BA/MAT 3 + 2 Program


The BA/MAT 3+2 program is designed to offer Bard undergraduates a path to a Master of Arts in Teaching and New York State grades 7-12 Teacher Certification in biology, history, literature or mathematics within five years of their entering college. By following this path, undergraduates receive advisement, engage in work with adolescents, and take courses that prepare them for the MAT program while they remain focused on the studies of their major. The following courses are open to MAT 3+2 candidates and others as space allows. If you have questions about these courses or the MAT 3+2, contact





Rachel Cavell

Mary Leoanrd

. T . . .*


OLIN 204


Time: Seven Tuesdays between 6:00-7:15pm (8/30; 9/6; 9/20; 10/4; 10/25; 11/15; 12/6) and three Saturdays between 9:00am-12:30pm (9/3; 10/22; 11/5). There will also be one required day in which you will be teaching ninth graders from the Rhinebeck High School, scheduled for Friday from 9:00-2:00 (9/30).

Credits: 2  This course is designed for Bard undergraduates who are working in one of the college’s many educational outreach programs and who are committed to the idea of social engagement. Throughout this course we will delve into issues of educational theory, and we will consider and analyze the various inter-personal, cultural, social and ethical issues that arise in the context of our civic engagement.  In particular, we will consider:

·         What are our personal and professional aspirations as tutors, mentors and leaders in civic engagement?

·         What systemic or other changes might we like to see in our civic engagement and how might we best go about making or advocating for them?

·         How can we improve our own communication skills so that we become better and more skillful listeners and responders?

What are the potential problems and challenges we may face in the context of supporting someone’s learning?

Throughout this course we will emphasize writing as a means of engaging with our content, and we will workshop and critique problems that you may experience and encounter in your outreach work.  This course is required for all junior-year MAT 3+2 students, and it is recommended for tutors and mentors in all TLS education programs. It will be graded pass/fail and carries two credits (non-distributional). 

Class Size: 22



LIT 3522

 The Empire Writes Back

Derek  Furr

   Th         6:00 pm-8:20 pm

RKC 101


In this course, we will explore how major works in the English literary tradition have inspired and troubled 20th century writers outside of England, and how these writers adapted, revised or deconstructed them. We will examine how the expatriate writer and the writer under colonialism developed a poetics of place that was at once imaginary and true to “home.” While we will focus on how later works relate to earlier, we will also look for connections between a work and its socio-historical context.  Three essential questions will provide points of departure for our explorations:

1.     How have canonical English texts and traditions factored into the writing and thinking of 20th century Anglophone and expatriate writers?

2.     What is the relationship among language, power, and literary forms?

3.     How does place—real and idealized—shape the style and aesthetic of a writer? 

We will read works by such authors as Kamau Brathwaite, Salman Rushdie, Jean Rhys, Daniel Defoe, Gayatri Spivak, Chinua Achebe, Derek Walcott and Seamus Heaney. Assignments will include three papers that respond to the essential questions and, for MAT students, an annotated bibliography of critical sources and a review of curriculum materials.   Class size: 18



HIST 341

 Education in Colonial Africa: theory, memoir, fiction

Wendy Urban-Mead

 Th      4:40 pm-7:00 pm

OLIN 101



Cross-listed: Africana Studies  What might provide a vivid window into the multiple layers of consciousness, types of identities, and the fractured and unpredictable loyalties of Africans under colonial rule?  Schools anywhere are sites bristling with these variegated exercises of power and shaping of consciousness --all the more so for schooling in colonial Africa. This advanced seminar engages key texts on theories of empire together with African-authored memoirs and works of fiction that prominently feature the experience of education.  Some additional reading from a selection of analytical monographs will help students to place and contextualize the memoirs and novels.  Class size: 15



MATH 303


Mary Krembs

M         4:40 pm – 7:00 pm

HEG 308


(2-credits, first half of the semester)   This course will investigate the classic problems in computational geometry. Computational geometry is a branch of mathematics and computer science devoted to the  study of algorithms and the appropriate data structures to solve geometric problems on  (often large) data sets. We will primarily be focused on combinatorial computational geometry, also called algorithmic geometry. Topics may include Voronoi Diagrams, convex hull calculations, line segment intersections and more.  Prerequisites: MATH 213 (Linear Algebra and Ordinary Differential Equations), Math 241 (Vector Calculus), some programming knowledge, and either MATH 261 (Proofs and Fundamentals) or CMSC 201 (Data Structures) or permission of the instructor.  Class size: 16



MATH 325


Mary Krembs

M         4:40 pm – 7:00 pm

HEG 308


 (2 credits, second half of the semester)      This course will sample topics from the geometry of the plane, with a primary emphasis on the synthetic approach to Euclidean geometry; other approaches (for example, vector methods) and other types of geometry (for example, hyperbolic or projective geometry) will be treated time permitting. Core topics in Euclidean geometry include axioms, metrics, congruence, similarity, polygons, triangles and circles.  Prerequisites: MATH 213 (Linear Algebra and Ordinary Differential Equations) and MATH 261 (Proofs and Fundamentals), or permission of the instructor.  Class size: 16