A dynamic, multidisciplinary team of Faculty Associates from a wide range of institutions collaborates with IWT to design and facilitate workshops and develop new writing practices. Below is a list of our active faculty.
Emily Abendroth (B.A., University of California, Berkeley; M.A., Temple University) is a teacher, writer, and human rights activist residing in Philadelphia. She regularly teaches literature, the contemporary essay, 20th-century poetics, and creative writing to undergraduates and students of all ages. Much of her creative work attempts to investigate state regimes of force and power, as well as individual and collective resistance strategies. Her poetry is often published in limited edition, handcrafted chapbooks by small and micropresses such as Albion Press, Belladonna, Horse Less Press, Little Red Leaves, and Zumbar. She has been awarded residencies at the MacDowell Colony, the Millay Colony, and the Headlands Center for the Arts. In 2012, she was named a Mid Atlantic Arts Foundation Creative Fellow and in 2013, a Pew Fellow in Poetry. She is the author of the poetry collection ]Exclosures[ (Ahsahta Press, 2014) and The Instead, a book-length collaborative conversation with fiction writer Miranda Mellis (Carville Annex Press, 2016). She is the co-founder of Address This!, a grassroots educational project that offers social-justice focused correspondence courses to individuals incarcerated throughout the state of Pennsylvania.
Denis Akhapkin currently teaches in the Liberal Arts and Humanities program at Saint-Petersburg State University, Russia, where also works as a head of Centre for Writing and Critical Thinking. His interests include modern Russian literature with an emphasis on poetry and poetics, literary linguistics and cognitive literature studies. He published a book of commentaries to poetry of Russian-American Nobel prize author Joseph Brodsky («Joseph Brodsky: After Russia», 2009, in Russian). His work has appeared in Toronto Slavic Quarterly, Russian Literature and other journals, he is also the author of several biographies of Russian writers in Dictionary of Literary Biography (DLB). He was a visiting research fellow of Helsinki University Collegium (spring 2007) and The Princess Dashkova Russian Centre, University of Edinburgh (fall 2014). He holds both B.A. and PhD in Russian Language from Saint-Petersburg State University. Denis lives at Saint-Petersburg, Russia.
Dorothy Albertini teaches for Bard’s Learning Commons and works as an assistant Dean of Studies in the Center for Student Life & Advising at Bard. She has been a fellow at the MacDowell Arts Colony, Ucross Foundation, and the Blue Mountain Center. Her work appears in Fence, Aufgabe, Drunken Boat, The Brooklyn Rail, and NANO Fiction, where she was the winner of the first annual NANO fiction contest. For many years, she was the Associate for College Preparatory & Volunteer Programs and Green Haven Campus Coordinator at the Bard Prison Initiative (BPI). During her time with BPI, Albertini developed and taught a college preparatory writing and reading course, utilizing Institute practices as the foundation for addressing students’ transitions from varied educational backgrounds. She received her B.A. from Bard College and MFA from Bard’s Milton Avery Graduate School of the Arts.
(B.A., Brooklyn College; M.A., Ph.D., University of Maryland College Park.) Jaime's specialization is in 19th-century American literature and culture; areas of interest include literary representations of schoolgirls and female education; domesticity and gender studies; science, medicine and disability studies; newspapers/periodicals and archival research; museums as purveyors of knowledge and sites of informal learning. Jaime taught literature and writing at UMCP, and coordinated writing programs at UMCP and the University of Baltimore; as Program Coordinator at the Center for Renaissance and Baroque Studies, and in collaboration with the Maryland State Department of Education, Jaime designed interdisciplinary professional development institutes for Maryland's public middle- and high school teachers. Since coming to Bard in 2007, Jaime has taught literature courses for the Bard MAT and Bard's undergraduate college. Among other publications, Jaime's scholarship has been featured in *Legacy* and *American Culture, Canons, and the Case of Elizabeth Stoddard*; she is the author of *Fictions of Female Education in the Nineteenth Century* (Routledge 2009; paperback 2013).
Glynis Benbow-Niemier lives and writes in Illinois. She is a Lead Coach in Writing, Reading, Speech Assistance (WRSA) at College of DuPage where she coordinates WRSA’s in-class workshop program and the new asynchronous coaching service for students. Before becoming a coach, she taught English Composition at College of DuPage for many years as an adjunct. She is a long-time Associate of the Institute for Writing & Thinking (IWT), joining in 1988, and has lead Language & Thinking and IWT workshops at Bard; summer writing workshops for high school students at several locations through the IWT Network; and in-service & onsite consulting workshops for IWT in the Midwest. (PhD, New York University; MA, University of Colorado; BA, Indiana University.)
Jeff Berger-White teaches English at Deerfield High School, where he has been teaching his entire career. During his twenty-seven years there, he has taught all grades and all levels. He currently teaches A.P. Literature and Composition, Sophomore English, and Sophomore English Survey, a course designed for struggling readers and writers. In 2007, Jeff was selected as one of Golden Apple’s Teachers of Distinction, and last spring, Jeff won the Distinguished Secondary Teaching Award (DSTA) from Northwestern University. Jeff has been involved with the Institute for Writing & Thinking since 1996, when he began working with Lake Forest College’s Writing and Thinking Workshop, one of the Institute’s summer programs for high school students. In addition to teaching for many summers at Lake Forest College, Jeff has taught in the Monte Sol Writing Workshop at St. John’s College in Santa Fe, New Mexico, and in Bard’s Language & Thinking Workshop. He holds a B.A. and an M.A.T., both from Boston University.
Ian Bickford is Provost and Vice President of Bard College at Simon’s Rock. In recent articles in Milton Studies (“A High Shelf: Milton and Seventh-day Adventism,” 2010, and “(Survival of the) Fit(test), Though Few: Darwin’s Miltonic America,” forthcoming 2017) and Modern Philology (“‘Dead Might Not Be Dead’: Milton in the Americas and Jamaica Kincaid’s Flat World,” 2014), Bickford charts the often subterranean channels of John Milton’s influence in the Americas. His areas of research and teaching also include Early Modern race and gender, 19th-century American literature and religion, and film. Bickford holds an AA from Bard College at Simon's Rock, BA from U.C. Berkeley, MA from Stanford University, and PhD from the CUNY Graduate Center.
Celia Bland, IWT Associate Director, leads IWT workshops nationally and internationally. She is the author of three collections of poetry, most recently, Cherokee Road Kill, illustrated by Kyoko Miyabe (2018). She is co-editor of a collection of critical essays about the poetry of Jane Cooper, A Radiance of Attention (U. of Michigan 2019). Her essay on teaching poetry, "Dialogic Poetry," appeared in Reflecting Pool: Poets on the Creative Process (SUNY 2018).
Curt Nehring Bliss is a Professor of English at Finger Lakes Community College in Canandaigua, New York. After serving many years as the College's Honors Program Director and Center for Teaching and Learning Faculty Coordinator, Curt has shifted his focus to supporting students' transition from high school to college. In this capacity, he currently oversees the College's AA Liberal Arts & Sciences degree and provides leadership on various First Year Experience initiatives. An educator for 26 years committed to the mission of open-admissions 2-year colleges, he has received recognition at the state level with a SUNY Chancellor's Award for Faculty Service and an Illinois Community College Trustees Association's Award for Outstanding Teaching. A longtime participant and Faculty Associate for the past 6 years, Curt has regularly facilitated IWT's week-long "Teaching the Academic Paper" workshop. Inspired by his work with IWT, he created the FLCC Honors House—a "laboratory for the teaching and learning arts," which features seminar-based classrooms in a home-like setting designed to promote active and reflective learning. Curt also writes and performs with Dead Metaphor Cabaret—an artist ensemble interested in exploring the fertile edges along which poetry and music graze.
Julia Bloch holds a BA in political philosophy from Carleton College, an MFA in poetry from Mills College, and a PhD in English from the University of Pennsylvania. For two years, she taught literature and teaching methods at the Bard Master of Arts in Teaching program in Delano, California. She now directs the Creative Writing Program at the University of Pennsylvania in Philadelphia, where she teaches literature and creative writing. A Pew Fellow in the Arts, she is the author of three books of poetry, Letters to Kelly Clarkson (a finalist for the Lambda Literary Award), Valley Fever, and The Sacramento of Desire, and has published essays and book reviews in Journal of Modern Literature, Tulsa Studies in Women’s Literature, Tripwire, and elsewhere. She is writing a critical book about lyric and the 20th-century long poem and is an editor at Jacket2.
Maureen Burgess currently is the K-12 Dean of Teaching and Learning and the Head of Middle School at The Hewitt School, an independent girls school on the Upper East Side of Manhattan. She received her Ph.D. in English from The Ohio State University in 2000 before beginning a career in independent school education. In 2011, she founded the Center for Teaching and Learning through Writing (CTLW) at Hewitt, which focuses on writing to learn across the curriculum. A middle, upper, and post-secondary instructor for over twenty-five years, Maureen's current areas of focus are writing as thinking as a mode of mindfulness practice in the classroom, adolescent girls as writers and storytellers in the digital age, formative assessment models, innovative and strategic educational planning, and coaching/self-renewal practices for faculty in K-16 schools. Beginning July 1, 2019, Maureen will serve as the Assistant Head of School for Learning and Innovation at Hewitt.
Jeanne Cameron is a Professor of Sociology at Tompkins Cortland Community College, and a recipient of the State University of New York Chancellor’s Awards for Excellence in Teaching and in Scholarship and Creative Activities. Collaborating with colleagues across disciplines, Jeanne regularly team-teaches courses that link sociological research with academic and creative writing. Her book, Canaries Reflect on the Mine: Dropouts’ Stories of Schooling, earned the American Educational Studies Association Critics’ Choice Award. She holds a Ph.D. in Sociology from Binghamton University.
Rachel Cavell teaches in Bard’s Language and Thinking Program, and is a Faculty Associate with Bard’s Institute for Writing and Thinking, regularly leading professional development workshops, both at Bard College and elsewhere. She also teaches a course in Essay and Revision at Bard College; and has worked with faculty development at Bard-Smolny College (St. Petersburg State University in St. Petersburg, Russia), on teaching English for academic purposes. Rachel also teaches Civics and Writing at the Bard Prison Initiative Program, and has taught in the Bard Masters in Teaching Program. Rachel is also a writer (with recent publications in the Adelaide Literary Journal) and an attorney, representing children in disputes before the family court, among other things. She has a certificate in Restorative Justice with Planning Change, in NYC.
Rebecca Chace is the author of four books: Leaving Rock Harbor (novel); Capture the Flag (novel); Chautauqua Summer (memoir). June Sparrow and The Million Dollar Penny (2017). Plays: Colette; The Awakening (adaptation of novel by Kate Chopin). Screenplays/Teleplays: award winning adaptation of her novel, Capture the Flag, with director, Lisanne Skyler. Chace has written for the New York Times Magazine, New York Times Sunday Book Review, the Los Angeles Review of Books, the Huffington Post, NPR’s All Things Considered, Lit Hub, Guernica and many other publications. She was a 2016 Writing Fellow at Dora Maar House (Menerbes, France); 2015-2016 member of the Wertheim Study at the New York Public Library; 2014 recipient of the Grace Paley Fiction Fellowship, Vermont Studio Center; The Frances Shaw Fellowship at the Ragdale Foundation; a MacDowell Colony Fellow and Yaddo Foundation fellow. She is Director of the MA in Creative Writing and Literature, and Associate Professor of Creative Writing at Fairleigh Dickinson University.
Rajnesh Chakrapani teaches for the Bard Language and Thinking Program and for the Bard Institute for Writing and Thinking. He holds an MFA from the Iowa Writers’ Workshop and received a Fulbright Fellowship to translate an Anthology of Contemporary Roma poetry in Romania. He is a poet, translator and filmmaker and his chapbook of poems Brown People who Speak English is published by Guesthouse Press. He has work placed in Asymptote, Lana Turner, Speculative City, Triquarterly, Literary North, Sequestrum, and http://Crevice.ro.
Deirdre d'Albertis B.A., Barnard College; M.A., Ph.D., Harvard University. Author, Dissembling Fictions: Elizabeth Gaskell and the Victorian Social Text and volume editor, Elizabeth Gaskelli's Ruth. Current projects include Femina Faber: Victorian Women, Writing Work and the Work of Writing along with a study of transnational feminist networks in England, Europe, and the United States focused through the relationship of Swedish novelist Fredrika Bremer and her English translator Mary Howitt. Essays on George Eliot, Charlotte and Emily Bronte, Margaret Oliphant, and Mary Howitt as well as reviews have appeared in Nineteenth-Century Contexts; Victorian Studies; Studies in English Literature; Victorians Institute Journal; Journal of the History of Sexuality; and Review. Grants and awards: National Endowment for the Humanities summer stipend and American Association of University Women American Fellowship. Areas of interest: Victorian literature and culture, gender and sexuality studies, history of the novel, environmental approaches to literature and post-apocalyptic narrative; women and leadership, public education and the study of literature.
Alan Devenish joined the Bard Prison Initiative college program in 2017. A founding faculty member of the Language & Thinking Program and the Institute for Writing and Thinking, he has led numerous workshops for students and teachers at Bard and at sites nationwide. He also directed the Bard Writing and Thinking Workshop for high school students at Lake Forest College in its inaugural years. Formerly Professor of English at Westchester Community College, where he co-directed the Poets & Writers Series and Human Rights Union, he received SUNY Chancellor’s Awards in Teaching, Scholarship and Creative Activity. His poetry has appeared in various magazines and anthologies. He was awarded ongoing fellowships in classical studies and human rights from the Faculty Resource Network at New York University where he earned an M.A. in French Literature and Ph.D. in English Education.
Anna Dolan (M.F.A., playwriting, Yale University; M.F.A., directing, University of Massachusetts, Amherst) teaches Playwriting in the Creative Writing Program and the English Department at Central Connecticut State University. She also teaches in the Young Writers' Workshop at Fir Acres and Bard College at Simon's Rock. She is a playwright and has written (and had produced) over 30 plays. She has recently written a recitation/adaptation of Jim Thompson's *The Killer Inside Me* for Maloney Theater in New Britain Connecticut, and an adaptation of *Men in the Sun* for the Freedom Theater of Jenin in Palestine. She received a grant from the Secretariat of the Pacific Community to write and direct two plays for the Sokhes Theater of Pohnpei in Micronesia-FSM, where she taught at the College of Micronesia-FSM for two years.
Stephanie Dunson has been Director of Writing Programs at Williams College since the inception of the office in 2010. In this capacity, she advises faculty from across disciplines on all things writing-related and introduces them to writing practices that best serve a rigorous liberal arts curriculum. In addition to filling the traditional role of program director, she has asserted the key initiative of supporting faculty as writers, working individually with them to develop writing routines that are productive and sustainable. She holds a PhD in English and American Studies from the University of Massachusetts (Amherst, Massachusetts) and was formerly professor of English and African American Culture at the University of Rhode Island (Kingston, Rhode Island). In her twenty-five-year career as a writing specialist and scholar, Dr. Dunson has held positions as Director of the Writing Center at Mount Holyoke College (South Hadley, Massachusetts), Coordinator of Tutorial Services at Smith College (Northampton, Massachusetts), and Lecturer for the Graduate Liberal Studies Program at Wesleyan University (Middletown, Connecticut). As a long-standing faculty consultant for the Institute for Writing and Thinking at Bard College (Annandale-on-Hudson, New York), she has served as a writing consultant for schools and universities across the United States.
Jennifer Eyl (B.A., University of Georgia; Post-Bac/M.A., San Francisco State University; M.A. and Ph.D., Brown University) is an Assistant Professor of Religion at Tufts University. She works on ancient Christianity and ancient Mediterranean religions. She is finishing her first book, which contextualizes the apostle Paul in the wider world of itinerant divinatory specialists of the early Roman Empire. Her other areas of interest include gender in antiquity, theory of religion, translation theory, and cognitive science. She has presented several papers at conferences in the US, Lisbon, and Rome, and has published articles on the Acts of Paul and Thekla, and translation theory in New Testament studies.
Natalia Fedorova is a language artist, science art researcher and a 101. Media art festival curator. Natalia holds a PhD in literary theory from Herzen State University (St-Petersburg). Natalia won a Fulbright scholarship to do her first year postdoctorate term at the Trope Tank at MIT, where she was working on translating e-lit, and SPIRE to develop Russian Electronic Literature Collection in a specialized knowledge base at the University of Bergen for her second year term. She is currently teaching creative writing with new media and text-based art in Smolny College (St-Petersburg State University – Bard College). As an artist she is working on interspecies communicator for the New anthropology project at Pavlov institute in Koltushy (Saint-Petersburg).
Derek Furr is Dean of Teacher Education and a literature professor in the Master of Arts in Teaching Program at Bard College. He also teaches for the Bard Prison Initiative. He is the author of three books—Recorded Poetry and Poetic Reception from Edna Millay to the Circle of Robert Lowell (Palgrave 2010), Suite For Three Voices (Fomite 2012), and Semitones (2015)—and has recent work in Jacket2, Twentieth Century Literature, and Raritan. He was formerly a middle school English Language Arts teacher and reading specialist and a research assistant for the Center for Improvement of Early Reading Achievement.
Zhenya Glazanova works as an associate professor at Smolny College, Faculty of Liberal Arts and Science, Saint Petersburg State University, Russia, where she works at the Centre for Writing and Critical Thinking and is the director of tutoring program. She teaches Language and Thinking, First Year Seminar and Academic Writing. Her interests include psycholinguistics, psychology, cognitive science and pedagogy. She holds and M.A. in mathematical, structural and applied linguistics and PhD in Psycholinguistics, as well she has a diploma in psychotherapy. Her hobby is making ceramics. Zhenya lives in Saint-Petersburg, Russia.
Darlene Gold is a Professor of English and Creative Writing at Tompkins Cortland Community College. In May 2017, she received the State University of New York Chancellor’s Award for Excellence in Teaching. Her poetry has appeared in Mudfish, Pressed Wafer, The Hat and The Minnesota Review. Her chapbook, Midnight Antelopes, was published by Pressed Wafer Press. Her essay, “Pianoforte a Quatre Mains,” made the Prism International’s Creative Nonfiction Contest longlist. Her essay, “Wedding” appears in the International Anthology: Under the Volcano: The Best Writing of Our First 15 Years, Morelos Mexico, 2018. She holds a B.A. in English from Boston University, an M.F.A. in writing from Columbia University and a Ph.D. in English from Binghamton University.
Rebecca Granato is the Assistant Dean and Visiting Assistant Professor of History at al Quds Bard College in Abu Dis, where she has been since the program’s inception in 2009. She has been teaching in the Language & Thinking Program, the Institute’s program for incoming Bard freshmen, since 2004 and she currently oversees the L&T program at al Quds Bard. As an Institute Associate Rebecca has given workshops at several of Bard’s international partnership programs, including her home institution, al Quds Bard, Bard in Annandale, European Humanities University in Lithuania, and at the American University of Central Asia in Bishkek. Her own research focuses on the evolution of Palestinian nationalism inside Israeli prisons between 1967 and 1985. Rebecca is currently a Palestinian American Research Council fellow, and more recently the recipient of the Ontario Graduate Scholarship for dissertation completion.
Alfred E. Guy Jr. is R.W.B. Lewis Director of the Yale College Writing Center. He was formerly the director of the Expository Writing Program at Johns Hopkins University and associate director of the Princeton Writing Program. He taught in the English department and was associate director, Expository Writing Program at New York University from 1992-2001. His scholarship includes studies in composition and rhetoric, medieval English literature, and American science fiction. B.A., Harvard; M.A., New York University; Ph.D., New York University. Awards include the Graduate School of Arts and Sciences Award for Teaching Excellence; Golden Dozen Award for Teaching Excellence.
James Harker is Director of Academic Services and the Learning Commons at Bard College Berlin, where he has also directed the Language and Thinking Program since 2013. His research interests include modernist and contemporary fiction, narratology, and cognition. He holds a B.A. from Swarthmore College and a Ph.D. in Rhetoric from the University of California, Berkeley.
Daniel Herman received his doctorate in Literature in 2011, from Victoria University in Wellington, New Zealand, under the supervision of Vincent O’Sullivan, former Poet Laureate of New Zealand. He is the author of Zen and the White Whale: A Buddhist Rendering of Moby-Dick, which arose from his years of residential Buddhist practice at the San Francisco Zen Center (Tassajara and Green Gulch) and overseas. He also organized the first San Francisco Moby-Dick Marathon in October 2015, which has since become an annual event. He teaches various Humanities classes at Maybeck High School in Berkeley, California, where he lives with his wife, two young daughters, and medium-sized dog.
Nick Hiebert teaches high school English at Concord Academy in Concord, Massachusetts. His areas of interest include the literature of social justice, contemporary fiction and memoir, environmental/food writing, and literature about technology and community.
Michelle Hoffman (B.Sc., Concordia University; M.A., Ph.D., University of Toronto) is the Assistant Director of IWT and a Visiting Assistant Professor of Philosophy at Bard College, where she teaches courses in history and philosophy of science and in the First-Year Seminar program. Michelle's area of focus at IWT is writing to learn in STEM disciplines. Previously, she has taught at the American University of Central Asia, Bard's partner in Bishkek, Kyrgyzstan, as well as in Bard's Language and Thinking Program and the Bard Prison Initiative. Her research focuses on the history of psychology and education. She has a particular interest in transfer of training, a body of experimental research that examines whether learning skills acquired in one area readily transfer to other domains—a question that strikes at the core of teachers’ work.
Jamie Hutchinson (AB, English, Stanford University; MA, English, University of Virginia; PhD, American Studies, University of New Mexico) is Professor Emeritus of English at Bard College at Simon’s Rock, where he continues to teach on an adjunct basis. He also directs the Bard College at Simon's Rock Summer Young Writers Workshop, in which he taught from 1983 to 2013. Previous teaching positions include Colorado State University, the University of New Mexico, Berkshire Community College, and SUNY Albany. He taught in the Language and Thinking program at Bard College (1984-1990) and led teacher workshops for the Institute for Writing & Thinking from 1984 until the early 2000s. His articles, personal essays, and reviews have appeared in ESQ: A Journal of the American Renaissance, The American Nature Writing Newsletter, The Berkshire Review, Under the Sun, Writing From the Inside Out, Renascence: Essays on Values in Literature and The Journal of Inklings Studies. He has also presented papers at the annual conventions of the Modern Language Association, the Rocky Mountain Modern Language Association, the New England Modern Language Association, and the American Literature Association.
Erica Kaufman (B.A., Douglass College, Rutgers University; M.F.A., The New School, Ph.D., CUNY Graduate Center) is the Director of the Bard Institute for Writing and Thinking. She has taught in the English Department at Baruch College, worked with the Bernard L. Schwartz Communication Institute, and served as a Curriculum Specialist for the Holocaust Educators Network. She has been a visiting writer and visiting professor at Naropa University and Parsons the New School for Design. Her publications include the full-length poetry collections INSTANT CLASSIC (Roof Books 2013) and censory impulse (Factory School 2009). Kaufman is the co-editor of Adrienne Rich: Teaching at CUNY, 1968-1974 (Lost & Found: The CUNY Poetics Document Initiative, 2014) and of NO GENDER: Reflections on the Life and Work of kari edwards (Venn Diagram, 2009). Prose and critical work can be found in: Jacket2, Open Space/SFMOMA and in The Color of Vowels: New York School Collaborations (ed. Mark Silverberg, Palgrave MacMillan, 2013). Additional critical work is forthcoming in the MLA Guide to Teaching Gertrude Stein (eds. L. Esdale and D. Mix). Kaufman also co-coordinates the Teacher Resource Center for the Modern & Contemporary American Poetry MOOC in collaboration with the Kelly Writers House at the University of Pennsylvania. Current research interests include: Writing Across the Curriculum/Writing in the Disciplines; the interstices between contemporary poetics and Composition & Rhetoric; feminism and the epic poem; and intergenerational Holocaust Studies.
Born in Andhra Pradesh, India, Madhu H. Kaza is a writer, translator, artist and educator based in New York City. She is the editor of Kitchen Table Translation, a volume that explores the connections between migration and translation and which features immigrant, diasporic and poc translators. She teaches at the Bard Microcollege at Brooklyn Public library, where she served as founding program director, and also teaches in the MFA program at Columbia University. She has been a Faculty Associate for the Institute for Writing and Thinking at Bard College since 2006.
Dr. Keller directs the Bard College Learning Commons, which houses Bard’s tutor support and writing center, college writing courses, and learning strategies program. His research interests include twentieth century philosophies of language, perception, and cognition. Jim teaches courses in the philosophy of embodied learning and composition theory and pedagogy. He has taught literature and writing courses at University of Montana and classes in college writing, graphic narrative, social and popular-cultural rhetoric, philosophy, American studies, and American literature at the State University of New York (at Stony Brook and Sullivan), the University of Iowa, Michigan State University, and Bard College. He taught in Bard's Language & Thinking Program from 2001 to 2010 and has led the Fir Acres summer writing workshop at Lewis and Clark College. Jim has been a faculty associate for the Institute for Writing & Thinking since 2005 and has co-edited Writing from the Inside Out, a journal showcasing writing by participants in Institute workshops. His book, Writing Plural Worlds (Palgrave/MacMillan 2009) provides a study of philosophical pluralism in multiethnic U.S. literature, and his published articles have appeared in Poetry and Pedagogy and other publications on learning and twentieth century literature and philosophy.
Mary C. Krembs (B.A. Mathematics with Music minor, Marist College; M.S. and Ph.D. Applied Mathematics, Rensselaer Polytechnic Institute) is the Director of the Bard College Citizen Science program, the college’s mandatory January intensive for all first-year students, designed to deepen science literacy. Mary’s research interests include computational geometry (Voronoi Nets), computer graphics, software development methodology, human-computer interaction, mathematical methods to compose and represent music, and integration of writing to learn in STEM. She taught as an Assistant Professor of Mathematics for four years at Marist College, and has been teaching at Bard College since January 2007 initially in the undergraduate mathematics department, now in the Master of Arts in Teaching program. Mary teaches the full range of undergraduate and graduate mathematics courses, in addition to computer graphics, computational geometry and STEM Teaching Methods. She spent the earlier part of her career working in the technology industry as a mathematician and developer for IBM, focused on Spline (NURBS and Bezier) applications within Geographic Information Systems, Human Computer Interfaces for load balancing applications within Parallel Computing and as a researcher in the Data Visualization lab at the TJ Watson Research Center. Mary moved on to become Senior Vice-President of Technology for Harte-Hanks Interactive with a focus on new media primarily for large pharmaceutical clients as well as e-commerce sites. Mary holds the patent on “A Method to Detect the Closest Existing Point on a Spline or Polyline.”
Abby Laber has been teaching high school and college English for almost 40 years. For the past twenty, she has worked at Concord Academy in Massachusetts where she has developed courses on Shakespeare, memoir, close reading, creative nonfiction and the academic essay. She also runs a seminar for new teachers and facilitates Critical Friends Group. Abby received her A.B. from Harvard University. Through NEH and with the Calderwood Writer’s Initiative, Abby studied composition theory and memoir; she has been taking part in IWT workshops since the Institute began. Abby has presented her approach to close reading—the "Overview and Inventory"—at NEATE and NYSEC, and is working on a textbook about O&I and the exploratory essay. Recently, she has studied teaching through performance at Shakespeare's Globe.
Mary Leonard taught at Kingston High School for thirty years where she co-wrote a senior elective, In A Different Voice, which concentrated on American history, politics and literature and was the final course in the Law Program. While at Kingston she was a recipient of three NEH awards to study poetry and a Fulbright to study education in Brazil. After her retirement she taught at UCCC and Trinity College and wrote on assignment for a local newspaper.
Her first love has always been poetry and fiction and she has published in numerous print and on line journals. Two most recent poems can be read in The Blue Collar Journal and in the collection of poems re Vietnam from Perfume River. She has been an associate of the Language and Thinking program since 1990, teaching workshops on campus and providing professional development for schools in the Hudson Valley. She presently works for Bard's MAT program.
Karen Lepri's (B.A., Harvard University; M.Ed., University of Massachusetts; M.F.A. in Literary Arts/Poetry, Brown University) poetry, essays, and translations from Spanish have appeared in various national and international journals including 1913, 6x6, Aufgabe, Boston Review, BOMB, Chicago Review, Conjunctions, Lana Turner, and Mandorla. She is the author of Incidents of Scattering (Noemi Press, 2013) and Fig. I (Horse Less Press, 2012) Her writing interests include documentary poetics, butchness, and shipwrecks. She has been the recipient of the Noemi Poetry Contest and the American Academy of Poets, Weston, Kim Ann Artark Memorial, and Francis Mason Harris prizes for poetry. She lives in New York City where she is a Ph.D. candidate in English at the CUNY Graduate Center and teaches writing at Queens College.
Alice Lesnick, an IWT Senior Faculty Associate, is Term Professor of Education, Director in the Bryn Mawr/Haverford Education Program, and Convener for International Programs at Bryn Mawr College. A literacy researcher with particular interests in community-based learning and distributed knowledge, Alice has been with the Institute for 23 years. Currently, she is leading leading a teacher research group as part of an embedded professional development program in a Philadelphia charter school in partnership with the Institute. A former preschool, elementary, middle, and high school teacher, Alice is the recipient of the Rosalyn R. Schwartz Teaching Award at Bryn Mawr College. Since 2013, Alice has led the Lagim Tehi Tuma/Thinking Together Program, in which American and Ghanaian university students join with community mentors each summer for action research, reflection, study, and language learning in collaboration with four education projects: an early education NGO, a community radio station, a cultural dance and music group, and a technology training center in Northern Ghana.
Matt Longabucco (B.A., Binghamton University; Ph.D., New York University) is an Associate Clinical Professor in the Liberal Studies Program at New York University, where he teaches first-year writing, aesthetic and political theory, and a thesis seminar for seniors concentrating in Creative Critical Production. His interests include modern and contemporary literature with an emphasis on poetry and poetics, theory, film, and composition. He is the author of several chapbooks, and his poems, essays, and critical work appear widely. He has been an associate of the Institute for Writing & Thinking since 2001, and taught for many years in the Language & Thinking Program. He lives in New York City.
Sharon Marshall writes fiction and has taught composition, creative writing, reading and ESL at City College of the City University of New York, Hostos Community College, Essex County College, the College of New Rochelle, and the Fashion Institute of Technology. She has also studied writing at the New School, New York University, and Columbia University. Her fiction has appeared in Essence Magazine. She received a W. K. Rose Fellowship and the Jane Spector Award for Creative Writing. Faculty member, Bard Language and Thinking Program. (B.A., Vassar College; M.A., City College. Assistant Professor in the Institute for Core Studies at St. John's University, NY.)
Bill Martin is a teacher, translator, editor, and cultural organizer and has been a Faculty Associate of the Institute for Writing and Thinking since 2007. He was Head of the Literature and Society Program at Al-Quds Bard College for Arts & Science in Palestine for several years. Currently he teaches for the Barenboim-Said Academy in Berlin, Germany, where he lives, in addition to working as an academic editor for the Max Planck Institute for Empirical Aesthetics in Frankfurt am Main. He has published a number of translations from Polish and German, including Michał Witkowski’s novels Lovetown (2012) and Eleven-Inch (forthcoming, Seagull Books). B.A. University of Iowa, M.A. University of Texas at Austin, ABD University of Chicago (all Comparative Literature).
Tracy McCabe is the Director of Writing Programs at Lake Forest College, where she also teaches English and Women’s Studies. Since 2000, she has directed the two-week summer Writing and Thinking Workshop for high school students, with Institute associates serving as the workshop leaders.
Andrew McCarron is a teacher and writer born and raised in the Hudson River Valley. He holds a Ph.D. in Psychology, chairs the Religion, Philosophy & Ethics Department at Trinity School in Manhattan, and teaches in the English Department. His books include: Mysterium, a poetry collection (Edgewise Press, 2011); Three New York Poets: Charles North, Tony Towle & Paul Violi, a collection of critical biographies (Station Hill, 2016); Light Come Shining: The Transformations of Bob Dylan, a study of the Nobel Laureate’s religious identities (Oxford University Press, 2017); and The Ballad of Sara and Thor: A Novella (Station Hill, 2017). In addition to teaching and writing, Andrew also serves on the ethics committee at New York Presbyterian Hospital in Manhattan.
Dr. Kristy McMorris is the Dean of Bard Academy at Simon’s Rock in Great Barrington, Massachusetts. Dr. McMorris holds a B.A. in English from Howard University as well as an M.A. and Ph.D. in Comparative Literature from New York University. Dr. McMorris has taught at New York University and Hunter College. In 2009, she joined the faculty of Bard Early College, teaching at Bard High School Early College in Queens, New York. She was the founding director of the Bard Early College at Harlem Children’s Zone Promise Academy. Her areas of research include African-American and Caribbean Literature and postcolonial and feminist approaches to texts.
Delia Mellis is Director of College Writing and Academic Resources for the Bard Prison Initiative and the Site Director at Woodbourne Correctional Facility. She has been a member of the BPI faculty since 2008 and taught for four years in the Department of Urban Studies at Barnard College. Mellis has written and lectured on race and gender in U.S. history throughout her career. She holds a Ph.D. in United States History from the Graduate Center of City University of New York and a B.A. from Bard College.
Carley Moore holds a B.A. in Comparative Literature from Binghamton University, a M.A. in English Literature and Poetry from New York University, and a Ph.D. in English Education from New York University. She is a Master Teacher of Writing in the Liberal Studies Program at New York University and an Associate at the Institute for Writing and Thinking at Bard College. Her dissertation, entitled Seventeen Magazine and the Girl Writer, examines the relationship between popular American culture, American political movements in the last forty years, and how teenage girls have responded to these cultural and political changes in writing for *Seventeen* magazine. Carley’s poetry, essays, and articles have appeared in *The American Poetry Review*, *Brainchild*, *The Brooklyn Rail*, *Coconut*, *Fence*, and *The Journal of Popular Culture*. Farrar, Straus, and Giroux published her debut young adult novel, *The Stalker Chronicles* in 2012. Her current project, a novel, *Live at Roseland*, is about small towns and indie music.
Michael Murray is faculty at Bard High School Early College in Newark, NJ, where he teaches literature, as well as academic and creative writing. He has taught at Princeton University, the University of Pennsylvania, and in Bard's Master of Arts in Teaching program. He is a certificated language arts teacher, as well as a folklorist who has studied traditional culture in the American suburb, vernacular art and artists, and public history. His curatorial work in cultural studies and oral history have been presented at the Hudson River Museum (Yonkers, New York) and the Smithsonian Institution's Festival of American Folklife. MIchael holds a B.A. from George Mason University, an M.A. from the University of North Carolina-Chapel Hill, and a Ph.D. from the University of Pennsylvania.
Gillian Osborne holds a Ph.D. (2014) in English from the University of California, Berkeley, and a B.A. (2006) in Comparative Literature from Columbia University. From 2015-2017, she was a postdoctoral fellow in English at the Harvard University Center for the Environment. She is the author of a forthcoming collection of essays, Green Green Green (Nightboat Books 2020) and the co-editor of a collection of critical essays on environmental poetry, Ecopoetics: Essays in the Field (2018). Other publications include poetry and reviews; scholarship on Emily Dickinson, Henry David Thoreau, and Herman Melville; and essays on the imagination of motherhood and the politics of foraged foods at fancy restaurants. In addition to teaching for the Bard College Language & Thinking Program and the Institute for Writing and Thinking, Gillian has worked with students in writing and literature at UC-Berkeley, the Prison University Program at San Quentin, the Harvard Extension School, and elsewhere.
Irene Papoulis is a Principal Lecturer in the Allan K. Smith Center for Writing and Rhetoric at Trinity College, Hartford. BA Binghamton University, MFA Columbia University, PhD Stony Brook University. She has published articles on the teaching of writing in various collections, including Into the Field: Sites of Composition Studies, The Theory and Practice of Grading Writing: Problems and Possibilities, Writing Ourselves into the Story: Unheard Voices in Composition Studies, and Writing With Elbow. With Michelle Tokarczyk, she co-edited a collection of essays called Teaching Composition/Teaching Literature: Crossing Great Divides, and she also appears as an occasional panelist on Connecticut's WNPR radio. She has been an associate of IWT since 1991. photo by Chion Wolf
B.A., Tufts University; M.F.A., Michener Center for Writers, University of Texas. Poet and translator. Author, Meditations on Rising and Falling (University of Wisconsin Press, 2008); has published poems and translations in Gettysburg Review, Best New Poets 2006, Exile Quarterly, Marlboro Review, Mid-American Review, New Orleans Review, Nimrod, Seneca Review, others. Editor, Borderlands: Texas Poetry Review (2003–05). Has worked as human rights activist in El Salvador and as labor organizer in the Hudson Valley; taught writing at Marist College; led poetry workshops at University of California–Los Angeles Writers’ Program. Recipient, Brittingham Poetry Prize; American Literary Translators Association Conference Fellowship; Adele Steiner Burleson Poetry Award. Codirector, Center for Faculty and Curricular Development (2012– ).
Cindy Parrish is an educator, film maker, graphic novelist, playwright, and professional storyteller. Co-founder of Heroic Productionz, an educational media production and consulting company, Dr. Parrish, until recently, taught humanities at the University at Albany's first year program, Project Renaissance. In 2012 she began teaching at Buxton School, in Williamstown, Massachusetts. She has been an IWT associate since 1995. She holds a B.S. in Communication Arts from Cornell University and a Doctor of Arts in English from the University at Albany.
Christopher Rey Pérez is a poet from the Rio Grande Valley of Texas. His published works of poetry and fiction in English and Spanish include On the heels of our enemies, 427-375, regeneración, an untitled collaboration with Barbara Ess, El Siete Machos, REYNOSA, and Compendio palestino-puertorriqueño en proceso. His book, gauguin's notebook, received the 2015 Madeleine P. Plonsker Prize from Lake Forest College. Since 2012, he has edited a nomadic publication in, of, and around Latin America, called Dolce Stil Criollo. Christopher is a graduate of the Milton Avery Graduate School of the Arts at Bard College and a former Visiting Lecturer at al-Quds Bard College for Arts & Sciences in Palestine. He has also taught in the Language and Thinking program of Bard College. Currently, he is the Program Director of the Bard Microcollege at Brooklyn Public Library.
Nancy Kline Piore publishes as Nancy Kline. Her short stories, essays, memoirs, flash nonfictions and translations have appeared widely, most recently in *Hawaii Pacific Review* and *The Prose Poem Project*. She contributes regularly to the *New York Times Sunday Book Review* and has received a National Endowment for the Arts Creative Writing Grant. Her essay “Missing Paris” appears in *Best Women’s Travel Writing 2011*. She is about to publish her ninth book, a translation (with Mary Ann Caws) of Lorand Gaspar’s *Earth Absolute and Other Texts*. Earlier books include a novel (*The Faithful*), a critical study of René Char’s poetry (*Lightning*), and a biography of Elizabeth Blackwell (*A Doctor’s Triumph*). She has taught writing at UCLA, Harvard, and Barnard (where she was Founding Director of the Writing Program) and French language and literature at the University of Massachusetts-Boston and Wellesley. She is currently teaching 20th Century French Literature in Translation, under the aegis of the Bard Prison Initiative, at Taconic Correctional Facility, and is at work on a book of creative nonfiction entitled *Other Geographies*.
B.A., University of Colorado, Boulder; M.A., University of Buffalo. Poet, performer, and author of literary essays and cultural criticism. *Author, I, Afterlife: Essay in Mourning Time* (Essay Press, 2007) and *Everywhere Here and in Brooklyn* (Belladonna Collaborative, 2012). Co-editor, with Tonya Foster, of *Third Mind: Creative Writing Through Visual Art* and *A Helen Adam Reader* (National Poetry Foundation, 2007). Lives in Westchester and directs the Center for Mindbody Studies, with a private hypnotherapy practice in Manhattan. Faculty, Language and Thinking Program.
Andrea Quaid’s work focuses on poetry and poetics, pedagogy, and feminist studies. She is co-editor of Acts + Encounters, a collection of works about experimental writing and community, and Urgent Possibilities, Writings on Feminist Poetics and Emergent Pedagogies. She is series co-founder and editor of Palgrave Studies in Contemporary Women’s Writing. Her work appears in albeit, American Book Review, BOMBlog, Entropy, Feminist Spaces Journal, Jacket2, Lana Turner, LIT, Los Angeles Review of Books and Manifold and Syllabus. With Harold Abramowitz, she curates RAD! Residencies at the Poetic Research Bureau. She teaches in the Bard College Language & Thinking Program and Institute for Writing and Thinking. She also teaches in the Critical Studies Department at California Institute of the Arts. She directs Humanities in the City, public programs focused on education equity and the transformational power of interdisciplinary humanities study in classrooms and communities. (B.A., M.F.A., Antioch University, Ph.D. University of California Santa Cruz)
Joan Retallack is a poet and essayist: author of The Poethical Wager (Berkeley: UC Press, 2004); coeditor, with Juliana Spahr, Poetry and Pedagogy (Palgrave, 2006). She has published numerous other volumes—poetry, and essays on modernist and contemporary poetics. Retallack is the John D. and Catherine T. MacArthur Professor Emerita of Humanities at Bard where she taught in Languages and Literature and was core faculty in Written Arts. An IWT Faculty Associate since 1984, she directed the Bard Language & Thinking Program for ten years, 2000–2009. Retallack's The Supposium: Thought Experiments & Poethical Play in Difficult Times came out in 2018 from Litmus Press, from which BOSCH'D—her new poetry volume—is forthcoming.
Neil Rigler has been teaching at the Lake Forest College Writing and Thinking Workshop for 19 summers. He teaches English, American Studies, Media Studies, and Creative Writing at Deerfield High School in Deerfield, IL. He is a regular presenter at the NCTE and CASE (Council for American Studies Educators) conferences. He has been a faculty associate for the Institute for Writing and Thinking for twenty years, and has taught several weekend workshops.
Eléna Rivera was born in Mexico City and spent her childhood in Paris. She is the author of *On the Nature of Position and Tone* (Field Press, 2012), *The Perforated Map* (Shearsman Books, 2011), and *Remembrance of Things Plastic* (LRL-e Editions, 2010). She won the 2010 Robert Fagles prize for her translation of *The Rest of the Voyage* by Bernard Noël, which was published by Graywolf Press in 2011. Her essay “The Perforated Map, and Writing the Unknown” appeared in 2012 in *Transatlantica; Revue d'études américaines/American Studies*. She is the recipient of a 2010 National Endowment for the Arts Literature Fellowship and her chapbook, *Atmosphered*, is forthcoming from Oystercatcher Press in the U.K.. She teaches in the McGhee Division at New York University, as well as in the Stonecoast MFA program, and with Poets & Writers in New York City.
Adam Ruderman is an Upper School History and English Instructor who will begin teaching at Chadwick School in Palos Verdes, California in the fall. Adam has previously taught at Breck School in Golden Valley, Minnesota, at The Bishop's School in San Diego, California, and at Punahou School in Honolulu, Hawaii. Adam has attended numerous Bard IWT workshops which have been instrumental in his mission as a teacher: to create spaces of empathy and authenticity where students can find and enhance their voices through writing, thinking and discussion. Adam's areas of interest include the study of deliberative procedures, group dynamics and democratic processes and has done primary research in the field. He has presented on how writing deepens the discourse in discussion-based classrooms at conferences including the People of Color Conference, the Minnesota Association of Independent Schools, and the National Association of Independent Schools, and has consulted with English and History departments about developing writing and discussion-based pedagogy. Adam holds a B.A. from the University of California Berkeley, an M.A. from San Diego State University as well as an M.A from Tulane University School of Public Health, and an M.S. from the University of Hawaii. He lives in Minneapolis, Minnesota.
Tyler T. Schmidt is an Associate Professor of English at Lehman College. He also teaches courses in American Studies at CUNY’s Graduate Center. He served as co-coordinator of Lehman’s Writing Across the Curriculum program from 2008-2015 and 2018-2019. The author of Desegregating Desire: Race and Sexuality in Cold War American Literature (2013), Tyler is currently completing a manuscript centered on a group of writers and visual artists based in the Midwest in the 1950s and 60s. His critical work has appeared in African American Review, Women Studies Quarterly, and Radical Teacher.
Brian Schwartz (B.A., Brandeis University; M.F.A., University of California, Irvine; Ph.D., New York University) has published fiction and non-fiction in Harvard Review, Ascent, Painted Bride Quarterly and elsewhere, and his story *Invasion* was recently selected for the anthology Inheriting the War. At U.C. Irvine he was awarded a Regents Fellowship and the Cheng Fellowship in Fiction, and his work has been nominated for a Pushcart Prize. Areas of interest include creative non-fiction, the short story and the culture of American sports. He is a Senior Lecturer in the Expository Writing Program at New York University, and has also taught at Bard, U.C. Irvine, San Francisco State and at the Fir Acres Workshop at Lewis and Clark.
Patricia Sharpe fell in love with the Bard Institute for Writing and Thinking practices at a conference in 1983 where Institute Associates ran a workshop on Sylvia Plath’s poem *Poppies in October,* and she understood for the first time how for Plath blood could signify vitality. Since that year, she has taught Literature, Writing, Film, and Women’s Studies at Bard College at Simon’s Rock, where she became Academic Dean in 1993. She is co-author, with Frances E. Mascia-Lees, of the book *Taking a Stand in a Post-Feminist World: Toward and Engaged Cultural Criticism* (SUNY Press, 2000) and numerous articles. With Institute Associates Ray Peterson and Valeri Thomson, she has helped to found the Bard High School Early Colleges in New York City. A graduate of Barnard College, and of the Ph.D. program and the University of Texas, she taught at Lady Amritbai Daga College for Women in Nagpur, India, SUNY Buffalo, and The University of Michigan before joining the Bard family.
Gian Starr is the Assistant Principal at Stissing Mountain Jr./Sr. High School in Pine Plains, NY. Prior to this he was an English Language Arts Teacher in Secondary Education, working across grade levels in rural, urban, and suburban settings throughout New York’s Hudson Valley before earning tenure as a 7th grade ELA teacher in Pine Plains. Gian is a Fellow of the Bard Institute for Writing and Thinking, where he has led workshops for international students and has mentored a number of MAT teacher candidates. He has worked with the New York State Department of Education in developing their Culturally Responsive-Sustaining Framework and serves on a stakeholder panel for the redevelopment of assessment and teacher evaluation practices in New York State. He lives with his wife, son, cat, and turkey in New Paltz, NY.
Holly Swain Ewald, PhD, is a biologist and STEM teacher with research specialization in cancer and neuropsychiatric disorders. She has been involved with the National Breast Cancer Coalition’s breast cancer vaccine project, works with oncologists and modelers to devise treatment protocols based on cancer evolution, and publishes papers at the interface of biology and health sciences. She has an adjunct appointment at the University of Louisville in Kentucky and has also taught at Simmons College, a small Historically Black College and University, and in the Bard Citizen Science program. She is particularly interested in questions of health inequity and the role of science education in helping individuals shape their own interests and impact policy.
Valeri Thomson (B.A., Mathematics, Bard College; M.A., Ed.M., M.Phil. and Ph.D., Columbia University) is the principal of Bard High School Early College Queens. She worked as a biology research director at Bard College in Annandale from 1997 - 2007, before moving to the Queens campus. During this time she developed a program for approaching scientific peer-reviewed literature using Institute practices. Working with the high-school faculty and students at the Rockefeller Summer research program and with faculty at different universities, she developed approaches that could be shared with students for taking apart research article and doing close reading of scientific texts to develop understanding even when the background of the reader was somewhat limited. In 2007, she founded the Bard College Master of Arts in Teaching Biology program. She is now a biology professor and principal of Bard High School Early College where workshop practices are utilized throughout the disciplines to help students develop their thinking through writing.
Christine Ticknor is a member of the founding science faculty for Bard High School Early College the Cleveland Metropolitan School District. Prior to joining the BHSEC faculty, she developed and led a research curriculum for medical students in the Lerner program at Case Western Reserve University. This role followed 15 years as a bench researcher in genetics and molecular biology. Christine holds a BA from Case Western Reserve University, an MPhil and PhD from Yale University, and an MEd from John Carroll University.
Valery Timofeev, PhD, is associate professor of Literature at the Faculty of Liberal Arts and Sciences of Saint Petersburg State University. He teaches FYSem, Writing and Thinking, Language and Thinking and several courses in literature and culture. He has been leading teacher training workshops for faculties of Saint Petersburg State University, Perm State University, Southern Federal University, Astrakhan State University. He has published numerous articles on Russian and English literary history, narrative theory, literary semiotics, and a book John Fowles’ Classes (Uroki Faulza. 2003), has given numerous invited lectures at Daugavpils University in Latvia, Sorbonne in France, Middlesex University, Edinburgh University, UK.
Alena Timofeeva, MA in English Language and Literature, is assistant professor of English at the Faculty of Liberal Arts and Sciences of Saint Petersburg State University. She teaches English, Writing and Thinking, Language and Thinking. She has been leading teacher training workshops for faculties of Perm State University, Southern Federal University, Astrakhan State University. She has published numerous articles on EFL and EMI teaching.
Robin Tremblay-McGaw is a writer and scholar who lives in San Francisco and teaches at Santa Clara University and in Bard’s Language & Thinking Program. She is most recently the co-editor with Rob Halpern of From Our Hearts to Yours: New Narrative as Contemporary Practice (ON Contemporary Practice, 2017). Her book of poems, Dear Reader (Ithuriel's Spear), came out in August 2015. Her critical and creative work has appeared in Feminist Spaces 2.2. MELUS, Tripwire, Aufgabe, Little Red Leaves, Elderly, Santa Clara Review, On: Contemporary Practice, HOW2, Crayon, Mirage, Digital Artifact Magazine, POM2, Narrativity, Biting the Error: Writers Explore Narrative (Toronto: Coach House Books, 2004), and elsewhere. Her essay/poem “the queen’s english ain’t her own” is forthcoming in Queenzenglish edited by Kyoo Lee (Roof Books). For many years, Robin edited the poetry blog xpoetics.blogspot.com. For the last two years, with two of her SCU colleagues, Robin has been working on grant-funded projects on multimodal assignments. The team is currently building an SCU multimodal projects website which will be live in the fall and will include links to research, sample assignments, and student work.
Robert Tynes is a political scientist whose research includes political violence, African politics, child soldiers, and internet activism. His most recent book, Tools of War, Tools of State, (SUNY Press), argues that child soldiers on the battlefield bolster troop size, create moral dilemmas, and deepen the level of fear. Tynes has published articles in peer-reviewed journals such Peace Economics, Peace Science and Public Policy, Air & Space Power Journal, African Security Review, The Journal of Sierra Leone Studies, New Media & Society, and limn. Tynes is currently the Director of Research and a Site Director for the Bard Prison Initiative. He holds a Ph.D. in political science from the University at Albany and an M.A. in communications from the University of Washington.
Teresa Vilardi was assistant director of IWT from 1984 until 2001, and director from 2001 until 2012. She now serves as the liaison between IWT and Bard's MAT program, developing training workshops for both MAT faculty and IWT faculty. She earned her B.A. at Barnard College and M.A. in medieval and Renaissance history from Columbia University, and has studied in the Program in Psychology and Religion at Union Theological Seminary in New York City. She has taught history at the State University of New York in Binghamton; the College of Wooster in Ohio; Vassar College in Poughkeepsie, New York; history and women's studies at Broome County Community College in Binghamton; and taught in Bard’s Freshman Seminar Program. She was co-editor of *New Methods in College Writing Programs: Theories in Practice* (MLA, 1986); *Writing to Learn Mathematics and Science* (Teachers College Press, 1989); and *Writing-Based Teaching: Essential Practices and Enduring Questions* (SUNY Press, 2009).
Meghann Walk is a doctoral candidate in Education Policy, Organization & Leadership and was the inaugural Andrew W. Mellon Graduate Fellow in Public Humanities at the University of Illinois. Her scholarship explores information literacy instruction, early college high schools, and the public humanities. She has taught Writing & Thinking for several years as the writing instructor for the Odyssey Project at the University of Illinois and, prior to that, as the Library Director and a social studies instructor at Bard High School Early College-Manhattan. (CAS, St. John’s University; MSLIS, Simmons College; BA, University of Illinois)
Nicole B. Wallack, PhD, is the Director of Columbia University’s Undergraduate Writing Program in the Department of English and Comparative Literature, where she has worked since 2003. At Columbia, she teaches seminars on writing pedagogy, American literature and film, Creative Nonfiction, and undergraduate writing courses. Nicole has been an Associate of the Institute for Writing and Thinking since 1998. Nicole’s scholarship focuses on the history and aesthetics of the American essay, rhetoric and composition, teacher education, educational history, standardized testing, and knowledge transfer. Her articles include “Revealing Our Values: Reading Student Texts with Colleagues in High School and College,” which appears in *Teaching with Student Texts* (Utah State University Press, 2010). In this essay, she reports from surveys of high school and college teachers who have participated in the IWT’s workshops about their expectations for students’ academic writing. Her book, *Crafting Presence in American Essays*, offers theoretical and pedagogical arguments for rethinking the role of essay writing in high school and college in the age of the Common Core State Standards and the Framework for Success in Post-Secondary Writing. Nicole is the Vice President of the Council of Writing Program Administrator’s Metro Affiliate group, and sits on the Committee for Contingent Labor in the Profession for the Modern Language Association.
William Webb is the Director of Maybeck High School in Berkeley, California. He is currently the West Coast Coordinator of the Institute for Writing and Thinking at Bard College. During his 24 years in education he has worked as a school chaplain, a humanities teacher, a middle school and high school director and as the Director of Classroom Practice for Bard’s MAT program in Delano, California. In his work for IWT he has taught at Al Quds University in Palestine, St John’s College in Santa Fe, University of Texas in Houston, The Sacramento Public School District, and was co-creator and co-leader of an NEH-sponsored series on teaching sacred texts in the classroom. He earned his BA from Sarah Lawrence College and his Master’s in Theology from Loyola Marymount College. He has published essays in Field Notes, The NAIS Magazine, La Voz, and Anthem
Dr. Robert D. Whittemore, Professor of Anthropology at Western Connecticut State University, earned his Ph.D. at the University of California in Los Angeles. After serving as a Peace Corps Volunteer and teacher and educational director for a child development center in Massachusetts, he did ethnographic fieldwork among the Mandinka people of the Casamance region of the Republic of Senegal. He also worked in urban Los Angeles with the developmentally disabled. As an associate of the Institute for Writing & Thinking at Bard College, Whittemore, in his classes at Western, explores the relationship between writing and thought, underscoring the importance of developing the kind of ethnographic sensibility essential to global citizenship. His wife, Elizabeth, who has collaborated with him on some of his research and writing, is a poet, playwright and novelist. Their eldest daughter, Miranda, is a novelist and their youngest, Vanessa Kai, is a filmmaker.
Dumaine Williams (B.A., Bard College, M.A., Montclair State University, Ph.D., Stony Brook University) is Vice President for Student Affairs and Dean of the Early College for Bard College. He has led Language & Thinking and IWT workshops for faculty and students at several college and early college campuses and teacher certification and in-service training workshops for faculty in various school districts. Dumaine's area of focus at IWT is writing to learn in STEM disciplines and his areas of research and teaching include endocrinology, epidemiology and health inequality.