BardCEP Catalogue 2016

BARD CENTER FOR ENVIRONMENTAL POLICY 2016–17 GRADUATE PROGRAM CATALOGUE BardCEP

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LETTER FROM THE DIRECTOR Ten thousand years of human history have crashed into your existence. 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-resource 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 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.

These beliefs underlie 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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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 BardCEP ©Peter Aaron’68/Esto

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ABOUT THE CENTER The Bard Center for Environmental Policy 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 integrated 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.

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Distinctive features include: • Integrated, interdisciplinary course work • Small classes • One-on-one faculty advising • Extended professional internships • Skills-based training • Flexible research opportunities • Career focus 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.

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. In 2001, 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 integrated interdisciplinary educational model, adding a focus on leadership and career 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 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.

Tim Banach ’11 (New York, New York) Senior analyst, GI Energy The interdisciplinary nature of the first–year course work gave me confidence to communicate with any analyst across broad research areas, from renewable energy technology to energy markets to energy policy and law. The specialized nature of the second-year curriculum was instrumental in my professional growth. I am now senior analyst with GI Energy, where I model geothermal and combined heat and power systems during development, and measure the efficiency and economic performance of existing systems.

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PUBLIC PROGRAMS National Climate Seminar The National Climate Seminar is a biweekly colloquium and podcast that engages national and international climate scientists, political leaders, and decision makers in conversations about climate change issues. Students participate as part of the policy course sequence in their first year, lead question-and-answer sessions with seminar speakers, and develop blog posts that are published in local media. The seminar, conducted via conference call and available via podcast, encompasses a national audience and has enjoyed speakers such as: Dave Battisti, professor of atmospheric sciences, University of Washington; Rod LeClerc, CEO of AgFunder; Wil Burns, coexecutive director, Forum for Climate Engineering Assessment; Cynthia Rosenzweig, Climate Impacts Group, NASA Goddard Institute; Lieve Laurens, senior research scientist, National Renewable Energy Laboratory; 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 http://www.bard.edu/cep/ncs or subscribe to the podcast at: http://bardcep.podbean.com.

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 more than 12 leadership trainings since 2012 in California, Florida, Illinois, Massachusetts, and New York. C2C engages hundreds of students nationwide in intensive skills development, covering communication, entrepreneurship, environmental and climate science, media, raising capital, and other critical topics.

More than 500 young leaders nationwide are part of the C2C Fellows network. 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 http://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. Recent Eco Forum events included documentary film screenings with filmmakers, including: The Island President, Pandora’s Promise, and Symphony of the Soil; traditional panel discussions with experts from diverse stakeholder groups including: “Climate Change and the Economy: Building Resilience through Agriculture,” “An Addiction to Cars: Air Pollution and Policy Challenges in the U.S. Transportation Sector,” “Putting a Price on Carbon: The Social Cost of Carbon and U.S. Climate Policy,” “Luce Asia and Environment Conference,” and “Hudson Valley Food and Policy Workshop.” For information on upcoming Eco Forum events, visit http://www.bard.edu/cep.

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, but also are open to the public for credit or certificate. J-term course topics for the 2014–15 academic year included: Lake and Reservoir Science and Management: Comparing East Asia and North America; Environmental Health and Hydrofracking; and “Slow Water” Policy in Oaxaca, Mexico, with the latter class held in Mexico. Registration for these courses opens in late summer.

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CAREER PLACEMENT Bard CEP prepares its graduate students to enter the job market. The services are tailored to individual career preferences and plans, and 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 resources found at http://www.bard.edu/cdo and http://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 | 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 | Cornell University Cooperative Extension, Ulster County | D.C. Legislative and Regulatory Services | 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 | Greene County Soil and Water Conservation District | GRID-Arendal, United Nations Environment Programme (Switzerland) | HOPE International Development Agency | Hudson Highlands Land Trust | Hudson River Sloop Clearwater | IBM Corporation | 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 Health | New York City Department of Design and Construction | New York City Department of Parks & Recreation | Ohio Office of Energy | Pace Energy and Climate Center | Paul Smith’s College | Power Concepts, LLC | Proyecto Campanario (Costa Rica) | Regional Environmental Center for Central and Eastern Europe (Hungary) | Save the Bay, Narragansett | Sierra Club | Sive, Paget & Riesel | SRK Consulting | 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 | United Nations Development Programme | University of Maryland Sea Grant Extension | U.S. Department of Agriculture, Utah Division of Wildlife Resources | Versar, Inc. | Wallkill Valley Land Trust | Washington, D.C., Department of Environmental Health Services, Air Quality Division | Wildlife Conservation Society | Wildlife Habitat Council | The World Bank, Africa Environments (Tanzania) To check out some of our alumni/ae success stories, please visit: http://www.bard.edu/cep/about/students.

Jessica LeClair ’12 (New Britain, Connecticut) Bureau of Energy and Technology Policy Connecticut Department of Energy and Environmental Protection The academic rigor and standard of excellence instilled by Bard CEP faculty and staff has helped prepare me for many challenges and opportunities that young professionals face.

I feel that my time at Bard CEP provided invaluable experience learning to interpret and translate scientific fact to create and implement policy decisions that will directly impact my state and my fellow citizens. I am constantly reminded of this valuable nexus between science and policy and feel that Bard CEP puts graduates out in front of the curve.

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PROGRAMS OF STUDY Master of Science and Professional Certificate Programs Environmental Policy (EP) Climate Science and Policy (CSP) (Full-time and part-time options) 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 Bard MBA in Sustainability (MS/MBA) 3+2 Program for Undergraduates BardCEP Programs of Study

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MASTER OF SCIENCE AND PROFESSIONAL CERTIFICATE PROGRAMS 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 Capstone 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 modules, all concurrently addressing the same environmental theme, shown below. The curriculum’s organization enables students to examine one specific environmental area at a time in an integrated, comprehensive, and realistic manner. Modules in the first year cover: air and atmosphere, risk and uncertainty, water and fisheries, biodiversity, lands and forests, food and agriculture, energy and sustainability, industrial and urban systems, and environmental justice.

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 Capstone Project. Both the internship and the project allow students to specialize in their career and academic interests. The two-year curriculum ensures that graduates develop both broad and deep knowledge of environmental policy issues; a powerful suite of analytical, communication, and problem-solving skills; professional experience in their chosen field; and finally, specialized expertise on the particular topic of their research project.

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 Capstone 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.

Key topics covered in the first year include: climate science, climate impacts on ecosystems and agriculture, energy systems, clean energy solutions, carbon markets and incentive programs, regional climate adaptation and mitigation, and international and U.S. climate policy.

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 Capstone 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.

Nonresidence Option A nonresidence Capstone Project option is available for students who gain relevant employment during their second year.

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.

Part-Time Option A part-time option is available for students in either MS degree program. The first year curriculum is carried out over two years, rather than one, which provides more flexibility to maintain part-time employment and fulfill home commitments. Parttime students enroll in specific classes each semester, typically two or three, and are on campus between two and three days a week for the first four semesters. Due to the low-residency nature of the final year, students enroll full-time for their final two semesters, and complete the degree in their third year.

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Professional Certificate The professional certificate is awarded in either degree track upon completion of the first year of courses. It is designed for midlevel professionals seeking to change careers. A certificate recipient may choose to continue toward a master’s degree, either immediately or within five years of matriculation into the program.

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.

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 land-use topics, an abundance of research opportunities, expert faculty, and hands-on experiences available to its students. The MS/JD dual degree provides a level of depth and understanding that is unmatched, and is excellent preparation for a career in environmental decision making.

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 http://law.pace.edu.

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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 plus 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 Capstone Project Proposal and Capstone 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 Capstone Project. 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 http://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 a three-credit policy internship and the two-semester NYCLab consulting class in the MBA program. During the third and final year, dual MS/MBA students are enrolled in both programs working on a combined Capstone Project or two separate projects while completing their degree requirements. For more information on the Bard MBA in Sustainability, visit http://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 Capstone 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.

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 Capstone Project is completed in place of the Senior Project. Students interested in this option should contact the Bard CEP admission office early in their undergraduate careers for guidance on how to increase their eligibility and success in this advanced academic program.

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CURRICULUM Workshops Incoming students are introduced to the faculty and the interdisciplinary teaching approach through a series of workshops during their first week at Bard. The week starts off with a three-day math and science refresher sequence, in which students have the opportunity to review some of the fundamental concepts and principles from which they will continually draw throughout their tenure at Bard. The week progresses with a focus on the historic Hudson River Valley as a forum for the discussion of critical scientific and policy issues that are further examined in the first-year courses. A range of policy issues and topics during workshops relate to watershed protection, land-use practices, 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

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

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 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 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 Capstone Project.

Second-year courses emphasize leadership training, communication skills, and trending environmental topics. In addition, CEP students participate in a series of career workshops, helping students develop and tell their own stories on their résumés and through LinkedIn and other social media outlets. The Capstone Project is the final requirement for graduation.

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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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 Environmental Policy I and 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 state-federal relationships in developing and applying the environmental law, as well as the evolving role of technology, tensions between private and public interests, and equity considerations. In addition to U.S. environmental policy, the courses explore international environmental regime development, conflict resolution, and transboundary citizen networks that influence global environmental decision making.

Learning Outcomes: • Basic knowledge of qualitative policy analysis • Familiarity with key theories in international and comparative politics • Understanding of a range of concrete policy instruments related to environmental policy • Case-based analysis to identify critical policy problems and relevant policy or technical solutions Environmental Law This course introduces 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 course transitions 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.

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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 • 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 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 are able to understand and critique the notion of economic efficiency and comprehend 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 Geographic Information Systems (spring) Students explore the various spatial analysis methods used by scientists, planners, and public-policy makers to improve the understanding and management of our world. Students learn the fundamentals of modeling, data analysis, mapping, and conducting an environmetal-impact assessment using geospatial technologies. In this project-based class, students begin by learning the fundamentals of using spatial information, conducting spatial analysis, and producing and interpreting maps. In the second half of the course, they apply these skills to a team-based research project of their own design. The program culminates in a poster session.

Learning Outcomes: • Understanding of the current capabilities of Geographic Information Systems (GIS) science and its limitations • Application of the fundamental techniques of vector- and raster-based spatial analysis • Ability to use GIS software to produce high-quality cartographic products • Appreciation of how spatial analysis and mapping play a critical role in the creation, implementation, monitoring, and evaluation of environmental policy 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.

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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 Communication I and II This course has two central goals: to support students toward becoming skilled, confident, and effective writers and speakers for a variety of audiences and to prepare them for internship and Capstone research and writing via a yearlong review process. Examining both academic and professional written and oral genres (the blog post, policy memo, lit review, cover letter, slide presentation, interview), students learn how to take audience and purpose into account as they read, synthesize, and communicate complex science, economic, and policy information.

Learning Outcomes: • Retrieve relevant research and use and acknowledge it properly in work • Frame writing/presentations for differing purposes and audiences • Support written arguments via effective introductory/concluding material, coherent sections and paragraphs, thoughtfully placed transitions, precise word choice, and clear, concise, sentences • Craft and deliver visually engaging, effectively structured, and memorable slide presentations • Analyze the strengths and weaknesses of writing/presentations and give and receive constructive feedback Climate Change and Agroecology Students examine the linkages between agroecosystems and the climate system. They look at projections for climate change impacts on crop production, with a focus on the applications for and limitations of crop simulation models. Students investigate expectations for the influence of elevated carbon dioxide on yield and the controversies involved. Discussions include the role that agriculture can play in climate change mitigation, given the large greenhouse gas emissions associated with farming systems. Additional topics include soil carbon management and trade-offs between emissions from various reductions strategies. Finally, students investigate the various strategies being put forth regarding climate change adaption, including the role of genetically modified crops, biodiversity, and system resilience, with major implications for future food production.

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 interac- tions 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 Change and Water Climate change is altering the global hydrologic cycle and impacting aquatic ecosystems and water resources available for human use. This course draws upon the physical science of hydrology, the biological science of ecosystem ecology, and the

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social science of water-resource management. Students examine feedbacks between climate, land-use change, and aquatic ecosystems and cover a broad range of water quality and quantity issues across spatial scales. They also discuss the challenges of meeting the human and ecological demand for water in a changing world.

Learning Outcomes: • Fundamental understanding of the links and feedbacks among the climate system, hydrological cycle, and aquatic ecosystems • Appreciation of the role of science and scientists in making policy and management decisions • Understanding the use of data, models, and uncertainty analysis • Professional skill development including quantitative analysis and effective scientific communication 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.

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 | The Beacon Institute | 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) | 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 | Proyecto Campanario (Costa Rica) | Resources for the Future | Riverkeeper, Inc. | Scenic Hudson | Slow Food USA | 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 | University of Maryland Harry R. Hughes Center for Agro-Ecology | United Nations Environment Programme | Winrock International | Woods Hole Research Center

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Master’s Capstone The Master’s Capstone consists of original research with practical application to a specific environmental problem. Often linked to some part of the student’s internship, the Capstone reflects the multifaceted nature of an actual environmental issue.

Students can pursue two different Master’s Capstone avenues: the Thesis, which is designed to help students understand evidence-based policy formation by generating a research question, developing its proof, and communicating these ideas to a potential policymaker audience and the Project, which is designed to replicate a professional experience, either in the form of a consulting project or communication piece. Drawing on knowledge from the first-year course work, students integrate aspects of the natural and social sciences in their Capstone analysis and policy recommendations.

Students begin to formalize Capstone ideas the summer after their first year, in consultation with an advisor on the faculty.

The internship allows students to explore policy issues and usually serves as the springboard for the Capstone. During the internship period, a formal proposal is presented to the student’s advisor, who chairs the student’s Capstone Committee, which is made up of three members, at least two of whom are Bard CEP faculty. An outside expert is often included to provide specialized advice on the Capstone.

The culmination of the Capstone is a written report and public presentation. The student’s Capstone advisor must approve the thesis or project as the final requirement for graduation.

Recent Master’s Capstones examine important environmental concerns covering a range of issue areas, including the following: Climate Change Mitigation and Adaptation “The Balance of Power: Distributional Considerations in Calculating the Avoided Emissions of Renewable Energy” (O. Peckham ’14: Raleigh, North Carolina) “Gauging Perceptions of Ocean Acidification in Alaska” (L. Frisch ’14: Chicago, Illinois) “Considering Gender Equity in Climate Change Finance Mechanisms” (M. Granat ’14: Auburn, California) “Reducing Greenhouse Gas Emissions from Food Waste in the Restaurant Industry” (S. DiNovi ’14: Mundelein, Illinois) “Assessing Household Vulnerability in Uganda: A Socio-ecological Systems Approach” (M. Gilligan ’15: Dallas, Pennsylvania) “Assessing Profitability of Climate Change Adaptation Investments: The Case of Farmers in Laos” (J. Peck ’15: Topsham, Vermont) “Emerging Climate Governance: Partnerships among States, NGOs, and International Agencies in the Dominican Republic, Mexico, and Peru” (J. Hanna ’15: Santo Domingo, Dominican Republic) Land and Water Resource 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) “Expanding the Wildlife Conservation Funding Model in Michigan: Options for the Future” (K. Rorah ’14: Algonac, Michigan) “Institutionalizing Integrated Regional Water Management in the Sierra Nevada: A New Hope” (D. Lapin ’14: Sunnyvale, California) “Improving Cost-Efficiency and Flexibility of Farmland Conservation Tools” (T. Duvall ’15: Kingston, New York) “Factors Influencing Rangeland Degradation in the Tibetan Highlands of China: Perspectives of Traditional Herders” (S. Dongcuo ’15: Lhasa, China) Environmental Risk Management “Our Disposable World: Emerging Plastic Bag Policies in the United States” (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) “GMO Labeling in the United States: Legal, Economic, and Political Perspectives on State Labeling Policies” (S. Zeringo ’14:

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Cinnaminson, New Jersey) “Implications of Emerging Evidence of Glyphosate Toxicity for Federal Risk Assessment” (L. Hubbell ’14: Princeton, New Jersey) “Assessing the Risk Management of Nuclear Energy in Turkey” (C. Durmaz Dogan ’14: Bursa, Turkey) “Introducing Road Salt SMART: Salt Management and Application Reduction Techniques to Save Money and the Environment” (E. McCarthy ’15: Brooklyn, New York) Urban and Regional Planning “Forging Consensus? The Prospective Role of Regional Governance in the Planning of ‘Shrinking Cities’” (B. Starodaj ’12: New Britain, Connecticut) “Water Quality in the Village of Red Hook, New York: Evaluation of Possible Contamination from Septic Systems” (A. PriorGrosch ’13: Haverhill, Massachusetts) “Moving Forward with Sustainable Transport in Mexico: A Comparative Analysis of Mexico City and Guadalajara” (T. Alarcon ’14: Guadalajara, Mexico) “Supporting Urban Forestry in U.S. Cities: Community, NGO, and State Collaboration” (L. Lafleur ’14: San Diego, California) “The Costs of Spatially Fragmented Development: An Econometric Analysis” (B. Sykes ’15: New Baltimore, New York) “Understanding the Impacts of Drought on the Tourism Industry in South Lake Tahoe, California” (M. Murray ’15: Traverse City, Michigan) “Distributed Cogeneration as a Solution to New York City Brownfields: Increasing Energy Efficient Production without Increasing Land Use” (M. Colligan ’15: Red Hook, New York) Economic Growth and Sustainable Development “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) “A Feasibility Analysis of Waste to Energy in Nairobi, Kenya” (C. Munyua ’13: Thika, Kenya) “Tree Crop Investment in Northern Ghana: An Evaluation of Vertical Integration” (S. Slavinski ’14: San Marcos, California) “Managing the Impacts of Oil Palm: Policy Options in Indonesia” (A. Kroeger ’14: Libertyville, Illinois) “Turning Organic Waste into Fuel: Lessons for Implementing a Renewable Natural Gas Project in New York City” (D. Bissett ’14: Baldwin, New York) Leadership and Careers Seminar Careers in environmental policy require excellent analytical skills, but also the ability to lead policy implementation. This course focuses on values-based leadership—understanding different leadership approaches, critical skills, and pathways to engage a community in a policy vision. It emphasizes self-awareness and communication as foundations for leadership. Students learn how leaders communicate clearly and accurately about environmental problems, becoming familiar with various approaches to framing and conveying messages. The course also helps students develop their career skills, focusing on fund-raising and negotiation skills, as well as interviewing techniques, using social media creatively and effectively.

Topics in Environmental Policy: Energy Policy / Food Policy This seminar is offered annually in the spring alternating between an Energy Policy course and Food Policy course. The class includes both first- and second-year students, allowing the two classes to work together and share perspectives. Students will complete both of the classes (shown below) prior to graduation.

Energy Policy Energy is vital to economic health and one of the main avenues through which we interact with our environment. This seminar provides an interdisciplinary review of the technology, economics, and politics of energy production, distribution, and human use with a focus on policy-level decisions, including recent events shaping a changing landscape. Based on an examination of current state and federal energy policy, the seminar evaluates opportunities for change and challenges associated with future options.

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The course begins with an overview of policy frameworks, available technologies, and analytic tools. This is followed by an in-depth review of current systems and New York State’s “Reforming the Energy Vision” (REV), which is seeking to change the landscape. We will also look at the role of energy project finance; energy efficiency; stakeholder engagement; nuclear-, renewable- and emerging-energy options; the promise of a “green-jobs” economy; and energy within transportation.

Learning Outcomes: After completing this course, students will be able to: • List the major sources of energy and the social costs and benefits associated with each.

• Assess critically the interplay of future energy demand and energy efficiency opportunities.

• Understand the challenge faced to centralized power production and transmission systems from an increasingly distributed energy sources.

• Compare life-cycle costs of different energy alternatives.

• Describe the benefits and drawbacks of key policy mechanisms for promoting energy efficiency and energy supply technologies.

Food Policy One of the primary sustainability challenges of the coming decades will be providing healthy food for nine billion people. In the United States and globally, national and regional food policies often influence food systems in hidden and complex ways.

Tensions between the two goals of providing cheap food, on the one hand, and protecting the environment and human health, on the other, creates a set of policy challenges that will form the foundation of this course.

Students will investigate the influence of U.S. federal agriculture policy by exploring the Farm Bill and the Clean Air and Clean Water Acts and the degree of influence they have on farming practices; the role of large multinationals on food systems; food justice issues; critiques of “local food”; controversies around the USDA National Organic Program and GMO labeling laws; how crop insurance is playing a role in the loss of land enrolled in Conservation Reserve Programs; and competition created by biofuels for land and water resources, among other topics. Students will draw on knowledge across the disciplines of science, law, economics, and policy to assess current food policy and debate realistic improvements.

Learning Outcomes: After completing this course, students will be able to: • Describe how federal policy impacts the current structure and future evolution of the food system.

• Map key stakeholders impacting federal and state food policy.

• Understand the synergies and conflicts among the advocates in the food system reform movement: organic, local, ecosystem services, food justice, climate mitigation, human health, and biofuels.

• Evaluate “carrying capacity” versus “distribution” arguments about food availability, particularly in light of climate change, topsoil loss, and water constraints.

Master’s Capstone Seminar The Capstone Seminar offers a platform for students to present successive iterations of their Capstone research. Students discuss the policy problems and methodological challenges they encounter in their work, along with different ways of dealing with them. The seminar also offers students the chance to receive feedback from their peers and the Bard CEP faculty, and to focus on effectively communicating the results of their research.

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SUMMARY OF DEGREE REQUIREMENTS First Year Environmental Policy Track Environmental Science of Natural and Built Environments 6 Environmental Policy I and II 6 Environmental Law for Policy 3 Natural Resource Economics and Environmental Economics 6 Topics in Environmental Policy: Food Policy OR Energy Policy 3 Communication I and II 3 Tools of Analysis: • Statistics and Econometrics (fall) 3 • Geographic Information Systems (GIS) (spring) 2 January Term (winter) 2 Climate Science and Policy Track Climate Science 3 Climate Change and Agroecology and Climate Change and Water 6 Climate Policy and the Politics of Solutions 6 Natural Resource and Environmental Economics 6 Topics in Environmental Policy: Food Policy OR Energy Policy 3 Communication I and II 3 Tools of Analysis: • Statistics and Econometrics (fall) 3 • Geographic Information Systems (GIS) (spring) 2 January Term (winter) 2 Total Credits for First Year and for Professional Certificates Environmental Policy Track 34 Climate Science and Policy Track 34 Second Year First Semester Internship (both degrees) 10 Capstone Project Proposal 2 Second Semester Capstone Seminar: Leadership and Communication 2 Topics in Environmental Policy: Food Policy OR Energy Policy 2 Capstone Project and Seminar 10 Total Credits for MS Degrees Environmental Policy Track 60 Climate Science and Policy Track 60

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FACULTY AND ADMINISTRATION 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 Jeff Domanski, Adjunct Faculty, Bard CEP; LEED Accredited Professional; Mid-Hudson Regional Outreach Contractor for NYSERDA EDGE Program at Courtney Strong, Inc. Naomi Roslyn 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. Sandra Penny, Visiting Faculty, Bard CEP 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 Robyn Smyth*, Science Faculty, Bard CEP Meg Stewart, Geographic Information Systems (GIS) Course Tutor, Bard CEP Victor M. Tafur, Law Faculty, Bard CEP; Adjunct Faculty, Pace Law School *Member of the Bard CEP Graduate Committee

Faculty biographies can be found at http://www.bard.edu/cep/about/faculty/

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ABOUT BARD COLLEGE Founded in 1860, Bard College in Annandale-on-Hudson, New York, is an independent, nonsectarian, residential, coeducational college offering a four-year B.A. program in the liberal arts and sciences and a five-year B.A./B.S. 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 B.A. in a field other than music—and offers an M.Music in vocal arts and in conducting. Bard also bestows M.Music degrees in curatorial, critical, and performance studies through The Orchestra Now, and at Longy School of Music of Bard College in Cambridge, Massachusetts. Bard and its affiliated institutions also grant the following degrees: A.A. at Bard High School Early College, a public school with campuses in New York City, Cleveland, Baltimore, and Newark, New Jersey; A.A. and B.A. at Bard College at Simon’s Rock: The Early College, in Great Barrington, Massachusetts, and through the Bard Prison Initiative at six correctional institutions in New York State; M.A. in curatorial studies, M.S. in economic theory and policy, and M.S. in environmental policy and in climate science and policy at the Annandale campus; M.F.A. and M.A.T. at multiple campuses; M.B.A. in sustainability in New York City; and M.A., 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 B.A. degrees at the Faculty of Liberal Arts and Sciences, St. Petersburg State University, Russia (Smolny College); American University of Central Asia in Kyrgyzstan; and Bard College Berlin: A Liberal Arts University; as well as dual B.A. and M.A.T. degrees at Al-Quds University in the West Bank.

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Bard offers nearly 50 academic programs in four divisions. Total enrollment for Bard College and its affiliates is approximately 5,500 students. 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 http://www.bard.edu.

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 Bard CEP 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 and area restaurants, farmers’ 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.

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 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 http://www.bard.edu/cep.

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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.

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ADMISSION DATES TO REMEMBER January 15

Early admission deadline

March 15

Regular admission deadline

May 15

Final admission deadline

Mailing Address Bard Center for Environmental Policy Office of Graduate Admission, PO Box 5000 Annandale-on-Hudson, NY 12504-5000 Contact Office of Graduate Admission Phone: 845-758-7073 Fax: 845-758-7636 E-mail: cep@bard.edu Website: http://www.bard.edu/cep/admission

2015 | 2016 ACADEMIC CALENDAR August 21–23, 2015

Math and Science Refresher

August 24–28, 2015

Orientation and Workshops

August 31, 2015

Fall Semester Classes Begin

October 12–14, 2015

Fall Break

November 23–28, 2015

Fall Reading Week

December 14–18, 2015

Exams

January 25–February 5, 2016

January Term

February 8, 2016

Spring Semester Classes Begin

March 21–25, 2016

Spring Break

May 23–27, 2016

Exams and Capstone Project Presentations

May 28, 2016

Commencement

ADMISSION AND FINANCIAL AID APPLICATION REQUIREMENTS • Online application forms • Statement of purpose expressing your professional and educational goals, and how a Bard CEP degree 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; send to: Bard Center for Environmental Policy, Office of Graduate Admission, PO Box 5000, Annandale-on-Hudson, NY 12504-5000 • 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 • An official record of Peace Corps service is required for applicants to the Fellows Program through a Description of Service (DOS) • Completed FAFSA or International Financial Aid Application and Certificate of Finances, required for applicants applying for any form of financial aid

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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 Center for Environmental Policy, Office of Graduate Admission, PO Box 5000, Annandale-on-Hudson, NY 12504-5000. 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 http://www. bard.edu/cep/admission/international.

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 (2015–16) Tuition: $33,706 Registration Fee: $100 Facilities Fee: $150 Second-year tuition and fees (2015–16) Tuition: $22,662 Graduate Fee: $120 Registration Fee: $100 Facilities Fee: $150

TUITION FOR PEACE CORPS, DUAL-DEGREE, AND PART-TIME 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.

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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 $1,091.)

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 $1,091.)

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 $1,091.)

Part-Time: Students pay the first-year tuition over two years, and are billed in four equal installments. Facilities and registration fees apply each year for part-time students. Students pay normal tuition in the third year.

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): $1,280 Health Services Fee (per semester in residence): $235

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, 2015 – May 27, 2016: $7,262 Dormitory Housing: August 21 – August 28, 2015: $26 per day 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. More information about graduate housing and off-campus options can be found on our website at http://www.bard.edu/cep/about/location.

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. The deposit or housing payment is not 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, http://www.bard.edu/cep/admission/tuition.

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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. 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 http://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. Secondyear 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 http:// www.bard.edu/cep/admission/financialaid/.

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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, forms that are available online at http://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.

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 were 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 firm grounding in understanding economic, political, technical, and community angles to develop sustainable solutions with government and donor clients.

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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 http://www.bard.edu/ cep/admission/financialaid/.

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 online 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.

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: 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: 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.

Riverkeeper Scholarship: Working with the Riverkeeper, a watchdog organization dedicated to defending the Hudson River and its tributaries and protecting the drinking water supply of nine million New York City and Hudson Valley residents, the Riverkeeper Scholar will receive a scholarship worth 30 percent of tuition for two full years of enrollment and have the opportunity to work with a designated Riverkeeper mentor and receive priority for internships and Capstone Projects completed in conjunction with the organization.

LIASE Scholarship: Awarded to one student a year from East Asia, this program provides a full tuition waiver in the first year, and at least 50 percent of tuition in the second year.

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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; http://www.highered.nysed.gov.

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

Photos, in alphabetical order: Peter Aaron ’68/Esto; Altje Hoekstra MS ‘08; Pete Mauney ’93, MFA ‘00; Jennifer G. Phillips; Robert Postma/First Light/Corbis; Karl Rabe.

Bard College, Annandale-on-Hudson, New York bard.edu/cep