y A College archwol copy of Human Ecology on the Maine Coast College of the Attentic 1991 - 1992 THORNDAXE LIGHARY 109 Edon Street Viewbook Be Herber, Mains 04009 A GLANCE 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, 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. Lou Ralinean Louis Rabineau, President CONTENTS FACULTYAT COA ACADEMIC LIFE AT COA Resource Areas Environmental Science/12 Arts and Design/12 Human Studies/14 STUDENTLIFE AT COA FACILITIES AT COA ADMIS SIO NATCOA College of the Atlantic is accredited by the New England Association of Schools and Colleges. S 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 4 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 FACULTY 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 THEATLANTIC 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. 1977; Haystack Mt. School of Arts and B.A. University of California, Santa 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 A.B., M.A., Washington University. technology, philosophy of nature, 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. B.A., M.A., University of Maine, 1983, Gudynas, Eduardo Brecher, Melita 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. Orione College, University of Uruguay, Moore College of Art, 1967-1970 and 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 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 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 8 COLLEGE OF THE ATLANTIC 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 D AT M O IFE 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. UM 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 OF THE ATLANTIC The arts and design curriculum ot only fosters artistic develop- ment but also gives students the opportunity to immerse them- elves in design problems and to find solutions to those prob- ems 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 Elementary 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. 14 COLLEGE OF THE ATLANTIC Education Seminar II: Crisis and Outdoor Education and Leadership Teaching Controversial Issues: Nuclear 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 Process Energy Economics Philosophy of the Constitution The Nature of Relationships in Fiction Environmental Economics Philosophy of Religion The Nuclear Arms Race, the Third Environmental Education Philosophy of Science World, and the Cold War Environmental Journalism Political Theory and Ecology Toward a Philosophy of Ecological 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 Androgyny 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 15 COLLEGE OF THE ATLANTIC 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. 16 COLLEGE OF THE ATLANTIC COLLEGE OFTHE ATLANTIC Application for Admission INSTRUCTIO NS 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." 18 COLLEGE OF THE ATLANTIC