GE OFTHEATLANTIC 1 1 - 1 : A College of Human Ecology on the Maine Coast AGLANCE Founded Cost 1990-1991 1969 Tuition $10,485 Room $ 2,190 Type Board $ 800 Coeducational, 4-year independent college Books $ 400 offering B.A. in Human Ecology Fees + Misc $ 755 $14,630 Location Bar Harbor, Maine Financial Aid Located on Mount Desert Island 60% of student body receive some Population-5000 sort of Financial Aid 45 miles southeast of Bangor Average award, 1989-90-$7,950 300 miles north of Boston All Financial Aid is need-based Campus Admissions 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 220; 62% women, 38% men 27 states and 6 foreign countries represented 32% of students live on campus 67% of freshmen who enter graduate 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 the student who chooses COA. A necessary and exciting part of your senior year is visiting colleges, determining whether a particular college's options and focus are right for you. If immersing yourself in a liberal arts curriculum, learning to be com- fortable with uncertainty, and solving problems humanisti- cally appeal to you, consider choosing COA. For an education here will help you learn to think creatively and openly, to seek out solutions that reflect the interest not just of humans but of all natural systems. Lou Ralinean Lou Rabineau, President CONTENTS FACULTYATCOA ACADEMICSATCOA Resource Areas Environmental Science/12 Arts and Design/12 Human Studies/14 STUDENT LIFEATCOA FACILITIES AT COA ADMISSION AT COA College of the Atlantic is accredited by the New England Association of Schools and Colleges. 0mm LA 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. Coté, Melville Course Areas: zoology, behavioral Provost ecology, anatomy, and physiology B.A., M.A.T. Wesleyan University, Beal, Elmer 1958, 1962; Ed.D., Harvard University, B.A. Bowdoin College, 1965; M.A. 1971. Anthropology, University of Texas at COA has a teaching Austin, 1977. Borden, Richard Dean Course Areas: ethnology, anthropological B.A. University of Texas, 1968; Ph.D. theory, and traditional music faculty of over 20, and Psychology, Kent State University, 1972. 75% of these have Course Areas: environmental psychol- ogy, personality and social develop- Ph.D. degrees or the ment, contemporary psychology, and philosophy of human ecology equivalent, 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 Mooser, Etta Buell, John Associate Dean offered by regular B.A. Amherst College, 1967; M.A. B.A. Lewis and Clark College, 1970; American History, Columbia Univer- Ed.M. Columbia University, 1984; sity, 1968; Ph.D. Political Science, visiting faculty Ed.D., Philosophy, Teachers University of Massachusetts, College, Columbia University, 1987. Amherst, 1974. provide an important Course Areas: contemporary education Course Areas: political theory, political economy, and history of ethics supplement to the Carpenter, JoAnne B.A. University of Massachusetts, curriculum. 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 B.A. Harvard University, 1942; Ph.D. Botany and Geology, Harvard University, 1952. Course Areas: ecology, botany, orni- thology, natural history, and geomor- phology Dworak, Marcia B.A. California State University, Fullerton, 1972; M.S. California State University, Fullerton, 1973; M.A. Sangamon State University, 1979. Course Areas: children's literature and research techniques Greene, Craig Carpenter, William B.S. State University of New York at B.A. Dartmouth College, 1962; Ph.D. Syracuse, 1971; M.S. Plant Taxon- English, University of Minnesota, omy, University of Alberta, 1974; 1967. Ph.D. Biology, Harvard University, Course Areas: literature, creative 1980. writing, comparative mythology, and Course Areas: botany, evolution, and Maine coast history and architecture plant ecology FACULTY Cass, Donald Katona, Steven Maltz, Alesia B.A. Carleton College, 1973; Ph.D. B.A. Harvard University, 1965; Ph.D. B.A. Hampshire College, 1978; M.A. Chemistry, University of California, Biology, Harvard University, 1971. University of Illinois, 1980; Ph.D. Berkeley, 1977. Course Areas: ecology, zoology, and History and Philosophy of Science, Course Areas: chemistry, physics, and marine biology University of Illinois, 1988. mathematics Course Areas: history of science and Kozak, Anne medicine, women's studies, oral Cline, Kenneth B.A. Salve Regina College, 1959; M.A. history, and history B.A. Hiram College, 1980; J.D. Case English, St. Louis University, 1962. Western Reserve University, 1983. Course Areas: writing and literature McMullen, Ernest Course Areas: public policy and Art, University of Maryland, Portland environmental law Lerner, Susan Museum School, Portland State B.A. University of Cincinnati, 1969; University, Oregon, 1965-1970. California Institute of Arts, 1971 Course Areas: ceramics and visual Course Areas: literature and women's studies studies 5 COLLEGE OF THE ATLANTIC Meiklejohn, Donald West, Mark Kane, Jr., Daniel B.A. University of Wisconsin, 1930; B.A., Cooper Union, 1980. Graduate B.A. Physics and Philosophy, Yale, Ph.D. Philosophy, Harvard work, University of California, 1962; J.D. Harvard University, 1966. University, 1936. Santa Cruz. Sanchez, Joan Course Areas: public policy Course Areas: architecture and design Moore College of Art, 1967-1970 and Morse, Suzanne R. Adjunct Faculty Parsons School of Design, 1970-1971. B.A. University of California, Berkeley, Brecher, Melita 1980; Ph.D. Botany, University of Sellers, Lucy Bell California, Berkeley, 1988. B.A. University of Industrial Arts B.A. Radcliffe College, 1958. (Helsinki), 1973; M.A., SUNY at Course Areas: applied botany, plant Buffalo, 1982. Trowbridge, Clinton ecology, and tropical studies B.A. English, Princeton, 1950; Ph.D. Owens, Peter Buyers-Basso, Skip English, University of Florida, 1956. B.A. Art and Geography, Middlebury B.A. College of the Atlantic, 1983. Faculty Associates College, 1980; M.A. Landscape Cox, Gray Architecture and Planning, Conway B.A. Wesleyan University, 1974; Ph.D., COA has formally recognized these (MA) School of Landscape Design, Vanderbilt University, 1981. distinguished individuals as faculty associates who are invited to teach 1983. Davis, Norah Deakin Course Areas: landscape design and courses at any time. urban planning A.B., M.A. Philosophy, Washington Andersen, Janet University, 1965. Petersen, Christopher B.A. Botany, M.S. Plant Pathology, Greene, Joli B.A. University of California, Santa University of California, Berkeley; SUB Arts and Crafts Center, Barbara, 1976; Ph.D. Ecology and Ph.D. Plant Science, University of Evolutionary Biology, Universtiy of University of Alberta, 1971-1974; Maine. Arizona, 1985. Mannings School of Handweaving, Course Areas: ichthyology and marine 1977; Haystack Mt. School of Arts and Andersen, Stephen Crafts, 1982. B.S., Ph.D. Agricultural and Natural ecology Resource Economics, University of Howard, Vernon Visvader, John California, Berkeley. B.A. University of Maine, 1958; Ph.D. B.A. Philosophy, CUNY, 1960; Ph.D. Booth, William Philosophy, University of Minnesota, Indiana University, 1965. B.S. University of Maine; B.D. 1966. Hyman, Harris Hartford Theological Seminary; Course Areas: philosophy, philosophy of B.S. Massachusetts Institute of graduate study at Cambridge science, and history of ideas Technology, 1957; F.K. University of University and Yale Divinity School. Stockholm, 1961. Faculty members Rich Borden and John Anderson, (Anderson right) joined 500 ecologists from Central and South America at the first Latin American Conference in Ecology in Montevideo, Uruguay last December. The seven-day conference was de- signed to facilitate communication and networking of ecologists, to develop the resources and tools necessary for environmental action, and to address common social and ecological issues. 6 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 to what they read im the Burch II, William R. Research Associates Paula Olson B.S. and M.S. University of Oregon; Beverly Agler (COA '81) Project Assistant, North Atlantic Ph.D. University of Minnesota. Director, North Atlantic Finback Humpback Whale Catalogue Eliot, Samuel A. Whale Catalogue Ann Rivers (COA '86) B.A., M.A.T., Ed.D. Harvard Judith A. Beard Studies of seabirds and migrating University. Associate Director of Allied Whale; landbirds at Mt. Desert Rock Research Hill, Warren Director, North Atlantic Humpback Station B.A. Gorham State College; Ed.M. Whale Catalogue Kim Robertson (COA '88) Boston University; Ed.D. Columbia Robert Bowman Director, Mt. Desert Rock Research University. Allied Whale, coordinator for field Station; Assistant Director, North Litten, Walter research and public information Atlantic Finback Whale Catalogue B.S. Institute of Optics, University of Tim Cole (COA '88) Valerie Rough Rochester. Assistant Director, Mt. Desert Rock Individual identification of gray seals in Research Station the Gulf of Maine McCrimmon, Donald B.S. University of S. Florida; Ph.D. Matthew Drennan (COA '84) Rick Schauffler (COA '83) North Carolina State. Investigations on breeding biology Investigations on breeding biology of of seabirds on Maine Islands seabirds on Maine Islands Russell, Elizabeth S. B.A. University of Michigan; M.A. David Folger (COA '81) Peter Stevick (COA '81) Columbia; Ph.D. University of Investigations on breeding biology Research liaison, Marine Studies Chicago. of seabirds on Maine Islands Program Silk, Leonard Linda Gregory (COA '88) Gregory S. Stone (COA '82) A.B. University of Wisconsin; Ph.D. Acadia National Park resource Director of Antarctic and southern Duke University. inventory and investigation hemisphere research, Allied Whale Smith, Priscilla Alan Mainwaring B.A. Pembroke College; B.L.S. Library Computer image analysis for individual Science, University of Chicago. identification of humpback whales Stocking, Marion Glen Mittelhauser (COA '89) A.B. Mount Holyoke College; Ph.D Acadia National Park inventory and Duke University. investigation Straus, Donald B. B.A., M.B.A. Harvard University. Speakers' Series and Conferences Hannah Holborn Gray, University of Chicago A S enrichment to its academic curriculum in Maxine Greene, Columbia University the three resource areas, COA offers Gilbert Grosvenor, National Geographic lectures by distinguished scholars throughout Lloyd Irland, Economic Consultant the year. These talks offer students opportuni- Theodore Kauss, The Frost Foundation ties not usually available in larger institutions Paulo Machado, former Minister of Health, WHO, Brazil to participate with scholars in small group Bruce Mazlish, MIT discussions at the conclusion of the formal Joseph McInerney, Colorado College presentation. Edward Meade, Ford Foundation George Mitchell, United States Senator Bar Harbor Colloquium on Teacher Education Earl Phillips, Environmental Attorney Gertrude Jekyll and Beatrix Farrand Symposium Michael Pyatok, Architect Tom Andrews, Maine State Senator Peter Raven, Director of Missouri Botanical Gardens Jane Bennett, Goucher College David Rockefeller, Rockefeller Brothers Fund Wendell Berry, University of Kentucky Dewitt Sage, Film Maker William Cohen, United States Senator Juliet Schor, Harvard University Frances Fitzgerald, Journalist and John Wilmerding, National Gallery of Art Pulitzer Prize Winner 8 COLLEGE OF THE ATLANTIC Faculty member Etta Mooser (left) heads COA's innovative teacher certification program and also serves as Associate Academic Dean of the College. While working on her Ed.D. at Columbia University, Mooser specialized in curricular innovation, ethics in education, and learning and environment. She has recently been appointed to the Maine State Advisory Committee to the Office of Truancy, Dropout, and A C AT E M C S A COA Education is Darron's experience is not unique. Supportive 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 stu- approach distinctive: the faculty and dents 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 en- At knowledge, ideas, and how students couraged, 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 re- Although students are always en- encourages students to search, I like to prod my students to couraged 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 the 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 approach to the arts Integrated "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, re- which simultaneously provide an an ability to examine an issue from sponsible student has many options-to education in the liberal arts and give more than one perspective. write and edit press releases, grants, a students the tools to make meaningful To foster this interdisciplinary 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 ACADEMICS 11 COLLEGE OF THE ATLANTIC RESOURCE AREAS Permaculture Design Introduction to Programming with Environmental Science Morphology and Diversity of Plants Pascal The environmental science curriculum Plant Taxonomy Computer Aided Drafting and brings together the biological and the Plant Systematics Design (CADD) physical sciences in exploration of the Plant Physiology Introduction to Physics I earth's systems by using the scientific Introductory Biology I and II Ordinary Differential Equations method of identification and investiga- Genetics Computer Assisted Data Analysis tion, tracing ecological and evolution- Ecology Chemistry for Consumers ary patterns, studying natural commu- Physiological Ecology Introduction to Chemistry I and II nities as ecological systems, and under- Conservation of Endangered Species Organic Chemistry standing the interactions of people and Mycology in Human Ecology Bio-Organic Chemistry natural systems. Evolution Analytical Chemistry The College's setting, bordering the Functional Vertebrate Anatomy Chemical Pollution Gulf of Maine and Acadia National Ecology: Landforms and Vegetation Biochemistry Park, provides rich outdoor laborato- Ecology: Populations and Communities ries for field research. In addition to Winter Ecology Arts and Design laboratories, our facilities include access Environmental Physiology The arts and design curriculum not to research vessels, two greenhouses, Ornithology only fosters artistic development but and a computer system. Ecological Studies in Baja, California also gives students the opportunity to Students preparing for graduate Environmental Studies: immerse themselves in design problems school or work in plant and animal The New England Environment and to find solutions to those problems ecology, physiology, and most fields of Planet Earth by combining aesthetic theory with an the applied environmental sciences Marine Biology understanding of ecological, economic, receive both a broad-based knowledge Marine Mammals and energy constraints. of ecological principles and preprofes- Biology of Fish Through courses in drawing and sional training in their chosen area of Invertebrate Zoology painting, students develop their own concentration. Biostatistics visual expression and use art as a Mathematics: Numbers, Trigonometry, medium for social criticism. In art, art COURSES and Algebra history, and landscape design courses, Plants and Humanity Calculus I, II, and III students learn to question and make Woody Plants Quantitative Decision Making perceptive statements about the Gardens and Greenhouses Geographic Information System (GIS) juxtaposition of the natural world and Flora of Coastal Maine the built environment. Academic Requirements T he College awards one 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 a 2-course interdisciplinary core at least two courses in each of the three resource areas participation in a problem-focused group study a Human Ecology essay relating the student's development as a human ecologist and demonstrating writing competency an internship (3 credits) of one term in a job related to the student's academic interest or occupational goals a senior project (3 credits), a major piece of independent work reflecting the student's primary field of interest 12 COLLEGE OF 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 Watercolor Painting ence, economics, psychology, and design program from that of other Ceramics I and II anthropology. This combination of institutions is its emphasis on interdis- Greek Art knowledge and perspective equips the ciplinary approaches to design issues. Women in the Visual Arts human ecologist to address individual This is not a program which grants a Painting Studio and cultural problems. professional degree at the end of four Introduction to Video Production years; rather it is a program which Black and White Photography COURSES promotes a multidisciplinary approach Theatre Workshop Literature and Ecology to design and construction as part of a The Aesthetics of Music Women and Men in Transition general education in human ecology. Improvisation in Music Women's History and Literature From courses in landscape design to Jazz, Rock, and Blues Women of Color in Literature architectural/design studios, COA's Music Fundamentals: Reading, Wholeself: Literature and Androgyny hands-on approach allows students to Hearing, Writing, Playing Music Ritual, Myth, and Tragedy create designs which both reflect the Shakespeare student's artistic perception of the Human Studies Contemporary Literature problem and consider the needs and By synthesizing the humanities with the The Nature of Relationships in Fiction desires of the individuals for whom social sciences, the human studies re- Explorations: The Literature of they are designing. source area provides students with a Expeditions of Scientific Inquiry wide and diversified perspective on Literature and the Sea COURSES human nature which helps to break Russian Literature Three-Dimensional Design I and II down the artificial distinction inherent Introduction to Literature Architectural Design I and II in specialized branches of knowledge. Literature of the Third World Maine Coast History and Architecture Through team-taught human studies History of Consciousness Advanced Studio: Design and Activism courses, students focus on aspects of the Writing Seminar I and II Landscape Studio: Environmental Art contemporary human condition and are Autobiography Foundations in the Visual Arts challenged to blend ecological concerns Advanced Composition Primitive Art with classical humanistic studies. Creative Writing Architectural Survey: Prehistoric to Courses in philosophy, history, litera- Environmental Journalism Renaissance ture, and art relate the past to the Technical Writing Architectural Survey: 19th to 20th present. With the humanist's con- Great Philosophical Systems Centuries sciousness of one's place in time, Philosophy of Religion Two-Dimensional Design I and II students examine issues in political sci- Human Ecology and Sociology Masters of Philosophy in Human Ecology C ollege of the Atlantic will offer a graduate program of study leading to the Master of Philosophy degree in Human Ecology beginning in September, 1990. The M.Philosophy degree will allow selected students to con- tinue 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 to 12 students yearly. The program will consist of advanced study in courses already offered by the College, special graduate seminars, advanced independent study, and submission of an original piece of work. 14 COLLEGE OF THE ATLANTIC Personality and Social Development Environmental Law and Policy Teaching Controversial Issues: Nuclear Voluntary Simplicity International Environmental Law Weapons and Nuclear Power Seminar in Human Ecology Energy Economics Curriculum and Instruction in History of Ideas: The Enlightenment Perspectives in Nutrition Elementary Reading and Writing Humans in Nature American Schooling in the Curriculum Instruction in Elementary Contemporary Psychology Twentieth Century Science, Math, and Social Studies Environmental Psychology Intellectual History of Education Curriculum and Instruction in Developmental Psychology of Education Seminar I: Schooling and Secondary Science Ecological Perspectives Teaching Arts and Humanities Education Cultural Ecology of the Maine Education Seminar II: Crisis and Practicum: Outreach Education I and II Fishing Industry Change Museum Preparation History of Anthropological Theory Education Seminar III: Philosophy Environmental Education Philosophy of Science and Practice Learner-Centered Teaching Methods Environmental Economics The Learner and the Learning Process Toward a Philosophy of Ecological Introduction to Political Economy Outdoor Education and Leadership Education The Nuclear Arms Race, the Third World, and the Cold War Principles of Economics Congress and the Presidency Patterns of Invention Decision Making and Collaborative Problem Solving International Peace in Theory and Practice The Individual, the Common Good, and the Community Introduction to the Legal Process Community Planning and Decision Making Law and Society Philosophy of the Constitution Political Theory and Ecology 15 COLLEGE OF THE ATLANTIC Teacher Certification Evaluation and Grades helping students design individual One facet of the Human Studies At COA, all students receive narrative programs of study. Advisors not only resource area is the teacher certification evaluations of their performance in a provide students with academic counsel program. Through courses, practica, course. In addition many students, par- and personal support but also guide independent studies, and a range of ticularly those considering graduate students in developing coherent and teaching experiences, interested COA study, request and receive letter grades. individualized programs of study which students gain an understanding of In 1989-90, 66 percent of students draw from the three resource areas and educational theory and practice. COA's requested letter grades. interdisciplinary programs. excellent working partnership with the The second part of the evaluation, Upon entering the college, students local public schools-one of the written by the student, assesses the are assigned an advisor. At least three strengths of the program-enables value of the course in relation to the times each term, students meet with students to practice what they learn. student's own intellectual development. their advisors to plan and evaluate their COA grants Maine teaching certifica- studies. At the end of the first academic tion to qualified graduates for class- Optional Courses year, students choose a permanent room teaching in grades K-8 and the During Fall Term, 1990, faculty advising team, comprised of one faculty sciences and social studies at the secon- members Alesia Maltz and Steven member, one student, and an optional dary level. This certification is recipro- Katona will offer Caribbean Ecology, third member of the COA community. cal in most states. In reviewing the pro- History, and Navigation, culminating The advising team is responsible for gram, which emphasizes equally a with a two-week cruise on board the approving completion of degree re- broad-based liberal education and an 95-foot schooner Harvey Gamage in the quirements and for monitoring a understanding of educational theory Virgin and Lesser Antilles Islands. Each student's progress. and practice, the State Board of day there are lectures and class activi- Students at COA obtain career Education site-visiting team stated: "As ties in either ecology, history, or sea- counseling not only from the Career a Board and as policy makers we have manship and navigation. This interdis- Services Office but from faculty and often talked about excellence At ciplinary approach provides students alumni as well. Through the personal- College of the Atlantic we experienced with the perspectives necessary to begin ized advising system, faculty and staff excellence in education." understanding the ecological and help students to channel their interests Students electing to pursue teaching political problems of this multinational throughout their tenure here. COA certification must take an additional archipelago that has played such a key students first encounter formal career three credits to meet student teaching role in the development of the western guidance when they plan the required requirements. Approximately 20 per- hemisphere. internship-a full term of study which cent of COA's graduates are engaged draws on skills and interests they in graduate studies or are employed in Advising and Counseling already have as well as exposes them to the field as naturalists, environmental The relationship between student and new skills and knowledge. The educators, and classroom teachers. advisor is particularly important in Internship and Career Services Office Watson Fellowship Winners F or each of the last 8 years, a COA senior has been awarded the distinguished Thomas J. Watson Fellowship. The award supports a postgraduate year of study and travel abroad. A list of the winners with their year's focus of study and travel follows below: Peter Wayne '83 examined England's conservation organizations and policies, concentrating on the human ecology of islands; Rick Epstein '84 went around the world studying solar and environmentally responsive buildings in various countries on latitude 40; Sally Greenman '85 travelled to Scandinavia and Japan to look at fishery practices and policies; Carol LaLiberte '86 investigated sustainable agriculture in Japan and India; David Heckscher '87 studied potato cultivation in the South American Andes; Dennis Bracale '88 pursued a cross- cultural comparison of gardens and landscapes in China, Japan, Italy, France, and England; and Michael Broyer '89 studied the relationship between mountains and their people in Japan, New Zealand, Africa, India, and Switzer- land. Dan Sangeap '90 (right), a native of Romania who immigrated to the United States in 1977, will examine social change in Eastern Europe. 16 COLLEGE OF THE ATLANTIC COLLEGE OF THE ATLANTIO 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 non refundable 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: Date of Birth / / Citizenship U.S. Other Country Please list all secondary schools, summer programs, and colleges attended: SECONDARY SCHOOL CITY AND STATE DATES OF ATTENDANCE 1. 2. 3. College Counselor: Name Position Telephone COLLEGE CITY AND 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 466 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. helps students to clarify career goals Internships Mt. Desert Island Schools and assists them in resume writing, job Both the internship and senior project, Bureau of Land Management hunting, and interviewing techniques. each of which is required, allow National Film Board of Canada Through SigiPlus, a computerized students to pursue a particular interest The Chewonki Foundation guidance information system, and or field of study in depth. Although National Institute of Occupational individual conferencing with the Career some senior projects focus exclusively Safety and Health Service Officer, students determine on art or creative writing, most Christian Science Monitor work values and explore career options. combine field work, research, and National Journal The office also maintains files of writing. The internship, on the other Congressional Research Service potential internships and postgraduate hand, is always a work experience in Library of Congress employment opportunities, graduate which students apply knowledge and New Alchemy Institute school catalogs, and standardized test skills, develop new skills, and clarify Perce National Forest (MT) applications. future goals. At COA students hone Consumer Energy Council of America Faculty members also play a key role these skills and knowledge in a number The Peregrine Fund in career counseling. In addition to of challenging places. Professional Designs helping students assess their strengths Critical Areas Program and interests, faculty point out potential Acadia National Park Royal Botanical Gardens career paths and frequently put Hubbs Marine World Institute Emery Brothers, Boatbuilders students in touch with professional Allegheny Repertory Theater The Smithsonian Institute colleagues at other institutions whose Hulbert Outdoor Education Center Family Service League interests may more closely parallel the Allied Whale Society for Human Ecology student's. The Jackson Laboratory Friends of the Earth Perhaps the most exciting develop- American School for the Deaf Mt. Desert Island Biological Laboratory ment in career counseling is the The Land Trust Exchange Greenpeace, New England college's newest approach-the use of Audubon Day Camp Solar Energy Research Institute alumni as counselors and mentors. Maine Times Trinity Square Repertory Theater During winter term each year, three or Baobab Farm, Kenya US Fish and Wildlife Service four alumni come to the campus to Manomet Bird Observatory Washington Zoo meet with interested students. In Board of Jewish Education Whale Research Group addition, students are encouraged to Marine Resources (ME) Wilderness Society seek advice from alumni for intern- Wild Gardens of Acadia ships, senior projects, and career placement. 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 Both the int senior proj which is re students to particular i field of stu S T U D AT 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 dis- miles of this island are park lands-land waters, and marine life of charge 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 truly 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 these Although the College has no organized students to join with residents in devel- kinds of activities and to one another, sports teams, the College's location en- oping land-use policies which insure the College coordinates outdoor ables students to participate easily in that the specific qualities of the land or orientation trips for entering students outdoor activities. What for many the uniqueness of a resource will in the fall of each year. Experienced people makes living on Mount Desert extend over time. Attending COA not staff members and older students lead Island so attractive is the proximity of only provides one with the unique op- these trips which sharpen outdoor skills Acadia National Park with its over 150 portunity of enjoying the magnificent and encourage the development of miles of carriage paths and 100 miles of beauty and resources of the Pine Tree friendships. Trips planned for Fall 1990 open trails. Within five minutes, one State, but also allows one to play a part include canoeing the Allagash, canoeing can be in the park and usually away in protecting and preserving its varied a series of Maine lakes, sea kayaking, from crowds. Students regularly jog natural landscapes. hiking the Appalachian trail to and bike on the carriage roads, hike and Katahdin, and bicycling in Nova Scotia. rock climb, windsurf, canoe, and sail on island lakes and in Frenchman Bay, and in the winter cross-country ski, snowshoe, and skate. Through a cooperative 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. Ciu 21 COLLEGE OF THE ATLANTIC But activities are not confined just to Housing are available at the College on weekdays. Mount Desert Island. Students The College provides housing on Many students, however, choose to frequently participate in organized campus for 55 students in five separate find their own housing, either in Bar weekend camping trips to northern and residences. The College also provides Harbor or elsewhere on the Island. (It is western Maine and nearby New Hamp- contract housing in Bar Harbor for all only a short walk or bicycle ride from shire. Recreational areas within a half- students who want accommodations. Bar Harbor to the College.) Rents in the day's drive of the College include many First year students usually do. Dining off-season months are generally quite pristine rivers for white-water canoeing arrangements are co-operative with reasonable, especially when several and kayaking, major downhill ski students sharing housekeeping and food students combine to rent a single resorts, and mountains like Katahdin preparation duties. Breakfast and lunch dwelling or apartment. and Washington. For those students who want to learn a new skill, there are trained people and Governance equipment for student, faculty, and n keeping with the central ideas of community and responsibility, the College staff use. governs itself through a combination of participatory and representative Students who wish to develop leader- democracy. Students serve on all College committees, from Academic Affairs to ship skills can participate in an outdoor Personnel, with full voting rights. (In addition, three alumni now serve on the Board education course, taught each spring by of Trustees.) The All-College Meeting, held every other week and usually moder- two Maine guides-both of whom are ated by a student, is a regular assembly where the work of the committees is COA graduates. reviewed by the community as a whole. In a recent orientation for new students, Another popular activity is scuba a former All-College Meeting moderator expressed her appreciation of COA's diving. Nearly 15 percent of the governance system in these words: student body are certified in basic "At COA we have a unique opportunity to affect the directions of our lives. As diving. COA divers either come to students we choose our academic programs, take responsibility for our living COA with basic training in diving or situations, and cook our own dinners. As a human community and a community take a YMCA sponsored course. In of scholars, we work to strengthen our bonds to one another- intellectually, addition to workshops offered during socially, and through our system of governance. the school year, each summer as part of "The purpose of the governance system is twofold. The system is, first, a COA's graduate program in science mechanism to encourage innovative, participatory administration of the College. education, courses are offered in Beyond that, however, it is also an integral aspect of education at COA. Through advanced training in diving and participation in the governance system, we learn about everything from the underwater research. 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 commitment to COA that many of us here feel deeply." 22 COLLEGE OF THE ATLANTIC cinique CheRon MEDE CIN RINAIRE SPECIALISTE 8 RUE desM OULINS PARIS SANATORIUM PENSION expriss 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 here by train and of over 25,000 books, 365 periodicals steamer to escape the hot and unhealthy and newspapers, and foreign language summer climate of the cities. Initially and music tapes occupies the entire these summer visitors stayed in Bar second floor of Kaelber Hall. Through Harbor's many sprawling hotels. But as OCLC-an interlibrary loan net- the 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 de- Another shingled-style building, the of the Atlantic's campus stroyed 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 occupies 26 shorefront biology, botany, and zoology labs as 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 biology, zoology, and ornithology Another building reminiscent of the mirrored morning room, and Great 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. FACILITIES 25 COLLEGE OF THE ATLANTIC Fine Arts Computer Facilities Geographic Information System In addition to being located on an Over 25 PC compatibles are available permit students to master the working island known for its natural beauty, for student use in the College's of ARC/INFO-the standard GIS COA, despite its small size, has a computer center staffed in large part adopted by all the New England states. number of resources for students by peer tutors. In addition to these Advanced students use the GIS to interested in pursuing art. On the top computer resources, the College is develop resource inventory maps for floor of the arts and science building rapidly expanding its Computer local towns as well as for state and are two studios-one of which has Graphics Lab. federal agencies. northern light for painting and This facility is the heart of COA's drawing. The ceramics studio has a state-of-the-art Geographic Informa- Writing Center gas-fired kiln while the wood shop has tion System (GIS) and contains high- Writing Center's Peer Tutors not only a wood lathe, thickness planer, drill speed workstations running ARC/ tutor their peers but in the last three press, radial arm saw, and table saws. INFO scanners, small and large years have also participated in two Other facilities include a darkroom, format plotters, a film recorder, and panel discussions at the New England looms, printmaking equipment, and a additional terminals which students Writing Center's Annual Meeting. To slide library. and faculty use for presentation become writing tutors, students with graphics and desktop publishing. excellent writing skills and strong Music COA is pioneering the use of interpersonal qualities take a year-long At present plans are being developed to computer technology in regional course in teaching writing and begin construct additional music and per- planning. The facility is open 24 tutoring after the first term. "As a tutor, formance and practice space. A lack of hours a day, and students are encour- I have used my skills to help students formal space, however, has not aged to incorporate computer with scientific writing assignments," diminished students' interest in music. graphics in cross-disciplinary re- said Lisa Conway '91. "Encouraging In addition to a music studio and three search. Specific courses provide and helping students write in a scien- performance centers, the College also training in using the equipment. In tific manner begins with conveying the has MIDI technology. the Cartography and Geographic message that this particular writing Information System course, for style - - clear, concise, and logical - - is example, students learn the basics of a tool that they can utilize over and mapmaking in the field and then over." return to the lab to develop their maps on the computer. Courses in 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 an look for connections and to apply what they learn in one course to another course." 26 COLLEGE OF THE ATLANTIC A New 120-foot Pier for Our Waterfront Campus The 95-foot schooner Harvey Gamage will sail up to the College's new pier in June and board summer students for field courses taking place along the magnificent coast of Maine. The pier will be an invaluable facility for the undergraduate marine and coastal studies program and other courses as well as for faculty and student research activities. Natural History Museum Allied Whale faculty and students to conduct To provide additional training for Under the direction of faculty member research within the park and to study students of natural history and environ- Steven Katona, a group of students, problems unique to Acadia. Because of mental education, the College in 1982 alumni, and volunteers-known past glacial action, the park contains established a small but excellent collectively as Allied Whale-conducts both arctic and temperate zone plants. museum featuring displays of Mount a variety of long-term studies of marine Research projects include native wild Desert Island flora and fauna, prepared mammals. COA students regularly plant studies, moss and lichen identifi- by students in the museum preparation work at the Mount Desert Rock Whale cation, land and sea bird ecology, practicum. and Seabird Observation Station, help beaver dam management, intertidal or- Recent student-prepared exhibits to compile and catalogue photographs ganism distribution, pollination ecol- include a kit fox playing with a plastic of humpback and finback whales for ogy, and vegetative species inventories six-pack yoke, a loon that perished after individual identification, and collect of islands in the Gulf of Maine. becoming entangled in a fishing net, data for the Gulf of Maine Whale and a trio of juvenile raccoons looting Sighting Network. University of Maine an overturned rubbish barrel. College of the Atlantic and the Univer- Students develop interpretative Acadia National Park sity of Maine in Orono have developed skills by explaining museum exhibits to Although not material resources, two an exchange program whereby students over 20 thousand visitors each year and other resources-the ocean and Acadia from both institutions can cross- by taking exhibits to area schools. National Park-contribute to the register for undergraduate courses. In As part of the Outreach Program, College's ambience and play pivotal addition, COA students have the students take the Museum's popular roles in COA's curriculum. The privilege of using the University's Whales-on- Wheels (a 20-foot Minke College has recently constructed a 120- laboratory and library facilities. Whale skeleton) or Naugahyde Whale foot pier off of The Turrets. (a 10-foot unzippable replica of a Pilot The College and Acadia National Whale) to classrooms in Maine. Park have an agreement which enables ECO-ECO n August 9-10, 1990 COA is sponsoring a conference for 50 chief executive officers and presidents from various sectors of the Maine business community and from environ- mental organizations. With the assistance of COA faculty, participants will exchange views on the relationship of economics and ecology in Maine's future and seek consensus on ecologically sound as well as economically acceptable ways of achieving the goals of both constituen- cies. It is hoped that this will become an annual event. 28 COLLEGE OF THE ATLANTIC Students develop interpretive skills by explaining museum exhibits to over 20 thousand visitors each year. ADMISSI ON A N D F IN CIAL AID Application office has received all of the following: Admission to the College is a personal 1) a completed application form and and highly individualized process. If $35 fee, 2) an application essay as well you need help, you may reach us by as answers to all short questions, 3) at phone five days a week during normal least two recommendations (see appli- business hours at (207)288-5015, or cation for details), 4) transcripts of all write to us: academic work, 5) a personal inter- The Admission Office, College of the view-although not required we Atlantic, Bar Harbor, ME 04609 strongly recommend one for all candi- dates. While standardized test This personalism characterizes the scores (SAT or ACT) are optional, way we review applications. In arriving they are particularly helpful in at a 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 appli- a tendency to seek out intellectual cation be turned down simply because the student's part and on and personal challenges. it arrives after a recommended dead- Your application for admission is line. However, you are encouraged to the part of the College. ready for a decision when the admission apply by March 1 if you wish to be As we've tried to suggest, COA is not for everyone, and for this reason we urge you to learn as much as you can about the College before you apply. 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 considered for Fall admission. This is Advanced Placement College Charges 1990-91 especially true if you are applying for College credit may be given for supe- The charges for tuition, room rent, and financial aid. You should apply by rior performance in the CEEB fees for the college year 1990-91 are as November 15 and February 15 for advanced placement examinations or follows: Winter and Spring terms, respectively. the College Level Examination Tuition $10,485 COA uses a rolling admissions Program. Scores should be sent directly Room Rent $ 2,190 process. A decision is usually made from the testing source. COA credit Board $ 800 within one month of receiving a normally will be granted for scores of Student Activity $ 105 completed application. Admitted '3' or higher. Books and Supplies $ 400 students wishing to accept an offer of Miscellaneous Personal $ 650 admission and reserve a place for Deferred Admission TOTAL $14,630 themselves in the class should pay a The College will grant deferred $200 nonrefundable tuition deposit by admission to candidates who are Financial Aid May 1. Those admitted after May 1 or accepted and pay a tuition deposit; Although COA recognizes that the for Winter or Spring terms are matriculation will be postponed until family is primarily responsible for a required to pay a deposit within 30 days the following year, subject to the review student's education, it awards financial if they wish to accept an offer of admis- of any college study completed during aid based on the level of financial need sion. that time. when students and their parents are unable to meet educational costs. Ap- Transfer or Visiting Students proximately 60 percent of the College's College of the Atlantic welcomes students receive financial aid. Financial applications from transfer students. need is determined by subtracting the About 20 percent of all new students total student and/or parental financial annually are transfer or visiting contribution from the College's cost. students. This need analysis is conducted by the A student can transfer a maximum of College Scholarship Service (CSS), 18 credits to COA (the equivalent of 60 Princeton, NJ, which provides the semester hours or 72 quarter hours). results of the need analysis to COA. Although an evaluation of credit is not The FAF can be obtained in Decem- final until after enrollment, students ber from secondary school guidance may receive preliminary evaluations by offices or college financial aid offices. contacting the registrar. Applicants for financial aid should Students who wish to spend one or submit completed forms by February more terms at COA and transfer 15. Individual and parental current year college credit to another institution income tax forms must be sent directly should apply as Visiting Students. to our financial aid office as well. Complete information concerning International Students the College's financial aid program is COA welcomes applications from contained in a financial aid brochure highly qualified international students. available from the COA admission or Application deadlines for international financial aid offices. ADMISSION students are the same as those for freshmen and transfer students. Appli- Admission Staff cation requirements are identical, Director: except that international students are Steve Thomas also required to submit scores from the Test of English as a Foreign Language Associate Director: (TOEFL) and a Declaration of David Mahoney Finances Form. Assistant Director: Andrea Thebaud Adult Students Older students of nontraditional Admission Assistant: college age wishing to take courses or Donna L. McFarland pursue a degree are invited to inquire Financial Aid Assistant: and become better acquainted with the Cathy Kimball College. Adult students are encouraged to contact the admission office early in the admission process to arrange a personal interview. 31 COLLEGE OF THE ATLANTIC Board of Trustees of Kauffmann, Mr. John Administrative Staff College of the Atlantic Mount Desert, Maine Louis Rabineau, President 1990-1991 Vice Chair and Secretary Melville P. Coté, Director of Biderman, Mr. John Kelly, Mr. John N. Institutional Research; Provost Duxbury, Massachusetts Yarmouth, Maine Richard Borden, Academic Dean Blair, Sr., Mr. Edward McC. Meade, Jr., Dr. Edward J. Etta Mooser, Associate Academic Dean Chicago, Illinois Montclair, New Jersey Judith A. Beard, Director of Chairman Morfit, Mr. J. Mason Computer Services Blum, Mr. Robert E. Topsham, Maine Carolyn Dow, Director of Lakeville, Connecticut Newlin, Mr. William V.P. Public Affairs Life Trustee Washington, DC Gary Friedmann, Director of Brewer, Mr. Leslie C. Owen, Ambassador Henry Development Bar Harbor, Maine Washington, DC Rebecca Keefe, Executive Secretary Treasurer Rabineau, Dr. Louis, ex-officio Patricia Bart, Executive Secretary Camp, Mrs. Frederic E. Southwest Harbor, Maine Norene Kuznezov, Receptionist East Bluehill, Maine President Cindie Marinelli, Faculty Secretary Dreier, Mr. John C. Ramsdell, Ms. Cathy Ellen Hawkins, Secretary Cambridge, Massachusetts Bangor, Maine Life Trustee Reeves, Mr. John Business Office Eliot, Dr. Samuel A. Bar Harbor, Maine Liane Peach, Manager Danville, California Rothschild, Mrs. Maurine Sylvia Clark, Assistant Manager Eno, Mrs. Amos New York, New York Tricia Pinkham, Bookkeeper Princeton, New Jersey Russell, Dr. Elizabeth S. Evans, Dr. Stanley J. Mount Desert, Maine Building and Grounds Portland, Maine Schmidt-Nielsen, Dr. Bodil Millard Dority, Director Ewing, Mr. Bayard Salisbury Cove, Maine J. Clark Stivers, Assistant Director Providence, Rhode Island Sellers, Dr. Peter H. Leslie Clark Gardiner, Mr. Robert Philadelphia, Pennsylvania Robert Nolan Augusta, Maine Shorey, Jr., Mr. Clyde E. Gregg Smith Goodwin, Dr. Neva Washington, DC Donald Klekotta Cambridge, Massachusetts Silk, Dr. Leonard Vice Chair New York, New York Library Gower, Rev. James M. Stockwell, Mrs. Deicy Marcia Dworak, Librarian Bucksport, Maine Boxford, Massachusetts Marcia Dorr, Librarian Assistant Life Trustee Annual Trustee Sandra Modeen, Library Clerk Hall, Dr. Thomas S. Stockwell, Mr. John St. Louis, Missouri Boxford, Massachusetts Natural History Museum Hinckley, Ms. Bettina Annual Trustee Skip Buyers-Basso, Curator Southwest Harbor, Maine Straus, Mr. Donald B. Mark Cosgrove, Outreach Coordinator Kaiser, Mr. Michael New York, New York New York, New York Suminsby, Mr. Robert E. Student Affairs Annual Trustee Northeast Harbor, Maine Steve Thomas, Director of Thompson, Mrs. P.A. Admission and Financial Aid Chestnut Hill, Massachusetts Theodore Koffman, Director of Government Relations, Housing, and Summer Programs David Mahoney, Associate Director of Financial Aid Jean Boddy, Assistant to Housing Sally Crock, Registrar Lori Alley, Assistant to Registrar Jill Barlow-Kelley, Internship and Career Services Officer Pamela Parvin, Advising Coordinator and Director of Food Services In its employment and admissions practices College of the Atlantic is in conformity with all applicable federal and state statutes and regulations. It does not discriminate on the basis of age, race, color, sex, marital status, religion, creed, ancestry, national or ethnic origin, or physical or mental handicap. However, the College is a dynamic community and must reserve the right to make changes in course offerings, degree requirements, regulations, procedures, and charges. 32 COLLEGE OF THE ATLANTIC 1990-1991 CALENDAR Saturday, September 1, 1990 Outdoor Orientation Program participants arrive on campus for trip departures Saturday, September 8, 1990 Academic Orientation begins for first-year students Sunday, September 9, 1990 Convocation, Orientation picnic Monday, September 10, 1990 First day of classes, Fall Term Tuesday, November 20, 1990 Fall Term classes end Wednesday, January 2, 1991 Students arrive for Winter Term; Orientation for newly entering students Thursday, January 3, 1991 First day of classes, Winter Term Friday, March 15, 1991 Winter Term classes end Sunday, March 31, 1991 Orientation for newly entering students Monday, April 1, 1991 First day of classes, Spring Term Friday, June 7, 1991 Spring Term classes end Saturday, June 8, 1991 Commencement Credits Editors: Anne Kozak and Steve Thomas Photographers: Dean Abramson, Jim Daniels, Tom Hindman, Marvin Lewiton, John McKeith Design: Michael Mahan Graphics, Bath, ME Printing: Humbolt National Graphics This publication is printed on recycled paper. CANADA MAINE Bangor 1 3 95 Bar Harbor 3 Augusta To Visit College COA of the Atlantic 15 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 95 Harbor. Keep left after crossing the ATLANTIC OCEAN bridge onto Mount Desert Island. College of the Atlantic is on the ocean side of Route 3, about 19 miles from Boston MASS the Ellsworth shopping district and one-quarter mile beyond the Canadian National Marine Ferry Terminal. This CONN drive usually takes from five to six RI hours. Turn left at The Turrets Gate 95 and park to the right. The admission NY office is located in The Turrets, a large Bangor castle-like building below the parking 95 395 lot close to the water. 1A Regularly scheduled flights are New York available to Bar Harbor Airport. Delta, Northwest, and United provide regular Ellsworth 1 service to Bangor, ME. 3 3 COA Acadia National Park College of the Atlantic Bar Harbor, Maine 04609 Non Profit Org. Telephone (207) 288-5015 U.S. POSTAGE PAID Bar Harbor, Me. 04609 Permit #47