2007-2008 College of the Atlantic A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST Kaitlin Palmer '07 bands gull chicks at COA's Great Duck Island Alice Eno Research Station. mission statement Safeguarding the heritage of future generations. he faculty, students, trustees, staff, and alumni of College of the Atlantic envision a world where people value creativity, intellectual achievement, and the diversity of nature and human cultures. With respect and compassion, individuals will construct meaningful lives for themselves, gain appreciation for the relationships among all forms of life, and safeguard the heritage of future generations. College of the Atlantic enriches the liberal arts tradition through a distinctive educational philosophy-human ecology. A human ecological perspective integrates knowledge from all academic disciplines and from personal expe- rience to investigate, and ultimately improve, the relationships between human beings and our social and natural communities. The human ecologi- cal perspective guides all aspects of education, research, activism, and inter- actions among the College's students, faculty, staff and trustees. The College of the Atlantic community encourages, prepares, and expects students to gain the expertise, breadth, values, and practical experience necessary to achieve fulfillment and to help solve problems that challenge communities everywhere. what we do How it's different, and why it matters. ook at the world around you. If what you see makes you worried, or sad, or frustrated, keep reading. If it doesn't, stop now because we don't want to waste your time. COA engages students who are pas- the right answers. You'll learn the sionate in their conviction that posi- how as well as the what. Perhaps tive change for a better world is pos- most importantly, you'll learn to uti- sible. COA's unique human ecology lize your education in the pursuit of addition to your regular class work curriculum gives students the tools your passions. and reading for each course. and hands-on experience to embark COA is a community of learners, on a journey of real and relevant A CURRICULUM WITH A CONSCIENCE and you'll learn as much outside the learning: life changing, world The students, faculty, and staff at classroom as in it. You'll be encour- changing. College of the Atlantic all believe that aged to express your opinions, but There are no pre-defined majors a healthier, cleaner, more sane, just, you'll be expected to defend them in at COA. The arts, sciences, and and peaceful world is possible. Our community dialogue. The contradic- humanities are integrated to encour- interdisciplinary curriculum embodies tions and challenges you encounter age students to cross boundaries, this conviction: a glance at our course will bring you new perspectives. You'll challenge assumptions, and discover catalog illustrates that a COA educa- see the world in a different light, and new synergies. Your course of study tion really is different. you'll be empowered to make it a will be self-directed, individualized, In fact, it's different in ways you better place. and diverse. may not suspect. You'll have to work You'll be both challenged and sup- harder. Field research takes time, and ported; you'll learn that the right there will be data to analyze, reports questions are more important than to write, presentations to make, all in COA I Introduction 1 ene Dubos-renowned biologist and author of the R popular maxim "think globally, act locally"-was an early trustee of College of the Atlantic. The essence of his well-known phrase is that ecological consciousness begins at home. Daily life is connected to global events. We really are part of a complex and interrelated living world. the curriculum MEANINGFUL LIVELIHOOD blending rigorous study, intuition In short, meaningful livelihood is and insight, to achieve effective and finding one's place in the world- fulfilling lives. doing what we love-and knowing Over a half century ago, novelist where it is needed. and historian H. G. Wells made the As we look to the century ahead, following note in his autobiography: one thing is certain. The future will be "Sooner or later," he said, "human increasingly complex. Today's college ecology, under some name or other, students can anticipate multiple will win its way to academic recog- careers, filled with ever-changing nition and to its proper place in opportunities and challenges. general education." College of the Education for the 21st century Atlantic was founded on that hope. must therefore emphasize adaptability Since then, the values of interdiscipli- and creative thinking. It should com- nary and self-directed studies have bine capabilities for discerning useful become increasingly widespread. knowledge and learning to learn, So too have the ideals of human with the skills and desire to work ecology. collaboratively. This is the core of As a pioneer of these approaches, COA's philosophy. COA is an acknowledged leader Our human ecology perspective worldwide at the center of innovative preserves the richness of life. Its inter- education. There is no place disciplinary vision invites building I would rather be. connections and wider points of view. Within this framework, students dis- ~ Rich Borden Rachel Carson cover individual talents and passions. Chair of Human Ecology Through self-directed studies, they and Executive Director-Society design their own educational paths- for Human Ecology 2 COA I The Curriculum areas Courses at COA are organized to encourage a multiple perspective approach to problem solving so students learn to apply knowledge in fresh combinations. The complex problems and issues of society and the environment are not departmentalized; solutions will be interdisciplinary, multi-faceted, and challenge traditional boundaries. resource COA clusters courses into three rather broad categories or resource areas: Arts and Design, Environmental Sciences, and Human Studies. Each student takes at least two courses from each area to guarantee exposure to multiple disciplines. You will work with faculty to develop your own individual course of study. While all COA graduates earn the Bachelor of Arts in Human Ecology degree, your academic path is uniquely your own. COURSE WORK AND BEYOND At 300 students, the college is small and so are the classes. The average class size is 11 students, and 95 percent of all classes have fewer than 20 students. Small classes mean intense discussion, collaborative problem solving, and extensive student/faculty interaction. As your studies progress, you'll hone the academic skills that will allow you to pursue increasing degrees of independence. Advanced classes, on- and off- campus research, and independent studies prepare you for an internship and your senior project, both requirements for graduation. Degree requirements also include 36 course credits, including courses in Human Ecology, writing, history, and quantitative reasoning; community service; and the Human Ecology essay. COA I The Curriculum 3 areas resource annual 1133 444 partial course listing Activating Space: Installation Art Advanced Landscape Planning Seminar Animation S Architectural Design Studio Ceramics The Contemplative Photograph and the Human Quest Contemporary Art Constructing Visual Narratives Documentary Video Studio Graphic Design Studio Greek Art and glance at Van Goght Historic Landscape Preservation Studio and my an for free The History of Rock Improvisation in Music Introduction to Digital Photography and Printing Issues in National Park Planning Jazz, Rock, and Blues: From Their Origin to the Present Landscape Design Studio Sculptural Object in Performance Mass Media Experiment Shelter: Humans, Landscape, Modern Architecture: Survey of the 19th and the Built Environment and 20th Centuries Soundscape Painting the Figure Theatre Workshop Performance Art Web Site Design and Basic Animation Primitive Art World Music Renaissance Art 4 COA I The Curriculum arts&design Art as a medium for activism and change a rts and Design courses help students Arts and Design facilities include develop and hone the technical and studios for painting, pottery, and aesthetic skills to communicate their sculpture; a digital design/graphics message through performance and lab, a darkroom, a GIS lab, as well as visual, audio, and digital media. At exhibition space in the Blum Gallery COA, that message is often a call for and a performance stage/hall in the action, a voice of protest, or human Gates Community Center. ecological documentary. The lines separating conventional media are ART OUT OF BOUNDS blurred, but at the same time stu- In addition to the full-time Arts and dents develop basic foundation skills Design faculty, the college brings and the artistic literacy necessary to many visiting artists and faculty to articulate sophisticated concepts in a campus. There is a lively, uninhibited meaningful and compelling fashion. air of the arts that permeates almost every aspect of the college. MULTIPLE MEDIA OPPORTUNITIES Spontaneous performances, jam Introductory as well as advanced level sessions, readings and exhibitions are courses are offered in media including all part of the character at COA. painting, drawing, sculpture, film- based and digital photography, pot- tery, video, animation, and digital design. Music and performance offer- ings include both history and applied options, such as theatre, dance, areas instrumental instruction and performance art. resource COA I The Curriculum 5 areas resource hu partial course listing Gender and Power Across Culture The Aesthetics of Violence Geographic Information Systems African American Literature Green Technology Agriculture and Biotechnology History of the American Conservation Movement American Worlds: Comparative Colonialism Hydropolitics in a Thirsty World in the Americas International Environmental Law Business as Unusual: Understanding Socially International Trade and Finance Responsible Business International Wildlife Policy and Protected Areas Classics in Philosophy: Kant's Critique Kilowatts, Crude Oil, Caribou: Science of Pure Reason and Politics of US Energy The Consumer Society Mountain Poets of China and Japan Contemporary Social Movement Strategies Native American Literature Contemporary Women's Novels Nineteenth Century American Women Cultural Ecology of Population Control Practices Nonviolent Action and Peacemaking Environmental Law and Policy Politics of the World Trade Organization Ethnicity and Politics Practical Activism French Conversation and Applications Public Policy and Organizational Planning The Future of Technology Technical Writing 6 COA I The Curriculum man studies t he Human Studies curriculum com- doors to international study opportu- bines the humanities and the social nities. A delegation of COA students sciences with a strong focus on con- and faculty recently attended the cern for the human condition and Biosafety Protocol negotiations of advocacy for positive social and the United Nations' Convention on environmental change. The faculty Biological Diversity in Brazil, while in the Human Studies area represents another group of students studied a genuine diversity in terms of back- reef ecology in Tobago. grounds and expertise, with advanced degrees in areas such as anthro- LOCAL IMPACT pology, economics, education, Students and faculty also make con- history, law, literature, philosophy, nections with the local island commu- psychology, and religion. nities and the Park Service in Acadia National Park. Courses in public plan- INTERNATIONAL CONNECTIONS ning and policy; environmental policy It is appropriate that the Human and law; and geographic information Studies curriculum includes more systems include real work experiences than 40 courses dealing with inter- in the community. Course work has national, global, or multicultural included projects such as protecting issues. Students from 38 different the local Union River watershed and countries attend COA, making up developing a comprehensive com- 20% of the student body. This is mercial development plan for quite unusual for a community of 300 the nearby town of Ellsworth. students. The result is a cross cultural exchange that enriches the academic areas and social community, and opens the resource 2 COA I The Curriculum 7 areas resource environment t he Environmental Science curriculum miles of undeveloped oceanfront. reflects an ecological approach to The college operates numerous off- Biology, Chemistry, Mathematics, and campus research stations, including Physics. This curriculum differs from Beech Hill Farm, a certified organic other colleges in two very significant farm; as well as Mount Desert Rock ways. First, we believe in science with and Great Duck Island, both island a conscience and values. While our lighthouses in the Gulf of Maine. scientific inquiry and research is A CULTURE OF objective, we make subjective choices ENVIRONMENTAL ACTIVISM based on the principles of Human It should be no surprise that COA Ecology. Second, COA's approach students stand up for their beliefs and incorporates historical, economic, make their voices heard. The college's aesthetic, and literary analyses as Green Business Leadership Program part of our interdisciplinary scientific helps students develop skills for inquiry. bringing social responsibility and FOUR SEASON FIELD RESEARCH environmental stewardship to large While most undergraduate colleges organizations, businesses, and indus- offer opportunities for field study, tries. The Watershed Initiative gives none compares to what COA has students the opportunity to work to offer. Our 35-acre campus is on with local communities on hydroecol- Mount Desert Island in Frenchman ogy issues. Allied Whale students Bay, with research vessels moored respond to marine mammal strand- off the college's deep-water pier. ings. Many students initiate their own Adjacent to the campus is Acadia individual or small group projects, National Park, with its mountains, often based on coursework or inde- fields, forests, lakes, streams and pendent study. 8 COA I The Curriculum al science partial course listing Advanced Biomechanics Agroecology of the Yucatan Animal Behavior Biology of Fishes Chaos and Complex Systems Chemistry for Consumers Co-evolutionary Ecology Computer Assisted Data Analysis Conservation Biology and Policy Ecology and Literature of the Sea Entomology Evolutionary Processes in Plants Field Ecology and Data Analysis Fisheries and their Management Gender and Science Genetics The History of Life Introduction to Oceanography Introduction to Quantum Mechanics Making the Bomb Mammalogy Marine Biology Marine Policy Mechanics and Energy Ornithology in the Lab and Field Physics and Chemistry of Rivers Piloting and Navigation Risk areas River Ecology Tropical Marine Ecology Winter Ecology resource COA I The Curriculum 9 recent internship sites Museum of Indian Arts and Culture, Andy's Organics, Pahoa, Hawaii Santa Fe, New Mexico Bryan Boatbuilding, Letete, New Brunswick, Canada Nuclear Medicine, Veterans Administration English for Special Purposes Foundation, Medical Center, Decatur, Georgia Ulaanbaatar, Mongolia Student Global AIDS Campaign, Washington, D.C. Gatti Farm, Borgo val di Taro, Italy Sundance Film Institute, Salt Lake City GreenWood, Inc., Sustainable Forestry Products, Film Center, Utah Copen, Honduras School of English, UCA MiraFlor, Esteli, Nicaragua Marlborough Sounds Dolphin Project, The Byre Recording Studio, Kiltarlity, Scotland Picton, New Zealand Wildlife Care Center of Belize, Belmopan, Belize Museum of Arts and Design, New York, New York Women in Progress, Cape Coast, Ghana WorldFish Center, Penang, Malaysia april mauro '04, internship Assistant researcher on an elephant project on the Taita Wildlife Conservancy in Kenya. The project involved gathering demographic data to build an individual identification database for the elephant population. real experience Rewarding internships, hands-on senior projects II COA students must successfully complete both REAL JOBS, REAL EXPERIENCE A COA internships are ten-week, full- an internship and senior project prior to gradu- time, off-campus supervised work ation. The intent of these requirements is to experiences in areas compatible with each student's career path. Not only allow students to test, rework, and refine what will you have the opportunity to test your skills, clarify your goals, and get they've learned through self-directed and self-designed real hands-on work experience, you'll total immersion experiences. also make valuable contacts for your future career. Most students complete internships during their junior year, and often an internship provides the impetus for a student's choice of sen- ior project. recent senior projects A Documentary Movie: The Boat Yard Educational Gaming: Experiencing History of Broken Dreams Through Software An Imaging Study of the MHC Ethics in Development: In MBA Programs Class I-Related Receptor, FcRn and in Practice Children in Translation: Stories from Chinese Fashion Photography and the Perception and Portuguese of Lifestyle Costa Maya: Integrated Conservation Finback Whale Behavior Patterns: & Tourism Management Photographic Identification Dog Sledding from Greenland to the Iditarod Leadership Roles of Matriarch Elephants in the Tsavo Ecosystem sarah drummond, '05, senior project "Parallel Worlds: Four Seabirds of Great Duck Island," a multi-media exhibit in the college's George B. Dorr Museum of Natural History examining the leach's storm petrel, herring gull, black guillemot and common eider. 10 COA I The Curriculum Real World Research NUAIRE Rohan Chitrakar, '04, internship Assisted in the making of a film about the renovation of a Tibetan Buddhist Temple for the show NOVA on PBS. From left to right, Diana Kombe, Nishad Jayasundara, Eda Kapinova, and Jason Childers with Dr. Kevin Flurkey, senior scientist, Jackson Laboratory in Bar Harbor. ADVANCED, INDEPENDENT WORK The Senior Project is a full-term, COA's partnership with the Idea Network for Biomedical Research Excellence full-time commitment to independent (INBRE), funded in part by the National Institutes of Health, enhances research study involving experiment, research, and hands-on lab experience for students at nearby Jackson Laboratory and performance, or composition of orig- Mount Desert Island Biological Laboratory. These experiences often take the inal work at an advanced level. It's form of internships or senior projects. Here's what students were doing recently each student's take on understanding at Jackson Lab, which specializes in mammalian genetics using mice as models. and working effectively to address and solve some of the complex issues DIANA KOMBE "My research at the Lab involved working on a project facing the environment. A number analyzing the role and effects of growth hormone deficiency on mature on-set of COA graduates are engaged in diabetes and the aging process. This year / am enrolled in medical school at academic research or entrepreneurial Ben-Gurion University in Israel." enterprises that evolved from their Senior Projects. NISHAD JAYASUNDARA "Throughout my senior year my focus was on Type 1 Diabetes and understanding the role of a hormone called Leptin in immune responses. / studied how this hormone affects certain biochemical pathways that are known to mediate immune responses in cells. It was good preparation The Miracle Mile: Urban Revitalization in for my current work towards my Ph.D. at Stanford University in Molecular Hoboken, New Jersey Biology." The Socioeconomic Impact of the Beijing-Singapore Highway Transforming How We Move and Mix: EDA KAPINOVA "I worked on auto-immune diseases, specifically systemic Mobility in Mexico City lupus erythematosus. We hoped to provide new insights into the understanding Use of Stable Isotopes to Determine of lupus and an eventual cure. My experience at the Lab better prepared me Health of Baleen Whales for my graduate studies at the University of North Carolina-Chapel Hill." Witness of Trinity: The First Atomic Bomb, July 16,1945, New Mexico JASON CHILDERS "I worked on various research projects that study evolution. Women's Experiences of Sexuality and Aging One project involved research on two populations of mice comparing life history traits to isolated selective pressures that cause variation in growth and reproductive strategies." COA I The Curriculum 11 international studies Extending the Human Ecology curriculum he International Studies Program extends the College's Human Ecology curriculum into inter- national and intercultural settings. We carry out interdisciplinary and collaborative teaching and learning in field settings where students learn from being in the places that they are learning about. DESTINATION TOBAGO GUATEMALA, IN-DEPTH THE YUCATÁN TERM COA's collaboration with the Buccoo The Guatemala Program is an oppor- The international studies program Reef Trust on the southern Caribbean tunity for community-based research is anchored in a term-long inter- island of Tobago is a good example of into the history, politics, economy, cultural immersion in Mexico's the types of opportunities available to and culture of Guatemala. Two on- Yucatán Peninsula. This program is students. Every other year a small campus fall semester courses provide an innovative international field- group of faculty and students spends the language skills and background based course in which several COA three weeks on the island, helping preparation for 14 weeks of fieldwork faculty accompany a small group develop a comprehensive plan for in Mayan communities. of students in exploring the social, sustainable development. The group environmental, and cultural landscape addresses issues of marine tourism, of the region. The faculty also sup- fishing, and aquaculture in relation to port advanced studies in international the island's fragile coral reef environ- settings in which students undertake ment. a variety of internships and senior projects. 12 COA I The Curriculum from local to global Bringing Human Ecology to International Policy esponding to global challenges requires a re- "For a week, / participated R examination of the ways we relate to the world. in U.S. delegation meet- COA students bring this focus to the arena of ings, attended commission international negotiations. When working on meetings, reported on issues of energy, biodiversity, climate change, agriculture, events, and even sat in the 'U.S. Chair' during or wildlife, students are influencing policy-making on a negotiations. My partici- global scale. pation as a delegate was Through a combination of courses, partial course listing an exciting development and with the support of the faculty, Agriculture and Biotechnology for the youth sustainability COA students are active advocates Critiquing the Global Economy Conservation Biology and Policy movement, as the U.S. for sustainability and social justice. The commitment to a better world Development and Globalization had not accepted a youth goes beyond the classroom. Students Environmental Issues in Developing Countries work with non-governmental organi- Environmental Law and Policy representative on their Global Environmental Politics zations throughout the school year, delegation to the UN Hydropolitics in a Thirsty World and many use their school vacations International Environmental Law Commission on Sustain- to participate in and lobby at these International Trade and the Global Monetary System global policy meetings. able Development since International Wildlife Policy and Protected Areas In recent years COA students have Introduction to Global Politics 2002.' " joined in United Nations meetings in Political Economy: Nature, People, and Property Brazil, Canada, Kenya, Malaysia, the ~ Elsie Flemings '07 Politics of World Trade attended 14th session of United United Arab Emirates, and the United Nations Commission on Sustainable States. Development, New York. COA I The Curriculum 13 partial course listing Adapting Instruction for Students with Disabilities Adolescent Psychology Children's Literature Curriculum and Instruction in the Secondary School Education Through Music Environmental Education Femininity and Masculinity Go to School Intercultural Education Introduction to Counseling Learning Theory Teaching English to Speakers of Other Languages Understanding and Managing Group Dynamics educational studies Human Ecology comes to the classroom ducational Studies develops committed, reflec- tive educational leaders who bring intellectual passion and ecological wisdom to their teaching, both in public and private schools as well as outside the traditional classroom, as outdoor educators, interpretive naturalists, or environmental educators. Nearly thirty-six percent of all COA graduates work in the field of education. PROFESSIONAL TEACHER CERTIFICATION COA is granted authority by the State of 5 to come to COA for Educational Studies Maine to award teaching certification, which is reciprocal in forty-two other HANDS-ON LEARNING Every education course at COA includes a field states. Certification is available in component, for a variety of hands-on experiences for future educators. Elementary Education (grades K-8) and Secondary (grades 7-12) Life Science, COA has an excellent working partnership with local schools, which gives students key reasons HUMAN ECOLOGY Teacher education based in the study of human ecol- Social Studies, and English Language Arts. ogy requires students to bring interdisciplinary thinking into the classroom. INDIVIDUAL ATTENTION The average Educational Studies class size is twelve and students are taught by a professor, not a teaching assistant. the opportunity to practice what they learn through hands-on experiences in GLOBAL EDUCATION COA's curriculum includes intercultural perspec- classrooms, after school programs, tives to prepare students for international and cross-cultural educational museums, alternative education settings, settings. and summer camps INTERNATIONAL EXPERIENCE Our education students complete intern- ships and senior projects all over the world: studying literacy reform in 14 COA I The Curriculum Cuba, addressing ethnic tensions in South African schools, and examining one-room island schools in Maine. LET'S PEACE TOGETHER EOLETS **** Allied Programs ECOLEAGUE SALT INSTITUTE THE LANDING SCHOOL COA students may take up to a year FOR DOCUMENTARY STUDIES Approved COA students may enroll of classes at Alaska Pacific University, COA students may enroll for degree in The Landing School's Yacht Design Green Mountain College, Northland credit. The experiential education Program. The school has a long tradi- College and Prescott College. programs of the Salt Institute collect, tion of producing practical boatbuild- Students from these environmentally communicate and preserve non- ing and design professionals who focused schools can also attend COA fiction stories about Maine people, work on today's vessels, adapt to the as visiting students. culture and landscape as they relate industry's evolving technology, and to the larger world. appreciate the traditions of the past. THE UNIVERSITY OF MAINE COA students may take classes for NATIONAL OUTDOOR SEA EDUCATION ASSOCIATION degree credit. LEADERSHIP SCHOOL COA students experience the ocean Credits earned through NOLS are from an array of academic and per- OLIN COLLEGE OF ENGINEERING transferable to COA. NOLS is the sonal perspectives during SEA's full COA students have the opportunity leading teacher of wilderness and credit, 12-week, Woods Hole SEA to study for up to one year at Olin leadership skills that serve people Semester. The program combines six College of Engineering in Needham, and the environment. weeks of on-shore coursework in Massachusetts, an innovative engi- oceanography, piloting, maritime neering education program that history and policy with six weeks of bridges science and technology, sailing and academic work on a tall enterprise, and society. ship outfitted as an oceanographic research vessel. COA I The Curriculum 15 the faculty PRESIDENT OF COA "At COA you will work with faculty to under- David F. Hales stand the consequences of actions and foster B.S. Hardin-Simmons University, 1966; M.A. Political Science, University the wisdom and capacity to make future of Oklahoma, 1987. choices responsibly." ~ David F. Hales COA FACULTY Anderson, John Beal, Elmer Carpenter, JoAnne B.A. University of California, B.A. Bowdoin College, 1965; B.A. University of Massachusetts, 1962; Berkeley, 1979; M.A. Anthropology, University of Texas M.A. Art and Architectural History, M.A. Ecology and Systematic Biology, at Austin, 1977. University of Minnesota, 1970; San Francisco State University, 1982; Ethnology, anthropological theory, M.F.A. Painting, University of Ph.D. Biological Sciences, University of traditional music Pennsylvania, 1993. Rhode Island, 1987. Art history, architectural history, painting OF TH Zoology, behavioral ecology, anatomy, physiology OFFICE ATLANTE Borden, Richard B.A. University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. Andrews, Nancy Environmental psychology, personality B.F.A. Maryland Institute College and social development, contemporary of Art, 1983; psychology, philosophy of human John Anderson M.F.A. The School of the Art Institute ecology Carpenter, William of Chicago, 1995. B.A. Dartmouth College, 1962; Performance art, video production Psychologist Rich Borden is exec- Ph.D. English, University of utive director and a co-founder Minnesota, 1967. Nancy Andrews' films premiere of the international Society for Literature, creative writing, at the Museum of Modern Art comparative mythology Human Ecology. Just returned in New York City. Her latest, from the EcoSummit in China, "The Haunted Camera," won he joined 1,400 leading environ- Come June, Bill Carpenter turns the first "Outside the Frame" mental scientists from 70 nations from intense work on student award from the Maine Inter- to discuss how ecology can help novels, poetry and other forms national Film Academy. Using mitigate global climate change. of writing to his own work. He animation, documentary, per- is currently editing his latest formance and puppetry, Nancy novel, Victory Garden about explores questions for which the homefront of World War II there really are no answers. Cass, Donald seen through the eyes of a B.A. Carleton College, 1973; 12-year-old boy. Ph.D. Chemistry, University of California Berkeley, 1977. Chemistry, physics, mathematics 16 COA I The Faculty Cline, Kenneth B.A. Hiram College, 1980; J.D. Case Western Reserve Hill, Kenneth University, 1983. B.A. University of Michigan, 1987; Public policy, environmental law Ed.M. Counseling Processes, Harvard University, 1990; Lawyer Ken Cline is passionate Cooper, John M.S., Ph.D. Educational Psychology and about waterways, and his classes B.A. Trenton State, 1975; Measurement, Cornell University, introduce students to regional M.A. Trenton State, 1981. 1993, '95. watersheds, with canoe trips on Music fundamentals, aesthetics of music, Education, psychology improvisation Maine rivers and kayak expedi- Isabel Mancinelli tions on Frenchman Bay. "I'm here to teach every student the language of music; how to Kozak, Anne speak it, write it, hear it, and how B.A. Salve Regina College, 1959; to use it as a means of creative M.A. English, St. Louis University, 1962. expression. It's an essential com- Writing, literature munication tool. Students need to be a part of the beauty of Little-Siebold, Todd music in a more direct way than B.A. University of Massachusetts, just pushing the play button on Amherst, 1985; their iPod.' M.A. University of Massachusetts, Amherst, 1990; Ph.D. Latin American History, Tulane University, 1995. History, Latin American studies Cox, J. Gray B.A. Wesleyan University, 1974; Mancinelli, Isabel Ph.D. Vanderbilt University, 1981. B.S. Catholic University of America, 1975; Political economics, history, conflict M.L.A. Landscape Architecture, resolution Hess, Helen Harvard University, 1981. B.S. University of California Community and regional planning, Colbert, Dru Los Angeles, 1985; landscape architecture B.F.A. Auburn University, 1980; Ph.D. Zoology, University of M.F.A. The School of the Art Institute Washington, 1991. McKown, Jamie of Chicago, 1997. Feldman, David Invertebrate zoology, biomechanics B.A. Emory University, 1995; Museum studies and exhibit design B.A. Carleton College, 1991; M.A. Georgia State University, 1998; "I've watched students participat- Ph.D. Physics, University of Ph.D. Communications Studies/Rhetoric, "Where else can / work with California, Davis, 1998. ing in a seal necropsy, collecting Northwestern University, 2005. students to investigate social Mathematics, physics data on tropical reef fishes in the Government and polity anthropology issues through Caribbean, and presenting data installation art; or study the "COA students are remarkably on clam population biology McMullen, Ernest committed to the environment Art, University of Maryland, roles and responsibilities of to marine resource officials. They Portland Museum School, Portland State media designers through real and to social justice. It's a cliche, embrace these activities with University, Oregon, 1965-1970. world digital design projects?" but COA students really do want enthusiasm and attention to Ceramics, visual studies to save the world." detail." COA I The Faculty 17 Morse, Suzanne Vande Berg, Camille B.A., M.A., Ph.D. French/Romance B.A. University of California, Linguistics, University of Illinois. Berkeley, 1980; Foreign languages Ph.D. Botany, University of California, Berkeley, 1988. Applied botany, plant ecology, Visvader, John tropical studies B.A. Philosophy, CUNY, 1960; Ph.D. Philosophy, University of Minnesota, 1966. Petersen, Christopher Philosophy, philosophy of science, B.A. University of California, history of ideas Santa Barbara, 1976; Ph.D. Ecology and Evolutionary Biology, University of Arizona, 1985. Stabinsky, Doreen Ichthyology, marine ecology B.A. Lehigh University, 1982; Ph.D. University of California, Davis 1996. Agricultural policy, international studies and global environmental affairs Rajakaruna, Nishanta B.A. College of the Atlantic, 1994; Tai, Bonnie M.Sc. The University of British Columbia, B.A. Johns Hopkins University, 1986; 1998; Ed.M. Technology in Education, Ph.D. Botany, The University of British Harvard University, 1990; Waldron, Karen Columbia, 2002 Ed.D. Learning and Teaching, B.A. Hampshire College, 1974; Plant ecology, botany and Harvard University, 1999. Ph.D. English and American Literature, evolutionary ecology Philosophy of education, educational Brandeis University, 1994. methods Literature and writing; minority, cultural, and feminist theory; American studies Nishanta Rajakaruna, who returned to COA after graduating Taylor, Davis in 1994, is fascinated by how "Where else does a literature B.S. United States Military plants adapt to extreme soil Academy, 1985; class have students commenting conditions. By looking at the M.S. University of Oregon, 1994; about economics, ecology, and plants growing in metal-rich Ph.D. Economics, University of physics? If you love being on Oregon, 1995. soils-such as mine tailings, your toes with curiosity, and are Environmental and resource economics serpentine outcrops, or in the willing to work hard because your nitrogen-rich guano deposits Economist Davis Taylor has own questions require it, COA is of Maine's rocky coast, he and his heaven." become so fascinated by food students learn about bio-diversity systems and sustainable agri- and plant evolution, as well as culture, that he's spending the the possibilities of using plants summer working as an apprentice LECTURER to help clean up old mines and on a Maine organic farm. other superfund sites. Swann, Scott B.A. College of the Atlantic, 1985; M.Phil. College of the Atlantic, 1994. Todd, Sean Ecology, ornithology B.Sc. University College of North Wales, 1988; Ph.D. Biopsychology, Memorial University of Newfoundland, 1998. Marine mammal physiology and behavior Ressel, Stephen B.S. Millersville University, 1976; M.S. University of Vermont, 1987; Ph.D. Ecology and Evolutionary Biology, University of Connecticut, 1993. Ecology, biology 18 COA I The Faculty faculty favorites Below is a selection of books that COA faculty suggest every student should read. Many of these Ken Hill ODD titles are used in courses these faculty teach. Education, Psychology All faculty agree that their lists GIRL PICKS just scratch the surface of what Queen Bees and Wannabees responsible and creative citizens OFFIRE MEMORY OUT should be reading. FACES by Rosalind Wiseman OF MASKS Brain-Based Learning EDUARDO RACHEL by Eric Jensen SIMMONS John Anderson Odd Girl Out by Rachel Simmons Zoology, Behavioral Raising Cain by Dan Kindlon Ecology, Anatomy, and Michael Thompson Physiology Todd Little-Siebold PICKS The Mandarins by Simone de Beauvior History, Latin American Studies SEVEN The Dialectical Biologist PICKS THE SPANISH by Richard Levins and Richard Lewontin Selections from the Prison Selected Poems by Rainer Maria Rilke Notebooks by Antonio Gramsci Memory of Fire by Eduardo Galeano El Senor Presidente Zen and the Art of Motorcycle Maintenance by Miguel Angel Asturias by Robert Persig Seven Myths of the Spanish Slouching Toward Bethlehem by Joan Didion Conquest by Matthew Restall Nancy Andrews Davis Taylor Performance Art, Video Environmental and Resource Economics on Cocteau the Film PICKS PICKS Fraigneau Cocteau Cocteau on Film: Conversations Natural Capitalism by Paul Hawken, 30 illustrations with Jean Cocteau Amory Lovins and L. Hunter Lovins Science is Fiction: The Films of NEW REVESITION Jean Painleve Natural Capitalism Arctic Dreams by Barry Lopez The Secret Life of Puppets PAUL HAWKEN AMORY LOVINS by Victoria Nelson Illuminations by Walter Benjamin Karen Waldron Literature and Writing; Minority, Virginia Woolf Cultural, and Feminist Theory THE VOYAGE OUT Bill Carpenter Literature, Creative Writing, AMERI- PICKS The Collected Works of T.S. Eliot Comparative Mythology The Doctor's Wife PICKS PSYCHO by Sawako Ariyoshi Satanic Verses Any books by Virginia Woolf, by Salman Rushdie Herman Melville, Toni American Psycho EASTON Morrison, Dante, or Karl Marx by Bret Easton Ellis S COA I The Faculty 19 the students Your Own Lifestyle, Your Own Community tudent life at the College is about students S exploring who they are as scholars, and as people. A significant part of that process involves helping students understand their relationship to the larger, communal whole. At COA it's about creating space for students to think critically about their beliefs and their actions, and to prepare them to be global prob- lem-solvers. For many students, campus life is the first opportunity for this kind of self exploration. The College's mission attracts students THE ALL-COLLEGE MEETING who are comfortable with alternative COA governs itself through a com- viewpoints and a certain degree of bination of participatory and repre- uncertainty. This is reflected in a cam- sentative democracy. Students serve pus atmosphere that balances consis- on all committees, with full voting tency and spontaneity in and out of rights. The weekly All-College the classroom. There are no intercol- Meeting is moderated by a student legiate sports at the college, but you'll and is an open forum to review the find pick up soccer and softball work of committees and discuss any games, canoes and kayaks, and infor- issues of importance to the campus mal groups of students dedicated to community. rock climbing, scuba diving, or musical improvisation. 20 COA I The Students gislation voral V I VEHICLES 1 \ - believed - SITY TOURNEY knowledgements sustainability at coa b elieving that specific en- BEECH HILL FARM WASTE MINIMIZATION vironmental initiatives are The 86 acre certified organic farm is Minimizing waste helps COA re- necessary to protect the committed to being environmentally duce its environmental footprint. atmosphere, COA's policies and financially sustainable, connect- The college seeks to reduce "trash" and practices support sus- ing students to the Mount Desert by providing recycling containers tainability while educating students in Island community through education- at events and collecting organic creating a community that holds the al outreach, volunteer opportunities materials, such as compostable plates, protection of natural resources as a and as a local food source. cups, napkins and food "wastes" for core value. Curious about some of transport to Beech Hill Farm; there the specifics? SUSTAINABLE LANDSCAPING they are composted for use as a soil To reduce the fossil fuels used in amendment to enhance crop produc- GREENHOUSE GAS EMISSIONS landscaping, the amount of lawn tion. In October 2006, College of the cut is being reduced. Multiple areas Atlantic became the first college on campus are reverting back to COMMUNITY OUTREACH or university in the US to become fields. Brush is turned into wood TO PROMOTE SUSTAINABILITY carbon neutral. This includes be- chips to surface pathways instead The Bar Harbor Chamber of Com- coming 100 percent reliable on of being burned. merce works with COA to plan renewable energy by 2015. This sustainable events. One of the first initiative involves you, as the Office PRODUCT PURCHASING recommendations was to focus on of Admission purchases offsets COA pays careful attention to its reducing carbon emissions from the for prospective students' travel purchases and their environmental annual Fourth of July events held in to and from COA. effects. Steps taken range from pur- Bar Harbor. Initiatives range from chasing locally when at all possible reusable tote bags for use by mer- ENERGY EFFICIENCY to insuring products are durable and chants that say "Proudly adding As part of the greenhouse gas require low maintenance to having green to the red, white, and blue" to emissions policy, COA is committed only one delivery of supplies per the town picnic's use of compostable to reducing the amount of energy week. plates and cups so that the majority used and reducing the ways in which of "waste" from the event will be energy is lost from buildings. One composted. way this is achieved is by the broad use of fluorescent light bulbs throughout the campus. COA I The Students 21 Kayla Hartwell '07 HOMETOWN East Andover, NH HIGH SCHOOL Proctor Academy, Andover, NH INTERNSHIP Received the Kathryn Davis Advanced Studies Award and traveled to Belize, Mexico and Guatemala, visiting three wildlife rescue Beech Hill Farm centers that rehabilitated howler and spider monkeys. Beech Hill Farm is an 86 acre farm Interned at the Asociacion owned and operated by College of de Rescate y Conservacion the Atlantic. It produces certified deVida Sivilestre caring for organic foods for COA and the monkeys that had been Mount Desert Island community rescued from the illegal Classes taken at COA using methods that maintain the pet trade. Anthropology of the Yucatan integrity and health of the land Articulated Identities: Community, State, while contributing to environmental SENIOR PROJECT and Nation in Latin America and economic sustainability. COA Working at a rehabilitation Beginning Spanish II students rely upon the farm as a center, the Wildlife Care Biology I, II base for understanding agriculture Center of Belize, reintroduc- Chemistry I, II as a central concern of human ing four howler monkeys to Conquest, Resistance, and Accommodation ecology. Managed by COA alumni, the wild and monitoring in Yucatan: 1500-1920 Beech Hill Farm is also staffed by their behavior throughout Ecology: Natural History students who have an interest in the the process. Environmental Issues in Developing Countries college's Farming and Food Systems Environmental Law and Policy focus area. LIFE AFTER COA Field Ecology and Data Analysis "Living in a jungle and Herpetology studying monkeys of Human Anatomy and Physiology II course! I will eventually Human Ecology Core Course Housing and Dining International Wildlife Policy and Protected Areas continue on to graduate Introduction to Applied Spanish ROOMS WITH A VIEW school." Introduction to Journalism The student residences on campus Invertebrate Zoology each have a distinctive appeal. Blair- Island Life Tyson is the one "dorm" built by the Jazz, Rock, and Blues college specifically for that purpose. Life Drawing Like all campus housing, it includes Mammalogy dining spaces and kitchens fully Organic Chemistry | equipped with appliances, cookware, coa Scientific Writing and utensils. Spanish Language and Mexican Culture The other residences are former Tutorial: Animal Behavior Tutorial: Technical and Professional Writing private "summer cottages" built profile Tutorial: Writing for the Sciences during Bar Harbor's heyday as a Winter Ecology resort community. Over a third of 22 COA I The Students students live on-campus, with priority given to incoming first-year students. Each year returning students serve as Resident Advisors, assisting new stu- dents in their transition to college life. BLAIR DINING HALL Fondly referred to as "Take-A-Break," the college's dining hall serves three meals a day, Monday through Friday. And the food is really good! Organic Katherine W. Davis Student Residence Village vegetables from the college's Beech Hill Farm, made from scratch breads, Continuing its leadership in cam- Within the buildings, available light soups, and sweets, and vegetarian, pus sustainability, College of the will be maximized to reduce electricity vegan, and meat options are available Atlantic broke ground in the use and the gray water from showers spring of 2007 on new housing. will be recycled to preheat water for all meals. It's good enough to be Named the Katherine W. Davis going into the hot water system. voted best college food by Princeton Student Residence Village, the Similarly, an energy recovery central Review's Best Colleges, and it's been innovative complex which over- ventilation unit will preheat fresh air featured in Gourmet and Saveur looks Frenchman Bay will add coming into the building during the magazines. 51 beds to campus while nearly heating season-to name just a few Weekend meals are left to stu- eliminating any environmental of the residences' green innovations. impact by using the most energy- Because COA believes that learn- dent's discretion, although collabora- efficient technology available. ing never stops, each unit includes tive dining is encouraged. Students The sustainability of the Davis its own meter, so students will know living off-campus may purchase a Student Residence Village is evi- how much energy and water they are meal card at a reasonable price. dent in every detail. Students on using. Additionally, the buildings are the Campus Committee for situated so as to enhance connection Sustainabilty have been leaders and discussion among students. in advocating for and consulting Created as three individual structures, on the use of green technology each with two adjoining units, the and design. The buildings will houses will include kitchens as well have in-floor radiant heating, as common living, recreation and walls and ceilings that are super- study areas. insulated using recycled materials, and frequent thermal breaks to eliminate heat loss. COA I The Students 23 Ben Nimkin '07 HOMETOWN Salt Lake City, UT HIGH SCHOOL West High School, Salt Lake City; Realms of Inquiry, Salt Lake City INTERNSHIP Salt Lake City Film Center researching films for com- munity screenings; also filmed short segments on the Sundance Film Festival for local TV. SENIOR PROJECT Classes taken at COA Producing a documentary film examining a large alter- Advanced Editing Techniques native community Advanced Graphic Design Art of the Puppet in southern India. The com- Biology through the Lens Earth Day at COA munity, Auroville, has Business as Unusual: Understanding Socially thrived since it was Responsible Business Earth Day at College of the Atlantic is established with the help of Documentary Photography a celebration of the efforts COA, our UNESCO in 1966. Documentary Video Studio alumni, the island community and Ecology: Natural History people throughout the state of Maine LIFE AFTER COA Enthographic Research Methods have made to live more lightly on the "Graduating from college is Film Studies Earth. The college brings people just the initial phase in what Graphic Design Studio I together to celebrate the earth I hope will be a very thor- Group Study: The Parallels of ough education in life. I am Fictional Hyperreality through games, music, kite flying, History of Filmmaking: 1946-Present numerous children's activities and arts sure I will become a film- maker." Human Ecology and crafts. Through presentations, Intermediate Percussion informational booths, opportunities to Intermediate Video: Studio and Strategies buy local and organic food and Introduction to Piano demonstrations, people learn to make Introduction to Chaos and Fractals changes in their own lives. Notable Introduction to Arts and Design activities this year included COA Jazz, Rock and Blues students hosting a booth to help coa Mixed Messages: Influences of Mass Media people calculate their carbon emis- on American Society sions footprint, the distribution Philosophy of Nature of free compact flourescent light Photo Studio I: Digital Photography profile bulbs to help reduce electricity use Principles of Comedic Improvisation Quantitative Problem Solving and CO2 emissions, and a festival of and Critical Thinking films made by alumni. More than Soundscape 1,000 people attended this year's Trees and Shrubs of Mount Desert Island celebration. Watching Globally: Introduction to Contemporary Cinema of the World World Ethnography in Film Writing Seminar 24 COA I The Students Juan Pablo Hoffmaister '07 HOMETOWN San Jose, Costa Rica HIGH SCHOOL Outdoor Orientation Colegio San Luis Gonzaga, Costa Rica; United World College, Program (OOPS) Vancouver,B.C. INTERNSHIP Scuba diving in Frenchman Bay, exploring the Research on participatory Allagash Wilderness by canoe, or backpacking decision-making for grant allocation at the UN the Appalachian Trail: how would you like to begin your college experience? Whether University for Peace and Global Environmental you're an experienced trekker, or have never even picked up a paddle, COA's OOPS trips Facility in Central America. Classes taken at COA are an opportunity to get to know your class- SENIOR PROJECT Advanced Composition mates, practice teamwork, and experience Analysis of financial mech- American Public Address Maine's wilderness ecology first hand. Trips Climate Science anisms in international are six days in length and involve off-campus Comida y Communidad en Yucatan y Oaxaca treaties and the interaction travel and camping. Community Planning and Decision Making between biodiversity and Development and Globalization NO EXPERIENCE NECESSARY the objectives of the Rio Doing Human Ecology in Conventions on Climate There's enough variety in the trip offerings to Cross Cultural Settings accommodate varying degrees of skill and Change regarding water Economic Development Theory experience. Canoe and sea kayak trips are supplies in the developing Environmental Chemistry: Water world. appropriate for both novice and more experi- Environmental Law and Policy Environmental Health and Policy enced paddlers. Hiking and backpacking trip LIFE AFTER COA Ethnographic Research Methods options include car accessible campsites as well as wilderness sites reached only by back- "After completing the year- From Native Empires to Nation States packing. Participation in Scuba trips requires long Watson Fellowship, I Generation Kyoto hope to work in South East Human Ecology PADI or SSI certification at the Scuba Diver Human Infection Disease Transmission Asia on water and environ- level or above. Rock climbing trips are geared Hydro Politics in a Thirsty World mental health issues. I am to introductory level students. International Trade and Finance in love with South East Asia One thing all OOPS trips participants seem Introduction to Nonprofit Management to experience is a sense of greatness: the since traveling there a few Introduction to Econometrics expanse of the waters, the miles of unspoiled years ago." Introduction to Piano wilderness, or the sight of a moose or a bald Land Use Planning I eagle up close for the first time. You'll paddle Mission Statements to the shorelines that Verrazano explored, you'll Project Assessment: NGOs in the Field Politics of World Trade trace Henry David Thoreau's journeys through Public Health Policy the Maine Woods, you'll gaze across the Seminar in Guatemalan History and Culture same landscapes that Frederic Church cele- brated in his oil paintings. It's an inspiring coa Technical Writing The Consumer Society way to start your college career. Tutorial: The Convention on profile Biological Diversity Writing Seminar COA I The Students 25 living on an isla OA is located on a 270-square mile island in C the Gulf of Maine. Over half of the island, including much of the shoreline, is part of Acadia National Park. The Park helps define both the local island community as well as the college community, and there is a strong, shared preservation/ conservation ethic. Students and faculty access the park's wilderness areas for field research and recreation. Over 100 miles of trails traverse the parks mountains, woodlands, wetlands, and shoreline. 26 COA I The Place Island Research Center (IRC) The IRC focuses on studies of island ecology both in the Gulf of Maine and elsewhere. "Home away from aine) home" is the Alice Eno Research Station on Great Duck Island, located approximately 12 miles south of Mt. Desert Island. Every summer teams of students supervised by faculty member John Anderson con- duct studies of the island's seabirds. Students live at the station for up to six weeks, sharing chores and conducting their own research projects as well as participating in long term studies. The Eno Station itself consists of the old Great Duck Light Station, now retrofitted with solar panels, a bio-diesel generator, computers, microscopes, and basic equipment for field study. IRC students have created a detailed Geographic Information System (GIS) of Great Duck that incorporates both the exist- ing landscape, vegetation, bird nesting patterns, as ERY 169 well as historic distributions of species on the island. This GIS grows in detail every year. For many stu- dents the IRC is their first chance to conduct original research in the field. Students develop their studies from an initial "wild idea" through research design, data collection, presentation, and publication. Recently the entire team presented their work at the Waterbirds Conference in Georgia, and two students had their papers accepted to the International Ornithological Congress in Hamburg, Germany. Some students may work on Great Duck their first summer at COA, experience an entirely new research setting the next, and then return to the IRC for their Senior Project. IRC students have conducted studies on a range of islands within the Maine archipelago, and some have ventured as far afield as the central Pacific, Alaska, and New Zealand. COA The Place 27 11 12 17 16 13 14 24 37 25 10 23 15 7 8 9 19 5 18 2 6 3 20 38 4 P 34 P 21 22 P 1 33 P < Route 3 to Ellsworth Main Entrance 4 8 3 main entrance 6 Newlin Gardens 13 Nature Trail 1 George B. Dorr Museum of Natural History - Exhibits 7 Kaelber Hall 14 Monk's Walk — Offices/classrooms — Blair Dining Hall 15 Shrine 2 McCormick Lecture Hall — Language/Music Lab — Goodwin Computer Center 16 Weather Station 3 Ethel H. Blum Gallery - Seminar Room 17 Monk's Tower 4 Arts and Sciences Building 8 Thorndike Library - Eno Greenhouse 18 North Lawn 9 Office of Admission - Geographic Information Systems 19 Rough Arts Studio — Laboratories/classrooms/studios 10 Beatrix Farrand Gardens — Greene Laboratory of Botany 20 Artist Studio — Christensen Laboratory of Zoology 11 College Pier 21 Ceramics Studio - Faculty offices 12 R/V Indigo 22 Community Gardens 5 Gates Community Center - Meeting Hall/Performance Space - Graduate Office/faculty offices 28 COA | The Place Frenchman Bay 26 36 27 27 29 32 27 28 35 39 30 41 40 P P P P P " P 31 South Entrance 11 23 5 turrets entrance 27 Katherine W. Davis Student Residence Village residential housing 23 Turrets (Scheduled completion: Fall 2008) 27 Ryles - Office of the President 28 Outdoor Equipment Shed - Administrative and Academic Deans 33 Cottage - Office of Development/Public Relations 29 Davis Center of International 34 Blair/Tyson - Allied Whale and Regional Studies - Great Hall - Center for Applied Human Ecology 35 Peach House - Putnam Classroom/classrooms — Island Resource Center — Education - International Studies Resource Room 36 Seafox - Summer Programs — Common Room/classrooms - Registrar - Faculty offices FACULTY OFFICES 24 Turrets Garden 30 Davis Garage 37 39 40 41 25 Garber Memorial 31 Davis Carriage House 26 Deering Commons 32 Witch Cliff (Scheduled completion: Fall 2008) 38 Office of Student Leadership and Engagement COA I The Place 29 the alumni OA's emphasis on field research, independent C study, and real work internships serves gradu- ates well. These experiences often encourage students to create their own niche in the world, whether as an entrepreneur, educator, artist, or physician. Thirty percent of COA graduates MAKE A DIFFERENCE pursue careers in hard science, One of COA's founders, Father James such as environmental engineering, Gower, a Catholic priest from Bar conservation biology, or health care. Harbor, urged his colleagues not to Thirty-seven percent go into edu- start "just another liberal arts col- cation or public service. Twenty lege." Today, over 1,400 graduates percent work in art-related careers. later, COA remains committed to Particularly significant is the fact being different and making a differ- that fifty-five percent of COA ence. Students graduate with the graduates attend graduate school conscience to make hard decisions within five years of graduation, which and the tools to succeed in following puts COA among the top schools in their passions. College of the Atlantic the country. graduates are engineers at NASA, national political activists, and corpo- Chellie Pingree '79 rate presidents; they're also rabbis, art therapists, and adventure recreation Former National President, Common Cause guides. Most important perhaps, our graduates genuinely like what they U.S. Congressional Candidate 2008 do and feel that their work matters to them and the world. 30 COA I The Alumni Dan Liu '92 Instructor in Biochemistry and Molecular Biology, Baylor College of Medicine LIFE AFTER COA Dan came to COA in 1990 from Beijing, China. "I still look back on those first years-adjusting to a different culture and language- with such fondness and gratitude. At COA, there is the genuine respect that the faculty and students have for the differences in cul- ture, opinions or anything else in life." Following graduation, Dan earned her doctorate in immunology from Tufts University Sackler School of Biomedical Sciences. She is now conducting post-doctoral research at Baylor. "As a research scientist, it's sometimes easier to focus too much on the details and forget the big picture, or get caught up in your own research and become resistant to alternative possibilities. I found that my COA experience has truly strengthened my ability to stay true and compassionate to my goals, and at the same time to always have the big picture in sight." alumni what do you do with a Degree in Human Ecology? profiles Dan Farrenkopf '93 Founding partner, Lunaform LIFE AFTER COA The New York Times, House Beautiful, and Elle Décor are just a few of the publications that have featured products from Lunaform, a company co-founded by Dan Farrenkopf and Phid Lawless. As a student, Dan focused on environmental studies, painting, garden design, sculpture, and architecture. At COA, he fell in love with concrete. "An architecture class introduced me to forming concrete using lycra and other fabrics, and I began to utilize concrete's liquid properties. I was fortunate to have summer work at COA forming concrete, and it was during that time my first garden vessels emerged." "My fourth year at COA included a residence at an architectural firm in St. Petersburg, Russia. My senior project, producing large concrete garden vessels, evolved from all these experiences, and was the beginning of what has become Lunaform." COA I The Alumni 31 watson fellowship ver the past twenty-five years, twenty-four O seniors have been awarded the distinguished Thomas J. Watson Fellowship. Since 1983 the Watson Foundation has invited COA to participate as one of fifty outstanding private colleges and universities throughout the United States. Fellowship recipients are provided with an opportunity to immerse themselves in cultures other than their own for an entire year. Each recipient is awarded $25,000 which SARAH DRUMMOND '05 funds their personal research abroad A gifted artist, Sarah traveled to for the year. Recent recipients and England, Argentina, Chile, Tahiti, projects include: Australia, New Zealand and Sri Lanka to follow the paths and the work of JUAN PABLO HOFFMAISTER '07 the great naturalist illustrators who With time in Greenland, Namibia, accompanied early exploratory voy- the Maldives and Chile, Juan will ages in the era before photography. strive to understand the impact of climate change on rural communi- NATHANIEL KELLER '04 ties-and the innovative adjustments Combining his love for soccer with his these communities have made to land-use and environmental studies, such changes. He will end his jour- Nat traveled to Croatia, England, ney in Germany where he will take Argentina and Brazil to study soccer's those voices to policymakers at influences on cultural and environ- the headquarters of the United mental stewardship. Nations Framework Convention NIKHIT D'SA '06 for Climate Change. Traveling to Ireland, Jamaica, Ghana, La Conférence des Guyana and Malaysia, Nikhit provid- Nations Unies sur les ed the means for street children to changements climatiques convey how they see themselves as The members of their society. By spending United time with children in each of these Clim countries, by offering them cameras to use and narrating their stories, D'Sa created holistic portraits while also expanding his knowledge of how different cultures shape children's sense of their place in society. 32 COA I The Alumni NATIONALIC Exploring Antarctica's Islands of humber valuege SECTION FATHER ABRAHA OF a natural connection National Geographic and COA ince 1888 the National Geographic Society has S supported exploration and research to expand our knowledge of the people, places, and creatures of our world. At COA, we've been at it since 1969. Sometimes we cross paths. Fortune, and The Boston Globe. She has done graduate work in Visual Book Award for Nature and the Communications at Ohio University Environment. and has received numerous awards "COA was my gateway to the from the International Pictures of the world of marine biology and con- Year competition. Toensing's stories servation. I grew up in an urban are intimate photo essays reflecting environment. The emphasis on field the lives of ordinary people around work at COA was like tonic to my the globe. spirit. That combined with the close "My relationships with faculty and relationship between students and students at COA were crucial in faculty in a small class setting was learning to think critically. I always perfect. I started studying the Gulf left the classroom feeling like my GREG STONE '82 of Maine at COA, but my work now brain had been twisted around. Dr. Stone is Vice President for Global takes me throughout the world." COA taught me to look at the Marine Programs at the New England world in a more complex way, Aquarium in Boston. He has conduct- AMY TOENSING '93 which ultimately helped me to ed pioneering research on marine Photojournalist Amy perceive and see with more mammals and played an active part Toensing works on insight and compassion. It's in world ocean policy. He has led assignment for national these skills, more than the several expeditions for the National and international publi- ability to use a camera, that Geographic Society and produced an cations, including are essential to my work as a award-winning series of conservation National Geographic photojournalist. My job is to films. His book Ice Island was the magazine, The New York connect those who see my winner of the 2003 National Outdoor Times, Newsweek, work to humanity." COA I The Alumni 33 admissions ollege of the Atlantic approaches the Admission C process much as it approaches learning: we focus on the individual strengths of the student, encourage creativity, and hope you will both ask lots of questions AND The charges for tuition, room, board and fees for the share your ideas with us. college year 2007-2008 are as follows: We believe the first step in applying to COA is actually getting to know the The cost of COA may appear as Tuition & Fees $29,970 college. Is this the kind of place where if it is financially out of reach Room $5,100 you'd be happy? Would you want to for you. Do not be discouraged. Board $3,090 live here for several years? More impor- 70% of COA students receive tantly, is this where you would want to financial aid. Total $38,160 LEARN for several years? Will the col- lege help you to tap into your passions and provide you with the resources to suggestions for activities and restau- personal and highly individualized one. further explore ways in which you can rants). We can provide you with driving If you need help, you may reach us affect humans' relationship with the directions and we'll be pleased to pick by phone five days a week during environment? If you are filling out an you up at the airport or bus station. normal business hours, e-mail us at application to COA, we want it to be Please call COA's Office of Admission inquiry@coa.edu or write to us. We because you are excited about the col- to arrange your campus visit. We look respect individuality and our application lege. To that end, we invite you to visit forward to showing you this amazing review is characterized by a personal COA. college on the coast of Maine. approach. In arriving at a decision, If you are unable to make it to the admission committee (made up VISITING COLLEGE OF THE ATLANTIC Maine to visit COA, we hope you will of admission counselors, faculty and We welcome and encourage prospec- visit our website at www.coa.edu; take students) looks for evidence of the tive students to visit the campus. You the campus tour, explore the academic following: may schedule a tour of the college, offerings, review student projects and have an admission interview, sit in on academic preparation and check out campus activities. We are achievement classes, meet with professors and stu- happy to put you in e-mail or phone dents, eat some of our top-rated col- contact with a faculty member or cur- intellectual curiosity and enthusi- lege food, and participate in campus rent student as well. asm for learning activities. Parents are also welcome. We a desire to be a part of a small encourage you to schedule your visit THE ADMISSION APPLICATION college with a human ecology Monday through Friday when classes Once you've gotten a good sense of focus are in session. Students may stay COA and recognize that it suits your a tendency to seek out intellectual overnight in a campus residence and interests, style of learning, and personal and personal challenges we can provide parents with a list of philosophy, we hope you will apply for suggested hotels and inns (as well as admission. The application process is a 34 COA I Admissions REGULAR ADMISSION DEADLINES An application for admission is com- In submitting an Early Decision appli- plete when the Office of Admission has cation, a student enters into an agree- First Year received all of the following: ment whereby, if admitted, she or he Application due by February 15 will enroll at COA and immediately 1) a completed application form and withdraw all applications to other col- COA responds to applicants by $45 application fee, leges. April 1 2) a personal statement as well as An applicant wishing to apply as Enrollment deposit due by May 1 answers to all the short essay either an Early Decision I or Early Decision Il candidate should check the Transfer questions, appropriate box on page one of the 3) at least two teacher Application due by April 1 COA application or on the Common recommendations, Application supplement. He or she COA responds to applicants by 4) official transcripts of all academic should also initial the Early Decision April 25 work, agreement below the signature on page Enrollment deposit due by May 15 two of the COA application form or on 5) a personal interview-although the Common Application supplement. Financial Aid not required we strongly recom- mend one for all candidates. If FAFSA filed by February 15, 2008 APPLICATION DEADLINES AND you are not able to meet with us ADMISSION NOTIFICATION Institutional Financial Aid form and in person, you may request an First year students must apply by Non-Custodial Parent's Statement alumni, off-campus, or telephone February 15th in order to be considered due at COA by February 15 interview. for fall admission. One must apply by COA responds to first year appli- Standardized test scores are not November 15 and February 15 for win- cants by April 1; transfer applicants required, although they can be helpful ter and spring term admission, respec- by May 1. in assessing the academic ability of stu- tively. dents from schools which do not give Admitted students wishing to accept TRANSFER OR VISITING STUDENTS grades or have nontraditional programs. an offer of admission and reserve a College of the Atlantic welcomes appli- Approximately half of the applicants to place for themselves in the class must cations from transfer students. About COA submit either SAT or ACT scores. pay a $300 non-refundable enrollment 20 percent of all new students annually Should you wish to submit scores, our deposit by May 1. Those admitted for are transfer or visiting students. CEEB code is 3305. We accept the winter or spring terms are required to a A student may transfer a maximum Common Application and ask that you pay a deposit within 14 days if they of 18 credits to COA (the equivalent of fill out our supplemental form in addi- wish to accept an offer of admission. 60 semester hours or 90 quarter hours). tion to the Common Application; a Although an evaluation of credit is not supplement is available by calling the EARLY ADMISSION DEADLINES final until after enrollment, students Office of Admission, downloading it at FOR APPLICATIONS may receive preliminary evaluations by www.coa.edu, or filling out the on-line Early Decision I contacting the Registrar. version on the Common Application Students who wish to spend one or site. Application Due by December 1 more terms at COA and transfer college Estimated Financial Aid form due credit to another institution should ADMISSION PLANS by December 10 apply as visiting students. Applications College of the Atlantic offers several for visiting students are available by admission plans for prospective stu- COA responds to applicants by calling or e-mailing the Office of dents. Applicants for the fall term must December 15 Admission. apply under one of these plans. Students who have come to the Early Decision II INTERNATIONAL STUDENTS decision that COA is their first choice Application due by January 10 COA welcomes applications from highly are invited to apply under either one of qualified international students. App- the College's Early Decision plans. Estimated Financial Aid form due lications for international students Students who file Early Decision I appli- by January 20 are the same as those for first-year cations with all accompanying creden- COA responds to applicants and transfer students. Application tials by December 1 will receive a deci- by January 25 requirements are identical, except that sion by December 15. Those filing Early international students are also required Decision II applications with all accom- to submit one of the following: TOEFL panying credentials by January 10 will score, SAT score, predicted IB score for receive a decision by January 25. English. International students are also required to submit a Certification of Finances Form. We are proud to offer COA I Admissions 35 the Davis Scholarship to students who 2007-2008 SCHEDULE FINANCIAL AID graduate from the United World The Higher Education Act of 1965 was Colleges and are admitted to COA. Fall Term created to help make post-secondary Begins September 6 education accessible to a wider portion ADULT STUDENTS Classes end November 16 of the population. The underlying Older students of non-traditional Winter Term principle is that the student and the college age wishing to take courses or pursue a degree are invited to Begins January 7 student's family share the primary Classes end March 14 responsibility for funding the student's inquire and become better acquainted higher education, while the govern- with the College. Adult students are Spring Term ment provides assistance to those encouraged to contact the Office Begins March 31 with demonstrated need. Additionally, of Admission early in the admission Classes end June 6 institutions such as COA are taking process to arrange a personal interview. Fall Tour on greater levels of support to help students narrow the gap in paying ADVANCED PLACEMENT/ Open House for Juniors and Seniors for their education. October 8-9, 2007 INTERNATIONAL BACCALAUREATE Assessing financial aid eligibility College credit may be given for superior Contact the Office of Admission for starts with filing the Free Application performance in the CEEB Advanced details. for Federal Student Aid (FAFSA) which Placement examinations or the College can be found at www.fafsa.ed.gov. If Level Examination Program. Scores CONTACTING THE OFFICE you do not have access to a computer, should be sent directly from the testing OF ADMISSION paper FAFSAs are available at high source. COA credit normally will be Toll free: (800) 528-0025 schools and college financial aid offices. granted for scores of '4' or higher. COA also requires that its own short For International Baccalaureate (IB) In Maine: (207) 288-5015 application be completed; it can be work, two COA credits will normally downloaded at www.coa.edu. be given for scores of '5' on higher E-mail: inquiry@coa.edu The information on these forms level exams. A full year's credit is Web: www.coa.edu helps to establish the expected family awarded for a score of '34' or higher Mail: Office of Admission contribution, or EFC. Subtracting the on the comprehensive exam. These EFC from COA's cost of attendance credits are officially recorded only fol- College of the Atlantic determines the student's unmet need. 105 Eden Street lowing successful completion of the Bar Harbor, ME 04609 This is where the Financial Aid Depart- student's first year at COA. ment comes in, putting together a ADMISSION/FINANCIAL AID STAFF package of aid that may include assis- DEFERRED MATRICULATION tance such as a COA grant, a federally Students wishing to defer Fall matricu- Sarah G. Baker subsidized Stafford Student Loan, and lation may do so prior to June 1 by Dean of Admission a work study award. COA is also proud sending a written request to the to award a small number of merit- Bruce Hazam Director of Admission and paying a Director of Financial Aid/ based Presidential Scholarships to $400 non-refundable deposit ($200 of Admission Counselor those students exhibiting exceptional which will be applied to the student's academic achievements and citizenship first term tuition bill). Matriculation will Donna McFarland qualities. be postponed for up to a full academic Associate Director of Admission The FAFSA is available in December year, subject to successful completion and Student Services and needs to be submitted by February of any academic work completed dur- Heather Candon 15 (but no sooner than- January 1). ing that time, as well as continued Admission Counselor The college's Title IV code is 011385. confidence in the quality of the stu- COA's deadline for all financial aid dent's personal character. Kevin Hastings materials is also February 15. It is Admission Counselor important that families keep this in mind and get their tax information Tony Victor Admission Counselor filed as early as possible. Late applicants risk receiving smaller awards. Laurie Ward Assistant to the Director More information about financial aid is of Financial Aid available on our Web site or from the Financial Aid Office. In its employment and admissions practices College of the Atlantic is in conformity with all applicable federal and state statutes and regulations. It does not discriminate on the basis of age, race, color, sex, marital status, religion, creed, ancestry, national or ethnic origin, or physical or mental handicap. However, The College is a dynamic community and must reserve the right to make changes in course offer- ings, degree requirements, regulations, procedures, and charges. 36 COA I Admissions You are a good bet for coa % ЭК. X 9 G You can't decide which you want to be when you grow up-a sculptor, a field biologist, or a photo- journalist. You're hoping you can do all three. Your idea of a great vacation involves a backpack, a journal, and a good pair of hiking boots. You rebel against the notion that you can't make your passion your livelihood. You have ticked off your teachers throughout high school because you ask questions that they don't want asked. Or because you read extra books and You love being outdoors in the winter, and you want to talk about them in class. Or because you agree with the COA student who said, "There skipped class once to go to a political rally. is no bad weather, only bad clothing choices." You buy guidebooks to countries you don't yet You like being part of a small community in which have concrete plans to visit. everyone knows everyone else. When someone says "rally," you think politics, not You prefer endless starlight to bright lights, big cheerleading. city. You see teachers as someone to talk with, not You spent high school pursuing your passions, not someone you have to butter up. buffing your college application. You completed your school's community service You want to save the world. requirement-then added about a hundred more hours because you didn't want to stop. You don't like lists like this because you worry that they are limiting. visit coa Driving from Boston, take Interstate 95 north to Interstate 395 in Bangor, Route 1A from Bangor to Ellsworth, and Route 3 east from Ellsworth to Bar Harbor. Keep left after cross- ing the bridge onto Mount Desert Island. This drive usually takes from five to six hours. College of the Atlantic is on the ocean side of Route 3, about 19 miles from the Ellsworth shopping district and one-quarter mile beyond the Nova Scotia Ferry Terminal. Turn left at the COA entrance and park in the provided areas. Regularly scheduled flights are available to Bar Harbor Airport and Bangor International Airport. Bus service is available to Bangor and Ellsworth. CREDITS Editors: Sarah Baker, Michael Mahan, Donna McFarland Photographs: John Anderson, Ashley Bakken, Doug Barkey, Andrew Campbell, Robin Farrin, Toby Hollis, Story Litchfield, Richard MacDonald, James Marshall, Julia Thomas, Ken Woisard Design: Mahan Graphics, Bath, Maine Printing: J.S. McCarthy Printers This publication is printed on recycled paper. Chlorine free. acid free manufacturing process www.coa.edu inquiry@coa.edu (207) 288-5015 (800) 528-0025 COLLEGE OF THE ATLANTIC Non Profit Org. 105 EDEN STREET U.S. POSTAGE BAR HARBOR, MAINE 04609 PAID Portland, ME Permit #6