COA 2000-2001 COLLEGE OF THE ATLANTIC A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST COLLEGE OF THE ATLANTIC AT A GLANCE FOUNDED 1969 TYPE Coeducational, 4-year independent college with graduate programs LOCATION Bar Harbor, Maine Located on Mount Desert Island Population - 4,500 45 miles southeast of Bangor 300 miles north of Boston CAMPUS 29-shorefront acres overlooking Frenchman Bay, adjacent to Acadia National Park SCHOOL YEAR CALENDAR Three 10-week terms DEGREES OFFERED B.A. Human Ecology M.Phil. Human Ecology STUDENT BODY 277: 66% women; 34 % men 38 states and 12 foreign countries 42% live in campus housing BILLED EXPENSES 2000-2001 Tuition & Fees $ 20,361 Room $ 3,285 Board $ 2,058 Total $ 25,704 FINANCIAL AID More than two-thirds of the student body receive Financial Aid: average award, 1999-2000: $15,771 ADMISSION Selective Interview strongly recommended Campus visit and student-guided tours available throughout the year TRANSPORTATION Air-regularly scheduled flights to Bar Harbor and Bangor Bus-service to Ellsworth and Bangor "When your views on the world and your intellect are being challenged and you begin to feel uncomfortable because of a contradiction you've detected that is threatening your current model of the world or some aspect of it, pay attention. You are about to learn something." WILLIAM H. DRURY, JR. COLLEGE OF THE ATLANTIC FACULTY MEMBER 1976-1992 College of the Atlantic was created three decades ago at a time when it was becoming evident that conventional education was an inadequate prepara- tion for citizenship in our increasingly complex and technical society. The growing interdependence of environmental and social issues and the limitations of academic specialization demanded a wider vision. COA's founders created a pioneering institution dedicated to the interdisciplinary study of human ecology, a college in which students overcome narrow points of view and integrate knowledge across traditional academic lines. At COA, boundaries among disciplines are minimized. Scientific analysis joins with humanistic and aesthetic understanding. Insights from specialized knowledge are combined for a fuller understanding of compli- cated issues. Responsible citizenship requires collaborative attitudes and skills. This is the main rationale for COA's commitment to participatory gover- nance and consensus building. It is exemplified in the creative ways meet- ings are run, disputes are resolved, computer technologies are utilized, or partnerships with the outside community are formed. At COA, students work on real issues from the beginning rather than after they are "educated." Individualized courses of study are created by students as they work together with faculty to expand their academic hori- zons and develop their sense of responsibility. The outcome is an education which builds competence and confidence for life-long learning and pre- pares effective citizens and leaders for the future. ACADEMIC LIFE 4 STUDENT LIFE 20 FACULTY 24 FACILITIES 30 COURSES 34 ADMISSION AND FINANCIAL AID 36 College of the Atlantic is accredited by the New England Association of Schools and Colleges. ACADEMIC LIFE PUB Students can tap into academic interests in a number of ways: working with a professor in a classroom, or beading out for some field experi- ence in Acadia National Park. 4 / COLLEGE OF THE ATLANTIC INDIVIDUALIZED SELF-DIRECTED Four years at College of the Atlantic are unrivaled From start to finish, a student's time at COA is a by any other college program. A survey of each journey. Students are encouraged to devise their transcript will prove to be as varied and unique as a own path and to pioneer new routes for themselves, finger print. Students exercise their individuality and through this "choose your own adventure" and their creativity of vision while crafting a cur- style, the learning is all the more evident and tan- riculum that is entirely their own, at once reflective gible. Students navigate through four years of of who they are and of what they yearn to be. course work, independent and group studies, tuto- Individuality is a trademark of an education at rials, study abroad opportunities, internships, and a COA, and students develop an academic concentra- senior project. Rolanda Seymour '00 remarks tion which is reflective of their goals and aspira- "With a self-directed education you cannot help but tions, their quest for knowledge, and their passion be driven by the desire for personal enlightenment, for learning. and once you have this, you are able to bring it to Although formalized concentrations of study the people around you." exist in different areas, students are free to develop The Internship and Senior Project are two personal concentrations which may focus on a opportunities for students to gain real world experi- single interest or a combination of interests. For ence in any area of their interest, whether it be example, a student may focus on one area, such as delving into a new field or going deeper into an marine biology, environmental design, or literature, already familiar area. while others develop concentrations of study which Our list of "what we want to be when we grow combine such divergent interests as painting, psy- up" can be a colorful and cumulative one. In a chology, and botany. Most colleges give a student world of countless opportunities for exploration, comprehensive blueprints for their academic future, inquiry, and challenge, an education at College of foregoing any opportunity for individual design. At the Atlantic caters to the chameleon inherent within College of the Atlantic, students draw their own all people. Our motivated students take charge of blueprints, designing a framework of ideas and their education, with the help of a supportive and inspiration. guiding faculty. Students have the option to focus intensively in one field of study, or to cast their nets INTEGRATED over a broad array of interests. At first glance, one might see a river as simply a course of water winding through a landscape. This CURRICULUM past spring, a group of twelve students had an The college's curriculum is crafted to reflect its opportunity to experience rivers from all imaginable mission and vision. The faculty, students, staff, angles. "Rivers: Ecology, Conservation, and alumni and trustees of College of the Atlantic Chemistry" was team taught by three professors. envision a world where people value creativity, The Rivers course was comprised of three classes intellectual achievement, and diversity of nature taught in conjunction with one another, and was and human cultures. With respect and compassion, truly an interdisciplinary experience. Through individuals construct meaningful lives for them- problem sets, role-playing exercises, service pro- selves, gain appreciation for the relationships jects, class projects, laboratory experiments, pad- among all forms of life, and safeguard the heritage dling, and plenty of field experience, students of future generations. learned about rivers from a variety of perspectives. A human ecological perspective integrates knowl- Students analyzed water samples for evidence of edge from all academic disciplines and from per- pollution, studied the effects of dams on a water- sonal experience to investigate, and ultimately shed, and traveled to the Southeast to survey the improve, the relationships between human beings dams created by the Tennessee Valley Authority. and their social and natural communities. At COA, students are encouraged to integrate The College of the Atlantic community encour- knowledge from all academic disciplines and from ages, prepares, and expects students to gain the personal experience to investigate, and ultimately expertise, breadth, values, and practical experience improve, the relationships between human beings necessary to achieve individual fulfillment and to and their social and natural communities. help solve problems that challenge communities everywhere. COLLEGE OF THE ATLANTIC / 5 RESOURCE AREAS Through courses in drawing, photography, painting, and music, students develop their own ENVIRONMENTAL SCIENCE expression and use art as a medium for social criti- The environmental science curriculum brings cism. In art, art history, and landscape design together the biological and the physical sciences in courses, students learn to question and make per- exploration of the earth's systems. The scientific ceptive statements about the juxtaposition of the method of identification and investigation is used to natural world and the built environment. Using the trace ecological and evolutionary patterns, study computer as a design tool, they explore visual com- natural communities as ecological systems, and munications by creating publications, developing understand the interactions of people and natural design identity programs, making innovative inter- systems. active multimedia presentations, and by composing electronic photomontages. Through music classes, students learn the funda- mentals of music, from playing their instrument of choice, to theory, composition, and history. Through course work, independent and group studies, and tutorials, students develop their own voice and create original compositions, learn the techniques of digital recording and MIDI, and gain a deeper understanding of music history-how music serves as a barometer for the social weather of each era, and how it resonates with meaning that extends beyond rhythm and meter. What distinguishes COA's arts and design pro- gram from that of other institutions is its emphasis on interdisciplinary approaches to design issues. The program promotes a multidisciplinary approach to design as part of a general education in human ecology, while allowing students to specialize in a variety of concentrations. COA's hands-on approach allows students to create designs which reflect the student's artistic The College's setting, bordering the Gulf of perception of the problem and consider the needs Maine and Acadia National Park, provides rich out- and desires of the individuals for whom they door laboratories for field research. In addition to are designing. laboratories, our facilities include access to research vessels, two greenhouses, island research centers at HUMAN STUDIES Mount Desert Rock and Great Duck Island, an By synthesizing the humanities with the social agricultural laboratory at Beech Hill Farm and an sciences, the human studies resource area provides integrated computer system. students with a wide and diversified perspective on Students preparing for graduate school or work human nature. This perspective helps to break in plant and animal ecology, physiology, and most down the artificial distinction inherent in specialized fields of the applied environmental sciences receive branches of knowledge. Through team-taught a broad-based knowledge of ecological principles human studies courses, students focus on aspects of and preprofessional training in their chosen areas of the contemporary human condition and are chal- concentration. lenged to blend ecological concerns with classical humanistic studies. Courses in philosophy, history, ARTS AND DESIGN literature, and art relate the past to the present. The arts and design curriculum fosters artistic With the humanist's consciousness of one's place in development and gives students the opportunity to time, students examine issues in political science, immerse themselves in design problems and to find economics, psychology, and anthropology. This solutions to those problems by combining aesthetic combination of knowledge and perspective equips theory with an understanding of ecological, eco- the human ecologist with the skills to address indi- nomic, and energy constraints. vidual and cultural problems. For a sample list of courses in each of these areas see pages 34 and 35. 6 / COLLEGE OF THE ATLANTIC ADVISING AND COUNSELING EVALUATION AND GRADES The relationship between student and advisor is At COA, all students receive narrative evaluations particularly important in helping students design of their performance in a course. In addition, many individual programs of study. Advisors not only students, particularly those considering graduate provide students with academic counsel and per- study, request and receive letter grades. In 1999- sonal support but also guide students in developing 2000 approximately 80 percent of students coherent and individualized programs of study requested letter grades. The second part of the which draw from the resource areas and interdisci- evaluation, written by the student, assesses the plinary programs. value of the course in relation to the student's own Upon entering the College, students are assigned intellectual development. an advisor with whom they meet to plan and eval- uate their studies. At the end of the first academic year, students choose a permanent advising team, comprised of one faculty member, and an optional second member of the COA community. The advising team is responsible for approving comple- tion of degree requirements and for monitoring a student's progress. Students at COA obtain career counseling from the Office of Internships, Career, and Alumni Services and from faculty and alumni. Through the personalized advising system, faculty and staff help students to channel their interests. COA students first encounter formal career guidance when they plan the required internship-a full term of study which draws on skills and interests they already have, as well as exposing them to new skills and knowledge. The Office of Internships, Career, and Alumni Services helps students to clarify career goals and assists them in resume writing, job hunting, and interviewing techniques. With the Director, students determine work values and explore career options. The office also maintains INTERNSHIPS AND files of potential internships and postgraduate SENIOR PROJECTS employment opportunities, graduate school cata- The art of invention is alive and well at COA, where logs, and standardized test applications. students pursue individualized, self-directed, inter- Faculty and staff members also play a key role disciplinary majors, all under the umbrella of in career counseling. In addition to helping stu- Human Ecology. Words often fall short when dents assess their strengths and interests, they attempting to describe the creative spirit inherent in point out potential career paths and put students a program where students direct their motivation in touch with professional colleagues at other insti- towards ecologically and socially based, problem- tutions whose interests may more closely parallel oriented learning. The learning environment is one the student's. which engenders new ideas and nurtures their Perhaps the most exciting development in career implementation. The classroom takes shape in a counseling is the College's newest approach-the variety of settings: in a laboratory, along the granite use of alumni as counselors and mentors. Each ridges of Acadia National Park, amidst the crowd of year, alumni come to the campus to meet with inter- a town planning meeting. or perched on a piano ested students. bench. The focus then turns to practical applica- tion; students have many opportunities to gain first- hand experience in a variety of areas, through both their internship as well as their senior project. Recent internships include an Outward Bound Instructor, a Birthing Assistant, an Animal Caretaker, a Photography intern, a Puppet Theater COLLEGE OF THE ATLANTIC / 7 intern, and a Genetics Researcher. Equally varied, their own revisions. At the very least they know I'm and with a deeper, more individualized scope, are always there to talk writing with, and that's a great Senior Projects. Recent projects include an investi- thing to be able to give." gation of Finback Whales in the Gulf of Maine, the creation and production of a children's musical, the COMPUTER FACILITIES design and building of a sea kayak, and an interac- Over 40 PC and Macintosh computers are available tive multi-media CD-ROM for middle-school stu- for student use in the College's computer centers. dents that explores forests and forestry in the These centers are open 24 hours a day and are Northeastern U.S. Here's a sampling of other sites staffed in large part by peer tutors. Two computer for recent internships: centers in the Library and Kaelber Hall offer access to the campus network, which provides resources The Academy of Natural Sciences such as word processing, spreadsheet, and statistical Barrier Island Environmental Education Program software; ThornCat, the College's on-line catalog Bering Sea Fishermen's Association system; e-mail; and Internet access. Data connec- Chewonki Foundation tions for notebook computers are also available Downeast Sexual Assault Services in the library's study carrels. In addition to Educators for Social Responsibility these resources, two specialized computer labs Environmental Protection Agency support mapping programs and design and Gardens by Design presentation graphics. Glinka Choir School, Russia The Geographic Information Systems (GIS) Lab Harbor Branch Oceanographic Institute offers state-of-the-art technology supporting a full Mt. Desert Island Schools GIS program and contains six high-speed work- National Aeronautics and Space Administration stations, a Global Positioning System (GPS) National Film Board of Canada receiver and a base station, a large format (36") dig- New England Aquarium itizer, a large format (35") inkjet plotter, and laser Physics and Math Teacher Dave Feldman is pop- People for the Ethical Treatment of Animals printer. Students are encouraged to incorporate ular for bis classes The Making of the Atomic (PETA) mapping into cross-disciplinary research. Specific Bomb and Introduction to Chaos and Fractals. Planned Parenthood courses provide training in using the equipment. In Students frequently gather after hours in the Portland Museum of Art the Introduction to Geographic Information dining ball, discussing and exploring the issues South-Central University for Nationalities, China Systems course, students master the basics of and concepts raised in each class. Dave is always Tilbury House Publishers ArcInfo, the standard GIS software adopted by all there too. Tvarminne Zoological Station, Finland U.S. Fish and Wildlife Service WERU Radio Station World Peace Camp Peabody Essex Museum New Mexico Center for Dispute Resolution The Maine Photographic Workshop WRITING CENTER The Writing Center's Peer Tutors not only tutor their peers, but, in recent years, have also partici- pated in panel discussions at the New England Writing Center's Annual Meeting. To become writing tutors, students with excellent writing skills and strong interpersonal qualities must be recom- mended by a faculty member or tutor. Selected stu- dents-there are currently eight-take a year-long course in teaching writing and begin tutoring after the first term. "I don't know every comma rule by heart, but I do know that writing well is a chal- lenge," said Marie Malin '01. "By asking my peers questions, listening to their answers, brainstorming with them and making suggestions, I do my best to engage them in the writing process and lead them to COLLEGE OF THE ATLANTIC / 9 the New England states. Advanced students use GLOBAL MONITORING SYSTEM GIS for regional planning projects (e.g. developing The College has set up a Global Monitoring Station resource inventory, zoning, and land-use maps for which receives satellite images of the earth's surface, local towns) and biological and ecological moni- weather maps and information from different parts toring and analysis (e.g. evaluating tern and gull of the world, international news faxes, and amateur nesting habitat on Petit Manan and Seal Islands, and short wave news broadcasts. Students have mapping water quality on MDI lakes and ponds, used the station to study seasonal ice changes in analyzing river otter and beaver habitat on MDI). northern Canada, shifting patterns of the Gulf In developing these projects, students frequently Stream, and the development of severe weather sys- work with local, state, and federal agencies. tems. The short wave and fax equipment allows The Electronic Design Studio is a state-of-the-art students to keep abreast of the latest information on computer graphics production center that consists national and international crises. of 10 G3 Macintosh workstations. Students create computer-aided graphic design, digital art, digital ALLIED WHALE photographs, and interactive multimedia presenta- Allied Whale was founded in 1972 to conduct tions using professional industrial standard software research for the effective conservation of marine programs. Each workstation is equipped with a mammal populations and their habitats. Today, digitizing tablet and removable hard drive system, directed by marine mammal biologist Sean Todd, and is connected to the campus-wide network and students, alumna and volunteers continue to work the Internet. 2 high resolution flatbed scanners, on a variety of long-term studies of marine mam- slide scanner, video digitizing board, large format mals. Summer field work is conducted at their Mt. (44") professional quality inkjet printer, laser Desert Rock Marine Research Station, located 25 printer, and a photo-realistic dye sublimation miles off-shore. Allied Whale is also responsible for printer are available for student and faculty use. responding to marine mammal stranding events in The College's campus-wide network connects downeast Maine. COA students have year-round all administrative and academic buildings. All opportunities to participate in on-going humpback houses are equipped with a computer data connec- and finback photo-identification studies, stranding tion, which provides students with the ability to response, and field research. Senior Nikolai Fox bangs work from bis Senior link into the Internet and other campus information Project for a show in the Blum Gallery. resources. CENTER FOR APPLIED HUMAN ECOLOGY Designed to promote and enhance the overall mis- sion of the College, the center coordinates and facil- itates projects involving numerous aspects of the curriculum, including land-use planning, environ- mental design, law, and economics. These projects are frequently cooperative efforts between public officials, citizens, faculty, and students, and give students yet another way to apply their skills practically. In recent years the center has been pioneering a community watershed based model for community participation and integrated resource management. The center provides space for meet- ings, conferences, and classes, and houses a soft- ware library, computerized resource inventories, and other materials on environmental, social, and economic issues. These resources are available to members of the College and the public for use in community planning and research. 10 / COLLEGE OF THE ATLANTIC Ave Hendwicks fortbery At COA, the bands-on approach to work is best: the com- munity garden provides a place for people to exercise their green thumb, while music fills the Gates Auditorium. Zach Soares shown here devoted bis internship to the design and building of an acoustic guitar, and spent bis Senior Project collecting and recording the folk songs of local lobstermen. The college's research stations at two off-coast islands provide a bounty of bands-on work. ME 9122 T COLLEGE OF THE ATLANTIC / 11 Students gather in the Newlin Gardens for an All ISLAND RESEARCH CENTER ecology. Current foci of research include: the rela- College Meeting. When the weather is nice, which For much of the academic year College of the tionship between Herring and Black-backed Gulls it often is, the community takes every opportunity Atlantic's Island Research Center (IRC) is housed and other seabirds in foraging, nest site selection, to work and collaborate outdoors. in the Davis Center for International and Regional and long-term reproductive success, the impact of Studies -an appropriate location given the Center's changes in vegetation patterns on seabird distribu- interest in both the greater Maine archipelago of tions, and the role of substrate and macro-vegeta- islands, and the implications of studies on islands to tion in burrow site selection by the island's popula- issues of policy and conservation biology on a global tion of over 5000 pairs of Leach's Storm Petrels. scale. At the Center students get the opportunity to Students typically spend six to eight weeks every work with faculty in developing databases of the summer as part of the Island Crew. During their flora and fauna of selected islands and to engage in stay at Great Duck they assist with on-going seminar-style discussions of advanced issues in research projects, help maintain the station, and ecology and public policy. During the summer develop independent research projects of their own. months the Center moves to its home-away-from- home on Great Duck Island, a 2 hour boat-ride WEATHER STATION from the College. Here students and faculty are College of the Atlantic's Rainwise® Monopod developing a comprehensive ecological picture of Sensor Support System is a solar-powered, versatile this important island in collaboration with the weather station that can accommodate a variety of Nature Conservancy and the State of Maine remote sensors. The Monopod records wind speed Department of Inland Fisheries and Wildlife. and direction, rainfall, air temperatures, relative On Great Duck the IRC team operates out of the humidity, solar radiation, hours of sunlight, soil tem- old light station and applies a mixture of standard perature, and soil moisture. The data can be down- ecological techniques and Geographic Information loaded onto a computer by either telephone modem (GIS) and Global Positioning System (GPS) tech- or radio communications. nology to create an on-going view of the island's 12 / COLLEGE OF THE ATLANTIC For students interested in participating in the agriculture and management of an organic farm, Beech Hill Farm offers firstband experience. Caleb Davis and Diane Lokocz (bottom) are farm bound, compost buckets in band. Right, Fransico May has come to visit and teach from the Yucatan Peninsula in Mexico. COLLEGE OF THE ATLANTIC / 13 SUMMER UNDERGRADUATE PROGRAM unteer work, community outreach and education, Summer courses at COA give students the opportu- work study, senior projects, or summer internships. nity to take courses outside the regular academic "Part of COA's mission is to foster growth and develop- year. These 2- to 3-week courses are characterized ment of informed and thoughtful citizens who are also effec- by an all-day intensity and take advantage of tive and inspired agents of social change. Since everyone is Maine's unique summer season. Course offerings booked into a large and changing food system, / feel that vary in response to student interest; we have offered knowing about all the elements between field and fork are several courses in June including Intertidal vitally important for responsible decision-making. Dr. Ecology, The Flora of Great Duck Island, and Field Suzanne Morse, COA Faculty in Applied Botany Studies in Marine Mammalogy as well as an August course on the natural and human history of Maine's LATIN AMERICAN STUDIES islands. The core training program for work in Latin America is provided by a winter term in Mexico's BEECH HILL FARM Yucatan Peninsula. COA faculty collaborate with a Through the generosity of two COA alumni, the variety of colleagues from partner institutions, College was given Beech Hill Farm, an 84-acre cer- including the Department of Human Ecology at tified organic farm located on Mount Desert Island. CINVESTAV-IPN, the Universidad Autonoma de COA is committed to operating the farm for organic Yucatan, and PRONATURA. The term includes agricultural production that supplies local busi- language studies, homestays with families, field nesses, the farmstand, and COA's own kitchen, trips, and courses in arts, sciences and human as well as offering students applied educational studies that prepare students for subsequent inde- opportunities. COA plans to expand current pendent studies, internships and senior projects in courses to help provide a solid understanding of the Spanish-speaking Americas. Students may con- current issues in sustainable agriculture, and pro- tinue their Latin American Studies courses on the vide direct exposure to farming and gardening. Bar Harbor campus. Intermediate and advanced Students have the option of incorporating Beech coursework, sometimes taught by visiting faculty Hill Farm into independent and group studies, vol- from Latin America, expands upon work done in Latin America. 14 / COLLEGE OF THE ATLANTIC KATHRYN W. DAVIS CENTER FOR INTERNATIONAL AND REGIONAL STUDIES The College has established the Kathryn W. Davis Center for International and Regional Studies which is located on a recently purchased property adjacent to the south end of the campus. The Center houses the International Studies Program, the Island Research Center, the Center for Applied Human Ecology, and a number of classrooms and faculty offices. The Center was made possible through the generosity of the Shelby Cullom Davis Foundation. RESEARCH LABORATORIES Through cooperative agreements, qualified COA students can participate in the research programs of the Jackson Laboratory, a world center for mam- malian genetic research, and the Mt. Desert Island Biological Laboratory, which examines biological and environmental problems. UNIVERSITY OF MAINE Under the exchange agreement between College of the Atlantic and the University of Maine in Orono, students may cross-register for undergraduate courses and have library privileges. THE LANDING SCHOOL Under the exchange agreement between College of the Atlantic and The Landing School of Boatbuilding and Design in Kennebunk- port, Maine, approved COA students may enroll in The Landing School's Yacht Design Program, and, upon successful completion of the program, receive 9 COA credits (one year's worth) toward the Bachelor of Arts in human ecology at COA. Landing Boat School students, successfully com- pleting the Yacht Design Program and subsequently admitted to College of the Atlantic, shall receive 9 COA credits (one year's worth) toward their Bachelor of Arts in human ecology. Details of this exchange agreement are available in the Admission Office. INTERNATIONAL EXCHANGE OPPORTUNITIES COA students may elect to participate in any of sev- eral formal academic exchanges that the College has created with Palacky University, in the Czech Republic, and the Multiversidad Franciscana de Americana Latino, Uruguay. Students may also participate in other colleges' exchange programs and transfer the credits toward their COA degree. MT. DESERT ROCK AND GREAT DUCK ISLAND LIGHTHOUSES In 1998, the College acquired these lighthouses from the U.S. Coast Guard. Both are used as sites for fieldwork in the sciences and the arts. Mount Desert Rock, located 25 miles offshore, is one of the two primary areas for viewing whales in the Gulf of Maine. Research at MDR is unique in that it has provided a longitudinal record of marine mammal activity for the past 25 years. The Rock is also home to a large colony of harbor and gray seals. Both Mt. Desert Rock and Great Duck Island pro- vide excellent opportunities for field research, par- ticularly during the summer when intensive courses allow students to live and study on-site. EDUCATIONAL STUDIES AND TEACHER CERTIFICATION It has been said that every graduate of COA becomes an educator in later life. One-third of all COA alumni are engaged in graduate studies or employed as professional educators after they leave the College. Our graduates have become natural- ists, environmental educators, outreach educators, museum educators, researchers, and school teachers. Through rigorous course work, field practicums, teaching placements, and independent studies, COA students are exposed to both educa- Ceramics Studio are spaces tional theory and the applied principles of teaching endent student projects. excellence. As a result, COA is able to produce educators who are knowledgeable, adaptable, interdisciplinary and highly sought after in the job market. COA has been granted the authority by the state of Maine to award teaching certification to its grad- uates successfully completing the program. This certification, which is reciprocal in 40 other states, is available in the following areas: Elementary Education (grades K-8); and Secondary Certification (grades 7-12) in Science, Social Studies, and English Language Arts. Students electing to pursue teacher certification must take three additional credits beyond the COA graduation requirements. COA has an excellent working partnership with the local public and private schools. This relation- ship affords our students the opportunity to practice what they learn by getting them abundant "hands- on" experiences in classrooms, after school pro- grams and summer camps. In a recent site visit, the State Board of Education's evaluation team praised the teacher certification program by stating: "As a Board and as policy makers we have often talked about excellence. At College of the Atlantic we experienced excellence in education." For more information on Educational Studies or Teacher Certification at COA please contact the Director of Educational Studies. ECOLOGICAL ENTREPRENEURSHIP/ NON-PROFIT MANAGEMENT College of the Atlantic is developing a new program in Ecological Entrepreneurship. The program will MON GROUND support students who wish to use their imagination UNTRY FAIR and leadership to create a professional focus in non- profit management (including environmental orga- nizations, schools, and federal agencies), small-busi- ness entrepreneurship and environmentally oriented corporate management. Courses will begin in the Spatial noter