1997-1998 college of the atlantic A Liberal Arts College of Human Ecology on the Maine Coast 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 26-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 265: 65% women; 35 %men 34 states and 9 foreign countries 45% live in campus housing Billed Expenses 1997-1998 Tuition & Fees $17,121 Room $ 2,985 Board $ 1,890 Total $ 21,996 Financial Aid 66% of student body receive some sort of Financial Aid average award, 1996-1997 $14,122 Admission Very competitive Interview very 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 twenty-eight years 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 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 complicated issues. Responsible citizenship requires collaborative attitudes and skills. This is the main rationale for COA's commitment to participatory governance 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 created by students as they work together with faculty to expand their academic horizons and develop their sense of responsibility. The outcome is an education which builds competence and confidence for life-lòng learning and prepares effective citizens and leaders for the future. 4 FACULTY 10 ACADEMIC LIFE 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. celopous accidentalis culty COA has a student/ faculty ratio of 9/1. 90% of full-time faculty have Ph.D. degrees or the appropriate terminal degree in their field, earned at the nation's most respected universities. Their fields of interest include art, land-use planning, architecture, life sciences, literature, public policy, marine biology, psy- chology, and education. Courses offered by regular visiting faculty provide an important supplement to the curriculum. EAT FOR PLEASE ACADEMIC Carpenter, William ADMINISTRATION B.A. Dartmouth College, 1962; Ph.D. English, University of Minnesota, 1967. Katona, Steven Course Areas: literature, creative President B.A. Harvard University, 1965; Ph.D. writing, comparative mythology, Biology, Harvard University, 1971. and Maine coast history and architecture Borden, Richard Academic Dean Cass, Donald B.A. University of Texas, 1968; B.A. Carleton College, 1973; Ph.D. Ph.D. Psychology, Kent State Chemistry, University of University, 1972. California, Berkeley, 1977. Course Areas: environmental Course Areas: chemistry, physics, Joanne Carpenter (right) and mathematics psychology, personality and social teaches fine arts as well development, contemporary as architectural history. psychology, and philosophy of Cline, Kenneth human ecology B.A. Hiram College, 1980; J.D. Case She is pictured here in front Western Reserve University, 1983. of her recent work Coté, Melville Course Areas: public policy and depicting COA students in environmental law Administrative Dean their lounge area. B.A., M.A.T. Wesleyan University, 1958, 1962; Ed.D. Harvard Cooper, John B.A. Trenton State, 1975; M.A. A full range of music theory University, 1971. Music, Trenton State, 1981. and performance courses Course Areas: music fundamentals, are offered by faculty aesthetics of music and FACULTY improvisation member John Cooper (below). He also directs Anderson, John Cox, J.Gray the College's chorus, which B.A. University of California, B.A. Wesleyan University, 1974; Berkeley, 1979; M.A. Ecology and is open to all community Ph.D. Philosophy, Vanderbilt Systematic Biology, San Francisco members. University, 1981. State University, 1982; Ph.D. Course Areas: social theory, Biological Sciences, University of political economics and history Rhode Island, 1987. Course Areas: zoology, behavioral ecology, anatomy, and physiology faculty Barkey, Douglas W. B.A. Bethel College, 1983; M.A. Sculpture, University of Iowa, 1987; M.F.A. Photography, University of Iowa, 1988. Course Areas: computer imaging, graphic design, and photography Beal, Elmer B.A. Bowdoin College, 1965; M.A. / Anthropology, University of Texas, 1977. Course Areas: ethnology, anthropo- OF logical theory, and traditional music 5 Carpenter, JoAnne B.A. University of Massachusetts, 1962; M.A. Art and Architectural History, University of Minnesota, 1970; M.F.A. Painting, University of Pennsylvania, 1993. Course Areas: art, architectural history, and Maine coast history and architecture MAINE SHELLFISH SHELLFIST CO.INC. IPSWICH GROUP Dickinson, Martha Lerner, Susan B.S. University of Kentucky, 1961; B.A. University of Cincinnati, 1969; OYSTERS M.S. University of Wisconsin, 1963; California Institute of Arts, 1971. Ph.D. University of Colorado, 1969. Course Areas: literature and Course Areas: mathematics and women's studies physics Mancinelli, Isabel Dworak, Marcia B.A. Catholic University of America, COLORADO B.A. California State University, 1975; M.A. Landscape Architecture, Fullerton, 1972; M.S. California Harvard University, 1981. State University, Fullerton, 1973; Course Areas: community and faculty M.A. Sangamon State University, regional planning and landscape 1979. architecture Course Areas: children's literature and research techniques McMullen, Ernest University of Maryland, Portland Greene, Craig Museum School, Portland State Dean of Advanced Studies University, 1965-1970. B.S. State University of New York at Course Areas: art Syracuse, 1971; M.S. Plant Taxonomy, University of Alberta, Little-Siebold, Todd 1974; Ph.D. Biology, Harvard B.A. University of Massachusetts, University, 1980. Amherst, 1985; M.A. University of Course Areas: biology, evolution, Massachusetts, Amherst, 1990; As part of his class, Cultural plant ecology and systematics Ph.D. Latin American History, Ecology of the Maine Fishing Tulane University, 1995. Industry, Elmer Beal (above) Hess, Helen Course Areas: History, Latin B.S. University of California Los American studies schedules field visits to a Angeles, 1985; Ph.D. Zoology, variety of businesses and University of Washington, 1991. Morse, Suzanne R. 6 individuals who play a role Course Areas: invertebrate zoology B.A. University of California, in bringing fish to market and biomechanics Berkeley, 1980; Ph.D. Botany, in Maine. University of California, Berkeley, Kozak, Anne 1988. B.A. Salve Regina College, 1959; Course Areas: applied botany, plant Etta Kralovec (left) oversees M.A. English, St. Louis University, ecology, and tropical studies the College's innovative 1962. teacher-education program. Course Areas: writing and literature Petersen, Christopher B.A. University of California, Santa She received a Fullbright Kralovec, Etta Barbara, 1976; Ph.D. Ecology and Award for 1996-1997 to help B.A. Lewis and Clark College, 1970; Evolutionary Biology, University of establish a graduate Ed.M. Columbia University, 1984; Arizona, 1985. program in teacher educa- Ed.D. Philosophy, Teachers College, Course Areas: ichthyology and Columbia University, 1987. marine ecology tion at Africa University in Course Area: contemporary Mutare, Zimbabwe. education Ressel, Stephen B.S. Millersville University, 1976; M.S. University of Vermont, 1987; Ph.D. Ecology and Evolutionary Biology, University of Connecticut, 1993. Course Areas: ecology and biology Stiles, John R. B.A. Drake University, 1971; M.S. University of Iowa, 1986; Ph.D. Science Education, University of Iowa, 1993. Course Areas: science methods, stu- dent supervision, environmental and science education Taylor, Davis B. ADJUNCT FACULTY Diaz, Hector Isabelle Mancinelli (above), B.S. United States Military B.S. University of Maine, 1973 faculty former planner for Acadia Academy, 1985; M.S. University of Brecher, Melita - Spanish. National Park, teaches a Oregon, 1994; Ph.D. Economics, B.A. University of Industrial Arts University of Oregon, 1995. (Helsinki), 1973; M.A. SUNY at Dority, Marla Anne variety of land use planning Course Areas: environmental Buffalo, 1982 - Sculpture. B.A. University of Arizona, 1985; and design courses. and resource economics, public Education Certificate, University of economics, econometrics Brechlin, Earl Maine Orono, 1996 - Spanish. Craig Greene (below opposite) A.S. Forestry, University of Maine Visvader, John 1976; A.S. Resource Business Hathaway, William strolls with his Woody Plants B.A. Philosophy, CUNY, 1960; Management, University of Maine B.A. University of Montana, 1967; class in Acadia National Park, Ph.D. Philosophy, University of 1986 - Journalism. M.F.A. University of Iowa, 1969 where a rich complement of Minnesota, 1966. - Writing course related fieldwork Course Areas: philosophy of science Buyers-Basso, Skip and technology, philosophy of B.A. College of the Atlantic, 1983 Haynes, Susan takes place. nature, cosmology, history of ideas, - Museum Studies/Taxidermy; B.A. Tufts University, 1968; M.S. Ed. and Chinese philosophy Curator, Natural History Museum Wheelock College, 1969 — Education. 7 Waldron, Karen E. Caivano, Roc B.A. Hampshire College, 1974; M.A. B.A. Dartmouth College, 1966; Rhodes, Trisha University of Massachusetts, M.A. Architecture, Yale University, B.A., M.A. University of Maine, Boston, 1988; M.A. Brandeis 1970. (AIA licensed; N.C.A.R.B., 1983, 1987-Education. University, 1993; Ph.D. English and 1988) - Architecture. American Literature, Brandeis Sellers, Lucy Bell University, 1994. Coté, Polly B.A. Radcliffe College, 1958. Course Areas: 19th and 20th cen- B.A. Thomas Edison, 1980; - Theater. tury American literature, minority, M.A.L.S.Dartmouth College, 1988 cultural and feminist theory - Visual Arts. Stover, Candice B.A. Northeastern University, 1974; M.S. Pennsylvania State University, 1976 - -Writing/Literature. Using the computer as a design tool, students explore visual communications by creating publications, developing design identity programs, making innovative interactive multi- media presentations FACULTY Kates, Robert W. ASSOCIATES M.A., Ph.D. Geography, University COA has formally recognized these of Chicago. distinguished individuals as faculty associates. Kent, Barbara B.A., M.A., Ph.D. Emory University. Beard, Ronald B.S., M.S. University of Maine. Litten, Walter B.S. Institute of Optics, University Booth, William of Rochester. B.S. University of Maine; B.D. Hartford Theological Seminary; Myers, Susan graduate study at Cambridge B.A. University of Chicago; B.S. University and Yale Divinity School. University of Illinois; M.Ed. University of Illinois. Davis, Norah Deakin A.B., M.A. Philosophy, Washington Stocking, Marion University. A.B. Mount Holyoke College; Ph.D. Duke University. Eliot, Samuel A. B.A., M.A.T., Ed.D. Harvard Straus, Donald B. University. B.A., M.B.A. Harvard University. Gudynas, Eduardo Centro Latino Americano de Ecologia Social (CLAES), Montevideo, Uruguay. RESEARCH ASSOCIATES Robertson, Kim Humpback whales of the Southern Allen, Judith Hemisphere Photo-identification studies of humpback whales Rough, Valerie Population biology and individual Bowman, Robert identification of gray seals in New Studies on baleen whales of the England waters western North Atlantic Ocean Stevick, Nancy DeLeon, Jorge Individual identification of Conservation biology of coastal humpback whales; Whalenet - wetlands in Uruguay interactive marine education using the internet DenDanto, Dan Population biology of fin whales Stevick, Peter using genetic techniques Population studies of humpback whales in the western North Atlantic Devlin, Kate Ocean using photo identification Island Research Center, research on and tissue sampling breeding biology of seabirds Stone, Greg (Above) Through the Drury, John Investigations on baleen whales and College's Geographic Investigations on breeding biology dolphins of the Southern of seabirds on Maine islands Hemisphere; use of submersibles Information System, faculty and night vision technology for students are encouraged to Fernald, Tom marine mammal studies incorporate mapping into Northeast Marine Mammal cross disciplinary research. Stranding Network Swann, Scott Investigations on breeding biology Gregory, Linda of seabirds on Maine islands (Below) The College's two Acadia National Park resource greenhouses house a inventory and investigation, coastal teaching collection and biology support work in horticulture. McCullough, Gayle Life histories of individually-identi- fied harbor seals in the Gulf of Maine McOsker, Megan 9 Humpback whales of the Southern Hemisphere Mittelhauser, Glen Acadia National Park inventory and investigation Peasley, Nancy A. Project Coordinator, Northeast Marine Mammal Stranding Network Roberto, Andrea Island Research Center, research on breeding biology of seabirds academic life COA's curriculum in human ecology encourages students to seek out connections implicit in ecology and to apply these to humans. Most environmental problems stem from different kinds of human behaviors and interactions. Unlike colleges which offer liberal arts degrees only in specific majors, COA emphasizes an interdisciplinary approach to the arts and sciences. A COA EDUCATION IS INDIVIDUALIZED Whether the class is a lab, studio, or seminar, two fac- tors make the COA approach distinctive: the faculty and students' commitment to individualized learning and the freedom to create one's own concentration of study. Though several formalized concentrations of study exist in different areas, students are free to develop personal concentrations of study which allow focus on a singular interest or a combination of interests. For example, while some students concentrate solely on a singular focus, such as marine biology, environ- mental design, or public policy, others develop concentrations of study which combine such divergent interests as painting, psychology and botany. Students at COA need not forgo an interest in one area at the expense of another. An education at COA allows for personal expression through one's education. A COA EDUCATION IS INTEGRATED "In my first term at COA, I took Introductory Biology and Writing Seminar I," said Rick Galena '97. "What was different about these two courses was that one weekly newsletter, an annual literary magazine, to depended on the other. The instructors planned the tutor their peers in writing, math, and word pro- The electronic design writing assignments so that they all reflected what we cessing, to coordinate a Distinguished Visitors Series, studio (above) is a state-of- were studying in biology. Even the final essay exam in to organize and present exhibits at the New England the-art computer graphics Writing Seminar was based on a section of the biology Environmental Conference, to conduct the COA production center that text. By writing about biology and explaining it to chorus, to be a lab assistant in chemistry or biology, to consists of eight power academic life others, I gained a greater understanding of biological monitor whale migrations, and to be a resident Macintosh workstations principles." advisor. with large monitors. Rick's experience is not unique. COA faculty look for and point out ways their disciplines relate to or CURRICULUM support others. They encourage students to examine The complexity of the problems the world faces can issues from many perspectives and to seek solutions only be resolved by bridging disciplines. COA's that reflect an integrated perspective. approach to learning enables students to design an interdisciplinary course of study in the liberal arts and A COA EDUCATION IS SELF-DIRECTED sciences. This personalized approach to education 11 In a college where questioning ideas and seeking out combined with practical experience in problem relationships are encouraged, faculty work along with solving allows students to develop important skills students as they develop individualized programs of necessary to make meaningful contributions to study which enable them to address ecological prob- society. lems from multiple perspectives. In addition to the 55 or so courses offered each Although students are always encouraged to plan term, tutorials, independent studies, and group studies their own course of studies, faculty assume a more may be designed to complement the individualized direct role in advising entering students. But as nature of each student's curriculum. A term-length students approach their junior and senior years, the internship, through which students apply knowledge, faculty role changes. Faculty are more of a sounding develop skills, and clarify career goals, must be com- board and students take the initiative in designing an pleted during a student's third year. The final project internship and senior project that synthesize their - a term-length, major piece of independent work - educational endeavor at COA. allows graduating seniors to demonstrate in-depth Along with planning their own course of study, knowledge in their concentration of study by students are also encouraged to seek out practical examining an issue from more than one perspective. experiences that will enhance their education. At Academic activities at the college are arranged into COA, the committed, responsible student has many three resource areas - Environmental Science, Arts options-to write and edit press releases, grants, a and Design, and Human Studies. RESOURCE AREAS Ecology Ecology: Natural History Environmental Science Entomology Environmental Chemistry The environmental science curriculum brings Evolution together the biological and the physical sciences in Evolutionary Ecology exploration of the earth's systems by using the scien- Field Ecology and Data Analysis tific method of identification and investigation, Functional Plant Morphology tracing ecological and evolutionary patterns, studying Functional Vertebrate Anatomy natural communities as ecological systems, and Fundamentals of College Mathematics understanding the interactions of people and natural Gardens and Greenhouses:Theory/Practice of Organic Gardening systems. Genetics The College's setting, bordering the Gulf of Maine Herpetology and Acadia National Park, provides rich outdoor labo- Introduction to Chemistry I & II ratories for field research. In addition to laboratories, Introduction to Marine Mammals our facilities include access to research vessels, two Introduction to the Study of Oceanography greenhouses, and an integrated computer system. Invertebrate Zoology Students preparing for graduate school or work in Marine Biology plant and animal ecology, physiology, and most fields Marine Ecology Mathematics for Human Ecologists of the applied environmental sciences receive both a Mathematics of Patterns in Nature and Art broad-based knowledge of ecological principles and Morphology and Diversity of Plants preprofessional training in their chosen areas of Organic Chemistry I & II concentration. Ornithology in the Lab and Field Physics of Energy academic life Agroecology Physics of Light, Relativity, Quantum Physics, Animal Behavior Particles, and the Cosmos Biochemistry I & II Physics of Motion, Forces, Fluids, and Sound Biology I & II Plant Systematics COA's approach to learning Biology in the News Plant Taxonomy enables students to design Biology of Fishes Plants and Humanity: Economic Botany an interdisciplinary course Biology of Marine Mammals Probability and Statistics of study in the liberal arts Biology of Vertebrates Topics in Physiological Ecology Biomechanics Utilization of Marine Resources and sciences. Calculus I & II Vertebrate Biology Chemistry for Consumers Wildlife Ecology Conservation of Endangered Species Winter Ecology Cross Kingdom Interactions Woody Plants Current Issues in Air and Water Quality 12 As a human community and a community of scholars, we work to strengthen our bonds to one another-intellectually, socially, and through our system of governance. Arts and Design The arts and design curriculum fosters artistic development and gives students the opportunity to immerse themselves in design problems and to find solutions to those problems by combining aesthetic theory with an under- standing of ecological, economic, and energy constraints. Through courses in drawing, photography, and painting, students develop their own visual expression and use art as a