Center for Environmental Policy at Bard College
2013 | 2014 GRADUATE PROGRAM CATALOGUE
“We are alive at an extraordinary moment, one that demands, especially from graduate education, an extraordinary responsibility.” —EBAN S. GOODSTEIN, director, Bard CEP
Letter from the Director A year out of college, in 1983, I beached my kayak about a mile from the port of Valdez, in Alaska’s Prince William Sound, and watched a massive supertanker glide silently through the strait. Seven years later, one of these tankers, the Exxon Valdez, ran aground, spilling 11 million gallons of crude into the sound. Twenty-two years after that, the BP blowout discharged an Exxon Valdez–size volume into the Gulf of Mexico every four to five days, creating a vast flow of oil easily seen from space. The Valdez and BP disasters were the consequence of policy failure in a world with thin margins—a planet that is increasingly crowded and increasingly affluent.
“We are alive at an extraordinary moment, one that demands, especially from graduate education, an extraordinary responsibility.” —EBAN S. GOODSTEIN, director, Bard CEP
Today’s unprecedented environmental challenges are driven by grave inequalities between developing and developed countries, the transboundary nature of atmospheric pollution, and the need for international cooperation on regulation. To address these concerns, effective environmental policy makers must cultivate a holistic approach to policy development. Here at Bard, we believe that decision makers should synthesize knowledge from science, economics, politics, and law. We believe that social responsibility and ethics are vital to sustainable development, and that environmental planning should include public input and be tailored to local communities. We believe that creation of good policy requires clear communication, teamwork, and leadership. These principles are expressed in the Center’s unique curriculum. In our environmental policy master’s degree, the course work in each class follows the same themes progressively throughout the year, providing unparalleled opportunities for students to integrate knowledge from different academic disciplines. In our cutting-edge climate science and policy degree, students learn the fundamentals of climate science and receive a comprehensive foundation in law, policy, and economics designed for careers focused on the climate challenge at all levels—local to global. Our courses help students develop critical thinking and reasoning skills, and the program’s full-time internship enables students to begin developing real-world leadership skills in a professional hands-on setting. The Bard Center for Environmental Policy was created to train leaders to craft effective environmental policy solutions; our graduates work in business, government, and nonprofits to lead the change to a sustainable and prosperous future. We invite you to join us. —EBAN S. GOODSTEIN, director, Bard CEP
About the Center The Bard Center for Environmental Policy (CEP) promotes education, research, and public service on critical issues relating to the natural and built environments. Our graduates use the best available scientific knowledge to improve decisions and policies at local, regional, national, and international levels. They address environmental problems and pursue sustainable patterns of natural resource use by facilitating diverse stakeholders to work together and understand one another’s perspectives and values. Students come from various backgrounds to pursue a master of science degree in either environmental policy or climate science and policy. The emphasis on science-based policy enables students to progress from knowledge of the issues to the formulation of feasible, effective solutions. The curriculum reflects the fact that today’s students face an unprecedented leadership challenge, requiring from educators not only sound instruction in science, law, economics, and policy, but also the vision and courage to change the future. Bard CEP graduate programs offer the knowledge, tools, and methods of inquiry to create effective policies on the scale demanded by today’s extraordinary environmental challenges. The curriculum integrates the scientific foundations of environmental policy making, human and ecosystem health, social justice and environmental stewardship, environmental systems analysis, environmental and natural resource economics, law and regulation, enforcement and compliance mechanisms, political processes and institutional arrangements, stakeholder engagement, statistical and research methodology, and leadership training. After graduating, students 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.
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. 2
Distinctive features include: • Interdisciplinary course work
• Extended professional internships
• Small classes
• Skills-based training in leadership
• One-on-one faculty advising
• Flexible research opportunities
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Programs of Study
Master of Science and Professional Certificate Programs Master of Science in Environmental Policy The MS in environmental policy is a two-year program and includes a year of course work,
Master of Science and Professional Certificate Programs • Environmental Policy (EP) • Climate Science and Policy (CSP)
an extended internship, and a master’s thesis. Residency during the first year and the spring semester of the second year is required. The environmental policy curriculum links natural ecosystems and their functioning to the impact of socioeconomic activities, and to the political, institutional, and legislative responses that address environmental problems. Courses
Peace Corps Programs • Master’s International Program (MI) • Paul D. Coverdell Fellows Program (Fellows)
emphasize analytical frameworks and basic principles through examples and case studies.
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
In the first year, courses move progressively through several topics, all concurrently address-
Joint class sessions, field trips, guest lectures, and conferences expose students to the issues and practices of environmental policy.
ing the same environmental theme. The curriculum’s modular organization enables students to examine one specific environmental area at a time in an integrated, comprehensive, and realistic manner. Faculty from each of the core disciplines meet regularly to plan integrated approaches to the following themes: • Foundations and General Concepts
• Water
• Industrial Ecology
• Air and Atmosphere
• Terrasphere
• Urban Environments
• Risk and Uncertainty
• Agriculture
• Biodiversity
• Energy
Because environmental policy professionals need to communicate their knowledge clearly and effectively—through the spoken and written word, images, data, and figures—Bard CEP emphasizes various modes of communication and persuasion through writing exercises and individual and group presentations. In addition to projects assigned in each course, students work to hone their writing skills with a professional writing instructor throughout the first year, and during the second year as needed. Master’s students interact regularly with the nation’s top scientists, business leaders, and policy experts through participation in the National Climate Seminar, a public platform for dialogue on climate change solutions. During the second year, students explore career interests through a required internship, and by researching and writing a master’s thesis. Both the internship and thesis allow students to specialize in their areas of interest. Each student chooses a career trajectory, which translates into job placement and enriches the diversity of student experiences, thus exposing each student to a range of real-world challenges faced by decision makers today. 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; Bard CEP Class of 2013
professional experience in their chosen field; and finally, specialized expertise on the particular topic of their thesis.
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MS in Environmental Policy: Two-year course sequence Course Name (Credits)
Master of Science in Climate Science and Policy
Semester 1 Science of Natural Environments (4) Environmental Policy I (3) Environmental Law I (2) Natural Resource Economics (4) Statistics and Econometrics (2)
ary course work, an extended professional internship, and completion of a master’s thesis.
Semester 2 January Term (2) Science of Built Environments (4) Environmental Policy II (3) Environmental Law II (2) Environmental Economics (4) Geographic Information Systems (2)
Semester 3 Extended Internship (4–6 months, to begin in the summer) (10) Master’s Thesis Proposal (2) Semester 4 Master’s Thesis Seminar (10) Capstone Seminar: Policy Leadership (2) Topics in Environmental Policy (2)
The MS in climate science and policy is a two-year program, including a year of interdisciplinResidency during the first year and the spring semester of the second year is required. The climate degree focuses on the interplay between climate, ecosystem, and agricultural science on the one hand and solutions on the other, training future policy leaders to guide efforts in greenhouse gas mitigation and adaptation. Students develop specific expertise in the development and deployment of clean energy technologies. Joint class sessions, field trips, guest lectures, and conferences expose students to the critical issues and practices of climate change science and policy. The first-year curriculum covers climate science, energy consumption, and the agriculture and ecosystem linkages to climate, connecting core scientific principles to socioeconomic impacts, infrastructure investment, and the political and legislative responses addressing fossil fuel dependence and global climate change. Students are taught the basic concepts of environmental law, politics, and policy making, as well as detailed analyses of U.S. and international climate law and policy. The program focuses on the following broad themes: • Carbon Markets and Incentives
• International Negotiations and Development
• Carbon Sequestration and Offset Projects
• Life Cycle Analysis
• Climate Science
• Regional Impacts and Adaptation Strategies
• Ecosystem and Agricultural Sciences
• Renewable Energy and Clean Technology
• Energy Conservation and Efficiency
• U.S. Legislative Process and Climate
• Global Food Security A collaborative partnership with the Cary Institute of Ecosystem Studies (CIES), one of the world’s premier research institutions applying ecosystem analysis to policy challenges, gives students access to world-class scientists through classroom education and field experiences related to climate change impacts and solutions. Master’s students interact regularly with the nation’s top scientists, business leaders, and policy experts through participation in the National Climate Seminar, a public platform for dialogue on climate change solutions. During the second year, students explore career interests through a required internship, and by researching and writing a master’s thesis. Both the internship and thesis allow students to specialize in their areas of interest. Each student chooses a career trajectory, which translates into job placement and enriches the diversity of student experiences, thus exposing each student to a range of real-world challenges faced by decision makers today. The two-year Libby Murphy MS ’14, enrolled in the dual-degree program with Bard MBA in Sustainability, and Jessica Delgado MS ’15, a Master’s International student, discuss projects during a GIS poster session.
curriculum ensures that graduates develop both broad and deep knowledge of climate change 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 thesis.
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MS in Climate Science and Policy: Two-year course sequence Course Name (Credits)
Peace Corps Programs
Semester 1 Climate Science (3) Natural Resource Economics (4) Agriculture and Ecosystems I (3) Climate Policy (3) Statistics and Econometrics (2)
Semester 3 Extended Internship (4–6 months, to begin in the summer) (10) Master’s Thesis Proposal (2)
The Peace Corps Master’s International Program (MI) offers qualified candidates the oppor-
Semester 4 Master’s Thesis Seminar (10) Capstone Seminar: Policy Leadership (2) Topics in Environmental Policy (2)
tion as a MI student. Applicants should have demonstrated volunteer experience, leadership
Semester 2 January Term (2) Science of Climate Change and Solutions (4) Environmental Economics (4) Agriculture and Ecosystems II (3) The Politics of Solutions (3) Geographic Information Systems (2)
Peace Corps Master’s International Program tunity 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 applicapotential, a commitment to international and environmental issues, and an aptitude for graduate 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 curriculum with no interruption. The MI Program is a four-year commitment: three semesters at Bard and 27 months in the Peace Corps. Students commence their Peace Corps training after successfully completing the first year of graduate study at Bard. Students receive credit for the internship, which is fulfilled through their service overseas, and return to Bard for a final semester of courses and to complete their master’s thesis. MI students are eligible to receive normal financial aid in their
Professional Certificate Designed for mid-level professionals who wish to change careers, a professional certificate is awarded upon completion of the first year of courses in either the environmental policy or climate science and policy degree program. Should the certificate recipient decide to continue toward the master’s degree, either immediately or at a later time, second-year course work and all other requirements must be completed within five years of matriculation into the program. Certificate students follow the same admission and financial aid requirements as master’s students.
first year, and are guaranteed a CEP fellowship award of at least $10,500 in their second year, in recognition of the service they have engaged in overseas.
Peace Corps Paul D. Coverdell Fellows Program 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 overseas 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 Peace Corps Paul D. Coverdell Fellows Program gives returned Peace Corps volunteers the opportunity to earn a master’s degree with the benefits of financial assistance, academic credit, and professional internship opportunities.
Rachel Savain MS ‘12
Fellows enroll as full-time graduate students, earning either an MS in environmental policy or
“My internship experience through CEP was a unique life and career
an MS in climate science and policy. Fellows are eligible to receive a CEP Fellowship worth at
experience. I was a project assistant for WASTE, a Dutch NGO, working
least 33 percent of tuition in the first year, and worth at least $10,500 in their second year, in
on implementing an integrated solid waste management system in
recognition of their Peace Corps service. Applicants should apply normally to either degree
Haiti. Being engaged in fieldwork for six months helped me to truly
program; they also are required to submit an official Description of Service form to be eligible
understand the realities while allowing me to perform to my highest
for Coverdell Fellows financial assistance. Although not required, Bard anticipates that selected
capabilities. The opportunity launched my international development
Fellows will have worked on environmental projects during their service overseas.
career and helped me grow as a young professional. I am currently working at VNG International as a policy advisor.”
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Dual-Degree Programs
the MBA course work, minus one 3-credit class, while completing a combined CEP thesis
Master of Science and Juris Doctorate with Pace Law School
(worth 12 credits) and the MBA capstone. The internship component of the CEP curriculum is
This program, which combines Bard’s innovative graduate curriculum with one of the nation’s
fulfilled through the NYCLab in the MBA program. For more information on the Bard MBA in
top environmental law programs, offers students the opportunity to complete, in an acceler-
Sustainability, visit www.bard.edu/mba.
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-
3+2 Program for Undergraduates
tion of courses that cover national and international environmental, climate, energy, and land-
The Center offers qualified undergraduates an unrivaled opportunity to earn an accelerated
use topics, an abundance of research opportunities, expert faculty, and hands-on experiences
master of science degree by pursuing the “junior year at Bard” option. Eligible sophomores
available to its students. The MS/JD dual degree provides a level of depth and understanding
apply to Bard CEP and spend their junior year completing the first-year course sequence in
that is unmatched, and is excellent preparation for a career in environmental decision making.
either degree program. They then return to their home institution to complete their undergrad-
Students in the MS/JD program must earn a total of 132 credits: 88 credits from Pace Law School and 44 credits from Bard. Ten credits from Bard can be applied to Pace Law School. The
uate 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 requirement, and return to Bard CEP to complete their remaining course work and thesis.
Pace-Bard program also 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
3+2 Program for Bard Students
the degree requirements of both schools; two summer internship/externship experiences in
Bard College undergraduate students apply in their junior year and proceed directly from three
the Pace law program normally satisfy the Bard CEP internship requirement. Candidates must
years of undergraduate study to a two-year master’s degree program. Bard 3+2 Program grad-
apply separately to each school. For more information on the JD program at Pace Law School,
uates receive both the BA and MS degrees from Bard College in an accelerated five years. Bard
visit www.pace.edu/school-of-law/academics/juris-doctor-program.
students must have: earned 96 undergraduate credits, 64 of which must be from the undergraduate college in Annandale, before beginning the fourth year of study (students who have
Master of Science and Master of Arts in Teaching
studied abroad will be considered on a case-by-case basis); met all undergraduate distribution
The dual degree in environmental policy and teacher training offered at Bard is for motivated
requirements; successfully moderated into a program of study and met all program require-
students seeking both advanced knowledge in environmental policy and professional certi-
ments (except Senior Project) or else have written approval from the undergraduate adviser
fication in secondary education to teach literature, math, biology, or history in grades 7–12.
and the relevant program directors to substitute requirements with course work completed in
Students must complete all MAT degree program requirements and select CEP requirements,
the fourth and fifth years of study; and earned a cumulative GPA of 3.3 or higher. Permission
including the first year of CEP course work and the Master’s Thesis Proposal and Master’s
from the dean of studies is also required.
Thesis Seminar in the second year. The CEP internship is fulfilled through the student-teaching experience in the MAT. 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.
Nick Martin MS ’13 “Bard CEP has helped me secure internships at two leading environmental
Master of Science and Master of Business Administration in Sustainability
think tanks, one at the World Resources Institute in Washington, D.C.,
The dual degree offered through Bard CEP and the Bard MBA in Sustainability is for students
and the other at Development Alternatives in New Delhi, India. I will be
developing careers that combine the skills needed in both policy and business. Students begin
working on policy research quality issues and climate adaptation/food
study at Bard CEP and complete the first-year curriculum in either environmental policy or
security issues, respectively. Both of these internships will provide invaluable
climate science and policy before proceeding directly into the first year of the MBA program.
experience in my career field of choice.”
The third year of this dual degree is spent enrolled in both programs. Students complete 10
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Curriculum First-Year Course Descriptions 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 understanding—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 environmental 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 biogeochemical cycles, importance of redox and photochemical reactions, and threats to biodiversity—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
Environmental Policy I and II This course sequence brings out 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 environmental policy making and environmental policy cycles that include defining the environmental problem, setting the environmental agenda, and presenting and implementing policy solutions. The making of environmental policy is shaped by the interplay of politics, interest groups, elected leaders, appointed judges, public opinion, and governmental institutions. Students examine responses to environmental changes, taking into account the nature of state-federal relationships in developing and applying the law, as well as the role of technology, tension between private and public interests, and equity considerations. The courses explore international environmental regime development, conflict resolution, and transboundary citizen networks that influence global environmental decision making.
Tivoli Bays is a 1,700-acre tidal marsh that is part of the Hudson River National Estuarine Research Reserve, a 12New York State Wildlife Management Area.
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Learning Outcomes:
practice are combined to address issues of contemporary importance. A main goal is to gain a
• Basic knowledge of qualitative policy analysis
sense of the various legal approaches to environmental problems.
• 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 and 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 agreements, 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
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 • Comprehend the framework of the 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 environmental 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 appreciation 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. In addition to this intellectual advancement, students will also acquire professional skills used by policy makers today. 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
Statistics and Econometrics This course provides an introduction to the quantitative tools used for monitoring, analyzing data, evaluating the state of the environment, and developing policy. Through practical and real-world applications, students learn statistical and econometric methods that identify 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 popuGraduate students help shear sheep’s wool during a field trip to a local, sustainable livestock farm in Clermont, New York.
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lar statistical software package.
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Learning Outcomes:
Climate Science
• Ability to describe basic statistical concepts in simple English
This course begins with studies of Earth’s climate system and how it works across a range
• Means to test simple hypotheses
of scales of time and space. These include investigations of the circulations of the ocean and
• Capacity to distinguish between correlation and causation
atmosphere and their dynamic interactions (e.g., ENSO, monsoons, NAO); of the carbon and
• Facility to use STATA, and run various regression models
other biogeochemical cycles; of radiation balance, the greenhouse effect, and other factors that force climate to change; and of feedbacks in the climate system. Students further explore
Geographic Information Systems 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. Practical exercises relate to themes studied throughout the year. 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, where the students show their work to their peers, professors in the program, and the greater Bard community.
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
Learning Outcomes:
Agriculture and Ecosystems I and II
• Understanding of the current capabilities of GIS science and its limitations
These courses cover fundamental processes in ecosystems and agriculture, then investigate
• Application of the fundamental techniques of vector and raster-based spatial analysis
the interactions between these systems and climate, emphasizing the relationship between
• Ability to use GIS software to produce high-quality cartographic products
climate and food, fiber, and fuel production. The courses focus attention on greenhouse gas
• Appreciation of how spatial analysis and mapping play a critical role in the creation,
emissions and the possible roles of ecosystems and agriculture in mitigating climate change
implementation, monitoring, and evaluation of environmental policy
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
National Climate Seminar
the applied policy context of carbon markets, offsets, and adaptation measures. Class lectures
Held each semester, this biweekly colloquium engages top national and international climate
are complemented by field trips to experimental forests and farms.
scientists, political leaders, and decision makers in conversations about climate change issues. The seminar, conducted via conference call, encompasses a national audience. Background reading is required. Students lead question-and-answer sessions with seminar speakers. The National Climate Seminar is open to the public; for more information or to join the seminar, please visit www.bard.edu/cep/ncs/.
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
Past speakers have included:
• Understanding of the use of process models in predicting system responses to climate change
• Richard Alley, Penn State University
• Ability to read and understand the primary peer-reviewed literature in the fields of agro-
• Mark Hertsgaard, author and journalist
ecosystem ecology and climate science and to analyze the policy implications of the science
• Anthony Leiserowitz, Yale Project on Climate Change Communication • Hunter Lovins, President, Natural Capitalism Solutions • Cynthia Rosenzweig, Climate Impacts Group, NASA Goddard Institute • Auden Schendler, VP of Sustainability, Aspen Skiing Company
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Climate Policy and the Politics of Solutions
Learning Outcomes:
These courses focus on the legal, political, cultural, and ethical dimensions of the climate
• Basic knowledge of qualitative policy analysis
policy-making process. They provide an overview of basic concepts of environmental law,
• Overview of international regime theory
politics, and policy making, for a detailed analysis of U.S. and international climate law and
• Familiarity with key concepts and concrete policy instruments related to climate mitigation
policy. Analyzing a range of cases drawn from the U.S. and the global south, students evalu-
and adaptation
ate climate change responses that include incentive-based regulatory approaches (cap-and-
• Integration of policy analysis with an understanding of technical and scientific solutions to
trade and cap-and-dividend systems with offsets and carbon taxes), command and control
climate change
approaches, direct promotion of clean technology through regulation and subsidy, and voluntary agreements. Students examine critical issues of monitoring and enforcement, climate
Science of Climate Change and Solutions
equity, and climate federalism, as well as the relationships among local, national, and interna-
This course continues the first-semester Climate Science course by exploring 20th- and 21st-
tional organizations.
century climate change and its environmental effects, how climate may change in the future, and how to understand the risks imposed by possible changes. It illustrates the connection between future climate change and greenhouse gas emissions and then explores emissions mitigation pathways and adaptation strategies. 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 disciplines in critiquing the suite of climate change mitigation strategies discussed today. Learning Outcomes: • Additional insight into how the climate system works and how climate has changed in the recent past • Grasp of the uncertainties associated with future climate change • Understanding of ways to minimize future climate change and distinguish between practical and unrealistic solutions • Skill in analyzing scientific arguments
January Term Offered as a two-week intensive immersion course, January Term (J-term) is focused around faculty expertise and allows students to delve into topics not covered in the core curriculum. Three electives are offered each year to first-year students during the second two weeks in January. Often these courses include hands-on work and engage outside experts. J-term topics for the 2012–13 academic year include: Environment and Energy in East Asia, Land Trusts and Agriculture, and Slow-Water Policy in Oaxaca, Mexico, with the latter class held in Mexico.
Amy Hieter, Heather Davis, Prapti Bhandary, Jake Claro, and Tim Banach from the Bard CEP Class of 2011.
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Second-Year Course Descriptions
graduation. Internships also expand professional networks, often leading directly or indirectly
Internships, MS Degrees
to employment.
The internship provides hands-on experience working with professionals in the field and facilitates entry into the job market. Internship arrangements with public, private, and nonprofit
Capstone Seminar: Policy Leadership
organizations offer a wide range of choices and provide real benefits to the student and the
Careers in environmental policy require excellent analytical skills, but also the ability to lead
collaborating organization.
policy implementation. This class focuses on values-based leadership—understanding differ-
The internship is conducted during the summer and first semester of the second year and must be at least 30 hours a week and four months in duration. Students have completed internships in the following organizations:
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 leadership. Students learn how to communicate clearly and accurately about environmental problems and how to target information for different purposes and to audiences in multiple sectors,
• U.S. Environmental Protection Agency
• Food and Water Watch
becoming familiar with various approaches to framing and conveying messages. Classes with
• Environmental Defense Fund
• Resources for the Future
voice and speech coaches help students hone their presentation and public-speaking skills.
• Riverkeeper, Inc.
• Nike
Students also learn about fund-raising, foundations, and grant writing.
• Scenic Hudson
• IBM Corporation
• U.S. Agency for International Development
• Pace Energy and Climate Center
Topics in Environmental Policy
• International Food Policy Research Institute
• National Resources Defense Council
This seminar is offered annually in the spring, and covers various topics in environmental
• United Nations Environment Programme
• Council on Competitiveness
policy. All second-year students take this lecture-based class along with a few select first-
• Environmental Advocates of New York
• The Beacon Institute
year students. First-year students take a policy lab associated with the topic, in which, as a
• Center for Biological Diversity
• The Nature Conservancy
team, they pursue a consulting project for a client, organized by the professor and related to
• NYC Department of Parks and Recreation
• German Marshall Fund
the course topic: for example, a project centered around urban, local, or international policy.
• Slow Food USA
• World Resources Institute
Bard CEP has developed internship opportunities with a variety of institutions, and is continuously expanding the list of participating internship sponsors. The broad range of internships 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 the opportunity to learn in a professional setting the job-specific skills they will use upon
Master’s Thesis Proposal The master’s thesis is an original research project with practical application to a specific environmental problem. Normally linked to some part of the student’s internship, the thesis reflects the multifaceted nature of an actual environmental issue and investigates aspects of the natural and social sciences and the humanities. Students work with their faculty adviser and utilize knowledge and experience from their course work and internship to develop a thorough analysis, then recommend policies or actions on their chosen problem. A list of current and past master’s thesis topics can be found at www.bard.edu/cep/curriculum/samplemasters-thesis.php.
Prapti Bhandary MS ’11
Master’s Thesis Seminar
“The combination of course work focused on multidisciplinary aspects of
All master’s students attend this seminar, which serves as a forum at which students present
environmental policy and an extended internship provided me an ideal
progress reports on their thesis research and analyze substantive issues stemming from their
educational experience. Toward the end of the program, I was offered
work. Students discuss methodological challenges encountered during their projects, focus-
the position of senior research assistant at the International Food Policy
ing on the ways that statistics, data, and graphs are used in conveying project results. The
Research Institute, where I had interned. I assist in the implementation of
seminar allows students to explore together the applied interaction among science, political
modeling, scenario analysis, write-ups, and data activities.”
forces, values, and economic interests in producing policies. The seminar also offers students critiques of their work from their peers and from a team of professors from different disciplines.
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Faculty and Administration Faculty The Bard CEP faculty consists of a distinguished core of full-time and affiliated members who are eminent experts and researchers in diverse fields relating to environmental policy. Most of the affiliated faculty have primary appointments at other institutions or in Bard’s undergraduate program, but they are available for participation in Bard CEP courses. The high ratio of faculty to students allows for close rapport and individualized guidance. Rebecca T. Barnes, Visiting Lecturer, Bard CEP; Postdoctoral Associate, Institute of Marine and Coastal Science, Rutgers University Mark G. Becker, GIS Faculty, Bard CEP; Associate Director for Geospatial Applications, CEISIN, Earth Institute, Columbia University Roz Galtz, Research Associate, Bard CEP Eban S. Goodstein*, Economics and Leadership Faculty, Bard CEP and Bard MBA in Sustainability Kim Knowlton, Adjunct Faculty, Bard CEP; Senior Scientist, Environment and Health Program and Co-Deputy Director, Science Center, NRDC Edmond A. Mathez, Science Faculty, Bard CEP; Curator and Professor, American Museum of Natural History; Adjunct Senior Research Scientist, Lamont-Doherty Earth Observatory of Columbia University Jennifer G. Phillips*, Science Faculty, Bard CEP Caroline Ramaley, Communications Faculty, Bard CEP Monique Segarra*, Policy and Politics Faculty, Bard CEP Gautam Sethi*, Economics and Statistics Faculty, Bard CEP and Bard MBA in Sustainability Elizabeth Smith, Communications Faculty, Bard CEP; Visiting Associate Professor of Theater, Bard College Robyn Smyth*, Science Faculty, Bard CEP Eleanor J. Sterling, Science Faculty, Bard CEP; Director, Center for Biodiversity and Conservation, American Museum of Natural History; Director of Graduate Studies, Department of Ecology, Evolution, and Environmental Biology, Columbia University Victor M. Tafur, Law Faculty, Bard CEP; Adjunct Faculty, Pace Law School Susan Winchell-Sweeney, Course Tutor in Geographic Information Systems, Bard CEP; Project Archaeologist at Underground Imaging Technologies *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, Bard CEP, and Director, Bard MBA in Sustainability Josephine French, Program Administrator and Assistant to the Director, Bard CEP Molly Williams MS ’08, Assistant Director of Admission and Alumni/ae Affairs, Bard CEP
Bard CEP students on a field trip through Tivoli Bays, led by Erik Kiviat, executive director of Hudsonia Ltd. and a certified wetland scientist and certified wildlife biologist. 22
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About Bard College 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 is an independent, 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 BMusic and a BA in a field other than music—as well as an MMusic in vocal arts and in conducting. Bard also bestows an MMusic degree at Longy School of Music of Bard College in Cambridge, Massachusetts. In addition to the MS degrees offered through Bard CEP in Annandale and the new MBA in Sustainability with the Levy Economics Institute of Bard College in New York City, the College and its affiliated institutions grant the following degrees: AA at Bard High School Early College, a public school with campuses in Manhattan and Queens, New York, 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 at the Annandale campus; MFA and MAT at multiple campuses; and MA, MPhil, and PhD 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), and American University of Central Asia in Kyrgyzstan; and dual BA and MAT degrees at Al-Quds University in the West Bank. The College and its affiliates draw their approximately 3,700 undergraduate and graduate students from all regions of the United States and abroad. The undergraduate College has an enrollment of more than 1,900 and a student-to-faculty ratio of 10:1. For more information about Bard College, visit www.bard.edu. A hallmark of education at Bard is the intensive interaction between students and faculty through small seminars, tutorials, and independent project work. 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.
Garden at Blithewood, home of the Levy Economics Institute 24
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Civic Engagement The recipient of a $60 million gift from the Open Society Foundations in recognition of its
Admission
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 New York City and local farm stands and farmers’ markets. 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.
Visiting Bard
The Bard Center for Environmental Policy seeks motivated candidates from a variety of academic and professional backgrounds. Our selection committee considers academic performance and GRE scores, but also takes a close look at 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 statistics, algebra, and two natural or physical science courses such as biology, chemistry, physics, or geology. Courses in calculus, economics, and political science are 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. Admission Calendar November 17, 2012 Open House, 11 am – 2 pm January 15, 2013 Early deadline March 15, 2013 Regular deadline May 15, 2013 Final deadline Mailing Address Bard Center for Environmental Policy Office of Graduate Admission PO Box 5000 (30 Campus Road) Annandale-on-Hudson, NY 12504-5000 Contact Molly Williams, Assistant Director of Admission and Alumni/ae Affairs Phone: 845-758-7071 Fax: 845-758-7636 E-mail: mwilliam@bard.edu Website: www.bard.edu/cep/admission
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. Interested candidates may also schedule individual visits to view a graduate class or meet with faculty and admissions staff. Bard CEP also hosts online information sessions throughout the year. For details on visiting, go to www.bard.edu/cep.
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Admission and Financial Aid Application Requirements • Online application form ($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. • 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). Required for applicants to the Peace Corps Paul D. Coverdell Fellows Program as an official record of Peace Corps service. • 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. 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 CEP admission office as early as possible to ensure eligibility.
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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 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. 2012 | 2013 Academic Calendar August 24–26, 2012 Math and Science Refresher August 27–31, 2012 Orientation and Workshops September 3, 2012 Fall Semester Classes Begin October 8–9, 2012 Fall Break November 19–23, 2012 Fall Reading Week December 17–20, 2012 Exams January 14–25, 2013 January term February 4, 2013 Spring Semester Classes Begin March 25–29, 2013 Spring Reading Week May 20–24, 2013 Exams and Master’s Presentations May 25, 2013 Commencement Tuition and Fees First-year MS and professional certificate tuition and fees (2012–13) Tuition: $31,642 Registration fee: $100 Facilities fee: $150
Second-year MS tuition and fees (2012–13) Tuition: $21,148 Graduation fee: $120 Registration fee: $100 Facilities fee: $150
Tuition for Peace Corps and Dual-Degree Students • Master’s International—Students pay normal MS tuition and fees for both years, and are guaranteed a CEP Fellowship worth $10,500 in their final year of study in recognition of their service overseas. • Coverdell Fellows—Students pay MS tuition and fees for both years, and are guaranteed 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 pay for 14 credits in the spring of their fourth year. • Dual MS/MBA—Students pay first-year tuition and fees. To complete the MS degree, students pay for 12 credits in the spring of their third year. • 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.
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Health Insurance All students must carry health insurance while in school, 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. Information and forms can be found online at www.bard.edu/graduate/health-counseling/. Bard Basic Insurance (12 months): $1,402 Health Services Fee: $226 (each semester in residence)
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 Bard CEP fellowship award. Students apply for financial aid through the online application for admission and through submission of the FAFSA.
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.
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.
Books, Supplies, and Travel $1,150 Personal Expenses $3,000 Meals $3,600 Graduate Housing Dormitory Housing (September 1, 2012 – May 26, 2013): $6,742 August 24 – August 31, 2012: $24 per day More information about graduate housing and off-campus options can be found on our website at www. bard.edu/cep/about_bcep/housing.php. 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.
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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 loandisbursement 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. 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.
Students enjoy nature at Stone Row on the Bard campus
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 program 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. Photo Credits: Getty Images: front cover; Brett Patterson/Black Star: inside front cover; Peter Aaron ’68/Esto: 2, 24, inside back cover; Karl Rabe: 4,6, 8, 11, 20; Altje Hoekstra MS ’08: 12; Jennifer G. Phillips: 14; Scott Barrow: 18; Pete Mauney ’93, MFA ’00: 22
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Cert no. BV-COC-013529
The Bard Center for Environmental Policy Graduate Program Catalogue is published by the Bard Publications Office and printed by Quality Printing on 100 percent postconsumer recycled paper with soy-based inks. The catalogue was printed using wind-generated electricity and is 100 percent recyclable.33
Bard College, Annandale-on-Hudson, New York