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Item Elements of a Design Lab (2006)Elements are: 1. Collaboration, in this context, is the ability to work together in a group towards a common goal to make something more effective. 2. Research, in this context, involves the formulation of a question that is addressing a serious problem in the world today. 3. Project, in this context, involves a set of outcomes resulting from a semester’s work in the Design Lab.Item Review of Fall 2008 Design Labs(2009-03)Design Labs were first introduced into the Bennington College curriculum in Fall 2007, following discussions with faculty and administrators during Field Work Term of that same year and earlier small group discussions in 2006. The main idea for the Labs was to create courses “where students and faculty come together to grapple with particular, urgent, real-world problems.” In addition, this work was intended to be collaborative, and the process was to involve “research, collection of evidence, analysis, contacts with experts in the field, and the design of possible solutions.”Item Expectations of a Bennington Education(2013)This document, created by Bennington College faculty, drafts a framework to support Plan development, with emphasis on defining a range of fundamental expectations that will allow students to realize these complementary aims. Given the individualized nature of the Plan process, the relationship between Plan and curriculum is necessarily complex. Rather than narrowly prescribed “general distribution requirements,” we seek a framework that serves the broad needs of individual Plans and provides guidance for curriculum development.Item Executive Summary Research Findings from The Bennington College Plan Process: Toward a Shared Understanding(2007-09) Tenny, ElissaMy research questions began with exploring how curricular breadth and depth is understood by both students and faculty. From there, I explored how curricular breadth and depth is implemented in a Bennington education. The final question was how those understandings and implementation of the Plan Process promotes or constrains curricular breadth and depth.