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 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

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 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 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 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

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

"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

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 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

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

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

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 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

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

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

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

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

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