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Bard Center forEnvironmental Policy2014 | 2015 GRADUATE PROGRAM CATALOGUE

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If you understand the critical time in

which we are living, and want to align your

career goals and your passions, please

consider joining us at the Bard Center for

Environmental Policy. We are your pathway

to a leadership career in environmental

policy and climate policy. —EBAN S. GOODSTEIN, Bard CEP Director

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Letter from the Director

Ten thousand years of human history have crashed into your lifetime. Over the next 40 years—

your working lifetime—humanity has to make it through a bottleneck in which doubled and

redoubled population and unparalleled global growth in economic output are straining the

resource base and ecosystem services of our planet. The Bard Center for Environmental Policy

(CEP) is a program for people looking for a life’s work leading nine billion people—and the

other creatures of the earth—through that bottleneck.

Today’s environmental challenges are driven by deep inequalities between developing and

developed countries, the transboundary nature of environmental pollution, the need for multi-

stakeholder cooperation on regulation and enforcement, and an often misinformed public. Bard

CEP was created to respond to these challenges. Our innovative graduate program produces

leaders who translate scientific knowledge about environmental and natural resources prob-

lems into creative, feasible policy responses.

The Center’s multiple degree options prepare students to analyze all dimensions of environ-

mental policy making, from its scientific foundations to the economic, legal, political, cultural,

and ethical forces that influence the decision-making process. Learning is enhanced by small

class sizes, a close rapport between students and faculty, and regular opportunities to interact

with leaders in environmental and climate policy. Graduates gain the knowledge and skills to

rewrite the rules in government, business, and nonprofits across the world, developing strate-

gies to meet human needs in a global environment increasingly defined by climate change,

scarce natural resources, and threatened ecosystems.

At Bard CEP, we believe combining critical inquiry and knowledge from academic disciplines

with the expertise of environmental practitioners on the front line will move us closer to

achieving sustainable development—a world where social justice, environmental protection,

and economic growth go hand in hand. We believe that creation of good policy requires clear

communication, teamwork, and leadership. This is the mission of our graduate program.

We invite you to join us and take on the challenge of informed leadership in this extraordinary

moment.

—EBAN S. GOODSTEIN, Bard CEP Director

4Greens ready to harvest at Bard College Farm

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About the Center

The Bard Center for Environmental Policy (Bard CEP) was created in 1999 to promote education,

research, and public service on critical issues relating to the natural and built environments. Its

primary goal is to improve environmental policies by facilitating the use of the best available

scientific knowledge in the policy-making process at the local, regional, national, and interna-

tional levels. The Center’s premise is that in order to be effective in addressing environmental

problems and pursuing sustainable patterns of natural resource use, scientists, economists,

lawyers, ethicists, and policy makers must be able to understand one another’s perspectives

and values. The general public should be a companion in these discussions.

At the core of the Center is an innovative graduate program leading to either a master of

science degree or a professional certificate. The emphasis on science-based policy enables

students to progress from knowledge of the issues to the formulation of feasible, effective

policy for dealing with them. The program is unique in its interdisciplinary approach, providing

students with the skills and knowledge to pursue a career in research and policy-related posi-

tions. The program reflects the fact that today’s students face an unprecedented leadership

challenge, requiring the program to not only provide rigorous curricula and sound instruction,

but also a platform to change the future.

Distinctive features include:

Students come from various backgrounds to pursue a master of science degree in either

environmental policy or climate science and policy. After graduating, they are prepared for a

wide variety of professional careers around the world—as policy analysts, project managers,

and environmental specialists. Alumni/ae work in a wide range of positions: as researchers

in major environmental think tanks; as consultants and managers in industry; as analysts

and program staff in state, national, and international government agencies; as advisers in

both large and small nonprofit organizations; and as environmental stewards and directors in

conservation organizations.

• Interdisciplinary course work

• Small classes

• One-on-one faculty advising

• Extended professional internships

• Skills-based training in leadership

• Flexible research opportunities

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HISTORY

The Center’s Graduate Program is the evolutionary outgrowth of Bard College’s Graduate

School of Environmental Studies, a program of summer course work begun in 1988 that led

to the master of science degree in environmental studies. The founding director of the Bard

Center for Environmental Policy, Joanne Fox-Przeworski, developed the Center in order to raise

awareness of the environment and engage the public through programs such as the Open

Forum lecture series. Fox-Przeworski brought to Bard her deep commitment to interdisciplin-

ary environmental education, and in particular to international studies, as well as her experi-

ence as former director of the United Nations Environment Programme.

Since joining Bard CEP as director in 2009, Eban Goodstein has built on the success of the

Center’s interdisciplinary educational model, adding a focus on leadership development within

the MS program. In 2010, Goodstein launched a new degree in climate science and policy

and a year later he added a January term to the core curriculum. At that time, and building on

previous national efforts to raise awareness and encourage action on climate change issues,

Goodstein expanded the Center’s public programs to offer the National Climate Seminar and

the C2C Fellows Network. Bard CEP, the C2C Fellows Network, and the newly developed Bard

MBA in Sustainability (launched by Goodstein in 2012) all have as their core mission the

imperative to train future leaders in policy and business to achieve sustainability.

Jessie Mee ’09 (Pretoria, South Africa)Results/Knowledge Specialist for Ecosystems and Biodiversity,

United Nations Development Programme (UNDP)

Bard CEP gave me the knowledge and opportunities to build a career

in the field of international development. In fact, my internship led

directly to my current position with UNDP as a technical adviser in

its global Ecosystems and Biodiversity team. Every day in my work I

apply the skills that I gained from CEP. Reflecting back on my unique

multidisciplinary education at Bard, I realize that I am truly indebted

to the passionate and dedicated CEP team.

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PUBLIC PROGRAMS

National Climate Seminar

The National Climate Seminar is a biweekly colloquium that engages national and international

climate scientists, political leaders, and decision makers in conversations about climate-change

issues. Students participate as part of the policy course sequence in their first year, lead question-

and-answer sessions with seminar speakers, and develop blog posts that are published in local

media. The seminar, conducted via conference call, encompasses a national audience, and

has enjoyed speakers such as: Cynthia Rosenzweig, Climate Impacts Group, NASA Goddard

Institute; Hunter Lovins, president, Natural Capitalism Solutions; Anthony Leiserowitz, Yale

Project on Climate Change Communication; Daniel Lashof, director, Climate and Clean Air

Program, NRDC; and Brenda Ekwurzel, climate scientist, assistant director of climate research

and analysis, Union of Concerned Scientists. The National Climate Seminar is open to the

public; for information and to join the seminar, please visit www.bard.edu/cep/ncs/.

The C2C Fellows Network

Sponsored by the Bard Center for Environmental Policy, C2C Fellows is a national network for

undergraduates and recent graduates aspiring to leadership positions in sustainable politics

and business. Through a series of interactive weekend workshops facilitated by our gradu-

ate students, C2C Fellows hosted six leadership trainings in 2012–13 in Colorado, Michigan,

Missouri, New York, Oregon, and Tennessee. C2C engages hundreds of students nationwide in

intensive skills development, covering communication, entrepreneurship, environmental and

climate science, media, raising capital, and other critical topics. Graduates of this first-round

training have the opportunity to leverage C2C’s national network of educational and profes-

sional opportunities in order to gain access to high-level positions in sustainable politics and

entrepreneurship. For more information please visit www.bard.edu/cep/c2c.

Bard CEP Eco Forum

As part of its commitment to make important environmental issues more accessible for wide-

spread public discussion, the Center inaugurated the Open Forum series in 1999. This series

continues today as the Bard CEP Eco Forum, which hosts dialogues between the public and

experts who can convey complete issues understandably to a lay audience, argue compet-

ing theories, and engage audience members as participants in debates. This past year the

Eco Forum hosted documentary film screenings with filmmakers, which included: The Island

President, Pandora’s Promise, and Symphony of the Soil. Traditional panel discussions with experts

from diverse stakeholder groups included: “Climate Change and the Economy: Building

Resilience through Agriculture,” “An Addiction to Cars: Air Pollution and Policy Challenges in

the U.S. Transportation Sector,” and “Putting a Price on Carbon: The Social Cost of Carbon and

U.S. Climate Policy.” For information on upcoming Eco Forum events, visit www.bard.edu/cep.

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January Term Courses

The Bard Center for Environmental Policy offers a new continuing education program. Held as

a two-week immersion course, January Term (J-term) focuses on environmental policy topics

not covered in the core Bard CEP curriculum. These two-credit electives allow students to

delve deeply into topics over a short period of time and include hands-on work with outside

experts. Three course options are offered each year, during the second two weeks in January.

J-term courses are designed for Bard CEP graduate students, and are open to the public for

credit or certificate. J-term course topics for the 2013–14 academic year include: Climate

Finance; Land Trusts and Climate Change; and “Slow Water” Policy in Oaxaca, Mexico, with

the latter class held in Mexico. Registration for these courses opens in late summer.

CAREER PLACEMENT

Bard CEP prepares its graduate students to enter the job market. The services are tailored

to individual career preferences and plans, and also include networking and interview prep-

aration. An online job board facilitates searches, and career-specific skill sessions are held

throughout the year. Bard CEP faculty members work with students to identify professional

opportunities and make contacts with potential employers. Graduate students may use the

online resources found at www.bard.edu/cdo and www.bard.edu/cep/portal.

Graduates of Bard CEP are employed throughout the United States and abroad in agencies

and organizations such as: American Association for Justice | Apple Leaf, Inc. | Borrego Solar

Systems | California Center for Sustainable Energy | California Public Utilities Commission |

Proyecto Campanario (Costa Rica) | Center for Neighborhood Technology | City of Austin,

Watershed Protection Department | City of Fort Collins Utilities | Clean Water Network |

Colorado Citizens Campaign | Colorado Division of Wildlife | DC Department of Environmental

Health Services, Air Quality Division | DC Legislative and Regulatory Services | Hudson

River Sloop Clearwater | Earthaven Environmental Construction and Consulting | EarthShift

| Environmental Protection Department (Pakistan) | Environmental Defense Fund (China)

| Environmental Protection Agency, Region 2 | Global Environment Unit (Japan) | Global

Footprint Network | Grid-Arendal, United Nations Environment Programme (Switzerland) |

HOPE International Development Agency | Hudson Highlands Land Trust | IBM, Inc. | ICLEI

USA | Illinois State University | Innovar Environmental, Inc. | Integrated Ecosystem Market

Services | International Food Policy Research Institute | Kaiser Permanente | Land Trust Alliance |

Lawrence Berkeley National Laboratory | Legrand North America | Maryland Environmental

Service | National Wildlife Federation | New York Academy of Sciences | New York Department

of Public Health | New York City Department of Design and Construction | New York City

Department of Parks & Recreation | Ohio Energy Office | Pace Energy and Climate Center |

Paul Smith’s College | Power Concepts, LLC | Regional Environmental Center for Central and

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Students hike in Oaxaca, Mexico while taking part in one of the January term electives.

Eastern Europe (Hungary) | Save the Bay in Narragansett | Sierra Club | Sive, Paget & Riesel

| SRK Consulting | The World Bank, Africa Environment (Tanzania) | Town of Dennis | The

Trace Foundation | Transportation Alternatives | U.S. Environmental Protection Agency, Office

of Administrative Law Judges | U.S. Fish and Wildlife Service, Plant Conservation Alliance

| Cornell University Cooperative Extension, Ulster County | United Nations Development

Program | University of Maryland Sea Grant Extension | U.S. Department of Agriculture Utah

Division of Wildlife Resources | Versar, Inc. | Wallkill Valley Land Trust | Greene County Soil

and Water Conservation District | Wildlife Conservation Society | Wildlife Habitat Council

To check out some of our alumni/ae success stories, please visit:

www.bard.edu/cep/our_people/student-alumni.

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The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation. The center features

geothermal heating and cooling and four enthalpy wheels, part of an advanced energy-recovery system

that retains about 70 percent of the energy that otherwise would be lost.

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Programs of Study

Master of Science and Professional Certificate Programs

Environmental Policy (EP)

Climate Science and Policy (CSP)

Peace Corps Programs

Master’s International Program (MI)

Paul D. Coverdell Fellows Program (Fellows)

Dual-Degree Programs

Dual MS and JD with Pace Law School (MS/JD)

Dual MS and MAT with Bard’s Master of Arts in Teaching Program (MS/MAT)

Dual MS and MBA with the Bard MBA in Sustainability (MS/MBA)

3+2 Program for Undergraduates

MASTER OF SCIENCE IN ENVIRONMENTAL POLICY (EP)

The program leading to the master of science degree in environmental policy offers three

options. Most students follow the two-year program, which includes a four- to six-month

internship and a Master’s Project. Environmental science, environmental and natural-resource

economics, environmental law, and environmental policy comprise the core first-year courses

of the environmental policy track. These courses move progressively through several topics,

all concurrently addressing the same environmental theme, shown below. The curriculum’s

modular organization enables students to examine one specific environmental area at a time

in an integrated, comprehensive, and realistic manner.

The second year of the program is designed for students to explore their career interests

through a required internship and by researching and writing a Master’s Project. Both the

internship and the project allow students to specialize in their career and academic interests.

The two-year curriculum ensures that graduates develop both broad and deep knowledge

of environmental policy issues; a powerful suite of analytical, communication, and problem-

solving skills; professional experience in their chosen field; and finally, specialized expertise on

the particular topic of their research project.

• Foundations and

general concepts

• Air and atmosphere

• Risk and uncertainty

• Water and fisheries

• Biodiversity

• Lands, forests, and soils

• Food and agriculture

• Energy and sustainability

• Industrial ecology

• Urban ecology

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Active professionals with at least five years’ postbaccalaureate experience in an environmen-

tally related field may apply for a waiver of the internship, which takes place during the fall

semester of the second year. A nonresidence Master’s Project option is available for students

who gain meaningful employment during their second year in an environmentally related

profession. These students may request to be considered for nonresidency and, if approved,

will complete the second year of the program off campus, with two weeklong visits during

the spring semester of the second year to meet with their advisers on their Master’s Project.

Professional Certificate in Environmental Policy

A professional certificate is awarded upon successful completion of the first year of courses.

Should the certificate recipient decide to continue toward the master’s degree, either immedi-

ately or at a later time, second-year course work and all other requirements must be completed

within five years after completion of the first year.

Following a screening of the documentary Gasland, Cody Mellott MS ’11; Wes Gillingham, program director

of Catskill Mountainkeeper; and actor and activist Mark Ruffalo discuss the dangers of hydrofracking

to obtain natural gas in the Marcellus shale under New York, Ohio, Pennsylvania, and West Virginia.

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MASTER OF SCIENCE IN CLIMATE SCIENCE AND POLICY (CSP)

The program leading to the master of science degree in climate science and policy offers three

options. Most students follow the two-year program, which includes a four- to six-month

internship and a Master’s Project. The climate degree covers the interplay between climate

systems, ecosystems, and agricultural systems on the one hand and solutions on the other,

training future policy leaders to guide efforts in greenhouse gas mitigation and adaptation.

The first-year curriculum focuses on climate science, energy consumption, and the agriculture

and ecosystem linkages to climate. It connects core scientific principles to socioeconomic

impacts, infrastructure investment, and political and legislative responses to global climate

change. The program focuses on the following broad themes:

The second year of the program is designed for students to explore their career interests

through a required internship and by researching and writing a Master’s Project. Both the

internship and the project allow students to specialize in their career and academic interests.

The two-year curriculum ensures that graduates develop both broad and deep knowledge of

environmental and climate policy issues; a powerful suite of analytical, communication, and

problem-solving skills; professional experience in their chosen field; and finally, specialized

expertise on the particular topic of their research project.

Active professionals with at least five years’ postbaccalaureate experience in an environmen-

tally related field may apply for a waiver of the internship, which takes place during the fall

semester of the second year. A nonresidence Master’s Project option is available for students

who gain meaningful employment during their second year in an environmentally related

profession. These students may request to be considered for nonresidency and, if approved,

will complete the second year of the program off campus, with two weeklong visits during

the spring semester of the second year to meet with their advisers on their Master’s Project.

Professional Certificate in Climate Science and Policy

A professional certificate is awarded upon successful completion of the first year of courses.

Should the certificate recipient decide to continue toward the master’s degree, either immedi-

ately or at a later time, second-year course work and all other requirements must be completed

within five years after completion of the first year.

• Climate change science

• Energy systems and solutions

• Ecosystems and agriculture in the

face of climate change

• Carbon markets and incentives

• Carbon sequestration and offset projects

• Global food security

• Regional impacts and adaptation strategies

• International negotiations and development

• Life-cycle analysis of energy sources

• U.S. legislative process and climate policy

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PEACE CORPS PROGRAMS

Peace Corps Master’s International Program (MI)

The Peace Corps Master’s International Program offers qualified candidates the opportunity

to incorporate the internationally focused, hands-on experience of Peace Corps service into

either the environmental policy or climate science and policy degree program. Interested

candidates are encouraged to apply early, and if accepted, may begin the Peace Corps applica-

tion as a MI student. Applicants should have demonstrated volunteer experience, leadership

potential, a commitment to international and environmental issues, and an aptitude for gradu-

ate study. Applicants interested in this option, but who find themselves unable to undertake a

Peace Corps assignment, may continue with Bard CEP’s two-year master of science curricu-

lum with no interruption.

The MI Program is a four-year commitment: three semesters at Bard and 27 months in the

Peace Corps. Students commence Peace Corps training after successfully completing the first

year of graduate study at Bard, receive credit for the internship through their service over-

seas, and return to Bard to complete their master’s degree. MI students are eligible to receive

normal financial aid in their first year, and are eligible for a CEP Fellowship award of at least

$10,500 in the final year of study, after successfully completing their Peace Corps service.

Peace Corps Paul D. Coverdell Fellows Program (Fellows)

The environmental and climate dimensions of the Center’s graduate programs and Bard CEP’s

commitment to civic engagement are of particular interest to students who have worked over-

seas on environmental issues and would like to pursue a career in policy. In recognizing the

tremendous service Peace Corps volunteers provide to communities around the world, the

Fellows Program gives returned Peace Corps volunteers the opportunity to earn a master’s

degree with the benefits of financial assistance and professional internship opportunities.

Fellows enroll as full-time graduate students and are eligible to receive a CEP Fellowship worth

at least 33 percent of tuition in the first year, and worth at least $10,500 in their second year,

in recognition of their Peace Corps service. In order to qualify for the CEP Fellowship in the

second year, Fellows must complete their Bard CEP internship in an underserved U.S. commu-

nity. Applicants apply normally to either degree program and are required to submit an official

Description of Service form to be eligible for the Coverdell Fellows financial assistance.

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DUAL-DEGREE PROGRAMS

Master of Science and Juris Doctor with Pace Law School (MS/JD)

This program, which combines Bard’s innovative graduate curriculum with one of the nation’s

top environmental law programs, offers students the opportunity to complete, in an acceler-

ated period, a master of science degree at Bard College and a doctorate in jurisprudence with

a certificate in environmental law at Pace Law School. Pace Law School has an excellent selec-

tion of courses that cover national and international environmental, climate, energy, and land-

use topics, an abundance of research opportunities, expert faculty, and hands-on experiences

available to its students. The MS/JD dual degree provides a level of depth and understanding

that is unmatched, and is excellent preparation for a career in environmental decision making.

Students in the MS/JD program must earn a total of 134 credits: 88 credits from Pace Law

School and 46 credits from Bard. Ten credits from Bard can be applied to Pace Law School.

The Bard-Pace program requires at least four years in residence, with two-and-a-half years

at Pace and one-and-a-half years at Bard. Students must complete an internship that fulfills

the degree requirements of both schools; two summer internship/externship experiences in

the Pace law program normally satisfy the Bard CEP internship requirement. Candidates must

apply separately to each school. For more information on the JD program at Pace Law School,

visit www.pace.edu/school-of-law/academics/juris-doctor-program.

TK

Jessica LeClair ’12 (New Britain, Connecticut)Bureau of Energy and Technology Policy

Connecticut Department of Energy and Environmental Protection

The academic rigor and standard of excellence instilled by Bard CEP faculty

and staff has helped prepare me for many challenges and opportunities that

young professionals face. I feel that my time at Bard CEP provided invaluable

experience learning to interpret and translate scientific fact to create and

implement policy decisions that will directly impact my state and my fellow

citizens. I am constantly reminded of this valuable nexus between science and

policy and feel that Bard CEP puts graduates out in front of the curve.

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Master of Science and Master of Arts in Teaching (MS/MAT)

The dual degree in environmental policy or climate science and policy and teacher training

offered at Bard is for motivated students seeking both advanced knowledge in environmental

policy and professional certification in secondary education to teach literature, math, biol-

ogy, or history in grades 7–12. Students must complete all MAT-degree program requirements

and select Bard CEP requirements, including the first year of Bard CEP course work and the

Master’s Project Proposal and Master’s Project and Seminar in the second year. The Bard CEP

internship is fulfilled through the student-teaching experience in the MAT Program. Faculty

from both programs serve as advisers for the thesis. Candidates for the MS/MAT degree may

pursue a two-year or three-year option and must apply separately to both programs, though

GRE scores and transcripts can be shared among departments. Permission from each program

director is required. For more information on the Bard MAT Program, visit www.bard.edu/mat.

Master of Science and Master of Business Administration in Sustainability (MS/MBA)

The dual degree offered with Bard CEP and the new Bard MBA in Sustainability is for students

developing careers that combine the skills needed in both policy and business. Students begin

study at Bard CEP and complete the first-year course work in environmental policy or climate

science and policy, after which they complete the first year of the MBA program. The intern-

ship component of the Bard CEP curriculum is fulfilled through the NYCLab course in the

MBA program. During the third and final year, dual MS/MBA students are enrolled in both

programs working on a combined Master’s Project and Capstone Project while completing

their degree requirements. For more information on the Bard MBA in Sustainability, visit www.

bard.edu/mba.

3+2 Program for Undergraduates

The Center offers qualified undergraduates an unrivaled opportunity to earn an accelerated

master of science degree by pursuing the “junior year at Bard” option. Eligible sophomores

apply to Bard CEP and spend their junior year completing the first-year course sequence in

either degree program. They then return to their home institution to complete their under-

graduate degree requirements during their senior year. Beginning in the summer of the next

year, after receiving their bachelor’s degree, students complete Bard CEP’s internship require-

ment, and return to Bard CEP to complete their remaining course work and Master’s Project.

Students interested in this option should contact Bard CEP admission early in their under-

graduate careers for guidance on how to increase their eligibility and success in this advanced

academic program.

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3+2 Program for Bard Students

Bard College undergraduates may apply in their junior year and proceed directly from three

years of undergraduate study to a two-year master’s degree program. Bard 3+2 Program grad-

uates receive both the BA and MS degrees from Bard College in an accelerated five years. Bard

students must have: earned 96 undergraduate credits, 64 of which must be from the under-

graduate college in Annandale, before beginning the fourth year of study (students who have

studied abroad will be considered on a case-by-case basis); met all undergraduate distribution

requirements; successfully moderated into a program of study and met all program require-

ments (except Senior Project) or else have written approval from the undergraduate adviser

and the relevant program directors to substitute requirements with course work completed in

the fourth and fifth years of study; and earned a cumulative GPA of 3.3 or higher. Permission

from the dean of studies is also required. The Master’s Project is completed in place of the

Senior Project. Students interested in this option should contact Bard CEP admissions early in

their undergraduate careers for guidance on how to increase their eligibility and success in this

advanced academic program.

Bard CEP Director Eban Goodstein, center, makes a point during a conversation with students.

18A portion of the Tivoli Bays Wildlife Management Area and the Levy Economics Institute at Bard College

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Curriculum

WORKSHOPS

Incoming students are introduced to the faculty and the interdisciplinary teaching approach

through a series of workshops during their first week at Bard. The week starts off with a three-

day math and science refresher sequence, in which students have the opportunity to review

some of the fundamental concepts and principles from which they will continually draw

throughout their tenure at Bard. The week progresses with a focus on the historic Hudson

River Valley as a forum for the discussion of critical scientific and policy issues that are further

examined in the first-year courses. A range of policy issues and topics during workshops relate

to watershed protection, land-use practices, the political economy, wetlands ecology, energy

options and demand, and systems thinking.

COURSES

The first-year courses link natural ecosystems and their functioning to the impact of socioeco-

nomic activities, and to the political, institutional, and legislative responses that address envi-

ronmental problems. Courses emphasize analytical frameworks and basic principles through

examples and case studies. Joint class sessions, field trips, guest lectures, and conferences

expose students to the critical issues and contemporary practices of environmental policy.

The curricula’s structure provides the context for the courses and enables students to examine

in an integrated, comprehensive, and realistic manner one particular environmental area at

a time.

Environmental policy professionals must be able to communicate their knowledge clearly and

effectively through the spoken and written word as well as with images, data, and figures.

The courses emphasize various modes of communication and persuasion through writing

exercises as well as group presentations. Regional and international implications of “local”

environmental problems are explored. Special emphasis is given to the problem of translating

scientific knowledge into workable policies. Students learn how scientific knowledge applies

to environmental issues and explore the difficulty of policy making under conditions of risk,

scientific uncertainty, and incomplete information.

Courses in economics, law, and policy provide a basis for exploring how society has responded

to changing environmental conditions. The policy tools that are used to address these condi-

tions, including laws, regulations, market-based instruments, and voluntary agreements, are

shaped by a variety of political, cultural, and ethical forces. Students analyze how these factors

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come together to influence the policy-making process. They also analyze how the tools can

be applied locally, regionally, and globally to influence behavior, achieve or go beyond compli-

ance, and manage change for preservation of natural resources and environmental protection.

Students hone their writing and communication skills through work with a professional writing

instructor. They gain networking skills and connections by virtue of regular interaction with top

scientists, business leaders, and policy experts through participation in the National Climate

Seminar, the Bard CEP Eco Forum, guest lectures, conferences, and other Bard-sponsored

programs. Finally, the curricula allow students to engage in comprehensive research projects

and to learn myriad tools of analyses that are critical to all environmental policy professionals.

In the second year, students specialize by concentrating on career interests through an intern-

ship and the Master’s Project. Second-year courses emphasize leadership training, communi-

cation skills, and trending environmental topics. The Master’s Project is the final requirement

for graduation.

COURSE DESCRIPTIONS

Environmental Science of Natural and Built Environments

Good environmental management requires a basic understanding of physical and biological

science concepts and principles. These courses are meant to provide you with that under-

standing—with the expectation that a scientifically savvy individual will make a better policy

analyst, environmental activist, or entrepreneur. Given the breadth of the topic of environmen-

tal science, these courses cover information found in geology, soil science, hydrology, ecology,

environmental chemistry, and atmospheric science classes. The classes are not just about

facts; through the assignments and discussion, your understanding of the scientific method,

comfort with scientific vocabulary, and ability to glean important information from literature

will increase. Thus, the goal is not only to teach you about perturbations to global biogeo-

chemical cycles, importance of redox and photochemical reactions, and threats to biodiver-

sity—it is also to teach you how to think critically and solve problems.

Learning Outcomes:

• Understanding of the scientific method

• Familiarity with scientific vocabulary

• Ability to glean information from the literature

• Means to think critically and solve problems

• Development of scientific writing skills

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Environmental Policy I & II

This course sequence analyzes the dynamic and complex relationship among various factors—

legal, political, cultural, and ethical—that influence the environmental policy-making process.

The courses use a case-study approach to introduce students to the core concepts of envi-

ronmental policy making and environmental policy cycles that include defining the environ-

mental problem, setting the environmental agenda, and presenting and implementing policy

solutions. Students examine state and social responses to new and ongoing environmental

problems. In the United States context, this includes taking into account the nature of state-

federal relationships in developing and applying the environmental law, as well as the evolving

role of technology, tensions between private and public interests, and equity considerations. In

addition to U.S. environmental policy, the courses explore international environmental regime

development, conflict resolution, and transboundary citizen networks that influence global

environmental decision making.

Learning Outcomes:

• Basic knowledge of qualitative policy analysis

• Familiarity with key theories in international and comparative politics

• Understanding of a range of concrete policy instruments related to environmental policy

• Case-based analysis to identify critical policy problems and relevant policy or technical

solutions

Environmental Law I & II

These courses introduce students to the core concepts of environmental law in the context of

interdisciplinary policy making. Students examine responses and solutions to environmental

problems that rely on legal and regulatory instruments, judicial decisions, and voluntary agree-

ments, while exploring the interaction between environmental law and policy. They also take

into account the nature of international, federal, state, and local relationships in developing

and applying the law, as well as the role of technology and science, tensions between private

and public interests, and environmental justice considerations. The courses transition from

foundational concepts into more advanced specialized environmental subjects. Theory and

practice are combined to address issues of contemporary importance. A main goal is to gain a

sense of the various legal approaches to environmental problems.

Learning Outcomes:

• Solid understanding of the legislative, administrative, and judicial system of environmental

law today

• Ability to navigate a complex regime of statutes, regulations, and agency practices

addressing environmental issues

22

• Comprehension of the framework of major U.S. federal environmental statutes and how

policy makers encounter them in practice

• Basic knowledge of key international agreements and their interaction with domestic

legislation

Natural Resource Economics and Environmental Economics

These courses describe the conceptual framework and tools used by economists for environ-

mental policy making. Students will understand and analyze the philosophical underpinnings

of neoclassical economics, as well as its methodological toolkit. The goal is to understand how

economists view environmental issues, and to develop a critical understanding and apprecia-

tion of their solutions to environmental problems. By the end of the year, students will be able

to understand and critique the notion of economic efficiency, and understand the complexities

and tradeoffs involved in making policy decisions.

Learning Outcomes:

• Use of logic to analyze claims made in the media and elsewhere

• Use of real-world data to test and validate competing policy claims

• Ability to calculate the time value of money, rates of return, and payback periods of

different projects

• Ability to model risk and uncertainty

Tools of Analysis

Statistics and Econometrics (Fall)

This course provides an introduction to the quantitative tools used for monitoring, analyz-

ing data, evaluating the state of the environment, and developing policy. Through practical

and real-world applications, students learn statistical and econometric methods that iden-

tify problem areas and measure the efficacy of policy tools. This course focuses on concepts

underlying statistical methods, as well as problem solving, through the use of STATA, a popu-

lar statistical software package.

Learning Outcomes:

• Ability to describe basic statistical concepts in simple English

• Means to test simple hypotheses

• Capacity to distinguish between correlation and causation

• Facility to use STATA and run various regression models

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Geographic Information Systems (Spring)

Students explore the various spatial analysis methods used by scientists, planners, and public-

policy makers to improve the understanding and management of our world. Students learn

the fundamentals of modeling, data analysis, mapping, and conducting an environmental-

impact assessment using geospatial technologies. In this project-based class, students begin

by learning the fundamentals of using spatial information, conducting spatial analysis, and

producing and interpreting maps. In the second half of the course, they apply these skills to a

team-based research project of their own design. The program culminates in a poster session.

Learning Outcomes:

• Understanding of the current capabilities of Geographic Information Systems (GIS)

science and its limitations

• Application of the fundamental techniques of vector- and raster-based spatial analysis

• Ability to use GIS software to produce high-quality cartographic products

• Appreciation of how spatial analysis and mapping play a critical role in the creation,

implementation, monitoring, and evaluation of environmental policy

Bard CEP graduate George Fishler explains green building concepts to Bard CEP students during a field trip.

24

Amy Faust ’07 (Dar es Salaam, Tanzania) Consultant, Environmental Planning; UK Department for International

Development/World Bank

The theoretical and practical training from Bard CEP was key to my entry

into international development. My consulting assignments for international

financial institutions vary from climate-change planning to environmental

impact mitigation to urban development in Latin America and East Africa—

all have required a holistic approach and a firm grounding in understanding

economic, political, technical, and community angles to develop sustainable

solutions with government and donor clients.

Climate Science

This course begins with studies of Earth’s climate system and how it works across a range

of scales of time and space. These include investigations of the circulations of the ocean and

atmosphere and their dynamic interactions such as El Niño–Southern Oscillation (ENSO),

monsoons, and North Atlantic Oscillation (NAO); carbon and other biogeochemical cycles;

radiation balance, the greenhouse effect, and other factors that force climate to change; and

feedbacks in the climate system. Students further explore past climates and how they give us

insight into our present predicament.

Learning Outcomes:

• Fundamental understanding of the workings of the climate system and the science of

climate change

• Appreciation of the methods and rationale of science, importance of observations, and

nature of evidence and scientific uncertainty

• Ability to understand and synthesize papers from the primary scientific literature published

in journals such as Science and Nature

• Skill in critically thinking about scientific arguments

The Science of Energy Solutions

This course illustrates the connection between future climate change and greenhouse gas

emissions and then explores emissions mitigation pathways and adaptation strategies, with

an emphasis on energy systems. Students explore frameworks for climate change–prediction

and –impacts assessment, from emissions scenarios to global-climate models to integrated-

assessment models used by the international climate science and policy community.

Participants utilize peer-reviewed literature from science, economic, and social science disci-

plines in critiquing the suite of climate change–mitigation strategies discussed today.

25

Learning Outcomes:

• General understanding of both fossil-based and renewable energy systems

• Understanding of ways to minimize future climate change and distinguish between

practical and unrealistic solutions

• Skill in analyzing scientific arguments

The Science of Agriculture and Ecosystems I & II

These courses cover fundamental processes in ecosystems and agriculture, then investigate

the interactions between these systems and climate, emphasizing the relationship between

climate and food, fiber, and fuel production. The courses focus attention on greenhouse gas

emissions and the possible roles of ecosystems and agriculture in mitigating climate change

via greenhouse gas uptake and surface albedo modifications. Students end up with a firm

understanding of both the theoretical foundations of agroecosystem-climate interactions and

the applied policy context of carbon markets, offsets, and adaptation measures. Class lectures

are complemented by field trips to experimental forests and farms.

Learning Outcomes:

• Strong grasp of the quantitative tools used in the study of ecosystem ecology, as applied

to natural systems and to agroecosystems

• Appreciation for uncertainties, assumptions, and limitations of our knowledge of carbon

and nutrient cycles and interactions with climate

• Understanding of the use of process models in predicting system responses to climate change

• Ability to read and understand the primary peer-reviewed literature in the fields of agro

ecosystem ecology and climate science and to analyze the policy implications of the science

Climate Policy and the Politics of Solutions

These courses focus on the legal, political, cultural, and ethical dimensions of the climate

policy–making process. They provide an overview of basic concepts of environmental law,

politics, and policy making used to analyze U.S. and international climate law and policy. Using

a range of cases drawn from the United States and the global south, students evaluate climate

change responses that include incentive-based regulatory approaches (cap-and-trade and

cap-and-dividend systems with offsets and carbon taxes), command and control approaches,

direct promotion of clean technology through regulation and subsidy, and voluntary agree-

ments. Students examine critical issues of monitoring and enforcement, climate equity,

and climate federalism, as well as the relationships among local, national, and international

organizations.

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Learning Outcomes:

• Basic knowledge of qualitative policy analysis

• Overview of international regime theory

• Familiarity with key concepts and concrete policy instruments related to climate mitigation

and adaptation

• Integration of policy analysis with an understanding of technical and scientific solutions to

climate change

Internship

The internship provides hands-on experience working with professionals in the field and facili-

tates entry into the job market. Internship arrangements with public, private, and nonprofit

organizations offer a wide range of choices and provide real benefits to the student and the

collaborating organization. Conducted during the summer and fall semester of the second

year, internships are at least 30 hours a week and four consecutive months in duration.

Bard CEP helps students find internship opportunities with a variety of institutions, and is

continuously expanding the list of internship sponsors. The internship allows students to

follow their preferred areas of specialization locally, elsewhere in the United States, or abroad.

The internship gives students an applied focus to their degree and an opportunity to learn in

a professional setting the job-specific skills they will use upon graduation. Internships also

expand professional networks, often leading directly or indirectly to employment. Below is a

select list of student internship placements.

Amazónicos por la Amazonía–AMPA (Peru) | American Museum of Natural History, Center

for Biodiversity and Conservation | Proyecto Campanario (Costa Rica) | Center for Disease

Control | Chinese Academy of Sciences Global Lake Ecological Observatory Network (China) |

Conservation Law Foundation | Council on Competitiveness | Earth Pledge | Ecologic Institute

(Germany) | Environmental Advocates of New York | Environmental Defense Fund | Federal

Reserve Bank of Atlanta | Food and Water Watch | German Marshall Fund | IBM Corporation

| Instituto de la Naturaleza y la Sociedad INSO (Mexico) | International Food Policy Research

Institute | Malawi Sustainable Agricultural Project (Africa) | University of Maryland Harry

R. Hughes Center for Agro-Ecology | National Resources Defense Council | New York State

Energy Research and Development Authority | Nike | New York City Department of Parks and

Recreation | Ocean Acidification Research Center | Ohio Environmental Protection Agency |

Pace Energy and Climate Center | Resources for the Future | Riverkeeper, Inc. | Scenic Hudson

| Slow Food USA | The Beacon Institute | The Energy and Resource Institute, TERI (India) |

The Nature Conservancy | U.S. Agency for International Development | U.S. Environmental

Protection Agency, Region II, Wetlands Division | United Nations Environment Programme |

Winrock International | Woods Hole Research Center

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TK

Capstone Seminar: Leadership and Communication

Careers in environmental policy require excellent analytical skills, but also the ability to lead

policy implementation. This class focuses on values-based leadership—understanding differ-

ent leadership approaches, critical skills, and pathways to engage a community in a policy

vision. The course focuses on self-awareness and communication as foundations for leader-

ship. Students learn how to communicate clearly and accurately about environmental prob-

lems and how to target information for different purposes and to audiences in multiple sectors,

becoming familiar with various approaches to framing and conveying messages. Classes with

voice and speech coaches help students hone their presentation and public-speaking skills.

Students also learn about fund-raising, foundations, and grant writing.

Topics in Environmental Policy

This seminar is offered annually in the spring and covers current topics in environmental

policy. All second-year students take this lecture-based class along with a few select first-

year students. First-year students take a policy lab associated with the topic, in which, as a

team, they pursue a consulting project for a client, organized by the professor and related to

the course topic: for example, a project centered around urban, local, or international policy.

Tim Banach ’11 (New York, New York)Senior Analyst, GI Energy

The interdisciplinary nature of the first-year course work gave me

confidence to communicate with any analyst across broad research areas,

from renewable energy technology to energy markets to energy policy and

law. The specialized nature of the second-year curriculum was instrumental

in my professional growth. I am now senior analyst with GI Energy,

where I model geothermal and combined heat and power systems during

development, and measure the efficiency and economic performance of

existing systems.

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Master’s Project Proposal

The Master’s Project is an original presentation with practical application to a particular envi-

ronmental problem and its policy implication. Normally linked to some part of the intern-

ship, the project should reflect the multifaceted nature of an actual environmental issue and

integrate aspects of the natural and social sciences and humanities in the analysis and policy

recommendations. The student is expected to pursue a topic more intensively than in a course,

drawing on and integrating knowledge from the first-year course work and the internship. The

project and final report should demonstrate skill in problem solving and recommend policies

for action on a particular problem.

Students begin to formalize project ideas during the summer after their first year, in consul-

tation with a project adviser on the faculty. The internship allows students to explore policy

issues and usually serves as the springboard for projects. During the internship period, a

formal proposal is presented to the student’s adviser, who chairs the individual’s Master’s

Project Committee, which is composed of three members (at least two of whom are Bard

CEP faculty). An outside expert may be included to provide specialized advice on the project.

Initial work is then begun on the project under the guidance of both adviser and outside expert.

Recent Master’s Projects examine important environmental concerns covering a range of issue

areas, including the following (the project title is accompanied by the name and hometown of

the graduate student in parentheses):

Water and Wildlife Management

“Assessing Vineyard Irrigation Demand under Four-Climate Futures: Methods to Enhance Resiliency to

Climate Change in Sonoma, California” (K. Lambert ’13: Richmond, Vermont)

“Predicting Wetland Susceptibility to Phragmites australis: An Assessment of Environmental Conditions

in Coastal Louisiana with Recommendations for Wetland Management” (G. Ramseur ’13: Ocean

Springs, Mississippi)

“Modeling Southern Resident Killer Whale Population Response to Chinook Salmon Abundance and Its

Implications for Recovery Policy” (J. Rohrback, ’13: Seattle, Washington)

“Interspecific Variation in the Movement of North American Bird Populations in Response to Climate

Change: An Assessment of Underlying Factors” (E. Fischer ’10: Cincinnati, Ohio)

Pollution Prevention and Regulatory Review

“Our Disposable World: Emerging Plastic Bag Policies in the U.S.” (K. Kokal ’13: Fort Myers, Florida)

“Risk Assessment and Regulation of Wastewater Pollution from Unconventional Natural Gas

Development in the Marcellus Shale” (M. Segarnick ’13: Maplewood, New Jersey)

“The International Treaty on Plant Genetic Resources for Food and Agriculture: Taking Stock and Moving

Forward” (M. Collins ’06: Anoka, Minnesota)

“Computer E-Waste in India: A Blueprint for Change” (P. Pooviah ’06: Chennai, India)

29

Land-Use Planning and Environmental Justice

“Forging Consensus? The Prospective Role of Regional Governance in the Planning of ‘Shrinking Cities’”

(B. Starodaj ’12: New Britain, Connecticut)

“Sustainable Stormwater Management: Recommendations for the Bard College Campus” (C. Smilie ’12:

Gallatin, New York)

“Towards Environmental Justice: An Analysis of the Brownfields Remediation Act” (H. Davis ’11: Palos

Verdes, California)

“The Implementation of Hybrid Buses into Chicago’s Public Transit System: Implications for Air Quality

and Public Health” (K. Galbraith ’10: Louisville, Kentucky)

Preservation of Natural Resources and the Rural Character of Smaller Towns

“Understanding Barriers to the Use of Seasonal Forecast Information in Farm-level Decision Making in

Bundelkhand, India” (N. Martin ’13: Columbus, Georgia)

“Water Quality in the Village of Red Hook, New York: Evaluation of Possible Contamination from Septic

Systems” (A. Prior-Grosch ’13: Haverhill, Massachusetts)

“Facilitating Local Choice in Hydraulic Fracturing Operations: A Strategic Toolkit for New York

Municipalities” (L. Scull ’13: Newport News, Virginia)

“The Viability of Ethanol Production from Urban Waste Biomass for New York State: A Social Cost

Analysis” (M. Guenther ’10: Parker, Colorado)

Economic Growth and Sustainable Development

“Eco-industrial Development as an Economic Resource: The Viability of Establishing Eco-industrial Parks

at Existing Brownfield Sites with Historic Industrial Activity” (M. Hunnicutt ’13: Springfield, Oregon)

“Examining the Use of a Feed-in Tariff to Accelerate Renewable Energy into the Ohio Electricity Sector”

(J. Wilson ’12: Centennial, Colorado)

“Building Public-Private Partnerships: Integrating Informal Recyclers into Solid Waste Management in

Haiti” (R. Savain ’12: Plantation, Florida)

“Does Water Scarcity Pose a Threat to Economic Growth? An Empirical Analysis” (A. Hieter ’11:

Hyde Park, New York)

“Examining the Role of Municipal Utilities in the Realization of Local Wind Energy Projects” (S. Sarno ’09:

Falmouth, Maine)

Corporate Social Responsibility: The Role of the Private Sector in Sustainable Development

“The Implications of New York City’s Decreasing Manufacturing Space” (R. Massey ’09: Madison,

Wisconsin)

“Overcoming Barriers to Pollution Prevention in the Hospital Industry” (R. Baker ’05: San Francisco,

California)

“Corporate Purchasing as a Tool for Environmental Management: Challenges and Recommendations”

(J. Cunningham ’04: East Fishkill, New York)

“Corporate Social Responsibility: Finding Common Ground” (E. Cardinal ’04: Baldwinsville, New York)

30

Master’s Project and Seminar (10)

The seminar offers a platform for students to present progress reports on their Master’s

Projects and to systematically analyze substantive issues stemming from their project

research. Students discuss typical policy issues and problems treated in their projects, along

with different ways of dealing with them. They also address methodological challenges

encountered in their projects, and focus on effectively conveying the results of their research.

The seminar provides the opportunity for students to explore together the applied interac-

tion among science, political forces, values, and particular economic interests in producing

policy outcomes. The seminar also offers students the chance to receive critiques of their work

from their peers as well as a team of professors from different disciplines who lead the class

together.

The Master’s Project can take the shape of an academic thesis or a more public-facing project.

The culmination of the project is a written report and a public presentation. The project must be

approved by the student’s Master’s Project Committee as the final requirement for graduation.

TKHudsonia Ltd. Executive Director Erik Kiviat ‘76, left, directs students on a field trip.

31

SUMMARY OF DEGREE REQUIREMENTS

First Year

Environmental Policy Track

Environmental Science of Natural and Built Environments 8

Environmental Policy and Law I & II 10

Natural Resource Economics and Environmental Economics 8

Tools of Analysis

Statistics and Econometrics (Fall) 2

Geographic Information Systems (GIS) (Spring) 2

January Term (Winter) 2

Climate Science and Policy Track

Climate Science and the Science of Energy Solutions 7

The Science of Agriculture and Ecosystems I & II 6

Climate Policy and the Politics of Solutions 6

Natural Resource and Environmental Economics 8

Tools of Analysis

Statistics and Econometrics (Fall) 2

Geographic Information Systems (GIS) (Spring) 2

January Term (Winter) 2

Total Credits for First Year and for Professional Certificates

Environmental Policy Track 32

Climate Science and Policy Track 33

Second Year (Both Degrees)

First Semester

Internship 10

Master’s Project Proposal 2

Second Semester

Capstone Seminar: Leadership and Communication 2

Topics in Environmental Policy 2

Master’s Project and Seminar 10

Total Credits for MS Degrees

Environmental Policy Track 58

Climate Science and Policy Track 59

32Enjoying the beauty of the Bard campus

33

Faculty and Administration

FACULTY

The Bard CEP faculty consists of a distinguished core of full-time and affiliated members who

are researchers in diverse fields relating to environmental policy. They are passionate teachers

whose primary placement is in the graduate program and who are committed to the program’s

vision of leadership and environmental education. The high ratio of faculty to students allows

for close rapport and individualized guidance.

Judith Anderson, Adjunct Faculty, Bard CEP; Founder and Director, Community Consultants

Rebecca T. Barnes, Visiting Lecturer, Bard CEP; Postdoctoral Associate, Institute of Marine

and Coastal Science, Rutgers University

Mark G. Becker, Geographic Information Systems (GIS) Faculty, Bard CEP; Associate

Director for Geospatial Applications, CEISIN, Earth Institute, Columbia University

Daniel Berthold, Guest Lecturer, Bard CEP; Professor of Philosophy, Bard College

Roz Galtz, Research Associate, Bard CEP

Eban S. Goodstein*, Leadership Faculty, Bard CEP and Bard MBA in Sustainability

Erik Kiviat ’76, Guest Lecturer, Bard CEP; Executive Director, Hudsonia, Ltd.

Kim Knowlton, Adjunct Faculty, Bard CEP; Senior Scientist, Environment and Health Program

and Co-deputy Director, Science Center, NRDC

Sandra Penny, Visiting Faculty, Bard CEP

Jennifer G. Phillips*, Science Faculty, Bard CEP

Caroline Ramaley, Communications Faculty, Bard CEP

Mara Ranville, Visiting Faculty, Bard CEP

Monique Segarra*, Policy and Politics Faculty, Bard CEP

Gautam Sethi*, Economics and Statistics Faculty, Bard CEP and Bard MBA in Sustainability

Robyn Smyth*, Science Faculty, Bard CEP

Victor M. Tafur, Law Faculty, Bard CEP; Adjunct Faculty, Pace Law School

Meg Stewart, Geographic Information Systems (GIS) Course Tutor, Bard CEP

*Member of the Bard CEP Graduate Committee

Faculty biographies can be found at www.bard.edu/cep/our_people/faculty.

ADMINISTRATION

Eban S. Goodstein, Director

Molly Williams, Assistant Director of Admission and Public Programs

Josephine French, Program Administrator and Assistant to the Director

Emily Krohn, Graduate Admission Assistant

Jess Scott, C2C Fellows Workshop Director

34The Richard B. Fisher Center for the Performing Arts at Bard College

35

Bard College and Its Surroundings

Bard College is located on the banks of the Hudson River, about 90 miles north of New York

City in Annandale-on-Hudson, New York. Founded in 1860, Bard College is an indepen-

dent, nonsectarian, residential, coeducational college offering a four-year BA program in the

liberal arts and sciences and a five-year BA/BS degree in economics and finance. The Bard

College Conservatory of Music offers a five-year program in which students pursue a dual

degree—a B.Music and a BA in a field other than music—and offers an M.Music in vocal arts

and in conducting. Bard also bestows an M.Music degree at Longy School of Music of Bard

College in Cambridge, Massachusetts. Bard and its affiliated institutions also grant the follow-

ing degrees: AA at Bard High School Early College, a public school with campuses in New

York City (Manhattan and Queens) and Newark, New Jersey; AA and BA at Bard College at

Simon’s Rock: The Early College, in Great Barrington, Massachusetts, and through the Bard

Prison Initiative at five correctional institutions in New York State; MA in curatorial studies,

MS in economic theory and policy, and MS in environmental policy and in climate science

and policy at the Annandale campus; MFA and MAT at multiple campuses; MBA in sustain-

ability in New York City; and MA, M.Phil., and Ph.D. in the decorative arts, design history, and

material culture at the Bard Graduate Center in Manhattan. Internationally, Bard confers dual

BA degrees at the Faculty of Liberal Arts and Sciences, St. Petersburg State University, Russia

(Smolny College); American University of Central Asia in Kyrgyzstan; and ECLA of Bard: A

Liberal Arts University in Berlin; as well as dual BA and MAT degrees at Al-Quds University

in the West Bank.

Bard offers nearly 50 academic programs in four divisions. Total enrollment for Bard College

and its affiliates is approximately 5,000 students. The undergraduate college has an enroll-

ment of more than 1,900 and a student-to-faculty ratio of 10:1.

Bard College’s 540-acre campus is conveniently located to take full advantage of the

resources and experiences available in the Hudson Valley and New York City. With its

undergraduate liberal arts curriculum, graduate programs, Richard B. Fisher Center for the

Performing Arts, and Levy Economics Institute, Bard also provides endless opportunities for

intellectual stimulation and cultural enrichment.

36

CIVIC ENGAGEMENT

The recipient of a $60 million gift from the Open Society Foundations in recognition of its

global involvement, Bard’s Center for Civic Engagement supports, coordinates, and promotes

the wide array of initiatives that define Bard as a private institution in the public interest.

A number of Bard projects and centers are affiliated with the Center for Civic Engagement,

including the Hannah Arendt Center, Human Rights Project, Institute for International Liberal

Education, Bard Globalization and International Affairs Program in New York City, and Institute

for Writing and Thinking.

RESEARCH INSTITUTIONS

In addition to being a designated site for the Hudson River National Estuarine Research

Reserve, the Bard campus is also home to the environmental research institute Hudsonia, Ltd.

and the Bard College Field Station. Their researchers take advantage of the unique ecology that

harbors more than 200 species of fish and many thousands of plants, animals, and microbes.

The Cary Institute of Ecosystem Studies (CIES) in nearby Millbrook, New York, is an

internationally known research facility where collaborative inquiry unravels the complexity of

ecosystem processes more readily and comprehensively than individual efforts. Bard College

and the Center have established a formal partnership with the CIES, facilitating teaching and

research exchanges for both faculty and students.

RECREATION AND CULTURAL LIFE IN THE HUDSON VALLEY

The Bard campus borders Tivoli Bays, a 1,700-acre tidal marsh that is part of the Hudson River

National Estuarine Research Reserve, a New York State Wildlife Management Area. Students

can explore the wetlands of Tivoli Bays by kayak or canoe. Area parks and trail systems provide

opportunities for hiking, cross-country skiing, and biking.

The Hudson Valley is an abundant agricultural area, supplying produce, wines, and farm

products to the region and to New York City. The Bard College Farm, a student-operated farm

on the Bard campus, sells produce to the College’s dining service provider, area restaurants,

and local famers’ markets and farm stands. The area is also renowned for its rich contribution

to early American history, literature, and art, and to contemporary culture. Along the Hudson’s

shoreline are numerous historic estates, such as Montgomery Place, Clermont, Frederic

Church’s Olana, and the estates of the Roosevelts and Vanderbilts; most are open to the public.

37

VISITING BARD

The Bard College campus is open to visitors all year. The Bard Center for Environmental Policy

encourages students to visit campus at one of two open houses held each fall and spring

during the academic year. Bard CEP will host two open houses for applicants and prospective

students at our new location in Manhattan, home to the Bard MBA in Sustainability. Interested

candidates may also schedule individual visits to view a graduate class or meet with faculty and

admissions staff. Bard CEP hosts online information sessions throughout the year as well. For

details on visiting, go to www.bard.edu/cep.

TK

38

Admission

The Bard Center for Environmental Policy seeks motivated candidates from a variety of

academic and professional backgrounds. Our selection committee considers academic

performance, a statement of purpose, general writing skills, relevant work experience, and

faculty and employer evaluations. Applicants are expected to have demonstrated leadership

potential, a commitment to environmental issues, and an aptitude for graduate study. Bard

CEP offers competitive merit fellowships, project assistantships, internship funding, and

campus employment opportunities to qualified candidates.

Prior to enrollment in August, all students entering the program must have successfully

completed college-level courses in algebra, statistics, and two natural or physical science

courses such as biology, chemistry, physics, or geology. Courses in calculus, economics, and

political science are strongly recommended, but not required. Students who are otherwise

qualified for admission, but who lack any of the prerequisite courses listed above, should apply

for admission. These students may be conditionally accepted into the program, and will work

to complete these courses during the spring and summer months prior to matriculation in

August. All conditional course work must be completed with a B- or better to count.

ADMISSION DATES TO REMEMBER

December 7, 2013 Open House for Applicants and Interested Students

January 15, 2014 Early Admission Deadline

March 8, 2014 Open House for Applicants and Interested Students

March 15, 2014 Regular Admission Deadline

May 15, 2014 Final Admission Deadline

MAILING ADDRESS

Bard Center for Environmental Policy, Office of Graduate Admission, PO Box 5000

Annandale-on-Hudson, NY 12504-5000

CONTACT

Molly Williams, Assistant Director of Admission and Public Programs

Phone: 845-758-7071 Fax: 845-758-7636

E-mail: mwilliam@bard.edu

Emily Krohn, Admission Assistant

Phone: 845-758-7073

E-mail: ekrohn@bard.edu

Website: www.bard.edu/cep/admission

39

2013 | 2014 ACADEMIC CALENDAR

August 23–25, 2013 Math and Science Refresher

August 26–30, 2013 Orientation and Workshops

September 2, 2013 Fall Semester Classes Begin

October 12–15, 2013 Fall Break

November 25–29, 2013 Fall Reading Week

December 16–19, 2013 Exams

January 13–24, 2014 January Term

February 3, 2014 Spring Semester Classes Begin

March 24–28, 2014 Spring Reading Week

May 19–23, 2014 Exams and Master’s Project Presentations

May 24, 2014 Commencement

ADMISSION AND FINANCIAL AID APPLICATION REQUIREMENTS

• Online application forms ($65 Slideroom application fee)

• Statement of purpose expressing your professional and educational goals, and how you

feel the Bard CEP program will help you achieve them

• Sample of written work, such as a college research paper, published article, or

professional brief

• Curriculum vitae or résumé

• Three letters of recommendation from academic and professional references

• Official transcripts from all postsecondary institutions in which you have been enrolled

(use the mailing address above)

• Graduate Record Examination (GRE) scores. (LSAT and GMAT are also accepted.)

The Bard College code is 2037; there is no department code.

• Official TOEFL or IELTS scores, required for students whose native language is not English

or who have not studied in the United States

• Description of Service (DOS). An official record of Peace Corps service is required for

applicants to the Fellows Programs.

• Completed FAFSA or International Financial Aid Application and Certificate of Finances,

required for applicants applying for any form of financial aid

Completed applications are reviewed and considered by the Graduate Admission Committee

according to the admission calendar. All applicants to Bard CEP must follow the admission

requirements, including dual-degree students. Incomplete applications will not be reviewed

until they are complete. Notification of admission and financial aid usually occurs 2–4 weeks

after the application deadline.

40

INTERNATIONAL STUDENTS

The Bard Center for Environmental Policy welcomes students from outside the United States

and recognizes the value of an international student body to enrich the learning experiences

of all students and faculty. Non-native speakers of English must demonstrate proficiency in

English and should take the Test of English as a Foreign Language (TOEFL) or the International

English Language Testing System (IELTS). Official scores should be sent directly to Bard College

at the mailing address above. The school code is 2037; there is no department code. Other

evidence of English-language proficiency may be required in some instances, such as an online

video interview with the Graduate Admission Committee. More information for international

applicants can be found at www.bard.edu/cep/admission/international.php.

DUAL-DEGREE CANDIDATES

If you are applying for one of our dual-degree programs, you must apply separately to both

programs. For dual-degree programs where both degrees are granted by Bard College, you must

apply separately, but official transcripts and test scores can be shared among departments.

Please be sure to contact the admission office at each school or department to make sure you

understand the admission deadlines and requirements for each program, as they will differ. All

3+2 program applicants should contact the Bard CEP admission office as early as possible to

ensure eligibility.

PEACE CORPS MI AND FELLOWS CANDIDATES

If you are applying to the Master’s International (MI) Program, be sure to notify the Peace

Corps recruiter once you have been accepted to Bard to ensure you are being considered as

an MI applicant. If you are applying to the Fellows program, please submit a Description of

Service (DOS) to Bard along with your application. If your Peace Corps assignment is still

going on at the time you apply, an unofficial DOS will suffice until your service is complete, at

which time you should submit the official DOS.

TUITION AND FEES

First-year tuition and fees (2013–14)

Tuition: $32,758

Registration Fee: $100

Facilities Fee: $150

Second-year tuition and fees (2013–14)

Tuition: $21,148

Graduate Fee: $120

Registration Fee: $100

Facilities Fee: $150

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TUITION FOR PEACE CORPS AND DUAL-DEGREE STUDENTS

Master’s International: Students pay normal MS tuition and fees for both years, and are eligible

for a CEP Fellowship of $10,500 in their final year of study after successfully completing their

service overseas.

Coverdell Fellows: Students pay MS tuition and fees for both years, and are eligible for a CEP

Fellowship worth at least 33 percent of tuition in the first year and $10,500 in the second year

in recognition of their service overseas.

Dual MS/JD: Students pay first-year tuition and fees. To complete the MS degree, students

enroll in 14 credits in the spring of their fourth year and pay per credit. (Fee per credit is $1,139.)

Dual MS/MBA: Students pay first-year tuition and fees. To complete the MS degree, students

enroll in 12 credits in the spring of their third year and pay per credit. (Fee per credit is $1,139.)

Dual MS/MAT: Students pay first-year tuition and fees. To complete the MS degree, students

must enroll in 12 credits in the spring of their second or third year and pay per credit. (Fee per

credit is $1,139.)

HEALTH INSURANCE

While in school, all students must carry health insurance, whether through Bard or through an

outside provider. In addition, all Bard CEP students are required to complete a health packet

prior to arrival at Bard, which includes documentation of a recent physical examination and

thorough immunization records.

Bard Basic Insurance (12 months): $1,402

Health Services Fee: $235 (each semester in residence)

STUDENT EXPENSES

Expenses vary widely depending on student choices. Below are estimated expenses that are

provided to give students a sense of what to expect in terms of the total cost of graduate

school. Graduate housing costs can be used as a proxy for off-campus housing costs.

Books, Supplies, and Travel: $1,150

Personal Expenses: $3,000

Meals: $3,600

GRADUATE HOUSING

Dormitory Housing (August 31, 2013 – May 25, 2014): $6,944

August 23 – August 30, 2013: $26 per day

Graduates who plan to stay in their room after May 25, 2014, will be charged $27 per day

through May 31, 2014.

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Students wishing to keep their room over Bard intersession between fall and spring semesters

have the option to do so at no additional cost, although housing is formally closed to ALL

students during the Winter Break (typically December 21 – January 2). More information

about graduate housing and off-campus options can be found on our website at www.bard.

edu/cep/about_bcep/.

SCHEDULE OF PAYMENTS

On acceptance of the Center’s invitation to join the program, new students pay a nonrefundable

deposit of $500. This deposit is due two weeks after notification of admission and financial

aid decisions. The balance of tuition and fees for the academic year is billed in two equal

installments. Billing statements reflect tuition, fees, and credits for scholarships, fellowships,

and approved student loans. Payments are due in the beginning of August and January for the

fall and spring semesters, respectively.

REFUNDS

No refunds of any fees are made in the event that a student withdraws from the program

after registration, except as specified below. In no event is the deposit or housing payment

refundable. In all cases, the student must submit to the Graduate Committee an official

notice of intention to withdraw. The date of receipt of such a notice determines the amount

of the refund. Students who officially withdraw before the first day of classes (or start of the

workshops) for the term in question are given a full refund, minus the nonrefundable deposit.

See website for complete refund policy, www.bard.edu/cep/admission/tuition.

FINANCIAL AID

Bard CEP offers financial assistance in the form of merit fellowships, scholarships, project

assistantships, campus employment, internship funding, and student loans. Financial aid

is awarded on the basis of academic achievement and promise as well as financial need,

according to criteria determined annually by the Bard College Office of Financial Aid, using

the student’s Free Application for Federal Student Aid (FAFSA) data. External awards can be

held concurrently with a CEP Fellowship. Students apply for financial aid through the online

application for admission and through submission of the FAFSA.

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APPLYING FOR FINANCIAL AID (U.S. CITIZENS)

All incoming and returning students who are U.S. citizens seeking financial aid should

complete the FAFSA form, available online at www.fafsa.ed.gov. For incoming students, the

FAFSA should be submitted by the admission deadline for which you are applying. Financial

assistance is not automatically renewed for the second year of the program. Second-year Bard

CEP students wishing to reapply for financial aid must submit a FAFSA by May 1 before their

second year to be considered for any form of financial assistance. For questions regarding

financial aid and student loans, please visit www.bard.edu/cep/admission/financial-aid.php.

APPLYING FOR FINANCIAL AID (NON-U.S. CITIZENS)

International applicants are not eligible for financial assistance from the U.S. government, but

may qualify for other sources of aid, including Bard CEP fellowships, assistantships, internship

funding, and campus employment. International applicants seeking financial aid should fill

out the International Student Financial Aid Application and Certification of Finances, both

available online at www.bard.edu/financialaid/international or by request from the Bard

College Office of Financial Aid (845-758-7526).

FEDERAL DIRECT LOAN

Students who are citizens or permanent residents of the United States and who file a FAFSA

are eligible to borrow through the Federal Direct Loan program. Eligible students may borrow

up to $20,500 of unsubsidized loans annually through a Federal Direct Loan. Loans are

disbursed in two equal payments, one each semester, provided all Bard Office of Financial

Aid requirements have been fulfilled. Electronic disbursements are credited to the student’s

account when they are received. Check disbursements are sent to the Student Accounts

Office; the student must sign the loan check before it can be credited to his or her account. If

the check is not signed within a designated period, the Student Accounts Office is obliged to

return it to the lender for cancellation. In such a case, the student becomes responsible for the

entire account balance and is charged a $100 penalty fee for late payment and duplication of

the loan-disbursement procedure. For more information, contact the Office of Financial Aid.

FEDERAL GRADPLUS LOANS

Graduate students can now access the Federal GradPLUS Loan Program to pay for the cost of

education not covered by other financial aid. This loan is guaranteed by the federal government

and may be deferred while the student is enrolled at least part time. A credit check is required.

These loans are disbursed in the same way as the Federal Direct Loan.

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TYPES OF FINANCIAL ASSISTANCE

Full descriptions of the various types of financial awards offered to students are listed on our

website at www.bard.edu/cep/admission/financial-aid.php.

• Alumni/ae Internship Fund: Given to one student each year to help fund an unpaid

internship having the most significant impact on environmental policy.

• Bard–AmeriCorps Fellowship: Given to one or more exceptional AmeriCorps volunteers

who have successfully completed their term of service. Bard will match any AmeriCorps

Segal Award funds that the recipient wishes to apply toward Bard’s tuition.

• C2C Fellowship: C2C Workshop participants are eligible to receive a fellowship of at least

30 percent of tuition in the first two years of Bard CEP graduate study.

• CEP Fellowship: This fellowship is based on financial need and academic merit. Students

completing the Slideroom application who indicate interest in receiving financial aid are

automatically considered.

• City Year “Give-A-Year” Fellowship: City Year alumni/ae who have completed at least one

year of service are eligible to receive this fellowship, worth 30 percent of tuition in addition

to an application fee waiver.

• MAC Internship Award: Thanks to the generous support of the Margaret A. Cargill

Foundation, Bard CEP is able to offer internship stipends of up to $4,000 to three or four

students each year. Preference is given to students interning overseas or in a low-income

community.

• Nancy Mathews ’64 Internship Fund: This fund offers assistance to a student who

accepts an unpaid internship in the nonprofit or public sector. Priority is given to applicants

with an internship in the greater Hudson Valley.

• Milner’s Fund Fellowship: The Milner’s Fund Fellowship in Population Studies is awarded

each year to a student who demonstrates outstanding ability and serious commitment

to the study of the environment and related aspects of human population growth and

demographic dynamics.

• Peace Corps Fellowship: Bard CEP provides a commitment to Peace Corps volunteers by

agreeing to a CEP Fellowship worth at least 33 percent of tuition to returned Peace Corps

volunteers admitted to the Fellows Program in their first year and a CEP Fellowship worth

$10,500 to both MI students and Fellows students in their second year.

• Project Assistantship (PA) and Campus Employment: Applicants are notified if they are

being considered for a PA or campus employment position during the admission process.

PA positions are environmentally focused, require 5–10 hours per week, and provide a

stipend of $3,000 to $6,000 each.

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• Rachel Carson Scholarship (NEW): All first-year students are eligible to apply for this

merit scholarship, which grants one $20,000 scholarship per year to an incoming student

who shows promise of a leadership career in environmental policy.

• Wangari Maathai Scholarship (NEW): Specifically for international students, this new

program grants one $20,000 scholarship per year to an incoming student who shows

promise of a leadership career in environmental policy.

Amy Hieter, Heather Davis, Prapti Bhandary, Jake Claro, and Tim Banach from the Bard CEP Class of 2011.

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Bard College, PO Box 5000, Annandale-on-Hudson, New York 12504-5000

www.bard.edu/cep

The provisions of this catalogue are not to be regarded as an irrevocable contract between

the student and Bard College or its officers and faculty. The College reserves the right to make

changes affecting admission procedures, tuition, fees, courses of instruction, programs of

study, faculty listings, academic grading policies, and general regulations. The information in

this catalogue is current as of publication, but is subject to change without notice.

The Bard Center for Environmental Policy is a member of the Academic Council on the

United Nations System, National Council for Science and the Environment, Environmental

Consortium of Hudson Valley Colleges and Universities, and Association for the Advancement

of Sustainability in Higher Education.

Bard College is accredited by the Commission on Higher Education of the Middle States

Association of Colleges and Schools and is a member of the Association of American Colleges

and Universities, College Entrance Examination Board, American Council on Education,

Associated Colleges of the Mid-Hudson Area, and Education Records Bureau. The Bard pro-

gram of study leading to the master of science degree is registered by the New York State

Education Department, Office of Higher Education and the Professions, Room 977, Education

Building, Albany, New York, 12234; www.highered.nysed.gov.

In an effort to conserve resources, the Bard CEP Graduate Program catalogue is only available

online. If you would like to receive a printed copy of the Bard CEP Graduate Program overview

and degree brochures, please contact us.

Photo Credits: Getty Images: front cover; Pete Mauney ’93, MFA ’00: 2, 12, 17, 30, 32; Karl

Rabe: 4, 15, 27; APG: 9; Peter Aaron ’68/Esto: 10, 18, 34; Tobey Stanford: 23; Scott Barrow: 45