The Learning Goals curriculum reform efforts made important strides toward defining what skills, abilities, and perspectives Biology majors should develop during their time in the department. These goals have strongly influenced how many faculty teach their courses: there is an increased emphasis on projects and collaborative work. One factor still lacking is a mechanism for building a culture of inquiry among the students: encouraging them to belong to the departmental community. By providing high-quality resources for students to organize and collaborate outside of class -- in particular, by providing a comfortable, attractive place where students could come when not in class to meet and work together -- the Department could foster community and sense of belonging on the part of students in the Biology major.

Currently, there are relatively few places where students can work together in the department. The only common space in Morrill available to students outside of class is the BCRC. Students use hallways, stairways, and unoccupied classrooms, but these don't provide a comfortable, attractive, or reliable destination for students. The Biology Computer Resource Center (BCRC) offers two tables at the back, but there is relatively little space (only enough for about 8-10 students) and this space is unavailable when classes reserve the BCRC. It has beeen proposed that the department develop an Open Learning Environment (OLE) for Biology Undergraduates. I propose that the OLE be an extension of the BCRC.

The OLE should offer a variety of comfortable, welcoming, functional settings for students to work. One setting could include some couches with end-tables, coffee-tables, and lapboards. This relatively informal setting would be ideal for student groups to discuss projects in early stages. It could also give students a place to study or read in a different position than simply sitting in a chair at a table. To complement this area, the department might subscribe to a few "science news" publications and provide them here for students to browse. A second flexible setting could be provided by a set of hexagonal tables that could be used separately for small groups or put together for a larger discussion group. It would be useful to have a series of posterboard dividers that could be put up to divide off small group areas or divide sections of the room. These could also be used for poster sessions. These informal and flexible settings would complement the existing BCRC, which could be used primarily for classes and quiet, independent study.

The OLE should include some facilities for food and beverage (e.g. sink, refrigerator, coffee maker, and microwave). The BCRC currently has these in room 370, but they could be moved into the OLE, if the two are in close proximity.

The OLE should provide a balance of function and aesthetics. It would be desirable to provide an attractive decor: carpeting (to reduce noise) and some incandescent lighting (to give the room a warmer feel) would be welcome. Plants, terrariums, and aquariums might contribute to an attractive environment for biologists. One or more walls could be floor to ceiling dry-erase white boards (or chalkboards). This would provide a mechanism for students to create lists, sign-up sheets, or to sketch out large models and concept maps. It might be nice to create a display case where student imagery or projects could be displayed. Bulletin boards could be placed on some walls. It would be good to leave some places for posters or framed art work.

The OLE should provide access to technology. A significant number of open power and network jacks (e.g. 10-20) should be provided and configured so that students could use their own laptops. These could be limited to around the walls, but ideally might be placed throughout the floor with covers. There should be departmental wireless networking available (and, ideally, University wireless networking as well). There should be a few computers configured as kiosks that students could use to quickly check email, browse the web, or print. A system that allowed students to check out laptops would be extremely valuable, but would be a challenge to manage in order to be certain that none were stolen.

If it were combined with the BCRC, BCRC staffing could probably supervise both areas. A complementary model might be to create a training manual and contract students could sign in order to receive the combination to the room, granting 24 hour access. The experience with the BCRC is that by having people using the facilities at all hours, there is a decreased risk of vandalism, theft, and damage due to leaks in the building (in several instances, people working in the BCRC in the early hours of the morning moved chairs and computers out from under ceiling leaks).