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The Plan Process Areas of Study Faculty Advising Fellowships
Field Work Term
Work-Integrated Learning Student Success Field Work Options Employer Satisfaction
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Bennington Student Voices
Juju's Plan Process: French Language and Film Iñigo's Plan Process: Computer Science and Animation David's Plan Process: Acting and Dance Kim's Advanced Work: Developmental Psychology, French, and Statistics Kaiya's Advanced Work: Diversity & Inclusion in Drama and Black Studies
Bennington College
Home
Map

Academics

The Plan Process Areas of Study Faculty Advising Fellowships

Field Work Term

Work-Integrated Learning Student Success Field Work Options Employer Satisfaction

Student Life and Housing

Student Life Housing Dining Community Engagement Student Clubs & Organization

Bennington Student Voices

Juju's Plan Process: French Language and Film Iñigo's Plan Process: Computer Science and Animation David's Plan Process: Acting and Dance Kim's Advanced Work: Developmental Psychology, French, and Statistics Kaiya's Advanced Work: Diversity & Inclusion in Drama and Black Studies
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Student Success

When employers ask us how it is that undergraduates from a small liberal arts college are going head-to-head and toe-to-toe with seasoned professionals, we credit the Plan and Field Work Term—pillars of a Bennington education from the College's inception. By the time they graduate, Bennington students have acquired at least four jobs or internship experiences and a deep understanding of what they want to do. They are able to navigate challenges, translate abstract ideas into tangibles; they have an uncanny facility for collaboration and communication; and they are comfortable negotiating the known and the unknown. Our outcomes are another indicator of student success: one year out, 97% of graduates are employed, in service programs, or in graduate school, 85% of students are doing work connected to their academic study, and 77% of our students report being engaged in their work.

I think if I had to narrow it down, it would probably be being able to edit and write most of my boss's grant proposal, mostly because she's of the most premier scientists in my field, and so to write her grant proposal for a job that she might give me in the future was pretty exciting.

I dyed 12 square pieces of textile that are going to be used for fashion collection.

I was in Hebron. I did independent research on physical and psychological barriers between Israeli civilians, Israeli military personnel and Palestinian civilians, which is going to be the foundation for my senior work at Bennington.

This field work term I worked at SHoP Architects in New York City and weekly I made presentations which we then delivered to our clients, to WNYC.

Something really cool I accomplished was finding ways to conserve an endemic endangered species in Sri Lanka.

For my 2015 field work term, one of the things that I was able to accomplish was writing a Burundi gender policy.

I represented a member of European Parliament that I was working for in the first intergroup meeting on LGBT rights.

At the Brain and Creativity Institute at USC, I got to practice mindfulness meditation with Antonio Damasio.

I was able to publish research on federal legislation on runaway and homeless trafficking.

I offered a clown workshop to the public at an international community theatre festival called Antipolo.

I worked with the Mental Health Project, which is about 25 attorneys and social workers, who essentially try to get social security for people with mental illness and get better treatment for the homeless and those who are incarcerated with mental illness, so I do a lot. It was good.

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Work-Integrated Learning Student Success Field Work Options Employer Satisfaction
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