COLLEGE OF THE ATLANTIC anchural copy A College of Human Ecology College of U.S Affende on the Maine Coast 109 Edun Street 1991 - 1992 Be Herber, Alains 00009 Viewbook A G LANK C E Founded Cost 1990-1991 1969 Tuition $11,499 Room $ 2,295 Type Board $ 1,000 Coeducational, 4-year independent college Books $ 420 with graduate programs Fees + Misc $ 776 $15,990 Location Bar Harbor, Maine Financial Aid Located on Mount Desert Island 60% of student body receive some Population-4,500 sort of Financial Aid 45 miles southeast of Bangor Average award, 1990-91-$7,650 300 miles north of Boston All Financial Aid is need-based Campus Admission 26 shorefront acres overlooking Frenchman Competitive Bay, adjacent to Acadia National Park Interview strongly recommended Campus visit and student-guided tours School Year Calendar available throughout the year Three 10-week terms Transportation Degrees Offered Air-regularly scheduled flights to B.A. Human Ecology Bar Harbor and Bangor M. Phil. Human Ecology Bus-Service to Ellsworth and Bangor Student Body 235; 62% women, 38% men 27 states and 9 foreign countries represented 32% of students live on campus ounded in 1969 as a college of human ecology, F College of the Atlantic's curriculum focuses on developing conceptual frameworks for the solution of human and ecological problems. As we approach the twenty-first century these problems include equitably addressing the use and distribution of global resources, preventing nuclear war, and developing a mechanism to insure lasting peace. COA's mission is to equip students with the knowledge, understanding, enthusiasm, and sensitivity to solve such complex environmental and social problems from a humanistic perspective. This mission, therefore, makes COA different. It is not a college for everyone. Rather it is a college for the environmentally and socially committed individual. Being willing to take a stand on an issue, to show compassion for others, to recognize and promote the interconnectedness of all species and systems-all are characteristics of many students who choose COA. A necessary and exciting part of a college search is visiting colleges, determining whether a particular college's options and focus are right. If learning to be comfortable with uncertainty and solving problems humanistically are appealing, consider choosing COA. A liberal arts educa- tion at COA encourages individuals to think creatively and openly, to seek out solutions that reflect the interest not just of humans but of all natural systems. Ion Ralinean Louis Rabineau, President CONTENTS FACULTY AT COA ACADEMICLIFE AT COA Resource Areas Environmental Science/12 Arts and Design/12 Human Studies/14 STUDENTLIFE AT COA FACILITIES AT COA ADMISSIONDATCOA College of the Atlantic is accredited by the New England Association of Schools and Colleges. F AT COA Y Academic Administration Faculty Rabineau, Louis Anderson, John President B.A. University of California, Berkeley, B.A. New York State College for 1979; M.A. Ecology and Systematic Teachers at Albany, 1947; M.A. State Biology, San Francisco State University, University of New York at Albany, 1982; Ph.D. Biological Sciences, 1950; Ed.D. Harvard University, 1954. University of Rhode Island, 1987. Borden, Richard Course Areas: zoology, behavioral Academic Dean ecology, anatomy, and physiology B.A. University of Texas, 1968; Ph.D. Beal, Elmer Psychology, Kent State University, B.A. Bowdoin College, 1965; M.A. 1972. Anthropology, University of Texas, COA has a teaching Course Areas: environmental psychol- 1977. ogy, personality and social develop- Course Areas: ethnology, anthropological ment, contemporary psychology, and theory, and traditional music faculty of over 20. All philosophy of human ecology Coté, Melville full-time faculty have Administrative Dean B.A., M.A.T. Wesleyan University, Ph.D. degrees or the 1958, 1962; Ed.D., Harvard University, 1971. appropriate terminal degree in their field, many earned at the nation's most respected universities. Their fields of interest include economics, architecture, life sciences, literature, public policy, oceanography, psychology, and education. Courses offered by regular Mooser, Etta Buell, John Associate Dean For Academic Affairs B.A. Amherst College, 1967; M.A. B.A. Lewis and Clark College, 1970; American History, Columbia Univer- visiting faculty provide Ed.M. Columbia University, 1984; sity, 1968; Ph.D. Political Science, Ed.D., Philosophy, Teachers University of Massachusetts, an important supplement College, Columbia University, 1987. Amherst, 1974. Course Areas: contemporary education Course Areas: political theory, political to the curriculum. economy, and history of ethics Carpenter, JoAnne B.A. 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 COLLEGE OF THE ATLANTIC Drury, William Lerner, Susan B.A. Harvard University, 1942; Ph.D. B.A. University of Cincinnati, 1969; Botany and Geology, Harvard California Institute of Arts, 1971 University, 1952. Course Areas: literature and women's Course Areas: ecology, botany, studies ornithology, natural history, and Maltz, Alesia geomorphology B.A. Hampshire College, 1978; M.A. Dworak, Marcia University of Illinois, 1980; Ph.D. B.A. California State University, History and Philosophy of Science, Fullerton, 1972; M.S. California State University of Illinois, 1988. University, Fullerton, 1973; M.A. Course Areas: history of science and Sangamon State University, 1979. medicine, women's studies, oral Course Areas: children's literature and history, and history research techniques Carpenter, William B.A. Dartmouth College, 1962; Ph.D. Greene, Craig English, University of Minnesota, B.S. State University of New York at 1967. Syracuse, 1971; M.S. Plant Taxon- Course Areas: literature, creative omy, University of Alberta, 1974; writing, comparative mythology, and Ph.D. Biology, Harvard University, 1980. Maine coast history and architecture Course Areas: botany, evolution, and Cass, Donald plant ecology B.A. Carleton College, 1973; Ph.D. Chemistry, University of California, Katona, Steven Berkeley, 1977. B.A. Harvard University, 1965; Ph.D. Course Areas: chemistry, physics, and Biology, Harvard University, 1971. mathematics Course Areas: ecology, zoology, and marine biology Cline, Kenneth Koeppl, Martin McMullen, Ernest B.A. Hiram College, 1980; J.D. Case B.S. University of Munich, 1977; M.A. Art, University of Maryland, Portland Western Reserve University, 1983. Wayne State University, 1980; Ph.D. Museum School, Portland State Course Areas: public policy and Geography, Clark University, 1987 University, Oregon, 1965-1970. environmental law Course Areas: education, geography, Course Areas: ceramics and visual media, and design studies Cooper, John B.A. Trenton State, 1975; M.A. Kozak, Anne Meiklejohn, Donald Trenton State, 1981. B.A. Salve Regina College, 1959; M.A. B.A. University of Wisconsin, 1930; Course Areas: music fundamentals, English, St. Louis University, 1962. Ph.D. Philosophy, Harvard aesthetics of musics, and improvisation Course Areas: writing and literature University, 1936. Course Areas: public policy 5 COLLEGE OF THE ATLANTIC Morse, Suzanne R. Cox, Gray Faculty Associates B.A. University of California, Berkeley, B.A. Wesleyan University, 1974; Ph.D., COA has formally recognized these 1980; Ph.D. Botany, University of Vanderbilt University, 1981. distinguished individuals as faculty associates California, Berkeley, 1988. who are invited to teach Greene, Joli Course Areas: applied botany, plant SUB Arts and Crafts Center, courses at any time. ecology, and tropical studies University of Alberta, 1971-1974; Beard, Ronald Petersen, Christopher Mannings School of Handweaving, B.S., M.S. University of Maine. B.A. University of California, Santa 1977; Haystack Mt. School of Arts and Booth, William Crafts, 1982. Barbara, 1976; Ph.D. Ecology and B.S. University of Maine; B.D. Evolutionary Biology, University of Howard, Vernon Hartford Theological Seminary; Arizona, 1985. B.A. University of Maine 1958; Ph.D. graduate study at Cambridge Course Areas: ichthyology and marine Indiana University, 1965. University and Yale Divinity School. ecology Hyman, Harris Burch II, William R. Visvader, John B.S. Massachusetts Institute of B.S. and M.S. University of Oregon, B.A. Philosophy, CUNY, 1960; Ph.D., Technology, 1957; F.K. University of Ph.D. University of Minnesota. University of Minnesota, 1966. Stockholm, 1961. Davis, Norah Deakin Course Areas: philosophy of science and Kane, Jr., Daniel technology, philosophy of nature, A.B., M.A., Washington University. cosmology, history of ideas, and B.A. Physics and Philosophy, Yale, Eliot, Samuel A. Chinese philosophy 1962; J.D. Harvard University, 1966. B.A., M.A.T., Ed.D. Harvard Adjunct Faculty Rhodes, Trisha University. Brecher, Melita B.A., M.A., University of Maine, 1983, Gudynas, Eduardo 1987. Academic Coordinator, Multiversidad B.A. University of Industrial Arts Franciscana de Americana Latino; Don (Helsinki), 1973; M.A., SUNY at Sanchez, Joan Buffalo, 1982. Moore College of Art, 1967-1970 and Orione College, University of Uruguay, Medicine. Buyers-Basso, Skip Parsons School of Design, 1970-1971. Hill, Warren B.A. College of the Atlantic, 1983. Sellers, Lucy Bell B.A. Gorham State College; Ed.M. Caivano, Roc B.A. Radcliffe College, 1958. Boston University; Ed.D. Columbia B.A. Dartmouth University, 1966; M.A. Trowbridge, Clinton University. Architecture, Yale University, 1970. B.A. English, Princeton, 1950; Ph.D. (AIA licensed; N.C.A.R.B., 1988) English, University of Florida, 1956. Faculty members John Anderson (right) and Rich Borden joined 500 ecologists from Central and South America at the first Latin American Conference in Ecology in Montevideo, Uruguay recently. The seven-day conference was designed to facilitate communica- tion and networking of ecologists, to develop the resources and tools necessary for environmental action, and to address common social and ecological issues. COLLEGE OF THE ATLANTIC am waves bars - riff C Barc cur Sei Extensive experience both in the field and on government panels, command of his subject matter, and ability to challenge students both in the classroom and in field research-all contribute to Bill Drury's reputation as one of COA's most dedicated faculty. Whether Drury (above right) is taking students on ornithol- ogy trips or as part of the land forms and vegetation course showing them how a bog becomes a marsh, Drury inspires students to look for themselves and to relate their observations to what they read in the texts. Kates, Robert W. Research Associates Mainwaring, Alan M.A., Ph.D. Geography, University Agler, Beverly Computer image analysis for individual of Chicago. Director, North Atlantic Finback identification of humpback whales. Litten, Walter Whale Catalogue. Mittelhauser, Glen B.S. Institute of Optics, University of Beard, Judith A. Acadia National Park inventory and Rochester. Associate Director of Allied Whale; investigation. Russell, Elizabeth S. Director, North Atlantic Humpback Olson, Paula B.A. University of Michigan, M.A. Whale Catalogue. Project Assistant, North Atlantic Columbia, and Ph.D. University of Bowman, Robert Humpback Whale Catalogue. Chicago. Allied Whale, coordinator for field Rivers, Ann Silk, Leonard research and public information. Studies of seabirds and migrating A.B. University of Wisconsin; Ph.D. Cole, Tim landbirds at Mt. Desert Rock. Duke University. Assistant Director, Mt. Desert Rock Robertson, Kim Research Station. Smith, Priscilla Director, Mt. Desert Rock Research B.A. Pembroke College; B.L.S. Library Drennan, Matthew Station; Assistant Director, North Science, University of Chicago. Investigations on breeding biology Atlantic Finback Whale Catalogue. of seabirds on Maine Islands. Stocking, Marion Rough, Valerie A.B. Mount Holyoke College; Ph.D Folger, David Individual identification of gray seals in Duke University. Investigations on breeding biology the Gulf of Maine. of seabirds on Maine Islands. Straus, Donald B. Schauffler, Rick B.A., M.B.A. Harvard University. Gregory, Linda Investigations on breeding biology of Acadia National Park resource seabirds on Maine Islands. inventory and investigation. Stevick, Peter Jacobsen, Kurt Research liaison, Marine Studies Geographic Information System and Program. regional planning. Stone, Gregory S. Director of Antarctic and southern hemisphere research, Allied Whale. Speakers' Series Maxine Greene, Columbia University A S enrichment to its academic curriculum Gilbert Grosvenor, National Geographic in the three resource areas, COA offers Theodore Kauss, The Frost Foundation lectures by distinguished scholars throughout Erwin Knoll, Editor of The Progressive the year. These talks offer students opportuni- Paulo Machado, former Minister of Health, ties not usually available in larger institutions to WHO, Brazil participate with scholars in small group Calvin Martin, Rutgers University discussions at the conclusion of the formal Bruce Mazlish, MIT presentation. Colman McCarthy, Washington Post Ian McHarg, University of Pennsylvania Tom Andrews, United States Representative Joseph McInerney, Colorado College Jane Bennett, Goucher College Edward Meade, Ford Foundation Wendell Berry, University of Kentucky George Mitchell, United States Senator Lord Asa Briggs, Oxford University Earl Phillips, Environmental Attorney William Cohen, United States Senator Michael Pyatok, Architect Robert Coles, Harvard University Peter Raven, Director of Missouri Botanical Gardens Frances Fitzgerald, Journalist and David Rockefeller, Rockefeller Brothers Foundation Pulitzer Prize Winner Dewitt Sage, Film Maker Hannah Holborn Gray, University of Chicago Juliet Schor, Harvard University John Wilmerding, National Gallery of Art COLLEGE OF THEATLANTIO Faculty member Etta Mooser heads COA's innovative teacher certification program while also serving as Associate Dean for Academic Affairs of the College. She teaches courses in critical theory, history of education, and learning theory. While working on her doctorate at Columbia University, Etta specialized in curricular innovation, ethics in education, and learning and environment. As a teacher and administrator for 10 years in Laguna Beach, California, Etta was responsible for developing and implementing two "schools within a school." She has re- cently been appointed to the Maine State Advisory Committee to the Office of Truancy, Dropout, and Alternative Education and continues her research in the area of learning environments. A C A DAE MOOA M I F E A COA Education is Darron's experience is not unique. Individualized COA faculty look for and point out Whether the class is a lab, studio, or ways their disciplines relate to or seminar, two factors make the COA support others. They encourage approach distinctive: the faculty and students to examine issues from many students' commitment to individualized perspectives and to seek solutions that learning and the freedom to digest reflect an integrated perspective. information in one's own way and at one's own pace. Here as a team, A COA Education is students and faculty investigate Self-Directed assumptions, examine theories, and In a college where questioning ideas engage in a continuing dialogue about and seeking out relationships are At knowledge, ideas, and how students encouraged, faculty work along with COA the curriculum best learn. students as they develop individualized "We do all the readings and in class programs of study which enable them in human ecology discuss the material," says biologist Bill to address ecological problems from a Drury, faculty member in environ- multiple perspective. mental science. "Through field Although students are always encourages students to research, I like to prod my students to encouraged to plan their own course of find relationships on their own, to studies, faculty assume a more direct seek out connections discover what in the theoretical is really role in advising entering students. But practical or applied. My experience is as students approach their junior and implicit in ecology and to that if you assume students have the senior years, the faculty role changes: capability and they sense that, they Faculty are more of a sounding board grow into the role." and students take the initiative in apply these to humans, for most environmental problems stem from different kinds of human behaviors and interactions. Unlike many colleges which offer liberal arts degrees in specific majors, COA emphasizes an interdisciplinary A COA Education is Integrated approach to the arts "In my first term at COA, I took Intro- ductory Biology and Writing Seminar I, and sciences. said Darron Collins '92. "What was different about these two courses was that one depended on the other. The instruc- tors planned the writing assignments SO that they all reflected what we were studying in biology. Even the final essay exam in Writing Seminar was based on a section of the biology text. By writing about biology and explaining it to others, I gained a greater understanding of biological principles." 10 COLLEGE OF THE ATLANTIC designing an internship and senior Curriculum practica, they develop practical and project that synthesize their educational Because the complexity of the problems applied skills. Through internships, endeavor at COA. we face can only be resolved by students apply knowledge, develop Along with planning their own bridging disciplines, COA's approach skills, and clarify career goals. And in course of study, students are also to learning enables students not only to the senior project-a major piece of encouraged to seek out practical choose particular problems to focus on independent work-students demon- experiences that will enhance their but to design interdisciplinary curricula strate in-depth knowledge in a field and education. At COA, the committed, which simultaneously provide an an ability to examine an issue from responsible student has many options- education in the liberal arts and give more than one perspective. to write and edit press releases, grants, students the tools to make meaningful To foster this interdisciplinary a weekly newsletter, and annual literary contributions to society. perspective, academic activities at the magazine, to tutor their peers in The College's curriculum also College are arranged into three writing, math, and word processing, to enables students to learn in a variety of resource areas-Environmental coordinate a Distinguished Visitors educational settings. In addition to Science, Arts and Design, and Series, to organize and present exhibits courses, tutorials, and independent Human Studies. at the New England Environmental studies, students learn through group Conference, to conduct the COA studies to work cooperatively and chorus, to be a lab assistant in chemis- effectively in a team effort. In the try or biology, to monitor whale outreach education and museum migrations, and to be a resident advisor. COLLEGE OF THE ATLANTIC RESOURCE AREAS Biostatistics Mycology in Human Ecology Environmental Science Calculus I, II, and III Ordinary Differential Equations The environmental science curriculum Chemical Pollution Organic Chemistry brings together the biological and the Chemistry for Consumers Ornithology physical sciences in exploration of the Computer Aided Drafting and Physiological Ecology earth's systems by using the scientific Design (CADD) Plants and Humanity: Economics method of identification and investiga- Computer Assisted Data Analysis Botany tion, tracing ecological and evolution- Conservation of Endangered Species Plant Physiology ary patterns, studying natural commu- Ecological Studies in Baja, California Plant Systematics nities as ecological systems, and Ecology Plant Taxonomy understanding the interactions of Ecology: Landforms and Vegetation Weed Ecology people and natural systems. Ecology: Populations and Communities Women in Science The College's setting, bordering the Environmental Chemistry Woody plants Gulf of Maine and Acadia National Environmental Physiology Park, provides rich outdoor laborato- Environmental Studies: Arts and Design ries for field research. In addition to The New England Environment The arts and design curriculum not laboratories, our facilities include access Evolution only fosters artistic development but to research vessels, two greenhouses, Evolution of Cooperation also gives students the opportunity to and a computer system. Fisheries Biology immerse themselves in design problems Students preparing for graduate Flora of Coastal Maine and to find solutions to those problems school or work in plant and animal Functional Vertebrate Anatomy by combining aesthetic theory with an ecology, physiology, and most fields of Genetics understanding of ecological, economic, the applied environmental sciences Geographic Information System and energy constraints. receive both a broad-based knowledge Introductory Biology I and II Through courses in drawing and of ecological principles and preprofes- Introduction to Chemistry I and II painting, students develop their own sional training in their chosen area of Introduction to Physics I visual expression and use art as a concentration. Invertebrate Zoology medium for social criticism. In art, art Marine Biology history, and landscape design courses, COURSES Marine Ecology students learn to question and make Analytical Chemistry Marine Mammals perceptive statements about the Biochemistry Mathematics: Numbers, Trigonometry, juxtaposition of the natural world and Biology of Fish and Algebra the built environment. Bio-Organic Chemistry Morphology and Diversity of Plants Academic Requirements T he College awards one undergraduate degree, the BA in human ecology which indicates that students understand the relationships between the philosophical and fundamental principles of science, humanities, and the arts. Degree requirements include: 36 COA credits completion of 3 interdisciplinary core courses (during student's first year) at least two courses in each of the three resource areas a Human Ecology essay relating the student's development as a human ecologist and demonstrating writing competency (must be completed and approved prior to the student's fourth year) an internship (3 credits) of at least one term in a job related to the student's academic interest or occupational goals (normally undertaken during student's third year) a senior project (3 credits), a major piece of independent work reflecting the student's primary field of interest (during student's final term) participation in senior seminar 12 COLLEGE THE ATLANTIC The arts and design curriculum not only fosters artistic develop- ment but also gives students the opportunity to immerse them- selves in design problems and to find solutions to those prob- lems by combining aesthetic theory with an understanding of ecological, economic, and energy constraints. What distinguishes COA's arts and Jazz, Rock, and Blues: From Their science, economics, psychology, and design program from that of other Origins to the Present anthropology. This combination of institutions is its emphasis on interdis- Land Planning Studio knowledge and perspective equips the ciplinary approaches to design issues. Landscape Studio: Environmental Art human ecologist to address individual This is not a program which grants a Music Fundamental: Reading, Hearing, and cultural problems. professional degree at the end of four Writing, Playing Music years; rather it is a program which Painting Studio COURSES promotes a multidisciplinary approach Primitive Art Advanced Composition to design and construction as part of a Theatre Workshop American Schooling in the general education in human ecology. The Aesthetics of Music Twentieth Century From courses in landscape design to Three-Dimensional Design I and II An Eastern Perspective architectural/design studios, COA's Two-Dimensional Design I and II Arts and Humanities Education hands-on approach allows students to Watercolor Painting Autobiography create designs which both reflect the Women in the Visual Arts Community Planning and Decision student's artistic perception of the Making problem and consider the needs and Human Studies Congress and the Presidency desires of the individuals for whom By synthesizing the humanities with the Contemporary Literature they are designing. social sciences, the human studies Contemporary Psychology resource area provides students with a Creative Writing COURSES wide and diversified perspective on Cultural Ecology of the Maine Advance Studio: Design and Activism human nature which helps to break Fishing Industry Architectural Design I down the artificial distinction inherent Curriculum and Instruction in Architectural Design II: Design Projects in specialized branches of knowledge. Elementary Reading and Writing Architectural Survey: Prehistoric to Through team-taught human studies Curriculum Instruction in Elementar Renaissance courses, students focus on aspects of the Science, Math, and Social Studies Architectural Survey: 19th to 20th contemporary human condition and are Curriculum and Instruction in Centuries challenged to blend ecological concerns Secondary Science Black and White Photography with classical humanistic studies. Decision Making and Collaborative Ceramics I and II Courses in philosophy, history, Problem Solving Foundations in the Visual Arts literature, and art relate the past to the Developmental Psychology of Greek Art present. With the humanist's con- Ecological Perspectives Improvisation in Music sciousness of one's place in time, Education Seminar I: Schooling and Introduction to Video Production students examine issues in political Teaching Master of Philosophy in Human Ecology C ollege of the Atlantic offers a graduate program of study leading to the Master of Philosophy degree in Human Ecology. The College's first graduate students began this Advanced Studies Program in September, 1990. The Master of Philosophy degree allows selected students to continue their studies beyond the Bachelor's degree for two years. The program is designed to serve a small number of students who are qualified for such work. Initially, four to six students are expected with the anticipation of enrolling no more than 10 students yearly. The program consists of advanced study in courses already offered by the College, special graduate seminars, advanced independent study, and an original piece of work-all guided by an Advising Committee selected for each individual. For detailed information, please contact the Admission Office. Education Seminar II: Crisis and Outdoor Education and Leadership Teaching Controversial Issues: N Change Patterns of Invention Weapons and Nuclear Power Education Seminar III: Philosophy Personality and Social Development Technical Writing and Practice Perspectives in Nutrition The Learner and the Learning P Energy Economics Philosophy of the Constitution The Nature of Relationships in I Environmental Economics Philosophy of Religion The Nuclear Arms Race, the Thi Environmental Education Philosophy of Science World, and the Cold War Environmental Journalism Political Theory and Ecology Toward a Philosophy of Ecologie Environmental Law and Policy Practicum: Outreach Education I and II Education Environmental Psychology Principles of Economics Voluntary Simplicity Explorations: The Literature of Ritual, Myth, and Tragedy Wholeself: Literature and Andro Expeditions of Scientific Inquiry Russian Literature Women and Men in Transition Great Philosophical Systems Seminar in Human Ecology Women's History and Literature History of Anthropological Theory Shakespeare Women of Color in Literature History of Consciousness Writing Seminar I and II History of Ideas: The Enlightenment Humans in Nature The Individual, the Common Good, and the Community Intellectual History of Education International Environmental Law International Peace in Theory and Practice Introduction to Literature Introduction to Political Economy Introduction to the Legal Process Law and Society Learner-Centered Teaching Methods Literature and Ecology Literature and the Sea Literature of the Third World Museum Preparation Teacher Certification Approximately 20 percent of COA end of the first academic year, students One facet of the Human Studies graduates are engaged in graduate choose a permanent advising team, resource area is the innovative teacher studies in education or are employed in comprised of one faculty member, one certification program. Through the field as naturalists, environmental student, and an optional third member courses, practica, independent studies, educators, and classroom teachers. of the COA community. The advising and a range of teaching experiences, team is responsible for approving interested COA students gain an Evaluation and Grades completion of degree requirements and understanding of educational theory At COA, all students receive narrative for monitoring a student's progress. and practice. COA's excellent working evaluations of their performance in a Students at COA obtain career partnership with the local public course. In addition many students, counseling not only from the Career schools-one of the strengths of the particularly those considering graduate Services Office but from faculty and program-enables students to practice study, request and receive letter grades. alumni as well. Through the personal- what they learn. In 1990-91, 70 percent of students ized advising system, faculty and staff College of the Atlantic grants Maine requested letter grades. help students to channel their interests teaching certification to qualified The second part of the evaluation, throughout their tenure here. COA graduates. This certification, which is written by the student, assesses the students first encounter formal career reciprocal in most states, qualifies value of the course in relation to the guidance when they plan the required graduates for classroom teaching in student's own intellectual development. internship-a full term of study which grades K-8 and for the sciences and draws on skills and interests they social studies at the secondary level. Advising and Counseling already have as well as exposes them to Students electing to pursue teaching The relationship between student and new skills and knowledge. The certification must take an additional advisor is particularly important in Internship and Career Services Office three credits beyond the COA gradua- helping students design individual helps students to clarify career goals tion requirements. programs of study. Advisors not only and assists them in resume writing, job In reviewing the program, which provide students with academic counsel hunting, and interviewing techniques. emphasizes equally a broad-based and personal support but also guide Through individual conferencing with liberal education and an understanding students in developing coherent and the Career Service Officer, students of educational theory and practice, the individualized programs of study which determine work values and explore State Board of Education site-visiting draw from the three resource areas and career options. The office also main- team stated: "As a Board and as policy interdisciplinary programs. tains files of potential internships and makers we have often talked about Upon entering the College, students postgraduate employment opportuni- excellence At College of the are assigned an advisor. They meet to ties, graduate school catalogs, and Atlantic we experienced excellence plan and evaluate their studies. At the standardized test applications. in education." Watson Fellowship Winners F or each of the last nine years, COA seniors have been awarded the distinguished Thomas J. Watson Fellowship. Peter Wayne '83 travelled through England and studied conserva- tion organizations and policies; Rick Epstein '84 studied solar and environmentally responsive buildings in various countries on latitude 40; Sally Greenman '85 travelled to Scandinavia and Japan to study fishery practices and policies; Carol LaLiberte '86 studied sustainable agriculture in Japan and India; David Heckscher '87 studied potato cultivation in the South American Andes; Dennis Bracale '88 pursued a cross-cultural comparative study of gardens and landscapes in China, Japan, Italy, France, and England; Michael Broyer '89 studied the relationship between mountains and their people in Japan, New Zealand, Africa, India, and Switzerland; and Dan Sangeap '90 studied social change in Eastern Europe. For 1991-92, two COA seniors have been awarded Watson Fellowships. Park Armstrong '91 will study the international use of geothermal energy in Italy, Iceland, Japan, Mexico, St. Lucia, and Denmark. Wendy Doherty '91 will study vegetation and its influence on the development of human societies in changing environments in Malaysia, Nepal, and Israel. COLLEGE OETHE ATLANTIC Application for Admission INSTRUCTIONS FOR APPLICANTS Application The Admission Commitee is com- Personal Interview This application is our way of learning posed of professional admission officers A personal admission interview and more about you than grades and test plus students, staff, and faculty. After campus visit are strongly recommended scores reveal. Your personal essay and each committee member has carefully of all applicants. In some cases, an answers to three application questions read your folder, the full committee admission decision will not be made are the core of your application. The meets to discuss and act upon your until such an interview has occurred. If writing you present here allows us to application. Within one month of a visit to the campus is impossible, get to know you in a more personal way receiving your completed application, please contact the Admission Office to and better understand your reasons for the Admission Committee will review make arrangements for an alumni or applying to College of the Atlantic. We the contents and notify you of its off-campus interview. A campus visit hope you will enjoy working on it and decision. form is included in this application. you may find it useful to copy your application. If you have been out of Teacher References Test Scores school for more than six months, please Complete the top portions of the SAT and Achievement scores are include a brief statement with your Teacher Reference forms and give optional, but we do recommend that application, describing how you have them to two of your more recent you forward the results to us if you feel spent that period of time. instructors. An admission decision they are a useful addition to your cannot be made until both references application. If you do not want us to Recommended Deadlines/ are on file in the Admission Office. If consider your scores, please note that Decisions you enroll at COA, these references on the application and we will remove The following deadlines are recom- will not become part of your permanent them from your folder. mended. No application will be record. rejected simply because it arrives after a Financial Aid recommended deadline. Applicants School Report (freshmen All candidates for financial aid must interested in fall admission should applicants only) submit a Financial Aid Form (FAF) to apply before March 1. If you wish to Complete the top portion of the School the College Scholarship Service. If you begin your enrollment in winter term, Report form and give it to your need aid, it is extremely important that your application should be completed Guidance Counselor, Principal, or this step be taken early, preferably by before November 15; for spring term Headmaster. A school official's written February 15. This form may be enrollment your application should be reference will not become part of your obtained from high school guidance completed before February 15. An permanent record if you enroll at COA. offices or the college's Financial Aid applicant's file is ready for review once Office. the Admission Office has received the Transcripts following: Submit transcripts for all academic Application Fee completed application form work previously completed. Freshmen A nonrefundable fee of $35.00 must be written responses to questions 1-3 in applicants are required to submit an submitted with your application. the application folder official transcript from their secondary Checks should be made payable to personal essay school. Transfer applicants must College of the Atlantic. If submission of two teacher recommendations (or submit a secondary school transcript this fee would cause you great financial special letters of recommendation for and transcripts from all colleges hardship, you should contact the applicants who have been out of school attended. Admission Office to discuss other for five or more years) arrangements. school report (freshmen applicants Additional References only) All applicants are welcome to submit All correspondence should be directed to: official transcripts from high school letters of reference in addition to the Director of Admission and college(s) attended ones required. Those applicants who College of the Atlantic $35.00 application fee have been out of school for five or Bar Harbor, ME 04609 personal interview (strongly recom- more years are encouraged to submit (207) 288-5015 mended) teacher references, but may submit other references if that is impossible. As with other references, these will not become part of your permanent record if you enroll at COA. COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 APPLICATION FOR ADMISSION For entrance: Fall 19 Winter 19 Spring 19 Name Telephone ( ) Last First Middle Mailing Address Street City State Zip Code Please list your permanent address if different from mailing address above: Street City State Zip Code Permanent phone if different from above ( ) When should we begin using your permanent address? Do you prefer to be called by another name? Please indicate: Social Security Number / / Date of Birth / / Citizenship: U.S. Other Country Please list all secondary schools, summer programs, and colleges attended: SECONDARY SCHOOL CITY STATE DATES OF ATTENDANCE 1. 2. 3. College Counselor: Name Position Telephone COLLEGE CITY STATE DATES OF ATTENDANCE 1. 2. NOTE: PLEASE HAVE YOUR HIGH SCHOOL AND COLLEGE TRANSCRIPTS FORWARDED TO THE ADMISSION OFFICE. Do you intend to apply for financial aid? Yes No The Financial Aid form was / will be filed on Date Have you met with a COA representative? If yes, where and when? Please see reverse side. Father's Name Telephone ( ) Occupation Employer College, Graduate School, if any, degree(s), year of graduation Home address (if different from yours) Street City State Zip Code Mother's Name Telephone ( ) Occupation Employer College, Graduate School, if any, degree(s), year of graduation Home address (if different from yours) Street City State Zip Code Check if appropriate: Father deceased Mother deceased Parents divorced Parents separated If someone other than your parent(s) serves as your legal guardian, please provide name and address. Number of siblings How did you first learn about College of the Atlantic? Please list other colleges you are applying to: Please consider do not consider my SAT scores in your evaluation. Please include a $35.00 application fee and send to: Admission Office College of the Atlantic Bar Harbor, ME 04609 (207) 288-5015 Your signature: Date: APPLICATION QUESTIONS Please respond to each of the following three questions. If your handwriting is not perfectly legible, please type. 1. Is your past academic record an accurate reflection of your ability and potential? Please elaborate on your answer. 2. Discuss your most rewarding nonacademic experience. This could include travel, a hobby, membership in a club or organization, a cultural activity, employment, or community service. Please see reverse side. 3. How do you envision your studies at COA fitting in with your overall educational and career goals? Discuss how your studies at COA - whether in relation to a particular part of the curriculum or to human ecology generally - fit your overall education or career goals. On a separate sheet please write an essay 2. If you could introduce one new idea 4. Discuss what you consider to be the on any topic you like. Some possibil- or material thing to a primitive culture, most pressing environmental problem ities are listed below, but feel free to what would it be? Why? Discuss how it affecting your community and indicate depart from these; good writing can would affect the people of that culture. steps that could be taken to improve address any idea. the situation. Explain your role as a 3. Humans often face the conflict concerned citizen. 1. Discuss a particular aspect of a film, between a desire to live in a removed, book or other piece of writing that has natural environment and the need to been important in shaping your thoughts. work in a large urban setting. Explain why this piece of writing is Comment on this conflict. important and what makes it SO. COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 SCHOOL REPORT Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Year of Graduation / / mo day yr Note to Counselor or Dean: College of the Atlantic is a fully humans and their natural and social and weaknesses, and personal qualities accredited, coeducational, four-year environments. such as this student's maturity com- college located in Bar Harbor, Maine, The Admission Committee appre- pared to his or her peers, the standards offering a Bachelor of Arts in Human ciates your assistance in determining this student sets for him/herself, and Ecology. Our 200+ students pursue a whether this applicant is well suited to the ease and probability of the student's liberal education while studying the the College of the Atlantic. We are learning in an environment requiring a various relationships which exist between interested in the student's academic high degree of self-motivation. accomplishments, intellectual strengths How long have you known the applicant? In what context(s) have you known the applicant? What are the first words that come to your mind to describe the applicant? Counselor's Name Position Name of School Telephone This candidate ranks in a class of students or nearest decile How would you rate the candidate as to academic ability, motivation, writing skills, and speech? Below Average Average Above Average Good Excellent Superlative* (lowest 40%) (middle 20%) (next 20%) (highest 15%) (highest 5%) (highest 1%) Academic ability Motivation Writing skills Speech *One of the best I have encountered in my career Please see reverse side. Please use this space to add your personal comments regarding this candidate's suitability for admission to College of the Atlantic. Thank you for your time and effort. Signature Date NOTE: This form will not become part of a matriculant's permanent record. COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 TEACHER REFERENCE Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Note to Teacher: College of the Atlantic is a fully The Admission Committee appre- compared to his or her peers, the accredited, coeducational, four-year ciates your assistance in determining standards this student sets for him/ college located in Bar Harbor, Maine, whether this applicant is well suited to herself, and the ease and probability of offering a Bachelor of Arts in Human the College of the Atlantic. We are the student's learning in an environ- Ecology. Our 200+ students pursue a interested in the student's academic ment requiring a high degree of self- liberal education while studying the accomplishments, intellectual strengths motivation. Your frank evaluation various relationships which exist between and weaknesses, and personal qualities which includes anecdotes and specific humans and their natural and social such as this student's maturity illustrations will be most helpful. environments. Please see reverse side. How long have you known the applicant? In what subject have you taught this student? Name (please print) School School Address Signature Date NOTE: This form will not become part of a matriculant's permanent record. COLLEGE OF THE ATLANTIC BAR HARBOR, MAINE 04609 (207) 288-5015 SECOND TEACHER REFERENCE Applicant: Please fill out this section: Applicant's Name Last First Middle Applicant's Address Street City State Zip Code Applicant's Telephone Number ( ) Note to Teacher: College of the Atlantic is a fully The Admission Committee appre- compared to his or her peers, the accredited, coeducational, four-year ciates your assistance in determining standards this student sets for him/ college located in Bar Harbor, Maine, whether this applicant is well suited to herself, and the ease and probability of offering a Bachelor of Arts in Human the College of the Atlantic. We are the student's learning in an environ- Ecology. Our 200+ students pursue a interested in the student's academic ment requiring a high degree of self- liberal education while studying the accomplishments, intellectual strengths motivation. Your frank evaluation various relationships which exist between and weaknesses, and personal qualities which includes anecdotes and specific humans and their natural and social such as this student's maturity illustrations will be most helpful. environments. Please see reverse side. How long have you known the applicant? In what subject have you taught this student? Name (please print) School School Address Signature Date NOTE: This form will not become part of a matriculant's permanent record. An analysis of COA's 500 plus graduates shows that they have gained skills in common yet have pursued careers in many diverse fields. They have dem- onstrated the ability to formulate questions, communicate ideas, make decisions, and solve problems in a complex and rapidly changing world. Faculty members also play a key role hand, is always a work experience in Greenpeace, New England in career counseling. In addition to which students apply knowledge and Hubbs Marine World Institute helping students assess their strengths skills, develop new skills, and clarify Hulbert Outdoor Education Center and interests, faculty point out potential future goals. At COA, students hone The Jackson Laboratory career paths and frequently put these skills and apply their knowledge The Land Trust Exchange students in touch with professional in a number of challenging places. Maine Times colleagues at other institutions whose Manomet Bird Observatory interests may more closely parallel the Acadia National Park Marine Resources (ME) student's. Allegheny Repertory Theater Mt. Desert Island Biological Perhaps the most exciting develop- Allied Whale Laboratory ment in career counseling is the American School for the Deaf Mt. Desert Island Schools college's newest approach-the use of Audubon Day Camp National Film Board of Canada alumni as counselors and mentors. Baobab Farm, Kenya National Institute of Occupational During winter term each year, three or Bazzaz Laboratory, Harvard University Safety and Health four alumni come to the campus to Bimini Biological Field Station New Alchemy Institute meet with interested students. In Board of Jewish Education Perce National Forest (MT) addition, students are encouraged to Boston Ballet The Peregrine Fund seek advice from alumni for intern- Boston Public Facilities Professional Designs ships, senior projects, and career Department Rainforest Action Network placement. Bureau of Land Management Royal Botanical Gardens Canadian Wildlife Federation Silverbirch Spinning and Weaving The Chewonki Foundation Workshop (Isle of Aaran, Scotland) Internships Christian Science Monitor The Smithsonian Institute Both the internship and senior project, Congressional Research Service, Society for Human Ecology each of which is required, allow Library of Congress Solar Energy Research Institute students to pursue a particular interest Consumer Energy Council of America Trinity Square Repertory Theater or field of study in depth. Although Cornerstones U.S. Fish and Wildlife Service some senior projects focus exclusively Critical Areas Program Washington Zoo on art or creative writing, most Emery Brothers, Boatbuilders Whale Research Group combine field work, research, and Family Service League Wilderness Society writing. The internship, on the other Friends of the Earth World Peace Camp (Poland, ME) Kim Paola '90 (right) "I've always been interested in law, but until I came to COA I had not been aware of the number of land-use issues and the way they tied into law. Because of Acadia National Park, communities sur- rounding the Park face incredible developmental pressures. In addi- tion to taking courses, I was able to pursue considerable independent work which not only gave me back- ground but made my education more worthwhile." Both the internship and senior project, each of which is required, allow students to pursue a particular interest or field of study in depth. S T U AT COA L I F E Living in Maine conservation are dominant issues in Maine is still a growing state and one Maine politics and government, and whose natural resources to a large College of the Atlantic students often extent are the forest and the sea. take an active part in these discussions Approximately 90 percent of the state is and planning sessions. forested, and Maine has over 3,000 Living on Mount Desert Island miles of coastline, more than the rest of where Acadia National Park is located the East Coast combined! introduces one to a preservation ethic- Maine's beaches and coastline are an ethic that encourages people to unpolluted. Aware of what has occurred develop a sense of history and to look at in areas south of here, the Maine Board the buildings, gardens, parks, and open of Environmental Protection and its space in their community and to place Legislature have enacted marine value on those. The pristine islands, resource protection policies as well as Approximately 150 of the 270 square shoreland zoning and overboard miles of this island are park lands-land waters, and marine life of discharge regulations. To protect the which in the early 1900s a number of forests, the state has implemented land- foresighted and wealthy residents management practices and to address purchased and donated to a trust which Frenchman Bay along solid waste issues, Maine has recently later became Acadia National Park. enacted the nation's toughest manda- Those who hike or bike on the 150 with the lush forests, tory recycling legislation. miles of carriage roads within the park As the state continues to grow, or climb any of the eight major Maine communities have become mountains, lakes, and the mountains or walk along the shore are increasingly concerned about preserv- constantly aware of the vision of those ing open space and protecting natural people and what that vision means 80 wildlife of adjacent resources. Land planning and land years later. Acadia National Park combine to give College of the Atlantic one of nature's incredible outdoor classrooms. Students may study the reintroduction of Arctic terns on Petit Manan Island or investigate the water quality in surrounding island communities. Ornithology classes routinely trek throughout the area to catch a glimpse of the over 100 species of birds which call Mt. Desert Island home. 20 COLLEGE OF THE ATLANTIC COA's curriculum and the political- Outdoor Orientation Recreational Activities social climate of the island encourage To introduce students both to outdoor Although the College has no organized students to join with residents in recreational activities and to one sports teams, the College's location developing land-use policies which another, the College coordinates enables students to participate easily in insure that the specific qualities of the optional outdoor orientation trips for outdoor activities. What for many land or the uniqueness of a resource entering students in the fall of each people makes living on Mount Desert will extend over time. Attending COA year. Experienced staff members and Island SO attractive is the proximity of not only provides one with the unique older students lead these trips which Acadia National Park with its over 150 opportunity of enjoying the magnifi- sharpen outdoor skills and encourage miles of carriage paths and 100 miles of cent beauty and resources of the Pine the development of friendships. Trips open trails. Within five minutes, one Tree State, but also allows one to play planned for Fall 1991 include canoeing can be in the park and usually away a part in protecting and preserving its the Allagash, canoeing a series of Maine from crowds. Students regularly jog varied natural landscapes. lakes, sea kayaking, hiking along the and bike on the carriage roads, hike and Appalachian Trail to Katahdin, and rock climb, windsurf, canoe, and sail on bicycling through the Maritimes and island lakes and in Frenchman Bay, and coastal Maine. These trips preceed Fall in the winter cross-country ski, orientation snowshoe, and skate. Through a cooperative arrangement with the YMCA, all students have use of their facilities which include a pool, Nautilus equipment, and basketball and volleyball courts. Tennis courts are available at a nearby motel. en But activities are not confined just to Housing are available at the College on Mount Desert Island. Students The College provides housing on weekdays. frequently participate in organized campus for 55 students in five separate Many students, however, choose to weekend camping trips to northern and residences. The College guarantees find their own housing either in Bar western Maine and nearby New contract housing in Bar Harbor for all Harbor or elsewhere on the Island. (It Hampshire. Recreational areas within a students who post a deposit for these is only a short walk or bicycle ride half-day's drive of the College include accomodations by June 20th. First-year from Bar Harbor to the College.) many pristine rivers for white-water students usually do. Dining arrange- Rents in the off-season months are canoeing and kayaking, major downhill ments are cooperative with students generally quite reasonable, especially ski resorts, and mountains like sharing housekeeping and food when several students combine to rent Katahdin and Washington. preparation duties. Breakfast and lunch a single dwelling or apartment. For those students who want to learn a new skill, there are trained people and equipment for students, faculty, and staff use. Governance Students who wish to develop n keeping with the central ideas of community and responsibility, the College leadership skills can participate in an governs itself through a combination of participatory and representative democracy. outdoor education course, taught each Students serve on all College committees, from Academic Affairs to Personnel, with spring by two Maine guides-both of full voting rights. (In addition, two alumni now serve on the Board of Trustees.) The whom are COA graduates. All-College Meeting, held every other week and usually moderated by a student, is a Another popular activity is scuba regular assembly where the work of the committees is reviewed by the community as a diving. COA divers either come to whole. In a recent orientation for new students, a former All-College Meeting COA with basic training in diving or moderator expressed her appreciation of COA's governance system in these words: take a YMCA-sponsored course. "At COA we have a unique opportunity to affect the directions of our lives. As students we choose our academic programs, take responsibility for our living situa- tions, and cook our own dinners. As a human community and a community of scholars, we work to strengthen our bonds to one another- intellectually, socially, and through our system of governance. "The purpose of the governance system is twofold. The system is, first, a mecha- nism to encourage innovative, participatory administration of the College. Beyond that, however, it is also an integral aspect of education at COA. Through participation in the governance system, we learn about everything from the democratic process to building codes, from affirmative action law to group dynamics, from diplomacy to stress management. We learn to listen and we learn to communicate. "In short, we have an opportunity to involve ourselves in the decisions that affect our lives while at the College, an opportunity that is rare among institutions of higher learning. Involvement in governance is one way of expressing the long-term commit- ment to COA that many of us here feel deeply." 22 COLLEGE OF IEATLANTIC clinique CheRon MÉDEON VETERINAIRE OULINS PARiS RUE SANATORIUM PENSION Lilea Stockwell '90 (above right) "When I first came to COA, I thought I wanted to be in education and I took courses to prepare me for certification. By taking time off, doing more than one internship, and working, I found a more interesting niche for myself. In Summer, 1988 I did an internship at the Acadia Veterinary Hospital in Bar Harbor. Since then I've been able to work there while continuing my education and now plan to get an M.S. in Physiology and possibly a veterinary degree." Lilea's senior project-the incidence of deer ticks on MDI-is an outgrowth of her work at the Veterinary Hospital. F A AT COA I E S Campus Architecture shingled cottages, Kaelber Hall At the turn of the century, Bar Harbor includes the Blair Dining Room as well became a renowned summer resort where as meeting rooms and computer center. families from Boston, New York, and Thorndike Library with a collection Philadelphia came by train and steamer of over 26,000 books, 370 periodicals to escape the hot and unhealthy summer and newspapers, and foreign language climate of the cities. Initially these and music tapes occupies the entire summer visitors stayed in Bar Harbor's second floor of Kaelber Hall. Through many sprawling hotels. But as the OCLC-an interlibrary loan net- number of visitors grew, hotel owners work-students have access to materials constructed small cottages to house the from over 10,000 participating libraries; overflow. In time the cottages became independent research is supplemented Located within walking more desirable than the hotel rooms, and by on-line data base searches. eventually summer residents began In addition to these resources, the constructing their own cottages- Library contains four special collec- distance of the town of sprawling shingled-style or villa-like tions: Philip Darlington (evolution), homes, many of which had elaborate Dorcas Crary (horticulture and natural Bar Harbor and Acadia gardens designed by America's foremost history), R. Amory Thorndike (hu- landscape architects. manities), and Thomas S. and Mary T. When the College first opened in 1969, Hall (science and the history of National Park, College it occupied one of these shingled-style science). cottages-Kaelber Hall which was Another shingled-style building, the of the Atlantic's campus destroyed by fire in July, 1983. What Arts and Science building, opened in survived the fire, however, were the 1985. Located here are chemistry, terraces and rose parterre designed by biology, botany, and zoology labs as occupies 26 shorefront Beatrix Farrand. In 1987 ground was well as a museum preparation facility broken for a new 20,000 square-foot where students enrolled in the museum acres overlooking Kaelber Hall and Thorndike Library. preparation course prepare specimens Designed in the style of the early for a study collection that supports Frenchman Bay on Mount Desert Island, Maine. The island, which is connected to the mainland by a permanent causeway, lies 300 miles north or "downeast" of Boston and 45 miles southeast of Bangor. 24 COLLEGE OF THE ATLANTIC P - 0 courses. Other science facilities include cottage era of Bar Harbor is The Hall is home to the Natural History two greenhouses which house a teaching Turrets. Originally designed as a Museum and Allied Whale as well as to collection and which support work in summer cottage in 1893 by Bruce Price faculty and administrators with offices horticulture. Another unique feature of for John Emery of New York, The there. the botany program is a herbarium with Turrets, restored in 1977 by the COA Not only do students study and work a collection of Maine coastal plants used design group, is on the National in these former cottages, but some live in teaching and research efforts. Register of Historic Places. Despite its there as well. Seafox, the largest of the formality, The Turrets with its gallery, on-campus dorms, is another shingle- styled building. 25 COLLEGE OF THE ATLANTIC Fine Arts Computer Facilities System permit students to master the In addition to being located on an Over 25 PC compatibles are available working of ARC/INFO-the standard island known for its natural beauty, for student use in the College's GIS adopted by all the New England COA, despite its small size, has a computer center staffed in large part by states. Advanced students use the GIS number of resources for students peer tutors. In addition to these to develop resource inventory maps for interested in pursuing art. On the top computer resources, the College is local towns as well as for state and floor of the arts and science building rapidly expanding its Computer federal agencies. are two studios-one of which has Graphics Lab. northern light for painting and This facility is the heart of COA's Writing Center drawing. The ceramics studio has a state-of-the-art Geographic Informa- The Writing Center's Peer Tutors not gas-fired kiln while the wood shop has tion Systems (GIS) and contains high- only tutor their peers, but in recent a wood lathe, thickness planer, drill speed workstations running ARC/ years have also participated in panel press, radial arm saw, and table saws. INFO scanners, small and large format discussions at the New England Other facilities include a darkroom, plotters, a film recorder, and additional Writing Center's Annual Meeting. To looms, printmaking equipment, and a terminals which students and faculty become writing tutors, students with slide library. use for presentation graphics and excellent writing skills and strong desktop publishing. COA is pioneering interpersonal qualities must be Music the use of computer technology in recommended by a faculty member or At present plans are being developed to regional planning. The facility is open tutor. Selected students-there are construct additional music and 24 hours a day, and students are currently eight-take a year-long performance and practice space. A lack encouraged to incorporate computer course in teaching writing and begin of formal space, however, has not graphics in cross-disciplinary research. tutoring after the first term. "As a tutor, diminished students' interest in music. Specific courses provide training in I have used my skills to help students In addition to a music studio and three using the equipment. In the Cartogra- with scientific writing assignments," performance centers, the College also phy and Geographic Information said Lisa Conway '91. "Encouraging has MIDI technology and three pianos. System course, for example, students and helping students write in a A small number of students continue learn the basics of mapmaking in the scientific manner begins with convey- instrumental lessons with area musi- field and then return to the lab to ing the message that this particular cians. develop their maps on the computer. writing style - clear, concise, and Courses in Geographic Information logical - is a tool that they can utilize over and over." Brad Woolhiser '90 (right) "The one thread that runs through my education at COA is writing. I've not only taken a variety of courses in writing, but I have also sought out courses which required writing, particularly writing from an interdisciplinary perspective. Last fall I took technical writing and ecology and was able to devise a written final project that met the aims of both classes. Faculty here encourage students to look for connections and to apply what they learn in one course to another course." A New 120-foot Pier for Our Waterfront Campus The pier serves as an invaluable facility for the undergraduate marine and coastal studies program and other courses, as well as faculty and student research activities. In addition, the outdoor recreation program has easy access to the water for sailing, ocean kayaking, and windsurfing. COA hosts visiting research vessels, sail-educa- tion programs, and other guests when they are cruising in local waters. Natural History Museum Allied Whale research within the park and to stu To provide additional training for Under the direction of faculty member problems unique to Acadia. Researc students of natural history and environ- Steven Katona, a group of students, projects include native wild plant mental education, the College in 1982 alumni, and volunteers-known studies, moss and lichen identificat established a small but excellent collectively as Allied Whale-conducts land and sea bird ecology, beaver d museum featuring displays of Mount a variety of long-term studies of marine management, intertidal organism Desert Island flora and fauna, prepared mammals. COA students regularly distribution, pollination ecology, ai by students in the museum preparation work at the Mount Desert Rock Whale vegetative species inventories of isl practicum. and Seabird Observation Station, help in the Gulf of Maine. Recent student-prepared exhibits to compile and catalogue photographs include a kit fox playing with a plastic of humpback and finback whales for Research Laboratories six-pack yoke, a loon that perished after individual identification, and collect Through cooperative agreements i becoming entangled in a fishing net, data for the Gulf of Maine Whale students can participate in the res and a trio of juvenile raccoons looting Sighting Network. programs of the Jackson Laborato an overturned rubbish barrel. Rick world center for mammalian genet Stevenson '93 is preparing an exhibit Acadia National Park search, and the Mt. Desert Island for the Maine Audubon Society Although not material resources, two logical Laboratory, which examines depicting a housecat attempting to other resources-the ocean and Acadia logical and environmental problem capture songbirds in a bird bath. National Park-contribute to the Students develop interpretative skills College's ambience and play pivotal University of Maine by explaining museum exhibits to over roles in COA's curriculum. The College of the Atlantic and the 20 thousand visitors each year and by College has recently constructed a 120- University of Maine in Orono have taking exhibits to area schools. As part foot pier off of The Turrets. developed an exchange program of the Outreach Program, students take The College and Acadia National whereby students from both institu the Museum's popular Whales-on- Park have an agreement which enables tions can cross-register for undergr Wheels (a 20-foot Minke Whale faculty and students to conduct ate courses. In addition, COA stud skeleton) or Naugahyde Whale (a 10- have the privilege of using the foot unzippable replica of a Pilot University's laboratory and library Whale) to classrooms in Maine. facilities. ECO-ECO E ach year COA sponsors a conference for 50 chief executive officers and presidents from various sectors of the Maine business commu- nity, state and local government officials, and representatives from state environmental organizations. With the assistance of COA faculty, participants exchange views on the relationship of economics and ecology in Maine's future and seek consensus on ecologi- cally sound, economically acceptable as well as politically expedient ways of achieving the goals of all constituencies. 28 COLLEGE OF THE ATLANTIC L Students develop interpretive skills by explaining museum exhibits to over 20 thousand visitors each year. ADMISSIONANDOFINAN CIAL AID Application has received all of the following: 1) a Admission to the College is a personal completed application form and $35 and highly individualized process. If fee, 2) an application essay as well as you need help, you may reach us by answers to all short questions, 3) at phone five days a week during normal least two recommendations (see business hours at (207)288-5015, or application for details), 4) transcripts write to us: of all academic work, 5) a personal The Admission Office, College of the interview-although not required we Atlantic, Bar Harbor, ME 04609 strongly recommend one for all candidates. While standardized test Personalism characterizes the way we scores (SAT or ACT) are optional, review applications. In arriving at a they are particularly helpful in decision, the admission committee assessing the academic ability of looks for evidence of the following: students from schools which do not C aining admission to academic preparation and give grades or have nontraditional achievement programs. COA is a process of intellectual curiosity and an enthusiasm for learning Recommended Deadlines careful selection-both on desire to be part of a small college and Admission Notification with a human ecology focus Under no circumstances will an a tendency to seek out intellectual application be turned down simply the student's part and on and personal challenges. because it arrives after a recommended An application for admission is ready deadline. However, you are encour- the part of the College. for a decision when the admission office aged to apply by March 1 if you wish COA is not for everyone, and for this reason we urge applicants to learn as much as they can about the College before applying. We're looking for imaginative, idealistic, intellectually curious, genuinely concerned young people-people who want their lives to make a difference in the world. 30 COLLEGE OF THE ATLANTIC to be considered for Fall admission. Advanced Placement College Charges 1990-91 This is especially true if you are College credit may be given for The charges for tuition, room rent, and applying for financial aid. You should superior performance in the CEEB fees for the college year 1990-91 are as apply by November 15 and February 15 advanced placement examinations or follows: for Winter and Spring term admission, the College Level Examination Tuition $11,499 respectively. Program. Scores should be sent directly Room Rent $ 2,295 COA uses a rolling admission from the testing source. COA credit Board $ 1,000 process. A decision is usually made normally will be granted for scores of Student Activity $ 105 within one month of receiving a '3' or higher. Books and Supplies $ 420 completed application. Admitted Miscellaneous Personal $ 650 students wishing to accept an offer of Deferred Admission Health Fee $ 21 admission and reserve a place for The College will grant deferred TOTAL $15,990 themselves in the class should pay a admission to candidates who are $200 nonrefundable tuition deposit by accepted and pay a tuition deposit; Financial Aid May 1. Those admitted after May 1 or matriculation will be postponed for up Although COA recognizes that a for Winter or Spring terms are to a full academic year, subject to the student and the student's family bear required to pay a deposit within 30 days review of any college study completed the primary responsibility for funding a if they wish to accept an offer of during that time. student's education, need-based admission. financial aid is awarded as determined by the College Scholarship Service's Transfer or Visiting Students (CSS) need analysis. CSS provides the College of the Atlantic welcomes results of the need analysis to COA. A applications from transfer students. student's financial need is then deter- About 20 percent of all new students mined by subtracting the total student annually are transfer or visiting and/or parental financial contribution students. A student can transfer a maximum of from the annual cost of attending COA. Approximately 60 percent of the 18 credits to COA (the equivalent of 60 College's students receive financial aid, semester hours or 90 quarter hours). and a typical aid package might contain Although an evaluation of credit is not a combination of a COA grant, Stafford final until after enrollment, students Student Loan, and a work study award. may receive preliminary evaluations by The Financial Aid Form (FAF) must contacting the registrar. be filled out by students and parents Students who wish to spend one or and can usually be obtained in Decem- more terms at COA and transfer ber from secondary school guidance college credit to another institution offices or college financial aid offices. should apply as Visiting Students. Applicants for financial aid should International Students submit completed forms by February 15. Individual and parental current year COA welcomes applications from income tax forms must be sent directly highly qualified international students. to our financial aid office as well. Application deadlines for international Complete information concerning the students are the same as those for freshmen and transfer students. college's financial aid program is contained in a financial aid brochure Application requirements are identical, available from the COA admission or except that international students are financial aid offices. also required to submit scores from the Test of English as a Foreign Language Admission and (TOEFL) and a Declaration of Financial Aid Staff Finances Form. Director: Steve Thomas Adult Students Older students of nontraditional Associate Director: college age wishing to take courses or David Mahoney pursue a degree are invited to inquire Assistant Director: and become better acquainted with the Andrea Thébaud College. Adult students are encouraged to contact the admission office early in Admission Assistant: the admission process to arrange a Donna L. McFarland personal interview. Financial Aid Assistant: Cathy Kimball 31 COLLEGE OF THE ATLANTIC Board of Trustees of Rabineau, Dr. Louis, ex-officio Business Office College of the Atlantic Southwest Harbor, Maine Liane Peach, Manager 1990-1991 President Sylvia Clark, Assistant Manager Allen, Mr. Donald Ramsdell, Ms. Cathy Tricia Pinkham, Bookkeeper Bar Harbor, Maine Bangor, Maine Biderman, Mr. John Reeves, Mr. John Building and Grounds Duxbury, Massachusetts Bar Harbor, Maine Millard Dority, Director Blair, Sr., Mr. Edward McC. Rothschild, Mrs. Maurine J. Clark Stivers, Assistant Director Chicago, Illinois New York, New York Leslie Clark Chairman Russell, Dr. Elizabeth S. Robert Nolan Blum, Mr. Robert E. Mount Desert, Maine Donald Klekotta Lakeville, Connecticut Schmidt-Nielsen, Dr. Bodil Russell Holway Life Trustee Salisbury Cove, Maine Brewer, Mr. Leslie C. Sellers, Dr. Peter H. Library Bar Harbor, Maine Philadelphia, Pennsylvania Marcia Dworak, Librarian Treasurer Shorey, Jr., Mr. Clyde E. Marcia Dorr, Librarian Assistant Camp, Mrs. Frederic E. Washington DC Sandra Modeen, Library Clerk East Bluehill, Maine Silk, Dr. Leonard Trisha Cantwell, Librarian Dreier, Mr. John C. New York, New York Cambridge, Massachusetts Stockwell, Mrs. Deicy Natural History Museum Life Trustee Boxford, Massachusetts Skip Buyers-Basso, Curator Eliot, Dr. Samuel A. Annual Trustee Mark Cosgrove, Outreach Coordinator Danville, California Stockwell, Mr. John Eno, Mrs. Amos Boxford, Massachusetts Student Affairs Princeton, New Jersey Annual Trustee Steve Thomas, Director of Evans, Dr. Stanley J. Straus, Mr. Donald B. Admission and Financial Aid Portland, Maine New York, New York David Mahoney, Associate Director of Ewing, Mr. Bayard Suminsby, Mr. Robert E. Admission and Financial Aid Providence, Rhode Island Northeast Harbor, Maine Ander Thébaud, Assistant Director Gower, Rev. James M. Thompson, Mrs. P.A. of Admissions Bucksport, Maine Chestnut Hill, Massachusetts Donna McFarland, Admission Assistant Life Trustee Thorndike, Mrs. R. Amory Cathy Kimball, Financial Aid Assistant Hinckley, Ms. Bettina Bar Harbor, Maine Theodore Koffman, Director of Southwest Harbor, Maine Life Trustee Government Relations, Housing, Kaiser, Mr. Michael Tyson, Mr. Charles and Summer Programs New York, New York Ambler, Pennsylvania Jean Boddy, Assistant to Housing Annual Trustee Life Trustee Martha Greenley, Residential Life Kauffmann, Mr. John Coordinator Mount Desert, Maine Administrative Staff Sally Crock, Registrar Vice Chair and Secretary Louis Rabineau, President Lori Alley, Assistant to Registrar Kelly, Mr. John N. Dallas Darland, Vice President for Jill Barlow-Kelley, Internship and Yarmouth, Maine Development and External Affairs Career Services Officer Lyman, Mrs. Susan S. Melville P. Coté, Administrative Dean Pamela Parvin, Advising Coordinator Charleston, SC Richard Borden, Academic Dean and Director of Food Services Meade, Jr., Dr. Edward J. Etta Mooser, Associate Dean of Marla Dority, Kitchen Assistant Montclair, New Jersey Academic Affairs Morfit, Mr. J. Mason Judith A. Beard, Director of In its employment and admissions practices Topsham, Maine Computer Services College of the Atlantic is in conformity with Newlin, Mr. William V.P. all applicable federal and state statutes and Elena Tuhy, Director of Public Affairs regulations. It does not discriminate on the Washington, DC Gary Friedmann, Director of basis of age, race, color, sex, marital status, Owen, Ambassador Henry Development religion, creed, ancestry, national or ethnic Washington, DC Rebecca Keefe, Executive Secretary origin, or physical handicap. However, the College is a dynamic community and must Patricia Bart, Executive Secretary reserve the right to make changes in course Lori Wheelock-Hillman, Receptionist offerings, degree requirements, regulations, Cindie Marinelli, Faculty Secretary procedures, and charges. 32 COLLEGE OF THE ATLANTIC 1991-1992 CALENDAR Sunday, September 1, 1991 Outdoor Orientation Program participants arrive on campus for trip departures Saturday, September 7, 1991 Outdoor Orientation Program trips return Sunday, September 8, 1991 Other new students arrive; welcome picnic (new students) Monday and Tuesday, September 9-10, 1991 New student orientation Tuesday, September 10, 1991 Returning students arrive Wednesday, September 11, 1991 Convocation, Registration, Advising Activities Thursday, September 12, 1991 First full day of classes, Fall Term Friday, November 22, 1991 Fall Term classes end Thursday, January 2, 1992 Students arrive for Winter Term; Orientation for newly entering students Friday, January 3, 1992 First day of classes, Winter Term Friday, March 13, 1992 Winter Term classes end Sunday, March 29, 1992 Orientation for newly entering students Monday, March 30, 1992 First day of classes, Spring Term Friday, June 5, 1992 Spring Term classes end Saturday, June 6, 1992 Commencement Credits Editors: Anne Kozak and Steve Thomas Photographers: Dean Abrahamson, Tim Case, Jim Daniels, Tom Hindman, Marvin Lewiton, John McKeith Design: Michael Mahan Graphics, Bath, ME Printing: Humboldt National Graphics This publication is printed on recycled paper. CANADA MAINE Bangor 3 Bar Harbor 3 Augusta To Visit College COA of the Atlantic VT Driving from Boston, take Interstate 95 Brunswick north to Interstate 395 in Bangor, Portland Route 1A from Bangor to Ellsworth, NH and Route 3 east from Ellsworth to Bar Harbor. Keep left after crossing the ATLANTIC OCEAN bridge onto Mount Desert Island. This drive usually takes from five to six hours. College of the Atlantic is on the Boston MASS ocean side of Route 3, about 19 miles from the Ellsworth shopping district and one-quarter mile beyond the Canadian National Marine Ferry CONN RI Terminal. Turn left at the COA entrance and park in the provided NY areas. The admission office is located in Bangor The Turrets, a large castle-like 95 building close to the water. 1A Regularly scheduled flights are New York available to Bar Harbor Airport. Delta, Northwest, and United provide regular Ellsworth service to Bangor, ME. COA Acadia National Park College of the Atlantic Bar Harbor, Maine 04609 Non Profit Org. Telephone (207) 288-5015 U.S. POSTAGE Fax (207) 288-2328 PAID Bar Harbor, Me. 04609 Permit #47