Overall Rating Gold
Overall Score 71.29
Liaison Holly Andersen
Submission Date March 30, 2022

STARS v2.2

Bennington College
AC-2: Learning Outcomes

Status Score Responsible Party
Complete 2.46 / 8.00
"---" indicates that no data was submitted for this field

Has the institution adopted one or more sustainability learning outcomes that apply to the entire student body or, at minimum, to the institution's predominant student body?:

Which of the following best describes the sustainability learning outcomes?:

A list of the institution level sustainability learning outcomes:

Each incoming first year student at Bennington is required to take a year long class called First Year Forum. The purpose of this class is to help transition students to Bennington and to offer opportunities to begin to establish relationships with multiple faculty members. First-Year Forum is a year-long course, led by a Bennington faculty member and a student co-leader. In the FYF, students work closely with their advisor and the student co-leader to learn about and access campus resources, engage in the community, explore potential new areas of interest, develop reflective writing skills, and learn to approach writing as a process. During the FYF, each year students have been oriented to the campus sustainability efforts. This particular year students were oriented to the :hidden Underbelly of Campus" so they knew where their heating, cooling, hot water and electricity come from. The students also took courses about fighting climate change from your dorm room where they learn how they can take personal actions to affect change on campus.

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.

Total number of graduates from degree programs:

Number of graduates from degree programs that require an understanding of the concept of sustainability:

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?:

Percentage of students who graduate from programs that require an understanding of the concept of sustainability:

Website URL where information about the sustainability learning outcomes is available:
Additional documentation to support 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.

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 and complete the Data Inquiry Form.