a liberal arts college of human ecology on the maine coast "If Plato were to return and take a professorship, I'd bet my copy of The Republic that he would settle in to teach at College of the Atlantic." > colman mccarthy THE WASHINGTON POST V mission statement FEGUAI DING HEAN AGE OF FUTURE GENERATIONS The faculty, students, trustees, staff, and alumni of College of the Atlantic envision a world where people value creativity, intellectual achievement, and the diversity of nature and human cultures. With respect and compassion, individuals will construct meaningful lives for themselves, gain appreciation for the relationships among all forms of life, and safeguard the heritage of future generations. College of the Atlantic enriches the liberal arts tradition through a distinctive educational philosophy-human ecology. A human ecological perspective integrates knowledge from all academic disciplines and from personal experience to investigate, and ultimately improve, the relationships between human beings and our social and natural communities. The human ecological perspective guides all aspects of education, research, activism, and interactions among the College's students, faculty, staff and trustees. The College of the Atlantic community encourages, prepares, and expects students to gain the expertise, breadth, values, and practical experience necessary to achieve fulfillment and to help solve problems that challenge communities everywhere. V welcome 3 You may be holding just a viewbook in your hands, subtisp noise lats high a brochure that is cool to doldran low the touch and flat in nature. But as you flip through these 20 pages, we hope that your mind will begin to churn with 3 possibilities. NW This book is a collection of thoughts and images reflecting the experiences available to the COA com- munity. Whether tackling the frets of a guitar, quietly stalking birds, solving a physics problem, writing a paper, or canoeing down a creek while studying rivers, imagine yourself here, in the intellectually rich and environ- mentally stunning working and living spaces of COA. V contents COA History and Philosophy 3 Academic Life 7 Curriculum 11 Academic Facilities and Special Programs . 17 Degree Requirements 25 Between Classes 26 After COA 35 Admission and Financial Aid 37 nathaniel keller, '04 hometown > Charlottesville, Virginia high school V Charlottesville High School > life after COA Travel on a Watson Fellowship: "On and Off the Pitch: the International Language of Soccer" in Croatia, England, Argentina, and Brazil. Following this year of travel, my plans are to study environmental law and land use planning. > internship I interned with Virginia's Piedmont Environmental Council in 2001, investigating land use change in a rapidly growing county. classes taken > senior project at COA My senior project is "Mixing it Up: Cross Cultural Reflections on Space." In November of 2003 I returned to Virginia to research the role of public Advanced Composition space in my hometown. | began to construct a narrative examining Advanced Watershed Planning how public and private space in places like Charlottesville, Virginia; Agriculture and Biotechnology Cambridge, Massachusetts; Ames, lowa; and Bar Harbor, Maine have informed my values and beliefs. Art of the Puppet Articulated Identities Classic Shorts International Attending COA has been Comparative Colonialism a life changing experience in the Americas because of the people COA Conservation Biology attracts and the opportunities it Contemporary Art provides. The experiential learn- Cultural Landscapes ing that takes place here is as of the United States valuable as the learning that Environmental History takes place in the classroom. Environmental Justice "Sophomore year | took Ken Cline's Human Ecology of Wilder- and Social Welfare ness, which began with a weeklong canoe trip along the Allagash Environmental Law and Policy Wilderness Waterway. Throughout the week we discussed and Ethnographic Research Methods I debated the qualities of wilderness, whether cooking a campfire Field Ecology and Data Analysis dinner or paddling. My friend Sam and I swam out into frigid Government & Politics: United States Churchill Lake and a loon dove after a fish within an arm's length History of the American of us. Conservation Movement "I have made amazing friends at COA. For four years have Human Ecology Core Course debated world affairs with students from Israel, Tibet, Ethiopia, Introduction to Arts and Design Denmark, Nepal, Sudan, and Argentina. Economics, land use, Issues in National Park Planning politics, and globalization are not just areas of study but something Land Use Planning we all participate in together. Marine Policy "I investigated land use in Kuala Lumpur, Malaysia. I observed People and Public Space squatter children playing in the space between the huts and shacks. The Effects of Development watched the 2002 World Cup from a on the Malaysian Landscape houseboat in Tama Negra National Park The Human Ecology of Wilderness with Malay cooks and river guides, all the Understanding 21st time beginning to realize that the global- Century Economies ization | studied at COA was personal-I Use and Abuse of our Public Lands was watching ESPN on a river in one of Writing Seminar the most beautiful places in the world." This is a college with a mission: training students to understand co-educational college in the liberal arts tradition. It would intro- the relationships between humans and our environment. Even duce a new interdisciplinary approach to education. At its center more important, this college expects its students and graduates to would be Human Ecology. help solve the urgent problems confronting our natural and social The past thirty-five years have brought many wonderful environments. If you wish not only to broaden your mind and accomplishments. College of the Atlantic has been the recipient skills, but also to improve public health, find ways to incorporate of numerous grants and fellowships in recognition of the unique art into social action, preserve biodiversity, create more sustain- work that goes on here. The College, fully accredited by the New able systems for energy use and food production, read on. England Association of Schools and Colleges (NEASC). now In June 2004 College of the Atlantic graduated its 1300th includes two research islands, an innovative educational studies human ecologist. Some colleges graduate at least that many program, an organic farm, a museum of natural history, and an students each year. But COA is not like any other college, nor International and Regional Studies Program. has it ever aspired to be. From the College's very inception, it With passion, creativity, and idealism, College of the Atlantic has had a unique approach to college education. When the invites new students who share the same beliefs to be agents of school was founded in 1969, the school chose to be a four year, commitment, caring and change. power of three ENVIRONMENT. KNOWLEDGE. PASSION. The College logo combines three runic symbols: Is for tree, Is for humans, and Is for ocean. All intertwined in a circle symbolize the earth and the universe. 3 > academic philosophy Human ecology demands a unifying perspective and a commit- Indeed, the utilization of knowledge is an art and at College ment to intelligent action in the social and natural worlds. It of the Atlantic it has been the goal from the beginning: to give is the philosophical bedrock on which College of the Atlantic is students the freedom to utilize the knowledge they have gained founded, and continues to be its underlying strength. While the in pursuit of their passions. definition of human ecology has been debated and refined over Environment includes all facets of human activity, whether in the years, it is generally understood as the study of the complex a natural, political, technological, cultural, or artistic setting. By relationships between humans and their environments. combining the ecological sciences with the arts, humanities, and While all students are awarded the same degree, the Bachelor social sciences, human ecology gives students a practical frame- of Arts in Human Ecology. no two students have the same course work for pursuing highly individualized and problem-centered of study. Such flexibility offers students opportunities to develop programs in liberal studies. their intellect and to nurture and follow their interests, passions, The complex problems of the environment and society require and conscience. At the time of the College's inception, the found- multiple perspectives and bases of knowledge for adequate ers heeded Alfred North Whitehead's assertion in his essay The definition and effective solutions. A hallmark of College of the Aims of Education: "The aim of education is the acquisition of the Atlantic has been, and is, its use of non-departmental, interdis- art of the utilization of knowledge." ciplinary faculty as the foundation for its educational programs. The resulting alliance of disciplines is still rare even within the liberal arts tradition. As an intellectual forum, it stimulates you know you're a students and faculty to continually develop their knowledge in fresh combinations and to delve into problems from many angles. COA student if you It encourages a breadth of thought and study. It highlights the need to integrate and apply knowledge across traditional disci- plinary boundaries. Attending college is a voluntary endeavor. Your education > want to make the world a better place should be a very personal and exciting experience. Students learn > have varied interests and don't want to choose between them best when committed to seeing their goals to fruition, pursuing > want to apply what you learn their passion, and claiming their education as their own. College > care not only about what you learn, but how of the Atlantic encourages and assists students in designing their > are independent and self-reflective own personalized course of study to meet their educational, > want a school that is a community personal and career goals. Students do this within the context of > want your education to be both meaningful and useful formal courses, through independent study, in the choice of courses, in the development of an overall degree plan, an intern- > are interested in everything ship, and an individualized senior project. > seek mentoring relationships with faculty and lots of time to just talk > are passionate about your learning > want to make a difference in the world, on a small or large scale > feel responsibility for the privileges you have > like talking about ideas > have been frustrated by schools with walls > think about communities V notice interconnections > care about social justice, the environment, and aesthetics > like to turn assignments into projects that will help your own learning > enjoy talking to faculty and other students > want small, active, hands-on classes > love to read, or paint, or tromp in the woods looking for birds > think everyone is a teacher life changing, world changing. PROMOTING UNIQUE AND CREATIVE COMBINATIONS OF KNOWLEDGE College of the Atlantic is different. COA attracts students, faculty, and > COA explicitly integrates the arts, We have embarked on a life changing, staff who share a deep commitment sciences, and humanities and world changing project and we need to making your education meaning- encourages students to cross you. Here are a few things we want ful, relevant, and real. You will know boundaries. We promote unique you to know before you read further. the "why" of everything you learn. and creative combinations of knowledge. > COA has no majors, so your studies V COA teaches students to find and will be self-directed, integrated, implement solutions to complex COA gets you in the field, whether individualized, and diverse. You will intellectual, social, and environmen- that be the coastline, the studio, or design the curriculum that is right tal problems. You will learn not only the local schools. You will do the for you. the "what" but the "how." things you are learning about. > COA prides itself on a small student COA sits right on the coast of body, because of what it makes Maine, adjacent to Acadia National possible. We have less than 300 Park. We are blessed with truly students, to encourage a constant inspirational surroundings. exchange of ideas. 5 interactions " I live for the 'A-ha!' moments, when | regular spectrum of your thoughts. finally get the reading or | suddenly see Sometimes you get those great terms something that I didn't see before. where it feels as though you're doing They happen especially in theory class- one project rather than three courses. es when you're struggling with your Suddenly you start seeing connections reading, and the professor says some- because you're SO immersed. The thing that cuts right to the heart and greatest moments happen when it you get it. Sometimes it's fleeting. But seems you're taking one large class you can train yourself to have moments with three different aspects." of great clarity and insight. You have to push your brain to think beyond the jenny george, student AMHERST, MASSACHUSETTS > academic life on the world. Group projects, collaborative problem-solving ses- sions, and peer review as well as inspiring class discussions will At College of the Atlantic, life is learning, and we know grades all help you develop your intellectual vision. do not adequately reflect the experiences that you have and from By the time you are a fourth year student at COA, you will be which you ultimately grow. ready to undertake and complete a final project-an independ- ent intellectual endeavor, experiment, research project, or origi- > Who do you want to be? nal work. This sounds like a daunting task. But students find that the classes they take prepare them well for the challenge. > What do you want to do? > How do you best learn? > a culture of learning A COA education will help you develop the skills to address and and conversation answer these Questions as it prepares you to make a positive difference in the world. We provide a lot of help. The dream In high school, it may have been uncool to care. But at COA it's is yours. just the opposite. Students, faculty, and staff all believe that learning matters and that a healthier, cleaner, saner, more just and peaceful world is possible. You will learn as much outside > COA classes the classroom as inside it. You may find yourself discussing trade policy with faculty and students over dinner, agonizing over The classes you take provide the framework for your academic career goals with your advisor, or learning from a housemate who experience at COA. Classes are small; the average class size is is from a different country than yours. You may find yourself on a thirteen. COA classes involve hard work, but it's work that college committee engaged in a heated dialogue about campus matters-faculty don't assign projects to keep you busy. but policy with students, faculty, and staff, or enthralled by a concert because they believe ideas and skills are important. Our expec- or a visiting lecturer. You may find yourself on a ride back from tations are high: we look to students to generate new, original an ecology field trip engaged in a long discussion with your ideas, not just repeat what the textbook says. We respect your professor and fellow students about topics that far transcend intellect and see your minds as gardens we can help nourish and ecology. grow, not as inert vessels to be filled with stale ideas. We expect Whatever your particular experiences, we are certain that you students to actively combine knowledge from different disci- will grow and learn in ways you never thought possible, both in plines, and faculty and students alike expect to have their ideas and outside of the classroom. There are endless opportunities at respectfully challenged. this college of diverse learners and teachers. Another important part of COA classes is your fellow stu- dents. You will work and study alongside peers who may come from very different backgrounds than you, but who will share your passion for learning and desire to have a positive impact 7 faculty facts 96% OF OUR FACULTY HAVE THE HIGHEST DEGREE OBTAINABLE IN THEIR FIELD While they may be based on an island on Maine's coast john anderson V His work with mote technology their work and influence is far-reaching. A sampling of on Great Duck Island was featured in Wired magazine's faculty activities include: December, 2003 edition. doreen stabinsky > A science advisor for bill carpenter His novel The Wooden Nickel Greenpeace International, she has delivered invited was featured in the New York Times Book Review testimony on genetic engineering and biotechnology while three of his poems were included in The Maine before: The Environment Minister of India in New Delhi, Poets: A Verse Anthology. India; the New Zealand Royal Commission Inquiry on Genetic Engineering in Auckland, New Zealand; and the Pontifical Council on Justice and Peace, The Vatican. john cooper His musical scores were broadcast in the PBS documentaries A Sense of Time, a Sense of Place, Air Maine, and Katahdin, Mountain of the People. karen waldron > She co-edited the 19th Century American Women's Fiction: A Comprehensive dave feldman His article entitled Structural Anthology, to be published in 2005. Information in Two-Dimensional Patterns: Entropy Convergence and Excess Entropy appeared in Physical Review E. 8 karen waldron V COA faculty AMERICAN LITERATURE, CULTURAL THEORY & ACADEMIC DEAN College of the Atlantic faculty are active researchers, artists, writers, and activists. But above all, they're superb teachers. Faculty come to COA because they love teaching talented, cre- ative, motivated COA students who will go out in the world having realized themselves at an individual level and having become empowered to make a difference in their communities. Devotion to students is evident in many forms: open office hours; endless willingness to help: supportive advising; innova- tive classes; extended field trips; and openness to supervising independent studies, tutorials, and final projects. There is a pal- pability to the faculty's dedication to learning along with stu- dents. Faculty view students as collaborators in creating our aca- demic program and fulfilling our greater mission. The college's faculty has a broad set of experiences working to protect the environment, and to secure social justice and a sustainable future. Ken Cline, professor of environmental law and policy. has served as the Conservation Chair of the Maine Chapter of the Sierra Club. Doreen Stabinsky, professor of international studies and global environmental politics, works as a science advisor for Greenpeace International. Gray Cox, professor of political science and peace studies, has volunteered with Global Exchange to observe elections in Mexico. Chris Petersen, professor of marine biology, serves on the local marine resources committee. background B.A. Hampshire College, 1974; M.A. The point is that you will be learning from skilled teachers University of Massachusetts, Boston, 1988; M.A. who are both current in their academic fields, and who have Brandeis University, 1993; Ph.D. English and practical experience. Faculty bring this experience to their class- American Literature, Brandeis University, 1994. es, and they make a broad network of internships and career con- tacts available to students. course areas > 19th and 20th century American COA structures its self-directed academic program dynami- literature, minority, cultural and feminist theory; cally, through the interaction between all areas of study. At COA, Academic Dean interdisciplinarity provides maximum choice, opportunity, and integration for students. We are going to show you three ways of understanding how you will find your own path through the "Structure is silencing," says Karen Waldron, COA curriculum and the idea of Human Ecology. COA students professor of Literature, referring to the inhibiting use all three of these resource areas to gain the skills we have to effect that boundaries can have on education teach and you want to learn. By the time you graduate you will and personal development. have designed your own program. "COA is a place where my intellectual self and my values come together and can be articulated. V resource areas There is a space made for that in the way the college works. Three broad areas cluster courses in Arts and Design, Environ- Students continually amaze me. It's such a mental Sciences, and Human Studies-and all the disciplines privilege for me to be able to do something I that fall within these categories. You will take at least two cours- love and to have the people that I'm working es from each area, to ensure the cross-connections between dis- with go and do something they love either in ciplines and to inspire ideas that will happen creatively and pro- their particular area of expertise, or in some ductively as you make your way through a diversity of classes. absolute way. That's what it's about. It's a very The Resource Areas described in the next few pages are one active way of witnessing making a difference." place to start looking at the kinds of courses and programs you can engage with at COA. 9 ISUAL ARTS A V a EXIT artistic.expression and design ART AS A MEDIUM FOR ACTIVISM AND CHANGE Images and sound have immediate emo- selected courses > Animation; Architectural Design Studio: tional impact that taps into our deepest Ceramics; Contemporary Art; Creating Educational Exhibits: fears and greatest joys. Art maps out Documentary Video Studio; Digital Photography; Graphic uncharted cultural and moral values, exam- Design Studio; Introduction to Guitar and Performance Art; ining difficult issues and helping humans better understand Historic Landscape Preservation Studio; History of Filmmaking: themselves and their places in the world. Art speaks to our inner Improvisation in Music; lazz, Rock, and Blues: Land Use being: it is the physical embodiment of intense spiritual cathar- Planning; Painting the Figure: Photography Studio; Renaissance sis combined with creative discipline. Arts and design courses at Art; Watercolor Painting: World Percussion. COA help human ecologists develop the technical and aesthetic skills necessary to communicate through audio and visual media, A complete course listing is available on-line or in the course as well as designed environments. The unique expressive Quali- catalog, available from the Office of Admission. ties of the arts, their ability to make a sophisticated analysis of fundamental problems and to encapsulate the values of every eΓa, make art an essential tool for many human ecologists. Arts and Design offerings and faculty provide a programmat- ic focus for students interested in working at an advanced level in media ranging from painting and pottery to music, video, and animation. All studio courses are problem- and project-centered: our instructors guide students through experiences that develop technical and creative skills. Courses emphasize the inter-rela- tionships of all expressive media, with faculty brought to COA for the diversity of their skills, working media and aesthetic view- points. Tutorials and independent studies allow students to pur- sue their creative development in a highly individualized manner while finding the media combinations that most articulate their voice and vision. 11 > envir exploration mental science EXAMINING THE INTERACTION OF PEOPLE AND NATURAL SYSTEMS The Environmental Sciences resource selected courses > Animal Behavior: Biology I and II; area brings together faculty in Biology, Biochemistry: Calculus I: II: and III; Chemistry I and II; Chemistry, Mathematics, and Physics. Ecology/Natural History; Ecology: Evolutionary Ecology: The curriculum takes an ecological Genetics; Oceanography: Organic Chemistry; Plant Taxonomy; approach, teaching students to discover Physics I and II; Statistics and Research Design. interrelationships between different organisms and between organisms and their environments. Unlike many other colleges, at more specialized courses include > Agroecology; COA the sciences are not insulated from other areas of study. Biomechanics; Chaos and Complex Systems: Cross-Kingdom We believe that historical, aesthetic, economic, and literary an- Interactions; Differential Equations; Environmental Chemistry: alyses and modes of thought enhance the scientific method. Field Ecology and Data Analysis; Human Anatomy and Environmental Science courses get students in the field as soon as Physiology: Invertebrate Zoology: Marine Mammals I and II: possible, often in their first term. Introductory classes are small Winter Ecology. and the College's setting, adjacent to the Gulf of Maine and Acadia National Park, provides rich outdoor laboratories for field A complete course listing is available on-line or in the course research in all four seasons. The college owns the Mt. Desert catalog, available from the Office of Admission. Rock and Great Duck Island Lighthouses and uses these beautiful islands as research stations. Each summer teams of students par- Classes are often taught in a seminar format in which students ticipate in on-going studies of whales and seabirds and develop read and discuss original papers from the scientific literature, and students design and implement their own projects. their own research programs under the supervision of faculty. COA also offers many classes that combine the environmental The college also runs Beech Hill Farm and Forest, a small organic sciences with policy and politics, such as: Agriculture and farm and sustainable woodlot just miles from campus, and houses Biotechnology, Conservation Biology, Fisheries Management, the official herbarium for Acadia National Park. The farm and and Food Systems. herbarium, together with two greenhouses on campus, offer a range of possibilities for students interested in botany, forestry, and agriculture. The George B. Dorr Museum of Natural History provides students with opportunities to design and fabricate inter- pretive exhibits. 13 V perspective human studies FOCUSING ON THE CONTEMPORARY HUMAN CONDITION selected courses > Environmental Psychology: Philosophy of Education: Native American Literature; U.S. History; Global Economics; Contemporary Culture and the Self; Philosophy of Nature: The Consumer Society: Creative Writing; Making the Modern; Text and Theory: Ethnographic Research Methods; Combining the humanities with the social sciences, the human Landscapes of Power; Personality and Social Development; studies area at COA provides students with a broad and diversi- African American Literature; Aesthetics of Violence; Technical fied perspective on human nature and culture. The faculty mem- Writing: Philosophy of Religion; Adolescent Psychology; bers in this area are highly trained in anthropology, literature, Conflict and Peace; International Environmental Law; economics, philosophy, psychology. history, education, law, and Community Development: Understanding Economics in the more. We integrate the human studies in small classes to break 21st Century: Introduction to Counseling; Global Politics; down artificial distinctions inherent in specialized branches of and Introduction to the Legal Process. knowledge. Students and faculty alike will talk about religion and economics in history class; race, gender, and class in literature more specialized courses include > Performing Gender: and law classes; politics and art in the history of science and eco- Nature of Narrative; Seminar in Human Ecology: Freud and nomics. Courses in history, philosophy. psychology. art, and lit- Nietzche; Political Philosophy: Wildlife Law Seminar; From erature connect the past to the present; classical human studies Native Empires to Nation States: Wittgenstein; Postmodern blend with ecological concerns. Active combinations of knowl- Philosophy: and Starting your Novel. edge and experience equip you-as a developing human ecolo- gist-to address the problems and Questions of the future, human studies also offers many classes that combine whether individual, cultural, or environmental. disciplines, such as > Environmental Literature; The Age of Reason and the Enlightenment; Anthropology of the Yucatan; Bread, Love, and Dreams; Turn of the Century: and Patterns of Community in U.S. History. A complete course listing is available on-line or in the course catalog, available from the Office of Admission. IS > distinctive understanding programs DEVELOPING AN ECOLOGICAL PERSPECTIVE FARM FRESH Organic Beyond coursework, students work with faculty during breaks as well as during term-time, assisting in on-going studies and developing their own programs of research. COA is a graduate Students at COA will create an educational program from our school for undergraduates: students are encouraged to come up exciting array of basic to advanced courses in Arts and Design, with their own research Questions, write grants, and present their Environmental Science, and Human Studies. They will take results at national and international meetings. advantage of the unique opportunities that a college committed During the summer months the college's Edward McC. Blair to making a global difference has to offer. COA students balance Research Station on Mount Desert Rock, located 22 miles out to this international perspective with a wealth of local resources, sea, serves as the headquarters of Allied Whale, our cetacean such as Acadia National Park and the Atlantic Ocean. Within and research organization. From The Rock students and faculty head across the framework of Resource Areas there are also into the Gulf of Maine to do photo identification and collect active programs in International, Educational, and Museum biopsy samples of the great whales. Studies: Marine Sciences; Ecological Policy and Planning: and In the meantime students at the Alice Eno Station on Great Literature and Writing, among others. Duck Island, eight miles closer to shore, study the breeding biol- We share a commitment to an ideal that becomes a promise: ogy of sea birds. Thanks to close collaboration with the Intel we get you into the field. Virtually every course has a strong Corporation Berkeley Research Lab, students have deployed a field component. In some cases the "field trip" is as close as state-of-the-art microhabitat sensor network that allows the mon- our own dock, in other cases it is as far away as the coast of itoring of some of the island's 5000 pairs of nesting Leach's the Yucatan. Storm Petrels. Back on the mainland students work on the ecology of anadro- INTEGRATED MARINE STUDIES mous fish, or examine the genetics of salt tolerance in lobsters Faculty in Marine Studies offer courses ranging from Ocean- and crabs. We also make use of a network of friends, colleagues ography, Marine Biology, Field Ecology and Data Analysis, and alumni to place students in research settings outside of Invertebrate Biology and Marine Mammalogy to Fisheries Man- Maine. Senior projects have included establishment of a sea agement, Tropical Marine Ecology, and Literature and Ecology turtle reserve in Central America and analysis of the seal harvest of the Sea. in Labrador. 17 V greg stone, '82 EDUCATIONAL STUDIES The interactive and interdisciplinary nature of education at COA VICE PRESIDENT FOR GLOBAL MARINE PROGRAMS AT NEA serves as a model for the kind of education our students hope to create as teachers. Many graduates are teachers in public and private schools; others have chosen careers as outdoor educa- tors, interpretive naturalists, and environmental educators. One Quarter of COA graduates are working in the field of education. COA has been granted the authority by the state of Maine to award teaching certification to its successful program graduates. This certification, which is reciprocal in 42 other states, is avail- able in the following areas: Elementary Education (Grades K-8); and Secondary Education (Grades 7-12) in Life Science, Social Studies, and English Language Arts. COA has an excellent work- ing partnership with the local public and private schools. This relationship affords our students the opportunity to practice what they learn by offering them abundant hands-on experiences in background > Dr. Stone is Vice President for Global classrooms, after-school programs, museums, alternative educa- Marine Programs at the New England Aquarium in tion setting, and summer camps. Boston. He has conducted pioneering research on marine mammals and played an active part in world INTERNATIONAL STUDIES ocean policy. His work is published in leading interna- International Studies is a dynamic program that seeks to move tional science journals, including Nature, and in 1997 the College's academic mission oversees through international he was recipient of the Pew Fellowship for Conservation immersion experiences. Its anchor is the annual Mexico term, and the Environment. He has led several expeditions in which a group of students and faculty travel to the Yucatan for the National Geographic Society and produced an Peninsula for an academic experience that includes classes, award-winning series of conservation films. His book homestays, and independent intensive field research. Other op- Ice Island was the winner of the 2003 National Outdoor portunities include field courses in Canada and the Caribbean, Book Award for Nature and the Environment. and support for internships and senior projects around the globe. Finally, COA has formal relationships with the Universi- dad Autonomo de Yucatan, Palacky University in the Czech STATIONALIC Republic, and the Multiversidad Franciscana de Americana La- Exploring Antarctica's Islands of tino, Uruguay. The combination of on-campus classes and off- campus programs is the core of COA's ongoing commitment to / mirror our student-centered education in a wide range of inter- STORY national settings. ECOLOGICAL POLICY AND PLANNING ABRAHA OF Ecological Policy and Planning provides students with opportu- nities to develop skills in analyzing and contributing to local and global policy, planning, and politics. The program area includes the Center for Applied Human Ecology, the Watershed Initiative, "COA was my gateway to the world of marine the GIS (Geographic Information Systems) Lab, and courses biology and conservation. I grew up in Boston near ranging from Rural Community Development to International the ocean, but in an urban environment. The Wildlife Law and Land Use Planning. emphasis on field work at COA was like tonic to my spirit. That combined with the close relationship between students and faculty in a small class setting was perfect. I started studying the Gulf of Maine at COA, but my work now takes me throughout the world. I will always remember my early years at COA diving in Frenchman Bay. The environmental ethic of COA was also a major lasting influence in my life, and marine conservation is now a major focus of my work." > thorndike library LITERATURE AND WRITING izations centered around creating and maintaining sustainable Literature and Writing offers multiple opportunities for students communities. It incorporates ideas from green technology and interested in reading and teaching literature as well as writing. design, green and fair trade marketing, organic and community The most classic expressions of human ecology have been agriculture, socially responsible business, and grassroots organ- through literary works such as Henry David Thoreau's Walden. izing into an ecological perspective of practical community Courses such as Poetry and the American Environment, Inter- sustainability. The program partners with other programs such national Women's Novels, Native American Literature, Literature as International and Marine Studies to integrate ecological, and Ecology of the Sea, Voyages, Aesthetics of Violence, City and entrepreneurial approaches to community sustainability in a wide Country, World Poetry, and Literature, Science & Spirituality range of settings. help students explore the approach of a diversity of authors and cultures to the fundamental questions of life. Students inter- BIOMEDICAL RESEARCH INFRASTRUCTURE NETWORK ested in pursuing careers which involve writing get excellent COA is a partner in the Biomedical Research Infrastructure training in a wide array of courses. Members of the writing Network (BRIN), a $5.5 million grant funded through the Nation- faculty are noted novelists, poets, journalists, and technical al Institutes of Health. The grant enhances the research capacity writers who often work individually with students to help them of six of Maine's research and educational institutions: MDI create novels, poetry collections, technical documents, children's Biological Lab (specializing in marine species and their relevance books, screenplays, in-depth critical studies, and creative essays. to human biology), Jackson Lab (specializing in mammalian Students focusing in literature and writing may go on to creative genetics using mice as models), Colby and Bates Colleges, the work, graduate study, professional writing careers, or education. University of Maine, and College of the Atlantic. The grant also funds hands-on training in biomedical research for students of ECOLOGICAL ENTREPRENEURSHIP these institutions and facilitates working one-on-one in a lab over Ecological Entrepreneurship provides students with the aware- the summer with a senior scientist. ness, inspiration, knowledge. and skills needed to start, manage, or work within businesses, nonprofits, and community organ- 19 april mauro, '04 hometown V Mount Vernon, New Hampshire high school V Souhegan High School, Amherst, New Hampshire life after COA Graduate school at the School of Veterinary Medicine at the University of Wisconsin, Madison. I hope to travel and contribute to advancing veterinary medicine in developing countries. internship Assistant researcher on an elephant research project on Taita Wildlife Conservancy in Kenya. The project entailed gathering demographic data to build an individual identification database for the elephant population. senior project "The Leadership Role of Matriarchs in Elephant Cow/Calf Groups in the Elephant Population of Tsavo"-a research paper analyzing matriarch data I collected while on the conservancy in Kenya. classes taken at COA "I don't think there is any other small college where students Animal Behavior receive such a complete edu- Animal Physiology cation in such a large variety of Biochemistry I fields. I visited many colleges Biology II: Form and Function on the east coast when I was Biomechanics in high school, but they all Calculus Il seemed the same. COA stuck out as a very unique Cell and Molecular Biology place filled with students and faculty who sincerely Chemistry II cared about what they were doing. The opportunities Conservation Biology are endless. Contemporary Culture and the Self "Even though COA is small, there are more opportu- nities here than at most other colleges. For instance, the Electricity, Magnetism, and Modern Physics internship requirement encourages unique experiences Environmental Psychology in the student's particular field. During my four years here I interned with equine veterinarians in Wales and Oklahoma, Functional Vertebrate Anatomy assisting at race tracks and in surgery suites. I also found a Genetics research opportunity in Kenya, working on conservation land Human Ecology Core Course for three months. Introduction to Mammalogy "I had always wanted to go to Kenya, and COA's internship Introduction to Statistics requirement provided me with a reason to go. I was able to and Research Design meet with well-known elephant researchers about my own Mechanics and Energy research. These connections we make outside of the class- Methods of Molecular Genetic Research room are very valuable for the future. Anything that interests Mystery Within the Music you is possible at COA if you have the drive to follow through." Organic Chemistry II Ornithology Philosophy of Nature Principles of Microbiology Technical Writing Two-Dimensional Design I Watercolor Painting Writing Seminar Mak MUSEUM STUDIES Other Allied Programs range from taking classes at the University The Dorr Museum of Natural History is an established and of Maine to participating in programs at Shoals Marine respected academic facility that fosters student work in collec- Laboratory, Landing School of Boat Design, and Sea Education tions, educational programming. and exhibition design in order Association. COA's partnerships with these programs create to deepen public understanding of the relationships among opportunities for students to extend the range of their educa- natural, social, and built environments. The museum offers tional experiences. numerous opportunities for students to pursue course-related and independent projects that ultimately shape the museum vis- itor's experience. Academic pursuits include courses in concep- V diverse facilities tual and practical issues in exhibit design and installation through the college's Arts and Design resource area. In conjunc- Where does learning happen at COA? Just about everywhere: tion with the college's Educational Studies Program, students from dynamic seminar-style discussions, to a canoe trip along a may enroll in curriculum development and learning theory cours- nearby stream to study local birds or flora; on a van heading to es that are integrated with the museum's educational outreach the United Nations, or in the endless conversations between programs for local schools and community organizations. friends and faculty in the library; on the lawn, or in the dining Students also have the opportunity to learn curatorial practices hall. There are numerous programs and spaces on campus that by working with museum staff in maintaining the museum's nat- serve as conduits for learning, and they are described here. ural history collections. ISLAND RESEARCH CENTER ORGANIZATIONAL STEWARDSHIP For much of the academic year, COA's Island Research Center Organizational Stewardship is a new program area being devel- operates from the Davis Center for International and Regional oped to analyze large-scale organizations from the human Studies. This is an appropriate location given the Center's interest ecological perspective. It combines the college's commitment in both the greater Maine archipelago and the implications of to both environmental stewardship and social responsibility studies on islands to issues of policy and conservation biology on to develop skills for students interested in working within large a global scale. During the summer months the Center moves to organizations, businesses, and industries. There is a special Great Duck Island, a 2-hour boat ride from the college. Students focus on the STEP-UP Environmental Action Network com- and faculty here develop a comprehensive ecological picture of this prised of COA and several Maine industries. important island in collaboration with the Nature Conservancy and the State of Maine Department of Inland Fisheries and Wildlife. ALLIED PROGRAMS Allied Programs include the EcoLeague, a consortium of six DAVIS CENTER FOR INTERNATIONAL ecologically-focused colleges in diverse regions that facilitates AND REGIONAL STUDIES student exchange and collaborative research. COA students may The Davis Center houses several programs rooted in studies of study for up to one year at Antioch, Green Mountain, North- local and global communities and places: International Studies; land, and Prescott Colleges. or at Alaska Pacific University. Island Research Center; Regional Studies; and the Center for Applied Human Ecology. GEORGE B. DORR MUSEUM OF NATURAL HISTORY The Dorr Museum is housed on campus in a restored building that served as the original Acadia National Park headquarters. Student involvement in the museum is year-round, with the summer offering additional learning opportunities. Students interested in education can serve as program leaders in the muse- um's highly successful Summer Field Studies for Children pro- gram. Students also staff the museum during the busy summer months and thus gain valuable experience in effective public communication and outreach. Recent student projects in the museum include a multimedia presentation of the natural world of Mount Desert Island, an interactive outdoor garden, a series of Sunday afternoon family programs. and a traveling exhibit on Maine's endangered and threatened species. 21 george b. dorr museum OF HISTORY MOUNT DESERT ROCK AND GREAT DUCK ISLAND COA acquired these two island lighthouses in 1998 and uses both locations for fieldwork in the sciences. Mount Desert Rock, locat- ed 22 miles offshore, is one of the primary areas for viewing whales in the Gulf of Maine and the longest running land-based marine mammal research facility on the east coast. Both islands provide opportunities for intensive summer courses which allow students to live and study on-site. ALLIED WHALE Allied Whale was founded in 1972 to conduct research for V blum gallery the conservation of marine mammal populations and their habi- tats and has been at the forefront of modern whale research ever since. Its projects include photo-identification of whale individu- als and non-intrusive studies of whale respiration and behavior. WRITING CENTER Student tutors assist peers with writing assignments in the Writing Center. To become a writing tutor, students must have excellent writing and interpersonal skills: in turn the Writing Center offers tutors a year-long course in teaching writing. / Support services ranging from brainstorming to copy-editing are available in the Writing Center for all students. GIS LAB The Geographic Information Systems Laboratory has state-of-the art mapping software that supports student research in a number of exciting program areas: demographic representation, water- shed analysis, population mapping, town planning, and cognitive mapping. 22 GRAPHICS STUDIO nell newman, '87 Student tutors assist peers with the use of the computers CO-FOUNDER AND PRESIDENT OF NEWMAN'S OWN ORGANICS and software in the Graphics Studio, enabling high-level production of images, reports, and photo-documents. CENTER FOR APPLIED HUMAN ECOLOGY CAHE began with the mission of making the College's resources available to the greater Downeast region and putting human ecology into local action. Allowing students to gain practical experience with real world projects while providing municipalities with cutting-edge technology and professional expertise, CAHE facilitates a reciprocal rela- tionship between COA and regional communities. THORNDIKE LIBRARY Whether you're doing research, writing a paper, searching electronic databases, or perusing periodicals, Thorndike Library is the place to go. The reading room offers pano- ramic views of the sea and sky to enhance your studying or study breaks. Study carrels are available, some with bean bag chairs. Thorndike also regularly hosts art ex- hibitions. Thorndike Library's collection includes over 35,000 books, 540 periodical and newspaper subscrip- background Nell Newman is the co-founder and tions, the Web of Science, videos, electronic database access, and a distinctive music collection. Through OCLC, president of Newman's Own Organics, which pro- an interlibrary loan network, students have access to mat- duces high quality organic foods and premium erials from over 34,000 libraries. organic pet food. Newman's Own Organics, an independent company from Newman's Own, BLUM GALLERY pays a royalty to Paul Newman, which is then The Blum Gallery provides display space for artwork by donated through a grant process to non-profit organizations. Nell is also the co-author of "The students, faculty, alumni, and visiting artists. COA also collaborates with local schools, museums, and the Union Newman's Own Organics Guide to a Good Life: Simple Measures That Benefit You and the Place of Maine Visual Artists to present special exhibitions ranging from photography to sculpture, painting, prints, You Live" (Villard, 2003), with Joseph D'Agnese and fellow COA alumnus James Cox. and crafts. BEECH HILL FARM "I left school when | was sixteen. After Beech Hill Farm includes approximately five acres of diver- working on a few peregrine falcon release sites, sified, MOFGA (Maine Organic Farmers and Gardeners I decided that I wanted to go back to school. Association) certified organic farmland, several acres of The only college that appealed to me was COA, heirloom apple trees, 65 acres of forest, a barn, farmhouse, because of its Human Ecology degree, its non- farmstand, outbuildings, and five hoop greenhouses. COA intimidating size, and the high faculty to student is developing this unparalleled opportunity to preserve ratio. My experience at COA showed me what working local farmland and create a hands-on educational education could be. resource for students, farmers, and community members. "When Pop asked me 'What do you do with Beech Hill Farm provides fresh produce for the COA cam- a human ecology degree?,' I answered 'Human pus as well as for local wholesale accounts. ecologists make their own niche in the world.' To be honest, I wasn't quite sure what that meant at the time, but it is what I feel I have been able to do. My environmental interests extend to an awareness of worldwide issues. The foundation for this was laid at COA, where I was given the tools to explore and contribute in my own way." chris petersen background > B.A. University of California, Santa Barbara, 1976; Ph.D. Ecology and Evolutionary Biology, University of Arizona, 1985. course areas > ichthyology and marine ecology "What I really enjoy about teaching is working really intensely with students doing detailed 'getting- your-hands-dirty field work.' I prefer to have a really involved interaction with my students where we are constantly going back and forth talking about professional goals, about their lives and where they want to go, and what kind of options seem reasonable. Teaching at COA allows me to do all of these things." V key components INTERNSHIP of a COA education Each student completes a 400 hour internship as part of the COA B.A., but specific internships are as varied and dynamic as our COA grants the Bachelor of Arts in Human Ecology degree upon students. The Office of Internships and Career Services assists completion of thirty-six credits (1 course = I credit). Students students with finding the right internship for their interests and have a great deal of freedom in designing their programs, with the future plans. Selected recent internships include: following requirements: two courses in Arts and Design: two courses in Environmental Sciences; two courses in Human > Teaching English to adults in Mongolia Studies: one course with an historical focus; one course with a > Conducting research at Great Bay Aquafarms in New Hampshire Quantitative reasoning focus; the human ecology core course; a > Working for the U.S. Geological Survey in Nevada writing course; the 400 hour internship: human ecology essay: > Staffing the World Sustainability Hearing Project in California community service; and the Senior Project. The Human Ecology > Doing AIDS research in Tanzania Essay. Internship, Community Service, and Senior Project are typ- > Teaching at the Rochester Fencing Club in New York lically done in the third and fourth years of study. These advanced > Serving as a research assistant for studies of religious projects and exposure to the world of work help the student pre- communities in Rhode Island pare for graduation. employment. and beyond. > Staffing Parents and Children Together. a social work agency in Alabama INTERNSHIPS, HUMAN ECOLOGY ESSAYS, > Conducting research at the Epithelial Physiology Lab. AND SENIOR PROJECTS University of Buenos Aires, Argentina COA is all about application. life skills, creativity. and lifelong > Working at the Kelmscott Rare Breeds Farm, Lincolnville, Maine learning. Students direct their education toward problem-solving V Writing for a newspaper for the homeless in Boston and actual doing. whether in literature or life sciences. The class- V Staffing the Institute for Sustainable Development, room takes shape in a variety of settings: the laboratory, along Addis Ababa, Ethiopia the granite ridges of Acadia National Park, amidst a crowd in a > Working for the Institute for Transportation and Development town planning meeting, in a writing group, at the library, or Policy, New York perched on a piano bench. The many opportunities students have V Writing for the NOVA program of Public Broadcasting. Boston to gain firsthand experience and learn the how, what, and why of V Working as a Stage hand for Bread and Puppet guerilla theater knowledge in classes continue with the Internship, Human V Working for Eco-Logic Concepts in New Zealand Ecology Essay, and Senior Project. V Conducting research at the World Fish Center, Penang, Malaysia V Staffing the Vermont PIRG > Crewing for the Tall Ship Semester / Pacific Leadership in California > Working at the Centre for Human Ecology in Edinburgh, Scotland 25 V between classes Sometimes it's hard to strike a compromise game of Four Square. Others take their reading between work and play. At COA, we're pretty outside to a quite niche. Our proximity to Acadia adept at both. National Park means you can use a break When the sun is out, you'll be hard-pressed to between classes for a walk or bike ride. We may find many people eating their meals inside Take- not have Division I sports, but there is plenty of a-Break. Outside, a student casually strums a activity, from a game of ultimate frisbee to a hike guitar while a group of students gathers for a up Gorham Mountain on a full moon night. HUMAN ECOLOGY ESSAY max woodfin,'03 Each COA student composes a human ecology essay before grad- uation that synthesizes and expresses the individual student's per- GUIDE AND INSTRUCTOR FOR WHERE THERE BE DRAGONS spective of human ecology. Graduating seniors publish a book of human ecology essays each year. Read human ecology essays for inspiration and to better understand the transformative process and results of a COA education. SENIOR PROJECT The Senior Project, a term-long independent effort designed by the student, culminates studies at COA. Senior projects also serve as a bridge to life after COA, aiding students in their graduate school applications, new business ventures, or other professional aspirations. Write a novel, produce a play, find out how the sea urchin population is faring near moorings, develop a business plan for the restaurant you are opening next year-the horizon is lim- itless. Senior projects are opportunities to do what you have always dreamed of, with the support and encouragement of advising fac- ulty and the college community. Selected senior projects include: > Developing a human rights curriculum for high school students > Studying Mayan medicine > Creating a life-sized puppet show > Producing an ecotourism plan for a small coastal town on the Yucatan peninsula > Investigating the possibility of seed production on small diversi- fied farms > Developing a land acquisition plan for Bear River National Wildlife Refuge background > Max is a guide and instructor for > Producing an experiential education curriculum that involves Where There be Dragons, a company which taking middle-school girls on a bicycle trip across Cape Cod offers remarkable learning opportunities through (and taking the trip) off-the-beaten path, intimate, small group expeditions > Writing a novel to China, Southeast Asia, Tibet, India, Mexico, > Analyzing why cities die Guatemala, and Peru. Trips combine wilderness > Creating a collection of paintings or sculptures exploration, remote trekking, introductions to tradi- > Researching the leadership roles of matriarch elephants, Tsavo tional arts and philosophies, and include home-stays, Ecosystem service projects, and language training. Max's senior > Designing clothing project at COA studied the regional impact of con- > Creating books of nature writing with illustrations struction of a transnational roadway through > Compiling oral histories from Transylvania Thailand, Laos, and China. > Producing an interactive educational CD > Studying the religious life of a Maine island "COA changed my concern for the world > Investigating people and public space from a very raw concept to an articulated con- > Producing a documentary film of an experimental community cern, where I can include all different aspects of society. Many of the issues we face today-log- ging, low wages, child labor, development that displaces populations, oppression-concern one major thing: mutual understanding, or perhaps misunderstanding between human populations on earth. We have common threads, and com- mon grounds. We all come from different per- spectives, and that's exactly what connects us." II space to explore dispute, create, choose, respect focus V location Thirty-five acres on Frenchman Bay; 60 miles of carriage and hiking trails; Three hundred miles from Boston; Light years from conventional boundaries. > COA life changing. world changing. Welcome to Maine, The Way Life Should Be. That is the message ROOMS WITH A VIEW that greets people as they enter into the northeastern-most In addition to our unique approach to education, our system of state. Deciding to live in Maine is more than choosing a place to student housing is equally unrivaled. Each of the five student res- live; it is choosing a lifestyle. If you've been here, you may have idences on campus has its own comfortable appeal. Four of the noticed the absence of billboards and the abundance of trees and five were privately owned homes until the college acquired them stunning vistas-a testament to peoples' appreciation of Maine's and now they are collectively "owned" by the students who inhab- natural heritage. When traveling among the western mountains, it them. Blair-Tyson is the one "dorm" built specifically for COA the sandy beaches of the south, the multitude of inland lakes and students and you are challenged to find a more appealing resi- rivers, or the ruggedly beautiful and textured stone coast, you dence hall. On-campus housing is provided for 100 students with will notice the emphasis is on the wealth of natural beauty found priority granted to in-coming first-year students. All student res- within Maine's borders. Whether attending the annual Common idences are equipped with kitchens furnished with cookware, Ground Country Fair, participating in the annual Spring canoe utensils, and appliances. Each year a group of returning students races, traveling to the state capital for a Smart Growth Forum sign-on to become Resident Advisors; they organize chore rota- conference, or attending a local contradance, one gets the sense tion and assist new students with the transition to college life. that Maine is not nearly as large as the map suggests. AN ISLAND OFF THE COAST, A COLLEGE ON THE BAY While Mount Desert Island has been a favorite destination for many summer travelers, the Island is home to rooted, year-round communities. A long tradition of stewardship marks people's relationship to the land and sea, and to community as well. Because COA was born of the efforts of Island residents, and due to the socio-political climate of the area, students are involved in the greater Mount Desert Island community. By maintaining trails in Acadia National Park, volunteering in local classrooms, assisting community theatre productions, play- ing fiddle for the contradances, or working with the Planning Board to protect farmland and ecosystems, COA students are meaningfully involved in island life. 29 take a break Sample Take-A-Break menu: Salad Bar with Mixed Greens from Beech Hill Farm Vegetable & Tofu Soup Numerous other Veggies, Nuts, Homemade Pepper Bread Cheeses and Dressings Hummus Snickerdoodle Cookies Chicken Salad Vegan Brownies Ham Steaks Curried Sweet Potatoes Vegetarian, vegan and meat options and Chick Peas served at all meals; organic and local Corn on the Cob produce served whenever possible. Rice Pilaf The majority of returning students live off-campus in houses V dominic in the surrounding community. Each spring (and through the summer) the Office of Student Services maintains a list of local landlords for students to use in securing housing. Typically a muntanga group of students will rent a house or apartment together. Most CDA ROM VICTORIA ZIMBABWE of the houses are only a short walk or bike ride away from campus. Off-season rental prices are generally quite affordable and students appreciate the comforts of having their own homes. TABLE FOR THREE-HUNDRED, PLEASE Not just a place to eat, Blair Dining Hall, or Take-A-Break as it is called, is the COA space for the lively and informal exchange of ideas. It's the home to coffee houses, study space, the math center, advising meetings, open mic nights, birthday parties, interviews, and political rallies. The food served in Take-A-Break has been featured in Gourmet and Saveur magazines and has been voted best college food in Princeton Review's Best Colleges guide. All students living on-campus are enrolled in the College's meal plan. Meals are served 3 times a day, Monday through Friday. Weekend meals are left to the students' discre- tion although collaborative dining is encouraged, as each resi- dence is equipped with a kitchen and dining room. Students liv- ing off-campus may purchase a meal card at a reasonable price. FOR THE PEOPLE, BY THE PEOPLE At COA students learn firsthand about the democratic process, not only how it works but also how to make it work. In keeping with the central ideas of community and responsibility, the College governs itself through a combination of participatory "There is a high sense of environmental and representative democracy. Students serve on all college consciousness here and that means that the committees, from Academic Affairs to Personnel, with full voting food is purchased from free-range and organic rights. In addition, several alumni now sit on the Board of vendors, and lots of local producers. You can Trustees. The All-College Meeting, held every week and moder- see this same connection between philosophy ated by a student, is a regular assembly where the community of the school and the practical ways the school as a whole reviews the work of the committees. While not every- operates in all aspects of the college." one is infected with the political bug, those who are have a tremendous opportunity to involve themselves in shaping college policy. A former All-College Meeting Moderator expressed her appreciation for COA's governance system in these words: integral part of education at COA. Through participation in "At COA we have a unique opportunity to affect the directions the governance system, we learn about everything from the dem- of our lives. As students we choose our academic programs and ocratic process to building codes, from affirmative action law to take responsibility for our living situations. As a human commu- group dynamics, from diplomacy to stress management. We learn nity and community of scholars, we work to strengthen our bonds to listen and we learn to communicate. to one another-intellectually, socially, and through our system "In short, we have an opportunity to involve ourselves in the of governance. decisions that affect our lives while at the College, an opportu- "The purpose of the governance system is two-fold. The sys- nity that is rare among institutions of higher learning. Involve- tem is, first, a mechanism to encourage innovative, participatory ment in governance is one way of expressing the long-term administration of the College. Beyond that, however, it is also an commitment to COA that many of us here feel deeply." 31 karen waldron V COA faculty AMERICAN LITERATURE, CULTURAL THEORY & ACADEMIC DEAN College of the Atlantic faculty are active researchers, artists, writers, and activists. But above all, they're superb teachers. Faculty come to COA because they love teaching talented, cre- ative, motivated COA students who will go out in the world having realized themselves at an individual level and having become empowered to make a difference in their communities. Devotion to students is evident in many forms: open office hours; endless willingness to help; supportive advising: innova- tive classes; extended field trips; and openness to supervising independent studies, tutorials, and final projects. There is a pal- pability to the faculty's dedication to learning along with stu- dents. Faculty view students as collaborators in creating our aca- demic program and fulfilling our greater mission. The college's faculty has a broad set of experiences working to protect the environment, and to secure social justice and a sustainable future. Ken Cline, professor of environmental law and policy, has served as the Conservation Chair of the Maine Chapter of the Sierra Club. Doreen Stabinsky, professor of international studies and global environmental politics, works as a science advisor for Greenpeace International. Gray Cox, professor of political science and peace studies, has volunteered with Global Exchange to observe elections in Mexico. Chris Petersen, professor of marine biology, serves on the local marine resources committee. background B.A. Hampshire College, 1974; M.A. The point is that you will be learning from skilled teachers University of Massachusetts, Boston, 1988; M.A. who are both current in their academic fields, and who have Brandeis University, 1993; Ph.D. English and practical experience. Faculty bring this experience to their class- American Literature, Brandeis University, 1994. es, and they make a broad network of internships and career con- tacts available to students. course areas 19th and 20th century American COA structures its self-directed academic program dynami- literature, minority, cultural and feminist theory; cally, through the interaction between all areas of study. At COA, Academic Dean interdisciplinarity provides maximum choice, opportunity. and integration for students. We are going to show you three ways of understanding how you will find your own path through the "Structure is silencing," says Karen Waldron, COA curriculum and the idea of Human Ecology. COA students professor of Literature, referring to the inhibiting use all three of these resource areas to gain the skills we have to effect that boundaries can have on education teach and you want to learn. By the time you graduate you will and personal development. have designed your own program. "COA is a place where my intellectual self and my values come together and can be articulated. > resource areas There is a space made for that in the way the college works. Three broad areas cluster courses in Arts and Design, Environ- Students continually amaze me. It's such a mental Sciences, and Human Studies-and all the disciplines privilege for me to be able to do something I that fall within these categories. You will take at least two cours- love and to have the people that I'm working es from each area, to ensure the cross-connections between dis- with go and do something they love either in ciplines and to inspire ideas that will happen creatively and pro- their particular area of expertise, or in some ductively as you make your way through a diversity of classes. absolute way. That's what it's about. It's a very The Resource Areas described in the next few pages are one active way of witnessing making a difference." place to start looking at the kinds of courses and programs you can engage with at COA. 9 favorite island outings V Indian Point Little Hunter's Beach Snowshoe up Sargent Mountain in winter Round Pond in Seal Harbor Acadia Mountain and The Bowl Jordan Cliffs Loop with a stop for a swim in Sargent Mountain Pond Sargent Mountain for botanizing and hiking Asticou Trail from Jordan Pond to Little Harbor Brook on cross-country skis Beehive The College's recreational fleet includes white water and lake canoes, kayaks, and Rhodes 19 and Sonic 23 sailboats. A sailing class is available to students each fall for a nominal fee. With some of the most stunningly beautiful coastline in the world just off the "bow," all COA community members take the chance to appreciate it from the perspective of the sea as often as they can. The College's 38-foot research vessel, Indigo, is used for field trips and research projects along with other smaller craft. While it is true that students don't come to COA for the nightlife, Bar Harbor still packs a lot of culture, especially during the warmer season. The Island is home to several accom- plished artisans, musicians, and performers. A spirit of inclusion permeates. COA students are more likely to create a venue for artistic expression than to bemoan its absence. Each term finds students busily organizing Open Mic Nights, contradances, poetry readings, Coffeehouse Performances, movie series, and participating in the COA original, 24-Hour Plays. When all you want is to just relax, dinner and conversation is always a good choice; Bar Harbor boasts good restaurants and favorite haunts like Reel Pizza, an art house movie theatre where patrons watch films from the comfort of overstuffed couches while eating gourmet pizza. No matter what the season, COA students make the absolute most of their free time. 33 alumni careers > V what do graduates do with architect, animator, a degree in human ecology? acupuncturist, art therapist CAREER AREAS REPORTED BY 904 COA GRADUATES botanist, biologist FROM 1974-2003 curator, comedian, computer analyst A Business 13% doctor, dog sled racer H A engineer for NASA, ethnobotanist, B B Health Services 9% G C environmental engineer, entrepreneur D C Communication 4% forest manager E F D Engineering 1% graphic designer hydrologist, herbalist E Education 22% ichthyologist F Natural Science 19% journalist, jet pilot, jockey kayak guide, kindergarten teacher G Art & Design 17% lawyer, landscape architect, luthier H Public Service 15% midwife, musician, museum director, marine biologist, naturalist, nurse organic farmer, obstetrician puppeteer, professor, psychotherapist, peace corps volunteer quantum physicist rabbi, restaurateur senator, social worker, sculptor, solar designer teacher, therapeutic riding instructor unitarian minister, upward bound instructor veterinarian, vice president of outward bound writer, weaver, Waldorf school instructor xylographer yachtsmen, yoga instructor zoologist > life after COA selection Antioch What can you do with a degree in Human Ecology? This Question Boston University of graduate is easily answered with another: What can't you do with a degree Clark University in Human Ecology? What you can do is an exhausting array schools Columbia University of professions, as evidenced by our alphabetical sampling of Cornell University attended careers. In the history of the College, we have had alums who Duke University span professions from A-Z across the globe. Harvard Graduate School of Design There aren't many colleges where undergraduates are contin- Harvard Medical School uously engaged in field experiences, independent research, and Harvard School of Law one-on-one collaboration with faculty. These experiences, along Johns Hopkins University with the internship, Senior Project, community service, and self- New York University designed curriculum coax the natural interests and talents inher- Purdue University ent to COA students and often serve as stepping stones towards Rhode Island School of Design their future employment. Rochester Institute of Technology Because this is not a school where majors are declared and Saint John's College exploration is discouraged in the name of structure and one- Sarah Lawrence College dimensional progress, students can effectively combine their Tufts University academic interests to ultimately create a unique and individual- Tulane University ized course of study. At the end of four years, you won't only UCLA have the skills and knowledge you intended to acquire, you'll UC Santa Cruz also have a grasp on how to implement those skills in the real University of California-Berkeley world, and how to merge your interests into a variety of different University of Chicago environments. University of Hawaii University of lowa Writer's Workshop University of Maine at Orono University of Minnesota University of Oregon University of Pennsylvania University of Wisconsin Waldorf Institute at Sunbridge College Washington University Wesleyan University Yale University 35 V rohan chitrakar, '04 hometown ^ Kathmandu, Nepal high school V Li Po Chun United World College of Hong Kong > life after COA Boston University for an M.F.A. in Film Production. i would like to make films about social struggles in conflict-affected areas of the world. > internship Assisting in the making of a film about the renovation of a Tibetan Buddhist Temple for the show NOVA on PBS. senior project Produced a documentary video about visually handicapped children living in the Early Rehabilitation Center, a residential care facility in Nepal. > classes taken at COA Animation "The college's philosophy Art Practice and Concepts of interdisciplinary learning Contemporary Culture and the Self and its vision of a good global Digital Image Studio citizen attracted me to COA. Documentary Video Studio I wanted to explore social Documenting A Life: Video Based Fieldwork development through mul- Energy and Consumption in Developed tiple perspectives. COA and Developing Nations allows students to exper- Electricity, Magnetism, and Modern Physics iment with theory and practice in wide-ranging disciplines Environmental Issues in Developing Countries and across geographic boundaries. COA is a safe, small, Experiential Education beautiful, concerned, encouraging, and challenging envi- Geographic Information Systems ronment for learning! Human Ecology Core Course "One memorable moment in class at COA was Improvisation in Music when, after having worked on it all term, I screened Intermediate Video: Studio and Strategies my documentary video for my subject. I had spent half Introduction to Quantum Mechanics of the term interacting with and gathering footage of the subject, a visually challenged child. Then I edited Life Drawing the video footage for the rest Marching and Dancing for Social Movement: An Animation of the term. | wanted to por- Painting the Figure tray this child through my camera Postcolonialism lens in the most respectful and beautiful manner possible. When Problems in Advanced Painting I completed my final edit, I invited Social Reform in the United States from 1760-1850 my subject to view and hear it during our class screening. I felt Soundscape very vulnerable throughout the Studying Character and Narrative Through Video Documentary screening. When the video The Nature of Narrative ended and the lights went up, I caught a glimpse of my subject's The Twentieth Century face smiling. That simple gesture Theories of Development moved and inspired me tremen- Writing and Speaking for ESL Students dously. That was one of my most Writing Seminar rewarding moments at COA." > admission & financial aid THE CHARGES FOR TUITION, ROOM, BOARD AND FEES FOR THE COLLEGE YEAR 2004-2005 ARE AS FOLLOWS: College of the Atlantic approaches the Admission process much as it approaches learning: we focus on the individual strengths of The cost of COA may appear as Tuition $24,870 the student, encourage creativity. and hope you will both ask lots if it is financially out of reach Fees $375 of Questions AND share your ideas with us. for you. Do not be discouraged. We believe the first step in applying to COA is actually get- Room $4,311 70% of COA students receive ting to know the college. Is this the kind of place where you'd Board $2,571 financial aid. be happy? Would you want to live here for several years? More Total $32,127 importantly. is this where you would want to LEARN for several years? Will the college help you to tap into your passions and provide you with the resources to further explore ways in and check out campus activities. We are happy to put you in which you can affect humans' relationship with the environment? e-mail or phone contact with a faculty member or current student If you are filling out an application to COA, we want it to be as well. because you are excited about the college. To that end, we invite you to visit COA. THE ADMISSION APPLICATION Once you've gotten a good sense of COA and recognize that it VISITING COLLEGE OF THE ATLANTIC suits your interests, style of learning, and personal philosophy, We welcome and encourage prospective students to visit the we hope you will apply for admission. The application process is campus. You may schedule a tour of the college. have an admis- a personal and highly individualized one. If you need help, you sion interview, sit in on classes, meet with professors and stu- may reach us by phone five days a week during normal business dents, eat some of our top-rated college food, and participate hours, e-mail us at inquiry@coa.edu or write to us. in campus activities. Parents are also welcome. We encourage We respect individuality and our application review is char- you to schedule your visit Monday through Friday when classes acterized by a personal approach. In arriving at a decision, the are in session. Students may stay overnight in a campus residence admission committee (made up of admission counselors, faculty and we can provide parents with a list of suggested hotels and and students) looks for evidence of the following: inns (as well as suggestions for activities and restaurants). We > academic preparation and achievement can provide you with driving directions and we'll be pleased to > intellectual curiosity and enthusiasm for learning pick you up at the airport or bus stations. Please call COA's > a desire to be a part of a small college Office of Admission to arrange your campus visit. We look for- with a human ecology focus ward to showing you this amazing college on the coast of Maine. > a tendency to seek out intellectual If you are unable to make it to Maine to visit COA, we hope and personal challenges you will visit our website at www.coa.edu: take the campus tour, explore the academic offerings, review student projects 37 An application for admission is complete when the Office of ter or spring terms are required to a pay a deposit within 14 days Admission has received all of the following: if they wish to accept an offer of admission. I) a completed application form and $45 application fee, EARLY ADMISSION DEADLINES 2) a personal statement as well as answers to all the short Early Decision I essay Questions, > Admission application due by December I > Estimated Financial Aid form due by December 10 3) at least two teacher recommendations, > COA responds to applicants by December IS 4) official transcripts of all academic work, Early Decision Il 5) a personal interview-although not required we strongly > Admission application due by January 10 recommend one for all candidates. If you are not able > Estimated Financial Aid form due by January 20 to meet with us in person, you may request an alumni, > COA responds to applicants by January 25 off-campus, or telephone interview. REGULAR ADMISSION DEADLINES Standardized tests scores are not required, although they can First Year be helpful in assessing the academic ability of students from > Admission application due by February IS schools which do not give grades or have nontraditional pro- > COA responds to applicants by April I grams. Approximately half of the applicants to COA submit either > Enrollment deposit due by May I SAT or ACT scores. Should you wish to submit scores, our CEEB Transfer code is 3305. We accept the Common Application and ask that > you fill out our supplemental form in addition to the Common Admission application due by April I Application: a supplement is available by calling the Office of > COA responds to applicants by April 25 Admission or downloading it at www.coa.edu. > Enrollment deposit due by May 15 Financial Aid ADMISSION PLANS > FAFSA filed by February 15, 2005 College of the Atlantic offers several admission plans for pro- > Institutional Financial Aid form and Non-Custodial Parent's spective students. Applicants for the fall term must apply under one of these plans. Statement due at COA by February 15 Students who have come to the decision that COA is their first > COA responds to first year applicants by April I; choice are invited to apply under either one of the College's Early transfer applicants by May 1. Decision plans. Students who file Early Decision I applications TRANSFER OR VISITING STUDENTS with all accompanying credentials by December I will receive a decision by December 15. Those filing Early Decision Il applica- College of the Atlantic welcomes applications from transfer stu- tions with all accompanying credentials by January 10 will receive dents. About 20 percent of all new students annually are transfer a decision by January 25. or visiting students. In submitting an Early Decision application, a student enters A student may transfer a maximum of 18 credits to COA (the into an agreement whereby. if admitted, she or he will enroll at equivalent of 60 semester hours or 90 Quarter hours). Although an evaluation of credit is not final until after enrollment, students COA and immediately withdraw all applications to other colleges. An applicant wishing to apply as either an Early Decision I or may receive preliminary evaluations by contacting the Registrar. Early Decision Il candidate should check the appropriate box on Students who wish to spend one or more terms at COA and page one of the COA application or on the Common Application transfer college credit to another institution should apply as supplement. They should also initial the Early Decision agree- visiting students. Applications for visiting students are available ment above the signature on page two of the COA application by calling or e-mailing the Office of Admission. form or on the Common Application supplement. INTERNATIONAL STUDENTS COA welcomes applications from highly qualified international APPLICATION DEADLINES AND students. Applications for international students are the same ADMISSION NOTIFICATION as those for first-year and transfer students. Application require- First year students must apply by February 15th in order to ments are identical, except that international students are be considered for fall admission. One must apply by November also required to submit one of the following: TOEFL score, SAT IS and February IS for winter and spring term admission, respec- verbal score, SAT Il Writing test score, predicted IB score for tively. English. International students are also required to submit a Admitted students wishing to accept an offer of admission and Certification of Finances Form. We are proud to offer the Davis reserve a place for themselves in the class must pay a $300 non- Scholarship to students who graduate from the United World refundable enrollment deposit by May I. Those admitted for win- Colleges and are admitted to COA. 38 ADULT STUDENTS ADMISSION AND FINANCIAL AID STAFF Older students of non-traditional college age wishing to take Sarah G. Baker Director of Admission courses or pursue a degree are invited to inquire and become Bruce Hazam Director of Financial Aid/ better acquainted with the College. Adult students are encour- Admission Counselor aged to contact the Office of the Admission early in the admis- Donna McFarland Associate Director of Admission sion process to arrange a personal interview. and Student Services Muktar Amin Admission Counselor ADVANCED PLACEMENT / Terri Mitchell Admission Counselor INTERNATIONAL BACCALAUREATE Tony Victor Admission Counselor College credit may be given for superior performance in the Laurie Ward Assistant to the Director of CEEB Advanced Placement examinations or the College Level Financial Aid Examination Program. Scores should be sent directly from the testing source. COA credit normally will be granted for scores of FINANCIAL AID '4' or higher. For International Baccalaureate (IB) work, two COA The Higher Education Act of 1965 was created to help make credits will normally be given for scores of '5' on higher level post-secondary education accessible to a wider portion of the exams. A full year's credit is awarded for a score of '34' or high- population. The underlying principle is that the student and er on the comprehensive exam. These credits are officially the student's family share the primary responsibility for funding recorded only following successful completion of the student's the student's higher education, while the government provides first year at COA. assistance to those with demonstrated need. Additionally, insti- tutions such as COA are taking on greater levels of support to DEFERRED MATRICULATION help students narrow the gap in paying for their education. Students wishing to defer Fall matriculation may do so prior to Assessing financial aid eligibility starts with filing the Free June I by sending a written request to the Director of Admission Application for Federal Student Aid (FAFSA) which can be found and paying a $400 non-refundable deposit ($200 of which will at www.fafsa.ed.gov. If you do not have access to a computer, be applied to the student's first term tuition bill). Matriculation paper FAFSAs are available at high schools and college financial will be postponed for up to a full academic year, subject to suc- aid offices. COA also requires that its own short application be cessful completion of any academic work completed during that completed. The information on these forms helps to establish the time, as well as continued confidence in the quality of the stu- expected family contribution, or EFC. Subtracting the EFC from dent's personal character. COA's cost of attendance determines the student's unmet need. This is where the Financial Aid Department comes in, putting 2004-2005 SCHEDULE together a package of aid that may include assistance such as a Fall Term Begins September 8 COA grant, a federally subsidized Stafford Student Loan, and a Classes end November 19 work study award. COA is also proud to award a small number of Winter Term Begins January 4 merit-based Presidential Scholarships to those students exhibit- Classes end March Il ing exceptional academic achievements and citizenship Qualities. The FAFSA is available in December and needs to be submit- Spring Term Begins March 28 ted by February IS (but no sooner that January I). The college's Classes end June 3 Title IV code is 011385. COA's deadline for all financial aid mate- Fall Tour rials is also February 15. It is important that families keep this in Open House for Seniors October II-12, 2004 mind and get their tax information filed as early as possible. Late CONTACT THE OFFICE OF ADMISSION FOR DETAILS. applicants risk receiving smaller awards. MORE INFORMATION ABOUT FINANCIAL AID IS AVAILABLE ON OUR WEB SITE OR CONTACTING THE OFFICE OF ADMISSION FROM THE FINANCIAL AID OFFICE. Please reach us by phone, toll free at (800) 528-0025 (207) 288-5015 E-mail inquiry@coa.edu Web www.coa.edu Mail Office of Admission College of the Atlantic 105 Eden Street Bar Harbor, ME 04609 Carpenter, William Morse, Suzanne B.A. Dartmouth College, 1962; B.A. University of California, Berkeley, 1980; Ph.D. English, University of Minnesota, 1967. Ph.D. Botany, University of California, Literature, creative writing, Berkeley, 1988. comparative mythology Applied botany, plant ecology, tropical studies Cass, Donald Petersen, Christopher B.A. Carleton College, 1973; B.A. University of California, Ph.D. Chemistry, University of Santa Barbara, 1976; California Berkeley, 1977. Ph.D. Ecology and Evolutionary Biology, Chemistry, physics, mathematics University of Arizona, 1985. Ichthyology, marine ecology Cline, Kenneth B.A. Hiram College, 1980; Rajakaruna, Nishanta J.D. Case Western Reserve University, 1983. B.A. Human Ecology, Public policy, environmental law College of the Atlantic, 1994 M. Sc in Botany 1998-Plant Ecology, The Colbert, Dru University of British Columbia, Vancouver, BC B.F.A. The School of the Art Institute Ph.D. in Botany 2002-Evolutionary Ecology of Chicago, 1977; The University of British Columbia, M.F.A. Auburn University, 1980 Vancouver, BC Museum studies and exhibit design Plant ecology, botany and evolutionary ecology Cooper. John Ressel, Stephen B.A. Trenton State, 1975; B.S. Millersville University, 1976; M.A. Trenton State, 1981. M.S. University of Vermont, 1987; Music fundamentals, aesthetics of music, Ph.D. Ecology and Evolutionary Biology, improvisation University of Connecticut, 1993. Ecology, biology Cox, I. Gray > president of COA B.A. Wesleyan University, 1974; Stabinsky, Doreen Steven K. Katona Ph.D. Vanderbilt University, 1981. B.A. Lehigh University, 1982; B.A. Harvard University, 1965; Political economics, history, conflict resolution Ph.D. University of California, Davis 1996. Ph.D. Biology, Harvard University, 1971 Agricultural policy, international studies and Feldman. David global environmental affairs B.A. Carleton College, 1991; Ph.D. Physics, University of Tai, Bonnie > COA faculty California, Davis, 1998. B.A. Johns Hopkins University, 1986; 2004-2005 Mathematics, physics Ed.M. Technology in Education, Anderson, John Harvard University, 1990; B.A. University of California, Berkeley, 1979; Hess, Helen Ed.D. Learning and Teaching, M.A. Ecology and Systematic Biology, B.S. University of California Los Angeles, 1985; Harvard University, 1999. San Francisco State University, 1982; Ph.D. Zoology, University of Washington, 1991. Philosophy of education, educational methods Ph.D. Biological Sciences, Invertebrate zoology, biomechanics University of Rhode Island, 1987. Taylor, Davis Zoology, behavioral ecology, anatomy, Hill, Kenneth B.S. United States Military Academy, 1985; M.S. physiology B.A. University of Michigan, 1987; University of Oregon, 1994; Ed.M. Counseling Processes, Ph.D. Economics, University of Oregon, 1995. Andrews, Nancy Harvard University, 1990; Environmental and resource economics B.F.A. Maryland Institute M.S., Ph.D. Educational Psychology and College of Art, 1983; Measurement, Cornell University, 1993, '95. Todd, Sean M.F.A. The School of the Art Institute Education, psychology B.Sc., University College of North Wales, 1988; of Chicago, 1995. Ph.D., Biopsychology, Memorial Performance art, video production Kozak, Anne University of Newfoundland, 1998. B.A. Salve Regina College, 1959; Marine mammal physiology and behavior Beal, Elmer M.A. English, St. Louis University, 1962. Writing, B.A. Bowdoin College, 1965; literature Visvader, John M.A. Anthropology, University of B.A. Philosophy, CUNY, 1960; Texas at Austin, 1977. Little-Siebold, Todd Ph.D. Philosophy, University of Ethnology, anthropological theory, B.A. University of Massachusetts, Minnesota, 1966. traditional music Amherst, 1985; Philosophy, philosophy of science, M.A. University of Massachusetts, history of ideas Borden, Richard Amherst, 1990; B.A. University of Texas, 1968; Ph.D. Latin American History, Waldron, Karen Ph.D. Psychology, Kent State Tulane University, 1995. B.A. Hampshire College, 1974; University, 1972. History, Latin American studies Ph.D. English and American Literature, Environmental psychology, personality Brandeis University, 1994. and social development, contemporary Mancinelli, Isabel Literature and writing: minority, cultural, and psychology, philosophy of human ecology B.S. Catholic University of America, 1975; feminist theory: American studies M.L.A. Landscape Architecture, Camp, David Harvard University, 1981. In its employment and admissions practices B.A. University of North Carolina, 1980; Community and regional planning, College of the Atlantic is in conformity with M.A. Folklore, University of North Carolina; landscape architecture all applicable federal and state statutes and Ph.D. Anthropology, University of regulations. It does not discriminate on the North Carolina, 2002. McMullen, Ernest basis of age, race, color, sex, marital status, Anthropology, folklore, ethnography Art, University of Maryland, religion, creed, ancestry, national or ethnic Portland Museum School, Portland State origin, or physical or mental handicap. Carpenter, JoAnne University, Oregon, 1965-1970. However, The College is a dynamic community B.A. University of Massachusetts, 1962; Ceramics, visual studies and must reserve the right to make changes M.A. Art and Architectural History, in course offerings, degree requirements, University of Minnesota, 1970; regulations, procedures, and charges. M.F.A. Painting, University of Pennsylvania, 1993. Art history, architectural history, painting 11 12 17 16 13 14 37 College of the Atlantic 10 life changing. world changing. 15 7 8 9 19 5 18 2 6 This College of the Atlantic Viewbook was printed 3 20 on New Leaf Reincarnation Matte, a 100% 4 recycled, 50% post-consumer waste, processed chlorine free paper. 21 22 environmental benefits 1 OF USING RECYCLED PAPER 33 Using recycled paper made with post-consumer waste and bleached without the use of chlorine or chlorine compounds results in measurable < Route 3 to Ellsworth Main Entrance environmental benefits. By using this paper, we attained the following savings: MAIN ENTRANCE 80 Trees 1 George B. Dorr Museum of Natural History 6 Newlin Gardens 13 Nature - Exhibits 3,796 Pounds of solid waste - Offices/classrooms 7 Kaelber Hall 14 Monk' 17,341 Gallons of water — Blair Dining Hall 2 McCormick Lecture Hall - Language/Music Lab 15 Shrine 52 Million BTUs of energy - Goodwin Computer Center 3 Ethel H. Blum Gallery 16 Weath - Camp Community Lounge 0.5 Years of electricity required by 4 Arts and Sciences Building - Seminar Room 17 Monk' the average US home - Eno Greenhouse 8 Thorndike Library 18 North — Geographic Information Systems 5,873 Pounds of greenhouse gases - Laboratories/classrooms/studios 9 Office of Admission 19 Buildir 5,133 Miles traveled in the average - Greene Laboratory of Botany - Christensen Laboratory of Zoology 10 Beatrix Farrand Gardens 20 Artist American car - Faculty offices 11 College Pier 21 Ceram 15 Pounds of air emissions 5 Gates Community Center 12 R/V Indigo 22 Comm 150 Pounds of hazardous effluent - Meeting Hall/Performance Space - Graduate Office/faculty offices Bar Harbor, Maine 04609-9964 105 Eden Street College of College of the Atlantic The Admission Office life chan POSTAGE WILL BE PAID BY ADDRESSEE AMPU FIRST CLASS PERMIT NO. 37 BAR HARBOR, ME 04609 BUSINESS REPLY CARD UNITED STATES IN THE IF MAILED NECESSARY NO POSTAGE > to visit COA Driving from Boston, take Interstate 95 north to Interstate 395 in Bangor, Route 1A from Bangor to Ellsworth, and Route 3 east from Ellsworth to Bar Harbor. Keep left after crossing the bridge onto Mount Desert Island. This drive usually takes from five to six hours. College of the Atlantic is on the ocean side of Route 3, about 19 miles from the Ellsworth shopping district and one- quarter mile beyond the Nova Scotia Ferry Terminal. Turn left at the COA entrance and park in the provided areas. Regularly scheduled flights are avail- able to Bar Harbor Airport and Bangor International Airport. Bus service is available to Bangor and Ellsworth. > credits Editors: John Anderson, Sarah Baker, Heather Candon, Dave Feldman, Joseph Kiernan, Michael Mahan, Donna McFarland, Karen Waldron Photographs: Doug Barkey, Paul Davis, Robin Farrin, Jon Hatch, Richard Hill, Marvin Lewiston, Story Litchfield, James Marshall, Fielder Mattox, John McKeith, Phil Schofield, Randy Ury, Ken Woisard Design: Mahan Graphics, Bath, Maine Printing: J.S. McCarthy Printers This publication is printed on recycled paper. Chlorine free, acid free manufacturing process. www.coa.edu inquiry@coa.edu (207) 288-5015 (800) 528-0025 COLLEGE OF THE ATLANTIC Non Profit Org. 105 EDEN STREET U.S. POSTAGE BAR HARBOR, MAINE 04609 PAID Bar Harbor, ME Permit #47