Cecil M. Bender Room – The Best Kept Secret at Stanford!
Ok, I cheated a bit on this assignment. I had been to Bender once before. I remember my feelings so vividly AND the experience was so powerful that I HAD to write about it for this assignment. I hope you’ll forgive me…
Finding Bender for the first time felt like what I imagine it’s like to find an oasis in the middle of the dessert. It was a pleasant, surprising and welcomed change from Cubberley Library, my usual study/reading room. Actually locating the Bender Room was an adventure in and of itself. If you can find someone who has heard of it, good luck getting him/her to give you clear directions for how to get there. It wasn’t until I decided to take someone up on his offer to accompany me (thanks, Jason!) that I actually made it up to the 5th floor of the Bing Wing in Green Library. I have tried to direct people to Bender myself (ask Nuree) and not one person has managed to find it based on my directions. This veil of secrecy, I must admit, certainly added to the charm and has impacted my observation of the room as a learning space. I started the information/knowledge diagram we did in class on Tuesday with the word “access” and I couldn’t help but think of access when I visited Bender yesterday afternoon at 5:30pm. For whom was this place designed and why has access been so limited?
Aesthetics:
• It feels like the living room of an old mansion
• Very warm lighting – either lit by sunshine during the day from the beautiful windows overlooking the campus or from the big chandelier-like lights or both
• It is very inviting – as you walk into the room, the words “learning” “studying” and “reading” seem to jump out at you – the décor and colors used seem to promote a calm and serene “learning” atmosphere
• I didn’t want to leave – I almost wanted to set up camp for the rest of the night
Observation:
• There are four general seating areas
a. Individual desks – four desk clusters that seat two people each with a partition that separates you from the person seated across from you. There is a desk lamp on either side for each user. These are clearly the “laptop” seats and they were the most occupied. This section appears to have been designed to promote independent learning.
b. Living Room/Couch Section #1 – this section is in the middle of the room. There are 4 of these “seating areas” each with a 2-seater leather sofa, 4 upholstered chairs, 2 lamps, 2 end tables and a table in the middle for laptops, books etc. This appeared to be designed as more of a “collaborative” space since the furniture in each cluster faced each other.
c. Living Room/Couch Section #2 – this section was designed like a traditional “reading room”; there were 4 brown chairs (very comfortable) all facing each other, situated next to a couple of book shelves, two lamps and one small middle table. There were 2 of these sections and this too seemed to be designed to promote “collaboration” and “interaction”.
d. Round Tables – there were 4 round tables in each corner of the room, 4 or 5 chairs surrounding the tables and a lamp in the middle of each table. These desks are close to the bookshelves and seemed to have been designed to promote a combination of collaboration and independent learning.
• There were 12 students in total at 5:30pm on a Wednesday afternoon
a. Most were seated at the individual stations
b. All had laptops
c. Four were wearing headphones of some sort
d. One was sleeping on a sofa in Living Room section #1 and one was seated at a round table with his head down as if taking a nap
• There were book shelves and books along the outer walls but there was no signage about what kind of books they were, how they were filed or even if users were allowed to touch or borrow them
• People were unusually quiet – even those who appeared to be sitting with someone they knew on the couches did not speak. At one point, one group of two started a conversation in very hushed tones and people seemed to look around as if to say, “please be quiet. Do you not know where you are?”
Learning:
Campbell writes, “early in their history, libraries were endowed by colleges and universities with some of the most beautiful, uplifting and noble spaces on campus” (Campbell, p.20). This certainly was a beautiful and noble space; in fact, the most uplifting library/reading room I have ever visited. While Bender appears to have been designed as a space for both independent learning and group collaboration, it has evolved as an individual learning space only. No one was there with a group; students used the individual and group spaces interchangeably. In addition, there was a very clear “culture” of silence. Even the online description emphasizes a “quiet atmosphere for study, leisure reading, and reflection.” Did the space designers, librarian or the students who frequent it create this culture? Does this then explain the “access” question? Why don’t more students know about this space? How would learning differ if more students used it?
I would like to see the room used for both purposes – as a space to promote individual learning as well as a space for “student interaction, peer learning, [and] collaboration” (Campbell, p. 20). The space is big enough so one doesn’t have to come at the expense of the other. I would also like to have more information about the books and to understand (via signage) the significance of the library collection. Lastly, while I had such a positive experience in Bender after my first and second visits, I don’t know if I will go back frequently (I only have 4 weeks left). I was very productive and it was a quality learning space, but there is something about the isolation that makes me a little uncomfortable.
Creative Possibilities for an After School Program in East Palo Alto
Abstract
Foundation for a College Education (FCE) is a non-profit agency in East Palo Alto, California, whose mission is to increase the number of underrepresented students who enroll in and graduate from four-year colleges and universities. FCE was established in 1995 and provides a range of services from academic tutoring and college admissions advising, to standardized test preparation and financial aid counseling. FCE measures its success by the number of students who earn a college degree. To this end, they continue to provide services once students are enrolled in college to ensure they graduate. FCE is about more than getting kids into college. Their vision is to create community change and to significantly alter East Palo Alto’s perception about the attainability of higher education. By engaging both students and parents in their work, they hope to create a “community of learners.” Armed with the right tools, FCE students and parents play a pivotal role in sharing information with other families and community members about how best to take advantage of school resources and how to navigate the college admissions process.
FCE faces the same challenges as other community-based non-profits: limited time, money and resources. The organization hesitates to spend money on expensive “overhead costs” and funders are reluctant to fund activities such as hiring a design consultant or leasehold improvements because these costs are seen as diverting valuable dollars from direct services to clients. The organization rents its office space from the Ravenswood School District and is thus also limited in terms of flexibility and autonomy. In addition, because staff members often wear many hats, the “designers” are individuals who do not have design experience and expertise, and for whom design is not an interest or a priority. The “designers” have been those staff members most interested in taking on the role; high turnover has led to inconsistent design goals and philosophies. The purpose of this proposal is to evaluate FCE’s student/staff common area and to explore ways in which this space can be better utilized for students to learn strategies for academic success, college enrollment and college success.
Observations
Stakeholders • High school students and parents from East Palo Alto and surrounding communities • FCE staff • Volunteer tutors and coaches • Board of Directors • Donors • Community members
Primary users • High school students and parents • Volunteer tutors and coaches • FCE staff
Function • Used by students and tutors during after school hours for one-on-one and group tutoring sessions • Homework space • Technology (students use computers, printers, copier, scanner, etc.) • Socialization (students gather to socialize with each other and “hang out” – significant use of computers for online community sites like “My Space” and “Facebook”) • Supply room for staff (storage for office supplies, copier, paper cutter, etc.) • Meeting space for students (college planning workshops and academic enrichment activities), parents (leadership development and training) and staff
Interviews
“I’d like for the room to look more like a college library, with warm but bright lighting, books that students can use as resources (a whole library of additional help material on different subjects), tables that fit four people, some single desks, comfy, but not too comfy, armchairs for reading; warm colors (greens and browns and tans and some oranges). I would like to enlarge the space and give it more of a ‘college’ feel.” (FCE Staff)
“I would take down one of the walls, change the light panels, cut unwanted wires, paint the walls and get furniture that would allow us to better utilize the space.” (FCE Staff)
"I would like a larger space that allows more opportunities for students to work collaboratively, yet also gives them the option to work independently (more desks and computers). I would also post student goals and reward students with academic achievement scholarships each semester, which they can “cash out” upon graduating from high school and entering college." (FCE Staff)
“I wish the room was more comfortable so we can hang out. Maybe add some couches or something to make us more comfortable while we’re studying.” (FCE student)
“We need more computers and desks so more students can use the computers at the same time. FCE uses too much paper. It would be nice if we could do more online or use email instead of the thick packets we always get at meetings.” (FCE student)
Missed Opportunities
Learning goals • Academic enrichment – what it takes to be a successful high school student • College-going culture – what it takes to get into and succeed in college • College admissions and financial aid process • Collaborative learning – students mentor and tutor each other • Community-building – creating a community of learners in East Palo Alto
Missed Learning Opportunities • Space utilization – three large, oval wooden tables take up most of the space • Lighting - bad and doesn’t promote extended “reading” or “studying” • College Information - walls decorated with names of various colleges and universities – no facts about the school or admissions requirements • One common area – difficult for students to work quietly or independently since noise is always a factor; there are no separators • Stifled collaborative learning - students often asked to “be quiet” so as not to disturb those working independently • Technology - only 3 desktop computer stations for approximately 40 students
Redesign/Creative Possibilities • Reconfigure room/maximize space o use partitions to separate individual work stations from group work stations – create 7 work stations and a separate collaborative section with 3 desks that seat 5 (total of 15 seats); add small couch for study breaks • Improve lighting o add 3 drop ceiling lamps and 4 floor lamps • Increase the number of computer work stations o add 4 computers since many of the students do not have computers at home – this would decrease the wait time for students (computers can be purchased or received as in-kind donations) • Better use of technology o remove college resource library (pamphlets, guidebooks, paper applications, etc.) and create an online resource link with the same information – create tutorial/workshops led by staff on how to use the online resource library • Additional technology resource o load each computer with copies of “The U” – facts about 50 most popular US colleges, including virtual tour of dorms and other campus establishments
Conclusion
Since FCE is limited by budget constraints, the biggest opportunity to create a “learning space” and thus a “community of learners” as they state in their vision statement involves creative integration of technology. Given the growing trend toward online college applications and financial aid forms, access to computers has become a necessity, and FCE should commit to creating a small but expandable media center for their students and parents. The costs associated with this expansion can be subsidized by capacity-building grants from donors and funders.
The Musée Rodin in Paris
My best museum experience by far has been my visit to the Musée Rodin in Paris. I first discovered the museum while I was living and working in Geneva. At the time, I decided that as part of my European experience, I would visit one new city per month and one new museum during each of my visits. While I had been to Paris previously and while I had toured the Louvre, the Musée d’Orsay and some of the other well-known museums, those experiences had been uninspiring. I appreciated the works of art but I did not have a “moving” moment that so many people speak of when they describe seeing the Mona Lisa or the Venus de Milo for the first time. I had heard about the Musée Rodin and, on a whim, I decided to check it out.
Immediately as I walked onto the grounds, I felt a sense of calm. The museum was very different from some of the other Paris tourist attractions because it was located a bit off the beaten path. The atmosphere was casual and the setting was very peaceful and serene. The pieces were displayed outdoors in a beautiful garden and indoors in an 18th century castle. Because I arrived in the morning, I had the entire museum almost to myself. I did not have to fight the crowds for positioning nor did I have to compete with anyone else for a glimpse of the most famous pieces. I was able to spend my time with each piece with which I was fascinated and I did not feel the pressure to “act” like a knowledgeable museum patron. I was able to appreciate some of the works of art that “spoke to me” like “The Thinker” and “The Kiss” and I felt the freedom to immediately walk away from those that I didn’t particularly like or understand. I appreciated the opportunity to not only view the finished pieces but in some instances, there was a display of Rodin’s sketches and the marble casts he used for some of the pieces. Visually seeing the creative process gave me a better appreciation for the entire experience and made it much more compelling learning experience.
What I discovered about myself at the Musée Rodin was that I much prefer to have a “solitary” museum experience and that “I value being able to engage in personal reflection without distraction” (Packer and Ballantyne, 2005, p. 189) either from a companion or from other visitors.
Christy Johnson--Beautiful description of the museum. I could picture what you saw and I could sense how you were feeling. Nice tie to how you experienced the museum as a solitary viewer. It would be interesting to compare that with your experience when with a group. You hinted at the fact that groups / crowds make you feel rushed or stressed. Do you think you could have interacted with the creative process as a group as well? How would that change things?
Matt Alex, I am relaxed just reading your post. I love art museums but I have no desire to ever go to the Louvre because of the bustle that fills its halls. I think a lot is to be said about the amount of foot traffic in a place and the amount you can absorb from the museum. I gain infinitely more from going to the Whitney in NYC than the MET even though it has substantially less art, but it is much less crowded and smaller. I also think you did a great job incorporating Packer and Ballantyne into your reflection. We would be great museum buddies because neither one of us would say a thing to each other.
Mark Yes, it's really hard to have one's internal processes replicate the expectations of others. But good for you to press on to find the Musée Rodin. I too am partial to the small museums off the beaten path. Bringing it back to a design-focus, I wonder what the implications are for designing museums. There's so much of a push towards big consolidated museums and big blockbuster exhibits. But there are such great treasures hidden in the other places. I am an irrepressable Philadelphia advocate- it's a city of neighborhoods, and got some fantastic gems hidden in many of them. I'll post some on the Something Interesting page. The other issue you bring up is the role of solitude -- how can museums help with this? Limit entrances? Some have done this. It's an interesting problem.
Nicole Oh my gosh, I thought I was the only one who didn't have a moving moment with the Mona Lisa! Frankly, the only movement I felt was the crowd pushing me toward the door... I wonder how our experiences would have been different if we'd had a chance to experience (or even get close to) those famous pieces--or any of the pieces!--of art truly on our own. It's unfortunate that sometimes our "culture" seems to value being able to say you saw something "big" over being able to really pause and reflect on something personal and less well-known. Sometimes I feel like tourists (I'm sure myself included sometimes) feel like they have this cultural "to do" list that they have to complete in order to feel their visit was worthwhile. I wonder how we can overcome this cultural tendency, and how those smaller museums can let their visitors know through their design that, in Allen's words, "the reward for persisting will be worth the effort." Sounds like the Rodin Museum did a great job of this, and I'm so glad you got to enjoy it!