Dworak COLLEGE COA OF THE ATLANTIC 1999-2000 A LIBERAL ARTS COLLEGE OF HUMAN ECOLOGY ON THE MAINE COAST Woolnich n COLLEGE OF THE ATLANTIC FOUNDED 1969 TYPE Coeducational, 4-year independent college with graduate programs LOCATION Bar Harbor, Maine Located on Mount Desert Island Population - 4,500 45 miles southeast of Bangor 300 miles north of Boston CAMPUS 29-shorefront acres overlooking Frenchman Bay, adjacent to Acadia National Park SCHOOL YEAR CALENDAR Three 10-week terms DEGREES OFFERED B.A. Human Ecology M.Phil. Human Ecology STUDENT BODY 274: 66 % women; 34 % men 33 states and 9 foreign countries 42% live in campus housing BILLED EXPENSES 1999-2000 Tuition & Fees $ 19,485 Room $ 3,180 Board $ 2,040 Total $ 24,705 FINANCIAL AID More than two-thirds of the student body receive Financial Aid; average award, 1998-1999: $14,705 ADMISSION Selective Interview strongly recommended Campus visit and student-guided tours available throughout the year TRANSPORTATION Air-regularly scheduled flights to Bar Harbor and Bangor Bus - service to Ellsworth and Bangor "When your views on the world and your intellect are being challenged and you begin to feel uncomfortable because of a contradiction you've detected that is threatening your current model of the world or some aspect of it, pay attention. You are about to learn something." WILLIAM H. DRURY, JR. COLLEGE OF THE ATLANTIC FACULTY MEMBER 1976-1992 College of the Atlantic was created three decades ago at a time when it was becoming evident that conventional education was an inadequate preparation for citizenship in our increasingly complex and technical society. The growing interdependence of environmental and social COLLEGE issues and the limitations of academic specialization demanded a wider vision. OF THE COA's founders created a pio- ATLANTIC neering institution dedicated to the interdisciplinary study of human ecology, a college in which students overcome narrow points of view and integrate knowledge across traditional academic lines. At COA, boundaries among disciplines are minimized. Scientific analysis joins with humanistic and aesthetic understanding. Insights from specialized knowledge are combined for a fuller understanding of complicated issues. Responsible citizenship requires collaborative attitudes and skills. This is the main rationale for COA's commitment to participatory gover- nance and consensus building. It is exemplified by creative ways to run meetings, resolve disputes, utilize computer technologies, or work in partnerships with outside communities. At COA, students work on real issues from the beginning rather than after they are "educated." Individualized courses of study are cre- ated by students as they work together with faculty to expand their aca- demic horizons and develop their sense of responsibility. The outcome is an education which builds competence and confidence for life-long learning and prepares effective citizens and leaders for the future. 4 ACADEMIC LIFE 18 FACULTY 24 STUDENT LIFE 28 FACILITIES 32 ADMISSION AND FINANCIAL AID College of the Atlantic is accredited by the New England Association of Schools and Colleges. ACADEMIC LIFE A COA EDUCATION IS INDIVIDUALIZED weekly newsletter, an annual literary magazine, to Whether the class is a lab, studio, or seminar, two tutor their peers in writing, math, and word pro- factors make the College of the Atlantic approach cessing, to coordinate a Distinguished Visitors distinctive: the faculty and students' commitment to Series, to organize and present exhibits at the New individualized learning and the freedom to create England Environmental Conference, to conduct the one's own concentration of study. Although formal- COA chorus, to be a lab assistant in chemistry or ized concentrations of study exist in different areas, biology, to monitor whale migrations, to create web- students are free to develop personal concentrations sites and to be a resident advisor. of study which allow focus on a singular interest or a combination of interests. CURRICULUM For example, while some students concentrate The complexity of the problems the world faces can solely on a singular focus, such as marine biology, only be resolved by bridging disciplines. COA's environmental design, or public policy, others approach to learning enables students to design an develop concentrations of study which combine interdisciplinary course of study in the liberal arts such divergent interests as painting, psychology and and sciences. This personalized approach to educa- botany. Students at COA need not forgo an interest tion combined with practical experience in problem in one area at the expense of another. The cur- solving allows students to develop important skills riculum allows for personal expression. necessary to make meaningful contributions to society. A COA EDUCATION IS INTEGRATED In addition to the 55 or so courses offered each "In my first term at COA, I took Introductory term, tutorials, independent studies, and group Biology and Writing Seminar I," said Rick Galena studies may be designed to complement the individ- '97. "What was different about these two courses ualized nature of each student's curriculum. A was that one depended on the other. The instruc- term-length internship, through which students tors planned the writing assignments so that they apply knowledge, develop skills, and clarify career reflected what we were studying in biology. Even goals, must be completed during a student's third the final essay exam in Writing Seminar was based year. The final project - a term-length, major piece on a section of the biology text. By writing about of independent work - allows graduating seniors biology and explaining it to others, I gained a to demonstrate in-depth knowledge in their concen- greater understanding of biological principles." tration of study by examining an issue from more Rick's experience is not unique. COA faculty than one perspective. look for and point out ways their disciplines relate Academic activities at the college are arranged to or support others. They encourage students to into three resource areas - Environmental Science, examine issues from many perspectives and to seek Arts and Design, and Human Studies. solutions that reflect an integrated perspective. RESOURCE AREAS A COA EDUCATION IS SELF-DIRECTED In a college where questioning ideas and seeking Environmental Science out relationships are encouraged, faculty work with The environmental science curriculum brings students as they develop individualized programs of together the biological and the physical sciences in study which enable them to address ecological prob- exploration of the earth's systems. The scientific lems from multiple perspectives. method of identification and investigation is used to Although students are always encouraged to plan trace ecological and evolutionary patterns, study their own course of studies, faculty assume a more natural communities as ecological systems, and direct role in advising entering students. As stu- understand the interactions of people and natural dents approach their junior and senior years, the systems. faculty role changes. They are more of a sounding The College's setting, bordering the Gulf of board and students take the initiative in designing Maine and Acadia National Park, provides rich out- an internship and senior project that synthesize door laboratories for field research. In addition to their educational endeavors at COA. laboratories, our facilities include access to research Along with planning their own course of study, vessels, two greenhouses, island research centers at students are also encouraged to seek out practical Mount Desert Rock and Great Duck Island, an experiences that will enhance their education. At agricultural laboratory at Beech Hill Farm and an COA, the committed, responsible student has many integrated computer system. options - to write and edit press releases, grants, a