COLLEGE OF THE ATLANTIC 1989 - 1990 A COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST MESSAGE FROM THE PRESIDENT Founded in 1969, College of the Atlantic offers a broad based liberal education focused on the central theme of human ecology, a focus that transcends the confines of a single discipline. Its philosophic aims are concerned with the development of conceptual frameworks for under- standing and examining human and ecological problems while its practi- cal goals include articulation of more comprehensive approaches to prob- lem solving and decision making. COA has its roots in the human- istic and scientific traditions of the past; such traditions not only inform the present but shape the future. By examining the multiple ways these traditions interconnect, COA B.A., M.A., State University of New York students learn in creative and in- at Albany; Ed.D., Harvard University. novative ways, and most importantly they learn to be more comfortable with uncertainty. From its founding, COA had a mission: to equip students with the knowledge, understanding, enthu- siasm, and sensitivity to solve complex environmental and social problems from a multiple and humanistic perspective. Along with the faculty, I encourage you to explore this catalog, to visit College of the Atlantic, to assess what your particular contribution to humankind will be and the kind of education that will enable you to accomplish that. -Louis Rabineau Cover Photo: Glen Van Nimwegan COA TABLE OF CONTENTS Introduction / 3 COA Student Profiles / 15 COA Academic Profiles / 19 The Academic Program / 27 Areas of Study / 31 Course Descriptions / 41 Courses: Environmental Science / 42 Courses: Arts and Design / 47 Courses: Human Studies / 49 The Campus and The Island / 57 The Faculty at COA / 65 Admissions and Financial Aid / 77 College of the Atlantic is accredited by the New England Association of Schools and Colleges. 1 Designed as a summer "cottage" in 1893 by Bruce Price for John Emery of New York, The Turrets, restored in 1977, is on the National Register of Historic Places, HEI 2 INTRODUCTION In 1986, College of the Atlantic hosted an international meeting of the Society of Human Ecology. Scholars from 27 countries convened to share knowledge across cultures and disciplines and to explore this new field of inquiry and advocacy. The meeting provided an opportunity to probe the many points of view en- compassed by human ecology. COA was an appropriate setting for this conference, for what distin- guishes the faculty who teach here and the students who graduate is an openness of mind-an ability to think about problems or issues from many perspectives. A multidiscipli- nary study, human ecology tran- scends the rigid confines of a single discipline. In classrooms, intern- ships, and independent study, students and faculty seek out sometimes conflicting perspectives in order to explore ideas fully. As we approach the twenty-first century, we must solve complex environmental, technical, and political problems, equitably address the use and distribution of global resources, prevent nuclear war, and develop a mechanism to insure lasting peace. These goals require that people learn to think creatively and openly, to seek out solutions that reflect the interest not just of humans but of all natural and biological systems. In a message to the college com- munity, the late COA trustee Rene Dubos noted that the solution to a problem concerning human life is never simply a technical one. "Prob- lem solving has come to mean rein- troducing into any kind of decision all those components that make peo- ple behave the way they do. And to me this is what College of the Atlantic is about." 3 S CC 4 At COA, students plan with faculty and peer advisors an individualized course of studies live in a tight-knit, self-governed residential community of under 250 students seek creative solutions to problems discover the multiple ways humans and the natural en- vironment interact learn to respect and appreciate other viewpoints S 6 At COA, students examine ideas in seminar-style classes test knowledge in the field debate global, environmental, political, and social issues intern with businesses, govern- ment, schools, or research institutions bring a personal approach to in- dividual and group projects govern themselves through All- College Meetings, COA's version of town meeting 7 Displayed on the outside wall of the Science Building is the skull of a finback whale. 8 WHY CHOOSE COA I transferred to COA because as an environmental science major at Barnard, I was locked into a rigid biology program, designed really for premeds. At COA I was given the flexibility to figure out what I wanted to do and how interdisciplin- ary courses could broaden my percep- tion of environmental science and policy. Through independent study and internships, I examined the economic aspect of environmental and social/ethical issues. With the Natural Resources Council of Maine, I worked on strategies for preserving farmland in Maine, and much of this study carried over to my senior proj- ect-a major piece of independent work which is not only a culmina- tion of my academic career but also a rite of passage, because it is related to the work I plan to pursue after graduation. Both the academic independence at COA and my experiences as a peer tutor gave me the confidence that I can succeed at and learn not only from these tasks but ones I will undertake in the future. At COA, I've been challenged, encouraged, allowed to be me. I've learned how I can make a difference. Barbarina Mitchell Heyerdahl '88 9 A COA EDUCATION IS SUPPORTIVE, INTEGRATED, SELF-DIRECTED A COA Education is Supportive Not all students can undertake in- Whether the class is a lab, studio, or dependent or applied research when seminar, two factors make the COA they enter COA, but with an average approach distinctive: the faculty and class size of 15, faculty can work students' commitment to individ- closely with students and nurture a ualized learning and the freedom to student's desire to learn. Here digest information in one's own way students receive the knowledge and and at one's own pace. Here as a support they need to pursue their team students and faculty investigate own interests. This nurturing of assumptions, examine theories, and students is also evident in the way engage in a continuing dialogue COA approaches writing. All stu- about knowledge, ideas, and how dents at COA, regardless of their area students best learn. of interest, are confronted with "We all do the readings and in class writing, for many courses require discuss the material," says Bill Drury, papers, and at any stage of the faculty member in the biological writing process, students are free to sciences. "Through field research, I talk over ideas or drafts with in- like to prod my students to find rela- dividual faculty or trained peer tutors tionships on their own, to discover in the Writing Center. In evaluating what in the theoretical is really prac- his peer tutor, one student com- tical or applied. My experience is mented, "Andrea Ried '90 helped me that if you assume students have the with the process of brainstorming capability and they sense that, they and organizing. She made me com- grow into the role." fortable with the fact that I was not a bad writer but that I did need to 10 work on my writing, especially the tives and to seek solutions that technical aspects. She was positive reflect an integrated perspective. and supportive." Although students are exposed to this integration in many of their A COA Education is Integrated courses and particularly in the "When I came to COA," said Katrin Human Ecology Core Course, they Hyman '84, "I took Third World are encouraged to actively pursue it Literature from Bill Carpenter. For in independent studies, internships, the first time I had a professor who and senior projects. was acutely conscious of the inter- In her human ecology essay, Jane connectedness of the past and the Winchell '82 noted that her intern- present, of the relationship between ship in Newfoundland with a group history, art, literature, and phil- doing biological studies on whales osophy. Professors at my former col- caught accidentally in inshore lege had alluded to these and ex- fishing gear proved an important pected us to be intuitively aware of testing ground for her studies at the relationships ourselves, but Bill COA. Through her contact with fish- showed how essential this awareness ermen, Jane realized that the only is for the creative process." difference between herself and these This is not a characteristic of just fishermen was heritage and lifestyle: one faculty member; rather all fac- she had not grown up in a culture ulty look for and point out ways their that was economically dependent on disciplines relate to or support fishing and whaling. By the end of others. They encourage students to the summer, she realized that two examine issues from many perspec- 11 A COA Education is Self-Directed In a school where questioning ideas and seeking out relationships are en- couraged, faculty believe that each student has the potential to do sig- nificant work and that part of their role is to help students be creative about the direction of their education. When students first arrive, we don't expect that they will necessar- ily know what specific courses to take or what background is needed for some advanced work. Some courses have prerequisites and fac- ulty are there to advise students on the choice of appropriate courses and measures could possibly resolve the sequencing. After taking the Human dilemma: initiate informed discus- Ecology Core Course as well as sion about subsistence whaling and courses in each of the three resource find a solution for entrapment that areas, students usually begin to would not jeopardize fishing but define interests and to see a develop- would discourage whales from col- ing pattern that will guide future liding with gear. choices. At COA students are en- Glen Berkowitz '82 (MPA, Harvard couraged to look for ways both to '84), in addressing prospective practically apply their knowledge and students at a reception in Boston, to bring another dimension to the described how the fundamental college community. premises of human ecology influ- Chiara Dolcino '86 and Barbarina enced his work as a special assistant Mitchell Heyerdahl '88, for example, for finance and capital planning with researched and prepared a series of the Massachusetts Department of readings for participants in a con- Transportation. "Human ecology gets ference on Divestment in South you to look at different areas as you Africa, led by COA trustee Maureen solve a problem. And I'm amazed at Rothschild, a member of the invest- how often I use this perspective. In ment committees of the Fund for resolving traffic congestion around Peace and Radcliffe College. Boston, for example, I need to be In both Spring 1987 and 1989, the aware of what we can afford, what writing tutors were invited to present will entice people to give up driving, a panel discussion at the annual and what technology offers, SO I'm meeting of the New England Writing combining financial, sociological, Centers Association. In 1987 they and technical factors. chose as their topic peer tutoring across the curriculum while in 1989 their topic was the ways in which tutoring benefits the tutors themselves. 12 Students and faculty watch as a baby sperm whale, stranded in Rockport, Maine and rescued by COA students and others, is hoisted from the water for its trip to the New England Aquarium and rehabilitation. "From tutoring I have acquired the We want students to perceive how ability to respond sensitively and in- practical experience enhances educa- tuitively with people in various tion, and we encourage students to situations, and this has been in- seek out appropriate experience. And valuable for my communication at COA the committed, responsible skills in the workplace and in per- student has many options-to write sonal relationships. Job interviews, and edit press releases, grants, a meetings, and discussions are less weekly newsletter, and annual anxiety ridden because I have an literary magazine, to peer tutor in adaptable voice," fourth-year tutor writing, math, and word processing, Katrina Hodgkins told those attend- to write a manual for using a word ing the conference. "I have the tools processing system, to coordinate a to effectively present an idea that Distinguished Visitors Series, to may or may not be welcome. My organize and present an exhibit at ability to be straightforward at the the New England Environmental right time-or to be patient until it Conference, to conduct the COA is-allows me to communicate per- chorus, to be a lab assistant in suasively. And the confidence that chemistry or biology, and to monitor arises breeds effective interactions for whale migrations. both parties." 13 14 COA STUDENT PROFILES Paul Adler-A Four-Year Student Who Entered from High School "I haven't really changed my focus since coming to COA as a freshman. I've just learned to articulate an idea, to be an effective activist, to see beyond the simple cause and effect relationship. And most importantly, I've learned to be adaptive, to temper my idealism and skepticism with realism. COA has been a place for me to expand my vision-in the classes I've taken and in my personal relationships." Courses in history, literature, philosophy, psychology, public policy, writing, music, science, computers, and education have given Paul the perspective to see social/political problems in a wider framework. In courses like Third World Develop- ment, Teaching Controversial Issues, and the Peace Studies Workshop, he has been able to examine complex problems from different points of view and to work as part of a group in resolving these. As an intern with The Project for the Present Danger (a nonprofit organization in Cambridge whose purpose is to better inform people about the way Congressional lobby- ing can influence military and foreign policy), Paul coordinated a phonathon and fundraising cam- 15 SS paign, managed the office, and de- Lauren McKean: A Student Who vised and wrote strategies for Transferred to COA educating the public. "I've encountered apathy and enthu- "From this experience, I gained an siasm, structure and freedom, and important perspective on peace and I'm influenced by the attitudes social change work and my place in around me. I am ready to take con- that profession. I had the unique trol and enjoy my education, and I opportunity to watch the tenuous can work positively toward these development of a peace education ideals at a place where similar organization from an ad hoc group attitudes prevail," wrote Lauren running day to day on initial energy McKean in her COA admission to a more stable organization with a application. long-term strategy and funding." After two years at a small Ivy At COA Paul focused on public League school and a year working in policy. He plans to pursue graduate a half-way house and sailing on a work in management consulting for research vessel, Lauren transferred to grassroots and environmental COA. "Sailing inspired my interest in organizations. wind power," she wrote in a self- evaluation for Energy Studies, and as a final project for that course, Lauren researched theories about and possi- bilities for wind-generated power. In As a planner with the National Park Service, Lauren McKean (below) participates in public hearings which both explain the Park's land- management policy and elicit public input. her second term at COA, she studied qualitative and quantitative descrip- tions of chemical reactions; again other interests and previous course work determined her selection of her final project. "I chose to do a final project on wood burning and wood gasification to understand the pro- cesses and differences in conditions and products of these energy re- sources. This was hard to generate with a limited background, but with my professor's help I was able to use several course topics like stoichi- ometry and thermodynamics to ad- dress and evaluate the problems." As an intern with the State of Maine's Office of Energy Resources, Lauren wrote fact sheets, designed posters and ads, developed an an- notated audio/visual master list, and wrote and edited materials for energy consumers who may or may not have had technical knowledge. In evaluat- Following graduation from COA, ing Lauren's performance, Brian Lauren worked for two years as a Kent, an architect and Solar Resource weatherization specialist for the Planner for Maine, noted that Cambridge Office of Community Lauren's best asset was "her diversity Development, as an energy auditor of interests and abilities." for Mass Save, and as an office This diversity as well as her ability manager for the Urban Solar Energy to integrate previous interests and job Association. While a research assis- experience was evident in the design tant in the Department of Landscape of her senior project. In her last year Architecture and Regional Planning of high school at Northfield-Mt. Her- at the University of Massachusetts, mon, Lauren completed a required Lauren trained people to use com- one-term apprenticeship with Linden puters for planning projects. In 1987, Gardens in Brattleboro, VT. She had she received a masters degree in also worked summers as a gardener regional planning, and is now a plan- and while out of school had managed ner with the North Atlantic Region organic gardens and a passive solar of the National Park Service. greenhouse at a facility for recovering mental health patients. Lauren com- bined her interest in gardening and greenhouses with her interest in solar energy to generate her senior project: "A Feasibility of Commercial Solar Greenhouses in Northern New England." 17 18 ACADEMIC PROFILES OF EIGHT COA GRADUATES The curriculum profiles of these eight graduates reflect not only the diversity and the individuality of a COA education but the educational paths which led to their subsequent careers. With faculty assistance, students design individualized pro- grams that allow them to pursue their own interests and to integrate these with human ecology. 1984 Watson Fellow, Ph.D Candidate in Architecture at MIT transfer credit General Biology I,II Communism and Social Change Philosophy and the Arts Theater: Technical Practicum Principles of Anthropology Principles of Economics I Introduction to Fiction Introductory Logic Year 2 Literature and Ecology Morphology and Diversity of Plants Foundations in the Visual Arts Independent Study: Vegetation Analysis in Acadia National Park Greenhouse Workshop Three-Dimensional Design I Marine Biology Structural Design Energy Studies 19 In design studios, students work on a variety of projects from graphics arts to designing buildings and playground equipment. Year 3 The Middle East: Historic Three-Dimensional Design II Battleground Calculus/Physics I,II Gardens and Greenhouses Public Policy: Congress and the Seminar in Human Ecology Presidency Bio-organic Chemistry Visual Elements II Animal Behavior Chemistry I Year 3 Independent Study: Calculus II Economic Analysis of the Law Internship: Staff Member with City Outreach Education Practicum of Boulder Energy Office and Philosophy of the Constitution Boulder Energy Conservation Analytical Chemistry Center Calculus I Year 4 at University of Colorado Environmental Journalism Fundamentals of Computing Comparative Functional Anatomy of Analytical Geometry and Calculus Vertebrates Urban Design Studio Environmental Economics Introduction to Linear Algebra and The Future of Subsaharan Africa: Differential Equations Population Growth, Famine, and Thermodynamics I Development Practicum: Appropriate Technology at COA Year 4 Senior Project: House Design for a Independent Study: Economic Low-income, Energy-efficient Analysis of Recycling in Maine House Technical Writing Weaving Environmental Analyst, Connecticut Graphical Methods in Science Council on Environmental Quality Independent Study: Quantifying the Year 1 Value of Nongame Species Writing Seminar I Internship: Cultural Survival, Order and Disorder Cambridge, MA Evolution Senior Project: Implementing Groundwater Protection in Maine: An Eastern Perspective Introduction to Chemistry The Threat of Underground Voluntary Simplicity Petroleum Storage Tanks Chemistry for Consumers Introductory Zoology Computer Consultant; Wholistic Health Workshop MA in Journalism, University of Michigan Year 2 Year 1 Ecology: Landforms and Vegetation Ecology: Natural History History and Philosophy of Science Ecology of Natural Systems Contemporary Literature Landmark Cases in Environmental Group Study: Theater Workshop Law: Introduction to Legal Process Crime and Society Human Effects on Natural Systems Economic Anthropology 20 Independent Study: Effects of Salt Introductory Botany Spray on Coastal Plants Wildlife Fish Seminar Cormorant Workshop Introductory Zoology Year 2 General Chemistry Maine Coast Culture Diversity of Life Year 2 World Political Environment Environmental Psychology Functional Vertebrate Anatomy Human Ecology Core Course Independent Study: Spanish International Peace in Theory and Modern Architecture and Environ- Practice mental Design Evolution Internship: Feeding Behavior and Technical Writing Food Habits of the Boatbilled Group Study: Photography Heron Ornithology Year 3 At the University of Michigan Seminar in Human Ecology Physical Geography: Air, Water, and Year 3 Land Ecology Plant Biology: An Organismic Environmental Education Approach Surveying, Planning, and Cartography Biology of Mammals Comparative Functional Anatomy of Low Energy Living Vertebrates Independent Investigations in The Learner and the Learning Process Biology: Avian Zoogeography Tutorial: Peer Tutoring in Writing Tropical Habitats and Organisms Current Topics in Behavioral Ecology Animal Behavior and Evolution Education Seminar III: Philosophy Year 4 Learner-Centered Teaching Methods General Genetics Year 4 Mathematics and Physics I,II Curriculum and Instruction in Personal Transitions in Fiction Secondary Science Theories of Law and Morality Exceptionalities and the Classroom History of Anthropological Theory Teacher Animal Behavior Physical Oceanography Independent Study: Humorists and Biostatistics Humorists' Writing History of American Education Senior Project: The Black Fly and Internship: Student Teaching: Humans in Maine 10th grade biology Senior Project: Nature Play-Games Public School Teacher About Animal Ecology transfer credit AP credit: American History Introduction to Forestry French: Intermediate Analytical Geometry and Calculus Introductory Geology Introductory Problems of Philosophy 21 M Ph.D. Candidate in Ethnobotany at Year 3 NY Botanical Gardens/CUNY Anthropological Approaches to Year 1 Documentary Film Cell Structure and Function Survey Courses in American History Learning Environments Workshop Advanced Filmmaking Planning Theory Proyecto Linguistico Fancisco True, Plum, and Level II Marroquin, Quezaltenango, Planet Earth Guatemala: Intensive Individual The Celluloid Eye Instruction in Spanish Evolution Internship: Centro Amazonica de Antropologia y Aplicacion Practica Year 2 Radical Thinking Year 4 Law and the Family Ecology Foundations in the Visual Arts Economic Development and Cultural Change in Latin America Physical Properties of Matter Ornithology Animal Behavior Environmental Economics Plant Identification Mathematics and Physics I, II Senior Project: Fieldwork Report on Traditional Pharmaceutical Writing Seminar I Medicine, Diet, and Health of the Angotere Secoya Indians of Northern Peru 22 Although most of the whales in the Gulf of Maine are found considerably offshore, occasionally a whale is sighted near Mount Desert Island. Freelance Writer and Whale Re- Year 3 at the University of Rhode searcher; M.S. Candidate in Marine Island Affairs, University of Rhode Island Fish Stock/Ecosystem Management Year 1 Skin and Scuba Diving I,II Nutrition Internship: Whale Research Technician Frontiers of Physical Theory Theories of Human Nature Internship: Marine Research Isolation Specialist Marine Biology Internship: Chief Scientist Status for CETAP Elements of Statistical Reasoning Animal Physics Year 4 Computer Modeling in Natural Public Policy: Philosophy of the Systems Constitution Year 2 Calculus/Physics I, II Introduction to Environmental Personality & Social Development Studies Independent Study: Underwater Writing Seminar I Photography Alternative Energy Independent Study: Calculus II Independent Study: Cetacean Field Senior Project: Report of the Gulf of Research Maine Whale Sighting Network for 1979-1981 Nature of Relationships in Fiction Advanced Animal Physics Chemical Principles Human Nature as One of Bill Drury's goals in all of his ecology courses is to show students the importance not only of understanding the ecology of an ecosystem but of examining that ecosystem from an integrated perspective. 1983 Watson Fellow, Ph.D. Candidate Year 3 in Biology, Harvard Internship: Research Assistant at Moosehorn National Wildlife transfer credits Analytic Geometry and Calculus II Refuge The Green World Chemistry II World Literature Urban Forestry Environmental Practicum Plant Taxonomy Animal Behavior Introduction to Botany Introduction to Environmental Plant Ecology Studies II Independent Study: Museum Comparative Philosophy: East-West Year 4 Year 2 Ecology: Landforms and Vegetation Ecology Plant Physiology Literature and Ecology Tai Chi Workshop Introduction to the Legal Process Populations and Communities: Distribution and Abundance of Independent Study: Winter Vegeta- Plants and Animals tional Analysis of Acadia National Genetics Park Introductory Zoology Independent Study: Human Values Ornithology and Cultural Ecology Modern Dance Senior Project: A Self-Guiding Nature Trail Independent Study: Chemistry I 24 Attorney, City Attorney's Office, Portland, Oregon; JD, Northwestern School of Law at Lewis and Clark College transfer credits Historical Inquiry Math Analysis I,II,III,IV Rhetoric Introduction to Physics More Jazz Masters Introduction to Political Science Science and Politics of Technology Differential Equations Introduction to Sociology Thermodynamics Woman as Artist Human Rights Chicago Politics and Community Power Independent Study Project Internship: Lake Michigan Federation Year 3 Introduction to Environmental Studies Carpentry/Construction Introduction to the Legal Process Independent Study: Basic Research Methodology: An Investigation into the Department of Energy Economics of Solar Energy Historical Legacies Government Regulation of Human Use of Landscapes Energy Economics Year 4 Alternative Energy Public Policy: Congress and the Presidency Solar Collector Workshop Internship: Institute for Local Self- Reliance, Washington, DC Senior Project: Cobscook Bay Tidal Power: Is Small Really Beautiful? 25 ANALY 26 to THE ACADEMIC PROGRAM From its inception, the college has been committed to fostering an edu- cation in Arts and Sciences that ex- amines environmental and ecological problems. At COA the curriculum in human ecology encourages the stu- dent to seek out the connections im- plicit in ecology and to apply these to humans, for most environmental problems stem from different kinds of human behaviors and interactions. "For me," noted one student, "the college's approach is rare. I'm fanatically interested in the con- tinuation of the human species; the problems we face are so complex that we must bridge disciplines if we are to achieve solutions." COA's approach not only gives students the opportunity to design individual curricula but also enables them to learn in a variety of educa- tional settings. In addition to courses, tutorials, and independent studies, COA students learn through group studies to work cooperatively and effectively in a team effort. In the outreach education and museum practica, they develop practical and applied skills. Through internships, students apply knowledge, develop skills, and clarify career goals. And in the senior project-a major piece of independent work-the student simultaneously demonstrates in- depth knowledge in a field and an ability to examine an issue from more than one perspective. To foster this interdisciplinary perspective, academic activities at the college are arranged into three resource areas-Environmental Science, Arts and Design, and Human Studies-which together represent the collective vision of the college and provide a framework for 27 "At COA I discovered how to learn with my hands as well as my head-something which public high school and a year at a traditional college didn't show me." academic planning. Curriculum in- courses and other activities from tegration is the formal responsibility which students choose fruitful, in- of the Academic Affairs Committee dividualized paths of study. And each which includes students and faculty is different, for the interest of one members from each resource area. student is seldom the same as Although faculty nominally belong another. to one of the resource areas, they, Some students come to COA with like the students, move freely among specific goals, while others are the areas and consciously look for undecided about their academic ways their particular discipline direction. COA's interdisciplinary relates to or serves another. A scien- approach and emphasis on problem tist and a poet team teach a course in solving accommodates both, for this creativity which examines the education broadens the relevant con- parallels in the evolution and text of liberal education by pre- development of science and the senting a dynamic picture of the creative process of artists and writers. greater community in which human A philosopher, lawyer, and chemist action takes place. examine ways their three courses- By taking general and foundation each dealing with the physics of courses in each of the resource areas, quantum theory-interconnect and students gain not only an under- how they can combine their individ- standing of the orientation and ual expertise so that students in all methodology of each resource area three courses benefit. These are not but also an integrative and cross- isolated examples; rather at COA disciplinary outlook. Some students faculty and students work together to remain generalists while others seek educate one another and to make the ways to apply human ecology to a connections explicit. particular focus. Within the curricular framework, Although the college broadly students at COA design their own in- defines some program areas in terdisciplinary programs-clusters of Marine Studies, Biological and En- vironmental Sciences, Public Policy, Creative Arts, Environmental Design, 28 Consciousness and Culture, Educa- an internship (3 credits) of at least tion, and Writing, the student with one term in a job related to the help from faculty advisors and student's academic interest or resource specialists is free to put occupational goals together an individual course of a senior project (3 credits); this is study that combines elements of dif- a major piece of independent work ferent programs. What gives each stu- reflecting the student's primary dent's program its coherence is the field of concentration student's interest and academic and professional goals. A student, for ex- In addition to meeting the above re- ample, who is primarily concerned quirements, students are encouraged with enacting social and political to take courses and initiate projects which will allow them to demon- reforms may supplement public policy courses with studies in educa- strate competence in verbal and tion, writing, philosophy, and animal nonverbal expression, manual skills, behavior. A student whose emphasis basic mathematics and physical, is landscape design needs to under- biological, and cultural systems, stand principles of design and land perceptual acuity, and health and nutrition. use and should acquire knowledge in natural history, anthropology, botany, Evaluation and Grades and geomorphology. At COA, all students receive nar- rative evaluations of their perfor- Degree Requirements The college awards one degree, the mance in a course. In addition many BA in human ecology which indi- students, particularly those consider- cates that students understand the ing graduate study, request and relationships between the philosoph- receive letter grades. ical and fundamental principles of Rather than simply assigning a let- science, humanities, and the arts. In ter grade, the instructor writes a detailed evaluation which charts the support of this degree, the college re- quires students to complete: student's performance throughout the course. Since the student's 36 COA credits (or the equivalent measure of achievement will be what of 120 semester hours or 145 he or she actually gains from the quarter hours); 18 of these may be course, not only how he or she per- transferred in forms in relation to other students, at least two courses in each of the COA students frequently take three resource areas courses which stretch their imagina- participation in a problem-focused tions and capabilities. group study The second part of the evaluation, written by the student, assesses the serving on a committee or value of the course in relation to volunteering in the community the student's own intellectual a Human Ecology essay relating development. the student's development as a human ecologist and demonstra- ting writing competency 29 30 AREAS OF STUDY Marine Studies Marine studies brings a human ecological focus to one of COA's major resources, the Atlantic Ocean, and gives students the background to study the marine environment from multiple perspectives. Oceanography, one aspect of marine studies, has its roots in biology, chemistry, physics, and mathematics. The complexity of oceanographic problems and the per- vasive political, social, and economic importance of oceans in recent years have extended these roots into the Environmental and Biological areas of engineering, public policy, Science law, economics, and resource Encompassing the study of plants, management. animals, and habitats as well as Marine biology, another aspect of coastal ecology and marine science, marine studies, examines the biology the environmental and biological and ecology of the plants and sciences provide another window animals of the sea and requires a through which human behavior can working knowledge of biology, be better understood. Many of our chemistry, and physics, plus some best students are natural historians, aspects of mathematics, statistics men and women whose interest in and computers. plants or animal behavior was At COA experience in the field or kindled early in life through direct in a laboratory is an important part and satisfying experiences with of the marine studies program. Here nature. students have the opportunity to We encourage students to observe assist staff on continuing research nature directly in order that they projects. Qualified students may may perceive structures and pro- work with the COA Natural History cesses, record them accurately, and Museum and its Outreach Programs, apply their imagination in inter- Mount Desert Rock Whale and Sea- preting these observations. Not only bird Observation Station, the Atlan- does our field-oriented approach to tic Humpback Whale Fluke the biological sciences appeal to such Catalogue, the Finback Whale creative individuals, but our location Catalogue, or the Gulf of Maine also offers phenomenal opportun- Whale Sighting Network. ities. The coast and islands are a Graduates have pursued further natural laboratory. study or careers in coastal resource The goal of the program in en- management, marine mammal re- vironmental and biological science- search, fishery science, museum a program which puts equal empha- curation, education, oceanography, sis on the theoretical and practical and boat building. aspects of natural history-is to equip students with a thorough understanding of natural processes. 31 Students at COA not only study art to perfect a skill but also to perceive the relevance of art in the built environment. In addition to continuing their studies, graduates of this program work as resource management spec- ialists, environmental educators, and science journalists. Public Policy Predicated on the notion that students can gain a greater apprecia- tion for current problems in public policy through an interdisciplinary approach, public policy at COA em- braces academic material which at larger research universities would usually be taught in three separate departments: economics, political science, and sociology. Our modern economy has reached a point where growth as conven- tionally understood poses severe challenges to the environment. To public policy graduates work with begin to understand the genesis of environmental organizations and and potential remedies to a problem social service and government like toxic wastes, for example, one agencies. must understand how a market economy functions, how the Creative Arts regulatory apparatus of a democratic The Arts form part of an education in state strives to control the market, human ecology, for they represent and how conceptions of economic various languages for communicating growth and political freedom have the fullness of human experience become almost axiomatic for our through gesture and metaphor. The culture. range of courses in the history of art The resources that COA offers for and literature link art with social developing an understanding of such evolution and prepare artists for the issues and relationships are not use of their medium as a vehicle for limited to the academic curriculum. social change. Through participation in curriculum With a theoretical basis in planning and search committees for aesthetics, the arts are connected to hiring faculty, students learn first each other and to the concepts of hand about the problems involved in human ecology. In the visual arts, making specialized fields of the annual Foundations in the Visual knowledge relevant and accessible to Arts course is followed by course a larger public and in reconciling the sequences in drawing, painting, and needs of individuals with the re- ceramics. Visiting professional quirements of community life. artists, who represent the diversity of In addition to pursuing advanced this field, offer further courses in degrees in policy, law, and planning, sculpture, weaving, photography, and the performing arts. 32 In environmental design courses, students conduct hands-on projects to help them understand the bounds imposed by materials. Culture and Consciousness The program in Culture and Con- sciousness focuses on individual human beings and the web of rela- tions that link them to their total context. History, philosophy, literature, anthropology, and psychology combine to build a pic- ture of the self in the evolving medium of human culture. Particular emphasis is placed on problems of discourse and adjustment among the areas of self, society, and nature. The program uses the comparative method to examine human con- sciousness in the light of immediate social structures and in relation to cultures which differ in time and space. It combines the disciplines of humanities and social science in a unique way to comprehend the prob- Environmental Design lems of human alienation that are The goal of most students pursuing a part of the ecological crisis. concentration in environmental On a theoretical level, graduates of design is to promote environmental this program will be able to explore harmony, energy efficiency, and alternatives and possibilities for the beauty in the built environment. human future. On the more practical This goal is achieved by developing side, they can approach these con- aesthetic values and an understand- cerns indirectly through writing and ing of ecological, economic, and teaching or directly through careers energy constraints. Designers are in personal counselling and social problem solvers who must work action. under limitations. Within bounds imposed by materials, aesthetics, or Education resources, the design student must In science and environmental educa- develop solutions to problems. tion, alternative education, arts COA is not a professional design education, and social studies educa- school, but instead promotes a tion, COA graduates teach elemen- multidisciplinary approach to design tary and secondary school students and construction as part of a general to examine the consequences of education in human ecology. The human action within the natural course offerings in Environmental world. Through courses, practica, Design provide training for a student independent studies, and a range of planning advanced work at a profes- teaching experiences, COA students sional graduate school of architec- gain an understanding of educational ture, environmental design, land- scape architecture, planning, or urban design. 33 theory and practice. COA's excellent offers a number of writing courses: working partnership with the local exposition, argument and persuasion, public schools-one of the strengths advanced composition, technical of the program-enable students to writing, environmental journalism, practice what they learn. creative writing, and autobiography. In 1987 College of the Atlantic In writing classes students fre- received approval from the Maine quently are encouraged to write on Department of Education and Cul- topics assigned in other courses or to tural Services to grant teaching cer- write in order to learn more about a tification to qualified graduates. This particular subject, for writing well certification, which is reciprocal in forces a student to grapple with a most states, qualifies graduates for concept, to translate a vague idea classroom teaching in grades K-8 and into a cogent statement. And at the for the sciences at the secondary college all the faculty work with level. In reviewing the program, students on their writing and encour- which emphasizes equally a broad- age students to rewrite extensively in based liberal education and an order to clarify meaning and achieve understanding of educational theory style. and practice, the State Board of Those students, who in addition to Education site visiting team stated: writing well also have good interper- "As a Board and as policy makers we sonal skills, spend a year training to have often talked about excellence become peer tutors in writing and At College of the Atlantic we ex- work in the Writing Center with any perienced excellence in education." student who seeks help with a paper. Approximately 20 percent of COA's This course, which meets state re- graduates are engaged in graduate quirements as a methods course in studies or are employed in the field teaching writing, is open to any as naturalists, environmental qualified student regardless of the educators, and classroom teachers. student's area of interest. Recently at a conference on writing centers, the Writing tutors described themselves, not as Writing, because it is a component of English tutors, but as writing tutors. virtually every course at COA and a In addition to teaching, students in competency requirement, is an in- this program have pursued graduate tegral part of the curriculum and a study in fields as diverse as theology bridge to the world beyond the col- and creative writing and have fol- lege experience; hence, it is unlike lowed careers in journalism, public the other programs. Although all the relations, freelance writing and programs emphasize an interdiscip- editing, and public policy and linary approach, most writing administration. depends on a student's understanding another subject well enough to con- ceptualize and articulate it in a clear and concise way to a specific audi- ence. To aid the student in develop- ing and refining a style, the college 34 As part of the Natural History Museum's program, children learn anatomy by piecing together the skeleton of a whale. ACADEMIC RESOURCES conducts a variety of long-term Natural History Museum studies of marine mammals. COA To provide additional training for students regularly work at the Mount students of natural history and en- Desert Rock Whale and Seabird vironmental education, the college in Observation Station, help to compile 1982 established a small but excel- and catalogue photographs of hump- lent museum featuring displays of back and finback whales for in- Mount Desert Island flora and fauna. dividual identification, and collect All of the exhibits are prepared by data for the Gulf of Maine Whale students in the museum preparation Sighting Network. practicum, and through the outreach education practicum, students de- University of Maine velop their interpretative skills by College of the Atlantic and the explaining museum exhibits to University of Maine in Orono have visitors and by taking exhibits to area developed an exchange program schools. whereby students from both institu- tions can cross-register for under- Allied Whale graduate courses. In addition, COA Under the direction of faculty students have the privilege of using member Steven Katona, a group of the University's laboratory and students, alumni, and volunteers- library facilities. known collectively as Allied Whale- 35 Performing Arts of musical interests ranging from Although not a program at COA, classical jazz to folk blues, and interested students pursue the per- through end-of-term concerts forming arts. Because of community students share their musical talents interest the college generally pro- with the community. COA's chorus duces at least one play each year. In presents annual concerts, and many Spring 1987, the college sponsored students sing with the Acadia Joanne Woodward's production of Eve Chorale, a musical group that prac- Emsler's The Depot. In 1988, tices each week in Ellsworth and students in the theater workshop, gives a Christmas and spring concert directed by adjunct faculty member in Bar Harbor. Lucy Bell Sellers, put on The Twelfth In addition to sponsoring inde- Night while in Spring, 1989 students pendent studies, adjunct faculty as part of a group study, successfully member Joan Sanchez teaches a produced Equus. Since the college's dance course, and like the music and founding, individual students have theater courses, the class performs at regularly not only produced and term's end. directed plays as senior projects but have also interned with repertory Computers companies throughout the United With our network of IBM compatible States. personal computers, the college is Through performances, workshops, able to offer high quality service to tutorials, and independent studies, students using computers for courses students develop and perfect a variety ranging from literature to field biol- ogy to building design. 36 At COA, students use computers for more than word processing. Through his course on computer-assisted data analysis, faculty member John Anderson works with students in evaluating practical problems using statistical methods. By purchasing their own data disks ADVISING, COUNSELING AND and maintaining their own files, INTERNSHIPS students have great flexibility in Advising designing and executing projects. The relationship between student Approximately half of the students and advisor is particularly important use the facility, primarily for word in helping students design individual processing and spreadsheets for programs of study. Advisors not only statistics, simulations, and graphics provide students with academic associated with many different counsel and personal support but courses. also guide students in developing An important part of the facility is coherent and individualized pro- the Design Computer Laboratory grams of study which draw from the with high resolution graphic three resource areas and inter- capability, supported by digital input disciplinary programs. devices and large and small high Upon entering the college, speed plotters. It is used by students students are assigned an advisor. At for mapmaking, landscape planning, least three times each term, students architectural design, experiments meet with their advisors to plan and with color and video interfacing, evaluate their studies. At the end of mathematics education, and publica- the first academic year, students tion graphics. 37 choose a permanent advising team, Perhaps the most exciting develop- comprised of one faculty member, ment in career counseling is the col- one student, and an optional third lege's newest approach-the use of member of the COA community. alumni as counselors and mentors. The advising team is responsible for During winter term each year, three approving completion of degree re- or four alumni come to the campus quirements and for monitoring a to meet with interested students. In student's progress. addition, students are encouraged to seek advice from alumni for intern- Career Counseling ships, senior projects, and career Students at COA obtain career placement. counseling not only from the Career Services Office but from faculty and Internships alumni as well. Through the per- Both the internship and senior pro- sonalized advising system, faculty ject, each of which is required, allow and staff help students to channel students to pursue a particular in- their interests throughout their terest or field of study in depth. tenure at COA. COA students first Although some senior projects focus encounter formal career guidance exclusively on art or creative writing, when they plan the required most combine field work, research, internship-a full term of study and writing. The internship, on the which draws on skills and interests other hand, is always a work ex- they already have as well as exposes perience in which students apply them to new skills and knowledge. knowledge and skills, develop new The Internship and Career Services skills, and clarify future goals. At Office helps students to clarify career COA students hone these skills and goals and assists them in resume knowledge in a number of challeng- writing, job hunting, and interview- ing places. ing techniques. Through SigiPlus, a computerized guidance information Acadia National Park system, and individual conferencing Allegheny Repertory Theater with the Career Service Officer, Allied Whale students determine work values and American School for the Deaf explore career options. The office Audubon Day Camp also maintains files of potential in- Baobab Farm, Kenya ternships and postgraduate employ- Board of Jewish Education ment opportunities, graduate school Boston Ballet catalogs, and standardized test Bureau of Land Management applications. The Chewonki Foundation Faculty members also play a key Christian Science Monitor role in career counseling. In addition COA Admission Office to helping students assess their Congressional Research Service, strengths and interests, faculty point Library of Congress out potential career paths and fre- Consumer Energy Council of quently put students in touch with America professional colleagues at other in- Cornerstones stitutions whose interests may more closely parallel the student's. 38 Just a few hours old, the tern chick on the right still has its egg tooth used for breaking out of the egg. With grants from the US Fish and Wildlife Service, COA, and the Island Institute, Bill Drury along with students and research associates monitor arctic and roseate terns on Petit Manan Island- two species reintroduced there. Critical Areas Program (ME) The Peregrine Fund Emery Brothers, Boatbuilders Professional Designs Family Service League Royal Botanical Gardens Friends of the Earth The Smithsonian Institute Greenpeace, New England Society for Human Ecology Hubbs Marine World Institute Society for the Present Danger Hulbert Outdoor Education Center Solar Energy Research Institute The Jackson Laboratory Trinity Square Repertory Theater The Land Trust Exchange US Fish and Wildlife Service Maine Times Walker and Ross Law Firm Manomet Bird Observatory Washington Zoo Marine Resources (ME) Whale Research Group Mt. Desert Island Schools (Newfoundland) National Film Board of Canada Wilderness Society National Institute of Occupational Safety and Health National Journal New Alchemy Institute Perce National Forest (MT) 39 40 COURSE DESCRIPTIONS Part of designing your own cur- riculum is choosing courses which complement one another, provide a diversified but balanced educational perspective, and contribute to your developing a human ecological perspective. The following abbrevi- ated course descriptions illustrate many of the courses and tutorials that will be offered over a three-year period. Full descriptions of these courses and times they will be of- fered are available in a course brochure and may be obtained by writing the Registrar, College of the Atlantic. The Human Ecology Core Course, which the college recommends for all students, examines the concepts which underlie human ecology. From faculty representing the sciences, humanities, and arts, students learn not only how these areas relate to human ecology but also how faculty at COA integrate knowledge. Through readings drawn from classical and contemporary sources, students explore the implications of human ecology. Although the read- ings and teachers may change from year to year, the essential goal of the course remains the same-to estab- lish the intellectual foundations of a human ecological perspective. 41 ENVIRONMENTAL AND and diversity of plants and animals. BIOLOGICAL SCIENCE Laboratory and field work stress INTRODUCTORY functional anatomy, taxonomy, and Plants and Humanity: Economic adaptations to environment. This Botany examines the properties of course is prerequisite for most beneficial and harmful plants and intermediate and advanced courses in assesses the roles plants have had in biology. shaping cultures and civilizations. INTERMEDIATE AND ADVANCED Woody Plants, a basic course in den- drology, emphasizes identification A survey of the major groups of living and silvicultural characteristics of and fossil plants and their evolu- native and introduced woody plants, tionary relationships, Morphology including the uses of ornamental and Diversity of Plants elucidates the trees and shrubs in landscape design. structural organization and reproduc- tive methods found in algae, fungi, Gardens and Greenhouses, a course bryophytes, ferns, fern allies, gymno- in organic methods of horticulture, sperms, and angiosperms. stresses basic horticultural and greenhouse management skills, in- Plant Taxonomy explores the evolu- cluding starting plants from seeds tion, classification, and systematic and cuttings, past management, soil relationships of seed-bearing plants, improvements, basic cultural re- stressing the comparative morpho- quirements, and how to plan and logy of plant families present in our plant both ornamental and vegetable region's flora. Emphasis is placed on identification in the field and in the gardens in Maine. herbarium using technical keys. Flora of Coastal Maine, a tutorial, embraces diverse aspects of the Plant Systematics examines diverse region's flora. Topics include floristic aspects of the evolutionary process in surveys, vegetation ecology, reproduc- flowering plants, emphasizing pat- tive biology, herbarium taxonomy, terns of reproduction as related to museum curation, monitoring rare or population structure, speciation, and endangered plants and habits, or species survival. other topics in plant systematics and Genetics introduces students to the ecology. concepts of the gene, the principles Biostatistics covers sampling, prob- of transmission and expression ability, randomness, simple descrip- genetics, and the role of genetics in tive statistics, tests of significance, other life sciences, agriculture, ANOVA, graphic analysis, and medicine, and human affairs. presentation. In Plant Physiology, an in-depth Introductory Biology I and II is a 2 study of plant functions emphasizing term (2 credit), team-taught course plant-environment interactions, that provides a foundation for students design and conduct individ- understanding the life sciences. ual research projects on various Topics include basic aspects of cell members of the plant kingdom. biology, biochemistry, physiology, Ecology examines the assumptions genetics, ecology, evolution, and an and predictions of general models of introduction to structure, function predator prey interactions, inter and 42 intra species competition, island on other spheres of life including biogeography and resource use and philosophy, ethics, and social compares these models to field data. thought. Physiological Ecology looks at the Functional Vertebrate Anatomy pro- evolutionary significance of specific vides an overview of morphological developments in vertebrate radiation variation in vertebrates with em- and the demands placed on the phasis on modifications in response organism as a whole by changes in its to requirements of survival in dif- external environment. ferent habitats and different forms of Conservation of Endangered Species locomotion. examines the causes, extent, and Ecology: Landforms and Vegetation ecological significance of the en- reviews several samples of the inter- dangered species "crisis." actions between physiographic pro- Mycology in Human Ecology ex- cesses and vegetation. It does not of- amines how fungi affect human fer a complete review either of affairs. physiography or of plant ecology but covers the most useful concepts of Evolution provides students with the both. opportunity to study in some depth the development of evolutionary Ecology: Populations and Com- theory from its tentative beginnings munities discusses the ecology of through Darwin's England to the individuals, populations, and species present. Biological evolution by and is concerned with the sets of natural selection is the major theme adaptations by which the fitness of of the course, but we also discuss the plants and animals is tested against effects of the evolutionary paradigm varying habitats. 43 Winter Ecology. This primarily field- Ornithology introduces a cross sec- oriented course examines general tion of biology: physiology, behavior, strategies of winter survival, the migration, ecology, population microclimatology of snow- and ice- biology, and systematics. The unify- covered environments, the ing themes are natural selection and physiological ecology of plants in the contributions to general biology winter (especially acclimation and made by those who have studied desiccation), the physiological birds. ecology of winter animals with Ecological Studies in Baja, special emphasis on nutrition and California-a two-week intensive in- energetics, and the synecology of termediate to advanced level course winter flora and fauna with special during December-examines the consideration of the adaptation of humans to cold climates. ecological diversity of Baja. Students study flora, fauna, and landforms in a Sociobiology and Human Ecology in- range of habitats, including hot cludes readings that review the desert, chaparral, grassland, tropical arguments of the major proponents forest, mangrove swamp, and marine and critics of sociobiological theory; systems. This course is not offered this tutorial allows students to every year. speculate on the use of ideas in understanding human behavior and MARINE STUDIES to formulate some biologically based INTRODUCTORY principles of human ecology to com- Planet Earth examines the main plement the socially and philo- physical aspects of earth: climate, sophically based ones. magnetism, weather analysis, major Environmental Physiology follows an boundary currents, coastal circula- environmental approach to compara- tions, physical properties of seawater, tive physiology, examining the adap- physical properties of the atmo- tations of living organisms to change sphere, basic concepts of atmospher- and differing environments. The em- ic circulation, the concept of sea- phasis is on vertebrate physiology. In- floor spreading and plate tectonics, vertebrates are also discussed to and geological characteristics of the continents and oceans. broaden the student's perspective. The course seeks to bridge molecular INTERMEDIATE AND ADVANCED and organismic biology and to put human physiology into an evolu- Marine Biology uses the biology of tionary and phylogenetic perspective. commercially important species to illustrate important concepts in Permaculture Design looks at both a marine ecology. Emphasis is placed consciously designed food production on the life histories of seaweeds, system which aims to have the diver- mollusks, crustaceans, baitfish, sity, stability, and resilience of migratory fish, and commercial fish. natural ecosystems and the tech- Because of our research interests, nology to produce the self-sufficient marine mammals and seabirds bounty once common in rural receive special attention. America. 44 The study of mathematics combines structure and the beauty of aesthetics. Marine Mammals is an introduction concepts of linear algebra and de- to the biology of whales, porpoises, velops the skills necessary to formu- and seals that frequent the Maine late and solve basic linear program- coast and to the environment that ming problems. supports them. In addition to introducing in- Biology of Fish surveys the dividuals to the use of computers and physiology, functional anatomy, the basic concepts of computer pro- evolution, ecology, and behavior of gramming, this Introduction to Pro- fish. Laboratory exercises include gramming with Pascal emphasizes identification and taxonomy, func- structured programming and the tional anatomy, age determination by development of well-designed pro- scales and otoliths, and videotaping grams that can be used by the in- of locomotion and feeding dividual and others at the college. experiments. Computer Aided Drafting and Design Invertebrate Zoology is a (CADD) uses the computer as a phylogenetic survey of the major graphics tool in a manner analogous groups of animals without back- to that of the word processor, allow- bones. These animals range in size ing the user to prepare and edit draw- from single cells to giant squids and ings with great facility. include the vast majority of animals Introduction to Physics I focuses on earth. primarily on classical physics: the kinematics of Galileo in one and two MATHEMATICS, CHEMISTRY, AND PHYSICS dimensions, the dynamics of Newton, and the mechanics of cir- INTRODUCTORY cular motion. Lectures and readings Mathematics: Numbers, also examine the philosophical and Trigonometry, and Algebra is de- signed to help individuals gain a bet- historical development of classical ter appreciation for the use, process, physics from pre-Socratic and and mystery of mathematics. The Aristotelian physics to quantum theory. concepts of numbers, trigonometry, and algebra are presented along with Chemistry for Consumers surveys the historical evolution of these our chemical environment: drugs, concepts. foods (production, preparation, and utilization), materials (fibers, Calculus, the mathematical study of plastics, ceramics, and metals), and change, is the fundamental language pollutants (air, water, and toxic of physics and the natural sciences substances). and is rapidly becoming a basic tool in many of the social sciences. Introduction to Chemistry I and II, an annual, two-term course, develops Quantitative Decision Making in- qualitative and quantitative descrip- troduces students to the main con- tions of the stoicheometry, kinetics, cepts in creating relatively simple and thermodynamics of chemical mathematical models which can be transformations. used to guide decision making in complex issues. This course uses 45 Computers play an important role in Allied Whale's project for tracking the migratory patterns of whales. INTERMEDIATE AND ADVANCED Through a study of the biochemistry Calculus II introduces applications of of metabolism, Bio-organic integration, calculus of the exponen- Chemistry examines the links be- tial, logarithmic, and trigonometric tween the structures and properties functions, and various techniques of of organic chemicals and prepares integration. students for more advanced work in The Calculus III tutorial introduces organic chemistry. students to the basic concepts of Through lab analysis of a local three-dimensional calculus. stream, this biannual course, In Ordinary Differential Equations, Analytical Chemistry, introduces another tutorial, students are in- students to modern (gas troduced to the basic concepts of chromatographic, atomic absorption, ordinary differential equations. etc.) and traditional (titrimetric, elec- trochemical, etc.) analytical methods Computer Assisted Data Analysis is a and error analyses. hands-on approach to practical prob- lems that can be evaluated by statis- Chemical Pollution, a tutorial, tical methods rather than a study of explores the sources, effects, and statistical theory. methods of controlling important types of air and water pollution. Through industrial and biochemical examples, Organic Chemistry Biochemistry examines the explores the links between the struc- molecular basis of metabolism and, tures and behaviors of organic as such, should be valuable to those molecules. interested in nutrition, agriculture, and drug action. 46 ENVIRONMENTAL DESIGN In Three-dimensional Design II, a INTRODUCTORY second-level studio course, students Three-dimensional Design I, a studio undertake design projects such as course, explores the concepts of toys, furniture, and playgrounds. design, proportion, space, volume, plane, and surface. Advanced Studio: Design and Ac- tivism proceeds from the notion that Introduction to Architecture and critical issues in human ecology Three-dimensional Design explores come most fully alive through the some of the concepts of three- challenge of working on real prob- dimensional design and introduces lems in the real world. Students in- the application to architectural and vestigate the role of "design" as a environmental design. The concepts direct instrument of effecting posi- of space, volume, form, shape, and tive social, political, and environ- texture are developed through studio mental change in the world. exercises allowing the student to ex- plore the above concepts through a Landscape Studio: Environmental Art takes art out of the studio and into variety of media (wood, clay, card- board, etc.). the landscape. The students' works demand a dialogue with and respond INTERMEDIATE AND ADVANCED to the unavoidable environmental Architectural Design I, studio course, qualities of the outdoors: wind, sun, focuses on the design of buildings rain, temperature, snow, earth, trees, and the techniques used in designing people, cars, trash, wildlife, etc. Par- and drawing buildings. ticular problems focus on design Through a series of formal inter- issues such as space, scale, light, actions from preliminary sketches to movement, structure, composition, final models and design drawings, materials, and color. Architectural Design II: Design Proj- ects, an advanced studio course, focuses on the development of a design concept. 47 Faculty as well as students often find the terrace of the Thorndike Library in Kaelber Hall a quiet place to talk with friends. In Architectural Survey: 19th to 20th Centuries, the second course in this survey, we study the work of radical architects of the nineteenth and twentieth centuries. Two-dimensional Design I gives a basic working knowledge of visual language. Areas covered include: point, line, plane, volume, shape, size, texture, direction, space, and representation. Watercolor Painting, a studio course in transparent watercolors, investi- gates color and value and experi- ments with wet-on-wet techniques, washes, and glazes. Ceramics I is an equal mixture of design theory, critique, and actual production of pottery. INTERMEDIATE AND ADVANCED In Greek Art, we discuss the implica- CREATIVE ARTS tions of this union between a male- INTRODUCTORY and female-centered society: the Foundations in the Visual Arts, Greek's preoccupation with the nude which has both critical and studio form, their concern for the relation- approaches, is an introduction to art ship of male to female beauty, and and design. A key concern is the man their temples and civic structures. made from the macroscale of subur- Two-dimensional Design II examines ban sprawl to the microscale of the the problems and processes of the automobile and other smaller, per- education of vision. The course is sonal objects. structured around critique and "how- Primitive Art focuses on art which is to-look" sessions. created by people with a prescien- Painting Studio deals with problems tific, nonlinear mentality. Such art is based not on aesthetic but on magi- in painting technique, composition, and color. cal principles and has as its intent the creation or recreation of the Ceramics II centers around an in- sacred in the cosmos. tense exploration of pottery form and Architectural Survey: Prehistoric to technique. Early assignments require Renaissance, the first course in this substantial work on hand built and two-course sequence, surveys key wheel-thrown forms in preparation architectural monuments from the for a show in the college gallery. Prehistoric to the Renaissance. 48 CULTURE AND Women/Men in Transition uses CONSCIOUSNESS literature, especially fiction, to see INTRODUCTORY how art has absorbed and revealed Beginning with physical perceptions values of the time. of the body and the external world, Consciousness traces both the devel- Women's History and Literature com- opment of consciousness in the in- bines literature and history to delineate women's roles, attitudes, dividual and the species and the parallel development of the and lifestyles in several periods. Em- phasis is on integrating historical unconscious psyche. reality and literary perceptions of Creativity explores several aspects of women's identity. the creative process from individuals Because much of the work of Black, to groups and from the arts to the Native American, and Asian women sciences. has been discounted, emphasis in Maine Coast History and Architec- Women of Color in Literature is ture begins by examining the past as placed on discovering creative and it is visible in the present Maine valuable ways of considering this coast. The second part of the course literature. is a chronological history emphasiz- ing the relationship between people Wholeself: Literature and Androgyny, and the physical environments. a reading, writing, and discussion course, looks at the principle of an- An Eastern Perspective studies drogyny and considers whether it is a Chinese philosophy and culture. model for human ecologically based Students examine the philosophies behavior. of Confucianism, Taoism, and Buddhism and explore their in- By examining issues pertinent to the fluence on the art and culture of individual, Contemporary Cultures and the Self focuses on the influence China. of contemporary culture on our atti- Great Philosophical Systems provides tudes and values. a general introduction to philosophy by examining the writings of several Personality and Social Development, part of the education sequence, pro- major philosophers. vides a theoretical and practical look The first part of Philosophy of at the emotional, cognitive, social, Religion is concerned with the prob- and behavioral development of hu- lems of the limits of faith and reason mans and covers the life span of while the second part considers the human development with some spec- nature and variety of mystical ial concentration on school-age experience. children. Literature and Ecology uses literature Voluntary Simplicity explores the to develop a definition and under- philosophical and practical aspects of standing of human ecology. The the "simple life." focus is on the individual in context, that is, the structure of relationships that connect a man or woman with the surrounding world. 49 Students frequently meet in the Blair Dining Room to visit and study over tea. INTERMEDIATE AND ADVANCED Order and Disorder is an introduc- tion to thinking about ideas and nature with a focus on the principles of order and disorder as they appear in aesthetics, government, phil- osophy, literature, and art. Seminar in Human Ecology traces the historical development of human ecology and reviews seminal works in human ecology, contributions from biology, and development of human ecology as a multidisciplin- ary concept. History of Ideas: the Enlightenment is one of a series of courses which deal with the history of the relation- ship between ideas and the general culture in European civilization. Humans in Nature deals with a series of ethical and metaphysical Environmental Psychology examines questions regarding the relationship the historical roots and contem- between human beings and the porary themes of environmental natural world. psychology, including environmental Mount Desert Practicum, taught stress and human coping processes, with other members of the faculty, crowding, personal space, architec- involves the detailed design of an tural influences on feelings and ideal ecological community on all or actions, wilderness psychology, the part of Mount Desert Island. development of environmental atti- tudes, and the determinants of en- Philosophy of Science serves as a vironmental responsibility. general introduction to the nature Introduction to Literature uses and limits of scientific explanation. classical readings in world literature The aim of History of Consciousness to introduce the history and myth- is to differentiate the idea of ology that lie behind our culture. "modern" consciousness from earlier stages of our intellect and our Perspectives in Nutrition is not a awareness of ourselves in our course in dietetics but rather ex- environment. amines the social parameters that determine what one should eat Ritual, Myth, and Tragedy traces the and why. development of drama out of its origins in primitive mythology and ritual. Primarily through the tragedies- Macbeth, Othello, Richard II, Ham- 50 let, and King Lear-Shakespeare il- Traditional Music, a survey course, lustrates the playwright's under- looks at styles and themes in some standing of the whole person and his traditional North American music, or her place in and responsibility to including, at least, some French, the universe. Anglo, and black music. The purpose of Contemporary Cultural Ecology of the Maine Literature is joint consideration of Fishing Industry looks at the new or recent works by authors resource and its use, the values and whose fiction-and criticism, where cultural traditions surrounding appropriate-is particularly con- access to and use of a commonly cerned with problems of the human owned resource, and the attitudes, condition, intimate relationships, values, and practices of those who and the quest for identity. hold the public's trust regarding those resources. In The Nature of Relationships in Fiction, we read seven novels in History of Anthropological Theory, a which couples figure predominantly course in the history of ideas about and consider the connection between cultural change in the western world, the form fiction takes and changes in examines the relationships among cultural patterns. various ideas which depend, at least Explorations: The Literature of Ex- in part, on a theory of material peditions of Scientific Inquiry ex- causality. amines readings from Darwin, Freud and Jung contrasts the nine- Wallace, Cook, Shackleton, Peary, teenth century material/sexual view Matthiessen, and others in terms of of human nature and the emergent the experience and the accomplish- twentieth-century transcendent/ ments of the voyages. religious view. In Literature and the Sea, central to In Personality and Individuality marine studies at COA, we study students study a broad range of major works of literature that use the theories of personality (Adler, ocean both as reality and as symbol. Fromm, Jung, Freud, Rychlak, Ban- Russian Literature examines the dura, Lewin, Binswanger, etc.) based deep-rooted relation between the on existential, behavioristic, gestalt, Russian people and the vastness of social-learning, humanistic, and their physical environment. psychodynamic orientations. Lawrence and Woolf, a course in Contemporary Psychology explores these two preeminent British several emerging and reemerging novelists, compares the masculine themes in psychology: dialogical and and feminine visions in fiction, for dialectical psychology, Reichian and both writers use the novel to explore neo-Reichian psychology, and trans- beneath the surface of ordinary personal psychology. human consciousness. Patterns of Invention develops the Literature of the Third World looks concept of invention and patterns of invention which can be discerned in at the works of writers who have contributed some of the most the development of modern brilliant poetry and fiction of the technology. twentieth century. 51 "COA is a network of concerned people who serve as resources for one another. It was here that I learned to think critically, innovatively, and holistically." World Ethnography in Film studies of exposition and concentrates on the how different people of the world live process of writing: prewriting, and what their homes, dress, writing, and rewriting. customs, and work are like, the kinds of technologies employed in various Writing Seminar II examines more environments, and the population sophisticated methods of exposition levels they support. as well as techniques for effective argument and persuasion. Environmental Studies: the New England Environment not only The purpose of the tutorial, English enables students from the six par- as a Second Language, is to improve a ticipating schools to use the student's spoken and written English resources of those schools in examin- as well as reading comprehension. ing such issues as solid waste Introduction to Video Production in- management, coastal environment, troduces students to the specific acid precipitation, freshwater technical skills involved with video wetlands, and growth development production in the VHS format as well but also enables them to look at the as the broader concepts of movie regional implications of such issues. making in general. A series of struc- tured lectures and labs compose the WRITING, EDUCATION, early weeks of the class, while in- AND PUBLIC POLICY dividual student projects become the INTRODUCTORY focus of activity near the end, Writing Seminar I emphasizes formal culminating in a public screening of writing based on rhetorical principles finished works. Students are en- couraged to integrate this course 52 with one or more of their other By dovetailing the study of cetacean courses or personal interests. biology and natural history with the American Schooling in the Twentieth methodologies of the Natural History Century provides an overview of the Museum's Outreach program, par- trends in American schooling as they ticipants in Practicum: Outreach relate to the various movements in Education have the opportunity to this decade. acquire experience in a specific area of environmental education: Philosophies of education must re- museum outreach education. spond to the complex relationship between historical conditions, social The purpose of Museum Preparation, a practicum, is to train students in goals, and educational ideals. In- the various skills and techniques of tellectual History of Education examines educational philosophy in exhibit preparation, including tax- relation to compelling historical idermy, habitat preparation, trends. moulding and casting, graphic layout, and scientific illustration. Education Seminar I: Schooling and Environmental Economics surveys Teaching develops an awareness of contemporary thought and practice the economic principles involved in in the field of education. efficient utilization and management of natural resources. The major objectives of Education Introduction to Political Economy Seminar II: Crisis and Change are to begins with an examination of the develop an awareness of contem- basic classical and Keynesian tools porary theory and practice in the used by most mainstream econo- field of education and to develop mists to explain how our economy skills and understandings vital to the functions and concludes with an ex- teaching process. amination of a more radical frame- The Learner and the Learning Process work in terms of which our economy examines how an individual con- can be understood and shaped. structs an understanding of various In The Nuclear Arms Race, the Third topics and gives students an oppor- World, and the Cold War, we tunity to explore the types of ex- examine the ways in which domestic periences that shape understanding. US economic development has im- Outdoor Education and Leadership pinged on Third World societies and introduces students to the many how the systematic underdevelop- skills and qualities which are re- ment of these societies prompts and quired by anyone in a position of grows out of the tensions between responsibility and leadership in the the superpowers. outdoors. Principles of Economics considers Using nuclear issues as case studies, the way in which individuals make Teaching Controversial Issues: decisions affecting their income and Nuclear Weapons and Nuclear Power wealth and how firms make deci- considers the political and ethical sions affecting profits and dimensions involved in education production. about sensitive and difficult topics. 53 "Technical writing really reinforces the notion that quality is more important than quantity." Curriculum and Instruction in Elementary Reading and Writing in- cludes topics in literacy stages, word analysis and spelling, reading and writing in content areas, evaluation, assessment, and remediation. Curriculum and Instruction in Secondary Science examines the various materials currently used in science teaching at the junior and senior high levels and gives students an opportunity to observe these materials in practice. In Theater: Making Plays, a theater workshop, time is given over mostly to rehearsal and the test of a stu- INTERMEDIATE AND ADVANCED dent's success is the performance in Autobiography uses this literary form the play itself. to examine the lives of certain Arts and Humanities Education significant people and then to explores the significance, promise, examine our own lives. and practice of the arts in American Advanced Composition aids students education and provides an opportun- in developing and refining a style and ity to pursue one area of teaching/ makes them cognizant of the inter- learning about the arts and action between style, content, and humanities in depth. audience. Building upon the foundational skills Creative Writing concentrates on the established in Outreach Education theory and practice of poetry. Its goal Practicum I, participants in Prac- is to develop the skills of verbal ticum: Outreach Education II craftsmanship and self-criticism. enhance their development as en- vironmental educators by using the Environmental Journalism prepares Natural History Museum as a teach- students to write and market articles ing laboratory. In addition to learning on environmental subjects for a nontechnical audience. interpretive programs, participants also gain experience in designing Technical Writing teaches students and/or implementing environmental to write clear, precise, and unam- education programs relevant to the biguous memos, reports, and longer Museum's mission of helping the papers from an interdisciplinary public understand the relationships perspective. between people and their natural environment. This tutorial, Methods in Teaching Writing, gives prospective tutors and Developmental Psychology of teachers a knowledge and under- Ecological Perspectives reviews the standing of rhetorical theory and childhood experiences that create a practice. foundation for ecological under- standing. 54 Education Seminar III: Philosophy forts to establish a dependable peace: and Practice is a philosophical study the Peace Conference at Versailles in of the basic activities and concepts of 1919, the Yalta Conference in 1945, education through historical and and the contemporary Superpower contemporary texts. Balance in Europe. Environmental Education, an inten- Much of American political history sive study of philosophy and can be understood as a conflict be- methodology, considers fundamental tween a politics based on the notion questions related to theory and prac- of individual rights against society tice in this field. and a politics based on the concept of Learner-Centered Teaching Methods direct participation in shaping the provides students with practical ex- life of the community. The In- perience related to teaching specific dividual, the Common Good, and subject matter. the Community examine some of the issues growing out of this con- In Curriculum Instruction in flict through a study of selected Elementary Science, Math, and aspects of American political history Social Studies, students put prin- and theory. ciples of learning to use as they design and redesign lessons based on Introduction to the Legal Process pro- vides an introduction to the adver- diagnosis of individual needs and evaluation of student learning. sary system, the legal process, and the many contexts in which legal Beginning with a consideration of controversies unfold. the general theory of education and of the issues raised in a philosophical Law and Society reviews how the approach to education, this seminar, courts have been the principal forum for the examination and resolution of Toward a Philosophy of Ecological Education, surveys education's ends the major social and political issues of our time. and means in history. Congress and the Presidency con- Philosophy of the Constitution siders criticisms of the American studies readings in Supreme Court political process as well as some decisions on civil rights and other specific public policy problems such contemporary issues as well as essays as foreign policy, inflation, and by Locke, Rousseau, and J.S. Mill. foreign aid. Political Theory and Ecology Decision Making and Collaborative examines the ways in which a "deep Problem Solving begins with the ecology" perspective has influenced analysis of individual and small political theorists in Europe and the United States. group decisions and explores methods for improving them. It pro- Energy Economics focuses on the ceeds to more complex issues with economics of energy policy, in- widening impacts which require new cluding concepts and calculations for perspectives and more sophisticated optimal solar systems, electric rate tools for effective future planning. reforms, energy conservation, nuclear and conventional power plants, and International Peace in Theory and Practice is a study of three recent ef- various appropriate technologies. 55 56 THE CAMPUS AND THE ISLAND College of the Atlantic's campus occupies 26 shorefront acres over- looking Frenchman Bay on Mount Desert Island, Maine. It is located within walking distance of the town of Bar Harbor and Acadia National Park. Connected to the mainland by a permanent causeway, Mount Desert Island lies 300 miles north (or "downeast") of Boston and 45 miles east of Bangor. Ellsworth, a city of 6,000, is 20 miles west of Bar Harbor, and provides students access to a wide range of stores and other amenities not available in Bar Harbor during the offseason. Orono, the home of the University of Maine, is 55 miles from COA; the university has recently constructed a Perform- ing Arts Center and offers a wide range of cultural activities. Acadia National Park provides many recreational and educational opportunities. Mountain trails and carriage paths crisscross its 150 square miles while lakes and streams provide excellent swimming, fishing, and canoeing. The college and Acadia National Park have an agreement which enables faculty and students to con- duct research within the park and to study problems unique to Acadia. Because of past glacial action, the park contains both arctic and 57 "At COA we're small, but our smallness allows us to make connections-with faculty and other students. We relax together, share resources, tutor one another, support each others' projects, and most importantly this sharing and support let us grow intellectualy and personally." temperate zone plants. Research proj- ects include native wild plant studies, moss and lichen identifica- tion, land and sea bird ecology, beaver dam management, intertidal organism distribution, pollination ecology, and vegetative species inven- tories of islands in the Gulf of Maine. Many COA students have enriched their studies in Bar Harbor by volunteer work within the local com- munity. They have led outdoor sharing and support lets us grow in- education programs, organized tellectually and personally," says children's dramatic classes, founded a Bobbi Marin '91. preschool play group, volunteered at More than once the COA com- homes for the elderly, sponsored the munity has been compared to an ex- Red Cross Blood Mobile, and worked tended family. While not accurate in with OPTIONS, a community every respect, the analogy suggests teaching program. Students and staff the close ties that unite people dur- also help coach and teach gymnas- ing their years at COA and long after- tics, softball, soccer, and swimming. wards. Potluck dinners, the All- In return, MDI community members College Meeting, community clean- have worked with students on proj- ups, the week-long Outdoor Orienta- ects, provided job opportunities, and tion Program, pickup volley ball shared their knowledge of Maine games-all are indicative of the coastal living. shared impulse to take part in com- COA students also benefit from munity life. two other island facilities-The But perhaps the college's most Jackson Laboratory and The Mount striking feature is its collegiality. Desert Island Biological Laboratory. Faculty, students, and staff dine at The world's largest center for mam- one another's houses, exchange malian genetics research, The books, share opinions, ski and hike Jackson Laboratory provides students together, and are unanimous in their with research opportunities and ac- appreciation of a community where cess to seminars and library facilities. no one stands on ceremony. Founded in 1898, The Mount Desert New students, regardless of age or Island Biological Laboratory ex- class standing, are quickly assim- amines biological and environmental ilated into the college community, problems. for at COA the emphasis is on what one can contribute to the commun- Student Life ity. Through work study, students "At COA we're small, but our help to maintain the quality of life: smallness allows us to make they cook meals, cut grass, answer connections-with faculty and other phones, greet visitors, and tutor one students. We share resources, tutor another. And through the governance one another, support each others' system they share in the responsibil- projects, and most importantly this ity of operating the college. 58 Recreational Activities Although the college has no organ- ized sports teams, the college's loca- tion enables students to participate easily in outdoor activities. What for many people makes living on Mount Desert Island so attractive is the proximity of Acadia National Park with its over 50 miles of carriage paths and 100 miles of open trails. Within five minutes, one can be in the park and usually away from crowds. Students regularly jog and bike on the carriage roads, hike and rock climb, windsurf, canoe, and sail on island lakes and in Frenchman Bay, and in the winter cross-country ski, snowshoe, and skate. Through a cooperative arrange- ment with the YMCA, all students have use of their facilities which include a pool, Nautilus equipment, percent of the student body were cer- and basketball and volleyball courts. tified in basic diving. COA divers Tennis courts are available at a near- either come to COA with basic train- by motel. ing in diving or take a YMCA spon- But activities are not confined just sored course. In addition to to Mount Desert Island. Students fre- workshops offered during the school quently participate in organized year, each summer as part of COA's weekend camping trips to northern graduate program in science educa- and western Maine and nearby New tion, courses are offered in advanced Hampshire. Recreational areas within training in diving and underwater a half-day's drive of the college research. include many pristine rivers for white-water canoeing and kayaking, Outdoor Orientation major downhill ski resorts, and To introduce students both to these mountains like Katahdin and kinds of activities and to one Washington. another, the college coordinates out- For those students who want to door orientation trips for entering learn a new skill, there are trained students in the fall of each year. people and equipment for students, Experienced staff members and older faculty, and staff use. students lead these trips which Students who wish to develop sharpen outdoor skills and encourage leadership skills can participate in an the development of friendships. Re- outdoor education course, taught cent trips include canoeing the each spring by two Maine guides- Allagash Wilderness Waterway, sail- both of whom are COA graduates. ing on a coastal schooner, sea kayak- Another popular activity is scuba ing, and backpacking in the Katahdin diving. During 1987-88, nearly 15 region. 59 In most of the residence halls, students cook cooperatively- a task these students find enjoyable. Governance outcome. At COA we are small In keeping with the central ideas of enough SO that we can learn to make community and responsibility, the collective decisions in a supportive college governs itself through a com- environment. The faculty are there, bination of participatory and repre- not always to agree with you, but to sentative democracy. Along with support you as you work through an faculty and staff, students are issue." expected to actively participate on administrative committees whose Housing decisions are reviewed and ratified at The resident life program at COA the biweekly All-College Meeting, provides an opportunity for students COA's version of town meeting. Col- to acquire the skills necessary for in- lective decision making not only pro- dependent living after college. duces well thought-out decisions but Designed to foster and support stu- also builds community. "We respect dent self-reliance and cooperative decisions," noted a former ACM governance, each of the college's five moderator, "which we had a part in on-campus houses has its own cook- making. We work and we fail, and we ing and dining facilities. By cooking keep working until we come to con- cooperatively, students not only en- sensus about issues. The educational joy a group experience, but also share and personal value of our governance the responsibility for menu planning, system lies in the process, not the cooking, and cleanup. Some students prefer to prepare their own meals and provision is made for that. Most campus residences are co- educational, and entering students 60 As an intern with the Wild Gardens of Acadia, Lisa Conway (below) removes leaves from the brook which runs through the gardens. have first priority. The majority of students, however, live off-campus, and find their own housing-either in Bar Harbor or elsewhere on the island. (It is only a short walk or bicycle ride from Bar Harbor to the college.) Rents in the offseason months are generally quite reason- able, especially when several students rent a single dwelling or apartment together. The Housing Of- fice provides students with listings of available rentals as well as criteria for selecting rentals which are within their budget and which meet their personal needs. One of the advantages of living off- campus is the chance to become better acquainted with the local community. Students who live off- campus frequently cite the oppor- tunity of getting to know their neighbors as one of the nicest aspects Library of off-campus living. Open stacks 23,455 + volumes FACILITIES AND RESOURCES 347 periodicals Art Studios Reference works Painting Foreign language materials Ceramics OCLC-interlibrary loan Photography Special Collections: Sculpture Philip Darlington (evolution) Weaving Dorcas Crary (horticulture and Career Planning natural history) Internships R.Amory Thorndike (humanities) Career Counseling Thomas S. and Mary T. Hall Graduate School Information (science and history of science) Film and Audio Visual Publications Portable equipment Weekly newspapers Slide library on art and architecture Literary magazines Weekly film series Gallery Student and faculty exhibitions Music COA Chorale Graduate Program Science education (summer) 61 Recreational Facilities Shared Resources Aerobics Acadia National Park Basketball The Chewonki Foundation Biking The Jackson Laboratory Canoeing The Mount Desert Island Biological Cross-country skiing Laboratory Hiking The Mount Desert Island Public Rock climbing Schools Scuba diving University of Maine Snow shoeing Speakers' Series and Conferences Swimming As enrichment to its academic cur- Volleyball riculum in the three resource areas, Science Center COA offers lectures by distinguished Allied Whale Research Group scholars throughout the year. These Biology, Botany, Physics, Chemistry, talks offer students opportunities not and Taxidermy Laboratories usually available in larger institu- 2 Greenhouses tions to participate with scholars in Herbarium small group discussions at the con- Natural History Museum clusion of the formal presentation. One-half acre organic garden Bar Harbor Colloquium on Teacher Taxidermy facilities Education Gertrude Jekyll, Beatrix Farrand Symposium Tom Andrews, Maine State Senator Jane Bennett, Goucher College Wendell Berry, University of Kentucky 62 Dawn Meisenheimer (below) puts finishing touches on an exhibit for the college's Natural History Museum Students prepare exhibits throughout the year in the taxidermy practicum. William Cohen, United States Peter Raven, Director of Missouri Senator Botanical Gardens Frances Fitzgerald, Journalist and Juliet Schor, Harvard University Pulitzer Prize Winner John Wilmerding, National Gallery Hannah Holborn Gray, University of of Art Chicago Student Computer Facilities Maxine Greene, Columbia 15 IBM PC's University 4 AT graphics systems with digitizer Gilbert Grosvenor, National and plotter support Geographic Software Support: Word Perfect, Lloyd Irland, Economic Consultant Turbo Pascal, Lotus 1-2-3, Theodore Kauss, The Frost Quartro, Autocad, Systat, and dBase Foundation III. Additional support for BASIC, Frank Keppel, Former US Commis- FORTRAN, LOGO, ARC-Info and sioner of Education Assembly Languages. Educational Paulo Machado, former Minister of support in mathematics, statistics, Health, WHO, Brazil chemistry, and marine studies. Bruce Mazlish, MIT Joseph McInerney, Colorado College Edward Meade, Ford Foundation George Mitchell, United States Senator Earl Phillips, Environmental Attorney Michael Pyatok, Architect 63 64 THE FACULTY AT COA John Anderson (right) B.A. Zoology, University of Califor- nia, Berkeley, 1979; M.A. Ecology and Systematic Biology, San Francisco State University, 1982; Ph.D. Biological Sciences, University of Rhode Island, 1987. Course areas: zoology, behavioral ecology, and anatomy and physiology. Elected to the faculty in spring, 1987, John has conducted extensive research on the breeding biology and foraging behavior of the white pelican. At COA, John will aid students in using computer applica- tions in their study of zoology and behavioral ecology. Elmer Beal (left) B.A. Music, Bowdoin College, 1965; M.A. Anthropology, University of Texas at Austin, 1977. Course areas: ethnology, an- thropological theory, and traditional music. Elmer's teaching focuses on how cultural and environmental relation- ships affect individuals. Formerly a member of the Peace Corps in Bolivia and Executive Director of Maine Coast Heritage Trust, Elmer is known locally for his songwriting. "As a student at COA, I interacted with a special group of people-the faculty-people who have extraordinary breadth of knowledge, are willing to collaborate on research, and are committed to their students." Richard Borden (left) B.A. Psychology and Anthropology, University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. Course areas: environmental psychology, personality and social development, contemporary psychol- ogy, and philosophy of human ecology. A former president of the Interna- tional Society for Human Ecology, Rich conducts research in the development of ecological thinking and consciousness. John Buell (right) B.A. American Studies, Amherst, 1967; M.A. American History, Col- umbia, 1968; Ph.D. Political Science, University of Massachusetts, 1974. Course areas: political theory, political economy, and history of ethics. John brings his experience as an associate editor of The Progressive to has classes at COA, for many of the themes are similar and his work in one area reinforces that in another. 66 JoAnne Carpenter (right) B.A. History, University of Massachusetts, 1962; M.A. Art and Architectural History, University of Minnesota, 1970. Course areas: art, architectural history, and Maine coast history and architecture. Through the teaching of art criticism, theory, and history, JoAnne emphasizes the balance between natural elements and built structures in the environment. William Carpenter (left) B.A. English, Dartmouth College, 1962; Ph.D. English, University of Minnesota, 1967. Course areas: literature, creative writing, comparative mythology, and Maine coast history and architecture. In his courses and writings, Bill is concerned with the relation of literature to nature and the history of consciousness. A faculty member at the Robert Frost Place, Bill recently received a National Endowment for the Arts grant as well as several national awards for poetry. Donald Cass (right) B.A. Chemistry, Carleton College, 1973; Ph.D. Chemistry, University of California, Berkeley, 1977. Course areas: chemistry, physics, and mathematics. In his classes, Don promotes an understanding of the values and limits of qualitative and quantitative descriptions and explains how materials act and react. Don's research includes acid precipitation and water quality. 67 Kenneth S. Cline (left) B.A. Political Science, Hiram Col- lege, 1980; J.D., Case Western Reserve University, 1983. Course areas: public policy and environmental law. A member of the Natural Resources Division of the American Bar Association and a member of many environmental organizations, Ken came to COA after practicing law for six years, including work as a staff attorney for the US Court of Ap- peals, San Francisco, and as an 1 associate in a private law firm in Cleveland. William Drury (right) B.A. Biology, Harvard University, 1942; Ph.D. Botany and Geology, Har- vard University, 1952. Course areas: ecology, botany, ornithology, natural history, and geomorphology. With research interests ranging from studies of Alaskan ecosystems, including the study of shore and marine birds, to inventorying plant communities on coastal Maine islands, Bill provides field experience for many COA students. Marcia Dworak (left) B.A. History, M.S. Library Science, California State University, Fuller- 1 ton, 1972, 1973; M.A. Administra- tion, Sangamon (IL) State University, 1979. Course areas: children's literature, government, and legal research. In addition to being librarian, Marcia works with students on developing study skills, time management, and library research and frequently sponsors independent studies and senior projects. 68 Mount Desert Rock-an island 25 miles offshore- is home during the summer to students and research associates working with the Mount Desert Rock Whale Watch. Craig Greene (right) B.S. Biology, State University of New York at Syracuse, 1971; M.S. Plant Taxonomy, University of Alberta, 1974; Ph.D. Biology, Harvard Univer- sity, 1980. Course areas: botany, evolution, and plant ecology. Craig's research in plant migration and distribution, reproductive biology, and chromosomal evolution of plants combined with his exten- sive fieldwork provides a base for students who, in field-botany courses, examine the plant life of the region. Steven Katona (left) B.A., Ph.D. Biology, Harvard Univer- sity, 1965, 1971. Course areas: ecology, zoology, and marine biology. Steve is involved in a number of marine research projects, including the Mount Desert Rock Whale Watch and the Gulf of Maine Whale- Sighting Network. He also leads whale-watching trips in the Atlantic and Pacific Oceans. 69 "Because we advocate many of the same concepts and share not only knowledge but a common focus and methodology, we work well together on many levels." Anne Kozak (left) A.B. Salve Regina College, 1959; M.A. St. Louis University, 1962. Course area: writing. A free-lance editor and writer, Anne coordinates the human ecology essays and writing center and is fac- ulty advisor for the peer-tutoring pro- gram in writing. Susan Lerner (right) B.A. English, University of Cincin- nati, 1969; California Institute of Arts, 1971. Course areas: literature and women's studies. In addition to dancing and paint- ing, Susan teaches courses in women's history and contemporary literature which examines the chang- ing role of women and the ways in which men and women interact. Alesia Maltz (left) B.A. Hampshire College, 1978; M.A., Ph.D., History and Philosophy of Science, University of Illinois, 1980, 1988. Course areas: history of science and medicine, women's studies, oral history, and history. Alesia's courses at COA emphasize the history of science and the role of social issues such as health, gender, class, and technology in the formula- tion of public policy. 70 Ernest McMullen (right) Art, University of Maryland, Portland Museum School, Portland State University, Oregon, 1965-1970. Course areas: ceramics and visual studies. Designer of three solar- and wood- heated houses on Mount Desert Island, Ernie is interested in combin- ing art and technology to create a more energy-efficient and beautiful environment. Donald Meiklejohn (left) A.B. University of Wisconsin, 1930; Ph.D. Philosophy, Harvard University, 1936 Course area: public policy. Professor emeritus and former director of the undergraduate pro- gram of the Maxwell School of Citizenship and Public Affairs at Syracuse University, Don has Etta Mooser (right) published articles on the First B.A. Lewis and Clark College, 1970, Amendment, education, and political Ed.M., Ed.D., Philosophy, Teachers theory. College, Columbia University, 1984, 1987. Course area: contemporary educa- tion. Etta brings her experience as a high school teacher and her research in- terests in educational philosophy and policy to COA's environmental education program. 71 "With our interdisciplinary approach and willingness to examine issues from many perspectives, we bring a collective vision to the academic program." Peter Owens (left) B.A. Art and Geography, Middlebury College, 1980; M.A. Landscape Ar- chitecture and Planning, Conway (MA) School of Landscape Design, 1983. Course areas: landscape design and urban planning. Peter comes to COA from Bur- lington, VT where he has worked as a consulting landscape architect and planner and artist in residence. His recent projects include preliminary plans for an undeveloped area of the Burlington waterfront, design of an overlook park with panoramic lake views, and an access management plan and amenity design for a state highway. John Visvader (right) B.A. Philosophy, CUNY, 1960; Ph.D. Philosophy, University of Minnesota, 1966. Course areas: philosophy, philosophy of science, and history of ideas. John's courses in philosophy in- tegrate his interests in Chinese philosophy, eastern religions, western civilization, and natural history. 72 ADJUNCT FACULTY Melita Brecher, B.A. University of In- dustrial Arts (Helsinki), 1973; M.A., SUNY at Buffalo, 1982. Melita has exhibited sculptures and drawings in- ternationally. Gray Cox, B.A. Wesleyan University, 1974; Ph.D., Vanderbilt University, 1981. In addition to writing exten- sively on peace issues, Gray is also program chair for the Consortium on Peace Research, Education, and Development. At COA, Gray teaches writing. Norah Deakin Davis, A.B., M.A. Philosophy, Washington University, 1965. Currently an editor for Downeast Magazine, Norah has writ- design and assists students with ten about solar homes and the technical aspects of design projects. cultural and natural ecology of the Mississippi. Daniel Kane, Jr. B.A. Physics and Philosophy, Yale, 1962; J.D. Harvard Joli Greene, SUB Arts and Crafts University, 1966. A patent lawyer in Center, University of Alberta, Bar Harbor and a COA founding 1971-1974; Mannings School of faculty member, Dan teaches courses Handweaving, 1977; Haystack Mt. in physics, philosophy, and invention. School of Arts and Crafts, 1982. In addition to exhibiting weavings and Joan Sanchez, Moore College of Art, baskets throughout New England, 1967-1970 and Parsons School of Joli teaches at COA and Haystack. Design, 1970-1971. Joan choreographs, performs, and teaches Vernon Howard, B.A. University of modern dance and creative move- Maine; Ph.D. Indiana University. A ment at COA as well as at other distinguished author and a lecturer schools and in dance companies in the graduate school of education throughout eastern New England. at Harvard, he is a member of COA's Teacher Education Advisory Panel. Lucy Bell Sellers, B.A. Radcliffe Col- lege. After thirteen years of directing Harris Hyman, B.S. Massachusetts plays at Germantown Friends Institute of Technology, 1957; F.K. Academy in Philadelphia, Lucy in- University of Stokholm, 1961. A itiated a series of drama projects for former full-time COA faculty the elderly as well as for people with member in design and computer mental problems. At COA, she science, Harris regularly teaches directed Twelfth Night in 1988. courses in computer-assisted graphic 73 Clinton Trowbridge, B.A. English, Samuel A. Eliot B.A., M.A.T., Ed.D. Princeton, 1950; Ph.D. English, Harvard University. A former vice University of Florida, 1956. The president and faculty member at author of three books and numerous COA, Sam is currently head of the scholarly and popular articles, Clint Athenian School in Danville, teaches environmental journalism at California. COA. Warren Hill, B.A. Gorham State Col- FACULTY ASSOCIATES lege; Ed.M. Boston University; Ed.D. COA has formally recognized these Columbia University. Honorary distinguished individuals as faculty degrees from the University of associates who are invited to teach Maine, University of Southern courses at any time. Maine, Bowdoin College, and Franklin Pierce College. Dr. Hill has Janet Andersen, B.A. Botany, M.S. held various positions in education. Plant Pathology, University of California, Berkeley, 1970, 1973; Walter Litten, B.S. Institute of Op- Ph.D. Plant Science, University of tics, University of Rochester. Walter Maine, 1981. A former faculty worked for over thirty years in in- member, Janet now works for EPA in dustry and advertising before moving Washington. to Maine, where he concentrates on his research in mycology. Stephen Andersen, B.S., Ph.D. Agricultural and Natural Resource Donald McCrimmon, B.S. University Economics, University of California, of S. Florida, Ph.D. North Carolina Berkeley. In addition to teaching, State. With research interest in Steve, a former research economist nonlinear dynamics in biological pro- for the Sierra Club, is currently an cesses, biostatistics, community economics specialist with EPA. ecology, and environmental physiology, Don, the associate direc- William Booth, B.S. University of tor of the Mount Desert Island Maine; B.D. Hartford Theological Biological Laboratory, teaches Seminary; graduate study at Cam- courses in environmental physiology bridge University and Yale Divinity and ecology. Don is also president of School. Rev. Booth has taught and the Colonial Waterbird Society and a been a minister in Maine and South board member of the Maine division Africa. of the American Heart Association. William R. Burch, Jr., B.S. and M.S. Elizabeth S. Russell, B.A. University University of Oregon, Ph.D. Univers- of Michigan, M.A. Columbia, and ity of Minnesota. Hickson Professor Ph.D. University of Chicago. Senior of Natural Resources Management at Staff Scientist Emeritus at The Yale University, Dr. Burch is co- Jackson Laboratory, Tibby, an emi- director of a planned film project on nent geneticist, is a member of the human ecology, sponsored by COA. National Academy of Science, American Academy of Arts and Science, and American Philosophical Society. 74 In addition to pursuing their own research interests, research associates Harriet Corbett and Judy Beard (below) work with COA students interested in marine mammals and computers as a research tool. Systems Analysis in Austria, Don in his teaching focuses on decision making involving complex issues and computer-assisted negotiation. RESEARCH ASSOCIATES Beverly Agler (COA '81), Director, North Atlantic Finback Whale Catalogue Judith A. Beard, Director, North Atlantic Humpback Whale Catalogue Robert Bowman, Director, Maine Whalewatch Tim Cole (COA '88), Assistant Director, Mt. Desert Rock Research Leonard Silk, A.B. University of Station Wisconsin; Ph.D. Duke University. Matthew Drennan (COA '84), Dr. Silk is an economist and colum- Investigations on breeding biology nist for the New York Times and of seabirds on Maine Islands Distinguished Professor of David Folger (COA '81), Investiga- Economics at Pace University. tions on breeding biology of seabirds on Maine Islands Priscilla Smith, B.A. Pembroke Col- Alan Mainwaring, Computer imaging lege; B.L.S. Library Science, Univer- for cetacean identification sity of Chicago. A former supervisory Paula Olson, Adopt a Finback Whale librarian at the Freer Gallery of Art Project and acquisitions librarian at Ann Rivers (COA '86), Studies of American University, Priscilla has seabirds and migrating landbirds at contributed many hours at COA's Mt. Desert Rock Thorndike Library. Kim Robertson (COA '88), Director, Mt. Desert Rock Research Station Marion Stocking, A.B. Mount Valerie Rough, Individual identifica- Holyoke College; Ph.D Duke Univer- tion of gray seals in the Gulf of sity. Since 1955 Dr. Stocking has Maine been the senior editor of The Beloit Gregory S. Stone (COA '82), Studies Poetry Journal. of humpback, right, finback whales in Maine, Bermuda, the Donald B. Straus, B.A., M.B.A. Har- Caribbean, and Antarctica; teaches vard University. Past president of the COA graduate research course in American Arbitration Association, research diving past chairman of Planned Parenthood Federation of America, trustee of the Institute for Advanced Studies at Princeton, and consultant to the In- ternational Institute for Applied 75 76 ADMISSIONS AND FINANCIAL AID The Admission Application Admission to the college is a personal and highly individualized process. If you need help, you may reach us by phone five days a week during normal business hours at (207)288-5015, or write to us: The Admission Office College of the Atlantic Bar Harbor, ME 04609 This same personalism character- izes the way we review applications. In arriving at a decision, the admis- sion committee looks for evidence of the following: -an enthusiasm for learning -academic preparation -desire to be part of a small col- lege with a human ecology focus -a tendency to seek out intellect- ual and personal challenges. Your application for admission is ready for a decision when the admis- sion office has received all of the following: 1) completed application form, including answers to all short questions, 2) an application essay, 3) at least two recommendations (see application for details), 4) transcripts of all academic work, 5) a personal interview-while not required we highly recommend it for all can- didates. Although standardized test scores (SAT or ACT) are optional, they are particularly helpful in assessing the academic ability of students from schools which do not give grades or have nontraditional programs. 77 In addition to scheduling admission interviews, admission assistant Donna McFarland can answer many of the questions perspective students ask. Transfer or Visiting Students College of the Atlantic welcomes ap- plications from transfer students. About 20 percent of all new students annually are transfer or visiting students. A student can transfer a maximum of 18 credits to COA (the equivalent of 60 semester hours or 72 quarter hours). Although an evaluation of credit is not final until after enroll- ment, students may receive prelim- inary evaluations by contacting the registrar. Students who wish to spend one or more terms at COA and transfer col- lege credit to another institution should apply as Visiting Students. International Students COA welcomes applications from Recommended Deadlines and Admis- international students. Application sion Notification deadlines for international students Under no circumstances will an are the same as those for freshmen application be turned down simply and transfer students. Application because it arrives after a recom- requirements are identical, except mended deadline. However, you are that international students are also encouraged to apply by March 1 if required to submit scores from the you wish to be considered for Fall ad- Test of English as a Foreign Language mission. This is especially true if (TOEFL) and a Declaration of you are applying for financial aid. Finances Form. You should apply by December 1 and February 15 for Winter and Spring Adult Students terms, respectively. Older students of nontraditional col- COA uses a rolling admissions pro- lege age wishing to take courses or cess. A decision is usually made pursue a degree are invited to inquire within one month of receiving a and become better acquainted with completed application. Admitted the college. Adult students are en- students wishing to accept an offer of couraged to contact the admission admission and reserve a place for office early in the admission process themselves in the class should pay a to arrange a personal interview. $200 nonrefundable tuition deposit by May 1. Those admitted after May Advanced Placement 1 or for Winter or Spring terms are College credit may be given for required to pay a deposit within 30 superior performance in the CEEB days if they wish to accept an offer of advanced placement examinations or admission. the College Level Examination Pro- gram. Scores should be sent directly from the testing source. 78 M Deferred Admission The Financial Aid Form (FAF) is The college will grant deferred the only application required by admission to candidates who are ac- COA to determine eligibility for cepted and pay a tuition deposit; assistance. The FAF can be obtained matriculation will be postponed in December from secondary school until the following year, subject to guidance offices or college financial the review of any college study com- aid offices. Applicants for financial pleted during that time. aid should submit completed forms by February 15. Director: Complete information concerning Steve Thomas the college's financial aid program is Associate Director: contained in a financial aid brochure David Mahoney available from the COA admission or Assistant Director: financial aid offices. Rebecca Buyers-Basso Admission Assistant: Academic Calendar Donna L. McFarland Fall Term 1989 Financial Aid Assistant: Outdoor Orientation Begins- Cathy Kimball September 3, 1989 Campus Housing Opens-September College Charges 1989-90 9, 1989 The charges for tuition, room rent, Classes Begin- - and fees for the college year 1989-90 September 11, 1989 are as follows: Last Day of Classes- Tuition $9,600 November 22, 1989 Room Rent $2,100 Board $ 800 Winter Term 1990 Student Activity $ 105 Classes Begin- Books and Supplies $ 400 January 2, 1990 Miscellaneous Personal $ 650 Last Day of Classes- March 9, 1990 Financial Aid Although COA recognizes that the Spring Term 1990 family is primarily responsible for a Classes Begin- student's education, it awards finan- March 26, 1990 cial aid based on the level of finan- Classes End- cial need when students and their June 1, 1990 parents are unable to meet educa- Graduation- tional costs. Approximately 60 per- June 2, 1990 cent of the college's students receive financial aid. Financial need is deter- mined by subtracting the total student and/or parental financial contribution from the college's cost. This need analysis is conducted by the College Scholarship Service (CSS), Princeton, NJ, who provides the results of the need analysis to COA. 79 Trustees Dr. Elizabeth S. Russell, Mr. John O. Biderman, Mount Desert, ME Duxbury, MA Dr. Bodil Schmidt-Nielsen, Mr. Edward McC. Blair, Sr., Salisbury Cove, ME Chicago, IL, Chairman of the Dr. Peter H. Sellers, Board Philadelphia, PA Mr. Robert E. Blum, Mr. Clyde E. Shorey, Jr., Lakeville, CT, Life Trustee Washington, DC Mr. Leslie C. Brewer, Dr. Leonard Silk, Bar Harbor, ME, Treasurer New York, NY Mrs. Frederic E. Camp, Mr. John and Mrs. Deicy Stockwell, East Bluehill, ME Boxford, MA Mr. John C. Dreier, Mr. Donald B. Straus, Cambridge, MA New York, NY Dr. Samuel A. Eliot, Mr. Robert E. Suminsby, Danville, CA Northeast Harbor, ME Mrs. Amos Eno, Mrs. P.A. Thompson, Princeton, NJ Chestnut Hill, MA Dr. Stanley Evans, Mrs. R. Amory Thorndike, Portland, ME Bar Harbor, ME, Life Trustee Mr. William G. Foulke, Mr. Granville N. Toogood, Philadelphia, PA Darien, CT Mr. Robert Gardiner, Mr. Charles Tyson, Augusta, ME Ambler, PA Dr. Neva Goodwin, Dr. James H. Wakelin, Cambridge, MA, Vice Chair Washington, DC Rev. James M. Gower, Rep. Mary Clark Webster, Bucksport, ME Cape Elizabeth, ME Dr. Thomas S. Hall, St. Louis, MO Past Presidents Mr. Michael Kaiser, Edward G. Kaelber (1969-1982) New York, NY Judith P. Swazey (1982-1984) Mr. John Kauffmann, Mount Desert, ME, Vice Chair and Staff Secretary Louis Rabineau, President Mr. John N. Kelly, Charles Hesse, Vice President of Yarmouth, ME Development and Public Affairs Dr. Edward J. Meade, Jr., Melville P. Cote, Director of Institu- New York, NY tional Research; Provost Mr. J. Mason Morfit, Richard Borden, Academic Dean Topsham, ME Etta Mooser, Assistant Academic Mr. William V.P. Newlin, Dean Washington, DC Judith A. Beard, Director of Com- Ms. Cathy Ramsdell, puter Services Bangor, ME Carolyn Dow, Director of Public Mrs. Robert Rothschild, Affairs New York, NY Gary Friedmann, Director of Development 80 Patricia Bart, Executive Secretary Credits Rebecca Keefe, Executive Secretary Editor: Anne Kozak Norene Kuznezov, Receptionist Photographers: Bar Harbor Times, Cindie Marinelli, Faculty Secretary Bob Bowman, Earl Brechlin, Tom Hindman, Marvin Lewiton, John BUSINESS OFFICE Long, John McKeith, Michael Liane Peach, Manager Meyerheim, Glen Van Nimwegan, Sylvia Clark, Assistant Manager Sheldon & Weiss, Inc., and Ken Tricia Pinkham, Bookkeeper Woisard Design: Michael Mahan Graphics, BUILDING AND GROUNDS Bath, ME Millard Dority, Director Printing and Typography: J. Clark Stivers, Assistant Director J.S. McCarthy Co., Inc., Augusta, ME Leslie Clark Robert Nolan In its employment and admissions practices College of the Atlantic is in LIBRARY conformity with all applicable fed- Marcia Dworak, Librarian eral and state statutes and regula- Marcia Dorr, Librarian Assistant tions. It does not discriminate on the Candace Macbeth, Evening and basis of age, race, color, sex, marital Weekend Supervisor status, religion, creed, ancestry, Sandra Modeen, Library Clerk national or ethnic origin, or physical or mental handicap. However, the NATURAL HISTORY MUSEUM College is a dynamic community and Fielding Norton, Director must reserve the right to make Skip Buyers-Basso, Curator changes in course offerings, degree requirements, regulations, pro- STUDENT AFFAIRS cedures, and charges. Steve Thomas, Director of Admission and Financial Aid Theodore Koffman, Director of Government Relations, Housing, and Summer Programs 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 College of the Atlantic Bar Harbor, Maine 04609 Non Profit Org. Telephone (207) 288-5015 U.S. POSTAGE PAID Bar Harbor, Me. 04609 Permit #47 CANADA MAINE Bangor 3 95 Bar Harbor 3 The distinctive logo of College of Augusta the Atlantic is derived from pre- COA Christian symbols: for trees, for VT Brunswick humans, and for oceans. The three signs are intertwined in a Portland NH circle symbolizing the earth and the universe. ATLANTIC OCEAN To Visit College of the Atlantic Driving from Boston, take Interstate 95 North to Interstate Boston MASS 395 in Bangor, Route 1A from Bangor to Ellsworth, and Route 3 east to Bar Harbor. Keep left after CONN crossing the bridge onto Mount RI Desert Island. College of the Atlantic is on the ocean side of NY Route 3, about 19 miles from the Bangor 95 Ellsworth shopping district and one-quarter mile beyond the 1A New Canadian National Marine Ferry York Terminal. This drive usually takes from five to six hours. Turn Ellsworth left at the first blue and white College sign and park straight ahead. The admission office is 3 located in the Turrets, a large COA castle-like building below the Acadia National parking lot close to the water. Park