Spring 2026 Course Search

Historical Dress: The Park-McCullough Project Spring ‘26

This course is for students who are doing advanced work in Sustainable Agriculture or community engagement work. Students will create an individual project developing project management skills that include planning, research, development, and implementation. The students will have the opportunity to collaborate with a community partner and will present their completed project at the end of term. A small project budget will be provided supported by The Bennington Fair Food Initiative grant.

Genesis is the first book in a compilation known collectively as the Bible. It is a text of enormous literary value, and one of our earliest historical chronicles, providing foundational material for Judaism, Christianity, and Islam. Yet how many of us know what it actually says?  How did it come together, what is the narrative, and how does it relate to ideas, cultures, and events in the ancient world? We will not be considering Genesis in terms of its status as scripture.

The aim of this course is to think about books. Not just books as objects, but books as the signifiers of a wealth of relationships – between reading and writing, between people and ideas, between people and people, between technologies and desires. For centuries, our ideas have been shaped by the rhythms and hierarchies inherent in the nature of print.  But the nature of the book itself has changed enormously over time – from the painstaking creation of ancient papyri and scrolls to Gutenberg and the fifteenth-century printing revolution.

In this course, we will explore various projects that aim to connect people with their surroundings and communities.
We will also explore the strategies that various artists have implemented to increase their audiences and interest in the arts.
We will analyze and design projects that seek sustainability, diversification, and access to the experience of art and culture.

By evaluating environments we could design artistic projects that promote art, artistic education, and the promotion of cultural products as actions to build community, identity, and a creative economy.

How do we transition to a low-carbon economy in a manner that doesn’t reinscribe the social and environmental injustices that have plagued our fossil-fueled economy? On one hand, the continued burning of fossil fuels is producing environmental crises that threaten to destabilize the very foundations of collective life, with poor and historically marginalized communities bearing the brunt of the suffering. On the other hand, renewable energy technologies are far from environmentally and socially benign.

Historical Dress: The Park-McCullough Project Spring '26

Working in collaboration with the local Park-McCullough Historic Governor’s Mansion, students will create a new archive of the historic dress collection.

Economic inequality is often described in terms of uneven distribution of income and wealth. Yet, more importantly, it reflects uneven access to opportunities, advantages, and life chances. Why do some people enjoy a higher standard of living and better quality of life than others? Are such inequalities fair and just? What role do history, policy, and institutions play in sustaining or reducing inequality?

Why does chronic hunger endure even in times of prosperity? How can famine devastate entire regions in extreme cases, while food deserts quietly persist in wealthy countries like the United States? And what does it mean to treat nourishment not as charity or commodity, but as a right of citizenship?

To be LGBTQIA and AAPI is to occupy two disparate, marginalized identities that seem to be be in constant flux. What might the literature of this intersection teach us about larger questions of community, belonging, and resistance? This 2000-level class attempts to locate a Queer Asian Pacific America through literature, from Chinese American lesbian poets of the 1980s to Fatimah Asghar's recent cross-genre coming-of-age novel; from David Henry Hwang’s reimagining of Madame Butterfly to queer Hawaiian reclamations of aloha; and beyond.

This advanced seminar offers students the opportunity to pursue a term-long project in history.  Asking the historian’s three basic questions – why this? why here? and why now? – each student will be able to do a deep dive into their chosen piece of the past.  For some, this will be the venue for writing their SCT senior theses.  For others, this will be the place where they can produce a historical project appropriate to their Plan. Writing will take place throughout term, and all students in this seminar will receive weekly feedback.

This course is an introductory survey course of U.S. history that pays particular attention to changing norms around gender and sexuality, and how people contested or subverted those norms. Topics include: same-sex intimacy in Early America, turn of the century panics around miscegenation and white slavery, the invention of hetero and homosexuality, cross-dressing in the American West, and the HIV/AIDS crisis.

This course examines the history of immigration to the United States. How did this country become a “nation of immigrants”? How did immigration become so central to American national identity? What are this country’s purported ideals on the subject and has it ever lived up to them?  

The Holocaust is one of the most ethically challenging, traumatic, and consequential occurrences in modern history. This seminar aims to give students a granular understanding of the mass oppression, enslavement, and genocide that occurred in Europe in the 1930s and 1940s, in order to then consider how it has been represented in poetry, drama, fiction, and nonfiction both by survivors of the this historical humanitarian crisis and those who've followed.

Qualitative inquiry seeks to discover and to describe in narrative reporting what particular people do in their everyday lives and what the actions mean to them. This course is intended for students who wish to learn more about the impact of theoretical frameworks on their ongoing knowledge projects at Bennington College.