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. Level: Intermediate. Prerequisites: Recommended Introduction to Arts and Design and/or Two-Dimensional Design. Offered every other year. Class limit: 11. Lab fee: $25. *AD*

Isabel Mancinelli

This course is a mixture of design theory, critique, and actual production of pottery. Class time is divided between handbuilding, including pinch, coil, and slab techniques, and the fundamentals of wheel-thrown pottery. Assignments are occasionally supplemented by in-class discussion 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. Level: Introductory. Offered every year. Class limit: 16. Lab fee $85. *AD*

Ernie McMullen

From pop cans to giant billboards to clothing labels, graphic design permeates our environment. Understanding how to apply basic design concepts to the presentation of informative or persuasive material is crucial to communicating with an audience. In this course students learn how typography, image, space, color, and form can be subtly manipulated to relate ideas effectively. Real-client projects are integrated as available. Software skills are developed in Freehand and Photoshop. Computer-aided design tools are integrated as the term progresses. Level: Introductory. Prerequisites: Two-dimensional Design I (or equivalent). Lab fee: $85 - includes a removable hard drive, 10 legal size full color dye sublimation (photographic quality) prints, laser jet prints, 25 inkjet prints, and 7 large format prints. Class limit: 12. *AD*

Dru Colbert

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 the elements of melodic development, melodic cliches, rhythmic and melodic embellishment, harmonic substitutions, and development of the ear. It is multilevel in format, allowing for students of all technical proficiency to participate. In addition to two class sessions weekly (where extensive time will is spent in performance situation), each student also meets with the instructor on a private basis. In short, this course enables students to use the "tools of improvisation" to be able to make a "personal musical statement" while playing, singing, "jamming," etc. Level: Intermediate/Advanced. *AD*

John Cooper

This class studies the arts of the Renaissance from the 14th through the 17th century, including the works of Brunelleschi, Michelangelo, and Vermeer. The approach is aesthetic and historical with particular emphasis on changing world views. The evolution of music, philosophy, technology, and science during this time period is studied as contextual support for our critical analysis of painting, sculpture, and architecture. Readings include Art and the Collective Unconscious and Amor and Psyche by E. Neumann, The Social History of Art (vol. I and II) by Arnold Hauser, The Black Death by Robert S. Gottfried, and Bronowski's The Ascent of Man. Several films from Kenneth Clark's Civilization are shown as well as other films and slide shows from the National Gallery. Course requirements include a paper or a project. Level: Introductory. Offered every other year. Class limit: 20. *HS* *HY* *AD*

JoAnne Carpenter

This course is the 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 are expected to 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. Level: Introductory. Offered every fall. Class limit: 20. Lab fee $20. *AD*

JoAnne Carpenter
Isabel Mancinelli

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), 7th 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 MIDI is also included. Keyboard II is a continuation of practical technique leading to keyboard fluency. Level: Introductory. Lab fee $10. *AD*

John Cooper

This course is a survey of the particular styles of music that have had such a profound effect on America, as well as the world in the twentieth century. Students inquire of the social, cultural, and aesthetic elements that led to the creation of each style. The use of recorded examples provides a chronological examination of the 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 concerning the permeation of these characteristics into secular and non-secular music of the 1900s. 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. Level: Introductory. Class is open to all students, regardless of musical experience. Lab fee: $10. *HY* *AD*

John Cooper

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. Level: Intermediate/Advanced. Prerequisite: Previous studio art course or signature of instructor based on review of portfolio. Offered every other year. Class Size: 16. Lab fee $50. *AD*

Ernie McMullen

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 analysis of Western Art Music forms are included for comparison purposes. Level: Introductory. Lab fee $10. *AD*

John Cooper

In the process of acquiring a degree in Human Ecology, students complete internships and senior projects. They may also participate in group studies, plays and art and design classes. In most cases they are left with little tangible evidence of their often extraordinary efforts. In addition, many are faced with presenting their ideas, or those of a group, but are given little training in effective communication. Access to jobs and further education usually depends upon their ability to express themselves and demonstrate what they have accomplished or learned. The intent of this course is to assist students in documenting their work and presenting themselves both graphically and verbally. It includes (but is not limited to) preparation of portfolios, development of public speaking skills, documentary photography and effective use of visual aids. Other areas which may be covered, depending upon individual needs, are model building, graphics, resume writing, reprographics and rendering. Level: Intermediate/Advanced. Prerequisites: Previous course work in Arts and Design and/or completion of a senior project or internship which lends itself to visual documentation. Offered every two or three years. Class limit: 15. *AD*

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. Level: Introductory. Offered every winter. Class limit 20. Lab fee: $10 *AD*

Ernie McMullen

This is a studio course in transparent watercolors. In the early weeks we investigate color and value using grids, geometric designs, and simple still lifes. Next we experiment with wet on wet techniques, washes, and glazes, using more complex studies. Among the more advanced subjects are still life, the nude, and landscape. As weather permits we spend some time in the field as well as in the studio. Weekly critiques counter our individual studio and field work. Evaluation is based on studio work and a portfolio of assignments. Level: Introductory. Prerequisites: Two-dimensional Design I, any painting course, any drawing course, or Introduction to Arts and Design. Offered every year. Lab Fee $30. Class limit: 15. *AD*

JoAnne Carpenter

This first level course explores a variety of styles, techniques, and materials that are used in three-dimensional design. We explore line, plane, form, texture and color, first as separate exercises and finally in combination. The course begins with a line exercise in which students develop a composition using metal wire as the only element of the sculpture. We discuss implied form and space as defined by the wire shapes. The second exercise explores plane surfaces. Using thin sheet metal, students create compositions using single and multiple planar surfaces. The third project explores solid form. The fourth and final exercise requires that students utilize all of the elements of the previous exercises in a single sculpture. Through the discussions, critiques, and readings, students are expected to develop the vocabulary and ideas necessary to pursue further course work in three-dimensional art and design. Level: Introductory/Intermediate. Prerequisite: Introductory Arts and Design course or signature of instructor. Class limit: 12. Lab fee $65. *AD*

This is a "hands on" class for learning and performing conga, snare drum, drum set, hand percussion techniques, 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: 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. Level: Introductory. Class limit: 12. *AD*

Michael Bennett

This tutorial offers small group instruction in a defined musical or media discipline. It involves at least one 1 1/2 hour weekly meeting with the instructor, and independent or group time of at least 8-10 hours weekly, with more time for advanced work. Requirements include an end of term project or performance. Introductory/intermediate/Advanced. Offered upon demand. *AD*

John Cooper

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. Level: Intermediate. Prerequisite: Introduction to Arts and Design, Two-Dimensional Design, and Woody Plants, or signature of instructor. Offered every two or three years. Lab fee $25. Class limit: 11. *AD*

Isabel Mancinelli

This course is designed for students who have taken at least two previous arts and design related 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 will provide individual guidance and group critiques for students from various disciplines to meet, present and discuss their work. Contemporary critical issues are addresses through readings, screenings/slides and discussions. We will explore how an artist builds a body of work, and discuss working processes and issues in art and society. The course will include field trips and visiting artists, when available and pertinent. Students will be evaluated on their progress towards their goals, and participation in discussions and critiques. Students may work in video, painting, photography, installation, sculpture, 2-D, or hybrid forms, but students should already have the basic skills required for their chosen project(s). Level: Advanced. Class limit: 12. Lab fee: $30. *AD*

Nancy Evelyn Andrews

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 will look at various documentaries both historic and contemporary, and a number of strategies and styles, including; video diaries/autobiographical works, cinema verite, propaganda, documentary activism, nature documentaries, and experimental genres. Students will learn the basics of video production, including, using a video camera, video editing, production planning, lighting, microphone use, and interview techniques. Students will make several documentary projects, both collaboratively and individually. Students will be evaluated on their participation in group discussions and critiques, and on the documentary projects they produce. Level: Intermediate. Prerequisite: any introductory level arts and design studio course or film history course (previous video production experience is not required). Lab fee: $30. Class limit: 12. *AD*

Nancy Evelyn Andrews

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, will be introduced. Students will create flip-books, video pencil tests and 16mm animated films. Students will be given exercises and assignments that guide them through processes for making art. Various artists' animated films will be screened and discussed. History and concepts related to animation and film will be introduced through screenings, readings and discussions. Level: Intermediate. Prerequisite: Introduction to Art and Design, 2-D Design, Signature of Instructor. Lab fee: $50. Class Limit: 12. *AD*

Nancy Evelyn Andrews

The History of Rock......"We were just the spokesmen for a generation" A social history of Rock and Roll, from it's origination in the Blues, through the Rhythm and Blues of the 50'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. You will listen to it, you will read about it, you will watch it happen on videos (no BeeGees or Tony Orlando)...we will connect it to the times......and what turbulent times they were. If you are interested in what happened culturally in this country between 1950 and today, you 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 half century. Level: Introductory. Lab fee $10. *AD* *HY*

John Cooper

Soundscape may be defined as an environment of sound (or sonic environment) with emphasis on the way it is perceived and understood by the individual, or by a society. It thus depends upon the relationship between the individual and any such environment. The term may refer to actual environments, or to abstract constructions such as musical compositions and tape montages, particularly when considered as an artificial environment. In this interdisciplinary course we investigate a broad range of acoustic concepts, ranging from a scientific treatment of the nature and behavior of sound both in air and underwater, the biology of hearing, the use of sound by animals in communication, and the cultural applications of sound and music in human society. Students will explore methods of composition using sounds as materials for assigned projects. Various approaches to understanding and experiencing sound will be examined, including spoken word, radio shows, music, and experimental forms. Labs will focus on understanding the nature of sound, and practical application of sound equipment, technique and theory. Students will learn about microphones, sound recording, amplification, and the physics of sound. The course will culminate in a performance to the community of student presentations that expresses the wide use of sound as part of our culture. Evaluation will be based on class participation and a set of assignments, including a final project. Emphasis will be placed on an artistic interpretation of soundscape, although students will be expected to have a basic understanding of the scientific basis of acoustic phenomena. Level: Intermediate. Prerequisites: One AD and one ES course. Class Limit: 12 Lab fee $60. * AD*

Nancy Evelyn Andrews

This course is a fundamental study in 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. Level: Introductory. Students must provide own instruments (acoustic or electric). Lab fee: $10. *AD*

John Cooper

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 will engage 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 will be evaluated based on video projects (fiction or non-fiction), critical writings, class participation and presentations. Level: Intermediate/Advanced. Pre-requisites: Documentary Video Studio, or Introduction to Video Production. Class limit: 12. *AD*

Nancy Evelyn Andrews

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 will explore 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 will be made, including hand puppets, rod puppets, shadow puppets, and large scale puppets. Students, individually and in collaboration, will create both original and adapted scripts and scenarios for their puppets, exploring relationships between text, story, character and movement of the puppet. In addition to live work, students may choose to develop puppets for use within film, video or multimedia projects. The course will include readings on puppetry, screenings, presentations, demonstrations, and group discussions. Students will be evaluated on 1) participation in class discussions and exercises, 2) quality and effort demonstrated through projects/presentations and, 3) understanding and study of readings and screenings as demonstrated in discussions and projects. Level: Intermediate. Recommended pre-requisite: at least one of the following: Intro to Art and Design, 2-D Design Studio, 3-D Design, Performance Art or The Sculptural Object in Performance. Class limit: 12. Lab fee $30. *AD*

Nancy Evelyn Andrews

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, or personal imaginings. Historically, artists adapt visual story telling techniques to exploit evolving technology and changing social concerns - ancient wall markings, tomb inscriptions, scrolls, illuminated manuscripts, pottery decoration, carved totems, pictorial painting, sequential engraved prints, comic books, graphic novels, graffiti and the web. In this studio course, students will 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. Through focused assignments, discussion of artists' works (historic and across cultures), and guided demonstrations in a variety of material and technique, students will respond to select historic forms of visual narrative to create unique forms in which to tell their own relevant stories. "Case Study" studio projects will be selected to focus on key points in world history that mark technological transition in material, technique and pictorial devices employed by artists to render visual narratives. Projects will range from the hands-on exploration of ancient wall painting and low relief carving technique, 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 will be encouraged to explore and invent new forms of sequential composition and utilize new or previously unexplored materials or techniques. Concurrent investigations in visual studies will include meaning created through the

This course deals with the 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. Level: Introductory/Intermediate. Prerequisites: Two-dimensional Design I or other drawing course or portfolio review. Offered every other year. Class limit: 12. Lab fee: $20. *AD*

Ernie McMullen

The Italic hand developed in renaissance Italy to meet the demand for an elegant, gracefully proportioned hand that could be written at speed while maintaining its appropriateness in both formal and informal settings. This tutorial will focus on the study and practice of the basic lowercase form of italic script known as chancery cursive as well as the uppercase forms, humanist, italic and swash capitals. In addition to daily warm up exercises, six large (18x24) pages of writing will be required each week. The first three weeks will focus on the lowercase letters followed by three weeks of uppercase forms. The remaining weeks will focus on numbers, layout and producing finished pages of quotes, literary passages or original writing. Two meetings a week will be required; Wed. will focus on critique and Fri. on new work. Evaluation will be based on the quality and quantity of the assigned work as well as the general level of focus and application throughout the term. Texts will include: The Complete Calligrapher: E. Callery, Italic Handwriting: T. Gourdie, Calligraphy: A. Baker, Calligraphy: A Practical Guide to The Skills and Techniques: D. Harris

Ernie McMullen

From "cabinets of curiosity" to "exploratorium", this studio course surveys contemporary museum activities and methods of communication through visual display, space, and interaction. Students will engage in a project development process to refine "big ideas", determine educational goals, and learn techniques to design and build their projects. Class participants will gain an understanding of factors that influence learning, media and modes that may be utilized 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 hands on workshops will provide an opportunity to develop skills and techniques in visualizing ideas by developing concepts in the form of plans, sketches, models, and narrative description. Students will have an opportunity to evaluate and create interpretive material for the George B. Dorr Natural History Museum at the College of the Atlantic. Students will be evaluated through participation in class discussion and critiques, attendance, completion and quality of assigned projects. There is no course prerequisite. This course is appropriate for all students interested in informal education in the museum environment, design, and visual communication. Level: Introductory. Class limit: 15. Lab Fee: $55 *AD*

Dru Colbert

In this course we will 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 (GIS) as a planning tool in developing their recommendations. Students present their final class project to local community decision-makers. Level: Intermediate. Previous coursework in GIS is not a prerequisite. Class limit: 12. Lab Fee $50.00. I. Mancinelli and G. Longsworth *AD* Offered every other year.

Isabel Mancinelli

This class gives students an opportunity to investigate time-based art. 4-D 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. Level: Introductory. Lab Fee $30.00. Class limit: 15. *AD*

Nancy Evelyn Andrews

The name of this course, "graphic attack", refers not only to the power of image and text within our visually saturated physical and virtual environments, but alternately implies the need to evaluate and respond critically to mass media. Students will explore and discuss the roles and responsibilities of designers as primary crafters of visual messages through promotion, advertising, and identity design and investigate the work of artists and designers who appropriate tools of advertising to construct alternative messages outside of, and often in critique of, the commercial realm. This advanced level studio art course combines critical examination of contemporary graphic design practice with studio projects in creative problem solving. Practice in design research, layout and composition, typography, digital imaging, and text/image composition will be combined with hands-on studio projects in image generation such as block print, silkscreen, monoprint, instant photography, xerography, and collage techniques. Projects will range from investigations of personal identity and branding to advertising and package design in the retail and socio-political environments. Through studio visits, students will have an opportunity to meet professional artists and designers to discuss first hand process and ethical issues related to their work. Students will be evaluated on conceptual problem solving ability, effectiveness of design solutions, understanding and practice of the incremental process of design, timeliness and quality of work, and thoughtful participation in class discussion and critique. Prerequisite: Graphic Design Studio 1 or by instructor permission pending review of graphic design and technical computer skills evidenced by a portfolio of work. Level: Advanced, Prerequisite: Graphic Design Studio I, or by review of graphic design and technical computer skills evidenced by a portfoli of work, Class limit: 12 (Class limit may be raised to 14 if students provide

Dru Colbert

This course covers the traditions of western "ART" music from the era of Renaissance (1450-1600) through Baroque (1600-1750), Classical (1750-1820), Romantic (1820-1900), Impressionism (early 1900s) and into the 20th 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 descendant, 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, Copland. The course requires extensive reading, listening to recordings, and video observation. Level: Introductory. *HY* *AD*

John Cooper

Photography is a medium that has evolved significantly over the last 150 years. This course takes a step back from the fully automatic, "point-and-shoot" age and examines the fundamental aspects of photography in order to better understand quality exposure and creative techniques. Students will become comfortable with aperture, shutter speed, reading and metering light, depth of field, exposure, and printing. Students will also develop skills in composition, lighting, and creating content by examining photographers past and present and by completing weekly photo assignments. This course requires a camera with a manual control options, although students may use either digital or film. Students will be evaluated on class participation and the quality and completion of all assignments. Level: Introductory. Class limit: 12. Lab fee: $85.

This course teaches the underlying principles of improvisational comedy. Improv at its most basic level is about agreement, cooperation, and collaboration towards a common goal. Improvisers must offer their support/agreement in a very real and active way by listening to their fellow performers and by offering their own ideas/initiations/creativity. In this way people work together to build a scene/story out of nothing but pure creativity and the willingness to support and agree with one another. The most fundamental idea of improvisational comedy is captured in the phrase "Yes, and...." Every improviser is responsible for saying "Yes..." to every idea he or she receives and to add her or his own input and ideas. Students will be taught the basic principles of improvisation and will get a chance to improvise in each class. Classes will consist of ensemble building warm-ups, theatrical improvisational games, and improv scene work that will encourage each participant to offer their ideas without judgment. We will also explore The Harold which is the classic Chicago long form structure. Level: Introductory. Class limit: 15.

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 1890s 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. Level: Introductory. Class limit: 15. Lab fee: $35. *HY* *AD*

Colin Capers

This intermediate level course offers students an opportunity for in-depth study of contemporary issues, applications, and techniques in graphic design. Course content will vary. Topics include typography, digital imaging, analog imaging, conceptual problems in information design, environmental design, promotional, publication, and editorial design. Level: Intermediate. Prerequisite: Signature of instructor, Graphic Design Studio I. Class Limit: 12. Lab fee: $85. *AD*

D. W. Griffith, pioneer of early cinema, prophesied in 1924 that by 2024 cinema would have been 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 histories, production and meanings of motion pictures. Using various films as case studies, we will look at the development of film forms, techniques and genres from 1946 to the present - the second half of cinema history. Films studied will include examples of narrative, documentary, animation, and the avant-garde. Students will learn concepts of film analysis and criticism, and will have opportunities to practice critical skills in class discussions and in research and writing assignments. Evaluation will be 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. Level: Intermediate. Lab fee: $35. *AD* *WF*

Colin Capers

This course adopts a workshop format, focusing on the management of living plant collections on the COA campus. Emphasis will be on planting and maintenance of woody plants, but some attention will be paid to perennial herbaceous ornamentals. Class activities will include hands-on projects, e.g. pruning campus trees, shrubs, and vines, planting new accessions for the campus-wide arboretum, identifying and labeling plants, developing a map and tour guide for campus plants, studying planting design principals and site requirements, and developing a plan for future additions to the campus-wide arboretum, strategies for dealing with invasive exotics, and replacement of specimen trees. This course may be especially appropriate for those interested in horticulture and landscape architecture. There are no course prerequisites, but some background in design or horticulture is helpful, such as a prior course in plant taxonomy, gardening, arts and design, or architecture. Students will be evaluated on class participation, completion of assignments and an individual project. Level: Introductory/Intermediate. Class limit: 16. Lab fee: $40.

The heart of this course is the production of a particular play which is chosen by the course participants from a selection of plays introduced in open play readings during the first the term. Class time is spent almost entirely on rehearsals, and rehearsals in addition to class time are necessary. The only necessary reading beyond the play may be Acting, The First Six Lessons, by Richard Boleslavsky. There is ample opportunity for production work though not necessarily within the framework of the course. Level: Introductory. *AD*

Lucy Bell Sellers

Dance courses are offered on a regular basis by visiting instructors (typically one course per year). These courses vary in the type of dance taught, but are all performance-based workshops stressing aspects of dance forms, choreography, improvisation, and formal disciplines. Past dance courses have included: Afro/Caribbean, world folk dance, contact improvisation, and contemporary/modern dance. Level: Introductory/Intermediate/Advanced

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 that will be 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 introductory/intermediate level studio course you will become familiar with visual rhetoric and the basic elements, principles, and processes of graphic design that will help you to construct effective visual messages. You will work on a variety of conceptual visual communication projects in the realms of information design, editorial design, and promotional design. Lectures, demonstrations, assignments and critiques will offer a balanced framework for developing skills in creative perception, critical thinking and visual communication. An emphasis is placed on these elements and evaluation will be weighted more heavily in these areas than technical expertise on the computer. You will however, be required to learn the basics of several computer graphic applications (Adobe Photoshop, Adobe Illustrator, and Adobe InDesign and/or Quark) in order to complete coursework. You will receive basic instruction in these programs in class, but will be expected to refer to computer manuals and guide books for specific tools and techniques that may be required to v

Dru Colbert

This course is an introduction to three dimensional design and sculpture. Through a variety of projects students will 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) will be explored -- with attention paid to how a work functions, involves a viewer, activates a space, or impacts an environment, physically, psychically or socially. Projects in the class will progress from the creation of objects, to investigations of the sensory and objective aspects of space. Students will 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 will be introduced and demonstrated. Discussion of historic and contemporary artists' work will augment the course. Students will be evaluated based on completion of projects, participation in class discussions and individual/group critiques. Level: Introductory/Intermediate. Class limit: 15. Lab Fee $75. *AD*

Dru Colbert

"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 an opportunity to explore formal aspects and social contexts of space and time as a medium for making art. Students will create interior and exterior installations that may incorporate sculptural elements, everyday objects, light, sound, or other devices. Course work will investigate the objective and subjective qualities of space, material, and form, and the meanings created through their juxtaposition. In addition to studio work, we will survey a variety of historic and contemporary contextual art works including: spaces laid out by architects and designers, installation itself as an art form, public art projects, sacred spaces, the work of visionary artists, historic sites, and monuments. Students will be evaluated on their participation in class activities and critiques, their timely completion of projects, and attendance. Level: Intermediate/Advanced. Prerequisites: Signature of instructor, 3D studio classes in art, architecture, environmental design, performance art. Class limit: 15. Lab fee: $75 *AD*

Dru Colbert

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). 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 will 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. Through focused assignments, discussion of artists' works (historic and across cultures), and guided demonstrations in a variety of materials and techniques, students will respond to select historic forms of visual narrative to create unique contemporary forms in which to tell their own relevant stories. "Case Study" studio projects will be selected to focus on key points in world history that mark technological transition in material, technique and pictorial devices employed by artists to render visual narratives. Projects will range from the hands-on exploration of ancient wall painting and low relief carving technique, 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 w

Dru Colbert

This tutorial offers individual or small-group instruction in a particular musical instrument. Students taking this tutorial will meet weekly for at least 1 1/2-hours of individual instruction. Students will also devote at least 8-10 hours a week to independent and group work. Students taking this tutorial must complete an end-of-the term project or performance. This tutorial is offered upon demand to interested and qualified students. Over the past several years the College has offered tutorials in a wide range of instruments, including but not limited to: flute, mandolin, cello, violin, percussion, piano, alto saxophone, guitar, bass guitar, upright bass, and woodwinds. Level: Introductory/Intermediate/Advanced, See instructor. Prerequisites: See instructor. *AD*

John Cooper

Drawing the human figure is regarded by many visual artists as the most frustratingly challenging and sublimely rewarding of all artistic undertakings. Long and devoted practice is required for the integration of all of the complex elements that go into a drawing that is at the same time technically accomplished and emotionally or spiritually evocative. This tutorial will offer the student with introductory life drawing experience the opportunity to continue the learning process with a structured, studio based exploration that takes up where Fundamentals of Life Drawing left off. In addition to attending all three weekly studio sessions, students are expected to do independent work in anatomy that includes the study and drawing of historical precedents. Students will also be expected to present an illustrated oral report to the Fundamentals of Life Drawing class on one master artist. Advanced students will be encouraged to assist beginning students from time to time. Level: Advanced. Class limit: 6. Lab fee: $50. *AD*

Ernie McMullen

Since it's inception, photography has informed our perceptions of the world around us more dramatically than any other visual medium. This simple record of light is powerful enough to evoke the strongest of emotions, revealing everything from scenes of breathtaking beauty to the worst of human nature. Photography has been utilized both as artistic medium and "faithful" document of current events. It is also the foundation upon which all graphically-representational technologies have been built. For this intro-level course, we will survey a broad range of technical, artistic, and social aspects of photography. Through assignments, discussions, critiques, and presentations, you will be introduced to the fundamentals of photography in order to use this medium to its fullest potential. We will explore the history of photography, camera controls such as shutter speed and aperture, composition, visual literacy, various photographic genres, photography's role in society, and the digital workspace. Evaluation will be based on attendance, in-class participation, completion of assignments, and a final portfolio of ten prints. Students are expected to have regular access to a digital SLR camera. No prior experience with SLR cameras or Adobe Photoshop is required. Level: Introductory. Class limit: 15. Lab fee: $85. *AD*

As both children and adults spend less time outside, providing enticing opportunities to interact with and learn about plants, gardens and significant historic landscapes becomes more and more critical. In this hands-on course students will investigate the myriad of issues involved in creating, maintaining and providing interpretation for landscapes that serve an educational purpose. Guest lecturers and professionals will share their knowledge, skills and experiences. The COA campus will be utilized as a living laboratory where students will learn maintenance and design skills and experiment with invasive species management, adaptive reuse of historic sites, and designs and techniques for providing educational interpretation. A field trip to several historic and educational sites in and around the Boston area will provide insight into how other institutions deal with some of these complex issues. Evaluation will be based on class participation and group and individual projects. Some background in design or horticulture is preferable, such as a prior course in architecture, arts and design, graphic design, plant taxonomy, or gardening. Level: Intermediate/Advanced. Lab fee $40.00. Limit 12. *AD*

Isabel Mancinelli

This planning studio course brings together students with a variety of skills and knowledge and provides an opportunity to apply their accumulated expertise to a real problem facing an island community. The intent is for students to realize the potential of a truly interdisciplinary approach to problem solving. A major challenge facing the town of Bar Harbor is how to grow in a way that fosters a healthy year round economy, protects the environment, doesn't overload the existing public services and infrastructure, and provides potential for affordable housing. Growth areas have been designated in the town's proposed comprehensive plan, but just how and what type of growth is desirable and how to regulate and foster it have yet to be determined. Students will work closely with town leaders and citizens using ArcGIS software and the geographic data base developed for the island, computer imaging and modeling, land use planning methodologies, policy planning and design skills on specific sites to assist decision makers in developing regulations and policies to enhance the quality of life. Level: Advanced. Prerequisites: Community Planning and Decision Making and/or Land Use Planning. Other recommended courses include any one or more of the following: G.I.S., Architectural or Landscape Architectural Design Studio, Digital Photography or Introduction to the Legal Process.

Isabel Mancinelli

This tutorial offers small group instruction in a defined musical or media discipline. It involves at least one 90 minute weekly meeting with the instructor, and independent or group time of at least 8-10 hours weekly, with more time for advanced work. Requirements include an end of term project or performance. Level: Intermediate/Advanced. Offered upon demand. *AD*

John Cooper

D. W. Griffith, pioneer of early cinema, prophesied in 1924 that by 2024 cinema would have been 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 histories, production and meanings of motion pictures. Using various films as case studies, we will look at the development of film forms, techniques and genres from 1946 to the present - the second half of cinema history. Films studied will include examples of narrative, documentary, animation, and the avant-garde. Students will learn concepts of film analysis and criticism, and will have opportunities to practice critical skills in class discussions and in research and writing assignments. Evaluation will be 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. Level: Intermediate. Lab fee: $35. *AD*

Colin Capers

This hands-on course will introduce the student to blown glass as an artistic material. The weekly schedule includes a one-hour lecture on campus and a three-hour lab off campus at a professional hot glass studio. Work in the studio will focus on learning the basic skills necessary to complete simple blown glass forms. Students will learn techniques including gathering glass from the furnace, using hand tools and creating different shapes on the blowpipe. An ongoing emphasis on shop safety will be maintained during demonstrations of the proper use of equipment and tools. The weekly lecture will focus on the historical evolution of glass blowing methods. The links between technique, time and culture tell a rich story in which the hands of the skilled glass artisan play a central role. From the hollow core vessels made in 1300 BC in Syria, to the contemporary glass sculptures created by Dale Chihuly we will reflect upon what it means to express oneself in glass. Students will be evaluated based on attendance, a regular review of each student's sketchbook, the completion of five basic vessel shapes, and participation in an on campus exhibition of our work. Level: Introductory. Class Limit: 10. Lab Fee: $75

This tutorial is designed to give a solid working knowledge of visual language and composition. 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 Level: Advanced. Pre-requisites: Signature of Instructor. Class limit: 5.

Ernie McMullen

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 presentations of student works-in-progress 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. Level: Advanced. Lab fee: $80. Pre-requisite: Signature of Instructor. Class size: 12 *AD*

Nancy Evelyn Andrews

This course explores perennial questions in education through philosophical inquiry. What does it mean to be educated, to know, to teach? What are the purposes of education and who should determine them? What is the nature of the relationship between education and the development of culture, nationhood, and humanity? Students will analyze the educational philosophies articulated in historical and current education reform documents across cultural and national borders, develop a personal philosophy of education, and document a philosophy in action at a site of formal or informal education. Level: Introductory. Class Limit: 15. *ED* *HS*

Bonnie Tai

This course focuses on the segment of the human life span from puberty to early adulthood. In this class we will examine the physical, cognitive, social, and moral aspects of adolescent growth and development. Issues to be considered include adolescent relationships (peers, family, romantic), adolescent issues (identity formation, at risk behavior, schooling, and stereotypes), and critical reflection on one's own adolescent experience. The main objectives of this course are to: 1) provide students with a working knowledge of the theories of psychology which pertain to early adolescent development; 2) help students develop the ability to critically analyze information and common assumptions about the development of adolescents; 3) consider contemporary issues and concerns of the field; and 4) to afford students the opportunity to explore their own adolescent development. Course work entails lecture, discussion, extensive case analysis, and a field component. Level: Intermediate/Advanced. Prerequisite: Educational Psychology, Personality, or other introductory level psychology. *HS* *ED*

Ken Hill

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. P/F grading only. Students will be expected to take the course Pass/Fail, with special arrangement to made for those needing to take it for a grade. Level: Intermediate. Class limit: 15. Lab fee: $50. *HS* *ED*

Bonnie Tai

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 will 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 will conduct research on self-chosen topics such as gender identity development, gender differences in learning styles, sexual harassment in schools, or school sports programs, among others. Evaluation will be based on class participation, historical case, media analysis, oral presentation of fieldwork, written synthesis of literature, and two lesson plans. Level: Intermediate. Offered every other year. Class limit: 15. *HS* *ED*

Bonnie Tai

In this course students research and discuss theory and effective teaching strategies for an interdisciplinary elementary curriculum, integrating social studies and reading/language arts. Using instructor modeling, students design lessons using area natural resources. Studentsspend time in local schools observing and interviewing children and teachers. Level: Intermediate. Prerequisites: Learning Theory,Signature of instructor. This course is a prerequisite for Integrated Teaching Methods II. *ED*

Sue Hersey

This is an introductory course in special education. We will explore the needs of children with disabilities and techniques for meeting these needs in the regular classroom. The course will emphasize both the social and instructional aspects of the concepts of inclusion, differentiation and serving students in the "least restrictive environment". Participants will be introduced to concepts central to understanding the role of regular classroom teachers in meeting the academic, social, and emotional needs of students with disabilities. Objectives: By the end of the course students will be able to: identify and describe current issues and trends in education related to individuals with disabilities and their families; describe the 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. Level: Intermediate. Prerequisite: Introductory course in Education. *ED*

Kelley Sanborn

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 will 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, 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 and moral obligations of teachers in providing equal educational opportunity according to federal and state laws? We will 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 field research or curriculum project. Level: Intermediate. Prerequisite: An introductory sociology, anthropology, cultural psychology, or education course. Offered every other year. Class limit: 15. Lab fee: $20. *ED* *HS*

Bonnie Tai

This Writing Focused 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 will 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 will conduct research on self-chosen topics such as gender identity development, gender differences in learning styles, sexual harassment in schools, or school sports programs, among others. Evaluation will be based on class participation, historical case, media analysis, oral presentation of fieldwork, written synthesis of literature, and two lesson plans. Level: Intermediate. Offered every other year. Class limit: 15. *WF* *HS* *ED*.

Bonnie Tai

This course explores perennial questions in education through philosophical inquiry. What does it mean to be educated, to know, to teach? What are the purposes of education and who should determine them? What is the nature of the relationship between education and the development of culture, nationhood, and humanity? Students will analyze the educational philosophies articulated in historical and current education reform documents across cultural and national borders, develop a personal philosophy of education, and document a philosophy in action at a site of formal or informal education. Level: Introductory. Class limit: 10. *ED*, *HS*, WF

Bonnie Tai

Even before John Dewey published Experience and Education in 1938, 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 education, service learning, workplace learning, environmental education, museum education, and school reform. Group activities and fieldtrips will 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. Evaluation is based on class and fieldtrip participation (including one multi-day fieldtrip), reflective logs, curriculum design, service-learning journal, an oral presentation of the service-learning, and a final essay that articulates a philosophy of experience in education. Level: Introductory. Offered every other year. Lab fee: $100. Class limit: 15. *ED* *HS*

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 will 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 will engage in examining theory and practice designing and implementing curricula and assessments. A service-learning component will provide students with the opportunity to observe and participate in a variety of assessment methods in the subject they aim to teach. The final project will be a collaboratively designed, integrated curriculum unit, including lesson plans and assessments. Evaluation will be based on participation, reflective writing, individually designed lesson plans and assessments, and the final project. Level: Advanced. Prerequisite: Exceptionalities. Class Limit: 12. *HS* *ED*

Bonnie Tai

This course is designed to prepare prospective teachers with methods necessary to implement a comprehensive literacy program to include: Guided reading, Independent reading, Literature Circles, Reading Recovery. The course content focuses on an integrated approach to the acquisition of literacy skills, current best practice, and lesson design, questioning techniques, formative and summative assessment. Learning objectives address the standards for Maine Initial Teacher Certification and the Maine Learning Results. There is a service learning component of 60 hours for the ten week course. (For example, 3 classroom observations for 2 hours each for a total of 6 hours per week.) Evaluation will be based on the quality of a course portfolio to include curriculum and assessment design, and reflections on the service learning and required readings. Level: Advanced. Prerequisite: Child Development and, if possible, Children's Literature. Class limit: 12. *HS* *ED*

Sue Hersey

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 K-8), 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 will complement the service-learning component. Evaluation will be based on reflection on service-learning, participation in seminar 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. Level: Advanced, 3-credit Residency. Prerequisites: Learning Theory, Exceptionalities, and Integrated Elementary Methods: Reading and Writing. Class limit: 12. *HS* *ED*

Bonnie Tai

This course is designed to prepare secondary teacher candidates to meet the learning needs of diverse populations of students. Students spend one day a week in a local high school working with faculty in the subject area in which they are being certified. These school-based experiences are integrated into class discussions where students analyze the elements needed for successful teaching, learning, and assessing in their own content area and across disciplines. The purposes, problems, issues, strategies, and materials involved in teaching high school students will be examined critically through class discussions, individual and group work, reflections on field experiences and peer teaching. Students will incorporate the content, inquiry tools and structures of the discipline they will teach into a 4-week unit that may be used in their student teaching. Evaluation will be based on weekly reflective response journals, completion of the service learning component (one day a week in classroom), completion of readings and entry slips, and the 4-week unit of study. Level: Advanced. Class limit: 12. *ED*

Judith Cox

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. They 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. Level: Introductory. Class limit: 15. *ED*

Sue Hersey

How does a child think? What causes him/her to learn? What teaching approaches work best with young children? These questions and more will be explored through readings, lectures, field observations, and planned class activities. This course will provide 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 the physical, mental, emotional, moral, and social aspects of childhood growth and development. The intent is to examine how questioning, peer influences, parenting approaches, the media and society play into childhood learning. The primary modes of instruction for this class will be lectures, classroom discussions, field observations/reflections, and cooperative learning activities. Sort reflective papers, an observational journal, and a class project will be used to assess learning. Level: Introductory. Class limit: 15. Lab fee: $30. *HS* *ED*

Ken Hill

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? Through course 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 education), students will 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 will be introduced to a variety of educational research methods (i.e, ethnography, case study, quasi-experimental, correlational) that will allow for critical analysis of the knowledge base that strives to impact educational policy and practice. Evaluation will be based on participation, reflective writing, service learning, and group projects and presentations. Level: Introductory. Class limit: 15. Offered every other year. Lab fee: $20. *HS* *ED*

Bonnie Tai

The student teaching internship represents 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 cooperating teacher who teaches subjects and grade levels that match the certification goals of the student. The roles of student teacher, cooperating teacher, school 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 15-week experience, the student teacher must take on a full load (all classes and all duties) for the number of weeks agreed upon by all parties. This period of time varies with subjects, grade level and specific student goals. The COA supervisor visits the 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 such issues as curriculum planning, instruction, best teaching practices, classroom learning environment and broader educational issues. Students may use student teaching to fulfill the COA internship requirement if it is completed prior to graduation. Level: Advanced. *ED*

Judith Cox

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 case studies and current research on conventional and alternative agriculture we develop a set of economic, 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. Level: Intermediate. Prerequisites: Signature of the instructor or one of the following: Biology I, Plant Biology, Ecology, or Economics. Class limit: 13. Lab fee: $25. *ES*

Suzanne R. Morse

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 a text and articles from scientific and popular periodicals. Evaluations are based on participation in discussions and several quizzes. Level: Intermediate/Advanced. Requires a previous intermediate-level course in species zoology, and signature of the instructor. Offered every other year. Class limit: 15. Lab fee $10. *ES*

John Anderson

This is the first half of a 20-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 class participation, exams, problem sets, preparation of a lab notebook, and a written term paper. Level: Introductory. Prerequisites: College-level algebra (by course, assessment,) or Signature of instructors, chemistry helpful. Offered every other year. Lab fee: $25. *ES*

Helen Hess
Suzanne R. Morse
Chris Petersen
Stephen Ressel
Sean Todd

This is the second half of a 20-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 I as well as an overview of biology, principles of evolution, classification, the diversity of life, behavior, and basic ecological principles. Weekly field and laboratory studies introduce students to the local range of habitats and a broad array of protists, plants, and animals. Attendance at three lectures and one lab each week is required; course evaluation is based on class participation, exams, problem sets, preparation of a lab notebook, and a written term paper. Level: Introductory. Prerequisites: College-level algebra (by course or assessment), past or current enrollment in Introductory Chemistry I and II is strongly recommended. Offered every year. Lab fee $40. *ES*

John Anderson
Sean Todd

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. Level: Intermediate/Advanced. Prerequisites: One college-level course in Biology and one college-level course in Math or Physics or signature of instructor. Class limit: 16. Offered every other year. Lab fee: $15. *ES* *QR*

Helen Hess

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. Level: Intermediate. Prerequisites: Calculus I or the equivalent. Class limit: 20. Lab fee $10. *ES* *QR*

Dave Feldman

This course examines ecology in the classic sense: the study of the causes and consequences of the distribution and abundance of organisms. The course consists of two one-and-one-half hour lectures per week plus weekly field trips and one three-day camping trip to Isle au Haut to conduct comparative studies on island ecology. We examine the assumptions and predictions of general models of predator-prey interactions, inter- and intra-species competition, island biogeography, and resource use, and compare these models to the results of experimental tests in lab and field. In addition we discuss appropriate techniques used by ecologists in collecting data in the field, and apply some of these techniques on field trips. Readings include selections from the primary literature. Students are evaluated on the basis of class participation, a number of quizzes, problem sets, and a final exam. Level: Intermediate. Prerequisites: Biology I and II, Signature of instructor. Offered every year. Class limit: 15. Lab fee $25. *ES*

John Anderson

This course emphasizes field studies of the ecology of Mount Desert Island, incorporating labs and field trips. Each exercise focuses on a central ecological 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 the evolution of diversity. Students are expected to keep a field notebook or journal, to undertake a project, and to 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. Level: Introductory/Intermediate. Field work involves strenuous hiking. Class Limit: 14. Lab fee $75. *ES*

Stephen Ressel
Scott Swann

This course provides an overview of morphological variation in the vertebrates. Emphasis is placed on modifications of the general vertebrate body plan in response to the requirements of survival in different habitats and different forms of locomotion. The class examines possible evolutionary pathways from a presumed aquatic "proto-vertebrate" through the development and radiation of fish and terrestrial animals and secondarily aquatic species such as the marine mammals. Students are evaluated on participation in lab and lecture, a number of quizzes, and one term project. Two lectures/discussion sessions and one lab period per week. Level: Intermediate. Prerequisites: Biology I and II or equivalent. Offered every other winter. Class limit: 15. Lab fee: $25. *ES*

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. Evaluations are based on participation in class and lab, written class work, exam, and final individual garden design. Level: Introductory. Pre-requisite: Signature of Instructor. Class limit: 20. Lab fee: $25. *ES*

Suzanne R. Morse

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 night field trips throughout the term. Students are evaluated on class participation, exams, and a term-long field project. Level: Intermediate. Prerequisites: Biology I and II or equivalent, and one Vertebrate Biology course. Class limit: 12. Offered every other year. Lab fee: $65. *ES*

Stephen Ressel

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. Level: Intermediate. Prerequisites: Biology I and II or Signature of instructor. Offered every other year. Class limit: 16. Lab fee $25. *ES*

Helen Hess

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 class participation, quizzes, lab exams, problem sets, and preparation of a laboratory notebook. Level: Intermediate. Prerequisite: An introductory college-level course in biology that includes some attention to plants. Class limit: 20. Lab fee $10. *ES*

Suzanne R. Morse

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. Level: Intermediate. Prerequisites: A previous chemistry course. Offered every other year. Lab fee: $20. *ES*

Don Cass

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 14,000 years ago, domesticated fowl are known from India circa 3000 BC, 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. Level: Introductory. Lab fee: $75. Class limit: 12. *ES*

Matthew Drennan
Scott Swann

This course examines how the physiology of plants and animals fashions their functional capacities under varying environmental conditions. Emphasis is placed on the integration of perspectives from chemistry, physics, and ecology in order to elucidate concepts and principles common to both plant and animal systems. Major topics to be covered: energy capture and conversion, nutrient acquisition and assimilation, water relations, temperature stress, and resource allocation. Laboratories emphasize experimental approaches to quantifying physiological responses to changing environments in plants and animals. Evaluations are based on laboratory reports, oral presentations, exams, and one paper. Level: Intermediate/Advanced. Prerequisites: Biology I and II; Chemistry; Morphology and Diversity of Plants or Functional Vertebrate Anatomy. Class limit: 20. *ES*

Stephen Ressel

This course's goal is to develop the student's ability to understand the biochemical literature and to relate the structures of biological chemicals to their properties and by 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. Advanced. Prerequisite: at least one term of organic chemistry.

Don Cass

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. Level: Intermediate/Advanced. Prerequisites: Biology I & II or equivalent. Class limit: 12. Lab fee $65. *ES*

Stephen Ressel

...or... How do plants, rooted in one place, function efficiently in natural environments that vary widely in light, water, nutrient, and temperature regimes? This course provides an introduction to concepts and principles of plant physiology with an emphasis on the integration of perspectives from chemistry, physics, and ecology. Topics to be covered: energy capture and conversion, mineral nutrition, water relations, temperature stress and plant-plant interactions. Laboratories emphasize experimental approaches to quantifying environmental parameters, photosynthesis, growth, and enzymatic responses to changing resources. Evaluations are based on laboratory reports, oral presentations, one paper, and two exams. Level: Intermediate. Prerequisites: Biology I & II; Morphology and Diversity of Plants and Chemistry are recommended. Class limit: 20. *ES*

Suzanne R. Morse

This course teaches students how to collect data in the field (outside), how to descriptively and quantitatively analyze these data using spreadsheet and statistical programs, and how to present the information in the form of a report or scientific paper. Some of the projects are experimental, while some are observational. There are four field projects during the term, and the tentative project areas are one terrestrial plant, one terrestrial animal, one marine, and one independent project. The methods learned will most likely include measuring population and demographic parameters, quantifying behavior, and estimating community composition. In addition to taking data in the field, students spend a substantial amount of time learning and applying statistical techniques to describe and analyze data. Lecture material includes designing data collection procedures, statistical analysis, and problem solving. Evaluations are based on write-ups of field exercises, homework on statistical techniques, oral presentations of work, and class participation. Level: Advanced. Prerequisite: Signature of Instructor; intermediate level Ecology or similar courses are helpful. Offered approximately every other year. Class limit: 15. Lab fee $ 20. *ES* *QR*

Chris Petersen

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'll learn about vectors, work, potential energy, thermal energy, and the energy stored in chemical bonds. We'll conclude with a treatment of Newton's laws of motion. If time permits, we may briefly cover some topics from chaotic dynamics. Evaluations will be based on participation in class and lab, weekly homework, and two untimed, open-notes 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 consent of the instructor. Level: Introductory. Class limit: 20. Lab fee: $15. *QR* *ES*

Dave Feldman

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. Level: Intermediate. Prerequisite: Biology I, II. Class limit: 16. Lab fee: $400. *ES*

Sean Todd

This is the first half of a two-term sequence 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 uses such pictures to explain how materials behave when mixed together. What sorts of transformation s occur? How fast do they occur? To what extent do they occur? Why do they occur? Course material is applied to better understand living systems, the natural environment, and industrial products. The course meets for three hours of lecture/discussion and for three hours of lab each week. Students are strongly urged to take both terms of this course. Those wishing a less rigorous chemistry course should take Chemistry for Consumers. Evaluations are based on class participation, lab reports, and quizzes. Offered every year. Level: Introductory. Lab fee: $25. *ES*

Don Cass

This course is the continuation of Introduction to Chemistry I. It moves from using atomic structure to explain chemical reactivity to using thermodynamic concepts to understand the extent of different reactions. This course uses extensive algebra. Level: Intermediate. Prerequisites: Introduction to Chemistry I or equivalent. Offered every year. Lab fee: $25. *ES* *QR*

Don Cass

This course builds on Basic Research Design and Analysis in Biology, introducing more advanced statistical techniques within the field of parametric statistics, in particular multiple regression and advanced forms of analysis of variance used in biologically oriented studies. Labs will focus on computer assisted statistical analysis, and reporting style. Evaluation is based on two quizzes, several choices of take-home problems, and a team project. Intermediate/Advanced. Prerequisite: Basic Research Design and Analysis in Biology, or permission of instructor. *ES* Lab fee $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 you to perform both nonparametric and simple parametric analysis both by hand and computer, an emphasis will be placed on understanding the principles and assumptions of each test, rather than mathematical ability per se. We will also learn how to report statistical results in journal format, and there will be plenty of lab time to sharpen skills. Evaluation is based on lab participation, three quizzes, and a team project. Level: Introductory/Intermediate. Prerequisites: A college mathematics course, or signature of the instructor. Class limit: 15. Lab fee: $40. *QR*

Sean Todd

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. Level: Intermediate. Lab fee: $50. *ES*

Don Cass

Planet Earth is misnamed. Seawater covers approximately 70% 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 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 Indigo, 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. Level: Introductory. Lab fee: $150. Class limit: 15. *ES*

Sean Todd

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, SONAR 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 will include, but will not be limited to: marine mammal fishery interactions, shipstrikes, effects of industrial noise, whale song and dialects, baleen whale orientation, and marine mammal strandings. Classes will be run in seminar style, reading intensive, with students responsible for leading discussions and topics. Evaluation is by class participation, two term papers and (possibly) a class project. Although no lab period is set for this class, students are expected to invest some time outside of class for the purpose of possible class projects. Level: Advanced. Class limit: 5-10 students. Lab fee $100. *ES*

Sean Todd

Every day, we are faced with making decisions about what to do and what not to do: Should I smoke? Should I eat saturated fat? Should I eat more fish to decrease my risk of heart disease or avoid it to decrease my risk of cancer? Should I drive or fly home for break? How much is it worth to me for the government to regulate the dioxins emitted from paper mills? How do the risks of nuclear power, of climate change from burning fossil fuels, of disruption of global fisheries from hydroelectric power or of global contamination by exotic metals in solar panels compare to each other? Should we provide inexpensive refrigeration and thereby increase the supply of food and medicines in tropical nations or force such nations to buy more expensive refrigerants to protect the earth's ozone layer? This class will explore many of the scientific#and other#questions that surround such decisions. To what extent must such decisions be left to individuals' intuition? To their ethics? How has the pace of change impacted the value of traditional wisdom? How are we to balance individual decisions with government policies? Readings will be drawn from: Readings In Risk; Should We Risk It? Exploring Environmental. Health and Technological Problem Solving; Risk vs Risk: Tradeoffs in Protecting Health and the Environment; But Is it True? A Citizens Guide to Environmental Health and Safety Issues; Phantom Risk: Scientific Inference and The Law; What Risk: Science, Politics and Public Health. The class will be enhanced by visits from health care professionals, government regulators and those affected by regulations. Students will be evaluated on class participation and on two papers. In one paper, students will reflect on how they personally balance different criteria for making decisions and why they value their balance more than others. The second paper will explore the risks and regulations of some current topic such as those mentioned above. Level: Intermediate. Prerequisites:

This is a hands-on lab course designed to help students gain practical navigation skills while also improving quantitative abilities. Students will learn to solve problems in navigation, piloting, and naval architecture by applying principles of algebra, trigonometry, and physics (there will be a good measure of geography, cartography, oceanography, and meteorology, as well). Collaborative work in small groups will alternate with interactive lectures. Using the tools of the navigator, students will learn coastal piloting and the basics of celestial navigation. Students will critically analyze and solve navigation problems, both real and fictional, and they will apply their skills while underway aboard COA's research vessel Indigo. We will also look at the physics of naval architecture, including stability and buoyancy. The course will include several field trips, and will culminate in a shipboard navigation exercise. Evaluations are based upon the students' ability to apply math and physics in solving navigation problems in weekly quantitative exercises, shipboard apprenticeship, participation in class, and a final navigation exercise underway. Level: Introductory/ Intermediate. Prerequisites: High School Algebra. Lab Fee: $100. Class limit: 15. *QR*

Andrew Peterson

This course is a survey of a variety of modern topics in nonlinear dynamics: differential equations, finite difference equations, chaos, fractals, multifractals, boolean networks, and cellular automata. The survey will be conducted at a fairly advanced mathematical level, but the material will be covered with an applied emphasis. Numerical results and applications will be stressed rather than proofs. Evaluation will be based on class participation, weekly problem sets and a final project. Some computer work will be required, but no computer experience is necessary. The final project will provide students an opportunity to examine a particular topic or area of application in considerable depth. Level: Advanced. Prerequisite: Calculus II or the equivalent. Lab fee $10. *ES* *QR*

Dave Feldman

Humans have exploited the biotic resources of the ocean for thousands of years. Although early harvesting probably had minimal ecological and population impact, increased exploitation due to increasing market demand and technological advances have placed significant stress on many of the world's "fisheries". Those 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 the oceans, including invertebrates, fish, and marine mammal populations. Importantly, 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. The class will be offered in seminar style, with students involved in the discussion and critique of readings, and researching and presenting various case histories. Students will be evaluated on the basis of participation and quality of presentations and term projects. Level: Intermediate. Class limit: 12. Prerequisite: Signature of the instructor, by demonstration of competence in QR and ES disciplines. Course fee: $60. *ES*

Sean Todd

This is an introductory level course aimed at exploring organismal diversity, from bacteria to humans. To structure our exploration, we will use a chronological examination of life on the planet Earth, from the formation of organic molecules early in the Earth's geological history to the present. We will analyze the unfolding of the diversity of life by emphasizing evolutionary innovation while keeping in mind the universal features shared by all life on this planet. Students will become familiar with classification schemes of organisms, including the six-kingdom system in current use, as well as the conceptual underpinnings of various approaches to systematics. Themes to be covered include fossil formation and the interpretation of the fossil record. Patterns of speciation, adaptive radiations, mass extinctions and their causes will also be covered. In the analysis of these patterns, students will also be introduced to important ecological events such as the invasion of terrestrial habitats by plants, vertebrates, and invertebrates, the insects in particular. We will also discuss events that are not directly recorded in the fossil record such as biochemical innovations of bacteria, including the evolution of critical processes such as nitrogen fixation, photosynthesis and aerobic respiration. We will meet for two lecture sessions per week. Evaluation is based on quizzes, written assignments, and a final presentation. Level: Introductory. Offered every other year. Class limit: 20. Lab fee $10. *ES*

Helen Hess

The main goal of this tutorial is to give students significant experience tackling open-ended problems in theoretical physics, computer science and applied mathematics. In this tutorial students will carry out research on a topic of their choosing, most likely focusing on some mathematical model. Students may examine mathematical properties of the model, or may look to apply the model to phenomena in the natural, physical, or social world. The class will meet together once a week. At these meetings we will discuss journal articles and book chapters on topics and methods relevant to the students' projects. Students will also meet weekly with the instructor to discuss details of their independent project. At the end of the term, students will give an oral presentation giving background in their topic and presenting their results. Students will also write a final report on their project. It is expected that the results of some of these projects may also be presented at research conferences and/or submitted to peer-reviewed journals. Evaluation will be based on participation in weekly discussions, the progress made on the project, and the final presentation, and the final report. Prerequisites: Permission of instructor. Calculus, Chaos and Complex Systems, and some experience in computer programming are strongly recommended. Level: Advanced. Prerequisites: Signature of Instructor. Calculus, Chaos and Complex Systesm and experience in computer programming strongly recommended. Lab fee: $15. *QR*

Dave Feldman

This course is designed to introduce students to the two central ideas of quantum mechanics. First, the outcomes of experiments cannot be predicted exactly; one can only predict the probability of various outcomes. And second, these probabilities do not behave like normal probabilities; the probabilities interfere with each other in a manner that has no counterpart in our everyday experience with probabilities. We will develop these ideas by taking a close look at a prototypical quantum system: "spin-1/2" particles. We will carefully discuss the experimental evidence for quantum mechanics, and we will also look at some of the well-known conundrums of quantum mechanics, such as the two-slit experiment and the Einstein-Podolsky-Rosen paradox. Along the way, students will also be introduced to basic probability theory. We will conclude by looking at some of the applications and implications of quantum mechanics, such as: the Bohr atom, quantum computation, quantum cryptography, and the photoelectric effect. Quantum mechanics is an exciting, challenging topic which has made an impact in many different fields. As such, this course is designed to appeal to a wide range of students --- both those whose interests lie outside of science as well as those who are concentrating in the sciences or mathematics. Students who successfully complete this course will have gained a solid understanding of the central ideas of quantum mechanics. This understanding should be mathematical and quantitative as well as conceptual. Students will also gain some experience with scientific reasoning and quantitative problem solving. Evaluation will be based on class participation, weekly problem sets, and a final presentation or paper. Some computer work may be required, but no computer experience is necessary. Level: Introductory/Intermediate. Prerequisites: Familiarity with algebra and trigonometry and high school chemistry or physics. Physics I and II are not prer

Dave Feldman

This course examines the causes, extent, and ecological significance of the endangered species "crisis." We examine the role of extinctions in evolutionary history and compare "natural" extinctions to current events in the Neotropics, Orient, and Oceania. We also discuss the significance of successful introductions of exotic species into different regions and their effects on native forms. Changes in land use patterns and the science of Landscape Ecology are investigated. Finally, we examine current conservation techniques in an effort to establish a workable synthesis for specific case histories. There are two lectures/discussions per week, occasional evening lectures. Level: Advanced. Pre-requisites: One intermediate Ecology course and/or signature of instructor. Class limit: 15. Lab fee $10. *ES*

John Anderson

Through the study of linear algebra in this course, students will acquire powerful analytic techniques that are essential tools in almost any field of applied mathematics, including: physics, engineering, computer science, 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; 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. Level: Advanced. Prerequisites: Signature of Instructor. Lab fee: $10. *QR*

Dave Feldman

Since the earliest records of human civilization the sea has played a significant role in culture and history, as a source of food, a mode of travel, a boundary to "the world", and as a cause of fear and inspiration. Acknowledging that this planet "Earth" is 2/3rds water, more recently the role of the seas and oceans in global ecology has become more and more apparent. This course will examine the Western hemisphere experience of the sea, dating from Ancient Greece to the present and will provide students with the opportunity to make a voyage on a Tall Ship to several islands in the Caribbean Basin. During the regular academic term students will be reading and discussing, with course instructors and several guest speakers, a number of classic works of fiction and nonfiction in addition to key papers in Oceanography, Biogeography, Marine Biology, and fisheries. During the Winter break, the class will culminate in a sea voyage in the southern Caribbean on the Spirit of Massachusetts, a 125 ft tallship. Based aboard the ship, we will spend two weeks sailing among the Virgin Islands, examining issues of marine biology, island biogeography, park planning, and ecotourism, simultaneously learning how to crew the vessel. We will explicitly contrast different solutions to conservation issues exhibited by different islands within the archipelago, and attempt to synthesize general lessons that can be applied to other island settings. It should be noted that because of the physical and mental demands of spending time at sea in a sailing vessel, the instructors will screen all students interested in taking the class. Evaluation will be based on class participation, short papers and a term project during the regular term, and a field journal during the sailing portion of the course. Level: Intermediate/Advanced. Prerequisite: Signature of Instructors. Lab fee: $1,700 (approx.) includes travel/accommodations/berths aboard Spirit of Massachussetts. Class limit: 18.

John Anderson

This is a course studying marine botany, marine algae and monitoring the "spring" time blooms of phytoplankton in Frenchman's 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 these 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 those organisms which make up wintertime communities. Peripheral topics will include the seasonal movement of different species of seabirds and marine mammals; discussing those species that are conspicuous by their absence, those which have stoically remained behind and those 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. Level: Intermediate. Prerequisites: Intermediate biology/ecology course or signature of instructor. Class limit: 14. Lab fee: $85. *ES*

Scott Swann

This class will continue to discuss the occurrence and behavior of additional functional groups not covered in Organic Chemistry I. Meeting twice a week, we will work our way through the remainder of the fall text and then apply the material by reading articles from the current literature of environmental organic chemistry. Assessment will be based on keeping up with the reading, class participation, and three take-home problem sets. Level: Advanced. Prerequisite: Organic Chemistry I. Offered every other year. *ES*

Don Cass

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 maneuverings. 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. Level: Introductory. Prerequisites: Precalculus or the equivalent or signature of the instructor. Class limit: 20. Lab fee $10. *QR*

Dave Feldman

Lichens are unusually diverse and abundant along the coast of eastern Maine as a result of the cool, moist climate, including the frequent occurence of summer fog. This introductory course will focus on the nature of the lichen symbiosis and the structure, reproduction, ecology, and human uses of these intriguing organisms. Particular emphasis will be given to collecting specimens during field trips to representative habitats and to laboratory sessions where principles of microscopic technique and identification will be learned. Students will be introduced to standard references, keys, and the scientific literature, including on-line sources useful in the identification of Maine lichens. Emphasis will be on the larger more conspicuous, macro-lichens, but some of the more common crustose species will be considered as well. An initial field trip to lichen habitats in Acadia National Park is plannned, as well as two all-day Saturday field trips. A final project will be required involving the preparation of a collection of properly identified, labelled, and packeted specimens. Level: Introductory/Intermediate. Prerequisite: Introductory Biology or Botany, Signature of instructor. Lab fee: $25. Class limit: 12. *ES*

Fred Olday

This course begins with a thorough treatment of infinite series, including geometric series, power series, Taylor series, and tests for convergence. After a review of vectors and three-dimensional geometry, we study the differential calculus of vector functions: tangent vectors, arc length, and curvature. We conclude the course with a thorough treatment of partial derivatives, including the tangent plane approximation, the multidimensional chain rule, directional derivatives, the gradient operator, and multivariable optimization. Evaluation will be based on challenging weekly problem sets. Some computer work will be required, but no computer experience is necessary. Level: Intermediate/Advancecd. Prerequisites: Calculus II. Lab fee: $10. *QR*.

Dave Feldman

In this class we will study the physical-chemical properties of amino acids, proteins, carbohydrates, and lipids, and we will examine how these properties are related to the major metabolic pathways to illustrate principles of biochemical regulation. Emphasis is placed on enzyme mechanisms and kinetics, as well as compartmentalization of molecules and cofactors as key elements in regulation. Evaluation will be based on a Midterm, Final Exam and Problem Sets. Level: Advanced. Prerequisites: Biology I and II, Chemistry I and II and Organic Chemistry I (Org Chemistry I may be taken concurrently). Class limit: 12 *ES*

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 a text and articles from scientific and popular periodicals. Evaluations are based on participation in discussions and several quizzes. Level: Intermediate/Advanced. Requires a previous intermediate-level course in species zoology, and permission of the instructor. Offered every other year. Class limit: 6. Lab fee $10.

John Anderson

This class focuses on developments in Ecology during the course of the past 35 years with particular attention to the implications of ecological theory and practice in Wildlife Biology and Conservation. Readings will be taken from primary sources, and the class will be conducted in a seminar style with active discussion and debate encouraged. Topics to be covered include the roles of predation, competition, life history, and disease in the assemblage of landscapes and communities. We will also examine the question of whether there are "laws" or overarching paradigms in ecology. Assessment will be based on participation and a series of written problem sets. Level: Advanced. Pre-requisite: Ecology or equivalent and Signature of instructor. Class limit: 10. *ES*

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. Level: Intermediate. Prerequisite: Biology I and II or equivalent. Offered every other year. Class limit: 20. *ES*

Chris Petersen
Stephen Ressel

This is a hands-on laboratory course in molecular biology, focusing on genomic DNA isolation, genomic library construction and amplification of molecular markers by polymerase chain reaction. Participants in the course will be introduced to a variety of molecular techniques that can be used to investigate ecology and population genetics of animal species. In particular, students will use newly learned techniques on shark and skate species. The curriculum will mix hands on laboratory work with lectures and potential seminars by leading molecular ecologists. The course will meet at Mount Desert Island Biological Laboratory and will culminate in research presentations to the MDIBL and COA community. Student evaluation will be based on required attendance over the entire short course, knowledge and practical use of the molecular techniques, and participation in the laboratory and the end-of-term presentation. The course will also include a limited number of course meetings at the beginning of spring term to finish written work, prepare and give presentations. Students must apply for this course in January, and decisions on Class participation are made by early February. Level: Intermediate. No Lab fee. Prerequisites: Biology I and Signature of instructor required. Class limit: 12.

Chris Petersen

This course presents an elementary introduction to chaos and fractals. The main focus will be 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 will be 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 in a way that is unpredictable and random, (i.e., chaotic). This result suggests that there are potentially far-reaching limits on the ability of science to predict certain phenomena. Students in this class will also learn about fractals---self-similar geometric objects---including the Mandelbrot set and Julia sets. We will also read about and discuss the development of the field of chaos. In so doing, we will examine the nature of scientific communities, with a particular eye toward how changes in scientific outlooks occur. Throughout the course, students will be 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 should 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. Evaluation will be based on class and lab participation, weekly problem sets several short writing assignments and a final Level: Introductory. Prerequisite: A high school algebra course or signature of instructor. Lab fee: $20. Class limit: 15. *QR* *ES*

Dave Feldman

The study of climate is the study of the statistical properties of the atmosphere. This class will begin with a discussion of what properties this includes (e.g. temperature, humidity, winds, etc.) and what characteristics of them (averages, extremes, patterns, etc.) are considered when discussing climate. The class will then move on to discuss what factors are thought to influence the earth's climate. Such factors include: sunspots and solar intensity; orbital characteristics and incident energy; crustal weathering, elemental cycles and atmospheric composition; clouds, dust and albedo; atmospheric and ocean circulation. The class will then review how researchers reconstruct past climates and what is known about how our climate has evolved over time. The class will conclude with a discussion of how people project the future of the earth's climate and what those projections predict. Evaluation will be based on three worksheets during the term and a final project consisting of a design for a museum exhibit focused on climate change. Level: Introductory/Intermediate. *ES*

Don Cass

The Arctic and Antarctic perhaps represent some of the most extreme environments on the planet. As physical places, both poles play an important role in governing the planet's climate and heat flow. Both are suspected to be minerally rich and are thought to perhaps hold short-term relief from current world shortages in natural resources. As ecosystems, both are hugely productive in spite of, and in part because of the extreme temperatures they experience; certain species are found nowhere else and in fact thrive in these remote locales. Superimposed upon these natural environments is the presence of Man. Exploration of both areas has been particularly focused in the past century, with countless stories of the perseverance and persistence of Man's pioneering spirit. Initially surveyed to forward nationalistic agendas, both poles are now sites of scientific inquiry. In particular, the political model that currently governs Antarctica as one massive Protected Area has no precedent and perhaps suggests a way forward for environmental agendas working on global scales. More recently, the poles have been exploited by ecotourism businesses. This class examines the provinces of the Artic and Antarctic, wildernesses whose boundaries can be defined physically, biologically, geologically and politically. We will examine the rich and highly adapted diversity of life as it is affected by local and global oceanography and atmospheric science. We will also review the relationship of Man with these places and examine what future we might play in preserving, and/or exploiting these environments, using Human Ecology as a model for our understanding. Evaluation will be by two term papers and participation in class activities. Level: Introductory. Lab fee: $50. *ES*

Sean Todd

This companion course to Lichen Biology, which is offered in alternate years, covers the biology of those simple, green land plants known collectively as bryophytes, which include the "true" mosses, as well as the hornworts, liverworts, and peat mosses. Bryophytes are generally confined to humid habitats, which explains why they are such a conspicuous feature of the forest and wetland vegetation of Downeast coastal Maine, with its cool, foggy summers and moderate winters. The course will cover the morphology, life history, and ecological requirements of the major bryophyte groups, as well as their rich diversity as directly experienced by students in the field and laboratory where emphasis will be given to the collection, identification, and curation of representative taxa. The ecology of Sphagnum and peat formation will receive particular attention since poor fens and bogs are such a conspicuous feature of the regional vegetation and peat mining, while locally important, continues to be of environmental concern. Two all-day Saturday field trips are planned. Level: Introductory/Intermediate. Prerequisite: A college level introductory biology or botany course, or signature of the instructor. Lab fee: $25. Class limit: 16. *ES*

Fred Olday

With the success and predominance of industrial agriculture, both production and distribution of food in the United States has been transformed. There has been a concentration of agricultural production in the hands of less than 2% of the population, a decimation of small farm communities, the break of linkages between consumer and farmer, and the concentration of the meat industry into a handful of transnational corporations. Attendant with these changes also has been a decrease of food quality with the emphasis on long shelf life and shipping resilience. In order to feed small towns and cities today, we have a system of long distance travel and centralized distribution. This centralization contributes to a vulnerability of individual, institutional, and community food supplies. This course is designed to provide background and skills to tackle current issues around food security. We will begin with a review of current literature about food in the United States, food systems, and foodshed analysis. The practical aim of this course will be to examine where COA's food comes from and to work with the kitchen and other COA constituencies in developing and implementing strategies that decrease food supply vulnerabilities, support local farmers, and provide a baseline for a healthy and socially just practices. The course ultimately aims to address the extent to which food system analysis can be an effective tool for resistance and social change and can provide a basis for increasing local food production and security for Mount Desert Island and Hancock County. Throughout the term the class will collaborate with local community organizations advocating for local food production and food security. This course is aimed for 2nd and 3rd year students and is designed to develop research skills for pragmatic problem solving. Level: Intermediate. Prerequisite: each student needs to bring background in one of the following areas: Agroecology, food and culture, land use pl

Suzanne R. Morse

This course will provide students with a broad introduction to circuits. Students with little or no previous knowledge in electronics will learn the fundamentals of circuits in both the analog and digital realm. The course will cover 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. Evaluation will be 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. Level: Introductory. Prerequisite: High School Algebra. Class limit: 15. Lab fee: $30. *QR*

Anna Demeo

This course is an intensive introduction to computer science for students with little to no programming experience. The primary goal for this course is to provide students with a solid foundation in C++, a modern, object-oriented programming language. A secondary goal is for students to gain an initial introduction to algorithmic approaches to interdisciplinary problem-solving. Constructing effective software involves considerable creativity and judgment, and there are general theoretical principles---independent of any particular language---that inform and guide its construction. Students will gain an introduction to these general principles and will also gain experience applying these principles to practical problems. Students who successfully complete this class will: gain a solid, practical understanding of the core C++ language (including pointers, classes, and linked lists, trees, and other data structures); learn how to extend their knowledge of C++ or other languages; develop their own systematic programming style; gain experience creating and implementing algorithms; and, learn to apply algorithmic thinking and programming skills to areas of their interest. This course is designed for a wide range of students: those seeking to learn programming as a practical skill for use in another field, as well as those students who simply wish to experience the challenge and excitement of designing and implementing algorithms. Evaluation will be based on weekly programming exercises and a final programming project. Level: Introductory. Signature of Insturctor required. Class limit: 8. *QR*.

Dave Feldman

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 from a wide range of disciplines. The course begins with understanding probability and how it can often lead to nonintuitive 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. Level: Introductory/Intermediate. Offered every other year. Class limit: 20. Lab fee $10.00 *QR*

Chris Petersen

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. The largest 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 Mount Desert Island. The course meets twice per week with one afternoon for laboratory work or field trips. Evaluations are based on the quality of participation in class, one in-class practical, several sets of essay questions, and a field notebook emphasizing natural history notes of local organisms. This class is intended for first year students, who will have priority during registration. Returning students may take this course only with permission of the instructor. Level: Introductory. Prerequisites: Signature of instructor for returning students. Offered at least every other year. Class limit: 20. Lab fee: $30. *ES*

Helen Hess
Chris Petersen

This is an introductory math course focused on practical problem solving. Students who successfully complete this course will have an improved ability to: use critical thinking to tackle problems; understand the varied roles that mathematics play in our world; analyze information to ascertain the most accurate, precise and complete data; approach issues from a quantitative standpoint with confidence. The skills developed in this class will empower students to join the conversation when a topic turns quantitative and to understand the power (and limitations) of quantitative reasoning in analyzing problems and presenting arguments. The material we will cover will include basic mathematic principles such as unit conversion, problem-solving techniques, exponents and solving equations, simple spreadsheet analysis, and graphically representing and interpreting data. Emphasis will be on further developing deductive reasoning and critical thinking skills. Evaluation based on group work, homework, a research paper and a presentation. Level: Introductory. *QR*

Anna Demeo

This is a hands-on laboratory course in molecular genetics, focusing on genomic DNA 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 (8 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 will be introduced to a variety of molecular techniques that can be used to investigate population genetics of animal species. In particular, we plan to have students apply newly learned techniques to marine species, with an emphasis on shark and skate species. The curriculum will mix hands on laboratory work with lectures and potential seminars by leading molecular ecologists. The course will meet at Mount Desert Island Biological Laboratory during spring break and at COA during the spring term and will culminate in research presentations to the MDIBL and COA community. Student evaluation will be based on required attendance over the entire short course, knowledge and practical use of the molecular techniques, and participation in the laboratory and the class presentation. Level: Intermediate/Advanced. Lab fee: Paid through INBRE grant. Prerequisites: Signature of Instructor. Class limit: 12. *ES*

Chris Petersen

This six-week intensive course taught at the Alice Eno Research Station on Great Duck Island will focus on all aspects of seabird ecology with a particular emphasis on the field study of regional species. Students will participate in all aspects of station operation and research and attend regular lecture/discussions on relevant material. Each student will be responsible for an individual research project as well as an extensive series of readings. Suitable projects will be submitted as abstracts for posters or oral presentations at an ornithological meeting. Students will be exposed to techniques of seabird census, GPS/GIS mapping and environmental monitoring. Topics to be covered will include: nest site selection, predation, foraging ecology, disturbance, conservation biology and population dynamics. Students will be evaluated based on class participation, a series of short papers, and the quality and content of their individual research project. Level: Intermediate/Advanced. Pre-requisites: Biology II and Signature of Instructor. Lab Fee: $50. *ES*

John Anderson

The functions studied in Calculus I and II are one-dimensional. But the universe of everyday experience is, at minimum, three-dimensional. In this course we explore how Calculus can be extended so as to apply to functions of more than one variable, and thus apply to the three-dimensional world. We will begin by reviewing vectors and functions of several variables. We will then learn about partial derivatives and gradients and how apply these tools to multivariable optimization. Turning our attention to integral calculus, we will next cover double and triple integrals and their applications. We will conclude with a treatment of line integrals, flux integrals, the divergence and curl of a vector field, and Green's, and Stokes's theorems. Evaluation will be based on class participation and lengthy weekly problem sets. Level: Intermediate. Prerequisites: Calculus II or the equivalent or signature of instructor. Lab fee $10. *QR*

Dave Feldman

This is an intensive course that investigates the three main frameworks for modern statistical analysis: parametric analysis, Monte Carlo and related computational methods, and Bayesian statistics. Topics during the term will include research design, power analysis, meta-analysis, parametric statistics, randomization tests, probability models, likelihood, and maximum likelihood. Students will learn how to apply key tools from each analytic framework as well as gain a theoretical understanding of each tool and an overall sense of the mathematical structure of statistics. Students will also gain proficiency in R or a related statistics platform. Students will meet at least weekly with the instructors and will also convene regularly without the instructors to collaborate on problem sets and for further discussion. Evaluation will be based on regular problem sets and participation in seminar-style class meetings. Level: Advanced. Pre-Requisites: Signature of instructor required. Calculus III and Linear Algebra strongly recommended. *QR*

Dave Feldman

Differential equations are an application of calculus used to model a wide variety of physical and natural phenomena. For example, the rate at which a cup of coffee cools, populations of predators and prey in ecosystems, the spread of disease, and the rate at which raindrops fall, are all examples of systems that have been described with differential equations. This course is a focused introduction to ordinary differential equations. Students will learn a variety of techniques for solving and understanding differential equations, including numerical and qualitative techniques. Students will also learn how to form original mathematical models using differential equations. To do so, we will discuss general modeling principles and also consider several in-depth case studies. In addition to learning the mathematics of differential equations, a central goal of this course is to gain skills necessary for research in the mathematical natural and social sciences. This includes conceptualizing and framing a research question, conducting a literature review, presenting results in a professional-style research talk, and writing up results in a style appropriate for publication. Evaluation will be based on class participation, bi-weekly problem sets, and a term-long project. Some computer work will be required, but no computer experience is necessary. Level: Intermediate/Advanced. Prerequisites: Calculus II or the equivalent and signature of instructor. Lab fee $15. *QR* *ES*

Dave Feldman

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. Level: Introductory/Intermediate. Lab Fee: $75 (to cover use of the community kitchen, one two-day field trip to Massachusetts, to visit commercial soy product companies and supplies. *ES*

Suzanne R. Morse

This course focuses on the form and function of the human body, with particular emphasis on the inter-relationship of the two and notions of health and disease. Topics to be covered will include: Skeletal structure, musculature, cardiovascular systems, the digestive system and nutrition, the immune system, nervous and endocrine function, sensory anatomy and physiology, examining the range of stimuli that can be detected by humans and reproduction and development. Evaluation based on a series of quizzes throughout the term, which will include identification of anatomical components, plus one final exam. Three hours of lecture per week plus occasional lab/filed trips. Level: Intermediate/Advanced. Pre-requisites: Biology I & II and/or Functional Anatomy or Biomechanics strongly encouraged. Signature of Instructor. Class limit: 12. Lab Fee $15.00. *ES*

John Anderson

The course will give an overview of Biochemistry. Topics will include the chemistry of biological molecules and their components, enzymology and reaction mechanisms, intermediary metabolism and the regulation of these processes. There will be two lectures a week on material relating to the assigned textbook reading, and or additionally assigned reading from the literature. Assessment will be based on weekly take home quizzes (problem sets) handed out on Friday to be returned the following Wednesday (each representing 10% of the total grade). Level: Advanced. Prerequisites: Biology 1 and 2, Chemistry 1 and 2, Organic Chemistry.

Network structures are ubiquitous in the world around us: communication networks, transportation networks, networks of friends and acquaintances, and biological networks, to name just a few. In this class, students will learn about the mathematical similarities and abstractions that under-lie these examples. Additional examples will be drawn from molecular biology (gene regulation and protein interaction networks), economics (trading networks, relations among firms, and strategic interactions on networks), computer science (computer networks and the world wide web), and ecology (food webs). The last decade has seen an explosion of work in the theory and applications of networks to an enormously wide range of problems. Students who successfully complete this course will: gain a broad introduction to recent work in this field; understand the strengths and weaknesses of network modeling; and be able to apply networks and network analysis in a variety of settings. Evaluation will be based on several problem sets, three short literature reviews to be posted on the course blog, and a final project on a topic of the student's choosing. Level: Intermediate/Advanced. Pre-requisites: One college-level mathematics course, Signature of instructor. Lab fee: $10. *ES* *QR*

Dave Feldman

Most amphibians are small vertebrates that require moist microhabitats and/or unrestricted access to fresh water to sustain their populations. Despite their diminutive size, abiotic requirements, and cryptic habits, amphibians are thought to be the numerically dominant vertebrate species in mature forest habitats located in the eastern US. Because their combined numbers represent a significance amount of living biomass, amphibians are increasingly being used as bio-indicators to assess the ecological health of eastern forests. Worldwide declines in anuran populations are well documented but less is known about the effect of habitat alteration on salamander populations, especially here in the northeast where they can be extremely abundant. In this course, students will focus on amphibians native to Maine in relation to the life history, ecology, and conservation of natural populations. Students will also explore current field methods and data analysis used to assess species abundance and distribution patterns in intact and disturbed landscapes. Evaluation will be based on level of class and fieldtrip participation and successful completion of class projects, including a field-based research project that combines two out of the three course elements: applied ecological research, conservation history and policy, or experiential education. This course is part of a three-credit group of courses that integrates three areas of study and action: field-based ecological research, conservation, and education, with a focus on the Maine Woods. Students will gain an understanding of applied ecological research and conservation history and policy of the Maine Woods. Students will acquire skills in conducting field studies, using data to inform conservation policy, reflecting on experiential and place-based education, facilitating group processes, and leading outdoor education groups. Explicit attention will also be given to the psychology of experiential learning an

Stephen Ressel

This is an advanced class for students who are either currently involved in or are about to engage in a scientific research project. The project can be strictly disciplinary or interdisciplinary, combining scientific work with policy or another area of study. The seminar combines individuals presenting their work for guidance and critique, lectures on common issues such as advanced statistical analysis, fluency in analysis techniques and programs, and advanced readings in the areas of interest for the group. Learning to communicate research both orally and in written reports or manuscripts is a central goal of the course, as well as being able to critically critique methodologies and analyses. Class will meet twice a week. The class will include multiple student presentations during the term on various aspects of their work. Students will be evaluated on their progress towards their goals, their own presentations, and participation in discussions and critiques. Level: Advanced. Class limit: 7. Pre-requisites: Signature of Instructor. *ES*

Chris Petersen

Do plants and animals deal with environmental stress in fundamentally different ways? Is endothermy an evolutionary innovation exclusive to animals? Do similar mechanisms underlie "aging" in both plants and animals? Are plant meristems equivalent to animal stem cells? This intermediate level course examines these and other questions that address major themes in animal and plant physiological ecology, each of which studies how their focal organisms persist in natural communities that vary in time and space. Emphasis will be placed on discussing physiological processes common to both plant and animal systems as well as highlighting important differences between the two groups. Some of the other areas to be covered include water relations, nutrient acquisition, and activity metabolism. The course will consist of two lecture sections and one discussion section (the time of which will be determined at the beginning of the term). Evaluations will be based on take-home exams, a term long research project, and class participation. Level: Intermediate/Advanced. Prerequisites: Biology I and II, Chemistry I, Morphology and Diversity of Plants or Functional Vertebrate Anatomy, Signature of instructors. Class limit: 20. Lab fee: $35.00

This is the first half of a two-term sequence designed to help students describe and understand properties of materials. This course begins with a survey of the common types of materials and their properties (e.g. ceramics, glass, metals). It then explores the origin of our current atomic/molecular theory of materials and how that theory can explain the amounts of materials used in chemical reactions. Next, it explores how energy and entropy can explain the conditions under which different reactions and phase transitions occur. Finally, it wraps up with discussing how our theories of the internal structure of atoms can explain those energy and entropy changes. Throughout the course, examples are drawn from living systems, the natural environment, and industrial products. The course meets for three hours of lecture/discussion and for three hours of lab each week. Students are strongly urged to take both terms of this course. This class uses extensive algebra. Those wishing a less rigorous chemistry course should take Chemistry for Consumers. Evaluations are based on class participation, lab reports, homework and midterm and final exams. Level: Introductory. Lab fee: $60. *ES* *QR* Offered every year.

Don Cass

This is the second half of a two-term sequence designed to help students describe and understand properties of materials. This course begins with a survey of how the internal structure of atoms leads 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 that such forces explain. The class concludes by considering how to describe and explain the rates at which (and the extents to which) chemicals reactions occur and applies such descriptions and 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. The course meets for three hours of lecture/discussion and for three hours of lab each week. Chemistry 1 is a strongly recommended a prerequisite for this course. Evaluations are based on class participation, homework, midterm and final exams and a term project or paper. Level: Introductory. Lab fee: $60. *ES* *QR* Offered every year.

Don Cass

This class will complete the coverage of the basic principles of organic chemistry begun in organic chemistry 1 and 2 and then explore how those principles allow one to understand how biological systems process various sorts of substances and how the biochemistry of different organisms has evolved in order to exploit particular circumstances. Evaluation will be based on a midterm problem set and a final project that applies the basic principles of the class to a specific topic (metabolic variant, metabolism of a particular pharmaceutical or toxin, etc.) The class will include a third weekly meeting to go over homework assignments and to hear student presentations. (Some organic chemistry knowledge is required. Ideally, students should have completed organic chemistry 2, though students with less background but a willingness to work harder may also succeed.) Level: Advanced. Pre-requisites: Organic Chemistry, Signature of Instructor. *ES*

Don Cass

This course introduces students to the history of genetics, and covers the basic concepts in classical Mendelian genetics and molecular genetics, including the structure and function of genes and chromosomes, and the basic principles of inheritance. The use of genetic engineering in industry, agriculture and medicine, and the ethical implications of such technologies, as well as how our understanding of normal gene regulation has advanced our understanding of disease processes will also be discussed. Lectures/ discussions will be held twice weekly, and laboratories or problem-solving sessions will be held once weekly. Evaluation is based on class participation, weekly problem sets, and exams. Level: Intermediate. Prerequisite: One biology course. Lab fee: $10

Parasites live on the surface or within the bodies of a host, feeding off host fluids or tissues. Because parasites do not directly kill the host, a parasitic infection may persist indefinitely, sometimes decades in the case of long-lived hosts. Parasites include tiny, single-celled organisms as well as worms that can reach many meters in length. This course will explore the biology of parasites, with a focus on those species that affect humans and domestic animals. Some of the most prevalent human diseases, such as malaria and schistosomiasis, are caused by parasites. Students will learn about the evolution o f complex life histories and the various means of evading the host�s immune system employed by parasites. We will meet twice a week for lecture and discussion of reading from the primary literature as well as the popular literature. Students will take turns presenting material on specific issues and examples they have research. Evaluation based on quality of contribution o class discussions, presentation, and several short written assignments. Level: Advanced. Pre-requisite: Invertebrate Zoology. Signature of instructor.

Helen Hess

This tutorial is intended for advanced mathematics students who wish to gain experience carrying out a variety of statistical analyses. This class will be taught in a seminar style, and over the course of the term students will carry out and present 6-8 brief projects or case studies. In so doing, students will deepen their understanding of various statistical techniques and will gain considerable experience using R or a similar statistical package. Students will also gain experience working with data files and orally and graphically presenting statistical arguments. The specific techniques covered will depend on student interest, and will likely include many of the following: multivariable regression, logistic regression, ANOVA, various hypotheses tests, bootstrapping and Monte Carlo, Bayesian techniques, rank-based and non-parametric methods, and model selection. Evaluation will be based on numerous short projects and participation in seminar-style class meetings. Level: Advanced. Pre-requisites: Calculus III, Linear Algebra, and one statistics course strongly recommended, signature of instructor. *QR*

Dave Feldman

This course includes elements of classification and identification, ecology, evolution, behavior, anatomy, and fisheries ecology to provide a broad overview of the biology of fishes. The course includes original readings from the primary literature and student presentations of papers. Compared to more traditional courses in ichthyology, this course emphasizes work in conservation biology and population structure of fishes, and the ecology and behavior of fishes. Readings include chapters from a traditional ichthyology textbook, a recent book on fish conservation, and multiple readings from the primary literature. Labs include studies of internal and external anatomy, behavior, systematics, and field trips. The class will emphasize the biology and behavior of local fish species, specifically the social behavior and reproductive biology of local freshwater, estuarine, and anadromous fishes. This will include extensive fieldwork, including some field behavioral observations of fish. The potential may exist for students to continue this work into the first half of the summer. Level: Intermediate/Advanced. Prerequisites: A course in biology and background in ecology, evolution, and animal behavior. Offered every 2 � 3 years. Lab fee: $50. Class limit: 20. *ES*

Chris Petersen

This is a hands-on, project-based class in which students will collaboratively plan for and oversee the siting, sizing, purchase, assembly, installation, and evaluations of a grid-tied wind turbine for residential use. Students who successfully complete this course will gain an understanding of the technical and practical issues involved with buying, building and erecting a wind turbine so that they may be able to lead such a project in the future. In so doing, students will learn some of the basic physics of energy, gain an introduction to zoning and siting issues for residential wind turbines, and gain experience planning and carrying out a multi-component project. In particular, students will learn the basics about power, voltage, and DC and AC current as well as the components necessary to convert wind to electricity. In addition, students will learn the relationships between power output and wind speed, power consumption and turbine size, and carbon emissions and power source. Students will use a spreadsheet program to perform simple calculations needed to evaluate power need versus turbine output and be able to size a system accurately. Additionally, they will take wind measurements and learn how to analyze wind data and determine if a site is suitable for wind energy. If time allows students will get a chance to review the permitting process involved in building wind turbine. Finally, students will coordinate and oversee professional installation of the turbine, will evaluate its output, and will develop a plan for its maintenance. Evaluation will be based on several short written assignments and active and effective participation in all aspects of the project. Pre-requisites: a willingness to work hard as part of a collaborative team. A college-level math, chemistry, physics, or business class is recommended but not required. Level: Intermediate. Pre-requisites: Signature of Instructor. Class limit: 12. Lab Fee: $30.

Anna Demeo

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 will work through different foods, roughly in the order that humans are thought to have exploited them. Topics will include their history, cultural significance & how their molecular structure can explain how different methods of preparation affect their nutritional and aesthetic characteristics. Each class will be based around kitchen experiments that illustrate chemical concepts. Evaluation will be based on a midterm take-home problem set and each student’s compilation of a cook-book of recipes for 15 different food types, each of which includes a discussion of how the recipe reflects the chemical principles discussed in the class. Main text: McGee’s On Food & Cooking Level: Introductory. Class limit: 15. Lab fee: $50. *ES*

Don Cass

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 capacities under various environmental conditions. We explore the interrelationships between physiology, behavior, and ecology using an integrated and evolutionary approach in order 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 class participation, a series of take-home exams, and a class presentation. Level: Intermediate. Prerequisites: Biology I & II, or equivalent. *ES*

Stephen Ressel

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. Level: Intermediate. Recommended: Background in Botany, Ecology. Class limit: 15. Lab fee: $40. *ES*

Jill Weber

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 will complement the summer fieldwork at farms, mills, bakeries and research sites in Europe, and will provide 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 will lead discussions, interview farmers, write short synthetic essays, and undertake a research project designed together with the class. By the end of the course students should be 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 UK. Level: Intermediate. Prerequisites: Formal application, Signature of the instructor, Introductory German highly desirable, any of the following courses: Theory and Practice of Organic Gardening, Chemistry of Cooking, The Contemporary Culture of Maine Organic Farmers, Agroecology. *ES*

Suzanne R. Morse

The purpose of the museum preparation practicum is to train students in the various skills and techniques of exhibit preparation, including taxidermy, habitat preparation, molding and casting, graphic layout, and scientific illustration. Results of student work are displayed in the Dorr Museum of Natural History, used in the Museum Outdoor Program, or catalogued into the COA scientific study collection. In this practicum students learn to prepare scientific study skins for the scientific collections. Some skeleton preparation is also offered. Expected time commitment: six to ten hours per week. Level: Introductory. Lab fee $25. Class limit: 7.

William Buyers-Basso

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 your 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. Level: Introductory. Lab fee: TBA. *HE*

John Anderson
Elmer Beal
Rich Borden
Colin Capers
Bonnie Tai
Ken Cline
Dru Colbert
John Cooper
J. Gray Cox
Jamie McKown
Suzanne R. Morse

This course has two goals: 1) to aid the student in developing and refining a style and 2) 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 to go over these, edit and discuss the exercises in Style: Ten Lessons in Clarity and Grace by Joseph Williams, and participate in review sessions. Level: Advanced. Prerequisites: Writing Seminar II, Signature of instructor. Offered every winter. Class limit: 12. *W*

Anne Kozak

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 15 hours per week outside of class, more at the end of the term when finishing the autobiography. Level: Intermediate. Prerequisite: Course involving literature and writing and Instructor Signature. Offered every other year. Class limit: 8. *HS*

William Carpenter

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 more contemporary writers, particularly James Hillman's The Dream and the Underworld, Michel Foucault's History of Sexuality, and finally 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. Level: Intermediate. Prerequisite: A course in literature or psychology. Offered every other year. Class limit: 20. Lab fee: $20. *HS*

William Carpenter

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. Evaluation is based on participation in class, the two papers, a mid-term and a final exam. Offered every fall. Level: Introductory. Class limit: 20. *HS*

Elmer Beal

This is a research course focusing on methods of (and attitudes toward) controlling population growth rates in different cultures. Participants are expected to examine a set of hypotheses which relate several variables in the biological and cultural ecosystem, including population growth rates, environmental depletion, technological change and intraspecies violence. Each student then researches the literature on a different society and presents the findings to the group. Evaluation is based on class participation and a paper summarizing the project. Level: Intermediate. Prerequisites: Contemporary Culture and the Self or signature of instructor. Offered every other year. *HS*

To present an overview of an industry from the point of view of both managers and users, this course looks at the resource and its use, the values and cultural traditions surrounding access to and use of a commonly owned resource, and the attitudes, values and practices of those who have been asked, as managers, to hold the public's trust regarding those resources. Evaluation is based on 1) attendance at all class meetings including sessions with weekly visitors and/or field trips and 2) submission of a journal of field notes. Level: Intermediate. Offered every other year. Lab fee: $20. *HS*

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. Level: Introductory. *HS* *HY*

Todd Little-Siebold

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. Level: Intermediate. Prerequisites: Introduction to the Legal Process or Philosophy of the Constitution strongly recommended. Offered at least every other year. Class limit: 20. Lab fee $20. *HS*

Ken Cline

This is an advanced course in the history of ideas about cultural change and attempts to explain the similarities and differences among human groups. The search for a science of culture takes us from the 18th century to the present, examining idealist, materialist, structuralist, and biological reductionist conceptions, among others. Each student is expected to select and research a topic and to present findings both in an oral report and in a major paper. Text: Marvin Harris, The Rise of Anthropological Theory. Level: Advanced. Offered every other year. *HS*

Elmer Beal

Regular classroom sessions include new material concerning basic journalistic tenets such as types of stories, approaches, writing style and voice, review of writing assignments, and critiques of how competing local, state, and national print and electronic media cover the same stories or issues. Other topics include investigative techniques, fairness, freedom of information, the business side of journalism, avoiding conflicts of interest, staying away from news writing pitfalls, powers of observation, use of recording devices, and the differing production and writing requirements of working in electronic media. Along with stories, each student leads discussion on a question concerning editorial judgment or journalistic ethics selected from the text: Doing Ethics in Journalism, a handbook with case studies by Jay Black, Bob Steele, and Ralph Barney. The course brings in people from the profession to share their expertise and experiences with the class. Students may collaborate with the computer-aided Page Design and Publication class and with the Group Study in photography to develop and produce an end-of-term publication. Students may also have the opportunity to have stories published in the Bar Harbor Times or Ellsworth Weekly. This course meets the first year writing requirement. Level: Intermediate. Prerequisites: Writing Seminar I or Signature of Writing Program Director. Class limit 15. *W*

Earl Brechlin

The "law" affects every aspect of human activity. As human ecologists we must garner some basic understanding of how law is used (or misused) to shape society and human behavior. This course examines two aspects of the American legal system: 1) the judicial process or how we resolve disputes; and 2) the legislative process or how we enact policy. Course readings cover everything from classic jurisprudence essays to the daily newspaper. We use current environmental and social issues to illustrate specific applications of the legal process. Legal brief preparation, mock courtroom presentations, lobbying visits to the Maine legislature, and guest lectures are used to give a practical dimension to course subjects. Students analyze Federal Election Commission documents to understand the impact of campaign financing on public policy and look closely at other current issues facing the legislative and judicial systems. Evaluation is based upon two papers and several other exercises. Level: Introductory. Offered every other year. Lab fee $20. *HS*

Ken Cline

A survey of Anglo-American literature from the Scientific Revolution to the present. 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; works include 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. Level: Introductory/Intermediate. Prerequisite: Writing Seminar I, Signature of instructor. Offered every two or three years. Lab fee: $10. *HS*

Karen Waldron

This course, part of the education sequence, 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. Level: Introductory. No prerequisites. Offered every year. *HS* *ED*

Rich Borden

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. Level: Introductory/Intermediate. Offered occasionally. . Class limit 25. *HS*

John Visvader

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 18th century, in order 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 as interest dictates and time permits. Level: Intermediate. Offered occasionally. Class limit: 20. *HS*

John Visvader

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, then in turn have used their techniques of vision, music and metaphor to teach us how to see who and where we are. This class considers poets of the Romantic and Transcendental movements, spends some 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. Level: Intermediate. *HS*

William Carpenter

In this course we consider problems concerning the nature of ethics and the explanation of behavior as they arose in Greek philosophy and culture and as they are considered in contemporary discussions of ethics. The main text is M. Nussbaum's The Fragility of Goodness, and the writings of Plato, Aristotle, and the Greek dramatists are also explored. Level: Intermediate/Advanced. Prerequisites: Two philosophy courses or permission of the instructor. Class limit: 15. *HS*

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 in this country and elsewhere 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. Advanced. Open only to third and fourth level students. Offered every other year. Class size limited to 15. *HS*

Rich Borden

This course develops intermediate and advanced skills in verb use, idiom, and vocabulary. It emphasizes development of those language competencies that are most relevant to Mexican cultural settings that are commonly encountered, distinctive, and/or important. It also focuses on developing language competencies directly relevant to projects people are interested in pursuing in Spanish speaking environments, e.g. research on wall murals, coral reefs, or indigenous land rights. It is especially appropriate for students planning to participate in the Winter term courses in the Yucatan. This course presupposes competence in the simple tenses and a basic vocabulary. Class meets for two one-and- one-half hour sessions per week plus Wednesday conversation at dinner at the college. Level: Intermediate/Advanced. Class limit: 15.

Karla Pena

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, 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. Level: Intermediate. Class limit: 25. *HS*

William Carpenter

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 17th and 18th 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. Level: Introductory/Intermediate. Class limit: 20. *HS* *HY*

John Visvader

This is an advanced 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 analytic skills as they work closely with twentieth century 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. Level: Advanced. Prerequisite: Signature of Instructor. Offered every other year. Class limit: 15. *HS*

Karen Waldron

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. This tripartite 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. Level: Intermediate/Advanced. Class limit: 20. *HS*

John Visvader

In this course, students write and analyze short descriptive and expository essays, study sentence-combining techniques, keep a journal, and in some cases supplement class work by working with a peer tutor to learn word processing or to study grammar, punctuation, and/or spelling. Students learn techniques for prewriting and rewriting and apply these to their own themes. Evaluations are based on student participation in and preparedness for weekly meeting and conferences, essays, and a final essay examination. Level: Introductory *W*

Anne Kozak

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 text is 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. Level: Intermediate. Prerequisite: Contemporary Culture and the Self or equivalent. Offered every year. Lab fee $20. *HS*

Elmer Beal

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 students' 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. Level: Introductory. Class limit: 15. *W*

Katharine Turok

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 considers 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, Toni Morrison. Level: Intermediate. Prerequisite: A previous literature course, Signature of the instructor. Class limit: 15. Offered every other year. *HS*

Karen Waldron

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 is explored. Eastern and western views on nature, human nature, and society are compared and contrasted. Level: Introductory/Intermediate. Offered every other year. *HS*

This class focuses on American fiction from the realist/naturalist period (roughly 1860-1920), 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 7 (Short Fiction Week), and a modest lab fee. Evaluation is based on weekly response papers, two short papers, and a short fiction project, as well as class participation. Introductory/Intermediate. Prerequisite: Writing Seminar I (or the equivalent). Class limit: 15. *HS*

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 (1927) and Sawako Ariyoshi's The Doctor's Wife (1967). 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. Level: Intermediate/Advanced. Prerequisite: a previous literature course and signature of the instructor. Offered every other year. *HS*

Karen Waldron

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. Level: Introductory. *HS* *HY*

Todd Little-Siebold

This course confronts the complex interplay between pre-contact societies and European forms in the creation of the Americas. By comparing the pre-contact societies of North, Central, and South America we encounter the basic context within which colonial regimes developed in the New World. This first section of the class highlights the variety of social organization around which natives of the Americas developed with a survey of indigenous societies on the eve of contact with Europeans. This section begins with indigenous societies in what became Spanish America since contact transformed them first. The pre-contact North America is discussed by looking at how the contact with Spaniards and others had already transformed the human and social ecology of the continent long before French and English settlers arrived. The section emphasizes the diversity of societies which Europeans would encounter across time and space. Level: Intermediate. *HS* *HY*

Todd Little-Siebold

Ecological economics is the economics of sustainability. AS such, this emerging discipline represents a paradigmatic shift away from both neo-classical (market) and Marxist economics by making sustainabiity the foremost normative economic criterion. We start by looking at definitions of sustainability (there are many), then move on to topics such as the biophysical base of economic systems, entropy limitations, industrial ecology, steady-state economics, consumerism and consumption, the precautionary principle, environmental accounting, international aspects, distributive issues, and intergenerational justice and ethics. Ecological economic concepts are contrasted with neo-classical concepts and the U.S. economy, with an eye toward formulation of effective sustainability policy. Level: Intermediate. Prerequisite: One term of introductory economics. Offered every other year. *HS*

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 practical use by working as peer tutors in the 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, and 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. Level: Advanced. 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. Class limit: 15. *ED* *W*

Anne Kozak

This course is an exploration of the complex relationship between local communities and the nation state in Latin America. We probe the theoretical discussion of both state and community to attempt to understand how scholars have defined and studied these entities. With case studies from Mexico and Central America, we look at general synthetic works as well as local community studies in an effort to unpack the complex methods used by scholars in their efforts to document the complex processes of social, political and cultural change. We also try to distinguish the methodological and theoretical differences across disciplines in the discussion of the historical construction of community and nation state. By using a broad interdisciplinary set of readings we focus on the real and perceived distinction that exists in the scholarship. Students are expected to focus on coming to terms with the issues at hand so that by the end of the course we can have informed discussions about the nature of these complex phenomena. By emphasizing comparative developments in Mexico and Central America, we should be able to see how the two nations experienced the process of social transformation. Finally, the main emphasis of the course is on gaining a mastery on a historical and theoretical problem through intensive reading about the topic. Students are expected to engage the materials and contribute to discussion, write response papers on the books, write a longer paper on a book of your choosing, and present these findings orally to the class. Level: Intermediate. Prerequisite: Signature of instructor. Class limit: 20. *HS* *HY*

Todd Little-Siebold

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 week-long 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 and policy difficulties of "protecting" wilderness. Considerable time is spent evaluating current criticisms of the wilderness idea and practice. 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. Classwork emphasizes hands-on projects as well as theoretical discussions. Level: Intermediate. Prerequisite: Introduction to the Legal Process, Signature of instructor. Class limit: 14. Lab fee: $200. *HS*

Ken Cline

This course presents an integrated view of the environment, both cultural and natural, in which Maine men and women working in the timber industry operate and adapt. Topics covered include: the physical environment as a limiting factor, the resources (their nature and abundance), and the cultural mechanisms which mediate the workers' access to and use of the resources (technology, economy, social organization, belief systems). The course makes use of numerous field trips and visitors. Each student is asked to keep detailed notes in a journal of all classes, field trips, and interviews. There is also a mid-term exam. (Note: this course parallels Cultural Ecology of Maine Fishing in method and theoretical outline, but is not redundant.) The objective is to know what people in the industry think, why they think it, and where the industry is going. Level: Intermediate. Offered every other year. Lab fee: $20. *HS*

Elmer Beal

The development of nation-states goes hand-in-hand with the emergence of ethnicity as a political factor. The borders of many nations have shifted during the modern era so as to include groups of people who have a sense of unity not defined by national boundaries. At the same time, major migrations have occurred which have relocated comparable groups voluntarily in new locations. While nations like the U.S. have attempted to forge a sense of unity with the notion of a "melting pot", political phenomena have acted to prevent the incorporation of some populations, and simultaneously, other groups may have been less incorporated than was hoped. When assimilation might appear advantageous to some groups, why do they resist? Simultaneously, when violence is directed against or between ethnic groups, what is there about identity which those involved see as the cause? Students will attempt to understand how the construction of ethnic identity can lead to conflict. Students will read general works on ethnicity and ethnic groups, and will select readings of their own on ethnic groups in preparation for individual projects for class presentation. Level: Intermediate/Advanced. *HS*

Elmer Beal

This course uses the contemporary plight of Atlantic Salmon as point of entry into the complex history of the environments they have inhabited. The course is part environmental history, part policy crash course, and part human ecological exploration. The course is not limited exclusively to salmon, but attempts to look at the web of ecological relationships which emanate outwards from them. We hope to use the recent controversy over the status of salmon in the North Atlantic to look at the complex contemporary and historical processes which have led to the species decline. We explore the legal and policy issues around the salmon's listing in the United States while looking at the Canadian and European experience. The course also asks students to historicize today's debates and explore the history of salmon in the North Atlantic as a window into the region's complicated environmental past by exploring the impact of milling operations, timber harvesting, sea fisheries, marine mammal populations levels and many more factors on them. Level: Intermediate/Advanced. Lab fee: 125. *HS* *HY*

A new course in fall 1999, 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. Level: Introductory. Class limit: 15. *W*

Colin Capers
Anne Kozak
Katharine Turok

This is an advanced course which explores in depth the works of three major writers of the Victorian period: Jane Austen, Charlotte Bronte, and George Eliot. The set-up of the syllabus, group meetings, and individual projects require that participants talk about connective factors between texts and the development of women writers' voices and narrative structures during this period. Emphasis will also be placed on the construction of the heroine, the use and manipulation of the marriage plot, developments in linguistic and narrative practice, and developments in each author's work- from the juvenilia to the later fiction. Historical perspective, gender roles, and theoretical approaches will all be taken into consideration as we analyze novels such as: Lady Susan, Northanger Abbey, Persuasion (Austen); The Professor, Villette, and Shirley (Bronte); and The Mill on the Floss and Middlemarch (Eliot). Rather than prepare papers and exams, participants will prepare and ask questions of each other, develop response papers and passage analyses, and carry out a sustained independent project to be presented to the group. The outside project will involve additional research into one of the major authors, to include both the reading of another novel, biographical information, and critical analyses. Projects will give participants the opportunity to explore a particular author, question, or form in depth. The reading load for this tutorial is very heavy. Evaluation will derive from an on-going peer review focusing on preparation, participation, insight, critical thinking, and the outside project- to be presented orally and developed in an analytic fashion to be determined by the class. There will be a third week course review. Prerequisites: Contemporary Women's Novels and Nature of Narrative or the equivalent and permission of the instructor. Level: Advanced. Offered upon request. *HS*

Karen Waldron

This course will cover the politics and policy 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 will gain both practical and theoretical understandings of how treaties are negotiated and implemented, through case studies of the climate change convention and the Cartagena protocol on biosafety. We will draw on both mainstream and critical theories of international relations when analyzing these negotiations. Students will 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 will pay special attention to the growing role played by non-governmental organizations in global environmental politics. We will conclude the course with discussions of some current controversial areas in international environmental politics. Level: Intermediate. Class limit: 15. Lab Fee $10.00 *HS*

Doreen Stabinsky

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. Discussion classes with student presentation and a final research paper. Level: Introductory/Intermediate. Prerequisite: A course in Philosophy. Class limit: 15. *HS*

John Visvader

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 USA 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 health of natural systems. And those who do make their livings from natural resouces may possess knowledge and perspectives about nature which are neither understood nor appreciated by the general populace. The assumption is made that 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 field-work - 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 commonplace to many organic growers will be new to us, and so will be explored in the reading and class discussions. Field trips are organized to meet people 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 will use background reading and di

Elmer Beal

This interdisciplinary course combines science and policy. We will begin with a basic introduction to the science of biotechnology, and students will learn the biology of the main products of agricultural biotechnology presently used in agricultural production. We will also learn about general ecological concerns regarding engineered crop plants by reading The Ecological Risks of Engineered Crops by Jane Rissler and Margaret Mellon. The course will then turn to questions concerning the international political ecology of biotechnology: Who should assume the possible risks of agricultural biotechnology, such as the transfer of genes to wild and weedy relatives? Should the patenting of life forms and/or their genetic material be permitted? Students will study how communities and nations throughout the world are confronting the various social, cultural, economic, and biological impacts of these technologies in a number of international diplomatic fora, including the World Trade Organization, the Food and Agriculture Organization, and the Convention on Biological Diversity. During this section of the course, the topics we cover will depend on student interest. We will also look at domestic efforts to regulate genetic engineering, including here in Maine, through an analysis of grassroots campaigns to require the labeling of genetically engineered food. There may be one or two field trips associated with the class. The course will be conducted primarily in a discussion format. Students will be evaluated based on their participation in class, as well as several writing assignments. Students will write two to three response papers and a final synthetic paper or project will also be required. Level: Intermediate. Prerequisite: Signataure of Instructor. Class limit 15. Lab fee: $10.00. *HS*

Doreen Stabinsky

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 take an overview of the major styles of poetry in both of these countries and sample some of the 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 will be invited to try their hand at translating some of the Chinese poems and rendering them into good poems in english. Level: Intermediate. Students will be expected to take the course on a Pass/Fail basis, with special arrangement made for those needing to take it for a grade. Class limit 12. *HS*

John Visvader

This tutorial seeks to give students advanced knowledge of macroeconomic theories, models, and concepts, with a focus on those that relate directly or indirectly to international trade. The course is designed for those students who seek a relatively formalized presentation of neo-classical perspectives and methodologies. Emphasis will be evenly placed on both formal modeling (mostly through graphs, but occasionally with the use of calculus) and intuitive approaches to understanding economic phenomena. Topics will include unemployment and inflation, consumption and savings, economic growth and business cycles, monetary theory and banking systems, and the international monetary system, along with topics of student interest. Evaluation will be determined by student participation, a midterm paper, and a final exam (the format of which will be determined by the class). Students should be comfortable with graphical modeling, and have familiarity with calculus. Level: Intermediate/Advanced. Prerequisites: one term of college level economics (or the equivalent, for international students), Signature of Instructor

Davis F. Taylor

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 will include Roger Fisher, William Ury, Gandhi, Thich Nhat Hanh, Walter Wink, Gene Sharp, Dorothy Day, Elise Boulding, Gray Cox and others. Lab work will involve role plays, case studies, workshops with visitors, and field work. The course will also involve one, mandatory, weekend long workshop. Level: Intermediate. Offered every other year. *HS*

J. Gray Cox

Native American literature is preeminently and humanly ecological. The category of Native American Literature is also problematic and political. Native Americans writers come from many different cultures, yet there seems to be a general theme of Pan-Indianness to the genre, as it has been defined Native Americans who do not write about native life are not taught in Native American Literature classes. To what uses is this tradition being put, and by whom? Some Native authors deeply and profoundly seek to share their wisdom with Westerners; others express anger and despair; still others do not wish non-natives to write about their work. This class will simultaneously engage students in the challenge of reading Native American Literature and consider the risks of appropriating it. We survey creation stories; myths and tales; songs and early documents; stories and speeches from the nineteenth-century period of Indian removals, wars, exterminations and the development of the reservation system; and the literature that has developed in the second half of the twentieth century. In this writing focused section of Native American Literature, our discussion will be literary, informed by considerations of history and culture. Students will be asked to do written and oral analyses of particular texts while considering the risks and rewards of studying a literature as it develops, a literature both produced and contaminated by its interaction with Anglo-American culture and conquest. Analysis will also focus actively on the challenges of defining a tradition based on what is often an outsiders view. Students will write and revise four short papers with an emphasis on writing as process. There will be an additional, required laboratory section for conferencing on papers and peer review. The focus of the essays will be on effective integration of quoted material and development of literary arguments. Taking two courses with a W or writing focused designation is e

"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: 1) the framework of treaties and other international mechanisms set up to protect species; and 2) 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 of Whaling, CITES, 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 UNESCO's Biosphere Reserve model and the IUCN's protected area classifications. We also examine in some depth the role that NGO's play in international conservation efforts and new models for "community-based conservation". The relationship between conservation and sustainable development is a fundamental question throughout the course. Level: Intermediate/Advanced. Lab

Ken Cline

In this course students develop key skills needed to pursue learning, research and action for human ecological projects in cross-cultural settings. These include skills in ethnographic observation, historical interpretation, social analysis, language, communication, problem solving, negotiation, and project planning and implementation.In practicing these skills students will learn substantial bodies of information about the context of issues in Mexico's Yucatan peninsula and apply this information and their skills in a major independent project that demonstrates their abilities to pursue subsequent learning, research and action in Latin America on their own. Course activities will provide opportunities to make extensive and increasing use of Spanish skills. Level Introductory / Intermediate. *HS* *HY*

J. Gray Cox

This is an introductory level course that will expose students to basic concepts and controversies in international politics and serve as background for more advanced work in the area of international studies. Through historical readings and current events discussions we will 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? 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; between autonomous political groups and the nation-states in which they reside. To more deeply understand these relationships, we will examine some of the processes that have led to inequities in the current world political economy, touching on such topics as: colonialism and national liberation movements of the 20th century, the debt crisis, and the formalization of the international trading system. We will consider the topics from a variety of disciplinary and interdisciplinary perspectives, including political ecology, international political economy, and economic geography. Evaluation will be 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. Level: Introductory. Lab fee: $20. *HS*

Doreen Stabinsky

In this course students will gain practical experience and skills to prepare them to work in advocacy positions for environmental and/or social justice organizations. Through project-based work, we will pay attention to developing such skills as: interacting with the media; interpreting technical information and report writing; lobbying and other political work; grant-writing and other types of fundraising; and non-profit administration and management, including strategic planning, program development, board management, and non-profit legal issues. Student interest will determine the exact topics covered over the term. To begin, we will survey models of organizational structure, from small grassroots, single-issue groups, to large, international, multi-issue organizations. We will also survey various modes of operation, critically analyzing different strategies, tactics, and types of activist/advocacy campaigns, including: non-violent direct action, student organizing campaigns, consumer boycotts, legislative campaigns, and voter initiatives. Local professionals will join us throughout the course to provide expert input on various topics, and to inform students about the types of jobs available in environmental advocacy and the range of skills needed for each. There will be a large emphasis placed on hands-on work on student-defined projects. Students will be evaluated based on class participation as well as completion of course projects. Level: Introductory. Lab fee: $30. *HS* Class limit 15.

Doreen Stabinsky

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: 1.) to increase specific knowledge about some important examples of alternative political philosophies and systems that embody them and 2) to develop analytic skills for understanding key systematic features of these alternatives, for evaluating their key merits and flaws, andn for advocating alternatives. Readings will include Plato's Republic, The Communist Manifesto, selections from fascist, liberal, and anarchist writers as well as some case study readings in comparative politics. There will be a strong emphasis on discussion skills and writing. Evaluation will be based on class participation and a series of short papers. Especially recommended for people interested in community organizing, public policy work and education. Level: Introductory/intermediate. Class limit: none. *HS*

J. Gray Cox

Joseph Schumpeter in 1942 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. Many observers feel that Schumpeter's description is even more appropriate today, as information technologies and the long arm of multinational capitalism create vast new potential for economic growth and improvement in living standards, while rapidly altering social and environmental relationships, marginalizing those communities unable or unwilling to adapt, and exacerbating existing inequalities. This course gives the student currency in the dynamic issues surrounding 21st Century capitalist economies (including "advanced," developing, and robber/crony capitalisms) using an institutionalist approach; as such, the course focuses more on using a variety of approaches to understanding economic phenomena, and 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. Major 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 U.S. Federal Reserve, business cycles, unemployment and inflation, trade and currency issues, consumerism and the nature of work, and whatever other topics students collectively wish to explore. Student evaluation is via multiple diagnostic tools, possibly including quizzes, reading questions, a current event portfolio, written book reviews or issue analysis, and oral exams. Level: Introductory. Lab fee:$20. *HS*

Davis F. Taylor

The literary imagination has made "fictions" of science and about scientists for as long as the terms have had cultural meaning (in English, since the 14th century). This course examines some of these fictions from both past and present. We will look at how "science" became a topic for Western literature and how that literature, especially over the last three hundred years, has reflected scientific thought. We will notice how scientists have been treated in imaginative works ranging from celebration to satire, from the imaginative creation of the "mad scientist" to the scientist as "genius." The "Scientific Revolution," part and parcel of the modern Western world's political, ecological, and economic development will be background throughout. Developments in scientific thought underlie barely hidden historical and contemporary conflicts between scientific, artistic, religious and spiritual (as well as political, economic, and historical) ways of thinking as well as the belief that ways of thinking can be separated. Texts for this course are specifically selected to help us look at how literature reflects, expresses and shapes questions about science and scientists, religion and spirituality, within the historical frame of modern Western culture. Books students will read include: Mary Shelley, Frankentein, Henrik Ibsen, An Enemy of the People, Bertolt Brecht, Galileo, Alan Lightman, Einstein's Dreams, and Gloria Naylor, Mama Day. This is a writing-focused course. Students will do four two-page response papers and four rewrites. Conferences with the instructor to discuss response papers are required. In addition, each student will write a longer essay on a work or theme raised in class. Evaluation includes class participation, response papers, the longer essay, and overall attendance at conferences and progress with writing. Level: Intermediate. Class limit: 15. Lab Fee $15 *WF* *HS*

Karen Waldron

This course explores the relationship between politico-economic ideology, sociocultural context, and schooling. Through historical and contemporary case studies of fascist, communist, theocratic, and democratic nation states, we will consider how different educational systems reflect, resist, reproduce, and inculcate national or cultural worldviews. Students will gain factual knowledge and interdisciplinary skills to describe, analyze, and evaluate educational systems and their "products" AF parents, workers, citizens, and humans in distinct cultures and nations. Students will engage in ethnographic research in classrooms on MDI and in Quebec. Each will also research a case of their choice, looking at how that educational system prepares their citizenry and considering alternative practices that are consistent with and might better serve that country's ideals. Evaluation will be based on multiple assessments including self-, peer, and teacher evaluation of class participation, responses to readings, fieldwork, and case study. Level: Intermediate. Suggested Prerequisites: Coursework in political philosophy, economics, international development, educational philosophy, sociology or anthropology. Lab fee: $100 *HS* *ED*

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 these perennial needs: ranging from the Bhagavad-Gita and the Bible, through Marcus Aurelieus' Meditations and Ralph Waldo Emerson's Self-Reliance AF to the ever-popular, self-help book. 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; 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 how and when they do work or why they don'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 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. Level: Introductory/Intermediate. Class Limit: 15. Lab fee: $25 *HS*

Rich Borden

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 reader as a insider's approach to the structure and purpose of fiction, the relation of author to character, and issues of intentionality. We will be reading first chapters from current novels and studying their opening strategies, then each student will develop 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 will be narrative viewpoint, handling of time, levels of realism, dialogue techniques, writing habits, motivation & self-discipline, and the relation of fiction to personal experience. Background in creative writing or narrative theory would be helpful but not essential. Evaluation will be based on class participation, strength of the concept, and the quality of the student's writtern work. Level: Intermediate/Advanced *HS* Limit 10.

William Carpenter

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 will use Bill Moyer's DOING DEMOCRACY and a series of other theoretical readings to look at general models and strategies. And we will use a series of case studies including, for instance, the Zapatistas, Moveon.org, the liberation of Eastern Europe, the U. S. Civil Rights Movement, the anti-Globalizaton movement, the Breast Cancer Social Movement and the Gay and Lesbian movement. Students will write a series of short analyses of cases considered in class and do extended case studies on their own. Evaluation will be based on the qulaity of class participation, research and writing. Level: Intermediate. *HS* *HY*

J. Gray Cox

This is intended as a survey course that will overview the contemporary theories, issues, and techniques of professional counseling. In brief, topics to be considered in this course include; a) legal and ethical responsibilities associated with professional counseling); b) assessments of differing therapeutic approaches (theories and techniques) to the counseling 3 in a complex world. Collaborativeprocess; and c) 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. Level: Advanced. Class limit: 15. Prerequisites: A psychology class. Signature of instructor. *HS*

Ken Hill

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 will read and discuss at least one major new book on each theme. Ideas from these perspectives will be compared, contrasted and critiqued. In the final portion of the class, we will look especially at ways in which all three themes can be integrated -- not only in academic psychology -- but within our own experience. Evaluations will be based on careful reading of all materials, class participation, a series of short papers, and an end-of-term presentation and final paper in each student's area of personal interest. Level: Intermediate/Advanced. Prerequisite: Some background in psychology. Lab Fee: $25. Class limit 15. *HS*

Rich Borden

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; and 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 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. Level: Advanced. Lab fee: $15. *HS*

Ken Cline

The Philosophical Investigations is one of the most important philosophy books published in the 20th century. It is the clearest expression of Ludwig Wittgenstein's revolutionary views of language, mind and meaning and has become a source of ideas for a fundamental reinterpretation of both the natural and social sciences. His intense and imaginative writing style with its short paragraphs and countless examples has inspired many poets and novelists and not a few film directors. For anyone interested in a critical appraisal of the intellectual disciplines, this is the one book to master. The class will be conducted in seminar style with student presentations of the material and a final term paper. Level: Advanced. Class limit: 15. *HS*

John Visvader

This class focuses on U.S. fiction from the realist/naturalist period (roughly 1860-1920), a time when enormous changes were occurring in and on the 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 U.S. landscapes of the period, 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. While there is a strong emphasis on reading and discussion -- the class covers a lot of intellectual and historical ground -- the course has an additional emphasis on writing. As a writing-focused class, City/Country will involve four short papers, at least four rewrites, and one longer essay. Students will meet at least biweekly with the faculty in writing conferences and there will be a continual emphasis on writing as process, revision, and the kind of analytic work required for sophisticated literary analyses. Writing workshops will be scheduled at the discretion of the class and instructor. There are also two extra, evening classes during week 7 (Short Fiction Week), and a modest lab fee. Students will be expected to have a writing handbook for reference.

Karen Waldron

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 development of the basic skills required in any language - listening, speaking, writing, and reading comprehension. Objective: Students will be able 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". Evaluation Criteria: two Compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/ homework, class participation. Level: Introductory. Offered every fall. Class limit: 10. Lab fee: $20.

Karla Pena

This course is intended for students with a basic knowledge of grammar, using common vocabulary that is needed for every day situations. Objective: The students will be able to express themselves orally and through writing using subject-verb agreement, basic form in the indicative tense, and an introduction to the imperative moods. It includes a review of the present and future tenses, 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. Evaluation Criteria: two Compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/ homework, class participation. Level: Introductory. Offered every fall. Class limited 10. Lab fee: $20.

Karla Pena

This course is for students who are competent in the use of basic Spanish structures, of the simple and compound of the indicative tenses, and some forms of the imperative tense. Objective: The students will be able to express themselves orally and through writing using a variety of vocabulary, the indicative and imperative moods, and some applications of the subjunctive mood. This includes a review of the present, preterite, future imperfect, preterite imperfect tenses, pronouns of object direct and indirect, imperative mood, expanded use of the "to be" and "is" verbs, the prepositions and simple conditional, the study and practice of the compound tenses of the indicative mood, present perfect, plus perfect, and future perfect. They will also study the subjunctive mood and verbs that express emotion. Evaluation Criteria: two compositions, two auditory tests, two writing tests covering grammar, two oral tests, assignments/ homework, class participation. Level: Intermediate. Offered every fall. Class limit: 10. Lab fee: $20

Karla Pena

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 on the one hand and the globally- connected production of coffee on the other. 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 will be able to look at how global historical trends in consumption have played themselves out in local communities. The class will simultaneously be able to look at the 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 these two crops as a starting point, the class will allow students to develop a holistic and synthetic understanding 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 discussions of the books, this seminar-style course seeks to provide students with deep insights into the history of Guatemala while maintaining a sense of the global and regional context. Intensive readings will provide students with a snapshot of trends in both history and ethnography while broader synth

Todd Little-Siebold

This course is for students who use the simple and compound structures of the indicative mood. Objective: The students will express themselves orally and through writing using the appropriate vocabulary and complex sentence structure in the indicative, subjunctive, and imperative moods, adverb clauses and more sophisticated idioms. Evaluation Criteria: two compositions, two auditory tests, two writing test covering grammar, two oral tests, assignments/ homework, class participation. Level: Intermediate. Class limit: 10.

Karla Pena

This tutorial enables upper-division students to improve their writing styles using papers they are working on in other courses or writing they are doing as part of their senior project. The tutorial focuses on acquiring a better understanding not only of writing as process but also of syntax. Through exercises, peer review, and conferences, students will learn strategies for making their writing more cohesive and focused. In particular, they will look at the role pace, emphasis, and flow play in enabling them to draft pieces that are both readable and engage the intended audience. Level: Intermediate. Prerequisite: Signature of the Writing Program Director. Class limit: 5. *W*

Anne Kozak

Katharine Turok

Suppose that you wanted to see how corporations' political activity affects their profits, or determine the most cost effective way to help children succeed in school, or examine what village characteristics lessen deaths from natural disasters; how would you do it? This course gives students familiarity with statistical techniques used to estimate relationships and test hypotheses using economic, social, and political data. After briefly surveying necessary statistical concepts, we will examine the technique of classical linear regression, the assumptions that underlie it, and ways to handle violations of those assumptions. The mathematical structure of linear regression will be examined, but primary emphasis will be on practical application and use via running regressions using typical computer software used by practitioners. Each student will collect an appropriate data set (relating to a topic of his or her choice) and use it to gain familiarity both with theoretical concepts and practical considerations. Evaluation will be based on this project (including intermediate steps) and problems sets relating both to concepts and computer applications. While most of the techniques we will examine were developed in the context of economics, their application is appropriate for most social sciences. Level: Intermediate/Advanced. Prerequisite: One term of economics or permission of instructor. *HS*, *QR*. Class limit 20.

Davis F. Taylor

This class concentrates on the theory and practice of poetry and short fiction, though there will also be a place for "Starting Your Novel" students to finish up. Our goal is to develop the skills of verbal craftsmanship and self-criticism. Class meetings combine the analysis and critque of individual students writing with the discussions of published works by other writers. We also frequently 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 anthoogy at the end of the term. Level: Intermediate/Advanced. Class limit: 10. *HS*

William Carpenter

This course will focus on the impact of the rising tide of fundamentalist religions on the roles and status of women in selected countries and the response of women to increased restrictions on their rights and behavior. The course will consider such questions as: What factors lead to the growing power of fundamentalism in different countries? How do the impacts of fundamentalism on women differ depending on the religion involved (or do they)? How do economic development and the process of globalization affect the growth and duration of fundamentalist domination? What is the feminist response to fundamentalist domination and how does this differ in different cultures and political circumstances? Classes will be a mixture of lecture and discussion and based on readings from novels, short stories, academic articles and books and on two (or more) videos to be presented in class. Students will write two short papers, and will lead two class discussions on different aspects of the situation facing women in the country on which they have chosen to focus. There will be one take-home final exam. Level: Intermediate.

Lucy Creevey

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. We will be joined by the actual leaders of these changes locally and state wide in Maine. We will also examine emerging methodologies that emphasize participatory planning, community capacity-building, and empowering marginalized groups. These models and ideas will 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 will take advantage of varied external opportunities - including town meetings, conferences, and public events. Evaluations will be based on class participation, several short research papers, and end of term small group projects. Level: Introductory/Intermediate. Lab Fee: $40. *HS*

Rich Borden

Ecology is sometimes considered a "subversive" subject: the more humans learn about the living world, the more we are challenged to re-examine many of our fundamental beliefs. According to this perspective, ecology provides a complex mirror for humans. In its reflection we glimpse 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 will draw on clues from deep in our evolutionary past. Other questions will 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 will be drawn from primary sources in a variety of fields with a pivotal focus on the relationships of mind and nature. The course will be taught in an interactive, seminar style with participants sharing summaries of the readings - individually and in teams. Two short papers and one end-of-term longer paper are required. Preference will be given to students with background or strong interests in psychology and/or ecology. Level: Intermediate/Advanced. Lab fee: $25. *HS*

Rich Borden

Guatemala is known as a country of dramatic contrasts and this course, which will serve as a pre-requisite for the winter term Guatemala program, seeks to familiarize students with the contextual 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 the historical and ethnographic scholarship on Guatemala with a particular emphasis on training students to recognize and master relevant contextual knowledge and specific fieldwork techniques. Students will learn about the history of Guatemala from the conquest to the present as well as learning to examine the dominant historiographies which have shaped scholars' accounts of that history. Similarly, the class will provide an in-depth insight into Guatemalan society through a series of classic ethnographic works even as we critically examine ethnographic presumptions and practices. All students will learn how to evaluate and use maps, field notes, archival resources, and other sources in their own research. Students will be expected to read scholarly work in Spanish where possible. A final research proposal will be a primary product of the course, and it will be the basis of eight-week independent student work in Guatemala. Participation by multiple faculty in helping students develop the project proposals will be a key pedagogical component. All faculty involved will help evaluate the proposals. Evaluation will also be based on discussion, collaborative work on exercises, and a presentation of the final research proposal. Advanced.

This introductory course will explore the construction and reproduction of gender inequality in a global perspective. We will study the social position and relations of women and men (political, economic, cultural and familial) in comparative and cross-cultural perspective. Using the United States and various non-western case studies, the course will seek to explore the topic broadly. In so doing, students will learn about the diversity of women's and men's experiences across class, racial-ethnic groups, sexualities, cultures, and regions. This class will also provide students with an overview of the different theoretical perspectives that are sometimes used to explain and understand women's and men's experiences. This class will be taught via a combination of lecture and discussion. Students will be evaluated on class participation, several short papers, and a final project. Level: Introductory. Lab Fee: $10. Class limit 15. *HS*

Lucy Creevey

Ever-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, GIS 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 GIS is about. Built on digital mapping, geography, databases, spatial analysis, and cartography, GIS 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 GIS provides tools to help address many kinds of issues, GIS 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 1988. The GIS 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. Level: Introductory/Intermediate, Pre-requisites: Basic computer literacy. Class Limit: 8. Lab Fee: $75.

Gordon Longsworth

Perhaps no two concepts of global political economy have generated as much debate over the last half-century as "development" and "globalization." In the half-century of the development project, and the last several decades of increased economic globalization, the income gap between the richest and poorest countries has doubled. But in the era of market triumphalism, the celebrations over the plentiful fruits yielded by the development project and the bountiful harvest of globalization continue unceasingly. Not surprisingly, the major economic, social and cultural transformations that have taken place as a result of, or linked with, development and globalization have precipitated reaction and resistance, often in the form of transnational protests, epitomized by the "Battle of Seattle" at the 1999 meeting of the World Trade Organization. This course is an advanced inquiry into development and globalization from perspectives provided by several social theoretical traditions. In the course we will seek to unpack these terms, in particular to understand how these seemingly global political projects are in fact not monolithic in nature, but are carried out in specific places, through particular institutions, with necessarily contingent local outcomes. A primary goal of the course is to introduce students to a range of the basic vocabularies, methods, and theoretical perspectives by which social theorists have investigated and critiqued the development and globalization projects. Another goal of the course is to introduce students to theoretically advanced explorations of the topics from several different disciplinary traditions. As a thematic emphasis, we will look at how those marginalized by these processes have negotiated their marginality and, successfully or not, resisted the onslaught of transnational capital and the transformations it causes. We end by considering whether a better world really is possible and if so, how. There will be a sig

Doreen Stabinsky

This course is designed specifically to support students who wish to spend 10 weeks exploring and developing their own project to a high level of sophistication using GIS. It is for students who wish to take advantage of the unique nature of what GIS can bring to a project and develop expertise and proficiency in their use and understanding of GIS. Many resource management jobs expect applicants to have such a level of GIS experience. The course supports new and continuing projects such as GIS1 projects, independent studies, senior projects and thesis work. Projects may span a full range of disciplines including the arts, planning, sciences and humanities. This course can also be used to assist and reinforce advanced work pursued in conjunction with another course. Especially beneficial is the learning students gain from interacting with and observing each other and the tools, data, methods and issues of other projects. Topics and technical applications covered are primarily based upon what is needed and relevant to address project issues and goals. Advanced topics addressed include methods of analysis, geo-processing, the use of Model Builder technology, 3-dimensional modeling and visualization, creating presentation quality cartography and graphics and project publication which can take many electronic and non-electronic forms. Evaluations describe what students actually accomplish and how they have done so. Also considered is the degree of effort, level of project development, quality and accuracy of work, process documentation and final products. Level: Advanced. Pre-requisites: Previous GIS course or Landuse Planning and GIS. Class limit: 6. Lab fee: $50.

One of the most difficult problems faced by many current disciplines is how to give a scientific account of human behavior and human experience. There are some who even think that such an account is either not possible or in need of radical reformulation. The area traditionally called the philosophy of mind has become the central meeting place of many issues in neurophysiology, artificial intelligence, cognitive science and language and linguistics. The purpose of this course is to examine the central issues in the various debates about mind and behavior in an attempt to give a clear overview of and to take a critical approach to the usual categories of the "mental" and "the physical " which run through many of the discussions. Graded on seminar presentation and papers. Level: Advanced. Prerequisites: Two philosophy courses. Class limit: 15. *HS*

John Visvader

This is an advanced reading course on modern China: its history, politics, economics, and its geopolitical and cultural role in the world. This class will meet at least weekly to discuss readings drawn from current scholarly and popular books on modern China. The quantity of reading will be significant, and students should be prepared to complete this reading and contribute actively to seminar-style discussions. Students taking this class will be required to attend the 2006 Camden Conference in Camden, Maine. The Camden Conference, which describes itself as "A forum for a rational discourse on foreign affairs" is an annual event that brings together leading scholars and actors in international affairs. The theme for the 2006 conference is "China in the World." Students who successfully complete this class will gain a deeper understanding of the roles China has played and will play in the 20th and 21st centuries. Additionally, students will gain experience reading and critically discussing and critiquing books and articles, and conducting research in international relations, foreign affairs, and political economics. Evaluation will be based on participation in seminars, attendance at the Camden Conference, and a twenty-page research paper on one of the conference topics. Level: Advanced. Prerequisites: Permission of Instructor. Class limit: 8.

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 one important source of experiential learning. A second will be provided by an independent project or activity developed for each student based on the student's interests. This independent project will include a practicum experience in some institutional setting that might be a class room (e. g. an art class at the local university), a bakery, an internet caf�, 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 last three weeks. Evaluation will be based on participation in weekly class discussions and on weekly reflective papers written in Spanish. Level: Introductory/Intermediate. Class limit: 10. Lab fee: $TBA

Karla Pena

This will be an intensive one-on-one language course taught by the Proyecto Linguitico Quetzalteco de Espa�ol. Students will have roughly sixty contact hours with their language teacher in one-on-one sessions in which the teacher and student develop individualized goals and benchmarks of linguistic achievement. Student learning will be reinforced and enhanced by home-stays with Guatemalan families. The overall goal will be to help students develop the language fluency and facility to undertake independent research. The course will emphasize helping students develop the specific technical vocabulary associated with their research project in Guatemala. Students will undertake intensive level-appropriate readings on Guatemalan politics, society, and economy to provide key contextual knowledge about the country with special emphasis on the region where they will undertake research. The final product will be a translation of the student's research project into Spanish for presentation to communities where they will work. Level: Intermediate/Advanced. Limited to students participating in the College's Guatemala Program.

This will be an intensive Kaqchikel language course taught by members of the Oxlajuj Aj language collective. Students will have roughly sixty contact hours with their language teachers over the course of three weeks, and language learning will be reinforced and enhanced by home-stays with Kaqchikel-speaking families. The overall goal will be to help students develop the intercultural facility to undertake independent research. The course will emphasize helping students develop the culturally-appropriate methods of addressing community members with whom they will undertake research. Students will engage in intensive level-appropriate discussion on Guatemalan politics, Maya cultural activism, and the socio-cultural dimensions of Kaqchikel communities. The final product will be a presentation of a portion of the student's research project in Kaqchikel. Level: Introductory/Intermediate. Limited to students participating in the College's Guatemala Program.

The course will support independent yet collaborative student projects in four Maya communities. Students will be in these communities for two months undertaking research projects they will have developed over the previous months in their pre-requisite course. This course will highlight the contextual knowledge and skills needed for students to situate the information they will amass through their community-based research. Skills emphasized will be archival research, collection of appropriate primary resources, and the ability to identify necessary contextual resources. Building on community-based research models the faculty and students will work directly with an advisory board from the four communities made up of local academic experts. These advisors will serve a primary audience for student research. At appropriate intervals students will come together to do collective problem-solving and share insights. Students will be evaluated and will evaluate themselves on both the process of their research and their final research presentation. As a final product, students will produce a presentation of their research for the communities where they have worked. Students will also present their research in Guatemala to an academic audience as well. Level: Advanced. Limited to students participating in the College's Guatemala Program.

This tutorial is an advanced course covering in detail these two multilateral environmental agreements and current international politics of biodiversity conservation and genetically engineered organisms. To begin, students in the course will analyze the texts of both agreements in depth, learning about the key issues within each agreement that are still contested among the Parties. They will undertake independent research on the political debates around one key issue prior to and during negotiations at the Conference of the Parties (COP) and Meeting of the Parties (MOP) to be held in Curitiba, Brazil in March 2006. The course will culminate in optional student participation at the COP/MOP as observers where they will have the opportunity to conduct interviews with key governmental and non-governmental delegates and observe first-hand the ongoing negotiations. Students will be evaluated based on preparation for and participation in weekly meetings and on their final research project. Level: Advanced. Permission of instructor. Lab fee: $10.

This reading intensive tutorial will offer an opportunity for advanced literature, philosophy, and social theory students to examine in depth a small, yet diverse and linguistically rich group of 20th century writers whose works might legitimately be classified as 1) "pre-postmodern" and 2) what theorists Deleuze and Guattari would deem "minor," by virtue of their literary hybridity. The primary focus of the course is not on theory, however, but on in depth exploration of fiction by Franz Kafka (The Complete Stories, The Trial, The Castle), Jorge Luis Borges (Labyrinths, El Aleph and Other Stories, Collected Fiction, A Personal Anthology), Clarice Lispector (The Stream of Life, The Hour of the Star, The Passion According to GH, Family Ties), and Julia Cortazar (Hopscotch, Cronopios and Famas, Blow-Up and Other Stories, Bestiario ). We will devote 2 1/2 weeks to each author; each student will read two primary volumes in common and there will also be opportunity for exploring individual directions with the additional texts or different choices of short fiction. We will consider the relevance of philosophical conceptions and literary descriptors like "existentialism," "magic realism," "modernism," and "postmodernism" in understanding or naming what it is that these fictions accomplish and how they work with language to move readers to new imaginative and cognitive spaces. Extremely reading intensive. The details of either short written projects or a final project/presentation will be determined by the participating students. Level: Advanced. Signature of Instructor. Class Limit: 6.

Karen Waldron

Language has usually been accepted as the key to reality, and in the case of science and philosophy the more exact the language the closer one gets to the real nature of things. This has made language seem like a magical and mysterious thing - how can the word get right up to the thing it is about? This fascination with language in both its use and its mystery has given rise to deep unspoken, unexamined views about the world, human consciousness, and language itself which underlies and distorts our attempts to understand ourselves and our surroundings. Both Wittgenstein and Derrida were well aware of the dangers inherent in theorizing and each developed a unique style of working with particular cases to expose the dangers of discourse. Both philosophers tried to avoid theorizing themselves, merely leaving reminders and then disappearing from the scene; this is something new in conceptual matters and makes these philosophers difficult to understand. This course examines by practicing, the parallel methods of Wittgenstein and Derrida and will work through some of their important texts. This is philosophy as art and practice rather than theory and provides a challenge to theorizing in general. The course is seminar style requiring student presentations, discussions and paper. Level: Advanced. Class limit: 15.

This course will take students through the process of transforming fieldwork and qualitative research into a completed final product. With a particular emphasis on allowing students who have undertaken extensive research in international and intercultural settings to follow through in a guided writing process, the course seeks to support the last phase of research by highlighting synthetic and analytical approaches to writing. The course will pay particular attention to the process of synthesizing research materials into a compelling and carefully-polished written format. Students will have the opportunity to draft, redraft, and revise multiple versions of their work. The course will provide the context for workshopping drafts, discussing research problems, and processing the complex task of synthetic writing. The course is designed to ensure students who have undertaken extensive research have the opportunity to engage a community of peers facing similar intellectual issues and dedicate themselves to finishing their projects. Students will be evaluated on the progress they make towards a powerful written version of their work and the evidence of improvement in the successive drafts they craft. A goal is for each student to develop a clear sense of the writing strategies that work for them as well as how to seek constructive external feedback on their writing. Peer evaluation and self evaluation will be important tools. The course will be limited to students who have completed substantial international or intercultural research in the previous term and who are ready to write. Level: Intermediate/Advanced. Signature of instructor required.

How do people who make war or practice terrorism think about what they are doing? How has this varied in different geographical, technological, and cultural settings? What are the leading theories today? What roles do ethical principles play in warfare and can an account of just wars be worked out in theory and applied in practice? When and in what ways are alternatives to the use of violence relevant in assessing the effectiveness and morality of various strategies of warfare or terrorism? What functions do war and terror play in the current global system and what are the prospects for ending their use in the future? This is an intermediate to advanced course which presupposes some background in history, peace studies, and political philosophy. It is a reading intensive seminar format looking at classic texts from Thucydides, Sun Tzu, Lausewitz and others as well as contemporary works by Osama bin Laden and the National Security Council of the Bush administration. Goals include developing the ability to understand and critically assess sophisticated strategic theories in their historical contexts and to write clear and effective Power Point presentations providing briefings on strategic concepts and their possible applications. Requirements include a series of in class presentations and a final major presentation on a contemporary case study. Level: Intermediate/Advanced. Prerequisites: Left, Right, and Future, Introduction to Global Politics, Conflict and Peace, or Signature of instructor. *HS* *HY* *WF*

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, that 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 50 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 then is our setting, and background, for an intense examination of the human ecology of this province; the relationship between humans and their environment, sometimes successful, sometimes otherwise, the struggle between the tenuous grasp of civilization and this marvelous, terrible place. To do this we will discuss various readings, examine case studies and review the natural and human history of this unique province. Our learning will culminate with a two-week trip to Newfoundland to examine its issues firsthand. Evaluation will be based on class and field trip participation, responses to reading questions, a field journal, and a final project. Level: Introductory/Intermediate. Prerequisites: Signature of Instructor. Lab fee: $850. Class limit 15 *HS*

Davis F. Taylor

This is a creative-writing course for experienced writers interested in conceiving and developing a book-length work, either a novel or story chain. The aim of the class is to bring your work to a point where students can proceed on their own to finish a book worthy of public consumption. Emphasis will be on overall narrative design, coherence, and continuity, as well as creative process and reader response. We will begin with the nature of inspiration and the relation of fiction to experience (both literary and personal), along with a close study of the opening strategies of several classic and contemporary novels. Each student will design a complete novel in concept, then address the basic questions of time, tense, viewpoint, setting, tone, plot and characterization, and their dynamic relations in the novel's evolution. The latter portion of the term will be devoted to actual written production, and it is expected that several chapters will be produced and revised to a second-draft level of readability. Evaluation will be based on the discipline, quality and promise of the written work. Level: Advanced. Signature of Instructor.

William Carpenter

This tutorial will provide a comprehensive introduction to western feminist thought, the multiplicity of feminisms, and the relation between theory and praxis in feminist studies. We will spend the first portion of the term studying the history of feminist thinking, with readings from The Second Sex by Simone de Beauvoir, Feminist Theory (bell hooks), No Turning Back (Estelle B. Freedman), Feminisms (Herndl and Warhol) and Feminist Thought (Rosemarie Tong). The primary goals will be to gain a thorough understanding of the evolution of twentieth-century western feminist thought, the differences among feminisms, the interconnections of theory with lived experience, and the nature of equality and inequality. We will then move on to discuss social perceptions of feminism and feminists along with collections of writing by women protesting their exclusion from what they perceive as the feminist movement. The second half of the term will develop critical tools for analyzing these perceptions by focusing on class, race, gender, and sexuality, with additional readings from the texts used in part one. Our primary questions at this point will be: What does it mean to be a feminist?; What defines a feminist?; and How or when are feminisms exclusionary? For the final three to four weeks, students will focus more specifically on women s bodies, desire, and other contemporary issues. Throughout the term, there will be opportunities to view contemporary magazines, watch films, and conduct consciousness-raising discussions and activities on campus. Students will also take one or more field trips ideally including a three day tour of Boston bookstores and women s centers and interview selected elders about their sense of what makes a feminist. Each student will keep a journal throughout the term, based on responses to the readings and to observations of culture. Students will also do five short papers (2-4 pages) or projects as a way to share their own thinking and in

This tutorial will be a continuation of fiction writing based on work done in Starting Your Novel, with a focus on further character and plot development. Eight finished pages per week on each student's project; weekly tutorial meetings. Evaluations based on quality of the final product and class participation. Level: Intermediate/Advanced. Limited to those who have taken Starting Your Novel.

This course is designed for science students developing their research skills working on research projects for a principal investigator; specifically this course will improve the students' writing ability and introduce them to writing for the scientific community. The course involves not only learning to write an abstract and literature review but also understanding the protocols for writing a scientific paper based on lab or field data. In addition, students will prepare a power point presentation on their research to present at a meeting or conference such as the Maine Biological Science Symposium or the annual INBRE meeting. In addition to working with the instructor, students will work on the content of their writing with the principal investigator. Offered everyother year. Level: Intermediate/Advanced. Prerequisite: Signature of instructor. Class limit: 12. Lab fee: $20. *W*

Anne Kozak

This intermediate/advanced course introduces the student to theoretical models of economic development. We will examine past and present influential neoclassical development theory, including those current microeconomic models that seek to address the past failings of neoclassical modeling and resulting policy. Specific topics are likely to include productivity theory (labor/capital substitution), labor markets, household allocation models, imperfect credit markets, balanced and unbalanced growth models, political economy and corruption, import-substitution versus export-led growth, the role of free trade and neoliberal macroeconomic reform, sustainability, and the writings of Amartya Sen. Demographic models will be covered briefly. Case studies will be used where appropriate to illustrate the success or failure of theory to account for reality. While the focus of the course is familiarity with theory, we will take some time to contextualize the theory and models by 1) briefly surveying economic development processes, successes, and failures in Latin America, Asia, and Africa since World War II, and 2) by addressing some of the critiques of neoclassical theory, especially how economic development is distinguished from and fits into larger goals of human development. Evaluation will be based primarily on weekly homework assignments (both modeling exercises and "thought" questions based on readings), along with classroom participation and a final paper in which the student integrates theory with current policy or historical analysis. Level: Intermediate/Advanced. Prerequisites: One economics course, Signature of Instructor.

This tutorial will focus on some of the major philosophical interpretations of the nature of language and their consequences in the study and understanding of human nature and behavior. We will focus particularly on the work of G.P. Baker and P.M.S. Hacker called "Language, Sense, and Nonsense: A Critical Investigation into Modern Theories of Language" and will examine materials from the Chomskian school of linguistics as well as the works of Quine and Davidson on language and meaning. This course will require a substantial writing project. Level: Advanced

This is an advanced course for (third/fourth-year or graduate) students in research design that helps students understand complex social problems that require sophisticated research methods to investigate and respond to complex human problems such as poverty, inequity, exploitation, and cultural conflict. Students will deepen their understanding of systemic or global problems and epistemologies (e.g., local and academic) and methodologies that help or hinder problem-solving in interconnected socioeconomic systems. Students will gain skills in redefining problems, framing questions worth asking, assessing the strengths and limitations of various methodologies in human studies, designing studies that are valid, valuable, and feasible, articulating broader implications or generalizations using a combination of most appropriate methodologies, and identifying relevant applications. Methods of interest include, for example, ethnographic interviews, participatory and/or community based research, econometric models, statistical analysis of sociological data, historiography using primary texts, SWOT analysis and other forms of planning processes, Rapid Rural Assessment, Illuminative Evaluation, Total Quality Management, et cetera. The key focus of seminar sessions will be on the methodological challenges of approaching a project in a human ecological way - i.e. how to do define problems, do research, and tie it into praxis when a project involves multiple disciplines, multiple points of view, multiple stake holders and the urgencies of time and scarcity of resources characteristic of real world challenges. Readings will include THE STRUCTURE OF SCIENTIFIC REVOLUTIONS, THE EVALUATION OF CULTURAL ACTION, THE SERPENT AND THE RAINBOW and works by Langer, Harding, Lincoln and Guba, among others. Evaluation will be based on class participation, responses to readings, a series of brief essays, works in progress reports on plans for research and critical reviews of the methods of h

J. Gray Cox

This course will provide 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 will 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 will 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-20th century American Civil Rights Movement and will 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 will cover the first wave of the women's suffrage movement in the United States during the latter half of the 19th century, in this part of the class we will examine speeches by Susan B. Anthony, Elizabeth Cady Stanton, Sojourner Truth, Adelle Hazlett, and others. The class will emphasize analytical writing about the speeches we examine and will require students to demonstrate a critical ability to analyze and write about public speeches. Students will be evaluated on their participation in class discussion, short written response papers, several longer essays, and individual presentations. Level: Intermediate/Advanced. Class limit: 12. *HS* *HY*

Jamie McKown

This class will provide a broad introductory overview of the history, practice, and theories that encompass political campaign communication. The overall goals of the course are three-fold. First, to provide a broad survey of the history of political campaign communication and advertising as it has developed in the United States. Secondly, to confront some of the pragmatic issues that go into producing political communication strategies for electoral candidates. Thirdly, to empower the student to read and critically analyze political campaign communication materials they confront in their daily lives. This class will include a specific emphasis on radio, television, and "new media" vehicles as sources of messaging. While we will focus heavily on the last 60 years of presidential elections, students will also apply their work to local, state, and national campaigns currently underway. The class will be highly interactive with discussion being the primary mode of instruction. Final evaluation will based on a combination of class participation, a series of analytical response papers, an in-class presentation, and a final comprehensive project dealing with a contemporary political campaign. This class will include a weekly 3 hour lab that will involve the screening of multimedia campaign texts, some practical work in designing messaging strategies, and the occasional outsider speaker. 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 in their first years of study, but would also be equally valuable to advanced students interested in the topic. Level: Introductory/Intermediate. Class limit: 18. Lab fee: $25. *HS* *HY*

Jamie McKown

One question built into the sub-title of this section of Classic Shorts is, of course, where is that land? Then, once we arrive there, who are the believers we find-and in what? Exactly what actions are these believers prepared to do to preserve or convey their beliefs about family, war, trust, and love and their impact on this tough, fragile planet we share? The short-story writer, too, is a kind of believer: in this genre and its art. One writer (William Trevor) calls it "the art of the glimpse . . . an explosion of truth . . . concerned with the total exclusion of meaninglessness"; another (Margaret Atwood) describes it as "a score for voice . . keeping faith . . . with the language . . . told with as much intentness as if the teller's life depended on it." Some of the lands we'll follow these storytellers into include an opal-mining town in Australia where one child's imagination exerts unusual power, the locked doors and wire bullpen of an Arizona prison where identity and possibility collide, and the base of a statue in a convent garden named Our Lady of the Wheat where memories lead to a pastrami sandwich and some unexpected revelations. Seeing and articulating what we believe about how each story is made-its characters and settings, gestures and metaphors, the instincts and technical decisions behind every page-will be part of our exploration. Please come prepared to read closely, discuss openly, and experiment in the art of the glimpse. Critical responses, midterm conference, and final paper (original short-story option encouraged) required. Level: Introductory/Intermediate. Class limit: 15.

Candice Stover

This colloquium-style course will provide an intensive examination of the modern political history of Latin America with a particular emphasis on the specific mechanisms of power used by state actors, local communities, and individuals. The course seeks to provide students with appropriate theoretical tools as well as concrete historical cases from which to examine power dynamics in contemporary Mexico, Central America, and the Andes. The course also highlights a concrete set of cases through which students can examine the history of political upheaval, revolution, and contestation that has defined the region since independence. The chronological scope of the class will be from the early nineteenth century up to the late twentieth century. Students will be asked to take theoretical works about state formation, nationalism and power and examine how such questions could be turned into research projects. Students will write a series of analytical essays on the course readings to problematize each author's treatment of power and the state. A final project on one author's theoretical and empirical contribution to the field will serve as a capstone. The course will focus on discussion of the texts, and students will be evaluated on their discussion skills, reading notes, and written work. This course is intended for students with prior coursework on Latin American history (e.g. From Native Empires to Nation States, Articulated Identities, and Seminar in Guatemalan History and Culture), and courses in social theory would also be helpful. Level: Intermediate/Advanced. Class limit: 15. *HS*

Todd Little-Siebold

Taking the title from Wittgenstein's name "for the various resemblances between members of a family that overlap and criss-cross in the same way' this tutorial examines several themes that weave themselves through various sections of the philosophies of Nietzsche, Heidegger, Wittgenstein, Austin and Derrida.. Scepticism, religion, language and culture are some of the overlapping topics that will be traced through the writings of these different philosophers. Seminar style requiring a final research paper. Level: Advanced. Class limit: 5. Signature of instructor required.

John Visvader

This course examines theoretical and empirical aspects of the growth, interrelationships, and economic impacts of global trade and capital flows. Emphasis is divided equally between establishing a sound theoretical foundation for explaining international trade and finance phenomena, and assessing their welfare implications as they relate to issues such as national sovereignty, the roles of multinational corporations and international organizations (e.g. the World Bank, International Monetary Fund, and World Trade Organization), labor movements, consumers, and the environment. Topics will include comparative advantage, the role of economies of scale and imperfect competition, protection (tariff and non-tariff barriers), trade and economic development, economic integration (e.g. the European Union and NAFTA), the political economy of trade, foreign exchange markets, international factor movements (labor and capital flows and controls), the international monetary system, direct foreign investment, alternative exchange rate regimes, balance of payments, financial crises and contagion, and international debt. The roles of international organizations will be examined. Evaluation will be based on participation in classroom discussions, occasional reading questions, and a series of short, essay-based exams. Level: Intermediate/Advanced. Prerequisite: Introductory economics course, or signature of instructor. Class limit: 12. Lab fee: $30 *HS*

Davis F. Taylor

This intermediate-to-advanced level course, which is interdisciplinary, teaches students not only to write clear, precise, and unambiguous memos, reports, executive sumaries, and National Environmental Policy Act (NEPA) 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. Students choose one of two collaborative projects -- an analysis of signs on motor roads in Acadia National Park or an analysis of survey results from carriage-road users in Acadia. Offered every other year. Level: Intermediate/Advanced. Prerequisits: An introductory writing course, Signature of instructor. Class limit: 15. *W*

Anne Kozak

A logical sequence to Writing Seminar I and Writing Seminar, 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. Level: Introductory/Intermediate. Prerequisites: Signature of Writing Program Director. Offered every year. Class limit: 15. *W*

Katharine Turok
Karen Waldron

There is a great deal of contemporary interest in the nature and function of language across the human studies and behavioral sciences. The major issues involve the attempt to understand the relation between humans and their language and between language and the world. How is language possible, is it innate or logical, what does it tell us about the human mind? How can we use language to speak about the world, is a complete theory of the nature and function of language possible, what could such a theory look like? The purpose of this course is to introduce students to some of the major theories in this area so that they can read and participate in contemporary discussions in this area. It will deal with the writings of some of the major philosophers in the analytic tradition from Frege, Russell and early Wittgenstein through Quine, Davidson and Austin to various contemporary discussions of speech act theory, structuralism and conceptual-role semantics. This class will be taught in an advanced seminar style. Evaluation will be based on seminar presentations and a final research paper. Level: Intermediate/Advanced. Class limit: 15. *HS*

John Visvader

What happens to us when we walk into a movie theater? What are our expectations? To what degree are we prepared to be challenged or confronted by something new or different? Of approximately 5000 films produced yearly worldwide, fewer than 5% are given a general U.S. theatrical release. Of these 250, fewer than 30 come from outside the Hollywood system. There are wonderful, unique movies being made every day that most of us will never know exist. This is largely due to entrenched ideas of how to play it commercially "safe," but also has a great deal to do with a national isolationism which Hollywood films support and perpetuate. What are filmmakers in other countries focusing their attentions on? What stylistic choices are they making? How does one find out about these other films, let alone see them? In this class we will watch movies made within the last ten years in Austria, Belgium, Burkina Faso, Canada, China, Greece, Hungary, Iran, Russia, Taiwan, Thailand and many other countries---films made by directors the rest of the world acknowledges as masters but who are virtually unknown in the U. S. The texts---The Big Picture, by Edward Jay Epstein, and Movie Wars, by Jonathan Rosenbaum---will give a clear picture of how Hollywood functions and the ramifications of these practices on world finance and culture. Critical and theoretical essays from a variety of sources will be brought to bear on the individual films. Among topics covered will be: new media, the digital revolution, the changing face of copyright law, how movies can mask cultural assumptions and reinforce stereotypes or reveal new ways of seeing/perceiving. Evaluation will be based on class participation, weekly response papers, and a final paper/presentation. Level: Introductory. Class limit: 15. Lab fee: $30. *HS*

Colin Capers

This advanced tutorial is a continuation of fiction writing based on work done in Starting Your Novel and Continuing Your Novel, with focus on further character and plot development. Eight finished pages per week are required for each student's project; weekly tutorial meetings must be attended. Evaluations will be based on the quality of the final product and class participation. Level: Advanced. Class limited to those who have taken Starting Your Novel and Continuing Your Novel.

William Carpenter

Trade has always been an essentially political endeavor, but it seems even more so in the last few decades. Transatlantic trade wars and huge civil society protests around the world have catapulted the global trading system into the public eye and popular discourse. What is this trading system and how exactly do international trading agreements come to have such influence over domestic policymaking? In this course students will study key components of the global trading regime. We start with the central institution of international trade, the World Trade Organization, and the agreements that established the institution. We will study several of the WTO agreements that have been central to controversy and conflict within the body, including the Trade Related Intellectual Property Rights (TRIPs) Agreement, the Agreement on Agriculture (AoA), and the General Agreement on Trade in Services (GATS). We will study the nexus between trade and environment as it plays out through jurisprudence on specific complaints brought to the trade body, including the Shrimp-Turtle, Tuna-Dolphin, and Beef Hormone disputes. We will also study some of the most significant regional trade agreements, such as the North American Free Trade Agreement, and examine a few of the growing number of bilateral agreements. This is an intermediate-advanced level course for students with some familiarity with international treaties and treaty making. Evaluation will be based on class participation, several class presentations, and a final project. Level: Intermediate/Advanced. Prerequisite: Signature of instructor. Course fee: $10. Class limit: 15. *HS*

Doreen Stabinsky

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 most 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 that 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 intensive exploration into Lincoln's political career prior to his election to the presidency in 1860. Students will explore Lincoln's activities as they relate to the debate over slavery, the death of the Whig party, and the ascendancy of the newly formed Republican Party. Class reading and discussion will be driven by a threefold examination of broad historical contexts, biographical materials, and public speech texts. Students will spend an extended period of time on the analysis of the 1858 Senate debates between Lincoln and Stephen Douglas. While the class will focus intensely on the political events of the 1850's, the class will simultaneously track broader questions of political action in the context of a democratic society. As a result, students will have the opportunity both 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 pre-requisite for the class. The class will be held in a seminar style environment and will be driven primarily by in-class discussion. There will be an intensive reading load as well as an intensive writing component to the class. Final evaluation wi

Jamie McKown

The practice of yoga is a beautiful vehicle for coming to a deeper understanding of self and the way we choose to relate to and connect with our world. The objective of this course is to provide a basic understanding of the history, psychology and philosophy of yogic tradition. While several translations of primary texts are included in the readings, this course functions around the idea that we can gain the deepest insight into yoga philosophy through experience. Therefore, a lab portion of the class will be offered where we will engage in yoga practice, flowing with the lessons from the week and learning how to integrate them into everyday experience. Students will be asked to participate in discussions and activities, compile a 10 week journal reflecting on the experience of each week, and present a final project to the class. This course is suited for all students regardless of yoga background, however, please be prepared for the opportunity to engage in deep self study. Level: Introductory. Class limit: 15. Lab fee: $10.

Jennifer Munyer

"Big Box" stores are increasingly perceived as having negative net impacts on local communities. They raise numerous issues relating to fair trade, multinational corporations, worker's rights, cultural integrity, local sovereignty, sustainability, and the environment. While these themes seem disparate, they are tied together by people's concerns about how their local economy affects their lives and the lives of others (who potentially live on the other side of the world). They can be tied together under the rubric of economic democracy: communities rethinking how they can create a local economy that serves their needs. We will start by evaluating the claims of economic democracy made by various existing economic systems (e.g. corporate capitalism, central planning, Scandinavian social democracy). We will then study emerging applied economic alternatives from around the world that illustrate possibilities for economic democracy. These can include direct activism for corporate accountability, local resistance to globalization (e.g. sister city partnerships between U.S. and Latin American towns); grassroots economic capacity-building (e.g. microfinance in Asia); indigenous social movements (e.g. Sarvodaya in Sri Lanka); socially responsible business; worker- and consumer-owned cooperatives (e.g. Mondrag�n, Spain); local import substitution (e.g. local currencies, community corporations, and Community Supported Agriculture); social entrepreneurship and non-profit collaborations (e.g. farm-nonprofit collaborations in Maine); socially-responsible investing; and fair trade/green marketing and certification (e.g. coffee, lumber). Field trips and guest speakers will complement case studies and other readings that explore these alternatives. Students will be evaluated on classroom and field trip participation, responses to reading/field trip/speaker questions, and a final project in which each student creates a strategy for growing economic democracy in a locality of her/hi

Davis F. Taylor

This is a course in the history and culture of the Yucatec Maya offered as part of the Winter Term in Mexico. It will cover key features of the Prehispanic, Colonial and modern eras. Readings will include classic texts by and about them as well as contemporary studies in archaeology and anthropology. These may include, for example, selections from the Chilam Balam, Relaciones de las Cosas de Yucatan by Fray Diego de Landa. Themes will include social structure, religion, politics, agricultural practices, language and family life. The course will use the Maya to introduce and explore cultural themes and historical patterns that may in varying degrees also characterize other Mesoamerican indigenous groups. There will be several guest speakers who will present material related to their own research on these themes. Homework will include various short writing assignments and oral project reports. Field trips in and around Merida will be included both to visit archaeological sites of special interest and also to visit contemporary communities of Maya. Each student will do a major final project which will include research in texts and fieldwork which culminate in an extended study onsite in Maya village. This course will be taught almost entirely in Spanish and presupposes an advanced command of that language. An important objective of the course is to provide native Spanish speakers with an opportunity to do advanced college work in their native language as part of their own intellectual development. Level: Advanced

J. Gray Cox

The class will attempt to tackle the issue of ethical political action in a democratic society from the level of individual practice. Utilizing a series of dialogues between philosophers and "sophists" from the Classical Greek period as a springboard, students will explore a wide variety of topics related to civic engagement and public debate. Though the readings for class will be thousands of years old, students who successfully complete the course will be able to make linkages to problems contemporary to their own daily lives including: does truth speak for itself, what is the role of the speaker in society, where is the line between "spin" and effective persuasion, and are all politicians nothing more than "con artists?" Included in the readings will be works by Gorgias, Plato, Aristotle, and Isocrates. Students will also go outside of the assigned readings to apply these ancient debates to modern social/political questions. This is an introductory-intermediate level course for students with an interest in philosophy, political action, governance, and public persuasion. Familiarity with these issues is not a pre-requisite for the class. In class activities will be driven primarily by student discussion centered on flashpoints within the readings. There will be an intensive reading load as well as an intensive writing component to the class. Students will also be occasionally asked to "perform" sections of dialogue in class. Final evaluation will be based on a number of varied writing assignments, participation in class discussion, and several independent reports on contemporary social questions Level: Introductory. *HS*

Jamie McKown

What do global warming, biodiversity loss, deforestation, loss of topsoil and desertification, increased risk to hazards such as floods and tsunamis, and coral reef decline have in common? All of these environmental challenges most strongly come to bear in developing countries. A triad of features in particular make environmental issues in developing countries a particularly vexing human ecological dilemma: some of the world's greatest natural resources and most relatively intact ecological systems are in developing countries, yet these countries have scant resources for environmental protection AND have large populations of poor people directly dependent on the environment for their livelihood and well-being. This course examines these issues and how people (in both the developing and developed worlds) are responding to them. We start with a survey of the salient environmental issues, then examine their common and different social, political, economic, and cultural frameworks. In particular, we will explore modernist socioeconomic development and globalization and examine how they contribute to and try to deal with such environmental challenges, and focus on emerging local responses/strategies and transnational activist networks (that some observers refer to as grassroots or postmodern development). A myriad of subthemes emerge from this study, such as poverty, gender, sovereignty issues, corruption, subaltern resistance, and the roles of elites. Evaluation is based on classroom participation, responses to reading questions, and a final project involving assessment and recommendations in regard to an issue of the student's choosing. Level: Introductory/Intermediate. Lab fee: $20. *HS*

Davis F. Taylor

This course is designed specifically to support students who wish to spend 10 weeks exploring and developing their own project and learning advanced GIS tools. It is for students who wish to gain proficiency with the software and a more advanced understanding of the potential of GIS and GIS as an industry. The course supports new or continuing projects such as GIS1 projects, independent studies, senior projects and thesis work. Especially beneficial is the learning students gain from observing each other and the methods used and issues addressed in each others projects. Technical applications are primarily focused on what is needed and relevant to address project issues and goals. General software training involves geo-processing, raster-based GIS, modeling and additional software extension capabilities and takes advantage of self-paced, on-line courses on the ESRI Virtual Campus. In addition to individual student projects there is a class project that involves all students working together. The class project provides opportunities to use many of the new software tools learned in the Virtual Campus training modules. Since most real-world GIS projects involve multiple participants, the class project is meant to build team dynamics. The class project is based on a complex local issue requiring modeling and analysis and is influenced by the interests and numbers of students enrolled. Evaluation will be based on the quality of individual projects and contributions made to the class project. This evaluation will consider degree of effort, level of project development, quality and accuracy of work, process documentation and the final products. Level: Advanced. Pre-requisites: GIS I, Signature of Instructor, Lab fee: $50. Class limit: 6.

Gordon Longsworth

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 will 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 will 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 will take 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 will spend time looking at historically industrialized and now nationally protected rivers in the region. Through weekly excursions on Maine rivers, students will also develop skills to enable them to paddle a tandem canoe in intermediate whitewater. Evaluation will be 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 will be in the field all day on Fridays. Level: Intermediate. Prerequisite: Signature of instructor. Class limit: 11. Lab fee: $100.

Ken Cline

Justice Marshall once observed that "History teaches that grave threats to liberty often come in times of urgency, when constitutional rights seem too extravagant to endure." In the aftermath of September 11, 2001, the federal government shifted its focus to national security concerns and the "war on terrorism". Many argue that the seriousness of the terrorist threat mandates increased security measures even at the cost of heretofore sacrosanct civil liberties. Others contend that fundamental liberties are at stake and the principal aim of our constitutional democracy is to protect these threatened individual rights. The inherent tension between liberty and security is a timeless one, and poses challenges even in times of peace. As Marshall observed, wars and other threats to security, however, dramatically increase this tension. Through an examination of Supreme Court cases and some secondary material, we will consider the legal, political, and historical context of the current "war on terrorism". In addition to the threshold question of whether the conflict with al Qaeda is even a "war" under the constitution, we will examine military tribunals, the detention of citizens and non-citizens without trial, the legality of domestic spying by the NSA, the torture debate, ethnic and religious profiling, the role of international law, and the various constitutional issues arising out of the USA PATRIOT Act. Fundamental questions about constitutional separation of powers also arise as an overarching theme from the legal challenges to the Bush Administration's "war on terrorism." Students will be evaluated on the basis of participation in class discussions, several short papers, and a term-long moot court project. Level: Intermediate. *WF* *HS*

Ken Cline

From the City on a Hill to New Utopias: Social Reform in the United States, 1760-1850 This course will explore the various currents of reformism and social movements in early American history from the colonial period to the end of the mid-nineteenth century. Using religious reform, temperance, abolition, and the movement for women's rights as a centerpiece, the course will investigate a broad range of literary and historical texts that illustrate the contradictory cross-currents of the social and cultural history of the United States. Ranging from social experiments in communal life based on existential, socialist, and Christian philosophies to the armed challenge to slavery by John Brown and his abolitionist allies, the multiple radical and reformist movements that emerged in the eighteenth and nineteenth centuries were led by all manner of Americans and provide an excellent understanding of the nation's social fabric. For this course, the fundamental struggle over the nature of community in the pre-revolutionary colonial society and in the emergent nation will be a major theme. This emphasis is grounded in the fact that discussions about the abstract rights of all people in a radical republican tradition took place in the context of local communities rooted in traditions of slavery, patriarchy, and hierarchy. The tension between idealist impulses in American political and social thought conflicted daily with more banal and authoritarian realities, and this provoked heated and at times violent struggles over political power, economic structures, and emergent cultural forms. Beginning with some of the providential and utopian visions of the first generations of settlers on the eastern seaboard, the course places religiosity and communal forms of moral discourse at the center of debates over the nature of human nature, the political rights of colonial subjects, and the justifications for revolution against "tyranny". Numerous religious and social

Karen Waldron

This tutorial will provide students with the opportunity for a theoretically-sophisticated examination of selected scholarly works on nationalism and colonialism. With analyses of state formation and the politics of culture as a springboard the course will examine the major trends in theoretical as well as both ethnographic and historical work in this field. The course will seek to capture the complex strains of cultural political analysis with attention to a wide array of authors such as Antonio Gramsci, Benedict Anderson, Gayatri Chakravorty Spivak, William Roseberry and Julia Kristeva, to name a few. Class members will read in depth about and seek to problematize concepts such as "hegemony", "nationalism" and "post-coloniality". Major emphasis will be placed on the interface between theoretical flows and efforts to engage in research projects "on the ground." Students will read extensively and participate in collective explorations/discussions of the texts while individually also developing some specific area(s) of knowledge. Evaluation will be based on participation and leadership of discussion and two projects. Level: Intermediate/Advanced. Class limit: 10.

Todd Little-Siebold

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 their carbon emissions while they save millions of dollars in the process? How can we provide much 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 will 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 will pay special attention to the economics of asymmetrical 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 will be a non-calculus course, but will give students exposure to technical economic modeling, with heavy emphasis on graphical modeling of complex social phenomena. We will use a lab period to conduct extensive experiments and games that illustrate or test economic concepts and hypotheses. Level: Intermediate. Prerequisite: Signature of instructor or 1 course in economics or business. *HS

Davis F. Taylor

How can - and should - questions of ethics get resolved in the contexts of interdisciplinary and multiperspectival dialogue, conflict and decision making - as when two communities need to resolve disputes and each have different paradigms of thought and action? These questions may come up in dealing with human ecological problems when people from different professions, religions, or other cultural and social settings need to deal with each other to address common problems and opportunities. They also arise in business, government and NGO work when people pursue socially responsible projects and policies of a variety of sorts. This course will look at the common strategies in normative ethics for dealing with these problems as well as explore ways in which methods of negotiation and conflict transformation can also be helpful. Readings will include classic texts from Aristotle, the Bible, Mill, Kant, Nietzsche, and Buber as well as contemporary readings in professional ethics, in conflict transformation, and philosophical ethics (such as Alasdair MacIntyre's After Virtue). Students will write a series of short papers on texts and case studies and develop a final project in which they work to identify and resolve an ethical problem. Evaluation will be based on class participation, papers, and the final project Level: Introductory/Intermediate. *HS*

J. Gray Cox

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 meaningfully regarded 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 mid-term and final take-home exams. Level: Intermediate. Class limit: 20. *HS*

John Visvader

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 will practice using these and other theories to understand and analyze moving pictures. Each week we will screen one or two feature length movies as well as a number of short films. Screenings will be complemented by source texts from critics, theorists, artists/filmmakers and cinephiles. Students may choose to take this course as writing intensive; those who do will be required to write and revise three or four critical response essays based in analytical frameworks covered in the course. All students will be required to complete a final research paper and presentation. Students should expect to spend 7-9 hours a week in class meetings, labs and screenings (in addition to writing, research). Students will be evaluated on papers, final project and participation in discussions. Level: Introductory/intermediate. Previous art class recommended. Class limit: 12. Lab fee: $30

Colin Capers

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 writing focus class, we will practice using these and other theories to understand and analyze moving pictures. Each week we will screen one or two feature length movies as well as a number of short films. Screenings will be complemented by source texts from critics, theorists, artists/filmmakers and cinephiles. Students may choose to take this course as writing intensive; those who do will be required to write and revise three or four critical response essays based in analytical frameworks covered in the course. All students will be required to complete a final research paper and presentation. Students should expect to spend 7-9 hours a week in class meetings, labs and screenings (in addition to writing, research). Students will be evaluated on papers, final project and participation in discussions. Level: Introductory/intermediate. Previous art class recommended. Class limit: 12. Lab fee: $30 *WF*

Colin Capers

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, and cosmology? How might the tales shape human limitations, moral values, and aspirations? This course will explore the story-telling and re-telling of literary, cultural, and scientific stories from a comparative perspective, imagining their interpretations and how they may be re-told with an eye toward new understandings of human interrelationships, of a given sociohistorical moment, the culture of COA, and the larger culture. Students will read fairy tales, view three films--"The Little Mermaid" (USA), "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 L�vi-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 will be evaluated on two short papers; one creative project that may be expressed in writing, visual art, music, or dance; and a final assignment that will take the form of a class project. Level: Introductory/Intermediate. Class limit: 15.

Katharine Turok

How well do you know the neighborhood you grew up in? Or the one where you live now? What about the one where you stayed after a significant journey, for a visit or a season as a stranger? Have you yet found the one where you are-or dream of being-at home? Of course, there's always that increasingly local, global neighborhood we share: our planet Earth. So enduring. So fragile. The one--like any story spinning its spell--that connects us (as an editor 15 years and thousands of stories later says) "to grow in understanding of the self and the world." This section of Classic Shorts invites us to consider the many questions and possibilities of "Living in the Neighborhood." What does it mean to be a "near-dweller" (the roots of the word, "neighbor"?) with writers in this genre that one (William Trevor) calls "the art of the glimpse"? We'll travel into these various neighborhoods on ponies, by military parachute, through a mourning door-all made of words. We'll trace a Chinese labyrinth, return to a kibbutz, dig down to permafrost, camp by a river, shelter a refugee, discover the disappeared. Along the way, we'll see how the short-story writer finds and keeps what matters through the alchemy and skill of creating characters we believe in, scenes to contain them, metaphors to release them, and the wide-open neighborhood of fiction telling its truths. Please come prepared to read closely, discuss openly, and experiment in the art of the glimpse. Evaluation will be based on critical inquiries, midterm conference, and final paper (original short-story option encouraged). Level: Introductory/Intermediate. Class limit: 15. *HS*

Candice Stover

In rural areas throughout the world, citizens, non-profit 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 D�thchas 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 that preferred future. Class participants link with on- going citizen committees and projects in the areas of community design, land use planning, transportation, community health, housing, economic development, and youth empowerment. 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 will be connected to community issues on Mount Desert Island. 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 field work, and contribution to a successful group project. Level: Intermediate. Class limit: 15. Lab fee: $35.

Ron Beard

This class will provide a broad overview of several current issues related to the various ways in which voting and elections are conducted both in the United States and around the world. There will be a primary focus on controversies that have arisen in recent years on how best to conduct a vote in a democratic setting. The class will cover a wide range of topics in these areas, including: models for conducting elections such as "winner take all," proportional voting, ranked voting, and instant runoffs; the role of money, campaign finance reform, and the "buying" of elections; the debate over electronic voting machines and other contemporary and historical cases of fraud and manipulation; new ways to conduct votes such as e-voting, mail ballots, and cell phone voting; attempts to suppress certain categories of voters through registration purges, negative targeting, and disqualification challenges. The relative balance of time spent on each of these topics will largely be determined by student interest. The goals of the class are threefold: first, to provide students with a foundational base of knowledge about the various complexities that surround voting in democratic settings with a practical focus on what may be the best ways to pursue election reform; second, to open a space for individual students to pursue their own directed research projects related to their own interest in voting and elections; third, to create an in-class discussion environment in which new ideas are generated that can become starting points for future targeted projects, independent studies, and group readings. The class will be highly interactive with discussion being the primary mode of instruction. Final evaluation will based on a combination of class participation, a series of analytical response papers, and a final independent research project. The class is open to all students, regardless of their experience in politics and government. Level: Introductory/Intermediate. Class l

Jamie McKown

Bringing critical theory directly to the gates of human ecology, this class will approach 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 will 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 will also address the question of "moving forward", and how these critiques can open productive spaces for new ways of representing modernity and ecology. The class will be highly interactive; discussion will be the primary mode instruction, and students will have considerable influence on the exact topics covered. Final evaluation will based on a combination of class participation, a series of 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. Level: Intermediate/Advanced. Class limit: 12. *HS*

Jamie McKown

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 seen as a unique way of working through philosophical issues that can hardly be stated in other media. This class will examine a series of films that raise issues dealing with the nature and limits of the human and natural worlds. Besides the usual discussion classes, there will be evening "lab" classes each week devoted to screening films of conceptual interest. A series of short analytical papers will be required. Level: Introductory/intermediate. Class limit: 20.

John Visvader

This advanced course, recommended to students interested in social theory, philosophy, and literary theory, takes as its text John P. Muller and William J. Richardson's The Purloined Poe: Lacan, Derrida, and Psychoanalytic Reading. The text and course begin with a reading of Edgar Allen Poe's short story The Purloined Letter -- a story upon which the Lacan commented in detail and the famous debate between Lacan and Derrida arose. Poe's story, intricate and suggestive, has been used as the foundation for both pscyhoanalytic reading and the development of the mystery genre. Students will read and discuss the story, move through several works of criticism, engage with Lacan and Derrida's readings, and follow-up with critical responses to the Lacan-Derrida debate. With this in-depth practice and critique of psychoanalytic reading, students will gain a solid practical knowledge of Lacan and Derrida, deep understanding of the relevance and limitations of the application of psychoanalytic theory to literary studies, extensive practice in close reading, increasingly sophisticated analytic skills, and an ability to do high-level synthetic work. Evaluation will be based on tutorial participation, several short analytical papers, and a longer theoretical project at the conclusion of the course. Level: Advanced. Prerequisites: Signature of instructor. Nature of Narrative recommended. Class Limit: 12.

Karen Waldron

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 analytic skills as they work closely with twentieth century 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. Level: Advanced. Prerequisite: Signature of Instructor. Offered every other year. Class limit: 15. *HS* *WF*

Karen Waldron

This course will focus on Shakespeare's tragedies as a direct link between the birth of tragedy in ancient Greece and the violence of contemporary cinema. The class begins with a week of Shakespeare's sonnets as an entry into the co-evolution of language, metaphor and human emotion. We'll then 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, 4-9 Monday and Thursday, with pizza intermission. The Monday sessions will be a complete dramatic reading 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 will be a single or double feature of contemporary and classic film adaptations, followed by discussion of the relation between play and film. Sample pairings would be "Romeo and Juliet" with Bernstein's "West Side Story; "Macbeth" with Geoffrey Wright's "Macbeth" and Kurosawa's "Throne of Blood," "King Lear" with Moorhouse's "A Thousand Acres." Two written assignments will involve a choice of structural analysis of a play, re-casting Shakespearean scenes or motifs into original short fiction, or selecting and following a Shakespeare play through all its cinematic variations. Texts will be individual editions of the plays, along with Michael Greer's "Screening Shakespeare" for individual background. Intermediate: prior writing or literature course recommended. Level: Intermediate. Pre-requisites: prior writing or literature course recommended. Lab fee: $10.

William Carpenter

This is an advanced reading course on one of the major issues of the day: the role of religion as a potent influence upon the formation and the implementation of foreign policy for the USA and elsewhere -as a crucial factor in ongoing conflicts and crisis settings; as a central component in the deepening clash between self-identities in various movements and communities; and as potential stimulus for mediation, peace-making, and constructive social action. This class will meet at least weekly to discuss readings drawn from books and articles dealing not only with impacts of religion on foreign policy in the USA but also the shaping of foreign policy in partners and opponents of the US by their national religions and religious groups. The quantity of reading will be significant, and students should be prepared to complete this reading and contribute actively to seminar-style discussions. Students taking this class will be required to attend the Camden Conference, held in Camden, Maine. The Camden Conference, which describes itself as "A forum for a rational discourse on foreign affairs," is an annual event that brings together leading scholars and actors in international affairs. Students who successfully complete this class will gain a deeper understanding of the role of religion in politics and foreign policy in the 21st century. Additionally, students will gain experience reading and critically discussing and critiquing books and articles, and conducting research in international relations, foreign affairs, and political economics. Evaluation will be based on participation in seminars, attendance at the Camden Conference, and a twenty-page research paper on one of the conference topics. Level: Advanced. Class limit: 10. Pre-requisite: Signature of Instructor.

Lucy Creevey

The fear of the "hidden" enemy that lurks behind the shadows is arguably a recurring element of political discourse and social life in today's society. How this always been the case? Is there anything somehow less rational about the idea that conspiracies lurk behind the scenes, shaping our daily lives? Have you ever found yourself dismissing someone as a kook or a conspiracy theorist without ever examining the evidence they are presenting? Is the only difference between a reasonable claim of conspiracy and a kook that one is "right"? This class will address the role fear and anxiety plays in our social and political lives. We will explore a variety of topics related directly to how threats, conspiracies, agents of "evil," and "otherness" become manifest in public discourse. Specific topics include: how policymakers, elected leader candidates, etc., construct conspiratorial threats in order to achieve political ends; the possible tension between "rational" deliberative decision making and the cultivating of anxiety in public governance; why we dismiss some claims as mere conspiracy theory and yet have no problem buying into other similarly formed arguments; how the "enemy" is depicted in everyday social and cultural sites; what role the "outsider" plays in cementing cohesion within an "in" group; and the disturbing possibility that fear is actually a healthy component of democratic debate. The class will look at both contemporary and historical examples from both the United States and other countries. The goals of the class are to expose students to the analysis of primary texts rooted in public fear and anxiety, to provoke discussion about the role of conspiracy and threats in democracies, to provide students with a survey of secondary work that seeks to situate and make sense of these topics, and to encourage individual student directed research into related topics. Readings will be a combination of primary artifacts for interpretation as well as second

Jamie McKown

The purpose of this course is to assist students in the successful accomplishment of field projects (e.g. research, community development, or education) in ways that maximize their learning in the context of both their project topics in particular and field work in general, consistent with ethical and sustainable relations with local communities and organizations. It is designed to be taught in an international setting such as the Yucat�n program. Three broad areas of concern for fieldwork in developing regions will be addressed: community social structure (e.g. unitary models, models of conflict, Freireian perspectives), working within organizations and networks of organizations (e.g. non-governmental organizations, donor relations, transnational advocacy networks), and iterative field research methodologies (e.g. dealing with data limitations, communication strategies, triangulation). Contact time with students will begin prior to beginning of the term, as students work to develop individual research projects during the orientation process, and will continue in-country during the process of setting up a research or internship context for each student. Four weeks of in-country class meetings will be followed by each student undertaking a 3-4 week field project, during which time they will receive one-on-one advising via instructor (and program assistant) site visits. The course culminates with a paper and oral presentation of research results and reflections by each student. Evaluation will be based on participation in the pre-term project development, short assignments during the classroom phase, implementation of the individual field project, and the final paper and presentation. Prerequisites: acceptance into the Yucat�n program. Level: Intermediate. Lab fee: Programmatic fees associated with the international program. Lab fee: $1,500. *HS*

Davis F. Taylor

This course will be Writing Focused. It will study 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 among the wide selection of nineteenth-century American 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. Students will write and revise four short essays and one longer research paper. Evaluation will be based on class participation, quality and improvement of writing, and the depth of analysis brought to the research project. Level: Introductory/Intermediate. Prerequisites: Writing Seminar I or signature of the instructor. Offered every other year. Class limit: 15. *WF* *HS*

Karen Waldron

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. Level: Intermediate/Advanced. Class limit: 12. Pre-requisite: Signature of Instructor. Lab fee: $10. *HS*

Karen Waldron

This course will focus on Shakespeare's tragedies as a direct link between the birth of tragedy in ancient Greece and the violence of contemporary cinema. The class begins with a week of Shakespeare's sonnets as an entry into the co-evolution of language, metaphor and human emotion. We'll then 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, 4-9 Monday and Thursday, with pizza intermission. The Monday sessions will be a complete dramatic reading 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 will be a single or double feature of contemporary and classic film adaptations, followed by discussion of the relation between play and film. Sample pairings would be "Romeo and Juliet" with Bernstein's "West Side Story; "Macbeth" with Geoffrey Wright's "Macbeth" and Kurosawa's "Throne of Blood," "King Lear" with Moorhouse's "A Thousand Acres." Two written assignments will involve a choice of structural analysis of a play, re-casting Shakespearean scenes or motifs into original short fiction, or selecting and following a Shakespeare play through all its cinematic variations. Texts will be individual editions of the plays, along with Michael Greer's "Screening Shakespeare" for individual background. Intermediate: prior writing or literature course recommended. Students taking this course will be required to write four critical papers on Shakespeare which will be revised, edited and discussed in a separate class meeting each week. Since this course is taught at the intermediate level, students choosing the writing-focused option should write at the level of a Writing Seminar II student. Level: Intermediate. Class limit: 15. Pre-requisites: Signature of instructor, Writing Seminar II. Lab

William Carpenter

Language has usually been accepted as the key to reality, and in the case of science and philosophy the more exact the language the closer one gets to the real nature of things. This has made language seem like a magical and mysterious thing - how can the word get right up to the thing it is about? This fascination with language in both its use and its mystery has given rise to deep unspoken, unexamined views about the world, human consciousness, and language itself which underlies and distorts our attempts to understand ourselves and our surroundings. Both Wittgenstein and Derrida were well aware of the dangers inherent in theorizing and each developed a unique style of working with particular cases to expose the dangers of discourse. Both philosophers tried to avoid theorizing themselves, merely leaving reminders and then disappearing from the scene; this is something new in conceptual matters and makes these philosophers difficult to understand. This course examines by practicing, the parallel methods of Wittgenstein and Derrida and will work through some of their important texts. This is philosophy as art and practice rather than theory and provides a challenge to theorizing in general. The course is seminar style requiring student presentations, discussions and paper. Level: Advanced. Class limit: 5.

John Visvader

Antoine de Saint-Exupery - World War II 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, but overlapping, perspectives. On the one hand, we will 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 will simultaneously draw on real-world case studies from business and organizational management. The emphasis here will be 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 will be drawn via class discussions, presentations from the instructors, and selected visitors with significant backgrounds from a range organizational, business and government settings. Lessons derived from failure events and the 'cost of not knowing' will be investigated, as well as examples from models of successful human relations experiences. The overall aim of the class will be 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 CEO of Apple - who expressed his success succinctly as "It was small teams of great people doing wonderful things". Student evaluations will be based on multiple criteria, including class participation, several individual papers and research reports and contribution to team projects. Level: Introductory. Lab Fee: $40. Class limit: 15. *HS*

Rich Borden

This is a creative-writing course for experienced writers interested in developing a book-length work, either a novel or story chain. Emphasis will be on overall narrative design, coherence, and continuity, as well as creative process and reader response. We will begin with the nature of inspiration and the relation of fiction to experience (both literary and personal), along with a close study of the opening strategies of several classic and contemporary novels. Each student will design a complete novel in concept, then address the basic questions of time, tense, viewpoint, setting, tone, plot and characterization, and their dynamic relations in the novel's evolution. The latter portion of the term will be devoted to actual written production, and it is expected that several chapters will be produced and revised to a second-draft level of readability. Evaluation will be based on the discipline, quality and promise of the written work. Level: Advanced. Signature of Instructor. Class limit: 5.

William Carpenter

This course traces variations in the social, legal, and economic status of women in Asia and Europe from about 500 to 1450. 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 960; 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 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. Level: Intermediate/Advanced

Katharine Turok

This course will involve close readings of some of the major texts of the Daoist and Buddhist traditions in China. Amongst the texts dealt with will be Original Tao (Inward Training), Tao Te Ching, Chuang tzu and the Platform Suttra. There will also be some readings in secondary sources dealing with the texts and Daoism and Buddhism in general. The classes will be in seminar discussion style with students being responsible for presenting material. Basic use of the Chinese dictionary will be taught so that students can deal with problematic passages in the original language. There will be a research paper required by the end of the term. Level: Intermediate/Advanced. Class limit: 15.

John Visvader

This course is an intensive pro-seminar on historical methods and research. Using the history of the College of the Atlantic as its central focus, the course asks the question "What is the history of the educational approach used at the College?" Students will collaborate in developing research topics which address this topic drawing on the College's archives, oral histories, and a wide variety of other sources. Students will explore the origins and development of the College's approach to education as well as the day-to-day practice of teaching and learning at different times in history. The course emphasizes the conceptualization, planning, and execution of a focused collaborative research project. Students will learn how to use archival sources, oral history, and other sources for their projects. Evaluation will be based on several short projects, recorded interview exercises, collaboration with peers in producing a final product, and individual final projects. The class will also make a public presentation of their findings. Level: Intermediate/Advanced. *HS* *HY*

Todd Little-Siebold

The campaign practicum is an intensive, practically focused, small group seminar designed to expose politically interested students to a specific professional campaign skill. Students will get a chance to get up to speed on how to work within a political campaign and leave the class prepared to work or intern for a candidate or issue group. For this year, the special topic focus for the practicum will be opposition and issue research. This area of campaigning deals with providing the candidate/issue advocate with information about not only the important policy issues at hand, but also details about their opponents and their potential weaknesses. The class, itself, will be driven by the current political environment, and students will be required to produce professional quality opposition research books on actual congressional candidates. At the start of the course students will select a congressperson who looks to have opposition in the coming fall election. The class will then go through a series of steps from week to week that mirror what an actual opposition research professional would do. This includes research on the biography of the candidate, his or her voting record, any legislation or amendments submitted by the candidate, news stories about the candidate, major issues in the district, previous election and voter performance in the district, donor information, potential concerns about the candidates business/personal life, etc. In doing so, students will have an opportunity to become familiar with a number of online research databases including: the Federal election commission donor database, the Thomas legislative database system, news archives such as Lexus Nexus, real estate databases, regulatory compliance databases, etc. By the end of the term each student will, as a final project, produce a professional quality opposition research book on the candidate they chose. Students are free to do whatever they wish with this final product. There wi

Jamie McKown

This class will be conducted as a workshop with an emphasis on students producing increasingly advanced speeches for public performance and/or consumption. We will 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 these vital public communication skills, another important goal is to cultivate critical and respectful listening skills (which are themselves vital public communication skills). A wide variety of speaking genres will be covered during the term, though there will be 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 will work on individual projects, in pairs, and in larger collaborative groups. There will be a minimal focus on theoretical questions in favor of a "hands on" approach to constructing speeches. Students will be evaluated on a number of "process" oriented assignments. Final evaluation will be relative to individual participation in the process and not to an objective scale of public speaking talent. As such, students who feel that they are less proficient in the area of public communication should not be worried that this would somehow disadvantage them in terms of grading. In order to facilitate a vibrant working environment, a lab session and fee will be a component of the class. Level: Intermediate. Class limit: 10. Lab fee: $10. *HS*

Jamie McKown

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 1994 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 letter-writing 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'll 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, mid-term conference, and final portfolio required. Level: Introductory/intermediate. Class limit: 12.

Candice Stover

This tutorial starts with a review of the basic Jungian concepts: structure of the psyche, relations between ego and unconscious, fundamental archetypes, and moves into the next level: religious experience and the psyche, alchemical investigation, myth and archetype, psychological types, synchronicity, UFO phenomena and the "transcendent function." Student reading reports each week, written as an ongoing course journal that will become a substantial paper by the end. Level: Advanced.

William Carpenter

This introductory-level tutorial enables students to improve their writing styles using papers they are working on in other courses or writing they are doing specifically for this tutorial such as writing a feasibility study for a start-up business. The tutorial focuses on giving students a better understanding not only of writing as process but also of syntax, developing students' sense of audience, and as needed helping students master specific points of grammar. In addition to meeting regularly with the instructor or sponsor, students will also meet for 1.5 hours weekly with a writing tutor. Evaluation will be based on the quality of writing in the portfolio that students turn in at the end of term with particular emphasis on substantive revision and overall improvement in grammar and rhetoric. Level: Introductory. Prerequisite: Signature of the Writing Program Director. *WF*

Jamie McKown

Already an ever-growing proportion of the world's approximately 6000 languages are considered endangered, yet we are only beginning to understand the close relationship between biological and cultural diversity and their importance to our survival as a species. With each extinction of a language, we lose invaluable local moral identities as well as natural and cultural histories. This tutorial takes a broad view of language diversity, including theories of the evolution of language and relationships between biological and linguistic diversity, language and thought, linguistic and musical intelligence, language shift and revitalization. We will consider several pressing questions: Why is language diversity important to preserve? What are the factors that threaten language survival? How do language policies in government and education impact linguistic and cultural hegemony? Do new media technologies facilitate or hamper language preservation efforts? Is language shift from mother tongue to a language of power inevitable or desirable? How do urbanization, globalization, and changing family structures impact language shift? What do communities gain or lose when grandchildren can no longer communicate with their grandparents? Are there effective strategies to reverse language shift? Students will read from a multidisciplinary selection of texts, conduct research on a language revitalization or preservation effort, and compile a knowledge base of language revitalization projects. Level: Introductory/Intermediate. Class limit: 6. Prerequisite: Proficiency in a language other than English. *HS*

Bonnie Tai

Feminism and Fundamentalism is a seminar in which principal issues surrounding the impacts of extreme religious conservatism on the power and status of women, and the reactions against this of women seeking to establish their own rights in society, are considered. The topic is relevant to all religions and all countries. Assigned reading includes much material on Islam and Hinduism. However, students will read about Christianity and Judaism as well and may choose to do their papers on any country and any religion. Level: Intermediate. Class limit: 15.

Lucy Creevey

A phrase, an idiom, a perception. Who does it (walk the talk) and what exactly does it mean when we say someone is or isn't doing it? To explore this question is to trace a line between someone's speech and actions: how revealing, how congruent is that line? With what integrity, what deviation, and why? This section of Classic Shorts invites us to consider these questions as the stories we read present us with a range of characters speaking their truths, on the move, and held to the light of fiction: a runaway boy turns to poetry, a barefoot woman murders her rival, a car-jacked couple scatter the ashes of their child. The walks we'll share will take us into the wild, into history (and, of course, its politics), into war zones and across borders into diaries and dreams. Traveling through this genre that one of its writers (William Trevor) calls "the art of the glimpse," how will we walk our own talk between these pages and what we discover about the art of claiming a point of view, creating a character, speaking through dialogue, making a scene, and naming the metaphor that holds its ground and knows its way home? Please come prepared to read closely, discuss openly, and experiment in the art of the glimpse in motion. Critical inquiries, mid-term conference, and final paper (original short-story option encouraged) required. Level: Introductory/intermediate. Class limited: 15. *HS*

Candice Stover

Leadership skills that help people come together to solve problems and take advantage of opportunities are essential in a complex world. This course will provide 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. We will 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 will 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. Level: Intermediate/Advanced. Lab fee: $20.

Ron Beard

Utilizing key Supreme Court cases, this course will explore pivotal moments in the development of American constitutional jurisprudence, ranging from the affirmation of the power of the judiciary (Marbury v. Madison) to the balancing of the competing demands of national security and citizens' constitutional rights (Hamdi v. Rumsfeld or a more recent case on this topic). Rather than cases that affirm or reject abstract legal principles, this course will utilize cases that began with the experiences of real people who, at some time and for some reason, took a stand. Student evaluations will be based on in-class participation, oral assignments and written assignments. Oral assignments will include moot court-style argumentation or individual oral presentations about issues in key cases. There will also be short written assignments (e.g. case summary, outline, rough draft), constituting steps towards a final written paper in which the student will discuss the legal and societal parameters of a Supreme Court case of their choosing. Students who successfully complete this class will have gained an understanding of how to critically read court decisions, as well as how to look at a decision in the broad context of long-term social change and resistance to change. Students will feel comfortable arguing legal issues, in particular issues that might not be aligned with their own personal values and beliefs, and how to research and identify support for those arguments, from primary as well as secondary sources. Level: Introductory/Intermediate. Class limit: 15.

Apparently grave environmental and resource challenges, growing human population, astoundingly disparate global consumption levels, uncertain prospects for technological change, and a host of other issues increasingly give rise to questions regarding "sustainability." Yet despite its evident centrality to the future of humanity (not to mention non-human species), the meaning, application, and achievement of "sustainability" seems elusive. This course explores definitions, dimensions, movements toward, and prospects for achieving sustainability. We will start by examining the many, often conflicting, paradigms, conceptions, and definitions of sustainability, along with supporting concepts such as entropy, carrying capacity, natural capital, precautionary principles and ecological footprint. We will then review the status of interrelated physical, environmental, demographic, social, economic, and psychological dimensions of sustainability, including, energy, agriculture, fisheries, forests, fresh water, biodiversity, climate change, human population, industry, economic growth and globalization, consumption, and justice/equity. The latter half of the course will focus on responses to sustainability issues at the international, national, and local levels, including international cooperation, conservation, addressing consumption, emerging technologies (renewable energies, dematerialization, bioremediation, etc.), closed-loop design ("waste equals food"), localization (of food systems, economies, etc.), "green" business, and other responses identified by students. Locally-available site visits and/or guest speakers will be utilized as much as possible. The course will place an emphasis on critical thinking (evidence, clarity, accuracy, precision, assumptions, relevance, point of view, depth, logic, and fallacy). Evaluation will be based on classroom participation, responses to reading questions, and an individual final project to be presented to the class. HS. Level: I

Davis F. Taylor

This course will focus on the cases of Iran, Nigeria, China and India and explore the common and divergent factors that shape political and social change in these countries. The ultimate question - to be tackled if not answered - is whether there is a common path that all nations pursue as their economy grows and society modernizes or whether, in fact, cultural, contextual and circumstantial differences lead to many possible outcomes, some of which will not at all resemble the Western model of a democratic state. In pursuing these questions, students will consider the persistent effects of colonialism and neocolonialism, the importance of culture and religion, the results of mass education and the spread of advanced technology. Students will also consider the ways in which popular demands are expressed -and heard - in the four very different political systems and the extent to which women and minorities are able to fully participate in the political process. This class will be taught via a combination of lecture and discussions. Students will be evaluated on the basis of participation in discussion, two short papers, and a final exam. Students will read two texts and a range of articles updating the political events in the four countries. They will also read commentaries challenging the perspective presented in the texts chosen. Level: Intermediate. Class limit: 15.

Lucy Creevey

The Maine Woods are arguably the greatest remaining wildland in the Eastern United States, however, the ecological and economic viability of the region is threatened by trends within and without the State of Maine. Using historic texts, contemporary writings, and our class's experience in the Maine Woods, we will examine the forces of change and the cultural and policy responses to those forces. Conservation issues such as forestry practices, residential development, energy generation projects, ownership models, and incompatible recreational demands will provide a focus to connect broad conservation themes to current policy conflicts. Conversations with people intimately connected to the region and its traditions will give a human context to these policy debates. Evaluation is based on class and fieldtrip participation, reflective journals, position papers and/or role-playing, and an integrated service-learning project that combines two out of the three course elements: applied ecological research, conservation history and policy, or experiential education. This course is part of a three-credit group of courses that integrates three areas of study and action: field-based ecological research, conservation, and education, with a focus on the Maine Woods. Students will gain an understanding of applied ecological research and conservation history and policy of the Maine Woods. Students will acquire skills in conducting field studies, using data to inform conservation policy, reflecting on experiential and place-based education, facilitating group processes, and leading outdoor education groups. Explicit attention will also be given to the psychology of experiential learning and the philosophy and pedagogies of experiential and place-based education. Students interested in this course must also register for ED 114, Experience and Place in Education and ES 497, Applied Amphibian Biology. Students taking this course Fall 2008 must commit to participating in a two-

Ken Cline

While many people have some understanding that Christianity grew out of Jewish roots, fewer are aware that Islam, too, grew out of the same stock. All three of these monotheistic religions trace their heritage to the same founding patriarch, Abraham. Adherents of all three faiths share portions of the same sacred scriptures and have thus come to be known as "people of the Book." In order to understand any one of these faiths it is helpful to recognize how they relate to the others. Students who successfully complete this class will develop an understanding of their shared historical roots and the fundamental faith claims of each tradition. They will learn how adherents of the three religions frame the perceptions of God and their faith. This survey class is set up to appeal to a wide range of learning styles and is particularly geared towards active student participation. Most classroom discussions will be based on careful reading of texts and sacred scriptures. Student presentations on a wide range of topics exploring Islam, Christianity, and Judaism constitute a major proportion of student work in the second half of the class. Students will also do a variety of short assignments and a final take home exam. Level: Introductory. Class limit: 15

This course seeks to give students advanced knowledge of macroeconomic theories, models, and concepts, with a focus on those that relate directly or indirectly to international trade. The course is designed for those students who seek a relatively formalized presentation of neo-classical perspectives and methodologies. Emphasis will be evenly placed on both formal modeling (mostly through graphs, but occasionally with the use of calculus) and intuitive approaches to understanding economic phenomena. Topics will include unemployment and inflation, fiscal and monetary policy, consumption and savings, economic growth and business cycles, monetary theory and banking systems, along with topics of student interest. Evaluation will be determined by student participation, a midterm paper, and a final exam (the format of which will be determined by the class). Students should be comfortable with graphical modeling, and have familiarity with calculus. Level: Intermediate/Advanced. Prerequisites: Economics course, Signature of Instructor. Class limit: 12. *HS*

Davis F. Taylor

Although Southern Africa is known primarily by those in the North for its colonial, postcolonial, and racial conflicts in Zimbabwe, South Africa, Mozambique, and Angola, it has inspired a wealth of literature, visual and performing arts, and music. This course explores the relationship between people, indigenous and colonists, and the land�from the Namib and Kalahari deserts, the Zambezi and Limpopo Rivers, and the Okavango Delta to the Cape of Good Hope. In particular, we will be looking at changing gender roles and race relations as Zulus, Tswana, Swazi, Shona, Ovambo, Macua, Basotho, and others grapple with age-old ethnic differences and newer postcolonial identities. The questions that inspire this course include the following: How have colonization, militarism, capitalism, and modernity impacted gender roles? How do race and ethnicity impact the development of national, political, economic, and cultural identities? What adaptations or transformations of traditional ecological and cultural knowledge in this region shed light on healthy and thriving postcolonial identities and communities? How do the differences in colonial attitudes and practices by the English, Dutch, and Portuguese impact contemporary race and gender relations? Class activities will include music, films, guest speakers, and lively discussions. Readings will draw from historical, anthropological, sociological, political, and literary sources. Students will be evaluated on class participation, a variety of short assignments showing engagement with the materials of the course in historical and contemporary representations of the region, and an interdisciplinary research project (e.g., on a theme or topic, place or community, phenomenon, social movement, or cultural tradition), including a public presentation. Level: Intermediate. Recommended prerequisite: a course in history, anthropology, politics, women or gender studies, sociology, or literature. Class limit: 15. Lab fee: $30. *

Karen Waldron

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, 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: (1) recommend ways to improve the social and environmental impacts of a company, while increasing competitive advantage and bottom line; (2) benchmark two industry competitors, a socially responsible company versus a traditional company. Level: Intermediate. Class limit: 15.

Jay Friedlander

This course will cover 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 student teams who have an idea and want to go through the formal process of examining and launching the enterprise. Topics covered in this course will include: opportunity recognition, market research, creating a business plan, producing financial projections and venture financing. As part of the course, all students will submit their ideas to the Social Innovation Competition. In addition, students will make a formal business plan presentation. Level: Intermediate/Advanced. Signature of instructor. Class limit: 12.

Jay Friedlander

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 or 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 and to develop their abilities to apply those questions and answers in projects in human ecology � including in internships, residencies and senior projects. The class will examine 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 will include 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 used may include, for instance: 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 other short articles and chapters. NOTE: This course is especially recommended for sophomores and juniors interested in pursuing advance work in Human Studies. A more advanced tutorial is availa

J. Gray Cox

This is an advanced tutorial 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 or neo-liberal vs. neo-Marxist or hermeneutic vs. quantitative views of these things differ? The aim of this tutorial is to cultivate students� abilities to deal with these questions in sophisticated and effective ways in the context of on going research and action projects in human ecology. It deals with challenges in choosing and using methods of research, the construction and application of theories in interdisciplinary contexts, and the negotiation of issues arising in planning and pursing a research process or action project and dealing with ethical issues that arise in it. It is specifically designed to support student work in internships, residencies, senior projects and master�s theses. It presupposes familiarity with the practice of at least two disciplines in the humanities and public policy areas (e. g. history and political science, literature and economics or ethnography and agro-ecology). Students will meet once a week as a learning group and also once a week, independently, with the professor. Tutorial sessions will focus on two kinds of readings: 1.) a selection of articles and chapters dealing with methodological, theoretical, ethical and other aspects of research processes and action projects and 2.) case study materials focused on the pr

J. Gray Cox

This course will introduce students to � and give them practice working with � some of the central concerns, concepts, and philosophical methods associated with the continental European traditions that grow out of and respond to the transcendental idealism initiated by Kant. Ways in which understandings of objects, the Self, freedom and relations with others vary will be used as central themes to explore connections and contrasts between these philosophers. The central texts focused on will include include material from Kant�s FIRST CRITIQUE and his moral philosophy, Hegel�s PHENOMENOLOGY, Kierkegaard�s FEAR AND TREMBLING, Martin Buber�s I AND THOU and Foucault�s THE HISTORY OF SEXUALITY, PART I. Other texts that may be read in excerpts include, 20th century writings on phenomenology and existentialism Tillich, Freire, Sartre, de Beauvoir. Class format will alternate between lecture, discussion and seminar style textual exegesis. Evaluations will be based on a series of short papers and a final paper on an independent reading agreed upon. Class discussions will include occasional examination of passages in the original language of the primary texts. Students with fluency in German, French, Spanish or Danish will be encouraged to practice exegesis in the original language. The level will be introductory to intermediate but students wishing to take the course at a more advanced level with more extended work in exegesis of difficult texts may arrange to do so. Level: Introductory. Lab fee $20. Class limit: 20. *HS*

J. Gray Cox

Can language be a mechanism of social and political oppression? What categories are used to study the human being and are these categories potentially oppressive or violent? Do �women� exist? Do �men� exist? These questions are the guiding threads for this introductory investigation of feminist philosophy and epistemology. Beginning with the writings of Mary Wollstonecraft and John Stuart Mill, we will locate ourselves historically within the feminist tradition. In the early part of the course, we will consider some of feminism's important historical achievements as well as investigate the social, political, and economic inequalities that women still face. To this end, Martha Nussbaum's Sex and Social Justice will serve as our primary text. Later, this course will take a more philosophical turn as we delve into the current debate between biological realism and social constructivism by reading Simone de Beauvoir's seminal text The Second Sex and Judith Butler's controversial and important Gender Trouble. We will also engage such thinkers as Kate Soper, Donna Haraway, Monique Wittig, Julia Kristeva, and Toril Moi as we philosophically examine current conceptions of sex and gender. This course is for anyone interested in feminism, questions of political equality, and philosophical arguments concerning one's sense of self and society. In addition, feminist thought provides a compelling example of the social and political applicability of philosophical theories to domains outside of academia. Therefore, this course will also prove of interest to those concerned with the relationship between philosophical thought and activism. Upon completion, students will have a basic understanding of the major themes and arguments that shape feminist thinking, as well as an understanding of philosophical inquiry and methodology. Course requirements include a set of essay questions, a journal, a final paper, and thoughtful and enthusiastic class participation.

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. Level: Intermediate/ Advanced; Prerequisites: One economics course, signature of signature. *HS*

Davis F. Taylor

Although Southern Africa is known primarily by those in the North for its colonial, postcolonial, and racial conflicts in Zimbabwe, South Africa, Mozambique, and Angola, it has inspired a wealth of literature, visual and performing arts, and music. This Writing Focus course explores the relationship between people, indigenous and colonists, and the land�from the Namib and Kalahari deserts, the Zambezi and Limpopo Rivers, and the Okavango Delta to the Cape of Good Hope. In particular, we will be looking at changing gender roles and race relations as Zulus, Tswana, Swazi, Shona, Ovambo, Macua, Basotho, and others grapple with age-old ethnic differences and newer postcolonial identities. The questions that inspire this course include the following: How have colonization, militarism, capitalism, and modernity impacted gender roles? How do race and ethnicity impact the development of national, political, economic, and cultural identities? What adaptations or transformations of traditional ecological and cultural knowledge in this region shed light on healthy and thriving postcolonial identities and communities? How do the differences in colonial attitudes and practices by the English, Dutch, and Portuguese impact contemporary race and gender relations? Class activities will include music, films, guest speakers, and lively discussions. Readings will draw from historical, anthropological, sociological, political, and literary sources. Students will be evaluated on class participation, a variety of short assignments showing engagement with the materials of the course in historical and contemporary representations of the region, and an interdisciplinary research project (e.g., on a theme or topic, place or community, phenomenon, social movement, or cultural tradition), including a public presentation. Level: Intermediate. Recommended prerequisite: a course in history, anthropology, politics, women or gender studies, sociology, or literature. Class limit: 15.

Karen Waldron

By definition "public lands" belong to all of us, yet public lands in this country have a history of use (and abuse) by special interests and a shocking absence of any coherent management strategy for long-term sustainability. This course is taught in seminar format in which students read and discuss several environmental policy and history texts that concern the history and future of our federal lands. We also use primary historic documents and texts to understand the origins of public ownership and management. We examine the legal, philosophical, ecological, and political problems that have faced our National Parks, wildlife refuges, national forests, and other public lands. An effort is made to sort out the tangle of laws and conflicting policies that govern these public resources. Special attention is given to the historic roots of current policy debates. Evaluation is based upon response papers, a class presentation, participation in class discussions, and a group project looking closely at the historical context and policy implications of a management issue facing a nearby public land unit. Level: Intermediate. Prerequisite: Introductory history or policy class recommended. Lab fee $15. *HS* *HY*

Ken Cline

Jean-Luc Godard is a crucial figure in the history and aesthetic development of cinema. His generation was the first to clearly and systematically situate the art of filmmaking as a cultural tradition and to try to assimilate the full history of this form into their own work. From his beginnings as a critic for the influential "Cahiers du cin�ma," Godard has always maintained that true criticism is as valid a form of filmmaking as the creation of an original work in the medium of film (or, more recently, video). This seminar will look at the ongoing role his films and writings play in cinematic discourse � we will examine the work of his fellow filmmaker/critics of the nouvelle vague, the theories and work of those who have influenced him, and the multiple threads of influence he has had on disparate styles and cultures of artistic creation and political engagement. Works viewed for this class will be, in part, chosen by the group to accommodate the directions we choose to explore together, but will likely include works by Rivette, Varda, Duras, Marker, Akerman, Kiarostami, Farocki, Aoyama and Wong. The primary visual text will be Godard�s late-period, self-reflexive masterpiece "Histoire(s) du cin�ma." Some prior familiarity with Godard�s work is expected. For course assignments, students will have the choice between writing critical essays, creating original video work, or combining the two. Level: Advanced. Prerequisites: Film History, coursework in critical theory. Signature of instructor. Class limit: 10. Lab fee: $50. *HS*

Colin Capers

The internet continues to revolutionize our society and economy, creating new opportunities for people around the globe. In both for-profit and non-profit sectors, the internet has leveled the playing field, allowing small organizations to reach previously inaccessible markets. Viral marketing, geo-targeting, adwords are a few of them many strategies that these organizations are using to build awareness of their cause or products and services. The course will engage in an emarketing project to promote a new book "our daily tread" that benefits Safe Passage. Safe Passage is a Maine based non-profit which provides education for children who scavenge garbage dumps to provide income to their families. We will seek to boost book awareness and sales. Level: Advanced. Pre-requisites: A business course. Lab fee: $50. Class limit: 20. *HS*

Jay Friedlander

As the largest business sector in the world economy, the Travel & Tourism industry is responsible for over 230 million jobs and over 10% of the gross domestic product worldwide. Maine has been a tourist destination since �rusticators,� following in the footsteps of Thoreau and others, came to Maine in the late 1800s and early 1900s seeking a respite from the city. Today, tourism is the largest industry in Maine and for better and worse, the economic engine of the Bar Harbor community. Unfortunately, tourism as presently practiced often ends up wreaking havoc on cultural heritage, environmentally significant areas and reducing the local economy to one based on low-wage seasonal jobs. The International Ecotourism Society (TIES) offers an alternative to conventional tourism. TIES defines ecotourism as, �Responsible travel to natural areas that conserves the environment and improves the well-being of local people.� Using text books, articles, presentations by business owners and research, the course will examine both the principles and practice of how Bar Harbor and other tourist destinations can form a sustainable economy. Evaluation will be based on oral presentations of proposed ecotourism ventures, class participation as well as other assignments Level: Intermediate. Lab fee: $50. Class limit: 18. *HS*

Jay Friedlander

This course will introduce students to all dimensions of ethnographic research from ethical issues and theory to the practical skills necessary to undertake fieldwork. A primary goal is to provide students with the ability to conceptualize, plan and undertake ethnographic fieldwork. The course will use readings, discussions, and most importantly fieldwork to explore the complex processes of working with people �in the field.� We will use readings of ethnographies to examine the creative/research process from proposal to writing up and beyond. The course will also examine the vexed question of ethnographic work and then the researcher�s representation of what they have learned from their conversations, observations, and personal reflections in the field. Students will undertake short projects that require them to use a wide range of ethnographic techniques, and all students will have an opportunity to undertake a recorded interview, transcribe it, and interpret their �findings� as well a keep detailed ethnographic fieldnotes. Readings will include �classical� ethnographic works, fieldnotes of enthnographers, scholarly articles, and some reflective ethnographic pieces. Students will be evaluated on mini-ethnographies, field exercises, short essays, and a term-long ethnographic project. This course is appropriate for students who are interested in community-based research generally, and would be particularly helpful for students who intend to undertake some sort of fieldwork. Level: Introductory/Intermediate. Class limit: 20. Lab fee: $25. *HS*

Todd Little-Siebold

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. Level: Introductory. Class limit: 10. *HS*

Jamie McKown

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 1940�s and leading up to Richard Nixon's election in 1968 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 will be a heavy focus on traditional state-level diplomatic history, students will also explore a broad array of methodological approaches. Class sessions will 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 will cover. The primary goal is to give students an intensive 10-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 will find the course informative and productive. Evaluation will be based on a mix of class participation, individual research assignments, and exams. All students, regardless of their backgrounds, previous coursework, or interests are welcome. Level: Intermediate. Class limit: 20. Lab fee: $20. *HS* *HY*

Jamie McKown

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 will then explore 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 1992 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 will also be asked to complete a major research project examining the effectiveness of a treaty or a proposed international environmental legal arrangement. Level: Advanced. Prerequisites: Environmental Law and Policy, Global Environmental Politics, or Signature of Instructor. Class limit: 10. *HS*

Ken Cline

Anyone who is involved with for profit or non-profit enterprises needs to understand a wide variety of interdisciplinary skills. This introductory course will introduce students to marketing, finance, leadership, strategy and other essential areas 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 and is REQUIRED for all future business courses. Level: Introductory. Class limit: 18. *HS*

Jay Friedlander

A young woman who needs a job. A boy who steals. The ethics of a corporate franchise across cultures; an elder who will give away a cure for snakebite-but not sell it. The cost of electricity in Islamabad. A clash of values between brothers. A gamble. A bet. These are some of the characters and incidents we�ll encounter in this section of Classic Shorts, as well as the questions they lead us to weigh and contemplate. What would-or wouldn�t-you do for money? Have you ever cheated anyone? What do you consider priceless in the green, green worlds of this fragile planet we share? How do you define �rich,� �poor,� �enough�? Our focus on this genre-the one William Trevor calls �the art of the glimpse�-may not take us all the way to Moneta, that temple of Juno in Rome where money was coined, but it will invite us into the literary territory of how writers develop a scene, secure a metaphor, and offer us as readers the tremendous wealth of 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. Level: Introductory/Intermediate. Class limited: 15.

Candice Stover

This course, will study psychological concepts and the way they intersect with the American legal system. We will study dilemmas and challenges in the legal system and the ways in which psychological research and concepts can inform the legal process. We will also study aspects of jurisprudence itself, including the goals of the legal system, such as justice, retribution, punishment and deterrence. Specific topics to be covered include: interrogations and confessions, eyewitness identification, juror decision-making, social psychology�s role in landmark legal cases, and social psychologists� role as experts and advocates in the courtroom Level: Introductory. Class limit: 15.

HS 745 � SOCIAL SCIENCE RESEARCH METHODS � Betsy Whitaker This course will introduce students to many dimensions of social science research. A primary goal is to provide students with the ability to conceptualize, plan, and undertake research. Students will explore the relationship between the choice of a theoretical perspective and the process of scholarly research. Course readings and discussions will cover topics such as observer effects, ethics, and the creation of scholarly narratives. Students also will examine and experiment with specific methods such as participant-observation, oral history, comparative studies, team research, and demographic, historical, and socioeconomic analysis. Through these fieldwork exercises students will develop an awareness of the effects of personal experience and cultural background on the researcher�s approach to fieldwork. Students will also scrutinize published research to examine the appropriateness of the methods used and the validity and reliability of results. Required readings include a range of classical and more recent case studies complemented by instructional texts on research methods. Evaluation will be based on class participation, short papers, methods exercises, and a detailed proposal for an ambitious, long-term, future research project in the student�s area of interest. Level: Introductory. Class limit: 15.

Medical anthropology is the part of anthropology that focuses upon the human experience of health and disease. Evolutionary and comparative approaches are relevant given that the health of the mind/body is an inescapably biocultural phenomenon, standing at the intersection of history, biology, and culture. Many health-related facts of individual and social life such as illness, healing, and death are human universals, but they by no means take a uniform shape everywhere. Accordingly, this course emphasizes comparisons and contrasts, whether across healing traditions, population groups, or time periods. By weaving biological and cultural approaches throughout the readings and discussions, the course will build a model of the relationship between humans and diseases over historical and evolutionary time scales. There will be a focus on political economic dimensions of disease, particularly the impact of inequality on disease rates, access to treatment, and outcomes. Students will consider the practical implications of studies in the field of medical anthropology both for understanding disease processes and cultural coping mechanisms, and for making the most of historical lessons to manage current health concerns. Course activities include readings, films, discussions, and student presentations. Evaluation will be based on class participation, essays, a research paper, and an experiential learning assignment. Level: Introductory. Class limit: 15.

This class is an introductory exploration of the transformations in Europe from roughly 1400 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 will focus on the phenomena of humanism and the challenges to religious orthodoxy and political hierarchies it represented. The course will use a wide 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 will examine the idea of the Renaissance and its various expressions in the world of ideas, art, and the emergent practice of �science.� Student will develop an understanding of Catholic theology and the various Protestant challenges to it as well as developing a sense of the political reworking of Europe provoked by the theological debates. We will read social histories of the period, use films to provide context, and read primary texts by thinkers such as Erasmus of Rotterdam, Jean Calvin, Martin Luther, Teresa of Avila, Galileo, and Bartolome de las Casas. Students will be evaluated on mastery of readings, class discussions, short essays, and a final project. Level: Introductory. Class limit: None. *HS* *HY*

Todd Little-Siebold

In December 2009, representatives of the world�s governments, as well as business, labor, religious, environmental, and youth leaders will convene in Copenhagen, Denmark, for the 15th Conference of the Parties to the United Nations Framework Convention on Climate Change. The event is significant, as government negotiators will likely be hammering out the final wording of an agreement on national and international actions to address the most serious environmental threat of our time: climate change. In this seminar-style course, students will prepare themselves to be part of this historic gathering. Using the actual negotiating texts, students will become familiar with the most important issues under negotiation. Each student, alone or in pairs, will also be responsible for becoming the class expert(s) on at least one of the issues � understanding the negotiating history, the range of political positions being expressed in the negotiations, and the technical specifics of the various proposals being considered. Students will share their expertise throughout the term with the entire class through one or more formal presentations. Some attention will also be given throughout the term to the contributions of various non-governmental constituencies � in particular, business, environmental NGOs, and youth � to the global politics of climate change, examining how, and how effectively, they engage in the process to enable a meaningful outcome to the governmental negotiations that will culminate at the summit in Copenhagen. Students will be evaluated based on participation in class discussions, their formal in-class presentations, as well as contributions to a collective public blog that will document their experiences at the meeting in Copenhagen. Course level: Intermediate/Advanced. Pre-requisites: Signature of instructor. Lab fee: $10.

Doreen Stabinsky

Surveying the role and historical development of beliefs, practices, and persecution of witches and witchcraft in Europe, the United Kingdom, and the Unites States from medieval to modern eras, this tutorial is an advanced study that will involve extensive reading across cultures and genres. The impact of influences on the West from Africa and the Caribbean will be explored, as will depictions of witches in religious and legal documents, mass media, visual art, popular tales, fiction, and drama. Central questions are: How have attitudes toward and images of witches and magic reflected commonly shared fears, biases, beliefs, and hopes of various cultures? Why did witch hunts and interrogations utilizing torture intensify during various periods? Why were those exhibiting special powers or knowledge--such as healers or �entrancers�-greeted with rage, fear, and severity through the ages? Did different social classes harbor similar or disparate views of witches? In what ways did the public equate �bewitching� with control or usurpation of personal identity and responsibility? This course will meet regularly; students may select two topics for short papers and a third for more intensive treatment as a final project which may be in mixed media. Level: Advanced

Katharine Turok

Yucatan is the region of Mexico with a large Yucatec Maya population and a complex history shaped by conquest, colonialism, separatism, and revolutionary upheaval. This course, which will serve as a pre-requisite for the winter term Yucatan program, seeks to familiarize students with the contextual knowledge they will need to work in rural communities of the Peninsula's Zona Maya, or Maya zone. The course is designed around the question of what you need to know before undertaking research or advocacy in an international setting such as Yucatan as well as preparing students to work in other people's communities. Readings, exercises, and discussion will provide a rigorous interdisciplinary introduction to the historical and ethnographic scholarship on Yucatan with a particular emphasis on helping students to recognize and master relevant contextual knowledge and specific fieldwork techniques. Students will learn about the history of the region from the conquest to the present as well as learning to examine the dominant historiographies which have shaped scholars' accounts of that history. Similarly, the class will provide an in-depth insight into Yucatec society through a series of classic ethnographic works even as we critically examine ethnographic presumptions and practices. A final research proposal will be a primary product of the course, and it will be the basis of eight-week independent student work in Yucatan. Students will also be evaluated on participation in discussion, discussion leadership, and short essays. Course is limited to students accepted to the Yucatan program. Level: Intermediate/Advanced. *HS* *HY*

Todd Little-Siebold

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 and the life they support transcend national and state boundaries, the course will explore international, national, and local oceanpolicy-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. Level: Intermediate/Advanced. Prerequisites: Background in the biological sciences and environmental policy and permission of Instructors. Course fee $20.

Ken Cline

Just as we thought we had reached "the end of history," it reappeared with new strangeness and complexity. From the collapse of communism to the fall of the World Trade Center and beyond, this course will use outstanding recent works of non-fiction, fiction, fim and art to illuminate the meaning of our own time as it unfolds into history. We will use web resources to track international media on a daily basis, and outside speakers to broaden the context into such areas as music, political science and defense policy. Focus will be on the background of current world events in recent history. Readings will include Francis Fukuyama's "The End of History," Samuel Huntington's "The Clash of Civilizations," Benjamin Barber's "Jihad vs. McWorld," Nadine Gordimer's "The Pickup," Anne Patchett's "Bel Canto." The instructional team of three teachers from 3 COA resource areas will ensure an interdisciplinary approach, and they will be augmented by several outside speakers representing military history, Middle Eastern and women's studies,music and anthropology.Students will be expected to stay current with daily readings from "The New York Times Online" and other media. Short and long papers will provide material for evaluation and allow each student to develop an area of expertise. Level: Introductory/Intermediate. Lab fee: $20. *HY*

JoAnne Carpenter

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 acquired skills, students will be expected to conceive methods to document the biological world and communicate concepts using strong visual imagery. Photographic techniques and historical examples will be learned and applied. Students will be evaluated based on their successful completion of a series of project-based assignments, participation in discussions and critiques, and their ability to effectively convey biological principles through photography. Pre-requisite: 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. Level: Intermediate. Class limit: 12. Lab fee: $95.00.

Nancy Evelyn Andrews
Stephen Ressel

In this studio-based course students will create visual projects that represent and interpret topics related to the natural world and to the life sciences. In part, this course responds to the ever increasing need to explain to general audiences, complex or conflicting scientific information such as the evidence for global warming or evolution, or the controversies around stem cell research or genetic engineering. Students will engage in hands-on activities in scientific illustration, natural history sketching, interpretive design and "information architecture", i.e. making the complex clear through diagrammatic representation. These projects provide opportunities to investigate techniques and develop skills in illustration, digital design, and activity-based "experience" design. Course content will include a survey of works by artists and designers that depict, interpret, or focus on the natural world and scientific issues of societal importance. Topic areas include the early depictions of the natural world, the enlightenment, art nouveau and its influence, contemporary fine arts, the museum and nature center, and medical and scientific illustration. Students will be evaluated on the quality and timely completion of projects and participation in class activities and discussions. Level: Intermediate. Class limit: 15. Lab fee: $85. *AD*

Stephen Ressel

Using a shared creative vision, students collaborate on making artifacts embodying both verbal and visual elements. We look briefly at the history of creative interchange between writers and visual artists, then concentrate on collaborations of our own. Particular emphasis is placed on the use of typography as visual form, but use of other visual media is also encouraged. The three-hour classes involve both a writing workshop and illustration studio, using students' own art and poetry for inspiration and illustration. In order to take best advantage of this course, we recommend one prior creative writing course or one arts and design course. Students are expected to prepare nine visual texts during the term. In many assignments, students may use a medium of their own choosing. Instruction in a variety of hand generated and digital image making techniques, typography and creative writing will be provided through the course of the term. Level: Intermediate/Advanced. Prerequisites: Introductory arts and design course in graphic design, painting or photography OR a creative writing course. Offered every third year. Class limit: 15. Lab fee: $80 *AD*

William Carpenter

What does patriarchy have to do with environmental degradation? How does patriarchy interact with other systems of oppression? Is rape an appropriate description of how industrial countries use natural resources? Is scientific knowledge adequate for approaching the range of challenges the world faces, such as climate change, poverty, and violent conflict? How does biology contribute to the codification of gender, gender role, exploitation, and an ethic of caring ? In this course we will explore these questions by developing a familiarity with empirical evidence of the relationship between patriarchy and the exploitation of nature, the historical context for these issues, and methods of inquiry into causal relationships. In addition to readings, class discussions, film screenings, guest speakers, a social/community action project, and written assignments, students will engage in individual research on a case study of their choice and apply and synthesize their learning in the course with a creative project, draft human ecology essay, or draft senior project proposal. Level: Intermediate/Advanced. Class limit: 15. Pre-requisites: Completion of ES and HS resource area requirements. Lab fee: $30.

Suzanne R. Morse

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 - 20 to 40 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 an advanced course in human ecology that will adopt a very interdisciplinary approach. It will include 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 will combine a seminar format for critical discussions of readings with exercises in using different methods for dealing with the future. These will include 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 will be 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 major final project. The final project should 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 developing it. Standards of evaluation will presume intermediate to advanced levels of competency in the disciplines used in the final project. There will be a weekly lab session. Level: Advanced. Pre-requisites: Signature of instr

J. Gray Cox