College of the Atlantic Viewbook 2015

COLLEGE OF THE ATLANTIC

COA's students bring knowledge, culture, and tradition from 36 countries & 43 states.

350: STUDENTS10/1: STUDENT TO FACULTY RATIO

12: AVERAGE CLASS SIZE

100% OF STUDENTS DESIGN THEIR OWN MAJOR

IN HUMAN ECOLOGY

22%

7%1%

2%

37%

7%

6%

18% INTERNATIONAL

COLLEGE OF THE ATLANTIC2015 VIEWBOOK

3 Welcome&Overview

11 Academics

40 Community

54 LifeAfterCOA

58 GettingIn(Admission)

WHAT DO YOU SEE AS YOU LOOK OUT ACROSS THE WATER?For College of the Atlantic students, a view like this is commonplace and yet never

ordinary. Our campus sits on 38 acres on the coast of Maine, with views across the rocky

islands of Frenchman Bay to Schoodic Mountain in the distance. When we look across

the water we see ecosystems to study, economic enterprises to develop, policies to pass,

lesson plans to teach, food systems to sustain, landscapes to paint, resources to steward,

space to think, and beauty to inspire.

Students come to COA because they want to be part of creating a more sustainable and

humane world. They want to be inspired and challenged by a close-knit community of

faculty and peers, and they want to dig into complex questions in the classroom and

laboratory, but also in the woods and waters of Acadia National Park, the conference halls

of UN climate negotiations, and the corn fields of rural Mexico and Guatemala. Some

students come here knowing exactly what they want to do and be; others are drawn in

because our academic program allows and encourages the exploration of multiple subjects

and interests. All COA students will study across different disciplines and learn to

approach each topic from perspectives they previously hadn't considered.

View across Frenchman Bay from the Deering Common Community Center.

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College of the Atlantic enriches the liberal

arts tradition through a distinctive

educational philosophy—human ecology.

A human ecological perspective integrates

knowledge from all academic disciplines and

from personal experience to investigate—

and ultimately improve—the relationships

between human beings and our social and

natural communities. The human ecological

perspective guides all aspects of education,

research, activism, and interactions among

the college's students, faculty, staff, and

trustees. The College of the Atlantic

community encourages, prepares, and

expects students to gain the expertise,

breadth, values, and practical experience

necessary to achieve individual fulfillment

and to help solve problems that challenge

communities everywhere.

MISSION

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A History of College of the AtlanticCollege of the Atlantic was chartered in 1969 by a small group of local community members and educators who saw in Mount Desert Island a great year-round location for learning. COA admitted its first class in 1972. There were only four full-time faculty members that first year (selected from 1800 applicants), and 32 students. The educational philosophy was clear: COA would be the first college in the US to have the relationships between humans and the environment as its primary focus. Learning was going to be active. Together, faculty and students explored the oceans around Mount Desert Island as well as the woods and mountains of Acadia National Park. Together, they studied whales in the Gulf of Maine and discussed the texts of such passionate naturalists as Henry David Thoreau and Rene DuBois. They continued their discussions over coffee in town, and dinner at each other's homes.

Over forty years later, the college's focus on exploration and community has not changed. COA's 35 faculty members continually update and change courses to meet students' interests and adapt to a changing world. Our 350 students are encouraged to explore their passions and challenged to think in new ways.

As Nell Newman, co-founder of Newman's Own Organics, says of her COA years, "When Pop asked me 'What do you do with a human ecology degree?' I answered him, 'As my student advisor said, human ecologists make their own niche in the world.' To be honest, I wasn't quite sure what that meant at the time, but it is what I feel I have been able to do. My environmental interests go beyond organic food to an awareness of worldwide environmental issues. The foundation for this was laid at College of the Atlantic, where I was given the tools to continue to explore and contribute in my own way."

Construction of the Thomas S. Gates, Jr. Community Center.

A marine mammal rescue from the 1980s.

A class discussion in COA's early days. 7

CreativityIn all endeavors the ability to imagine and construct novel approaches or perspectives, to

be innovative, and to invent.

Critical ThinkingThe ability to not only interpret and evaluate information from multiple sources, but also

to induce, deduce, judge, define, order, and prioritize in the interest of individual and

collective action.

Community EngagementA deep understanding of oneself and respect for the complex identities of others, their

histories, their cultures, and the ability to lead and collaborate with diverse individuals,

organizations, and communities.

CommunicationThe ability to listen actively and express oneself effectively in spoken, written, and

nonverbal domains.

Integrative ThinkingThe ability to confront complex situations and respond to them as systemic wholes with

interconnected and interdependent parts.

InterdisciplinarityThe ability to think, research, and communicate within and across disciplines while

recognizing the strengths and limitations of each disciplinary approach.

WHAT YOU WILL LEARN

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Anjali Appadurai '13 delivering a TEDxDirigo presentation about the meaning of radicalism, the importance of youth activism, and her involvement in the UN climate change negotiations in Durban, South Africa.

"College of the Atlantic students are problem solvers. They think and learn with their minds and their bodies; they understand that complex problems rarely have simple solutions; they believe that a better world is reachable and begins with more thoughtful, compassionate people."

Darron Collins '92, PhDCOA President

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Every student at COA designs his or her own

course of study in human ecology. There is

no set path; how you choose to give shape to

your studies depends upon your interests,

goals, and talents.

Are you curious about the math and physics

of sustainable energy? Or perhaps you'd

like to study environmental law, animation,

entrepreneurship, anthropology, botany,

literature, or community planning? COA

graduates all share a common degree in

human ecology, but ask any one of them

about the classes they took, their senior

project, or how they're using their degree in

the world, and you'll realize that this one

major is uniquely f lexible and tailored by

each student.

At COA we don't have academic

departments; our faculty members come

from a diverse range of fields and bring

dynamic expertise, but you won't find

the biologists just doing biology. Here

faculty and students are encouraged to

study and work across multiple disciplines

because we believe that the solutions to

the world's most pressing problems will

be developed by people who are actively

integrating perspectives and knowledge

from the sciences, arts, social sciences, and

humanities.

ACADEMICS

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There is a tendency, especially in the academic world, to carve life into ever smaller pieces in order to make sense of it. All too often, the people who do this come to believe that is how the world really is. The aim of human ecology is to remind us that we are part of a complex and interactive living world. Its broad mandate calls us to cross the boundaries of traditional disciplines and seek fresh combinations of ideas. The richness of specialized knowledge—and communication among people who have it—are essential to a livable future. But the kind of perspective that encourages interdisciplinary learning and application is difficult to acquire in most academic settings. This demands a different approach to education—one which invites imagination and caring for the future. I believe human ecology holds an increasingly important place in society, education, and everyday life. This is why COA was founded, and it is what we do best.

Rich Borden, PhDRachel Carson Chair in Human Ecology

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ACADEMIC RESOURCE AREASWhile there are no academic departments at COA, for organizational purposes the

curriculum is divided into three resource areas: Arts and Design, Environmental Sciences,

and Human Studies.

Arts & DesignThe arts provide a unique vehicle for addressing and expressing issues in society, culture,

and the environment. Arts and design courses at COA—in music, painting, drawing,

photography, video and film, theater, graphic arts, landscape architecture, movement,

sculpture, museum studies, and ceramics—enable students to explore the realms of self-

expression and cultural dialogue, and to learn to communicate through multiple media.

The unique capacity of the arts to map uncharted cultural and moral values makes them

an essential tool for human ecologists.

Environmental ScienceThe environmental sciences bring together the biological and the physical sciences in

exploration of the earth's systems. Students learn to apply the scientific method to trace

ecological and evolutionary patterns, study natural communities as ecological systems,

and understand the interactions of people and nature. The environmental sciences

include chemistry, botany, math, physics, ecology, oceanography, natural history, geology

and earth sciences, zoology, animal behavior, marine biology, genetics, and more. At

the same time, the college's interdisciplinary approach to the sciences enables students

to apply historical, aesthetic, economic, and literary modes of thought to enhance the

scientific method.

Human StudiesHuman studies combine the humanities with the social sciences to give students a broad

and diversified perspective on human nature and culture. Faculty challenge students to

blend contemporary social and ecological concerns with classical humanistic studies.

Courses in anthropology, literature, economics, philosophy, business, psychology, history,

education, law, languages, and political science relate the past to the present, deepen

the awareness of one's place in time, and provide both the knowledge and perspective to

approach individual and cultural challenges.

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DEGREE REQUIREMENTSAt College of the Atlantic, you'll have the opportunity to take a broad range of classes

toward your self-designed major. In order to develop a core of competencies and skills,

each student also fulfills the following requirements:

Human Ecology Core CourseEvery fall, first-year students launch their studies at COA with the Human Ecology Core

Course—an interdisciplinary course that explores concepts in human ecology through a

particular theme such as food, health, or water.

InternshipA COA internship is a practical exercise in developing job skills and applying academics

to the world of work. Each student, together with faculty and the office of internships

and career services, develops a plan for a ten week (450 hour) off-campus internship at

a business or organization of their choosing. Many students use their internship as an

opportunity to gain experience in another state or country.

Human Ecology EssayBy the middle of their senior year, all students must write a ref lective essay exploring

their own perspectives on human ecology. Contact the admission office to request the

most recent collection of human ecology essays.

Community ServiceCOA believes in the importance of giving back to our communities. Our community

service requirement also gives students valuable experiences that complement their

studies in human ecology. The requirement can be satisfied through on-campus or off-

campus service such as committee work or volunteering as a tutor at a local school. All

students at COA complete at least 40 hours of community service.

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Senior ProjectFor the senior project, each student undertakes a significant intellectual endeavor such

as a research project or other original work intended to advance understanding in a

particular academic area and bring together the skills and knowledge acquired during the

student's college career. Some students complete a capstone project that will propel them

into graduate school. Others synthesize different areas of study or take academic and

creative risks that may not be available to them in their professional work. For examples

of student work, including senior projects, go to www.coa.edu/student-work.

Other Degree RequirementsEach COA student must take at least two classes from each of the college's three academic

resource areas: Arts & Design, Environmental Science, and Human Studies. Students

must also take at least one history course and one quantitative reasoning course, and

fulfill a writing requirement. For more information on COA's degree requirements,

request our full course catalog using the card at the back of this book, or online at

www.coa.edu/learnmore.

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OFF-CAMPUS STUDYThrough internships, time spent abroad, or field-based experiences in the

local, national, or international sphere, a portion of every student's academic

experience will take place off-campus. Some students dive into our international

language programs in France or Mexico, while others might have a more local

experience conducting research at world renowned laboratories minutes away

from COA's campus.

InternationalMore than 50% of students will have a significant international experience

during their time at COA. The college runs regular international programs in

Mexico, Guatemala, and France that provide interdisciplinary and collaborative

learning experiences in a variety of field settings. In addition, each year

there are several courses offering shorter international experiences. These

programs include opportunities ranging from language learning, ethnography,

tropical ecology, and community development work, to real world immersion in

international environmental diplomacy.

National & RegionalCOA is a founding member of the Eco League, a consortium of six environmental

colleges dedicated to sustainability and environmental studies through a

liberal arts framework. Students can participate in term-long exchanges at

the other Eco League schools: Alaska Pacific University (Alaska), Dickinson

College (Pennsylvania), Green Mountain College (Vermont), Northland College

(Wisconsin), and Prescott College (Arizona). COA also has agreements for

student exchanges with other institutions including The New School, University

of Maine at Orono, Salt Institute for Documentary Studies, the National Outdoor

Leadership School (NOLS), and the Sea Education Association (SEA), among

others. Closer to home, relationships with The Jackson Laboratory and the MDI

Biological Laboratory allow students the opportunity to take part in cutting-edge

biomedical and genetic research. COA also has a special relationship with Acadia

National Park, where students and classes engage in research, education, and

exhibit design.

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Student diving in the tropical marine ecology course taught in the Caribbean.

QUICK FACT:100% of COA students participate in an internship—applying their academic learning to the workplace.

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Students in the South American Earth Systems class on a trip to the north-central coast of Peru near Supe Puerto.

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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. COA faculty member in ecology and natural history, 1976–1992

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STUDENT PROFILESStudents at COA typically take three classes per trimester. Some elect to shape an entire term around a specific theme, while others may consciously select one course from each of our resource areas: Arts & Design, Human Studies, and Environmental Science.

The following profiles are examples of the unique and varied paths students design for themselves and how seemingly disparate subjects can synthesize over time. We hope the independent studies, internships, and course titles will spark your interest as you imagine the direction your COA education could take.

To envision what your own path at COA might look like, request our full course catalog at www.coa.edu/learnmore, or send us the reply card from the back of this book.

View more student profiles on the COA website at: www.coa.edu/student-profiles.

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While Porcia originally came to COA to study environmental science, she has since broadened her scope to include medicine, math, arts, and writing. The summer after her first year she spent time on Great Duck Island and Mount Desert Rock researching marine life and banding gulls. After COA she plans to go into biomedical research.

"Before my time on Great Duck Island I had never approached wild birds so closely that I could feel their heartbeats. In the beginning I did not know much about North American birds and seven weeks later, it's absurd to say, but I feel like I know them personally."

Porcia Manandhar '17Kathmandu, Nepal

First year:

• Human Ecology Core Course

• Linear Algebra

• Introduction to Arts and Design

• Journalism and the New Media

• Human Anatomy and Physiology I

• Movement Training Basics II

• Communicating Science

• Human Anatomy and Physiology II

Summer research: Field work on Great Duck Island

Course DescriptionHuman Ecology is the interdisciplinary study of the relationships between humans and their natural and cultural environments. The purpose of this course is to build a community of learners that explores the question of human ecology from the perspectives of the arts, humanities, and sciences, both in and outside the classroom. By the end of the course students should be familiar with how differently these three broad areas ask questions, pose solutions, and become inextricably intertwined when theoretical ideas are put into practice. In the end, we want students to be better prepared to create their own human ecology degree through a more in-depth exploration of the courses offered at College of the Atlantic. We will approach this central goal through a series of directed readings and activities.

Courses Taken at COA

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First year:


• Themes and Classics in American Environmental Thought

• Introduction to Oceanography

• Topics in Philosophical Psychology

• Mathematical Modeling

• Chemistry II


• Molecular Evolutionary Genetics

• Biomechanics


Course DescriptionPlanet Earth is misnamed. Seawater covers approximately 70% of the planet's surface, in one giant all-connected ocean. This ocean has a profound effect on the planet's climate, chemistry, ecosystem, and energy resources. Billions of years ago life began there, in what we now regard as the last unexplored frontier of this planet. In this course we examine the various disciplines within oceanography, including aspects of geology and sedimentology, and chemical, dynamic, and biological oceanography. The course concludes with an introduction to marine ecosystems examined at various trophic levels, including phyto/zooplankton, fish, and other macrofauna. Fieldwork includes trips on the Osprey, trips to intertidal and estuarine ecosystems, and possible visits to the college's islands, Mount Desert Rock and Great Duck Island.

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Second year:

• Ecology and Experience

• Molecular and Cell Biology

• Introduction to Guitar

• Literature, Science, and Spirituality

• Genetics

• Tutorial: Dynamical Systems

• Neuroanatomy and Behavioral Neuroscience (Independent Study)

• Bread, Love, and Dreams

• Calculus III: Multivariable Calculus

Summer internship: The Jackson Laboratory, Bar Harbor, ME

Third year:

• Linear Algebra

• Thermodynamics

• Topics in Biomedical Research

• Organic Chemistry I

• Italian History, Language, and Culture

• Introduction to Neurobiology

• Organic Chemistry II

• Human Anatomy and Physiology I

• Italy: The Poetics and Politics of Cross-Cultural Encounters

• Italy: A Human Ecology of the Veneto

• Italy: The Ethnography of Work in Italy

Summer internship: University of Nevada, Department of Cognitive and Brain Sciences

During his first three years at COA, Casey has focused largely on biomedical research and neuropsychology. He interned at The Jackson Laboratory in a gerontology lab, helping to isolate the reasons why our bodies age, and he spent the summer of 2014 at the Department of Cognitive and Brain Sciences at the University of Nevada. As part of a COA course he also worked at Mount Desert Island Biological Laboratory, studying the adaptive mechanisms of killifish in response to heavy metal concentrations.

"I came to COA for the people and the philosophy. A community in which everyone is eager to discover the world around them is hard to find, and finding one in which those people look past artificial boundaries is even harder. COA is both of those things."

Casey Acklin '15Reno, Nevada

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Saren came to COA with an interest in education and food systems, but over time she has incorporated sustainable community design and urban planning into her curriculum. Outside of the classroom, Saren has worked at the college's organic farms, coordinated farm-to-school programs at local schools, and done independent studies and volunteer work at a nearby middle school and Willowind Therapeutic Riding Center.

"I knew I would learn best in an environment that asked me to do meaningful work, not just a series of academic exercises. More so than any other college I visited, the discussions, project-based work, and general atmosphere at COA afforded me opportunities to do what interested and challenged me, while also allowing my work to meet needs in the 'real world.'

"Learning at COA is like a four-year-long immersion course; whether you are in classes, biking into town, or having a conversation over lunch in TAB, you come to new realizations, opportunities, and knowledge simply by being exposed to the culture of the place. COA is a culture of thinkers."

Saren Peetz '15Hudson, Ohio

First year:


• Writing Seminar

• Themes and Classics in American Environmental Thought

• Farms, Orchards, and Cider: Agricultural History in England

• Introduction to Economics: Global Issues

• Intercultural Education

• Call of the Land: Agrarian Arts and Words

• COA's Foodprint: Our Local Food System

• Gardens and Greenhouses: Theory/Practice of Organic Gardening

Second year:

• Farm to School: Experiential Learning through Agriculture (Independent Study)

• Child Education and Development

• Introduction to Arts and Design

• Farm Planning

• Literature, Science, and Spirituality

• Supporting Students with Disabilities in the Regular Classroom

• Tutorial: Farm and Food Projects

• Community Planning and Decision Making

• Tutorial: City/Country II: American Literature Landscapes 1900-1960


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Third year:

• Microeconomics for Business and Policy

• Ecology: Natural History

• Adolescent Psychology

• Biology I

• Form of the City

• Two-Dimensional Design I

• Collaborative Leadership

• Physics and Mathematics of Sustainable Energy

• Land Use Planning I

Summer internship: Assistant, North American Montessori Teachers' Association, Huntsburg, OH

Course DescriptionFor the first time in history the majority of the Earth's population lives in cities. Through books, films, lectures, and student presentations this advanced seminar will examine the evolution of several major cities and how key individuals from Louis-Napoleon to Jane Jacobs, Kevin Lynch, and contemporary critics continue to influence the design of urban centers. Students will undertake individual research projects on particular cities or aspects of planning and design such as public parks and open space, urban agriculture, or strategies to address climate change and issues arising from rapidly expanding informal urban settlements which they will document and present to the class.

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First year:



• Introduction to Guitar

• Global Politics of Sustainable Development: 20 years after Rio

• Introduction to Sustainability

• Biology I

• Philosophy at the Movies

• Biology II: Form and Function

• Improvisation in Music

Second year:

• The Harmonic Experience: Human Relationship to Music (Independent Study)

• Invertebrate Zoology

• Ecology

• Marine Environmental History (SEA Semester)

• Maritime History and Culture (SEA Semester)

• Nautical Science (SEA Semester)

• Maritime Studies (SEA Semester)

• Oceanography (SEA Semester)

• Community Planning and Decision Making

• Soils

• Climate and Weather

Summer internship: Acadia National Park, Bar Harbor, ME

Erickson came to COA with interests in biology, music, agriculture, and Latin American studies. He has since come to focus on conservation and seeks to understand conf licts between humans and wildlife. During his internship with Acadia National Park, he worked on numerous projects involving populations of local animals. For his senior project, he plans to conduct a winter survey of active beaver lodges on Mount Desert Island, explore why beavers are considered nuisances, and investigate strategies for resolving human/wildlife conf licts.

"Taking the class Social Power and Identity Politics was a really powerful experience. With only four other students and a dedicated professor, we intensely examined our own power and place in society, why our role in social dynamics was the way it was, and how identity is created, destroyed, appropriated, denied, assigned, etc. Regardless of what field I go into in the future, the course was important for me as a citizen of this world, and as a human being."

Erickson Smith '15Boston, MA


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Third year:

• Processing the Unexpected Journey

• Native American Literature with a Focus on New Mexico

• Art and Culture in Northern New Mexico

• Tutorial: Social Power and Identity Politics

• Wildlife Law Seminar

• Costa Rican Natural History and Conservation

• Our Public Lands: Past, Present, and Future

• Wildlife Ecology

• Probability and Statistics

Course DescriptionThis team-taught, intensive, field-based course examines the ecology and biotic diversity found at several sites within Costa Rica and the implications of this diversity on concepts of conservation biology. Whereas primary emphasis will be placed on Central American herpetofauna and avifauna, we will also discuss and examine issues of botanical, mammalian, etc. diversity and abundance, and the significance of the full array of species in more general studies of land-use and protective strategies. Students will meet during the winter term to discuss a range of articles and book chapters dealing with aspects of conservation biology and Costa Rican natural history and culture, but the major emphasis of the course will be a two-week immersion in key habitats within Costa Rica itself during the March break. Non-travel days will consist of early to late-morning fieldwork, afternoon lectures/presentations followed by early evening to late night fieldwork. The course is based out of three field sites: lowland Caribbean slope rainforest at Tirimbina ecological reserve in north central Costa Rica, montane forest of the Arenal and Tenorio volcanic region, and Pacific slope dry forest of the Nicoya Peninsula.

Erickson Smith '15Boston, MA

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First year:


• Chemistry I


• Introduction to Sustainability

• Writing Seminar

• Biology I

• Tutorial: The Road to Rio+20

• Biology II: Form and Function

• Molecular Evolutionary Genetics

• Introduction to Oceanography

Second year:

• Practicum in Environmental Diplomacy

• Food Power and Justice

• Contemporary Artist as Researcher and Activist

• International Wildlife Policy and Protected Areas

• Genetics

• Conservation Biology

• Tutorial: Politics of World Trade

• Economic Development: Theory and Case Studies

• Environmental Chemistry

• Biogeography

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Third year:

• Hydropolitics

• Geographic Information Systems I: Foundations & Applications

• Ecology

• Global Environmental Politics: Theory and Practice

• Evolution

• Documentary Video Studio


• Environmentality: Power, Knowledge, and Ecology

• Probability and Statistics

Summer internship: Panamanian Amphibian Rescue and Conservation Project, Gamboa, Panama

Anyuri has a combined interest in international policy and conservation biology. She has participated in Earth in Brackets, a COA student organization focusing on global environmental politics, served on the scholarship committee for the Kathryn W. Davis Global and Civic Engagement Fund for Peace, and helped to organize Fandango, a popular COA talent show and fundraiser.

"I decided to come to COA because I was curious about the ocean, but also curious about development and conservation, and deeply curious about human ecology.

"One term I took Conservation Biology, Wildlife Policy and Protected Areas, and Genetics. These classes all connected to the issue of protection of species and questions of conservation. It was amazing to be able to see different but common sides of this issue through these classes."

Anyuri Betegon '15Colon, Panama

Course DescriptionA documentary video or film purports to present factual information about the world. A documentary may take a stand, state an opinion, or advocate a solution to a problem. A documentary may function in the realm of art. Documentaries may compile images from archival sources, interview testimonies about social movements or events, record an ongoing event "as it happens," or synthesize these and other techniques. We will look at various documentaries both historic and contemporary, and a number of strategies and styles, including; video diaries/autobiographical works, cinema verite, propaganda, documentary activism, nature documentaries, and experimental genres. Students will learn the basics of video production, including using a video camera, video editing, production planning, lighting, microphone use, and interview techniques. Students will make several documentary projects, both collaboratively and individually.

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John AndersonBA, University of California, Berkeley MA, San Francisco State University PhD, University of Rhode Island

Zoology, Behavioral Ecology, Anatomy, Physiology

Molly AndersonBS, MS, Colorado State University PhD, University of North Carolina at Chapel Hill

Food Systems, Sustainable Agriculture

Nancy Evelyn AndrewsBFA, Maryland Institute College of Art MFA, The School of the Art Institute of Chicago

Performance Art, Video Production

Jodi BakerBA, California State University, Fresno MFA, National Theatre Conservatory

Performing Arts, Theatre

Rich BordenBA, University of Texas PhD, Kent State University

Psychology, Philosophy of Human Ecology

Heath CabotBA, University of Chicago MA, PhD, University of California, Santa Cruz Anthropology

Colin CapersBA, MPhil, College of the Atlantic

Writing and Composition, Film Studies

William CarpenterBA, Dartmouth College PhD, University of Minnesota

Literature, Creative Writing, Comparative Mythology

Don CassBA, Carleton College PhD, University of California, Berkeley

Chemistry, Physics

Ken ClineBA, Hiram College JD, Case Western Reserve University

Public Policy, Environmental Law

Catherine ClingerBFA, University of Kansas MA, University of New Mexico MPhil, University College London PhD, University of London

Art History, Studio Art

Dru ColbertBFA, Auburn University MFA, The School of the Art Institute of Chicago

Graphic Design, Three Dimensional Art and Design, Museum Studies

FACULTY MEMBERS

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John Cooper BA, MA, Trenton State

Music Fundamentals, Aesthetics of Music, Improvisation

J. Gray Cox BA, Wesleyan University PhD, Vanderbilt University

Social Theory, Political Economics

Anna DemeoBS, University of Colorado MS, PhD, University of Maine

Sustainable Energy, Physics, Mathematics

Dave FeldmanBA, Carleton College PhD, University of California, Davis

Mathematics, Physics

Jay FriedlanderBA, Colgate University MBA, Olin Graduate School of Business

Socially Responsible and Sustainable Business, Entrepreneurship

Sarah HallBA, Hamilton College PhD, University of California, Santa Cruz

Earth Science, Geology

Helen Hess BS, University of California, Los Angeles PhD, University of Washington

Invertebrate Zoology, Biomechanics, Genetics

Ken Hill BA, University of Michigan EdM, Harvard University MS, PhD, Cornell University

Education, Psychology

Anne KozakBA, Salve Regina College MA, St. Louis University

Writing

Todd Little-Siebold BA, MA, University of Massachusetts, Amherst PhD, Tulane University

History, Latin American Studies

Isabel MancinelliBS, Catholic University of America MLA, Harvard University

Community and Regional Planning, Landscape Architecture

Jamie McKownBA, Emory University MA, Georgia State University PhD, Northwestern University

Government, Polity

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Ernie McMullenUniversity of Maryland Portland Museum School Portland State University

Art, Ceramics

Suzanne R. Morse BA, PhD, University of California, Berkeley

Applied Botany, Plant Ecology, Sustainable Agriculture

Karla PeñaBA, Autonomous University of Yucatan MA, Universidad Antonio de Nebrija, Madrid

Spanish Language, Yucatecan Culture

Chris PetersenBA, University of California, Santa Barbara PhD, University of Arizona

Marine Biology, Evolution, Field Ecology

Nishi RajakarunaBA, College of the Atlantic MSc, PhD, University of British Columbia

Botany, Evolutionary Ecology

Stephen ResselBS, Millersville University MS, University of Vermont PhD, University of Connecticut

Vertebrate Biology, Comparative Animal Physiology, Herpetology

Doreen StabinskyBA, Lehigh University PhD, University of California, Davis

International Studies, Global Environmental Politics

Candice StoverBA, Northeastern University MS, Pennsylvania State University

Writing, Literature

Scott SwannBA, MPhil, College of the Atlantic

Ecology, Natural History, Ornithology

Bonnie TaiBA, Johns Hopkins University EdM, EdD, Harvard University

Education

Davis F. TaylorBS, United States Military Academy MS, PhD, University of Oregon

Neoclassical and Ecological Economics

Sean ToddBSc, University College of North Wales, UK MSc, PhD, Memorial University, St. John's, Newfoundland

Marine Mammalogy, Biology, Oceanography

Katharine TurokBA, Wheaton College MA, Rutgers University

Writing and Composition, World Literature

John VisvaderBA, CUNY PhD, University of Minnesota

Philosophy, Cosmology, History of Ideas, Chinese Philosophy

Karen WaldronBA, Hampshire College MA, University of Massachusetts, Boston MA, PhD, Brandeis University

19th and 20th Century American Literature, Minority, Cultural and Feminist Theory

ADVISING

The freedom to design your own major carries with it the responsibility to develop a coherent and thoughtful course of study. During your time at COA you'll work closely with an academic advisor, typically a faculty member in one of your areas of interest, to plan a program of study that will best fit your evolving goals and needs. In addition to working with a formal advisor, many students also build their own informal advising team and draw on other faculty, staff, and students as mentors.

EVALUATION

COA offers students the option of taking each class either for a traditional letter grade, or pass/fail. In both instances students receive a written evaluation from faculty, which provides a detailed assessment of their performance throughout the class and identifies strengths and areas for improvement. This system is designed to recognize the value of both quantitative and qualitative assessment, and give students evaluation options. Sometimes students find that the freedom from letter grades inspires them to explore new subject areas, push themselves, or take more intellectual risks. An optional self-evaluation is written by the student to assess the value of the course in relation to his or her own intellectual development.

OTHER ACADEMIC OPTIONS

With a student to faculty ratio of 10:1, individualized attention and seminar-style discussions are the classroom norm. For students who might be looking to delve into subjects not represented in the regular curriculum, the college also offers the opportunity for independent studies, tutorials, residencies, group studies, and various off-campus study options.

In addition to the permanent faculty members included here, COA also hosts a range of adjunct and visiting faculty on a regular basis.

QUICK FACTS:Princeton Review says…

Top 10

• Best Food

• Professors Get High Marks

Top 20

• Most Accessible Professors

• Best Quality of Life

• Their Students Love These Colleges

• Great Financial Aid

35

Jay FriedlanderSharpe-McNally Chair of Green & Socially Responsible BusinessBA, Colgate University; MBA, Olin Graduate School of Business

"At COA your only limit is yourself. I have seen few places in my lifetime that will both encourage your dreams and help you achieve them. For example, if you are interested in creating a sustainable enterprise, we go beyond giving you the skills in a classroom. By your senior year you could enter the Hatchery (COA's sustainable venture incubator) and launch your enterprise. The enterprise could be a for-profit venture that produces social and environmental benefits—alternative energy, organic foods or creating new products or services. Or perhaps you'd rather focus on tackling a persistent problem like hunger, poverty, or global warming. Ask yourself what would you like to create and where you'd like to go. We'll help you get there."

Courses Taught at COA• Business and Non-Profit Basics• Creative Destruction: Understanding 21st

Century Economies• Financials• Hatchery• Human Relations: Principles and Practice

• Impact Investing• Islands: Energy, Economy, and Community• Launching a New Venture• Solutions• Sustainable Strategies

36

Nancy AndrewsBFA, Maryland Institute College of Art; MFA, The School of the Art Institute of Chicago

"COA is not just a small school; it is a tiny school. It is a college with top-notch faculty who care a great deal about teaching and mentoring. This school is a community, and people—students, faculty, and staff—find niches here, but are also always finding new roles. They find work that they love, and people that care about their work. We are continually trying to push the envelope of interdisciplinarity and multidisciplinarity in order to forge and understand connections between areas of knowledge and areas of life. For me, this kind of constant growth and change parallels the process of being an artist, and it keeps my work as a teacher challenging and fresh."

Courses Taught at COA• Advanced Projects: Art Practice and

Concepts

• Animation I & II• Art of the Puppet• Documentary Video Studio• Film Sound and Image

• Four-Dimensional Studio• Intermediate Video: Studio and

Strategies• Journeys in French Film• Soundscape

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Bonnie TaiBA, Johns Hopkins University; EdM, EdD, Harvard University

"Human ecology: this somewhat clunky, notoriously difficult-to-explain focus is an intrinsic element of COA. Because none of us define it exactly the same way, we start from the assumption that our words do not mean the same to everyone. COA's best qualities rest in our rejection of monocultures, dualisms, and trifectas—and our embrace of ambiguity, complexity, paradox, and impermanence."

Courses Taught at COA• Changing Schools, Changing Society• Curriculum Design and Assessment• Experiential Education• Femininity and Masculinity go to School:

Gender, Power & Education• Integrated Methods II: Science, Math,

and Social Studies

• Intercultural Education• Tutorial: Research and Program

Development for Ecological Education• Tutorial: Social Power and Identity

Politics• Understanding and Managing Group

Dynamics

38

Sean ToddSteven K. Katona Chair in Marine SciencesBSc, University College of North Wales, UK; MSc, PhD, Memorial University, St. John's, Newfoundland

"Part of what makes me excited to teach at COA is that as a biologist I get to go out in the field with my students. In my Oceanography class we are out every week getting cold and wet, but understanding and being part of the ocean. For my Marine Mammal Biology class we spent two weeks out at one of the college's marine field stations on Mount Desert Rock. Not only did students learn field biology, but they also learned the logistics of helping to run a field station. They drove boats, serviced diesel generators and photovoltaic solar panels, and learned to cook, all at the same time."

Courses Taught at COA• Biology I • Biology II: Form and Function • Fisheries and Their Management• Introduction to Oceanography

• Introduction to Statistics and Research Design

• Marine Mammal Biology I• Marine Mammals and Sound

39

COMMUNITYCOA is a close-knit intellectual and social community. With 350 students, 35 faculty

members, and 70 staff, everyone is on a first-name basis and you'll likely find that

your academic work percolates into all aspects of your life. These close ties unite

people during their years at COA and long afterward.

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GovernanceResponsible citizenship requires collaborative attitudes and skills. This is

a primary rationale for COA's commitment to participatory governance and

consensus building. In keeping with the central ideas of community and

responsibility, students play a large role in the college's governance structure.

Students, together with faculty and staff, are invited to participate on college

committees, from Academic Affairs to Personnel, with full voting rights.

The All College Meeting (ACM), held every Wednesday and moderated by a

student, provides a regular forum for students, faculty, and staff to consider

issues facing the college and the world. ACM serves numerous functions: it

is a policy-making body; it provides consultation on pressing issues; it builds

community; it acts as an educational forum; and it provides a venue for

communication between various constituencies on campus.

The governance system is an important way that COA students make significant

contributions to the college, both in terms of day-to-day management and

helping to determine our long-term direction.

Student LifeLife at COA is informal, friendly, supportive, and always busy. COA's mission

attracts students who are comfortable with alternative viewpoints and a certain

degree of uncertainty. This is ref lected in a campus atmosphere that balances

consistency and spontaneity in and out of the classroom. On any one day

you might participate in a pick-up game of soccer, a meeting of a student-run

organization dedicated to environmental activism, a lunchtime foreign language

group, a theatrical or musical performance, a design meeting for a student

literary publication, or a kayak trip around the islands of Frenchman Bay.

Acadia National Park, located a short walk from campus, offers hundreds

of miles of trails for hiking, running, bicycling, cross-country skiing, and

snowshoeing. The park's lakes, ponds, ocean shores, and mountains keep

swimmers, ice skaters, rock climbers, and kayakers happy. COA's outdoor

program organizes regular expeditions and camping trips in the park and

surrounding areas.

COMMUNITY

41

42

Housing & FoodCOA's on-campus residences are a mix of old homes from former seaside estates

and newer houses built by the college to encourage community living and meet high

environmental standards. All first-year students live on campus. Transfer and returning

students may opt to live on campus, or to rent houses or apartments with friends in

the village of Bar Harbor—a short walk or bike ride away. Bar Harbor's popularity as

a summer tourist destination means that there is a great deal of affordable housing

available to rent during the school year.

As a member of a house on campus, each student is expected to play a vital role in making

the house a home. All residences are equipped with full kitchens, and community dinners

are typical on Sunday evenings. Resident advisors work with students to generate evening

programs for the house and help to facilitate house chores and responsibilities.

Blair Dining Hall, affectionately known as Take-A-Break (or TAB), has won repeated

praise for providing among the best college food in the US. All meals are made from

scratch, and more than 30% of the ingredients are sourced locally and sustainably. Meals

are served Monday through Friday, and there are always vegan, vegetarian, and gluten-

free options. And if today's TAB menu doesn't suit your fancy, you can always grab a

sandwich, salad, soup, or smoothie (and quite a few things that don't start with s) at the

Sea Urchin Café in the Deering Common Community Center.

QUICK FACT:0% of food waste from the dining hall ends up in a landfill—instead it is composted or used to feed the pigs and chickens at COA's farms.

Students manage COA's extensive composting system.

44

45

SustainabilitySustainability at COA isn't just something we do; it's a core part of who we are and how we

live. We boast solar arrays and wind energy, local farms that provide food for the dining

hall and process the compost created there, dorms with composting toilets and a wood

pellet boiler, and of course, a curriculum in which sustainability is a central theme.

The Campus Committee for Sustainability, comprised of faculty, staff, and students, is

integral to exploring and implementing policies and actions that continue to green COA

and help the priorities of all community members be heard.

And there is always a conversation happening—in classrooms, over coffee, on nature

walks—about what we can do to improve our relationship with the world.

Solar panels on student housing. A wood pellet boiler heats several campus buildings.

Wind energy helps power COA's Beech Hill Farm.

The college's electric van fills up at the solar-powered car charging station.

46

Facilities & ResourcesCOA has two organic farms—Beech Hill Farm centers on five acres of intensive organic

vegetable production, and the Peggy Rockefeller Farms raise sheep, poultry, and other

livestock. Both farms produce food for the college's dining services and give students the

opportunity to gain real farming experience.

The college's offshore island research stations on Great Duck Island and Mount Desert

Rock are sites where students engage in hands-on marine mammal and ornithological

research. Allied Whale, COA's marine mammal research group, has been using

photographic identification techniques to study humpback and finback whales for more

than 30 years.

On-campus facilities include the George B. Dorr Museum of Natural History, Amos Eno

Greenhouse, COA/Acadia National Park Herbarium, and numerous gardens including

a large community garden. Thorndike Library provides access to a wealth of academic

resources both near and far, and its reading room and stacks are popular spots for

quiet study. Gates Community Center hosts regular speakers, concerts, and theatrical

performances, and the Blum Gallery features art exhibitions by students, faculty, and

outside artists. The Deering Common Community Center includes a meditation room,

meeting spaces, a student lounge, and the Sea Urchin Café. It is also home to health,

wellness, and counseling resources.

Edward McC. Blair Marine Research Station on Mount Desert Rock. Opposite top: Alice Eno Field Research Station on Great Duck Island.

149937_Text.indd 46 8/29/14 11:31 AM

Beech Hill Farm George B. Dorr Museum of Natural History

COA's M/V Osprey Peggy Rockefeller Farms 47

Our students are extraordinary in their ability to take lessons learned in one context and apply those things: the skills, experience and understanding, much more broadly. Understanding the evolution of mating systems in hermaphroditic fish is fascinating to know but it may be information that is directly relevant in only a narrow range of circumstances. The critical thinking, analytical skills, and pleasure in working hard to understand a complex phenomenon are habits of mind that are broadly transferable, and our students understand that.

Helen Hess, PhDFaculty in invertebrate zoology, genetics, and biomechanics

Student researcher banding gull chicks on Great Duck Island.

48

50

Outdoor ProgramStudents are encouraged to arrive at COA with a sense of adventure. With Acadia National

Park in your backyard, you'll have easy access to countless outdoor activities both on

your own and through the college's outdoor programs. Organized trips range from a day

hike or an afternoon of rock climbing to a weekend of backpacking or winter camping.

For those who want to head off at a moment's notice, COA's recreational equipment

is accessible to all college community members for free. This includes a f leet of ocean

kayaks and lake canoes, cross-country skis, tents, snowshoes, and much more. Some

classes, such as Whitewater/White Paper and Ecology: Natural History, also incorporate

trips that place students in whitewater canoes or the school 's marine vessel, the 46'

Osprey. Aspiring scuba divers are invited to take an annual course offered through the

local YMCA.

Each fall, new students are introduced to Maine's numerous wilderness adventure

opportunities through the optional Outdoor Orientation Program (OOPs). Returning

students lead the six-day trips; participants choose from kayaking, canoeing, hiking,

cycling, climbing, and sailing.

52

For a preview of some of our favorite things to do on Mount Desert Island (MDI), download our College of the Atlantic MDI Adventure App. Just search "MDI Adventure Passport" on your phone's App Store and hit " install"—it's free.

WELCOME TO YOUR NEW

HOME

Mount Desert Island

Acadia National

Park

Great Duck Island

Mount Desert Rock

COAThe Cox Protectorate

Beech Hill Farm

The Peggy Rockefeller Farms

53

Life on Mount Desert IslandMount Desert Island (MDI) is truly a remarkable place to live and study. Its pink granite

mountains, rugged shores, woods, and waters are a much-loved year-round home to

10,000 hardy and dynamic locals. In the summer more than a million visitors f lock to

visit Acadia National Park and the hotels, restaurants, campgrounds, and shops across

the four towns of the island.

During the fall, winter, and spring, the island is quieter, but many local businesses stay

open to serve the year-round community. The book store, natural food store, second-hand

shop, movie house, outdoor gear supplier, yoga studio, and public library (all within a

mile of campus) will likely be stops at some point during a student's years at COA.

Every student receives a membership to the local YMCA, which provides access to

volleyball, basketball, swimming, a weight room, indoor soccer, and fitness classes.

Natalie Bloomfield '14Internship: College Confident, Brooklyn, NYSenior Project: A Dreamer's Reality

54

55

FIELD RESEARCHER

AERODYNAMICIST

FILMMAKER

PARALEGAL

ENGINEER

DOCTOR OF OSTEOPATHIC MEDICINE

AQUATIC ECOLOGY TEACHER

ANIMAL BEHAVIORIST

URBAN GARDENER

ANIMATOR

DANCER

GENEALOGIST

ACQUISITIONS MANAGER

CONSERVATION COORDINATOR

BIOLOGIST

GAME WARDEN

RESTAURATEUR

FOSTER CARE ADMINISTRATOR

JEWELRY DESIGNER

FALCONER

NATIONAL PARK RANGER

REFUGE BIOLOGIST

SOCIAL WORKER

BREWMASTER

BAKER

BLACKSMITH

FAMILY PRACTICE RESIDENT

DEPUTY CHIEF OF INTERPRETATION

CINEMATOGRAPHER

PARENT

ACOUSTIC RESEARCHER

ARCHIVIST

GRAPHIC DESIGNER

BIOSTATISTIAN

INSTRUCTOR

FARM MANAGER

PROFESSOR OF MEDICINE

FARMER

CARPENTER

ANIMAL RIGHTS ADVOCATE

CASE MANAGER

RESTORATION ECOLOGIST

CETACEAN AND WILDLIFE ARTIST

VOLUNTEER COORDINATOR

PARAMEDIC

GREENHOUSE MANAGER

WILDLIFE TECHNICIAN

CURATOR

DOULA

PSYCHOLOGIST

DOCUMENTARY FILMMAKER

DESIGNER

RESEARCH TECHNICIAN

ELEPHANT TRAINER

PRESIDENT

EIGHTH GRADE TEACHER

MIDWIFE

DIVER

PARK PLANNER

ANIMATOR

WOMEN'S HEALTH ADVOCATE

WOOD SCULPTOR

ATTORNEY

DESIGN AND LANDSCAPE PLANNER

ENGLISH TEACHER

ACTOR

GRASSROOTS ORGANIZER

NAVY DIVER

REGIONAL PLANNER

FARM EDUCATOR

COUNSELOR

MECHANICAL ENGINEER

LIBRARIAN

FLORIST

PROFESSOR

MASON

EDUCATION CONSULTANT

PASTOR

ENVIRONMENTAL PLANNER

HEALTH COACH

ARTICULATION SUPERVISOR

DOG TRAINER

GRANT WRITER

MARINE BIOLOGIST

SCULPTOR

SPANISH TEACHER

INFANT MASSAGE INSTRUCTOR

AMERICORPS MEMBER

FIBER ARTIST

COMMUNITY HERITAGE COORDINATOR

ECONOMIST

PARK SPECIALIST

ORGANIC ORCHARDIST

FOURTH GRADE TEACHER

ILLUSTRATOR

HIGH SCHOOL SCIENCE TEACHER

URGENT CARE PHYSICIAN

NATURALIST

PLAYWRIGHT

MOVEMENT THERAPIST

CEO

GALLERY MANAGER

FISHERMAN

RABBI

GRADUATE TEACHING FELLOW

SCHOOL COUNSELOR

THEATER COMPANY MANAGER

NEUROLOGIST

PRINCIPAL

CHIROPRACTOR

PROGRAM MANAGER

PAINTER

REGISTERED NURSE

MUSEUM EDUCATOR

HORTICULTURALIST

ATHLETIC DIRECTOR

WEAVER

STATISTICAL CONSULTANT

ASSISTANT ATTORNEY GENERAL

OCCUPATIONAL THERAPIST

SINGER/SONGWRITER

CHEESEMAKER

DIGITAL IMAGING TECHNICIAN

SCIENCE TEACHER

INTERPRETER

GUIDE

STONE MASON

ETHNOBOTANIST

LAW STUDENT

BEHAVIORAL HEALTH PRACTITIONER

FRENCH TEACHER

DIRECTOR

ECONOMIC PLANNER

WALDORF TEACHER

PUPPETEER

NURSE PRACTITIONER

TRIAL ATTORNEY

PILOT

EXPEDITION LEADER

BILINGUAL TEACHER

ORGANIC LANDSCAPER GARDENER

MINISTER

PHOTOGRAPHER

FURNITURE MAKER

COASTAL RESOURCE MANAGER

DIALYSIS DIETITIAN

COORDINATOR

EDUCATOR

AUTHOR

NOVELIST

CERAMICS TEACHER

BOAT CARPENTER

CLINICAL CASE MANAGER

SPECIAL EDUCATION TEACHER

THERAPIST

ADMINISTRATOR

WRITER

ARBORIST

SALAMANDER ECOLOGIST

ADMISSION COUNSELOR

PLANT ECOLOGIST

PRESCHOOL TEACHER

BUSINESS OWNER

SCHOOL ADMINISTRATOR

RESEARCHER

HEALTH EDUCATOR

ECOLOGIST

LANDSCAPE DESIGNER

SUMMER CAMP DIRECTOR

EQUINE VETERINARIAN

ORNITHOLOGIST

SAIL MAKER

FISH CULTURIST

GIS SPECIALIST

FISHERIES BIOLOGIST

ELL SPECIALIST

FUNDRAISING CONSULTANT

RESEARCH ADMINISTRATOR

PHYSICAL THERAPIST

MARINE RESEARCHER

MUSICIAN

CAD OPERATOR

FOUNDER

EDITOR

CONSERVATION SCIENTIST

NETWORK ENGINEER

US HOUSE OF REPRESENTATIVES

DEPUTY CITY ATTORNEY

VETERINARIAN

COMMUNITY EDUCATOR

ENTREPRENEUR

PLANNER

CHILDREN'S MAGAZINE EDITOR

BOTANIST

DEVELOPMENT DIRECTOR

ARTIST

ELECTRICIAN

CONSULTANT

ACUPUNCTURIST

PHD CANDIDATE

ADVOCATE

MICROBIOLOGIST

CHEF

FIREFIGHTER

JOURNALIST

CHILDREN'S BOOK AUTHOR/ILLUSTRATOR

FUNDRAISER

INTERNSHIP COORDINATOR

PHOTOJOURNALIST

COMMUNITY OUTREACH EDUCATOR

GALLERY OWNER

LEGAL ADVOCATE

CHILD PROTECTIVE CASEWORKER

BAND MEMBER

EXECUTIVE DIRECTOR

DEAN OF STUDENTS

REALTOR

WEBSITE DEVELOPER

MASSAGE THERAPIST

ADULT CASE MANAGER

FOOD PANTRY MANAGER

HYDROLOGIST

TOWN MANAGER

COMEDIAN

FORESTER

RADIOLOGIST

COMPUTER CONSULTANT

ARCHITECT

ADJUNCT FACULTY

MEDICAL STUDENT

LIFE AFTER COA

COA's emphasis on field research, independent study, interdisciplinary thinking, and internships translates well to the world of work.

Alumni often report that their close connections with COA faculty help facilitate important professional connections that launch them in their careers or into graduate school. Among them: the Executive Vice President of Conservation International, one of Maine's two Congressional Representatives, and the co-founder and president of Newman's Own Organics. Other graduates have become marine biologists, composers, restaurateurs, attorneys, entrepreneurs, teachers, organic farmers, artists, writers, social workers, doctors, veterinarians, molecular geneticists, and public policy experts.

COA alumni are tied together not just by their connections with the college, but also by their concern for the world around them and their desire to make a positive impact in their communities.

COA alumni go on to careers in a wide range of fields: 22% natural science; 17% arts and design; 17% education; 16% administration, business, and computer technology; 14% social services, government, and law; 10% health; 4% other areas.

Approximately 55% of COA graduates pursue advanced degrees at a wide range of universities including: Antioch University New England, Boston University, Columbia University, Cornell University, Harvard University, Johns Hopkins University, Lesley University, London School of Economics, New York University, Rochester Institute of Technology, Tufts University, University of British Columbia, University of Maine, Vermont Law School, and Yale University.

For more detail on what our alumni are up to, visit www.coa.edu/alumniprofiles.

56

After graduation, Meg worked as an exhibit development intern at the EcoTarium in Worcester, MA. Now a curatorial assistant at the Museum of Science in Boston, Meg curates the Natural Mysteries exhibit, works on exhibit installations, and cares for the museum's collection of natural history and technology objects.

"I was looking for a college community that shared my values, that really cared about learning, and was engaged with the world. That is precisely what I found and what kept me at COA.

"The process of putting together a senior project is a wonderful opportunity that many college students do not have in their undergrad years. It allows for the synthesis of ideas and the practical application of skills that are valuable bridges from college to the 'real world.' For me, working on a long-term project that had a concrete result—an exhibit in the Dorr Museum of Natural History—was challenging and fulfilling, and having created all of the components of my very own exhibit was a unique experience to have when entering into the museum world. And the skills I gained from my senior project are still relevant in my work today!"

Meg Trau '12Curatorial Assistant, Museum of Science, BostonInternships: Spruce Knob Mountain Center, Circleville, WV; Delaware Museum of Natural History, Wilmington, DE

Senior project: The Human Ecology of Weeds: A Museum Exhibit

57

Now back in Mexico on his family's farm, Juan is working to build a business he began while in the COA sustainable enterprise hatchery. As the legal representative of Agro-Productores del Rincón, he is raising funds to begin commercially transforming the farm's agave and goat milk into syrup and cheese.

"COA taught me to think out of the box. I considered myself a technician and the college turned me into a human ecologist, seeing the complexities beyond technical issues. Now I cannot see anything without seeing the big picture.

"My favorite COA class was "Our Daily Bread: Following Grains through the Food System." In this class we explored the food chain from wheat fields to grocery stores and kitchens, passing through mills, bakeries, and shops. The class started in Maine, and then took us to the UK and Germany where we gained insight into how to deal with issues in the Maine food system."

Juan Olmedo de la Sota-Riva '12 Company Representative, Agro-Productores del Rincón, MexicoInternship: Domaine de la Croix Fees, Auvergne, France

Senior project: Deep Roots, Dry Soil: Perennials in Semi-Arid Agroecosystems

GETTING IN

AdmissionCOA approaches the admission process much as we approach

learning: with a focus on the individual strengths of each

student, encouraging creativity, and with the hope that you

will both ask lots of questions and share your ideas with us.

Students may choose to apply either Regular Decision or Early

Decision. Early Decision applications are binding, meaning that

the applicant is committing to enroll at COA if admitted.

COA accepts the Common Application. To start your application

visit www.commonapp.org. College of the Atlantic's CEEB code

is 3305.

A Complete Application Includes:

1. Completed Common Application

2. $50 application fee

3. At least two teacher recommendations

4. Official transcripts of all academic work from high school and college

5. A personal interview, though not required, is strongly encouraged

6. Standardized test scores are not required, but you are welcome to submit SAT or ACT scores if you choose

58

WHAT WE LOOK FORAll applications are reviewed by the Admission

Committee, which is comprised of current students,

faculty, and staff. The committee looks for:

• Academic preparation

• Intellectual curiosity and enthusiasm for learning

• A tendency to seek out intellectual and personal challenges

• A desire to be a part of a small college with a focus on environmental sustainability and social justice

Transfer or Visiting StudentsApproximately 20% of COA students start at COA as

transfer students from other institutions.

A student may transfer a maximum of 18 credits

to COA (the equivalent of two years of study, or

60 semester hours/90 quarter hours). Although an

evaluation of credit is not final until after enrollment,

students may receive preliminary evaluations by

contacting the registrar. Students who wish to spend

one or more terms at COA and transfer college credit

to another institution should apply as a visiting

student.

60

Advanced Placement/ International Baccalaureate

COA credit will be granted for scores of '4' or higher

on Advanced Placement (AP) exams. For International

Baccalaureate (IB) work, two COA credits will be given

for scores of '5' or higher on HL exams. A full year's

credit may be awarded for a score of '34' or higher on

the comprehensive exam. The credits are officially

recorded following successful completion of the

student's first year at COA.

International StudentsInternational students from a wide array of geographic

regions comprise about 18% of COA's student body.

In addition to the regular application requirements,

international students are required to submit one of

the following: TOEFL score, SAT critical reading and

writing scores, SAT II writing test score, or predicted

IB score for English. International students are also

required to submit a declaration of finances form.

We are proud to offer the Davis United World College

Scholarship to students who graduate from the United

World Colleges and are admitted to COA.

61

Dates & DeadlinesEarly Decision IDecember 1 Application Due

December 10 Estimated Financial Aid Form Due

December 15 Response to Applicants

January 10 Enrollment Deposit Due

Early Decision IIJanuary 15 Application Due

January 20 Estimated Financial Aid Form Due

January 30 Response to Applicants

February 15 Enrollment Deposit Due

Regular DecisionFebruary 15 Application & FAFSA Due

April 1 Response to Applicants

May 1 Enrollment Deposit Due

Transfer AdmissionApril 1 Application & FAFSA Due

April 25 Response to Applicants

May 15 Enrollment Deposit Due

Students may also apply to start at COA in the winter or spring

trimesters. For more information, visit www.coa.edu/apply.

Admission & Financial Aid StaffPhone: 1-800-528-0025 Email: [email protected]

Heather Albert-Knopp Dean of Admission

Donna McFarland Associate Director of Admission & Student Services

Nina Emlen Admission Counselor

Eliza Ruel Admission Counselor

Cherie Ford Admission Assistant

Bruce Hazam Director of Financial Aid

Dominika DelMastro Assistant Director of Financial Aid

62

Costs & Financial AidCOA offers both merit-based and need-based financial aid.

Approximately 85% of our students receive need-based aid, and the

average aid package meets 95% of the student's demonstrated need.

Each year we also award several merit-based Presidential and Dean

scholarships to those students exhibiting exceptional academic

achievements and citizenship qualities. The college also offers a

number of special scholarships, which can be found online at

www.coa.edu/coa-scholarships. All applicants are considered for COA's

merit scholarships—there is no need to submit a separate scholarship

application.

2014–2015 costs:

Tuition & Basic Fees: $40,491

Room: $6,000

Board: $3,300

Total: $49,971

Estimates for expenses that are not billed: $1,680 (including books, supplies, transportation)

The Free Application for Federal Student Aid (FAFSA) usually becomes

available in December and must be submitted between January 1 and

February 15. Applicants should also submit COA's institutional aid

application no later than February 15. The college's Title IV code is

011385.

Our financial aid staff has years of experience helping students and

families navigate the intricacies of applying for financial aid. Please

don't hesitate to contact them with your questions, or look for more

information on our website: www.coa.edu/costs-financial-aid.

63

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Visiting is a wonderful way to get to know the College of the Atlantic community. While you're here you can sit in on classes, meet with students and professors, check out campus activities, have an admission interview, and sample our award-winning food at the Blair Dining Hall or Sea Urchin Café.

It's best to visit on weekdays when term is in session. You can either come for the day and take a campus tour at 10 am, 12 pm, or 2 pm, or stay overnight. During the school year, a guest room is available for prospective students who would like to stay overnight in a campus residence. For those wishing to stay on campus, please schedule your stay at least two weeks in advance to confirm that space is available. To schedule a tour and interview, please contact the Admission Office. If you are unable to travel to Maine for a visit, we are also happy to connect you with a faculty member, current student, or admission counselor by phone or email.

Contact the admission office to set up your visit: [email protected], 1-800-528-0025.

VISITING COA

105 Eden Street · Bar Harbor ME 04609800-528-0025 · [email protected]

COLLEGE OF THE ATLANTIC

College of the Atlantic Viewbook 2015

Documents

Transcript of College of the Atlantic Viewbook 2015