| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 47.67 |
| Liaison | Holly Andersen |
| Submission Date | Jan. 26, 2021 |
Bennington College
AC-2: Learning Outcomes
| Status | Score | Responsible Party |
|---|---|---|
|
0.18 / 8.00 |
"---"
indicates that no data was submitted for this field
Part 1. Institutional sustainability learning outcomes
No
Which of the following best describes the sustainability learning outcomes?:
Sustainability-supportive
A list of the institution level sustainability learning outcomes:
The institutions predominant student body, the house chairs, are students in each house that are leaders in the living spaces (very similar to resident advisors at other institutions). These house chairs and trained before the fall term in many different areas, including sustainability. They are trained in living sustainably in the campus housing, and sustainable practices and programs in and around campus.
Part 2. Program-level sustainability learning outcomes
173
Number of graduates from degree programs that require an understanding of the concept of sustainability:
4
A brief description of how the figure above was determined:
The figure was determined by searching the Bennington College data base of students who had sustainability specifically written into their plan descriptions for that academic year. This category was determined by searching out database for anyone that had Environmental Studies in their plan title. This is not inclusive of all the students that studied sustainability, just students who had it in their title.
A list of degree programs that require an understanding of the concept of sustainability:
Bennington College does not have majors or minors, students have freedom to study anything they'd like to. And we encourage students to widen their knowledge breadth before they study something deeply.
Documentation supporting the figure reported above (upload):
Do the figures reported above cover one, two, or three academic years?:
One
Percentage of students who graduate from programs that require an understanding of the concept of sustainability:
2.31
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
These are some of the course work student undertook that include sustainability
though do not list it in their plan title: International conflict and leadership, the environment, incarceration reform, a regenerative economy, an educated and emboldened citizenry—imagine an education where the world's most urgent issues are your subject matter and doing something about them is your aim.
Through coursework and fieldwork, students develop capacities essential to taking effective action in the world, whether that means identifying stakeholders and building coalitions and collaborations, honing problem-solving skills, learning the techniques of effective mediation, understanding how to effect policy decisions by lawmakers, or the myriad other components of making meaningful change in the world.
In these efforts, students work with faculty who defy categorization, people who draw on Bennington's deep artistic and analytic resources to collaborate with public and private organizations and leverage the classroom as a new kind of laboratory for creative problem-solving—work that converges in the Center for the Advancement of Public Action.
though do not list it in their plan title: International conflict and leadership, the environment, incarceration reform, a regenerative economy, an educated and emboldened citizenry—imagine an education where the world's most urgent issues are your subject matter and doing something about them is your aim.
Through coursework and fieldwork, students develop capacities essential to taking effective action in the world, whether that means identifying stakeholders and building coalitions and collaborations, honing problem-solving skills, learning the techniques of effective mediation, understanding how to effect policy decisions by lawmakers, or the myriad other components of making meaningful change in the world.
In these efforts, students work with faculty who defy categorization, people who draw on Bennington's deep artistic and analytic resources to collaborate with public and private organizations and leverage the classroom as a new kind of laboratory for creative problem-solving—work that converges in the Center for the Advancement of Public Action.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.