Division 12 - Furnishings and Instructional Space
Division 12 - Furnishings and Instructional Space
12.01 Classroom Furnishings and Equipment Standards
A. Tablet Arm Chairs
1. Model No.: #1797-TA Bundle Chair
2. Color: Golden Oak
3. Manufacturer: E & I Cooperative Services
155 Northpoint Ave, Suite #114
Highpoint, NC 27260
or equal.
B. Instructional Chairs
1. Model No.: #1718-Solid Oak
2. Color: Golden Oak
3. Manufacturer: E & I Cooperative Services
155 Northpoint Ave, Suite #114
Highpoint, NC 27260
or equal.
C. Instructor Table Top and Attached Legs
1. Table top
a. Model No.: #16693-Laminated Standard Desk
Top
b. Color: Golden Oak
c. Manufacturer: Allied International
2920 Y St., N.E.
Washington, D.C. 20024
or equal.
2. Attached legs
a. Model No.: #FTL-1, Fixed Height Table Legs
Overall Height: 29"
Tubular Steel Thickness: 1-1/4"
b. Color: Beige Enamel
c. Manufacturer: Kreuger Co.
300 D St., S.W.
Washington, D.C. 20024
or equal.
D. Audio Visual Screens
1. Model: Bretford Series, Draper Luma, or
equal.
Measurements: 70" X 70"
96" X 96"
2. Model: Bretford Series, Draper Luma II, or
equal.
Measurements: 10' X 10'
12' X 12'
3. Frame Color: Black
4. Screen Color: Matt White
MULTIPLE FIXED SEATING
A. Maintenance is of the highest priority for multiple fixed
seating. From a maintenance perspective, the favored
design for fixed seating is:
1. One piece molded chairs with field mounted seat and
back pads.
2. High impact polyproplene, fiberglass or similar
shell body.
B. Subject to compliance with specific requirements,
qualified manufacturers include, but are not limited to:
1. American Desk Manufacturing Co.
2. American Seating
3. Irwin Seating Co.
4. Krueger International (KI)
5. Hussey Manufacturing
6. JG Furniture Systems, Inc.
C. Preferred Materials include:
1. One piece molded seat and backrest made of high-
impact polyproplene, fiberglass, or similar
shell body.
2. Fabricated fixed seating with chair surfaces molded
to body contours for maximum comfort without
upholstery.
3. Field installed seat and back upholstery.
4. Heavy-duty construction with ribs to reinforce
points of stress. Rolled edges for comfort and
strength.
5. Fold-away tablet arm assemblies attached to the
right side (10% to accommodate left-handed users)
of individual chairs with 100 square inches of
plastic laminate writing surface on medium density
fiberboard or hardwood plywood core with wood grain
or dark mahogany finish, and all edges well
rounded. Tablet arms are to be securely attached
to cast iron or steel hinges and swivel mechanism
for positive support in open position. Semi-
automatic return feature to stored position to
below arm block is to be specified.
6. Mounting requirements include:
a. 14 ga. 1-1/2" x 2" seamless steel column
welded to 6" x 8" steel floor mounting flange.
Flange to have 9/16" holes in corners and
bolted to floor with four (4) 3/8" bolts.
b. Fabricated chairs of one piece cast iron to
have integral mounting provisions and
anchoring points for seat pivots, backs, and
arm rests.
c. Fabricated chair of heavy gage rectangular
steel tubing to be welded securely to steel
mounting plate. Seat, back, and arm rest
connections to be welded to tubing.
WINDOW TREATMENTS
A. Mini-blinds shall be included in the equipment contract.
B. Neither vertical window blinds nor draperies are
acceptable window treatments.
12.02 Design Standards for Instructional Space
This is a general set of guidelines and specifications and
specific project applications requires prior discussion/review
with Dr. Sue Clabaugh, Computer Science Center.
INTRODUCTION
Instruction is at the heart of the mission of every college or
university. Since much of the formal instruction that takes
place on a campus occurs in classrooms, it is important to
recognize their contribution to the whole learning environment
experienced by students. Yet as critical as classrooms are,
they have historically suffered from a lack of attention, both
in the original design and construction and in continued
maintenance and operations. It is hoped that this document
will provide guidelines that are useful in improving
instructional facilities at institutions of higher education.
The basic premise embodied in this document is that,
regardless of the method of instruction being used, students
have a fundamental right to expect a classroom learning
environment that allows them to see anything presented
visually, to hear any audible presentation free from noises
and distortions, and to be physically comfortable (air flow,
temperature, furniture, etc.).
Three categories of classrooms are described in this document.
A general-purpose classroom is defined as a room designed to
house 75 or fewer students, with at least 350 square feet and
a minimum capacity of 20 student stations. Anything less than
that, in terms of size or capacity, is defined as a seminar
room. Any classroom designed for more than 75 students is
considered a lecture hall. Separate sections of guidelines
have been prepared for each type of classroom; however, the
lines between them are not absolute and require some
interpretation based on individual facilities and
applications.
It should be noted that the definitions used in these
guidelines are not related to the Higher Education General
Information Survey (HEGIS), or the Classification of
Instructional Programs, (CIP), or any other standards that
have been developed for room classifications. Rather, these
definitions are geared to size and design characteristics.
GENERAL PURPOSE CLASSROOMS
A. Site and Space Relationships
1. Classrooms should be concentrated on the lower
floors of buildings. This provides better student
access and allows instructional support services to
be provided more conveniently. A building with
mixed functions (classrooms, offices, and/or
laboratories) should have a classroom core that is
separate from other functions.
2. Classrooms should be located away from
noise-generating activities taking place either
outside or inside the building. To reduce external
noise, it is important to consider sound separation
from such areas as streets, parking lots, housing
areas, plazas or other areas where students gather,
recreation sites, athletic fields, trash pickup
sites, and loading docks. To reduce internal
noise, classrooms should not be located adjacent to
building mechanical systems, elevators, restrooms,
vending areas, etc.
3. Entrances/Exits
a. To reduce the impact of exterior noise and
temperature differences, all building
entrances into classroom areas should have two
sets of doors, one from the outside into a
vestibule and a second from the vestibule into
the building.
b. The principal determinant of the location of
these entrances should be the flow of student
traffic. Entrances should be close to
classrooms so that students do not have to
travel great distances through
non-instructional areas to reach classrooms.
It also should be recognized that a large
number of students passing through hallways to
exits represent a potential source of
disturbance to classes still in session.
c. In determining the size of entrances/exits,
local building codes should not be the sole
criterion. It is important to plan for a flow
of students between classes which can be
double the capacity of the rooms serviced by
an entrance/exit. It is unrealistic to assume
that all of the students leaving will be gone
before the students coming to the next class
begin to arrive.
d. If classrooms are located on upper floors, it
is essential that the stairtowers and the
doors into the stairtowers have sufficient
capacity to accommodate the between-class
student traffic. Stairtowers must be able to
accommodate double the capacity of the rooms
serviced by the stairtowers.
4. Hallways
a. The design of buildings housing classrooms
should recognize that students will be in the
hallways or public areas while classes are in
session. Thus, some built-in or permanently
affixed seating should be provided. Lacking
seating, students will sit on the floor, which
has the potential of interrupting traffic flow
through the hallways.
b. The lower portion of the hallway walls should
have a very durable surface in anticipation
that such things as equipment carts will
occasionally bump against the wall. This is
in addition to normal student wear and tear.
Sound-absorbent material should be applied to
the upper portion of hallways, starting about
seven feet above the floor, to provide for
control of sound in these public areas. Any
changes in elevation of the floor in a hallway
should make provisions for wheelchair and
equipment passage through the use of a ramp.
The ramp should have a rise of no more than
one inch for every twelve inches (1:12) of
horizontal surface.
c. The floors of hallways should be smooth to
minimize noise and to facilitate the movement
of equipment carts and wheelchairs. Floors
also should have a nonskid surface, especially
near the outside entrances.
d. In hallways and other public areas, use a
variety of materials and colors. This will
not only help with acoustics but will add
visual interest as well.
5. Other Considerations
a. Vending areas should be remote from the
classrooms. They should be located in an
alcove or other similar location so as to
minimize the congestion factor resulting when
students are using the machines.
b. Trash/recycling containers should be located
both in the vending area and in the classroom
areas.
c. Restrooms should be located on each floor and
the capacity of the restrooms should be geared
to the number of students in the area during
change of class rather than only to the
capacity of the classrooms. In no case should
there be a common wall or ceiling between any
classroom and the restrooms in order to
prevent noise transmission between the two
facilities.
d. An accessible public telephone should be
located in an obvious area of the lobby or
entrance area of the building. The phone
should not obstruct the entrances. The
telephone should be accessible to persons with
disabilities, with a variable volume control
feature for hearing-impaired users and located
at an appropriate height for persons in
wheelchairs.
e. A directory of the location of classrooms
should be provided at each entrance along with
a directory of any other relevant function
that may exist in the building. If there are
multiple corridors leading away from a point
of entry to a floor, directional signs should
indicate the location of classrooms.
B. Dimensions of Classrooms
1. Classrooms should be designed so that the length is
approximately one and one-half times the width of
the room. Rooms wider than they are deep normally
present unacceptable viewing angles for projected
materials and for information written on the
chalkboard. With increased use of projected
materials, especially computer imaging, the shape
and dimensions of classrooms are more critical than
ever before.
2. The instructor area should be on the narrow wall of
the room.
3. There should be no obstructions (such as posts)
anywhere in the classroom. The front wall of the
room behind the instructor area should have no
protrusions into the room so that a chalkboard/
markerboard can be installed across the entire wall
of the instructor area.
4. Ceiling heights will vary depending upon the size
of the room. The following are suggested minimum
ceiling heights:
Capacity Flat Floor Sloped/Tiered Floor
up to 20 10 feet
21-49 12 feet
50-75 12 feet 8 feet in rear, 12 feet in
front
5. It is highly desirable to have clear space above
the ceiling that is free of systems (mechanical,
utility, etc.) to allow room for installing
electrical and telecommunication systems and
providing structural supports for mounting
equipment.
6. In general, sloped/tiered floors are appropriate
only in unusual circumstances because such rooms
severely limit the ability of students to work in
groups, which is an increasingly important
instructional strategy. The incline of sloped
floors should be no more than a 1:12 ratio. In
addition, there should be an entrance at the lower
end of the sloped floor so that equipment can be
brought to the teaching station of the room and
wheelchair access can be provided.
C. Entrances and Exits in Rooms
1. Rooms having a capacity of under 50 normally should
have a single entrance/exit at the rear of the
room. If adding capacity to the room is a factor,
a single entrance at the front of the room may make
it possible for more student stations to be added
to the room since entry space can be accommodated
as part of the instructor area. Rooms of 50-75
capacity should have two entrances/exits, generally
one at the front and one at the rear.
2. All entrances and exits should facilitate the easy
passage of people with disabilities. The entrances
also should accommodate moving equipment into and
out of the room.
3. All doors should be a minimum of three feet wide
and should have a vision panel in order to prevent
injury when being opened. Vision panels should be
of shatter-resistant glass and should be tinted to
reduce light transmission. The area of the glass
should not exceed 100 square inches. The base of
the vision panel should be no more than 42 inches
above the floor, and the top of the vision panel
should extend at least 62 inches above the floor.
All classroom doors should have levers (not knobs)
for easier use by people with disabilities.
4. All doors should have a closure mechanism that
creates a minimum amount of noise when functioning.
The doors also should be equipped with a rubber
bumper door silencer. It is advantageous if all
doors can be left open if needed, provided that
this meets applicable building codes.
5. If locks are installed in the doors, they should be
deadbolt key- or card-activated only. No push
button locks should be used.
6. Because ventilation louvers permit sound
transmission, doors should not contain louvers
unless local codes require them.
7. It is recommended that kick plates be installed on
the egress side of all wooden doors.
8. Doors should be located so as to minimize
congestion problems in the hallway when classes are
changing. When possible, doors should be recessed
into the room so that the door does not swing into
the hallway. If it is necessary for the door to
open into the hallway, consideration should be
given to some kind of visual identification (such
as the tile pattern in the floor) to indicate the
amount of space that the door will occupy when it
swings open. Doors should not swing into the
primary flow of traffic to minimize the danger of
someone in the hallway walking into the leading
edge of the door.
D. Windows
A number of factors need to be considered in determining
whether or not windows will be designed into new
construction.
1. Considerations for Rooms with Windows
a. The two principal advantages of windows are
aesthetic and environmental. The presence of
windows in a room provides for visual contact
with the world outside. All windows in
classrooms should be operable so that they can
be opened to provide additional air
circulation when needed, particularly when the
building heating, ventilating and air-
conditioning system is not in operation.
Windows should either raise and lower or open
outward (never inward). It also should be
recognized that windows need to be washed on a
regular schedule in classrooms as elsewhere
within the institution.
b. Window treatments should be opaque and should
be capable of eliminating all outside light
from reaching the projection screen(s).
c. When windows are installed, particularly on
the south side of the building, it is
recommended that tinted glass with a low E
rating be used. This will reduce the heat
transfer from the outside to the inside of the
room. Double, or even triple, glazed windows
will assist in reducing heat transfer as well
as provide a barrier to exterior noises
entering the room.
d. Even when windows are preferred in classrooms,
the surface area should be kept at a minimum.
All window surfaces should be at the side of
the room and not located in the front or rear
of the room.
2. Considerations for Rooms without Windows
a. Advantages to not having windows in a
classroom include the ease of light control,
the elimination of heat loss or gain during
periods of extreme temperatures, and the
elimination of sound migration from traffic or
other exterior sources.
b. Architectural design often requires that the
exterior of a building have windows. This
requirement can be met by having windows in
other spaces (lobbies, hallways, offices,
etc.) rather than in classrooms.
c. Any classroom that does not have windows must
be air conditioned. In addition, if there are
no windows, extra care must be given to the
use of interior finishes, colors, and decor to
provide visual interest to the room.
E. Finishes
1. Color and Reflectance Values
a. The selection of color and the reflectance
values of finish materials must be considered
for all classrooms. Painted surfaces should
be light in color, and should be a durable
finish to allow washing. A soft matte finish
marks easily, is difficult to clean, and,
therefore, should be avoided.
b. Special care must be given to rooms where
televised instructional activities will
originate. Light blue and beige are good
choices for these areas. In addition, all
finishes should be nonglare.
c. The reflectance value of paints, laminates,
and other finish materials should be selected
to enhance ambient illumination and the
illumination at working surfaces. The
following values are recommended:
Ceilings 70-90%
Walls 40-60%
Floors 30-50%
Desktops 35-50%
Chalkboards 20-30%
d. Reflectance values can be found in selection
charts and samples.
2. Floors
a. The floor in the general classroom should be
vinyl or rubber tile and should have a smooth
surface. Carpeting should be used only under
special circumstances because it is more
difficult to maintain. If carpeting is
installed, it needs to be factored into the
overall acoustical characteristics of the
room.
b. The floor covering should be a medium to light
color and should contain some kind of subdued
pattern or fleck to break the monotony and to
improve the overall maintenance of the floors.
c. A four-inch cove base should be installed
around all of the walls.
3. Walls
a. A chair rail should be installed on the side
and back walls whenever movable seating is
used in the room. The surface below the chair
rail or chalkboard should be extremely
durable, such as epoxy paint. All surfaces
must be washable.
b. The finishes used in a classroom should be
chosen with the room's acoustical
characteristics in mind. Accent colors or
design elements should be used to provide
visual interest to the room.
4. Ceilings
Ceilings should be of a light color and of
nonreflective material. (See next section
regarding the acoustical characteristics of the
ceiling.)
F. Acoustics
1. Walls
a. Walls in general-purpose classrooms should
have a Sound Transmission Coefficient (STC)
rating of no less than 50.
b. All walls must extend to the floor above or to
the roof construction, and not stop at the
ceiling. This will reduce noise transmission
as well as improve security.
c. Higher STC ratings and special
wall-construction details must be included
whenever classrooms are located adjacent to,
above, or below restrooms, mechanical rooms,
elevator shafts, athletic facilities, or other
sources of high noise levels or where the
classroom function generates a significant
amount of noise, such as a music room.
d. Concrete masonry units may be used as
structural walls, but may have to be covered
with another finish in order to provide proper
acoustics.
e. Folding walls are extremely undesirable and
should avoided. It is difficult to develop a
folding-wall design that is able to maintain
adequate sound separation between classrooms
over an extended period of time.
f. Sound levels as generated by mechanical
systems or other ambient noise measured at all
points in a classroom at four feet above the
floor must have an Noise Criterion (NC) rating
of no more than 35.
2. Ceiling
a. The surface of the ceiling must be designed to
accommodate the required acoustical properties
of the room. The area of the ceiling to be
acoustical tile is a function of ceiling
height.
Ceiling Height % of Acoustical Tile
8 feet 40-50
10 feet 50-60
12 feet 50-60
These numbers presume the use of Noise
Reduction Coefficient (NRC) .55-.65 tile in a
ceiling suspension system. The acoustical
tile should be arranged in the form of a U
around the perimeter of the room, with the
opening at the front and the rest of the
ceiling a hard material such as gypsum board
or plaster.
3. Mechanical Systems
a. The mechanical system supporting
general-purpose classrooms should generate a
background noise of no more than NC 35. To
achieve this, the system requires not only
careful design, but competent installation,
balancing, and a regular maintenance program
once installed.
b. Factors that influence the design of a quiet
operating system include air handlers or fans
located away from the classrooms; low velocity
of air within the room; and proper sizing and
acoustical treatment of ducts, returns, and
diffusers.
c. The circulation of air is a critical factor in
all instructional spaces. However, this must
not be achieved at the cost of effective
control of HVAC system-generated background
noise.
4. Utility Boxes
When classrooms share a common wall, electrical
receptacles or other utility boxes should not be
installed back-to-back with similar receptacles in
the next room. Off-setting the boxes will reduce
sound transmission between rooms.
5. Window and Floor Treatments
Window and floor treatments should be selected as
an integral part of the acoustical treatment of the
room. Heavy draperies and carpeting could have the
effect of creating a room without any reverberation
characteristics.
G. Lighting and Lighting Controls
The control of light in a general-purpose classroom has
become increasingly important with the growing use of
technology. While the correct lighting levels can be
achieved through a variety of approaches, it is essential
that all classrooms have the full range of lighting
possibilities, from a comfortable reading level to
darkening sufficiently to allow for all types of
projection while still permitting note taking.
1. Controls
a. All switching should be kept simple, with the
user in mind. Light switches should be
clearly labeled as to function.
Standardization among rooms is recommended.
b. Switching for the room lights should be
provided at every entrance to the room. In
addition, the room lights should be controlled
from the teaching station as should any lights
that are capable of being dimmed.
c. To accommodate projection needs, room lights
should be switched by zone from the front to
the rear of the room.
d. All automated light control systems should
provide for a manual override.
2. Ceiling Lighting
a. The room lights should provide 50-60
foot-candles at each writing surface,
including the teaching station. There should
be an even level throughout the room with no
bright spots or dark spots. Diffusers used in
ceiling fixtures should be nonreflective.
b. It should be possible to reduce the lighting
in the room to 5-10 foot-candles over the
seating area with all direct light eliminated
from the instructor and projection screen
areas.
c. A work light must be provided in the
instructor area with care given that the light
does not spill onto the projection screen.
d. If incandescent are used for dimming, they
should be evenly spaced and should begin over
the seating area well back from the projection
screen. If fluorescent lights are dimmable,
careful engineering is needed to make certain
that the lights can be dimmed to the correct
level without inducing a flicker.
e. Fluorescent lights should be laid into the
ceiling or flush-mounted to the ceiling.
Diffusers should be cleaned regularly and
evaluated as to the need for changing on a
periodic basis.
f. Lighting systems should meet program
requirements while achieving energy
efficiency.
3. Chalkboard/Markerboard Lighting
a. The illumination of the chalkboard/markerboard
should be at a level of 75 foot-candles
uniformly across the entire writing surface.
Chalkboard/markerboard lighting may be
necessary in rooms of more than a 50-student
capacity. The lighting should be installed so
it does not create bright spots or shadows on
the surface of the board. Further, the lamps
in the fixtures should not be directly visible
to students sitting in the front rows of
seating.
b. The chalkboard/markerboard lights should be
switched in two sections so that one part of
the board can be illuminated when one
projection screen is being used.
c. The lights also should be mounted so as not to
interfere with the effective use of the
projection screens.
4. Exit Signs
Exit signs should conform to local codes and be
self-illuminating. Insofar as possible, these
should be located so as not to produce ambient
light on the projection screen or otherwise compete
for visual attention.
H. Electrical and Telecommunication Services
1. Electrical Services
a. All electrical services should be protected
from surges and spikes. Except in the case of
very special needs, outlets should not be
controlled by any switch that could be
confused for a light switch.
b. Each room should have one or more dedicated
circuit(s) on a breaker, not shared by any
other room. The breaker panel should be on
the same floor as the room, and each breaker
in the panel should be clearly labeled as to
the function.
c. New construction should make provision for a
minimum of 20 percent, with a recommended 40
percent, future increase in the need for
electrical services in the classroom area.
This would include additional capacity in the
breaker box for this future use.
d. The number of electrical outlets in the room
will depend in part on special functions that
may be assigned to the room. In general,
rooms under 50 capacity should have a single
duplex outlet in each side of the room, one
fourplex outlet in the rear wall of the room
centrally located, two duplex outlets in the
front corners of the room, and one fourplex
outlet located in the center of the front
wall.
e. In rooms of 50-75 capacity, there should be
two outlets evenly spaced in each side wall,
three fourplex outlets in the front, and two
fourplex outlets in the rear.
f. All wall outlets should be mounted 18-24
inches above the floor. In addition,
electrical service (and conduits/cable trays)
should be provided in the ceiling for future
projection and wireless communication
capability.
g. There should be no elevator motors, compressor
motors, blower motors, or other types of
equipment on the side of the power transformer
that feeds the classroom circuits.
2. Telecommunication Services
a. Every classroom should be connected to campus
networks for voice, data, and video
communication.
b. There should be one dedicated
telecommunications closet of adequate size per
wing, per floor of a classroom facility.
Attention should be given to the HVAC needs of
these closets because of heat generated by the
equipment.
c. The central feed conduit or cable tray from
the closet to each classroom should make
provisions for voice, data, and video.
Anytime an empty conduit is installed, it
should contain a pull wire. A wiring box
convenient to the hall or other entrance path
to the room should be installed in the ceiling
with conduit or cable tray to the front and
rear center of the room, to each side wall
above the ceiling, and from the front to the
rear of the room.
d. All low-voltage connections should be
separated from the electrical circuit(s) to
the room. The low-voltage services should be
isolated from each other through separate
conduit. These services include controls for
slide projectors, audio, video, data, and
voice feeds. These circuits should not be
tied to ground.
e. Spare capacity to accommodate future growth
should be built into new construction.
f. All circuits, wiring, conduits, and cable
trays should be clearly labeled at all
termination locations so that a knowledgeable
person who has never seen the installation
before can identify the services in the room.
g. There must be two-way voice communication from
each classroom to the ADMS Center.
I. Furnishings and Equipment
1. Instructor Area
A sturdy table or desk should be placed at the
front of the room as part of the instructor area.
This area also should include either a tabletop or
free-standing floor podium with a minimum surface
of 18" x 24". There also should be a stool or
chair available at the teaching station. This
furniture should be coordinated with the other
furniture in the room.
2. Student Stations
a. In determining the seating capacity of a room
(regardless of which type of student furniture
is used) an additional 50 square feet should
be allowed for the teaching station. The
formula to arrive at the correct number of
student stations in a room is to take the
total square footage of the room less 50
square feet for the teaching station, divided
by the number of square feet per type of
seating, i.e., movable seating, tables and
chairs, or fixed seating.
1. Room Capacity = Total Square Feet - 50
Station Factor
2. Station Factors:
movable tablet armchairs: 15
tables and chairs: 20
fixed seating: 15
b. Movable Seating
1. It is recommended that rooms under 50
capacity should have movable seating
unless there are special considerations.
When using movable tablet armchairs, a
minimum allocation of 15 square feet per
student is recommended. This station
factor includes the seating area and the
aisles.
2. The tablet arms should contain at least
150 square inches of writing surface.
While larger tablet arms are desirable,
such factors as durability, weight, and
stability also must be considered. Both
the tablet arm and the chair should be of
durable material and comfortable to use.
Ease of maintenance and availability of
spare parts should be major
considerations in the selection of all
types of seating. For example, field
replaceable parts eliminate transporting
seats to a repair shop. It is
recommended that a supply of spare parts
be purchased when new chairs are
purchased.
c. Tables and Chairs
Tables and chairs are highly desirable because
of the additional workspace provided to
students. However, this arrangement does
reduce the student seating capacity of the
room in that it is necessary to allow
approximately 20 square feet per student
station. In general, tables used in
classrooms should be 18-24 inches deep.
Deeper tables will increase station size and
reduce capacity of the room.
d. Fixed Seating
1. Rooms of 50-75 capacity should be
evaluated as to the intended use in
determining whether fixed or movable
seating should be installed. However, if
a floor is sloped or tiered, fixed
seating should be used.
2. When using fixed seating with a folding
tablet arm, it is recommended that 15
square feet per student station is ideal,
which includes the seating area and
aisles. The writing surface on the
folding tablet should be at least 150
square inches.
e. Left-Handed Seating
Both movable and fixed seating should contain
a minimum of 10 percent left-handed tablet
arms or should contain chairs designed to be
used by either right- or left-handed people.
The left-handed seats in fixed seating
arrangements should be along the left side of
the aisle when viewed from the instructor
area.
f. Stations for Students with Mobility Impairments
Stations for students with mobility
impairments, including those using wheelchairs
should be provided at approximately four
percent of the capacity of the room. These
stations should be available in the rear of
the room and in the front of the room,
assuming appropriate accessibility. To
accommodate students using wheelchairs, an
adjustable height table should be provided.
g. Design Characteristics of Seating
1. When designing classrooms,
anthropometrics, the comparative study of
human body measurement, should be
considered to make certain that
furnishings and equipment will be
suitable for the persons for whom the
space is intended. Generally speaking,
when designing for institutional use,
equipment and furnishings should
accommodate the "tallest and the
smallest" persons; that is, everyone
within the 5th and 95th percentiles.
This means that 5 percent of the
population will be too small to be
comfortable, and 5 percent will be too
large to be comfortable. According to
Panero and Zelnik in Human Dimension &
Interior Space, A Source Book of Design
Reference Standards, classrooms should be
designed for the 5 percent woman (104.5
pounds and 60 inches) and the 95 percent
man (215.4 pounds and 74.3 inches).
2. In establishing which percentile one
should use for each dimension, the
following general guidelines are helpful.
a. When establishing clearance lines
(lines of sight, aisles, seat
widths, thigh clearance, etc.),
always use the 95th percentile.
b. When establishing vertical-grip
reach, heights of equipment, seat
height and depth, and placement of
audio-visual equipment and controls,
always use the 5th percentile.
c. In establishing lines of sight,
joint motions and positions should
be taken into consideration. The
limit of visual field, both in
horizontal and vertical planes,
should never be exceeded. The
design solution should account for
normal line of sight, limit of color
discrimination, and the actual limit
of visual field.
3. Chalkboards/Markerboards
a. All general-purpose classrooms should have
chalkboards/markerboards across as much of the
front wall, i.e., the instructor area wall, as
possible. The installation of side or rear
wall boards should be dictated by the programs
that will use the room and should take into
account viewing angles.
b. The chalkboards/markerboards should be mounted
with the bottom edge of the chalk tray 36
inches above the finished floor. The boards
should be four feet in height and have chalk
trays under the full width of the board.
Seams on the chalkboards/markerboards should
be flush. The surface of the chalkboard
should be black to provide maximum contrast
with the chalk being used. (See
Chalkboard/Markerboard Lighting.)
c. While markerboards eliminate chalkdust,
markers are more expensive and only those made
for markerboards should be used since others
can permanently damage the markerboard
surface.
d. There should be a two-inch tack strip above
the chalkboard and map hooks attached to the
tack strip or the top of the chalkboard.
4. Tackboard
There should be nothing larger than a tack strip
above the chalkboard/markerboard or elsewhere
inside the classroom. A tackboard in the hall,
convenient to each cluster of classrooms, should be
used to post student announcements and other types
of general information. In addition, a tackboard
or tack strip should be installed outside of each
classroom in the immediate vicinity of the doorway
so that grades and other class related items may be
posted.
5. Other Considerations
a. Voice Amplification
Voice amplification should be considered in
rooms of 50-75 capacity. The decision should
be based on outside noise factors, the
acoustical characteristics of the room, and
any special needs.
b. Trash and Recycling Receptacles
Trash and recycling receptacles should be
available near the door of each classroom.
Receptacles should have a large opening and be
large enough to accommodate trash generated
between scheduled collection times.
c. Pencil Sharpener
It is recommended that a pencil sharpener be
conveniently located in or near each classroom
and be securely mounted with tamper-resistant
screws.
6. Projection Screens
a. The need for multiple projection surfaces
within classrooms is increasing as more
technology is being used in instruction. The
standard that has held true in the past, of a
single screen mounted in the center of the
front of the room, is no longer adequate.
b. There are two methods of adding a second
projection screen to the front of the room.
Regardless of the method, screens should be
mounted so as not to hinder access to light
switches or other controls.
1. The first method is to hang two screens
side by side across the front wall of the
instructor area. If this method is
chosen, a minimum of six running feet of
chalkboard should remain exposed when
either one of the projection screens is
in use.
2. The second configuration is to put one in
the center front of the room as is
usually done, and add a second in the
corner at the front of the room. Once
again, if this configuration is chosen, a
minimum of six feet of
chalkboard/markerboard space should be
exposed when either one of the projection
screens is in use. It may, therefore, be
necessary to mount the center screen
somewhat off the center line of the room
in order to assure that there will be six
feet of board exposed.
3. The most effective corner screen is a
rigid-frame tilt screen, sized
specifically to the needs of the overhead
projector. In mounting a corner screen,
it is necessary to allow sufficient
distance between the screen and the
overhead projector to provide a picture
on the screen of adequate size for the
room. This may have an impact on the
seating arrangement within the room.
c. All screens are recommended to be a flat matte
finish. This surface provides acceptable
picture quality up to 45 degrees on either
side of the center line of the room. Long,
narrow rooms may benefit from a glass-beaded
or lenticular screen which has a narrower
viewing cone but provides a brighter image.
d. Screens mounted parallel to the front of the
room should be mounted with the top of the
screen 10-12 inches out from the wall. This
will allow the screen to clear any chalkboard/
markerboard lights, the board, map hooks, and
the chalk rail as well as provide a means of
correction for keystoning since the bottom of
the screen can be pulled back to the wall with
a tieback. The tieback should be located
under the center of the screen at or just
below the chalkboard tray.
e. The minimum size for a projection screen
should be six feet in width with a larger size
if the room is more than 35 feet from front to
back. The length of the screen should extend
from the mounting location at or very near the
ceiling to approximately three feet above the
floor, or approximately the level of the chalk
tray.
f. The first row of seats should be no closer to
the screen than one and one-half times the
image width on the screen. The optimum is two
times the image width to the first row of
seats.
g. The standard for the size of projection
screens has changed with the introduction of
electronic projection of both television and
computer images. Optical projection (films
and slides) has very high-resolution images
resulting in a formula of distance from the
screen to the farthest viewer of six times the
screen width (1:6). The image that fills the
screen is clearly visible to anyone with
normal vision in any seat in the room using
this formula.
h. However, with the introduction of electronic
projection, a new standard must be applied.
The standard for these projection systems
provides anywhere from 12.5-25 percent of the
resolution of optical projection. This is
particularly critical in computer image
projection, which is often comprised of text.
This lower resolution results in a loss of
sharpness in edge definition. At marginal
viewer distance, the letters tend to blur and
fill in, resulting in reduced readability.
Because of these factors, the distance from
the screen to the farthest viewer should be
revised to four times the screen width (1:4).
In a room where the farthest viewer is 40 feet
from the screen, a 10-foot wide screen is
required. When electronic projection is used,
edge tension projection screen should be
installed.
i. A further consideration applies if a
three-tube color projection system is used.
These systems have edge roll, which requires
an additional six inches of screen width on
each side of the image to provide maximum
viewing by the student.
j. The top of the screen should subtend an angle
no greater than 35 degrees from the horizontal
from any seating position. However, some
compromises may have to be made in the first
few rows of seats to allow sufficient space
for chalkboard/markerboard and a reasonable
screen size, and yet not have the front seats
too far from the front of the room.
7. Data/Video Imaging
a. For effective television viewing, whether the
monitor/receiver is built into the room or
portable, it is recommended that the viewer
farthest from the screen be no more than one
foot per diagonal inch of the receiver tube
size away from the screen. Thus, for a
25-inch television set, all viewers should be
within a 25-foot radius of the television
screen.
b. When a portable television monitor/receiver is
used, carefully evaluate equipment being
purchased for safety considerations.
Monitor/receivers mounted on carts tend to be
top heavy and can cause serious injury or
damage if they are not designed, built, and/or
used properly. The International
Communications Industries Association (ICIA)
has established standards regarding carts used
to move portable television equipment to and
from classrooms. It is recommended that these
standards be followed in all instances.
c. If the television monitor/receiver is mounted
on the wall or to the ceiling, sets should be
secured and tilted down for easy viewing. If
the set needs to be mounted over an aisle, the
lowest part of the mount should be at least
seven feet from the floor or mounted on a cane
detectable cabinet or rack. Special attention
needs to be given to avoid glare from lights
and windows on the face of the picture tube of
any monitor or receiver permanently mounted in
a classroom.
d. For a relatively modest additional cost,
monitor/receivers can be purchased which will
display computer images. These are most
useful in classrooms where viewer distance is
less than the recommended one foot per
diagonal inch since characters found in many
computer images are small and may be difficult
to read at greater distances.
e. The projection of computer images requires a
number of special considerations. All
displays must accommodate an 80-character
line, and each character must be clearly
visible to a student with average eyesight,
seated anywhere in the classroom. If a
monitor/receiver is used for computer imaging,
it should be a multisynchronized unit. A
number of projection devices are available and
care must be exercised to insure that the
projection device is matched to the output of
the computer.
8. Equipment Storage
a. Adequate and secure storage for all types of
instructional equipment must be provided in
the proximity of the classrooms. This storage
should be accessible from the hallway and not
require entering a classroom for
accessibility. Any classroom on a floor not
accessible by an elevator should have storage
provided for instructional equipment and
cart(s).
b. Special considerations must be given regarding
security of any equipment that is permanently
assigned to a general classroom. It is
recommended that all such equipment be clearly
marked in such a way as to make the
identification difficult to remove.
J. Signage
1. Signage in and around a classroom should be kept to
a minimum and should be coordinated with other
signs and with the general decor of the area.
2. All general-purpose classrooms should have a room
identification number on the wall next to the door.
These numbers should be accessible to and
meaningful to all students in accordance with local
code.
3. There should be information located inside and
outside each classroom regarding how to report
problems with physical facilities and with
equipment in the classroom.
4. When movable seating is used, a notice as to the
capacity of the room should be prominently posted
within the room. This will assist the custodial
staff in maintaining the proper inventory of
student seating in the room.
K. HVAC Issues
1. The heating, ventilating, and air-conditioning
(HVAC) system must provide adequate air changes per
hour in conformance with current standards of the
American Society of Heating, Refrigeration, and
Airconditioning Engineers (ASHRAE). The
recirculation of air within the building should not
be done in such a way as to result in hall noise
entering the room.
2. Air ventilation units should neither blow directly
on the seating area nor on the instructor area.
The air circulation system in the room should be
able to be used at all times separately from any
HVAC system that may be operated only seasonally.
3. The temperature range should be maintained within
68-75 degrees, with humidity at 50 percent, plus or
minus 10 percent.
4. No building should be designed so that the windows
and doors are essential to temperature control
within the building. Ideally, each classroom
should have a temperature-sensitive monitoring
device within it and that device should be tied to
a central monitoring system maintained and overseen
by physical plant administration.
5. The acoustical considerations in determining volume
of air-handling noise should include, in addition
to the background noise level, any vibration
considerations that would generate additional
noise.
6. Air intakes for classrooms should not be located in
or near loading docks, trash receptacles, or areas
of high vehicular traffic outside the building.
Additionally, air exchanges inside buildings should
isolate air circulated in classrooms from air
circulated in laboratories and other potentially
hazardous areas.
7. The system servicing classrooms should operate
independently of any system(s) servicing other
functions within the same building.
8. In buildings that are not air-conditioned, the
installation of low-velocity ceiling fans will
provide air circulation, which is an important
environmental element in all classrooms.
LECTURE HALLS
INTRODUCTION
Three fundamental requirements (to see all visual material, to
hear without noise or distortion, and to be physically
comfortable) are of special concern in lecture halls. It is
difficult to design good classrooms of any size, but the
difficulties are magnified as the rooms get larger. For
example, larger lecture halls require more entrances and
exits, larger projection screen images, greater voice
amplification, more complex lighting and audiovisual control,
special acoustical design, and greater control of the
environment by the instructor. Likewise, problems which occur
during a large lecture class are magnified to a greater degree
than in the smaller general class as a result of decreased
flexibility in the arrangement of the learning environment and
the teaching strategies that can be used.
A. Site and Space Relationships
Lecture halls should be located on the ground floor of
the building so as to facilitate the movement of large
numbers of students to and from the lecture halls.
Further, lecture halls should be located so that students
can enter or exit the building without passing through
major portions of the building that contain other
classrooms or spaces for other functions. The lecture
halls also should be located well away from any
noise-generating activities, either internal or external.
These activities can include the mechanical systems
operating within the building or such external sources of
noise as trash pickup sites, loading docks, streets, or
areas where students congregate.
1. Entrances/Exits
a. To reduce the impact of exterior noise and
temperature differences, all building
entrances/exits located in the vicinity of
lecture halls should have two sets of doors,
one from the outside into a vestibule and a
second from the vestibule into the building.
b. The principal determinant of the location of
these entrances should be the flow of student
traffic to and from the building. All
entrances/exits should be located as
conveniently as possible to these patterns of
traffic.
c. In determining the size of the
entrances/exits, building codes should not be
the sole criterion. First, it is essential to
recognize that large numbers of students will
be passing through the entrance/exit areas in
a concentrated period of time between classes.
These considerations should include not only
the number of students entering/exiting the
lecture hall (roughly double the capacity of
the room) but also the number of students who
might be going to other locations within the
building through the same entrance/exit.
Second, this planning must recognize the
two-way nature of the traffic flow. Students
will enter and exit the building at the same
time which can cause congestion unless
entrances/exits are designed appropriately.
2. Lobby Area
a. Lobby space is needed in conjunction with each
entrance/exit of the lecture hall. This lobby
space should be large enough to allow students
to congregate without interfering with the
normal traffic flow of students entering or
leaving the facility.
If a lecture hall will be used for special
events that include a reception, then lobby
areas should be big enough to accommodate such
activities. If a lecture hall will be used
primarily for classes, then lobbies must be
sufficient for waiting students.
b. Seating in the lobby area is needed but it
should be far enough from the entrance/exit to
the lecture hall so as to avoid any noise
interference caused by normal student
interaction. Seating also should be designed
with durability in mind and, whenever
possible, should be integrated into the
overall structure of the building, rather than
being placed separately from the building.
c. The surfaces and finishes in the lobby area
should consist of very durable materials
because of the large volume of student traffic
in the area. This should include the floors
and the lower portion of the walls. The upper
portion of the walls, above seven feet, should
include some sound-dampening materials to help
control noise originating in the lobby area.
d. The lobby area is one of the most visible and
heavily used portions of the building. For
this reason, the aesthetics of the lobby
should be considered an important element in
the design of the area, along with the need
for durability.
3. Other Considerations
a. Vending machines should not be located in the
lobby area outside a lecture hall. Vending
areas should be remote from the lecture hall
and should have trash/ recycling containers in
the immediate area of the vending machines.
Any trash/recycling containers in the lobby
area should integrate with the overall
aesthetic treatment of that lobby area.
b. Restrooms are needed in the vicinity of the
lecture hall, but in no case should there be a
common wall between the restrooms and the
lecture hall. Restrooms should be so located
in the building that they can remain open in
the evening, even if the remainder of the
building is closed. Lecture halls very often
are used for a variety of activities in the
evening, thus, requiring the availability of
restrooms. Restrooms should be accessible to
persons with disabilities and for security
purposed should not be isolated.
c. A public telephone should be located in the
immediate vicinity of the lecture hall and
installed in such a way so as not to obstruct
the normal flow of traffic through the lobby
area. The telephone should be accessible to
persons with disabilities, with a variable
volume-control feature for people who are
hearing-impaired and located at an appropriate
height for persons using wheelchairs.
B. Dimensions of Lecture Halls
1. Large lecture halls (those seating more than 100
students) should be a modified fan-shape. Ideally,
no student should be more than 45 degrees off the
center axis of the room. The depth of the room
should not be greater than one and one-half times
the width of the room, measured at the midpoint of
the seating area.
2. If the lecture hall has a sloped floor, the incline
should be no more than 1:12. The aisle must
conform to ADA requirements (such as landings every
30'). If the floor is tiered, and if there is a
difference of four inches or less between each
tier, then seating should be staggered to permit
clear visibility to the front of the room.
3. The aisles in a lecture hall should be laid out to
provide the maximum of prime viewing locations for
the audience. Generally, this will mean no center
aisle. Building codes must be consulted in
determining the number of seats in a continuous row
and the distance between rows allowed in the
location where the lecture hall is being built.
Lighting in aisles (such as that found in movie
theaters and airplanes) should be installed to
clearly indicate aisles during emergencies.
4. There should be no posts or other obstructions
anywhere inside a lecture hall that would obstruct
the view from any seat.
5. Special attention should be given to the amount of
space available at the instructor area for
chalkboard/markerboard and for other visual
presentations. The emphasis, particularly in large
lecture halls, should be on the use of projection
tools in the place of the chalkboard/markerboard in
order to provide for maximum visibility to students
throughout the lecture hall.
6. Ceiling heights will vary, depending upon the size
of the room. The following are recommended minimum
ceiling heights, based on the number of student
stations within the lecture hall. Higher ceilings
may be needed if the lecture hall will have video
projectors that are ceiling mounted.
Capacity Rear Ceiling Front Ceiling
Height Height
75-149 8 feet 12 feet
150-299 8 feet 15 feet
300 or more 8 feet 18 feet
Walls in the lecture hall should not be parallel,
nor should they have long smooth surfaces. These
construction features relate to acoustics in the
lecture hall.
7. Small lecture halls (usually under 100-student
capacity) may or may not have a sloped/tiered
floor. If the floor is flat, a teaching station
platform may be needed in the front of the room to
improve sight lines between the instructor and the
students. In most instances, a six-inch high
platform is sufficient. The platform should be
wheelchair accessible and be large enough to
accommodate all the necessary instructor furniture
and equipment.
C. Entrances and Exits in Rooms
1. At-grade access should be provided to the front
area of large lecture halls which have sloped or
tiered floors. This access is to facilitate
entering/exiting of people using wheelchairs as
well as the movement of equipment into the front
area of the room.
2. The principal entrances/exits for large lecture
halls should be in the rear section of the room,
but, if at all possible, they should be in the side
walls not the rear wall of the room. The purpose
of having entrances in the side walls at the rear
of the room is to reduce the amount of light
reaching the projection screen when the doors are
open during the course of the class. If entrances
must be at the rear, they should be designed so
that light is trapped and does not enter the
lecture hall. In lecture halls where there is a
sloped or tiered floor, the floor must remain flat
at least five feet from the entrance into the room.
3. All entrances and exits should facilitate the easy
access of people with disabilities. This includes
such things as the use of levers and not knobs on
doors, the width of doors, height of door hardware,
etc.
4. There should be double doors at each entrance, with
each door being a minimum of three feet wide. If
it is necessary to have a center post between the
doors, it should be removable to facilitate the
passage of large pieces of equipment.
5. The direction of the swing of the doors is
important. Doors should open into the lobby area
in such a way as not to obstruct the efficient flow
of traffic to and from the lecture hall. When
possible, doors should be recessed into the room.
6. The doors should be equipped with hardware that
will facilitate the slow and quiet closure of the
doors to a tight sound seal when the doors are
fully closed. To facilitate traffic flow, the
doors should be capable of staying open during the
change of classes. All exits from lecture halls
should conform to prevailing codes regarding panic
hardware for use in case of emergencies. Door
opening force, hardware, width, threshholds, and
maneuvering clearance should conform to ADA.
7. All doors should have a vision panel with
shatter-resistant tinted glass to reduce light
transmission. The glass should not exceed 100
square inches. The base of the vision panel should
be no more than 42 inches above the floor, and the
top of the vision panel should extend at least 62
inches above the floor.
8. If locks are installed in the doors, they should be
key- or card-activated only. Push button locks
should not be used.
9. The doors should resist noise transfer. To reduce
noise transmission, doors should not contain
louvers.
10. Kickplates should be installed on all doors on the
egress side of the door.
D. Windows
All large lecture halls should be completely free of
windows except for the vision panels in the doors. If
the architectural design of the exterior of the building
requires windows, they should be placed in other spaces
(offices, hallways, lobbies, etc.) rather than lecture
halls.
E. Finishes
For information on color and reflectance values, see
General Purpose Classrooms.
1. Floors
a. The floor should be non-skid vinyl or rubber
tile and should have a smooth surface.
Carpeting should be used only under special
circumstances because it is more difficult to
maintain. If carpeting is used, it should be
installed only in the aisles and instructor
are, not under the student seating area.
Also, if carpeting is installed, it must be
factored into the overall acoustical
characteristics of the room.
b. The floor covering should be a medium to light
color and should contain some kind of subdued
pattern or fleck to break the monotony and to
improve the overall maintenance of the floors.
1. A four-inch cove base should be installed
around all of the walls.
2. If a concrete floor is used in the
student seating area, it should be tinted
at the time of mixing and then sealed.
2. Walls
a. Walls should be constructed of a durable
material and should be basically
nonacoustically absorbent except in those
areas of the lecture halls where acoustical
treatment is prescribed.
b. It is recommended that both the floor
treatment and the wall treatment be in light
colors with textures and designs used to add
visual interest to the room.
3. Ceilings
One important characteristic of the ceiling in a
large lecture hall is its role in the overall
acoustical treatment of the room. Once this has
been accounted for, the other characteristics of
the ceiling that should be considered are a light
color and nonreflective material so as to remain
neutral in the lighting scheme of the room.
F. Acoustics
The acoustical characteristics of a lecture hall are
among the most critical elements in the design of the
facility. Care must be exercised in isolating the
facility from exterior noises as well as controlling the
background noise level in the room, especially that
generated by the mechanical systems. Ambient sound
levels measured at four feet above the floor at all
points throughout the room must have a Noise Criterion
(NC) rating of not more than 35.
The mix of sound-reflectant and sound-absorbent materials
must be carefully calculated to control reverberation
without creating a sound-deadened room. An acoustical
consultant be included in the design team for lecture
halls.
1. Walls
a. The side walls should not be parallel, nor
should they be a continuous hard surface.
They should have a Sound Transmission
Coefficient (STC) rating of no less than 50.
The walls must extend to the floor above or to
the roof construction, and not stop at the
ceiling.
b. The front wall that contains the teaching
station should utilize hard surface materials.
Sound-dampening materials should be applied to
the rear and side walls as needed.
c. If the design dictates that lecture halls must
be located close to noise-producing areas,
higher STC ratings and special
wall-construction details must be included.
2. Ceilings
a. The ceilings should be sloped or stepped and
should be exclusively or primarily of a hard
surface. If it is determined that some
acoustical treatment is needed as part of the
ceiling, it should be installed around the
perimeter of the sides and rear in the form of
a U, with the front and middle sections of
hard-surfaced, sound-reflectant materials. If
acoustical treatment is needed, it normally
will not exceed 40-50 percent of the ceiling
surface.
b. Partial wall-surface treatments should be
considered as an alternative to ceiling
treatment. The back wall may need to be
50-100% covered with acoustical absorption
materials.
3. Mechanical Systems
a. The mechanical system should generate a
background noise of no more than NC 20-25.
The system requires careful design, competent
installation and balancing, and a regular
maintenance program once installed.
b. Factors that have been identified in the
design of a quiet operating system include air
handlers or fans located away from the lecture
hall; low velocity of air within the lecture
hall; and proper sizing and acoustical
treatment of ducts, returns, and diffusers.
c. The circulation of air is a critical factor in
a well-designed lecture hall. How-ever, this
must not be achieved at the cost of effective
control of HVAC system-generated background
noise.
G. Lighting and Lighting Controls
Lighting in large lecture halls is a particularly
critical element, not only because of the increase in the
use of educational technology in teaching, but also
because of the lack of natural light available in these
facilities. Correct lighting levels can be achieved
through a variety of approaches. It is essential that
the lecture hall have a full range of capabilities, from
a comfortable reading level of light to a minimum level
of light needed for note taking during projection.
Further, it is essential that lighting controls be
designed for use by instructors whose first concern is
the communication of content rather than operation of
equipment.
1. Controls
a. Controls for the house lights in lecture halls
are needed at every entrance into the room,
including the at-grade entrance at the front
of the room.
b. In addition to these house-light controls, a
complete set of controls should be available
at the instructor area and a second complete
set of controls available in the projection
booth. The number of switches required to
control the room should be kept at a minimum
and should be clearly labeled.
Standardization among lecture halls is
required.
c. If the lighting controls are preset controls,
then a manual override should be readily
available. In addition, both the preset and
the manual override should be clearly labeled
and simple to use.
2. Ceiling Lighting
a. A general lighting level of 50-60 foot-candles
should be provided at all student stations
within the room and at the instructor area as
well.
b. The lighting in the student and instructor
areas should be on separate zones. It should
be possible to switch zones of ceiling
lighting from the front to the rear of the
room so as to maintain full light level in the
rear of the lecture hall while reducing the
light level in the front when using various
projection devices at the front of the room
(such as overhead projection systems).
c. While zoning addresses one type of lighting
control, dimming also will be needed. For
certain types of projection, it should be
possible to reduce the lighting level to from
5 - 10 foot candles over the student stations,
with no lighting over the aisles or spilling
onto the walls, the instructor area, or
projection screen.
d. Generally, incandescent lighting is preferred
in providing dimming in lecture halls. If
fluorescent lights are used for dimming, they
should be selected carefully to make certain
they can be dimmed to the correct level
without inducing a flicker.
e. Consideration should be given in the design of
the ceiling lighting to the need to regularly
change lamps. Lamp-changing is often
difficult in a facility which may be in use
most of the time and which often requires
special equipment due to the high ceilings.
f. A work light must be provided in the
instructor area with care given that the light
does not spill onto the projection screen. A
provision also must be made for lighting a
person providing sign language interpretation
to students with hearing-impairments.
3. Chalkboard/Markerboard Lighting
Lighting providing 70 foot-candles of reflected
light should be provided for
chalkboards/markerboards. This lighting should be
designed so as to avoid any bright spots or dark
spots on the writing surface. If the lecture hall
is designed with a large amount of
chalkboard/markerboard, the lights over the writing
surface should be able to be switched on and off in
sections to allow for the illumination of a portion
of the board while one projection screen is in use.
Care should be taken in selection and installation
to insure that lamps in the fixtures are not
directly visible to students sitting in the front
rows of seats. The lights also should be mounted
so as not to interfere with the effective use of
the projection screens.
4. Other Considerations
Emergency lighting and exit signs should conform to
local codes and be self-illuminating. Insofar as
possible, these should be located so as not to
interfere with the quality of the picture on the
projection screens or provide visual distraction to
the audience.
H. Electrical and Communication Services
1. Electrical Services
a. It is essential that all lecture halls be
provided with ample electrical power to meet
all present-day needs as well as have
additional power available for new
applications in the future. It is recommended
that a minimum of 20 percent, and ideally as
much as 40 percent, expansion in electrical
service be made available at the time of new
construction.
b. All electrical services should be protected
from surges and spikes.
c. No outlets anywhere in the lecture hall should
be controlled by a switch that could be
confused for a light switch.
d. Each lecture hall should have a minimum of two
dedicated circuits with separate breakers
controlling the service exclusively to the
lecture hall. One of these should feed the
front portion of the room and the second the
projection booth area, and neither should be
shared by any other function within the
building. Further, there should be no
elevator motors, compressor motors, blower
motors, or other types of equipment on the
side of the power transformer that feeds the
lecture hall circuits.
e. The breaker panel should be located near the
lecture hall, and the breakers within the
panel should be clearly labeled as to
function.
f. The front of the lecture hall should be
equipped with a minimum of four duplex outlets
distributed evenly across the instructor area.
In addition, two duplex outlets should be
located in each of the other walls. At least
two fourplex outlets should be located in the
projection booth. If a ceiling mounted video
projector is to be used, electrical service is
needed in the ceiling.
g. All wall outlets should be mounted 18-24
inches above the floor. In addition,
electrical service (and conduits/cable trays)
should be provided in the ceiling for future
projection and wireless communication
capability.
2. Telecommunication Services
a. Voice, video, and data services should be
provided from a telecommunications closet to
the lecture hall. It is recommended that all
of these services terminate in the front of
the room and in the projection booths.
b. A wiring box should be installed in the
ceiling outside the lecture hall (convenient
to the lobby or other entrance path into the
room). This will provide maximum flexibility
for making changes or additions to the service
within the lecture hall.
c. It is recommended that video, data, and
electrical service be provided in the ceiling
of the room to facilitate the installation of
a video projector. To accommodate current
technology, that termination box should be at
a distance from the principal projection
screen one and one-half times the width of the
projection screen. Even as the technology
changes, that location should prove to be
adequate for most applications.
d. All low-voltage connections should be
separated from the electrical circuits to the
room. The low-voltage services should be
isolated from each other through separate
conduit. These services include controls for
slide projectors, audio, video, data, and
voice feeds. These circuits should not be
tied to ground.
e. Although the specific location of conduits or
cable trays will vary depending on the design
of the lecture hall, in general, connections
are needed: 1) from the instructor area to the
projection booths, 2) from the instructor area
and projection booths to the video projector
(if it is ceiling mounted), from the front
wall of the instructor area to the podium, and
from the camera locations to the rear
projection booth. Any new conduit or cable
tray that is installed should contain pull
wires. If it is anticipated that the
instructor podium be movable, then connections
should be provided at the right, left, and
center of the instructor area.
f. Provision for data connections and electrical
outlets at each seat in the student seating
area is needed to accommodate computers,
recording devices, response systems, etc.
g. All circuits, wiring, conduits and cable trays
should be clearly labeled at all termination
locations so that a knowledgeable person who
has never seen the installation before can
identify the services in the room.
I. Projection Booths
1. It is recommended that all large lecture halls have
a projection booth built in at the rear of the room
and a booth at the front of the room. The booths
provides sound separation between machine-operation
noise and the audience.
2. The booths should have adequate ventilation,
including temperature and humidity control. The
exhaust system should not have a direct connection
to the lecture hall.
3. Security is a major concern, given the amount of
equipment installed in most projections booths.
All doors should have locks and consideration
should be given to additional measures, such as
alarm systems or lockable storage cabinets.
a. Rear Projection Booth
1. The rear projection booth is used
primarily for optical projection
equipment (slide and film projectors) and
for consoles that control the video
recording equipment.
2. The wall between the rear projection
booth and the lecture hall must have a
window whose lower edge is 48 inches
above the floor, which should provide
sufficient clearance over the heads of
those seated in the last row of seats
next to the window. This window should
be angled approximately five percent off
vertical so as to reduce reflections.
3. A shelf should be mounted directly
beneath the window and should be just
below the bottom edge of the glass. The
rear of the shelf should be higher than
the front to facilitate proper machine
adjustments. The shelf should be hinged
so that it can be folded down and should
be divided into two sections so that each
section can be folded independently of
the other.
4. There should be a monitor of the house
audio system, including a
voice-amplification system in the
projection booth. The booth should
contain a work light designed so as not
to shine into the lecture hall. The
booth also should include controls for
audio, lights, screens, and other
built-in projection equipment.
5. The booth should have two doors. A door
from the hallway is needed to move
equipment in and out of the booth. That
means the door should be a minimum of 36
inches wide with no obstruction on the
floor. A door from the lecture hall into
the booth is needed so the instructor can
enter the booth from the lecture hall.
b. Front Projection Booth
The front booth should be located adjacent to
the instructor area of the lecture hall with a
connecting door. This booth contains rack
mounted equipment (such as VCR's, PA
amplifier, audio equipment, etc.) that the
instructor may need to access to load tapes,
disks, etc. All equipment housed here should
be controlled by the wireless AV control
system.
J. Furnishings and Equipment
1. Instructor Area
a. As the use of media in instruction increases,
particularly in large group instruction, a
table and lectern are no longer considered
adequate furniture for the teaching station in
a large lecture hall. Media needs dictate the
installation of a teaching podium at the front
of the room that serves as the master control
center for the room. Instructors in
wheelchairs should be able to access any
controls provided in the podium.
b. The podium should have a variety of
communication and control capabilities,
including electrical outlets; voice, video,
and data outlets; controls for the lights and
the projection screen(s); controls for the
voice amplification system, including a
microphone; and controls for all equipment
built into the room and projection booth.
c. The dimensions of the podium for a lecture
hall should be 24 inches deep with the width
determined by the equipment and controls to be
housed there (a minimum of 36 inches).
Ideally, the podium should be adjustable in
height. If it is a fixed height, the height
should be no more than 42 inches from the
floor.
d. The size and placement of the podium are
critical. Neither the podium nor the faculty
member standing at the podium should block
students' view of the projection screen(s) or
the chalkboard/markerboard. If an overhead
projection system is to be used, it should be
able to be positioned close to the podium.
e. If the podium is to contain equipment that is
permanently housed in the room, then it should
be constructed of materials and using methods
that provide the maximum security for the
equipment housed within the podium.
f. The chair or stool for the instructor should
be of adjustable height in order to make it
convenient for the instructor to use all types
of teaching devices.
g. A voice communications device, connected to
the ADMS Center, should be located either in
the podium or in the immediate vicinity of the
teaching station.
2. Student Stations
a. Fixed Seating
1. It is recommended that all rooms seating
more than 75 have fixed seating. There
may be special occasions when a lecture
hall would best be served by the use of
movable seating (Lecture Hall B). This
is the exception, however, and will
require special care in design.
2. Continuous tables with attached
swing-away chairs are to be installed in
Lecture Halls A, C, D, and E. This
provides the student with the maximum
work area.
3. Since the number of seats in each row and
the relationship of this number to the
aisles is often covered by code
requirements, these should be consulted
in determining the layout of a room.
4. It is recommended that all components of
seating carry a minimum two-year
manufacturer's warranty. Further, the
manufacturer should warrant the
availability of replacement parts for at
least seven years.
b. Wheelchair Stations
Seating for mobility-impaired students should
be provided in all lecture halls at
approximately four percent of the capacity of
the room.
c. Design Characteristics of Seating
For accommodating people of various sizes, see
General Purpose Classrooms section.
3. Chalkboards/Markerboards
a. Some chalkboard/markerboard should be provided
in the instructor area of large lecture halls.
While instructors using large lecture halls
should be encouraged to use the overhead and
other projection devices, there are occasions
when a chalkboard/markerboard is essential to
effective use of the room.
b. Chalkboards/markerboards should be mounted
with the bottom edge of the chalk tray 36
inches above the finished floor. In a room
which has a raised teaching platform, the
distance should be from the bottom of the
chalkboard/markerboard to the teaching
platform, not to the floor.
c. All chalkboards/markerboards should be four
feet in height and have chalk trays under the
full width of the board. Seams of the boards
should be flush, and, in the case of
chalkboards, the surface should be black in
order to provide maximum contrast with the
chalk being used.
d. Tack strips and map hooks should be installed
above the chalkboard but no tackboard should
be included as part of the instructor area in
lecture halls.
4. Audio
a. Voice Amplification
1. Voice amplification should be installed
in all lecture halls. The microphone and
volume control for the amplification
system should be easily accessible to an
authorized person, preferably as part of
the AV Control system on the podium.
Other settings, such as tone and balance,
should be available only to a technician.
2. It is recommended that a wireless
microphone be installed with the voice
amplification system to allow the
instructor the maximum flexibility of
movement throughout the lecture hall.
b. Sound System
1. A sound system separate from the voice
amplification system should be installed
to handle other sound sources. The
system should be capable of amplifying
the soundtrack of films, audiotape, and
other audio sources such as compact
discs, videotape, video discs, and voice
coming in via telephone lines.
Distribution from the system can be fed
into speakers that provide total coverage
within the lecture hall.
2. The sound system also should be hard
wired into an appropriate assistive
listening system to provide for students
with hearing-impairments.
5. Projection Screens
a. Lecture halls require multiple screens, the
number dictated by the design of the facility
and by the special uses for the facility. The
minimum recommended number of screens is two.
These should be mounted above the chalkboard
if the design of the lecture hall permits.
One of these screens should be placed in such
a way that at least six feet of
chalkboard/markerboard is exposed when the
screen is in use.
b. All screens should be motorized, with switches
located both in the front of the room and in
the projection booth. This provides control
at either location at all times. All switches
should have an automatic shut off and all
should automatically return to neutral when
the screen is fully extended or fully
retracted.
c. All screens are recommended to be a white
matte finish. This surface provides
acceptable picture quality up to 45 degrees on
either side of the center line of the room.
No seating in a lecture room should be more
than 45 degrees off the center line.
d. The top of the screen should subtend an angle
no greater than 35 degrees from the horizontal
from any seating position. However, some
compromises may have to be made in the first
few rows of seats to allow sufficient space
for chalkboard/markerboard and a reasonable
screen size, and yet not have the front seats
too far from the front of the room.
e. Two factors are in conflict when attempting to
determine the correct size of the screens.
The first is the need to make the focal point
of the room at the teaching station, which
often results in the teaching station being
less than 20 feet from one side to the other.
The second is the increased use of electronic
projection of both television and computer
images.
f. Optical projection (films and slides), has
very high-resolution images, resulting in a
formula of distance from the screen to the
farthest viewer of six times the screen width
(6W).
g. With the introduction of electronic
projection, however, a new screen-size
standard must be applied. Electronic
projection systems provide anywhere from
12.5-25 percent of the resolution of optical
projection. This is particularly critical in
computer-image projection, which is often
comprised of text. This lower resolution
results in a loss of sharpness in edge
definition. At marginal viewer distance from
the screen, the letters tend to blur and fill
in, resulting in reduced readability.
h. Determining the number and size of screens
involves weighing many factors. It may be
necessary to confine electronic projection to
a large single screen rather than to attempt
to size two side-by-side screens to this need.
The smaller screens would then be for optical
projection and would utilize the 6W formula.
The size of the center screen would be
determined by the greatest width requirement
from the following: cinescope films,
side-by-side slide projection, or electronic
projection that has the screen width
requirement of one-fourth the distance to the
farthest viewer (4W). If a three-tube
projector is to be used, an additional six
inches on each side of the picture are needed
to accommodate edge roll.
6. Video and Data Projection
a. All lecture halls should contain the
capability of projecting both video and data.
A single projector can handle both sources,
although it may require that an appropriate
interface unit be installed. Any new
installation should accommodate current
computer technology, including high-resolution
graphics, as well as composite and RF video.
b. A number of factors must be taken into account
when ceiling-mounting a video projector. This
includes a grid capable of supporting the
weight of the projector, conduit or cable tray
for video and data wiring as well as
electrical wiring to provide power to the
projector and an elevator for lowering the
projector.
c. It should be possible for the faculty member
to easily switch among various video and
computer inputs without requiring the
intervention of a technician. This switching
should include a remote on/off switch for the
projector as well as the proper ports for
inputting various sources of material and a
means of switching from one source to another.
Each port should be clearly labeled as to the
type of equipment it will support as well as
the switching device.
d. All current projection systems require some
minor adjustments that should be made by a
technician. Most of this equipment can be
adjusted remotely if one has the proper
equipment.
e. Provisions should be made for a complete
reconvergence of a ceiling-mounted video
projector at least once per semester.
f. Another consideration in the installation of
video projection is access for servicing.
Projectors should be mounted on an electrical
lift mechanism to quickly access the projector
for servicing.
7. Audiovisual Controls
All lecture halls should contain conduit from the
teaching station to the projection and equipment
areas. This is to facilitate the operation of
audiovisual equipment, which is installed in these
locations. The control panel for the audiovisual
control system should be mounted in the podium and
provide wireless control of all AV equipment,
lighting, and PA system.
K. Video Recording System
1. Each lecture hall will be equipped with a video
recording system comprised of three remote control
cameras mounted in the lecture hall as well as a
visualizer overhead projection camera in the
instructor area. The console for the recording
system will be installed in the rear projection
booth and must be able to handle video inputs from
all video sources used in the room (cameras, video
projectors, RF, computers, etc.) as well as all
audio sources (microphones, sound tracks of all
media displayed, computer, etc.).
2. The output of the video recording system will be
transmitted to the master control area of the ADMS
Center so that it may be monitored, recorded, or
retransmitted to other locations.
L. Other Special Considerations
1. Signage
a. Signage in and around a lecture hall should be
kept at an absolute minimum and should be
incorporated into the lobby and the lecture
hall when the facility is designed.
b. There should be no tackboards or other
surfaces inside the lecture hall although a
tackboard should be installed outside each
lecture hall in the immediate vicinity of the
doorway so that grades and other class-related
items can be posted conveniently.
c. Both inside and outside each lecture hall,
information should be posted regarding how to
report problems with physical facilities and
equipment in the lecture hall.
d. It is essential that information about
accessible means of egress be displayed in
accordance with applicable codes.
2. Environmental Issues
a. The heating, ventilating, and air-conditioning
(HVAC) system must provide adequate air
changes in conformance with current American
Society of Heating, Refrigeration, and
Airconditioning Engineers (ASHRAE). The
recirculation of air within the lecture hall
should not be done in such a way as to result
in lobby noise entering the room.
b. Air input and return paths should neither blow
directly on the seating area nor on the
instructor area. The air-circulation system
in a lecture hall should be able to be used at
all times separately from any other HVAC
system that may be operated seasonally within
the building.
c. The temperature range should be maintained
within 68-75 degrees, with humidity at 50
percent, plus or minus 10 percent.
d. Each lecture hall should have a
temperature-sensitive monitoring device within
it and that device should be tied to a central
monitoring system maintained and overseen by
physical plant administration. Response to
abnormalities detected by such a monitoring
device should be a number-one priority at all
times because of the lack of any other method
of circulating air within a large lecture
hall.
e. The acoustical considerations in determining
the volume of air-handling noise should
include not only the background noise level
but any vibration considerations that would
generate additional noise.
f. Air intakes for lecture halls should not be
located in or near loading docks, trash
receptacles, or areas of high vehicular
traffic outside the building.
3. Trash and Recycling Receptacles
It is recommended that nonflammable trash and
recycling receptacles should be designed into the
lobby area of the lecture hall and not be made a
part of the lecture hall itself.
4. Pencil Sharpener
It is recommended that one or more pencil
sharpeners be securely mounted with
tamper-resistant screws in close proximity to the
instructor area of the lecture hall and within easy
access for students.
SEMINAR ROOMS
INTRODUCTION
Seminar rooms are small rooms that hold 10 to 20 students.
They are designed to facilitate interaction and face to face
discussion, with eye contact among participants being an
important factor. These rooms often double as meeting or
conference rooms.
Note: For such design considerations as entrance/exits,
hallways, acoustics, finishes, and HVAC, please refer to
GENERAL PURPOSE CLASSROOMS Section.
A. Size
1. The room dimensions, length to width ratio, for
seminar rooms should be 1:1 or 1:1.5. Total room
area should allow twenty square feet per student
station. Long narrow rooms with dimensions greater
than 1:1.5 make eye contact among participants
difficult and must be avoided. Ceiling height
should be a minimum of 8 feet.
2. The projection screen defines the front of the
room, and should be located on the wall opposite
the door. In any case, the door should be at the
back of the room. A teaching or presentation area
is usually not a designated part of a seminar room
although the front of the room should be large
enough to accommodate a lectern and provide enough
space for use of an overhead projector (a minimum
of 10 feet from equipment to projection screen).
B. Furnishings and Equipment
Movable tables and chairs are the primary furnishings for
seminar rooms. Tables should be rectangular or
trapezoidal, have a durable hard plastic laminate or
equivalent finish, be 18 - 30 inches deep, and provide at
least a 30 inch width work space per student. Chairs can
be standard armless and straight back or chairs on
casters with arms. If chairs are on casters, a minimum
of 5 legs is recommended. If arm chairs are used, the
arms must fit under the table and the width of the arms
must accommodate to the 95th percentile male for college
age population. On carpeted floors, chairs should have
wide wheels or sled runners. A portable lectern (floor
or tabletop) should be provided.
C. Chalkboards/Markerboards and Tack Boards
A minimum of 20 linear feet of chalkboard/markerboard
with eraser tray is required and may be installed on
front and/or side walls. Chalkboard/marker-boards should
be 4 feet vertical height and be mounted so the bottom
edge is 3 feet above the finished floor. A 2 inch tack
strip with movable mounting/map hooks is required above
the writing surface. One 3 x 4 foot tack board should be
mounted somewhere within the room.
D. Projection Screen
A 60" x 60" (minimum size) matte white surface,
projection screen should be center mounted on the front
wall to provide optimum viewing. The screen should be
mounted 10-12 inches out from the wall to correct for
keystoning, with a tieback under the center of the screen
at or just below the chalkboard tray. Another option is
to mount the screen in the corner of the room. This
permits simultaneous use of the front
chalkboard/markerboard, provides a longer projection
distance, and may improve sight lines for viewing.
E. Electrical Services
All electrical services should be protected from surges
and spikes, and be free of inductive loads and other
disturbances. Each room should have one or more
dedicated circuits on a breaker not shared by any other
room, and at least one grounded 120 volt duplex outlet
centered on each wall, mounted 18 - 24" above the
finished floor.
F. Audiovisual Equipment and Controls
In most cases, portable audiovisual equipment will be
brought into the room. Consideration should be given,
however, to a permanently installed video/data monitor
(corner location, ceiling or wall mounted), and a storage
cabinet/projection station located in the rear of the
room for a slide projector and other equipment. Some
pieces of equipment, such as VCR's and TV's, often have
remote controls. For other items, such as 16mm
projectors, it may be easier to operate them at the
device. Still others, such as slide projectors, may
require conduit running from front to rear to bring
control cables to the teaching area.
G. Telecommunications
Provide one telephone jack, one data jack, and one video
terminal outlet per room. Termination location should be
the front of the room.
H. Lighting
1. A minimum of 50 - 60 foot candles should be
provided at the writing surface of student
stations. Lighting fixtures should be in banks
which run parallel to the front of the room, with
switching at 1/3, 2/3, and full, including
switching off the bank nearest the projection
screen. For most seminar rooms, fluorescent
lighting alone will be sufficient. If incandescent
lights are used, either alone or in addition to
fluorescent, they should be dimmable to a level of
5 - 10 foot candles at the work surface.
2. Fixtures should be flush-mounted in the ceiling to
avoid interfering with visual image projection.
Light fixtures should not be mounted near the
projection screen where they could interfere with
the projected image. Light controls must have
standardized switch patterns and be located at
entry door, with at least one switch convenient to
the teaching area.
I. Windows
Fenestration should be kept to a minimum. All windows
must be equipped with window coverings (shades, drapes,
venetian blinds) that are opaque and mounted to prevent
ambient light leakage around the edges. For more details
on windows, see GENERAL PURPOSE CLASSROOMS Section.
J. Other Considerations
1. Seminar rooms that will double as meeting or
conference rooms should have built-in counter
space, with lockable storage. If the room will be
used on a regular basis for functions at which food
will be served, consideration should be given to
installing a sink with hot and cold water and
providing space and electrical service for
appliances, such as a refrigerator, microwave oven,
and coffee maker. A minimum of one duplex
electrical outlet should be provided above the
counter. Any outlet located near a sink should be
protected with a GFIC (Ground Fault Interruption
Circuit).
2. Rooms should have a pencil sharpener located at or
near the door and a coat rack with book shelf which
has the capacity for coats equal to room occupancy.
CLASSROOM AND BUILDING ACCESSIBILITY
This section provides a general overview of design
considerations for barrier free teaching and learning
facilities. This section was not designed to serve as a
substitute for the complete set of guidelines given in the ADA
(Americans with Disabilities Act of 1990). Designers must
consult the ADA guidelines, applicable state codes and
regulations, and other related materials for more detailed
information.
A. Americans With Disabilities Act
1. The Americans with Disabilities Act (ADA), enacted
July 26, 1990, prohibits discrimination against
persons with physical and mental disabilities.
This means that individuals with disabilities are
extended civil rights similar to those now
available on the basis of race, color, sex,
national origin and religion through the Civil
Rights Act of 1964.
2. The ADA is modeled after that Act and Section 504
of the Rehabilitation Act of 1973. Regarding
standards, the law says that institutions can
choose to follow either UFAS (Uniform Federal
Accessibility Standards) or ADAAG (Americans with
Disabilities Act Accessibility Guidelines for
Buildings and Facilities) standards. State
supported universities also must comply with their
state's accessibility laws.
3. The term disability is defined as a physical or
mental impairment that substantially limits one or
more major life activities, such as walking,
seeing, speaking, or hearing. A record of such an
impairment, or of being regarded as having such an
impairment, also qualify under the ADA's definition
of disability.
4. The special requirements of students and faculty
with disabilities must be considered when designing
and renovating classrooms. Any building
constructed or altered after the effective date of
the law must comply with the ADA. Rather than
requiring a public institution to make each of its
existing facilities accessible, the ADA requires
that "each service, program, or activity conducted
by a public entity, when viewed in its entirety, be
readily accessible to and usable by individuals
with disabilities." Program accessibility can be
achieved by a number of means, such as redesigning
equipment, reassigning services to accessible
buildings, providing aides, altering existing
facilities, constructing new facilities, and other
means which provide services in an integrated
setting.
5. It should be pointed out that in making programs
accessible, public institutions need not take any
action that would threaten or destroy the historic
significance of an historic property or that would
fundamentally alter the nature of the service
activity or program or would result in undue
financial and administrative burdens. In these
cases, the institution is required to take any
other action to provide the required access.
6. Over 43 million U.S. citizens have physical or
mental disabilities. Some persons with
disabilities require the use of wheelchairs,
crutches, or guide dogs. These visible conditions
require special consideration in the physical
design of classrooms, but other less visible
conditions also must be addressed. For example,
conditions such as hearing loss, limited vision,
energy limiting conditions (such as cardiopulmonary
disorders), and mental disabilities often are
invisible but can impact mobility and academic
performance. It also should be noted that
disabilities can be temporary or permanent.
7. The goal of classroom designers is to keep in mind
all potential users, including persons with
mobility, hearing, vision, and mental disabilities.
It is in this context that the following
information regarding the concept of "universal
design" for barrier-free facilities is provided.
B. Mobility Impairments
1. Persons with mobility impairments often have
conditions that limit their daily physical
activities, such as walking, lifting, reaching,
carrying, standing, and sitting. These impairments
can range from carpal tunnel syndrome to
quadriplegia, from asthma to cardiopulmonary
disorders, and many can be energy limiting. In
order for persons with mobility impairments to use
classrooms and lecture halls, the facilities must
be barrier-free. Standards which have been
established for reach and rise limits for all
persons, including those with differing abilities,
can be found in HUMANSCALE 1/2/3, Section 4 of
UFAS, and Section 4.2 of the ADAAG. Essentially,
in each classroom:
a. Doorways and aisles must be of sufficient
width to allow wheelchairs to pass easily (32"
clear minimum, 36" recommended),
b. An accessible route into the classroom is
required; thresholds, stairs, or other
barriers should be minimized,
c. In the instructor area, teaching platforms, if
required, must be accessible by means of a
ramp; teaching equipment and room controls
also should be accessible,
d. Wheelchair stations must be provided so that
persons with disabilities are provided a
choice of sight lines that is comparable to
those provided for persons without
disabilities,
e. Door hardware should be lever-operated,
push-type, or U-shaped to allow easy grasping
and the force required to push or pull a door
should be minimized.
2. The ADAAG and UFAS differ in the scope of required
wheelchair locations in areas of assembly. The
guidelines for wheelchair locations vary with
regard to room seating capacity from 1% to 6%. For
new construction refer to Section 4.1.2 of UFAS or
Section 4.1.3 of the ADAAG. For alterations,
accessible seating areas may be clustered if
technically infeasible to disperse throughout the
altered assembly area. Technical infeasibility is
defined for building alterations as unlikely of
being accomplished because "existing structural
conditions would require removing or altering a
load-bearing member which is an essential part of
the structural frame; or because other existing
physical or site constraints prohibit modification
or addition of elements, spaces, or features which
are in full and strict compliance with the minimum
requirements for new construction and which are
necessary to provide accessibility." (Section 4.1.6
of ADAAG)
3. If seating at fixed tables is provided for persons
in wheelchairs, clear floor space and knee
clearance should conform to Section 4.32 of ADAAG.
4. In larger rooms, such as lecture halls, where
sloped or tiered floors are required in order to
provide acceptable sight lines, accessible viewing
positions shall adjoin an accessible route that
also serves emergency egress.
5. Slopes must not exceed one foot rise in twelve feet
of run (1:12 ratio), with a maximum rise of 30" and
maximum run of 30' for any slope before level
landings are required. Level landings must be
provided at the top and bottom of each slope and
contain a minimum of 5' clear area. Handrails
should be provided if a ramp run exceeds 72" or the
rise is greater than 6".
6. Section 4.0 of UFAS specifically highlights the
regulations related to "Accessible Elements and
Spaces: Scope and Technical Requirements." Ramps
are specified in section 4.8 of the ADAAG.
7. The teaching station, including the chalkboards,
audio/visual controls and projection screens,
should be located and designed to be barrier free.
C. Hearing Loss
1. Over 16,000,000 persons in the United States are
hearing-impaired. The traditional approach to
improving speech intelligibility during a lecture
has been through the use of 'public address
systems' terminating in loudspeakers on the walls
or ceiling. There are two major limitations to
relying solely on these systems. First, while
increasing the intensity of the signal is possible
with PA systems, such increases in volume often
cause distortions due to the combination of the
equipment characteristics and the stage and hall
acoustics. Second, even within the same lecture
hall, the listening conditions can vary
considerably in different locations, depending on
the various ratios of direct to reverberant sound,
changes of wave shape, fluctuations in decay
characteristics and variations in sound levels.
2. A solution to improved sound transmission,
particularly for persons with hearing loss, lies in
the use of assisted listening devices. The purpose
of these devices is to provide functional and
effective listening and speaking environments so
that people with hearing loss can increase their
overall participation in general classrooms and
lecture halls. Assisted listening devices
supplement the existing loudspeaker system by
providing a direct electronic coupling from the
sound source to an appropriate amplification device
where the signal is then transmitted to good
quality, volume-controlled transducers which are
located at or very close to the listener's ear
canals. The main point to remember about assisted
listening systems is that they provide improved
speech clarity, not just volume control. It also
should be noted that assisted listening systems may
be portable or, in rooms where regular use is
anticipated, permanently installed. Section
4.1.3.b.(19) of UFAS and Sections 4.33 and A4.33 of
ADAAG describe minimum audio-amplification
requirements.
3. Because of the complexity of issues involved, the
design and use of classroom amplification systems
should include audiologists, electrical engineers,
acoustical engineers, audiovisual specialists, and
maintenance technicians.
4. Given the increased amount of pre-recorded and
broadcast video programming that is becoming
available in closed captioned format, it is
suggested that video display devices for use in
classrooms be equipped with closed caption
decoders.
D. Loss of Vision
1. Persons with visual impairments frequently have
difficulty in classrooms and lecture halls.
Instructors often reduce light levels in the
seating area and/or the instructor area when
projected images or display materials are used.
Difficulties also result when light infiltrates
projected images, such as sunlight flooding a
screen. In addition, energy conservation efforts
in recent years have resulted in a general decrease
in illumination levels in public buildings,
including schools. A further challenge for persons
with low vision is the use of low-contrasting
colors, such as using yellow chalk on a green
chalkboard.
2. In order to eliminate barriers for persons with low
vision, use as much contrast as possible in image
selection. Light levels should not be extremely
high or extremely low, since both circumstances can
impair vision. Signs should have raised letters
and numerals and be accompanied by Braille.
Mounting height should be 60" above the finished
floor to the centerline of the sign. (See Section
4.30 of the ADAAG.)
E. Signage
1. Public entities must provide signage at all
inaccessible entrances to each of its facilities
that directs users to an accessible entry or to a
location with information about accessible
entities.
2. Tactile maps or prerecorded instructions may be
useful to visually impaired persons.
3. The ADAAG gives specific guidelines for the design
of raised and brailled characters and pictorial
symbol signs. The legibility of printed characters
is dependent on the viewing distance, character
height, ratio of the stroke width to the height of
the character, contrast of color between character
and background, and print font. Mounting location
and height also are specified in the guidelines.
(Section 4.30 ADAAG)
4. Where permanently installed assistive listening
systems are required, signage indicating the
availability of an assistive listening system,
including the international symbol of access for
hearing loss, is required.
F. Other Considerations
1. Accessible Routes: An accessible route must
connect accessible building or facility entrances
with all accessible spaces and elements within the
building or facility.
2. Alarms: Where audible alarms are required by life
safety codes, visual alarms must be provided which
signal the same areas which are required to be
signalled by the audible alarms.
3. Some persons experience sensitivity to low levels
of airborne chemical contamination. Construction
sources of these contaminants typically include
adhesives, synthetic carpeting, paints, roofing
tars, etc. Use of these materials in general
classrooms and lecture halls shall be minimized
where possible, and adequate "airing-out" time must
be provided at normal operating temperature before
scheduling occupancy of these spaces.
4. Emergency egress and notification systems: For
persons with disabilities, areas of rescue
assistance with two-way communication are required
within a smoke-protected and fire-protected area of
egress.
5. Lighting: Flickering of fluorescent lights can
trigger seizures in persons with epilepsy and other
neurological disorders. Regular inspection and/or
replacement of ballasts and tubes can help
eliminate this potential problem.
6. Doors: It is recommended that at least one set of
entry doors to every facility be power activated.
Cross-corridor doors should be avoided unless
required.
G. Summary
This section highlighted some considerations in providing
barrier-free, universal design for classrooms, seminar
rooms and lecture halls. It is critical, however, that
design teams carefully examine all current guidelines for
accessibility. As of this printing, UFAS and ADA,
combined with individual State's requirements, are the
most current and, therefore, should be followed.