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).
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., 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.
Sc.B., Brown University; M.Phil., Ph.D., Yale University. National Institutes of Health Postdoctoral Research Fellowship, Harvard University (1974 - 76); National Science Foundation Graduate Fellowship, Yale University (1969-72). Research: biochemistry, especially enzymology of Tetrahymena pyriformis. Professor Emeritus of Biology, Bard College
B.A., Yale Univeristy; Ed.M., Harvard University; Ph.D., University of Maryland. Specialization: teacher education and professional development, instructional coaching, the intersection of teacher learning and systemic reform initiatives.
Derek Lance Furr Literature Faculty, Master of Arts in Teaching ProgramVIEW 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.
B.S., Colorado State University; M.A., Ph.D., University of California Santa Barbara.
Cat Gaspard is part of the education faculty with the Bard Masters of Arts in Teaching Program, specializing in mathematics teaching and learning. During her appointment at Bard MAT she is responsible for teaching methods of teaching and learning mathematics along with curriculum courses across disciplines. Outside of teaching pre-service teachers, Cat Gaspard also develops and instructs graduate level courses for in-service teachers. Prior to joining Bard, Cat taught and supervised student teachers from a variety of disciplines in the Teacher Education Program at University of California Santa Barbara. In addition, she was also part of international research project through the University of Oslo studying teacher education programs in the Norway, Finland, Chile, Cuba and the United States. Her research interests include discourse in secondary mathematics student teachers’ classrooms, beliefs associated with influencing instructional decisions, and self reflection, particularly through the use of video.
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., 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. candidate, 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.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.
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. email@example.com
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.