Great Britain. Court of Quarter Sessions of the Pe.

College of the Atlantic Viewbook 1993-1994 online

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J^f •


op the Maine;
Viewbook and Application

- ■«?*''





Coeducational, 4-year independent coll
with graduate programs


Bar Harbor, Maine

Located on Mount Desert Island

Population — 4,500

45 miles southeast of Bangor

300 miles north of Boston

Cost 1993-1994

Tuition $13,287

Room $ 2,460

Board $ 1,400

Books $ 450

Personal Expenses $ 400

Financial Aid

60% of student body receive some
sort of Financial Aid
Average award, 1992-93— 310,061
All Financial Aid is need-based


26-shorefront acres overlooking Frenchman
Bay, adjacent to Acadia National Park

School Year Calendar

Three 1 0-week terms

Degrees Offered

B.A. Human Ecology
M. Phil. Human Ecology

Student Body

250: 62% women, 38% men

29 states and 1 1 foreign countries represented

32% of students live on campus



Interview strongly recommended
Campus visit and student-guided tours
available throughout the year


Air — regularly scheduled flights to

Bar Harbor and Bangor

Bus — service to Ellsworth and Bangor

College of the Atlantic was created two decades ago at
a time when it was becoming evident that conven-
tional education was an inadequate preparation for
citizenship in our increasingly complex and technical
societ}'. The growing interdependence of environmental
and social issues and the limitations of academic speciahza-
tion demanded a wider vision. COA's founders created a
pioneering 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 fi-om 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 commit-
ment to participatory governance and consensus building.
It is exemplified by creative ways to run meetings, resolve
disputes, utilize computer technologies, or work in part-
nerships with outside communities.

At COA, students work on real issues from the begin-
ning rather than after they are "educated." Individualized
courses of study are created by students as they work
together with faculty to expand their academic 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.




Resource Areas

Environmental Science/12

Arts and Design/13

Human Studies/13







College of the Atlantic is accredited by the New England Association of Schools and Colleges.


Craig Greene teaches a wide range of
botany classes and, through a coopera-
tive agreement with Acadia National
Park, conducts plant surveys there.

COA has a teaching faculty
of over 20. All full-tiiiie
faculty have Ph.D. degrees or
the appropriate teruiiiial
degree in their field, ?}iany
earned at the nation V 7}?ost
respected universities. Their
fields of interest include land-
use planning, architecture,
life sciences, literature, public
policy, marine biology, psy-
chology, and education.
Courses offered by regular
visitirig faculty provide an
important supplemejit to the

Academic Administration

Katona, Steven


B.A. Harvard University, 1965; Ph.D.

Biology, Harvard University, 1971.

Borden, Richard

Academic Demi

B.A. University of Te.xas, 1968; Ph.D.
Psychology, Kent State University, 1972.
Course Areas: environmental psychology,
personality and social development,
contemporary psychology, and philosophy
ot human ecology

Cote, Melville

Adininistrative Dean

B.A., M.A.T. Wesleyan University, 1958,

1962; Ed.D., Harvard University, 1971.

Maltz, Alesia

Associate Dean for Advanced Studies
B.A. Hampshire College, 1978; M.A.
University of Illinois, 1980; Ph.D. Science
and Society, University of Illinois, 1989.
Course Arras: history of science, medicine
and culture, environmental history, and
history of landscape


Anderson, John

B.A. University of California, Berkeley,
1979; M.A. Ecology and Systematic
Biology, San Francisco State University,
1982; Ph.D. Biological Sciences, Univer-
sity of Rhode Island, 1987.
Course Areas: zoology, behavioral ecology,
anatomy, and physiology

Beal, Elmer

B.A. Bowdoin College, 1965; M.A.
Anthropology, University of Texas, 1977.
Course Areas: ethnology, anthropological
theory, and traditional music

Carpenter, JoAnne

B.A. University of Massachusetts, 1962;
M.A. Art and Architectural History,
University of Minnesota, 1970;M.F.A.
Painting, University of Pennsylvania, 1993.
Course Areas: art, architectural history, and
Maine coast history and architecture

Carpenter, William

B.A. Dartmouth College, 1962; Ph.D.
English, University of Minnesota, 1967.
Course Areas: literature, creative writing,
comparative mythology, and Maine coast
history and architecture

Cass, Donald

B.A. Carleton College, 1973; Ph.D.

Chemistry, University of California,

Berkeley, 1977.

Cowse Areas: chemistry, physics, and



Etta Mooser heads COA's innovative
teacher education program.

Cline, Kenneth

B.A. Hiram College, 1980; J.D. Case
\\ estern Reserve Universin,-, 1983.
Course Areas: public polic}' and
environmental law

Cooper, John

B..A. Trenton State, 1975; M.A. Trenton
State, 1981.

Course Areas: music fundamentals,
aesthetics ot musics, and improvisation

Dickinson, Martha

B.S. Universitv' of Kentucky, 1961; M.S.
Universit)' of Wisconsin, 1963; Ph.D.
University of Colorado, 1969.
Course Areas: mathematics and physics

Dworak, Marcia

B..\. California State L niversit\% Fuller-
ton, 1972; M.S. California State Univer-
sity, Fullerton, 1973; M.A. Sangamon
State University, 1979.
Course Areas: children's literature and
research techniques

Greene, Craig

B.S. State University of New York at
SvTacuse, 1971; M.S. Plant Taxonomy,
Universitv' of Alberta, 1974; Ph.D.
Biology, Harvard University, 1980.
Course Areas: botany, evolution, and plant

Koeppl, Martin

B.S. University of Munich, 1977; M.A.
Wayne State University, 1980; Ph.D.
Geography, Clark University, 1987.
Course Areas: education, geography,
media, and design

Kozak, Anne

B.A. Salve Regina College, 1959; M.A.
English, St. Louis Universit}', 1962.
Course Areas: writing and literature

Lemer, Susan

B..^. University of Cincinnati, 1969;
California Institute of Arts, 1971.
Course Areas: literature and women's

Mancinelli, Isabel

B.A. Catholic University of America,
1975; M.A. Landscape Architecture,
Harvard University, 1981.
Course Areas: community and regional
planning and landscape architecture

McMuUen, Ernest

Universin,' of Maryland, Portland
Museum School, Portland State Univer-
sity, 1965-1970.
Course Area: art

Meiklejohn, Donald

B.A. LIniversity of Wisconsin, 1930;
Ph.D. Philosophy, Harvard
University, 1936.
Course Af-ea: public policy

Mooser, Etta

B.A. Lewis and Clark College, 1970;
Ed.M. Columbia University, 1984; Ed.D.,
Philosophy, Teachers College, Columbia
University, 1987.
Course Area: contemporary education

Morse, Suzanne R.

B.A. University of California, Berkeley,
1980; Ph.D. Botany, University of
California, Berkeley, 1988.
Course Areas: applied botany, plant
ecology, and tropical studies

Petersen, Christopher

B.A. L'niversity of California, Santa

Barbara, 1976; Ph.D. Ecology and

Evolutionary Biology, University of

Arizona, 1985.

Course Areas: ichthyology and marine


Ressel, Stephen

B.S. Millersville University, 1976; M.S.
L'niversity of Vermont, 1987; Ph.D.
Ecology and Evolutionan' Biology,
University of Connecticut, 1993.
Course A?ras: ecology and biology

Visvader, John

B.A. Philosophy, CUNY, 1960; Ph.D.

Philosophy, University of Minnesota,


Course Areas: philosophy of science and

technology, philosophy of nature,

cosmology, history of ideas, and Chinese



Adjunct Faculty

Beckman, Jennifer

B.A. \'assar College, 1982 - Cerm/ics.

Brecher, Melita

B.A. University of Industrial Arts
(Helsinki), 1973; M.A. SUN\' at Buffalo,
\9»2 - Sai/pt,irc.

Buyers-Basso, Skip

B.A. College of the Atlantic, 198.3 -
A luseimi Studies/Taxidenny.

Caivano, Roc

B.A. Dartmouth College, 1966; M.A.
Architecture, Yale University, 1970. (ALA
licensed; N.C.A.R.B., \^m)- Architecture.

Cote, Polly

B.A. Thomas Edison, 1980; M.A.L.S.
Dartmouth College, 1988 - Vimal Ans.

Cox, Gray

B.A. Wesleyan University, 1974; Ph.D.
\'anderbilt University, 1981 - Writing.

Diaz, Hector

B.S. University of Maine, 1973 - Spanish.

Goldman, Debra

B.F.A. University of Iowa, 1980; M.F.A.
Pratt Institute 1988 - Photography.

Haynes, Susan

B.A. Tufts University, 1968; M.S. Ed.
Wheelock College, 1969 - Education.

Kane, Jr., Daniel

B.A.Yale, 1962;J.D. Harvard University,
\966 -Laii'/Physics.

Rhodes, Trisha

B.A.,M.A., University of Maine, 1983,

1987 -Education.

Sanchez, Joan

.Moore College of .Art, 1967-1970 and
Parsons School of Design, 1970-1971 -

Sellers, Lucy Bell

B.A. Radcliffe College, 1958 - Theater.

Stover, Candice

B..^. Northeastern University, 1974; M.A.
Pennsylvania State University, 1976 -

Trowbridge, Clinton

B..\. Princeton, 1950; Ph.D. English,
University of Florida, 1 956 - Writing.

Faculty Associates

COA hasfonnally recognized these distin-
guished individuals as faculty associates who
air invited to teach courses at any time.

Beard, Ronald

B.S., M.S. University of Maine.

Booth, William

B.S. University of Maine; B.D.
Hartford Theological Seminary; graduate
study at Cambridge University and Yale
Divinity School.

Davis, Norah Deakin

A.B., M.A., Philosophy, Washington

Eliot, Samuel A.

B..A.., M.A.T., Ed.D. Harvard University.

Epstein, Franklin H.

B.A. Brooklyn College; M.D. Yale
University School of Medicine.

Gudynas, Eduardo

Academic Coordinator, Multiversidad
Franciscana de .\mericana Latino; Don
Orione College, University of Uruguay.

Hill, Warren

B.A. Gorham State College; Ed.M.
Boston University; Ed.D. Columbia

Kates, Robert W.

M.A., Ph.D. University of Chicago.

Litten, Walter

B.S. Institute of Optics, University of


Rich Borden, COA's Academic Dean, has
also served as past president of the
Society of Human Ecology.


Visiting faculty Ben Baxter (right)
teaches courses in marine

resource issues.

Paigen, Kenneth

A.B.Johns Hopkins UniversiU'; Ph.D.
Cahtornia Instirute ot Technology.

Reynolds, Robert W.

B. S. University of Nebrasica.

Russell, EUzabeth S.

B.A. University of Michigan; M.A.
Columbia; Ph.D. University of Chicago.

Silk, Leonard

A.B. University of Wisconsin; Ph.D.
Duke Universit}'.

Stocking, Marion

A.B. Mount Holyoke College; Ph.D Duke

Straus, Donald B.

B.A., M.B.A. Harvard Universit\'.

Research Associates

Agler, Beverly

Population biolog\' of fin whales

Allen, Judith

Photo identification of humpback whales

Bowman, Robert

Studies on baleen whales of the western
North Adantic Ocean

Cole, Sarah

Biogeography and distribution of mammals

Cole, Tim

Field studies on baleen whales and seabirds

DenDanto, Dan

Population biology of fin whales; Regional
Marine Mammal Stranding Network

Devlin, Kate

Island Research Center, research on
breeding biolog)- of seabirds

Drury, John

Investigations on breeding biology of
seabirds on Maine islands

Femald, Tom

Marine naturalist

Fleischer, Artie

Island Research Center, research on
breeding biology of seabirds

Giller, Federico

Research on breeding biology of seabirds

Gregory, Linda

Acadia National Park resource inventory
and investigation

Mainwaring, Alan

Computer image analysis for individual
identification of humpback whales

Martin, Stephanie

Studies of marine mammals, seals, and
seabirds in coastal Maine

McCidlough, Gayle

Life histories ot individually identified
harbor seals in the Gulf of Maine

Mittelhauser, Glen

Acadia National Park inventory and

Robertson, Kim

Humpback whales of the Southern

Rock, Jennifer

Investigations on baleen whales using
microbiological and genetic techniques

Rough, Valerie

Population biology and individual
identification of gray seals in New
England waters

Stevick, Nancy

Individual identification of humpback

Stevick, Peter

Population studies ot humpback whales in
the western North Adantic Ocean using
photo identification and tissue sampling

Stone, Gregory

Investigations on baleen whales and
dolphins of the Southern Hemisphere; use
of submersibles and night vision technol-
ogy for marine mammal studies

Swann, Scott

Investigations on breeding biology of
seabirds on Maine Islands

Zoidis, Ann

Social and acoustic behavior of baleen





At COA the cmriciilum in
hii?nan ecology encourages
students to seek out connec-
tions implicit in ecology and to
apply these to humans, for
most environmental problems
ste?ti fi'ojn different kinds of
human behaviors and inter-
actions. Unlike many colleges
which offer liberal arts de-
grees in specific majors, COA
emphasizes an interdiscipli-
na?y appi'oach to the arts and

A COA Education is Individualized

Whether the class is a lab, studio, or
seminar, two factors make the COA
approach distinctive: the facult\' and
students' commitment to individualized
learning and the freedom to digest
information in one's own way and at one's
own pace. Here as a team, students and
facult}' investigate assumptions, examine
theories, and engage in a continuing
dialogue about knowledge, ideas, and how
students best learn.

A COA Education is Integrated

"In my first term at COA, I took Intro-
ductory Biology and Writing Seminar I,"
said Darron Collins '92. "What was
different about these two courses was that
one depended on the other. The instruc-
tors planned the writing assignments so
that they all reflected what we were
studying in biology. Even the final essay
exam in Writing Seminar was based on a
section of the biology text. By writing
about biology and explaining it to others,
I gained a greater understanding of
biological principles."

Darron's experience is not unique.
COA faculty look for and point out ways
their disciplines relate to or support
others. They encourage students to
examine issues from many perspectives
and to seek solutions that reflect an
integrated perspective.

A COA Education is Self-Directed

hi a college where questioning ideas and
seeking out relationships are encouraged,
tacultv work along with students as they
develop individualized programs of study
which enable them to address ecological
problems from a multiple perspective.

Although students are always encour-
aged to plan their own course of studies,
facult}' assume a more direct role in
advising entering students. But as
students approach their junior and senior
years, the hiculty role changes: Faculty are
more of a sounding board and students
take the initiative in designing an intern-
ship and senior project that synthesize
their educational endeavor at COA.

Along with planning their own course
of study, students are also encouraged to
seek out practical experiences that will
enhance their education. At COA, the
committed, responsible student has many
options — to write and edit press releases,
grants, a weekly newsletter, and annual
literary magazine, to tutor their peers in
writing, math, and word processing, to
coordinate a Distinguished Visitors Series,
to organize and present exhibits at the
New England Environmental Conference,
to conduct the COA chorus, to be a lab
assistant in chemistry or biology, to
monitor whale migrations, and to be a
resident advisor.


Steven Katona (right), who has taught
biology at COA since 1972 and founded
Allied Whale, became the College's
fourth president in 1993.


Bcc.uisc the complexit)' of the problems
we tace can only be resolved by bridging
disciplines, COA's approach to learning
enables students not only to choose
particular problems to focus on but to
design interdisciplinary curricula which
simultaneously provide an education in
the liberal arts and give students the tools
to make meaningful contributions to

The College's curriculum also enables
students to learn in a variety of educa-
tional settings. In addition to courses,
tutorials, and independent studies,
students learn through group studies to
work cooperatively and effectively in a
team effort. In the outreach education
and museum practica, they develop
practical and applied skills. Through
internships, students apply knowledge,
develop skills, and clarify career goals.
And in the senior project — a major piece
of independent work — students demon-
strate in-depth knowledge in a field and
an ability to examine an issue from more
than one perspective.

To foster this interdisciplinary
perspective, academic activities at the
College are arranged into three resource
areas — Environmental Science, Arts and
Design, and Human Studies.

Academic Requirements

The College awards one under-
graduate degree, the BA in human
ecology which indicates that students
understand the relationships between
the philosophical and fundamental
principles of science, humanities, and
the arts. Degree requirements include:

• 36 COA credits

• completion of 2 interdisciplinary core
courses (during student's first year)

• at least two courses in each of the three
resource areas

• a Human Elcology essay relating the
student's development as a human
ecologist and demonstrating writing
competency (must be completed and
approved prior to the student's fourth year)

• an internship (3 credits) of at least one
term in a job related to the smdent's
academic interest or occupational goals
(nonnally undertaken during student's
third year)

• a senior project (3 credits), a major piece
of independent work reflecting the
student's primary field of interest (during
smdent's final term)

• community service experience


John Anderson directs the tern
reintroduction program on
Petit Manan Island.



Environmental Science

The environmental science curriculum
brings together the biological and the
physical sciences in exploration of the
earth's systems by using the scientific
method o\ identification and investigation,
tracing ecological and evolutionan,'
patterns, studying natural communities as
ecological systems, and understanding the
interactions of people and natural systems.

The College's setting, bordering the
Gulf of Maine and Acadia National Park,
provides rich outdoor laboratories for
field research. In addition to laboratories,
our facilities include access to research
vessels, rwo greenhouses, and a computer

Students preparing for graduate school
or work in plant and animal ecology,
physiology, and most fields of the applied
environmental sciences receive both a
broad-based knowledge of ecological
principles and preprofessional training in
their chosen areas of concentration.


Animal Behavior


Biology I and II

Biology of Fish

Biology of Mammals

Biolog}' of the Rapidly Changing World

Bio-Organic Chemistr\'


Calculus, I, II, and III

Chemistry for Consumers

Computer Aided Drafting and Design

Conservation of Endangered Species
Ecological Physiology

Ecology: Populations and Communities
Environmental Chemistry
Environmental Physiology
Environmental Studies:

The New England Environment
Evolutionary History of Life on Earth

Evolution of Cooperation

Experimental Biology

Field Biology

Fisheries Biology

Flora of Coastal Maine

Functional Plant Morphology

Functional Vertebrate Anatomy

Gender and Science


Geographic Information System

Geology of Mount Desert Island

The Gulf of Maine: Oceanography and

Introduction to Chemistry I and II
Introduction to Computer Applications
Introduction to Physics
Invertebrate Zoology
Marine Ecology
Marine Mammals
Mathematics: Numbers, Trigonometry,

and Algebra
Morphology and Diversity of Plants
Mycology in Human Ecology
Ordinary Differential Equations
Organic Chemistry
Ornithology in the Field
Plants and Humanity: Economic Botany
Plant Physiological Ecology
Plant Systematics
Plant Ta.xonomy
Probability and Statistics
Weed Ecology
Women in Science
Woody Plants


Arts and Design

The arts and design curriculum not only
fosters artistic development but also gives
students the opportunit}- to immerse
themselves in design problems and to find
solutions to those problems by combining
aesthetic theon.- with an understanding of
ecological, economic, and energy-

Through courses in drawmg and
painting, students develop their own
\-isual expression and use art as a medium
for social criticism. In art, art histor)-, and
landscape design courses, students learn to
question and make perceptive statements
about the juxtaposition of the natural
world and the built emnronment.

What distinguishes COA's arts and
design program from that of other
institutions is its emphasis on interdisci-
plinan,- approaches to design issues. This
is not a program which grants a profes-
sional degree at the end of four years;
rather it is a program which promotes a
multidisciplinarv approach to design as
part of a general education in human

CO.Vs hands-on approach allows
students to create designs which both
reflect the students' artistic perception of
the problem and consider the needs and
desires of the individuals for whom they
are designing.


.\dvanced Studio: Design and Acti\'ism
.\esthetics of Music
Architectural Design Studio
.Architectural Survey: Prehistoric to

.Architectural Sur\^ey: 19th to 20th

.\rt, Media, and Environment Studio
Ceramics I and II
Environmental Design Studio
Foundations: Introduction to \'isual and

Environmental Studies

Greek .Art

Improvisation in .Music
Introduction to Video Production
Jazz, Rock, and Blues: From Their

Origins to the Present
Land Use Planning Studio
Landscape Studio: Environmental Art
.Music Fundamentals: Reading, Hearing,

Writing, Plaung .Music
Painting Studio
Photography I and II
Presentation Skills
Primitive .Art
Projects in Sculpture
Renaissance .Art
Textile Design
Theatre Workshop
Three-Dimensional Design I and II
Two-Dimensional Design I and II
Video Production Studio
Watercolor Painting
Women in the V'isual .Arts

Human Studies

B\' SNiithesizing the humanities with the
social sciences, the human studies
resource area provides students with a
wide and diversified perspective on human
nature which helps to break down the
artificial distinction inherent in specialized
branches of knowledge. Through team-
taught human studies courses, students
focus on aspects of the contemporary
human condition and are challenged to
blend ecological concerns with classical
humanistic studies. Courses in philoso-
phy, history, literature, and art relate the
past to the present. With the humanist's
consciousness of one's place in time,
students examine issues in political
science, economics, psycholog}', and
anthropology. This combination of
knowledge and perspective equips the
human ecologist to address individual and
cultural problems.


Advanced Composition

American Schooling in the Twentieth

An Eastern Perspective
Arts and Humanities Education
Communit}- Planning and Decision



Isabel Mancinelli, former planner for
Acadia National Park, teaches a variety
of design and land-use planning courses.

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Online LibraryGreat Britain. Court of Quarter Sessions of the PeCollege of the Atlantic Viewbook 1993-1994 → online text (page 1 of 4)