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Table of contents


Page 3. Andrews introduction
Page 4. Requirements and expectations of the tour guide position
Page 5. Registering with ADP
Page 6. Hints to get you going
Page 7. After you return to the admission office
Page 8. Commonly asked questions to muse over
Page 9. Facts and stats
Page 10. The Essence of College of the Atlantic
Pages 11-19. What do you knowtour information
Pages 20-22. Elizabeth Fisher-Bruns Basic Tour























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You are a tour guide. This is one of the most important positions at College of the
Atlantic.

Treat people well, trust them with the truth, and be positive about COA. You are an
interesting, unique part of this community; express that. Let your enthusiasm show.
This guide is a good starting point for a new guide. It is an equally good refresher for a
returning guide as it contains an overabundance of information. Please read it carefully,
but make sure to discover your own answers as well. People relate better to stories than
to numbers. Tell your stories; support them with this guide.

We want visitors to feel comfortable and personally welcome. Think of your tour as a
conversation; you know things about COA that the people on your tour do not. Walk,
talk, and most of all, enjoy the experience.

We in the Office of Admission genuinely appreciate what you do as a tour guide. If you
have an idea about giving tours, or if a tour left you with either a wonderful or sour
feeling please let us know. We want this position to be a joy for you.

Campus tours are very important in the college decision making process. They offer
students and their parents the opportunity to see and feel the place they are thinking
about investing a lot of time, energy, and money into. You are the insight into living
here at College of the Atlantic. Be inspiring!



One.

Andrew












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Requirements and expectations of the tour guide position

Each tour guide will be assigned one tour per week for the duration of one term. Guides are
expected to uphold their responsibilities for the entirety of the term.

Preferably prior to the start of the term, notify Andrew of your class schedule and availability as
scheduling does depend upon this information. Please include any changes to cell phone
numbers or other contact information.

It is expected that tour guides will arrive punctually in the Office of Admission five minutes
before the tour regardless of a scheduled visitor. Often times, visitors will drop-in unannounced
and tour guides should be prepared for this uncertainty.

If you havent done so prior to working as a Tour Guide, register with ADP. Either directly
before or directly after your tour submit your hour into ADP. Tour guides are paid regardless.
If there isnt a tour happening in a given week, guides may be asked to help with work around
the office. Ask either Donna McFarland or Andrew if there is work to do in lieu of guiding.

If a guide cannot make his or her tour, that person is responsible for finding a substitute guide
and then notifying Andrew of the change.

Once a term there will be a tour guide team meeting which team members will be required to
attend, if an extenuating circumstance arises, team members may request to be excused,
realizing that they may jeopardize their standing in the team roster.

Tour guides will be respected as adults, and as adults held accountable for their actions.

Subsequent tour guiding opportunities will be dependent upon the guides attention to
punctuality and responsibility. Guides will also be evaluated on any feedback the office receives
from visiting students and their families.













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Registering with ADP

If a tour guide has not registered with the business office prior to working as a tour guide, step
one is to make it down to the business office to fill out the eligibility paperwork before the start
of work. You will need either a passport or two valid picture ID cards (such as birth certificate
and driver's license), as well as a mailing address and a social security number.

After visiting the business office go to the following website and register with ADP:

Web site address: https://portal.adp.com

Click on First Time Users

COAs registration pass code: CoAtlantic-ipay (notice that the C and the A are capitalized)

Follow the remainder of the questions and log on. Direct any questions to Andrew or your
peers.
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Hints to get you going

The first priority is to make people feel welcomed and comfortable through your body
language, so go and introduce yourself! Ask them their names and where they are from (and
remember it!) and tell them where you are from. Make connections. Remember that they may
be out of their comfort zone (new place, nervous about the upcoming admission interview, tired
from travel, etc.) and so they will take cues from you. If you are friendly and relaxed they will
likely settle into being at COA more quickly.

Focus upon the students but don't neglect the parents. Parents can be skeptical of COA or of
certain aspects of the school. Sometimes they may be rude. Be patient. Smile. The mannerisms
of cynical parents may silence their child and keep them from talking about the college with
you, so try to pull it out of them as best as you can. Remain steadfast in your positivity. If you
can, assure the parents that their concerns are not a problem here on campus and do refer them
to someone else if you feel overwhelmed. Tap into the colleges your resources. Someone will
help.

Do not appear rushed unless the tour members are in a hurry.

Find out the interests of the group - talk about these areas in greatest detail. Explain things
clearly remember, your visitors aren't familiar with, or know very little of, COA. Please avoid
inside jokes, nicknames, abbreviations, etc.

Let your tour be unique. Your stories and enthusiasm will demonstrate the amazing aspects of
COA better than any collection of statistics.

Walk with them, not in front of them. Say hello to friends, professors and anyone else along the
way.

Please don't interrupt any classes. Standing outside the door and quietly conversing is usually
enough to give prospective students an idea of what classes hold for them at COA.

Be familiar with different aspects of the college - have a general understanding of academics,
the history of the school, life on the island, alumni careers, special projects, endowment, etc. and
dont forget to talk about things that arent visible to the tour- Beech Hill and Rockefeller Farms,
The Osprey and Indigo, Acadia National Park, Great Duck Island, Mount Desert Rock,
education certification, field components of classes, etc...

If there is a question you don't know the answer to, don't make up an answer - get the answer
for them before they leave. Youre not expected to be a super human tour guide, just a normal
student.

Most importantly,
Answer questions the best you can and be genuine in your description of what it is like to be a
community member here. Speak your truth and be confident. COA is a truly unique, refreshing
approach to education. Explain why it captivates you.
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After you return to the admission office:

Ask the visitors if they want a drink of water, or need to use the restroom before their interview.
If they need a restroom break - wait for them, chat with the parents - and then introduce them
to their interviewer.

Make sure the parents are comfortable - do they want any reading materials from the office? Sit
and chat with the parents if you have time. If they have any unanswered questions, direct them
to Bruce or Donna, etc.

Stop by Donnas desk to finalize paperwork, especially noting the students email address so
that you can then email a thank you note to them later in the week. Make the note personal,
bringing something up that you may have talked about during your tour and CC
amoulton@coa.edu so that we can note the communication in our database.

Lastly, remember to thank your tour members and offer them your COA business card so that
they can contact you with any follow up questions they may have.































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Commonly asked questions to muse over:

What do you do with a degree in Human Ecology? What is Human Ecology, by the way?
What is the weather like in the winter - what do you do here in the winter?
How do students spend their spare time?
How far is it to town?
Is campus safe? Is Bar Harbor safe?
Is there a lot of drinking/drug use among students?
How is the academic rigor of courses?
Is the college accredited - by whom?
What is the endowment of the college?
When was the college founded?
How accessible are professors?
Is there adequate space for artwork/ science labs/ other interest areas?
Where are all the classrooms?
Is it easy to study abroad? What opportunities are there for international study?
How many beds are on campus? Are dorms co-ed?
Where do upperclassmen live?
How do they find places to live? Is it easy to find off campus housing? How expensive is it?
What does the COA logo mean?
What are the graduation requirements?
What are some examples of internships/final projects?
What is a typical term like for a student?
Are there enough classes offered?
What is the student/teacher ratio?
How is the relationship between the college and the town?
What kind of diversity is found in the college community?
How many volumes are in the library? Periodicals?
How much is tuition?
What percentage of students receives financial aid? What is a typical aid package comprised of?
How many applications do you receive for the freshman class & what percentage of those
students are admitted?
Is it hard to transfer credits to or from COA?
What type of work study jobs are there?
What is the average SAT scores of admitted students?
What is the male to female ratio?
When is the application deadline?
What percentage of students goes on to graduate school?
Is there help for finding internships, help with senior projects, and job placement?
Are there computer hook ups in all the dorms? What programs are available?
Is there a health center on campus? What types of health services are available?
How many computers are there on campus for student use?
How involved are students with Beech Hill Farm and Rockefeller Farm?
Do you have a bookstore on campus?
Can students have cars on campus? Is not having a car a problem with getting around town?


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Facts & stats:

For the most current up-to-date information please visit www.coa.edu

Quick Facts:
Enrollment (FA13): 350
Average class size: 12
Geographic distribution of students: 49 states and 32 foreign countries
Only 10% of our classes have more than 20 students
Campus is 35 acres
Beech Hill Farm is 81 acres and was donated by a COA alumna in 1999; the Peggy Rockefeller
Farms total 117 acres which will be dedicated to agricultural, conservation, and educational uses.
Student: Faculty ratio- 11:1
16 % of our student body is international
75% of students study abroad during their time at COA
The four other Eco League schools are:
Alaska Pacific University, Green Mountain College, Prescott College, Northland College
The COA symbol is a combination of three things. Those three things are: water, humans, and trees.
Application deadline for regular decision is Feb 15
th

Cost of attendance is $46,959
86% of our students receive financial/ student aid.
Graduates 55% of COA's graduates attend graduate school within five years of completing a COA
degree. 20% of COA graduates become scientists, 12% go into social service of government work, 23%
are involved in education, 17% pursue careers in art and design, and 13% go into business.
Fellowships and Prizes COA students and alumni have received the following national awards:
Watson Fellowship, Morris K. Udall Scholarship, Barry M. Goldwater Scholarship, Kathryn W. Davis
Projects for Peace, George C. Marshall Fellowship, Gilman Fellowship, and NASA Space Grant.


DEADLINES FOR ADMISSION AND FINANCIAL AID:
Financial aid: FAFSA and COA's institutional form - deadline is Feb 15

Application deadlines/admission plans: (FALL)
1
st
year students: Early Decision I - December 1; December 15 reply date; binding enrollment
Early Decision II - January 10; January 25 reply date; binding enrollment
Regular Decision - March 1; April 1 reply date; elective enrollment
Transfer: April 1; April 25 reply date; elective enrollment

Winter term: November 15; December 1 reply date; elective enrollment
Spring term: February 15; March 1 reply date; elective enrollment




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The Essence of College of the Atlantic

The educational philosophy of College of the Atlantic can be condensed into three values which aim to provide
students with the opportunity to be inspiring and knowledgeable ambassadors of Human Ecology. Our
commitment to Excellence through Innovation utilizes a self-designed, interdisciplinary, problem-based
methodology in order to introduce students to their natural and constructed environments. Classes are centered
on discussion, debate, and intensive, one-on-one interaction with their peers and faculty. Students are encouraged
to complement their studies with as much practical experience as possible through internships, course projects,
and culminating with their final project in their senior year. The combination of theory and experience creates
students who are capable, resourceful, and knowledgeable; who are creative and responsive to the changing
needs of a multifaceted world. COA has no departments and no formal majors, and offers only one
undergraduate degree, a B.A. in Human Ecology. The degree is founded upon the premise that the complex
problems and issues of modern society and environment are not compartmentalized and cannot be treated as
singular issues. It is this framework which allows the college to remain an innovator in higher education.
College of the Atlantic is dedicated to sustaining Local Connections and Global Opportunities in order to
complement the student experience and impart intimate knowledge of working world situations. Locally,
students are expected to be engaged participants in the weekly All College Meeting or as members of various
committees and organizations. Students are encouraged to work with collegesupported resources such as Allied
Whale, Beech Hill and Peggy Rockefeller Farms, Mount Desert Rock, and Great Duck Island; and COA actively
maintains connections with on-island resources such as Acadia National Park, M.D.I. Biological Laboratory,
Jackson Laboratory, the Union River Watershed Coalition, town and state governments and the local elementary
and high schools.
To remain relevant in a changing world, students must be exposed to global thoughts and trends. COA
enthusiastically supports an international student body of 20%who bring a dynamic world perspective into the
everyday classroom. The college seeks to provide all students with the opportunity to live in a foreign
environment; such international experience has the potential of providing radical insight into personal limitations
while introducing students to the enormous possibilities and perspectives available in the world. While some
design their own independent off-campus studies, many others participate in the Eco League consortium or
COAs own programs in the Yucatan, Guatemala, Newfoundland, or France. Seventy-five percent of COA
students study overseas while at the college.
College of the Atlantic continues to be a Leader in Sustainable Education and Practices, and as such, truly
define the changes to society we propose. In December 2007, College of the Atlantic became the nations first
carbon neutral college. Our campus is not only bike and pedestrian friendly, but our new dorms and campus
center, which comprise 20 percent of the built campus, are super-insulated to reduce energy loss and are served
by a minimally emitting, local, renewable wood pellet boiler for heat and hot water. The wood pellet fuel
required to keep Davis Village and Deering Common warm throughout the winter is equal to the energy needed
to keep the average 4 person family home warm in the winter time. COA's recycling program reaches every floor
of every building on campus, and has sorting bins for returnable bottles, recyclable bottles and cans, and paper
products. All food at COA is composted, as are napkins and most of the disposable tableware used for any
college events for which washable tableware is not suitable. Most of the college's compost is removed to our
organic farm, Beech Hill Farm. What cant be reduced or avoided we offset, researching the market to find
verifiable, additional, quantifiable reductions.
COA students are encouraged to reflect upon the choices they have made in their lives, determine if those actions
are in accordance with their values, and then develop a course of study which supports their personal truth. COA
strives to be not only life changing but also world changing and stands out as a distinctive choice for those who
want to make a difference with their lives.





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What do you know.tour info
By no means an exhaustive list, the following is intended to provide a reference tool for consultation.
Items are listed in alphabetical order. See more at www.coa.edu

Academic Partnerships: The Davis United World College Scholars program's aims are
twofold. It provides access to higher education for outstanding students who have experience,
through enrollment in a United World College, in building communities of international
understanding. Additionally, it enriches the diversity and promotes global awareness at
American colleges and universities. College of the Atlantic is grateful to Shelby and Gale Davis
and their family's foundation for their generous support.

Academic Partnerships: The Eco League is a consortium of COA, Alaska Pacific University,
Green Mountain College, Northland College, and Prescott College that gives students the
opportunity to conduct environmental fieldwork in ecosystems throughout the nation. Whats
more, the Eco League colleges practice what they teach, sharing value systems based on
environmental responsibility, social change, and working towards a sustainable future.

Academic Partnerships: COA's Transatlantic Partnership in Sustainable Food Systems offers
many new opportunities for students to study food and agriculture in Europe: Spend the
month of August studying grains, bread-baking and food quality in the UK and Germany;
plan an internship, residency or senior project at the Organic Research Centre developing
educational programs, researching agricultural policy, or learning about organic farming in
the UK; apply to study food business or sustainable agriculture in graduate school at the
University of Kassel's Faculty of Organic Agricultural Sciences.
Academic Partnerships: These partnerships complement COA's strengths, giving students a
wide range of possibilities as they construct their own curriculum: The University of Maine,
NOLS, Salt Institute for Documentary Studies, S.E.A. Semester, inter-library loan.
Acadia National Park offers students endless opportunities to hike, bike, climb, run, kayak,
canoe, swim, sled, ski and just plain sit. 45 miles of bicycle-friendly carriage roads and 125
miles of hiking trails combine with granite-faced cliffs, ocean, streams, lakes, and ponds to
form an ideal neighborhood for nature lovers.
Admission events: Presidential Scholars' Fall Fly-In Program. Each year COA selects a
handful of high school seniors and transfer students to each receive a Presidential Scholarship.
This honor carries with it a merit-based scholarship that recognizes academic achievement and
contributions students have made in their community. The first step for many interested in
being considered for this scholarship is attending our Fall Fly-In event. If students are
interested in attending, they must apply to participate.
The All College Meeting, held every week and moderated by a student, is a regular assembly
where the work of the committees is reviewed by the community as a whole and where
changes to college policy are discussed, debated and if necessary, voted upon.
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Allied Whale, College of the Atlantic's marine mammal research group, is committed to the
understanding and preservation of marine mammals. It was founded in 1972 to conduct
research for the effective conservation of marine mammal populations and their habitats, and
in addition, to train students to enter careers related to those goals. Allied Whales research is
primarily based in the Gulf of Maine, but efforts extend north to Canada, east to the British
Isles, and south to the Cape Verde Islands, South America and Antarctica. Allied Whale
responds to marine mammal strandings from Rockland to the Canadian border, curates the
humpback and fin whale catalogues of the North Atlantic and the humpback catalogues of the
Antarctic, and operates the most remote field research station on the eastern seaboard of the
United States: Mount Desert Rock.

The Blum Gallery's purpose is to delight, inspire, and challenge through the fundamental
insights and wide-ranging connections that makes art an essential expression of human
ecology. There are ten to twelve exhibits each year featuring work from faculty, students,
alumni and artists from around the world.

Boats: The Osprey, our newest boat, is designed for the growing demands of our marine
program. She is a 46 Wesmac Cruiser, built in Surry, Maine, and will operate comfortably at
18 kts with a maximum speed of 26 kts. Her main cabin has been insulated extensively to
reduce engine noise and allow for ease of lectures and other discussions. While the US Coast
Guard will not determine actual passenger capacity until after her launching, we are
anticipating an allowance of 30+ persons (up to 36). Its seaworthy construction will extend the
schools research period into early spring and late fall, providing more students and faculty
access to our island research facilities. She is equipped with a 2,000 lb. crane, hydraulic line
hauler and state-of-the-art navigation electronics. The Osprey is replacing the schools previous
research vessel, The Indigo, and was launched in September 2011.

Boats: The RV Borealis was purchased in 2005 and has not only worked as a marine mammal
stranding response boat and data collection platform for Allied Whale, but she has also
worked to serve our islands program when a smaller boat is more adequate and efficient. With
a max speed of 27 kts and a capacity of 8 persons, she is a smart and well-equipped research
boat.

Boats: Our fleet of rigid inflatable boats (RIBS) consists of two console boats (Mirus and Meg)
and three tiller-drive boats (Delphis, Leuci, and Abby). They serve the Islands Program as
research and logistics boats, and are the epitome of the phrase, ridden hard and put away
wet!

Boats: The College has two Rhodes 19 Day Sailors that allow for varied use. From casual trips
under light winds, to more exhilarating races in the bay, they are the source of good times.
Students are the driving force behind the care and maintenance of these craft that allow a great
opportunity for learning the basics of sail and line handling in a beautiful place.

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Classes are centered on discussion, debate and intensive one-on-one interaction among
students and faculty. Other colleges talk about "inter-disciplinary" and "value-centered"
studies, but we live them. COA has no departments and no formal majors, and offers only one
undergraduate degree, a B.A. in human ecology. The degree is founded upon the premise that
the complex problems and issues of modern society and the environment are neither
departmentalized nor compartmentalized.

College 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
and 32 students. The educational philosophy was clear. COA would be the first college in the
U.S. to have, as its primary focus, the relationships between humans and the environment.
Learning was going to be active.
COA has a fully integrated computer network with high speed fiber-optic connections
between all buildings and offices on campus. The college is part of the MaineREN and offers
high speed connectivity to the internet. The NG computer lab is student-staffed and
open 24/7. The Thorndike library offers short term loaner laptops to students. All common
areas, dorms, and classrooms offer wired and wireless connectivity.
With comfy chairs, a fireplace and ocean views, Deering Common is a near-perfect living
room for the COA community. On the first floor is a student lounge and cafe. The offices of
student life staff, the nurse, and counselors are on the upper floors, as are the meditation room,
student organization meeting space, and the music practice room. The graduate program also
has its offices in Deering Common. While Deering Common has its roots in a storied
oceanfront estate, it's at the forefront of sustainable design. It's heated with a wood pellet
boiler (the same one that heats Davis Student Village) and has composting toilets and recycled
newsprint insulation.

Educational Studies develops committed, reflective educational leaders who bring intellectual
passion and ecological wisdom to their own teaching. Becoming a teacher requires students to
reflect on their own learning, to assess their values, and to commit to a rewarding profession.
Most graduates of our program are teachers in public and private schools. COA also prepares
students who choose to teach outside the traditional classroom and have careers as outdoor
educators, interpretive naturalists, or environmental educators. Nearly thirty-six percent of all
COA graduates are working in the field of education.

Educational Studies: Teacher Certification, which is reciprocal in forty-two other states, is
available in Elementary Education (grades K-8) and Secondary (grades 7-12) Life Science,
Social Studies, and English Language Arts. COA has an excellent working partnership with
local public and private schools which gives our students the opportunity to practice what
they learn through "hands-on" experiences in classrooms, after school programs, museums,
alternative education settings, and summer camps.
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Farm: Beech Hill Farm, located on Mt. Desert Island, includes approximately five acres of
diversified, MOFGA certified organic farmland, several acres of heirloom apple trees and 65
acres of forest. The farm provides produce for the college and operates a farm stand for local
residents. In addition, it supplies organic vegetables to several local restaurants.

Farm: The Peggy Rockefeller Farm. David Rockefeller honored COA with a gift of two parcels
of farmland on Mount Desert Island totaling 117 acres. The property is dedicated to
agricultural, conservation, and educational uses. In addition to the property, Mr. Rockefeller
and his family have provided an endowment to support the stewardship of the land.
Gardens: The Community Organic Garden. Since the very first summer that COA was in
session, there has been an organic garden at the north end of campus. Originally used as a
kitchen garden to supply the campus with fresh produce, the organic garden was soon opened
up to the wider Mount Desert Island community. Plots are available come spring, on a first-
come, first-served basis.
Gardens: Beatrix Farrand Garden. The formal sequence of rock walled rooms behind Kaelber
Hall was created by the celebrated garden designer, Beatrix Farrand in 1928. These rooms are a
remnants of one of the historic estates that now comprise the campus, offering opportunities
for quiet study and intimate conversation. The unique stone walls, staircases and hedges
defining these spaces provide a sense of the designer's skill. Several of the original rose bushes
survive and a perennial border gives a sampling of plants she typically used in her garden
designs.
Gardens: Turrets Sea Side Garden. "A large granite bench overlooks the Turrets Sea Side
Garden at College of the Atlantic. In the distance a string of islands stretch across Frenchman
Bay to Schoodic Peninsula. Above the garden stands the historic Turrets. The campus extends
uphill, but the garden, concealed behind Turrets, has a sunken, secluded atmosphere." So
writes Eamonn Hutton '05, who took on the restoration of the 4000-square-foot garden as his
senior project. Hutton recreated the formal pattern of the garden but chose plant material that
would require less maintenance and be unappealing to the deer that frequent the campus.
Using the subtle, contemplative pinks, purples and blue-grey tones of lavender, astilbe, fairy
roses, nepeta and Siberian iris, Hutton followed a color scheme typical of the blue-grey
gardens described by noted garden designer Gertrude Jekyll. In 2009 a central fountain,
created by COA alumnus Dan Farrenkopf of Lunaform Pottery, was installed in the space
where a long-lost fountain had once stood.
Gardens: Sunken Gardens. Built by John and Lela Emory, the original owners of The Turrets,
this is a lovely, old-fashioned garden created adjacent to the foundation of a neighboring home
the Emorys had purchased and torn down. Brick pathways circle through what had once been
a rose garden, passing benches and balustrades. Susan Choma, a summer visitor to Mount
Desert Island who spent several summers cleaning up this lovely, romantic garden hidden
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within stone walls says of the garden, "It has a spirit of its own. It's like being in a beautiful
ruin, a perfect setting for a garden."
Geographic Information System. The GIS Laboratory is the technical hub for mapping and
analysis at the college. Established in 1987, the lab provides project support to students, faculty
and staff. It serves the entire academic program-a unique aspect of COA's lab compared to
other colleges and universities. COA's GIS program is founded on partnership-building,
training, research and service, allowing students to engage in a broad range of projects while
providing valuable assistance to local communities and social and conservation organizations.
Students often work cooperatively with federal, state and local officials, as well as with
nonprofit organizations. This approach to training and education prepares students for jobs,
internships and graduate work where holistic, place-based approaches to problem-solving are
required. The lab has created comprehensive land-use planning documents for the towns of
Mount Desert, Lamoine, and Town Hill. It was also the first to map light pollution not only on
MDI, but the world over. Lorraine Bisson 06 created a map to show the possible routes larval
crabs may take via ocean currents to settlement locations. While a student at Woods Hole
Oceanographic Institute (WHOI), Lorraine built drifters. These drifters were designed to float
on the ocean surface and flow with the currents mimicking the larval stage of the European
Green Crab and the Asian Shore Crab. Some of these drifters contained GPS devices that
would relay a signal to overhead satellites of its coordinates. She took the data downloaded
from the GPS devices and created maps displaying the tracts the drifters made thus mapping
the currents of the Gulf of Maine and the possible crab routes.
Health: COA advocates a holistic approach to Health. We recognize that 'health' is not
defined merely by a lack of disease, but rather is itself a complex state that takes into
consideration the physical, emotional, intellectual and spiritual aspects of our lives. If we
endeavor to affect positive change in the world, we are best equipped to do so when we are at
our healthiest. COA advocates taking a proactive approach to health, supporting individual
and community well-being through a variety of resources and programs:
Health: Our Campus Health Clinic is located on the first floor in Deering Common and is
staffed by a nurse practitioner. Services are provided for students on a walk-in basis, with the
exception of complete physical exams and gynecological exams which are by appointment
only.
Health: Services provided on campus: Acute illness/injury management (including
diagnostic and prescriptive services), management of chronic illness, Sexually Transmitted
Disease screening & counseling, birth control services, routine gynecological exams, routine
physical examinations, and referrals to appropriate medical services. Examinations are free.
Any labs, x-rays, or other diagnostic services are available at cost per MDI hospital.
Health: We have several Mental Health Counselors holding office hours on-campus during
the term: The Counseling Office is located on the first floor of Deering Common. Sign-up
sheets are posted outside the Counseling Office door. To maintain confidentiality, students can
simply mark an "X" on the line next to your appointment time.
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Health: Why you might seek the support of a counselor: Relationship difficulties,
homesickness, anxiety, depression, family problems, grief/loss of loved one, eating disorders,
substance abuse, emotional/physical/sexual abuse, any situation or feelings that prevent you
from functioning.
Health: Students experiencing a mental health crisis and needing immediate assistance should
call 1-888-568-1112. This is a 24 hour statewide hotline with supportive, trained counselors at
the other end of the phone. Callers can talk to counselors about anything.
The COA Internship is a practical exercise in applying academics to the world of work. The
internship relates to the student's career goals, academic program or personal interests, and
enables students to outline the relevance of work to their interpretation of Human Ecology.
The internship is an integral part of the COA curriculum and all students complete at least one
ten week, 40 hour/week internship.

Housing: Consisting of five 8-resident sections and one 16-resident section, Blair/Tyson is a
series of townhouses (with a vaguely ski-lodge feel) that share common external walls. Each
section has a kitchen/common room and exists as a smaller unit within the larger community.
Blair/Tyson is our liveliest residential setting and not usually designated as substance-free.

Housing: Cottage is an old gatehouse that COA converted to student housing for six residents.
It has a cozy living room and the small size gives housemates good opportunities for building
deep relationships with one another. Located adjacent to the field, it is ideal for stargazing.
Cottage residents do laundry in either Blair/Tyson or in Turrets. Cottage is not usually
designated as substance-free.

Housing: Davis Carriage is a rustic addition to the available student housing. It has a cabin-
like feel, abundant wood paneling and a large common room with a kitchen. Five students are
able to call Davis Carriage house home. This house has laundry facilities on site. Davis
Carriage is not usually designated as substance-free.

Housing: Kathryn W. Davis Student Residence Village is the college's newest and "greenest"
housing complex. The houses are heated by a biomass pellet boiler system and are incredibly
energy efficient. They have waterless and composting toilets throughout. New windows are
triple-glazed. The buildings were constructed using local and sustainably harvested wood
and have built-in recycling containers with composting receptacles in the kitchens.

Housing: Peach is a small and cozy house with eight residents. It has a spacious kitchen with
excellent storage. It boasts a storied history as the birthplace of COA; the first college
employees worked here for a year before another building was made ready. Peach residents
use laundry facilities in either Kathryn W. Davis Village or Turrets basement. Peach has been
historically designated as substance-free.



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Housing: Seafox is a charming old home full of quirky nooks with a fantastic seaside porch.
Our largest single residence, it houses 24 residents including two RAs. This building also
houses the admission host and guest room. The size of the house and the central common
spaces offer great opportunities for an engaged community in a peaceful and homey
atmosphere. This house has laundry facilities in-house. Seafox has been historically designated
as substance-free.
Off the Wall is the most recent incarnation of the student newspaper. It is a student-made and
student-run online campus publication that seeks to be a forum for students, staff, and faculty
to share research, papers and other work, art opinions, current events, midnight rants, spurts
of creativity, and ideas with the community.
Islands: Great Duck, located approximately an hour and a half by boat to the south of the
COA campus, is a 220 acre island that the College shares with the Nature Conservancy, the
State of Maine, and a private summer resident. Each summer a team of students spends June
and July on Great Duck Island, working on studies of Herring and Black Backed Gulls,
Guillemots, and Leach's Storm Petrels. Our "home away from home" is the Great Duck Island
Light Station, now converted to the College's Alice Eno Field Research Station. The station has
recently benefited from the College's Green Technology Initiative, converting to a more
sustainable power grid, employing photovoltaics and a generator running on bio-diesel.
Islands: In 1996, College of the Atlantic acquired Mount Desert Rock from the US Coast
Guard. It is a remote, treeless island situated approximately 25 nautical miles south of College
of the Atlantic. Since the early 19th century the island has had a light tower, and various
buildings to house light-keeper families. Now it is the home of the Edward McC. Blair Marine
Research Station. Although the Coast Guard maintains right of access to the aids to navigation
equipment on the island, College of the Atlantic is responsible for the buildings and
maintenance of the structures on Mount Desert Rock. Both Mount Desert Rock and the nearby
Inner Schoodic Ridges are areas of upwelling, creating localized zones of high biological
productivity. Species commonly sighted included humpback (Megaptera novaeangliae), finback
(Balaenoptera physalus), and northern right (Eubalaena glacialis) whales, harbor porpoise
(Phocoena phocoena), common (Delphinus delphis) and white-sided dolphin (Lagenorhynchus
acutus), and harbor (Phoca vitulina) and gray (Halichoerus grypus) seals.

While at COA, student members of the Island Research Center, directed by conservation
biologist John Anderson, have the opportunity not only to monitor populations of seabirds,
but also to learn techniques for censusing wildlife, running an island research station, and
applying GIS and GPS technologies to real world conservation projects.
The George B. Dorr Museum of Natural History investigates, interprets and displays the
natural world of Maine. All exhibits are designed and produced by students at College of the
Atlantic. It is housed in the original headquarters of Acadia National Park, renovated and
expanded to provide a unique site for exhibits, programs, and activities.
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The COA Public Safety Department is a small, effective, student service oriented department.
The goal of the Public Safety Department is to ensure that those who use the college facilities
feel safe in doing so. The night watchmen are available to assist students seven nights a week
for everything from room lockouts to escorting students from the library to a residence hall
across campus. The department organizes a night shuttle that runs from 7:30 - 11:30 p.m. each
evening, transporting students between campus and downtown Bar Harbor.

The Senior Project stands as the culmination of this interdisciplinary experience. Final projects
are as individual as the students who create them. Students often utilize this opportunity to
conduct work internationally. Some combine their internship with their senior project to allow
for a more extensive project.
Adam Dau 03 Nearly all animation puppets contain some type of support structure, but
these armatures are rarely seen by an audience. It is therefore the intent of this senior project to
reveal and celebrate the art and engineering of these unseen backbones. Over the course of
the term I will construct three armatures using the techniques developed by the Trnka Studio
and taught to me during my internship. Following their construction, each puppet will be test
animated on 16 mm film. This film will be used to determine the success of each puppet when
judged against the final criteria. During the eighth and ninth week of the Spring term the
completed puppets will be displayed in a gallery exhibition. It is during this time that the final
critique, given by my project team and peers will be given.
Heidi Hanley 08 For my senior project, I traveled to Shillong, India to assist with the
education and research projects associated with the Impulse NGO Network. The Impulse
NGO Network was created to combat human trafficking; one of the focal points of my project
is to create educational material to be distributed in the community on the issues of human
trafficking, HIV/AIDS, and human rights. I compiled a report of the ongoing program
activities evaluating the effectiveness of these initiatives. I learned about the model Impulse
has created to combat human trafficking and tried to determine whether or not this model can
be applied in the surrounding areas in India and in other countries facing the same prevalence
of human trafficking. I also co-conducted educational trainings for community members,
including children, who have been rescued from the sex trade.
Noah Hodgetts 10 This senior project developed in response to a number of projects and
initiatives currently taking place on MDI, Maine. This project attempts to answer the
fundamental question; what is the most feasible approach to plan for environmental,
economic, and social sustainability on MDI over the next 20 years? This report summarizes
research on the sustainability planning approach that best fits the needs of MDI in the coming
decades. This research is based on conversations with stakeholders, a review of current
literature, as well as personal knowledge and understanding of the Islands current and past
planning events.

The Thomas J. Watson Fellowship offers college graduates of "unusual promise" a year of
independent, purposeful exploration and travel -- in international settings new to them -- to
enhance their capacity for resourcefulness, imagination, openness, and leadership and to foster
their humane and effective participation in the world community. The stipend for the
fellowship year is $25,000.
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Blake Davis 10 is presently embarked on a Watson Fellowship. (2011) During this year of
travel he is exploring fly fishing cultures in Australia, India, Costa Rica, and wherever else the
fish take him. In college his studies focused on writing and journalism, and he was awarded
by the Maine Press Association for his reporting on education in 2010. He hopes to expand the
present image of fly fishing to include trash fish and locations more accessible than the
destinations and lodges often depicted in popular fishing culture.
Nathaniel Keller 04 On and Off the Pitch: Exploring the International Language of Soccer
I will investigate soccer's cultural and environmental influences in Croatia, England, Argentina,
and Brazil. Growing up playing soccer on the street and watching soccer with international
friends, I discovered the game's ability to bring people from diverse backgrounds together.
Combining a love for soccer with my land-use and environmental studies, I will explore how
and where soccer is played and the roles of race, class, religion, politics, ethnicity, land use,
and geography by immersing myself in these soccer cultures and communities.
Juan Pablo Hoffmaister 06 Changing Climate: Community response to water crises in
extreme weather Greenland, Namibia, Malvides, Chile, Germany
The frequency and intensity of extreme weather events have not only increased over the past
few decades but have disrupted and ruined the lives of millions. Small communities are
adapting to these changes. In addition to compiling the lessons gained by individuals, small
communities, and organizations that have confronted weather challenges, particularly those
related to water and its effect on biodiversity and agricultural production, I will convey these
lessons to policymakers so that the concerns and needs of vulnerable communities are part of
the global debate.
Lauren Nutter 09 Voices for the Future: Youth, Passion, and Sustainable Change
Turkey, Mexico, India, Maldives, Netherlands
Todays decisions, especially irreversible decisions concerning resources and the environment,
are vital to the future livelihood of young people. Since it is their future, and since nearly one
in five people are between the ages of 15 and 24, youth must be included and empowered in
the decision-making process. By focusing on how major international events or significant
national initiatives impact youth locally, I will gain an understanding of the catalysts,
sustained models, and successful approaches for youth participation in protecting the
environment.

Life after COA. Within five years of graduating from COA, approximately 55% of our alumni
choose to continue their education for masters and doctorate degrees. COA's emphasis on field
research, independent study, interdisciplinary thinking, and job internships serves our
students well. Our graduates include leaders and decision-makers in many different fields.
Among them: the former president of Common Cause, a National Geographic photojournalist,
a TED Speaker and senior conservation specialist at Conservation International, the co-founder
and president of Newman's Own Organics, and the current president of COA. Other COA
graduates have become marine biologists, composers, restaurateurs, lawyers, entrepreneurs,
teachers, organic farmers, artists, authors, journalists, social workers, filmmakers, doctors,
veterinarians, molecular geneticists, and public policy experts.



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Elizabeth Fisher-Brunss Basic Tour: additional comments from Brett Ciccotelli in light blue.

1. I first start off with introducing myself. I then learn their names and give them some
background on me such as: what year I am, where I am from originally, and what my studies
have been. I then ask them where they are from and if they have any specific interests so that I
can cater to what they like.
2. TAB- Here I talk about the meal program catering to vegans, veggies, and meat eaters five days
a week. I mention the kitchens in the dorms and talk about how cooking together can be an
opportunity to build community and friendships, while also be a time to experiment in learning
the art of how to cook. I talk about Beach Hill Farm as well. I describe TAB as a common area
where students can eat, work or meet with teachers. I talk of the size of the student body, the
student/teacher ratio, the small classes, and the comfortable learning environment. I mention
that I am on a first name basis with my teachers and that they are very approachable. I describe
the many multi use spaces on campus and relate that to the size of the campus.
3. The Gates Center- Here I talk about the fact that, we know we live on an island and so we
have concerts, dances, speakers as well as plays and such. The space is used for dance classes,
music classes, and theater classes. As another visual cue of the size of the school, I mention that
the whole student body can fit in Gates which leads into ACM and what goes on there. I
usually mention community/campus relations. As well as how we hire faculty/staff positions.
4. Blum Gallery- A public gallery for visiting artists, primarily a space for students to install and
show their work. I use this space to talk about senior projects, internships and the pre-requisites
which exist.
5. Lecture Hall- The one and only lecture hall, seats roughly 45. I cite classes which would use this
space and contrast it with examples of the majority of classes which are more round table
discussion-based classrooms. I talk about how small class size supports a comfortable working
environment.
6. Arts and Science building: GIS and Digital Studio- I state that it is a Mac-based lab, and
define GIS. Then I go out in the stairway and show the final project of the leaf and talk about
interdisciplinary theory being modeled in this project and in the class Botany Through the Lens.
When dealing with GIS, I explain some of the real world applications that many of our class
projects have. i.e town planning for real towns, digitizing real data, sharing resources with local
communities.
7. Arts and Science building: Arts- Talk about the two studios and some of the classes that are
held in them, I mention that these are two of our studios and that we also have Studio Five and
offer to take them down there if they are interested. I also talk about the writing center and the
strong writing focus that a lot of the classes have.
8. Arts and Science building: Science- The botany and chemistry labs. Talk covers science classes,
resources, the two islands, The Jackson Laboratory, Mount Desert Biological Laboratory, the
intimacy of the lab space, the helpful teacher assistants, and then I go downstairs through the
Greenhouse.
9. Arts and Science building: Computer Services, Museum prep lab, Zoology lab- I mention that
I once dissected a seal, the snakes, hands-on learning. Computer services keeps everything
going, I mention that the whole campus is wireless. In the museum prep lab, I talk about the
impressive projects done by students. The tie between art and science.
10. I then walk out the doors by computer services and walk to the Whale Skull. Here I talk about
the museum and say a few facts such as, the first little square of it is the original park ranger
station of Acadia National Park. Then depending on how much time we have I either go in and
let them browse a little or tell them we dont have time to go in right now, but I highly
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encourage them to go back later. I point out Studio 5, the pottery studio, Building and Grounds,
the Community Garden, composting, the apple orchard. If they are very interested in one of
these things we will go down and look at them but if not I just talk about them from a distance.
I also talk about advisors during this time and how they are a great resource.
11. Then I start talking about Housing Options. I point out Cottage House and mention that it is
one variety of housing on the campus. I then walk up the gravel path toward Blair Tyson past
the lawn and mention that we have pick-up games of soccer and Frisbee and the annual Tug o
Peace, but our only recognized college sport is tobogganing, so if you are really into football or
cheerleading this might not be the right place for you. As students we all have a free
membership to the Y and even though we do not play sports in a competitive fashion, our
students remain active and do things like hiking, biking, canoeing, sailing, and rock climbing. I
talk about cars on campus; that you can have a car but do not need one and I mention the night
bus. On this walk I answer any questions people have about living off campus.
12. I address the drug/alcohol policy only if it is brought up, but if it is, I say that, of course college
students are going to drink and want to have fun in that way but there is a zero tolerance policy
and we follow the law and that most of the partying happens in town because people respect
the campus. I add that there is no pressure to conform or do anything you dont want to, and go
on to describe that a COA party is not the typical college party, but instead focuses upon non-
judgmental socializing. I also mention our night watch men and feeling safe on campus.
13. I then walk by the tiny houses of Faculty Village and mention that the houses themselves are
student projects and moveable if needed. I point out Peach House as a housing option. I might
visit Seafox and talk about the one big kitchen and living room shared by residents, noting that
it is a feature unique to other housing options. I also add that Seafox even has a classroom.
14. I point out the Davis Center. It has one TV and a living room as well as the community kitchen.
I talk about international programs and such. I mention the international presence on campus
brought about by the Davis Scholarship. I talk about languages and that we offer: Spanish and
French all the time and have a language advisor, I also mention the Japanese class. I mention
traveling opportunities such as the Yucatan Program and France. And then I talk about Eco
League
15. I point out Witchcliff beyond Davis and say that that is the end of campus and refer them back
to the Pottery Studio so that people have a visual of how big the campus is physically. I also
point out the new parking and address idea of keeping the cars off campus and therefore more
bike and pedestrian friendly.
16. I visit the Kathryn W. Davis Student Residence Village. Talk about the green systems and
design elements (composting toilets, wood pellet heating, etc). Deering Common - I talk about
the health services we offer: nurse practioner and mental health counselors.
17. Then we make the hike back. (The hike back is a time for questions or stories if the group is not
chatty.)Turrets- I mention some brief history of Turrets and we walk in. I show a classroom if
there is no class. I mention the education department. Open mikes. How the buildings are open
to your use when you need them. Allied Whale. I mention that the upstairs is mostly offices
with the exception of one other classroom and the presidents office. I mention the seaside
garden and how it was a senior project, the great porch. I also stop and sit and answer questions
if they have a lot of them because it is a good place for conversation. Then we walk up towards
the admissions office. I talk about the Bar Island Swim, the computer lab and the mailboxes.
18. Library is the last stop. I talk about how it is not the biggest library but since we are part of inter
library loan many books are at your disposal. It is a public library; there is also a library in
town. I also mention our great electronic resources and the reserve shelf. I also point out the
classroom, and if they want, we take a walk through the stacks. I give mad props to the radical
library staff that help with research when you need it.
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19. I then bring them back to the admissions office and introduce them to their interviewer. I give
them my business card and tell them, If any questions come up, feel free to email me. I also
mention that they can feel free to stop me during the day on campus if they need help and to
enjoy their stay. And I write down the e-mail address of the student (its on the schedule on
Donnas desk) and send them an e-mail thanking them for their time and inviting questions. I
cc this to a member of the Admission staff so that they can track the communication.