COLLEGE OF THE ATLANTIC 1988-1989 COA PRESIDENT'S PROFILE Louis Rabineau, a Senior Vice Presi- dent of the Academy for Educational Development, brings a wide range of experiences in higher education to his presidency at College of the Atlantic. After receiving his B.A. and M.A. degrees from the State University of New York at Albany and his Ed.D. from Harvard, Lou was Director of Admissions and Vice President for Student Affairs at Pratt Institute, Supervisor of Profes- sional Education for the New York State Department of Education and Chancellor of Higher Education in Connecticut. A former lecturer at New York University, Columbia University, and the Bank St. Col- lege of Education, Lou also served with the Education Commission of the States and State Higher Educa- tion Executive Officers' Association. Cover: Research associates Dave Folger '81 and Matt Drennan '84 monitor arctic and roseate terns on Petit Manan Island. (Hindman photo) COA TABLE OF CONTENTS Introduction / 3 COA Student Profiles / 15 COA Academic Profiles / 19 The Academic Program / 27 Areas of Study / 31 Course Descriptions / 41 Courses: Environmental Science / 42 Courses: Arts and Design / 47 Courses: Human Studies / 49 The Campus and The Island / 57 The Faculty at COA / 65 Admissions and Financial Aid / 77 College of the Atlantic is accredited by the New England Association of Schools and Colleges. 1 Bruce Price for John Emery of New York, The Designed as a summer "cottage" in 1893 by Turrets, restored in 1977, is on the National Register of Historic Places. HE 2 INTRODUCTION In 1986, College of the Atlantic hosted an international meeting of the Society of Human Ecology. Scholars from 27 countries convened to share knowledge across cultures and disciplines and to explore this new field of inquiry and advocacy. The meeting provided an opportunity to probe the many points of view en- compassed by human ecology. COA was an appropriate setting for this conference, for what distin- guishes the faculty who teach here and the students who graduate is an openness of mind-an ability to think about problems or issues from many perspectives. A multidiscipli- nary study, human ecology tran- scends the rigid confines of a single discipline. In classrooms, intern- ships, and independent study, students and faculty seek out sometimes conflicting perspectives in order to explore ideas fully. As we approach the twenty-first century, we must solve complex environmental, technical, and politi- cal problems, equitably address the use and distribution of global resources, prevent nuclear war, and develop a mechanism to insure lasting peace. These goals require that people learn to think creatively and openly, to seek out solutions that reflect the interest not just of humans but of all natural and biological systems. In a message to the college com- munity, the late COA trustee Rene Dubos noted that the solution to a problem concerning human life is never simply a technical one. "Prob- lem solving has come to mean rein- troducing into any kind of decision all those components that make peo- ple behave the way they do. And to me this is what College of the Atlantic is about." 3 CC 4 At COA, students plan with faculty and peer advisors an individualized course of studies live in a tight-knit, self-governed residential community of under 200 students seek creative solutions to problems discover the multiple ways humans and the natural environment interact learn to respect and appreciate other viewpoints 5 & CC JOSHUA'S DELIGHT 6 At COA, students examine ideas in seminar-style classes test knowledge in the field debate global, environmental, political, and social issues intern with businesses, government, schools, or research institutions bring a personal approach to individual and group projects govern themselves through All- College Meetings, COA's version of town meeting 7 8 WHY CHOOSE COA I transferred to COA because as an environmental science major at Barnard, I was locked into a rigid biology program, designed really for premeds. At COA I was given the flexibility to figure out what I wanted to do and how interdisci- plinary courses could broaden my perception of environmental science and policy. Through independent study and internships, I examined the economic aspect of environmen- tal and social/ethical issues. With the Natural Resources Council of Maine, I worked on strategies for preserving farmland in Maine, and much of this study carried over to my senior project-a major piece of independent work which is not only a culmination of my academic career but also a rite of passage, because it is related to work I plan to pursue after graduation. Both the academic independence at COA and my experiences as a peer tutor give me the confidence that I can succeed at and learn not only from these tasks but ones I will undertake in the future. At COA, I've been challenged, en- couraged, allowed to be me. I've learned how I can make a difference. Barbarina Mitchell Heyerdahl '88 9 A COA EDUCATION IS SUPPORTIVE, INTEGRATED, SELF-DIRECTED Stambwaves A COA Education is Supportive Not all students can undertake Whether the class is a lab, studio, independent or applied research or seminar, two factors make the when they enter COA, but with an COA approach distinctive: the 10-1 student-teacher ratio, faculty faculty and students' commitment can nurture a student's desire to to individualized learning and the learn. Here students receive the freedom to digest information in knowledge and support they need to your own way and at your own pursue their own interests. "It's pace. Here as a team students and hard for the conscientious student faculty investigate assumptions, to fail one of my courses. I assign examine theories, and engage in a regular problem sets and if they are continuing dialogue about knowl- having difficulty I know it and can edge, ideas, and how students best reach out to help. We bring students learn. along at COA to a point where their "We all do the readings and in confidence and competence is class discuss the material," says high," says Carl Ketchum, faculty Bill Drury, faculty member in the member in mathematics and the biological sciences. "Through field physical sciences. research, I like to prod my students This development of confidence to find relationships on their own, and competence is also evident in to discover what in the theoretical the way COA approaches writing. is really practical or applied. My All students at COA, regardless of experience is that if you assume their area of interest, are confronted students have the capability and with writing, for many courses they sense that, they grow into require papers, and at any stage of the role." the writing process, students are 10 free to talk over ideas or drafts with but Bill showed how essential this individual faculty or trained peer awareness is for the creative tutors in the Writing Center. In " process. evaluating his peer tutor, one This is not a characteristic of just student commented, "Janis Steele one faculty member; rather all '86 helped me with the process of faculty look for and point out ways brainstorming and organizing. She their disciplines relate to or support made me comfortable with the fact others. They encourage students to that I was not a bad writer but that examine issues from many perspec- I did need to work on my writing, tives and to seek solutions that especially the technical aspects. She reflect an integrated perspective. was positive and supportive." Although students are exposed to this integration in many of their A COA Education is Integrated courses and particularly in the "When I first came to COA," said Human Ecology Core Course, they Katrin Hyman '84, "I took Third are encouraged to actively pursue it World Literature from Bill in independent studies, residency Carpenter. For the first time I had a programs, internships, and senior professor who was acutely conscious projects. of the interconnectedness of the In her human ecology essay, Jane past and the present, of the relation- Winchell '82 noted that her intern- ship between history, art, literature, ship in Newfoundland with a group and philosophy. Professors at my doing biological studies on whales former college had alluded to these caught accidentally in inshore and expected us to be intuitively fishing gear proved an important aware of the relationships ourselves, testing ground for her studies at 11 tant for finance and capital planning with the Massachusetts Department of Transportation. "Human ecology gets you to look at different areas as you solve a problem. And I'm amazed at how often I use this perspective. In resolving traffic con- gestion around Boston, for example, I need to be aware of what we can afford, what will entice people to give up driving, and what tech- nology offers, so I'm combining financial, sociological, and technical factors." A COA Education is Self-Directed In a school where questioning ideas and seeking out relationships are encouraged, faculty believe that each student has the potential to do significant work and that part of their role is to help students be creative about the direction of their education. When students first arrive, we don't expect that they will COA. Through her contact with necessarily know what specific fishermen, Jane realized that the dif- courses to take or what background ference between herself and these is needed for some advanced work. fishermen was heritage and lifestyle: Some courses have prerequisites and she had not grown up in a culture faculty are there to advise students that was economically dependent on on the choice of appropriate courses fishing and whaling. By the end of and sequencing. After taking the the summer, she realized that two Human Ecology Core Course as measures could possibly resolve the well as courses in each of the three dilemma: initiate informed discus- resource areas, students usually sion about subsistence whaling and begin to define interests and to see find a solution for entrapment that a developing pattern that will guide would not jeopardize fishing but future choices. At COA students are would discourage whales from col- encouraged to look for ways both to liding with gear. practically apply their knowledge Glen Berkowitz '82 (MPA, Har- and to bring another dimension to vard '84), in addressing prospective the college community. students at a reception in Boston, Chiara Dolcino'86 and Barbarina described how the fundamental Mitchell Heyerdahl '88, for exam- premises of human ecology in- ple, researched and prepared a series fluence his work as a special assis- of readings for participants in a con- ference on Divestment in South 12 Students and faculty watch as a baby sperm whale, stranded in Rockport, Maine and rescued by COA students and others, is hoisted from the water for its trip to the New England Aquarium and rehabilitation. Africa, led by COA trustee Maureen education, and we encourage Rothschild, a member of the invest- students to seek out appropriate ment committees of the Fund for experience. And at COA the com- Peace and Radcliffe College. mitted, responsible student has In Spring, 1987, the writing tutors many options-to write and edit elected to present a panel discussion press releases, grants, a weekly at the annual meeting of the New newsletter, and annual literary England Writing Centers Associa- magazine, to peer tutor in writing, tion. They chose as their topic peer math, and word processing, to write tutoring across the curriculum. In a manual for using a word process- addition to actually making the ing system, to coordinate a presentation, their work was Distinguished Visitors Series, to published in the conference pro- organize and present an exhibit at ceedings. As tutor Michael Broyer the New England Environmental '89 pointed out after the conference, Conference, to conduct the COA the experience strengthened his chorus, to be a lab assistant in commitment to tutoring and was chemistry or biology, and to personally enriching. monitor whale migrations. We want students to perceive how practical experience enhances 13 14 COA STUDENT PROFILES Paul Adler-A Four-Year Student Who Entered from High School "I haven't really changed my focus since coming to COA as a fresh- man. I've just learned to articulate an idea, to be an effective activist, to see beyond the simple cause and effect relationship. And most impor- tantly, I've learned to be adaptive, to temper my idealism and skepti- cism with realism. COA has been a place for me to expand my vision- in the classes I've taken and in my personal relationships." Courses in history, literature, philosophy, psychology, public policy, writing, music, science, computers, and education have given Paul the perspective to see social/political problems in a wider framework. In courses like Third World Development, Teaching Con- troversial Issues, and the Peace Studies Workshop, he has been able to examine complex problems from different points of view and to work as part of a group in resolving these. As an intern with The Project for the Present Danger (a nonprofit organization in Cambridge whose purpose is to better inform people about the way Congressional lobby- ing can influence military and foreign policy), Paul coordinated a phonathon and fundraising cam- paign, managed the office, and 15 devised and wrote strategies for Lauren McKean: A Student Who educating the public. Tranferred to COA "From this experience, I gained "I've encountered apathy and an important perspective on peace enthusiasm, structure and freedom and social change work and my and I'm influenced by the attitudes place in that profession. I had the around me. I am ready to take con- unique opportunity to watch the trol and enjoy my education, and I tenuous development of a peace can work positively toward these education organization from an ad ideals at a place where similar hoc group running day to day on attitudes prevail, " wrote Lauren initial energy to a more stable McKean in her COA admission organization with a long-term application. strategy and funding." After two years at a small Ivy At COA Paul is focusing in public League school and a year working in policy. Following graduation, he a half-way house and sailing on a plans to pursue graduate work in research vessel, Lauren transferred management consulting for to COA. "Sailing inspired my grassroots and environmental interest in wind power," she wrote organizations. in a self-evaluation for Energy Studies, and as a final project for that course, Lauren researched theories about and possibilities for wind-generated power. In her second term at COA, she studied quali- tative and quantitative descriptions 16 As a planner with the National Park Service, Lauren McKean (below) participates in public hearings which both explain the Park's land- management policy and elicit public input. of chemical reactions; again other interests and previous course work determined her selection of her final project. "I chose to do a final project on wood burning and wood gasification to understand the proc- esses and differences in conditions and products of these energy resources. This was hard to generate with a limited background, but with my professor's help I was able to use several course topics like stoicheometry and thermodynamics to address and evaluate the problems." As an intern with the State of Maine's Office of Energy Resources, Lauren wrote fact sheets, designed posters and ads, developed an annotated audio/visual master list, and wrote and edited materials for energy consumers who may or may not have had technical knowledge. In evaluating Lauren's performance, Following graduation from COA, Brian Kent, an architect and Solar Lauren worked for two years as a Resource Planner for Maine, noted weatherization specialist for the that Lauren's best asset was "her Cambridge Office of Community diversity of interests and abilities." Development, as an energy auditor This diversity as well as her abil- for Mass Save, and as an office ity to integrate previous interests manager for the Urban Solar Energy and job experience was evident in Association. While a research assis- the design of her senior project. In tant in the Department of Land- her last year of high school at scape Architecture and Regional Northfield-Mt. Hermon, Lauren Planning at the University of completed a required one-term Massachusetts, Lauren trained peo- apprenticeship with Linden Gardens ple to use computers for planning in Brattleboro, VT. She had also projects. In 1987, she received a worked summers as a gardener and masters degree in regional planning, while out of school had managed and is now a planner with the organic gardens and a passive solar North Atlantic Region of the greenhouse at a facility for recover- National Park Service. ing mental health patients. Lauren combined her interest in gardening and greenhouses with her interest in solar energy to generate her senior project: "A Feasibility of Commer- cial Solar Greenhouses in Northern New England." 17 18 ACADEMIC PROFILES OF EIGHT COA GRADUATES The curriculum profiles of these eight graduates reflect not only the diversity and the individuality of a COA education but the educational paths which led to their subsequent careers. With faculty assistance, students design individualized pro- grams that allow them to pursue their own interests and to integrate these with human ecology. 1984 Watson Fellow, Ph.D Can- didate in Architecture at MIT transfer credit General Biology I, II Communism and Social Change Philosophy and the Arts Theater: Technical Practicum Principles of Anthropology Principles of Economics I Introduction to Fiction Introductory Logic Year 2 Literature and Ecology Morphology and Diversity of Plants Foundations in the Visual Arts Independent Study: Vegetation Analysis in Acadia National Park Greenhouse Workshop Three-Dimensional Design I Marine Biology Structural Design Energy Studies 19 In design studios, students work on a variety of projects from graphics arts to designing buildings and playground equipment. Year 3 The Middle East: Historic Three-Dimensional Design II Battleground Calculus/Physics I,II Gardens and Greenhouses Public Policy: Congress and the Seminar in Human Ecology Presidency Bio-organic Chemistry Visual Elements II Animal Behavior Chemistry I Year 3 Independent Study: Calculus II Internship: Staff Member with City Economic Analysis of the Law Outreach Education Practicum of Boulder Energy Office and Boulder Energy Conservation Philosophy of the Constitution Center Analytical Chemistry Calculus I Year 4 at University of Colorado Environmental Journalism Fundamentals of Computing Comparative Functional Anatomy of Analytical Geometry and Calculus Vertebrates Urban Design Studio The Future of Subsaharan Africa: Introduction to Linear Algebra and Population Growth, Famine, and Differential Equations Development Thermodynamics I Year 4 Practicum: Appropriate Technology Independent Study: Economic Year 4 at COA Analysis of Recycling in Maine Senior Project: House Design for a Technical Writing Low-income, Energy-efficient Weaving House Graphical Methods in Science Independent Study: Quantifying the Environmental Analyst, Connecticut Value of Nongame Species Council on Environmental Internship: Cultural Survival, Cam- Quality bridge, MA Year 1 Senior Project: Implementing Writing Seminar I Groundwater Protection in Maine: Order and Disorder The Threat of Underground Evolution Petroleum Storage Tanks An Eastern Perspective Introduction to Chemistry Computer Consultant; Voluntary Simplicity M.A. in Journalism, University Chemistry for Consumers of Michigan Introductory Zoology Year 1 Wholistic Health Workshop History and Philosophy of Science Year 2 Ecology of Natural Systems Ecology: Landforms and Vegetation Landmark Cases in Environmental Ecology: Natural History Law: Introduction to Legal Contemporary Literature Process Group Study: Theater Workshop Crime and Society Cormorant Research Group Human Effects on Natural Systems Economic Anthropology 20 Independent Study: Effects of Salt Introductory Botany Spray on Coastal Plants Wildlife Fish Seminar Cormorant Workshop Introductory Zoology Year 2 General Chemistry Maine Coast Culture Year 2 Diversity of Life Environmental Psychology World Political Environment Human Ecology Core Course Functional Vertebrate Anatomy International Peace in Theory and Independent Study: Spanish Practice Modern Architecture and Environ- Evolution mental Design Technical Writing Internship: Feeding Behavior and Group Study: Photography Food Habits of the Boatbilled Ornithology Heron Seminar in Human Ecology Year 3 at the University of Year 3 Michigan Ecology Physical Geography: Air, Water, Environmental Education and Land Surveying, Planning, and Plant Biology: An Organismic Cartography Approach Comparative Functional Anatomy of Biology of Mammals Vertebrates Low Energy Living The Learner and the Learning Independent Investigations in Process Biology: Avian Zoogeography Tutorial: Peer Tutoring in Writing Tropical Habitats and Organisms Current Topics in Behavioral Animal Behavior and Evolution Ecology Year 4 Education Seminar III: Philosophy General Genetics Learner-Centered Teaching Methods Mathematics and Physics I, II Personal Transitions in Fiction Year 4 Theories of Law and Morality Curriculum and Instruction in History of Anthropological Theory Secondary Science Animal Behavior Exceptionalities and the Classroom Independent Study: Humorists and Teacher Humorists Writing Physical Oceanography Senior Project: The Black Fly and Biostatistics Humans in Maine History of American Education Internship: Student Teaching: 10th Public School Teacher grade biology transfer credit Senior Project: Nature Play-Games AP credit: American History About Animal Ecology Introduction to Forestry French: Intermediate Analytical Geometry and Calculus Introductory Geology Introductory Problems of Philosophy 21 Ph.D. Candidate in Ethnobotany at Year 3 NY Botanical Gardens/CUNY Anthropological Approaches to Year 1 Documentary Film Cell Structure and Function Survey Courses in American History Learning Environments Workshop Advanced Filmmaking Planning Theory Proyecto Linguistico Francisco True, Plum, and Level II Marroquin, Quezaltenango, Planet Earth Guatemala: Intensive Individual The Celluloid Eye Instruction in Spanish Evolution Internship: Centro Amazonica de Antropologia y Aplicacion Practica Year 2 Radical Thinking Year 4 Law and the Family Ecology Economic Development and Cul- Foundations in the Visual Arts tural Change in Latin America Physical Properties of Matter Ornithology Animal Behavior Environmental Economics Plant Identification Mathematics and Physics I, II Senior Project: Fieldwork Report Writing Seminar I on Traditional Pharmaceutical Medicine, Diet, and Health of the Angotere Secoya Indians of Northern Peru 22 Although most of the whales in the Gulf of Maine are found considerably offshore, occasionally a whale is sighted near Mount Desert Island. Freelance Writer and Whale Re- Year 3 at the University of Rhode searcher; M.S. Candidate in Marine Island Affairs, University of Rhode Island Fish Stock/Ecosystem Management Year 1 Skin and Scuba Diving I,II Nutrition Internship: Whale Research Frontiers of Physical Theory Technician Theories of Human Nature Internship: Marine Research Isolation Specialist Marine Biology Internship: Chief Scientist Status for CETAP Elements of Statistical Reasoning Animal Physics Year 4 Computer Modeling in Natural Public Policy: Philosophy of the Systems Constitution Year 2 Calculus/Physics I,II Introduction to Environmental Personality and Social Development Studies Independent Study: Underwater Writing Seminar I Photography Alternative Energy Independent Study: Calculus II Independent Study: Cetacean Field Senior Project: Report of the Gulf of Research Maine Whale Sighting Network Nature of Relationships in Fiction for 1979-1981 Advanced Animal Physics Chemical Principles Human Nature 23 Through extensive reading and research, students gain an understanding not only of the orientation and methodology of the particular resource area but also how these coalesce to provide students with an integrative and cross-disciplinary outlook. 1983 Watson Fellow, Ph.D Can- Year 3 didate in Biology, Harvard Internship: Research Assistant at Moosehorn National Wildlife transfer credits Analytic Geometry and Calculus II Refuge The Green World Chemistry II World Literature Urban Forestry Environmental Practicum Plant Taxonomy Animal Behavior Introduction to Botany Introduction to Environmental Plant Ecology Studies II Independent Study: Museum Comparative Philosophy: East-West Year 4 Year 2 Ecology: Landforms and Vegetation Ecology Plant Physiology Literature and Ecology Tai Chi Workshop Introduction to the Legal Process Populations and Communities: Distribution and Abundance of Independent Study: Winter Vegeta- Plants and Animals tional Analysis of Acadia Genetics National Park Introductory Zoology Independent Study: Human Values Ornithology and Cultural Ecology Modern Dance Senior Project: A Self-Guiding Nature Trail Independent Study: Chemistry I 24 Attorney, City Attorney's Office, Portland, Oregon; JD, Northwestern School of Law at Lewis and Clark College transfer credits Historical Inquiry Math Analysis I, II, III, IV Rhetoric Introduction to Physics More Jazz Masters Introduction to Political Science Science and Politics of Technology Differential Equations Introduction to Sociology Thermodynamics Woman as Artist Human Rights Chicago Politics and Community Power Independent Study Project Internship: Lake Michigan Federation Year 3 Introduction to Environmental Studies Carpentry/Construction Introduction to the Legal Process Independent Study: Basic Research Methodology: An Investigation into the Department of Energy Economics of Solar Energy Historical Legacies Government Regulation of Human Use of Landscapes Energy Economics Year 4 Alternative Energy Public Policy: Congress and the Presidency Solar Collector Workshop Internship: Institute for Local Self-Reliance, Washington D.C. Senior Project: Cobscook Bay Tidal Power: Is Small Really Beautiful? 25 26 THE ACADEMIC PROGRAM From its inception, the college has been committed to fostering an education in arts and sciences that examines environmental and ecological problems. At COA the curriculum in human ecology encourages the student to seek out the connections implicit in ecology and to apply these to humans, for most environmental problems stem from different kinds of human behaviors and interactions. "For me," noted one student, "the college's approach is rare. I'm fanatically interested in the con- tinuation of the human species; the problems we face are so complex that we must bridge disciplines if we are to achieve solutions." COA's approach not only gives students the opportunity to design individual curricula but also enables them to learn in a variety of educa- tional settings. In addition to courses, tutorials, and independent studies, COA students learn through group studies to work cooperatively and effectively in a team effort. In the outreach education and museum practica, they develop practical and applied skills. Through internships, students apply knowledge, develop skills, and clarify career goals. And in the senior project-a major piece of independent work-the student simultaneously demonstrates in- depth knowledge in a field and an ability to examine an issue from more than one perspective. To foster this interdisciplinary perspective, academic activities at the college are arranged into three resource areas-Environmental Science, Arts and Design, and Human Studies-which together represent the collective vision of the college and provide a framework for 27 "At COA I discovered how to learn with my hands as well as my head-something which public high school and a year at a traditional college didn't show me." academic planning. Curriculum of courses and other activites from integration is the formal respon- which students choose fruitful, sibility of the Academic Affairs individualized paths of study. And Committee which includes students each is different, for the interest of and faculty members from each one student is seldom the same as resource area. another. Although faculty nominally Some students come to COA with belong to one of the resource areas, specific goals, while others are they, like the students, move freely undecided about their academic among the areas and consciously direction. COA's interdisciplinary look for ways their particular approach and emphasis on problem discipline relates to or serves solving accommodates both, for this another. A scientist and a poet team education broadens the relevant teach a course in creativity which context of liberal education by examines the parallels in the evolu- presenting a dynamic picture of the tion and development of science and greater community in which human the creative process of artists and action takes place. writers. A philosopher, lawyer, and By taking general and foundation chemist examine ways their three courses in each of the resource courses-each dealing with the areas, students gain not only an physics of quantum theory- understanding of the orientation and interconnect and how they can methodology of each resource area combine their individual expertise but also an integrative and cross- so that students in all three courses disciplinary outlook. Some students benefit. These are not isolated remain generalists while others seek examples; rather at COA faculty ways to apply human ecology to a and students work together to particular focus. educate one another and to make Although the college broadly the connections explicit. defines some program areas in Within the curricular framework, Marine Studies, Biological and students at COA design their own Environmental Sciences, Public interdisciplinary programs-clusters Policy, Creative Arts, Environmen- 28 tal Design, Consciousness and the student's development as a Culture, Education, and Writing, human ecologist and demonstra- the student with help from faculty ting writing competency advisors and resource specialists is an internship (3 credits) of at free to put together an individual least one term in a job related to course of study that combines the student's academic interest elements of different programs. or occupational goals What gives each student's program its coherence is the student's in- a senior project (3 credits); this is terest and academic and professional a major piece of independent goals. A student, for example, who work reflecting the student's is primarily concerned with enact- primary field of concentration ing social and political reforms may In addition to meeting the above supplement public policy courses requirements, students are encour- with studies in education, writing, aged to take courses and initiate philosophy, and animal behavior. projects which will allow them to A student whose emphasis is land- demonstrate competence in verbal scape design needs to understand and nonverbal expression, manual principles of design and land use skills, basic mathematics and and should acquire knowledge in physical, biological, and cultural natural history, anthropology, systems, perceptual acuity, and botany, and geomorphology. health and nutrition. Degree Requirements Evaluation and Grades The college awards one degree, the At COA, all students receive nar- BA in human ecology which indi- rative evaluations of their perform- cates that students understand the ance in a course. In addition many relationships between the phil- students, particularly those con- osophical and fundamental prin- sidering graduate study, request and ciples of science, humanities, and receive letter grades. the arts. In support of this degree, Rather than simply assigning a the college requires students to letter grade, the instructor writes a complete: detailed evaluation which charts the 36 COA credits (or the equiva- student's performance throughout lent of 120 semester hours or 145 the course. Since the student's quarter hours) including the measure of achievement will be Human Ecology Core Course; 18 what he or she actually gains from of these may be transferred in the course, not only how he or she at least two courses in each of performs in relation to other the three resource areas students, COA students frequently take courses which stretch their participation in a problem- imaginations and capabilities. focused group study The second part of the evaluation, serving on a committee or volun- written by the student, assesses the value of the course in relation to teering in the community the student's own intellectual a Human Ecology essay relating development. 29 30 AREAS OF STUDY Marine Studies Marine studies brings a human ecological focus to one of COA's major resources, the Atlantic Ocean, and gives students the background to study the marine environment from multiple perspectives. Oceanography, one aspect of marine studies, has its roots in biology, chemistry, physics, and mathematics. The complexity of oceanographic problems and the per- vasive political, social, and economic importance of oceans in recent years have extended these Environmental and Biological roots into the areas of engineering, Science public policy, law, economics, and Encompassing the study of plants, resource management. animals, and habitats as well as Marine biology, another aspect of coastal ecology and marine science, marine studies, examines the the environmental and biological biology and ecology of the plants sciences provide another window and animals of the sea and requires through which human behavior can a working knowledge of biology, be better understood. Many of our chemistry, and physics, plus some best students are natural historians, aspects of mathematics, statistics, men and women whose interest in and computers. plants or animal behavior was At COA experience in the field or kindled early in life through direct in a laboratory is an important part and satisfying experiences with of the marine studies program. Here nature. students have the opportunity to We encourage students to observe assist staff on continuing research nature directly in order that they projects. Qualified students may may perceive structures and proc- work with the COA Natural History esses, record them accurately, and Museum and its Outreach Pro- apply their imagination in inter- grams, Mount Desert Rock Whale preting these observations. Not only and Seabird Observation Station, the does our field-oriented approach to Atlantic Humpback Whale Fluke the biological sciences appeal to Catalogue, the Finback Whale such creative individuals, but our Catalogue, or the Gulf of Maine location also offers phenomenal Whalesighting Network. opportunities. The coast and islands Graduates have pursued further are a natural laboratory. study or careers in coastal resource The goal of the program in en- management, marine mammal vironmental and biological research, fishery science, museum science-a program which puts curation, education, oceanography, equal emphasis on the theoretical and boat building. and practical aspects of natural history-is to equip students with 31 a thorough understanding of natural processes. In addition to continuing their studies, graduates of this program work as resource management specialists, environmental educators, and science journalists. Public Policy Predicated on the notion that students can gain a greater apprecia- tion for current problems in public policy through an interdisciplinary approach, public policy at COA embraces academic material which at larger research universities would usually be taught in three separate departments: economics, political science, and sociology. Our modern economy has reached In addition to pursuing advanced a point where growth as conven- degrees in policy, law, and plan- tionally understood poses severe ning, public policy graduates work challenges to the environment. To with environmental organizations begin to understand the genesis of and social service and government and potential remedies to a problem agencies. like toxic wastes, for example, one must understand how a market Creative Arts economy functions, how the regu- The Arts form part of an education latory apparatus of a democratic in human ecology, for they repre- state strives to control the market, sent various languages for com- and how conceptions of economic municating the fullness of human growth and political freedom have experience through gesture and become almost axiomatic for our metaphor. The range of courses in culture. the history of art and literature link The resources that COA offers for art with social evolution and developing an understanding of such prepare artists for the use of their issues and relationships are not medium as a vehicle for social limited to the academic curriculum. change. Through participation in curriculum With a theoretical basis in planning and search committees for aesthetics, the arts are connected to hiring faculty, students learn first each other and to the concepts of hand about the problems involved human ecology. In the visual arts, in making specialized fields of the annual Foundations in the knowledge relevant and accessible Visual Arts course is followed by to a larger public and in reconciling course sequences in drawing, paint- the needs of individuals with the re- ing, and ceramics. Visiting profes- quirements of community life. sional artists, who represent the diversity of this field, offer further 32 dent planning advanced work at a professional graduate school of architecture, environmental design, landscape architecture, planning, or urban design. Culture and Consciousness The program in Culture and Con- sciousness focuses on individual human beings and the web of rela- tions that link them to their total context. History, philosophy, literature, anthropology, and psychology combine to build a pic- ture of the self in the evolving medium of human culture. Partic- ular emphasis is placed on problems of discourse and adjustment among the areas of self, society, and nature. The program uses the comparative method to examine human con- courses in sculpture, weaving, sciousness in the light of immediate photography, and the performing social structures and in relation to arts. cultures which differ in time and space. It combines the disciplines of Environmental Design humanities and social science in a The goal of most students pursuing unique way to comprehend the a concentration in environmental problems of human alienation that design is to promote environmental are part of the ecological crisis. harmony, energy efficiency, and On a theoretical level, graduates beauty in the built environment. of this program will be able to ex- This goal is achieved by developing plore alternatives and possibilities aesthetic values and an understand- for the human future. On the more ing of ecological, economic, and practical side, they can approach energy constraints. Designers are these concerns indirectly through problem solvers who must work writing and teaching or directly under limitations. Within bounds through careers in personal imposed by materials, aesthetics, or counselling and social action. resources, the design student must develop solutions to problems. Education COA is not a professional design In science and environmental educa- school, but instead promotes a tion, alternative education, arts multidisciplinary approach to design education, and social studies educa- and construction as part of a general tion, COA graduates teach elemen- education in human ecology. The tary and secondary school students course offerings in Environmental to examine the consequences of Design provide training for a stu- 33 human action within the natural depends on a student's understand- world. Through courses, practica, ing another subject well enough to independent studies, and a range of conceptualize and articulate it in a teaching experiences, COA students clear and concise way to a specific gain an understanding of educa- audience. To aid the student in tional theory and practice. COA's developing and refining a style, the excellent working partnership with college offers a number of writing the local public schools-one of the courses: exposition, argument and strengths of the program-enable persuasion, advanced composition, students to practice what they technical writing, environmental learn. journalism, creative writing, and In 1987 College of the Atlantic autobiography. received approval from the Maine In writing classes students fre- Department of Education and quently are encouraged to write on Cultural Services to grant teaching topics assigned in other courses or certification to qualified graduates. to write in order to learn more This certification, which is about a particular subject, for reciprocal in 38 states, qualifies writing well forces a student to graduates for classroom teaching in grapple with a concept, to translate grades K-8 and for the sciences at a vague idea into a cogent state- the secondary level. In reviewing ment. And at the college all the the program, which emphasizes faculty work with students on their equally a broad-based liberal educa- writing and encourage students to tion and an understanding of educa- rewrite extensively in order to tional theory and practice, the State clarify meaning and achieve style. Board of Education site visiting Those students, who in addition team stated: "As a Board and as to writing well also have good policy makers we have often talked interpersonal skills, spend a year about excellence. At College of training to become peer tutors in the Atlantic we experienced ex- writing and work in the Writing cellence in education." Center with any student who seeks Approximately twenty percent of help with a paper. This course, COA's graduates are engaged in which meets state requirements as a graduate studies or are employed in methods course in teaching writing, the field as naturalists, environ- is open to any qualified student mental educators, and classroom regardless of the student's area of teachers. interest. Recently at a conference on writing centers, the tutors described Writing themselves, not as English tutors, Writing, because it is a component but as writing tutors. of virtually every course at COA In addition to teaching, students and a competency requirement, is in this program have pursued an integral part of the curriculum graduate study in fields as diverse as and a bridge to the world beyond theology and creative writing and the college experience; hence, it is have followed careers in journalism, unlike the other programs. Although public relations, freelance writing all the programs emphasize an inter- and editing, and public policy and disciplinary approach, most writing administration. 34 ACADEMIC RESOURCES term studies of marine mammals. Natural History Museum COA students regularly work at the To provide additional training for Mount Desert Rock Whale and students of natural history and Seabird Observation Station, help to environmental education, the col- compile and catalogue photographs lege in 1982 established a small but of humpback and finback whales for excellent museum featuring displays individual identification, and collect of Mount Desert Island flora and data for the Gulf of Maine Whale- fauna. All of the exhibits are sighting Network. prepared by students in the museum preparation practicum, and through University of Maine the outreach education practicum, College of the Atlantic and the students develop their interpretative University of Maine in Orono have skills by explaining museum developed an exchange program exhibits to visitors and by taking whereby students from both institu- exhibits to area schools. tions can cross-register for undergraduate courses. In addition, Allied Whale COA students have the privilege of Under the direction of faculty using the University's laboratory member Steven Katona, a group of and library facilities. students, alumni, and volunteers- known collectively as Allied Whale-conducts a variety of long- 35 Performing Arts Through performance workshops, Although not a program at COA, tutorials, and independent studies, interested students pursue the per- students develop and perfect a var- forming arts. Because of community iety of musical interests ranging interest the college generally pro- from classical jazz to folk blues, and duces at least one play each year. In through end-of-term concerts 1986, students in the theater work- students share their musical talents shop, directed by adjunct faculty with the community. COA's chorus member Lucy Bell Sellers, put on A presents two annual concerts, and Midsummer's Night's Dream and in many students sing with the Acadia Spring, 1987 the college sponsored Chorale, a musical group that prac- Joanne Woodward's production of tices each week in Ellsworth and Eve Ensler's The Depot. Since the gives a Christmas and spring con- college's founding, individual cert in Bar Harbor. students have regularly not only In addition to sponsoring inde- produced and directed plays as pendent studies, adjunct faculty senior projects but have also in- member Joan Sanchez teaches a terned with repertory companies dance course, and like the music throughout the United States. and theater courses, the class per- forms at term's end. 36 COA's open atmosphere gives responsible students access to labs and equipment virtually 24 hours a day. Computers with color and video interfacing, With our network of IBM com- mathematics education, and publi- patible personal computers, the col- cation graphics. lege is able to offer high quality service to students using computers ADVISING, COUNSELING AND for courses ranging from literature INTERNSHIPS to field biology to building design. Advising By purchasing their own data The relationship between student disks and maintaining their own and advisor is particularly important files, students have great flexibility in helping students design individ- in designing and executing projects. ual programs of study. Advisors not Approximately half of the students only provide students with aca- use the facility, primarily for word demic counsel and personal support processing and spreadsheets for but also guide students in develop- statistics, simulations, and graphics ing coherent and individualized pro- associated with many different grams of study which draw from the courses. three resource areas and inter- An important part of the facility disciplinary programs. is the Design Computer Laboratory Upon entering the college, with high resolution graphic cap- students are assigned a team of two ability, supported by digital input advisors-one faculty or adminis- devices and large and small high trative staff member and one stu- speed plotters. It is used by students dent. At least three times each for mapmaking, landscape planning, term, students meet with their architectural design, experiments 37 advisors to plan and evaluate their frequently put students in touch studies. At the end of the first with professional colleagues at other academic year, students choose a institutions whose interests may permanent advising team, comprised more closely parallel the student's. of one faculty member, one student, Through professional journals and and an optional third member of the meetings, faculty keep track of COA community. The advising developing trends and changing team is responsible for approving requirements, and transmit their completion of degree requirements perspectives to students during and for monitoring a student's advising sessions and on other progress. occasions. Perhaps the most exciting devel- Career Counseling opment in career counseling is the Students at COA obtain career college's newest approach-the use counseling not only from the Career of alumni as counselors and men- Services Office but from faculty and tors. During winter term each year, alumni as well. Through the per- three or four alumni will come to sonalized advising system, faculty the campus to meet with interested and staff help students to channel students. In addition, students are their interests throughout their encouraged to seek advice from tenure at COA. alumni for internships, senior COA students first encounter for- projects, and career placement. mal career guidance when they plan the required internship-a full term Internships of study which draws on skills and Both the internship and senior interests they already have as well project, each of which is required, as exposes them to new skills and allow students to pursue a par- knowledge. The Internship and ticular interest or field of study in Career Services Office helps depth. Although some senior proj- students to clarify career goals and ects focus exclusively on art or assists them in resume writing, job creative writing, most combine field hunting, and interviewing tech- work, research, and writing. The niques. Through SigiPlus, a com- internship, on the other hand, is puterized guidance information always a work experience in which system, and individual conferencing students apply knowledge and with the Career Service Officer, skills, develop new skills, and students determine work values and clarify future goals. At COA explore career options. The office students hone these skills and also maintains files of potential knowledge in a number of challeng- internships and postgraduate ing places employment opportunities, graduate school catalogs, and standardized Acadia National Park test applications. Allegheny Repertory Theater Faculty members also play a key Allied Whale role in career counseling. In addi- American School for the Deaf tion to helping students assess their Audubon Day Camp strengths and interests, faculty Baobab Farm, Kenya point out potential career paths and Board of Jewish Education 38 Just a few hours old, the tern chick on the right still has its egg tooth used for breaking out of the egg. With grants from the US Fish and Wildlife Service, COA, and the Island Institute, Bill Drury along with students and research associates monitor arctic and roseate terns on Petit Manan Island- two species reintroduced there. Boston Ballet Mt. Desert Island Schools Bureau of Land Management National Film Board of Canada The Chewonki Foundation National Institute of Occupational Christian Science Monitor Safety and Health COA Admission Office National Journal Congressional Research Service, New Alchemy Institute Library of Congress Perce National Forest (MT) Consumer Energy Council of The Peregrine Fund America Professional Designs Cornerstones Royal Botanical Gardens Critical Areas Program (ME) The Smithsonian Institute Emery Brothers, Boatbuilders Society for Human Ecology Family Service League Society for the Present Danger Friends of the Earth Solar Energy Research Institute Greenpeace, New England Trinity Square Repertory Theater Hubbs Marine World Institute US Fish and Wildlife Service Hulbert Outdoor Education Center Walker and Ross Law Firm The Jackson Laboratory Washington Zoo The Land Trust Exchange Whale Research Group Maine Times (Newfoundland) Manomet Bird Observatory Wilderness Society Marine Resources (ME) 39 40 COURSE DESCRIPTIONS Part of designing your own cur- riculum is choosing courses which complement one another, provide a diversified but balanced educational perspective, and contribute to your developing a human ecological perspective. The following abbrevi- ated course descriptions illustrate many of the courses and tutorials that will be offered over a three-year period. Full descriptions of these courses and times they will be of- fered are available in a course brochure and may be obtained by writing the Registrar, College of the Atlantic. The Human Ecology Core Course, which the college recommends for all students, examines the concepts which underlie human ecology. From faculty representing the sciences, humanities, and arts, students learn not only how these areas relate to human ecology but also how faculty at COA integrate knowledge. Through readings drawn from classical and contemporary sources, students explore the im- plications of human ecology. Although the readings and teachers change from year to year, the essen- tial goal of the course remains the same-to establish the intellectual foundations of a human ecological perspective. 41 ENVIRONMENTAL Biostatistics covers sampling, prob- SCIENCE ability, randomness, simple descrip- tive statistics, tests of significance, ENVIRONMENTAL AND ANOVA, graphic analysis, and BIOLOGICAL SCIENCE presentation. INTRODUCTORY Introduction Zoology provides a Plants and Humanity: Economic foundation in aspects of cell Botany examines the properties of biology, biochemistry, physiology, beneficial and harmful plants and anatomy, and behavior necessary for assesses the roles plants have had in further course work in zoology. shaping cultures and civilizations. Natural History Drawing, intended Woody Plants, a basic course in to help students develop their dendrology, emphasizes identifica- abilities to observe reliably and to tion and silvicultural characteristics record accurately what they see, of native and introduced woody emphasizes the importance of plants, including the uses of knowing how objects are con- ornamental trees and shrubs in structed as well as the importance landscape design. of choice of topics and emphasis. Gardens and Greenhouses, a course in organic methods of horticulture, INTERMEDIATE AND ADVANCED stresses basic horticultural and A survey of the major groups of liv- greenhouse management skills, ing and fossil plants and their evolu- including starting plants from seeds tionary relationships, Morphology and cuttings, pest management, soil and Diversity of Plants elucidates improvements, basic cultural the structural organization and requirements, and how to plan and reproductive methods found in plant both ornamental and vegetable algae, fungi, bryophytes, ferns, fern gardens in Maine. allies, gymnosperms, and Introduction to Botany emphasizes angiosperms. plant structure and function. Topics Plant Taxonomy explores the evolu- include environmental interactions, tion, classification, and systematic cellular metabolism, reproduction, relationships of seed-bearing plants, genetics and evolution, and growth stressing the comparative morphol- and development of the plant body. ogy of plant families present in our Flora of Coastal Maine, a tutorial, region's flora. Emphasis is placed on identification in the field and in the embraces diverse aspects of the region's flora. Topics include herbarium using technical keys. floristic surveys, vegetation ecology, Plant Systematics examines diverse reproductive biology, herbarium tax- aspects of the evolutionary process onomy, museum curation, monitor- in flowering plants, emphasizing ing rare or endangered plants and patterns of reproduction as related habitats, or other topics in plant to population structure, speciation, systematics and ecology. and species survival. 42 Genetics introduces students to the Conservation of Endangered Species concepts of the gene, the principles examines the causes, extent, and of transmission and expression ecological significance of the en- genetics, and the role of genetics in dangered species "crisis." other life sciences, agriculture, Mycology in Human Ecology exam- medicine, and human affairs. lines how fungi affect human affairs. In Plant Physiology, an in-depth Evolution provides students with study of plant functions emphasiz- the opportunity to study in some ing plant-environment interactions, depth the development of evolu- students design and conduct tionary theory from its tentative individual research projects on beginnings through Darwin's various members of the plant England to the present. Biological kingdom. evolution by natural selection is the Ecology examines the assumptions major theme of the course, but we and predictions of general models of also discuss the effects of the evolu- predator-prey interactions, inter-and tionary paradigm on other spheres intra-species competition, island of life including philosophy, ethics, biogeography, and resource use and and social thought. compares these models to field data. Functional Vertebrate Anatomy pro- Physiological Ecology looks at the vides an overview of morphological evolutionary significance of specific variation in vertebrates with em- developments in vertebrate radiation phasis on modifications in response and the demands placed on the to requirements of survival in dif- organism as a whole by changes in ferent habitats and different forms its external environment. of locomotion. 43 Ecology: Natural History diversity, stability, and resilience of emphasizes field studies of the natural ecosystems and the ecology of Mt. Desert Island. technology to produce the self- Ecology: Landform and Vegetation sufficient bounty once common in rural America. reviews several samples of the interactions between physiographic Ornithology introduces a cross sec- processes and vegetation. It does not tion of biology: physiology, behav- offer a complete review either of ior, migration, ecology, population physiography or of plant ecology but biology, and systematics. The unify- covers the most useful concepts of ing themes are natural selection and both. the contributions to general biology Ecology: Populations and Com- made by those who have studied birds. munities discusses the ecology of individuals, populations, and species Ecological Studies in Baja, and is concerned with the sets of California-a two-week intensive adaptations by which the fitness of intermediate-to-advanced level plants and animals is tested against course during December-examines varying habitats. the ecological diversity of Baja. Sociobiology and Human Ecology Students study flora, fauna, and includes readings that review the landforms in a range of habitats, arguments of the major proponents including hot desert, chaparral, and critics of sociobiological theory; grassland, tropical forest, mangrove this tutorial allows students to spec- swamp, and marine systems. ulate on the use of ideas in under- MARINE STUDIES standing human behavior and to INTRODUCTORY formulate some biologically based principles of human ecology to com- In Introduction to Oceanography, plement the socially and philo- we study the physical, chemical, sophically based ones. and geological structures of the world's oceans and the processes Invertebrate Zoology is a phylo- that act to maintain these patterns. genetic survey of the major groups of animals without backbones. INTERMEDIATE AND ADVANCED These animals range in size from Planet Earth examines the main single cells to giant squids and in- physical aspects of earth: climate, clude the vast majority of animals magnetism, weather analysis, major on earth. boundary currents, coastal circula- Vertebrate Articulation is a labor- tions, physical properties of sea atory course in skeleton preparation water, physical properties of the and articulation. Each student atmosphere, basic concepts of learns general technique on the rab- atmospheric circulation, the concept bit and then selects a skeleton from of sea-floor spreading and plate available material to articulate. tectonics, and geological char- acteristics of the continents and Permaculture Design looks at both a oceans. consciously designed food produc- tion system which aims to have the 44 The study of mathematics combines structure and the beauty of aesthetics. Physical Oceanography develops an in many of the social sciences. understanding of the physical proc- Quantitative Decision Making esses of the world's oceans using introduces students to the main the concepts of calculus and physics concepts in creating relatively sim- as the starting point. ple mathematical models which can Coastal Oceanography examines the be used to guide decision making in basic principles of physical complex issues. This course uses oceanography and applies the results concepts of linear algebra and to the study of the circulation of develops the skills necessary to estuaries and coastal oceans. formulate and solve basic linear pro- Marine Biology uses the biology of gramming problems. commercially important species to Introduction to Statistical Methods illustrate important concepts in and Computers is a hands-on marine ecology. Emphasis is placed approach to practical problems that on the life histories of seaweeds, can be evaluated by statistical mollusks, crustaceans, baitfish, methods rather than a study of migratory fish, and commercial fish. statistical theory. Because of our research interests, In addition to introducing individ- marine mammals and seabirds uals to the use of computers and receive special attention. the basic concepts of computer pro- Marine Mammals is an introduction gramming, this Introduction to to the biology of whales, porpoises, Programming with Pascal and seals that frequent the Maine emphasizes structured programming coast and to the environment that and the development of well- supports them. designed programs that can be used Biology of Fish surveys the by the individual and others at the physiology, functional anatomy, college. evolution, ecology, and behavior Computer Aided Drafting and of fish. Design (CADD) uses the computer as a graphics tool in a manner MATHEMATICS, analogous to that of the word proc- CHEMISTRY, AND PHYSICS essor, allowing the user to prepare INTRODUCTORY and edit drawings with great Mathematics: Numbers, facility. Trigonometry, and Algebra is designed to help individuals gain a Introduction to Physics 1 focuses better appreciation for the use, proc- primarily on classical physics: the kinematics of Galileo in one and less, and mystery of mathematics. The concepts of numbers, trigono- two dimensions, the dynamics of metry, and algebra are presented Newton, and the mechanics of cir- along with the historical evolution cular motion. Lectures and readings of these concepts. also examine the philosophical and historical development of classical Calculus, the mathematical study of physics from pre-Socratic and change, is the fundamental language Aristotelian physics to quantum of physics and the natural sciences theory. and is rapidly becoming a basic tool 45 Chemistry for Consumers surveys The Calculus III tutorial introduces our chemical environment: drugs, students to the basic concepts of foods (production, preparation, and three-dimensional calculus. utilization), materials (fibers, plastics, ceramics, and metals), and In Ordinary Differential Equations, pollutants (air, water, and toxic another tutorial, students are substances). introduced to the basic concepts of ordinary differential equations. Introduction to Chemistry I and II, an annual, two-term course, In System Dynamics, techniques for develops qualitative and quanti- analyzing complex physical, bio- tative descriptions of the stoiche- logical, and social systems are ometry, kinetics, and thermo- developed using a system with feed- dynamics of chemical back and computer models. transformations. Quantitative Methods of Ecology shows how computer models can INTERMEDIATE AND ADVANCED answer questions of ecology that are Calculus II introduces applications phrased, "How many? How much? of integration, calculus of the expo- Is this important? How long do we nential, logarithmic, and trigono- have? What policy should we metric functions, and various tech- adopt?' niques of integration. 46 Through industrial and biochemical Flamingoes, Gas Stations, and Corn- examples, Organic Chemistry fields: The American Vernacular explores the links between the Landscape explores prototypical structures and behaviors of organic landscapes and examines their molecules. significance in terms of popular culture. Through a study of the biochem- istry of metabolism, Bio-organic Introduction to Landscape Design Chemistry examines the links be- emphasizes basic spatial and graphic tween the structures and properties skills as well as written and verbal of organic chemicals and prepares articulation of design analysis and students for more advanced work in ideas. Each student works on a real organic chemistry. site. Through lab analysis of a local INTERMEDIATE AND ADVANCED stream, this biannual course, Analytical Chemistry, introduces Architectural Design I, a studio students to modern (gas chromato- course, focuses on the design of graphic, atomic absorption, etc.) and buildings and the techniques used traditional (titrimetric, elec- in designing and drawing buildings. trochemical, etc.) analytical Through a series of formal inter- methods and error analyses. actions from preliminary sketches Chemical Pollution, a tutorial, to final models and design drawings, explores the sources, effects, and Architectural Design II: Design methods of controlling important Projects, an advanced studio course, types of air and water pollution. focuses on the development of a design concept. Biochemistry examines the molecular basis of metabolism and, In Three-dimensional Design II, a as such, should be valuable to those second-level studio course, students interested in nutrition, agriculture, undertake design projects such as and drug action. toys, furniture, and playgrounds. COA Planning Studio uses the col- ARTS & DESIGN lege itself as a laboratory: the students do useful work while ENVIRONMENTAL DESIGN learning the science and INTRODUCTORY methodology of the planner. Three-dimensional Design I, a Landscape Studio: Components of studio course, explores the concepts Urban Design seeks to understand of design, proportion, space, and articulate archetypical urban volume, plane, and surface. components such as street, In Carpentry/Construction I, monuments, squares, buildings, and students are introduced through parks through a series of short practical and theoretical methods to analysis and design problems. the use of shop machinery, hand In Advanced Studio: Four Archi- tools, and many phases of residen- tects, four distinguished architects tial construction. each of whom spends a week on campus, work with students on pro- 47 Overlooking Frenchman Bay, the new Thorndike Library in Kaelber Hall, which is scheduled for completion by January, 1989, will house a collection of over 20,000 volumes and provide students with study space and additional computer facilities. blems in architecture and ecology. In Architectural Survey: 19th to In alternate weeks, students perfect 20th Centuries, the second course drawing/model building and presen- in this survey, we study the work of tation skills. radical architects of the nineteenth and twentieth centuries. CREATIVE ARTS Two-dimensional Design I gives a INTRODUCTORY Foundations in the Visual Arts, basic working knowledge of visual which has both critical and studio language. Areas covered include: approaches, is an introduction to art point, line, plane, volume, shape, and design. A key concern is the size, texture, direction, space, and manmade from the macroscale of representation. suburban sprawl to the microscale Watercolor Painting, a studio course of the automobile and other in transparent watercolors, investi- smaller, personal objects. gates color and value and experi- Primitive Art focuses on art which ments with wet-on-wet techniques, washes, and glazes. is created by people with a prescien- tific, nonlinear mentality. Such art Ceramics I is an equal mixture of is based not on aesthetic but on design theory, critique, and actual magical principles and has as its production of pottery. intent the creation or recreation of the sacred in the cosmos. INTERMEDIATE AND ADVANCED In Greek Art, we discuss the Architectural Survey: Prehistoric to Renaissance, the first course in this implications of this union between a male- and female-centered society: two-course sequence, surveys key architectural monuments from the the Greek's preoccupation with the Prehistoric to the Renaissance. nude form, their concern for the 48 relationship of male to female and the physical environments. beauty, and their temples and civic An Eastern Perspective studies structures. Chinese philosophy and culture. Two-dimensional Design II Students examine the philosophies examines the problems and proc- of Confucianism, Taoism, and esses of the education of vision. The Buddhism and explore their course is structured around critique influence on the art and culture and "how-to-look" sessions. of China. Painting Studio deals with problems Great Philosophical Systems pro- in painting technique, composition, vides a general introduction to and color. philosophy by examining the Ceramics II centers around an writings of several major intense exploration of pottery form philosophers. and technique. Early assignments The first part of Philosophy of require substantial work on hand- Religion is concerned with the prob- built and wheel-thrown forms in lems of the limits of faith and preparation for a show in the college reason while the second part con- gallery. siders the nature and variety of mystical experience. HUMAN STUDIES Literature and Ecology uses CULTURE AND literature to develop a definition CONSCIOUSNESS and understanding of human INTRODUCTORY ecology. The focus is on the Beginning with physical perceptions individual in context, that is, the of the body and the external world, structure of relationships that Consciousness traces both the connect a man or woman with the development of consciousness in the surrounding world. individual and the species and the Women/Men in Transition uses parallel development of the literature, especially fiction, to see unconscious psyche. how art has absorbed and revealed Community introduces students to values of the time. some of the classics in the Women's History and Literature humanities while presenting a basic combines literature and history to theme in ecology, i.e. the diversity delineate women's roles, attitudes, of living communities. and lifestyles in several periods. Creativity explores several aspects Emphasis is on integrating historical of the creative process from reality and literary perceptions of individuals to groups and from the women's identity. arts to the sciences. Because much of the work of Black, Maine Coast History and Architec- Native American, and Asian women ture begins by examining the past as has been discounted, emphasis in it is visible in the present Maine Women of Color in Literature is coast. The second part of the course placed on discovering creative and is a chronological history emphasiz- valuable ways of considering this ing the relationship between people literature. 49 Wholeself: Literature and the development of environmental Androgeny, a reading, writing, and attitudes, and the determinants of discussion course, looks at the prin- environmental responsibility. ciple of androgeny and considers Introduction to Literature uses whether it is a model for human ecologically based behavior. classic readings in world literature to introduce the history and By examining issues pertinent to mythology that lie behind our the individual, Contemporary culture. Cultures and the Self focuses on the influence of contemporary culture Perspectives in Nutrition is not a course in dietetics but rather ex- on our attitudes and values. amines the social parameters that Personality and Social Development, determine what one should eat part of the education sequence, pro- and why. vides a theoretical and practical look at the emotional, cognitive, INTERMEDIATE AND ADVANCED social, and behavioral development Order and Disorder is an introduc- of humans and covers the life span tion to thinking about ideas and of human development with some nature with a focus on the prin- special concentration on school-age ciples of order and disorder as they children. appear in aesthetics, government, Voluntary Simplicity explores the philosophy, psychology, literature, and art. philosophical and practical aspects of the "simple life." Seminar in Human Ecology traces Environmental Psychology examines the historical development of the historical roots and contem- human ecology and reviews seminal porary themes of environmental works in human ecology, contribu- psychology, including environmen- tions from biology, and develop- tal stress and human coping pro- ment of human ecology as a cesses, crowding, personal space, multidisciplinary concept. architectural influences on feelings History of Ideas: the Enlightenment and actions, wilderness psychology, is one of a series of courses which 50 deal with the history of the relation- and consider the connection be- ship between ideas and the general tween the form fiction takes and culture in European civilization. changes in cultural patterns. Humans in Nature deals with a Explorations: The Literature of series of ethical and metaphysical Expeditions of Scientific Inquiry questions regarding the relationship examines readings from Darwin, between human beings and the Wallace, Cook, Shackleton, Peary, natural world. Matthiessen, and others in terms of Mount Desert Practicum, taught the experience and the accomplish- with other members of the faculty, ments of the voyages. involves the detailed design of an In Literature and the Sea, central to ideal ecological community on all marine studies at COA, we study or part of Mount Desert Island. major works of literature that use Philosophy of Science serves as a the ocean both as reality and as general introduction to the nature symbol. and limits of scientific explanation. Russian Literature examines the The aim of History of Conscious- deep-rooted relation between the ness is to differentiate the idea of Russian people and the vastness of "modern" consciousness from their physical environment. earlier stages of our intellect and Lawrence and Woolf, a course in our awareness of ourselves in our these two preeminent British environment. novelists, compares the masculine and feminine visions in fiction, for Ritual, Myth, and Tragedy traces both writers use the novel to the development of drama out of its origins in primitive mythology and explore beneath the surface of ritual. ordinary human consciousness. Literature of the Third World looks Primarily through the tragedies- at the works of writers who have Macbeth, Othello, Richard II, contributed some of the most Hamlet, and King Lear- Shakespeare illustrates the brilliant poetry and fiction of the playwright's understanding of the twentieth century. whole person and his or her place in Traditional Music, a survey course, and responsibility to the universe. looks at styles and themes in some traditional North American music, The purpose of Contemporary Literature is joint consideration of including, at least, some French, new or recent works by authors Anglo, and black music. whose fiction-and criticism, where Cultural Ecology of the Maine appropriate-is particularly con- Fishing Industry looks at the cerned with problems of the human resource and its use, the values and condition, intimate relationships, cultural traditions surrounding and the quest for identity. access to and use of a commonly owned resource, and the attitudes, In The Nature of Relationships in values, and practices of those who Fiction, we read seven novels in hold the public's trust regarding which couples figure predominantly those resources. 51 "COA is a network of concerned people who serve as resources for one another. It was here that I learned to think critically, innovatively, and holistically." History of Anthropological Theory, gestalt, social-learning, humanistic, a course in the history of ideas and psychodynamic orientations. about cultural change in the western world, examines the rela- Contemporary Psychology explores tionships among various ideas several emerging and reemerging which depend, at least in part, themes in psychology: dialogical on a theory of material causality. and dialectical psychology, Reichian and neo-Reichian psychology, and Freud/Jung Seminar contrasts the transpersonal psychology. nineteenth-century material/sexual view of human nature and the Patterns of Invention develops the emergent twentieth-century concept of invention and patterns of invention which can be discerned transcendent/religious view. in the development of modern In an attempt to identify causes technology. of racist behavior, Racism: An Examination of its Nature, Roots, World Ethnography in Film studies how different people of the world and History begins by making a general definition of racism as a live and what their homes, dress, customs, and work are like, the pattern of human interaction. kinds of technologies employed In Personality and Individuality in various environments, and the students study a broad range of population levels they support. theories of personality (Adler, Environmental Studies: the New Fromm, Jung, Freud, Rychlak, Bandura, Lewin, Binswanger, etc.) England Environment not only based on existential, behavioristic, enables students from the six par- 52 ticipating schools to use the various topics and gives students an resources of those schools in ex- opportunity to explore the types amining such issues as solid waste of experiences that shape under- management, coastal environment, standing. acid precipitation, freshwater Outdoor Education and Leadership wetlands, and growth development introduces students to the many but also enables them to look at the skills and qualities which are re- regional implications of such issues. quired by anyone in a position of responsibility and leadership in the WRITING, EDUCATION, outdoors. AND PUBLIC POLICY INTRODUCTORY Using nuclear issues as case studies, Writing Seminar I emphasizes Teaching Controversial Issues: formal writing based on rhetorical Nuclear Weapons and Nuclear principles of exposition and concen- Power considers the political and trates on the process of writing: ethical dimensions involved in prewriting, writing, and rewriting. education about sensitive and dif- ficult topics. Writing Seminar II examines more sophisticated methods of exposition Outreach Education, a practicum, as well as techniques for effective combines natural history studies argument and persuasion. and environmental education to pro- vide students with practical The purpose of the tutorial, English experience in teaching science and as a Second Language, is to improve natural history. a student's spoken and written English as well as reading The purpose of Museum Prepara- comprehension. tion, a practicum, is to train students in the various skills and American Schooling in the Twen- techniques of exhibit preparation, tieth Century provides an overview including taxidermy, habitat of the trends in American schooling preparation, moulding and casting, as they relate to the various move- graphic layout, and scientific ments in this decade. illustration. Education Seminar I: Schooling and Environmental Economics surveys Teaching develops an awareness of the economic principles involved in contemporary thought and practice efficient utilization and manage- in the field of education. ment of natural resources. The major objectives of Education Introduction to Political Economy Seminar II: Crisis and Change are to begins with an examination of the develop an awareness of contem- basic classical and Keynesian tools porary theory and practice in the used by most mainstream field of education and to develop economists to explain how our skills and understandings vital to economy functions and concludes the teaching process. with an examination of a more The Learner and the Learning Proc- radical framework in terms of ess examines how an individual which our economy can be constructs an understanding of understood and shaped. 53 "Technical writing really reinforces the notion that quality is more important than quantity." In The Nuclear Arms Race, the Curriculum and Instruction in Third World, and the Cold War, Elementary Reading and Writing we examine the ways in which includes topics in literacy stages, domestic US economic development word analysis and spelling, reading has impinged on Third World and writing in content areas, societies and how the systematic evaluation, assessment, and underdevelopment of these societies remediation. prompts and grows out of the ten- Curriculum and Instruction in sions between the superpowers. Secondary Science examines the Principles of Economics considers various materials currently used in the way in which individuals make science teaching at the junior and decisions affecting their income and senior high levels and gives students wealth and how firms make deci- an opportunity to observe these sions affecting profits and materials in practice. production. In Theater: Making Plays, a theater workshop, time is given over INTERMEDIATE AND ADVANCED mostly to rehearsal, and the test of Autobiography uses this literary a student's success is the perform- form to examine the lives of certain ance in the play itself. significant people and then to Arts and Humanities Education examine our own lives. explores the significance, promise, Advanced Composition aids and practice of the arts in American students in developing and refining education and provides an oppor- a style and makes them cognizant tunity to pursue one area of of the interaction between style, teaching/learning about the arts and content, and audience. humanities in depth. Creative Writing concentrates on Developmental Psychology of the theory and practice of poetry. Ecological Perspectives reviews the Its goal is to develop the skills of childhood experiences that create a verbal craftsmanship and self- foundation for ecological criticism. understanding. Environmental Journalism prepares Education Seminar III: Philosophy students to write and market ar- and Practice is a philosophical study ticles on environmental subjects for of the basic activities and concepts a nontechnical audience. of education through historical and Technical Writing teaches students contemporary texts. to write clear, precise, and unam- Environmental Education, an inten- biguous memos, reports, and longer sive study of philosophy and papers from an interdisciplinary methodology, considers fundamental perspective. questions related to theory and prac- tice in this field. This tutorial, Methods in Teaching Writing, gives prospective tutors and teachers a knowledge and understanding of rhetorical theory and practice. 54 Learner-Centered Teaching Methods Much of American political history provides students with practical can be understood as a conflict be- experience related to teaching tween a politics based on the notion specific subject matter. of individual rights against society and a politics based on the concept In Curriculum Instruction in of direct participation in shaping the Elementary Science, Math, and life of the community. The Social Studies, students put prin- Individual, the Common Good, and ciples of learning to use as they the Community examines some of design and redesign lessons based on the issues growing out of this con- diagnosis of individual needs and flict through a study of selected evaluation of student learning. aspects of American political history Beginning with a consideration of and theory. the general theory of education and Introduction to the Legal Process of the issues raised in a philo- provides an introduction to the sophical approach to education, this adversary system, the legal process, seminar, Toward a Philosophy of and the many contexts in which Ecological Education, surveys educa- legal controversies unfold. tion's ends and means in history. Law and Society reviews how the Congress and the Presidency con- courts have been the principal siders criticisms of the American forum for the examination and political process as well as some resolution of the major social and specific public policy problems such political issues of our time. as foreign policy, inflation, and foreign aid. Philosophy of the Constitution studies readings in Supreme Court Decision Making and Collaborative decisions on civil rights and other Problem Solving begins with the contemporary issues as well as analysis of individual and small essays by Locke, Rousseau, and J.S. group decisions and explores Mill. methods for improving them. It pro- ceeds to more complex issues with Political Theory and Ecology widening impacts which require examines the ways in which a new perspectives and more "deep ecology" perspective has sophisticated tools for effective influenced political theorists in future planning. Europe and the United States. International Peace in Theory and Energy Economics focuses on the Practice is a study of three recent economics of energy policy, efforts to establish a dependable including concepts and calculations peace: the Peace Conference at for optimal solar systems, electric Versailles in 1919, the Yalta rate reforms, energy conservation, Conference in 1945, and the con- nuclear and conventional power temporary Superpower Balance in plants, and various appropriate Europe. technologies. 55 56 THE CAMPUS AND THE ISLAND College of the Atlantic's campus occupies 26 shorefront acres over- looking Frenchman Bay on Mount Desert Island, Maine. It is located within walking distance of the town of Bar Harbor and Acadia National Park. Connected to the mainland by a permanent causeway, Mount Desert Island lies 300 miles north (or 'downeast') of Boston and 45 miles east of Bangor. Ellsworth, a city of 6,000, is 20 miles west of Bar Har- bor, and provides students access to a wide range of stores and other amenities not available in Bar Har- bor during the offseason. Orono, the home of the University of Maine, is 55 miles from COA; the university has recently constructed a Perform- ing Arts Center and offers a wide range of cultural activities. Acadia National Park provides many recreational and educational opportunities. Mountain trails and carriage paths crisscross its 150 square miles while lakes and streams provide excellent swim- ming, fishing, and canoeing. The college has an agreement which enables faculty and students to conduct research within the park and to study problems unique to Acadia. Because of past glacial ac- tion, the park contains both arctic and temperate zone plants. Research 57 "At COA we're small, but our smallness allows us to make connections- faculty and other students. We share resources, tutor one another, support each others' projects, and most importantly this sharing and support let us grow intellectually and personally." projects include native wild plant studies, moss and lichen identifica- tion, land-and sea-bird ecology, beaver dam management, intertidal organism distribution, pollination ecology, and vegetative species in- ventories of islands in the Gulf of Maine. Many COA students have en- riched their studies in Bar Harbor by volunteer work within the local community. They have led outdoor education programs, organized intellectually and personally," says children's dramatic classes, founded Janis Steele, senior from Montreal. a preschool play group, volunteered More than once the COA com- at homes for the elderly, sponsored munity has been compared to an the Red Cross Blood Mobile, and extended family. While not accurate worked with OPTIONS, a com- in every respect, the analogy sug- munity teaching program. Students gests the close ties that unite people and staff also help coach and teach during their years at COA and long gymnastics, softball, soccer, and afterwards. Potluck dinners, the All- swimming. In return, MDI com- College Meeting, community clean- munity members have worked with ups, the week-long Outdoor Orien- students on projects, provided job tation Program, pickup volley ball opportunities, and shared their games-all are indicative of the knowledge of Maine coastal living. shared impulse to take part in com- COA students also benefit from munity life. two other island facilities-The But perhaps the college's most Jackson Laboratory and The Mount striking feature is its collegiality. Desert Island Biological Laboratory. Faculty, students, and staff dine at The world's largest center for mam- one another's houses, exchange malian genetics research, The books, share opinions, ski and hike Jackson Laboratory provides stu- together, and are unanimous in dents with research opportunities their appreciation of a community and access to seminars and library where no one stands on ceremony. facilities. Founded in 1898, The New students, regardless of age or Mount Desert Island Biological class standing, are quickly assim- Laboratory examines biological and ilated into the college community, environmental problems. for at COA the emphasis is on what one can contribute to the commun- Student Life ity. Through work study, students "At COA we're small, but our help to maintain the quality of life: smallness allows us to make con- they cook meals, cut grass, answer nections-with faculty and other phones, greet visitors, and tutor one students. We share resources, tutor another. And through the govern- one another, support each others' ance system they share in the projects, and most importantly this responsibility of operating the sharing and support lets us grow college. 58 Recreational Activities Although the college has no organ- ized sports teams, the college's loca- tion enables students to participate easily in outdoor activities. What for many people makes living on Mount Desert Island so attractive is the proximity of Acadia National Park with its over 50 miles of car- riage paths and 100 miles of open trails. Within five minutes, one can be in the park and usually away from crowds. Students regularly jog and bike on the carriage roads, hike and rock climb, windsurf, canoe, and sail on island lakes and in Frenchman Bay, and in the winter cross-country ski, snowshoe, and skate. Through a cooperative arrange- ment with the YMCA, all students have use of their facilities which in- clude a pool, Nautilus equipment, Another popular activity is scuba and basketball and volleyball courts. diving. During 1987-88, nearly 15 Tennis courts are available at a percent of the student body were nearby motel. certified in basic diving. COA divers But activites are not confined just either come to COA with basic to Mount Desert Island. Students training in diving or take a YMCA frequently participate in organized sponsored course. In addition to weekend camping trips to northern workshops offered during the school and western Maine and nearby New year, each summer as part of COA's Hampshire. Recreational areas graduate program in science educa- within a half-day's drive of the col- tion, courses are offered in advanced lege include many pristine rivers for training in diving and underwater white-water canoeing and kayack- research. ing, major downhill ski resorts, and mountains like Katahdin and Outdoor Orientation Washington. To introduce students both to these For those students who want to kinds of activities and to one learn a new skill, there are trained another, the college coordinates out- people and equipment for students, door orientation trips for entering faculty, and staff use. students in the fall of each year. Students who wish to develop Experienced staff members and older leadership skills can participate in students lead these trips which an outdoor education course, taught sharpen outdoor skills and en- each spring by two Maine guides- courage the development of friend- both of whom are COA graduates. ships. Recent trips included canoe- ing the Allagash Wilderness Water- 59 CO way, sailing on a coastal schooner, process, not the outcome. At COA sea kayacking, and backpacking in we are small enough SO that we can the Katahdin region. learn to make collective decisions in a supportive environment. The Governance faculty are there, not always to In keeping with the central ideas of agree with you, but to support you community and responsibility, the as you work through an issue." college governs itself through a combination of participatory and Housing representative democracy. Along The resident life program at COA with faculty and staff, students are provides an opportunity for students expected to actively participate on to acquire the skills necessary for administrative committees whose independent living after college. decisions are reviewed and ratified Designed to foster and support stu- at the biweekly All-College dent self-reliance and cooperative Meeting, COA's version of town governance, each of the college's meeting. Collective decision making five on-campus houses has its own not only produces well thought-out cooking and dining facilities. decisions but also builds commun- By cooking cooperatively, ity. "We respect decisions," noted a students not only enjoy a group ex- former ACM moderator, "which we perience, but also share the respon- had a part in making. We work and sibility for menu planning, cooking, we fail, and we keep working until and cleanup. Some students prefer we come to consensus about issues. to prepare their own meals and pro- The educational and personal value vision is made for that. of our governance system lies in the 60 As an intern with the Wild Gardens of Acadia, Lisa Conway (below) removes leaves from the brook which runs through the gardens. Most campus residences are co- educational, and entering students have first priority. The majority of students, however, live off-campus, and find their own housing-either in Bar Harbor or elsewhere on the island. (It is only a short walk or bicycle ride from Bar Harbor to the college.) Rents in the offseason months are generally quite reasonable, especially when several students rent a single dwelling or apartment together. The Housing Office provides students with listings of available rentals as well as criteria for selecting rentals which are within their budget and which meet their personal needs. One of the advantages of living off campus is the chance to become better acquainted with the local community. Students who live off campus frequently cite the oppor- Graduate Program tunity of getting to know their Science education (summer) neighbors as one of the nicest Library aspects of off-campus living. Open stacks 20,000 + volumes FACILITIES AND RESOURCES 372 periodicals Art Studios Reference works Painting Language tapes Ceramics OCLC-interlibrary loan Photography Special Collections: Sculpture Philip Darlington (evolution) Weaving Dorcas Crary (horticulture and Career Planning natural history) Internships R. Amory Thorndike (humanities) Career Counseling Thomas S. and Mary T. Hall Graduate School Information (science and history of science) Film and Audio Visual Publications Portable equipment Weekly newspaper Slide library on art and Literary magazines architecture Recreational Facilities Weekly film series Aerobics Gallery Basketball Student and faculty exhibitions Biking Music Canoeing COA Chorale Cross-country skiing Hiking 61 Dawn Meisenheimer (below) puts finishing touches on an exhibit for the college's Natural History Museum. Students prepare exhibits throughout the year in the taxidermy practicum. Rock climbing Speakers' Series and Conferences Scuba diving As enrichment to its academic Snow shoeing curriculum in the three resource Swimming areas, COA offers lectures by Volleyball distinguished scholars throughout Science Center the year. These talks offer students Allied Whale Research Group opportunities not usually available Biology, Botany, Physics, in larger institutions to participate Chemistry, and Taxidermy with scholars in small group discus- Laboratories sions at the conclusion of the for- 2 Greenhouses mal presentation. Herbarium Natural History Museum Bar Harbor Colloquium on Teacher One-half acre organic garden Education Taxidermy facilities Divestment in South Africa (1989) Shared Resources International Congress on Human Acadia National Park Ecology (1986) The Chewonki Foundation Speakers: The Jackson Laboratory Robert Ballard, Center for Marine The Mount Desert Island Biological Exportation, Woods Hole Laboratory Lord Asa Briggs, Provost The Mount Desert Island Public Worcester College, Oxford Schools Roc Caivano, architect University of Maine Jean Elshtain, University of Massachusetts, Amherst Amos Eno, Director of Policy, Na- tional Fish and Wildlife Service 62 Frances Fitzgerald, journalist and Robert Trivers, University of Pulitzer Prize winner Colorado Maxine Green, Columbia University Terry Vaughn, University of Theodore Kauss, The Frost Pennsylvania Foundation J. Russell Wiggins, publisher and Dmitri Kavtarade, Moscow State editor-Ellsworth American University and Dartmouth John Wilmerding, National Gallery College of Art Frank Keppel, Former US Commis- Joanne Woodward, actress sioner of Education Student Computer Facilities Erwin Knoll, editor-Progressive 15 IBM PC's Paulo Machado, former Minister of 2 AT graphics systems with Health, WHO, Brazil digitizer and plotter support Bruce Mazlish, MIT Pascal, Basic, Fortran, Assembly Edward Meade, Ford Foundation Software Support: Word Perfect, George Mitchell, United States Turbo Pascal, Lotus 1-2-3, Senator Quartro, Autocad, Statgraphics, Paul Nitze, Ambassador and Special and dBase III. Additional support Advisor for Arms Control for BASIC, FORTRAN, LOGO, Peter Raven, Director of Missouri and Assembly Languages. Educa- Botanical Gardens tional Support in mathematics, Kirkpatrick Sale, E.F. Schumacher statistics, chemistry, and marine Society studies. Juliet Schor, Harvard University Leonard Silk, The New York Times 63 Right Triangles 64 THE FACULTY AT COA John Anderson (right) B.A. Zoology, University of Califor- nia, Berkeley, 1979; M.A. Ecology and Systematic Biology, San Fran- cisco State University, 1982; Ph.D. Biological Sciences, University of Rhode Island, 1987. Course areas: zoology, behavioral ecology, and anatomy and physiology. Elected to the faculty in spring, 1987, John has conducted extensive research on the breeding biology and foraging behavior of the white pelican. At COA, John will aid students in using computer applica- Elmer Beal (left) tions in their study of zoology and B.A. Music, Bowdoin College, 1965; behavioral ecology. M.A. Anthropology, University of Texas at Austin, 1977. Course areas: ethnology, anthropological theory, and tradi- tional music. Elmer's teaching focuses on how cultural and environmental relation- ships affect individuals. Formerly a member of the Peace Corps in Bolivia and Executive Director of Maine Coast Heritage Trust, Elmer is known locally for his songwriting. "As a student at COA, I interacted with a special group of people-the faculty-people who have extraordinary breadth of knowledge, are willing to collaborate on research, and are committed to their students." Richard Borden (left) B.A. Psychology and Anthropology, University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. Course areas: environmental psychology, personality and social development, contemporary psychology, and philosophy of human ecology. President of the International Society for Human Ecology, Rich conducts research in the develop- ment of ecological thinking and consciousness. In Fall, 1986, he hosted an international conference on human ecology. John Buell (right) B.A.American Studies, Amherst, 1967; M.A. American History, Col- umbia, 1968; Ph.D. Political Science, University of Massachusetts, 1974. Course areas: political theory, political economy, and history of ethics. John brings his experience as an associate editor of The Progressive to his classes at COA, for many of the themes are similar and his work in one area reinforces that in another. 66 JoAnne Carpenter (right) B.A. History, University of Massachusetts, 1962; M.A. Art and Architectural History, University of Minnesota, 1970. Course areas: art, architectural history, and Maine coast history and architecture. Through the teaching of art criticism, theory, and history, JoAnne emphasizes the balance be- tween natural elements and built structures in the environment. William Carpenter (left) B.A. English, Dartmouth College, 1962; Ph.D. English, University of Minnesota, 1967. Course areas: literature, creative writing, comparative mythology, and Maine coast history and architecture. In his courses and writings, Bill is concerned with the relation of literature to nature and the history of consciousness. A faculty member at the Robert Frost Place, Bill recently received a National Endow- ment for the Arts grant as well as several national awards for poetry. Donald Cass (right) B.A. Chemistry, Carleton College, 1973; Ph.D. Chemistry, University of California, Berkeley, 1977. Course areas: chemistry, physics, and mathematics. In his classes, Don promotes an understanding of the values and limits of qualitative and quan- titative descriptions and explains how materials act and react. Don's research includes acid precipitation and water quality. 67 SS Peter Corcoran (left) B.A. Antioch College, 1972; M.Ed. University of Maine, 1980; Ed.D. Science and Environmental Educa- tion, University of Maine, 1986. Course area: ecological education. With his background in nature study and environmental and science education, Peter has worked as an interpretive naturalist, teacher, principal, and program administrator, and is on the boards of several environmental organizations. William Drury (right) B.A. Biology, Harvard University, 1942; Ph.D. Botany and Geology, Harvard University, 1952. Course areas: ecology, botany, ornithology, natural history, and geomorphology. With research interests ranging from studies of Alaskan ecosystems, including the study of shore and marine birds, to inventorying plant communities on coastal Maine islands, Bill provides field experience for many COA students. Marcia Dworak (left) B.A. History, M.S. Library Science, California State University, Fuller- ton, 1972, 1973; M.A. Administra- tion, Sangamon (IL) State Univer- sity, 1979. Course area: library research. In addition to being librarian, Marcia works with students on developing study skills, time management, and library research and frequently sponsors independent studies and senior projects. 68 research associates working with the Mount Desert Rock Whale Watch. Craig Greene (right) B.S. Biology, State University of New York at Syracuse, 1971; M.S. Plant Taxonomy, University of Alberta, 1974; Ph.D. Biology, Har- vard University, 1980. Course areas: botany, evolution, and plant ecology. Craig's research in plant migra- tion and distribution, reproductive biology, and chromosomal evolution of plants combined with his exten- sive fieldwork provides a base for students who, in field-botany courses, examine the plant life of the region. Steven Katona (left) B.A., Ph.D. Biology, Harvard University, 1965, 1971. Course areas: ecology, zoology, and marine biology. Steve is involved in a number of marine research projects, including the Mount Desert Rock Whale Watch and the Gulf of Maine Whale-Sighting Network. He also leads whale-watching trips in the Atlantic and Pacific Oceans. 69 "Because we advocate many of the same concepts and share not only knowledge but a common focus and methodology, we work well together on many levels." Carl Ketchum (left) B.S. Mathematics and Physics, Bates College, 1962; M.S. Ocean- ography, New York University, 1967; Ph.D. Oceanography, Massachusetts Institute of Technology, 1968. Course areas: physics, computers, mathematics, and oceanography. By incorporating group process and problem solving skills into his courses, Carl helps students over- come their math anxieties and ap- preciate basic mathematics. Carl's courses in oceanography reflect his research on the physical processes of the coastal zone. Anne Kozak (right) A.B. Salve Regina College, 1959; M.A. St. Louis University, 1962. Course area: writing. A free-lance editor and writer, Anne coordinates the human ecology essays and writing center and is faculty advisor for the peer tutoring program in writing. Susan Lerner (left) B.A. English, University of Cincin- nati, 1969; California Institute of Arts, 1971. Course areas: literature and women's studies. In addition to dancing and paint- ing, Susan teaches courses in women's history and contemporary literature which examines the changing role of women and the ways in which men and women interact. 70 Alesia Maltz (right) B.A. Hampshire College, 1978; M.A., Ph.D., History and Philosophy of Science, University of Illinois, 1980, 1988. Course areas: history of science and medicine, women's studies, oral history, and history. Alesia's courses at COA em- phasize the history of science and the role of social issues such as health, gender, class, and technology in the formulation of public policy. Ernest McMullen (left) Art, University of Maryland, Portland Museum School, Portland State University, Oregon, 1965-1970. Course areas: ceramics and visual studies. Designer of three solar- and wood- heated houses on Mount Desert Island, Ernie is interested in com- bining art and technology to create a more energy-efficient and beautiful environment. Donald Meiklejohn (right) A.B. University of Wisconsin, 1930; Ph.D. Philosophy, Harvard Univer- sity, 1936. Course area: public policy. Professor emeritus and former director of the undergraduate pro- gram of the Maxwell School of Citizenship and Public Affairs at Syracuse University, Don has published articles on the First Amendment, education, and political theory. 71 "With our interdisciplinary approach and willingness to examine issues from many perspectives, we bring a collective vision to the academic program." Etta Mooser (left) B.A. Lewis and Clark College, 1966; Ed.M., Ph.D., Philosophy and Education, Teachers College, Co- lumbia University, 1984, 1987. Course area: ecological education. Etta brings her experience as a high school teacher and her research interest in educational philosophy and policy to COA's environmental education program. Peter Owens (right) B.A. Art and Geography, Middle- bury College, 1980; M.A. Landscape Architecture and Planning, Conway (MA) School of Landscape Design, 1983. Course areas: landscape design and urban planning. Peter came to COA from Bur- lington, VT where he has worked as a consulting landscape architect and planner and artist in residence. His recent projects include preliminary plans for an undeveloped area of the Burlington waterfront, design of an overlook park with panoramic lake views, and an access management plan and amenity design for a state highway. John Visvader (left) B.A. Philosophy, CUNY, 1960; Ph.D. Philosophy, University of Minnesota, 1966. Course areas: philosophy, philosophy of science, and history of ideas. John's courses in philosophy integrate his interests in Chinese philosophy, eastern religions, western civilization, and natural history. 72 ADJUNCT FACULTY Melita Brecher,B.A. University of Industrial Arts (Helsinki), 1973; M.A., SUNY at Buffalo, 1982. Melita has exhibited sculptures and drawings internationally. Skip Buyers-Basso, B.A. Human Ecology, College of the Atlantic, 1983. At COA, Skip, a professional taxidermist, teaches courses in taxi- dermy and is curator of the Natural History Museum. Norah Deakin Davis, A.B., M.A. Philosophy, Washington University, 1965. Currently an editor for Downeast Magazine, Norah has written about solar homes and the cultural and natural ecology of the Mississippi. John Navazio, B.S. University of Rhode Island, 1979. Certified by the Joli Greene, SUB Arts and Crafts Center, University of Alberta, 1971- Michigan Land Trust in 1985 as a permaculture designer, John con- 1974; Mannings School of Hand- ducts workshops on organic garden- weaving, 1977; Haystack Mt. School of Arts and Crafts, 1982. In addition ing and works with a grassroots organization to preserve food-plant to exhibiting weavings and baskets throughout New England, Joli genetic resources. teaches at COA and Haystack. Joan Sanchez, Moore College of Art, 1967-1970 and Parsons School of Harris Hyman, B.S. Massachusetts Institute of Technology, 1957; F.K. Design, 1970-1971. Joan choreographs, performs, and teaches University of Stockholm, 1961. A modern dance and creative move- former full-time COA faculty ment at COA as well as at other member in design and computer schools and in dance companies science, Harris regularly teaches courses in computer-assisted graphic throughout eastern New England. design and assists students with technical aspects of design projects. Lucy Bell Sellers, B.A. Radcliffe College, 1958; graduate work, New York University. Each fall, Lucy Daniel Kane, Jr., B.A. Physics and Bell produces and directs a play as Philosophy, Yale, 1962; J.D. Har- part of a course at COA in theater vard University, 1966. A patent workshop. During the remainder of lawyer in Bar Harbor and a COA the year, she works with founding faculty member, Dan Philadelphia's elderly and mentally teaches courses in physics, philosophy, and invention. impaired where as a volunteer she produces and directs plays. 73 An Clinton Trowbridge, B.A. English, Samuel A. Eliot, B.A., M.A.T., Princeton, 1950; Ph.D. English, Ed.D. Harvard University. A former University of Florida, 1956. The vice president and faculty member author of three books and numerous at COA, Sam is currently head of scholarly and popular articles, Clint the Athenian School in Danville, teaches environmental journalism at California. COA. Stanley Grierson Coursework at FACULTY ASSOCIATES Columbia University, New York COA has formally recognized these University, School of Modern distinguished individuals as faculty Photography. Before "retiring" to associates who are invited to teach Mount Desert Island, Stan, a key courses at any time. person in the success of COA's Natural History Museum, worked at Janet Andersen, B.A. Botany, M.S. the American Museum of Natural Plant Pathology, University of History in New York. California, Berkeley, 1970, 1973; Ph.D. Plant Science, University of Warren Hill, B.A. Gorham State Maine, 1981. A former faculty College; Ed.M. Boston University; member, Janet now works for EPA Ed.D. Columbia University. in Washington. Honorary degrees from the Univer- sity of Maine, University of Stephen Andersen, B.S., Ph.D. Southern Maine, Bowdoin College, Agricultural and Natural Resource and Franklin Pierce College. Dr. Economics, University of California, Hill has held various positions in Berkeley. In addition to teaching, education. Steve, a former research economist for the Sierra Club, is currently an Walter Litten, B.S. Institute of Op- economics specialist with EPA. tics, University of Rochester. Walter worked for over thirty years in William Booth, B.S. University of industry and advertising before Maine; B.D. Hartford Theological moving to Maine, where he concen- Seminary; graduate study at Cam- trates on research in mycology. bridge University and Yale Divinity School. Rev. Booth has taught and Sentiel "Butch" Rommell, B.S. US been a minister in Maine and South Naval Academy, M.S.and Ph.D. Africa. University of Maine. A former faculty member, Butch is currently William R. Burch, Jr., B.S. and M.S. writing a book in mathematics and University of Oregon, Ph.D. Univer- sponsors zoology research projects. sity of Minnesota. Hickson Profes- sor of Natural Resources Manage- Elizabeth S. Russell, B.A. University ment at Yale University, Dr. Burch of Michigan, M.A. Columbia, and is co-director of a planned film proj- Ph.D. University of Chicago. Senior ect on human ecology, sponsored by Staff Scientist Emeritus at The Jack- COA. son Laboratory, Tibby, an eminent geneticist, is a member of the Na- tional Academy of Science, Ameri- 74 In addition to pursuing their own research interests, research associates Harriet Corbett and Judy Beard (below) work with COA students interested in marine mammals and computers as a research tool. to the International Institute for Ap- plied Systems Analysis in Austria, Don in his teaching focuses on deci- sion making involving complex issues and computer-assisted negotiation. RESEARCH ASSOCIATES Beverly Agler (COA '81), Director, North Atlantic Finback Whale Catalogue Lydia Barnes, Curator, North Atlan- tic Humpback Whale Catalogue Judith A. Beard, Director, North Atlantic Humpback Whale Catalogue; Database Manager for can Academy of Arts and Science, Allied Whale, and Associate and American Philosophical Society. Director of COA's Computer System Leonard Silk, A.B. University of Robert Bowman, Director, Maine Wisconsin; Ph.D. Duke University. Whalewatch Dr. Silk is an economist and colum- Harriet Corbett, Director, Mt. nist for the New York Times and Desert Rock Research Station Distinguished Professor of Matthew Drennan (COA '84), In- Economics at Pace University. vestigations on breeding biology of seabirds on Maine islands Priscilla Smith, B.A. Pembroke Col- David Folger (COA '81), Investiga- lege; B.L.S. Library Science, tions on breeding biology of University of Chicago. A former seabirds on Maine islands supervisory librarian at the Freer Jamien Jacobs (COA '86), Assistant Gallery of Art and acquisitions Editor of Human Ecology librarian at American University, Bulletin, Society for Human Pricilla has contributed many hours Ecology at COA's Thorndike Library. Ann Rivers, Studies of seabirds and migrating landbirds at Mt. Desert Marion Stocking, A.B. Mount Rock Holyoke College; Ph.D Duke Kim Robertson (COA''88), Assistant University. Since 1955 Dr. Stocking Director, North Atlantic Finback has been the senior editor of The Whale Catalogue Beloit Poetry Journal. Valerie Rough, Individual identifica- tion of gray seals in the Gulf of Donald B. Straus, B.A., M.B.A. Har- Maine vard University. Past president of Gregory S. Stone (COA '82), Studies the American Arbitration Associa- of humpback, right and finback tion, past chairman of Planned whales in Maine, Bermuda, the Parenthood Federation of America, Caribbean and Antarctica; teaches trustee of the Institute for Advanced COA graduate course in research Studies at Princeton, and consultant diving 75 76 ADMISSIONS AND FINANCIAL AID The Admission Application Admission to the college is a per- sonal and highly individualized pro- cess. If you need help, you may reach us by phone five days a week during normal business hours at (207) 288-5015, or write to us: The Admission Office College of the Atlantic Bar Harbor, ME 04609 This same personalism characterizes the way we review ap- plications. In arriving at a decision, the admission committee looks for evidence of the following: -an enthusiasm for learning -academic preparation -desire to be part of a small col- lege with a human ecology focus -a tendency to seek out intellec- tual and personal challenges. Your application for admission is ready for a decision when the ad- mission office has received all of the following: 1) a completed applica- tion form including answers to all short questions, 2) an application essay, 3) at least two recommenda- tions (see application for details), 4) transcripts of all academic work, and 5) a personal interview- although not required we highly recommend it for all candidates. Standardized test scores (SAT or ACT) are optional. Recommended Deadlines and Admission Notification Under no circumstances will an ap- plication be turned down simply because it arrives after a recom- mended deadline. However, you are encouraged to apply by March 1 if you wish to be considered for Fall admission. This is especially true if you are applying for financial aid. 77 evaluation of credit is not final until after enrollment, students may receive preliminary evaluations by contacting the registrar. Students who wish to spend one or more terms at COA and transfer college credit to another institution should apply as Visiting Students. The appropriate application form may be obtained by contacting the admission office. International Students COA welcomes applications from international students. Application deadlines for international students are the same as those for freshmen or transfer students. Application requirements are identical, except that international students are also required to submit scores from the You should apply by December 1 Test of English as a Foreign and February 15 for Winter and Language (TOEFL) and a Declara- Spring terms, respectively. tion of Finances Form. COA uses a rolling admissions process. A decision is usually made Adult Students within one month of receiving a Older students of nontraditional col- completed application. Admitted lege age wishing to take courses or students wishing to accept an offer pursue a degree are invited to in- of admission and reserve a place for quire and become better acquainted themselves in the class should pay a with the college. Adult students are $100 nonrefundable tuition deposit encouraged to contact the admission by May 1. Those admitted after office early in the admission process May 1 or for Winter or Spring terms to arrange a personal interview. are required to pay a deposit within 30 days if they wish to accept an of- Advanced Placement fer of admission. College credit may be given for superior performance in the CEEB Transfer or Visiting Students advanced placement examinations College of the Atlantic welcomes or the College Level Examination applications from transfer students. Program. Scores should be sent About 20 percent of all new directly from the testing source. students annually are transfer or visiting students. Deferred Admission A student can transfer a max- The college will grant deferred imum of 18 credits to COA (the admission to candidates who are equivalent of 60 semester hours or accepted and pay a tuition deposit; 72 quarter hours). Although an matriculation will be postponed 78 until the following year, subject to College Charges 1988-89 the review of any college study The charges for tuition, room rent, completed during that time. and fees for the college year 1988-89 are as follows: Early Admission Tuition $8,400 Extremely capable students may be Room Rent $2,100 ready for college before they have Board $1,000 completed the normal four-year Student Activity $ 105 secondary school program. The ad- Books and Supplies $ 400 mission office welcomes inquiries Miscellaneous Personal $ 650 from those who feel they are scho- lastically prepared and sufficiently Financial Aid mature to undertake college work. Although COA recognizes that the family is primarily responsible for a How to Get Here student's education, it awards finan- By Car: Driving from Boston, take cial aid based on the level of finan- Interstate 95 North to Interstate 395 cial need when students and their in Bangor, Route 1A from Bangor to parents are unable to meet educa- Ellsworth and Route 3 east from tional costs. Approximately 60 per- Ellsworth to Bar Harbor. College of cent of the college's students the Atlantic is on the left side of receive financial aid. Financial need Route 3 (traveling east) about 19 is determined by subtracting the miles from the Ellsworth shopping total student and/or parental finan- district and one-quarter mile beyond cial contribution from the college's the Canadian National Marine Ferry costs. This need analysis is con- Terminal. Turn left into campus at ducted by the College Scholarship the first blue and white college sign. Service (CSS), Princeton, NJ, who Park straight ahead. The admission provides the results of the need office is located in the Turrets, the analysis to COA. building closest to the water below The Financial Aid Form (FAF) is the parking lot. the only application required by Eastern Express services Bar Har- COA to determine eligibility for bor airport from such cities as: assistance. The FAF can be obtained Boston, MA, New York, NY, Phil- in December from secondary school adelphia, PA, Burlington, VT, Man- guidance offices or college financial chester, NH, Worcester, MA, Hart- aid offices. Applicants for financial ford, CT, Albany, NY, and Portland, aid should submit completed forms ME. Delta and United provide as early as possible, preferably by regular service to Bangor, ME. February 15. Complete information concerning Director: the college's financial aid program Melville P. Coté is contained in a financial aid Associate Director: brochure available from the COA David Mahoney admission or financial aid offices. Assistant Director: Rebecca Buyers-Basso Admission Assistant: Donna L. McFarland 79 Trustees Dr. Peter H. Sellers, Mr. John O. Biderman, Philadelphia, PA Duxbury, MA Mr. Clyde E. Shorey, Jr., Mr. Edward McC. Blair, Sr., Washington, DC Chicago, IL, Chairman of the Dr. Leonard Silk, Board New York, NY Mr. Robert E. Blum, Mr. Donald B. Straus, Lakeville, CT, Life Trustee New York, NY Mr. Leslie C. Brewer, Mr. Robert E. Suminsby, Bar Harbor, ME, Treasurer Northeast Harbor, ME Mrs. Frederic E. Camp, Mrs. Phyllis A. Thompson, East Bluehill, ME Chestnut Hill, MA Mr. John C. Dreier, Mrs. R. Amory Thorndike, Southwest Harbor, ME Bar Harbor, ME Dr. Samuel A. Eliot, Mr. Granville N. Toogood, Danville, CA Darien, CT Mrs. Amos Eno, Mr. Charles Tyson, Princeton, NJ Ambler, PA Mr. William G. Foulke, Dr. James H. Wakelin, Philadelphia, PA Washington, DC Ms. Neva Goodwin, Cambridge, MA, Vice Chair Past Presidents Rev. James M. Gower, Edward G. Kaelber (1969-1982) Bucksport, ME Judith P. Swazey (1982-1984) Dr. Thomas S. Hall, St. Louis, MO Staff Mr. John Kauffmann, Louis Rabineau, President Mount Desert, ME, Vice Chair Steven Katona, Provost and Secretary Charles Hesse, Vice President for Mr. John Kelly, Development and Public Affairs Portland, ME Carolyn Dow, Director for Public Mr. Francis Keppel, Affairs Cambridge, MA Gary Friedmann, Director for Mr. Edward J. Meade, Jr., Development New York, NY Cindie Marinelli, Executive Mr. William V.P. Newlin Secretary Washington, DC Patricia Burt, Executive Secretary Dr. Louis Rabineau, Norene Kuznezov, Receptionist Ex Officio Ms. Cathy Ramsdell Sweet, BUSINESS OFFICE Hulls Cove, ME Liane Peach, Manager Mrs. Robert Rothschild, Sylvia Clark, Assistant Manager New York, NY Dr. Elizabeth S. Russell, BUILDING AND GROUNDS Mount Desert, ME Millard Dority, Director Dr. Bodil Schmidt-Nielsen, Leslie Clark Salisbury Cove, ME John Mitchell 80 J. Clark Stivers Academic Calendar Robert Nolan Fall Term 1988 Outdoor Orientation Begins- LIBRARY August 31, 1988 Marcia Dworak, Librarian Campus Housing Opens- Marcia Dorr, Librarian Assistant September 6 Candace Macbeth, Evening and Classes Begin- Weekend Supervisor September 12 Sandra Modeen, Library Clerk Open House for Prospective Students- NATURAL HISTORY MUSEUM October 9-11 Vicki Nichols, Director Last Day of Classes- Skip Buyers-Basso, Curator November 18 Bryant Moore, Assistant Winter Term 1989 STUDENT SERVICES Classes Begin- Melville P. Coté, Director of Ad- January 2 mission and Financial Aid Open House for Prospective David Mahoney, Associate Director Students- of Admission and Financial Aid February 19-21 Rebecca Buyers-Basso, Assistant Last Day of Classes- Director of Admission and Alum- March 10 ni Coordinator Donna McFarland, Admission Spring Term 1989 Assistant Classes Begin- Cathy Kimball, Financial Aid March 27 Assistant Open House for Prospective Theodore Koffman, Director of Students- Government Relations, Housing, April 9-11 and Summer Programs Classes End- Jean Boddy, Assistant to Housing June 2 Sally Crock, Registrar Graduation- Lori Alley, Assistant to Registrar June 3 Jill Barlow-Kelley, Internship and Career Services Officer Credits Pamela Parvin, Advising Coor- Editor: Anne Kozak dinator and Director of Food Photographers: Bar Harbor Times, Services Bob Bowman, Earl Brechlin, Tom Hindman, Marvin Lewiton, John In its employment and admissions practices College Long, Michael Meyerheim, Glen of the Atlantic is in conformity with all applicable Van Nimwegan, Sheldon & Weiss, federal and state statutes and regulations. It does not discriminate on the basis of age, race, color, Inc., Josh Winer, and Ken Woisard sex, marital status, religion, creed, ancestry, Design: Michael Mahan Graphics, national or ethnic origin, or physical or mental Bath, ME handicap. However, the college is a dynamic community and must reserve the right to make Printing and Typography: changes in course offerings, degree requirements, J.S. McCarthy Co., Inc., Augusta, ME regulations, procedures, and charges. College of the Atlantic Bar Harbor, Maine 04609 Non Profit Org. Telephone (207) 288-5015 U.S. POSTAGE PAID Bar Harbor, Me. 04609 Permit #47 CANADA MAINE Bangor 3 95 Bar Harbor 3 The distinctive logo of College of Augusta COA the Atlantic is derived from pre- Christian symbols: for trees, for VT Brunswick humans, and for oceans. The three signs are intertwined in a Portland circle symbolizing the earth and NH the universe. 95 ATLANTIC OCEAN To Visit College of the Atlantic Driving from Boston, take Interstate 95 North to Interstate Boston MASS 395 in Bangor, Route 1A from Bangor to Ellsworth, and Route 3 east to Bar Harbor. Keep left after CONN crossing the bridge onto Mount RI Desert Island. College of the Atlantic is on the ocean side of NY Route 3, about 19 miles from the Bangor Ellsworth shopping district and 95 one-quarter mile beyond the 1AJ Canadian National Marine Ferry New York Terminal. This drive usually takes from five to six hours. Turn Ellsworth left at the first blue and white 3 College sign and park straight ahead. The admission office is 3 located in the Turrets, a large COA castle-like building below the Acadia National parking lot close to the water.