A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST spotting seabirds > the college's Alice Eno Field Station is located on Great Duck Island, twelve miles south of Bar Harbor. College of the Atlantic CC life changing. world changing > 2006-2007 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 centers that rehabilitated howler and spider monkeys. Interned at the Asociacion de Rescate y Conservacion deVida Sivilestre caring for monkeys that had been rescued from the illegal pet trade. senior project Working at a rehabilitation center, the Wildlife Care Center of Belize, reintroducing four howler monkeys to the wild and monitoring their behavior throughout the process. > life after COA "Living in a jungle and studying monkeys of course! But regardless of when this happens, I will eventually continue on to graduate school." classes taken at COA Anthropology of the Yucatan "While I was going through the Articulated Identities: Community, State, process of searching for colleges, and Nation in Latin America COA just kept on popping up as a choice Beginning Spanish II that fit my interests. I wanted a college that Biology I, II was small, progressive, and valued the envi- Chemistry I, II ronment. But I wasn't completely sure about Conquest, Resistance, and Accomodation COA until I visited the campus. | was blown in Yucatan: 1500-1920 away by how beautiful it was. Ecology: Natural History "When I came to COA, I was sure that Environmental Issues is Developing Countries I wanted to study animal behavior and ecol- Environmental Law and Policy ogy, but not human ecology. I didn't really Herpetology Human Anatomy and Physiology II understand what human ecology was all Human Ecology Core Course about, and how it was connected to my Introduction to Applied Spanish interest in animals. It wasn't until I applied it Introduction to Journalism to real life, in my internships, that I made the connection. My personal experi- Invertebrate Zoology ence working in wildlife conservation in Mexico, Guatemala, and Belize made Island Life me realize how my studies are interconnected with human ecology." Jazz, Rock, and Blues In the period leading up to the war in Iraq, Kayla worked with other stu- Life Drawing dents and a Bar Harbor peace action group lobbying and petitioning against Mammalogy the war. Their efforts led to a town council meeting where the community Organic Chemistry I voted to label Bar Harbor "a city of peace," joining other cities across the Spanish Language and Mexican Culture country that were openly opposing the war. "How does this relate to my stud- Tutorial: Animal Behavior ies? War affects everyone and everything including the animals. COA has Tutorial: Technical and Professional Writing made me think creatively about who I am and what my values really are." Tutorial: Writing for the Sciences Winter Ecology > what we do, how it's different, and why it matters. Look at the world around you. If what you see A curriculum with a conscience makes you worried, or sad, or frustrated, keep The students, faculty, and staff at College of the reading. If it doesn't, stop now because we don't Atlantic all believe that a healthier, cleaner, more want to waste your time. COA engages students sane, just, and peaceful world is possible. Our who are passionate in their conviction that posi- interdisciplinary curriculum embodies this con- tive change for a better world is possible. COA's viction: a glance at our course catalog illustrates unique human ecology curriculum gives students that a COA education really is different. the tools and hands-on experience to embark on In fact, it's different in ways you may not sus- a journey of real and relevant learning: life pect. You'll have to work harder. Field research changing, world changing. takes time, and there will be data to analyze, There are no pre-defined majors at COA. The reports to write, presentations to make, all in arts, sciences, and humanities are integrated to addition to your regular class work and reading encourage students to cross boundaries, chal- for each course. lenge assumptions, and discover new synergies. COA is a community of learners, and you'll Your course of study will be self-directed, indi- learn as much outside the classroom as in it. vidualized, and diverse. You'll be encouraged to express your opinions, You'll be both challenged and supported; but you'll be expected to defend them in com- you'll learn that the right questions are more munity dialogue. The contradictions and chal- important than the right answers. You'll learn lenges you encounter will bring you new the how as well as the what. Perhaps most perspectives. You'll see the world in a different importantly, you'll learn to utilize your education light, and you'll be empowered to make it a in the pursuit of your passions. better place. > 1 steve ressel > professor of biology and ecology leads a winter ecology field trip. > human ecology Since its founding in 1969, members of the college community have been wrestling with the issue: just what exactly is Human Ecology? The short answer might be that Human Ecology is the study of the relationships between humans and our social and natural communities. The longer answer is that there are few short answers at College of the Atlantic. At the heart of Human Ecology is the commitment to making a pos- itive and particular difference in the world. Likewise, the heart of the curriculum at COA is giving students the tools to make that difference. Human Ecology is commitment to community; it champions the individual. It's radical and traditional. It's technological and it's organic. It's practical and hypothetical. It's something you and your classmates ecology will discuss, often intensely, over your four years at COA. V what do you do with a degree in human ecology? COA's emphasis on field research, independent study, and real work internships serves graduates 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 pursue careers in hard science, such as environmental engine- ering, conservation biology, or health care. Thirty-seven percent go into education or public service. Twenty percent work in art-related careers. Particularly significant is the fact that sixty-five percent of COA graduates attend graduate school within five years of graduation, which puts COA among the top schools in the country. darron collins '92 > is a senior conservation advisor at the World Wildlife Fund. Make a difference One of COA's founders, Father James Gower, a Catholic priest from Bar Harbor, urged his colleagues not to start "just another liberal arts college." Today, over 1,300 graduates later, COA remains committed to being different and making a difference. Students graduate with the conscience to make hard decisions and the tools to succeed in following their passions. College of the Atlantic graduates are engineers at NASA, national political activists, and corpo- rate presidents; they're also rabbis, art therapists, chellie pingree '79 > is the national president of Common Cause. and adventure recreation guides. Most important perhaps, our graduates genuinely like what they do and feel that their work matters to them and the world. > 3 < > ken hill > Professor of Education background > B.A. University of Michigan, 1987; Ed. M. Counseling Processes, Harvard University, 1990; M.S., Ph.D. Educational Psychology and Measurement, Cornell University, 1993, 1995. profiles course areas > adolescent psychology, introduction to counseling, educational psychology and learning theory An assignment in my adolescent psychology class is to have students select 10 songs that represent their adolescence, and then give these songs to classmates for analysis. Students examine the lyric content, historical references, tempo, beat, genre, and song order. It's a great personal-analysis tool, and it teaches about symbolic representation, culture, and gender predispositions. > Professor of Literature > karen waldron background > B.A. Hampshire College, 1974; M.A. Women's Studies, University of Massachusetts 1998; Ph.D. English and American Literature, Brandeis University, 1994. course areas > american literature, minority and women's literature, narrative and feminist theory COA students continually amaze and inspire me. They bring their vitality, questions, and desire to make a difference-as well as impatience with rote learning-into the classroom on a daily basis. Where else does a literature class have students com- menting about economics, ecology, and physics? If you love being on your toes with curiosity, and are willing to work hard because your own questions require it, COA is heaven. > john cooper > Professor of Music background > B.A. Trenton State, 1975; M.A. Trenton State, 1981. course areas > music fundamentals, improvisation, music history, guitar, piano, tutorials in all areas of performance, composition and theory I'm here to teach every student the language of music; how to speak it, write it, hear it, and how to use it as a means of creative expression. It's an essential communication tool. Students need to see and hear in different ways, and to connect different disciplines. They need to be a part of the beauty of music in a more direct way than just pushing the play button on their iPod. > helen hess > Professor of Zoology background > Ph.D. Zoology, University of Washington, 1981; B.S. University of California Los Angles, 1985. course areas > invertebrate zoology, biomechanics Our students bring great energy and commitment to their learning, both in and beyond the classroom. I've watched students participating in a seal necropsy, collecting data on tropical reef fishes in the Caribbean, and presenting data on clam population biology to marine resource officials. They embrace these activities with enthusiasm and attention to detail. > three resource areas Courses at COA are organized to encourage Course work and beyond a multiple perspective approach to problem At 300 students, the college is small and so are solving so students learn to apply knowledge the classes. The average class size is 13 students, in fresh combinations. The complex problems and 95 percent of all classes have fewer than 20 and issues of society and the environment are students. Small classes mean intense discussion, not departmentalized; solutions will be inter- collaborative problem solving, and extensive disciplinary, multi-faceted, and challenge student/faculty interaction. traditional boundaries. As your studies progress, you'll cultivate the COA clusters courses into three rather broad academic skills that will allow you to pursue categories or resource areas: Arts and Design, increasing degrees of independence. Advanced Environmental Sciences, and Human Studies. classes, on- and off-campus research, and inde- Each student takes at least two courses from pendent studies prepare you for an internship each area to guarantee exposure to multiple and your senior project, both requirements for disciplines. You will work with your faculty to graduation. develop your own individual course of study. Degree requirements also include 36 course While all COA graduates earn the Bachelor of credits, including courses in Human Ecology, Arts in Human Ecology degree, your academic writing, history, and quantitative reasoning; com- path is uniquely your own. munity service; and the Human Ecology essay. > 5 < THE arts > partial course listing Primitive Art Activating Space: Installation Art Renaissance Art Advanced Landscape Planning Seminar Sculptural Object in Performance Animation Shelter: Humans, Landscape, Architectural Design Studio and the Built Environment Ceramics Soundscape The Contemplative Photograph Theatre Workshop and the Human Quest Web Site Design and Basic Animation Contemporary Art World Music Constructing Visual Narratives Documentary Video Studio Graphic Design Studio Greek AM Historic Preservation Landscape Studio The History of Rock Improvisation in Music Introduction to Digital Photography and Printing Issues in National Park Planning lazz, Rock, and Blues: From Their Origin to the Present Landscape Design Studio Mass Media Experiment Modern Architecture: Survey of the 19th and 20th Centuries Painting the Figure Performance Art dru colbert > teaches museum studies, graphic design and exhibit design artistic_expression and design ART AS A MEDIUM FOR ACTIVISM AND CHANGE Arts and Design courses help students both history and applied options, such as develop and hone the technical and theatre, dance, instrumental instruction and aesthetic skills to communicate their performance art. message through performance and Arts and Design facilities include studios visual, audio, and digital media. At COA, that for painting, pottery, and sculpture; a digital message is often a call for action, a voice of design/graphics lab, a darkroom, a GIS lab, protest, or human ecological documentary. The as well as exhibition space in the Blum Gallery lines separating conventional media are blurred, and a performance stage/hall in the Gates but at the same time students develop basic Community Center. foundation skills and the artistic literacy neces- sary to articulate sophisticated concepts in a Art out of bounds meaningful and compelling fashion. In addition to the full-time Arts and Design fac- ulty, the college brings many visiting artists and Multiple media opportunities faculty to campus. There is a lively, uninhibited Introductory as well as advanced level courses air of the arts that permeates almost every aspect are offered in media including painting, drawing, of the college. Spontaneous performances, jam sculpture, film-based and digital photography, sessions, readings and exhibitions are all part of pottery, video, animation, and digital design. the character at COA. Music and performance offerings include > 7 < nishanta rajakaruna > teaches botany and evolutionary ecology V enviro > 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 > Allied Whale Worldwide Field Ecology and Data Analysis Fisheries and their Management Gender and Science Participants in the Allied Whale Genetics program become part of a close knit community of marine The History of Life mammalogy researchers living, Introduction to Oceanography learning, and working together. Introduction to Quantum Mechanics This experiential approach Making the Bomb takes off where most traditional syllabuses stop. Mammalogy The work at Allied Whale Marine Biology takes COA student and faculty Marine Policy researchers around the globe. From Antarctica to Bermuda, Mechanics and Energy from New Zealand to the Dominican Republic, from the Gulf Ornithology in the Lab and Field of Maine to the British Isles, COA students are studying cetacean populations and habitats, and they're getting a Physics and Chemistry of Rivers hands-on education in marine biology unlike any other. Piloting and Navigation Risk Marine Mammal Strandings River Ecology Allied Whale is authorized by NOAA Fisheries to respond to marine mammal emergencies and strandings from Penobscot Tropical Marine Ecology Bay to the Bay of Fundy. While most requests for assistance Winter Ecology involve ill or injured harbor seals, Allied Whale also investigates >8 < reports of stranded or beached whales and porpoises. david feldman > teaches physics and mathematics, and is associate dean for academic affairs exploration mental science EXAMINING THE INTERACTION OF PEOPLE AND NATURAL SYSTEMS The Environmental Science cur- lakes, streams and miles of undeveloped ocean- riculum reflects an ecological front. The college operates numerous off-campus approach to Biology, Chemistry, research stations, including Beech Hill Farm, a Mathematics, and Physics. This certified organic farm; as well as Mount Desert curriculum differs from other colleges in two Rock and Great Duck Island, both island light- very significant ways. First, we believe in sci- houses in the Gulf of Maine. ence with a conscience and values. While our scientific inquiry and research is objective, we A culture of environmental activism make subjective choices based on the principles It should be no surprise that COA students stand of Human Ecology. Second, COA's approach up for their beliefs and make their voices heard. incorporates historical, economic, aesthetic, and The college's Green Business Leadership Program literary analyses as part of our interdisciplinary helps students develop skills for bringing social scientific inquiry. responsibility and environmental stewardship to large organizations, businesses, and industries. Four season field research The Watershed Initiative gives students the While most undergraduate colleges offer oppor- opportunity to work with local communities on tunities for field study, none compares to what hydroecology issues. Allied Whale students COA has to offer. Our 35-acre campus is on respond to marine mammal strandings. Many Mount Desert Island in Frenchman Bay, with students initiate their own individual or small research vessels moored off the college's deep- group projects, often based on coursework or water pier. Adjacent to the campus is Acadia independent study. National Park, with its mountains, fields, forests, richard borden > teaches environmental psychology, personality and social development, and philosophy of human ecology. > partial course listing Native American Literature The Aesthetics of Violence Nineteenth Century American Women African American Literature Nonviolent Action and Peacemaking Agriculture and Biotechnology Politics of the World Trade Organization American Worlds: Comparative Colonialism Practical Activism in the Americas Public Policy and Organizational Planning Business as Unusual: Understanding Socially Technical Writing Responsible Business Classics in Philosophy: Kant's Critique of Pure Reason > nell newman, '87 The Consumer Society Contemporary Social Movement Strategies Nell Newman is co-founder Contemporary Women's Novels and president of Newman's Cultural Ecology of Population Control Practices Own Organics, which pro- Environmental Law and Policy duces high quality organic foods and premium organic Ethnicity and Politics pet food. Newman's Own The Future of Technology Organics, an independent Gender and Power Across Culture company from Newman's Geographic Information Systems Own, pays a royalty to Paul Newman, which is Green Technology then donated through a Heretics and Saints in Early Modern Europe grant process to non-profit organizations. Nell is also the History of the American Conservation Movement co-author of "The Newman's Own Organics Guide to a Good Life: Simple Measures That Will Benefit You and the Place Hydropolitics in a Thirsty World You Live" (Villard, 2003), with Joseph D'Agnese and fellow International Environmental Law COA alumnus James Cox. International Trade and Finance International Wildlife Policy and Protected Areas "I left school when I was sixteen. After working on a few peregrine release sites, I decided to go back to school. The Kilowatts, Crude Oil, Caribou: Science only college that appealed to me was COA, because of its and Politics of US Energy Human Ecology degree, its non-intimidating size, and the high Mountain Poets of China and Japan faculty to student ratio. My experience at COA showed me what education could be." > 10 < doreen stabinsky > teaches global environmental politics and international studies perspective human studies FOCUSING THE CONTEMPORARY HUMAN CONDITION opportunities. A delegation of COA students and faculty recently attended the Biosafety Protocol negotiations of the UN's Convention on The Human Studies curriculum combines the Biological Diversity in Brazil, while another humanities and the social sciences with a strong group of students studied reef ecology in Tobago. focus on concern for the human condition and advocacy for positive social and environmental Local impact change. The faculty in the Human Studies area Students and faculty also make connections with represents a genuine diversity in terms of back- the local island communities and the Park Ser- grounds and expertise, with advanced degrees vice in Acadia National Park. Courses in public in areas such as anthropology, economics, planning and policy; environmental policy and education, history, law, literature, philosophy, law; and geographic information systems include psychology, and religion. real work experiences in the community. Course work has included projects such as protecting International connections the local Union River watershed and developing It is appropriate that the Human Studies curricu- a commercial comprehensive development plan lum includes more than 40 courses dealing with for the nearby town of Ellsworth. international, global, or multicultural issues. Students from 42 different countries attend COA, making up 20% of the student body. This is quite unusual for a community of 300 students. The result is a cross cultural exchange that enriches the academic and social community, and opens the doors to international study Students and faculty on a field trip for the course Salmon: History and Policy of North Atlantic Fisheries. V internships/senior projects All COA students must successfully complete both an internship and senior project prior to graduation. The intent of these requirements is to allow students to test, rework, and refine what they've learned through self-directed and self-designed total immersion experiences. Real jobs, real experience COA internships are ten-week, full-time, off-cam- pus supervised work experiences in areas com- patible with each student's career path. Not only will you have the opportunity to test your skills, clarify your goals, and get real hands-on work experience, you'll also make valuable contacts for your future career. Most students complete sarah drummond, '05, senior project V "Parallel Worlds: internships during their junior year, and often an Four Seabirds of Great Duck Island," a multi-media exhibit in the college's George B. Dorr Museum of Natural History examining internship provides the impetus for a student's the leach's storm petrel, herring gull, black guillemot and common choice of senior project. eider. "I wanted the exhibit to give the viewer a sense of being in, or surrounded by the world of these species." > recent internship sites Andy's Organics, Pahoa, Hawaii Bryan Boatbuilding, Letete, New Brunswick, Canada English for Special Purposes Foundation, Ulaanbaatar, Mongolia Gatti Farm, Borgo val di Taro, Italy GreenWood, Inc., Sustainable Forestry Products, Copen, Honduras Marlborough Sounds Dolphin Project, Picton, New Zealand Museum of Arts and Design, New York, New York Museum of Indian Arts and Culture, Santa Fe, New Mexico Nuclear Medicine, Veterans Administration Medical Center, Decatur, Georgia Student Global AIDS Campaign, Washington, D.C. Sundance Film Institute, Salt Lake City Film Center, Utah School of English, UCA MiraFlor, Esteli, Nicaragua The Byre Recording Studio, Kiltarlity, Scotland rohan chitrakar, '04, internship > assisted in the making of Wildlife Care Center of Belize, Belmopan, Belize a film about the renovation of a Tibetan Buddhist Temple for the show NOVA on PBS. Women in Progress, Cape Coast, Ghana WorldFish Center, Penang, Malaysia > 12 < > real world research NUAIRE Advanced, independent work The Senior Project is a full-term, full-time commitment to independent study involving experiment, research, performance, or com- position of original work at an advanced level. It's each student's take on understand- ing and working effectively to address and solve some of the complex issues facing the environment. A number of COA grad- uates are engaged in academic research or entrepreneurial enterprises that evolved from their Senior Projects. > recent senior projects From left to right, Diana Kombe, Nishad Jayasundara, Eda Kapinova, and Jason A Documentary Movie: The Boat Yard Childers with Dr. Kevin Flurkey, senior scientist, Jackson Laboratory in Bar Harbor. of Broken Dreams An Imaging Study of the MHC COA's partnership with the Idea Network for Biomedical Research Class I-Related Receptor, FcRn Excellence (INBRE), funded in part by the National Institutes of Children in Translation: Stories from Chinese Health, enhances research and hands-on lab experience for students at nearby Jackson Laboratory and Mount Desert Island and Portuguese Biological Laboratory. These experiences often take the form of Costa Maya: Integrated Conservation internships or senior projects. Here's what students were doing & Tourism Management recently at Jackson Lab, which specializes in mammalian genetics Dog Sledding from Greenland to the Iditarod using mice as models. Educational Gaming: Experiencing History Through Software diana kombe > "My research at the Lab involved working on a Ethics in Development: In MBA Programs project analyzing the role and effects of growth hormone deficiency and in Practice on mature on-set diabetes and the aging process. Next year / will Fashion Photography and the Perception enroll in medical school at Ben-Gurion University in Israel." of Lifestyle Finback Whale Behavior Patterns: nishad jayasundara V "Throughout my senior year my focus Photographic Identification was on Type 1 Diabetes and understanding the role of a hormone Leadership Roles of Matriarch Elephants called Leptin in immune responses. / studied how this hormone affects certain biochemical pathways that are known to mediate in the Tsavo Ecosystem immune responses in cells. This fall / will begin my studies at The Miracle Mile: Urban Revitalization in Stanford University in Molecular Biology." Hoboken, New Jersey The Socioeconomic Impact of the eda kapinova > "I worked on auto-immune diseases, specifically Beijing-Singapore Highway systemic lupus erythematosus. We hoped to provide new insights Transforming How We Move and Mix: into the understanding of lupus and an eventual cure. My experi- Mobility in Mexico City ence at the lab better prepared me for the beginning of my gradu- Use of Stable Isotopes to Determine ate studies at the University of North Carolina-Chapel Hill." Health of Baleen Whales Witness of Trinity: The First Atomic Bomb, jason childers > "I'm working on various reséarch projects that July 16,1945, New Mexico study evolution. Currently I'm working with two populations of mice Women's Experiences of Sexuality and Aging comparing life history traits to isolated selective pressures that cause variation in growth and reproductive strategies." V juan pablo hoffmaister, '07 hometown San Jose, Costa Rica high school V Colegio San Luis Gonzaga, Costa Rica; United World College, Vancouver,B.C. internship > classes taken at COA Research on participatory decision making Comida y Communidad en Yucatan y Oaxaca for grant allocation at the UN University for Community Planning and Decision Making Peace and Global Environmental Facility in Development and Globalization Central America. Doing Human Ecology in Cross Cultural Settings senior project Economic Development Theory Analysis of financial mechanisms in inter- Environmental Chemistry: Water national treaties and the interaction between biodiversity and the objectives of the Rio Environmental Law and Policy Conventions on Climate Change regarding Environmental Health and Policy water supplies in the developing world. Ethnographic Research Methods From Native Empires to Nation States life after COA Human Ecology "Working in South East Asia on water and Human Infectious Disease Transmission environmental health issues. I am in love Hydro Politics in a Thirsty World with South East Asia since traveling there International Trade and Finance a few years ago. Introduction to Nonprofit Management Introduction to Econometrics Introduction to Piano Land Use Planning I Mission Statements to La Conference des Project Assessment: NGOs in the Field Nations Unies sur les changements Public Health Policy climatiques Seminar in Guatemalan History and Culture divers United The Consumer Society ENVIRONMENTAL Clim FROM AL HEAL TO LOCAL Tutorial: The Convention on Biological Diversity Writing Seminar V In October of 2005 at a UN confer- neighboring Nicaragua. By age 15 he ence in Bangalore, India, Juan Pablo had joined Youth with a Mission and was was elected to a two-year term to represent North raising money for housing and schools in Nicaragua, and American youth to the UN Environmental Programme later organized volunteers for similar projects with Habitat (UNEP). His first duty was to represent UNEP at the for Humanity in Costa Rica. November 2005 UN Conference on Climate Change in "I was drawn to COA because of its openness and Montreal. "The most rewarding part of working with youth sense of community. I was looking for a place where leadership in Montreal was seeing everything I've been passion-driven people can learn from each other. I found learning start to make sense, how different fields are inte- COA, and the sense of stewardship for the Earth among grated, and how we have to work together. Working to the students made me want to move from tropical Costa create consensus within groups has helped me become Rica to Maine. I didn't think undergraduate education someone who knows how to learn from others." could offer you this much. My current experience as Juan Pablo's environmental and humanitarian activism national programs coordinator for the NGO SustainUS is rooted in his experiences growing up in Costa Rica (www.sustainus.org) makes me appreciate the skills and during a time when war and hurricanes were ravaging knowledge I've acquired at COA." > 14 V international studies The International Studies Program extends the The Yucatán Term College's Human Ecology curriculum into inter- The International Studies Program is anchored in national and intercultural settings. We carry out a term-long intercultural immersion in Mexico's interdisciplinary and collaborative teaching and Yucatán Peninsula. This program is an innovative learning in field settings where students learn international field-based course in which several from being in the places that they are learning COA faculty accompany a small group of stu- about. dents in exploring the social, environmental, and cultural landscape of the region. The faculty Destination Tobago also support advanced studies in international COA's collaboration with the Buccoo Reef Trust settings in which students undertake a variety on the southern Caribbean island of Tobago is a of internships and senior projects. good example of the types of opportunities avail- able to students. In the spring of 2005, a small group of faculty and students spent three weeks on the island, helping develop a comprehensive plan for sustainable development. The group addressed issues of marine tourism, fishing, and aquaculture in relation to the island's fragile coral reef environment. Guatemala, In-depth The Guatemala Program is an opportunity for community-based research into the history, poli- tics, economy, and culture of Guatemala. Two on-campus fall semester courses provide the lan- guage skills and background preparation for 14 weeks of fieldwork in Mayan communities. > 15 < V allied programs ECOLEAGUE NATIONAL OUTDOOR LEADERSHIP SCHOOL COA students may take up to a year of classes at Credits earned through NOLS are transferable to COA. Alaska Pacific University, Antioch College, Green NOLS is the leading teacher of wilderness and leader- Mountain College, Northland College or Prescott ship skills that serve people and the environment. College. Students from these environmentally focused schools can also attend COA as visiting students. THE LANDING SCHOOL Approved COA students may enroll in The Landing THE UNIVERSITY OF MAINE School's Yacht Design Program. The school has a long COA students may take classes for degree credit. tradition of producing practical boatbuilding and design professionals who work on today's vessels, adapt to OLIN COLLEGE OF ENGINEERING the industry's evolving technology, and appreciate the COA students have the opportunity to study for up to traditions of the past. one year at Olin College of Engineering in Needham, Massachusetts, an innovative engineering education SEA EDUCATION ASSOCIATION program that bridges science and technology, enter- COA students experience the ocean from an array of prise, and society. academic and personal perspectives during SEA's full credit, 12-week, Woods Hole SEA Semester. The pro- SALT INSTITUTE FOR DOCUMENTARY STUDIES gram combines six weeks of on-shore coursework in COA students may enroll for degree credit. The experi- oceanography, piloting, maritime history and policy ential education programs of the Salt Institute collect, with six weeks of sailing and academic work on a tall communicate and preserve non-fiction stories about ship outfitted as an oceanographic research vessel. Maine people, culture and landscape as they relate to the larger world. international talk BEING AT HOME WITH THE WORLD Since 2000 College of the Atlantic has participated in the distinguished Davis United World Scholars Program, which provides scholarship aid to COA students from some of the best high schools around the world. The result is an unusually strong international diversity on a small campus: out of a total enrollment of just under 300 students, 20% are international, representing 42 different countries. Last spring, four students talked about living and learning on a campus alive with diversity. Kayla Pease '08 and Nick Brazier '06 are both from small Maine towns; Nakhit D'Sa '06 grew up in Mumbai, India, population 12 million, and Nick Brazier '06 Searsport, Maine Edina Hot '08 is from Bijelo Polje, Montenegro, population 100,000. kayla V Our dorm, Peach House, is really nikhit V When I look at myself | don't say, small. We have eight people. We have a girl "I'm Indian and he's a Mainer." It's more like, I'm from Montana and we have Edina from Nikhit, and he's Nick. I don't see the locality Montenegro, so we're learning new languages, as being a division. It's part of the experience. new cultures, new cooking, and we're also learning about other states within the U.S. edina V I know SO many people from around the globe, it makes the world seem nick V I brought a couple of friends to visit smaller than I thought. There's such an array of the college. They were saying, "How do you diversity here, it's easier to go traveling abroad. understand people, there are SO many different If I'm going to India, I'm sure I'm going to meet accents? I honestly don't even hear the up with Nikhit. accents, it's just a flow of conversation." Edina Hot '08 Bijelo Polje, Montenegro > 16 > five key reasons To Come to COA for Education Studies hands-on learning Every education course at COA includes a field component, for a variety of hands-on experiences for future educators. human ecology Teacher education based in the study of human ecology requires > education studies students to bring interdisciplinary thinking into the classroom. individual attention Education Studies develops committed, reflective educa- The average Education Studies tional leaders who bring intellectual passion and ecological class size is twelve and students wisdom to their teaching, both in public and private schools are taught by a professor, not a as well as outside the traditional classroom, as outdoor edu- teaching assistant. cators, interpretive naturalists, or environmental educators. global education Nearly thirty-six percent of all COA graduates work in the COA's curriculum includes inter- field of education. cultural perspectives to prepare students for international and cross-cultural educational Professional Teacher Certification settings. COA is granted authority by the State of Maine to award teaching certification, which is reciprocal in forty-two other international experience Our education students complete states. Certification is available in Elementary Education internships and senior projects all (grades K-8) and Secondary (grades 7-12) Life Science, over the world: studying literacy Social Studies, and English Language Arts. reform in Cuba, addressing ethnic COA has an excellent working partnership with local tensions in South African schools, schools, which gives students the opportunity to practice and examining one-room island schools in Maine. what they learn through hands-on experiences in class- rooms, after school programs, museums, alternative education settings, and summer camps. > partial course listing Adapting Instruction Environmental Education for Students with Disabilities Femininity and Masculinity Adolescent Psychology Go to School Children's Literature Intercultural Education Teaching English to Speakers Curriculum and Instruction Introduction to Counseling of Other Languages in the Secondary School Learning Theory Understanding and Managing Education Through Music Group Dynamics 17 V ^ 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 picks> GIRL just scratch the surface of what Queen Bees and Wannabees OUT responsible and creative citi- MEMORY by Rosalind Wiseman OF zens should be reading. FACES Brain-Based Learning MASKS by Eric Jensen RACHEL EDUARDO SIMMONS Odd Girl Out by Rachel Simmons Raising Cain by Dan Kindlon > john anderson and Michael Thompson Zoology, Behavioral Ecology, Anatomy, Physiology todd little-siebold picks> History, Latin American Studies The Mandarins by Simone de Beauvior picks> The Dialectical Biologist Selections from the Prison by Richard Levins and Richard Lewontin Notebooks by Antonio Gramsci Selected Poems by Rainer Maria Rilke El Senor Presidente Memory of Fire by Eduardo Galeano by Miguel Angel Asturias Zen and the Art of Motorcycle Maintenance Seven Myths of the Spanish by Robert Persig Conquest by Matthew Restall Slouching Toward Bethlehem by Joan Didion > davis taylor > nancy andrews Environmental and Resource Economics Performance Art, Video Cocteau the Film picks> picks> Natural Capitalism by Paul Hawken, Cocteau on Film: Conversations Amory Lovins and L. Hunter Lovins 30 illustrations with Jean Cocteau 8623 INVOSED NEVOCRITER Science is Fiction: The Films of Natural AMERICA Capitalism Arctic Dreams by Barry Lopez Jean Painleve PAUL HAWKEN AMORY LOVINS HUNTER The Secret Life of Puppets by Victoria Nelson Illuminations by Walter Benjamin > karen waldron Literature and Writing; Minority, Virginia Woolf > bill carpenter AMERI- Cultural, and Feminist Theory THE VOYAGE OUT picks> Literature, Creative Writing, The Collected Works of T.S. Eliot Comparative Mythology PSYCHO The Doctor's Wife by Sawako Ariyoshi picks> any books by Virginia Woolf, Satanic Verses Herman Melville, Toni Morrison, by Salman Rushdie EASTON Dante, or Karl Marx / American Psycho by Bret Easton Ellis ELLIS V island research center (IRC) focuses on studies of island ecology both in the Gulf of Maine and else- where. "Home away from 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 conduct 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 existing landscape, vegetation, bird nesting patterns, as well as historic distributions of species on the island. This GIS grows in detail every year. For many students 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. In Fall of 2005 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. V ben nimkin,'07 classes taken at COA Advanced Graphic Design hometown Salt Lake City, UT Biology through the Lens high school West High School, Salt Lake City; Realms of Inquiry, Salt Lake City Business as Unusual: Understanding Socially Responsible Business internship Documentary Photography Documentary Video Studio Salt Lake City Film Center researching films for community screenings; also filmed short segments on the Sundance Film Festival for local TV. Ecology: Natural History Enthographic Research Methods senior project Film Studies Producing a documentary film examining a large alternative community Graphic Design Studio I in southern India. The community, Auroville, has thrived since it was established with the help of UNESCO in 1966. Group Study: The Parallels of Fictional Hyperreality life after COA History of Filmmaking: 1946-Present "Graduating from college is just the initial phase in what I hope will be Human Ecology a very thorough education in life. I am sure I will become a filmmaker." Intermediate Percussion Intermediate Video: Studio and Strategies Introduction to Piano After two years in Introduction to Chaos and Fractals public high school, Ben Introduction to Arts and Design transferred to a small alterna- Jazz, Rock and Blues tive independent school. The Philosophy of Nature traditionally structured cur- Photo Studio I: Digital Photography riculum at West High School Principles of Comedic Improvisation wasn't a good fit for Ben's broader curiosities. "I am easily fascinated Soundscape by a multitude of subjects and topics. I live for the 'AH-HA!' moments. Trees and Shrubs of Mount Desert Island When I came to COA I got that feeling, that this was the place for me." World Ethonography in Film COA's interdisciplinary curriculum resonates with Ben. "There are few colleges on the planet that allow a student to decide Writing Seminar every aspect of his or her education from the first day on campus. At COA, each person has an altogether unique experience." "Looking back at my first year of college, I am surprised how much I have changed and grown. It's a grand metamorphosis. You basically know everybody on campus by the end of your first term. It's a brilliant community of people to lean on-and learn from. "I learned about Auroville during my intern- ship. I'm fascinated by alternatives to the norm, and how this community can create new paradigms for the ways people live and work. This is an issue that needs to be addressed." > 20 < NATIONAL GEOGRAPHIC AND COA support a natural connection research knowledge Since 1888 the National Geographic Society has 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. greg stone '82 > amy toensing '93 V Dr. Stone is Vice President for Photojournalist Amy Toensing Global Marine Programs at works on assignment for national the New England Aquarium and international publications, in Boston. He has conducted including National Geographic pioneering research on marine magazine, The New York Times, mammals and played an active Newsweek, Fortune, and The part in world ocean policy. He Boston Globe. She has done grad- has led several expeditions uate work in Visual Communications at Ohio for the National Geographic University and has received numerous awards from Society and produced an award-winning series the International Pictures of the Year competition. of conservation films. His book Ice Island was Toensing's stories are intimate photo essays reflecting the winner of the 2003 National Outdoor Book the lives of ordinary people around the globe. Award for Nature and the Environment. "My relationships with faculty "COA was my gateway to the world of marine and students at COA were biology and conservation. I grew up in an urban crucial in learning to think environment. The emphasis on field work at COA critically. I | always left the was like tonic to my spirit. That com- classroom feeling like my bined with the close relationship brain had been twisted GENATIONATIC between students and faculty in a around. small class setting was perfect. "COA taught me to look at the world in a more I started studying the Gulf of complex way, which ultimately helped me to perceive Maine at COA, but my work and see with more insight and compassion. It's these now takes me throughout skills, more than the ability to use a camera, that are the world." essential to my work as a photojournalist. My job is to connect those who see my work to humanity." ABP Exploring Antarctica's Islands of KIOMA involvement student life YOUR OWN LIFESTYLE, YOUR OWN COMMUNITY Student life at the College is about students exploring who they are as scholars, and as people. A significant MOXIE part of that process involves helping students understand their relationship to the larger, communal whole. At COA it's about creating space for stu- dents to think critically about their beliefs and their actions, and to pre- pare them to be global problem- solvers. For many students, campus life is the first opportunity for this kind of self exploration. The College's mission attracts students who There are no intercollegiate sports at the college, are comfortable with alternative viewpoints and but you'll find pick up soccer and softball games, a certain degree of uncertainty. This is reflected canoes and kayaks, and informal groups of stu- in a campus atmosphere that balances consisten- dents dedicated to rock climbing, scuba diving, cy and spontaneity in and out of the classroom. or musical improvisation. > 22 < XXX 91 G The All-College Meeting COA governs itself through a combination of par- incoming first-year students. Each year returning ticipatory and representative democracy. Students students serve as Resident Advisors, assisting serve on all committees, with full voting rights. new students in their transition to college life. The weekly All-College Meeting is moderated by a student and is an open forum to review the Blair Dining Hall work of committees and discuss any issues of Fondly referred to as importance to the campus community. "Take-A-Break," the college's dining hall serves three meals a > housing and dining day, Monday through Friday. And the food is really good! Organic Rooms with a View vegetables from the college's Beech Hill Farm, There are five student residences on campus, made from scratch breads, soups, and sweets, each with its distinctive appeal. Blair-Tyson is and vegetarian, vegan, and meat options are the one "dorm" built by the college specifically available for all meals. It's good enough to be for that purpose. Like all campus housing, it voted best college food by Princeton Review's includes dining spaces and kitchens fully equip- Best Colleges, and it's been featured in Gourmet ped with appliances, cookware, and utensils. and Saveur magazines. The other four residences are former private Weekend meals are left to student's discretion, "summer cottages" built during Bar Harbor's although collaborative dining is encouraged. heyday as a resort community. Over a third of Students living off-campus may purchase students live on-campus, with priority given to a meal card at a reasonable price. > 23 < SCOVERY 169 mount desert V living on an island AN SLAND OFF THE COAST, A COLLEGE ON THE BAY COA is located on a 270-square mile island in 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 as well as for recreation. Over 100 miles of trails traverse the park's mountains, woodlands, wetlands, and shoreline. > green housing initiative 5/28 Him aine zach davis > second from left, reviews plans for the new student housing complex with other students on the campus planning committee. > Recent COA graduate Zach Steele headed the Campus Committee for Sustainability while an undergraduate and championed the effort to build sustainable (green) student housing on campus. Current students Grace Bowmer and Zach Davis are carrying on that initiative as members of the college committee planning the design and construction of new student housing and the new campus center. As a result, the new plans incorpo- rate many green strategies and tech- nologies into both projects including the use of a wood pellet fired boiler to provide heat, solar panels on student housing, energy efficient building envelopes, green mat- erials, and strategic use of day lighting. outdoor orientation program Scuba diving in Frenchman Bay, exploring the Allagash Wilderness by canoe, or backpacking the Appalachian Trail. How would you like to begin your college experience? Whether you're an experienced trekker, or have never even picked up a paddle, COA's Outdoor Orientation Program (OOPS) trips are an oppor- tunity to get to know your classmates, practice teamwork, and experience Maine's wilderness ecology first hand. Trips are six days in length and involve off-campus travel and camping. There's enough variety in the trip offerings to accommodate varying degrees of skill and expe- rience. Canoe and sea kayak trips are appropriate for both novice and more experienced paddlers. Hiking and backpacking trip options include car accessible campsites as well as wilderness sites reached only by backpacking. Participation in Scuba trips requires PADI or SSI certification at the Scuba Diver level or above. Rock climbing trips are geared to introductory level students. One thing all OOPS trips participants seem to experience is a sense of greatness: the expanse of the waters, the miles of unspoiled wilderness, or the sight of a moose or a bald eagle up close for the first time. You'll paddle the shorelines that Verrazano explored, you'll trace Henry David Thoreau's journeys through the Maine Woods, you'll gaze across the same landscapes that Frederic Church celebrated in his oil paintings. It's an inspiring way to start your college career. > 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 1 George B. Dorr Museum of Natural History 6 Newlin Gardens 13 Nature Trail - 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 - Camp Community Lounge 17 Monk's Tower 4 Arts and Sciences Building - Seminar Room 18 North Lawn - Eno Greenhouse 8 Thorndike Library - Geographic Information Systems 19 Rough Arts Studio - Laboratories/classrooms/studios 9 Office of Admission 20 Artist Studio — Greene Laboratory of Botany 10 Beatrix Farrand Gardens - Christensen Laboratory of Zoology 21 Ceramics Studio — Faculty offices 11 College Pier 22 Community Gardens 5 Gates Community Center 12 R/V Indigo - Meeting Hall/Performance Space - Graduate Office/faculty offices > 28 < Frenchman Bay 26 36 27 29 32 28 35 39 30 41 40 P P 31 Turrets Entrance 11 23 5 TURRETS ENTRANCE RESIDENTIAL HOUSING 23 Turrets 28 Outdoor Equipment Shed 27 Ryles - Office of the President 29 Davis Center of International - Administrative and Academic Deans and Regional Studies 33 Cottage - Office of Development/Public Relations - Center for Applied Human Ecology 34 Blair/Tyson - Allied Whale — Island Research Center - Great Hall - International Studies Resource Room 35 Peach House - Classrooms — Common Room/classrooms 36 Seafox - Education Studies - Faculty offices - Summer Programs FACULTY OFFICES - Registrar 30 Davis Garage 37 39 40 41 24 Turrets Garden 31 Davis Carriage House 32 Witch Cliff 25 Garber Memorial 38 Dean of Student Life 26 Sea Urchins > 29 < > admission & financial aid THE CHARGES FOR TUITION, ROOM, BOARD AND FEES FOR THE COLLEGE YEAR 2006-2007 ARE AS FOLLOWS: College of the Atlantic approaches the Admission process much as it approaches learning: we focus on The cost of COA may appear as Tuition $27,705 the individual strengths of the student, encourage if it is financially out of reach Fees $435 creativity, and hope you will both ask lots of ques- for you. Do not be discouraged. Room $4,800 tions AND share your ideas with us. 70% of COA students receive We believe the first step in applying to COA is Board $2,910 financial aid. actually getting to know the college. Is this the kind Total $35,850 of place where you'd be happy? Would you want to live here for several years? More importantly, is this where you would want to LEARN for several years? We respect individuality and our application Will the college help you to tap into your passions review is characterized by a personal approach. In and provide you with the resources to further arriving at a decision, the admission committee explore ways in which you can affect humans' rela- (made up of admission counselors, faculty and stu- tionship with the environment? If you are filling out dents) looks for evidence of the following: an application to COA, we want it to be because you are excited about the college. To that end, we invite > academic preparation and achievement you to visit COA. > intellectual curiosity and enthusiasm for learning > a desire to be a part of a small college VISITING COLLEGE OF THE ATLANTIC with a human ecology focus We welcome and encourage prospective students to > a tendency to seek out intellectual visit the campus. You may schedule a tour of the col- and personal challenges lege, have an admission interview, sit in on classes, meet with professors and students, eat some of our An application for admission is complete when the top-rated college food, and participate in campus Office of Admission has received all of the following: activities. Parents are also welcome. We encourage you to schedule your visit Monday through Friday 1) a completed application form and $45 when classes are in session. Students may stay application fee, overnight in a campus residence and we can provide parents with a list of suggested hotels and inns (as 2) a personal statement as well as answers well as suggestions for activities and restaurants). We to all the short essay questions, can provide you with driving directions and we'll be pleased to pick you up at the airport or bus station. 3) at least two teacher recommendations, Please call COA's Office of Admission to arrange your campus visit. We look forward to showing you 4) official transcripts of all academic work, this amazing college on the coast of Maine. If you are unable to make it to Maine to visit COA, 5) a personal interview-although not required we hope you will visit our website at www.coa.edu; we strongly recommend one for all candi- take the campus tour, explore the academic offer- dates. If you are not able to meet with us ings, review student projects and check out campus in person, you may request an alumni, activities. We are happy to put you in e-mail or off-campus, or telephone interview. phone contact with a faculty member or current stu- dent as well. Standardized tests scores are not required, although they can be helpful in assessing the academic abili- THE ADMISSION APPLICATION ty of students from schools which do not give grades Once you've gotten a good sense of COA and recog- or have nontraditional programs. Approximately half nize that it suits your interests, style of learning, and of the applicants to COA submit either SAT or ACT personal philosophy, we hope you will apply for scores. Should you wish to submit scores, our CEEB admission. The application process is a personal and code is 3305. We accept the Common Application highly individualized one. If you need help, you may and ask that you fill out our supplemental form in reach us by phone five days a week during normal addition to the Common Application; a supplement business hours, e-mail us at inquiry@coa.edu or is available by calling the Office of Admission or write to us. downloading it at www.coa.edu. > 30 < ADMISSIONS PLANS REGULAR ADMISSION DEADLINES College of the Atlantic offers several admission plans First Year for prospective students. Applicants for the fall term > Admission application due by February 15 must apply under one of these plans. > COA responds to applicants by April 1 Students who have come to the decision that > Enrollment deposit due by May 1 COA is their first choice are invited to apply under either one of the College's Early Decision plans. Transfer Students who file Early Decision I applications with > Admission application due by April 1 all accompanying credentials by December 1 will > COA responds to applicants by April 25 receive a decision by December 15. Those filing > Enrollment deposit due by May 15 Early Decision II applications with all accompanying credentials by January 10 will receive a decision by Financial Aid January 25. > FAFSA filed by February 15, 2006 In submitting an Early Decision application, a stu- dent enters into an agreement whereby, if admitted, > Institutional Financial Aid form and Non- she or he will enroll at COA and immediately with- Custodial Parent's Statement due at COA by draw all applications to other colleges. February 15 An applicant wishing to apply as either an Early Decision I or Early Decision II candidate should > COA responds to first year applicants by April check the appropriate box on page one of the COA 1; transfer applicants by May 1. application or on the Common Application supple- ment. He or she should also initial the Early TRANSFER OR VISITING STUDENTS Decision agreement above the signature on page College of the Atlantic welcomes applications from two of the COA application form or on the Common transfer students. About 20 percent of all new stu- Application supplement. dents annually are transfer or visiting students. A student may transfer a maximum of 18 credits APPLICATION DEADLINES AND to COA (the equivalent of 60 semester hours or 90 ADMISSION NOTIFICATION quarter hours). Although an evaluation of credit is First year students must apply by February 15th in not final until after enrollment, students may receive order to be considered for fall admission. One must preliminary evaluations by contacting the Registrar. apply by November 15 and February 15 for winter Students who wish to spend one or more terms and spring term admission, respectively. at COA and transfer college credit to another institu- Admitted students wishing to accept an offer of tion should apply as visiting students. Applications admission and reserve a place for themselves in the for visiting students are available by calling or class must pay a $300 non-refundable enrollment e-mailing the Office of Admission. deposit by May 1. Those admitted for winter or spring terms are required to a pay a deposit within INTERNATIONAL STUDENTS 14 days if they wish to accept an offer of admission. COA welcomes applications from highly qualified international students. Applications for international EARLY ADMISSION DEADLINES students are the same as those for first-year and transfer students. Application requirements are iden- Early Decision I tical, except that international students are also > Admission application due by December 1 required to submit one of the following: TOEFL > Estimated Financial Aid form due by score, SAT score, predicted IB score for English. December 10 International students are also required to submit a > COA responds to applicants by December 15 Certification of Finances Form. We are proud to offer the Davis Scholarship to students who graduate from Early Decision II the United World Colleges and are admitted to COA. > Admission application due by January 10 > Estimated Financial Aid form due by January ADULT STUDENTS 20 Older students of non-traditional college age wish- > COA responds to applicants by January 25 ing to take courses or pursue a degree are invited to inquire and become better acquainted with the College. Adult students are encouraged to contact the Office of the Admission early in the admission process to arrange a personal interview. > 31 < ADVANCED PLACEMENT/INTERNATIONAL ADMISSION AND FINANCIAL AID STAFF BACCALAUREATE Sarah G. Baker Director of Admission College credit may be given for superior perform- ance in the CEEB Advanced Placement examinations Bruce Hazam Director of Financial or the College Level Examination Program. Scores Aid/Admission should be sent directly from the testing source. COA Counselor credit normally will be granted for scores of '4' or Donna McFarland Associate Director of higher. For International Baccalaureate (IB) work, Admission and Student two COA credits will normally be given for scores of Services '5' on higher level exams. A full year's credit is Tony Victor Assistant Director awarded for a score of '34' or higher on the compre- of Admission hensive exam. These credits are officially recorded Sarah Hammitt Admission Counselor only following successful completion of the student's Kevin Hastings Admission Counselor first year at COA. Laurie Ward Assistant to the Director of Financial Aid DEFERRED MATRICULATION Students wishing to defer Fall matriculation may do so prior to June 1 by sending a written request to the FINANCIAL AID Director of Admission and paying a $400 non- The Higher Education Act of 1965 was created to refundable deposit ($200 of which will be applied to help make post-secondary education accessible to a the student's first term tuition bill). Matriculation will wider portion of the population. The underlying prin- be postponed for up to a full academic year, subject ciple is that the student and the student's family to successful completion of any academic work share the primary responsibility for funding the stu- completed during that time, as well as continued dent's higher education, while the government pro- confidence in the quality of the student's personal vides assistance to those with demonstrated need. character. Additionally, institutions such as COA are taking on greater levels of support to help students narrow the 2006-2007 Schedule gap in paying for their education. Assessing financial aid eligibility starts with filing Fall Term Begins September 6 the Free Application for Federal Student Aid (FAFSA) Classes end November 17 which can be found at www.fafsa.ed.gov. If you do not have access to a computer, paper FAFSAs are Winter Term Begins January 2 available at high schools and college financial aid Classes end March 9 offices. COA also requires that its own short applica- tion be completed; it can be downloaded at Spring Term Begins March 26 www.coa.edu. The information on these forms helps Classes end June 1 to establish the expected family contribution, or EFC. Subtracting the EFC from COA's cost of attendance Fall Tour determines the student's unmet need. This is where Open House the Financial Aid Department comes in, putting for Seniors October 9-10, 2006 together a package of aid that may include assistance such as a COA grant, a federally subsidized Stafford Contact the Office of Admission for Details. Student Loan, and a work study award. COA is also proud to award a small number of merit-based CONTACTING THE OFFICE OF ADMISSION Presidential Scholarships to those students exhibiting Please reach us exceptional academic achievements and citizenship by phone, toll free at (800) 528-0025 qualities. (207) 288-5015 The FAFSA is available in December and needs to be submitted by February 15 (but no sooner than E-mail inquiry@coa.edu January 1). The college's Title IV code is 011385. COA's deadline for all financial aid materials is also Web www.coa.edu February 15. It is important that families keep this in mind and get their tax information filed as early as Mail Office of Admission possible. Late applicants risk receiving smaller College of the Atlantic awards. MORE INFORMATION ABOUT FINAN- 105 Eden Street CIAL AID IS AVAILABLE ON OUR WEB SITE OR Bar Harbor, ME 04609 FROM THE FINANCIAL AID OFFICE. > 32 < Carpenter, William Petersen. Christopher B.A. Dartmouth College, 1962; B.A. University of California, Ph.D. English, University of Minnesota, 1967. Santa Barbara, 1976; Literature, creative writing, comparative mythology Ph.D. Ecology and Evolutionary Biology, University of Arizona, 1985. Cass, Donald Ichthyology, marine ecology B.A. Carleton College, 1973; Ph.D. Chemistry, University of Planchart, Antonio California Berkeley, 1977. B.Sc. Texas A&M University, 1989 Chemistry, physics, mathematics Ph.D. Vanderbilt University, 1995. Molecular control of vertebrate spermatogenesis; Cline, Kenneth computational discovery of novel gene B.A. Hiram College, 1980; promoter events J.D. Case Western Reserve University, 1983. Public policy, environmental law Rajakaruna, Nishanta B.A. Human Ecology, Colbert, Dru College of the Atlantic, 1994 B.F.A. Auburn University, 1980; M. Sc in Botany 1998-Plant Ecology, The M.F.A. The School of the Art Institute University of British Columbia, Vancouver, BC of Chicago, 1997. Ph.D. in Botany 2002-Evolutionary Ecology Museum studies and exhibit design The University of British Columbia, Vancouver, BC Cooper, John Plant ecology, botany and evolutionary ecology B.A. Trenton State, 1975; M.A. Trenton State, 1981. Ressel, Stephen faculty Music fundamentals, aesthetics of music, B.S. Millersville University, 1976; improvisation M.S. University of Vermont, 1987; Ph.D. Ecology and Evolutionary Biology, Cox. J. Gray University of Connecticut, 1993. B.A. Wesleyan University, 1974; Ecology, biology > president of COA Ph.D. Vanderbilt University, 1981. David F. Hales Political economics, history, conflict resolution Stabinsky, Doreen B.S. Hardin-Simmons University, 1966; B.A. Lehigh University, 1982; M.A. Political Science, University Feldman, David Ph.D. University of California, Davis 1996. of Oklahoma, 1987. B.A. Carleton College, 1991; Agricultural policy, international studies and global Ph.D. Physics, University of environmental affairs California, Davis, 1998. Mathematics, physics Tai, Bonnie > COA faculty B.A. Johns Hopkins University, 1986; 2006-2007 Hess, Helen Ed.M. Technology in Education, Anderson, John B.S. University of California Los Angeles, 1985; Harvard University, 1990; B.A. University of California, Berkeley, 1979; Ph.D. Zoology, University of Washington, 1991. Ed.D. Learning and Teaching, M.A. Ecology and Systematic Biology, Invertebrate zoology, biomechanics Harvard University, 1999. San Francisco State University, 1982; Philosophy of education, educational methods Ph.D. Biological Sciences, Hill, Kenneth University of Rhode Island, 1987. B.A. University of Michigan, 1987; Taylor, Davis Zoology, behavioral ecology, anatomy, Ed.M. Counseling Processes, B.S. United States Military Academy, 1985; physiology Harvard University, 1990; M.S. University of Oregon, 1994; M.S., Ph.D. Educational Psychology and Ph.D. Economics, University of Oregon, 1995. Andrews, Nancy Measurement, Cornell University, 1993, '95. Environmental and resource economics B.F.A. Maryland Institute Education, psychology College of Art, 1983; Todd, Sean M.F.A. The School of the Art Institute Kozak. Anne B.Sc. University College of North Wales, 1988; of Chicago, 1995. B.A. Salve Regina College, 1959; Ph.D. Biopsychology, Memorial Performance art, video production M.A. English, St. Louis University, 1962. University of Newfoundland, 1998. Writing, literature Marine mammal physiology and behavior Beal, Elmer B.A. Bowdoin College, 1965; Little-Siebold. Todd Visvader, John M.A. Anthropology, University of B.A. University of Massachusetts, B.A. Philosophy, CUNY, 1960; Texas at Austin, 1977. Amherst, 1985; Ph.D. Philosophy, University of Ethnology, anthropological theory, M.A. University of Massachusetts, Minnesota, 1966. traditional music Amherst, 1990; Philosophy, philosophy of science, Ph.D. Latin American History, history of ideas Borden, Richard Tulane University, 1995. B.A. University of Texas, 1968; History, Latin American studies Waldron, Karen Ph.D. Psychology, Kent State B.A. Hampshire College, 1974; University, 1972. Mancinelli, Isabel Ph.D. English and American Literature, Environmental psychology, personality B.S. Catholic University of America, 1975; Brandeis University, 1994. and social development, contemporary M.L.A. Landscape Architecture, Literature and writing; minority, cultural, psychology, philosophy of human ecology Harvard University, 1981. and feminist theory; American studies Community and regional planning, Camp. David landscape architecture > lecturer B.A. University of North Carolina, 1980; M.A. Folklore, University of North Carolina; McMullen, Ernest Swann, Scott Ph.D. Anthropology, University of Art, University of Maryland, B.A. College of the Atlantic, 1985; North Carolina, 2002. Portland Museum School, Portland State M.Phil. College of the Atlantic, 1994. Anthropology, folklore, ethnography University, Oregon, 1965-1970 Ecology, ornithology Ceramics, visual studies Carpenter, JoAnne In its employment and admissions practices College of the B.A. University of Massachusetts, 1962; Morse, Suzanne Atlantic is in conformity with all applicable federal and state M.A. Art and Architectural History, B.A. University of California, Berkeley, 1980; statutes and regulations. It does not discriminate on the basis University of Minnesota, 1970; Ph.D. Botany, University of California, of age, race, color, sex, marital status, religion, creed, ancestry, M.F.A. Painting, University of Berkeley, 1988. national or ethnic origin, or physical or mental handicap. Pennsylvania, 1993. Applied botany, plant ecology, tropical studies However, The College is a dynamic community and must reserve the right to make changes in course offerings, degree Art history, architectural history, painting requirements, regulations, procedures, and charges. V to 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 crossing 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 avail- able to Bar Harbor Airport and Bangor International Airport. Bus service is available to Bangor and Ellsworth. > credits Editors: Sarah Baker and Michael Mahan Photographs: John Anderson, Ashley Bakken, Doug Barkey, Andrew Campbell, Paul Davis, Robin Farrin, Jon Hatch, Richard Hill, Toby Hollis, Story Litchfield, Richard MacDonald, James Marshall, Fielder Mattox, 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 Bar Harbor, ME Permit #47