Bard CEP Catalogue 2014 15

Bard Center for Environmental Policy 2014 | 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 multistakeholder 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 problems into creative, feasible policy responses.

The Center’s multiple degree options prepare students to analyze all dimensions of environmental 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 strategies 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

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Greens ready to harvest at Bard College Farm

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 international 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 positions. 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: • Interdisciplinary course work

• Extended professional internships

• Small classes

• Skills-based training in leadership

• One-on-one faculty advising

• Flexible research opportunities

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.

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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 interdisciplinary environmental education, and in particular to international studies, as well as her experience 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 questionand-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 graduate 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 professional 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 widespread 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 competing 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 preparation. 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 8

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.

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

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

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.

• Foundations and

• Water and fisheries

• Energy and sustainability

general concepts

• Biodiversity

• Industrial ecology

• Air and atmosphere

• Lands, forests, and soils

• Urban ecology

• Risk and uncertainty

• Food and agriculture

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 problemsolving skills; professional experience in their chosen field; and finally, specialized expertise on the particular topic of their research project.

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Active professionals with at least five years’ postbaccalaureate experience in an environmentally 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 immediately 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: • Climate change science

• Global food security

• Energy systems and solutions

• Regional impacts and adaptation strategies

• Ecosystems and agriculture in the

• International negotiations and development

face of climate change

• Life-cycle analysis of energy sources

• Carbon markets and incentives

• U.S. legislative process and climate policy

• Carbon sequestration and offset projects 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 environmentally 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 immediately 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.

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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 application as a MI student. Applicants should have demonstrated volunteer experience, leadership potential, 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 Peace Corps training after successfully completing the first year of graduate study at Bard, receive credit for the internship through their service overseas, 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 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 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. community. 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 accelerated 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 selection of courses that cover national and international environmental, climate, energy, and landuse 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.

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. TK

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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, biology, 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 internship 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 undergraduate 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 Master’s Project.

Students interested in this option should contact Bard CEP admission early in their undergraduate 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 graduates 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 undergraduate 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 requirements (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.

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

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 threeday 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 socioeconomic activities, and to the political, institutional, and legislative responses that address environmental 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 conditions, 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 compliance, 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 internship and the Master’s Project. Second-year courses emphasize leadership training, communication 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 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 • 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 environmental policy making and environmental policy cycles that include defining the environmental 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 statefederal 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 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 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

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• 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 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.

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, 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 popular 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 publicpolicy makers to improve the understanding and management of our world. Students learn the fundamentals of modeling, data analysis, mapping, and conducting an environmentalimpact 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.

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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 integratedassessment 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.

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.

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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 agreements. 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 facilitates 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 26

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 different 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, 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 firstyear 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.

TK

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Master’s Project Proposal The Master’s Project is an original presentation with practical application to a particular environmental problem and its policy implication. Normally linked to some part of the internship, 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 consultation 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)

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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)

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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 interaction 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.

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

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SUMMARY OF DEGREE REQUIREMENTS First Year Environmental Policy Track Environmental Science of Natural and Built Environments Environmental Policy and Law I & II Natural Resource Economics and Environmental Economics

8 10 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 Master’s Project Proposal

10 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

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Enjoying the beauty of the Bard campus

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 33

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

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 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 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 following 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 sustainability 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 enrollment 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.

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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.

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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

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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 38

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.

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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 40

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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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.

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

Bard College, PO Box 5000, Annandale-on-Hudson, New York 12504-5000 46 www.bard.edu/cep