Hardy students sit on walls, stairs, pavement and grass outdoors,
but there are few tables for conversation and study.

Because wireless communication is ubiquitous, learning is occurring not just in classrooms and labs, but in all campus spaces in the form of research, writing, creative exploration, programming, multi-media co-creation, co-authoring, team problem solving, editing, presenting, and practicing personal expression and formal presentation in many ways.

Academic Buildings for "Everywhere Learning"
Students increasingly seek out comfort zones for wireless connectivity in hallways, lounges, galleries, locker rooms, rec centers, coffee shops, footpaths, picnic tables, benches, outdoor sculptures, gardens, geology displays, shops, bus stops, lawns, athletic fields, building lobbies, decks, patios, stairs and roof overhangs. Now is the time to ask and consider how we can provide infrastructure and technical services that support this style of "everywhere learning" in academic buildings too.

How can we provide students with safe, always-open furnished areas that provide good lighting, comfortable, flexible seating and worktable options, with quality ambience that supports today's style of learning? Can we provide electrical power outlets and charging stations for portable electronics in such places? Can some of these spaces be highly serviced with staff support and expertise available throughout the day, night and weekend through all seasons?

Are we using transitional spaces such as classroom "spillouts" and hallway corners to provide areas where students and faculty members can choose to sit and converse about the lecture or presentation just completed? What could be done near faculty office areas to encourage salon discussions or invite students with a common major to gather together more often?

Could we do more to blend the functions of academic spaces in or near libraries, science labs and computer work areas with warmth and character, so that students can enjoy music, food and drink, phone conversations, engagement, connection, comfort and flexibility? How can we provide more opportunities for serendipitous encounters — places that invite settling and lingering and conversing face to face with people who are learning together?

How can we create more comfort in outdoor spaces where students can sit in true comfort near gardens and arboretums in the sunshine so valued in our climate? Can some open air spaces be lightly roofed so students can be seated at comfortable benches, tables and chairs so they can read or converse in the fresh sea breeze, yet stay dry in a rain storm or shaded from a hot summer sun?

Where can we create additional bookable space where students can be assured of a reservation for a team meeting or a late-night practice session for a presentation?

Peace and Quiet Important Too
We should also assure that while busy multifunctional public spaces are available there is also plentiful access to areas where students can take advantage of semi-private, attractive realms that invite inspiration and reflection. How can we make it possible for students to find valuable "sanctuary" spaces on campus where they can concentrate, read, and think in a very quiet environment without a lot of noise from music, electronic beeping, phone chatter, keyboard-clicking, entertainment and group interaction?

While visioning some of the possibilities for open learning spaces, labs and classrooms, we also want to protect the opportunity for quiet one-one-on one conversation in places that are comfortable and inviting. And, we still want classrooms and seminar rooms where discussion can occur without electronic connectivity, the tried and true examination of ideas and opinions by speaking and listening with open curiosity, creativity, critical thinking and debate.

Possibilities in the Broader Community
Lastly, as Western continues to expand off-campus and distance learning opportunities, we need to take inventory of community comfort zones where students are welcome to study in areas of beauty and comfort in the greater Bellingham area. While recognizing and strengthening the strategic partnerships that are already in place with municipalities, school districts and businesses, we will soon pursue others in ways that add energy and multi-purpose connectivity to the commons throughout the entire community.

About the author
Nancy Grayum manages ATUS Classroom Services and the Equipment Loan desk, coordinates computer lab reservations, and provides technical writing and editing services for ATUS. She earned her M.Ed. in Instructional Technology Administration from Woodring College of Education in 1990. She can be contacted by email or phone, 650-3572.

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