN STUDIES STUDENT NATHAN THANKI DISCUSSES COA'S ROLE IN THE UN NEGOTIATIONS
METHODS II: INTEGRATED SCIENCE, MATH, & SOCIAL STUDIES Bonnie Tai Course limit: 12
water and the political institutions related to water development. Students will gain a solid background in international environmental law as it relates to multilateral and bilateral treaties, customary law, multilateral institutions, and the guidance of international “soft” law. They will also understand the allocation and equity issues surrounding the privatization of water and the political dimensions of this shift. Ultimately, these issues will give a concrete understanding of some aspects of the concept of sustainable development. Evaluation will be based on class participation, short analytical papers, and a substantial term long assignment. Prerequisites: solid background in international politics, economics, human rights, or development policy through coursework or personal experience.
PRACTICA IN SPANISH IMMERSION & YUCATECAN CULTURE Karla Peña Course limit: 10 This course is intended to provide students with an immersion experience in the language and culture of Spanish speakers in the Yucatan Peninsula. The objectives are to increase their abilities to navigate the linguistic and cultural terrain of another society in sensitive, ethical, and effective ways. Class sessions, visiting lecturers, field trips, and readings will provide background on the history and anthropology of Yucatecan culture. Immersion experiences, living with a family, will provide important sources of experiential learning. Each student will undertake an independent project or activity developed based on the student’s interests. This independent project will include a practicum experience in some institutional setting that might be a classroom (e. g. an art class at the local university), a bakery, an internet café, a church group, or some other place for social service or other work relevant to a student’s interests. This practicum experience will involve weekly activities during the term and more intensive work during the three weeks of the term. Evaluation will be based on participation in weekly class discussions and on weekly reflective papers written in Spanish.
How can an integrated curriculum for elementary school students help to deepen the relationships children and young adolescents construct with the natural and social worlds in a way that promotes their capacity to know themselves and the communities in which they act? For those preparing to be elementary school educators (grades –), this three-credit residency provides an intensive guided apprenticeship that prepares the student teacher with the necessary knowledge, skills, and experience to design an integrated math, science, and social studies curriculum, create and maintain a constructive learning environment, teach diverse learners using appropriate learning technologies and a variety of strategies, and assess student learning. Learning objectives include all ten of the Maine Initial Teacher Certification Standards as well as familiarity with the Maine Learning Results for Math, Science, and Social Studies. Students will participate in a ten week service learning practicum observing and participating in elementary classrooms as well as planning and teaching in vacation school during the local school union’s spring break. Readings and discussions in a daily seminar complement the service learning component. Evaluations are based on reflections of service learning, participation in discussions of readings and service learning, curriculum and assessment design and implementation, and professional performance in vacation school and at the practicum site. Partial credit may be awarded based on completed work and demonstrated learning. This course is a three credit residency. Prerequisites: Learning Theory, Exceptionalities, and Integrated Elementary Methods: Reading and Writing and permission of instructor.
INTERCULTURAL EDUCATION Bonnie Tai Course limit: 15 Cost: $20 Educators in and outside of the U.S. teach in increasingly culturally heterogeneous classrooms, schools, and communities. This course explores some challenges and possibilities in education as a result of historical inequities in the distribution of power, knowledge, and resources, and the increasing mobility of peoples in a global economy. We consider questions such as: What is multicultural, intercultural, and global education? How do culturally different teaching and learning styles impact notions of academic achievement, school success,
HUMAN STUDIES and teacher quality? How can student assessments and performance standards respond effectively to cultural differences? How can educators effectively communicate and partner with parents and community members across cultural differences? What are the legal/moral obligations of teachers in providing equal educational opportunity according to federal and state laws? We read theory and research on educating across and about cultural difference, reflect on our own cultural affiliations, and actively explore the dynamics of identity, culture, and power in the teaching learning relationship and in educational institutions through case discussions and other group activities. Investigations of the education of self and other will take place through class activities, readings, autobiographical and fiction writing, reflective logs, media analysis, and a research or curriculum project. Prerequisites: an introductory sociology, anthropology, cultural psychology, or education course. Offered every other year.
ENVIRONMENTAL INTERNATIONAL (ADVANCED SEMINAR) Ken Cline Course limit: 10 This course is designed to provide an overview of the use of international law in solving transnational environmental problems and shaping international behavior. We examine, as background, the nature and limitations of international law as a force for change. The course explores customary law, the relationship between soft and hard law, enforcement of international law, implementation mechanisms, and the effectiveness of multilateral environmental agreements. Special attention is given to existing international environmental law frameworks addressing climate change, Arctic and Antarctic development, ozone depletion, biological diversity, forest loss, export of toxic chemicals, and the host of issues raised by the United Nations Conference on the Environment and Development and subsequent environmental fora. Students will also consider the interface between international environmental law and other important international forces such as the Bretton Woods institutions, human rights frameworks, and international development entities. Students will be evaluated on the quality of their classroom comments and several analytical problem sets given during the term. Students are also asked to complete a research project examining the effectiveness of a treaty or an international environmental legal arrangement. Prerequisites: Environmental Law and Policy, Global Environmental Politics, or signature of instructor.
INTERNATIONAL FINANCIAL INSTITUTIONS Doreen Stabinsky Course limit: 15 Cost: $10 International financial institutions () such as the World Bank, the International Monetary Fund, and the regional development banks, mobilize significant resources for both public and private sector investments in developing countries. Beyond this central role in lending and grant making to developing countries, the Global Environment Facility of the World Bank serves as the financial mechanism for major environmental treaties, including the Convention on Biological Diversity and the UN Framework Convention on Climate Change. What exactly are these institutions — how do they operate and who controls them? Why were they created and how have they come to be so powerful? The course examines the history of the institutions, their governance structures, and their mechanisms of operation. Special attention will be paid to their role in the debt crisis and the subsequent era of structural adjustment lending, civil society critiques of the environmental and social impacts of bank lending, and the role and operation of the Global Environment Facility as a mechanism for the environmental conventions. Readings include primary documents of the s themselves as well as decisions of the governing bodies of the UN conventions. We also read both academic and civil society analyses and critiques of lending. Evaluations are based on class discussion as well as several problem sets and a final analytical paper. Prerequisites: permission of instructor and students should have course background in international politics and/or economics.
WILDLIFE POLICY & INTERNATIONAL PROTECTED AREAS Ken Cline Save the whales; “save the tiger;” “save the rainforest” — increasingly wildlife and their habitats are the subject of international debate with many seeing wildlife as part of the common heritage of humankind. Wildlife does not recognize the political boundaries of national states and as a result purely national efforts to protect wildlife often fail when wildlife migrates beyond the jurisdiction of protection. This course focuses on two principle aspects of international wildlife conservation: the framework of treaties and other international mechanisms set up to protect species; and the system of protected areas established around the world to protect habitat. We begin with an examination of several seminal wildlife treaties such as the International Convention for the Regulation
HUMAN STUDIES of Whaling, , migratory bird treaties, and protocols to the Antarctica Treaty. Using case studies on some of the more notable wildlife campaigns, such as those involving whales and elephants, we seek to understand the tensions between national sovereignty and international conservation efforts. The Convention on Biological Diversity and its broad prescriptions for wildlife protection provide a central focus for our examination of future efforts. Following on one of the key provisions in the Convention on Biological Diversity, the second half of the course focuses on international and national efforts to create parks and other protected areas. In particular we evaluate efforts to create protected areas that serve the interests of wildlife and resident peoples. Students gain familiarity with ’s Biosphere Reserve model and the ’s protected area classifications. We also examine in some depth the role that ’s play in international conservation efforts. The relationship between conservation and sustainable development is a fundamental question throughout the course. Recommended prerequisites: Use and Abuse of Public Lands, Global Politics and Sustainability, or Global Environmental Politics.
JOURNALISM IN THE NEW MEDIA AGE Earl Brechlin Course limit: 15 Understanding how journalism functions is key to developing the ability to communicate ideas and issues to the broadest possible audience. This course covers writing news stories and analysis, photojournalism, and creating and maintaining a blog on a subject of the student’s choosing on Hancock County’s largest community information website — Fenceviewer.com. Other topics include writing for the internet, investigative reporting, the business side of journalism, and avoiding libel. Guest speakers from a network news outlet and Maine Public Radio will introduce students to the production and writing requirements of electronic media such as television and radio. Students may also have stories published in the Mount Desert Islander. Evaluation will be based on the quality of the student’s writing in their portfolio, the effectiveness of their presentation, and participation in class discussion and peer review. This course would be appropriate for students who can write at the introductory or intermediate level.
LAUNCHING A NEW VENTURE Jay Friedlander Course limit: 15 This course covers the process of new venture creation for students interested in creating businesses or non-profits with substantial social and environmental benefit. It is designed for teams who have an idea and want to go through a formal process of examining and launching an enterprise. Topics covered in this course include: opportunity recognition, market research, creating business plans, producing financial projections, and venture financing. As part of the course, all students submit ideas to the Social Innovation Competition. In addition, students make a business plan presentation. Prerequisites: signature of instructor.
RIGHT AND FUTURE: LEFT, ALTERNATIVE POLITICAL PHILOSOPHIES Gray Cox This course looks at some of the key philosophies behind alternative political systems people around the world use to govern themselves or propose to use in the future. The aims of the course are to: increase knowledge about some important examples of alter-native political philosophies and systems that embody them; and develop analytic skills for understanding key systematic features of these alternatives, for evaluating their key merits and flaws, and for advocating alternatives. Readings include Plato’s Republic, The Communist Manifesto, and other selections from fascist, liberal, and anarchist writers as well as case study readings in comparative politics. There is a strong emphasis on discussion skills and writing. Evaluations are based on class participation and a series of short papers. The course is recommended for people interested in community organizing, public policy work, and education.
LEGAL PROCESS (INTRODUCTION TO) Ken Cline Cost: $20 Law affects every aspect of human activity. As human ecologists we must garner some basic understandings of how law is used (or misused) to shape society and human behavior. This course examines two aspects of the American legal system: the judicial process or how we resolve disputes; and the legislative process or how we enact policy. Course readings cover classic jurisprudence essays to the daily newspaper. We use current environmental and social issues to illustrate applications of the legal process. Legal brief preparation, mock courtroom presentations, lobbying visits to the Maine legislature, and guest lectures
HUMAN STUDIES are used to give practical dimensions to course subjects. Students analyze Federal Election Commission documents to understand the impact of campaign financing on public policy and look closely at current issues facing the legislative and judicial systems. Evaluations are based upon two papers and other exercises. Offered every other year.
LINCOLN BEFORE THE PRESIDENCY Jamie McKown Perhaps one of the most widely evoked figures in modern history, Abraham Lincoln is frequently written about, quoted, and held up as an iconic example in contemporary public debate. Yet people know little about Lincoln beyond a summary biographical sketch and a short speech or two. This is especially true as it relates to Lincoln’s political life before the presidency despite the fact that these early years offer us a wealth of moments which speak not only to the issues of the period, but also to broader questions of political action, compromise, and idealism. This class is an exploration into Lincoln’s political career prior to his election to the presidency in . Students explore Lincoln’s activities as they relate to debates over slavery, the death of the Whig party, and the ascendancy of the newly formed Republican Party. Class readings and discussions are driven by a threefold examination of broad historical contexts, biographical materials, and public speech texts. Students spend an extended period of time on the analysis of the Senate debates between Lincoln and Stephen Douglas. While the class focuses on the political events of the s, the class tracks broader questions of political action in the context of a democratic society. As a result, students have the opportunity to acquire a richer understanding the historical moment that led to Lincoln’s rise to power, as well as an opportunity to reflect on the larger issue of putting “truth” into political practice. This course is intended for students with an interest in American history, political action, and public debate. Familiarity with these issues is not a prerequisite for the class. The class is held in an seminar style environment and is driven primarily by discussion. There is an intense reading load as well as a writing component to the class. Final evaluations are based on a number of writing assignments, participation in class discussion, and an individual class presentation.
LITERATURE, SCIENCE, & SPIRITUALITY Karen Waldron Course limit: 15 Cost: $10 This course serves as a survey of Anglo American literature from the Scientific Revolution to the present. It focuses on the ongoing debate about the role of science in Western culture, the potential benefits and dangers of scientific experimentation, the spiritual, religious, social, and political issues that come about with the Ages of Discovery and Reason, and their treatment in literature. Specific debates include concerns over what is “natural,” whether knowledge is dangerous, the perils of objectivity, and the mind/body dichotomy. The class will read Shelley’s Frankenstein, Ibsen’s An Enemy of the People, Brecht’s Galileo, Lightman’s Einstein’s Dreams and Naylor’s Mama Day as well as short stories and poems. Prerequisites: Writing Seminar . Offered every two or three years. Writing focus optional.
MACROECONOMIC THEORY Davis Taylor Course limit: 15 This course seeks to give students knowledge of macroeconomic theories, models, and concepts. Emphasis is placed on both formal modeling and intuitive approaches to understand economic phenomena. An understanding of the relatively formal, abstract macroeconomic models of neoclassical economics are used to provide a framework for discussion about contemporary macroeconomic phenomena and policy responses. Topics include unemployment and inflation, fiscal and monetary policy, consumption and savings, economic growth, business cycles, monetary theory and banking systems, balance of payments and international macroeconomics, along with topics of student interest. Evaluations are based on problem sets, quizzes, and participation. Prerequisites: one term of college economics, or permission of instructor.
MARINE POLICY Ken Cline & Chris Petersen Cost: $20 According to the Chair of the Pew Oceans Commission, “America’s oceans are in a state of crisis. Pollution, unplanned coastal development, and the loss of fisheries, habitat, and wildlife threaten the health of the oceans and the tens of thousands of jobs that form the backbone of coastal communities.” This course will provide a general understanding of both marine resources and current regional, national, and international policy regarding these resources. Because oceans
HUMAN STUDIES and the life they support transcend national and state boundaries, the course will explore international, national, and local ocean policy making frameworks, including specific legislation addressing fisheries, coastal development, species protection, pollution, and resource extraction. We will examine some of the controversies that exist in marine environments today using historical case studies of ocean management policy. These case studies include management of Atlantic salmon, tuna dolphin interactions, off shore oil drilling, and New England fisheries. Because of the interdisciplinary nature of these problems, it is necessary to understand how scientists and policy makers think about the same issues, how they attempt to solve problems, and how these two views can be brought together successfully. Assessment will include several question sets, a final small group paper and presentation that investigates a current marine policy issue, and class participation. Prerequisites: background in the biological sciences and environmental policy and permission of instructors.
TERRIBLE PLACE: MARVELOUS HUMAN ECOLOGY OF NEWFOUNDLAND Sean Todd & Davis Taylor Course limit: 15 Cost: $850* Where is the largest population of humpback whales in the world, the largest caribou herd in North America, the only confirmed Viking settlement in North America, and Paleozoic water bottled for consumption? The remote Canadian province of Newfoundland and Labrador presents a stunning landscape, an astoundingly rich ecological setting, and a tragic history of poverty amidst an incredible natural resource, the northern cod fishery, which was ultimately destroyed. The province has been alternately invaded or occupied by different groups of Native Americans along with Norseman, Basques, French, British, and the U.S. military, because of its strategic location and rich fishing and hunting grounds. One of the first and one of the last British colonies, this richest of fisheries produced a very class-based society, composed of a wealthy few urban merchants and an highly exploited population of fishing families often living on the edge of survival. But within the past years, Newfoundland society has been forced to evolve. The provincial government looks towards oil and mineral exploitation to turn around the economy, while ex fishermen consider eco and cultural tourism with growing ambivalence. This is the class’ setting, and background, for an intense examination of human ecology in this province; sometimes successful, sometimes otherwise, the struggle between the tenuous grasp
of civilization and this marvelous, terrible place. To do this we discuss various readings, examine case studies and review the natural and human history of this unique province. Learning culminates with a two week trip to Newfoundland to examine its issues firsthand. Evaluations are based on participation, responses to reading questions, a field journal, and a final project. Prerequisites: signature of instructor. *This course’s lab fee includes lodging, transportation, and food while in Newfoundland.
AND SOCIETY: MEDIA READINGS IN MASS COMMUNICATION Jamie McKown Course limit: 15 This course is a broadly defined survey of various areas of study that encompass the field of mass communication and media studies. The primary goal of the course is to expose students to the widest array of traditional and cutting edge theories and theorists that inform the way we think about and explain the role media plays in our society. This includes traditional modes of mass communication such as print journalism, radio, and television as well as more recent forms of mass communication made possible by advances in technology such as Facebook, Twitter, streaming media, etc. Looking to the future, we explore the possibility that new media technology is moving towards the paradoxical emergence of a micro targeted, mass-communicated society. Given the broad range of material to be covered, there is an emphasis on covering a breadth of topics as opposed to spending a great deal of time exploring a few particular areas in-depth. Students should consider this course a starting point to help them kick start their future interests in these areas. Throughout the term we explore a wide range of subjects relating to traditional and new media content, form, structures, effects, and processes. In doing so, we cover various attempts to get at these issues from both qualitative and quantitative methodological standpoints. While there are readings from traditional scholars in the communication discipline, we also incorporate a broader interdisciplinary range of texts that connect the study of human communication to various other fields including, but certainly not limited to, political science, sociology, semiotics, rhetoric, anthropology, cultural studies, and psychology. The class is primarily discussion driven with an emphasis on selected readings that represent key areas of study in the field. Students are evaluated based on a combination of class participation, periodic short form essays, individual presentations, and group research projects.
OF TEACHING METHODS WRITING ACROSS THE CURRICULUM Anne Kozak Course limit: 15 This course not only gives students knowledge and understanding of rhetorical theory and practice so they can work effectively with developing writers, but also provides them with a review of grammar, methods of evaluating writing, and strategies for teaching exposition, argument, and persuasion. Students put this knowledge to use by working as peer tutors in the college’s Writing Center. Students participate in this course for one academic year and receive one credit. In addition to Williams’ Style: Ten Lessons in Clarity and Grace and Irmscher’s Teaching Expository Writing, students read numerous articles from College Composition and Communication, College English, The Writing Instructor, Language Arts, English Journal, and Research in the Teaching of English as well as a text dealing with teaching writing in their specialty, e.g. Writing Themes about Literature or A Short Guide to Writing about Biology. Prerequisites: working knowledge of grammar and usage, excellent writing skills, ability to work closely with people, and signature of faculty member in writing or education.
MICROECONOMICS FOR BUSINESS & POLICY Davis Taylor What is the best way to insure that communities can provide dependable, well paying jobs to their citizens? Why does Coca-Cola spend millions of dollars to advertise a product with which most people are already very familiar? What can the game of blackjack tell us about how industries are structured? How can we get coal burning power utilities to reduce carbon emissions while they save millions of dollars in the process? How can we provide better health care to all Americans, at much less cost, while making it easier for small businesses to grow? All of these questions, and many more like them, are answered by microeconomic theory. This intermediate level course exposes students to basic microeconomic theories, models, and concepts that shed insight on the economic behavior of businesses, individuals, governments and politicians, and international organizations. We emphasize approaches that have numerous overlapping applications to both business and policy evaluation: markets, pricing, firm structure and decision making, strategic behavior (using game theory), consumer behavior, externalities (such as greenhouse gas emissions), and the provision of public goods (such as military, education, and environmental conservation). We pay special attention to the economics of asym-
metrical information (adverse selection, moral hazard, and principal agent situations) that have a wide range of applications, including issues such as the ineffectiveness of the American health care system, the structuring of business finance, and the hiring and paying of employees. This is a non-calculus course, but gives students exposure to technical economic modeling, with an emphasis on graphic modeling of complex social phenomena. We use a lab period to conduct extensive experiments and games that illustrate or test economic concepts and hypotheses. Prerequisites: signature of instructor or a course in economics or business.
MOUNTAIN POETS OF CHINA & JAPAN John Visvader & Candice Stover Course limit: 12 There was a long-standing tradition in both China and Japan of wandering poets and mountain hermits who expressed their experiences in nature in poetic terms. In this class we review the major styles of poetry in both of these countries and sample work of their major poets. After a brief introduction to the use of dictionaries and various language tools available in books and on the internet, students are invited to try their hand at translating Chinese poems, and rendering them into poems in English. Students are expected to take the course as pass/fail, with special arrangement made for those needing to take it for a grade.
MYSTICS John Visvader Course limit: 20 Mysticism is an important current in almost all religions and marks an attempt on the part of the mystic to experience a union with the deepest nature of reality. This course offers an examination of the nature and types of mystical experience with a particular emphasis on the paradoxical language that many mystics use. Language is thought to be inadequate to describe the nature of the real and yet language is the only tool to communicate with others. Contradictory and paradoxical expressions and descriptions are used in an attempt to point beyond language directly at reality. While drawing primarily on Western religions of the Greek, Christian, Islamic, and Jewish traditions, questions are raised concerning the degree to which Eastern traditions, such as Buddhism, can be meaningfullyregarded as mystical. Some of the mystics examined in detail include Plotinus, Ibn Arabi, Meister Eckhart, Marguerite Porete, St. John, and St. Teresa. Students will be evaluated on their participation in discussions and the ability to convey their understanding of mysticism in both midterm and final take home exams.
NATIVE AMERICAN LITERATURE Karen Waldron Course limit: 12 Cost: $10 This course is a challenging introduction to several centuries of Native American literature, the relevance of historical and cultural facts to its literary forms, and the challenges of bridging oral and written traditions. Authors include such writers as Silko, Erdrich, Harjo, Vizenor, and McNickle as well as earlier speeches and short stories. We also consider non-native readings and appropriation of Native American styles, material, and world views. Prerequisites: signature of instructor.
NATURE OF NARRATIVE Karen Waldron Course limit: 15 This is an advanced writing focused course in which students practice the human ecology of literary analysis. We explore the mind or consciousness of fictional writing (specifically, novels) by looking at how narratives make meaning, and at how we make meaning from narratives. The course surveys some of the best modern fiction, with a particular focus on works that highlight narrative technique, stretch the boundaries of the imagination, have a rich and deep texture, and push against the inherent limitations of textuality. Students also hone their reading and analytical skills as they work closely with modern texts that broke new literary ground. Some of the authors we may read include: Joseph Conrad, Virginia Woolf, William Faulkner, Monique Wittig, John Dos Passos, Toni Morrison, N. Scott Momaday, Bessie Head, Manuel Puig, and Margaret Atwood. We also study some narrative (and possibly film) theory. Evaluation is based on class participation, frequent short response and passage analysis papers, and an independent project. Prerequisites: signature of instructor. Writing focus optional. Offered every other year.
NATURE OF NARRATIVE II Karen Waldron Course limit: 12 This is an advanced course in which students practice the human ecology of literary analysis. We explore the mind or consciousness of twentieth and twenty first century fictional writing (specifically, novels) by looking at how narratives make meaning, and at how we make meaning from narratives. The course accomplishes this by surveying some of the best and most challenging works of modern fiction, with a particular focus on those novels that highlight narrative technique, stretch
the boundaries of the imagination, have a rich and deep texture, and push against the limitations of prose fictional textuality. Students hone their reading and analytic skills by working closely with texts that broke literary ground. Authors include several of the following: Virginia Woolf, William Faulkner, Djuna Barnes, Alain Robbe Grillet, Toni Morrison, Manuel Puig, Italo Calvino, Clarice Lispector, Ishmael Reed, Hélène Cixous, Gerald Vizenor, Jeanette Winterson, Julio Cortazar, as well as others. We also study some narrative and novel theory. Evaluations are based on class participation, frequent short response and passage analysis papers, and an independent theory based research and novel project. Prerequisites: permission of instructor. Writing focus optional.
NEGOTIATING EDUCATIONAL POLICY Linda Fuller Course limit: 15 Cost: $10 Public schools are everyone’s concern. Shared ownership by diverse stake-holders often brings strong interest in school policies. This course explores issues under debate by state and local policy makers through readings, full class and small group discussions, guest speakers, and an extended simulation. We also examine Maine’s Civil Rights Act and its implementation in various school districts. Our driving questions include: what are the ways parents, teachers, business people, and community members might influence school policies given the common constraints of limited time and energy? How do policy makers sort through various opinions and facts to create legislation? How do those who implement policy integrate context and experience with the spirit of an official state statute? With the objective of understanding and negotiating critical school policy issues impacting the nation and beyond, evaluations are based on participation (including field trips), journal entries, a group interview and presentation, and a final personal analysis paper based on one of the bills under deliberation by Maine legislators. Prerequisites: Changing Schools, Changing Society and/or a prior policy course or strong interest in policy recommended.
NINETEENTH CENTURY AMERICAN WOMEN Karen Waldron Course limit: 15 This course studies the American novel as written by women of the nineteenth century. It focuses on how women’s issues and styles change over the course of the century, with its revolutionary economic, technological, social, and political shifts, as well as on enduring questions. As we read from
HUMAN STUDIES women novelists (who outnumbered and outsold male authors) — such as Rowson, Foster, Child, Cooke, Fern, Stowe, Phelps, Jewett, Chopin, and Gilman — we consider how they have shaped the tradition of the novel and social values Americans encounter today. Prerequisites: Writing Seminar or signature of instructor. Offered every other year. the wide selection of nineteenth century American
COMMUNICATION, NON-VERBAL CULTURE & THE BODY Ann Axtmann Course limit: 12 Cost: $15 In popular culture, diet and exercise fads, and recent scholarship, the human body has become a critical site of cultural representation and inquiry. In this interdisciplinary course, we look at how the body expresses and communicates in our daily lives, the arts, and in literature. A principle goal is to become more aware of our enormous capacity to embody self and culture. Familiarity with how the body moves is at the core of that understanding. Starting with an overview of body studies, we locate the (moving) body within the disciplines of anthropology, sociology, psychology, arts, cultural studies, disability studies, medicine, and media and explore our own pre-conceptions and ideas. Students examine an outline of non-verbal communication and kinesics and movement analysis as we keep in mind that as the body moves, it gives, and receives information. We look at the body in motion in the visual, performing, and literary arts. Notions of space (proxemics and haptics), time,silence and sound (vocalics), gesture, and posture are considered alongside issues of power relations, cultural diversity, and group behavior. During the term students engage in classroom activities and fieldwork. Students keep an observation journal that serves as a basis for discussions. Fieldwork ethics are addressed and films are screened. Evaluations are based on class participation, three responses papers, and a take home exam. In addition, participants collaborate on final group projects that consist of a proposal, fieldwork, data analysis, and a performative/non-verbal presentation. Readings may include Ellen Goldman’s As Others See Us; The Nonverbal Communication Reader edited by Guerrero, DeVito, and Hecht; Milan Kundera’s novel Identity; and other selected texts by Marcel Mauss, Chris Shilling, Edward T. Hall, Albert E. Scheflen, and others.
THE MANTRA OF COA'S WRITING CENTER
NAMES, & NARRATIVES: DOING NUMBERS, HUMAN ECOLOGY IN HUMAN STUDIES Gray Cox Cost: $25 This is a course for students who want to use history, anthropology, and social science research in their work on community organizing, social change efforts or public policy advocacy. Human ecological approaches to such problems and studies require using interdisciplinary methods to integrate different points of view and different theories in a more comprehensive understanding of a person, text, situation, or problem. But how can we do that? What sorts of things are methods, theories, and disciplines and how can they be integrated? How is theoretical research related to practical action? How should we deal with the ethical issues that come up in research? How do modern vs. post modern, neo liberal vs. neo Marxist, or hermeneutic vs. quantitative views of these things differ? The aim of this course is to develop students’ abilities to articulate different ways of framing these questions and answering them, and to apply those questions and answers in projects in human ecology — including in internships, residencies, and senior projects. The class examines a series of texts that provide case studies that address these problems at a practical as well as philosophical and methodological level. Work for the class includes a series of short papers and exercises that provide descriptions and critical analyses of texts read in class and provide applications of theories and methods to a project. Texts include: Albion’s Seed by David Hackett Fischer, The Evaluation of Cultural Action by Howard Richards, The Ethnographic Method by James Spradley, The Serpent and the Rainbow by Wade Davis, The Two Milpas of Chan Kom by Alicia Re Cruz, Interdisciplinary Research: Process and Theory by Allen F. Repko, and a series of short articles and chapters. Evaluations are based on participation, short papers and homework exercises through the term, and work on a final project. This course is recommended for sophomores and juniors interested in pursuing advance work in Human Studies.
& FISHES: READINGS IN OCEANS ENVIRONMENTAL HISTORY Todd Little-Siebold Course limit: 15 Cost: $75 This course explores the expanding field of marine environmental history and historical studies that focus on fish and fisheries. Recent methodological and conceptual work, as well as growing interest in the history of these topics driven by conservation and policy issues, has made this an important and innovative field. Using the work of a variety of scholars from different fields, the class explores how historical accounts can be constructed with an emphasis on the types of available sources, the use of evidence, and how each author builds their argument. We compare methods, use of evidence, and other aspects of different disciplinary approaches to highlight strengths and limitations of each approach. This dimension of the class is particularly interesting because of the dynamic and interdisciplinary nature of scholarship that brings a wide range of research into dialogue. Students learn about the history of oceans and fishes by looking at how historians and other scholars frame their works and make their arguments. Students are evaluated on discussion preparation, mastery of the material, short written assignments, and a final project presentation and essay. This course is appropriate for students with interests in history, community-based research, marine studies, and environmental policy. Students who are curious and have diverse interests are most welcome.
OUR PUBLIC LANDS: PAST, PRESENT, & FUTURE Ken Cline Cost: $15 By definition public lands belong to all of us, yet public lands in this country have a history of use/abuse by special interests and an absence of a coherent management strategy for long-term sustainability. Students read and discuss in seminar-style several environmental policy and historical texts concerning the history and future of our federal lands. We use primary historic documents and texts to understand origins of public ownership and management as well as current public debates. We examine legal, philosophical, ecological, and political problems that face our National Parks, national forests, and other public lands. Effort is made to sort out the tangled laws and conflicting policies that govern these public resources. Evaluations are based on papers, a presentation, participation, and a project looking at the historical context and policy implication issue of a local public land unit. Recommended prerequisites: an introductory history or policy class.
OF WORDS: CROSSING OUT GENRES THROUGH THE SENSES Candice Stover Course limit: 12 Cost: $20 Love calls us to the things of this world, writes Richard Wilbur in one of his most celebrated poems. More than half a speeding century later, what now calls us most clearly, most deeply, to what things of our fragile, teeming world? What sights, sounds, smells, tastes, and tactilities awaken or hold our attention each new (or, as Wilbur puts it, “every blessed”) day? What is the vocabulary of such attention, and how do we, as readers and writers, practice and communicate it? This multi-genre, interdisciplinary course invites us to consider these questions and may especially appeal to students who want to risk and investigate a range of voices, styles, and impact as receivers, witnesses, and translators of the sensory world in a spirit of linguistic experimentation and discovery. In crossing genres, students look out a window made of poetry with Wendell Berry, take a music critic’s road trip with Duke Ellington, essay a slice of apple tart at a solo luncheon in Burgundy with a gastronomer who also savors words, enter the daybooks of some photographers and sculptors, and open a father’s letter to his newborn son on the aroma and value of tradition preserved in a handmade Italian cask of balsamic vinegar. Along the way, there are crossing genres, experimenting with field notes and lexicons, poetry and correspondence, imaginative criticism and cookbooks, and springboards into or from memoir, essay, travelogue, and fiction. The work is concentrated, kinetic, and contemplative, taking students outside and in while tracking, naming, and refining language to hold what another poet, Louise Gluck, describes as, “deep privacy of the sensual life.” From genre to genre, how does a writer return us to our senses, choosing words for their nuance and precision, their grace, music, and play? The development of notebooks — personal and collaborative — is central to the course; a wide range of exercises throughout the term offer springboards for focused pieces on every one of the five senses. The synthesis into final projects and portfolios (with a midterm conference required) for evaluation reflect precisely how and where each student has been called, “to the things of this world” and draw on a selection of genres to present “the quality of something made” (Wilbur again) from them. What can — and can’t — be made out of words? Prerequisites: permission of instructor.
BOATS WAITING A COA'S DOCK
PHILOSOPHY AT THE MOVIES
TO POLAR BEARS: PENGUINS JOURNEYS ACROSS THE ICE Matt Drennan Course limit: 15 This course is a general introduction to the Arctic and Antarctica. We begin by examining the unique ecologies of the polar regions by reviewing the life histories of some iconic polar creatures: polar bear, arctic tern, emperor penguin, and others. This ecological framework provides a backdrop for review of the history of exploration in these harsh regions. The search for the Northwest Passage and the quest for the poles captured western attention for hundreds of years, and the stories of hardship, heroism, absurdity, and sheer luck are compelling. The course concludes with an examination of the human ecology of both poles — politics, resource exploitation, tourism, and rapid climate change affecting both regions. Evaluations are based on participation, papers, and an independent project.
PERSONALITY & SOCIAL DEVELOPMENT Rich Borden Course limit: 15 This course provides a theoretical and practical look at the emotional, cognitive, social, and behavioral development of humans. It covers the full life span of human development with some special concentration on school age children. Topics of prenatal development and personality disorders are also presented. In addition, the course focuses on several of the more popular learning, social learning, and educational theories. During the first part of the course, readings are selected from original sources and discussed (e.g. Erikson, Freud, Adler, Gilligan). Later the discussions become directed more toward specific social and development issues (e.g. sex roles, the family, education, personal growth, death, and dying). Participation in the discussions and three papers are required. Offered every year.
John Visvader & Colin Capers Course limit: 20 The enormous success of movies has proven their entertainment value, but movies have also been used to explore concepts and situations that are on the frontiers of imagination and serve as a unique medium for articulating the limits of human possibility. Films can not only be taken as illustrations of various philosophical issues but can also be a unique way of working through philosophical issues hardly can be stated in other media. This class examines a series of films that raise issues dealing with the nature and limits of the human and natural worlds. Besides class discussions, there are lab classes each week devoted to screening films of conceptual interest. A series of short analytical papers are required. Writing focus optional.
PHILOSOPHY OF MIND (INTRODUCTION TO) John Visvader Course limit: 15 Despite the efforts of thousands of years of study and speculation we still do not have a clear and coherent conception of the nature of the mind and its relation to the body. This class serves as a basic introduction to critical thinking by examining in detail several contemporary theories of the mind and the kinds of puzzles and paradoxes they produce. It also serves as a basic introduction to philosophy as the problem of the mental involves issues in ethics, metaphysics, logic, religion as well as the allied sciences of psychology, neuro physiology and cognitive science. This course is discussion focused and evaluation will be based on two take home exams and class participation.
PHILOSOPHY OF NATURE John Visvader Course limit: 25 Because of the number of serious environmental problems that face the modern world, the theories and images that guide our interaction with nature have become problematic. This course examines various attempts to arrive at a new understanding of our role in the natural world and compares them with the philosophies of nature that have guided other peoples in other times and other places. Topics range from Taoism and Native American philosophies to deep ecology and scientific ecological models. Readings include such books as Uncommon Ground, Walden, and Practice of the Wild.
PHILOSOPHY OF RELIGION John Visvader Course limit: 20 This course examines the nature and justification of religious beliefs concerning the existence of God, the soul, and the afterlife. A wide range of views from both eastern and western traditions are explored and the writings of several philosophers such as William James and Martin Buber are examined in detail. Particular attention is paid to the nature of mysticism and problems concerning the use and limits of reason.
PHILOSOPHY OF SCIENCE John Visvader Course limit: 20 This course examines both the nature of science and its role in molding the modern world. The historic origins of science are explored from the late Middle Ages through the th century, to present clearly the development of key concepts, and to contrast science with other views of the world it displaced. Particular attention is paid to the work of Galileo and Newton. General issues covered include: theory formation, laws, confirmation and evidence, reductionism, determinism, and teleology. Philosophical problems raised by such areas as evolution theory, quantum mechanics, feminist theory, and modern cosmology provide additional topics.
POETRY & THE AMERICAN ENVIRONMENT Bill Carpenter Since Anne Bradstreet in the seventeenth century, American poets have responded to the natural environment and its human transformation. Poets have learned to see by their exposure to nature, and in turn have used their techniques of vision, music, and metaphor to teach humans how to see who and where we are. This class considers poets of the Romantic and Transcendental movements, spends time with Walt Whitman and Emily Dickinson, then focuses on the twentieth century, especially T.S. Eliot, Wallace Stevens, Robert Frost, Robinson Jeffers, and Elizabeth Bishop. We end with some contemporaries: Robert Hass, Charles Simic, Gary Snyder, and Mary Oliver. Students may write either an analytical paper or a collection of their own poetry. Class meetings are supplemented by additional workshop sessions for student poets.
PERSUASION & POLITICAL MESSAGING FUNDAMENTALS Jamie McKown Course limit: 15 Cost: $25 This class provides a broad introductory overview of the history, practice, and core concepts that encompass political messaging and persuasion through an empirical examination of grounded applications of such strategies. In order to capitalize on the saliency of the fall election cycle, course materials are based on a series of historical case studies directly tied to American presidential campaigns. Instead of studying various theories of political persuasion in the abstract, we extract principles commonly appearing in political messages from case examples. In addition, students participate in two collaborative projects. The first involves tracking political persuasion techniques in campaigns that occur during the term. The second involves students working in teams to produce their own political messaging materials for a hypothetical campaign. The overall goals of the course are threefold. First, to provide a broad survey of the history of political campaign communication and advertising as it has developed in the United States. Second, to confront some of the pragmatic issues that go into producing messaging strategies for electoral candidates. Third, to help students cultivate a more critical approach to analyzing the political messages they confront in their daily lives. The class is highly interactive with discussion being the primary mode of instruction. However, there is also a lecture component that provides the historical basis for the case studies we examine. Final evaluations are based on a combination of participation, several take home essay assignments, the contemporary tracking assignment, and a final creative project in which student produce their own campaign materials. The class is open to all students, regardless of their experience in politics or their knowledge of American history. It is well suited for introductory students who are interested in politics, human persuasion, and mass communication. However, it is also equally valuable for advanced students seeking to deepen their understanding of political persuasion.
POPULAR PSYCHOLOGY Rich Borden Course limit: 15 Cost: $25 Humans have an inherent need to make sense of their lives. Their search may be simply to improve everyday experience or it may involve a life long quest for meaning and wisdom. Nonetheless, in every age, they have found written advice to
address perennial needs ranging from the Bhagavad Gita and the Bible, through Marcus Aurelieus’ Meditations and Ralph Waldo Emerson’s Self Reliance, to ever popular, self help books. In the past half century of the New York Times’ Best Sellers list, there has usually been one or more popular psychology books on the list. Hundreds of millions have been sold and read. Some focus on how to improve relationships, raise children, or build wealth while others promise ways to discover happiness, expand memory, or find a deeper self. Their authors may be serious scholars, well known psychologists, insightful leaders, or shallow self-promoters. The purpose of this course is to critically examine the literature of popular psychology — to explore why people are or are not so drawn to this literary genre and to analyze its deeper psychological significance. A further goal is to evaluate when and how they work or why it doesn’t. These questions will be guided by an in-depth evaluation of the implicit structure of each book, as well as a comparative mapping of it within the theories and methods of professional psychology. In order to investigate a broad cross section of styles and themes, we begin with several classic popular psychology books as a common foundation. Thereafter, we move on to more varied approaches within small groups and individually. Evaluations will be based on participation in class discussions, several short papers, shared book reviews, and final paper comparing popular and academic psychology.
SKILLS PRACTICAL IN COMMUNITY DEVELOPMENT Ron Beard Course limit: 15 In rural areas throughout the world, citizens, nonprofit leaders, agency staff, and elected officials are coming together to frame complex issues and bring about change in local policy and practice. This course will outline the theory and practice of community development, drawing on the instructor’s experience with the Dùthchas Project for sustainable community development in the Highlands and Islands of Scotland, Mount Desert Island Tomorrow, and other examples in the literature. In short, community development allows community members to frame issues, envision a preferred future, and carry out projects that move the community toward a preferred future. Students will gain practical community skills in listening, designing effective meetings, facilitation, framing complex public issues, project planning, and development of local policy. Readings, discussions and guests will introduce students to community development theory and practice. Class projects
STUDENTS ERICA GEORGIKLIS AND KATE SHLEPER SPENT THEIR SUMMER DOING RESEARCH ON GREAT DUCK ISLAND
will be connected to community issues on Mount Desert Island including the areas of community design/land use planning, transportation, community health, housing, economic development, the arts and youth empowerment. Short written papers will provide opportunity to reflect on class content, community meetings, newspaper stories and reading assignments. This class is designed to include both COA students and community members. Evaluation will be based on preparation for and participation in class discussion, several short papers, participation in fieldwork, and contribution to a successful group project.
PRACTICUM IN ENVIRONMENTAL DIPLOMACY Doreen Stabinsky In this course, students will learn about four different international environmental regimes — the UN Convention on Biological Diversity, the Cartagena Protocol on Biosafety, the Committee on World Food Security, and the UN Framework Convention on Climate Change — through comparative classroom study and attendance at formal negotiating sessions. Each student will choose to focus their work during the term on one of the four bodies. They will be responsible for teaching their classmates about the types of problems addressed by the body and the politicssurrounding those problems as well as the basic governance structures that shape the regime. Through comparative analysis of the four regimes, students will also examine common issues in global environmental governance, such as implementation and compliance, finance, capacity building, technology
HUMAN STUDIES transfer, and mechanisms for civil society engagement. Work in the class will include a general presentation to the class on the basic elements of the regime and another presentation on the politics of a specific issue to be addressed by the body during its meeting. Each student will attend a negotiating session of their chosen regime and will write daily analytical blog postings while at the meeting. Students will be evaluated based on their two presentations, blog posts, and contribution to the collective learning of the class through the term long comparative analysis of the four regimes. Prerequisites: prior coursework in global politics, permission of instructor.
JOYCE, & BECKETT: PROUST, THE LIMITS OF LANGUAGE Colin Capers Course limit: 15 Cost: $60 Samuel Beckett’s early studies of the masterworks of Marcel Proust (À la Recherche du Temps Perdu, translated into English as, In Search of Lost Time) and James Joyce (Finnegans Wake) are a useful starting point for examining the work of these three individuals as a particularly tightly knit cluster of sensibilities working on the cusp of Modernism’s slide into Postmodernism. All three writers were attempting to describe the totality of human existence, as particularly lived and reflected at the times they lived in. For Proust and Joyce this endeavor entailed a precise, expansive, and exhaustive technique, whereas Beckett responded with a contracted use of language reflecting a dwindling human capacity to comprehend our circumstance. All three authors challenged readers’ perceptions of form and pushed language to the limits of its potential. In this course we will read extensively from In Search of Lost Time, Ulysses, and Finnegans Wake finishing with Beckett’s trilogy of Molloy, Malone Dies, and The Unnameable. Several of Beckett’s short plays and late prose pieces will also be studied. These readings will be supplemented with critical, cultural, and historical studies by Badiou, Cioran, Campbell, Pinter, Kristeva, Lukács, Zizek, and others. Prerequisites: The Nature of Narrative or signature of instructor.
PUBLIC SPEAKING WORKSHOP Jamie McKown Course limit: 10 Cost: $10 This class is conducted as a workshop with an emphasis on students producing increasingly advanced speeches for public performance and/ or consumption. We cover a wide variety of areas including those related to constructing the speech in advance (invention and arrangement), as well as those related to the actual performance of the text (style, memory, and execution). While the primary goal of the class is to create an environment in which students can improve vital public communication skills, we also strive to cultivate critical and respectful listening skills (which is a vital skill). A wide variety of speaking genres are covered during the term, though there is a strong emphasis on public advocacy and persuasion. This class is designed for students with varying levels of public speaking backgrounds. A diverse array of experiences, skills, and strengths helps foster a collaborative and supportive speaking environment. Throughout the term students work on individual projects, in pairs, and in larger collaborative groups. There is a minimal focus on theoretical questions in favor of a hands-on approach to constructing speeches. Students are evaluated on a number of process oriented assignments. Final evaluation are relative to individual participation in the process and not to an objective scale of public speaking talent. As such, students who feel they are less proficient in the area of public communication should not be worried that this would somehow disadvantage them in grading. In order to facilitate a vibrant working environment, a lab session will be a component of the class.
REDEFINING FOOD SYSTEMS EFFICIENCY Molly Anderson Course limit: 15 Efficiency has been the driver and justification for agricultural innovation in industrialized societies, including the United States, over the past years. In most circumstances efficiency means the replacement of human labor with synthetic chemicals, petroleum, and mechanization. While there has been a dramatic increase in production and productivity, there has also been massive displacement of the rural population to cities, the death of rural communities, environmental degradation, scale changes in agriculture, and growing contributions from agriculture to global environmental change. Thinking about efficiency in the long term, rather than with its common short term meaning, would incorporate the full costs of agricultural practices, such as their impacts on the
STUDENTS RESPOND TO FUNDAMENTAL QUESTIONS
develop an understanding of Catholic theology and various Protestant challenges to it, as well as develop a sense of the political rework of Europe provoked by theological debate. We read social histories of the period and primary texts by thinkers such as Erasmus of Rotterdam, Jean Calvin, Martin Luther, Teresa of Avila, Galileo, and Bartolome de las Casas and use films to provide context. Students are evaluated on mastery of readings, discussions, short essays, and a final project.
RESILIENCE IN SOCIAL & ECOLOGICAL SYSTEMS environment, animal welfare, rural communities, and the possibility of making a decent living as a farmer or wage worker in agriculture. This course examines the most innovative practices in the Northeast that point toward long term food system efficiency and sustainability. Participating students in Maine examine the Northeastern food system and its issues in-depth through films, research, and interviews with practitioners. Students document what they learn and combine their interviews and documentation into a story of food system innovation in the Northeast. Course lectures are videotaped for students in England and Germany who take the course through distance learning. COA students interact with British and German students to allow comparisons of how young people in different industrialized countries think about sustainability and long term efficiency in the food system, as well as compare practices, and the level of innovation across countries and across food system sectors. Evaluation are based on essays, assignments, and participation. Prerequisites: some experience and/or coursework in agriculture and food systems; permission of instructor.
& THE REFORMATION: RENAISSANCE EUROPE IN TRANSITION Todd Little-Siebold This class is an introductory exploration of the transformations in Europe from to the sixteenth century wrought by the changing religious, political, and social thought. Taking as its point of departure the transformation of European society provoked by the “new” ideas of the Renaissance, the course focuses on the phenomena of humanism and the challenges to religious orthodoxy and political hierarchies it represented. The course uses a range of secondary and primary sources to examine the social, spiritual, and political implications of the challenges to the Catholic Church’s preeminence in the Christian west. We examine the idea of Renaissance and its expressions in the world of ideas, art, and science practice. Student
Molly Anderson Course limit: 16 Resilience, or the ability to regain critical structure and functions after disturbance, has become widely recognized as an important attribute of sustainable social and ecological systems. This course examines the concept of resilience from system dynamics and the related concepts of vulnerability, thresholds, adaptive capacity, and societal learning Students learn consequences of lack of resilience and explore how to enhance resilience in food systems, global environmental change, and social experiments such as transition towns. Evaluations are based on participation and projects. Prerequisites: at least one QR course; courses in agriculture or food systems are useful..
SATANIC VERSES Bill Carpenter Course limit: 18 Cost: $10 This course is a study of the figure of Satan in classic and contemporary literature and visual art including painting and film. We view the Satanic image in the light of Jung’s shadow archetype, an unconscious compensatory figure in the evolution of morality. It is also related to ideas of nature and civilization, to major religious structures and to the political techniques of demonization and projection. A centerpiece of the course is a close reading of Salman Rushdie’s Satanic Verses and its relation to contemporary Islam. Other readings include the books of Genesis and Job from the Old Testament, Jung’s Answer to Job, Sura of the Koran, selections from Dante’s Inferno and Milton’s Paradise Lost, Goethe’s Faust, William Blake’s The Marriage of Heaven and Hell, Hawthorne’s The Scarlet Letter, the Grand Inquisitor chapter from Dostoevsky’s Brothers Karamazov, Nietzsche’s The Antichrist, Elaine Pagel’s The Origin of Satan, and the Rolling Stones’ Sympathy for the Devil. We also study visual imagery from Bosch, Goya, and the Dore illustrations to Dante. Halfway steering clear of Hollywood, films may include The Passion of the Christ, Pasolini’s Gospel According to St. Matthew,
CHARACTER, SHAKESPEARE: CONFLICT, & CINEMATOGRAPHY Bill Carpenter Course limit: 16 Cost: $10 This course focuses on Shakespeare’s tragedies as a direct link between the birth of tragedy in ancient Greece and the violence of contemporary cinema. The class begins with a week of Shakespeare’s sonnets as an entry into the co evolution of language, metaphor, and human emotion. Then we compare Hamlet and Sophocles’ Oedipus Rex in the light of Freudian theory to shed light on universal issues of incest and domestic violence, and continue with a play every week in two extended evening sessions on Mondays and Thursdays, with pizza intermissions. Monday sessions are complete dramatic readings of the play involving the whole class, stopping to discuss salient points, with the aim of complete understanding of language, structure, and meaning. The Thursday sessions are a single or double feature of contemporary and classic film adaptations, followed by discussion of the relation between play and film. Sample pairings would are Romeo and Juliet with Bernstein’s West Side Story; Macbeth with Geoffrey Wright’s Macbeth and Kurosawa’s Throne of Blood, and King Lear with Moorhouse’s A Thousand Acres. Two written assignments involve a choice of structural analysis of a play, re-casting Shakespearean scenes or motifs into original short fiction, or selecting and a Shakespeare play through all its cinematic variations. Texts are individual editions of the plays, along with Michael Greer’s Screening Shakespeare for individual background. Recommended prerequisites: prior writing or literature course.
ENTREPRENEURSHIP: SOCIAL CREATING CHANGE Jay Friedlander Course limit: 12 Cost: $50 Changing the world takes more than a good idea and hope. There are many factors which contribute to a successful social change movement, and in this course, we explore what it takes to be a successful change maker in our communities, and thus in the world. Reversing the lens we use to approach the
STUDENTS DIRECT AND PERFORM IN NUMEROUS PRODUCTIONS EACH YEAR
Rosemary’s Baby, Godard’s Sympathy for the Devil, and Herzog’s Nosferatu the Vampyr. Students learn to analyze and understand complex literary works in historical and cultural context. Evaluations are based on two papers (- pages) and one presentation. The student presentations are expected to expand the course into areas of popular culture, music, iconography and social behavior.
problems of the world is part of what a human ecologist needs to do to understand our challenges: “...social entrepreneurs are uniquely suited to make headway on problems that have resisted considerable money and intelligence. Where governments and traditional organizations look at problems from the outside, social entrepreneurs come to understand them intimately, from within.” – David Bornstein, How To Change The World This is an experiential, project-based course where students learn about models of social entrepreneurship in our immediate community, as well as in our global community through the college’s relationship with Ashoka. The relationship with Ashoka allows COA students a more direct means of accessing the Ashoka fellows and their powerful work around the world. Through student-designated and -designed projects, we work to raise awareness of social entrepreneurship, learn more about the work of successful social entrepreneurs and why their models work, as well as expand efforts of positive social change at COA, on , and beyond. As a credit course, with work divided over three terms, the student can choose in which term to take the credit. There is a formal weekly meeting for an hour each week throughout the term, as well as significant time commitment outside of class. Projects may include: organizing a speaker series and/or fall event; solidifying internship and senior project fellow relationships; increasing Ashoka
HUMAN STUDIES fellows presence on campus; or attending the Ashoka Conference in Washington DC, as well as other relevant conferences. Students are evaluated based on performance, participation, and the quality of the projects they produce over the course of the year.
SPANISH I (BEGINNING) Karla Peña Course limit: 10 Cost: $20 This course is for students who have had no contact with Latin American culture, do not possess basic Spanish language structures and expressions, and have no Spanish vocabulary. The emphasis is on the development of basic skills required in any language — listening, speaking, writing, and reading comprehension. The primary goal of this course is for students to express themselves orally and through writing, using vocabulary and simple construction of Spanish in the indicative tense. This includes present tense study, vocabulary, numbers, proper nouns, salutations and presentations, present perfect tense, action verbs, the usage of “to be” and “is”, future tense, vocabulary, and some usage of “for.” Students will be evaluated on two compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/ homework, and class participation. Offered every fall.
SPANISH II (BEGINNING) Karla Peña Course limit: 10 Cost: $20 This course is intended for students with a basic knowledge of Spanish grammar and who can use common vocabulary needed for every day situations. Through this course students are able to express themselves orally and through writing using subject verb agreement, in the basic form of indicative tense, and they are introduced to imperative moods. It includes a review of the present and future tenses, the study of the imperfect tense, action verbs, direct object, proper nouns, the indicative tense, the use of the “to be” and “is” verbs, and an introduction to prepositions. Students are evaluated on two compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/homework, and class participation. Offered every fall.
SPANISH II (INTERMEDIATE) Karla Peña Course limit: 10 This course is for students who use the simple and compound structures of the indicative mood. Students express themselves orally and through writing using the appropriate vocabulary and complex sentence structure in the indicative, subjunctive, and imperative moods, in adverb clauses and more sophisticated idioms. Students are evaluated on two compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/ homework, and class participation.
STARTING YOUR NOVEL Bill Carpenter Course limit: 10 This is an intermediate to advanced creative writing class for those interested in an intensive approach to writing longer fiction. It would also be useful to the novel readers as an insider’s approach to the structure and purpose of fiction, the relation of author to character, and issues of intentionality. We read the first chapters from current novels and study their opening strategies, then each student develops plot, character, style, and setting ideas for a first novel, followed by writing and revising fifty or sixty pages of their projected work. Other concerns are narrative viewpoint, time, realism, dialogue technique, writing habit, motivation and self discipline, and the relation of fiction to personal experience. Background in creative writing or narrative theory would be helpful but not essential. Evaluations are based on participation, strength of concept, and written work.
STUDENT TEACHING Linda Fuller This student teaching internship fulfills the student teaching requirement for COA’s teacher certification candidates. Success in this experience is a pivotal criterion in the student’s certification candidacy. The student is placed in a school, usually in the immediate region, with a teacher who teaches subjects and grade levels that match the certification goals of the student. Roles of the student teacher, cooperating teacher, principal, and COA supervisor are discussed and agreed upon in advance. Incrementally, the student teacher becomes familiar with class routines and gradually takes responsibility for teaching. Within the -week experience, the student teacher must take on a full load (all classes and all duties) for a number of weeks agreed upon by all parties. This
HUMAN STUDIES period of time varies with subjects, grade level, and specific student goals. The COA supervisor visits schools in a liaison capacity, and also evaluates the student teacher’s performance a minimum of eight times in the term. Student teachers meet together regularly to discuss issues such as curriculum planning, instruction, teaching practices, classroom environment, and broader educational issues. Students may use student teaching to fulfill the COA internship requirement if it is completed prior to graduation. Prerequisites: permission of Educational Studies Program Director.
STUDENTS WITH SUPPORTING DISABILITIES IN THE REGULAR CLASSROOM Kelley Sanborn This is an introductory course in special education. We explore the needs of children with disabilities and techniques for meeting these needs in the regular classroom. The course emphasizes both the social and instructional aspects of the concepts of inclusion, differentiation, and serving students in the “least restrictive environment.” Participants are introduced to concepts central to understanding the role of regular classroom teachers in meeting the academic, social, and emotional needs of students with disabilities. By the end of the course students are able to: identify and describe current issues and trends in education related to individuals with disabilities and their families; describe special education laws and procedures impacting individuals with disabilities; develop a working definition for each area of exceptionality in relation to achievement of educational goals; and develop strategies and resources for modifying, adapting, and/or differentiating curriculum and instruction. Prerequisites: a course in education.
SURVEY OF BRITISH LITERATURE Katharine Turok Course limit: 15 Poetry, plays, essays, and fiction by British writers from the medieval period to the early twentieth century are explored in the context of social, historical, and cultural currents and cross currents. In addition to examining the lives and works of men and women writers from Chaucer to T.S. Eliot students are encouraged to question and analyze writings in relation to nature, science, and philosophy; poetry and painting; exploration, travel, trade, and colonialism; gender, class, and family; slavery and plurality; monarchy and revolution; classic, romantic, and modern theories and forms; and industrialism and alienation. Three papers are written during the semester; each paper is followed by a tutorial conference. Writing focus optional.,
SUSTAINABILITY (INTRODUCTION TO) Molly Anderson Course limit: 18 Cost: $25 Introduction to Sustainability is a gateway into current thinking and practice of sustainability in multiple fields. It uses examples of people and organizations trying to move toward more sustainable practices in city planning, transportation, food systems, energy, business operations, housing design, consumption, waste disposal, and other areas. Guest speakers who work to implement more sustainable practices in their businesses and society help introduce students to current thinking and practices in their fields. Although most of the class is grounded in specific examples, we begin with controversies over the meaning of sustainability and address how it can be measured and evaluated. The last part of the class deals with socio-cultural changes needed to move individuals and societies toward more sustainable practices and how these can become part of the warp and woof of the way we live. Students are evaluated based on participation in class discussion, regular journal entries, completion of individual and group assignments, and independent projects and presentations that explore and practices in a specific field of particular interest to each student.
SUSTAINABLE STRATEGIES Jay Friedlander Course limit: 15 Business has tremendous societal ramifications. Inventions and industries from the automobile to the internet impact everything from air quality to economic and political freedom. Entrepreneurs, who are often at the forefront of business and thus societal innovation, are changing the way business is conducted by creating businesses that are beneficial to the bottom line: society and the environment. Through cases, projects, and present day examples, the course will challenge students to understand the impact of business on society and the challenges and pitfalls of creating a socially responsible venture. In addition, it will offer new frameworks for creating entrepreneurial ventures that capitalize on social responsibility to gain competitive advantage and increase valuation while benefiting society and the environment. The final deliverable for the course is an in class presentation in which student teams will either: recommend ways to improve the social and environmental impacts of a company, while increasing competitive advantage and bottom line; or benchmark two industry competitors, a socially responsible company versus a traditional company.
Molly Anderson Course limit: 16 We hear regularly about ecosystems, the health care system, the public educational system, the food system and the global financial system. But what is a system, and what is systems thinking? The latter has become a buzz word in many fields, put forward as a way to achieve breakthroughs in dealing with entrenched problems. Certainly systemic problems require systemic solutions; but this does not imply that all problems are best solved with holistic or systems thinking. This course will parse different systems into their generic components, examine when and where systems thinking is useful and appropriate, and explore how this approach can provide insights in various fields. It will begin with general elements of systems thinking, such as stocks; information, energy and material flows; feedback loops; and regulatory mechanisms. It will proceed to examine specific systems, such as those dealing with health care, food, and education, and students will learn first hand through panel presentation show various actors within a system view barriers and leverage points for systems change differently. Students will experiment with simple computer aided systems modeling. They will have the opportunity to model a system of their choice, and draft papers about leverage points for changing this system. We will interact with visiting staff from Elm Farm Organic Research Centre () in England on setting up systems research projects on COA’s farms, and take advantage of distance learning resources that provides on the farming systems approach. Evaluation will be based on class participation, final project and reading critiques.
TECHNICAL WRITING Anne Kozak Course limit: 15 This intermediate-to-advanced level course, which is interdisciplinary, teaches students not only to write clear, precise, and unambiguous memos, reports, executive summaries, and National Environmental Policy Act () documents, but also to write collaboratively for an actual client. The practice oriented approach gives students the opportunity to acquire skills they will need as professionals and to learn to communicate data effectively and concisely to specific audiences. Prerequisites: an introductory writing course and signature of instructor. Offered every other year.
STUDENT PROJECT INSTALLATIONS IN COA'S DORR MUSEUM OF NATURAL HISTORY
TECHNOLOGY & CULTURE (SEMINAR IN) John Visvader Course limit: 15 The rise and development of technology is perhaps the most dramatic factor influencing the nature of the modern world. This seminar provides an opportunity to investigate the dynamics of a “technological society” with particular emphasis on the problem of changing conceptions of time and the development of the modern and most modern concept of the self. An investigation of these issues are achieved by a close reading of several of Heidegger’s essays on technology and language and by an examination of the views of classical philosophers such as Kierkegaard and Nietzsche, and contemporary thinkers including Gadamer, Habermas, and Rorty. Classes will be driven by discussion and the course will require student presentations and a final research paper. Prerequisites: a course in philosophy.
THEMES IN EAST WEST PHILOSOPHY John Visvader Course limit: 15 Eastern and Western philosophies have many themes in common though their methods of approach and terminology are often far apart. This seminar explores some elements in the works of Meister Eckhart, Heidegger, Wittgenstein, and Derrida that overlaps with various themes in Hinduism and Buddhism such as the nature and existence of the Self and the limits of language. Evaluations are based on a final paper and seminar participation. Prerequisites: two philosophy courses or permission of instructor.
THEORIES OF HUMAN NATURE
TOPICS IN PHILOSOPHICAL PSYCHOLOGY John Visvader Course limit: 12 Philosophical psychology involves the conceptual investigation of the nature of the human mind and behavior. Challenging issues arise in the attempt to give causal and naturalistic accounts of such things as perception, intention, thinking, meaning, emotion, and sensation. Various problems arise concerning the nature of the mind/ body interaction, mental causation, the nature of self knowledge, justification of our knowledge of others, self identity, free will, and the possibility of psychology as a science. This seminar will examine several of these issues by reading some of the contemporary literature in philosophical psychology. The seminar-style class requires individual student reports on readings and a final project paper.
NUNS, WITCHES, & TROUBADOURS, CONCUBINES 500-1450 Katharine Turok This course traces variations in the social, legal, and economic status of women in Asia and Europe from to . Students will be examining letters, diaries, songs, court documents, poems, essays, and fiction with an eye toward textual analysis and original discourse. Students will also consider such questions as: why and to what extent did women in some parts of the medieval world — in China until ; in southern India; in Catalonia, Spain — experience relative freedom? What were women’s attitudes toward men, children, religion, love, work, sexuality, religion, magic, and education? How was gender negotiated, with female
STUDENT SARAH GRIBBIN HOLDING A BABY HERRING GULL WHIILE VISITING GREAT DUCK ISLAND
John Visvader Course limit: 20 By using the theme of the understanding of human nature, this course explores the central aspects of several major philosophical systems. A theory of human nature involves a vision of the individual self, its relation to the social community, and its relation to the natural world. theme is traced through a range of philosophies, ancient and modern, eastern and western, religious and scientific, in order to remind ourselves of the range of human possibilities and to clarify the presumptions of our present image of ourselves. The results of this investigation are used to approach the problem of formulating a philosophy of human ecology. Particular readings used change each time the course is given.
identity in girlhood, adolescence, and adulthood, established or modified, within the various sociocultural contexts? What were the achievements and accomplishments of women during the Middle Ages whether they managed households; wandered the land as minstrels; or worked at court, in the religious life, in the visual and performing arts, or in medicine? Students will be evaluated on the basis of class participation, two short papers, and one substantial essay.
& MANAGING UNDERSTANDING GROUP DYNAMICS Bonnie Tai Course limit: 15 Cost: $50 This course will examine essential questions about how groups function, whether the group is a committee involved in institutional governance, a class of adolescents, or a cohort of business colleagues. Readings, activities, and assignments will weigh traditional and alternative conceptions of leadership, power, authority, community, diversity, membership, and exclusion. Students will engage in case discussions, writing (including autobiography and creative writing), and research activities. A major component of the course will be the observation and analysis of a group (e.g., in a community organization, business, or school). The final paper will be the creation and analysis of a case. Evaluation will be based on class participation, responses to readings, facilitation of a case discussion, an autobiographical essay, a short story, reports of observations, and the final paper. Students will be expected to take the course pass/ fail, with special arrangement to made for those needing to take it for a grade.
STATES IN THE 21ST CENTURY UNITED WORLD: END OF EMPIRE? Jamie McKown Course limit: 12 Cost: $100* This is a reading intensive course tied to the annual Camden Conference held in Camden, Maine. The three-day conference brings experts from all over the world to discuss a range of topics related to foreign policy, international relations, and diplomacy. Over the years, COA has developed a relationship with the conference that enables students to engage with the events over the three days. Every year highlights a particular theme, with new focused panel discussions, speakers, and readings. The topic of this year’s conference is “The United States in a st Century World: Do We Have What it Takes?” Some discussion sessions may involve the following questions: What does it take to be an economic superpower in the st century? What are likely threats the US faces in the twenty first century? Does American society have what it takes to be a twenty first century “world citizen?” Is the US still the “indispensible nation” to help resolve seemingly intractable problems? What do Americans need to remain competitive in the twenty first century? How secure is the energy future of the US? How does gridlock in Washington affect US foreign policy? What is the role of media in influencing foreign policy? This class is built to parallel the thematic cornerstones of this year’s Camden topic. We cover some of these topics in-depth as well as others. This is a discussion-based seminar that includes work from both the conference reading list as well as supplemental works. The goals of the class are twofold: to prepare students to attend and play an active role in the conference (attendance is a requirement) and provide them a background immersion in the topics of this year’s conference; and to assist students returning from the conference in critically integrating those experiences with course materials and their own particular research interests. Both students and faculty lead class discussions. Evaluations are based on written assignments, attendance and participation in class discussions, attendance at the conference, and a final written analysis of a particular topic related to the conference theme. Students interested in international relations, global politics, diplomacy, United States foreign policy, or economic development/trade policies are encouraged to enroll. Prior classes in foreign policy are not required. Students who have previously taken a Camden Conference course can also receive credit for this course and are encouraged to consider enrolling. *This course’s fee includes conference registration and lodging.
VOYAGES Bill Carpenter Course limit: 16 From prehistoric times, the journey into the unknown has been both a reality and a metaphor of human experience. This course follows the archetype of the voyage through major literary narratives and road movies. Written and class assignments draw from students’ own experience as travelers. Using Joseph Campbell’s Hero with a Thousand Faces as a theoretical framework, we move on to Homer’s Odyssey (selections), Melville’s Moby Dick, Conrad’s Heart of Darkness, Woolf ’s To the Lighthouse, Peter Mattheissen’s Far Tortuga and the new “scroll” version of Jack Kerouac’s On the Road. We’ll watch Apocalypse Now, Priscilla Queen of the Desert, Stranger than Paradise, Powwow Highway, Wild at Heart, and The African Queen. Assignments include in class reports on students’ journeys and a nonfiction writing section on travel narrative.
WATER WORLDS: CULTURE & FLUIDITY Heath Cabot Course limit: 15 This advanced/ intermediate socio-cultural theory course examines human ecological relationships in a variety of watery spaces. In the humanities and social sciences, oceans, seas, rivers, and watersheds have recently emerged as particularly productive units of socio-cultural analysis. In contrast to the boundedness that can pervade area studies, these water worlds convey both the fluidity of cultural connections and the richness and detail of deep historical and ethnographic research. Moreover, water worlds help us consider people in their engagements with ecosystems and geographies. This course centers on a variety of watery regions, including the Mediterranean, the Pacific, the Amazon, the Caribbean, the Black Sea, the Atlantic, the Indian Ocean, and human/ microbial relationships under the ocean. Topics addressed include: the constructing of regions, critical approaches to geography, alternatives to globalization theories, and postcolonial theory. The course is designed for students who want to hone their skills in socialcultural analysis and/or those interested in the topic itself. All students must be prepared to read and discuss dense, complex material in cultural studies and social theory; they should have background in learning to think and write analytically. Students are evaluated on participation in class discussion and on outside written assignments. Prerequisites: permission of instructor.
STUDENTS REVIEW A PAPER TOGETHER IN COA'S WRITING CENTER
WHITEWATER/WHITEPAPER: RIVER CONSERVATION & RECREATION Ken Cline Course limit: 11 Cost: $100 Loren Eisely once remarked, “If there is magic on this planet, it is contained in water.” Eisely’s observation is an underlying premise of this course — that there is something very special about moving water. This course is taught in a seminar format in which students read and discuss ecological, historical, sociological, political, and legal aspects of river conservation and watershed protection. Special emphasis is placed on understanding the policy issues surrounding dams, river protection, and watershed planning. In conjunction with readings and class discussions, students use a term long study of a local stream to learn about the threats facing rivers in the United States and the legal and policy mechanisms for addressing these threats. In addition, the class takes an extended field trip to western Massachusetts to gain first hand knowledge of the tremendous impact river manipulation can have on a social and ecological landscape. We spend time looking at historically industrialized and now nationally protected regional rivers. Through weekly excursions on Maine rivers, students also develop skills to enable them to paddle a tandem canoe in intermediate whitewater. Evaluations are based on problem sets, role playing exercises, contribution to the class, short essays, and paddling skills. Weekly excursions to area rivers entail special scheduling constraints as we are in the field all day on Fridays. Prerequisites: signature of instructor.
PLACE: WOMAN’S IN THE POEM, AT HOME, ON THE ROAD Candice Stover Course limit: 15 Cost: $20 The place “no map could show. . ..” So Adrienne Rich describes the moment igniting one poem of a traveler in this genre on the page. Just where is a woman’s place? Where does she come from? What does she leave or return to? How does she remember, observe, and name the worlds she is and the worlds she discovers in the shape and making of a poem? These questions accompany us both as points of departure and anchors for discussion in reading poems from women inviting us to track the seasons on a Cumbrian sheep farm, taste raspberries in the snow in Moscow, muse on home by a waterfall in Brazil, enter a Polish café with a terrorist, and turn circles barefoot on a Vermont hillside. every poem we share, seeing and articulating the architecture is essential. Come prepared to read closely and aloud, to name what strikes you as a reader developing a vocabulary of critical precision and the moment’s truths, and to gather a portfolio of original poems tracing your journey to this place with no map but the words you find.
WORLD ETHNOGRAPHY IN FILM Elmer Beal Cost: $20 This course is intended to give a view of how different peoples of the world live and what their homes, dress, customs, and work are like, the kinds of technologies employed in various environments, and the population levels they support. The course will be guided by the text Ethnographic Film by Heider. The class views a sampling of anthropological films made over the last fifty years. Students are expected to view twenty films and write critiques of fifteen. Evaluation is based on participation and the fifteen reviews. Prerequisites: Contemporary Culture and the Self or equivalent. Offered every year.
Â&#x2014; WRITING SEMINAR Human Studies Faculty Course limit: 15 This expository writing course, which is limited to second- and third year students, focuses on writing as a process, audience awareness, syntax, and analysis. Through class discussion of readings, students gain an understanding of how others use the various principles of exposition to explain, clarify, and analyze. By writing several drafts of papers (topics may be chosen by students), students develop prewriting and revision skills. Through peer review sessions, students apply what they have learned in analyzing the writings of others to the writing of their peers. The portfolio students turn in at the end of the term should contain several drafts and the final version of two shorter papers, drafts and final copy of a library based research paper, and an annotated bibliography. This course meets the first-year writing requirement.
Â&#x2014; WRITING SEMINAR II Human Studies Faculty Course limit: 15 A logical sequence to Writing Seminar and Writing Seminar I, this course emphasizes argument and persuasion. The assigned readings show students not only how others passionately and creatively argue points but how argument and persuasion are integral to writing effective papers on topics ranging from the need to diversify the student body to protecting Atlantic salmon. Like Writing Seminar I, this course also requires library research and an understanding of different forms of documentation. Prerequisites: signature of Writing Program Director. Offered every year.
Â&#x2014; WRITING SEMINAR I Katharine Turok Course limit: 15 While individual sections of this class may adhere to a specific theme such as nature, culture, or biological sciences, this course is designed primarily to prepare students to write academic papers. Designed to serve the overall academic program, this course focuses on formal writing based on rhetorical principles of exposition and concentrates on the writing process: prewriting, writing, and rewriting. Assigned readings both illustrate how to use these principles and develop studentsâ&#x20AC;&#x2122; analytical skills. Through a research paper or case study, this course introduces students to library research and documentation of an academic paper. Each section emphasizes peer review, revision, regular conferences, and some class presentations.
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What has been your favorite class at COA? Why? I've had a lot of classes that I've really loved; it's hard to choose just one. I really enjoyed Austen, Bronte & Eliot with Karen Waldron â&#x20AC;&#x201D; it was a really intimate tutorial and everyone was passionate about the subject. And Karen is amazing. I've also loved all of my classes with Dave Feldman, Ken Cline, and John Cooper.
What is your dream occupation? Fundraiser for a Nonprofit
What do you like to study? Well, at COA, I've focused mostly on business and economics, but outside of class I like to study film, history, and classic novels.
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What has been your favorite class at COA? Why? I have enjoyed all my classes. The Human Ecology core course was one of my favorites. The students in the class brought a lot of intellectual and stimulating conversation. The professor was very good at facilitating the process. Global Environmental Politics was a very good class along with Practical Activism, Histories of Power, and Launching a New Venture; all were very challenging but rewarding. Greek Political Philosophy and Campaigning brought to light many questions about politics and framing issues in two different eras.
What is your dream occupation? To be the Prime Minister of St. Lucia
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What was your favorite project at COA? Why? I really enjoyed a project I completed for the Human Ecology core course. I had a camera in TAB programmed to take a picture every five minutes...for 24 hours. The resulting video makes me think of all the warm-fuzzy feelings I have for COA. For me, at least, TAB is the center of our collective lives. Having that recorded on film is beautiful.
What is your dream occupation? I would love to be teacher-writer-farmer-actor-ballerina. Well, not really. Everything but the ballerina part! I have so many dream occupations. I think that is one of the main reasons I attend COA. Sure, a degree in Human Ecology will open whichever doors I ask of it- but it is more the general experience at COA. Not only am I prepared for anything I would like to be, I am also empowered. I actually believe that I can be anything I want to be. But to really answer your question... I would love to be a story keeper. Stories are my life; they are all around us. I would love to be able to know, keep and share all the stories in this world.
%744+%7.7/ 14)#0+<'4 As you have gone through this book it is likely you have found a number of courses you would like to take at COA. We have created this curriculum organizer for you to consider what your time at COA may look like. We hope you use this to jot down the courses you'd love to take and brainstorm how you may build your own major in Human Ecology.
CORE REQUIREMENT FULFILLED —
REQUIREMENT REMINDERS x1 x2 x2 x2 x1 x1 x1 OR x2
OTHER COURSE OPTIONS TO CONSIDER 345$9Ľ!"2/!$Ľ(x3+) 2%3)$%.#9Ľ(x3) %#/,%!'5%Ľ(x3) 454/2)!, (x1+) ).$%0%.$%.4Ľ345$9Ľ(x1+)
NON-CREDIT GRADUATION REQUIREMENTS ).4%2.3()0 (x1+) #/--5.)49Ľ3%26)#%Ľ(/523Ľ(x40+) (5-!.Ľ%#/,/'9Ľ%33!9 (x1)
*Internships are required to graduate, but many students choose to not take them for credit. This allows students to take more classes as they earn their COA credits.
HUMAN STUDIES ,QJP #PFGTUQP B.A. University of California Berkely; M.A. Ecology and Systematic Biology, San Francisco State University; Ph.D. Biological Sciences, University of Rhode Island. Zoology, Behavioral Ecology, Anatomy, Physiology.
/QNN[ #PFGTUQP B.S., M.S. Colorado State University; Ph.D. University of North Carolina. Sustainable Food Systems and Agriculture.
0CPE[ #PFTGYU B.F.A. Maryland Institute College of Art; M.F.A. The School of the Art Institute of Chicago. Performing Arts, Film Production, Puppetry.
,QFK $CMGT B.A. California State University; M.F.A. Acting, National Theatre Conservatory, Denver Center for Performing Arts. Performing Arts, Theatre.
'NOGT $GCN B.A. Bowdoin College; M.A. Anthropology, University of Texas at Austin. Ethnology, Anthropological Theory.
4KEJ $QTFGP B.A. University of Texas; Ph.D. Psychology, Kent State University. Environmental Psychology, Personality and Social Development, Contemporary Psychology, Philosophy of Human Ecology.
4[CP $QWNFKP B.S. University of the South; B.S. Columbia University; M.E. Chemical Engineering, Tufts University; Ph.D. Chemical Engineering, University of Massachusetts-Lowell. Chemistry, Mathematics.
*GCVJ %CDQV B.A. University of Chicago; M.A., Ph.D. Anthropology, University of California Santa Cruz. Political and Legal Anthropology, Urban Anthropology, Migration and Transnationalism, Human Rights and Humanitarianism.
$KNN %CTRGPVGT B.A. Dartmouth College; Ph.D. English, University of Minnesota. Literature, Creative writing, Comparative Mythology.
&QP %CUU B.A. Carleton College; Ph.D. Chemistry, University California Berkeley. Chemistry, Physics, Mathematics.
-GP %NKPG B.A. Hiram College; J.D. Case Western Reserve University. Public Policy, Environmental Law.
%CVJGTKPG %NKPIGT B.F.A. University of Kansas; M.A. History of Art, University of New Mexico; M.Phil. History of Art, University College London; Ph.D. Art History, University of London. Art History, Printmaking.
&TW %QNDGTV B.F.A. Auburn University; M.A. The School of the Art Institute of Chicago. Visual Communication, ď&#x2122;&#x2020;ď?¤ Art and Design, Museum Studies.
,QJP %QQRGT B.A., M.A. Trenton State. Music Fundamentals, Aesthetics of Music, Improvisation.
)TC[ %QZ B.A. Wesleyan University; Ph.D. Vanderbilt University. Political Economics, History, Conflict Resolution.
&CXG (GNFOCP B.A. Carleton College; Ph.D. Physics, University of California, Davis. Mathematics, Physics.
,C[ (TKGFNCPFGT B.A. Colgate University; M.B.A. Olin Graduate School of Business at Babson College. Green and Socially Responsible Business.
5CTCJ *CNN B.A. Hamilton College; Ph.D. Geology, University of California Santa Cruz. Geology, Earth Science.
*GNGP *GUU B.S. University of California Los Angeles; Ph.D. Zoology, University of Washington. Invertebrate Zoology, Biomechanics.
-GP *KNN B.A. University of Michigan; Ed.M. Counseling Process, Harvard University; M.S.,Ph.D. Educational Psychology and Measurement, Cornell University. Education, Psychology.
#PPG -Q\CM B.A. Salve Regina College; M.A. English, St. Louis University. Writing, Literature.
6QFF .KVVNG 5KGDQNF B.A., M.A. University of Massachusetts, Amherst; Ph.D. Latin American History, Tulane University. History, Latin American Studies.
+UCDGN /CPEKPGNNK B.S. Catholic University of America; M.L.A. Landscape Architecture, Harvard University. Community and Regional Planning, Landscape Architecture.
,COKG /E-QYP B.A. Emory University; M.A. Georgia State University; Ph.D. Northwestern University. Government and Polity.
'TPKG /E/WNNGP Art, University of Maryland, Portland Museum School, Portland State University, Oregon. Ceramics, Visual Studies.
5W\CPPG /QTUG B.A., Ph.D. University of California, Berkeley. Applied Botany, Plant Ecology, Tropical Studies.
%JTKU 2GVGTUGP B.A. University of California, Santa Barbara; Ph.D. Ecology and Evolutionary Biology, University of Arizona. Ichthyology, Marine Ecology.
B.A. Human Ecology, College of the Atlantic. M.Sc., Ph.D., Botany, Plant Ecology, Evolutionary Ecology, The University of British Columbia. Field Botany, Plant Taxonomy, Plant Evolutionary Processes, and Ethnobotany
HUMAN STUDIES 5VGXG 4GUUGN B.S. Millersville University; M.S. University of Vermont; Ph.D. Ecology and Evolutionary Biology, University of Connecticut. Vertebrate Biology, Environmental Physiology.
&QTGGP 5VCDKPMUM[ B.A. Lehigh University; Ph.D. University of California, Davis. Agricultural Policy, International Studies, Global Environmental Affairs.
$QPPKG 6CK B.A. Johns Hopkins University; Ed.M., Ed.D. Technology in Education, Learning and Teaching, Harvard University. Philosophy of Education, Educational Methods.
&CXKU 6C[NQT B.S. United State Military Academy; M.S., Ph.D Economics, University of Oregon. Environmental and Resource Economics.
5GCP 6QFF B.Sc. University College of North Wales; Ph.D. Biopsychology, Memorial University of Newfoundland. Marine Mammal Physiology and Behavior.
,QJP 8KUXCFGT B.A. Philosophy, CUNY; Ph.D. Philosophy, University of Minnesota. Philosophy, Philosophy of Science, History of Ideas.
(#%7.6; .'%674'45 %QNKP %CRGTUÇÈ
B.A. M.Phil..Writing and Composition, Film Studies
#PP #ZVOCPP Sociology
B.S., M.S.. Physics, Mathematics
Community Development, Group Dynamics
.KPFC (WNNGTÈ B.S., M.A.. Educational Counseling, Educational Studies
)QTFQP .QPIUYQTVJÇÈ B.A., M.R.P.. Geographic Information Systems, Land Use Planning.
/KEJCGN $GPPGVV Music, World Percussion
'CTN $TGEJNKP Journalism
/CVV &TGPPCP Seabird Ecology
-CTNC 2G¤C B.A. Spanish Language.
(TGF 1NFC[Ç Botany
%CPFKEG 5VQXGT B.A., M.S.. Writing and Literature.
-GNNG[ 5CPDQTP Educational Studies, Special Education
5EQVV 5YCPPÇ B.A., M.Phil. Ecology, Natural History, Ornithology.
4[CP 5KQDJCP Children's Literature
-CVJCTKPG 6WTQM B.A. M.A.. Writing and Composition, World Literature.
(#%7.6; -CTGP 9CNFTQP B.A. Hampshire College; M.A. English, University of Massachusetts; M.A., Ph.D Women’s Studies, English and American Literature, Brandeis University. Literature and Writing; Minority, Cultural, and Feminist Theory; American Studies.
denotes College of the Atlantic Alumni
denotes College of the Atlantic Staff Faculty
OUR GRADUATES FOCUS ON
% 17 13
Art & Design
Approximately 55% of the COA alumni also choose to continue their education for master and doctorate degrees. COA students and alumni have received the following national awards: Watson Fellowship, Morris K. Udall Scholarship, Barry M. Goldwater Scholarship, Kathryn W. Davis Projects for Peace, George C. Marshall Fellowship, Gilman Fellowship, Citizen Ambassadorship to the United Nations, and NASA Space Grant. COA's emphasis on field research, independent study, interdisciplinary thinking, and job internships serves our students well. Our graduates include leaders and decisionmakers in many different fields. Among them: the former president of Common Cause, a National Geographic photographer, a TED Speaker and senior conservation specialist at Conservation International, the co-founder and president of Newman's Own Organics, and the current president of COA. Other COA graduates have become marine biologists, composers, restaurateurs, lawyers, entrepreneurs, teachers, organic farmers, artists, authors, journalists, social workers, filmmakers, doctors, veterinarians, molecular geneticists, and public policy experts.
.KHG #HVGT %1# What do COA Alumni have in common? They care about the world, think critically, and understand the deep and abiding connections between ideas, people, and the multiple worlds in which we engage. Their experiences at COA often encourage students to create their own niche in the world, whether as an entrepreneur, educator, artist, or physician. They know they will live in tomorrow's world, not yesterday's, and they want to help shape the world in which they will live.
Image of graduate Nina Therkildsen, class of '05. Nina received her PhD from Technical University of Denmark Aqua where she focused on the historical genetic infrastructure of Atlantic cod and is now currently working at Hopkins Marine Station in Pacific Grove, California.
To support student life and the academic program, the college has developed a number of facilities and additional resources unique to the geographic area and human ecology degree focus. COA has fostered a collaborative environment of resources and common spaces on campus, nearby, and around the world. Detailed information on these resources and facilities as well as a complete map of campus — and the programs and projects associated with them — can be found at www.coa.edu.
COA DOCK INDIGO & OSPREY RESEARCH VESSELS ARTS & SCIENCES BUILDING BOTANY, CHEMISTRY, & ZOOLOGY LABS COMPUTER SERVICES DIGITAL DESIGN/PHOTOGRAPHY STUDIO GEOGRAPHIC INFORMATION LAB GREENHOUSES WRITING CENTER ARCHITECTURAL DESIGN & 2D STUDIOS
KAELBER HALL THORNDIKE LIBRARY COMPUTER CENTER BLAIR (TAKE-A-BREAK) DINING HALL OFFICE OF ADMISSION & FINANCIAL AID
GATES COMMUNITY CENTER ETHEL H BLUM GALLERY MUSIC PRACTICE ROOMS M C CORMICK LECTURE HALL
DORR MUSEUM OF NATURAL HISTORY
OTHER RESOURCES NOT PICTURED: ANIMATION & 3D STUDIOS, POTTERY STUDIO, CENTER FOR APPLIED HUMAN ECOLOGY, ELECTRIC VEHICLE CHARGING STATION, COMMUNITY GARDENS, ISLAND RESEARCH CENTER, DAVIS CENTER FOR INTERNATIONAL STUDIES, WITCHCLIFF CLASSROOMS, DRURY LIBRARY, PEGGY ROCKEFELLER FARM, & BEECH HILL FARM
DEERING COMMON SEA URCHINS CAFE HEALTH & WELLNESS CENTER MEDITATION ROOM STUDY SPACE & LEADERSHIP ROOM
GREAT DUCK ISLAND MOUNT DESERT ROCK
KATHRYN W DAVIS VILLAGE CUSHMAN MEDIA CENTER ROBINSON GAME ROOM ELIOT STUDY SPACE
TURRETS ALLIED WHALE EDUCATIONAL STUDIES CENTER
Y OR OR RB OR AT PARK A L R H AB BA N L O NA TO CK SO NATI M JA A D I A U S E U H RT B AC B E M R E O SW LA L AB D MO L O K I E TO ND B L PAR E S AN SL A IONA TABL RE I T AT S O ER E S D IA N W IN D N D M D A O T A U N AC W I L L MO
= CAMPUS HOUSING
We approach the admission process much as we approach learning: we focus on the individual strengths of each student; we encourage creativity; and we hope that you will both ask lots of questions and share your ideas with us. COA accepts the Common Application. Our supplemental form provides us with additional information about you. It is available on the Common Application website, by calling the Office of Admission, or by downloading it at www.coa.edu. Visit www.commonapp.org to get your application started. College of the Atlantic offers several admission plans for prospective students. Students who have come to the decision that COA is their first choice are invited to apply under either one of the Collegeâ&#x20AC;&#x2122;s Early Decision plans. Students who file Early Decision i applications with all accompanying credentials by December 1 will receive a decision by December 15. Those filing Early Decision ii applications with all accompanying credentials by January 10 will receive a decision by January 25. In submitting an Early Decision application, a student enters into an agreement whereby, if admitted, she or he will enroll at COA and immediately withdraw all applications to other colleges. An applicant wishing to apply as either an Early Decision i or Early Decision ii candidate should indicate this choice on the Common Application and submit the Common Application Early Decision Agreement form.
A COMPLETE APPLICATION 1.
Completed Common Application
COA supplemental form
At least two teacher recommendations
Official transcripts of all academic work from high school and college
WHAT WE LOOK FOR The Admission Committee reviews all applications. The committee is composed of current students, faculty, and staff. • Academic preparation • Intellectual curiosity and enthusiasm for learning • A tendency to seek out intellectual and personal challenges • A desire to be a part of a small college with a focus on environmental sustainability and social justice
RECOMMENDED, BUT NOT REQUIRED A personal interview – while an interview is not required we strongly recommend one for all candidates. Alumni interviews and phone interviews are available for those unable to schedule an on-campus interview. Standardized test scores are not required. Should you wish to submit either sat or act scores, our ceeb code is 3305.
TRANSFER OR VISITING STUDENTS College of the Atlantic welcomes applications from transfer students. Approximately 20% of our student body started at COA as transfer students. A student may transfer a maximum of 18 credits to COA (the equivalent of 60 semester hours or 90 quarter hours). Although an evaluation of credit is not final until after enrollment, students may receive preliminary evaluations by contacting the Registrar. Students who wish to spend one or more terms at COA and transfer college credit to another institution should apply as a visiting student. Applications for visiting students are available by calling (800-528-0025 or 207-288-5015) or e-mailing the Office of Admission at email@example.com.
INTERNATIONAL STUDENTS COA welcomes applications from highly qualified international students. Applications for international students are the same as those for first-year and transfer students. Application requirements are identical, except that international students are also required to submit one of the following: toefl score, sat critical reading and writing scores, sat ii writing test score, predicted ib score for English. International students are also required to submit a Declaration of Finances Form. We are proud to offer the Davis United World College Scholarship to students who graduate from the United World Colleges and are admitted to COA.
ADVANCED PLACEMENT/ INTERNATIONAL BACCALAUREATE College credit may be given for superior performance on Advanced Placement (ap) examinations. COA credit will be granted for scores of ‘4’ or higher. For International Baccalaureate (ib) work, two COA credits will be given for scores of ‘5’ on higher level exams. A full year’s credit is awarded for a score of ‘34’ or higher on the comprehensive exam. The credits are officially recorded only following successful completion of the student’s first year at COA.
DEFERRED MATRICULATION Students wishing to defer Fall matriculation may do so prior to June 1 by sending a written request to the Dean of Admission and paying a $400 non-refundable deposit ($200 of which will be applied to the student’s first term tuition bill). Matriculation will be postponed for up to a full academic year, subject to successful completion of any academic work completed during that time, as well as continued confidence in the quality of the student’s personal character.
DATES & DEADLINES Early Decision 1 December 1
Estimated Financial Aid Form Due
Response to Applicants
Enrollment Deposit Due
Early Decision 2 January 10
Estimated Financial Aid Form Due
Response to Applicants
Enrollment Deposit Due
Regular Decision February 15
Application & FAFSA Due
Response to Applicants
Enrollment Deposit Due
Transfer Admission April 1
Application & FAFSA Due
Response to Applicants
Enrollment Deposit Due
ADMISSION & FINANCIAL AID STAFF Sarah G. Baker
Dean of Admission
Associate Director of Admission & Student Services
Assistant Director of Admission for Recruitment Design & Communication
Director of Financial Aid
Assistant to the Director of Financial Aid
post-secondary education accessible to a wider portion of the population. The underlying principle is that the student and the student’s family share the primary responsibility for funding the student’s higher education, while the government provides assistance to those with demonstrated need. Additionally, institutions such as COA are taking on greater levels of support to help students narrow the gap in paying for their education. Assessing financial aid eligibility starts with filing the Free Application for Federal Student Aid (fafsa) which is available at www.fafsa.org from your high school guidance office or college’s financial aid office. COA also requires that its own short application be completed. The information on these forms helps to establish the Expected Family Contribution (efc). Subtracting the efc from COA’s cost of attendance determines the student’s unmet need. This is where the financial aid department comes in, putting together a package of aid that may include assistance such as a COA grant, a federally subsidized Stafford Student Loan, and a work study award. COA is also proud to award a small number of merit-based Presidential Scholarships to those students exhibiting exceptional academic achievements and citizenship qualities. The College also offers a handful of specialty scholarships which can be found on www.coa.edu. For 2012-2013 school year the estimated cost of attendance is $46,959. This estimation includes tuition, room and board, books, and transportation. The fafsa usually becomes available by December and needs to be submitted by February 15 (but no sooner than January 1). The college’s Title iv code is 011385. COA’s deadline for all financial aid materials is also February 15. It is important that families keep this in mind and get their tax information filed as early as possible. Late applicants risk receiving smaller awards. If you are applying for Financial Aid, you can find a Financial Aid Check List on our website (www.coa.edu)
The Higher Education Act of 1965 was created to help make
to aid you in your application.
Advising 10 Degree Requirements See Degree Requirements Evaluation & Standards 10 Off-Campus Study 15 Other Academics Options 10 What You Will Learn 8 Acadia: Exploring the National Park Idea 69 Accreditation 4 Activating Spaces: Installation Art 29 Admission 122 A Complete Application 123 Admission & Financial Aid Staff 126 Admission Requirements See What We Look For Advanced Placement/International Baccalaureate 125 Dates & Deadlines 126 Deferred Matriculation 125 Financial Aid 127 International Students 125 Transfer or Visiting Students 124 What We Look For 124 Recommended But Not Required 124 Admission Requirements See What We Look For Adolescent Psychology 69 Advanced Composition 69 Advanced Projects: Art Practice & Concepts 29 Advising 10 Aesthetics of Violence (The) 69 African American Literature 70 Age of Reason & the Enlightenment (The) 70 Agroecology 47 Alumni Work See Student Work, Life After COA American Public Address 70 Anderson, John 47, 50, 51, 55, 116 Anderson, Molly 59, 72, 75, 86, 91, 104, 105, 108, 109, 116 Andrews, Nancy 29, 30, 35, 37, 38, 116 Animal Behavior 47 Animation I 29 Animation II 30 Architectural Design Studio 30 Arguing Over Slavery: Lincoln/Douglas Debates of 1858 70 Art of the Puppet 30 Art & Science of Fermented Foods 47 Arts & Design 25 Courses 29-41 Introduction 28 Student Profiles 42 Arts & Design (Introduction to; Course) 31 Art Since 1900: Harmony & Conflict 31 Autobiography 71 Axtmann, Ann 99, 117
Baker, Jodi 34, 116
Cass, Don 47, 49, 50, 52, 55, 59, 116 Ceramics I 32 Changing Schools, Changing Society 72, 73 Chaos & Fractals (Introduction to) 49 Chemistry for Consumers 49 Chemistry I 49 Chemistry II 49, 50 Chemistry of Foods & Cooking 50 Child Education & Development 73 Children’s Literature 73 Chinese Philosophy 73 City/Country: Literary Landscapes 1860-1920 73 Classic Shorts: Changing Weather 74 Classic Shorts: What’s on Our Plates 74 Climate Justice 74 Cline, Ken 69, 83, 90, 91, 93, 94, 95, 100, 112, 116 Clinger, Catherine 31, 33, 34, 39, 40, 41, 116 COA’s Foodprint: Our Local Food System 75 Coastal Campus 121 Colbert, Dru 29, 31, 32, 33, 35, 40, 116 Cold War: Early Years 75 Cold War: The Later Years 75, 76 Collaborative Leadership 76 Collections Care: Saving all the Parts (Introduction to) 50 Communicating Science 76 Community Governance 20 Community Planning & Decision Making 76 Community Service 13 Community Spaces & Services 19 Comparative Politics: Models, Structures & Case Studies 76, 77 Complete Application (A) 123 Computer Science (Introduction to) 50 Conflict & Peace 77 Constructing Visual Narrative 32 Contemporary Artist as Researcher & Activist 33 Contemporary Continental Thought 77 Contemporary Culture of Maine Organic Farmers 77, 78 Contemporary Culture & the Self 77 Contemporary Psychology: Body, Mind, & Soul 78 Contemporary Social Movement Strategies 78 Contemporary Women’s Novels 78 Cooper, John 36, 37, 38, 39, 41, 116 Corn and Coffee 79 Costa Rican Natural History & Conservation 50, 51 Counseling Process (Introduction to) 79 Course Primer 24 Courses 29-113 See also Course Primer Cox, Gray 77, 78, 84, 85, 86, 87, 94, 99, 116 Creative Destruction: Understanding 21st Century Economies 79, 80 Creative Writing 80 Cross Cultural American Women’s Novels 80 Curiosity and Wonder: Design & Interpretation in the Museum 33 Curriculum Design & Assessment 80, 81 Curriculum Organizer 115
Beal, Elmer 77, 112, 116 Beard, Ron 76, 103, 117 Bennett, Michael 41, 117 Biochemistry 47 Biology I 48 Biology II: Form & Function 48 Biology Through the Lens 71 Biomechanics 48 Blood: Substance & Symbol 71, 72 Borden, Rich 17, 76, 78, 81, 90, 91, 101, 102, 116 Bouldin, Ryan 49, 54, 57, 62, 116 Bread, Love, & Dreams 72 Brechlin, Earl 94, 117 Business & Non-Profit Basics 72
Debate Workshop 81 Degree Requirements 12 Community Service 13 Final Project 13 Human Ecology Essay 13 Internship 13 Demeo, Anna 52, 60, 117 Documentary Video Studio 34 Drawing Mineral & Botanical Matter in Maine Forest 34 Drennan, Matt 59, 101, 117
Cabot, Heath 71, 84, 111, 116
Ecological Economics (Advanced Seminar in) 81
Calculus II 48 Calculus III: Multivariable Calculus 49 Call of the Land: Agrarian Arts & Words 72 Campus Map See Coastal Campus Capers, Colin 86, 101, 104, 117 Carnet de Voyage: the Illustrated Travel Journal 31 Carpenter, Bill 9, 69, 71, 72, 80, 102, 105, 106, 107, 111, 116
Dates & Deadlines 126
Ecology 51 Ecology & Experience 81 Ecology: Natural History 51 Ecology of the Winter Coastline 51 Economic Development: Theory & Case Studies 82 Economics: Global Issues (Introduction to) 82 Economics: Globalization (Advanced Seminar in) 82
INDEX Edible Botany 52 Educational Innovation 83 Electric Vehicles: a Hands-On Introduction 52 Elements of Theatre 34 Environmental Chemistry: Air 52 Environmental Chemistry: Water 52 Environmental History 83 Environmentality: Power, Knowledge, & Ecology 83, 84 Environmental Law & Policy 83 Environmental Physiology 53 Environmental Science 43 Courses 47-63 Introduction 46 Student Profiles 64 Ethics: The History of a Problematic 84 Ethnobotany 53 Ethnographic Fieldwork 84 Ethnography, Advocacy, & Ethics 84 Evaluation & Standards 10 Evolution 53 Existentialism & Post Modernism from Nietzsche to Irigary 85 Experiential Education 85
Faculty 116, 117
Farms, Orchards and Cider: Agricultural History in England 85 Feldman, Dave 48, 49, 50, 56, 58, 60, 116 Femininity and Masculinity go to School: Gender, Power & Ed 85, 86 Film Sound & Image 35 Film Theory 86 Final Project 13 Financial Aid 127 Admission & Financial Aid Staff 126 Dates & Deadlines 126 Financials 86 Fisheries & Their Management 53 Food, Power, & Justice 86 Four Dimensional Studio 35 French Literature & Philosophy 86, 87 Friedlander, Jay 72, 86, 91, 94, 106, 108, 116 From Native Empires to Nation States 87 Fuller, Linda 83, 98, 107, 117 Futures Studies 87
Gardens & Greenhouses:
Theory/Practice of Organic Gardening 53, 54 Gender, Politics, and Science in Fairy Tales of the World 87, 88 Genetics 54 Geographic Information Systems I: Foundations & Applications 88 Geology of Mount Desert Island 54 Global Environmental Politics: Theory & Practice 88 Global Politics (Introduction to) 88, 89 Governance SeeÂ Community Governance Graphic Design Studio I/Visual Communication 35 Great Letters 89 Green Chemistry: Design for Benign 54 Guatemalan History & Culture (Seminar in) 89 Guitar (Introduction to) 36
Hall, Sarah 54, 116
Herpetology 54 Hess, Helen 48, 54, 56, 63, 116 Hill, Ken 69, 73, 79, 116 History of Agriculture: Apples 90 History of Filmmaking (1895-1945) 36 History of Filmmaking (1946-Present) 36 History of Natural History 55 History of Rock 37 History of the American Conservation Movement 90 History of Western Music 37 Housing 18 Human Anatomy & Physiology I 55 Human Anatomy & Physiology II 55 Human Ecology Core Course 24 Human Ecology Essay 13
Human Ecology of Wilderness 91 Human Ecology (Seminar in) 90 Human Ecology (Tutorial, Advanced Seminar in) 90 Human Relations: Principles & Practice 91 Human Studies 65 Courses 69-113 Introduction 68 Student Profiles 114 Hunger, Food Security, & Food Sovereignty 91 Hydrology 55 Hydro Politics in a Thirsty World 91, 92
Immersion Practica in Spanish & Yucatecan Culture 92
Improvisation in Music 37 Integrated Methods II: Science, Math, & Social Studies 92 Intercultural Education 92, 93 Intermediate Video: Studio & Strategies 37 International Environmental (Advanced Seminar) 93 International Financial Institutions 93 International Wildlife Policy & Protected Areas 93, 94 Internship 13 Introduction 3 Invertebrate Zoology 56
Jazz, Rock, & Blues: From Their Origins to the Present 38 Journalism in the New Media Age 94 Journeys in French Film 38
eyboard/Piano (Introduction to) 38 Kozak, Anne 69, 76, 97, 109, 116
Landscape Design Studio 39
Land Use Planning I 38 Launching a New Venture 94 Left, Right and Future: Alternative Political Philosophies 94 Legal Process (Introduction to) 94, 95 Lichen Biology 56 Life After COA 118, 119 Life Drawing 39 Life on Mount Desert Island 23 Lincoln Before the Presidency 95 Linear Algebra (Introduction to) 56 Literature, Science, & Spirituality 95 Little-Siebold, Todd 70, 79, 83, 85, 87, 89, 90, 100, 105, 116 Longsworth, Gordon 38, 88, 117
acroeconomic Theory 95 Mancinelli, Isabel 30, 31, 38, 39, 76, 116 Marine Biology 57 Marine Mammal Biology I 57 Marine Mammals & Sound 57 Marine Policy 95, 96 Marvelous Terrible Place: Human Ecology of Newfoundland 96 Mathematical Modeling 57 Mathematical Thought & Practice (Introduction to) 57, 58 McKown, Jamie 70, 75, 76, 81, 83, 95, 96, 102, 104, 111, 116 McMullen, Ernie 32, 39, 40, 116 Media and Society: Readings in Mass Communication 96 Methods of Teaching Writing Across the Curriculum 97 Microeconomics for Business & Policy 97 Mission 4 Molecular Evolutionary Genetics 58 Morphology & Diversity of Plants 58 Morse, Suzanne 47, 53, 58, 59, 63, 116 Mountain Poets of China & Japan 97 Music Fundamentals: Introduction to Reading/Hearing/Writing/Playing 39 Mystics 97
Native American Literature 98
Nature & Language of Mathematics 58 Nature of Narrative 98 Nature of Narrative II 98 Negotiating Educational Policy 98 Nineteenth Century American Women 98, 99
INDEX Non-Verbal Communication, Culture & the Body 99 Numbers, Names, & Narratives: Doing Human Ecology in Human Studies 99
Oceanography (Introduction to) 58, 59
Oceans & Fishes: Readings in Environmental History 100 Off Campus Study 15 Olday, Fred 56, 117 Organic Chemistry I 59 Organic Chemistry II 59 Organic Production on a Farming Scale 59 Ornithology 59 Other Academic Options 10 Our Daily Bread: Following Grains Through the Food Systems 59, 60 Our Public Lands: Past, Present, & Future 100 Outdoor Program (The) 23 Out of Words: Crossing Genres Through the Senses 100
Peña, Karla 92, 107, 117
Penguins to Polar Bears: Journeys Across the Ice 101 Personality & Social Development 101 Petersen, Chris 53, 57, 58, 62, 63, 116 Philosophy at the Movies 101 Philosophy of Mind (Introduction to) 101 Philosophy of Nature 101 Philosophy of Religion 102 Philosophy of Science 102 Physics I: Mechanics & Energy 60 Physics II: Introduction to Circuits 60 Physics & Mathematics of Sustainable Energy 60 Plant Communities of the Americas 61 Plants with Mettle: Lives of Metallophytes 61 Plant Systematics 61 Poetry & the American Environment 102 Political Persuasion & Messaging Fundamentals 102 Popular Psychology 102, 103 Practical Skills in Community Development 103 Practicum in Environmental Diplomacy 103, 104 Prints & Printmakers: a Natural & Cultural History 39 Probability & Statistics 62 Problems in Painting: Techniques, Skills & Vision 40 Proust, Joyce, & Beckett: The Limits of Language 104 Public Speaking Workshop 104
R ajakaruna, Nishi 52, 53, 61, 62, 116
Reality Effect: Art & Truth in the 19 Century 40 Redefining Food Systems Efficiency 104, 105 Renaissance & The Reformation: Europe in Transition 105 Resilience in Social & Ecological Systems 105 Ressel, Steve 50, 51, 53, 54, 63, 71, 117 th
Sanborn, Kelley 108, 117
Satanic Verses 105, 106 Shakespeare: Character, Conflict, & Cinematography 106 Siobhan, Ryan 73, 117 Social Entrepreneurship: Creating Change 106, 107 Spanish I (Beginning) 107 Spanish II (Beginning) 107 Spanish II (Intermediate) 107 Stabinsky, Doreen 74, 88, 93, 103, 117
Starting Your Novel 107 Statistics & Research Design (Introduction to) 62 Stover, Candice 74, 89, 97, 100, 112, 117 Student Life 16 Community Governance 20 Community Spaces & Services 19 Housing 18 Life on Mount Desert Island 23 Outdoor Program (The) 23 Student Profiles Arts & Design Students 42 Environmental Science Students 64 Human Studies Students 114 Student Teaching 107 Student Work 1, 9, 15, 22, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 48, 51, 63, 80, 87, 89, 92, 99, 103, 105, 106, 110, 119 Study Abroad See Off-Campus Study Supporting Students with Disabilities in the Regular Classroom 108 Survey of British Literature 108 Sustainability (Introduction to) 108 Sustainable Material Design 62 Sustainable Strategies 108 Swann, Scott 51, 59, 117 Systems Dynamics 109
Tai, Bonnie 72, 80, 85, 92, 110, 117
Taylor, Davis 79, 81, 82, 95, 96, 97, 117 Technical Writing 109 Technology & Culture (Seminar in) 109 Themes in East West Philosophy 109 Theories of Human Nature 110 Three-Dimensional Studio: Introduction to 3D Art & Design 40 Todd, Sean 53, 57, 58, 62, 96, 117 Topics in Philosophical Psychology 110 Trees & Shrubs of Mount Desert Island 62 Tropical Marine Ecology 63 Troubadours, Nuns, Witches, & Concubines 500-1450 110 Turok, Katharine 87, 108, 110, 113, 117 Two-Dimensional Design I 40
nderstanding & Managing Group Dynamics 110 United States in the 21st Century World: End of Empire? 111
Violin (Introduction to) 41
Visvader, John 70, 73, 97, 101, 102, 109, 110, 117 Voyages 111
Waldron, Karen 70, 73, 78, 80, 95, 98, 117
Water Worlds: Culture & Fluidity 111 Weed Ecology 63 What We Look For 124 What You Will Learn 8 Whitewater/Whitepaper: River Conservation & Recreation 112 Wilderness in Landscape Art I: Proto Ecological Visions 41 Winter Ecology 63 Woman’s Place: In the Poem, at Home, on the Road 112 World Ethnography in Film 112 World Percussion 41 Writing Seminar 113 Writing Seminar I 113 Writing Seminar II 113
All paper in this book is certified and a majority of the book includes a high content of post consumer waste. The production of this book was powered by sustainable hydro power and was printed with sustainable wind power by Maine-based J.S. McCarthy Printers. Photography provided by Rogier van Bakel, Toby Hollis, Jason P. Smith, Donna Gold, Rebecca Woods, Danielle Meier, and students, Julia De Santis, Oliver Bruce, Mauro Carballo, and Amelia Eshleman. Text and editing by Sarah Baker, Sarah Haughn, Donna Gold, Danielle Meier and faculty and the Guidebook was designed by Danielle Meier. The College of the Atlantic Guidebook is a annual publication covering a general overview and summary of the academic, social, and cultural life of College of the Atlantic. More information can be found at www.coa.edu.
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