11(1 IIMPP4T ED 030 771 By.
Transcript of 11(1 IIMPP4T ED 030 771 By.
11(1 IIMPP4T RIPAIIMPI!
ED 030 771 08 VT 009 005By.-Meckley. Richard F.. And OthersA General Guide for Planning Facilities for Occupational Preparation Programs. Final Report. Research SeriesNo. 38.
Ohio State Univ., Columbus. Center for Vocational and Tee.nical Education.Spons Agency-Office of Education (DHEW), Washington. D.C. Bureau of Research.Bureau No -BR -7 -0158Pub Date Jun 69Grant -0EG -3 -7 -0001(38.-2037Note -87p
v
Available from-Center for Vocational andt Technical Education, The Ohio State University. 1900 Kenny Road.Columbus, Ohio 43210 ($2.00)
EDRS Price ME -$0.50 HC -$4.45Descriptors -Bibliographies, Check Listt, *Educational Facilities, *Educational Specifications. *FacilityGuidelines. Facility. Requirements, *School Planning, Technical Education, *Vocational Education
Pivotal, questions about the educational program to be offered are posed..andthe answers bear. directly on the preparation of educational specifications. RecentInstructional trends are incorporated, and provision is made for the development, of aparticular school's philosophy of education regarding' program objectives, teachingactivities, and learning activities, as a preliminary step in the development of facilityrequirements. Two important factors which influence .facility .requirements are (1)modes of learning which include action. reaction and interaction learning: and (2)specialized versus multi-use space for which lecture/demonstration areas. seminarareas and laboratories must be considered. A major portion of the document is in acheck list format which allows for consideration of alternatives in developing facilityrequirements. A bibliography of 89 reference sources .offers-, a more detailedtreatment into the various phases .of facility planning. A related document.is ED 026537. (CH) i
IS
P
GENERAL GUIDEFOR PLANNING
FACILITIES FOROCCUPATIONAL
PREPARATIONPROGRAMS
THE CENTER FOR VOCATIONALAND TECHNICAL EDUCATION
THE OHIO STATE UNIVERSITY1900 Kenny Rd., Columbus, Ohio, 43210
The Center for Vocational and Technical Education hasbeen established as an independent unit on The Ohio StateUniversity campus with a grant from the Division ofComprehensive and Vocational Education Research, U. S.Office of Education. It serves a catalytic role inestablishing consortia to focus on relevant problems invocational and technical education. The Center iscomprehensive in its commitment and responsibility,multidisciplinary in its approach, and interinstitutionalin its program.
The major objectives of The Center follow:
1. To provide continuing reappraisal of therole and function of vocational and tech-nical education in our democratic society;
2. To stimulate and strengthen state, regional,and national programs of applied researchand development directed toward the solutionof pressing problems in vocational andtechnical education;
3. To encourage the development of research toimprove vocational and technical educationin institutions of higher education andother appropriate settings;
4. To conduct research studies directed towardthe development of new knowledge and newapplications of existing knowledge invocational and technical education;
5. To upgrade vocational education leadership(state supervisors, teacher educators,research specialists, and others) throughan advanced study and inservice educationprogram;
6. To provide a national information retrieval,storage, and dissemination system forvocational and technical education linkedwith the Educational Resources InformationCenter located in the U. S. Office ofEducation.
V
fftl
OP.1,
RESEARCH SERIES NO. 38
FINAL REPORTON A PROJECT CONDUCTED UNDER
PROJECT NO. 7-0158GRANT NO. 0EG-3-7-000158-2037410.71%
(;14,NERAI, (AIME FOR PLAANNING FAC11,1TIES
I OR OCCIll ATIONAL 1 114:1 AR ATION PRO6RANISU.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.
RICHARD Fi BECKLEY LIVAN E. VALENTINEMB JI CONRAD
THE ,CENTER FOR VOCATIONAL AND TECHNICAL EDUCATIONSTATE UNIVERSITY.1900 KENNY ROAD
COLUMBUS; OHIO 43210
JUNE 1969
This publication was prepared pursuant to a grant with the Office ofEducation, U.S. Department of Health, Education and Welfare. Contractorsundertaking such projects under Government sponsorship are encouraged toexpress freely their judgment in professional and technical matters. Points ofview or opinions do not, therefore, necessarily represent official Office ofEducation position or policy.
Li
FOREWORD
One of the most fundamental concerns in planning for voca-tional and technical education facilities is that of assuring thateducational requirements dictate the nature of the facilities.Other concerns include planning a sufficiently adaptable andflexible structure to permit needed modifications and programmaticchanges over the lifetime of the building. Experiences have shownthat adequate manuals and guide materials can provide substantialwsistance in planning educational facilities. This document isa guide for planning facilities for occupational preparationprograms. The information recorded in the guide is to be usedin the preparation of educational specifications.
The guide lists a series of pivotal questions about theeducational program to be offered. The answers to these programquestions bear directly on the numbers and kinds of instructionalareas needed in the contemplated facilities. After programdecisions are recorded, the guide provides for the descriptionof instructional areas needed to meet program requirements. Muchof the material is presented in a checklist format which allowsfor consideration of alternatives in facility planning.
The guide was designed for use by any person or groups ofpersons responsible for planning occupational education programs.It is anticipated that knowledgeable persons such as occupationaleducation instructors, state supervisors, university school plantplanners, and local administrators will find the guide a usefulplanning tool. The guide can also be used for instructionalpurposes at universities, colleges, seminars, and institutes.
This guide is one of a series of 15 developed forfacility planning by The Center for Vocational and TechnicalEducation. It is a general guide which can be used to planfacilities for a single occupational preparation program, twoor more such programs, or an entire school. The other 14guides in the series were each designed to assist in the planningof instructional spaces for specific occupational preparationprograms. A listing of these guides is found on page 5 .
The Center project staff, Richard F. Meckley, Ivan E.Valentine, and Zane McCoy, is grateful to the many individualsand groups whose assistance and suggestions led to the successfulconclusion of the project. Special recognition is due M. J.Conrad, head, Administration and Facilities Unit, School ofEducation, The Ohio State University, and E. J. Morrison,Coordinator of Centbr Research and Development Projects.
RobeAt E. TatiZotDirectorThe Center for Vocational
and Technical Education
CONTI:ANTS
PART I INTRODUCTION
3 Purpose of Guide3 Organization of Guide4 Underlying Assumptions4 Guiding Principles5 Recent Instructional Trends5 Limitations of the Guide
PART II THE INSTRUCTIONAL PROGRAM
7 Educational Philosophy9 Educational Objectives
11 Occupational Preparation Programs to be Offered12 Directions for Completing Form A14 Form A--General Program Information15 Directions for Completing Form B17 Form B--Specific Program Information
PART III FACILITY REQUIREMENTS
19 Learning Area Requirements22 Directions for Completing Form C24 Form C--Learning and Auxiliary Space Requirements34 Form D--Description of Lecture/Demonstration Areas38 Form E--Description of Seminar Areas41 Form F-1--Description of
Laboratory Areas44 Form F-2--Desctiption of
Laboratory Areas47 Form F-3--Description of
Laboratory Areas50 Form F-4--Description of
Laboratory Areas53 Form F-5--Description of
Laboratory Areas56 Form F-6--Description of
Laboratory Areas59 Form F-7--Description of
Laboratory Areas62 Form F-8--Description of
Laboratory Areas65 Form F-9--Description of
Laboratory Areas
4
68 Form F-10--Description ofLaboratory Areas
71 General Facility Requirements73 Form G--General Facility Requirements76 Form H--Additional Considerations77 Form I--Summary of Total Facility Requirements78 Educational Specifications
PART IV
79 Bibliography
vi
A G14,NMAL GIME FOR PLANNING FAACILITIES
FOR OCCUPATIONAL PREPARATION PROGRAMS
PART I
INTRODUCTION
PURPOSE OF GUIDE
The major purpose of this document is to provide guidance inthe systematic planning of facilities to house occupationalpreparation programs. The information recorded on the followingpages will be of value in the writing of educational specificationsfor secondary, post-secondary, junior and community collegeoccupational preparation facilities.
In addition to its major purpose as a planning document fordevelopment of educational specifications, the guide is alsodesigned to assist in the formation of creative solutions to thehousing of desired educational programs and to prevent importantconsiderations from being overlooked in the planning process.
ORGANIZATION OF GUIDE
The guide for planning facilities for occupational preparationprograms is sequentially subdivided into four principal headings orparts.
Part I (Introduction) is a discussion of the major purposes,underlying assumptions, guiding principles, recent trends,and limitations of the guide.
Part II (The Instructional Program) important information issought on overall school philosophy and objectives and thenumber and nature of specific occupational programs to beoffered.
Part III (Facilities to be Provided) the actual areas desiredto house the programs outlined in Part II are described bothquantitadvely and qualitatively.
Part IV is a bibliography of reference sources which offer amore detailed tleatment into the various phases of facilityplanning.
aV
UNDERLYING ASSUMPTIONS
Important assumptions were made in the preparation of thisplanning guide. They were:
Major educational program decisions have or are being made.Content of instruction has been determined through occupa-tional educational surveys, advisory committees, board ofeducation study, etc. Methods of instruction have beendetermined by appropriate educational personnel, includinglocal staff members.
A cooperative and collaborative relationship has beenestablished with knowledgeable local agencies who are awareof economic, political, and social conditions which mustbe taken into account in short- and long-range educationalplanning.
Educational, economic, political, and social planning hasrevealed the approximate numbers and kinds of students(school-age and adult) to be served by the proposed school.Such information has been provided by enrollment projections,census tract data, student interest studies, etc.
The information recorded in this document will be used inthe preparation of educational specifications for use byan architect(s) in facility design.
Sufficient funds are or can be made available to supportboth the provision of facilities and the operation of thedesired occupational preparation programs.
GUIDING PRINCIPLES
In planning facilities to house occupational preparationprograms, it is suggested that educational program and facilitydecisions be consistent with the following guiding principles.
The educational program is the basis for planning spaceand facilities.
Space and facilities should be planned to accommodatechanges in the educational program.
The program should be planned to serve the needs of avariety of groups in the community.
Space and facilities for the program can be extendedthrough the use of community resources.
Safe and healthful housing must be provided for allstudents.
Space and facilities for occupational preparationprograms should be considered in context with the totaleducational program of the institution and the community.
4
1-,
ii
ii
RECENT INSTRUCTIONAL TRENDS
Expanded programs to reach not only the average and thosewho are college bound, but also the unusually gifted, thephysically handicapped, the mentally retarded, and theculturally disadvantaged are needed and being provided byoccupational preparation programs.
Cooperation among instructors in developing interdisciplinaryunits or courses is increasing. Cooperative instruction isencouraged and facilitated by the proximity of instructionaland work areas where the teachers can plan together andproduce instructional materials.
Mobile equipment and convenient space for storing it ismaking the same space available for many purposes andresulting in more effective and efficient use of space.
Mechanical and electronic teaching aids are being utilizedto a greater degree by instructors in occupationalpreparation programs. To some extent, the effective useof such devices depends upon the accessibility andconvenience of storage.
LIMITATIONS OF THE GUIDE
Although this guide is designed to assist in the planning offacilities for a single occupational preparation program, two ormore such programs, or an entire school, it is of necessitygeneral in nature and fails to provide comprehensive planningalternatives in specific occupational programs.
A partial solution to this problem may be achieved throughthe use of facility planning guides prepared by The Center forVocational and Technical Education, The Ohio State University.Guides are available for Occupational preparation programs in:
Auto Mechanics
Animal Science
Business and Office Occupations
Data Processing
Dental Assistants
Dental Hygienists
Dental Lab Technicians
Electrical Technology
Home Economics
Machine Trades
Medical Assistants
Medical Secretaries
Medical X-Ray Technicians
Metallurgy Technology
To plan facilities for occupational programs not included above,planners should utilize available reference materials and employ theexpertise of vocational-technical educators to achieve best results.The format of this buide should provide a vehicle for documentinginformation gleaned from these sources.
5
PART II
THE INSTRUCTIONAL PROGRAM
In this section of the guide, important educational programdecisions relating to the school's educational philosophy,objectives, and specific occupational preparation programsare recorded.
EDUCATIONAL PHILOSOPHY
A school's philosophy of education provides a framework fromwhich program objectives and teaching and Zearning activitiesdesigned to meet these objectives can be derived. In the finaZanalysis, it is the numbers and kinds of instructional and Zearningactivities to be carried on which shouZd determine facility needs.
Indicate below the degree to which each statement is inagreement with the planned school's philosophy of education bycircling the appropriate number. The scale provided for thispurpose is as follows: 1 = major emphasis; 2 = some emphasis;3 = slight emphasis; N = no emphasis.
1. Purpose of program
a. The purpose of the school is thepreparation of students for gainfulemployment.
b. The purpose of the school is thepreparation of students for entryinto further educational trainingprograms.
c. The purpose of the school is toprovide occupational opportunitiesfor disadvantaged students.
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
1 2 3 N
1
1 2 3 N
7
d.
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
The purpose of the school is to providestudents with skills for improving and
e.upgrading employment opportunities.The purpose of the school is to provide
1 2 3 N
f.students with academic skills.The purpose of the school is to promote
1 2 3 N
g.social, economic, and cultural understanding.The purpose of the school is to providesocial services (health, recreation, etc.)
1 2 3 N
h.to all members of the community.Other statements of program purposes whichshould be included are:
1 2 3 N
1)
1 2 3 N2)
1 2 3 N3)
1 2 3 N4)
1 2
2. Students
a.
b.
Student admission to the school is basedon selective criteria. These criteria include:1)2)
3
4
Much emphasis is placed on the learning of
c.manual skills by students.Much emphasis is placed on the learning of
1 2 3 N
d.theory by students.Students have freedom of movement and access
1 2 3 N
to learning materials. 1 2 3 Ne.f.
Students are encouraged to act independently.Students of all ages and backgrounds are
1 2 3 N
g.admitted to the school's programWhen appropriate, cooperative workexperience for students outside the
1 2 3 N
h.school is highly desirable.Other statements of philosophy inrelationship to students which shouldbe included are:
1 2 3 N
1)
1 2 3 N2)
1 2 3 N3)
1 2 3 N4)
1 2 3 N
8
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
3. Instruction
a. The instructional approach is multi-disciplinary. If so, describe. Yes No
b. Cooperative or team instruction ispreferable to the one-instructor approach. 1 2 3 N
c. The community is a source of many resourceswhich can supplement instruction in theschool.
1 2 3 Nd. Content and method of instruction are
constantly changing in a rapidly changingsociety.
1 2 3 Ne. Other statements of philosophy in relation
to instruction which should be included are:1)
2)
3)
4)
EDUCATIONAL OBJECTIVES
1 2 3 N
1 2 3 N
1 2 3 N
1 2 3 N
Educational objectives are often identified as goals oroutcomes of the educational program. An objective shouZd describea desired educational outcome that is consistent with a school'sphilosophy.
Objectives are important to both the pZanner and the architectsince they determine the school's program and related activities.They provide important implications which when transZated intofacilities can both enhance as well as adequately house the desiredprogram. Thus it becomes imperative to clearly estabZish theprogram objectives prior to developing educational specificationsand subsequent building design.
Indicate below the degree of emphasis which will be placedon the objectives listed by circling the appropriate number. Thescale provided for this purpose is as follows: 1 = major emphasis;2 = some emphasis; 3 = slight emphasis; and N = no emphasis.
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
The school's educational program objectives are:
1. To prepare students for entry into gainfulemployment.
2. To motivate and recruit capable and qualifiedstudents to enroll in post-high school.
3. To help prepare individuals to be effectivecitizens by offering appropriate courses ofinstruction.
4. To provide pre-professional educational trainingfor students who plan to enter colleges anduniversities.
5. To provide students with a wide range of co-curricular activities. These activities willinclude:
a.
b.c.d.
6. To provide a community school which will beavailable to members of the community at alltimes.
7. To develop in students the following kinds ofspecific and measurable knowledges and skills:
a.b.c.
d.
e.f.
g.h.i.
j.
8. Other educational program objectives of theschool include:
a.
b.
c .
10
1 2 3 N
1 2 3 N
1 2 3 N
1 2 3 N
1 2 3 N
1 2 3 N1 2 3 N1 2 3 N1 2 3 N
1 2 3 N
1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N1 2 3 N
1 2 3 N
1 2 3 N
1 2 3 N
d.
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
OCCUPATIONAL PREPARATION PkOGRAMS TO BE OFFERED
Forms A ard B are provided for recording information on theschool's desired vducational program. Form A requests general orschool-wide information; Form B requests specific information oneach occupational preparation program to be offered. Directionsand illustrations are provided for each form.
11
DIRECTIONS FOR COMPLETING FORM A
GENERAL PROGRAM INFORMATION
Item 1 Name of School Being PlannedEnter here the name which is proposed for the school to be
planned and constructed.
Item 2 Address--Enter here the street (or route number), the city, and the state where the
school is to be located.
Item 3 Projected Maximum Student EnrollmentsEnter here the school-wide projected or estimated
maximum student enrollments for each of the categories shown.
Item 4 Time Schedules--Enter here the length of the school's daily periods or time modules in
minutes; the school's total periods or modules per week; the number of days per week the
school will be open for instruction; and the number of weeks per year the school will be
open for instruction.
Make these entries for each of the categories shown.
Name of School Being Planned
SAMPLE FORM A
GENERAL PROGRAM INFORMATION
Madison Vocational and Technical School
Address
1234 Main Street
Madison, Lafayette 98765
PROJECTED MAXIMUM STUDENT ENROLLMENTS
TIME SCHEDULES
School
Males
Females
Total
Time in Minutes
for Each Period
or Module
Periods or
Modules
per
Week
Days of
Instruction
per Week
Weeks of
Instruction
per Year
Day
750
250
1,000
40
45
536
Night
250
100
350
60
10
650
Other
00
00
00
0
TOTALS
1,000
350
13350
co
r- m -n 0 7:7
Name of School Being Planned
FORM A
GENERAL PROGRAM INFORMATION
Address
PROJECTED MAXIMUM STUDENT ENROLLMENTS
TIME SCHEDULES
,
School
Males
Females
Total
Time in Minutes
for Each Period
or Module
Periods or
Modules per
Week
Days of
Instruction
per Week
Weeks of
Instruction
per Year
Day
Night
Other
TOTALS
DIRECTIONS
SPECIFIC
FOR COMPLETING FORM B
PROGRAM INFORMATION
Column 1
games of Occupational Preparation Programs--Enter here the name of each occupational
preparation program to be offered (e.g., commercial baking, computer programming, etc.).
Make a separate entry for each occupational preparation program.
Column 2
Projected Maximum EnrollmentsEnter here, for each occupational preparation program to
be offered, the projected maximum enrollment under each of the categories shown.
Column 3
Time Schedules--Enter here, for each of the occupational preparation programs to be
offered, the number of periods per week each student will attend classes directly
related to the occupational preparation program and in other classes, such as English
and mathematics, the number of days per week, and the number of weeks per year the
classes will meet for both day and night schools.
SAMPLE FORM B
SPECIFIC PROGRAM INFORMATION
(1)
NAMES OF
OCCUPATION
PREPARATION
PROGRAMS
(2)
PROJECTED MAXIMUM ENROLLMENTS
(3)
TIME SCHEDULES
Occupational Preparation
Program Classes
Other Classes
MALES
FEMALES
PERIODS,
MODULES
PER WEEK
DAYS PER
WEEK
WEEKS PER
YEAR
PERIODS,
MODULES
PER WEEK
DAYS PER
WEEK
WEEKS PER
YEAR
School
Total
School
Total
School
School
School
School
School
School
Day
Night
Day
Night
Day
Night
Day
NightDay
Night
Day
Night
Day
Night
Day
Night
Chem. Lab
1.Tech.1
30
030
10
010
10
05
036
030
05
036
0
Child
2.Care Aide
50
10
60
20
10
55
36
50
20
05
036
0
3.
4.
5.
6. 7.
8.
9.
10.
1. *Note:
If students are enrolled in occupational preparation programswhich cannot be classified as
being offered in either day or night school, describe on
the back of this form.
/The information recorded for the sample Chemical Laboratory Technology program
indiLates that 40
students (30 boys and 10 girls) are enrolled in day school only;
that each student spends 10 periods
or modules per week, 5
days per week, 36 weeks per year in Chemical Lab Technology courses;
and that
each student spends 30 periods or modules per week, 5 days perweek and 36 weeks per year in other
classes.
FORM B
SPECIFIC PROGRAM INFORMATION
(1)
NAMES OF
OCCUPATION
(2)
PROJECTED MAXIMUM ENROLLMENTS
(3)
TIME SCHEDULES
*Occupational Preparation
Program Classes
Other Classes
PREPARATION
PROGRAMS
MALES
FEMALE S
PERIODS,
MODULES
PER WEEK
DAYS PER
WEEK
WEEKS PER
YEAR
PERIODS,
MODULES
PER WEEK
DAYS PER
WEEK
WEEKS PER
YEAR
School
Tl
t oaoal
School
T t
School
School
School
School
School
School
Day
Night
Day
Night
DayiNight
Day
Night
Day
Night
Day
Night
Day
Night
Day
Night
. .
4. .
6. .
8.
9.
10.
111. *Note:
If studeats are enrolled in occupational preparation programs which cannot be classified as
being offered in either day or night school, describe on the back
of this form.
FACILITY REQUIREMENTS
The numbers and kinds of facilities required to house theoccupational preparation programs described in Part II are recordedin this section of the guide.
LEARNING AREA REQUIREMENTS
The number and kind of learning areas required depend largelyon two important factors. The first factor relates to the relativetime commitments devoted to different methods or modes of studentlearning in a given occupational preparation program. The secondfactor relates to the degree of specialized use versus multi-use ofinstructional areas. These two factors are discussed below.
Modes of learning. Learning can be divided into three ratherdistinct modes--reaction learning, interaction learning, andaction learning.
Reaction learning is characterized by activities which tendto be largely teacher-centered with the central focus oninstruction. Student activities include listening, observingand the taking of notes. Group size for reaction learning mayvary from one to 50 to 100 or even 1,000 students as the number haslittle effect on the learning experience if proper technologicalaids are used. Because student activities are relatively passive,a short time span is normally employed. An example of a reactionlearning activity is the showing of a film on surgical techniquesto all students enrolled in animal science technology programs.
Interaction learning is characterized by both the teacher andlearner actively participating as both listeners and speakers.This mode of learning, of course, must occur in groups. Sociologi-cal research, however, suggests these groups should not exceed 15persons for optimal effectiveness. Interaction learning of allstudents generally requires a longer time span than reactionlearning. An example of interaction learning is a small-groupdiscussion of proper techniques of caring for handicapped childrenin a child care aide training program.
Action learning is characterized by the individual studentlearning by doing. Learning occurs on an individual basis;however, students may function in a group setting. In some ofthe more flexible types of educational programs students arescheduled for action learning entirely on an individual basis.An example of action learning is an individual student learningthe concept of Young's Modulus of Elasticity through use of tensiletesting machine in a metallurgical laboratory.
Specialized versus multi-use of space. The relative amountsof time to be spent by students in a given occupational program inreaction, interaction, and action learning has definite implicationsfor the number and kind of areas to be provided. These timeconsiderations combined with decisions on the degree of speciali-zation versus multi-use help determine the nature of facilitiesrequired. Since most vocational programs have concentrated onaction learning experiences, facilities designed for a particularvocational program have seldom provided adequate reaction andinteraction facilities because of the limited utilization of suchspaces. However, if the learning activities in any vocationalprogram are broken down into the modes of learning, it will benoted that reaction and interaction spaces are the same Tegardlessof the vocational area. Therefore, by providing common reactionand interaction spaces for all vocational programs, the most moderntechnological aids can be justified which, in most cases, willpermit lectures, demonstrations and other group reaction learningexperiences for groups larger than typically used in ocationaleducation programs. Not only will group reaction learning beimproved but more time will become available for the professionalstaff to work with individuals and small groups in interactionand action learning activities.
Scheduling group reaction and interaction learning experiencesinto sepcialized facilities permits complete flexibility in theuse of the action learning laboratories on an open individualizedbasis since students would no longer need to be scheduled into theaction learning laboratories on a sepcific class basis. This willpermit 100 percent room utilization of the action learninglaboratories and also permit the introduction of differentiatedstaff assignments into vocational education.
The open laboratory concept also permits the planned sharingof certain specialized equipment which may be required by two ormore vocational programs.
If the decision is made to provide specialized and separateareas for one or more of the principal methods or modes of learning,then the following areas should be provided.
Lecture/demonstration areas--provided for reaction learning(emphasis is on instruction; student group size can be large;electronic and other teaching aids can be used).
Seminar areas--provided for interaction learning (emphasis is onstudent interaction; small group size is desirable).
Laboratoriesprovided for action learning (emphasis is onindividual laboratory work; instructor normally assistsstudents individually).
20
Very often, however, occupational programs call for combina-tion or multi-use areas in which more than one mode of studentlearning can occur (e.g., combination laboratory and lecture/demonstration area). Decisions on the number and specializedand multi-use areas are recorded on Form C. A sample Form C isincluded for illustrative purposes. Decisions should beconsistent with educational program objectives.
The numbers of various kinds of learning areas are recordedon Form C's for each occupational preparation program to beoffered. Forms D, E, and F, which follow, are for the purpose ofdescribing the kinds of lecture/demonstration, seminar, andlaboratory areas desired, respectively. A separate Form Fshould be completed for each laboratory area required.
21
DIRECTIONS FOR COMPLETING FORM C
LEARNING AND AUXILIARY SPACE
REQUIREMENTS
For each occupational
preparation program to be housed
in the planned new facility,
complete a separate Form C as
illustrated in the Sample FormC on the next page.
A
SAMPLE FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Veterinary Assistant--Small Animal HospitaZ
Instructional
Areas
Required
Number
Required
Student
Capacity
Each
,
In Combination With
LEARNING AREAS
AUXILIARY AREAS
Lecture/
Demonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number
Storage
Area
.
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIRED::
100
%1
No
Yes
ell
2CM
N
160
Yes
igr
Yes
tTOVet.Sci.
YesM
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
..
Yes
No
SEMINAR
AREAS
REQUIRED--
15
Yes
(I)
Yes
fRo
A.
Care
Yes
425,
Yes
No
Yes
No
Yes
No
Yes
No iYes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
20
'AM
No
Yes
CD
Vet. Sci,.
21
No
115
Yes
CD
en)
NoAn. Care
1llar*
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.2 Lecture/demonstration areas with a
student capacity of 100 each and 2 rest rooms
and storage areas
2.1 Veterinary science laboratory area
(20-student capacity) and 1 lecture/demon. area
(60-student cap.)
3.1 Animal care laboratory area
(15-student ca acity) and 1 seminar area
(15-student ca acit
4. Storage areas
required for both laboratories
5.2 Instructors' offices adjacent or nearvet. sci. area; 1 instructor's
office near animal care Zab.
6.1 Area library for veterinary
science laboratory
::Emphasis on instruction and student reaction;
student groups size can be large; electronic
and other
teaching aids may be used.
"Emphasis on student interaction in small
seminar groups; small group size
desirable.
Emphasis on individual student action; instructor
normally assists students individually.
r- m 0 XI
A
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
reas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING
AREAS
AUXILIARY AREAS
ecture/
semonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number)
Area
Storage
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIRED::
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.
2.
3.
4. E.
6. .Emphasis on instruction and student reaction;
student groups size
can be large; electronic and other
teaching aids may be used.
=Emphasis on student interaction in small
seminar groups; small group size desirable.
^=Emphasis on individual student action;
instructor normally assists students
individually.
-11 0
A
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
areas
'equired
Number
Required
Student
Capacity
Bach
In Combination With
LEARNING
AREAS
AUXILIARY AREAS
Lecture/
Demonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
.
(number)
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
REQUIREDx
Yes
No
Yes
No
.Yes
No
SEMINAR
REAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
77-s
----
10Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No_
D Summary of Area Requirements
1.
2.
3.
4. s. 6.
IN)
=Emphasis on instruction and student reaction; student groups size can be large;
electronic and other
teaching aids may be used.
=Emphasis on student interaction in small seminar groups; small group size
desirable.
===Bmphasis on individual student action; instructor normally assists students
individually.
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
kreas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING AREAS
AUXILIARY AREAS
ecture/
B emonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number)
StoragelOther
Area
LECTURE/
DEMONSTRATION
AREAS
REQUIRED
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
D Summary of Area Requirements
1.
2.
3.
4.
s.
6. lEmphasis on instruction and student reaction; student
groups size can be large; electronic and other
teaching aids may be used.
Emphasis on student interaction in small seminar
groups; small group size desirable.
--Emphasis on individual student action; instructor
normally assists students individually.
FORM C
LEARNING AND AUXILIARY SPACE
REQUIREMENTS
Occupational PreparationProgram
Instructional
Areas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING
AREAS
AUXILIARY AREAS
ecture/
emonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIREDx
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED---
Yes
No
Yes
No
Yes
No
Yes
_
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.
2.
3. 4. s. 6. 14Emphasis on instructionand student reaction;
student groups size can be
large; electronic and other
4teaching aids may be used.
"xEmphasis on student
interaction in small seminar groups;
small group size desirable.
xxNEmphasis on individual
student action; instructornormally assists students
individually.
03
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
reas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING
AREAS
AUXILIARY AREAS
ecture/
memonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number)
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIREDx
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
Yes
No
Yes
No
,
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED---
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
D Summary of Area Requirements
1.
2,
3.
4. s. 6. 1:Emphasis on instruction and student reaction; student
groups size can be large; electronic and other
teaching aids may be used.
Emphasis on student interaction in small seminar
groups; small group size desirable.
xl=xEmphasis on individual student action; instructor normally assists students
individually.
0
1
A
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
Areas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING
AREAS
AUXILIARY AREAS
lecture/
m emonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number)
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIRED
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
ii)
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
le 2.
3.
4. S.
6.
leEmphasis on instruction and student reaction; student groups size can be large; electronic and other
t.0teaching aids may be used.
11xEmphasis on student interaction in small seminar groups; small group size desirable.
211:;1Emphasis on individual student action; instructor normally assists students individually.
Occupational Preparation Program
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Instructional
kreas
'equired
Number
Required
Student
Capacity
Each
ture/
emonstra-
tion
Yes
No
Seminar
Yes
No
Lab
(specify)
Offices
Area
Libraries
(number)
Rest
Rooms
(number)
Yes
No
LECTURE/
DEMONSTRATION
REAS
REQUIRED::
Yes
No
Yes
No
Yes
No,
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
,REAS
REQUIRED--
Yes
No
Yes
No
Yes NO
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
N
LABORATORY
AREAS
REQUIRED
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
D Summary of Area Requirements
1.
2.
3. 4. 5. 6. :2Emphasis on instruction and student reaction; student groups size can be large;
electronic and other
teaching aids may be used.
=12:Emphasis on student interaction in small seminar groups; small groupsize desirable.
Emphasis on individual student action; instructor normally assists students
individually.
A
Occupational Preparation Program
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Instructional
reas
Required
[
Number
Required
Student
Capacity
Each
In Combination With
LEARNING AREAS
AUXILIARY AREAS
Lecture/
emonstra-
rtion
Seminar
Lab
(specify)
Instructor
Offices
(number )
Area
Libraries
(number)
Rest
Rooms
(number)
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIRED:1
Yes
Yes
NoNo
Yes
Yes
No
No
Yes
Yes
No
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
Nol
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No.
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
,
Yes
No
Yes
No
Yes
No;
Yes
No
Yes
No
Yes
No:.
Yes
No
Yes
No
Yes
No,
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.
2,
3.
4.
5.
6. "Emphasis on instruction and student reaction; student groups size can be large; electronic and other
teaching aids may be used.
Emphasis on student interaction in small seminar groups; small group size desirable.
xxNEmphasis on individual student action; instructor normally assists students individually.
0 C-1
-AN
N
A
FORM C
LEARNING AND AUXILIARY SPACE
REQUIREMENTS
Occupational Preparation Program
Instructional
Areas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING AREAS
AUXILIARY AREAS
Lecture/
Demonstra-
tion
Seminar
Lab
(specify)
Instructor
Offices
(number)
Area
Libraries
(number)
Rest
Rooms
(number
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIRED
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED"
Yes
No
Yes
No
Yes
No,
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.
2.
3.
4. 5.
6. 1=Emphasis on instruction and
student reaction; student groups
size can be large; electronic
and other
teaching aids may be used.
Emphasis on student interaction in
small seminar groups; small group
size desirable.
:,1Emphasis on individual student
action; instructor normally
assists students individually.
A
FORM C
LEARNING AND AUXILIARY SPACE REQUIREMENTS
Occupational Preparation Program
Instructional
Areas
Required
Number
Required
Student
Capacity
Each
In Combination With
LEARNING AREAS
AUXILIARY AREAS
Lecture/
Demonstra-
tion
SeminarLab
(specify)
Instructor
Offices
(number )
Area
Libraries
(number)
Rest
Rooms
(number
Storage
Area
Other
LECTURE/
DEMONSTRATION
AREAS
REQUIREDN
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
SEMINAR
AREAS
REQUIRED--
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
LABORATORY
AREAS
REQUIRED---
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
DSummary of Area Requirements
1.
2,
3.
4. s. 6.
LN
2:Emphasis on instruction and student reaction; student groups size can
be large; electronic and other
A.J4
teaching aids may be used.
=Emphasis on student interaction in small seminar groups; small group
size desirable.
=2:Emphasis on individual student action; instructor normally assists
students individually.
FORM D
DESCRIPTION OF LECTURE/DEMONSTRATION AREASTO BE USED PRINCIPALLY FOR REACTION LEARNING
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
1. Total number of lecture/demonstration areasrequired for the desired programs (see allForm C's).*
2. Student and instructor activities in thesespaces. Indicate the extent to which eachof the activities listed below will occur.
a. Listening to lecturesb. Observing demonstrationsc. Taking notesd. Viewing films, slides, overhead projections,
etc.e.
1 2
1 2
1 2
1 2
1 2
1 2
3
3
3
3
3
3
NNN
NNNf.
3. Spatial relationships. Indicate the extent towhich the lecture/demonstration areas should beaccessible to the:
a. Learning materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other learning areas
1 2 3 N
1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N
e. Other building areas1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N
4. Furniture and equipment
a. Student seating1) Individual desks and chairs
a) Number of desks and chairs requiredP A NA**
b) Provision for storage Yes No2) Permanent-type desk P A NA
*The planner should bear in mind that lecture/demonstration areascan be shared by students in all occupational preparation programs.
**Code: P = Preferred; A = Acceptable; NA = Not Acceptable. Thisscale is used frequently through this 'D'art of the guide.
El
FORM D
a) Number inquiredb) Provision for storage Yes No
3) Desk and chair combination P A NAa) Number requiredb) Provision for storage Yes No
4) Tables and chairs P A NAa) Number of tables requiredb) Number of chairs requiredc) Provisions for storage Yes No
5) Auditorium-type seating P A NAa) Number of seats requiredb) Permanent type P A NAc) Portable type P A NA
Provision for storage Yes Nob. Stage Yes No
1) Permanent type P A NA2) Portable type P A NA
The approximate area in square feetdesired
3) Adjacent preparation area Yes Noc. Sound amplifying system P A NAd. Controls for regulating light intensity P A NAe. Lectern P A NA
1) Permanent type P A NA2) Portable type P A NA
Provision for storage Yes No3) Provision for electronic tapes Yes No
f. Projection screen1) Built-in type P A NA2) Portable type P A NA3) Approximate dimensions
Provision for storage Yes No4) Provision for rear screen projection Yes No
g. Other equipment required for lecture/demonstration areas are:1)2)
3)
4)
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aestheticconsiderations important to the planning of thelecture/demonstration areas.
b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerations
35
FORM
important to the planning of the lecture/demonstrationareas.
c. Visual. A properly controlles and balances visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the lecture/demonstration areas.
d. Sonic. Factors to be consi ere in t is category includesuch things as acoustical requirements and sound systems.Indicate any special consideration important to theplanning of the lecture/demonstration areas.
e. Safety. In planning a school building, safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof the lecture/demonstration areas.
6. Vertical instructional surface
a. Chalkboard Yes No1) Wall-mounted P A NA
Number of lineal feet2) Portable P A NA
Provision for storage Yes Nob. Tack board Yes No
Number of lineal feetc. Pegboard Yes No
Number lineal feet
7. Special utility services required
a. Electricity1) Projection equipment Yes No2) Sound amplifying equipment Yes No3) Electrical needs for other equipment
specifya)b)
36
FORM D
c)d)
4) Provision for darkening area Yes Nob. Other utility needs for the lecture/
demonstration areas1)2)3)4)
8. The minimum space requirement in square feet foreach lecture/demonstration area (optional)
. (The planner should be aware of anystate or local regulation or recommendationsconcerning floor space requirements.)
9. Other important factors to be considered in the planning ofthe lecture/demonstration areas are:
37
FORM E
DESCRIPTION OF SEMINAR AREASTO BE USED PRINCIPALLY FOR INTERACTION LEARNING
1 major emphasis2 some emphasis3 slight emphasisN no emphasis
1.
2.
The number of seminar areas required for thedesired program (see all Form C's).*
Student and instructor activities in theseareas. Indicate the extent to which eachof the activities listed below will occur.
a. Small group discussionb. Viewing films, slides, overhead projections,
etc.c. Demonstratingd. Reportinge. Working on projectsf.
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
N
NNNNNNg.
3. Spatial relationships. Indicate the extentwhich the seminar areas should be accessibleto the:
to
a. Learning materials center 1 2 3 Nb. Building entrance 1 2 3 Nc. Delivery aread. Other learning areas
1 2 3 N
1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N
e. Other building areas1) 1 2 3 N2) 1 2 3 N3) 1 2 3 N
4. Furniture and equipment
a. Seminar table Yes No1) Number required2) Seating for how many persons3) Permanent type 15A-77A4) Portable type P A NA
Provision for storage Yes Nob. Chairs
1) Number required2) Straight-back type P A NA
*The planner should bear in mind that seminar areas can be sharedby students in all occupational preparation programs.
38
FORM E
3) Folding type P A NA4) Provision for storage Yes No
c. Other equipment required for seminarspaces are:1)
2)
3)
5. Envirormental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special considerationsimportant to the planning of seminar areas.
b. Ae2-ial. Factors to e consi eyed in this category inclu eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of the seminar areas.
c. VisuaZ. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of the seminar areas.
d. Sonic. Factors to be considere in this category inclu esuch things as acoustical requirements and sound system.Indicate any special considerations important to theplanning of the seminar areas.
e. Safety. In planning a sc ool iuil ing, sa ety ior studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof the seminar areas.
39
FORM E
6. Vertical instructional surfaces
a. Chalkboard Yes No1) Wall-mounted P A NA2) Number of lineal feet3) Portable
Provision for storage Yes Nob. Tack board Yes No
Number of lineal feetc. Pegboard Ves No
Number of lineal feet
7. Special utility services required
a. Electricity1) Projection equipment2) Sound amplifying equipment3) Electrical needs for other equipment
specify
4) Provision for darkening areab. Other utility needs for the seminar spaces
1)2)
3)
4)
8. Milimum space requirement in square feet loreach seminar area (optional)(The planner should be aware of any state orlocal regulations or recommendations concerningfloor space requirements.)
Yes NoYes
Yes No
9. Other important factors to be considered in the planning ofthe seminar areas are:
1+0
FORM F-1
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.b.C.d.e.f.g.h.
j.
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testing
area)1)2)3)
4)5)6)
b. Laboratory areas to other building areas (e.g.,
metallurgy laboratory adjacent to deliveryarea)1)2)3)4)5)
6y
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
C.
d.
e.
41
F -1
f.
g.
h.
±.
k.
1.
M.
n.
o.
FORM F-1
5. Environmental factors
a. Aeothetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. ATFTYT7--Pactors to YO---consfIFFEJ-a-tliaEate-g-iii3rair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area .
1.-aloCalc1MYIL:2
c. noua . A properly controlle-Tah-d-b-danca-visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tass,and speed of performance. Indicate-any special factorswhich should be taken into account in planning the visienvironment of this laboratory area.
d. 21(---Factors to e consiabiedHhi fhis--66.1-egory inclu&such things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
42
[1]
fTIn
FORM F-1
e. Safety. In planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard Yes No1) Wall-mounted P A NA
Number of lineal feet2) Portable P A NA
(a) Number of lineal feet(b) Provision for storage Yes No
b. Tack board Yes NoNumber of lineal feet
c. Pegboard Yes NoNumber of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)2)
3)4)5)6)
sq.ft.
sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
FORM F-2
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.
b.
c.
d.
e.
f.
g.h.1.
J.
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)
2)
3)
4)
5)6)
b. Laboratory areas to other building areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
C.
d.
e.
f.
g.
h.
k.
1.
m.
n.
o.
FORM F-2
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aeri,al. Factors to be considered in this category includeair temper-,ture, radiant temperature, relative humidity,and venti; Adon. Indicate any special considerationsimportant to the planning of this laboratory area.
c. Visual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Sonic. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
tf5
F-2
FORM F-2
e. Safety. In planning a sc ool suilsing sa ety for stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard1) Wall-mounted
Number of lineal feet2) Portable
(a) Number of lineal feet(b) Provision for storage
b. Tack boardNumber of lineal feet
c. PegboardNumber of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)
2)
3)
4)
5)
6)
Yes NoP A NA
P A NA
Yes NoYes No
Yes No
sq.ft.
sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
46
FORM F-3
DESCRIPTION OF LABORATORY AREAS
TO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within this
laboratory area
a.
b.c.d.e.
f.
g.h.i.
j.
-3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heat
treating area adjacent to mechanical testing
area)1)
2)
3)
4)5)
6)
b. Laboratory areas to other building areas (e.g.,
metallurgy laboratory adjacent to delivery
area)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,
dimensions, specifications, portable or permanent
type, utility requirements, etc.)
a.
b.
c.
d.
e.
f.
g.
h.
is
k.
m.
n.
o.
FORM F-3
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aema . Factors to e consi ered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.
c. nsua . A proper y controlle an alance visuaenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. SoInc. Factors to be consiTEFFU-Tri-This category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
48
FORM F-3
e. Safety. In planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard1) Wall-mounted
Number of lineal feet2) Portable
(a) Number of lineal feet(b) Provision for storage
b. Tack boardNumber of lineal feet
c. PegboardNumber of lineal feet
Yes NoP A NA
P A NA
Yes NoYes No
Yes No
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5) sq.ft.6) sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
1+9
FORM F-4
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.b.C.
d.
e.
f.
g.h.1.
j
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)
2)
3)
4)5)
6)
b. Laboratory areas to other building areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
c.
d.
e.
50
.....ara
f.
g.
h.
is
k.
1.
m.
n.
o.
FORM F-4
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aersa . Factors to se cons]. ered in t is category Inc u eair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.
c. Vssua . A proper y contro 16d-and balanced visuaenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. 8oxi:-C7--1aa-ors to e consi er in tiiis categ-6177-YEETTE-such things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
51
FORM F-4
e. Safety. In planning a sc ool ull ing sa ety or stu ents
and instructors is of prime concern. Indicate any special
safety considerations which have implications for design
of this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard1) Wall-mounted
Number of lineal feet2) Portable
(a) Number of lineal feet(b) Provision for storage
b. Tack boardNumber of lineal feet
c. PegboardNumber of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)
sq.ft.
2)sq.ft.
3)sq.ft.
4)sq.ft.
5)sq.ft.
6)sq.ft.
Yes NoP A NA
P A NA
Yes NoYes No
Yes No
sq.ft.
8. Other important factors to be considered in planning this
laboratory space are:
FORM F-5
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
1 Student and teacher activities within thislaboratory area
a.
b.
C.
d.
e.
E.
g.h.i.
3.
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)
2)3)
4)5)6)
b. Laboratory areas to ot er uilsing areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
C.
d.
e.
emodowesmaamow.11.
....aIr*imago
5 3
f.
g
h.
1.
k.
1.
m.
n.
o.
FORM F-5
5. Environmental factors
a. Aeothetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. TJTITYTT--Ti-etors t6-76-Y6FIITEFFETIT-TETI-Eategory irTIETOFair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.11:=811=0:1111
c. nozZdZ:AfifiWfFy contro e an a ance-ff-Viiiiii-environment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. ,Amre. Factors tole consiA6f6d-in'Elfs category-inclu-ae-such things as acousticn1 requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
54
EL
i.
Ii
FORM F-5
°. Safety. In planning a sc ool building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces.7
a. Chalkboard Yes No1) Wall-mounted P A NA
Number of lineal feet2) Portable P A NA
(a) Number of lineal feet(b) Provision for storage Yes No
b. Tack board Yes NoNumber of lineal feet
c. ?egboard Yes NoNumber of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.
sq.ft.6)
8. Other important factors to be considered in planning thislaboratory space are:
55
FORM F-6
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.b.C.
d.e.f.
g.h.1.
i
1,3. Spatial relatioi .iips desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)
2)
3)
4)
5)
6)
b. Laboratory areas to other building areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
C.
d.
e.
56
ii
f.
g.
h.
i.
ik.
1.
m.
n.
o.
FORM F-6
5. Environmental factors
a. Aesthetic. Factors to,be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. ndicate any special considerationsimportant to the planning of this laboxatory area.
c. nsua . A properly controlle an alance visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Soni,c. Factors to e consi ere in this category inc u esuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
57
FORM F-6
e. Safety. In planning a sc ool uil ing sa ety or stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard Yes No
1) Wall-mounted P A NANumber of lineal feet
2) Portable P A NA(a) Number of lineal feet(b) Provision for storage Yes No
b. Tack board Yes NoNumber of lineal feet
c. Pegboard Yes No
Number of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)
2)
3) sg.ft.
4) sq.ft.
5) sq.ft.
6) sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
58
FORM F-7
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.
b.c.
d.e.
f.g.h.1.
j.
1.1.
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heat
treating area adjacent to mechanical testing
area)1)
2)
3)
4)5)
6)
b. Laboratory areas to other building areas (e.g.,
metallurgy laboratory adjacent to delivery
area)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,
dimensions, specifications, portable or permanent
type, utility requirements, etc.)
a.
b.
c.
d.
e.
59
f .
g.
h.
ik.
1.
m.
n.
o.
FORM F-7
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aerial. Factors to be considrjrifiEfird-E.air temperature, radiant temperature, relative humidity,and ventilation. Indicate any speciP1 considerationsimportant to the planning of this laboratory area.
c. Visual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Sonic. Factors to be considered in this category inclunsuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratol: .71J:ea.
60
ii
tL
(j
FORM F-7
0.11.
e. Safety. ln planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard Yes No
1) Wall-mounted P A NANumber of lineal feet
2) Portable P A NA(a) Number of lineal feet(b) Provision for storage Yes No
b. Tack board Yes No
Number of lineal feetc. Pegboard Yes No
Number of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.ArEls:1) sq.ft.
2)3) sq.ft.
4) sq.ft.
5) sq.ft.
6) sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
61
FORM F-8
DESCRIPTION OF LABORATORY AREAS0 BE USED PRINCIPALLY FOR ACTION LEARNING
1. Studenticapacity required
2. Student and teacher activities within thislaboratory area
4
3.; Spatial relationships desired
a. Areas within the laboratory areas (e.g., heat
treating area adjacent to mechanical testing
area)1)2)3)4)5)6)
b. Laboratory ai-Tig-TEiFtheTuill."(e.g.,metallurgy laboratory adjacent to delivery
area)1)2)3)
4)5)b)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanent
type, utility requirements, etc.)
a.
b.
C.
d.
e.
62
11
f.
g.
h.
i.
k.
1.
o.
5. Environmental factors
[1
FORM F-3
[I
[1 b. Aerial. Factors to be considered in this,category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
F
1ji
iJ
c. Vssual. A properly controlled- and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Sonic. Factors to e consi ere in t is category inc u esuch things as acoustical requirements and sound systems.Indicate any special considerations important to the
planning of this laboratory area.
[.1
63
FORM F-8
e. Safety. In planning a school suileing sa ety or stu entsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard1) Wall-mounted
Number of lineal feet2) Portable
(a) Number of lineal feet(b) Provision for storage
b. Tack boardNumber of lineal feet
c. PegboardNumber of lineal feet
7. Minimum floor areas in square feet (optional)
64
Yes NcP A NA
P A NA
Yes NoYes No
Yes No
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5)6) sq.ft.
Other important factors to be considered in planning thislaboratory space are:
FORM F-9
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.b.C.
d.e.
f.g.h.i.
is
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)2)
3)4)
5)6)
b. Laboratory areas to other building areas (e.g.metallurgy laboratory adjacent to deliveryarea)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
C.
d.
e.
65
f.
g.
h.
±.
k.
1.
m.
n.
o.
FORM F-9
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aemal. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.
c. 177,suca-. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Soni,c. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
66
FORM F-9
e. Safety. In planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard Yes No1) Wall-mounted P A NA
Number lineal feet2) Portable P A NA
(a) Number of lineal feet(b) Provision for storage Yes No
b. Tack board Yes NoNumber of lineal feet
c. Pegboard Yes NoNumber of lineal feet
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1)2)
3)4)5)6)
sq.ft.
sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.sq.ft.
Other important factors. to be considered in planning thislaboratory space are:
67
FORM F-10
DESCRIPTION OF LABORATORY AREASTO BE USED PRINCIPALLY FOR ACTION LEARNING
1. Student capacity required
2. Student and teacher activities within thislaboratory area
a.b.C.
d.e.fs
g.h.i.j.
3. Spatial relationships desired
a. Areas within the laboratory areas (e.g., heattreating area adjacent to mechanical testingarea)1)2)3)
4)5)6)
b. Laboratory areas to other building areas (e.g.,metallurgy laboratory adjacent to deliveryarea)1)2)
3)
4)5)
6)
4. Furniture and equipment required (give quantities,dimensions, specifications, portable or permanenttype, utility requirements, etc.)
a.
b.
c.
d.
e.
68
1
j
f.
g.
h.
is
isk.
1.
m.
ns
o.
FORM F-10
5. Environmental factors
a. Aesthetic. Factors to be considered in the aestheticdomain are colors, light, style of architecture, designand the like. Indicate any special aesthetic considera-tions important to the planning of this laboratory area.
b. Aerica. Factors to be considered in this category includeair temperature, radiant temperature, relative humidity,
and ventilation. Indicate any special considerationsimportant to the planning of this laboratory area.
c. 17-1,sual. A properly controlled and balanced visualenvironment is important. The visual environment affectssuch things as accuracy in perception, attention to tasks,and speed of performance. Indicate any special factorswhich should be taken into account in planning the visualenvironment of this laboratory area.
d. Sonic. Factors to be considered in this category includesuch things as acoustical requirements and sound systems.Indicate any special considerations important to theplanning of this laboratory area.
69
FORM F-10
e. Safety. In planning a school building safety for studentsand instructors is of prime concern. Indicate any specialsafety considerations which have implications for designof this laboratory area.
6. Vertical instructional surfaces
a. Chalkboard1) Wall-mounted
Number of lineal feet2) Portable
(a) Number of lineal feet(b) Provision for storage
b. Tack boardNumber of lineal feet
c. PegboardNumber of lineal feet
Yes NoP A NA
P A NA
Yes NoYes No
Yes No
7. Minimum floor areas in square feet (optional)
a. Floor area in square feet desired for thisentire laboratory area. sq.ft.
b. If distinct space divisions are desiredaccording to function, give minimum floorareas for the various instructional areaswithin the total laboratory area.Areas:1) sq.ft.2) sq.ft.3) sq.ft.4) sq.ft.5) sq.ft.6) sq.ft.
8. Other important factors to be considered in planning thislaboratory space are:
70
Ui
GENERAL FACILITY REQUIREMENTS
Part A dealt with learning area requirements for the plannedoccupational preparation programs. This section is for recordingdecision on generaZ or school-wide facility requirements. Form G,which follows, requests basic information on those facilities.Form H is provided for any additional considerations with respectto each of the general facilities.
71
SAMPLE FORM G
GENERAL FACILITY REQUIREMENTS
FacilityNumber
Required
Student
Capacity
Specialization
Combine
With
S.atiai
Relations
Convenient
access To
Student &
Teacher
Activities
Equipment &
Utilities
Required
Environmental
Requirements
Indepen-
dent Unit
ejacent
Areas
Gym
1
CZasses
60
Seating
100
Yes 0
ga eteria
Locker
rooms &
gym fZoo
serving
counter
& t bles
Building
entrance
kitchen,
delivery
& pkg.
-fs
Phys. ed.
eating
meals,
assembZy
Tile fZoor,
removable
tables,
basebaZZ
equipment
s.fsfea er
Optimal Zight
acousticaZ,
air condi-
tioning
Adminis-
trative
Offices
Yes
No
Audito-
rium
Yes
No
Cafe-
teria
Yes
No
Gym
Yes
No
Learning
Material
Center
Yes
No
FORM G
GENERAL FACILITY
REQUIREMENTS
Facility
Number
Required
Student
Capacity
Specialization
Svatial Relations
Student &
Teacher
Activities
Equipment &
Utilities
Required
.
Environmental
Requirements
Indepen-
Combined
dent Unit With
Adjacent
Areas
Convenient
ccess To
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
,
,,
.,,,,,
Yes
No
1
,
4
FORM G
GENERAL FACILITY REQUIREMENTS
FacilityNumber
Required
Student
Capacity
Specialization
Svatial Relations
Student &
Equipment &
Utilities
Required
Environmental
Requirements
Indepen-
dent Unit
Combined
With
Adjacent
Areas
Convenient
ccess To
Teacher
Activities
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
FORM G
GENERAL FACILITY REQUIREMENTS
Facility
Number
Required
Student
Capacity
Specialization
Spatial Relations
Teacher
Activities
Utilities
Required
Environmental
Requirements
Indepen-
Combined
dent Unit With
Adjacent
Areas
Convenient
access To
Yes
No
,
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
_
FORM H
ADDITIONAL CONSIDERATIONS
GENERAL FACILITY REQUIREMENTS
This form is provided in the event there is a need to recordinformation in addition to that which appears oh Form G for any-orall of the general facilities required.
GENERAL FACILITY ADDITIONAL CONSIDERATIONS
76
FORM I
SUMMARY OF TOTAL FACILITY REQUIREMENTS
Learning spaces required (see Form C)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
General facilities required (see Form G)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
-11
EDUCATIONAL SPECIFICATIONS
As stated in Part I, this guide is a document for recordinginformation to be used in the writing of educational specifications.Educational specifications provide the architect with a descriptionof the educational program along with desired spatial needs andrelationships to adequately house the program. It is the architect'sresponsibility to design a building which meets educationalspecifications.
Although the responsibility for preparation of educationalspecifications rests with educators who have planned occupationalpreparation programs in accordance with procedures in this guide,very often competent private and university school plant plannersare called upon for assistance.
An outline of the contents normally included in educationalfacilities is given below.
OUTLINE OF EDUCATIONAL SPECIFICATIONS*
GENERAL
Philosophy and objectivesCommunity characteristicsEnrollmentCommunity useSite and developmentGeneral building design
General interiorarrangement
Multiple usrFunds allocatedFuture expansionLegal aspects
LIST OF FACILITIES TO BE PROVIDED
Summary of facilities for easy reference
DETAILED ROOM DESCRIPTIONS
General space descriptionActivities for each spaceLocation and traffic
circulationFurniture and equipment
StorageAudio-visual requirementsSpecial utility require-
mentsOther special considera-
tions
MISCELLANEOUS REQUIREMENTS
This section should call attention to miscellaneousbuilding features which are not covered in the detailedroom description.
*Source: M. J. Conrad, Four Steps to Better Schools, Admin-istration and Facilities Unit, College of Education, TheOhio Sate University and The Ohio School Boards Association.
78
PART IV
BIBLIOGRAPHY
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