Bard, A Place to Think - Master of Arts in Teaching

A.A.S., Tompkins-Cortland Community College; B.S., M.S., SUNY Cortland; graduate work, SUNY Albany and SUNY Brockport; Ed.D., Harvard Graduate School of Education. Specialization: curriculum design, science education, and writing instruction for teachers.

campbell@bard.edu
dte@bard.edu
845-758-7154

B.A., Bates College; Ph.D., New York University. Areas of interest: 20th Century American poetry, philosophy and poetry, modernism and performance.

allison@bard.edu

B.A., Brooklyn College; M.A., Ph.D., University of Maryland College Park. Specialization in 19th-century American literature and culture, with an emphasis on representations of adolescent schoolgirls and female education. Other areas of interest include domesticity and gender studies; science, medicine and disability studies; newspapers/periodicals and archival research; museums as purveryors of knowledge and sites of informal learning. Taught literature and writing at UMCP; coordinated writing programs at UMCP and the University of Baltimore. As Program Coordinator at the Center for Renaissance and Baroque Studies, and in collaboration with the Maryland State Department of Education, designed interdisciplinary professional development institutes for Maryland's public middle- and high school teachers. Contributor to American Culture, Canons, and the Case of Elizabeth Stoddard (2003). Author of Fictions of Female Education in the Nineteenth Century (Routledge 2009).

Phone: 845-758-7112
E-mail: alves@bard.edu

B.S., SUNY Cortland; M.S., South Dakota State University. Specialization: International Baccalaureate Biology HL/AP Bio, living environment, forensic science, and earth science. National Board Certified in adolescent science.

B.A., Carleton College; M.F.A., Mills College; M.A. and Ph.D.,
University of Pennsylvania. Areas of interest: 20th-century North
American poetry and poetics; women's and gender studies; and
aftereffects of modernism in the postwar long poem. Publications
include articles in How2, New Review of Literature, and Journal of
Modern Literature (forthcoming).
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B.A., Temple University; M.A., Ed.D., Teachers College, Columbia University. Specialization: demographics and quality of the public school teaching force, student resistance and school failure, and development of pedagogical content knowledge in social studies teachers.

craig@bard.edu

B.A., Rhodes College; M.A.T., Johns Hopkins University; Ph.D., Emory University.

Specialization: critical literacy, with emphasis on community-based literacy programs

shughes@bard.edu

661-454-3024

B.A., Yale Univeristy; Ed.M., Harvard University. Specialization: teacher education and professional development, instructional coaching, the intersection of teacher learning and systemic reform initiatives.

B.S., Texas A&M University; M.S., Antioch University New England. Specialization: living environment, environmental science, and science links.

B.A., Wake Forest University; M.Ed., University of Virginia; M.A., Ph.D., University of Virginia. Areas of interest: Romantic and modern poetics, reception study, reading assessment and instruction. Author of Recorded Poetry and Poetic Reception from Edna Millay to the Circle of Robert Lowell (Palgrave 2010). Recent contributions to The Journal of Modern Literature, Twentieth Century Literature, Romantic Textualities and Approaches to Teaching Poe’s Prose and Poetry. Awards: Dupont Fellow (University of Virginia), Andrew W. Mellon Fellow. Teaching and research experience: Middle school teacher/reading specialist, Charlottesville City Schools; teacher educator for TEMPO Graduate Education Program, and research assistant for Center for Improvement of Early Reading Achievement, and English writing instructor, University of Virginia.

Phone: 845-758-7136
furr@bard.edu

Faculty, Workshop in Language and Thinking. B.A., SUNY New Paltz; M.S., Ph.D., Cornell University. Specialization: Mathematics education. Grants and awards from the Mathematical Association of America, U.S. Department of Education, National Science Foundation, Cornell University Center for International Studies. Advisor to Math for America Foundation. Recent articles in Using Mathematics Literature, New England Mathematics Journal.

Phone: 845-758-7115
E-mail: gaddis@bard.edu

B.A., Middlebury College, M.Ed., Harvard University, Ph.D., Stanford University. 

Karen Hammerness is a Research Fellow with the Bard Master of Arts in Teaching Program. Prior to joining the Bard MAT faculty, Karen Hammerness has been involved in a number of research projects in teacher education, exploring the relationship of pedagogy and novice teacher’s learning, and policy and practice. She is particularly interested in the ways that teachers’ images of ideal classroom practice—their visions—develop over the course of their careers, as well as how they intersect with their preparation for teaching and their commitments to the profession. From 1999-2003, she worked as a Postdoctoral Fellow with the Stanford University Teacher Education Program. From 2004-2009, she was a Senior Researcher on the “Does the Pathway Make a Difference?” Project. The Pathways project is a mixed-methods large-scale study of the features of teacher education programs in New York City, developed in order to examine the relationship between features of teacher preparation and student outcomes and as well as teacher retention within the specific labor market of New York City. In addition, with colleagues at Brandeis University, she has been studying teacher education programs that focus upon preparing teachers for particular contexts such as urban public schools, and exploring the advantages of such focused preparation for new teachers, and their students. She recently returned from a year in Oslo, Norway where she was a Fulbright Fellow, studying teacher education in Norway, the Netherlands as well as in Finland. 

Recent books include: Seeing through teachers’ eyes: Professional ideals and classroom practices (2006, Teachers College Press) and Preparing Teachers for a Changing World: What teachers should learn and be able to do, co-edited with L. Darling-Hammond, J. Bransford, P. LePage and H. Duffy (2005, Jossey-Bass). 

B.A., Vassar College; M.S. Columbia Journalism School; Ph.D., Columbia University. Thai Jones is familiar with protest and its consequences. Born while his family were fugitives from justice, he went by a series of aliases until the age of four. when his parents were arrested and he was able to assume his real name. His research interests include radical political movements, ancient and modern, with an emphasis on early-twentieth-century U.S. history. His new book, More Powerful Than Dynamite: Radicals, Plutocrats, Progressives, and New York's Year of Anarchy (Walker & Co., 2012), rediscovers a forgotten political crisis that roiled American cities in the early twentieth century. His first book, A Radical Line: From the Labor Movement to the Weather Underground, One Family's Century of Conscience (Free Press, 2004), explored the long history of dissent that lay behind the personal experiences of his childhood. Formerly a reporter for Newsday, his writings have appeared in a variety of national publications, ranging from the New York Times to the Occupied Wall Street Journal.

tjones@bard.edu

B.A., Colby College; Ph.D., Dartmouth College. Specialization: stem cell biology, immunology, microbiology.

B.A., Marist College; M.S., Ph.D., Rensselaer Polytechnic Institute. Research interests: computational geometry, mathematics and music, and software development methodology.

krembs@bard.edu

B.A., Bradford College; M.A., Ph.D., University of Delaware. Specialization in the history of US women and business in the 20th century, public history, and post-1945 America.

manko@bard.edu

B.A., Miami University; M.A., Ph.D., Kent State University

B.A., University of Massachusetts; M.A.T., School for International Training; Ph.D., University at Albany. Areas of interest include integrating academically-oriented thinking at all levels of language instruction and instructional design that fosters conceptual change in all disciplines. Taught high school Spanish and ESL. Taught Spanish at Bennington College beginning in 1995, became Director of the Isabelle Kaplan Center for Languages and Cultures in 2003 and Director of the Center for Creative Teaching in 2006. Recipient of several grants for training and development. In the spring of 2008, she was the recipient of the University of Albany Alumni Association's award for Excellence in Education.

cmeyer@bard.edu
845-752-2287

B.A., Taylor University, M.A., Ph.D., University of Michigan. History Education, History of American education, interests in the development of historical thinking processes in adolescents, historiography and disciplined inquiry in secondary classrooms, museum education, the history of teacher preparation, progressivism and Americanization. High school teacher in Honduras, Micronesia, and Plymouth, Michigan. Curriculum writer: Primary Sources Network, Henry Ford Museum. James Madison Fellow, NEH Humanities Scholar, Fulbright-Hayes awardee, USDE Teaching American History Grant, curriculum consultant for PBS documentary School. Publications: New Educator, OAH Magazine of History, The History Teacher. Presentations: Organization of American Historians, American Educational Research Association, National Council for the Social Studies, American Association of Museums, History of Education Society.

mucher@bard.edu
Phone: 845-758-7145

B.A., Loyola University; M.A., Marquette University; M.S., Hunter College; Ph.D. candidate in Urban Education at The Graduate Center of the City University of New York. Scholarly interests include: Intersectionality Theory and Urban Education, Identity and Schooling, Urban Teacher Education, School and University Partnerships, and Single-sex Education.

jnelson@bard.edu

B.A., Stanford University; M.A., Stanford University; M.S.Ed, CUNY Queens, Ph.D., University of Pennsylvania. Scholarly and research interests: adolescent literacy and youth cultures; critical literacy; multiculturalism and multicultural issues in education; secondary English and literacy teacher education; university, school, community and family partnerships.

park@bard.edu

845-758-7122

B.S., University of Michigan; Ph.D., Wesleyan University. Specialization: Set-theoretic Topology- Topological Groups.

B.A., University of Arizona; M.A., Ph.D., University of California, Santa Barbara. Specialization: Youth development, out-of-school learning, and social and cultural contexts of education.

B.A., Univeristy of California, Berkeley; M.A., California State University, Bakersfield; Ph.D., University of California, Santa Barbara. Specialization: Latina/o history, comparative civil rights, American West, world history.

B.S., Mathematics, B.S., Computer Science, St. Peter's College; Ph.D., University of Maryland, College Park. Specialization: Dynamical systems and computational neuroscience.

B.S., Northwestern University; Ed.M., Ed.D., Harvard University. Scholarly interests focus on how factors such as ability/disability, ethnicity, gender, race, sexual orientation, and socioeconomic status affect adolescents' identity formation and school experiences. Current research examines the school, family, and peer relationships of gay, lesbian, bisexual, transgender, and queer youth. Taught at Harvard Graduate School of Education; editor, Harvard Education Letter. High school teacher in South Yarmouth and Cambridge, Massachusetts. Vice-chair, Massachusetts Governor's Commission on Gay and Lesbian Youth. Recent edited books: Adolescents at School: Perspectives on Youth, Identity, and Education (2003); Teaching Immigrant and Second-Language Students: Strategies for Success (2004). Recipient, 2004 Association of Educational Publishers Award; 2002 National Press Club Award for articles in the Harvard Education Letter.

sadowski@bard.edu
Phone: 845-758-7313

B.A., Mathematics; M.A., Mathematics Education, CSU Northridge. Specialization: Instructional coaching in mathematics, reform-oriented math curriculum.

B.A., Vassar College; Ed.D., Harvard University. Specialization: the interaction of social context, culture, identity, and schooling, especially for immigrant and minority adolescents in the United States; secondary education within the migrant-sending areas of Mexico.

B.A. and M.A., California State University, Bakersfield; Ph.D., University of California at Santa Barbara. Specialization: 20th century U.S. history with emphasis on the history of death and dying.

bschmoll@csub.edu

B.A., Wesleyan University; M.A.T., Teachers College, Columbia University.  Specialization: adolescent literacy with focus on English language learners (ELLs) and students with interrupted formal education (SIFE).

asmith1@bard.edu

B.A., Carleton College; M.A., University at Albany; Ph.D., Columbia University. She is the author of The Gender of Piety: Intersections of Faith and Family in Matabeleland, Zimbabwe, since 1900, forthcoming, Ohio University Press. Areas of interest include African history, with emphasis on southern Africa; European imperialism; history of Christianity in Africa; religion and gender. Taught secondary school social studies for five years in Red Hook and Arlington, New York, school districts. Member, American Historical Association, African Studies Association, Britain Zimbabwe Society. Awards: German Academic Exchange Service Grant (1984 85), Richard Hofstadter Fellowship (1995 2000), Columbia University Graduate School of Arts and Sciences Dissertation Research Grant (1999). Co-Editor, Social Sciences & Missions (Brill). Articles in Journal of Religion in Africa, Women's History Review, and a chapter in Competing Kingdoms: Women, Mission, Nation, and the American Protestant Empire, 1812-1960 (Duke, 2010).

wum@bard.edu
845-758-7144

B.A. and M.A., University of Arizona; Ph.D., University of Southern California. Areas of interest: Transnational modernism, 20th century literature and culture; poetry and art of the avant-garde; travel writing.

B.A., Washington University, Ph.D. U.C. Berkeley. Research Interests: Universal Algebra, Tame Congruence Theory, Semigroups, Voting Theory Articles in Algebra Universalis, International Journal of Algebra and Computation, Semigroup Forum. Member, American Mathematical Society, Association for Women in Mathematics, Mathematical Association of America, National Council of Teachers of Mathematics