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africana studies american studies anthropology art history asian studies biology chemistry classical studies computer science dance economics economics and finance environmental and urban studies experimental humanities film and electronic arts foreign languages, cultures, and literatures french studies gender and sexuality studies german studies global and international studies historical studies human rights irish and celtic studies italian studies jewish studies latin american and iberian studies literature mathematics medieval studies middle eastern studies mind, brain, and behavior music philosophy photography physics political studies psychology religion russian and eurasian studies science, technology, and society sociology spanish studies studio arts theater and performance theology victorian studies written arts

Bard A




Annandale-on-Hudson, New York

you are about to embark on an extraordinary journey. Create your own educational program with faculty who are at the top of their fields Engage in both traditional and interdisciplinary study, such as our groundbreaking Human Rights Program, the first in the nation Explore dual-degree programs that combine a liberal arts B.A. with degrees in economics and finance, economic theory and policy, environmental policy, climate science and policy, or music; study-abroad programs; and career-oriented internships Join a collaborative community of passionate students from all over the world whose international perspectives expand every aspect of campus life Connect with the world through civic engagement and Bard’s commitment to projects that help change society

The parliament of reality is a permanent outdoor installation by Danish-Icelandic artist Olafur Eliasson, commissioned for the Bard campus.

Simply put, I fell in love with science at Bard. The professors here truly care about your education, and their evident enthusiasm for teaching fosters an incredible learning environment. As a chemistry and biology major, I am especially appreciative for the wealth of laboratory research experience that I have been gaining as an undergraduate. —Jasper Williams ’14, Manchester, Massachusetts, biology and chemistry major

The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation, designed by Rafael Viñoly Architects, with the Lynda and Stewart Resnick Science Laboratories and the László Z. Bitó ’60 Auditorium, is home to the Biology, Chemistry, and Computer Science Programs. Photo: ©Peter Aaron ’68/Esto

What brought me to Bard, in a word, was the faculty. To work with Joan Tower, George Tsontakis, and James Bagwell was an opportunity I couldn’t miss. I had long followed and admired their work, and then I found out that each of them taught here. It’s easy for musicians to focus only on music, whereas I wanted to have a broader education that would prepare me for a world that requires a more well-rounded base of knowledge and experience. —David Bloom ’13, Birmingham, Alabama, dual degree in music composition and philosophy through The Bard College Conservatory of Music, and M. Music ’15 in conducting

The Richard B. Fisher Center for the Performing Arts, designed by Frank Gehry, with the Sosnoff Theater, Theater Two, Stewart and Lynda Resnick Theater Studio, and Felicitas S. Thorne Dance Studio, is home to the Theater & Performance and Dance Programs and is the main venue for SummerScape and the Bard Music Festival. Photo: ©Peter Aaron ’68/Esto

Athletics helped me find my place at Bard right away. The team was my support group, beginning with the Language and Thinking Program. As soon as one season is finished I look forward to the next. We all come from different majors, and we’re all unique. I never would have met my teammates any other way. —Brianna Bean ’14, Kaneohe, Hawaii, film and electronic arts major

The Seth Goldfine Memorial Practice Rugby Field in front of the Stevenson Library complex Photo: ©Peter Aaron ’68/Esto

the love of learning by Leon Botstein, President, Bard College

Many young people arrive at college with a single-minded focus on career and preprofessional education. Parents and students often harbor the illusion that the purpose of college, in contrast to that of high school, is to prepare oneself for the practical business of life, a phrase that is often reduced to the earning of money. Too many educators overreact to this legitimate utilitarian claim by preaching about learning for its own sake. This is a sort of high-minded, old-fashioned special pleading that is actually counterproductive. Learning for its own sake is wonderful, desirable, and enjoyable, but only after an individual has found a way to connect learning and life in a manner that influences everyday life, including earning a living. Consequently, the plea for learning for its own sake doesn’t come across very persuasively to most parents and students. In the contemporary context it implies that learning in the sense of a more sophisticated understanding of literature, history, and philosophy—the kind of thing one ought to obtain in college—is indeed an irrelevant luxury without even an obvious civic benefit. Therefore, we would do well to make it clear that such learning in college must absolutely be considered useful. A college that resists the demand that it make a difference in the future lives of students in terms of work is making a grave error, particularly if that college works in what is called a liberal arts context. The key to this problem rests in the definition of utility. It turns out that when it comes to education, virtue is its own reward. Learning for its own sake is the best preparation for functioning competitively and creatively. Therefore, any responsible professor of a course of study on the undergraduate level errs by denigrating learning done by students that on the surface seems unconnected to becoming trained to do a particular task. Studying philosophy, for example, might be just the thing an undergraduate engineering major needs to become an innovative engineer. The essential training engineers get in problem solving, using mathematics and the procedures of basic science—not applied science—turns out to be critical in the workplace later on. So, too, is an education in complementary disciplines, including history and philosophy. Likewise, a solid understanding of psychology and literature, not to mention American economic and social history, will serve an undergraduate business major better than a course in marketing, especially if that student has the acuity and instinct to recognize its value. A second barrier to realizing the promise of the college years is a more general skepticism and antiintellectualism inherent in the popular culture surrounding American adolescents. Being an adult is symbolically understood in many ways in this country. It is not primarily understood as a status that implies learning as a central personal habit. As a result, on most college campuses there is a staggering gulf between the classroom and after-class life. There is, in short, a sort of Jekyll-andHyde phenomenon. In very good colleges, students work diligently and are attentive and ambitious. But the moment class is over and the assignments completed, an entirely different pattern emerges. American colleges are notable for their vulgarity in terms of extracurricular social life. There seems to be no connection between what students are learning and the way they go about living. Biology class

The Love of Learning 9

A college ought to be measured by the extent to which the curriculum influences dining hall conversation and the kinds of entertainment students choose. It should be defined by the way learning transforms the definition of play. Not only should learning be enjoyable, but what we, as adults, consider enjoyment should be transformed by what we discover through study. Having a good time (18th-century philosophers would not have permitted us to use the word happiness, which was understood as a moral category, more like what we might term individual or collective well-being) is a perfectly reasonable objective in life. The question then becomes what kinds of things one considers play and part of having a good time. No matter how rigorous the curriculum, no matter how stringent the requirements, if what goes on in the classroom does not leave its mark in the way young adults voluntarily act in private and in public while they are in college, much less in the years after, then the college is not doing what it is supposed to do. This is the reason why when prospective students visit colleges they need to look at the student culture and activities. It is the transformation of peer-group values and behavior that can mark a first-rate college education. But one ought not underestimate the obstacles to achieving this goal, given what students bring from their homes and their high schools with respect to the presumed connection between learning and everyday life and what constitutes play and fun. A third barrier to realizing the potential of the undergraduate years is specific to the way colleges organize their curriculum and faculty. Since World War II, most colleges have required their faculty to have Ph.D.s. All universities and colleges apply some standard of scholarship to their recruitment and tenure procedures. That is why one so often hears complaints about the “publish or perish” syndrome. On the one hand, requiring faculty to publish is beneficial because it ensures what ought to be a minimum level of competence and sophistication in one’s subject. Furthermore, the key difference between high school teaching and college teaching is in the realm of love of subject. Love of subject is measured by the extent to which a teacher spends time, of his or her own accord, working on scholarly endeavors in his or her chosen subject. No college teacher who does not experience criticism and evaluation by peers of his or her own written work deserves the right to assign a paper to a student. On the other hand, the increased professionalism and emphasis on scholarship and research have inadvertently led to the organization of colleges along the lines of graduate schools and to the devaluation of teaching. Teachers are hired in undergraduate schools along structural patterns that mirror the specialized fields of the graduate schools. The college English department looks unfortunately and inappropriately like a miniature-golf-course version of the 18-hole graduate school department. The same holds true for mathematics, physics, and psychology. This pattern of imitation is especially harmful currently, since graduate training, most noticeably in the humanities, encourages young would-be college teachers to specialize in ways that bear little relevance to the task of teaching undergraduates. In the name of encouraging “new” scholarship and establishing a professional reputation for oneself, fashionable texts, elaborate methodologies, and peripheral questions are favored in dissertations over careful study and interpretation of central issues, texts, and traditions. By the time a graduate student reaches the classroom as an independent instructor, he or she not only has had no useful guidance in how to teach, but is not prepared or inclined to teach legitimately canonical texts and recurrent issues that undergraduates need and want to study. This redefined pseudoprofessionalism has crippled most efforts to reinvent general education. The irony is that this prescriptive procedure delays and inhibits scholarly originality, particularly in the reconsideration of well-established methods, canons, and traditions.

10 The Love of Learning

Furthermore, undergraduate “majors” inevitably favor their best students, defined as those who hold the most promise for a scholarly career. No department wants to become a “service department” without its own majors, relegated to teaching skills and materials to students who are primarily interested in other subjects. It does not seem sufficiently dignified for the purpose of an English department, for example, to educate a literate physician. This is unfortunate. Academic departments often function as if they were merchants in a bazaar, hustling undergraduates to become majors. Administrations, in turn, measure success by counting heads in terms of enrollments that derive from majors: the more majors, the more successful the department. This pattern even spills down to the college applicant, who is asked a ridiculous question: What would you like to major in? The truth is that life is not divisible into majors. Neither is work nor, believe it or not, learning or scholarship. Asking a high school graduate about a major defined in terms of a university department is usually pointless because the student has no reason to have any notion of what the question might mean or imply. The right questions to ask the prospective student are: What issues interest you? What kinds of things would you like to study? What would you like to know more about? If one starts with the problems that young people formulate about the world, one discovers that answering them requires the expertise of individuals, defined in ways that do not correspond neatly with the departmental structure of a graduate school. And the search for answers to old questions and the framing of new questions demand an encounter with the full scope of intellectual traditions conserved by the university. If we expect college graduates to function as leaders in the civic arena, then colleges must expand the extent to which their campuses are used as important public spaces. Ours is an age of extremes. We are surrounded by crowds, but each individual finds himself or herself on a somewhat isolated and autonomous outing. We have embraced the mall as the ideal shopping venue. Although the mall has many virtues, it isn’t quite like a town square. At the same time, we spend a good deal of time alone, looking at a television screen or a computer. We may be making contact with others over the Internet, but that, too, is hardly comparable to a public gathering. Colleges and universities possess a unique opportunity. They have the physical spaces and the traditions that can encourage individuals on campus and from surrounding communities to come together around common interests. Public discussions, exhibits, lectures, and concerts are indispensable in our communities. Colleges are uniquely able to sponsor programs in which open debate and free inquiry are sustained. They offer a neutral ground where the rules of discourse inspire seriousness and assure civility. Institutions of higher education must also lend a direct hand to the improvement of secondary and elementary education. If we use the public space of our campuses on behalf of the cultural and political life of our communities, we also do a favor to our students. They will see that the institution they attend makes its own contribution to the outside community, particularly to the quality of cultural life and political discourse. They, in turn, may develop the expectation that they, as students (through community service programs on campus) and alumni/ae, should help sustain this sort of activity in their own communities. The university can be a center for and a model of cultural creation, debate, service, and political exchange among citizens of the future, one that is dominated not by commerce and a narrow definition of utility, but by a love of learning. The preceding passage is adapted from Jefferson’s Children: Education and the Promise of American Culture by Leon Botstein (Doubleday, 1997).

The Love of Learning 11

I chose Bard because the idea of a double major in philosophy and dance was incredibly seductive to me. I knew that any academic pursuit was going to be integral to my growth and evolution as an artist. I think philosophy and dance fit together beautifully. Dance is about politics and so is philosophy; dance is about emotional responsibility and presentation. So is philosophy. —Samuel Pratt ’14, New York, New York, dance and philosophy major

the bard education The Common Curriculum Bard students are held to the highest possible standard of intellectual achievement. They are challenged and encouraged to take risks. They are exposed to some of the finest minds in every field and discipline, and to the newest developments and ideas in their areas of study. They acquire their Bard education actively—the enthusiasm, hard work, and high level of engagement with which they obtain that education stand them in excellent stead for the rest of their lives. At Bard it’s understood that education, like life itself, is a continuous process of growth and effort. Academic guidance begins from the student’s first days at Bard. An academic adviser meets several times with the student at strategic points in every semester. Academic advisers help in deciding on individual courses, majors and their course sequences, and meeting collegewide curricular requirements. Language and Thinking Program First-year students arrive in August. They spend three weeks reading extensively in several genres, concentrating on different writing projects. Working in small, dynamic discussion groups, they learn to read and listen more thoughtfully, articulate ideas more clearly, and review their own work critically.

12 The Bard Education

Thurman Barker, Music

First-Year Seminar: The Common Course This two-semester course presents seminal intellectual, cultural, and artistic ideas in historical context. Class discussions and frequent writing assignments develop precise, analytical thinking. Ideas are debated in an intimate seminar format. Core texts address a specific theme for the year. Recent themes include “Quaestio mihi factus sum: Self and Society in the Liberal Arts” and “What Is Enlightenment? The Science, Culture, and Politics of Reason.” Citizen Science First-year students return to Bard in January for a first-of-its-kind course focusing on a specific scientific issue—infectious disease, for example—and look at it from different methodological and conceptual approaches. This technique leads to an understanding of the impact of science and mathematics on everyday life and how Bard students, regardless of major, can become constructive participants in the debate over, and solutions to, such crucial global problems as climate change and disease control. Moderation Moderation is the process by which Bard students declare a major and move into the Upper College (typically junior and senior years). Usually during their second semester, sophomores write two Moderation papers, one that assesses their curricula, performance, and experience during their first two years, and one that identifies goals and a study plan for their final two years. These papers are presented to, and discussed with, a review board of three faculty members—an unusual and valuable experience at this level of education. Senior Project The capstone of the Bard education is the Senior Project, an original work that reflects a student’s cumulative academic experience. A science major might design an experiment or analyze published research findings. A psychology major might report on fieldwork or individual research. A literature student might write a close textual analysis of a novel; an arts major might create a photographic portfolio; a written arts major might create original fiction. Research is closely guided, all year, through intensive weekly tutorials with a Senior Project adviser.

The Common Curriculum 13

Theater and Performance Program students rehearse

Academics at Bard Bard students choose from among nearly 50 programs in four academic divisions—Arts; Languages and Literature; Science, Mathematics, and Computing; and Social Studies—as well as Interdivisional Programs and Concentrations, which enable them to pursue a multidisciplinary course of study or major in more than one program. Joint majors offer students an exciting opportunity to work on projects that cut across disciplines, while double majors allow students to focus in depth on more than one subject, culminating in two Senior Projects. Distribution requirements offer breadth of knowledge, exposure to a variety of intellectual and artistic experiences, and the chance to work with faculty members trained in a broad range of disciplines. Interdivisional Programs and Concentrations is home to 23 interdisciplinary fields: 10 are offered as majors, 13 as concentrations (minors). A major in literature might pair this with a concentration in Victorian studies, or human rights with a concentration in Latin American and Iberian studies. Several 3+2 programs enable undergraduates to accelerate their studies and collaborate with experts in their chosen fields. After three years, qualified students may enroll in the Levy Economics Institute Master of Science in Economic Theory and Policy, or the Bard Center for Environmental Policy, and receive a B.A. and an M.S. degree in five years, or the Bard Master of Arts in Teaching Program for a B.A. and M.A.T. degree in five years. Other programs collaborating with Bard include the engineering schools at Columbia University and Dartmouth College. Bard also offers two fiveyear, dual-degree bachelor’s programs. The Program in Economics and Finance, which grants a B. S. in economics and finance and a B. A. in a field other than economics, is for students who want a broad education in the liberal arts and sciences as they prepare for careers in the financial world, or students pursuing other professions who seek fiscal savvy. A description of the five-year dual degree with The Bard College Conservatory of Music is found on page 21.

14 Academics at Bard

Tabetha Ewing ’89, Historical Studies

Inspired Faculty Bard’s extraordinary faculty are dedicated to teaching. Today and throughout Bard’s history, members of the faculty have effected change in medicine, the arts and letters, international affairs, journalism, scientific research, and education, among other endeavors. These distinguished scholars are advisers as well as instructors: Bard has no graduate teaching assistants. And the average class size of 17 allows for intimate discussions and one-on-one interaction that leads to a more focused education. We are proud of our faculty’s accomplishments, recognition for which includes this sampling. French Legion of Honor: John Ashbery (emeritus), Norman Manea Grammy Awards: Luc Sante, Joan Tower, Dawn Upshaw Grawemeyer Awards: Joan Tower, George Tsontakis Guggenheim Fellowships: Peggy Ahwesh, Richard H. Davis, Larry Fink, Kenji Fujita, Peter Hutton, Paul La Farge, Ann Lauterbach, An-My Lˆe, Medrie MacPhee, Norman Manea, Daniel Mendelsohn, Bradford Morrow, Jacob Neusner, Lothar Osterburg, Gilles Peress, Judy Pfaff, Francine Prose, Kelly Reichardt, James Romm, Lisa Sanditz, Luc Sante, Joseph Santore, Stephen Shore, Lisa Sigal, Mona Simpson, Karen Sullivan, Richard Teitelbaum, Joan Tower, George Tsontakis Kennedy Center Honors: Bill T. Jones MacArthur Foundation Fellowships: John Ashbery (emeritus), Mark Danner, Bill T. Jones, Ann Lauterbach, An-My Lˆe, Norman Manea, Judy Pfaff, Dawn Upshaw National Book Award: William Weaver (emeritus) National Science Foundation Grants: Craig Anderson, Sven Anderson, James M. Belk, Ethan D. Bloch, Michèle D. Dominy, Yuval Elmelech, John B. Ferguson, Mark D. Halsey, Samuel K. Hsiao, Felicia Keesing, Gregory Landweber, Alice Stroup, S. Rebecca Thomas, Michael Tibbetts, Hap Tivey Past Nobel laureate faculty: Saul Bellow, Orhan Pamuk, José Saramago, Isaac Bashevis Singer Pollock-Krasner Foundation Grants: Ken Buhler, Kenji Fujita, Gilles Peress, Matt Phillips (emeritus) Prix Médicis e´ tranger: Norman Manea, Daniel Mendelsohn Pulitzer Prize: Elizabeth Frank Rhodes Scholarship: Maria Sachiko Cecire Royal Society of Literature: Norman Manea Tony Award: Bill T. Jones

Inspired Faculty 15

Kenji Fujita, Studio Arts

Division of the Arts Art History, Dance, Film and Electronic Arts, Music, Photography, Studio Arts, Theater and Performance At Bard, students get the best of both worlds: an excellent liberal arts education and one of the finest arts schools in the country. The liberal arts program helps students to be better practitioners of their chosen discipline, since it deepens their knowledge and gives young artists something to make art about. Students in the arts also develop aesthetic criteria that they can apply to other areas of learning. Arts students study and work with active, distinguished professionals in their fields. The campus is not a provincial atmosphere, especially given Bard’s proximity to New York City, one of the world’s greatest centers for the arts. Students study with members of the Bill T. Jones/Arnie Zane Dance Company, filmmakers Kelly Reichardt and Peter Hutton, dramaturg Gideon Lester, playwright Chiori Miyagawa, sculptor and multimedia artist Judy Pfaff, or photographers Stephen Shore, An-My Lê, and Tim Davis ’91, just several of the many faculty who bring their passion for their art to the classroom. All of the arts programs unite a study of craft with history, theory, and criticism. The work of Moderation and for the concluding Senior Project are particularly valuable moments for an aspiring artist, since he or she has created a substantial body of work that goes on public display (or culminates in a public performance) with many in attendance from both inside and outside the Bard community. At both of these junctures the student also faces a valuable critique board of three professors who devote focused attention to helping develop the student’s work. Tutorials, conferences with faculty advisers, and independent work prepare students for the Senior Project, which may be a critical monograph, collection of short stories or photographs, exhibition of original works, performances, or the creation of a screenplay or short film.

16 Division of the Arts

Cole Heinowitz, LIterature

Division of Languages and Literature Literature; Foreign Languages, Cultures, and Literatures; Written Arts A devotion to language and an integrated approach to teaching literature, language, and the written arts open up myriad possibilities in the Division of Languages and Literature, where the written arts are in constant conversation with literary studies. The programs maintain fluidity between writing and the students’ development of historical/critical awareness of the contexts within which writing practices develop. The growing fields of world literature and translation studies are coming increasingly into play, as are the ways that languages, culture, and literature mutually inform one another. Comparative studies of literature, other arts, and theories of literature are a regular part of course offerings. Majors are encouraged to study a language other than English and to consider literary texts across disciplinary boundaries, such as in medieval studies or gender and sexuality studies. Languages include Arabic, Chinese, French, German, Hebrew, Italian, Greek, Latin, Japanese, Russian, Sanskrit, and Spanish. Those who choose a foreign language major can explore a range of interests and develop courses of study that bring together investigations into culture, history, and other fields. Bard abounds with world-class fiction writers, literary critics, scholars, and poets; the division offers the Written Arts Program, a writing program in fiction and poetry led by professional writers— Robert Kelly, Verlyn Klinkenborg, Ann Lauterbach, Francine Prose, and Luc Sante, among others—who teach what they love and offer a supportive environment for students’ written works that respects each individual’s uniqueness. Students in the Written Arts Program may take workshops and tutorials in prose fiction or poetry, and study a foreign language. They complete the same course requirements as literature majors. Senior Projects may take the form of a novel, poem sequence, play, short stories, translations, or original work in critical theory.

Division of Languages and LIterature 17

Felicia Keesing, Biology

Division of Science, Mathematics, and Computing Biology, Chemistry, Computer Science, Mathematics, Physics, Psychology A curriculum that is both progressive and classical leads to an active understanding of the concepts, methods, and contexts of the scientific, mathematical, and computational disciplines studied. Introductory courses address the history of science and other science-related topics for majors and nonmajors alike. Courses in interdisciplinary fields, such as mind, brain, and behavior; environmental and urban studies; and science, technology, and society are offered through Interdivisional Programs and Concentrations and are designed to meet the needs, interests, and backgrounds of Bard students. Faculty and students come together to assist and learn from one another: psychologist Kristin Lane, for example, has a three-year National Institutes of Health grant to research, with undergraduate collaboration, gender stereotyping in science. Pursuing a degree in the Division of Science, Mathematics, and Computing provides majors with the foundation necessary for advanced, independent work in graduate or professional schools, or in technical professions. In all courses, including the Citizen Science common course for first-year students, students learn by posing and solving problems. Students acquire knowledge in a field, as well as habits of critical and creative thinking that are necessary components in all scientific activity. Exciting research possibilities include numerous opportunities on campus, such as the Bard Summer Research Institute and the Bard College Field Station, and at affiliated institutions, such as the Rockefeller University laboratories in New York City. Senior Projects in the division usually consist of original experimental or theoretical research. Students exercising the dual-degree option in engineering (with Columbia University’s Fu Foundation School of Engineering and Applied Science or Dartmouth’s Thayer School of Engineering) or environmental policy or climate science and policy (with the Bard Center for Environmental Policy) usually moderate into the division.

18 Division of Science, Mathematics, and Computing

Daniel Mendelsohn, Humanities

Division of Social Studies Anthropology, Economics, Economics and Finance, Historical Studies, Philosophy, Political Studies, Religion, Sociology The Division of Social Studies houses eight major disciplines and is the locus for many interdivisional programs, from human rights to global and international studies. (See Interdivisional Programs and Concentrations for more options.) The division’s most recent program, Economics and Finance, is designed for students who wish to achieve a broad education in the liberal arts and sciences as they prepare for careers in the financial world. Faculty in the division, such as British history and literature professor Richard Aldous and Bard chaplain and religion professor Bruce Chilton ’71, introduce students to a variety of methodological perspectives and encourage students to examine fields of study through the prism of other disciplines. Students are advised to take courses from a range of fields in the division to develop a comprehensive perspective on humanity in contemporary and historical contexts. By applying what they have learned—of general philosophical, historical, and scientific methods and of particular research techniques and interpretations—students focus on aspects of the diversity of human cultures and civilizations, institutions, values, and beliefs. Students are encouraged to design programs to satisfy personal curiosity and interests. Most Upper College courses in social studies are seminars in which students participate actively. Conferences with advisers, tutorials, fieldwork, and independent research constitute preparation for the Senior Project, which may take any form appropriate to the student’s area of interest, subject, and methodology; most are original research, but might consist of critical reviews of literature, close textual analysis, series of related essays, or even a translation.

Division of Social Studies 19

Joseph Luzzi, Italian Studies

Interdivisional Programs and Concentrations At Bard, students and faculty rethink the boundaries of traditional academic disciplines. The areas of study are interdisciplinary, drawing on the faculty and resources of the four academic divisions. In interdivisional American studies, for example, the faculty includes jazz musician Thurman Barker, historian Myra Young Armstead, Pulitzer Prize–winning author Elizabeth Frank, and archaeologist Christopher Lindner. Acclaimed journalist Ian Buruma belongs to the Asian Studies Program faculty. Biology professor Felicia Keesing also teaches in the Global and International Studies Program. Science, Technology, and Society Program faculty include Robert Bielecki of the Music Program, an audio engineer specializing in the creative use of technology in the electronic arts. Many of the interdivisional fields are stand-alone majors: American Studies; Asian Studies; Classical Studies; Environmental and Urban Studies; French Studies; German Studies; Human Rights; Italian Studies; Russian and Eurasian Studies; Spanish Studies Other interdivisional endeavors are considered concentrations: Africana Studies; Experimental Humanities; Gender and Sexuality Studies; Global and International Studies; Irish and Celtic Studies; Jewish Studies; Latin American and Iberian Studies; Medieval Studies; Middle Eastern Studies; Mind, Brain, and Behavior; Science, Technology, and Society; Theology; Victorian Studies Students who choose one of these concentrations also moderate into a primary divisional program. For instance, students may expand their horizons by analyzing works of literature, or psychology, through the prism of gender theory or other interdivisional areas. The Senior Project combines the interdisciplinary nature of both areas of study.

20 Interdivisional Programs and Concentrations

Bard President Leon Botstein conducts the Bard College Conservatory Orchestra

The Bard College Conservatory of Music Music, like all art, engages the mind, heart, and body, redefines boundaries, and questions limits. The mission of The Bard College Conservatory of Music is to provide the best possible preparation for a person dedicated to a life immersed in the creation and performance of music. The goal is a unified learning environment, in which the serious study of music goes hand in hand with the education of the whole person. The Conservatory, in a thoroughly integrated program, confers two undergraduate degrees: a bachelor of music and a bachelor of arts in a field other than music. Promising young musicians—students of composition and some 15 instruments—pursue all of their interests at one institution. The Conservatory’s faculty members are renowned performing musicians whose artistry has been featured in the world’s great concert halls. They are on campus weekly to give lessons, coach chamber ensembles, offer master and studio classes, and lead sectional rehearsals of the Conservatory Orchestra. Students at the Conservatory live, eat, and attend most classes with non-Conservatory students. The requirements for the bachelor of arts degree are the same as for all Bard undergraduates. In the innovative bachelor of music curriculum, performance majors study composition, and the Conservatory Seminar integrates music theory and music history, with special emphasis on their relation to performance. The Bard College Conservatory offers unparalleled musical opportunities. Concerto competition winners perform with the American Symphony Orchestra; students appear alongside faculty in chamber music concerts at Bard and elsewhere; and students perform at the Bard Music Festival. Conservatory students and faculty have performed together in professional engagements throughout the United States and abroad—including a tour of China and Taiwan. The Conservatory Orchestra made its New York City debut at Alice Tully Hall in a concert conducted by Leon Botstein and featuring faculty soloists such as Dawn Upshaw. The orchestra also performs regularly at the Eastern NY Correctional Facility as part of the Bard Prison Initiative.

The Bard College Conservatory of Music 21

Graduate Vocal Arts Program students perform

Graduate Programs and Dual-Degree Opportunities Bard Center for Environmental Policy (Bard CEP) Master of science degrees in environmental policy and in climate science and policy with an integrated approach to topics. A 3+2 option allows Bard undergraduates to proceed to the graduate program after three years of study; other dual-degree opportunities include Bard CEP partnerships with the Peace Corps, Bard MAT Program, and Pace Law School. Bard College Conservatory of Music Master of music degrees in vocal performance, through the Graduate Vocal Arts Program designed and led by soprano Dawn Upshaw, artistic director; and in conducting, through the Graduate Conducting Program (orchestral and choral), designed and directed by Harold Farberman, founder and director of the Conductors Institute at Bard; James Bagwell, director of Bard’s undergraduate Music Program and music director of the Collegiate Chorale; and Leon Botstein, president of Bard College, music director of the American Symphony Orchestra, and conductor laureate of the Jerusalem Symphony Orchestra. Center for Curatorial Studies (CCS Bard) and Hessel Museum of Art Master of arts degree with practical training and experience in a museum setting. Graduate students take interdisciplinary courses in the history of contemporary visual arts, institutions and methods of exhibition-making, and art theory and criticism since the 1960s. Students curate exhibitions at the CCS Galleries and elsewhere. Levy Economics Institute Master of Science in Economic Theory and Policy Master of science degree program emphasizing theoretical and empirical aspects of policy analysis through specialization in one of four Levy Institute research areas. A 3+2 option allows qualified undergraduates to earn the B.A. and M.S. in five years.

22 Graduate Programs and Dual-Degree Opportunities

Center for Curatorial Studies exhibition at the CCS Hessel Museum of Art

Master of Arts in Teaching (MAT) Program Master of arts degree and teaching certificate for grades 7–12 in literature, mathematics, biology, or history. MAT’s Preparation Program allows Bard undergraduates to complete a five-year, 4+1 program that confers B.A. and M.A.T. degrees. The MAT Program promotes innovative pedagogy, often in underserved or underrepresented student communities, such as at International Community High School in the Bronx. Milton Avery Graduate School of the Arts Three intensive summer sessions on campus alternate with independent study sessions, leading to a master of fine arts degree in film/video, music/sound, painting, photography, sculpture, or writing. In Manhattan Bard Graduate Center: Decorative Arts, Design History, Material Culture Master of arts, master of philosophy, and doctor of philosophy degree programs offer an encyclopedic approach to the study of the material world. Bard MBA in Sustainability One of the few programs in the world offering a master of business administration degree that focuses on the business case for sustainability International Center of Photography–Bard Program in Advanced Photographic Studies Master of fine arts degree in photography, awarded in collaboration with the Milton Avery Graduate School of the Arts In Cambridge, Massachusetts Longy School of Music of Bard College Master of music degrees in composition, vocal and operatic performance, performance of various instruments, modern American and early music performance, and Dalcroze Eurhythmics

Graduate Programs and Dual-Degree Opportunities 23

Eric Kiviat ’76, executive director of Hudsonia Ltd. and a certified wetland scientist and wildlife biologist, leads a field trip through Tivoli Bays

Beyond the Classroom Chinua Achebe Center for African Writers and Artists Visiting writers, artists, and scholars take part in readings, discussions, and performances at the Achebe Center, which honors the legacy of Nigerian writer Chinua Achebe, Charles P. Stevenson Jr. Professor Emeritus of Languages and Literature, who taught at Bard from 1990 to 2009. Archaeology Field School Students spend a summer month learning excavating techniques and laboratory analysis. Projects have included a dig at a prehistoric campsite on the shores of the Hudson River and another at a site in nearby Hyde Park that was once home to a large community of freed slaves. Hannah Arendt Center for Politics and Humanities Intellectuals and scholars meet at Bard to consider current issues with the same kind of insight and independence of mind that political philosopher Hannah Arendt—who came to Bard in the 1940s and left her private library to the College—brought to bear on such themes as anti-Semitism, totalitarianism, and consumerism. The Arendt Center houses a digitized archive and library. Bard students serve as research assistants, participate in lectures and workshops, contribute to the archive website, and assist at conferences. Recent conferences, such as “Lying in Politics” and “Human Being in an Inhuman Age,” included artificial intelligence guru and futurist Ray Kurzweil and MIT psychologist Sherry Turkle, who examines human relationships with computers, among the speakers. John Ashbery Poetry Series Named for Bard’s distinguished Charles P. Stevenson Jr. Professor Emeritus of Languages and Literature, this series brings leading contemporary poets to campus for readings and discussions in an intimate setting.

24 Beyond the Classroom

Bard College Field Station and Hudsonia Ltd. Bard students, faculty, and members of Hudsonia, a nonprofit institute for environmental exploration and education, conduct research at the Bard College Field Station on the Hudson River, which offers access to freshwater tidal marshes, swamps and shallows, perennial and intermittent streams, and other habitats. Laboratories, a herbarium, and other facilities are available to undergraduate and graduate students. Bard Fiction Prize Awarded to a promising young writer each year, the Bard Fiction Prize brings the recipient to Bard for one semester as writer in residence. The author meets with students and also gives public readings. Prize winners have included Emily Barton, Nathan Englander, Paul La Farge, Edie Meidav, Salvador Plascencia, and Karen Russell. John Cage Trust Bard College is the proud home of the John Cage Trust, which maintains and nurtures the artistic legacy of composer, philosopher, poet, and visual artist John Cage (1912–92). The trust offers access to extensive and expanding research archives, workshops, concerts, and educational symposia. Cary Institute of Ecosystem Studies Research opportunities, as well as courses and lectures, are highlights of Bard’s partnership with the Cary Institute, a premier research institution in nearby Millbrook, New York, that focuses on applying ecosystem analysis to policy change. Contemporary Masters Led by Norman Manea, writer in residence and MacArthur Fellow, this workshop lets students discuss writing in a conversational setting with some of the world’s greatest authors, such as Nobel laureates José Saramago, Orhan Pamuk, and Mario Vargas Llosa. The esteemed authors also give public presentations. Distinguished Scientist Lecture Series This series offers an opportunity for firsthand contact with the men and women shaping modern science, and to observe how they think, work, view their own achievements, and assess the challenges that they and other scientists face. Since the series began, audiences have heard more than one hundred scientists, including 45 Nobel laureates and four Fields medalists. Recent speakers have included S. James Gates Jr., Colin Adams, and Deborah Tannen. Levy Economics Institute of Bard College A nonprofit public policy research organization, the Levy Institute invites prominent economists to attend conferences and serve as visiting scholars. The annual Hyman P. Minsky Conference on the State of the U.S. and World Economies, held in New York City under the auspices of the Ford Foundation, draws international economic experts and media. The Levy Institute offers several annual scholarships to qualified undergraduates. Rift Valley Institute (RVI), a nonprofit research and training organization with offices in Kenya and at Bard, works with communities and institutions in Eastern Africa. Bard students assist RVI in the Sudan Open Archive, a database of historical and contemporary documents about the region, and conduct research into human rights. Woods Hole Students from select colleges, including Bard, have the opportunity to attend the Semester in Environmental Science at the Ecosystems Center of the world-renowned Marine Biological Laboratory in Woods Hole, Massachusetts. Students receive a semester’s academic credit for the experience, which includes courses in environmental science and science writing, and an independent research project.

Beyond the Classroom 25

I studied abroad in South Korea through the global collaborative program at Kyung Hee University and really fell in love with Korean culture. I took courses in Chinese policy and politics, and a Korean medicine class. We participated in an internship program; I worked at Seoul Women’s Hotline on their fifth annual film festival for women’s rights. I got a lot of production and public relations experience. —Brandon Jack Lee ’15, Atlanta, Georgia, film and electronic arts and political studies major

the bard network A Global Outlook Bard College is particularly adept at providing an education without borders. From its welcome of European intellectuals fleeing war in the 1940s to its recent establishment of the Al-Quds Bard Partnership, Bard has been immersed in international affairs. Global initiatives come under the auspices of Bard’s Institute for International Liberal Education, a leader in joint ventures with universities abroad. Bard students study in Europe, Asia, and the Middle East. On campus, they attend virtual classes with students in other countries. They pursue research, internships, and collaborations with students, scientists, artists, educators, and diplomats abroad, or—through teleconferencing and shared programs—on the Annandale campus. About half of Bard’s students spend time studying abroad. Currently, students come to study at Bard from more than 65 countries. Students can take advantage of language-intensive study programs, all accompanied by Bard language faculty, in China, France, Germany, Italy, Japan, Mexico, or Russia. And Bard undergraduates can get to know PIE (Program in International Education) students, who come to Bard from central Asia, the Middle East, and countries in the former Soviet bloc.

26 The Bard Network

Courtesy of astronaut Commander Mark Kelly, Bard memorabilia journeyed into outer space on Endeavour’s final mission.

Semester- and year-abroad opportunities are open to all moderated Bard students with a 3.0 GPA or better and the support of their academic adviser. Students have the opportunity to study at one of Bard’s five partner campuses (below) or tuition-exchange programs—in Berlin, Cairo, Kyoto, Paris, and Seoul—that allow students at the partner universities to “change places” while paying tuition at their home institutions. But the sky’s the limit: students may petition to attend myriad other study abroad programs. The Al-Quds Bard Partnership, the first such collaboration between U.S. and Palestinian institutions of higher education, offers a semester or year abroad and a videoconference course, Exile: Internal and External, that connects students in Annandale and the West Bank. The partnership also offers dual B.A. and M.A.T. degrees at the Al-Quds Bard Honors College for Arts and Sciences. A dual-degree program between Bard and the American University of Central Asia in Bishkek, capital of the Kyrgyz Republic, offers a multidisciplinary, international learning community that aims to develop leaders for the democratic transformation of Central Asia. Majors consist of anthropology, economics, and international and comparative politics, among other offerings. The AUCA-Bard Study Abroad Program offers Bard and other North American students the chance to study, in English, at the region’s most prestigious university. Bard students can examine emerging democracies firsthand at Central European University in Budapest, Hungary. This internationally recognized institution of postgraduate education in the social sciences and humanities focuses on the development of open societies in Central and Eastern Europe and the former Soviet Union. Undergraduates earn credit for graduate-level work in seminars and other small classes, and can participate in an active internship program. The language of instruction is English, but students may take classes in languages ranging from Hungarian to Spanish to Arabic.

A Global Outlook 27

ECLA of Bard students at the Brandenburg Gate in Berlin

The Bard College Liberal Arts Academy in Soochow University, a four-year program modeled on the Bard curriculum, is a partnership between Bard and Soochow University, one of China’s oldest universities. Through the collaborative program, Soochow students have the opportunity to receive a bachelor’s degree from both Bard College and Soochow University, located in Suzhou, an ancient garden city known as “the Venice of the East.” A dual degree is also available through The Bard College Conservatory of Music. Students at Soochow may pursue a five-year, double-degree course similar to that offered by the Bard Conservatory, earning a Soochow University School of Music bachelor’s degree in music performance and a Bard College B.A. in a field other than music. Students from Soochow may study for a semester or more at Bard. ECLA of Bard: A Liberal Arts University in Berlin began as one of Europe’s earliest liberal arts programs. At ECLA of Bard, students from more than 30 countries work with an international faculty in small classes and one-on-one tutorials. The lively international city of Berlin is a ideal setting for the ECLA of Bard curriculum; many classes take place in museums or at historical monuments. The language of instruction is English. Students may attend for a semester or year, under Bard in Berlin, or become eligible for a double degree from Bard and ECLA of Bard. Internships—which are paired with a credit-bearing course—recognize the need for work experience in a global society. Faculty of Liberal Arts and Sciences, St. Petersburg State University, Russia (Smolny College), is the first liberal arts college in the former Soviet Union. Bard and Smolny offer a dual B.A. degree. Each student creates an individual plan of study, supported by faculty who encourage creative thinking. Languages of instruction are Russian and English. Bard students work alongside Russians in rigorous, seminar-style classes in a curriculum similar to Bard’s, and choose internships in a nongovernmental organization or a media, business, or arts setting.

28 A Global Outlook

Swapan Jain, chemistry, with visiting Bard High School Early College and Japanese students

Initiatives at Home Bard College at Simon’s Rock: The Early College is the nation’s only four-year residential college specifically designed to provide bright, motivated students with a college education after the 10th or 11th grade, led by innovative faculty. Simon’s Rock, located in Great Barrington, Massachusetts, enrolls approximately 450 full-time students, and awards both A.A. and B.A. degrees. Simon’s Rock joined the Bard system in 1979, and its partnership with Bard College has added to the texture and depth of its academic experience. Bard College Clemente Course in the Humanities offers college-level instruction, for credit, to economically disadvantaged individuals ages 17 and older. More than 5,000 students worldwide have completed the course, which began in 1995. Clemente students receive 110 hours of instruction during which they explore great works of literature, art history, moral philosophy, and American history. Books, travel expenses, and child care are provided free of charge. Bard grants a certificate of achievement to all students completing the course, as well as six college credits for those completing it at a high academic level. Bard High School Early College (BHSEC) campuses in New York City (Manhattan and Queens) and Newark, New Jersey, award high school–age students a high school diploma and an A.A. degree, tuition free, in four years of intensive study. In addition to Bard Early College in New Orleans (see page 32), BHSEC integrates college education into secondary school settings. Among those guiding the students are Tabetha Ewing ’89, dean of studies, BHSEC Manhattan; Valeri Thomson ’85, principal, BHSEC Queens; and Dumaine Williams ’03, dean of studies, BHSEC Newark. BHSEC was singled out by President Obama in a 2009 speech to the NAACP as an example of the kind of innovative education reform needed to raise academic achievement.

Initiatives at Home 29

At Bard, we show up. We build, paint, dig, teach, play, sing, sweat. We show up in the middle of the night, work in the rain, crawl under the car, whatever it takes. This does not mean erasing the self. It means struggling with the tension between self and collective interests, and then acting compassionately. —Paul Marienthal, Dean for Social Action; Director, Trustee Leader Scholar Program

civic engagement

Bard envisions a unique role for colleges and universities as the link between education and civil society. Civic engagement is at the core of the College’s identity. In its educational endeavors in the United States and abroad, Bard demonstrates a commitment to innovation, a willingness to take risks, and a fundamental belief that institutions of higher education should operate for the greater good—thereby redefining the role of the university in society. Bard uses its campus and resources to develop robust and sustainable projects that address social problems in practical ways, reach underserved and unserved populations, and tackle critical issues of education and public policy. Few other higher educational institutions have comparable track records of successful innovation in the public sphere; Bard serves as a model for other colleges and universities. The Center for Civic Engagement supports, coordinates, and promotes the wide array of initiatives that define the College as a private institution in the public interest. Bard supports many aspects of civic engagement, from degree-granting programs in the United States and abroad to volunteer efforts by students. While the academic endeavors and community projects differ greatly in scale and scope, each exemplifies the mission of Bard to reach out into the world and effect change. Projects may be as close to home as the New York State prison system or as far away as a West Bank summer camp for Palestinian youths.

30 Civic Engagement

Biology major Erin Smith ’13 with local elementary students conducting experiments during Civic Engagement Day, part of Martin Luther King Jr. Day.

In recognition of the College’s important and groundbreaking work, George Soros, chairman of the Open Society Foundations, has given Bard a $60 million challenge grant for the Center for Civic Engagement. The gift allows Bard to strengthen its worldwide network of projects, from assisting low-income students in struggling high schools in New Orleans (Bard Early College in New Orleans) to partnering with the first liberal-arts institution of higher education in Russia (Smolny College). From their first weeks on campus, Bard undergraduates are encouraged to participate in projects that help prepare them to be responsible and active global citizens, including many that they initiate themselves. Many of the Center’s enterprises occur outside of Bard’s main campus in Annandaleon-Hudson, but most involve Bard students, faculty, and administrators, as well as those of Bard’s partner campuses. The Center’s core activities focus on education reform, with an emphasis on secondary and postsecondary education; prison education through the Bard Prison Initiative; international partnerships, particularly undergraduate and graduate dual-degree programs in the liberal arts; and innovations in science and sustainability, ranging from Bard’s innovative Citizen Science Program to the nationwide Campus to Congress (C2C) climate initiative. Student-led initiatives involve regional, national, and international communities, and local engagement includes work with governments, schools, and social service organizations close to Bard. The Center also coordinates programs that provide community-based learning and internships. The Bard Center for Environmental Policy (Bard CEP) conducts the Masters International Program with the Peace Corps and the Peace Corps Paul D. Coverdell Fellows Program. Through these innovative ventures, Bard graduate students are offered the opportunity to incorporate hands-on Peace Corps experience into the Bard CEP master’s degree programs, and returning Peace Corps volunteers have the opportunity to earn, with financial support, a master of science degree in environmental policy or in climate science and policy. The Coverdell Fellows are required to carry out their Bard CEP insternships in an underserved U.S. community.

Civic Engagement 31

Stephen Tremaine ’07 (right), with students surveying the Broadmoor neighborhood of New Orleans

Bard Early College in New Orleans (BECNO), begun by Stephen Tremaine ’07, presents a high-quality, liberal arts curriculum in a series of free, college credit–bearing courses in local high schools. It offers 11th- and 12th-graders at low-performing schools a unique opportunity: spending half of every school day as undergraduates of Bard College. The early college was founded in the belief that college-level opportunities for critical inquiry should be available to younger students who want to learn and engage difficult questions. BECNO works with more than 85 percent of New Orleans’ public high schools. The Bard Globalization and International Affairs (BGIA) Program is a melting pot for students from around the world who study with experts in international affairs. Students spend a semester or a year in New York City as part of BGIA. In addition to course work in human rights, science, international law, political economy, global public health, and ethics, students meet prominent figures who discuss global concerns in BGIA’s James Chace Speaker Series. Internships—a prominent piece of education at BGIA—are with leading private, public, or nonprofit entities, from the New York Times to the Council on Foreign Relations. This hands-on experience, supervised by a staff mentor, puts classroom theory into real-world practice, along with career opportunities in the international realm. BGIA is open to students from other institutions. Led by Jonathan Cristol ’00, BGIA combines a solid liberal arts education with rigorous professional training. Bard Prison Initiative (BPI) is the largest degree-granting, college-in-prison program in the country. It brings higher education to five prison campuses in New York State. To date, 200 incarcerated students have received A.A. or B.A. degrees. Undergraduates join Bard faculty as volunteers in the prison programs; Bard also offers classes related to students’ experiences with BPI, such as Foundations of the Law and Anthropology of Mass Incarceration. The initiative was the brainchild of Max Kenner ’01, vice president for institutional initiatives and BPI’s executive director. The program has gained national attention, including a two-part PBS series and a profile on CBS’s 60 Minutes.

32 Civic Engagement

Kerry Ryan Chance ’02 (center), in a march against forced evictions in Durban

The collaborative Bard-Rockefeller Program gives Bard science students rich opportunities. Rockefeller faculty offer Bard students courses that explore the cutting edge of biology and medicine. In the Bard-Rockefeller Semester in Science, selected Upper College science students spend a semester in New York City working in the lab with Rockefeller faculty and taking specially designed classes at Rockefeller and in the BGIA. Qualified students spend eight weeks living on campus and working on an original research project, in either the social or natural sciences, through the Bard Summer Research Institute. Student researchers receive a stipend and work with a faculty mentor. Projects have ranged from construction of an atomic emission photometer in order to determine the amount of sodium in Gatorade to use of a blue laser diode to solidify liquid samples at the focal point of a microscope lens. Bard Works is a highly effective, career-oriented partnership to prepare Upper College students for life after Bard. The weeklong series of workshops brings successful alumni/ae, Bard parents, and others to campus to give advice on careers ranging from entrepreneurship to publishing to government service. The key is individualized attention from mentors who meet with students, conduct resume reviews, connect students with others in the field, and even help them procure internships. Support comes from the Office of Student Affairs, Bard–St. Stephen’s Alumni/ae Association, and Career Development Office. The Human Rights Project encourages students to learn about—and engage in—the contemporary human rights movement through internships and volunteer opportunities. Bard students have traveled to Guatemala to help with election monitoring and worked with the International Center for Transitional Justice to create an online video archive of the trial proceedings of former Yugoslav president Slobodan Miloˇsevi´c. The internships supported by the Project have taken students to locations ranging from Peshawar to St. Petersburg.

Civic Engagement 33

Vincent Valdmanis ’03 (left), who conducts peacebuilding work for the UN in the Republic of South Sudan, meets with security officials during elections.

La Voz is a free, 20-page monthly publication in Spanish that serves the burgeoning Hispanic community of the Mid Hudson Valley. Since its inception in 2004, La Voz has grown to a circulation of 5,000 and an estimated readership of 20,000. La Voz empowers its readers with information on legal rights, particularly labor rights; personal finance; health education; and English-language learning. It also provides local news, resource guides, and fiction and journalism written by Bard students and faculty, as well as by community members. Its cofounder and managing editor is Mariel Fiori ’05. Other civic engagement activities involve students both on and off campus, such as: •, which registers Bard students to vote, hosts forums in which candidates and students can meet, and protects students' right to vote and to have their votes counted • Bard Debate Union, whose members compete in parliamentary and policy debates all over the country, as well as sponsor public debates for the Bard community and bring to campus debate teams of middle- and high school students from local school districts and the Bard High School Early Colleges • Student-taught courses, from nature drawing workshops to the mechanics of game design • West Point–Bard Exchange, which provides both classroom and informal interactions between students and faculty at Bard and the United States Military Academy. Bard students and West Point cadets participate in joint seminars in international relations and hold mixed-team debates on a range of issues. • Raptor Program, in which varsity team members conduct community service projects each year • Community partnerships such as Red Hook Together, a collaboration among Bard College, the Red Hook Chamber of Commerce, and local towns and school district to create a sustainable community and combine endeavors in culture, education, agriculture, business, and tourism. • Build, Learn, Play! Summer Science, a program for students in local school districts that promotes science activities on the Bard College Farm and in the lab.

34 Civic Engagement

Paige Milligan ’11 with a Palestinian woman in the West Bank village of Mas'ha

Trustee Leader Scholar Program Students in the Trustee Leader Scholar (TLS) Program design and implement their own civic engagement projects based on their interests; accepted projects receive stipends and other support. Most TLS students remain active in the program throughout their time at Bard. TLS projects include Astor Home for Children Theater Group, Bard Biodiesel Cooperative, Bard Leprosy Relief Project, Bard Music Mentoring Program, Grace Smith House (family shelter), and International Tuberculosis Relief Project. TLS projects may run for multiple years; several have grown into full-time, College-sponsored, nationally recognized initiatives that welcome undergraduate volunteers, such as BPI, La Voz, and Bard Early College in New Orleans. Examples follow of TLS projects. Bard Food Initiative encourages campus-wide food service reform through outreach programs emphasizing local food and community-based agriculture. The project helps support the Bard College Farm, which began as a student initiative and supplies crops to the campus food service. The Bard Palestinian Youth Initiative runs summer camps each year in a small village called Mas’ha. Students in the project also raised money for, and helped build, the first children’s library in the West Bank. The initiative has received a Davis Projects for Peace grant and is using the funds to build a playground in Mas’ha and renovate a youth center. The group took the first formal group of Palestinians to Yad Vashem, the Holocaust museum in Jerusalem. The Nicaragua Education Initiative focuses on educational projects that empower youth and community members in the town of Chacraseca, in western Nicaragua. It began when students raised money to build houses and provide stipends for children to attend school after Hurricane Mitch in 1998. Since then, Bard students have returned to Chacraseca every winter break.

Trustee Leader Scholar Program 35

the bard community

Bard’s 540-acre parklike setting is situated on the east shore of the Hudson River. Students stroll or bike to class among stately trees of every size and description. They can admire spectacular sunsets over the Catskill Mountains to the west and enjoy the special light that inspired the Hudson River School of painters. They study, work, and relax in campus buildings as varied as the flora, from the venerable buildings on Stone Row to cutting-edge architecture by Robert Venturi and Rafael Viñoly, among others. The breathtaking, Frank Gehry–designed Richard B. Fisher Center for the Performing Arts is home to SummerScape and the Bard Music Festival, Bard’s renowned annual summer performance venues that draw crowds, and rave reviews, every year. The Fisher Center also hosts Live Arts Bard (LAB), a new residency program that commissions avant-garde performers, composers, writers, and other artists to come to campus to work with students on developing new works. Guest artists coming to Bard through LAB have included wildly successful author Neil Gaiman, who conducted a reading/performance with his wife, provocateur musician Amanda Palmer; acclaimed director Annie Dorsen presenting a work in progress with performer Scott Shepherd; and choreographer Jack Ferver and writer/performer Joshua Lubin-Levy, who worked on a new collaboration. Students also take part in Fisher Center productions both behind the scenes—they function as interns in many departments—and in them: students and alumni/ae were actors during the 2013 SummerScape. Noon concerts, presented by Bard College Conservatory of Music students throughout the academic year, provide midday respites for College and community members alike in the acoustically superb performance hall of the new László Z. Bitó ’60 Conservatory Building. Plus, the world’s greatest cultural center—New York City—is 90 miles away, easily accessible by car or train. Students can attend a class on visual imagination for the modern stage and that same evening catch a production on Broadway; or attend a morning seminar in abstract expressionism and pop art and later that day, stand in front of a Krasner or Rosenquist at the Museum of Modern Art. The cultural traffic between Bard and New York City flows both ways: world-class writers, artists, musicians, and theater and dance companies based in the city come to campus to do what they do best. Closer to campus, the communities of Tivoli, Red Hook, Rhinebeck, and Hudson offer historic sites, antiques and boutiques, and parks along the scenic Hudson River for bicycling, hiking, and kayaking. The famed Culinary Institute of America, with each of its four restaurants (and a café) featuring different cuisines, is down the road in Hyde Park, as are as the Vanderbilt Mansion and the Franklin D. Roosevelt estate. Across the river, Kingston, the first capital of New York State, and historic Woodstock beckon with art, cultural activities, eclectic menus, and music. Other artistic highlights of the region include the renowned Dia:Beacon, a museum of modern art; Storm King Art Center, a 500-acre sculpture park; the Bardavon 1869 Opera House, the oldest continuously operating theater in New York State; and Olana, artist Frederic Church’s Moorish estate. Blithewood Gardens

The Bard Community 37

Students on the quad in front of the Alumni Houses residence halls

Student Life The Bard campus features more than 50 student residences, embracing a wide range of architectural styles and sizes. They have Internet access, social rooms, kitchens, and laundries. Most of them are coed, and roughly one-third of the rooms are singles. Residence halls are staffed by Peer Counselors. PCs help students navigate campus life and assist in organizing social, cultural, and educational events to foster a peer community as well as an extension of academic life. Students who live on campus, as most do, take the meal plan, which offers flexible menus (including vegetarian, vegan, and limited kosher and halal selections) and extended meal times in the campus dining commons. The Bard meal card is also legal tender in the two cafés on campus and at the Green Onion, a campus grocery store. Chartwell’s, the College food service, makes every effort to purchase crops from the Bard College Farm (see page 42) and local farms. The diverse perspectives of Buddhism, Christianity, Hinduism, Islam, and Judaism are not only researched but practiced at Bard. Clergy members offer study on a formal and informal basis, develop programming for the campus at large, and support student organizations. Weekly worship in different traditions, and services and celebrations for holy days, are held throughout the academic year. Help in writing a paper—or with any academic subject—is found at the Learning Commons, which provides tutoring and other forms of academic support to all Bard students. In addition to academic skills workshops, the Commons offers assistance in more than 40 subjects, including calculus, precalculus, chemistry, economics, biology, physics, and Q-exam preparation; anthropology, art

38 Student Life

Bard cross-country

history, psychology, sociology, and philosophy; First-Year Seminar; languages; computer science; political studies; literature; and composition of Moderation papers, Senior Projects, and master’s theses. The Commons offers a credit-bearing course in writing as well as one-on-one tutorials. The Career Development Office (CDO) offers much more than career advising. CDO has many resources and recruiting events that help students connect with professionals and find meaningful internships and jobs. Career advisers coach students, from first-years to seniors, through the application process by providing guidance on writing resumes and cover letters and opportunities for practice interviews. The fall recruiting season starts off the year with a robust schedule of interviewing opportunities for seniors. Throughout the year CDO hosts career-specific panels for all students, and networking events with alumni/ae that include information on careers and workshops on how to conduct a successful internship or job search. CDO helps students translate their liberal arts education into a career with passion and purpose.

Athletics and Recreation Bard’s range of athletic and recreational programs include intercollegiate competition, intramural and club sports, and recreational pursuits. The renovated Stevenson Athletic Center is the hub of activity for campus sports (see page 47). Many students also take advantage of Bard’s location in the Hudson River Valley to pursue such interests as biking, hiking, running, skiing, ice skating, rock climbing, and kayaking. The College offers intercollegiate programs for men and women in basketball, cross-country, lacrosse, soccer, tennis, track and field, and volleyball. Men also compete in baseball and squash. The Raptors, Bard’s athletic teams, compete under the auspices of the Liberty League and the National Collegiate Athletic Association (Division III). Club sports include baseball, cycling, equestrian,

Athletics and Recreation 39

Lunch and conversation at the historic Red Hook Diner

fencing, men’s and women’s rugby, swimming, and Ultimate Frisbee, while intramural programs are offered in basketball, floor hockey, bowling, tennis, table tennis, volleyball, softball, golf, badminton, and squash. Fitness classes range from aerobics, yoga, and Pilates to aquacise, spinning, weight training, and Aikido.

Student Government and Committees All Bard students belong to the Bard College Student Association, a democratic forum that raises issues and takes or recommends action by the College; provides student representation on administrative and faculty committees; and administers funds for student-run organizations. Opportunities to serve include the Student Judiciary Committee, which enforces and protects the rights of all Bard students; Student Life Committee, which coordinates with the Dean of Student Affairs staff, security personnel, and the food service provider to improve student services and residential life; Educational Policies Committee, which acts as liaison between students and faculty on academic issues; and Planning Committee, which allocates funds to student organizations. Students are represented at Board of Trustees and Bard–St. Stephen’s Alumni/ae Association Board of Governors meetings.

Clubs Students can choose from more than a hundred active student clubs on campus, ranging in subject from astronomy to tango. Any student with an interest can start a club, including first-year students. A sampling of clubs includes: Asian Student Organization, Bard Emergency Medical Services, Black Students Organization, Christian Fellowship, Buddhist Meditation Group, Environmental Collective, Kosher/Halal Club, Latin American Students Organization, Model United Nations, Philosophy Discussion Group, Queer Straight Alliance, Students for a Free Tibet, and Vinyl Preservation Society.

40 Student Government and Committees

Browsing the shops in nearby Rhinebeck

Student Media The following examples present reviews, essays, stories, and other forms of writing and art: • Bard Free Press—Published monthly during the academic year, this student-run paper covers local and campus news, culture, and activities. • Bard Politik—This journal produced by students in the Bard Globalization and International Affairs Program includes feature articles, field reports, analysis of foreign policy, and blogs. • Lux—a semiannual literary journal • Moderator—a magazine dealing with issues of sexuality and body politics • WXBC Radio—free-form, uncensored radio station that provides original broadcasting for 16 hours a day, seven days a week, throughout the academic year

Other Activities From garage-band concerts at SMOG, a student-run music venue, to language tables, where students share meals and practice Italian, French, German, Japanese, or Hebrew conversation, many activities enrich life on and off campus. Student-generated activities have led to recognition beyond campus: the Root Cellar, a space with a coffeehouse vibe, has been cited for its impressive collection of zines. Contemporaneous, a group that showcases new music by Bard students and other composers, performs periodically. • SPARC, the Student Publicity and Activities Resource Center, helps students implement and publicize events; the student sound crew, trained by audio/visual professionals, helps host it. • The Bike Co-op is a free resource for the Bard community’s bicycle-related needs. • Clothes and other goods are reused and repurposed through the Free Use Program. • Thursday Night Live consists of acoustic concerts, contests, open mic nights, and more at Down the Road Café.

Student Media 41

Harvesting kale at the Bard College Farm

Sustainability Bard’s parklike campus in season is a vivid green, and so are the College’s policies. President Leon Botstein has signed the American College and University Presidents Climate Commitment, pledging Bard to shrink its carbon footprint and integrate sustainability into its curricula. Bard has completed a comprehensive inventory of its annual greenhouse gas emissions on all College-owned properties; that study led to Bard’s climate action plan to reach carbon neutrality by 2035. Some key achievements en route to that goal include: • High-efficiency geothermal and energy-saving systems in The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation and more than 25 other campus facilities • Creation of the Bard Environmental Resource Department (BERD), which involves the College in and other green enterprises • Bard’s selection as the first college in New York State to be designated a Tree Campus USA for its environmental stewardship • The greening of the College’s transportation fleet (including hybrids and electric vehicles), and campus policies that encourage walking, biking, or riding the shuttle as alternatives to driving • Creation of the 1.5-acre Bard College Farm, which takes advantage of sustainable and other ecologically sound practices to grow crops that are used in the College’s dining facilities and are sold at local farmers markets • Installation of solar panels and campus-wide LED lighting • Reduction of water, paper, and energy consumption on campus, including low-to-no irrigation horticulture, with an emphasis on local and native planting; paperless payroll; and distribution of more than 1,000 compact fluorescent light bulbs to students, faculty, and staff in exchange for incandescent bulbs • Introduction of hands-on environmental courses into the undergraduate curriculum

42 Sustainability

Anne Bogart '74 (left) of SITI Company; with Gideon Lester, director of theater programs; and Janet Wong of the Bill T. Jones/Arnie Zane Dance Company, in residence at Bard

Engaged Alumni/ae Bard alumni/ae are actively engaged in the life of the College, whether they’ve settled in the Hudson Valley or returned from homelands as far away as Nepal. In addition to helping shape Bard’s future from positions on the Board of Trustees and the Board of Governors of the Bard–St. Stephen’s Alumni/ae Association, alumni/ae visit campus to participate in reunions, concerts, career panels, exhibitions, lectures, and basketball games against the varsity team. A number of graduates have continued their association with Bard as faculty members or as directors and staff of satellite programs such as the Bard Prison Initiative, New Orleans Initiative, International Center of Photography–Bard Program in Advanced Photographic Studies, Landscape and Arboretum Program, La Voz magazine, Bard Music Festival, and Bard High School Early College. Hundreds of alumni/ae have signed up through the Office of Alumni/ae Affairs to be available as mentors in their field. Bard seniors have access to this list, and the Alumni/ae Office will search it on behalf of other Bard students. Specific programs also have mobilized mentors. These include the Bard Globalization and International Affairs Program and the men’s varsity basketball team, which pairs graduates with current team members to offer guidance on all aspects of college life. After graduation Bard alumni/ae often stay closely connected to the friends and professors they had in college. There is a strong bond between all Bardians, as well as a recognition that Bard is a unique school that values not only the individual but the social, political, and physical world beyond the Annandale campus. Bard alumni/ae take great pride in their alma mater and are happy to support the College, practically and financially, to ensure the tradition of excellence continues. The new Anne Cox Chambers Alumni/ae Center is a testament to that tradition.

Engaged Alunni/ae 43

Blithewood, which houses the Levy Economics Institute

Facilities The Milton and Sally Avery Arts Center contains the Jim Ottaway Jr. Film Center, home to the Film and Electronic Arts Program, and Edith C. Blum Institute, home to the Music Program and The Bard College Conservatory of Music, with practice spaces, a listening library, recording and editing studios, and specialized studios for computer music, jazz, and percussion. In 2013 the László Z. Bitó ’60 Conservatory Building opened, further updating the capabilities Music Program and Conservatory and expanding their facilities by 16,500 square feet. The Film Center boasts a shooting studio, darkroom, editing suites, computer lab, film archive, and media laboratory. Seminar rooms and a 110-seat theater are equipped with 16mm and 35mm film and video projection. The Heinz O. and Elizabeth C. Bertelsmann Campus Center, a central meeting place, contains the bookstore, post office, Down the Road Café and Weis Cinema; computer lab; gallery; student club and activities offices, game room; and spacious second-floor deck. Blithewood, home of the Levy Economics Institute, consists of a mansion, built in 1900, and formal Italianate gardens, from which students can enjoy the spectacular view overlooking the Hudson River and Catskill Mountains. The building is the focus for conferences and other gatherings. The wide lawns nearby are ideal Ultimate Frisbee practice areas. The Center for Curatorial Studies and Art in Contemporary Culture is an exhibition, education, and research center dedicated to the study of art and curatorial practices from the 1960s to the present. The Marieluise Hessel Collection contains more than 2,000 contemporary works, an extensive library, and curatorial archives. The Marieluise Hessel Museum and CCS Galleries present exhibitions year-round.

44 Facilities

The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation

Chapel of the Holy Innocents, built in 1857 with oak and quarried stone from local sources, was a gift to the local parish school from John Bard, who later founded the institution that became Bard College. It is a place for peaceful reflection as well as the site of memorial and other services for the campus community. The Richard B. Fisher Center for the Performing Arts, designed by Frank Gehry, hosts celebrated performing artists and critically acclaimed productions, and serves as a state-of-the-art facility for the Theater and Performance, Dance, and Music Programs. The Center boasts two performance spaces: the 900-seat, acoustically impeccable Sosnoff Theater, and the flexible black box of Theater Two. The Center’s spacious Felicitas S. Thorne Dance Studio and Stewart and Lynda Resnick Theater Studio can be configured as performance space. The Richard B. Fisher and Emily H. Fisher Studio Arts Building has large studios for painting and drawing, printmaking, cybergraphics, sculpture, and woodworking. It also features a welding shop, individual studios for students’ Senior Project work, and a large exhibition area. Hegeman Science Hall houses the Mathematics and Physics Programs. The David Rose Science Laboratories provide up-to-date electronics and optics equipment, including a scanning electron microscope, for Upper College science classes and research by faculty and students. Henderson Computer Resources Center is the locus for Information Technology Services, which provide broadband Internet access and a multigigabit backbone to the Bard community. Support for academic computing includes multimedia classrooms and videoconferencing. Public computing labs, with Macintosh and Windows computers, scanners, and printers, are located around campus, with one lab always open. Wired 100Mb Ethernet ports are in all residence halls, as well as in many public areas.

Facilities 45

Ward Manor and Robbins House residence halls; between them is Stargon by Robert Perless

Kline Commons, the main dining facility, contains a large dining area, smaller dining and meeting rooms, and a faculty dining space. Recent innovations include enhancements to the kitchen and servery, which provide multiple stations and a variety of cuisines. Chartwell’s, the College dining service, has committed to sustainable practices, including using crops from the Bard College Farm and local farmers, wherever possible at the Commons and other dining facilities on campus. The Franklin W. Olin Humanities Building hosts courses in the humanities, literature, and languages. The building also has a poetry-on-tape library, study and lounge areas, and an auditorium filled almost daily with concerts, such as Bard Gamelan; lectures; and conferences. The adjacent F. W. Olin Language Center offers tools for foreign-language learning, a writing lab, and multimedia development room. The Gabrielle H. Reem and Herbert J. Kayden Center for Science and Computation houses the Biology, Chemistry, and Computer Science Programs. With the addition of the Lynda and Stewart Resnick Science Laboratories, the building has nearly 17,000 square feet of dedicated laboratory space. Five smart classrooms are set up for multimedia presentations, and two others for videoconferencing. Larger presentations take place in the 65-seat László Z. Bitó ’60 Auditorium. The Center features an advanced energy-recovery system that retains about 70 percent of the building’s energy. Bard’s residence halls feature a wide range of accommodations for undergraduates. The Alumni Houses, inhabited primarily by first-year students, house 19 to 21 students per building; all are heated and cooled geothermally. North campus’s Catskill-Hudson halls, Hirsch (women only), and Tremblay, and community-oriented Cruger Village, also house first-years. Upper College residences range from historic Stone Row, part of the original St. Stephen’s College campus; Feitler House, a vegetarian cooperative; and Sands, a “quiet house”; to Robbins, which has many LEED (Leadership in Energy and Environmental Design) features; and the ecological Village dorms, designed with input from Bard students.

46 Facilities

Stevenson Athletic Center

The Charles P. Stevenson Jr. Library, Hoffman Library, and Kellogg Library have more than 400,000 volumes and 14,000 journals available in print or online in the complex, as well as satellite libraries on and off campus. The library’s Bard College Archives preserve the history of the College. Among the digital collections are the Bluecher Archive, including lecture transcripts and audio of Heinrich Bluecher, philosophy professor from 1952 to 1969; Poetry at Bard, an audio collection of readings; Digital Commons, scholarly works by the College community; and Bard Makes Noise, the sounds of College musicians. Special collections include Bardiana, rare books; Arendtiana (materials relating to Hannah Arendt); photography; and Hudson Valley Archives. The 69,000-square-foot Stevenson Athletic Center contains four state-of-the-art international squash courts. The courts, which were manufactured in Germany, feature sand-filled walls for truer bounce and a picturesque mezzanine viewing area. Highlights of the athletic complex include a 25-yard, sixlane swimming pool with Olympic timing equipment; 12,500 square feet of gymnasium space for basketball, badminton, volleyball, and fencing, as well as seating for up to 700 spectators. The 3,300square-foot fitness facility includes treadmills, elliptical trainers, rowing machines, and weight machines. The fitness center’s free-weight room boasts three Bard-branded racks. Instructional rooms are light-filled and spacious, and there are small conference rooms for meetings. Outdoor facilities are also excellent. The centerpiece of the Lorenzo Ferrari Soccer and Lacrosse Complex is a sand-based, natural-turf, main field. There are six lighted hard-court tennis courts, a lighted platform tennis court, miles of cross-country running and Nordic skiing trails, the Seth Goldfine Memorial Rugby Field, and multipurpose fields. Woods Studio houses the classrooms, labs, studios, and exhibition gallery of the Photography Program. Facilities include two black-and-white group darkrooms, private darkrooms for seniors, and a mural printing room.

Facilities 47

bard at a glance Founded 1860 Type Independent, nonsectarian, residential, coeducational, four-year, liberal arts and sciences Enrollment profile Approximately 2,000 undergraduates study at the Annandale campus; 57 percent female, 43 percent male, from across the country. Approximately 10 percent of full-time undergraduates are African American, 13 percent Asian, 8 percent Hispanic, 2 percent Native American, and 12 percent international (representing more than 65 countries). Undergraduate faculty 265. Approximately 97 percent of classes have 25 students or fewer. Undergraduate degrees Bard offers B. A. degrees in nearly 50 academic programs in four divisions, and a five-year B.S./B.A. degree in economics and finance. The Bard College Conservatory of Music offers a five-year program in which students pursue a B.Music and a B.A. in a field other than music. Bard and its affiliated institutions also grant the A.A. degree at the Bard High School Early Colleges, public schools with campuses in New York City (Manhattan and Queens) and Newark, New Jersey; and A.A. and B.A. degrees at Bard College at Simon’s Rock: The Early College, in Great Barrington, Massachusetts, and through the Bard Prison Initiative at five penal institutions in New York State. Graduate degrees More than 200 students are seeking graduate degrees: M.A. in curatorial studies, M.Music in vocal arts and in conducting, and M.S. in environmental policy, climate science and policy, and economic theory and policy at the Annandale campus; M.F.A. and M.A.T. at multiple campuses; M.B.A. in Sustainability in New York and Annandale; and M.A., M.Phil., and Ph.D. in the decorative arts, design history, and material culture at the Bard Graduate Center in Manhattan. M.Music degrees are also offered at the Longy School of Music of Bard College in Cambridge, Massachusetts. International degrees 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 ECLA of Bard: A Liberal Arts University in Berlin; and dual B.A. and M.A.T. degrees at Al-Quds University in Abu Dis, West Bank. Undergraduate admission Applicants are encouraged to pursue an appropriately challenging, wellbalanced curriculum, including honors or advanced-level courses if available. The program should include a full four-year sequence in English, social sciences, and mathematics; study of at least one foreign language for three, preferably four, years; and three, preferably four, years of study in the laboratory sciences. The Admission Committee is interested in the entire high school record, references, and resumÊ, with junior- and senior-year courses being especially important. Financial aid Approximately two-thirds of students receive financial assistance. Financial aid codes: 002671 for FAFSA, 2037 for College Scholarship Service PROFILE. Contact Office of Admission, Bard College, PO Box 5000, Annandale-on-Hudson, NY 12504-5000. Tours and interviews are by appointment only. Graduate applicants should contact the Graduate Admission Office for details, or 845-758-7481. Telephone 845-758-7472 (admission); 845-758-6822 (switchboard) | Fax 845-758-5208 (admission) Arabic class

E-mail | Website

Bard at a Glance 49

Stone Row, built in the late 1800s as men’s dormitories, retains its function as student residences and contains office space. Photo: ©Peter Aaron ’68/Esto

When I visited Bard, I fell in love with the campus, both its natural beauty and the culture of intense intellectual discussion among students on anything from philosophy and art to the general meaning of life. An open and accepting community, Bard felt like the place for me. At Bard, I learned to engage, to embody different modes of thought and perspectives. This allows me to formulate more powerful arguments by having a well-rounded picture, a broader context. —Andrew Buchanan ’11, Kalamazoo, Michigan, anthropology major with concentration in Middle Eastern studies

Following Commencement exercises, alumni/ae, new graduates, students, and their families watch the setting sun as they sit on the lawn beside the Blithewood gardens overlooking the Hudson River. To come are the festive fireworks that cap off Commencement. Photo: Peter Mauney ’93, MFA ’00

10 15 14 20 8 34 40 64

25 3

27 16 13 11



21 4


45 35


52 49



30 17 18










42 55 1



56 9 60

19 62 61 50 39






26 46 43 44

59 33


>N 6


44 Olin Language Center

1 Achebe House (Bard Prison Initiative)

45 Ottaway Gatehouse for International Study (IILE)

2 Albee (classrooms, Difference and Media Project/Multicultural Affairs)

46 parliament of reality by Olafur Eliasson

3 Alumni Houses (residence halls): Bluecher, Bourne, Honey, Leonard,

47 President’s House

Obreshkove, Rovere, Rueger, Shafer, Shelov, Steinway, Wolff 4 Anna Jones Memorial Garden 5 Annandale Hotel (Publications/Public Relations Offices) (off map) 6 Anne Cox Chambers Alumni/ae Center (Development and Alumni/ae Affairs, Institutional Support, Two Boots Bard)

48 Preston Hall (classrooms, offices) 49 Reem and Kayden Center for Science and Computation (Resnick Laboratories, Bitó Auditorium) 50 Robbins House (residence hall, Student Health and Counseling Services, BRAVE)

7 Aspinwall (classrooms and faculty offices)

51 Rose Science Laboratories

8 Avery Arts Center: Jim Ottaway Jr. Film Center, Edith C. Blum

52 Sands House (residence hall)

Institute (Film and Electronic Arts and Music Programs, Bard College Conservatory of Music offices) 9 Bard College Farm

✶ Seymour: see Warden’s Hall 53 Shafer House (Written Arts Program) 54 Sottery Hall (Center for Student Life and Advising)

10 Bard College Field Station

55 South Hall (residence hall)

11 Bard Hall (recital space)

56 Stevenson Athletic Center

12 Barringer House (Center for Civic Engagement)

57 Stone Row: North Hoffman, South Hoffman, McVickar, Potter

13 Bertelsmann Campus Center (bookstore, café, post office,

(residence halls, BEOP, Learning Commons)

Weis Cinema, and Career Development, Student Activities, and

58 Tewksbury Hall (residence hall)

Trustee Leader Scholar Program Offices)

59 Tremblay Hall (residence hall)

14 Bitó Conservatory Building

60 Village Dormitories

15 Blithewood (Levy Economics Institute)

61 Ward Manor (residence hall, Manor House Café, Bard Music Festival

16 Brook House (Residence Life)


17 Buildings and Grounds, Financial Aid Office, Student Accounts

62 Ward Manor Gatehouse (Conservatory studios)

18 Carriage House (Central Services)

63 Warden’s Hall: Fairbairn, Hopson, Seymour (faculty and program

19 Catskill and Hudson (residence halls) 20 Center for Curatorial Studies and Hessel Museum of Art

offices, residences) 64 Woods Studio (Photography Program)

21 Chapel of the Holy Innocents 22 Community Garden 87


23 Cruger Village (residence halls): Bartlett, Cruger, Keen North, Keen South, Maple, Mulberry, Oberholzer, Sawkill, Spruce, Stephens, Sycamore


✶ Fairbairn: see Warden’s Hall

Bard High School Early College

26 Fisher Center for the Performing Arts: Sosnoff Theater, Theater Two (Theater and Performance Program, Dance Program) 27 Fisher Studio Arts Building


84 87

28 Gahagan (Blind Spot magazine office) Bard Graduate Center

29 Grey Stone Cottage (residence) 30 Hegeman (classrooms, faculty offices, Bard Center for 81

Environmental Policy, MBA in Sustainability)


25 Fisher Annex (MFA Program offices)





Bard College



Simon’s Rock College

Hartford 95

saw mill river parkway

24 Feitler House (residence hall)

New York

31 Henderson Computer Resources Center 32 Henderson Technology Laboratories


33 Hirsch Hall (residence hall)

Philadelphia 95

✶ Hopson: see Warden’s Hall 34 Hopson Cottage (Admission Office)


35 Kline Commons (dining facility, Green Onion Grocer) 36 Libraries (Stevenson, Hoffman, Kellogg) 37 Lorenzo Ferrari Soccer and Lacrosse Complex 38 Ludlow (administrative offices, Institute for Writing and Thinking) 39 McCarthy House (Hannah Arendt Center, Human Rights Project) 40 Music Practice Rooms 41 Nursery School (Abigail Lundquist Botstein Nursery School, Bard Community Children’s Center)

©2013 Bard College. All rights reserved. Published by the Bard College Publications Office. While every effort has been made to ensure that the information contained herein is accurate, details are subject to change. Map Illustration: Mark Hess Photography: ©Peter Aaron '68/Esto: 38, 44, 45; Scott Barrow: 8, 15, 17, 19, 20, 36, 48; Kerry Ryan Chance '02: 33; Don Hamerman: 18; ©Jackson Hill/Black Star: 32; Mark Kelly: 27; Jacques Luiggi: 13; Pete Mauney '93, MFA '00: 16, 24, 29, 40, 41, 42, 46, 47; Erika Nelson: 31; Karl Rabe: inside front cover, 14, 22, 23, 43, inside back cover;

42 Old Gym (Safety and Security Office, student activity spaces)

Irina Stelea: 28; ©Stockton Photo, Inc: 39; TLS Program: 35; Vincent Valdmanis '03: 34; Cory Weaver: 21

43 Olin Humanities Building and Auditorium (Olin Hall)

paper, with linseed oil ink using renewable wind energy. 100 percent recyclable.

56 Map Legend

Printed by Meridian Printing, Rhode Island. Printed on Mohawk Via, a 100 percent postconsumer recycled

The first order of business in college is to figure out your place in the world and in your life and career. College life starts with introspection, as opposed to a public, collective impetus. We try to urge students to think about their place in the world and to develop a desire to participate from inside themselves. . . . We encourage students to identify and pursue their academic interests with care. —Leon Botstein, President, Bard College

africana studies american studies anthropology art history asian studies biology chemistry classical studies computer science dance economics economics and finance environmental and urban studies experimental humanities film and electronic arts foreign languages, cultures, and literatures french studies gender and sexuality studies german studies global and international studies historical studies human rights irish and celtic studies italian studies jewish studies latin american and iberian studies literature mathematics medieval studies middle eastern studies mind, brain, and behavior music philosophy photography physics political studies psychology religion russian and eurasian studies science, technology, and society sociology spanish studies studio arts theater and performance theology victorian studies written arts

Bard College Viewbook  
Bard College Viewbook