School of Earth, Energy, and Environmental Sciences GeoCorner Undergraduate Lounge: Support Petition

9 years ago Featured

When I was doing my B.S. and M.S. degrees, the "computer lab/lounges" at my respective institutions were perhaps the most important places where students interacted and felt part of a cohesive unit. The decentralization of computing labs due has reduced the need for that physical space, but this sort of communal academic space remains an intrinsic and invaluable component of the higher education experience. In my opinion, the decision to modify and/or eliminate this space without taking a broader view on the costs and benefits of these changes is myopic on the part of the administration and reveals a lack of awareness and/or concern about the needs of the Stanford Earth undergraduate student population.

This isn't just a space used by undergrads, its used by graduate students, faculty and staff in the whole department and School.

I fully support the petition by SE3 undergraduate students and hope that the Dean's Office can find a suitable alternative space for the Dean's Office staff.

9 years ago Featured

Many students use the lounge most frequently outside of business hours (aka studying at night), so the amount of use that administrators see day-to-day is far less than it's actual use. Students love having this space. Why take it away?

Fuc u cucks.

Undergrad

The GeoLounge was instrumental in allowing me to access software programs and collaborate with peers in my Earth Science classes for coursework, research, etc. I used the lounge weekly, sometimes even daily, through the course of my undergraduate career at Stanford. Do not take the lounge from us Geoscience students!!! We need it!

My original office was also taken by the Dean's office! Don't this happen to the under grads again!

The Undergraduate Lounge was a place of study and collaboration for students during the 5 years I was at Stanford. Specifically, it was a place of gathering for the geoscience and earth science communities. I saw 1) late study sessions 2) research activities 3) advising discussion 3) information sessions 4) integration between environmental studies/geology/geophysics buildings 5) meeting location for various Stanford outdoors clubs, and other uses that bring value to the experience of the students. The strategic location in GeoCorner also becomes a funnel for potential new majors to find the department and obtain information and support. From my perspective, this space was a great resource that would be very hard to replace. Please consider this appeal and perhaps also consider to revamp the resources available to students in this space rather than take it away.

Geoscience is an inherently collaborative discipline (e.g. consider the logistics and teamwork needed for students to perform field work in what are commonly remote locales or the necessity of finding interdisciplinary solutions to the complex problems facing society today). As such, the success of geoscience education cannot be measured simply by cognitive learning outcomes but must include consideration of equally important affective and psychomotor learning domains. Unscheduled and centrally-located learning spaces and undergraduate lounges that strengthen peer networks and promote serendipitous collaborations (for similar reasons that field camp remains the capstone of an undergraduate geology degree) are essential to supporting these critical components of a student’s development and success as a geoscientist. Replacing the SE3 lounge (which so many undergrad and grad students visit weekly) with administrative offices (which the average student would visit less than once an year and which would be closed and dark after 5 PM each day) would be a unfortunate erosion of the educational experience here.

Formative years in that lounge. Don't fix what isn't broken!

9 years ago Featured

An undergraduate work and socialization space is an important feature in most geoscience programs, and it should not be located within or adjacent to university administration offices. Our administration exists to further Stanford's educational and research missions. It's hard to see how expanding administrative office space at the expense of undergraduate facilities serves our students or research.

Any department or school that values undergraduate education should provide a working space with computer access in which students can talk and collaborate. As a GS TA and graduate student, I have had many productive debugging sessions and conversations with students from GS and Geophysics in the Braun Hall lounge. Current alternatives provide students with access to expensive proprietary software packages and space to work, but they fail to encourage the same collaborative atmosphere. Many students learn by explaining their ideas to and problem solving with others, which is difficult to do in a hushed library or anonymous cafe space subject to frequent external distraction. Weekly events in the lounge also foster a sense of community among GS students, faculty, staff, and visitors. If the current lounge is re-purposed it ought to be replaced by an equally accessible meeting area.

Great idea

9 years ago Featured

I agree with all the comments the students are making. I'd add that it is very well-used space, with students there at all hours. As a faculty member with an office in that building, it makes me smile every time I walk by there and see our students hard at work, and enjoying each others' company. As an advisor of a number of undergrad SESUR projects, it is really handy to know that if I drop by the lounge, I've got a good chance of finding my advisee there to talk to about our research together.

I am a graduate student and my alma mater has a room for undergraduates. It was essential to our life and success at the school. Some students are shy to make friends in classes to collaborate on projects. Safe environments such as this room, provide students the ability to learn and grow with their peers and ask for help on problem sets. One of the main ways humans learn is through peer interactions. I learned far more from my peers than I did in my classes. I also understood class material and increased my retention when speaking to other students in the class, which were all done in our undergraduate lounge. Collaborations are also essential for students in our current life time. We are tackling large problems that are also very difficult. We need to learn how to work together. Room 112 will teach undergraduate students the importance of collaboration as well as help them build the skills they need to be successful today and tomorrow.

The undergrad lounge was essential to my experience as a geology undergrad, both in terms of the community it fostered and the workspace it provided. BS Geology '10; MS Geophysics '11; PhD Geology in progress

As stated previously, the GeoCorner lounge serves as a space for both undergraduates and the SE3 departments to collaborate. It was a comfortable place for me to work and communicate with my peers during my time as a GES major, and it has been a useful space during my time as a Teaching Assistant for holding workshops. Valerie Rosen BS GES '13, PhD Candidate GS TA for: GES 39N (2014), GS 150/GP 199 (2013-2016)

One of the most vital components to campus culture and academic success is the support from other students. Student lounges help facilitate the development of that vital support network. Collaborative work spaces are also important for group work and labs.

9 years ago Featured

Over the last 5 years I have served as a TA for numerous undergraduate classes in the School (see below). The undergraduate lounge provides one of the only places for students to work collaboratively and to hold office hours. When I was an undergraduate the undergraduate lounge was the primary way that I met and interacted with other undergraduates, graduate students and Professors, and was a focal point for creating identity among the SE3 community. Daniel Ibarra BS GES '12, MS GES '13, PhD Candidate ESS TA for: GS 55Q, GS 150, Geophys 199, GS/ESS 12SC, ESS/EarthSys 146A