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).
Derek Lance FurrDirector, MAT Program in Annandale, NY Associate Professor of LiteratureVIEW MORE >>
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.
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).
Stephen Mucher, Associate Director, MAT Program in California; History Education FacultyVIEW MORE >>
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.
B.A., M.F.A., Antioch University; M.A., California State University, Los Angeles; Ph.D., University of California, Santa Cruz. Research Areas: Contemporary North American Literature, Poetry and Poetics, Anglophone Modernism, Gender and Feminist Studies, Critical and Cultural Theory, Creative and Critical Writing Pedagogy.
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. firstname.lastname@example.org
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).
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.