Alec Bacha '18, History/ Social Studies
"The MAT program provided me with the invaluable foundation to foster a personal approach to teaching built around creativity, adaptability, and compassion for my students. From year to year, if I feel a particular lesson getting a bit tired or stale, I will sometimes go back to a binder of my material from my time at Bard (I actually do this!) for inspiration and direction. It never fails to provide me with the guidance I need to continuously hone my craft to best meet the changing needs of the students I serve. Thank you for preparing me for a career and calling that has given me such joy and purpose."
Gary Dale Burns '18, English/ Literature
I chose to attend the Bard MAT because of the combined focus on literature and education as well as the extended hours of in-class student teaching. One of the things I liked best about the program was the camaraderie that I developed with a number of peers in my cohort and the extended contact and connections after life in the MAT that continue to this day. The program centered my study to become a teacher as a lifelong learner within a community, and this is the mindset I continue to bring with me to my career as a teacher.
Dante Cardenas '21, Mathematics
I loved the community of faculty and fellow alums that I worked with, especially my research advisor Dr. Mary Krembs who provided one-on-one instruction and support during my two-years in the program.
Grae Carter (BA '21; MAT '22), Biology
"So many of my students are trying to figure out where they belong, and I remember what it felt like to be in classrooms where I had to hide parts of myself. The MAT’s emphasis on culturally responsive pedagogy helped me develop a classroom that centers belonging—for my students and for myself. I don’t just teach science content—I teach students how to ask questions, to challenge assumptions, and to find power in their voices. We work with local citizen science programs and even my old high school. I was a NYC public school kid and now a NYC teacher ... It's very full circle. That’s how I meet this moment: by showing up for my students fully, and inviting them to do the same."
Jack Chen ’10, Mathematics
I was attracted to the Bard MAT’s small program size, its active collaboration with local schools, and because of its support of the revision of public school programs.
Rachel Cholst ’12, History/ Social Studies
I have a number of friends who are in other short-term programs (like Teaching Fellows and Teach for America.) Unlike those other programs, Bard genuinely prepared us for the classroom through our courses and intensive student teaching placements. It's a hugely important part of my professional life and, even though I am no longer a classroom teacher, I am so grateful to have taken part in this program. The lessons—academic and otherwise—I learned in my year in the MAT continue to inform my daily practice.
Audrey Enriquez ’08, Literature/ English
The MAT instilled the discipline of practicing what you preach. Thus, when I create a writing prompt, I'll actually respond to that prompt first - and if I struggle as a student, then I'll go back to the drafting board as a teacher. And, I always show an example that's clear enough to elicit understanding of what's being asked but open enough so as not to stifle critical thinking and creative interpretation. It's a formula that works so when I inadvertently skip a step, you can bet the lesson will go sideways!
Nanda Fogle (BA '19; MAT '20), Literature
I really loved the ability to build my own skills in my content area as well as gain skills in teaching that content. Learning and practicing backwards design really helped in planning curriculum. Student teaching gave me the opportunity I needed to apply various learning strategies to see what worked best for my teaching style.
Allison Grenier '19, History/ Social Studies
Bard looked at me as a whole student and not just demographics, income, or GPA. The family atmosphere that the MAT faculty creates allows all students from different backgrounds to be successful.
Dr. Peta Henry '17, Literature
One thing I would like to share with prospective MAT students is that they should always, always be honest with their professors, make friends with at least 1-2 peers (moral support as you begin those practicum months!), and just believe that you truly WILL be a good teacher. Bard taught me that we don't just automatically become good teachers; rather, we must actively be aware that it is a journey that requires daily belief in ourselves. Bard is amazing, so truly just make the very best of it! You will come away with more than just a master's in teaching!
Meghan Guerriero Hinkein '20, Biology
I adored the close-knit community of Bard's MAT Program. The class sizes were small and very comfortable. The staff and other MAT students became like one big family, and everyone was so encouraging and helpful. The Bard MAT staff went above and beyond to ensure the success of each individual MAT student. There was no question I ever asked that they didn't fully acknowledge and look into. They truly modeled what a great teacher should be.
Cara Hyson ’07, History
I liked the quality of the professors and the effectiveness and efficiency of the program overall. In only a year, I learned and experienced so much. I also liked the sense of camaraderie in my cohort.
Mikel Inchausti (BA ' 23; MAT '24), History/ Social Studies
"I couldn't have gotten here without the MAT. The emphasis on social-emotional learning encouraged me to always keep this question in mind in my teaching: what am I doing to support my students to grow into self-assured and compassionate people?"
Evan Krasner '21, History/ Social Studies
I chose Bard's MAT Program due to its stellar reputation and robust academics. Bard's MAT program is unusual in that in prepares graduate students in both pedagogy and their academic discipline (history, literature, etc.). I also enjoyed having small class sizes in which I got to know the other graduate students and professors as well. Finally, I am a native of the Hudson Valley, I spent weekends growing up in nearby Columbia County, NY, so Bard felt close to home.
Garrett Montgomery '17 (English/ Literature)
"The diverse course offerings helped prepare me for the daily challenges of teaching. Taking both a wide range of pedagogy classes & literature courses made me feel confident in the classroom. Also, the great group of people from Bard staff & faculty to classmates made the program really special."
Ashley Nicolich (BA '21; MAT '22), Biology
"The MAT program taught me how to adapt to the needs of all of my students. My professors taught me to be resilient and flexible in planning, teaching, and writing curriculum."
Megan Lind Persinger ’09, Literature/ English
I loved the small class/cohort sizes. I really felt like my professors knew me very well and that I knew my cohort very well. It created a very supportive environment and helped me feel like I received plenty of attention and support. I also liked the quality of the professors and students at the school. They were all very intelligent, kind-hearted people who had a lasting impact on me.
Isabel Polletta (BA '20; MAT '21)
Bard's MAT program is centered around intentionality. It taught me to care for the whole student, whether it be how I facilitate relationship-building with students, or the ways in which I create lesson plans that are meant to build curiosity, critical thinking, and interconnectedness. The MAT program has profoundly impacted my ability to foster passion in community-building and education by shaping my "why"; why I teach, why I coach, and why I am able to find excitement in the classroom every year.
Dr. Mia Reisweber ’10, Literature/ English
Since I graduated in 2010, I’ve thought about or used or referred to what I learned at Bard on a near-daily basis. My teaching philosophy is a direct result of Bard. The knowledge and the tools I learned at Bard are absolutely ingrained in my daily lessons, lectures, discussions, assignments and assessments.
Puja Sarkar '24, English/ Literature
"The MAT program gave me a lot in terms of understanding student-teacher relationships and how such relationships influence student learning. Moreover, I still think back to Molly’s class and the emphasis she put on self care because in my first year, it was very easy to feel that I wasn’t enough or that I wasn’t doing a good job. It was a constant battle of trying to forgive myself for the mistakes I made; learning and allowing myself to fail in order to learn from it and reflecting on how I can improve moving forward. While the “feeling” of failure and feeling as though my first year wasn’t an accomplishment is still something prevalent, I know that the resources, support and community the MAT gave me makes me an intuitive and empathetic teacher which makes teaching feel not so isolated. I’m apprehensively excited for my second year and with more time to prepare this time around, I’m feeling less terrified and more equipped."
Dr. Rachael Scorca ’08, Literature/ English
My ten years in the classroom were completely shaped by my experience in the Bard MAT program. There is no way that a teaching program can prepare you for every single experience, but I learned problem-solving strategies, interpersonal skills, and best practice theory that shaped any hiccup I encountered. Separately, I am able to still offer suggestions, strategies, and recommendations to current teachers when I observe their lessons. I also made lifelong friendships and networks that still serve me today and I know that if I had an issue or struggle with something in the educational realm, I could reach out for support and find a wealth of knowledge.
Compassion, Kindness, Empathy, Student Voice, Feedback Loops, Empowerment, and Literacy as Power! These were instilled in all aspects of Bard MAT, and I channel these daily to meet the needs of my students and my staff!
Joy Decker Sebesta ’15, Mathematics
I loved the planning class and anything taught by the mathematics faculty. I also loved the course on Identity, Culture, and the Classroom. That course made me think about things in such a different way from what I was used to. It's the best program and the professors are fabulous.
Alhassan Susso ’12, History / Social Studies
All they see all day long is obstacles, and my job is to insure and guide them and help them to understand your obstacle does not define your future.” Susso, who is visually impaired, immigrated to the United States from West Africa. The district he teaches in is said to be one of the poorest congressional districts in the country, but Susso says he works there because he wants to transform lives. Susso's colleagues say he stays late every day despite living over two hours away. Last year, every student who completed his course graduated high school and 97% are now enrolled in college.
Jeffrey Swanson ’08, History
I found the program's approach to be unique and intriguing, and I liked the balance between education and history courses.
Alyssa Valachovic, MAT/MEd '24 (mathematics and environmental science)
"I believe the Bard MAT program prepared me to meet the challenges of 21st-century education not just as an instructor of content, but as an educator who helps students grow into thoughtful, responsible individuals and engaged citizens."
Amy M. White '05 (history/ social studies)
"The MAT put me in contact with two of my very best friends who value education and believe in expertise in your content area and excellence in instruction. This set my intention for the many teaching jobs I have had. I feel like I can follow events as History is being made and infuse this into lessons for my young group of learners."