A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST marine research in the caribbean > students collaborated with the Buccoo Reef Trust in Tobago to create a sustainable development plan for the island's fragile coral reef environment. College of the Atlantic lite changing world changing. > 2005-2006 > sarah drummond '05 hometown > Woodland, Colorado high school V Home Schooled > life after COA Watson Fellowship: "Inquiring Eyes: Natural History Artists and Island Exploration," travel to London, Argentina, Chile, Tahiti, Australia, New Zealand and Sri Lanka to follow the paths and the work of the great naturalist illustrators who accompanied early exploratory voyages in the era before photography. > internship > classes taken at COA Field biology research assistant on Great Duck Island. Studied 3D Design Studio herring gull chick development and growth rates; designed a Animal Behavior study analyzing the effects of researcher-induced disturbance on gull colonies. Art of the Puppet Biology I > senior project Chemistry I "Parallel Worlds: Four Seabirds of Great Duck Island," a multi- Conservation Biology and Policy media exhibit in the college's George B. Dorr Museum of Constructing Visual Narratives Natural History examining the leach's storm petrel, herring gull, black guillemot and common eider. "I wanted the exhibit Creation and Management of Protected to give the viewer a sense of being in, or surrounded by the Areas: An International Perspective world of these species." Ecology: Natural History Ecology and Literature of the Sea "I can never decide whether this is an artist who Evolutionary Ecology is fascinated by science or a scientist who does art, Field Ecology and Data Analysis but we all benefit from the outcome." That's COA From Native Empires to Nation States professor of Zoology John Anderson, referring to Human Ecology Core Course Sarah, who worked with him during her internship on Great Duck Island. Independent Study: Nature "John's approach is very 'hands-off,' and he's Drawing Invertebrate Images always been very supportive of my interdisciplinary Independent Study: Portraits in Oil interests. He lets his students design and carry out Island Life their own work with minimal input. As a learning Mammalogy technique this is highly effective. I made a lot of Marine Mammal Biology mistakes, but 1 gained a great deal from the process Museum Experience: Exhibit Development, and learned to think proactively." Design, and Construction For Sarah, COA's interdisciplinary approach and Ornithology emphasis on self-directed learning has been a per- Painting the Figure fect fit. "COA was the only college I applied to. I Primitive Art went to school only part-time after 5th grade, and River Conservation did home schooling in high school. I was very used River Ecology to planning what I wanted to do and being very self Renaissance Art directed, so this was a great place to continue." Technique, Skill and Vision: During her four years at COA, Sarah has Problems in Advanced Painting served as a resident advisor, participated in a Theatre Workshop number of theatrical productions, and spent a The History of Life lot of time drawing. "I can't remember a time when I didn't draw. Once I started to draw from Topics in Physiological Ecology life, | realized | could see in ways | didn't know Tropical Marine Ecology before, in ways most people never do." 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 V ^ steve ressell > professor of biology and ecology leads a winter ecology field trip. V human ecology Since its founding in members of the 1969, 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 nur 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. dan farrenkopf '93 > is a founding partner of Lunaform, a company that produces large garden vessels. 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 E 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- chellie pingree 79 > is the national president of Common Cause. rate presidents; they're also rabbis, art therapists, 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 V ^ V rohan chitrakar, '04 hometown Kathmandu, Nepal high school V Li Po Chun United World College of Hong Kong > life after COA Boston University for an M.F.A. in Film Production. I would like to make films about social struggles in conflict-affected areas of the world. > internship Assisting in the making of a film about the renovation of a Tibetan Buddhist Temple for the show NOVA on PBS. V senior project Produced a documentary video about visually handicapped children living in the Early Rehabilitation Center, a residential care facility in Nepal. > classes taken at COA Animation "The college's philosophy Art Practice and Concepts of interdisciplinary learning Contemporary Culture and the Self and its vision of a good global Digital Image Studio citizen attracted me to COA. Documentary Video Studio I wanted to explore social Documenting A Life: Video Based Fieldwork development through mul- Energy and Consumption in Developed tiple perspectives. COA and Developing Nations allows students to exper- Electricity, Magnetism, and Modern Physics iment with theory and practice in wide-ranging disciplines Environmental Issues in Developing Countries and across geographic boundaries. COA is a safe, small, Experiential Education beautiful, concerned, encouraging, and challenging envi- Geographic Information Systems ronment for learning! Human Ecology Core Course "One memorable moment in class at COA was Improvisation in Music when, after having worked on it all term, I screened Intermediate Video: Studio and Strategies my documentary video for my subject. I had spent half Introduction to Quantum Mechanics of the term interacting with and gathering footage of Life Drawing the subject, a visually challenged child. Then I edited Marching and Dancing for Social the video footage for the rest Movement: An Animation of the term. I wanted to por- Painting the Figure tray this child through my camera Postcolonialism lens in the most respectful and Problems in Advanced Painting beautiful manner possible. When I completed my final edit, | invited Social Reform in the United States from 1760-1850 my subject to view and hear it Soundscape during our class screening. I felt Studying Character and Narrative very vulnerable throughout the Through Video Documentary screening. When the video The Nature of Narrative ended and the lights went up, I The Twentieth Century caught a glimpse of my subject's Theories of Development face smiling. That simple gesture moved and inspired me tremen- Writing and Speaking for ESL Students dously. That was one of my most Writing Seminar rewarding moments at COA." high has > 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 hone 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 each pendent studies prepare you for an internship area to guarantee exposure to multiple disci- and your senior project, both requirements for plines. You will work with your faculty to devel- graduation. op your own individual course of study. While Degree requirements also include 36 course all COA graduates earn the Bachelor of Arts in credits, including courses in Human Ecology, Human Ecology degree, your academic path is writing, history, and quantitative reasoning; com- uniquely your own. munity service; and the Human Ecology essay. in ^ V and glance at Van Gogh art for tree and arts ben nimkin and menemsha grey > with posters they created for the course Advanced Design Studio: Graphic Attack. > partial course listing Primitive Art Renaissance An Activating Space: Installation Art Advanced Landscape Planning Seminar Sculptural Object in Performance Shelter: Humans, Landscape, Animation and the Built Environment Architectural Design Studio Soundscape Ceramics The Contemplative Photograph Theatre Workshop Web Site Design and Basic Animation and the Human Quest World Music Contemporary Art Constructing Visual Narratives Documentary Video Studio Graphic Design Studio Greek Art Historic Preservation Landscape Studio 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 Mass Media Experiment Modern Architecture: Survey of the 19th and 20th Centuries Painting the Figure Performance Art john cooper > teaches music fundamentals, aesthetics of music, and improvisation. 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 V enviro > partial course listing Advanced Biomechanics Agroecology of the Yucatan Animal Behavior Biology of Fishes V Chaos and Complex Systems april mauro, '04 Chemistry for Consumers Co-evolutionary Ecology Computer Assisted Data Analysis > internship Conservation Biology and Policy Assistant researcher on an Ecology and Literature of the Sea elephant project on the Taita Wildlife Conservancy in Kenya. Entomology The project involved gathering Evolutionary Processes in Plants demographic data to build Field Ecology and Data Analysis an individual identification Fisheries and their Management database for the elephant Gender and Science population. Genetics > senior project The History of Life "The Leadership Role of Matriarchs in Elephant Cow/Calf Introduction to Oceanography Groups in the Elephant Population of Tsavo"-a research Introduction to Quantum Mechanics paper analyzing matriarch data collected while working on Making the Bomb the conservancy in Kenya. Mammalogy > life after COA Marine Biology Attending graduate school at the School of Veterinary Medicine Marine Policy at the University of Wisconsin, Madison. Will continue to travel Mechanics and Energy and contribute to advancing veterinary medicine in developing Ornithology in the Lab and Field countries. Physics and Chemistry of Rivers Piloting and Navigation Risk River Ecology Tropical Marine Ecology Winter Ecology > 8 < helen hess > teaches invertebrate zoology and biomechanics. 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 science houses in the Gulf of Maine. with a conscience and values. While our scientif- ic inquiry and research is objective, we make A culture of environmental activism subjective choices based on the principles of It should be no surprise that COA students stand Human Ecology. Second, COA's approach incor- up for their beliefs and make their voices heard. porates historical, economic, aesthetic, and liter- The college's Organizational Stewardship pro- ary analyses as part of our interdisciplinary scien- gram helps students develop skills for bringing tific inquiry. social responsibility and environmental steward- ship to large organizations, businesses, and Four season field research industries. The Watershed Initiative gives students While most undergraduate colleges offer oppor- the opportunity to work with local communities tunities for field study, none compares to what on 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, dave camp > teaches anthropology, folklore, and ethnography. > 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 V 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." karen waldron > teaches American literature and minority, cultural, and feminist theory. She is also Academic Dean of the College. perspective human studies FOCUSING ON THE CONTEMPORARY HUMAN CONDITION opportunities. A delegation of COA students and faculty recently attended the World Summit on Sustainable Development in Johannesburg, South The Human Studies curriculum combines the Africa, while another group of students studied humanities and the social sciences with a strong 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 38 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 at the earth dome in johannesburg, south africa > Thupten Norbu '06, COA faculty member Gray Cox, and Mukhtar Amin '04. Energy jessica glynn, '06 life after COA Continue study of public policy and human rights in either law school or graduate school. hometown > Madison, Wisconsin high school V Malcolm Shabazz High School, internship Madison, WI Working with a non-governmental organization, The Fourth World Movement, in New York City. FWM is an international NGO that works towards the eradication of poverty. Wrote a grant for their capital campaign, and worked with families in housing projects in Brooklyn and Harlem. > senior project Living in Prishtina, Kosovo working with the Kosovar Gender Studies Center to explore the methods, experiences, challenges, and achievements of women in Kosovo's civil society from 1980 to 2004. Research on the rise of the women's movement, leading women activists, women's role in peaceful civil resistance, the growth of local women's non-governmental KOSOVO organizations. THE END POVERTT MURRER DOWAY classes taken at COA AMBIO Advanced Composition Calculus I Ceramics Habitat Chemistry for Consumers Classical Social Theory: Genealogies I for the Present Comrade, Worker, Parent, Mensch: Education and the State "The last few days have been intense. just coming out of a Creating Commitment for a Cause General Assembly meeting with official delegations of every mem- Ecology: Natural History Feminism and Fundamentalism in Africa ber country, the respective Ministers of Finance, the Secretary- Gender and Justice General (Kofi Annan), the World Bank, IMF... The discussions are Global Economics: The World Bank heated, and it is quite overwhelming...' So reads an email from Global/Local: Communities and Transnational Jessica and fellow COA student Juan Hoffmaister. Both were Advocacies in the Developing World delegates to the Commission on Sustainable Development at History of Western Music the United Nations. Human Ecology Core Course Jessica is just as involved locally as she is globally. She recently Hydro Politics in a Thirsty World hosted a 'sustainable movie night' for the Mount Desert Island Left, Right and Future: Alternative community to address sustainable development issues through Political Philosophies film, and is an active student organizer on campus. Legacies of Ambivalence: American Indians, "The focus of my studies at COA has been economics, social the Rez, and the Hood theory, political theory, and gender studies. Addressing some of Social Theory II: Screamin' Past the Posts our world's most pressing issues from a multi-disciplinary perspec- Technical Editing tive has opened a lot of doors for me, and all the faculty have been Two-Dimensional Design wonderful. I don't think that I would have been able to participate Understanding and Managing in the international policy forums I have without a human ecological Group Dynamics perspective. Hopefully the rest of the world will start catching on!" GOVT&TIDAD T/GO ToBaeo House 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. > 13 < 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 lora winslow, '04 > for her senior project, she studied individuals internships during their junior year, and often an who became ill from toxins in their environment. Since graduation, she has founded The Naked Truth Project, a non-profit organization internship provides the impetus for a student's dedicated to awareness of the links between everyday toxins and choice of senior project. public health. > 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 Teacher of English, UCA MiraFlor, Esteli, Nicaragua The Byre Recording Studio, Kiltarlity, Scotland adam dau, '01 > combined his skills in physics and art during Wildlife Care Center of Belize, Belmopan, Belize his internship at Olive Jar Animation Studios in Boston. He is now owner of Dabones Studios in Rhode Island, a business that Women in Progress, Cape Coast, Ghana manufactures custom photo equipment. WorldFish Center, Penang, Malaysia > 14 < > real world research NUNIRE 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 Class I-Related Receptor, FcRn COA's partnership with the Idea Network for Biomedical Research Children in Translation: Stories from Chinese Excellence (INBRE), funded in part by the National Institutes of Health, enhances research and hands-on lab experience for and Portuguese students at nearby Jackson Laboratory and Mount Desert Island Costa Maya: Integrated Conservation Biological Laboratory. These experiences often take the form of & Tourism Management internships or senior projects. Here's what students were doing Dog Sledding from Greenland to the Iditarod recently at Jackson Lab, which specializes in mammalian genetics Educational Gaming: Experiencing History using mice as models. Through Software Ethics in Development: In MBA Programs diana kombe > "My research at the Lab involved working on a and in Practice project analyzing the role and effects of growth hormone deficiency Fashion Photography and the Perception on mature on-set diabetes and the aging process." 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." The Miracle Mile: Urban Revitalization in Hoboken, New Jersey eda kapinova > "I worked on auto-immune diseases, specifically The Socioeconomic Impact of the systemic lupus erythematosus. We hoped to provide new insights Beijing-Singapore Highway into the understanding of lupus and an eventual cure. My experi- Transforming How We Move and Mix: ence at the lab better prepared me for the beginning of my gradu- Mobility in Mexico City ate studies at the University of North Carolina-Chapel Hill." Use of Stable Isotopes to Determine Health of Baleen Whales jason childers > "I'm working on various research projects that Witness of Trinity: The First Atomic Bomb, study evolution. Currently I'm working with two populations of mice July 16,1945, New Mexico comparing life history traits to isolated selective pressures that Women's Experiences of Sexuality and Aging cause variation in growth and reproductive strategies." V dru colbert > Professor of Museum Studies and Exhibit Design background > BFA, Auburn University, 1980; MFA, The School of the Art Institute of Chicago, 1997. profiles course areas > graphic design, three dimensional art and design; museum issues, practice, and interpretation "Where else in the course of a term, can I work with students to investigate social anthropology issues through installation art; or study the roles and responsibilities of media designers through real world digital design projects, such as a 'get out the vote poster' for the local women's collective?" > Professor of Psychology and Human Ecology > richard borden background > B.A. Psychology, University of Texas, 1968; Ph.D. Psychology, Kent State University, 1972. course areas > environmental psychology, personality and social development, contemporary psychology, and philosophy of human ecology "I really enjoy the way students at COA take responsibility for their education. They approach it with a wonderful combination of enthusiasm and individuality. Each brings their own sense of passion and creates their own direction that continues to grow and evolve." V doreen stabinsky > Professor of Global Environmental Politics and International Studies background > B.A. Economics, Lehigh University, 1982; Post-baccalaureate study, Biology, Humboldt State University, 1983-1986; Ph.D. Genetics, University of California, at Davis, 1996. course areas > agricultural policy, international studies, and global environmental politics "Students are working so hard and so creatively to understand and address timely real-world problems in my classes that I'm continually challenged to provide them with the most up-to-date knowledge. Students inspire me to challenge my assumptions as I challenge their assumptions." > Professor of Physics and Mathematics, Associate Dean > david feldman for Academic Affairs background > B.A. Physics, Carleton College, 1991; Ph.D. Physics, University of California at Davis, 1998. course areas > physics and mathematics "COA students are remarkably committed to the environment and to social justice. It's a cliche, but COA students really do want to save the world. We want students to combine their talents and passions in new, creative and exciting ways. We expect students to come up with their own ideas, invent new ways of doing things, challenge our ideas, and-most importantly-put their ideas to use." > the ocean as campus The most remote marine field Marine Mammal Strandings research station on the eastern Allied Whale is authorized by NOAA Fisheries seaboard is located on Mount to respond to marine mammal emergencies Desert Rock, a rugged, barren and strandings from Penobscot Bay to the Bay island 25 miles out to sea in of Fundy. While most the Gulf of Maine. "The Rock," requests for assistance with its 19th century stone light- involve ill or injured house tower, is the summer home to Allied harbor seals, Allied Whale, COA's cetacean research organization Whale also investigates founded by the college in 1973. Each summer reports of stranded or students and faculty head out from the Edward beached whales and McC. Blair Research Station to continue the porpoises. photo identification and biopsy sampling that has come to set the standard for international whale research. Allied Whale Worldwide Participants in the Allied Whale program become part of a close knit community of marine mam- malogy researchers living, learning, and working together. This experi- ential approach takes off where most traditional syllabuses stop. The work at Allied Whale takes COA student and faculty researchers around the globe. From Antarctica to Bermuda, from New Zealand to the Dominican Republic, from the Gulf of Maine to the British Isles, COA students are studying cetacean populations and habitats, and they're getting a hands-on education in marine biology unlike any other. 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 > 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. | 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 GENATIONAHIC 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 this 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 GIRL All faculty agree that their lists picks> just scratch the surface of what Queen Bees and Wannabees OUT responsible and creative citi- HEMORY by Rosalind Wiseman FACES Brain-Based Learning OF THE NIDDEN CULTURE GIRLS zens should be reading. 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 YES **** COMMUNITY REVULATION Science is Fiction: The Films of Natural EMERYONS Capitalism Arctic Dreams by Barry Lopez Jean Painleve PAUL HAWKEN AMORY LOVINS The Secret Life of Puppets by Victoria Nelson Illuminations by Walter Benjamin karen waldron Literature and Writing; Minority, Virginia Woolf A Cultural, and Feminist Theory THE VOYAGE OUT > bill carpenter 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 American Psycho EASTON Dante, or Karl Marx by Bret Easton Ellis S > 19 < 169 mount desert, V living on an island AN I5LAND OFF E COA 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 parks mountains, woodlands, wetlands, and shoreline. > green housing initiative NDA 5/25 Rember 100ml - in maine 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. 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 P 33 < Route 3 to Ellsworth Main Entrance WW 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 > 22 < Frenchman Bay 26 36 27 29 32 28 35 30 39 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 Resource Center - Great Hall - International Studies Resource Room 35 Peach House - Putnam Classroom/classrooms - Common Room/classrooms 36 Seafox — Education - 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 > 23 < > 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. > 25 < 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 classroom. There are no intercollegiate sports at who are comfortable with alternative viewpoints the college, but you'll find pick up soccer and and a certain degree of uncertainty. This is softball games, canoes and kayaks, and informal reflected in a campus atmosphere that balances groups of students dedicated to rock climbing, consistency and spontaneity in and out of the scuba diving, or musical improvisation. > 26 < EXIUBITS andrew campbell > Dean of Student Life, meets with one of his advisees, Virginie Lavallee-Picard, to plan her next trimester's courses and internship. 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 and organizing chore rotations. 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. > 27 < 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 Kayla Pease '08 of Monmouth, from some of the best high schools around the world. The result is an unusually Maine, pop. 3,400 strong international diversity on a small campus: out of a total enrollment of just under 300 students, 20% are international, representing 38 different countries. kayla > Our dorm, Peach House, is kayla V I'm passionate about by really small. We have eight people, so my love of marine biology. Edina is we know everyone, their backgrounds, passionate about her country, and the what they're doing. We learn about the role of women, so I'm learning from internationals, but we also learn about her experiences. people from the U.S. We have a girl from Montana and we have Edina from edina > There were wars around Montenegro, so we're learning new me ever since I was born-Kosovo, languages and new cultures and new Bosnia, and so forth. I'm interested Nikhit D'Sa '06 of Mumbai, India, cooking, and we're also learning about in improving human rights. Attending pop. 12,000,000 other states within the U.S. a lot of conferences has made me really passionate about wanting to do nikhit V In my first year, I lived in a something, especially in Montenegro, house of 20 very different, completely or anywhere in the world. Next year opposite people. We were so different, I'll be going to Guatemala to study there was always something new to tell the post guerrilla war situation. each other, whether it's "We don't call this a dustbin, we call it a trash can." nick V I brought a couple of friends or me talking about cricket or Bombay. down to visit the college and they It's not that you're international, it's that were saying, "How do you understand you're from a different part of the world, people, there are so many different or a different part of the U.S. accents?" I honestly don't even hear Edina Hot '08 of Bijelo Polje, the accents, it's just a flow of conver- Montenegro, pop. 100,000 kayla > I'm an only child and want- sation. Coming here has been such a ed a single room. When I was told I'm profound door-opening experience. not only having a roommate, but a roommate from another country, I was nikhit > When I look at myself thinking, "Uh-oh, am I going to be able I don't say, "I'm Indian and he's a to talk to her? Does she speak good Mainer." It's more like, I'm Nikhit, English? Will we get along?" and he's Nick. I don't see the locality as being a division. It's part of the edina > We e-mailed each other. experience. That's why we can share The first thing she asked me was what differences we have. "Where is Montenegro? Is it near Russia?" Obviously, we get along Nick Brazier '06 of Searsport, pretty well; next summer she'll be Maine, pop. 2,600 coming home with me to Montenegro. >28< hometown V Rosario, Argentina V santiago salinas, 05 high school V Complejo Gurruchaga (Argentina), United World College of the Pacific (Victoria, B.C.) > classes taken at COA Advanced Field Ecology Agroecology Applied Ordinary Differential Equations Biology of Fishes Biomechanics Calculus II Chemistry II > life after COA Creation and Management of Protected Areas: An International Perspective University of Toronto doctoral program in Zoology. Plans to focus on the integration of evolutionary biology research and theories Conservation Biology and Policy into conservation policy and planning. Cross Kingdom Interactions Ecology > internship Ecology: Natural History Research Assistant at Mount Desert Island Biological Laboratory. Evolutionary Ecology Co-authored a research paper on the reproductive biology of the mummichog, Fundalus heteroclitus and presented the findings at Evolution of Life History a national biology conference in San Deigo. Field Ecology and Data Analysis Fisheries and Their Management > senior project From Native Empires to Nation States Research projects in evolutionary ecology and conservation Gender and Science biology. Santiago has submitted his research for publication in two national journals of ichthyology, The Biological Bulletin Genetics and Copeia. Geographic Information Systems I Human Ecology Core Course Independent Study: The Human "A graduate school for undergraduates" is often how people Sociobiology Debate describe the approach to teaching and learning at COA. Invertebrate Zoology Santiago has focused his studies in biological sciences, con- Molecular Biology Research Techniques centrating on ecology and evolutionary biology. By the summer Organic Chemistry I of his second year, he was working with Chris Petersen, COA Page Design and Publication professor of ichthyology and marine ecology, conducting Physics I: Mechanics and Energy research and data analysis at the Mount Desert Island Biological Presentation Skills Laboratory in nearby Salisbury Cove. River Conservation Santiago spent two summers working with Chris at the lab, River Ecology and in January of 2005 presented their joint research to a national conference of biologists. Santiago then analyzed that Seminar in Evolutionary Biology data further for his senior project. Technical Writing "For my senior project, I decided to get together all my The History of Life summer research data and do some writing. Chris Petersen and Tropical Marine Ecology I are now in the process of drafting a scientific paper that will be Winter Ecology submitted to a peer-reviewed, scientific journal." A certified scuba diver, Santiago enjoys diving in Frenchman Bay from along the campus shore, playing soccer, and volun- teering at the Bar Harbor YMCA, where he coaches soccer. > admission & financial aid THE CHARGES FOR TUITION, ROOM, BOARD AND FEES FOR THE COLLEGE YEAR 2005-2006 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 $26,238 the individual strengths of the student, encourage if it is financially out of reach Fees $375 creativity, and hope you will both ask lots of ques- for you. Do not be discouraged. Room $4,368 tions AND share your ideas with us. 70% of COA students receive We believe the first step in applying to COA is Board $2,721 financial aid. actually getting to know the college. Is this the kind Total $33,702 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 Il 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 Briana Marshall Admission Counselor awarded for a score of '34' or higher on the compre- Terri Mitchell Admission Counselor hensive exam. These credits are officially recorded Tony Victor Admission Counselor only following successful completion of the student's Laurie Ward Assistant to the Director first year at COA. of Financial Aid DEFERRED MATRICULATION Students wishing to defer Fall matriculation may do FINANCIAL AID so prior to June 1 by sending a written request to the The Higher Education Act of 1965 was created to Director of Admission and paying a $400 non- help make post-secondary education accessible to a refundable deposit ($200 of which will be applied to wider portion of the population. The underlying prin- the student's first term tuition bill). Matriculation will ciple is that the student and the student's family be postponed for up to a full academic year, subject share the primary responsibility for funding the stu- to successful completion of any academic work dent's higher education, while the government pro- completed during that time, as well as continued vides assistance to those with demonstrated need. confidence in the quality of the student's personal Additionally, institutions such as COA are taking on character. greater levels of support to help students narrow the gap in paying for their education. 2005-2006 Schedule Assessing financial aid eligibility starts with filing the Free Application for Federal Student Aid (FAFSA) Fall Term Begins September 7 which can be found at www.fafsa.ed.gov. If you do Classes end November 18 not have access to a computer, paper FAFSAs are available at high schools and college financial aid Winter Term Begins January 2 offices. COA also requires that its own short applica- Classes end March 10 tion be completed; it can be downloaded at www.coa.edu. The information on these forms helps Spring Term Begins March 27 to establish the expected family contribution, or EFC. Classes end June 2 Subtracting the EFC from COA's cost of attendance determines the student's unmet need. This is where Fall Tour the Financial Aid Department comes in, putting Open House together a package of aid that may include assistance for Seniors October 10-11, 2005 such as a COA grant, a federally subsidized Stafford Student Loan, and a work study award. COA is also Contact the Office of Admission for Details. proud to award a small number of merit-based Presidential Scholarships to those students exhibiting CONTACTING THE OFFICE OF ADMISSIONS exceptional academic achievements and citizenship Please reach us qualities. by phone, toll free at (800) 528-0025 The FAFSA is available in December and needs to (207) 288-5015 be submitted by February 15 (but no sooner that- January 1). The college's Title IV code is 011385. E-mail COA's deadline for all financial aid materials is also inquiry@coa.edu February 15. It is important that families keep this in Web www.coa.edu mind and get their tax information filed as early as possible. Late applicants risk receiving smaller Mail Office of Admission awards. MORE INFORMATION ABOUT FINAN- College of the Atlantic CIAL AID IS AVAILABLE ON OUR WEB SITE OR 105 Eden Street FROM THE FINANCIAL AID OFFICE. Bar Harbor, ME 04609 > 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. Steven K. Katona Political economics, history, conflict resolution Stabinsky. Doreen B.A. Harvard University, 1965; B.A. Lehigh University, 1982; Ph.D. Biology, Harvard University, 1971 Feldman, David Ph.D. University of California, Davis 1996. B.A. Carleton College, 1991; Agricultural policy, international studies and global Ph.D. Physics, University of environmental affairs > COA faculty California, Davis, 1998. Mathematics, physics Tai, Bonnie 2005-2006 B.A. Johns Hopkins University, 1986; Anderson, John Hess, Helen Ed.M. Technology in Education, B.A. University of California, Berkeley, 1979; B.S. University of California Los Angeles, 1985; Harvard University, 1990; M.A. Ecology and Systematic Biology, Ph.D. Zoology, University of Washington, 1991. Ed.D. Learning and Teaching, San Francisco State University, 1982; Invertebrate zoology, biomechanics Harvard University, 1999. Ph.D. Biological Sciences, Philosophy of education, educational methods University of Rhode Island, 1987. Hill, Kenneth Zoology, behavioral ecology, anatomy, B.A. University of Michigan, 1987; Taylor, Davis physiology Ed.M. Counseling Processes, B.S. United States Military Academy, 1985; M.S. Harvard University, 1990; University of Oregon, 1994; Andrews, Nancy M.S., Ph.D. Educational Psychology and Ph.D. Economics, University of Oregon, 1995. B.F.A. Maryland Institute Measurement, Cornell University, 1993, '95. Environmental and resource economics College of Art. 1983; Education, psychology M.F.A. The School of the Art Institute Todd, Sean of Chicago, 1995. Kozak, Anne B.Sc., University College of North Wales, 1988; Performance art, video production B.A. Salve Regina College, 1959; Ph.D., Biopsychology. Memorial M.A. English, St. Louis University, 1962. University of Newfoundland, 1998. Beal, Elmer Writing, literature Marine mammal physiology and behavior B.A. Bowdoin College, 1965; M.A. Anthropology, University of Little-Siebold, Todd Visvader, John Texas at Austin, 1977. B.A. University of Massachusetts, B.A. Philosophy, CUNY, 1960; Ethnology, anthropological theory, Amherst, 1985; Ph.D. Philosophy, University of traditional music M.A. University of Massachusetts, Minnesota, 1966. Amherst, 1990; Philosophy, philosophy of science, Borden, Richard Ph.D. Latin American History, history of ideas B.A. University of Texas, 1968; Tulane University, 1995. Ph.D. Psychology, Kent State History, Latin American studies Waldron, Karen University, 1972. B.A. Hampshire College, 1974; Environmental psychology, personality Mancinelli, Isabel Ph.D. English and American Literature, and social development, contemporary B.S. Catholic University of America, 1975; Brandeis University, 1994. psychology, philosophy of human ecology M.L.A. Landscape Architecture, Literature and writing; minority, cultural, Harvard University, 1981. and feminist theory: American studies Camp. David Community and regional planning, B.A. University of North Carolina, 1980; landscape architecture > lecturer M.A. Folklore, University of North Carolina; Ph.D. Anthropology, University of McMullen, Ernest Swann, Scott North Carolina, 2002. Art. University of Maryland, B.A. College of the Atlantic, 1985; Anthropology, folklore, ethnography Portland Museum School, Portland State M.Phil. College of the Atlantic, 1994. University, Oregon, 1965-1970. Ecology, Ornithology Carpenter, JoAnne Ceramics, visual studies B.A. University of Massachusetts. 1962; In its employment and admissions practices College of the M.A. Art and Architectural History, Morse, Suzanne Atlantic is in conformity with all applicable federal and state University of Minnesota, 1970; B.A. University of California, Berkeley, 1980; statutes and regulations. It does not discriminate on the basis M.F.A. Painting, University of Ph.D. Botany, University of California, of age, race, color. sex, marital status, religion, creed. ancestry, Pennsylvania, 1993. Berkeley, 1988. national or ethnic origin, or physical or mental handicap. Art history, architectural history, painting 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 requirements. regulations, procedures, and charges. > 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: Ashley Bakken, Doug Barkey, Andrew Campbell, Paul Davis, Robin Farrin, Jon Hatch, Richard Hill, Marvin Lewiston, Story Litchfield, Richard MacDonald, James Marshall, Fielder Mattox, John McKeith, Phil Schofield, Julia Thomas, Randy Ury, 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