Dworak COLLEGE COA OF THE ATLANTIC 1999-2000 A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST Woolnich n COLLEGE OF THE ATLANTIC 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 274: 66 % women; 34 % men 33 states and 9 foreign countries 42% live in campus housing BILLED EXPENSES 1999-2000 Tuition & Fees $ 19,485 Room $ 3,180 Board $ 2,040 Total $ 24,705 FINANCIAL AID More than two-thirds of the student body receive Financial Aid; average award, 1998-1999: $14,705 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 preparation for citizenship in our increasingly complex and technical society. The growing interdependence of environmental and social COLLEGE issues and the limitations of academic specialization demanded a wider vision. OF THE COA's founders created a pio- ATLANTIC neering 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 complicated 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 by creative ways to run meetings, resolve disputes, utilize computer technologies, or work in partnerships with outside communities. At COA, students work on real issues from the beginning rather than after they are "educated." Individualized courses of study are cre- ated by students as they work together with faculty to expand their aca- demic horizons and develop their sense of responsibility. The outcome is an education which builds competence and confidence for life-long learning and prepares effective citizens and leaders for the future. 4 ACADEMIC LIFE 18 FACULTY 24 STUDENT LIFE 28 FACILITIES 32 ADMISSION AND FINANCIAL AID College of the Atlantic is accredited by the New England Association of Schools and Colleges. ACADEMIC LIFE A COA EDUCATION IS INDIVIDUALIZED weekly newsletter, an annual literary magazine, to Whether the class is a lab, studio, or seminar, two tutor their peers in writing, math, and word pro- factors make the College of the Atlantic approach cessing, to coordinate a Distinguished Visitors distinctive: the faculty and students' commitment to Series, to organize and present exhibits at the New individualized learning and the freedom to create England Environmental Conference, to conduct the one's own concentration of study. Although formal- COA chorus, to be a lab assistant in chemistry or ized concentrations of study exist in different areas, biology, to monitor whale migrations, to create web- students are free to develop personal concentrations sites and to be a resident advisor. of study which allow focus on a singular interest or a combination of interests. CURRICULUM For example, while some students concentrate The complexity of the problems the world faces can solely on a singular focus, such as marine biology, only be resolved by bridging disciplines. COA's environmental design, or public policy, others approach to learning enables students to design an develop concentrations of study which combine interdisciplinary course of study in the liberal arts such divergent interests as painting, psychology and and sciences. This personalized approach to educa- botany. Students at COA need not forgo an interest tion combined with practical experience in problem in one area at the expense of another. The cur- solving allows students to develop important skills riculum allows for personal expression. necessary to make meaningful contributions to society. A COA EDUCATION IS INTEGRATED In addition to the 55 or so courses offered each "In my first term at COA, I took Introductory term, tutorials, independent studies, and group Biology and Writing Seminar I," said Rick Galena studies may be designed to complement the individ- '97. "What was different about these two courses ualized nature of each student's curriculum. A was that one depended on the other. The instruc- term-length internship, through which students tors planned the writing assignments so that they apply knowledge, develop skills, and clarify career reflected what we were studying in biology. Even goals, must be completed during a student's third the final essay exam in Writing Seminar was based year. The final project - a term-length, major piece on a section of the biology text. By writing about of independent work - allows graduating seniors biology and explaining it to others, I gained a to demonstrate in-depth knowledge in their concen- greater understanding of biological principles." tration of study by examining an issue from more Rick's experience is not unique. COA faculty than one perspective. look for and point out ways their disciplines relate Academic activities at the college are arranged to or support others. They encourage students to into three resource areas - Environmental Science, examine issues from many perspectives and to seek Arts and Design, and Human Studies. solutions that reflect an integrated perspective. RESOURCE AREAS A COA EDUCATION IS SELF-DIRECTED In a college where questioning ideas and seeking Environmental Science out relationships are encouraged, faculty work with The environmental science curriculum brings students as they develop individualized programs of together the biological and the physical sciences in study which enable them to address ecological prob- exploration of the earth's systems. The scientific lems from multiple perspectives. method of identification and investigation is used to Although students are always encouraged to plan trace ecological and evolutionary patterns, study their own course of studies, faculty assume a more natural communities as ecological systems, and direct role in advising entering students. As stu- understand the interactions of people and natural dents approach their junior and senior years, the systems. faculty role changes. They are more of a sounding The College's setting, bordering the Gulf of board and students take the initiative in designing Maine and Acadia National Park, provides rich out- an internship and senior project that synthesize door laboratories for field research. In addition to their educational endeavors at COA. laboratories, our facilities include access to research Along with planning their own course of study, vessels, two greenhouses, island research centers at students are also encouraged to seek out practical Mount Desert Rock and Great Duck Island, an experiences that will enhance their education. At agricultural laboratory at Beech Hill Farm and an COA, the committed, responsible student has many integrated computer system. options - to write and edit press releases, grants, a 8 Ecological Economics Seminar: Technology and Culture Ecological Perspectives in Contemporary Philosophy Social Context: Race, Culture and the Environment 9 Education as a Practice of Freedom Spanish Conversation and Applications Environmental/Developmental Issues in Spirituality for a Small Planet Czech/Slovak Republic Survey of British Literature Environmental Economics Sustainable Development and Global Governance Environmental Education: The Biophilia Revolution Technical Writing Environmental Entrepreneurship: Technology and Culture Combining Ecology & Economics Text and Theory The Aesthetics of Violence Environmental History Environmental Issues in Developing Countries The Age of Reason and the Enlightenment Environmental Journalism The Body Environmental Law and Policy The Changing School Paradigm Environmental Literature The Constitution in the 20th Century Environmental Psychology The Eye and the Poet Ethnicity and Politics The First Amendment and American Society Experiential Education: Overview and Applications The Future of Technology From Native Empires to Nation States The History Workshop: Theory and Practice of Historical Games and the Social Construction of Reality Research Geographic Information Systems I: Foundations The Human Ecology of Wilderness The Nature of Narrative Geographic Information Systems II: Development/Applications The 20th Century Global Economics Theatre Workshop Global Politics for Participants Tools of Economic Analysis History of China and Japan Tutorial: English as a Second Language Tutorial: Cross Cultural Women's Fictional Narratives Human Ecology Immersion in Spanish Language and Mexican Culture U.S. History: Narratives of American Identities Integrated Elementary Teaching Methods I & II U.S. History: Patterns of Community International Environmental Law Voyages Introduction to Journalism Whitewater and Whitepaper: Canoeing and River Introduction to Latin American History and Cultures Conservation Wildlife Law Introduction to the Legal Process Introductory Applied Spanish Women in Nature Issues in Women's Health Women and Education in Post-Colonial Jamaica and Zimbabwe Law and Society Women and Education in the Third World Learning Theory Literature, Science and Spirituality Word and Image Love, Marriage, Sex and Power in Shakespeare World Ethnography in Film Making the Modern: Historical Perspectives on Society World Poetry and Policy Writing Seminar I & II Marine Resources and Policy Writing about Nature: Finding a Voice Mental Health and Counseling Methods of Teaching Writing Multicultural Issues Native American Literature Nature, People and Property Nonviolent Action and Peacemaking Oral History and Folklore Personality and Social Development Perspectives on Family in Literature and Life Perspectives on School and Society Philosophy East and West Philosophy of Education Philosophy of Religion Philosophy of Science Philosophy of the Constitution Poetry and the American Environment Practicum: Museum Preparation I, II, & III Reason and Ethics Rural and Community Development Salmon: History and Policy of North Atlantic Fisheries ADVISING AND COUNSELING INTERNSHIPS AND SENIOR PROJECTS 10 The relationship between student and advisor is Internships and senior projects, allow students to particularly important in helping students design pursue a particular interest or field of study in individual programs of study. Advisors not only depth. Although some senior projects focus exclu- provide students with academic counsel and per- sively on art or creative writing, most combine field sonal support but also guide students in developing work, research, and writing. The internship, on the coherent and individualized programs of study other hand, is always a work experience in which which draw from the resource areas and interdisci- students apply knowledge and skills, develop new plinary programs. skills, and clarify future goals. At COA, students Upon entering the College, students are assigned hone these skills and apply their knowledge in a an advisor with whom they meet to plan and eval- number of challenging places around the world. uate their studies. At the end of the first academic Here is a sampling of recent internships: year, students choose a permanent advising team, comprised of one faculty member, one student, and The Academy of Natural Sciences an optional third member of the COA community. Acadia National Park Amazon Conservation Team The advising team is responsible for approving com- American Rivers pletion of degree requirements and for monitoring a Barrier Island Environmental Education Program student's progress. Bering Sea Fishermen's Association Students at COA obtain career counseling from Bimini Biological Field Station the Career Services Office and from faculty and Bread and Puppet Theater alumni. Through the personalized advising system, Cape Cod Museum of Natural History faculty and staff help students to channel their inter- Chesapeake Wildlife Sanctuary ests. COA students first encounter formal career Chewonki Foundation Downeast Sexual Assault Services guidance when they plan the required internship Educators for Social Responsibility full term of study which draws on skills and inter- Environmental Protection Agency ests they already have, as well as exposes them to Gardens by Design new skills and knowledge. The Internship, Career Geographisches Institut, Switzerland and Alumni Services Office helps students to clarify Glinka Choir School, Russia career goals and assists them in resume writing, job Great Smoky Mountains National Park hunting, and interviewing techniques. With the Harbor Branch Oceanographic Institute Director, students determine work values and Human Ecology Dept. of the Center for Research and Advanced Studies explore career options. The office also maintains The Jackson Laboratory files of potential internships and postgraduate Living Water, Scotland employment opportunities, graduate school cata- Maine Coast Heritage Trust logs, and standardized test applications. Mt. Desert Island Biological Laboratory Faculty and staff members also play a key role Mt. Desert Island Schools in career counseling. In addition to helping stu- NACUL Center of Design dents assess their strengths and interests, they National Aeronautics and Space Administration National Environmental Law Center point out potential career paths and put students National Film Board of Canada in touch with professional colleagues at other insti- New England Aquarium tutions whose interests may more closely parallel Outward Bound the student's. People for the Ethical Treatment of Animals (PETA) Perhaps the most exciting development in career Petit Manan Wildlife Refuge counseling is the College's newest approach- Pipe Springs National Monument use of alumni as counselors and mentors. Each Planned Parenthood Portland Museum of Art year, alumni come to the campus to meet with inter- South-Central University for Nationalities, China ested students. Tilbury House Publishers Tvarminne Zoological Station, Finland EVALUATION AND GRADES U.S. Fish and Wildlife Service At COA, all students receive narrative evaluations WERU Radio Station of their performance in a course. In addition, many World Peace Camp students, particularly those considering graduate study, request and receive letter grades. In 1998-99, 80 percent of students requested letter grades. The second part of the evaluation, written by the stu- dent, assesses the value of the course in relation to the student's own intellectual development. 11 Ave WRITING CENTER The Geographic Information Systems (GIS) Lab 12 The Writing Center's Peer Tutors not only tutor offers state-of-the-art technology supporting a full their peers, but, in recent years, have also partici- GIS program and contains six high-speed work- pated in panel discussions at the New England stations, a Global Positioning System (GPS) Writing Center's Annual Meeting. To become receiver and a base station, a large format (36") dig- writing tutors, students with excellent writing skills itizer, a large format (35") inkjet plotter, and laser and strong interpersonal qualities must be recom- printer. Students are encouraged to incorporate mended by a faculty member or tutor. Selected stu- mapping into cross-disciplinary research. Specific dents - there are currently eight-tak - a year-long courses provide training in using the equipment. In course in teaching writing and begin tutoring after the Introduction to Geographic Information the first term. "As a tutor, I have used my skills to Systems course, students master the basics of help students with scientific writing assignments," ArcInfo, the standard GIS software adopted by all said Tammy McGrath '97. "Encouraging and the New England states. Advanced students use helping students write in a scientific manner begins GIS for regional planning projects (e.g. developing with conveying the message that this particular resource inventory, zoning, and land-use maps for writing style - clear, concise, and logical - is a tool local towns) and biological and ecological moni- that they can utilize over and over." toring and analysis (e.g. evaluating tern and gull nesting habitat on Petit Manan and Seal Islands, mapping water quality on MDI lakes and ponds, analyzing river otter and beaver habitat on MDI). In developing these projects, students frequently work with local, state, and federal agencies. The Electronic Design Studio is a state-of-the-art computer graphics production center that consists of 10 Power Macintosh workstations. Students create computer-aided graphic design, digital art, digital photographs, and interactive multimedia pre- sentations using professional industrial standard software programs. Each workstation is equipped with a digitizing tablet and removable hard drive system, and is connected to the campus-wide net- work and the Internet. A high resolution flatbed scanner, slide scanner, video digitizing board, color inkjet printer, laser printer, and a photo-realistic dye sublimation printer are available for student and faculty use. The College's campus-wide network connects all administrative and academic buildings, as well as all on-campus housing. Internet accounts are currently available to all students, with access to the network in computer centers, some college housing or by COMPUTER FACILITIES modem. Over 40 PC and Macintosh computers are available for student use in the College's computer centers. GLOBAL MONITORING SYSTEM These centers are open 24 hours a day and are The College has set up a Global Monitoring Station staffed in large part by peer tutors. Two computer which receives satellite images of the earth's surface, centers in the Library and Kaelber Hall offer access weather maps and information from different parts to the campus network, which provides resources of the world, international news faxes, and amateur such as word processing, spreadsheet, and statistical and short wave news broadcasts. Students have software; ThornCat, the College's on-line catalog used the station to study seasonal ice changes in system; e-mail; and Internet access. Data connec- northern Canada, shifting patterns of the Gulf tions for notebook computers are also available in Stream, and the development of severe weather sys- the library's study carrels. In addition to these items. The short wave and fax equipment allows resources, two specialized computer labs support students to keep abreast of the latest information on mapping programs and design and presentation national and international crises. graphics. WEATHER STATION College of the Atlantic's Rainwise Monopod Sensor Support System is a solar-powered, versatile weather station that can accommodate a variety of remote sensors. The Monopod records wind speed and direction, rainfall, air temperatures, relative humidity, solar radiation, hours of sunlight, soil tem- operature, and soil moisture. The data can be down- loaded onto a computer by either telephone modem or radio communications. CAMBO 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 stu- dents yet another way to apply their skills practi- cally. The center provides space for meetings, con- ferences, and classes, and houses a software library, computerized resource inventories, and other mate- rials on environmental, social, and economic issues. These resources are available to members of the College and the public for use in community plan- Calumet ning and research. ISLAND RESEARCH CENTER Through the Island Research Center, directed by conservation biologist John Anderson, COA stu- dents have the opportunity to monitor populations of seabirds, and to learn techniques for censusing wildlife, running an island research station, and applying GIS and GPS technologies to real world conservation projects. Research is conducted on a number of islands in the Gulf of Maine, with the primary focus being on Great Duck Island. Alumni of the Island Research Center have done work on islands in Alaska and Hawaii. ALLIED WHALE A group of students, alumni, and volunteers- known collectively as Allied Whale-conducts - a variety of long-term studies of marine mammals. COA students regularly work at the Mount Desert Rock Whale and Seabird Observation Station, help to compile and catalogue photographs of humpback and finback whales for individual identification, and collect data for the Gulf of Maine Whale Sighting Network. SUMMER UNDERGRADUATE PROGRAM Summer courses at COA give students the opportu- nity to take courses outside the regular academic year. These 2- to 3-week courses are characterized LATIN AMERICAN STUDIES by an all-day, every-day intensity à tage of Maine's unique summer se The core training program for offerings will vary in response to is work in Latin America is pro- during 1999 we offered a June co vided by a winter term in of Great Duck Island and an Augu natural and human history of Mair Mexico's Yucatan Peninsula. In teaching it, COA faculty collabo- BEECH HILL FARM rate with a variety of colleagues Through the generosity of two CC from partner institutions, College was given Beech Hill Farm including the Department of working organic farm located on N Human Ecology at CIN- Island. The farm provides organic VESTAV-IPN, the Universidad COA kitchen and to the communit Autonoma de Yucatan, and farm stand. The farm will be used PRONATURA. The term laboratory with studies in various a farming. includes language studies, home- stays with families, field trips, KATHRYN W. DAVIS CENTER and courses in arts, sciences and INTERNATIONAL AND REGION human studies that prepare stu- The College has established the Ka dents for subsequent independent Center for International and Region studies, internships and senior which is located on a newly purchas projects in the Spanish-speaking adjacent to the south end of the can Center will house the International Americas. In intermediate and advanced courses offered at our Program, the Island Research Cent for Applied Human Ecology, and a Bar Harbor campus these studies rooms and faculty offices. The Cent are pursued further with COA possible through the generosity of tl faculty, as well as with exchange Cullom Davis Foundation. visitors from Latin America. RESEARCH LABORATORIES College of the Atlantic is granted authority by the Through cooperative agreements, qualified COA State of Maine to award teaching certification to its students can participate in the research programs of graduates successfully completing the program. the Jackson Laboratory, a world center for mam- This certification, which is reciprocal in most states, malian genetic research, and the Mt. Desert Island qualifies graduates for classroom teaching in grades Biological Laboratory, which examines biological K-8 and for the sciences, social studies, and English and environmental problems. at the secondary level. Students electing to pursue teaching certification must take an additional three UNIVERSITY OF MAINE credits beyond the COA graduation requirements. Under the exchange agreement between College of In reviewing the program, which emphasizes a the Atlantic and the University of Maine in Orono, broad-based liberal education and an understanding students may cross-register for undergraduate of educational theory and practice, the State Board courses and have library privileges. of Education site-visiting team stated: "As a Board and as policy makers we have often talked about THE LANDING SCHOOL excellence At College of the Atlantic we experi- Under the exchange agreement between enced excellence in education." College of the Atlantic and The Landing Approximately 20 percent of COA graduates are School of Boatbuilding and Design in Kennebunk- engaged in graduate studies or are employed in the port, Maine, approved COA students may enroll in field as naturalists, environmental educators, and The Landing School's Yacht Design Program, and, classroom teachers. 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 will be used as sites for fieldwork in the sciences and the arts. TEACHER CERTIFICATION One facet of the human studies resource area is the innovative teacher certification program. Through courses, practicums, independent studies, and a range of teaching experiences, interested COA stu- dents gain an understanding of educational theory and practice. COA's excellent working partnership with the local public schools-one of the strengths of the program-enables students to practice what they learn. Dr. Steve Anderson, Director for Stratospheric Protection, Environmental Protection Agency Richard Barringer, Director, Edmund S. Muskie School of Public Service Wendell Berry, Poet, University of Kentucky David Brower, Founder and Chairman, Earth Island Institute Ashley Bryan, Storyteller, Award-Winning Children's Book Author and Illustrator Senator John H. Chafee of Rhode Island William S. Cohen, United States Senator Carolyn Chute, Novelist Reverend William Sloane Coffin, Jr., National Peace Action William Drayton, Director, Ashoka: Innovators for the Public Evan Eisenberg, Writer on Nature, Culture and Technology Frances Fitzgerald, Journalist and Pulitzer Prize Winner The Reverend Peter Gomes, Plummer Professor of Christian Morals and Pusey Minister in the Memorial Church at Harvard University Frank Graham, Jr., Editor, Author and Natural Historian Hugh Hardy, Architect, Hardy Holzman Pfeiffer Associates Bernd Heinrich, Author and Natural Historian Ned Johnston, Award-Winning Documentary Filmmaker MASTER OF PHILOSOPHY IN Allan Magee, Painter HUMAN ECOLOGY Dr. Henrietta Mann, Professor of Native American College of the Atlantic offers a graduate program of Studies, University of Montana, National American study leading to the Master of Philosophy degree in Indian Woman of the Year Human Ecology. The College's first graduate stu- Anthony D. Marshall, Former American Ambassador to dents began this advanced studies program in Kenya September 1990. Suzanne McCullagh, Curator of Earlier Prints and Drawings, Art Institute of Chicago The Master of Philosophy degree allows selected Ian McHarg, Landscape Architect and Regional Planner, students to continue their studies beyond the University of Pennsylvania Bachelor's degree for two years. The program is George Mitchell, United States Senator designed to serve a small number of students who Dr. Beverly Paigen, Research Scientist, The Jackson are qualified for such work, no more than 10 to 12 Laboratory students yearly. The program consists of advanced Tim Palmer, Author and River Conservationist study in courses already offered by the College, spe- George Plimpton, Editor of The Paris Review John C. Sawhill, President and Chief Executive Officer, cial graduate seminars, advanced independent The Nature Conservancy study, and an original piece of work guided by Madeleine Scammell, Director, Community Research an Advising Committee selected for each individual. Network, Loka Institute For detailed information, please contact the Peggy Shepard, Executive Director, West Harlem Admission Office. Environmental Action Theda Skocpol, Professor of Government and Sociology, GUEST LECTURERS Harvard University As enrichment to its academic curriculum in the Norman D. Vaughan, Antarctic Explorer Terry Tempest Williams, Author and Environmental three resource areas, COA offers lectures by distin- Activist guished scholars throughout the year. These talks John Wilmerding, Art Historian, Princeton University offer students opportunities not usually available in larger institutions to participate with scholars in WATSON FELLOWSHIP WINNERS small group discussions at the conclusion of the Over the past 17 years, COA seniors have been formal presentation. awarded the distinguished Thomas J. Watson Fellowship. Since 1983 the Thomas J. Watson Foundation has invited College of the Atlantic to participate as one of fifty outstanding private col- leges and universities throughout the United States who nominate Watson candidates. Fellowship recip- ients are provided an opportunity to immerse them- selves in cultures other than their own for an entire year. Peter Wayne '83 travelled through England, studying conservation organizations and policies; Rick Epstein '84 studied solar and environmentally responsive buildings in countries on latitude 40; GROUND FAIR Sally Greenman '85 travelled to Scandinavia and Japan to study fishery practices and policies; Carol LaLiberte '86 studied sustainable agriculture in Japan and India; David Heckscher '87 studied potato cultivation in the South American Andes; Dennis Bracale '88 pursued a cross-cultural com- Traci Hickson, '98 is studying the influence of com- parative study of gardens and landscapes in Europe munity radio in Italy, Australia, South Africa and and Asia; Michael Broyer '89 examined the relation- Canada. ship between mountains and people in Japan, New Erin Gott '99 will travel to Southern Africa, Zealand, Africa, India, and Switzerland; Dan Arabia, Europe, Central Asia and Japan studying Sangeap '90 studied social change in Eastern the sport of falconry and its social and philosophical Europe; Park Armstrong '91 studied the interna- aspects and the cultural relationships of humans tional use of geothermal energy in Italy, Iceland, with nature. Japan, Mexico, St. Lucia, and Denmark; Wendy Doherty '91 examined vegetation's influence on ECO-ECO human societies in Malaysia, Nepal, and Israel; The ECO/ECO Policy Forum of College of the Darron Collins '92 traced the effects of development Atlantic brings together environmental and business on four major rivers in Chile, India, Zimbabwe, leaders and government officials to explore the rela- Kenya, Tanzania, and Egypt; Jeffrey Desmond- tionship between economics and ecology in Maine's Miller '92 bicycled around the world comparing the future, and to develop consensus on goals and pro- ways different cultures use bicycles for transporta- grams for achieving them. ECO/ECO, in collabora- tion; Dianne Riley '93 investigated neighbors, cul- tion with the Maine Department of Environmental tures, and economic well-being in Brazil, Ghana Protection, undertook a four-year comparative risk and Hong Kong; Jennifer Rock '93 travelled to study - the Maine Environmental Priorities Brazil, New Zealand, Australia, Borneo and Africa Project. The MEPP developed a set of risk man- for her fellowship, "Living Fossils: Visitors from agement reduction strategies in a 1996 report to the the Dreamtime"; Patti Ciraulo '94 compiled an oral Governor. ECO/ECO's twenty-five member history of Russia's intellectual class and its immi- steering committee also plans conferences and dis- grants in Finland, Germany, France, Israel, and cussion groups on themes such as growth manage- Cyprus; Jennifer DelRegno '95 traveled to Sicily, ment, sustainable development, sprawl, the causes Brazil and Australia and studied the living history and consequences of environmental gridlock, and of Sicilian culture. Mariska Obedzinski '96 trav- the effectiveness of corporate codes of conduct. elled to New Zealand, Argentina, Russia and Chile exploring rivers through the eyes of a fly fisherman. FACULTY MAINESHEAD SHELLFISH CO. COA COLLEGE OF THE ATLANTIC 1999-2000 NOV COA students and faculty relax after constructing a river weir on the Bogebee River in New Brunswick. Working with researchers from Canada's Atlantic Salmon Federations Conservation Centre, class participants built the river weir to research salmon spawning as part of a course called, Salmon: North Atlantic Fisheries from Historical and Policy Perspectives. This interdisciplinary, team-taught course explores history and environmental policy issues regarding species conservation using human impact on the North Atlantic salmon as a model. APPLICATION INSTRUCTIONS two teacher recommendations (or spe- Additional References cial letters of recommendation for All applicants are welcome to submit letters of FOR APPLICANTS applicants who have been out of reference in addition to the ones required. school for five or more years) Those applicants who have been out of school Application school report (freshmen applicants for five or more years are encouraged to sub- This application is our way of learning more only) mit teacher references, but may submit other about you than grades and test scores reveal. official transcripts from high school references if that is impossible. As with other Your personal essay and answers to three and college(s) attended references, these will not become part of your application questions are the core of your $45.00 application fee permanent record if you enroll at COA. application. The writing you present here personal interview very strongly allows us to get to know you in a more per- recommended Personal Interview sonal way and to better understand your rea- A personal admission interview and campus sons for applying to College of the Atlantic. Early Decision visit are very strongly recommended for all We hope you will enjoy working on it, and Students who have decided that College applicants. In some cases, an admission deci- you may find it useful to copy your applica- of the Atlantic is their first choice college sion will not be made until such an interview tion. If you have been out of school for are invited to apply under either one of has occurred. If a visit to the campus is impos- more than six months, please include a the college's Early Decision Plans. sible, please contact the Admission Office to brief statement with your application, Students who file Early Decision I appli- make arrangements for an alumni, telephone describing how you have spent that period cations with all accompanying credentials or off-campus interview. of time. by December 1 will receive a decision by December 15. Those filing Early Test Scores Deadlines/Decisions Decision II applications with all accom- SAT and Achievement scores are optional, but College of the Atlantic offers several admis- panying credentials by January 10 will we do recommend that you forward the results sion plans for prospective students. receive a decision by January 25. to us if you feel they are a useful addition to Applicants should apply under one of the In submitting an Early Decision your application. If you do not want us to con- following plans. application, a student enters into an sider your scores, please note that on the appli- agreement whereby, if admitted, she or cation and we will remove them from your Early Decision I (first year students) he will enroll at COA and immediately folder. December 1 deadline for completed appli- withdraw all applications to other cation; December 15 reply date; binding colleges. Financial Aid enrollment An applicant wishing to apply as either All candidates for financial aid must submit an Early Decision I or Early Decision II a Free Application for Federal Student Aid Early Decision II (first year students) candidate should check the appropriate (FAFSA) which may be obtained from high January 10 deadline for completed box on page 1 of the application and ini- school guidance offices or the college's application; January 25 reply date; binding tial the Early Decision agreement above Financial Aid Office. If you are applying for enrollment the signature on page 2. aid, it is extremely important that this step be taken early, preferably by February 15. Regular Admission Teacher References Students must also fill out and return to COA March 1 deadline for completed application; Complete the top portions of the Teacher the college's own financial aid form. It will be April 1 reply date; elective enrollment Reference forms and give them to two of sent to you upon receipt of your admission your more recent instructors. An admis- application or earlier upon request. Transfer Admission sion decision cannot be made until both Students applying Early Decision (ED) April 1 deadline for completed application; references are on file in the Admission who wish to be considered for financial aid, April 25 reply date; elective enrollment Office. If you enroll at COA, these refer- should request an ED Financial Aid ences will not become part of your per- Application as soon as they begin the ED Winter Term manent record. application process. This allows us to provide November 15 deadline for completed an estimate of financial aid eligibility to stu- application; December 1 reply date; elective School Report dents admitted Early Decision. enrollment (freshmen applicants only) Complete the top portion of the School Application Fee Spring Term Report form and give it to your Guidance A non-refundable fee of $45.00 must be sub- February 15 deadline for completed Counselor, Principal, or Headmaster. A mitted with your application. Checks should application; March 1 reply date; elective school official's written reference will not be made payable to College of the Atlantic. If enrollment become part of your permanent record if submission of this fee would cause you great you enroll at COA. financial hardship, you should contact the A completed application ready for review Admission Office. must contain all of the following: Transcripts completed application form (pages 1&2) Submit official transcripts for all academ- All correspondence should be directed to: written responses to questions 1-3 ic work previously completed. Freshmen Director of Admission (pages 3&4) applicants are required to submit an offi- College of the Atlantic application essay cial transcript from their secondary 105 Eden Street (please see instructions on page 4) school. Transfer applicants must submit Bar Harbor, ME 04609 an official secondary school transcript (207) 288-5015 or (800) 528-0025 and official transcripts from all colleges FAX (207) 288-4126 attended. e-mail: inquiry@ecology.coa.edu http://www.coa.edu PLEASE CHECK ONE Early Decision I Early Decision II Regular Admission Transfer Admission COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 800-528-0025 e-mail: inquiry@ecology.coa.edu http://www.coa.edu APPLICATION FOR ADMISSION For entrance: Fall 20 Winter 20 Spring 20 e-mail address: Name Telephone ( ) Last First Middle Mailing Address Street City State Zip Code Please list your permanent address if different from mailing address above: Street City State Zip Code Permanent phone if different from above ( ) When should we begin using your permanent address? Do you prefer to be called by another name? Please indicate: Social Security Number / / Date of Birth / / Citizenship: U.S. Other Country Please list all secondary schools, summer programs, and colleges attended: SECONDARY SCHOOL CITY STATE DATES OF ATTENDANCE 1. 2. 3. College Counselor: Name Position Telephone COLLEGE CITY STATE DATES OF ATTENDANCE 1. 2. NOTE: PLEASE HAVE YOUR HIGH SCHOOL AND COLLEGE TRANSCRIPTS FORWARDED TO THE ADMISSION OFFICE. Do you intend to apply for financial aid? Yes No The Financial Aid forms were / will be filed on Date Have you met with a COA representative? If yes, where and when? Please see reverse side. 1 Father's Name Telephone ( ) Occupation Employer College, Graduate School, if any, degree(s), year of graduation Home address (if different from yours) Street City State Zip Code Mother's Name Telephone ( ) Occupation Employer College, Graduate School, if any, degree(s), year of graduation Home address (if different from yours) Street City State Zip Code Check if appropriate: Father deceased Mother deceased Parents divorced Parents separated If someone other than your parent(s) serves as your legal guardian, please provide name and address. Number of siblings How did you first learn about College of the Atlantic? Please list other colleges you are applying to: Please consider do not consider my SAT/ACT scores in your evaluation. Please include a $45.00 application fee and send to: Admission Office EARLY DECISION please initial College of the Atlantic 105 Eden Street In submitting an Early Decision application, a student enters into an Bar Harbor, ME 04609 agreement whereby, if admitted, she or he will enroll at COA and (800)528-0025 immediately withdraw all applications to other colleges. Your signature: Date: (if applicant has not yet turned 18) Parent/Guardian signature: Date: If you wish to be identified with a particular ethnic group, please check the following: African American, Black Mexican American, Chicano American Indian (Tribal affiliation ) Native Hawaiian, Pacific Islander Asian American (Country of family's origin ) Puerto Rican Asia (Indian Subcontinent) (Country ) White or Caucasian Hispanic, Latino (Country ) Other, (Specify ) 2 APPLICATION QUESTIONS Please respond to each of the following three questions. You do not have to submit your answers on this form. If you are typing or using a word processor, you may find it more convenient to submit your answers on separate paper. If you use separate paper, please number each response to correspond to the appropriate question. If you choose to handwrite your answers, make sure your handwriting is per- fectly legible. 1. Is your past academic record an accurate reflection of your ability and potential? Please elaborate on your answer. 2. Discuss your most rewarding nonacademic experience. This could include travel, a hobby, membership in a club or organization, a cultural activity, employment, or community service. Please see reverse side. 3 3. How do you envision your studies at COA fitting in with your overall educational and career goals? APPLICATION ESSAY On a separate sheet please write an essay on any topic you like. Some possibilities are listed below, but feel free to depart from these; good writing can address any idea. 1. If you could introduce one new idea or material thing to a primitive culture what would it be? Why? Discuss how it would affect the people of that culture. 2. Not long ago environmental problems were often defined in terms of pollution of air and water in large industrialized areas and cities. While these problems still exist, great strides have been made in alleviating them. A more complex problem and perhaps one that is more threatening to natural habitat and open space preservation, is urban/suburban sprawl. How can we provide places for people to live, work, and shop without encroaching on ever more wild and natural habitat, farmland and open spaces? 3. Humans often face the conflict between a desire to live a simple, uncomplicated lifestyle and the need to work in a setting that pro- vides not only monetary compensation, but also access to basic health care coverage, pension plans and SO forth. Comment on this conflict. 4. Comment on the following: "It is important that students bring a certain ragamuffin barefoot irreverence to their studies. They are not here to worship what is known, but to question it." (Jacob Bronowski, The Ascent of Man 1975) 5. Discuss a pressing environmental, social, or political problem affecting your community and indicate steps that could be taken to improve the situation. Explain your role as a concerned citizen. + Early Decision I Early Decision II Regular Admission December 1 deadline January 10 deadline March 1 deadline COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 800-528-0025 I authorize to complete this School Report for my application to College of the Atlantic, and waive my access to the completed form (student's signature) SCHOOL REPORT Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Year of Graduation / / mo day yr Note to Counselor or Dean: The Admission Committee appreci- dent sets for him/herself, and the ease College of the Atlantic is a fully accredit- ates your assistance in determining and probability of the student's learning ed, coeducational, four-year college locat- whether this applicant is well suited to in an environment requiring a high ed in Bar Harbor, Maine, offering a College of the Atlantic. We are inter- degree of self-motivation. Additionally, Bachelor of Arts in human ecology. Our ested in a student's academic accom- we ask that you inform us of significant 265+ students pursue a liberal arts educa- plishments, intellectual strengths and changes in the student's status any time tion while studying the various relation- weaknesses, and personal qualities such during the final year. ships which exist between humans and as this student's maturity compared to their natural and social environments. his or her peers, the standards this stu- How long have you known the applicant? In what context(s) have you known the applicant? What are the first words that come to your mind to describe the applicant? Counselor's Name Position Name of School Telephone School Address This candidate ranks in a class of students or nearest decile How would you rate the candidate as to academic ability, motivation, writing skills, and speech? Below Average Average Above Average Good Excellent Superlative (lowest 40%) (middle 20%) (next 20%) (highest 15%) (highest 5%) (highest 1%) Academic ability Motivation Writing skills Speech One of the best I have encountered in my career Please see reverse side. Please use this space to add your personal comments regarding this candidate's suitability for admission to College of the Atlantic. Thank you for your time and effort. Signature Date NOTE: This form will not become part of a matriculant's permanent record. PLEASE CHECK ONE Early Decision I Early Decision II Regular Admission Transfer Admission December 1 deadline January 10 deadline March 1 deadline April 1 deadline COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 800-528-0025 I authorize to complete this Teacher Reference for my application to College of the Atlantic, and waive my access to the completed form (student's signature) TEACHER REFERENCE Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Note to Teacher humans and their natural and social envi- student's maturity compared to his or College of the Atlantic is a fully accred- ronments. her peers, the standards this student sets ited, coeducational, four-year college The Admission Committee appreci- for him/herself, and the ease and proba- located in Bar Harbor, Maine, offering a ates your assistance in determining bility of the student's learning in an Bachelor of Arts in human ecology. whether this applicant is well suited to environment requiring a high degree of Our 265+ students pursue a liberal arts College of the Atlantic. We are interest- self-motivation. Your frank evaluation education while studying the various ed in a student's academic accomplish- which includes anecdotes and specific relationships which exist between ments, intellectual strengths and weak- illustrations will be most helpful. nesses, and personal qualities such as this How long have you known the applicant? In what subject have you taught this student? Name (please print) School School Address Signature Date NOTE: This form will not become part of a matriculant's permanent record. PLEASE CHECK ONE Early Decision I Early Decision II Regular Admission Transfer Admission December 1 deadline January 10 deadline March 1 deadline April 1 deadline COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 800-528-0025 I authorize to complete this Teacher Reference for my application to College of the Atlantic, and waive my access to the completed form (student's signature) SECOND TEACHER REFERENCE Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Note to Teacher and their natural and social environ- student's maturity compared to his or College of the Atlantic is a fully accredit- ments. her peers, the standards this student sets ed, coeducational, four-year college The Admission Committee appreci- for him/herself, and the ease and proba- located in Bar Harbor, Maine, offering a ates your assistance in determining bility of the student's learning in an Bachelor of Arts in human ecology. Our whether this applicant is well suited to environment requiring a high degree of 250+ students pursue a liberal arts edu- College of the Atlantic. We are interest- self-motivation. Your frank evaluation cation while studying the various rela- ed in a student's academic accomplish- which includes anecdotes and specific tionships which exist between humans ments, intellectual strengths and weak- illustrations will be most helpful. nesses, and personal qualities such as this How long have you known the applicant? In what subject have you taught this student? Name (please print) School School Address Signature Date NOTE: This form will not become part of a matriculant's permanent record. Academic BEAL, ELMER GREENE, CRAIG Administration B.A. Bowdoin College, 1965; M.A. Dean of Advanced Studies 19 Anthropology, University of Texas, B.S. State University of New York at KATONA, STEVEN 1977. Syracuse, 1971; M.S. Plant Taxonomy, President Course Areas: ethnology, anthropolog- University of Alberta, 1974; Ph.D. B.A. Harvard University, 1965; Ph.D. ical theory, and traditional music Biology, Harvard University, 1980. Biology, Harvard University, 1971. Course Areas: biology, evolution, plant CARPENTER, JOANNE ecology and systematics BORDEN, RICHARD B.A. University of Massachusetts, Academic Dean 1962; M.A. Art and Architectural HESS, HELEN B.A. University of Texas, 1968; History, University of Minnesota, B.S. University of California Los Ph.D. Psychology, Kent State 1970; M.F.A. Painting, University of Angeles, 1985; Ph.D. Zoology, University, 1972. Pennsylvania, 1993. University of Washington, 1991. Course Areas: environmental Course Areas: art, architectural Course Areas: invertebrate zoology psychology, personality and social history, and Maine coast history and biomechanics development, contemporary and architecture psychology, and philosophy of human ecology CARPENTER, WILLIAM B.A. Dartmouth College, 1962; DWORAK, MARCIA Ph.D. English, University of Associate Dean for Academic Services Minnesota, 1967. B.A. California State University, Course Areas: literature, creative Fullerton, 1972; M.S. California State writing, comparative mythology, and University, Fullerton, 1973; M.A. Maine coast history and Sangamon State University, 1979. architecture Course Areas: children's literature and research techniques CASS, DONALD B.A. Carleton College, 1973; Ph.D. WALDRON, KAREN E. Chemistry, University of California, Associate Dean for Academic Affairs Berkeley, 1977. B.A. Hampshire College, 1974; M.A. Course Areas: chemistry, physics, University of Massachusetts, Boston, and mathematics 1988; M.A. Brandeis University, 1993; Ph.D. English and American CLINE, KENNETH Literature, Brandeis University, 1994. B.A. Hiram College, 1980; J.D. Case Course Areas: 19th and 20th century Western Reserve University, 1983. American literature, minority, cultural Course Areas: public policy and envi- and feminist theory ronmental law COOPER, JOHN Faculty B.A. Trenton State, 1975; M.A. Music, Trenton State, 1981. Course Areas: music fundamentals, ANDERSON, JOHN HILL, KENNETH aesthetics of music and B.A. University of California, B.A. University of Michigan, 1987; improvisation Berkeley, 1979; M.A. Ecology and Ed.M. Counseling Processes, Harvard Systematic Biology, San Francisco University 1990; M.S., Ph.D. Cox, J. GRAY State University, 1982; Ph.D. Educational Psychology and Biological Sciences, University of B.A. Wesleyan University, 1974; Measurement, Cornell University Rhode Island, 1987. Ph.D. Philosophy, Vanderbilt 1993, 1995. University, 1981. Course Areas: zoology, behavioral Course Areas: education and psy- ecology, anatomy, and physiology Course Areas: social theory, chology political economics and history ANDREWS, NANCY KOZAK, ANNE FELDMAN, DAVID B.F.A. Maryland Institute College of B.A. Salve Regina College, 1959; M.A. Art, 1983; M.F.A. The School of the B.A. Carleton College, 1991; Ph.D. English, St. Louis University, 1962. Physics, University of California, Art Institute of Chicago, 1995. Course Areas: writing and literature Davis, 1998. Course Areas: performance art and Course Areas: mathematics and video production. LERNER, SUSAN physics B.A. University of Cincinnati, 1969; BARKEY, DOUGLAS W. California Institute of Arts, 1971. B.A. Bethel College, 1983; M.A. Course Areas: literature and women's studies Sculpture, University of Iowa, 1987; M.F.A. Photography, University of Iowa, 1988. Course Areas: computer imaging, graphic design, and photography MORSE, SUZANNE R. TODD, SEAN 20 B.A. University of California, B.Sc. University College of North Berkeley, 1980; Ph.D. Botany, Wales, UK; M.Sc. Memorial University of California, Berkeley, University, St. John's Newfoundland 1988. Ph.D. Biopsychology, Memorial Course Areas: applied botany, plant University, 1998. ecology, and tropical studies Course Areas: marine mammalogy, biology, and oceanography VISVADER, JOHN B.A. CUNY, 1960; Ph.D. Philosophy, University of Minnesota, 1966. Course Areas: philosophy of science and technology, philosophy of nature, cosmology, history of ideas, and Chinese philosophy Adjunct Faculty BIRCANN, INGRID B.A. Columbia University, 1986. - Latin American studies. PUB BRECHER, MELITA B.A. University of Industrial Arts (Helsinki), 1973; M.A. SUNY at