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Educati onal

ELEMENT RY NSECOND RYSCHOOLSFood Servi ce

i g 8

i g 9 i tchen and serv ing



Educat i onal

ELEMENT RY NDSECOND RY SCHOOLS

Food Service

l uncheon f or approxi mately 1 100 patrons Raw

foods enter the bui l di ng at the rear, diagonal l yopposi te t he di ni ng room Foodprocessi ng f o l

l ows a str aight fl ow l i ne f romrecei vi ng t o stor-

age t o prepar ati on t o the counters

The servi ng counter adj acent t o a conven-

ti onal ki tchen requi res l i t t l e or no cartage of

bul k f ood I n Fig 130thedis tance between pre-

paredfood andpi ckup of trays i s but the thi ck-ness of a wal l Ki tchen personnel assembl e

trays at both si des of t hi s assembl y l i ne There

are no conveyor bel ts Trays are set up i n ad-vance wth napki n-wrapped si l ver Output of

the l i ne i s twotrays at a ti me Snack bars whent hey do exi st i n school s, usual l y augment cafe-

ter ia counter servi ce of a f u l l hot l unch Most

snack bars serveml k , prepackagedi ce cream

appl es, and cooki es, as does t he smal l uni t i n

Fig 131 Some serve soft dri nks Thesecondort h i r d counter i n some hi gh schoo s i s an a l a

carte servi ce of prepared sandwches pack-aged snacks and bakery and soda f ountain

i tem see Fi g 132)C ean di shes are needed at the serving sta-

t i on the serving stat i on adj acent t o the cafe-

ter i a Soi l ed t rays anddi shes f romt he cafeter i aare usual l y deposi tedby student cust omers at

the d shroom Thi s cycl e establ i shes the l oca-

t i on of d shwashi ng as adj acent t o cafeter i aandadj acent t o servi ng, as shown i n Figs 118

and119

Large caf eteri as ut i l i z e conveyor bel ts be-

cause these permt mult i pl e and si mul taneous

deposi t of trays Fi gure 133 shows a bel t bri ng-i ng soi l ed trays f romthe student and f acul ty

di ning rooms t o j oi n trays f roma th i rd di ning

room f or scrapi ng near the feed end of t hed shwasher The baf f l e wal l between the con-veyor and d shroom i n Fi g 134 screens t hat

rooms acti vi ti es and sounds f romthe di ningarea Ampl e dish- and tr ay- scrapi ng t abl e , di s -

poser , andshel f spacecan be provi ded whether

or not a conveyor used

Fli ght-t ype d shwashi ng machi nes are com

monl y empl oyed f or patronage numbers assmal l as 1, 000, al thoughconveyor model s f unc-t i dn ef f ic ient ly f or program of morethan 1 000

peopl e Thi s choi ce depends upon many fac-

tors, such as the amount of were t o be stored

Fi g 130 Ki tchen, s e r v i n g and di shwashi ng

Fi g 131 Snack b a r s e r v i n g and di shwashi ng

Fi g 132 Cold food ki tchen and a l a c a r t e counter Fi g 134 Servi ng and seati ng ar rangements

Fi g 135 Remot e serving s t a t i o n

21

Fi g 133 Ki tchen between two c af e t e r i a s



ducati onal

EMENTARY NSECONDARYSCHOOLS

Servi ce

and handl ed i n racks the shape of the room

avail abl e and the r a t i o of t rays t o dishes etc

The di shroom i s d i f f i c u l t to venti l ate ef fec

t i v el y Provi de a steam remval exhaust for

di shwasher amp e f resh ai r supp y and ex

haust andkeepcei l i ng h ghfor maximumubi c

f eet of ai r i n cir cuati on

Ki tchen Centr al to S i t e Smll bul k food carts cantraverse the corri dors or el evators f rom the

ki tchen to the remte serving stati on wthn a

bu l di ng The hot food col d f ood and pastry

carts shown at the servi ng stati on i n Fig 134

have been f i t t e d wt h tongues and h tches

They are pu l ed by e l e ct r i c tractor f romthe ex

i s t i n g ki tchen i n the old school bu ldi ng

through the newcorr i dors to this l ocati on

Some remte serving stati ons have dish

washi ng f ac i l i t i e s The source of clean di shes

mst becloseto the servi ngstati on i n any p an

Fi gure 135 showsa sm l servi ngstati onwhich

i ncl udes a counter garag ng bu k f oods under

i t s top a back bar wt h refr i gerator and sml l

el ectri c app i ances p us a comp ete assemly

of soi l ed and clean di sh tabl es wth sml l est

f l oor support ed di shwasher a wndows i l l for

soi l ed tray deposi t a disposer and a s i l ver

soak si nk

Any remte stati ona so requ res some dish

scrap ng f ac i l i t y i t i s not practi ca to trans

port garbage Note the locati on of soi l ed tray

deposi t i n the remte serving st at i on of Fi g

136 The p an permts the f l owof h gh school

student patrons to cir cuatearound thi s serving

stati on segmnt of t he bu ldi ng wthout any

turn ng back or crossi ngof t r a f f i c Pick up f ood

and entrance to the di n ng areaare at the l e f t of

the p an exi t and tray deposit are at the ri ght

Wth n the segmnt di shes are processed i n a

di recti on toward the servi ng stati on

Ki tchens Central t o Commn ty The conventi onal

ki tchen di ff ers f romthe centra ki tchen i n that

t does not have to accommdate wash ga

rage andl oad bul k f ood carts K tchens centra

t o t he community d i f f e r fromthe ki tchen cen

tral to a bu l di ng becausecommunity bu k food

cart s and ki tchen cart spaces are l arge and

these cart s are i nvari ably transported by mtor

veh cle Each of those shown i n Fi g 137 i s

st rapped i nto p aceal ongwth a cart of trays i n

si dea tr uck Thetr uck i s f i t t e d wt ha hydrau i c

tai l gate to adj ust to the vari ous un oading con

di ti ons at community school s Thus an adj a

cent wel l appoi nted l oading dock f a c i l i t y i s i m

perati ve I f l ocated i n a col d cl i mte the l oading

dock can beencl osed

Compartmnted trays used i n l i e u of di shes

travel i n carts to the remte serving stati on i n

the communityandare returned to the centra

ki tchen for di shwash ng as shown i n Fig 137

Th s l argest of carts keep ng bul k hot and col d

f ood has a servi ng top t therefore has many

app i cati ons as a port able counter f or examp e

for servi ce i n the cl assroomto ki ndergarten

tots and f i r s t graders Fi gure 136shows i t sub

st i tut ing for a secti on of bui l t i n counter

Anatom of a K tchen

Ane f f i c i e nt ki tchen has a stra ght through fl ow

of f oods bei ng processed f romthe rawstate to

f i n shed and ready to serve

I t s Departmnts The r rel ati onsh p

Receivi ng and Near dock

tr ash room

Dy storage Near the rece ving and

adjacent to the ki tchen

Refri gerated Near the rece ving area

storage and adjacent to the

ki tchen

Pre preparati on Between refri gerated

si nks tabl es storage and vegetabl e

prep

Vegetabl e Adj acent to the cookingpreparati on battery

Cooki ng Adj acent t o t he cookingbattery

Baki ng Canbe remte adjacent

t o t he ki tchen

Pot washi ng Must be near thecooking area the baki ng

area or both

Saladmking Near refri gerated

storage can be remte

adj acent to the ki tchen

Fi g 136 Remte ser v ing s tat i on

Fi g 138 Servi ng

6

Fi g 137 Commn ty central kit chen



Educat i onal

ELEMENTARYANDSECONDARYSCHOOLSFood Service

Serving Counters

Wen the menu i s simpl e and everyone r e-

cei ves the same l unch, tray assemb y can

be emloyed f or f ast servi ce Wen food

cho ces are offered the servi ng counter i s

needed to stock andd spl ay i tem Thenumer

of seats i n the cafeteri a determnes the total

l ength of serving counter requi red refer t o

the Food Servi ce Space Requi rement Chart)

Bottl enecks i n student t r a f f i c can occur i f

counters are not of suffi cient s i ze, i f there

are too fewcashi ers, or i f there are not simpl e

seats As Tab e 8 i l l u s t r at e s, a counter (35 f t

i s required for every 150 t o 200 seats One to

two cashi ers per counter i s recommended

The quanti ty of seats required i s hal fway

between one-thi rd andone-haf of total patrons

dai l y This formla provides for the peak l oad

i n the cafeteri a, whi ch w l l occur duri ng three

seati ng peri ods

I t i s i ncreasingly necessary, wth theadvent

of modul ar schedul i ng of classes, to provide

for fast pi ckupof food For thi s reason scram

bl e and other conf i gurati ons should be con-

templated as soon as mre than one counter

i s required This neednot i ncrease the quanti ty

of counters Sections of counters for categori esof foods, such as beverages or co d foods

are arranged separatel y for di rect and quick

access

I f the scramb e systemi ncorporates paral l el

uni ts, mnmumd stance between tray sl i des

i s 12 to 13 f t Dupl i cati on of counter secti ons

keeps t r a f f i c cri sscross at a mnmum The

scramb esystem s mst successful i n schoo s

or any si tuati ons where people eat regul arl y

Thepatronwho enters the servi ng area knows

where he i s go ng The scramb e l ayout i n

Fig 138 i ncorporates a beverage i sland at the

center Two si des of the i sland are i denti cal

The marketplace unconnected sawooth

arrangement of thecounters i n Fig 139al l ows

the patron to ski pcerta n secti ons This l ayout

l ends i t s e l f to a servi ng area which i s l ong and

narrow Awde ai s l e suffi ces ; patron t r a f f i c

mves quickl y

Fi g 139 Servi ng and seati ng ar r angement

D ni ng Room, Seati ng and Plan Arr angements

Schoo dn ng room most often doub e as

study hal l s and l ecture room they are multi -

purpose andmst i nclude functi ona aspects

whi ch are i ncompati b e wth a d n ng atmo-

sphere (see Fig 140)

Wi le bywords l i ke washabe, easil y main-

ta ned movab e, durabe, and economcal do

andmst prevai l in sel ecting furn shi ngs and

fin shes, the cal l for character and creati vi ty

mst then come on stronger Co or, plan

arrangement, and thewhole feel of the room

mst have a senseof order andsureness, some

predomnant theme

Commnsense plann ng can el imnate a l ot

of i r r i t at i ons A parti ti on between the d n ng

and serving area can screen of f t he c l ut t er ,

no se, and d stracti ons of t he serving l i nes

The ut i l i t y aspects of cashier stands, s i l ver

and condment stands, andwater stati ons can

be l ess obstrusivel y l ocatedand camouf l aged

i n the roomdecor Look at themreatt racti ve

commerci al cafeteri as, thei r subdui ng of the

worki ng part s, and the p easant, sometimes

stri ki ng, overa l l ook desi gned wth simlar

c r i t e r i a They avo d namy pamy coors,

too mny materi a s, and d sorder ; i nstead

they have an organ zed theme of color, form

and materi a s, and acousti ca materi a s too,

for no se i s a prime chaos contri butor

Mess-ha l -size spaces,und vided are

unnecessary, as a screen or partit i on can cut

downsimpl yonthevastnessendaccuml ati on

of no se and visua busi ness Carpeti ng wth

col or, texture, and: whole environmental con-

t rol andorder of i t s ownandwhich i s vi r t ual l y

stai nproof canbe usednowto further mnmze

no se Or, the roomhas to serve for gymor

coke dances, al l ki nds and coors of r e si l i ent

fl oori ng materia s are ava labe

Wi le ai r cond ti on ng and new ef f i c i e nt

l i ghti ng have mde wndows functiona l y

unnecessary, s t i l l a room wth a vi ew i s

worth l ooking i nt o , or out of , and anoutward

vi sua rel ease can generate calm wth the

apparent i ncreaseof sensedspace Anoutlook-

i ng viewwould be al l the mre appropri ate i f

the schoo s i nstructi ona areas are pri mari l y

wndowess Good venti l ati on i s another c r i t i -

TABLE8 Food Service SpaceRequi remnt Chart f or School , Col l ege,

andCommerci al LunchProgram

Ki tchen space :

150-650 students =3 and sq f t per st udent

650-2 000 students =2 and 2 G sq f t per student2000-6,000 students =1 /2 and 1 34 sq f t per student

t Counter=35 t o 40 l i near f eet of servi ng equipmnt

217

Pl anned

enrol l ment Seat s Area desi gnati on, s q tNumber o

or patrons requi red Ki tchen* Ser vi ng counterst

400 170 1,500 700 500 210 1,650 800

600 250 1, 800 1, 540 2

700 290 1, 950 1, 540

800 335 2, 100 1, 920

900 375 2, 250 1 920

1,000 420 2, 400 2, 310 3

1,100 460 2, 550 2, 310

1, 200 500 2, 700 2, 690

1, 300 540 2, 850 2, 690

1,400 585 3, 000 2, 690

1,500 625 3, 150 3, 080 4

1,600 670 3, 300 3, 080

1,700 710 3, 450 3, 460

1,800 750 3, 600 3, 460

1,900 790 3, 750 3, 460

2, 000 835 3, 900 3, 850 5

2, 100 875 4, 050 3, 850

2, 200 920 4, 200 4, 230

2, 300 960 4, 350 4, 230

2, 400 1, 000 4, 500 4, 620 6

2, 500 1, 040 4, 650 4, 6202, 600 1, 085 4, 800 5, 000

2, 700 1, 125 4, 950 5 000

2, 800 1, 170 5, 100 5 000

2, 900 1, 210 5, 250 5, 390 7

3, 000 1, 250 5 400 5, 390

3, 100 1, 290 5, 550 5, 770

3, 200 1, 335 5 700 5, 770

3, 300 1, 375 5 850 5, 770

3, 400 1, 420 6, 000 6, 160 8

3, 500 1, 460 6, 150 6, 160

3, 600 1, 500 6, 300 6, 540



Educati onal

ELEMENT RY NSECOND RYSCHOOLS

Food Servi ce Physi cal Educati on Gymasi um

Fi g 140 S e at i n g a r r angement

c al i tem Food odors are bes t cont rol l ed bybri ngi ng ai r i n t o t he di ning roomand exhaust -

i ng t hrough t he ki t chen at 30 ai r changesper hour mnimm I n t he ki t chen i t s e l f , 30 t o60 ai r changes are desi rable

Space and how i t s used, t hough, i s t he keyA good guide i s t o al l ow 12 t o 15 sq f t perseat i n pl anni ng t he di ning space Smal l ert ables w i l l use more space, but w i l l encour agemore qui et conversat i on The smal l t abl e f o rf our persons, whi ch makes most o f f l o or spaceand y i e l d s t he most el bowspacewhenst andardtrays are pl aced on i t s t op i s 30 X48 i n Four standard 14 X 18 i n t r a y s w i l l not f i ton a 36 i n sq t a b l e Mx i n g round t ables w t hrectangul ar ones rel i eves t he monot ony o f t her e pe t i t i o us , i n s t i t u t i o n a l l ook Manuf actur ersprovi de t abl es whi ch are 29 i n and 24 i n hi ghf o r t he younger chi l dren Al l ki nds of t a b l e andseat i ng t ypes- f ol di ng, j ackkni f i ng, f ol di ng

i n t o wal l s, stack i ng- al l ow f o r countl essarr angement s and f l e x i b i l i t yTo revi ew b r i e f l y , i n pl anni ng f or f ood s e r -

v i c e , t he si mpl e obj ecti ves are gett i ng t he f oodt o t he st udent , gett i ng t he st udent s t o t he f ood,and provi di ng an enj oyabl e di ning at mosphere

PHYSI CAL EDUCATI ON

Gymnas i ums

I n t h i s k e e p - f i t , d i e t - c r a z e, body- bent , sport s-m nded age, phys ical educat i on pr ogramshave gai ned a newf ocus, and t op-notch f c i l i

t i e s are gett i ng b u i l t , f rom mul t i purpose 40 X60 f t room i n t he el ementary gr ades t o mul t i -gym and s p e c i a l t y spaces i n t he l arge hi ghschool s The basket bal l court i s t he commn

denom nator o f t he gymasi ump l a n , over-l apped by other court l ayout s and enl argedf o r other uses i ncl udi ng spect ator seat i ng

Maki ng up t he r i g ht k ind o f envi r onment aret he f actors d agrammdbel ow Pl aces t o pl ay

wel l i n shoul d be wel l desi gned i n a l l ways,more t han super- space boxes Thegymnasi umt he whol e physi cal educat i on un i t , i s mostal ways a pl ace f o r other perf ormance use, andso i t s i n t e r n al pl anni ng relati onshi ps mustserve i t s everyday use, but i t s publ i c use set sother demnds f o r i t s r e l a t i o n i n t he t o t a l plan I t s great vol ume begs other consi derat i onsf o r separate, speci al v e n t i l a t i n g syst ems,s t r u c t u r a l syst ems, and rel ated massi ng con-cerns o f i t s exteri or see F i g 141)

openi ng t o al l ow t he t o t a l space f o r exhi bit i ongam use, wi t h bl eachers f ol di ng out and down

f rom t he bal cony gyms, and t he whol e vol umegi ven b e t t e r scal e and character i n s i d e and outwi th beam and undulati ng angular roof / cei l i ngt reat ment

Tabl e 9 gi ves recommnded di mensi ons f orvari ous gymasi umsi zes

The basi c relati onshi p o f el ements and p l a n -ning f undament al s f o r a gymasi umare showni n Figs 143 t o 147 I n t he t y p i c a l school t hes t af f f o r boys and g i r l s have a worki ng r e l a t i o n -shi p t o each other and a responsi bil i ty f o ri nst ructi onal supervi si on t o bot h t he gymnasi -umand l ocker spaces, as we l l as a preferr ed,as-di rect - as- possibl e relati onshi p t o t he t o t a lschool , o r corri dor entry The s t a f f off i ces a r e ,i n e f f e c t , control centers The l ocker roomshoul d be so l ocated and pl anned t o al l owd i r e c t access t o t he out door p l a y f i e l d s as wel l

a s t o t he gymExpansi on p ot e n t i a l shoul d al ways be con-si dered, and the phys ical educat i on partsshoul d not be l ocked i n t o other pl an e l e -ment s s enrol l ment i ncreases , of t - t i mesadded practi ce gym or a ux i l i a r y spaces l i k ewrest l i ng r ooms, a pool , o r more l ocker spacemy be needed

The gymasi umi t s e l f devel ops f rom mnyf uncti onal and prescri bed r equi r ement s as arenoted on F i g 143

Figure 148 i l l u s t r a t e s a f i e l d house compl ex,w t h l arge bal cony gym above t he l ockerareas) f l anki ng t he mai n e xhi b i t i o n gymSpec-t a t o r seat i ng i s accommdated by f o l d i n g / r o l l -i ng bl eachers at both l evel s Those at t he mai nf l o o r l e v e l can be f ol ded back agai nst the l ockerroomwa l l t o al l ow more usabl e space i n t hemai n gymand those on t he bal cony can ber o l l e d and f olded back, o r coul d be det ai l ed t ofo ld up t o form a wal l bet ween t he bal cony andmai n gymspaces

F i g 14 1

The gymasi umcompl ex i n F i g 142 showsseveral r e l a t i v e poi nts di rect r e l a t i on t oparki ng and p l a y f i e l d s , publi c l obby spaceand r e s t r ooms, doubl e- decki ng of l ockerf a c i l i t i e s and a u x i l i a r y , or bal cony, gymspaceequati ng t o t he hei ght o f t he mai n gym boysand g i r l s gym di vided by a f ol di ng p a r t i t i o n

TABLE 9 Recommended Di mensi ons i n f e e t f or Gymnas i ums

WandL, are dmnsions of basketbal l court

t Use fo d ngpart i ti on

21 8

Schoo L W L I Seats

Smal l el ementar y 36 52Large el ement ary 52 72

J uni or hi gh school * 65 86 42 74 400

Smal l seni or hi gh school t 79 96 50 84 700

Large s e n i o r hi gh school t 100 104 50 84 1, 500



Educat i onal

ELEMENT RY NDSECOND RY SCHOOLS

Physi cal Educati on Gymasi um

F i g 14 2 P h y s i c a l e d uc a t i o n u n i t Newar k Hi g h S c h o ol N e wa r k Oh i o

A ACCESS FROMLOCKERROOMSB 5 MN D MENSI ONS RECOMMENDED-FACE OF BLEACHER

ORWALL FROMENDORSI DE LINE OF COURTC FOLD NGBLEACHERS EXTENDED VAR ES DEPEND NGON

REQU REMENTS FOR BESTSPECTATORVI EW RESTR CTBLEACHER LENGTHTOFACE- TOFACE D MENSION OFBACKBOARDS

D 6 MN - 10 RECOMMENDEDE SCORERS TABLE-MAYBE LOCATEDI N BLEACHERS

PROVI DE ELECTRCAL OUTLETS, MCROPHONE J ACK, ANDSCOREBOARDCONTROLS

F COURTSI ZE J R HGH42 X 74 H GHSCHOOL-50 X84SOME HGHSCHOOLS USE COLLEGE SI ZE COURT, 50 X 94FORVARSI TYTOURN MENTCOURT

G HGHSCHOOL BACKBOARD GLASS ORMETAL, 54 FAN-

SHAPED(PER

1969- 1970 N F S . H . S . A . A RULES KEEP WALLSBEH NDBACKBOARDS FREE OF DOORSANDOBSTRUCTI ONS

H EGRESS TOPLAY NGFIELDSI 10 -RECOMMENDEDCLEARANCE FORTOURN MENTCOURT

J ACCESS FORSPECTATORS LOCATE TOMN TRAFFI CONGYMFLOOR POSSI BLE USE OF CARPETRUNNERS

K PRACT CE COURTS MAYBE SHORTER NDMOREN RROWTHANSTANDARDCOURT

L STRUCTURE HUNGWDFOLD PART HOR ZONTAL PULL ORVERTI CAL ROLL NETCURTA NWTHCANVAS BOTTOMV SUAL BARR ERM Y EUSED

MSPAN-ACROSS SEATS UP TO6 I TO CCOMMOD TEFOLDPART OPEN NG

Fi g 143 Di v i d e d gy m s e a t i n g one s i d e Two t e a c hi n g s t a t i o n s

219



ucat i onal

EMENTARY NDSECOND RYSCHOOLS

ysi cal Educati on Gymnasium

TOURN MENTCOURT 50 X94

TWOCROSSPRACTCECOURTS 50 X 84FOLDNGBLE CHERSGYMFLOOR-RECESSED 4-14 , 2-16 SEC

14 ROW - 846SEATSB LCONY REVERSEFOLD 4-14 , 2-16' SEC15 ROW = 960SEATS

CAPACTY 1,846SEATSAT 16 .

GYMFLOOR 94 X 120 .a)

PLASTI C SKYDOMES PROVDEEXCELLENTNONGLAREGYMLI GHTING AREAOFTHE SKYDOMES SHOULDEQUAL4-6 OFTHEGYMFLOOR POWR GROOVEFLUORESCENTLAMEDLIGHTFI XTURES, GROUPEDADUSTABLE TOORAROUNDTHE SKYDOMES PROVDES GOODCLEANLOOKI NGELECTRCAL ILLUMNATONINSTALLATON

DELAYEDACTI ON REVERSEFOLD BLEACHERSUSEDON BALCONYTEACHNGSTATI ON, PROVDESNO7ONLY INCREASEDSEATNGCAPACI TY, BUT I N THE

RETRACTEDPOSI TI ON, CREATES PHYSICAL NDVISUAL BARRERBETWENTHEBALCONYANDTHEMANGYMFLOORWHENPLANNNGTHEUSEOF FOLDNGBLEACHERSASSHOWNABOVE, CONSULTWTHTHEBLEACHERMANUFACTURERSFORCORRECTD MENSI ONS, CLEARANCES MAXI MUMRECOMMENDEDROWOPERATONANDSEATRISE, FOROPT MUMSI GHT LI NES

b

Fi g . 146 a) D vided gymw th b) bal cony a u x i l i a r y gym seati ng one si de .

( Four teaching s t a t i o ns .

TOURNAMENTCOURT 50 X84 WTHMNMUMEND NDI DECLEARANCE

TWOCROSSPRACT CECOURTS 50 X84 WTHMNMUMENDCLEARANCE

FOLDNGBLEACHERS FOLD PART SI DE 2-16 , 2-20 SECWTH6 SPANACROSS-11ROW 616SEATSOPPOSI TE SI DE :

4 16 , 2-8 SEC 11 ROW - 660SEATSENDS 3-16 SEC

EACH 9ROW = 648SEATSCAPACTY 1, 924SEATSAT 16

Fi g 145 D vided gym seati ng f o u r si des . ( Two teachi ng s t a t i o ns .

TOURN MENTCOURT 50 X 84 50 X94 POSSBLE

TWOCROSSPRACT CECOURTS 50' X 84 WTHMNMUMENDCOURTCLEARANCE

FOLDNGBLE CHERSFOLD PART SDE 2-16 , 2-20 ,SECWTH 6 SPAN ACROSSSEATSATPART PACKET

11 ROW - 616SEATS OPPOS TESIDE : 2-8 , 4- 16 SEC

11 ROW-660SEATSCAPACTY 1, 276SEATSAT 16 .

Fi g . 144 D vided gym seati ng two s i d es . ( Two teachi ng s t a t i o ns .

22



Educati onal

ELEMENT RY NSE OND RYS HOOSPhysi cal Educati on Gymnasi um Locker Room

TOURNAMENTCOURT 50 X84TWOPARALLEL PRACTICECOURTS 50 X84

FOLDNGBLEACHERSGYMFLOORRECESSED 1-- 14 , 4- - 16 SEC -14ROW = 812SEATS~EACHSIDEBALCONY-REVERSEFOLD5-16 SEC. -15ROW - 900SEATSCAPACTY 3,424SEATSAT 16

GYMFLOOR 104 X120

Fi g 147 D v i ded gymw t h balc ony a u x i l i a r y gyms, seati ngtwo s i d es

Fou r t eachi ng s t a t i o ns

Fi gure 149 i l l us t r at e s a 2, 400-st udent h i g hschool physi cal educati on compl ex where themai n a c t i v i t y areas devel opabove a base f l oo r

of l ockers and a ux i l i a r y space The resul t i s

a r ch i t e ct u r al l y wel l art i cul ated, saves ongroundcoverage f or more pl ay f i e l d spaceonar e st r i c t e d s i t e al l ows f or separat e studentand publ i c access t o the pool , provi des on-grade access t o t he pl ayf i e lds, and c l e ar l y

d i v i d es t he gym i n t o usable components

see Fi g 150)

Locker Room

Locker room need not be the noi sy, st eamy,smel l y, d my l i t spaces t oo many have been

Because they are very concentrated areas of

compl ex plumbing and v ent i l a t i o n and hard

wear requi rements, they can be expensi ve t o

b ui l d and are too of t e n made too mn mal t o

proper l y f u nc t i o n andbe mai ntai ned Locker room ar e busy places f or st udent s

i n a hurry, dress ing i n never-enough room

w th showeri ng h um d i t y , outdoor muck, and

emoti onal pi t c h and piqueas added r e a l i t i e s Avery f unc t i onal pl an i s a must, one thatthoroughly consi ders t r a f f i c f l ow, the r eal i t i es

of body dressi ng c l e ar anc es , l o cker door

swngs, c l o t hi ng s t or age, system f or toweld i s t r i b ut i o n, un formdryi ng, and supervi s i on

and di s ci pl i ne Equal concern must be gi ven

t o goodanddurabl e l i ght i ng, plumbing, vent i l a -

t i on, and f i n i s h es see Fi g 151

22 1

Fi g 148 F i e l d house d e - a l l o pme n t s eni o r hi g h s ch ool Engl ewood, Co lo Perki ns Wl l - Whee l er Lew s,

A pr i l 15, 1957



Educat i onal

ELEMENTARYANDSECONDARY SCHOOLS

Physi cal Educat i on: Gymnasi um, Locker Room

Fi g . 149 ( a) F i r s t l evel . ( b) Second l evel . ( c) Second f l oor of physical educati on area, west di v i s i on of

NewTr ier Hgh School . ( Used w t h per ms s i on f romThe Perki ns & W l l Partnershi p, Archi tects, and The Archi tects

Col l aborati ve, Cambri dge, Massachusett s, Assoc i ated Archi tects . )



F i g 150

Educat i onal

ELEMENTARYANDSECONDARYSCHOOLS

Physi cal Educat i on Gymnasi um, Locker Rooms

W re baskets may be used i n pl ace of t hesmal l l ockers f or t he storage of gymcl othesAl t hough i n some cases t he baskets have beenmount ed i n a f i x e d p o s i t i o n , i t i s mor e desir abl et o pl ace t hemon trucks whi ch can be l ockedi n a wel l - venti l ated storage space The basketsystem i s general l y more d i f f i c u l t t o managethan t he l ocker system

Acommon ar r angement i s t o provi de onel arge dressi ng l o c ke r , t oget her w t h s i x s t o r -age l ockers Thi s permts t he st udent t o havea l arge l ocker i n whi ch t o hang h i s s t r e e tcl othes and al so provi des hi m w t h a smal ll ocker f or t he storage of gymcl othes

Fi gures 153 through 157 show vari ousshower ar r angements and di mensi ons f orgroup showeri ng Addi ti onall y, i t i s s t i l l common practi ce t o provi de some pri vate shower sf or speci al demand usage As t he i l l u s t r a t i o n si n d i c a t e , there i s a trend t o prefabri catedpl umbi ng arr angements wherei n t he pl umbi ngi s n ot b u i l t i n t o t he wa l l s , reduci ng i t s i n s t a l l a -

t i o n and repai r costs I t i s a l s o qui te commont o equi p t he f a c i l i t y w t h preset t emper at ureval ves or graduated sett i ngs i n wal k- t hroughshowers Fi gure 158 shows t he hei ght range

f or shower headsThe ar r angement s shown here are f or a 500-

st udent j uni or high school boys' l ocker r oom( F i g 159) w t h center benches, a 1, 500- st udenthigh school g i r l s ' l ocker r oom ( F i g 160), andt he boys' and team l ocker r oom ( F i g 161) w t hbenches i n t e g r a l w t h the l ocker bases Not et he i nclusion of t wo pri vate shower s i n t h eg i r l s ' l ocker room t he supervi sory l ocati on(and w ndows) of t he o f f i c e i n both areas, t hewal k- t hrough shower s i n t he one, and shower sand dryi ng areas i n t he other

Fi gure 162 shows a very compact , we l l -

organi zed compl ex of t eaml ocker bays, p e r -mtt ing unused bays t o be l ocked w t h sl id ing

gates whi l e provi di ng good access f r om t heopened bays t o t he shower f a c i l i t i e s Fi gures163 and 164 showvari ous detail s and arrange-

ment s provi ding f or uni formdryi ng and storage

S =number o f s t r e e t clothes (dressing)l ockers requi red

Tal s o t hen represents t he gymui t l ockersneeded, and T/ S =R, or t he r a t i o of gymui t

versus s t r e e t cl othes l ockers, varyi ng as showni n Figs 151 and 152 and determ ni ng t he t o t a l

space requi red f or l ockers

The standard type o f f u l l - l e n g t h l ocker shoul dbe s e t on a masonr y base t o f a c i l i t a t e cl eani ng

The u n i t shoul d be compl et e w t h t wo t opshel ves, v e n t i l a t i n g g r i l l e s , and f our hooksf or hangi ng cl othes Some type of l ocki ng de -vi ce shoul d be furni s hed

Unl ess t he i ncreasi ngl y sel domused systemof central basket storage i s u t i l i z e d f or clothi ngstorage, t he number and r a t i o of gymui t t o

s t r e e t c lo thes l ockers ar e determned by t he

f ormul aTXN/P=S

wher e T=number of students t o be enroll edN=number of t i mes/ week st udent i n

courseP =number of per i ods/ week t h a t

physi cal educat i on i s gi ven (hours/day Xdays/ week)

CENTERTRAFFI C AI SLENOCONFLI CTWTHDRESSINGAREA

BENCHFOR EACHLOCKERBANK

LOCKERDOORSLESSHAZARDOUSTHAN b )

BOTTOMGYMSUTLOCKER I NCONVENENT

-MAXMUMFLOORAREA

REQURED

COMBINEDAI SLE ANDDRESSINGAREA-CONGESTED

SINGLESEATFORTWOBANKSOF LOCKERS

-UNPROTECTEDLOCKERDOORS I N AI SLE PRESENTHAZARD

BOTTOMGYMSUTLOCKER I NCONVENENT

-ECONOMCALUSEOFFLOORAREA

a ) COMBINEDWDERAI SLE ANDDRESSINGAREA

*SEATFOREACHLOCKER BANKLESSCONGESTION

-SEATPROV DESASLEPROTECTIONFROMDOOR SWNG

-POSIT VETHROUGH-LOCKERVENTILATION( SEE DETAL SKETCH)-ECONOMCALUSEOF FLOORAREA

F i g 15 1



Educat i onal

ELEMENTARYANDSECONDARY SCHOOLSPhysi cal Educati on Locker Room

REQURESMOSTFLOORAREAPERRAT OUN T

HGHESTI NI TI AL COST. AFFORDSGREATESTHANG NGDMENSION I N GYMSUI TLOCKER FORGOODVENTILATIONANDDRYNGOF GYMSU TSSEESKETCHDETAL OFPOSI TI VE VENTILATIONTHROUGHLOCKERS

ECONOMCALUSEOFFLOORAREABETWEEN a ANDcGOODVENT LAT ONSINCEHANG NGOFGYMSU TSPOSSI BLE

REQURES LEASTFLOORSPACEPERRAT OUNT

POORVENTILATIONANDDRYNGOFGYMSUTS-NOHANG NGPOSSIBLE

LEAST I NI TIALCOSTOPENBASKETPROV DESBETTERVENTILATI ONTHAN c ) , NOTAS GOOD

AS a ANDbREMOVABLEBASKETSMORESUB ECTTODAMAGE-MANTENANCEPROBLEM

NOTE OTHERWDTHS, DEPTHSANDCOMB NATIONSAREAVALABLE THESESHOWNARE REPRESENTATIVE

Fi g . 152

Fi g . 153 Conventi onal shower ( i n - wa l l p i p i n g ) ; 14 sq f t per head . F i g . 155 Prepi ped package showers (spanacross) 12 . 2 sq f t par head .

Fi g 156 Col umn showers . ( A va i l a b l e i n 4 , 5 , or 6 heads per col umn ; 12 . 8 sq f t

per head at 5 )

1

F i g 154 Prepi ped package showers (wal l - mounted) ; 14 6 sq f t per head .



Fi g 157 Wal k- t hrough shower .

Fi g . 159 J uni or high l o c k e r room (500) .

Educat i onal


Physi cal Educati on Locker Room

Fi g 158 Recommendedshower head hei ghts .

(From Basi c Body Meas ur ement of School Age C h i l -

dren, US . Depar t ment of Heal t h, Educati on, andWel -fare .

Fi g . 160 Hi gh school g i r l s ' l ocker room( 1500) .

Fi g 161 Boys' physi cal educat i on and t eam l ocker r oom w t h dual use showers and t o i l e t s between



Educat i onal


Physi cal Educati on Locker Room

F i g 163 ( a) Hooks h Unif ormd r y i n g rack . ( c ) Unif ormd r y i n g and storage room

Fi g . 162 Team o c k e r room w th j o i n t showers .



Sw mmng P o ol s

Swmmngpools are a very desi rabl e, but rela-

t i vel y expensi ve, par t of a physi cal educati on

program However , wth the i ncreasi ng publ i c

i nte re st i n part i ci pati ng mrerecreati onal ac-

t i v i t i e s arebei ng bui l t as part s of school s or as

commnty f a c i l i t i e s .

New i ni shes l i k e epoxy coati ngs and prefab-

ri catedpool l i ner s of pl a st i c and alumnumarebei ng used mre of ten . Swmmng program

d vi de t h ei r ac t i v i t i es i nt o di vi ng, swmmng i n-

structi on, and competi t i ve swmmng The

mre extensi ve f a c i l i t i e s accommdate these

threeac t i v i t i es i nt o separate, appropri atel y de-

si gned pool s or devel op d vi ng al cove areas

i n T- or L-shaped pools .

The basi cs of pool desi gn are covered i n Fig

165, thevari ous di mensi ons re la t i ng t o theage

group usi ng the pool . I mportant al so i s the

amunt and l ocati on of the surround ng deck

area f or i nstr ucti onal use, a re ated advantageof the T- and L-shaped pool s (see Fig . 166)

G vi ng spectators a good and comortabl e

view i nvol ves proper si ght l i nes, pl us a care-

f u l considerat i on of acousti c and l i ght i ng that

takes i nt o account the ref l ectance of thewater .

Fi gure 167 show one sol uti on where the

source has been screenedand the c ei l i ng mde

nonparal l e to the f l oor t o mni mze reverbera-t i on . Figure 168 i l l us t r at es other i deas f or user

comort and conveni ence A way to accom

mdatesupervi si on and pri vacy both i s shown

i n Fig . 169Figure 170 i l l us t r a t es a compl ete pool and

SIZE RECOMMENDATIONS

ELEMENTARYSCHOOL

WATERDEPTH 2' TO4' , 4 . 5 '

MN WDTH 1 6 '

DESIRABLE WDTH 20' , 2 5 ' , 30'MN LENGTH 36'

DESIRABLE LENGTH 50' , 60' , 75 '

J R.HGHSCHOOL

WATERDEPTH 3' - 5 '

MN WDTH 25'DESIRABLE WDTH 30' , 36' , 42'

MN LENGTH 60'

DESIRABLE LENGTH 75'

SENOR HGHSCHOOL

WATERDEPTH 3' -6 TO9' ( 1 M

MN WDTH 36' 1 2 ' (2MBD)

DESIRABLE WDTH 45'-46'

MNLENGTH

DESIRABLE 75'-1

4' SHALLOWDEPTHPERMTSFASTERTURNS

FASTERSPEEDS AREPOSSIBLE I N 5' OR

DEEPERWATER

Educat i onal


Physical Education Locker Room, Swmmng Poo s

F i g . 164 ( a) Unif orm drying truck . ( h ) Truck hanger . ( c) Uni f ormdrying and storage r oom

F i g . 165 Recommended mnimumpool desi gn di mensi ons . (*NCAA 1970 FI NA, 1968 )



Fi g . 168 Comort c o n t r o l . F i g . 169 V i s u a l c on t r o l f or supervi si on .

Fi g . 167 L i g h t source not v i s i b l e f rom s p e c t a t o r area .

F i g . 166 A dd i t i o n a l pool shapes i n c o r p o r a t i n g separated d i v i n g pool

ucat i onal

EMENTARYANDSECONDARY SCHOOLS

hysi cal Educati on Swmmng Pool s



Educat i onal


Physi cal Educat i on : Swmmng Pool s ; Aud tori um

support i ng l ocker f a c i l i t y I n many states sep-arate l ocker f a c i l i t i e s are requi red f or pool use Not e i n t he l ocker rooml a y o u t , t he entry i n t ot he pool vi a t he shower room a basi c requi re-ment

AUDTORUMS

The school audi tor i um i s f requent l y us ed asa center f or communi t y a f f a i r s I t shoul d beso desi gned and equi pped t h a t i t may be usede f f e c t i v el y by a l l gr oups- amat eurs , profes-s i o n a l s , youth and adul t a l i k e The use o f t h i s

f a c i l i t y w l l extend over a w de range, i ncl udi ngconcert s, pl ays, mot i on p i c t u r e s , forum, andother f orms of present ati on

The stage i s t he e s s en t i a l educat i onal f a c i l -

i t y , f or i t i s on t he stage t h a t young peopl ehave t he opport uni ty t o l e a r n t o present themsel ves before l arge groups I t shoul d be de -

si gned f or ease of movement of per f ormersand stage sets Areas t h a t support produc-

t i o n , such as s t a g e c r a f t , band room choralroom storage, dressi ng r oom , and restroom,shoul d be l ocated t o gi ve rapi d and conveni entaccess t o t he stage

Many school o f f i c i a l s have expressed a p r e f -erence f or audi tori um w thout any naturall i g h t i n g Absol ute l i g h t control i s essent i al f ora good perf ormance I n some school s,

operat ed f r om a central poi nt Stage l i g h t i n gshoul d be f l e x i b l e and si mpl e enough t o permtamat eur s t o operate t he equi pment e f f e c t i v e l y

The seati ng of t he audi tori um i s not as i m

port ant f r om an educati onal poi nt of vi ew asi t may be f r omt he communi t y use st andpoi nt

There i s no need f o r t he school audi tori umt o

seat t he e n t i r e st udent body I t i s best desi gnedwhen t he audi ence i s smal l enough t o makeparti ci pati on possi bl e i n group di scussi onsand t o ensure a r easonabl y f u l l ass embl y area

under most t ypes of usage Acapaci t y of 300t o 800 woul d normal l y meet a l l school requi re-

ment s Addi ti onal capaci ty woul d be di ctatedl a r g e l y by communi t y use

The school audi tor i um i n Figs 171 and 172w l l comort abl y seat about 850 students At i c k e t booth i s l ocated i n t he f oyer of t he a u di -

tor i uml obby Thi s l obby provi des ampl e c i r c u -l a t i o n space i mmedi at el y outsi de t he seati ngarea The pl acement of seats and ai s les gi vesgood t r a f f i c cir cul ati on The e n t i r e seati ng areahas adequate s i g h t l i n e s givi ng good vi ew of

F i g 170 a ) B al c o n y s e at i n g l e v e l b ) P o o l d e c k l e v e l

F i g 172F i g 17 1



ducat i onal

EMENTARYANDSECONDARYSCHOOLS

udi tor i um

t he stagef romal l seats . The f ront of t he st agepl a t fo rm extends beyond the mai n curt ain,provi di ng area f or a speaker or discuss i onpanel whi l e t he mai n stage i s bei ng set upf or a f o l l ow ng performance The st age cur-tai ns, teasers, borders, and cycl orama shownon t he drawng are adequate t o support t hevari ous st age acti vi ti es . The ample corr i dor

spaceand doors bac k s t a ge pr o vi de rapi d c i r -cul at i on of perf or mers, st age crews, and prop-ert i es The band and choral room are con-veni ent l y l ocated w t h di rect access t o t hest age Musi c practi ce room are al so used asdress i ng room f or performers Thi s audi t o-

ri umhas di rect access t o a del i very area, whi chi s conveni ent when del i ver i ng or removi ng

st age properti es .Thi s audi t or i um uni t ( Fi g . 173) i s a com

muni ty ar t center . I ntegrat i on of al l the artsw t h t he aud tori um i s hi ghl y des i rabl eThe educat i onal programof t he school and

t he needs of the communi ty resul ted i n th is

extensi ve aud tori um center ( F i g 174) . Over1,400 seats ar e pr ovi ded on t he mai n f l oorand balcony area . Adj acent t o t h e s t a ge i s aworkshop roomwherescenery andpropert i esmy be desi gned, b u i l t , and moved di rect l yt o t he st age Thi s roomal so provi des st orage

f or f l a t s and props . The area i n front of t hest age i s l argeenough t o seat a band or orches-t r a w t h adj acent st orage f or musi c chair s andst ands . St udent and adul t perf ormers are pro-vi ded w t h dr es si ng room, make-up roomand to i lets .

Fi gur es 175and176i l l us t ra te an audi t o r i um

uni t where consi der abl e emphasi s i s pl aced

on t eac hi ng and preparati on f or theater, tele-visi on, and radi o producti ons . Thi s desi gn my

be c onsi dered more advantageous f or st udent

use t han f or use by communi ty groups . Not et he r el a ti o n i n area of t h e s t a ge and seat i ng

space

F i g . 173WB I t i n e r , Archi t ect

Fi g . 175

F i g . 176 MMcDowel l Brackett, Archi t ect174 LaPi erre, L itchf i el d and Partners, Archi tects



Educat i onal

GUDANCESERVI CES

SCHEME 2AGRAMMATICCHEME AGRAMMATIC

Fi g . 1

Wai t i ng Ar ea

Thewait i ng area i s provi ded as arecepti on area,

as an i nformati onal resource area, and as a pl ace

f or students and ot her s t o wai t f or thei r appoi nt-

ment w t h t he counselor s . This roomshoul d be

suff i cient l y l arge t o provi de space f or a secretary-

recepti oni st and f or one s tudent fo r each coun-

s e l o r avail abl e . I n addi t i on, there shoul d be space

avai l abl e f or three or f our addit i onal persons,

such as par ent s or teachers whomght be accom

panyi ng the student . Thus, f or a school whi ch

has three counsel ors, wait i ng space shoul d be

provi ded f or about seven or eight persons .

I n order t o provi de a smoot her f l o w of t r a f f i c ,

and al s o t o mni mze possi ble embar rassment t o

those students who appear t o have experi enced

an emot i onal di sturbance duri ng the counsel i ng

i nterview i t i s desi rabl e that exit s other than

through t he wai t i ng area be provi ded f or students

l eavi ng counsel i ng off i ces . ( See Fi g . 1 .

Counsel ors' O f i c e s

The counsel ors o f f i c e i s t he sett i ng f or t he i n t e r -

vi ew There shoul d be an of f i ce f or each counsel or .

The i ntervi ew usual l y i nvol ves onl y t he counsel or

and the student. However, at t i mes other persons

such as a teacher, t he chi l d' s parents, or anot her

prof essi onal worker, such as t he v is i t ing teacher,

are cal l ed into confer ence . Si nce t he i ntervi ew

Physi cal F ac i l i t i e s f o r School Guidance Servi ces, O f i c eof Educati on, Dept . of Heal th, Educat i on, and Wel f are,Washi ngt on .

i s r egarded as conf i dent i al , t he roomshoul d offer

pri vacy, and shoul d be reasonabl y soundpr oof .

The use of par t i a l par t i t i ons i s not sati sfactory.

Smal l Conf erence Room

The smal l confer ence roomw l l be used f or case

confer ences where as many as 10 per sons my

be present I t al so may be used by such profes-

si onal persons as t he v is i t ing teacher, school psy-

chologi st, heal th and medi cal services pers onnel ,

at t endance o f f i c e r , col l ege admssi ons pers onnel ,

and t he school psychometr i st or di agnost i c i an f or

i ndi vi dual t es t i ng or f or smal l group ( l e s s t han

10) testi ng .

Mul t i purpose Gui dance RoomThis r oom w l l have many uses . These uses w l l

vary f r o m s chool t o school depend ng upon t he

gui dance services off ered and upon t he concept

of group procedures i n gui dance whi ch prevai l s .

The roomshoul d be about t he same s ize as a

regul ar c l assroom When a mul t i pur pose roomas

a part of t he gui dance area i s not feasibl e, some

school s make use of a convenient l y l ocated c l a s s -

room Uses my i nclude group procedur es, group

testi ng, and i nservi ce tra ini ng sessi ons i n gui d-

ance . Some school s my use i t as a center f or

i nformati on services ( See Fi g . 2)

Storage Room

Storagespace i s desi rabl e i n several of t he areas.

Thi s coul d be one area or several smal l er areas,

depend ngon t h e s ize of t he gui dance area and

t he i ngenui t y of t he archi tect .

SUMMARYOF LOCATIONANDSPACEGUDELINES

Locati on

Theguidance uni t shoul d be

1 . Separate f rombut near t he admnist rat i ve

off i ces f or conveni ent access t o per sonnel records

and cert ain c l e r i c a l services . ( See Fi g . 2

2 Accessi ble by adir ect ent r ance f r o mc o r r i -

dor .

3 Locat ed t o provi de ex i t s f r o m counsel i ng

area separate f r o ment rances, i f possi ble .

4 Readi l y accessi bl e t o students andnear t he

mai n f l ow of st udent t r a f f i c t o f a c i l i t a t e contact,schedul i ng, andcommunicati on

5 Readi l y accessi bl e f romamai n ent rance f or

t he benef i t of parents and represent ati ves of c om

muni t y agenci es .

6 Reasonabl y near t o related personnel s e r -

vi ces, such as pupi l account i ng, heal th, andpsy-

chol ogi cal services .

7 Reasonabl y near t o t he l ib rary f or conve-

ni ence i n use of d isp lay and reference materi als .

Space

Theguidance uni t shoul d provi de

1 Att ract i ve and comort abl e recepti on area

w t h appropri ate materi al s t o encourage profi t -

abl e use of wai t i ng t i me.

2 Pri vate counsel i ng room or off i ces .



3 . Conference roomf or such uses as case con-

ferences ; i n di v i d ual t es t i ng ; speci al staff person-

nel such as t he school nur se, v i s i t i n g t eacher ,

speech cor rect i oni s t ; i nterviewng by prospecti ve

empl oyers and representati ves of i nst i t u t i ons of

hi gher l earni ng .

4 Multi purpose roomadj acent to counse i ng

o f f i ces f or group test i ng, group procedures, and

i nserv i c e t ra i ni ng ac t i v i t i es .

Fi g . 2 Locati on of gui dance uni t . (Reproduced f r o m Admni st rat i ve Fac i l i t i es i n School Bui l di ngs, Speci alPubli cati on No 6, U S . Department of Heal t h, Educati on and Wel f are, O f i c e of Educati on, Wshi ngton,1957

Educat i onal

GUDANCESERVI CES



Educati onal

COLLEGEANDUNVERSITY FACI LITI ES

Cl ass r ooms

CLASSROOMS

Maj or factors t o be consi dered i n desi gni ng a

c l assroomare t he f ol l ow ng :

l . Seati ng and wri t i ng sur f aces

2 Spaceand furnishi ngs f or t he l ecturer

3 The use of wal l space, i ncludi ng chal kboards,

screens , s i z e and l ocat i on of wndows, etc .

4 F a c i l i t i e s f or proj ecti on and televi sion

5 Coat racks, storage, and other conveni ences

6 Acoust i cs and l igh t ing

7 Heati ngand ai r condi t i oni ng

8 Aest heti c consi derat i ons

C assroomSeati ng The seat i ng arrangement i s

t he mos t i mportant featu re i n det ermni ng t he

s ize andshape of ac l assroom Seat i ng arrange-ments i n amat hemat i cs cl assroomshoul d provi de

al l students w t h a good vi ew of t he front chal k-

boar d, ready access bot h t o t he seat s and t o

chal kboards on other wall s, an adequate, well -

i l l umnated wr i t i ng surface at each seat, a pl ace

t o set books andpapers , reasonabl e comort , and

pri vacy i n taking examnati ons . I n a cl ass of 50

or f ewer students, where a l ong front chal kboard

i s desi rable, i t seem better t o have t he front

wal l l onger t han t he s i de wall s . Thi s pr esupposes

t hat there are more students i n a rowof seats

t han there are r ows ; f or exampl e, v i s i b i l i t y i s bet-

t er i n a cl assroomhavi ng f ive r ows of seven seats

than i n one hav ing seven r ows of f ive seats . I n

aroommeasuri ng26' X30' ( F i g . 1 ) , w t h separate

tablet armchai rs f or 35 st udent s, t he seven seats

i n a rowmght have a spaci ng of 3 ' 6 between

seat centers l a t e r a l l y and 4' 6 between t he endseat cent ers and si de wall s ( 6 X3 ' 6 - f - 9 ' _

30' ) . Spacing f rom front t o back i n a c ol umn

mght be 3 f eet between seat cent ers w t h 4 f eet

behi nd t he back- seat center and 10 f eet between

t he f r ont - seat center and t he front chal kboard

( 4 X3 ' +4' 6' ) . Thi s pat te rn al l ows f or

ai sles of about 20 i nches between col umns, a

w d t h j u s t under t he 22- i nch uni t w dth used

as a standard i n esti mati ng t henumber of persons

who can wal k abr east i n a c or r i d or or s t a i r h a l l .

Thi s ar rangement requi res about 22 square f eet

of space per st udent . Lecture hal l s whose seats

have fo l di ng tablet arm my al l ow 15 square

f eet or l ess per st udent .

C ose- packed seati ng arrangements are not t he

most desi rable, but sometimes are necessary be-

cause l arger room are not avai l abl e . Laws i nsome states provi de that no person s h al l have

t o pass more t han si x others t o reach an a i s l e ;

hence 14 persons i n a row between aisl es i s an

absol ute maxi mum I f 10 t o 14 students s i t next

t o each ot her i n a rowbehi nd al ong s t r i p tabl e

or wri t i ng l edge, t he l edge shoul d be at l east

12 i nches w de and shoul d provi de at l east 2

f eet of l ength per person . An arrangement

whereby the nearer hal f of t he wri t i ng surface

i n front of each person c an f o l d up and away

f r o mt h e wri ter gi ves more roomf or students t o

pass . A spaci ng between r ows of 42 i nches be-

J Sut herl and and J ohn WMcLeod, Bui l dings and

F ac i l i t i e s f o r t he Mathemati cal Sci ences, Confer ence

Board of t he Mat hemat i cal S c i e n c e s , Washi ngton, 1963

tween seat centers i s adequate f or mos t seati ng

ar r angement s that use s t r i p tables f or wri t i ng .

Tabl et armchai rs are commonl y used f or seat-

i ng i n col l ege c la ssroom i n t he Uni t ed States

and permt r ows t o be spac ed every 3 f eet . They

are sati sfactory f or mos t cl asses that donot make

useof speci al equipment (such as desk cal cul ators

or s l i de r u l e s ) , provi ded they have al arge wri t i ng

surface and a s h el f under neat h f or books and

paper s . Tabl et armchai r s my be found eit her

f i xed t o t he f l o o r , f astened t oget her i n sets of

two t o si x that can be moved as a group, or

i ndi vidual l y movabl e When chai rs are f i xed t o

t he f l oor t he arrangement shoul d be one that

permts good v i s i b i l i t y and ready access . Good

v i s i b i l i t y mybe achi eved i n three ways : by sl op-

i ng t he f l o o r , by staggeri ng seats i n consecut i ve

r ows, or by w de spaci ng .

An arrangement permt t i ng a cl ass of 30 t o

spread out f or examnati on purposes i n a 26' X

26' cl assroom seati ng 40 students would be t he

f o l l ow ng ( F i g . 2 ) : i n each of f ive r ows, spaced

3 f eet apart f rom front t o back between seat

centers, l et two t r i p l e s of seats be pl aced w t h

seat centers 2 f eet apar t l ateral l y and w t h a

4- f oot central a i s l e f r o mfront t o back between

t r i p l e s . I n 5-f oot a i s l e s at t he s i des , l et movabl e

tablet armchai r s bepl aced next t o t he f i xed seats

f or l ectures and reci tat i ons (keepi ng the 3-f oot

a i s l e by t he wall s), but l et these chair s be moved

over next t o t he wall s duri ng examnati ons . I f

t he cente r chai r i n each f i xed t r i p l e were l e f t

vacant, there would s t i l l be 30 w del y spaced

chair s avai l abl e f or an examnati on Another pat -

tern i nvol ves j o i n t act ivi ty by two i nstr uctors

whose adj oi ni ng cl assroom are separated by a

fo l di ng parti t i on, and can be combi ned i nto a

l arger roomf or 60 f or appropri ate porti ons of

t he i nstructi on ( F i g . 3 ) .

AF ront Pl at f orm I n front of t he students' seati ngarea, there shoul d be enough space f or t he l e c -

turer t o wal k back and f o r th bef ore a l ong chal k-

board I n room w t h more t han f ive r ows of seats

there i s an advantagei n havi ng a pl at f orm possi -

bl y 8 i nches above t he f l oor and ext endi ng t he

Fi g . 1 Seati ng arrangement i n a c l assroom f or 35 students .

Fi g . 2 C assroomfor 40, w t h 10 si de seats movabl e



Educat i onal


Lecture Room

f u l l w dt h of t he r o om on whi c h t he t eacher maywal k t he l ength of t he boardw t hout danger off al l i ng of f t he end The chal kboar d shoul d thenbe raised corr espondi ngl y hi gher above t he c l a s s -

roomf l oor f or better v i s i b i l i t y . Themathemati cst eacher needs a tabl e on whi c h he [ she] c an pl aceh i s [her] l ecture notes and papers, but i t i s bettert o have t h i s tabl e eit her movabl e on casters or

f i xed at t he si de of t he pl at form where i t doesnot block t he vi e w of t he chal kboard f r om t hef i r s t twor ows of students . I f an overhead proj ectori s t o be used, there mus t eit her be a pl ace wherei t can be mounted per manentl y at t he front oft he room or there must be provi si on f or ro l l i ngi t i n on a cart and connecti ng i t el ectr i cal l y . I n

t he l a t t e r case, t he front pl at formm ght be s l igh t ly

l ower and be accessi ble by a ramp Themathe-mati cs teacher sel dom s i t s duri ng a l ecture butmy w sh t o s i t down duri ng an exam nat i onTher e shoul d be achai r by hi s [ h e r ] tabl e or desk .A ecture roomshoul d beso pl aced i n abui l di ng

that i t i s accessibl e t o students w thout over cr owd-i ng of corr i dors or st ai rways . Coat racks, ade-quate bul l et i n boar ds l i n i n g t he corri dors, andampl e t o i l e t f a c i l i t i e s shoul d be provi ded near by.The room i t s e l f shoul d be arranged s o t hat t heaudi ence cansee well , hear well , andbe comort-abl e . I n part t h i s depends on t emperature, humd-i t y , background of l i g h t and sound, and seati ngspace

Proj ecti on Syst em The l argel ecture roomshoul dbe bui l t t o accommodatea vari ety of proj ec t i on

system that mybe used i mmedi atel y or i n t hemore dist ant future . An overhead proj ector re-qui res an e l e c t r i c a l outl et near the l e c t u r e r ' s tabl e,pl aced so that t he l ecturer w l l not t r i p over t hecord, and al so a screen properl y mounted t o as-sure that t he enti re cl ass has good v i s i b i l i t y w t hmnimumdi storti on . More screens or a wdescreenmybe needed t o enabl e t he l ecturer t o use twoor more overhead proj ec tors at once . I f movi es,f i l ms , or s l i d es are proj ected f r o m t h e r ear of

t he roomand ref l ected f rom a front screen, t heroomshoul d have a proj ecti on boot h, or at l easta sui tabl e stand and e l e c t r i c a l outl et f or t he pro-j ector . Remote controls f or operati ng theproj ectorare desi rabl e . Shades may be requi red f or dark-eni ng a roomw th wndows . I f t he rear screenmethod of proj ec t i on i s t o be used, i n whi ch t he

i mage i s t hrown onto a t ransl ucent screenmounted i n t he front wal l f r om a proj ector i nan adj acent roombeyond t he front wall , t he bui l d-i ng pl ans mus t i nclude adequate provi si on f ort h i s proj ecti on room

Aroomor s pac e f or t he preparati on of tran-sparenci es or ot her visual s i s acorol l ary of t h e i r

use Mater i al c an be prepared on ordinary paperandcopi ed qui ckl y ont o a transparency by a ther-mal dupl i cator or s iml ar equipment . Such copi escan be posted after t he l ecture f or i nspecti onby students . Stor age f or such materi al s mus t al sobe provi ded, as wel l as f or any materi al s d i s t r i b -

uted t o students t o suppl ement thei r l ecture notes.

Provisi on f or recei ving and transmtt i ng televi -s i on i s al so an i mport ant considerati on i n planni nga l ecture roomf or l arge group i nstructi on.

Seati ng and V i s i b i l i t y Good v i s i b i l i t y dependsnot onl y on t he arrangement of chal kboards and

of pr oj ec t i on screens and equi pment, but al sot o a l arge degr ee upon seati ng arrangements

Factors t o be consi dered are avoi dance of ob-

J . Sut herl and and J ohnWMcLeod, Bui l dings andF a c i l i t i e s f or t he Mathemati cal Sciences, Confer enceBoard of Mat hemat i cal S c i e n c e s , Washi ngt on, 1963 Fi g . 4 Opti mumvi ew ng angl es .

Fi g . 3 Acl assroom di vi s ib le into two semnar room .



Educati onal


Lecture Room

more t han si x t i mes t he w dt h of t he screen i mage

t o bevi ewedand that t he dis tance from a person

t o t he chal kboard shoul d not exceed 400 t i mes

t he s ize of t he smal l est l e t t e r or di gi t bei ng w r i t -

t en . Thus, i f t he back rowof students i s 64 f eet

away, t he l ecturer shoul d make hi s l et t er s and

dig i t s at l east two i n ches hi g h . Si ml ar st udi es

i ndi catethat

t he angl eof

elevati on f r o mt he eyet o t he upper par t of an obj ect on t he screen or

chal kboard shoul d not exceed 30 degr ees (see

Fi g . 4 ) . I f l ecture room are bui l t i n a f an shapei nstead of arectangul ar shape, t he mnimuman-

gl e between l i n e of si ght and t he bl ackboard

shoul d be at l east 30 degr ees and pref erabl y

more t han 45 degrees These l i mtat i ons of vi ew

i ng di s tance andangl e i mpose restri cti ons on t he

pl acement of seats f or adequate vi ew ng .

t o see over or ar ound t he heads of those i n front

of hi mand t o gi ve t he i mpressi on of a smal l er

room I f t he seats i n successi ve r ows are st agger ed

so t hat t he l i n e of si ght f r o mone seat t o t he

l ecturer goes di rectl y between the centers of two

seats i n t he next r ow t he r i s e requi red per row

may be r educed by hal f . Cl osel y i nt erdependent

ar e t he sl ope of t he f l oor and the hei ght of t hespeaker' s pl at f orm The use of a rai sed pl at f orm

f or t he t eacher has advantages i n i ncreased v i s i -

b i l i t y i n any roomseati ng more than about 40

persons, provi ded that t he tabl e or other furnit ure

on t he pl at f o rm does not bl ock t he chal kboard

f or t hose i n t he front r ows . [ A possibl e pl an i s

shown i n Fi g . 51Studi es of di st ances andangl es f or sati sfactory

vi ew ng i ndi cate that seats shoul d be pl aced at

a dis t ance f rom a screen not l e s s t han t w ce nor

str ucti ons, sl ope of t he f l oor and hei ght of t he

speaker' s pl at f orm v iew ng di st ance, and the ex-

t r eme vert i cal and hori zontal vi ew ng angl es . I t

i s cl ear that a good l ecture roomw l l not havecol umns or support s so pl aced as t o block t he

front screen and chal kboard f rom any seat i n

t he room However , when al arge demonst r at i on

tabl e stands on a pl at form between t he chal k-boardand t he audi ence, t he l ower 12 t o 18 i nches

of t he board often cannot be seen by peopl e

i n the f i r s t f ewr ows I n t h i s case, vert i cal l y s l i di ngchal kboards are needed s o t hat t he wri t i ng my

be raised t o a l e v e l where i t can be seen byal l . As l opi ng f l o or i n a l ecture roomw l l general l y

add somewhat t o t he cos t of constructi on, but

i n many i nstances i t w l l be wor t h t h e extra cost

i n provi ding good v i s i b i l i t y f or al l . The obj ect of

a sl opi ng f l oor i s t o make i t easi er f or a person

Fi g . 5 Three audi t or i um w t h common preparati on r oom



GYMNASI UMS

Basi c Consi derat i ons

The t ype and s i z e of gymnasi um f ac i l i t i e sneededf o r a gi ven col l ege or univers i ty w l l de-pend upon many factors, one of t he most i mportant of whi ch i s the ant i c i pated enr ol l ment

of t he i n s t i tu t i on . Agymnasi umpl anned t o

serve 2000 st udent s w l l , obvi ousl y, be c on-

s i derabl y smal l er t han, anddif ferent i n desi gn

andconstructi on f rom a f a c i l i t y planned f or auni vers i ty of 10, 000 or morest udent s . I n ot her

words, pl anni ng must be done w th f u ture en-

r ol l ment i n mnd, andas part of t he master pl an

f or t he col l ege or uni vers i ty . I f a col l ege or

uni vers i ty has a def i ni te enr ol l ment cei l i ng, t hebui l di ng mybe planned f or th is enr ol l ment . I f

t he enr ol l ment cei l i ng i s i ndefi ni te, however,

t he structure shoul d be planned so that addi -

t i ons t o t he bui l di ng are feas i bl e . Most uni ver-

s i t i e s or col l eges shoul d pl an f or andbui l d f or

expansi on Gymnasi um space i s usual l y

planned t o t ake care of enrol l ments f or at l east

t enyears i n advance Univers i t i es of 15,000 or

more students my f i nd i t des ir abl e t o bui l d

moret han onegymnasi umstructure, each ser-

vi c ing an area of t he campus .Another f ac t or t hat w l l affect t he t ype of

bui l di ng constructed i s t he phi l osophy of the

admni s t ra t i on concerning ath let i cs and phys-

i cal educati on Many quest i ons need t o be

answered bef or e pl anni ng begi ns . Some of

these ques t i ons ar e

- W l l al l students be requi red t o t akephys-

i cal educati on f or one, t wo, three, or f ouryear s?

I s t he requi red program n physi cal educa-t i on t o be broad i n scope i . e . , w l l a greet manyopport uni t i es t o deve op spor t s s k i l l s be ex-

tended t o st udent s? I s t eacher educati on i n physi cal educa-

t i o n t o be part of t he program?

What responsi bi l i ty does the col l ege oruni ver s i t y t ake f or the physi cal educat i on, rec-reati on, and f i t ness of i t s facul ty?

I s i t anti ci pated that research i n physi caleducati on, heal th, and recreati on my becomean i mpor t ant aspect of t he program?

What i s t he scope of the vars i ty ath le t i c

program? ( The f a c i l i t y requi rements are con-

s i derabl y dif ferent i f vars i ty team are t o be

f i el ded onl y i n the maj or sports .

What w l l be done t o pr ovi de f ac i l i t i e s f oran expandedprogramof i ntr amural s andextra-

mural s?

P r i n c i p l e s o f Gymnas i umand Const ructi on

I ndoor f ac i l i t i e s f or sports endath l et i cs shoul d

be planned so that al l act iv i ty areas w l l be

avai l abl e t o bot h menandwomen I t i s unwse

t o i dent i f y f ac i l i t i e s as men' s or women' sath le t ic areas . Good pl anni ng w l l permt easy

Pl anni ng Areas and Faci l i t ies f or Heal t h,Physi cal Educati on, and Recreat i on, r e v 1966,The Ath le t i c I nst i tute, Merchand se Mar t , Chi -cago, I I I . , Ameri can Associ ati on f or Heal th,Physi cal Educat i on, and Recreat i on, Washi ng-ton, DC

access t o al l areas f rom bot h t h e men' s andwomen' s l ocker room . Thi s t ype of pl anni ng

per m t s t he f l e x i b i l i t y necessary f or eff i cient

ut i l i z at i on and control .The space used f or permanent seat i ng of

spectators at ath le t ic event s s houl d be kept

t o a mnimumunl ess spaceand funds pr esent

no probl em t o be consi dered Rol l - away or

f o ld ing bl eac her s s houl d be used i n or der t o

u t i l i z e eff i c ient l y the space avail abl e . Most col -

l eges anduni vers i t i es cannot af ford t o i nvest

l arge sum of mney nor gi ve l arge ar e as of

spacet o permanent seat i ng whi ch i s used onl y

a f ewt i mes each year .

The healt h and safety of those us i ng t he

bui l di ng shoul d be a pri meconsi derati on i n

pl anni ng of al l act iv i ty areas. The disab led and

t h e agi ng s houl d al so be c onsi dered.

The constructi on of t he t ypes of f a c i l i t i e s

and the al l ocat i on of adequate square footage

t o handl e abroad ath le t i c and i ntr amural pro-

gram w l l pr ovi de more t han enough gross

space f or a t wo- year physi cal educati on re-

qui rement f or al l st udent s .The t r a f f i c patterns f or a bui l di ng s houl d be

careful l y st udi ed. Locker s, showers, and

t owel i ng room s houl d be centr al l y l ocat ed i n

t he bui l di ng so that t hey myserveal l act i vi ty

areas Easy ac cess shoul d be provi ded f romt he

l ocker room t o t he pl ayi ng f i el ds adj acent t ot he bui l di ng .

Storage room f or equi pment and suppli es

should be careful l y planned and funct i ona l l y

l ocat ed. These room s houl d be of three t ypes

- Cent r al recei vi ng st orage room t o whi chal l equi pment and suppl i es are del i vered . The

warehouse st orage roomshould be accessi bleby t r uc k

Ut i l i t y storage room l ocat ed adj acent t ogymnasi um so that bul ky equipment my bemoved t o t he f l oor and back t o storage w t hl i m t e d d i f f i cu l t y . Overhead doors or doubledoors should be l arge enough t o permt freemovement of heavy equi pment .

Supply room w t h an attendant' s wndow

openingt o t he l oc ker room .

Of f - season st orage room are c r i t i c a l l y

needed Thet ype of equipment t o be movedand

stored w l l def i ne t he d mensi ons of t he room

and s i ze of t he doors needed . Reservestorage

should al s o be pr ovi ded .

Locati on o f t h e Gymnasi um

I f physi cal educati onand ath le t ic f ac i l i t i e s are

used by al l of t he students at a col l ege or

uni versi ty, t he gymnasi um f a c i l i t y shoul d be

centra l l y l ocat ed i n or der t o be eas i l y reached

f rombot h t h e academc bui l di ngs and st udent

housi ng Physi cal educati on f a c i l i t i e s , t o serveas t eac hi ng stati ons, must be c l ose enough t o

academc bui l di ngs t o make i t poss ib l e f orst udent s t o move f romt he classroom nt o t hegymnasi umand back w t h i n t h e t i me provi ded

between cl asses .Bui l di ngs usedonl y f or i ntr amural and i n t e r -

col l eg iate act iv i t i es my be l ocat ed f arther

f romclassroom and housi ng t han a general -

use gymnasi umwoul d be . Thi s i s especi all ytrue i f t he acti vi ti es promoted i n t hese bui l d-

i ngs are scheduled I f t he bui l di ng i s t o be usedf or unscheduledpart i c i pat i on of students, however, t he amount of use w l l vary i nversely

w t h t he di s t anc ef romhousi ngandot her cam

pus bui l di ngs .

The Mai n Gymnasi um

The c r i te r i a f or determni ngt he s ize of t he gym

nasi umare ( 1) t he nat ure of t he total physi cal

educati on program ( 2) st udent l oad as deter-

mned by enrol l ment and at t endance requi re-

ments per week; ( 3) spectator i nterest ; and ( 4)

ant i c i pated enr ol l ment growh .The physi cal educati on bui l di ng should i n-

clude one mai n gymnasi um t o be us ed f orgener al physi cal educati on classwork,

basketbal l and wrest l i ng . I deall y, t he si ze oft he mai n-gymnasi um l oor f or an enr ol l ment of4,000st udent s wouldbe approximate y 140by140 i t . (Use a rect angul ar d mensi on i f t hef aci l i t y w l l be heavi l y used f or spect atorsports . ) Thi s s i z e wouldprovi de f or one of f i c ial

and three j uni or - s i ze ( 35 by 84 f t ) basketbal lcourts, w t h adequatespacebetweent he courts

andbetween t he courts andwall s . I f desi rabl e,f o ld ing part i t i ons can be used t o provi de threepract i ce gymnasi um, each 48 by 140 f t For

t he basketbal l cour t s , backboards that swngup t o the cei l i ng are needed, s i nce nonf ol di ngbackboards would i nter fere w t h t he cour t us-age f or vol l eybal l and badmnton I n or der t oi ncrease t he number of ot her i nst r uct i onal

uni ts, el ectr i cal l y contr ol l ed wooden part i t i onsor net s (nyl on or Fi bergl as) shouldbe i ns tal l ed .I f t he gymnasi um s t o be used f or i ntercol -

l egi ate athl eti cs, seat i ng must be provi ded f or

spectators ( 3 sq f t per person). Por t abl e fo l di ng

bl eachers whi ch can be easi l y movedare rec-ommended f or seat i ng Port abl e knock-down

bl eachers ar e not recommendedbecause they

i nter fere w t h cl asswork whi l e t hey ar e bei ng

erected, used, and removed Cost i s al so an

i mpor t ant factor .The number of seats t o be provi ded w l l be

determnedby t he s i z e of t he st udent body, t he

col l ege communi ty, and t he degree t o whi ch

there i s publ i c demand f or admt tance The

seat i ng capaci ty shoul d be set at a mnimumof

one-hal f t o two-t h ir ds of t he student - f acul ty

popul ati on I n l arger i ns t i tut i ons , i t my be

necessary t o i nstal l ro l l - away bl eac her seat s i nt he bal cony, whi ch, when combi ned w th t he

bl eachers on t he mai n f l oor, w l l provi de t he r e-

qui red number of seats .The vars i ty basketbal l cour t should be l a i d

out l engt h w s e i n t he center of t he gymnasi um

I f t he d mensi ons of 114by 145 f t are provi ded,

25 f t i s l e f t on ei t her s i d e f or bl eachers . Amn i -

mmf 5 f t shouldbe l e f t between t he f i r s t ro-

of seats and t h e out s i de boundary l i n e of t he

cour t .Where a permanent bal cony i s requi red, i t i s

necessary t o pl an the l i n e of vi s ion so that t he

s i del i nes of the vars i ty basketbal l cour t ar e

pl a i nl y vi s i bl e t o t he spectators I n th is case,

t he f o ld ing bl eac her s on t he f l oor should be

planned t o conformt o t he same l i ne of vi s i o n

Wth t he use of ro l l - away bl eachers , added

ducat i onal

OLLEGEANDUNVERSITY FACI LITI ES

ymnasi um



Educat i onal


Gymnasi ums

spons ib i l i t i es should be pr ovi ded a pri vate of -

f i c e I deal l y, each of t hese of f i ces s houl d oc -cupy a mnimumof 120 sq f t and be equi ppedw th necessary o f f i ce furni t ure . Aworkroomw th spacef or a secretari al pool shouldr ecei veseri ous c onsi derati on

C l a s s r o o ms The physi cal educati on compl ex

shoul d i ncl ude suff i c ient classroomspace de-si gned pri mari l y f o r l ec t ur es , discuss i on, anddemonst rati ons . Thenumber, si ze, and t ypes ofroom w l l dependupon the ant i c i pated enrol l -ment and curr i cul ar offeri ngs . I ns t i tu t i ons of -f er i ng t eacher - t r ai ni ng program i n heal th,physi cal educat i on, recreati on, and safety w l lhaveneed f or more spec i a l i zed room t han w l l

those concerned pri mari l y w t h servi ce and

basi c i ns t ruct i on coursesandvars i t y ath l et i cs .The s i zes of classroom mywel l var y t o ac-

commodate f r o m 1 0 t o 150persons. Thespace

per st udent myvar y f romapproximate y 20 sq

f t per st udent i n smal l er room t o 12 aq f t per

st udent i n room f or 100 or more persons .

Standardclassroom normal l y sent an average

of 40 st udent s . The smal l er room l end them

sel ves more readi l y t o semnar s, conferences

and i nfor mal discuss i ons, whi l e an assembl y

roombi g enough t o combi ne l arge groups f or

prof essi onal l ectures, cl i ni cs, and demonst ra-

t i ons i s essenti al .Where c l ass s i z e war r ant s , a wal l c l oc k v i s i -

bl e f romal l seat s should be i ns tal l ed . Acous-

ti cal t r eatment , adequate l i ght i ng, and thermo-

sta t ica l l y contr ol l ed mechanical venti l at i on

shoul dbe consi der ed f or al l cl assroom . Each

classroom should be provi ded w t h chal k-

boards, t ackboar ds, and hook str i ps . El ectri -

cal out l et s f or audi ovi sual equi pment should be

strategi cal l y l ocated w th due regard f or t he

convenient pl acement of control s .

Wndows s houl d be equi pped w t h eff ect i ve

roomdarkeningdevi ces whi ch are easi l y oper -

ated. Aspeaker s' pl a t fo rm or pod um i s fre-

quent l y des i rabl e i n room desi gned f or l ar ger

groups . Largeassembl y room mght wel l be

equi pped w t h a proj ecti on booth Ar ectangu-l ar room i s more sat i sfactory f or f i l m proj ec -

t i o n . Transmssi on and recepti on of te levi s i on,

i nc ludi ng c losed-c i rcui t program, should be

consi dered when pl anni ng modern physi cal

educati on f a c i l i t i e s .I n l ocat i ng room ent rances, due r egard

s houl d be gi ven t o t raf f i c control . The room

theme ves should be pl ac ed where t hey ar econvenientl y accessi ble yet removed f romdi s-

turb i ng noi se anddi s t ract i on .I n smal l er classroom, movabl e tablet or

deskarmchai rs my t i e used, or conference t a-

bles and stra i ght chair s my be preferr ed .

Large l ec ture hel l s and assembl i es should beequi ppedwth numbered t abl et or desk chair s

secured t o thef l oor andso arranged as t o pr o-vide vi sual eff i c i ency. I t i s hi ghl y des i r abl e that

conveni ent recessed cabi net s and c l osets bepr ovi ded f or s to r i ng i nst r uct i onal materi al s

and pers onal effects

A u x i l i a r y Gymnas i ums

I n addi t i on t o t he l arge gener al gymnasi um or

gymnasi um, several ot her gymnasi um my

be requi red f or

Exerc i se t her apy Gymnast i cs

Wei ght exerc i se Westl i ngand per sonal defense

St r eet - shoe usage

Dance studi o General games

l oc ked di s pl ay cabi net s, bul l et i n boar ds, and

d ir ector i es . Theseuni ts shoul dber ecessed and

f l ush-mounted Publ i c te ephones s houl d be

l ocated i n or adj acent t o t h e l obby Oher ser-

vice f ac i l i t i e s needed, as def i ned by t he pro-

gram shoul d be provi ded Exampl es of t heseneeds are ti cket boot hs, pl anters , and speci aldecor ati ons . Thel obby shoul d be att racti ve and

of suf f i c ient s i ze t o accommodat et r a f f i c needs .Vesti bul es shoul dbe i ncl uded f or cl i mate con-trol .

The gener al admni str at i ve of f i ces of t hebui l di ng should be l ocated near the l obby Cor -r i dors shoul d l ead f rom t he l obby t o l ockerroom andspect ator ar eas . Probabl y t he mostservi ceabl e and at t r a ct i ve f l oor f or t he l obbyi s terrazzo or a mater i al of s im l ar qual i t y Thewal l s s houl d be constr ucted of durabl e mate-r i a l .

Al argecheckroomf or out er waps s houl d be

pl aced adj acent t o t he dir ect l i ne of t r a f f i c , but

i n an al cove or a s i de roomi n or der t o pr event

congest i on. The l ocat i on and arrangement of

t he checkroomshoul d serve t he dai l y needs oft he bui l di ng as wel l as t he needs of speci al oc -

casi ons. The room shoul d have a l ong, l ow

counter coveredwth brass or stai nl ess steel ,

end t shoul d be poss ib l e t o l oc kboth t he room

andcounter openingwhen t he f a c i l i t y i s not i n

use Racks permanentl ynumberedf or checki ng

coats and hat s s houl d be i ns tal l ed . She ves

shoul d al so be pr ovi ded f or s to r i ng packages

andbags .Toi l et andwashroomf ac i l i t i e s f or menand

womenshould be l ocat ed near t he checkroom

Adequate st ai r ways or ramps shoul d l ead f romt he mai n l obby t o bal c oni es or other spect at orareas above t he f i r s t f l oor .

O f f i c e s Th e c e n t r a l a d m n i s t r a t i v e o f f i c e s s e r v e

as t henervecenter of theent i re physi cal educa-

t i o n pl ant . They s houl d be l oc at e d near t he en-t r ance of t he bui l di ng, s i nce al l who have

bus i nes s w t h t he depar tment w l l f i r s t come

t o these of f i ces. The of f i ce of t he di rector and

thoseof t he vari ous facul ty members shoul d beadj acent t o a l arge central o f f i ce whi ch w l l

serve as t heworkroomf or t he secretari al andcl eri cal s t a f f , as a reposi tory f or al l depart-

ment al records, andas a recept i on center and

wai ti ng roomf or persons who have busi ness

w t h t he department .Theworkarea of th is cent ral of f i ce shoul d be

separat ed f rom t he recepti on- wai t i ng room

area by a counter . The recepti on- wai ti ng room

shoul d open i n t o t he mai n corr i dor of t he bui l d-

i ng . Al arge cl oset should be pr ovi ded adj acent

t o t he work area f or t he st orage of of f i ce sup-

pl i es and records. The admnis t ra t i ve head

shoul d have hi s of f i ce i n or near t he central

admnis t ra t i ve su i te . H s o f f i ce should be of

s uf f i ci ent s i ze t o accommodat esuch t hi ngs as

an execut i ve des k, a number of chair s, a f i l e

cabi net , anda smal l work tabl e Thi s w l l re-qui re approximate y 200 sq f t . The cent ra l ad-

mni s t ra t ive of f i ce uni t shoul d i ncl ude a con-

f erence . r o om Thi s room shoul d be near t h e

of f i ceo f the admnis t ra t i ve head of t he depart-

ment . I t shouldbe f ur ni s hed w t h a t r unc at e d

conferencetabl e l argeenough t o seat t he ent i re

physi cal educati on facul ty, i f possi ble, or t he

admnist rat i ve s ta f f i n a l arger uni vers i ty

Asmal l cl oakroomand rest room shoul dbe

l ocated near t h e conference room The chair s

f or t he conference roomshould be uphol st ered

i n att racti ve col or s of vi nyl materi al s so t hey

canbe kept cl ean Theconference roomshoul d

be f i ni shed i n l i ght , attract i ve col ors . I t i s de-

s i rabl e t o have a smal l , murphy-type ki tchen

f or refreshments .Each member of t he f acul t y w t h maj or re-

t eachi ng stat i ons can be provi ded i n t he bal -

cony area .I f t he gymnasi um s t o be used f or i ntercol -

l egi ate sports, the number of entrances and

ex i t s equi pped w t h pani c hardware should

meet f i r e regul ati ons and be ampl e i n number

t o cont r ol spec ta tor t r a f f i c . Spect ator s should

be r o ut e d i n s uch a manner that they do not

c r os s t h e pl ayi ng court s or other act i vi ty areasi n t he gymnasi umThe hei ght f romt he f l oor t o t hebeam i n t he

mai ngymnasi umshoul d be such t hat i n normal

useof anyof t he courts, t he bal l s or badmnton

bi rds w l l not s t r i ke t he l owest cei l i ng beamThi s hei ght shoul d be amnimumof 22f t t o ac-commodate the rope cl i mb, basketbal l , vol l ey-

b a l l , andbadmntonWhere i ntercol l egi ate basketbal l i s pl ayed,

there should be adequate provi s i on f o r spor t s -

wri ters . Apress box i s recommended i f condi -

t i ons per mt . Thepl aci ng of tabl es adj acent t o

pl ayi ng cour t s i s not a good practi ce . Pr o vi s i on

shoul d be made f or te ephoneand tel egraph

connect i ons, f or recept i on and transmssi on

l i nes f or te l evi s i on, f or t i m ng and sc ori ng de-

vices, and f or theoper ati on of a publ i c- address

system i nc ludi ng stereophonic musi cWhen an area i s desi gned f or an act iv i ty

whi ch w l l requi re t he use of a pi ano, phono-graph, or t a pe recorder, a spaceshoul dbe pro-vi ded f or s t or i n g t hi s equi pment . I t i s pref er-

abl e t o have a space r ecessed i n t he si de- wallnear t hepl ac ewherethe i nstructor w l l st andt ol ead t h e c l as s. El ectri cal out l ets whi chw l l pr o-

vi de current at al l t i mes w l l beneeded f or such

equipment as ampl i f i ers . A l ocki ng, s l i di ng

door shoul d be i ns tal l ed f or t he protecti on of

t he i nstruments as wel l as t he st udent s . Al l

i nst ruct i ona l equi pment should be on movable

carts .I n addi t i on t o t h e ni c he descri bedabove f or

t he storage of t he pi ano andphonograph, t her e

shoul d be a s t o r age roomadj acent t o t he mai n

gymnasi umof suf f i c ient s i z e t o accommodat e

t he storage of al l t ypes of equi pment, such as

ro l l - sway s tandards, mots andgymnasti cs ap-parat us, and chair s .

Oher audi ovi sual aids can i nc l ude s t i l l and

movi epro j ec tors , day l i ght - pro ject i on screens,t el e vi s i on s et s , a scoreboard, a c l oc k, c hal k-boar ds, and an i ntercommuni cati on system

Concrete i s commonl y used as a bas e i n con-

s t ruct i ng t he f l oor of t he mai n gymnasi umSl eeper s of 2 by 2 i n . up t o 2 by 10 i n . are l a i d

on edge Mapl e tongue-end-groove i s t he mostpopul ar t ype of wood f i n i s h .I t i s suggest edthat a gl azed- t i l e wai nscot be

carr i ed up t o a hei ght of 7 or 8 f t . Fromthatpoi nt t o t he cei l i ng, t he concr et e or ci nder

block shoul d be pai nt ed w t h a l i ght - col oredpoi nt .Experi ence hasshownt hat , i n general , natu-

r al l i ght i ng methods have not proved sat i s fac-

tory . Mercury-vapor or f l uorescent l i ght s w t hdi f f us i on panel s have pr ovi ded sat i sfactory i l -l umnat i on .There i s some evidence t hat suspended

tracks are no l onger f avor ed by physi cal educa-t i on di rectors . However , i f there i s no bal conyi n t he mai ngymnasi um a track serves as space

f or spect ator seat s and al so f or addi ti onal

t eachi ng stat i ons

I f a track i s constructed, i t should be at l east

8 f t wde and 10 f t abovet he gymnasi umf l oo r.

The sur f ace shoul d pr ovi de good t ract i on, and

t he cur ves should be banked

The L o b b y The purpose of the l obby i s t o fur-

ni sh an area fo r t he control of admssi on anddi s t r i but i on of t r a f f i c and t h e pr o vi s i on of i n-f ormati on I t s houl d c ont a i n wel l - l i ghted and



Educational

COLLEGEANDUNVERSITYFACI LI TI ESGymnasi um

Exerci se- Therapy F a c i l i t i e s Two separate areas

shouldbepl anned f or t hi s special i zed program(1 ) an exerci se-therapy room whi ch can be

used as a c l i n i c , desi gned f or i nd vi dual ame-

l i o r a t i v e exerci ses, i s the basi c requi rement ;

and ( 2) a gymasiumor adapted ac t i v i t y i s nec-

essary f or students assigned to t h i s program

The exerci se-t herapy roomshoul d beon the

ground f l oor i f possi bl e, or accessi ble to an

e evator . I t should be we l l i ghte d, and the

wal l s end f l oor at t r a ct i vel y f i ni shed to l end a

cheerful atmosphere . The si z e of the rooms

determned by the numer of st udents need ng

t hi s special attenti on . Approximatel y 70 sq f t of

f l oor space i s requi red per st udent . Toaccom

mdate equipment, the mn mmsi ze of t he

roomhouldbe1,600sq f t . Of i cespace shoul d

be l ocated wthin t hi s ar ea, and the of f i ce

should be equi pped wth l arge g ass wndow

f or adequate supervi si on of theroomTheroom

shouldbewe l venti l ated wth ai r cond ti oni ng

provi ded where necessary . The dressi ng and

t oi l et f aci l i t i es should be cl ose t o t he exerci se

therapy roamand shoul d be adj usted t o t he

needs of the handi capped Asi nk or washbasin

should be provi ded i n t hi s f aci l i t y . Doors and

wndow to the roomshould be desi gned f or

pri vacy. A curt ained area should be providedf or changes of equi pment or appl i ances when

pri vacy i n desi red

Permnent equi pment i nstal l ed i n the exer -

c i s e - t h e r a p y roomshoul d i nclude s ta l l bars,

wal l weights (pul l ey), press bar, wei ght racks,

shoulder wheel , f i nger l adder, hang ng bars,

overhead l adder, push-up bar s, wal l chart s and

anatomcal drawngs, mrrors ( s i ng le ) , mrrors

( t r i pl e ) , and wal king r a i l s

Remvable equipmnt should i nclude

pl i nths (treatment tabl es) 26by 72 by 30 1 / 2 i n . ;s t al l - b ar benches ; i nc l i ne boards 7 f t by 30 i n .

b 3 i n . ; ankl e exerci sers a bi cycl e ( s t at i on-

ery) ; weights (dumbbel l s) ; weights (barbe l s) ;

exerci se mte i r on boots ( s i ngl e) ; i r on boots(double) ; paral l el bars (l ow ; orthoped c s t ai r s ;

rowng-machi ne stool s scal es ; an E g n t a bl e

(or i mprovi sati on of quadri ceps exerci se t a-bl e) ; wi st r ol l er s ; neck-tracti on hal ters ; cush-

i ons or pi l l ows ; crutches ; a wheelchai r ; dyna-mmeters(hand, spri ng cabl e) ; goniometers ; achal kboard end a skel eton

Theequipmnt i n an adapted-acti vi ti es gym

nasiumhouldbe the sameas i n a regular gym

nasi um wth necessary adaptati ons . Thi s

gymasiumhoul d be i n cl ose proxi mty to the

exerci se-therapy roomso t hat a st udent canu t i l i z e both f a c i l i t i e s .

Gymnast i c Fac i l i t ies Wth the recent nati onwdesurge of i nte re st i n physi cal f i t n es s , there hasbeen a renewed support of i nstructi on i n gym

nasti cs . Gymnast i cs mkea uni que contr i bu-

t i on toward overcomng a l ackof devel opmentof the upper body, whi ch i s often neg ected i n

other sport s . Gymnast i cs contri bute to bui l d ngstrength, ag i l i t y , f l e x i b i l i t y , coord nati on, bal -ance, and posture They al so contr i bute to the

mental qual i ti es of al ertness, dari ng and pre-ci si on ; thecharacter t r a i t of s el f - d i s ci pl i ne ; andf unandenj oyment . These values, together wththose of preventati ve and corr ecti ve acti on,

place gymnast i cs i n a posi ti on of maj or i mpor-tance i n physi cal educati on.

I n add ti on to the min gymasiumwhere

gymnasti c meets, exhi bi ti ons, and other com

peti ti ons are he d before a vi ewng publ i c, a

separate gymasiumshould be provi ded f or

the permnent i ns t al l at i on and storage of ap-

paratus and equi pment and f or i nstructi on i n

gymnast i cs . Thedi mensi ons of t hi s gymasium

should be determned by space requi rements

needed to accommdate the apparatus and

equi pment to bei ns ta l l ed, by space needs f or

perf ormance i n gymnast i cs, and by total schoolenrol l ment and i nt er es t i n gymnast i cs . I dea l l y ,

t he si z e of t hi s gymasiumhoul d be 120 by 90

f t , wth a mn mmei l i ng he ght of 23 f t . Thi s

he ght permts a clearanceof 22 f t f or the rope

cl i mb and i s i deal f or hang ng the vari ous me-

chanical system used i n gymnast i cs . Some

have f ound i t desi rable to i ns t al l tracks on the

cei l i ng supports to mke i t possi bl e to use t r o l -

l eys f or movi ng equi pment and f or attaching

safety bel t s used i n the i nstructi on of trampo-

l i n i n g and tumbl i ng

The safety of perf ormers and i nstr uctors

shoul d rece vemaj or consi derati on i n pl anning

the l ocati on and i nst al l at i o n of apparatus,

equi pment, andwal l f i xtures . Apparatus used

i n per f ormance should bel ocatedso t hat per -

f ormers donot i nterf ere wth each other when

goi ng through t h ei r routi nes . Fl yi ng ri ngs

shoul d be l ocated so t hat there i s at l east 1 5 f t

of f r e e spaceal l owed at each end of the swng-

i ng ar c . A l equipmnt should be i ns t al l ed ac-

cord ngto a pl an t hat w l l permt, wthout i nter-

ference, afu l l rangeof mvemnt, i ncl ud ng the

approach Mats shoul d be l a i d completel y

around the area of perf ormance on hori zontal

and paral l el bare

Floor plates f or attachingequi pment should

berecessed and fl ush wth the f l oor . I t my be

necessary to re nforce t he f l oor t o i ns t al l f l oor

plates adequately where tension i s unusual l y

severe Wal l boards shoul d be securel y i n-

s t al l ed t o the wal l whenequipmnt i s attached

to i t . Apparatus suspended from the cei l i ng

should be securel y attached to metal supports .

The c ei l i ng shoul d be acousti cal l y treated

Lights should be shi el dedandadequate f or the

program Doors should be constructed wde

enoughandwthout a threshol d soas to accom

mdate the mvement of equi pment to other

areas . Mapl e has mny advantages over other

types of f l oori ng The f a c i l i t y shoul d be ai r -

cond ti oned i n accordance wth standard spec-

i f i cat i ons . Wal l constructi on shoul d be of the

samemateri als as recommendedf or other gymnasi um .

Acommn f a i l ur e i n planning i s to overl ook

the need f or adequate and convenientl y placed

storage space f or gymnast i c equi pment . I f mul -

t i p l e use of t hi s equi pment i s expected, tr ans-

port ati on c arts and dol l i es shoul d be provi ded

Specif i cati ons on s i z e and i ns t al l at i on of the

vari ous pi eces of apparatus andequipmnt my

be obtai ned from the manufacturers . I deal l y ,

the gymasiumf or gymnast i cs shoul d be

equi pped wth the f ol l owng types of i tem :

si de horses, hori zontal bars, l ong horses, par-

a l l el bar s, bucks, trampol i nes, mats, ri ngs, and

other speci al apparatus .

A gymnasti c l and ng pi t , 10 f t wde, 20 f t

l ong, and 30 i n . deep, f i l l ed wth sponge rub-

ber-f or use wth paral l e l bar s, hori zontal bar s,

s t i l l ri ngs, andtum ing-isanewdevel opment

i n constructi on f or gymnast i cs .

Weight- Exerci se Room Thi s roomhould contai n

a mn mmof 2, 500 sq f t of f l oor space Such

space w l l provi de a we ght-t rai ni ng area and

space f or t he practi ce of of f i c i al events i n com

pet i t i ve wei ght l i f t i n g . I t i s recommended t hat

t he f l oor of t hi s roombe covered wth a dura-

ble, r es i l i ent materi al . A f l oori ng of t hi s type

mkes i t unnecessar y t o use weight pl atf orm,

which are essenti al to protect a mapl e or other

wood f l oori ng

Thewe ght-l i f ti ng area should be roped of f

andshould beapproxi matel y 15 by 15 f t f or the

practi ce of of f i c i a l l i f t s . The r est of the room

my be used f or exerci se wth barbel l s, dum-

be l l s , i sometri c cables, etc . Several f u l l - l engt h

mrrors should be i ns t al l ed on the wal l s Bar-

bel l and weight racks shoul d be attached to the

wal l s so t hat the roommy be kept t i dy .

West l i ng and Personal - Defense ROOM This rooms

desi gned for westl i ng, j udo, and personal de-

fense ac t i v i t i es . The cei l i ng shoul d be of

acousti cal materi al and shoul d be a mnimm

he ght of 12 f t . I t shoul d be rectangul ar i n

shapeand shoul dcontain twosquare 40- by 40

f t mat s Thef l oor area not coveredby theregu-

l a t i on mat s shouldbecoveredwal l to wal l wth

the samtypeof mat materi al . Theroomhould

be at l eas t 40 by 80 f t . Asati sfactory standard

i s 40sq f t per student duri ng peak usage .

The f l oor of the westl i ng roomshould be

constr ucted of , or coveredwth, r es i l i ent mate-

r i a l s to prol ongthe l i f e of t he mat s . Thesemate-

r i a l s my be rubberl ock products, other newy

devel oped r es i l i ent materi als, or wood Con-

crete i s not recommended Themat s should be

of pl asti c-type materi als and the wal l s shoul d

be covered wth r es i l i ent materi als up to 5 f t

above t he f l oor on al l aides . Adequate l i ght i ng

whi ch i s properl y scr eenedand f orced v enti l a-

t i on are essenti al i n t hi s room

Street- Shoe Usage ROOM This roomshoul d be ofs uf f i c i e nt size-70 by 90 f t - to care f or the

groups f or whi ch i t i s needed Af l oor f or street-

shoeusage my be needed i n any si ze col l egeor uni versi ty, or i n a programwth a vari ety of

of feri ngs . The f l oor mst commn y used f or

t hi s purpose i s hard maple, tongue-end-groove,conventi onal gymasium f l oori ng Square

dance, fol kdance, soci al dance, physi cal educa-ti on f or elementary teachers, marchi ng andbandpracti ce, andsiml ar ac t i v i t i es can becon-

ductedon such a f l oor . The demnd of speci al

col l ege andcommntyevents whichneedto be

served, such as musi cal and dramproducti on,

f a i rs , and carni vals, mybemt . The make-up

roomor warmng room f or depar tment and

col l ege outdoor programcanbehoused i n t hi s

areaandcan be served through a door l ead ng

to a corri dor and i mmedi atel y t o the out- of-doors

This street-shoe room when not schedul ed

i n somemnner as i nd cated above, can serve

the purposes of any regular gymasium f so

pl anned i n i t s equipmnt and f l oor marki ngs .

Thef l oor w l l needsomeextra mai ntenance f or

the hard use i t w l l r ecei ve, but the des i r a bi l -

i t y of the ac t i v i t i es whi ch my be schedul ed on

i t w l l j us t i f y the usage and resul tant wear .

Dance Studi OS Danceareas should be provi ded

t o serve the departmental and st udent needs

and to af f ordopportuni ty f or i nd vidual and de-

partmental development . Someof these areas

are speci f i c and my be l i mted to f orm of

dance ac t i vi t y . Oher dance areas are ver s at i l e

andmy serveseveral purposes. Largecol l eges

anduni versi ti es wth a var i et y of courses my

need to pl an f or one or mreof each of several

dance-acti vi ty room Cl asses should beadvan-

tageousl y schedul ed f or the purposes of f l oor

mai ntenance or equi pment mving The types

of dance areas suggested are di scussed i n the

materi al whi ch f ol l ows .

Mai n Dance Stud o This stud o, wh i

should measur e no l es s than 56by 56 f t , w l l

provi de f or a cl ass of upto 36 students i n md-

ern dance, bal l et , or som other dance form

perf ormed i n bare f eet or wth sof t-sol e dance

shoes . The f l o or , whi ch shoul d be of conven-

ti onal gymasiumconstructi on-tongue-and-

groove, se ect mple-should be f r ee of f l oor

plat es, plugs, and other i nstal l ati ons . The

c ei l i ng he ght shouldbe22f t to be proporti onal



Educat i onal


Gymasium

The back wal l of s s i ngl e cour t need not behi gher t han 12 f t . Shatt erproof gl ass my beusedt o enc l ose the remai nder of t he backwel lThe use of w re mesh f or t hi s purpose i s ofquesti onabl e val ue Many courts are sati s-f acto r i l y used w t h an open upper r ear wal l .

Handbal l cour t s mybe const r uct ed of har dpl aster, concret e, shatterproof glass, or a non-

spl i nteri ng, dur abl e wood Whil e pl aster i ssometi mes recommended, i t would be w s e t oconsi der courts constructed of ot her materi al sbecause of mai ntenance cost s . Gass cour t spr ovi de mximmpect ator parti ci pati on, butt he i n i t i a l cost may be prohi bi t i ve. Hardwoodconstructi on i s most sat i sfactory . Courts con-

structed w t h ahi gh pr opor t i on of gl as s wal l sobvi ousl y al l ow f or a l a rge number of ob-

servers Open-bal cony constr ucti on i nterf eres

w t h i ndi vidual- court ai r condi t i oni ng .Front wal l s my be c ons t r uc t ed of har d

mapl e l a i d on di agonal wood sheathi ng St ud-di ng s houl d be pl aced c l o se enough t o pr eventdead spots . Amximmof 16- i n . cent ered

st uds i s recommended Acost l y but des i rabl e

f ront- wall constructi on i s t o l ay mapl e on edgegrai n .

Si de and back wal l s my be of nonspl i n-

teri ng, durabl e wood such as yel l ow pi ne orhar d mapl e Some si de end back wall s con-structed w t h 1 - i n . tongue-and-groove mari nepl ywoodhavebeen sat i sfactory and econom-

cal . Hardwood f l oors of st andar d gymnasi um

constructi on are recommended Pl aster

cei l i ngs have proved sat i s factory . Al l i n -

te r io r surf aces should be pai nt e d w t h eggshell -

whi t e enamel .Entrance doors shoul d open toward t he

corr i dor and be pr ovi ded w t h f l ush- type pul l sand hi nges . A smal l shatterproof wndowi ns tal l ed f l u s h w t h t he i nterior sur f ace of t hedoor s houl d be l ocated at approximate y ever -age-adul t - mal e eye l evel .No f i x tures , such as heat pi pes, venti l at i ng

ducts, l i ghts, or any ot her mechani cal equi p-ment , s houl d proj ect into t he pl ayi ng area .

Vent i l at i ng duct s and l i ght i ng f i xt ur es are bestl ocated f l ush w t h t he cei l i ng sur f ace Light i ngspeci f i cat i ons are avai l abl e f or handba l l cour t s .Prov is i on f or replacement of burnt - out l i ghtbul bs f romabove i s a des i rabl e featu reAs i n gl e l i ght s w t c h t o control al l l i ght s i n

each cour t s houl d be pl aced on the corr i dors i de and near t he ent r ance door . Warni ngl ights , l ocated out si de each court, shoul di ndi cate when a cour t i s bei ngused By useof asturdy push but t on, l i ght s can be t u r ned onwhen an entr anc e door i s cl osed.

Refr i gerat ed ai r condi ti oni ng, or at l eastf orced venti l ati on, i s es sent i al f or i ndi vi dualcourts . The venti l at i on s w t c h can operate i n

conj unct i on w t h t he l i ght s w t c h. Cl i mat i ccondi t i ons myd ictate separate sw tc hes .

Squash Courts Squashi s

very popul ari n

somel ocal i t i es and s houl d be pr ovi ded f or i n t he

physi cal educati on program I t i s recommended that at l east one s ingl e andonedoubl e

squash court be i ncl uded i n a physi cal educa-

t i on compl ex As i ng les cour t i n 18 f t - 6 i n .wde by 32 f t l ong by 16 f t hi gh. Adoubl es

cour t i s 25 f t wde by 45 f t l ong by 20 f t hi gh.

Thenumber of courts should be determned

by the i nterest i n th is act i vi t y i n a gi ven com

muni ty .I t i s poss ib l e t o i nstall movabl e met al t e l l -

tal es across t he f ront of handbal l c our t s so

t hey can be us ed f or squash. Const ructi on

f eat ures of squash c our t s ar e s im l a r t o those

of f our- wal l handbal l cour t s r el a t i ve t o f l oors,

wall s, cei l i ngs , l i ghti ng, heati ng, end venti l a-

t i on .

housed i n a recessed, l ockabl e cabi net . Oher

l ockable cabi net s w l l pr ovi de needed st oragespace f or dance pract i ce materi al s . Bal l et bar sandm r r o r s w l l add t o t he usefulness of such

a room

Dance Property Const r ucti on and StorageRoom Flats, l evel s, and other properti es can

be made and stored i n a roomof approximate y25 by 30 f t . Thi s roomshould be l ocated adj a-cent t o t he mai n dance studi o and shoul d have

w de doubl edoors w t h a removabl e mul l i on s osets and properti es can be moved i n and out .The roomshoul d have a h igh cei l i ng t o al l owsets t o be constructedandmoved t o a vert i calposi t i on or t o thef i ni s hed pos i t i on f or pai nt i ng .Drawers and cabi net s, some l ockable, a s i nk

w t h hot and col d wat er, l umber racks, workcounter s and tabl es, andel ectri cal out l ets areessenti al i n t he planned structure of t he room

Tackboards, bul l et i n boar ds, and l ockable,glass- f ront di spl ay bul l et i n boards are desi r-

abl e

Dance Cost ume Const ructi on and Stor age

Room The si ze of th is room w l l vary ac-

cor di ng t o t he programneeds f or costume

constr ucti on and t he s t or age needs f or cos -tumes made and retai ned i n the department .

Theroomw l l pr obabl y be best used by havi ngcabi nets i n cl ose- order banks, somewhat asbookcases are pl aced i n t he stac ks i n a l i br ar y

Thi s w l l f ree oneandof t he roomf or c l o thi ngconstr ucti on . Costume-storagecabi net s should

have rac ks f or hangngand bi ns and drawers

f or st orage Uni ts can be planned so as t o becompri sed of several components, whi ch my

be used as des i r e d f or separat e assi gnment t ocl ubs, groups, or proj ects .

Cabi net s f or mater i al andequi pment storage,wal l - a t t ac hed i r oni ng boar ds , an automati cwasher- dri er, a t hr ee- way mrro r uni t, awashroom basi n, a l arge cutt i ng tabl e of 4

by 8 f t , and a counter s i nk are addi ti onal

necessi ti es .

Game Room Thi s i s a mul t i ple- purpose room

and i t s use w l l determne i t s d mensi ons . I tshould be l arge enough t o accommodat e at

l east si x tabl e- tennis tab les Acei l i ng hei ght

of 12 f t i s adequate The room should be

equi pped w th a publ i c- address system and

record pl ayer fo r i nstr ucti onal and recreati onal

act iv i t i es , i nc ludi ng social and square dancing

Thi s roomshould be accessi ble f romt he l obby

or f rom a bui l di ng corr i dor I t shoul d have

some ki tchen f a c i l i t i e s and a herd-usage t ype

f l oor . The di s abl ed s houl d be c ons i der e d i n

the pl anni ng .

Speci al I nstructi onal end Act ivi ty Areas

Handbal l Court s Handbal l i s a vi gor ous com

pet i t i ve spor t l ong r e cogni z ed as an essenti alact iv i ty f or a col l ege physi cal educati on pro-

gram Depend ngon the s i ze of t he i ns t i t ut i onand t he expressed i nterest i n handbal l , one

or more batt eri es of four- wall handbal l cour t s

should be pr ovi ded. The of f i c ial s i z e of a hand-

bal l cour t i s 20 f t wde by 40 f t l ong by 20 f t

hi gh. Speci f i cati ons f or handbal l cour t s c an befound i n t he of f i c ia l handbal l rul e bookWhen more t han a s ingl e battery of cour t s

i s t o be constructed, t he batt eri es s houl d bearranged s o t he back wal l s of each battery areseparated by a corr i dor approximate y 10 f twde and 8 f t h igh . A corr i dor l ocated i m

med ate y above, andat l east 12 f t hi gh, my

s er v e an i nst ructor or be used as a spectatorgal l ery . Corri dors and gal l er i es s houl d bei l l umnated w t h i ndi rect l i ght .

w t h t he roomand t o give t he feel i ng of hei ght

i n l eaps.Theroomshould have wal l m r r o r s alongone

wel l -24 f t i n l ength, 6 f t hi gh, and w t h t he

bottombe ng2f t f romt he f l oor . The m r r o r s

shoul d havea drawdrapery contr ol l ed by cord

pul l s . Bal l et bar s (hand r a i l s ) should be i n -

s tal l ed on two oppos i t e s i des of the roomat

ascendnghei ghts of 3 , 3 ' / 2 , and4f t above t hef l oor

Audovi sual equi pment should i ncl ude at ackboar d, a chal kboar d, a hook r a i l , and al ockable glass -f ront bul l et i n board An ampl i fi -

cat i on systemf or a record pl ayer and tape re-corder-on a ro l l - away tabl e s houl d be re-cessed i nto a l ockabl e cabi net w t h a s l i di ngdoor . Oher cabi net s shoul d pr ovi de space f or

musi cal i nstr ument s, records, musi c, cos-tumes, and ot her proper t i es . Some dance

studi os myhave a grandpi ano i n t he room I t

mybe des i rabl e t o have an area where a grandpi ano or an upr i ght pi ano can be stored when

removed f romthe f l oor . Storage cabi net s f orst ageequi pment, l evel s, andot her i tem shoul dbe provi ded s i nce f l oor st orage of materi al snot acti vel y usedmarked y dmnishes t he f l oorspace usabl e f or dance act iv i t i es .

Mai n-Dance-Stud o Bal cony Cur r ent pl ans

of somemaj or i ns t i tu t i ons mybe consi dered

des i rabl e i n the provis i on f or a hang ngbalconyor a balcony over ot her c l ass or servi ce areas .Thi s bal c onycan provi de 100or more seats f orviewngact iv i ty on t he f l oor of t he mai n dancestudi o or i n the aux i l i ary dance studio, whi chcan be used as a s t a ge ar ea f or t he mai n dancestudi o . Access t o t he balcony my be gai ned

f romt he dance- st udi o f l oor through a l ockabl econtrol door or f romt he second- f l oor serv ice

hal l way The balconyw l l provi de opport uni t y

f or practi ce- perf ormance vi ew ng f rom t hebal cony l evel by t he member s of a dancegroupor w l l make i t poss ib l e t o seat vi s i t o r s f or ani nvi tati on performance

Aux i l i ary Dance St udi o An aux i l i ary dancestudi o of 56 by 40 f t w t h a cei l i ng of 22 f t canbe l ocated adj acent t o t he mai n dance studi o ont he s i de opposi t e f romthe balconyand c an beseparated by appropri ate f o l d i n g doors anddraperi es. Thi s studi o can s er ve as a s t age f orsmal l c onc ert producti ons or cl ass proj ects .Sever al i ns t i tu t i ons have successfu l l y con-structed such a f a c i l i t y . Travel i ng dr aperi essuspended f rom t he cei l i ng can be run ontracks and can be contr ol l ed el ect r i c al l y t o

serveas t he tradi t i onal f l a ts used i n st agi ngand i n maki ng up a backdrop behind whi ch

dancers can c r os s over . When not us ed, t he

dr aper i es c an be wthdrawn f romt he s t agi ng

area and c an be stackedalongone wal l . Stage

l i ght i ng can be deve oped t o gi v e i l l umnat i on

f romt he cei l i ng, f romt h e s t a ge s i de of t he di -

vider, f rom proj ecti ng sem-cones i n the c e i l -i ng of t he mai n dance studio, and f rom spot s

i n t he bal conyThi s dance studi o w l l need t o i ncl ude those

featu res des i rabl e f or t he programneeds as ar e

i ncluded i n the mai n dance studi o : bal l et bars,mrro r , cabi net s f or classroommateri al s, ande ro l l - away tabl e w t h r ecor d pl ayer and t aperecorder . I n addi t i on, t here mybe a need f orpi ano andequi pment st orage room .

DanceRehearsal RoomOneor more dancerehearsal room of a mnimumof 400sq f t eachw l l contr i bute t o t he devel opment of st udent si n dancewhoneed smal l -group pract i ces and

extrarehearsal s . Achal kboard, t ackboard, andro l l i ng tabl e f or t ape recorder pl ayer should beprovi ded i n such room . The tabl e shoul d be



Educati onal


Gymnasi ums; Physi cal Educati on and Sports Fac i l i t ie s

The o f f i c i a l r u l e s o f t he Uni t ed States SquashRacquet s Associ ati on and t he Nati onal SquashTenni s Associ ati on shoul d be consul t ed i npl anni ng and constructi ng squash courts

R o wi n g - P r a c t i c e F a c i l i t i e s I n cert ain col l eges andu n i v er s i t i e s , i t may be desi rabl e t o constructf a c i l i t i e s f or i ndoor crew practi ce Col l egesengagi ng i n competi t i ve row ng wi l l requi reei ther f i x e d row ng machi nes w th accompa-nyi ng m r r or s t o r e f l e c t t he act i on of t her owers , or a row ng- practi ce tank The row ngmachi nes may be i n s t a l l e d i n a speci al a c t i v i t yroom I f there i s space under neath t he spec-t a t o r area i n t he mai n gymnasi um they may bei n s t a l l e d there I n every case, t he area shouldbe we l l l i g h t e d and venti l ated

The row ng t ank, when used, shoul d si mu-l a t e t he condi ti ons t o be f ound i n open- wat errow ng The water shoul d be mechani cal l ycir cul ated i n such a manner as t o make pos-s i b l e t he actual i nt roduct ion of the oar i n t ot he water end t he compl eti on of t he s t r oke The crew shoul d be seated on a r i g i d pl atf ormwhi ch spans t he pool e t actual s h el l hei ght

Al l t he speci f i cati ons f or i ndoor row ngequi pment may be obt ai ned f r om t he manu-

f a c t u r e r s , and t he d e t a i l s o f t he constructi on ofa row ng tank ar e a v a i l a b l e through t he o f f i c eo f t h e I n t e r c o l l e g i a t e Row ng Associ ati on

I n d o or A r c h e r y Range An i ndoor archery rangei s much needed i n moder n col l ege gymna-si ums The popul ari ty of t he Chi cago Roundhas made i ndoor ranges feasi bl e because of t hedecreased shooti ng di st ances, requi ri ng l osespace than f ormerl y requi red f or t he Amer i canand York Rounds A sati sfactory i ndoor rangeshoul d be 45 f t i n w dt h and 78 f t i n l engthThis w l l provi de space f or 15 shooters on t hel i n e at t he same t i me, each faci ng a separat etarget The l ength suggest ed w l l provi de adi st ance of 60 f t f or t he Chi cago Round, t wof e e t f or backst op ma t e r i a l , and 16 f t behi ndt he shooti ng l i n e f or i nstr uctors, observers,and those prepari ng t o shoot

Backst ops may be cons tr uct ed of bal edst raw treated w t h f i r e - r e s i s t a n t materi al s,or may be purchased f rom archery equi pmentmanuf act urer s The targets may be f astenedt o t he backst op or pl aced on easel s i n frontof i t The f l o o r i n t he archery r oom shoul dbe cons t ructed of hard- usage materi al s t opermt s t r e e t shoes t o be wor n The roomshoul d be we l l l i ghted The target l i n e shoul dbe i l l umnated by f l o od l i g h t s whi ch shi ne onl yon t he target area

Research L a b o r a t o r y Col l ege and uni versi tyh e a l t h , physi cal educati on, and recreati onprogram ar e becomng i ncreasi ngl y i nvol vedi n research Graduat e studi es and facul ty r e-search cannot thri ve unl ess apace i s all ocatedf o r t hi s work i n t he gymnasi umbui l di ng wher e

exerci se and sports areas are conveni ent .Research i n physi cal educat i on may be of

many d i f f e r e n t t ypes Some col l eges anduni versi ti es emphasi ze one or mor e areas The research taki ng pl ace i n physi cal educati onprogr ams i s i n t h e fo l l ow ng categori es : ki ne-s i o l o g i c , t e s t s and measur ement s , organi c(metabol i c, cardi ovascul ar, and chemcala n a l y s i s ) , and s t a t i s t i c al A l aboratory provi di ng opport uni t i es i n t he

ki nds of research ment i oned requi res a mni-mum of 2, 800 sq f t of space f or t he basi cequi pment needed The maxi mumspace needsw l l depend upon t he number of facul ty andstudents i nvol ved and t he compl exi t y of t heresearch pr ogr am Research l aboratory spacemaybe pr ovi ded i n one l a r g e r oomor i n severalsmal l er room I t i s suggested t h a t a separate

r oom of 300 sq f t be used f or a s t a t i s t i c all aboratory

Steam Room Some col l ege gymnasi um f a c i l i -

t i e s i ncl ude : steambath i n s t a l l a t i o n Thi s maybe desi rabl e i f supervi si on i s present whent he steam r oom i s i n use Unsupervi sed st eambaths or sweat boxes ar e not recommendedI f a steamr oom s constructed, a sati sfactory

s i z e i s 8 i t square, w th a c e i l i n g 10 f t highA l ockabl e door contai ni ng a wndowshoul dopen outward The r oomshould be equi ppedw t h t wo or three movabl e benches of sturdywood constructi on . The steam val ve usedshoul d be a type t h a t can be s e t t o preventt he t emper at ure i n t he r oom f r om exceedi ng130 °

Gr o u p S t u d y Room I f t hegymnasi umi s t o servet he needs of students enrol l ed i n a maj or p r o -f e s s i o n a l program t he i nclusion of smal l - groupstudy r oom i s recommended Study roomshoul d occupy approxi matel y 150 sq f t endshoul d be equi pped w t h a l arge t a b l e ands u f f i c i e n t chai rs t o accommodate a maximumof eight students These r oom may serve av ar i e t y of educati onal needs i n addi ti on t o

smal l - group on- campus study

I n - U n i f o r m S t u d y - H o u r Room I n gymnasi umbui l di ngs , there i s a need f or r o om wher emen end women students who have one freehour bet ween t wo a c t i v i t y cl asses may go i n

uni form t o read or s tudy The use of t h i s roomwi l l conserve st udent

t i me, encour age t h e i r readi ng or st udyi n ghabi ts , and w l l cl ear t he dressi ng r oom Room f or i n- uni formstudy shoul d be separatef or man and womenand shoul d be l ocated neart he appropri ate dressi ng room

Workr oom Each physi cal educat i on depar t mentmayw sh t o concentrate several wor k or repai rf uncti ons i n one or mor e areas accor di ng t ot he program and equi pment and dependent

upon t he s e c r e t a r i a l and off ice needs Twot ypes of areas ar e descri bed bel ow I n some

col l eges, i t may be cons i dered p r a c t i c a l t ocombi ne most of the functi ons of these t woworkroom i n t o one pl an

Secretari al Workroom Secretari es, ma-chi nes, and typewri ters are assi gned t o somei ndivi dual off i ces o r t o a group of o f f i c e s , buti t may not be p r a c t i c a l t o have a l l i n d i v i d u a loff i ces so staffed and equi pped O f i c e sup-p l i e s , typewri ters , dupl i cat i ng machi nes, endsome other needed and desi rabl e o f f i c e ma-chi nes can be concent r ated i n one or mor edepar t ment or col l ege workroom whereservi ces can be perf ormed f or facul ty memberswho have l im ted or i r r e g u l a r need of secre-t a r i a l hel p I n such a room a workroommanager can recei ve assi gnment s, d i s t r i b u t e

and al l ocate t h i s work, recei ve i t f r om t heworker s , and return i t t o t h e appropri atefacul ty members

The roomshoul d have area enough t o a c -commodatedesks, tabl es, and cabi nets , whi chmust be pl anned accordi ng t o t h e anti ci pateddemands Acousti cal tr eatment and a generoussuppl y o f e l e c t r i c al outl ets ar e e s s e n t i a l t othe order l y f uncti oni ng of such a servi ce area A wa l l - i n s t a l l e d washbasi n and a hand- t owelcabi net are i mport ant t o t he economy of t i mei n t h e wor k area

Repai r and Servi ce Workroom The needf or repai r and servi ce of equi pment wi l l di ctatet he s i z e o f t he repai r end servi ce workroomSome depar tments w l l perf orm onl y mnorrepair s whi ch can be accompl i shed i n a smal l ,

modest l y equi pped workroomor i n a part ofsome ot her ar ea al ready provi ded Ot herf a c u l t i e s w l l w sh t o pl an t o repai r archery-target stands, covers, f i e l d c a r t s , and other

l a r g e r pi eces whi ch requi re t he use of tool sand space Thi s pl an t o servi ce and repai r

l a r g e pi eces, t h e n , w l l requi re space f or t heequi pment t o be repai red end tool s w t h whi cht o perform t he needed repai rs Awel l - equi pped workroomw l l contai n such

const ructi onal and b u i l t - i n features as cabi nets ,a s i n k , wood and l umber storage racks,shel ves, a bl ower di scharge f e n , a wor k s h e l f ,and drawer s Many, or most , of t he storageareas shoul d be l ocked i n d i v i d u a l l y or as agroup w t h a mast er key sys tem

PHYSI CAL EDUCATI ON ANDSPORTS FACI LI TIES

The fo l l ow ng s tandards are recommended f orcons i derat i on by those i nvol ved i n pl anni ngcol l ege and uni versi ty f a c i l i t i e s f or physi caleducati on, i ntr amural spor t s , i n tercol l egi atea t h l e t i c s , and recreati on

Type A- I ndoor Teachi ng Stati ons

Space r equi r ement s : 8. 5 t o 9 . 5 sq f t perst udent ( t o t a l undergr aduate enrol l ment )

I ncl udi ng : Gymf l o o r s , mat areas, sw mmng pool s , cour ts , e t c ( adj acent t o l ockersand shower s and w t h i n 10-mn wal ki ng d i s -tance of academ c cl assroom)

Uses : Physi cal educati on cl ass i n s t r u c t i o n ,v a r s i t y sports, i ntr amural sports, unorgani zedi nformal sports p ar t i c i p a t i o n , st udent and

f a c u l t y recreati on, e t c Breakdown of Type A SpaceAl -Large gymnasi um ar eas w t h r e l a -

t i v e l y high cei l i ngs ( 2 2 - f t m ni mum f orbasketbal l , badm nton, gymnast i cs, apparatus,

v o l l e y b a l l , e t c ( approxi matel y 55 percent oftype A space)

A2- Act i vi ty ar eas w t h r e l a t i v e l y l owcei l i ngs ( 1 2 - f t mnimum f or combati ves, thera-peuti c exerci ses, danci ng, wei ght l i f t i n g , e t c (approxi matel y 30 percent of type A space)

A3-Swmmng and di vi ng pool s ( a p -proxi matel y 15 percent of type A space)

Type B- Out door Teachi ng Stati ons

Space r equi r ement s : 70 t o 90 sq f t perst udent ( t o t a l under graduate enrol l ment )- I ncl udi ng : Spor t s f i e l d s o f a l l t ypes ( a d j a -

cent t o l ockers and showers end w th i n 10- mnwal ki ng di st ance of academ c cl assroom)- Uses : Physi cal educati on cl ass i n s t r u c t i o n ,

v a r s i t y sports, i ntr amural sports p a r t i c i p a t i o n ,st udent and facul ty r e c r e a t i o n , etc Breakdown of Type B Space. B1 -Sodded areas f or soccer, touch f o o t -

b a l l , s o f t b a l l , e t c ( approxi matel y 60 percentof Type B space). B2- Court - t ype areas f o r t e n n i s , v o l l e y -

b a l l , f l i c k e r b a l l , e t c ( approxi matel y 15 percentof Type B space)

- B3 -Speci al i zed a t h l e t i c areas f or trackand f i e l d , b a s e b a l l , archery, varsi ty f o o t b a l l ,g o l f , campi ng demonstr ati ons, e t c ( approx-i matel y 25 percent of Type B space)- B4-Swmmng pool s (i ncl uded i n B3 ap -

proxi mati on)



Educat i onal

COLLEGEANDNVERSI TY FACI LITI ES

F i e l d House

Type C - Sport s F i e l d s and B u i l d i n g s ;

I n t r a mu r a l and General Out door Recreat i on Areas

Space requi rements : 120t o 140sq f t perst udent (total undergraduate enrol l ment )

I nc l udi ng : Pl ayi ng f ie lds and ath le t i cbui l di ngs of al l t ypes; softbal l d amonds, tenni s

courts, arenas, f i e l d houses, etc . ( t oo f ar r e-mvedf romgeneral st udent l ockers, showers,

l i v i n g quarters, and academc bui l di ngs f or

use as t eachi ng stati ons) (maxi mum di st ancef rommajor r esi dence areas-1 m)

Uses : I ntr amural s por t s , var s i t y s por t s ,unorganized i nfor mal sportsBreakdown of Type CSpace

C1 -Sodded areas f or soccer, touch foot-

bal l , sof tbal l , etc . ( approxi matel y 40 percent of

t ype Cspace) C2-Court-typeareas f o r tenni s , vol l eyball ,

f l i c ker b e l l , etc . ( approxi matel y 10 percent of

t ype Cspace) C3-Special i zed ath le t i c areas f or trac k

end f i e l d , baseball , ar c her y , var s i t y footbal l ,gol f, campi ng demonst rati ons, etc . (approx-i matel y 45 per cent of t ype Cspace)

C4-Swmmng pool s ( i ncl uded i n C3approximati on)

C5-Sports and i ntr amural bui l d ings pro-v id ing l ockers, showers, pl ay space, o f f i cespace, l ounge room, etc . ( approxi matel y 5

percent of t ype Cspace)

Type O I nformal Recreati on Areas

Space requi rements : i ncluded i n C3 I nc l udi ng : On-campus pi cni c areas ( maxi -

mmi s tance f romr esi dence areas-1 1/ 2 m l e s )

( a ppr o xi mat e l y 15 per c ent of total t ype C

space) Uses : Picni cs , out i ng act iv i t i es ( i ncl udi ng

outdoor cooker y, evening songfests, story-te l l ing, etc .

Type E- Of f - Campus Out door E d u c a t i o n ,Campi ng, and Recreati on Areas

I nc ludi ng : Outdoor campi ng and outdoor

educati on center, off -campus gol f cour se,uni vers i ty country cl ub, etc . (maxi mum di s-

t ance f romhear t of t he camus-25m) . Uses : Overni ght campi ng, pi cni cs, out i ng

act iv i t i es , campi ng demonst rati ons, gol f,archery, boat i ng, canoei ng, outdoor swmmng,f ormal c l asses t aught outdoors .

Est i mate of spaceneeds of t hi s t ype area:I t i s d i f f i c u l t t o state t hese needs on a s quar e -f eet- per- st udent basi s . Such areas contri butemateri all y t o the outdoor educati on and out-door recreati on of bot h men and women stu-

dents, but t he many vari abl es i n cl i mate, i n

topography, i n dis t ance f romthe heart of t hecampus, and i n emphasi s on outdoor educati onmake a aquare- f eet- per- st udent standard d i f -

f i c u l t t o es tabl i s h I t has beenest i matedby i ntr amural l eaders

that graduat e st udent s part i c i pate i n physi calrecreat i on 25 per c ent as ext ensi vel y as under-graduates. Consequentl y, i t i s suggested thatpl anner s add 25 per cent of thegraduate enrol l -ment i n usi ng t he standard

A n c i l l a r y Areas

I nvest i gat i on i ndi cates that a reasonable stan-

dar d f or determni ng the space needed f or

l ockers, showers, t owel i ng room, equi pment

storage, suppl y room, andof f i ces associ ated

w t h t ype Aspace i s a square f oot age equal i ng

approximate y40 per cent of the play or ac t i v i t y

area i n a gymnasi umf a c i l i t y . As an example of

howhi s f i gure may be used, assume t hat agymnasi ums bei ng plannedwhi chw l l pr ovi de

100 000sq f t of act i vi ty space I n other words,

t he square f oot age i n t he swmmng-pool sur-

face and deck, and al l gymnasi umf l oors, i n-

c l uding hi gh and l ow cei l i ng areas, equal s

100 000sq f t Thi s would mean that t he square

f oot age needed f or anc i l l ar y areas would be i n

t he nei ghborhood of 40000 sq f t . Archit ectsgeneral l y speak of t he combinati on of pl ay

space and anc i l l ary areas i n a gymnasi umas net usabl e area . Consequentl y, t he net

area i n t he bui l di ng would be approximate y

140 000 sq f t .Al l ot her space i n abui l di ng, i nc ludi ng hal l -

ways, stai rways, wal l t hi cknesses, l obbies,

publ i c toi l ets, bl eachers f or publ i c use, cus-

todial . space, and space needed f or servi ce

c ondui t s of al l types, i s spoken of by many

archi tects as tare. The space needed f or

tare var i es gr eat l y f rom bui l di ng t o bui l di ng,

depend ngupon t he f unct i on andarchi tectural

desi gn. Arough esti mate of the area needed

f or t h i s i t em i s a f i gure equal t o 80 percentof t he act iv i ty or pl ay ar ea i n a gymnasi umBy add ng t are, anc i l l ary, and play s pace, a

rough esti mate of t he gross square f oot age of

a gymnasi um pl an can be computed Thi s

f i gure i s hel pf ul i n pre l i mnary d scussi ons of

cost s i nvol ved .

Enrol l ment Rel ati onshi ps

When standards i n term of square f eet per

st udent are used as gui des i n col l ege or uni -

vers i ty pl anni ng, i t i s natural t o ask where

t he cut- off beg ns At what poi nt, f rom 10

st udent s up, do t he standards become mean-

i ngfu l? Obvi ousl y, f or a col l ege of 200students,

9 sq f t per st udent of i ndoor area f or sport s

and ath l et i cs would be woef ul l y i nadequat e .

I t wouldnot even pr ovi de onebasketbal l cour t .Aunivers i ty or col l ege meeti ng t he space

standards f or 1, 500 student s represent s t he

mnimumphys i cal - recreat i on space needs of

any col l egi a t e i n st i t ut i on . As a col l ege oruni vers i ty i ncr eases i n si ze, t hese standards

are appl i cable regardl ess of enr ol l ment .

Peak Load A f t e r School Hours

Through st udy of ut i l i z at i on probl em at t he

vari ous uni vers i t i es , i t was found that t he

great est l oad on f a c i l i t i e s each day occur r ed

between 4 P.M and 10 PM I n a l l t he uni ver-

s i t i e s st udi ed, eit her one or two year s of

physi cal educati onwas requi red of al l students .

As l ong as t he requi rement i n basi c physi cal

educati on i s not greater t han 2years, i t seem

that the great est demand f or spacecomes after

t he usual school hours . Thi s my not be t rue

i n uni vers i t i es whi ch requi re al l st udent s t o

regi ster f or physi cal educati on each year t hey

are i n r esi denceA few uni vers i t i es have dropped requi red

physi cal educati on i n the bel i ef t hat t hi sw l l

reduce t he pressures on f a c i l i t i e s f or sport s

and ath l et i cs . The f u t i l i t y of t hi s move i s ob-

vi ous . I n fact, the el i mnat i on of a physi cal

educati on requi rement my i n cr eas e t he de-

mands f or t h i s type of space, si nc e al l st udent s

w l l t hen t e nd t o use aft er- school hours t o

meet thei r phys i cal -act i v i t y needs Thi s concen-

t r a t i on of st udent act iv i ty w l l l i k e ly make i t

necessary t o pr ovi de greater pl ay endexerc i se

space t han needed f or a balanced programof

bas ic i nstr ucti on, fr ee- pl ay opportuni ti es, and

i ntramural sports compet i t i on

A p pl i c a t i o n of Standards

Standards are gui des f or t he use of planni ng

commttees and admni str ators They are not

subst i tutes f or creati ve pl anni ng . They hel p

a gr eat deal i n earl y computati ons of cost

est i mates end are al so hel pf ul i n checki ngpre l i mnary drawngs t o determne whether or

not enough space has been provi ded i n d i f -

f erent categori es t o meet t he programneeds

of t he st udent enr ol l ment f or whi ch the f a c i l i -

t i e s are planned

FI ELD HOUSE

Functi on

The f i e l d house provi des encl osed end un-obst r uct ed space adapt abl e t o i ndoor andoutdoor sports acti vi ti es . I t i s not i nt e nded

as a subst i tute f or t he gymnasi um i t i s com

plementary and supplementary t o other f a c i l i -

t i es f or i ndoor endoutdoor physi cal educati on

and recreati on acti vi ti es . The encl osur e my

al so serve purposes ot her t han physi cal educa-t i on and recreati on .

Typi cal funct i ons of the f i e l d house f or a

col l ege are as f ol l ows : i ns t ruct i on i n t heservi ceprogram n physi cal educati on pract i ce

f or i ntercol l eg iate ath l et i cs (f ootbal l , track

and f i e l d , basebal l , basketbal l , t enni s , soccer,

l acrosse, and ot her sports) ; i ntr amural and

i ntercol l egi ate compet i t i on; i nfor mal pl ay ;

horseback r i di ng ; demonstrati ons and exhi -

bi t i ons whi ch attract l arge crowds of spec-

tators ; commencement exerci ses ; regi s trat i on ;

and f i n a l examnati ons . I n addit i on, communi ty

uses my i nc l ude i nterscho last i c games,

matches, meets and tournaments ; bend con-

certs ; school commencement exerci ses ; ex-

hi bi t s ; andmass meeti ngs .The total physi cal educati on program i n-

c ludi ng co- physi cal educati on and co-r ecrea-

ti on, should be consi dered when pl ans ar e

devel oped, so that f ac i l i t i e s f or acti vi ti es such

as tenni s, vol l eyball , badmnton, and gol fpract i ce may be provi ded Unless provi ded i n

t he gymnasi um handbal l and squash courts

s houl d be constr ucted i n the f i e l d house A

survey of avail abl e f ac i l i t i e s f or acti vi ti es com

mn t o modern physi cal educati on program

w l l serve t o determne t he number and ki nd

of act iv i ty uni ts t o i nc l ude i n t he f i e l d house

Locati on

I f needed f or c l ass i nstr ucti on, the preferabl e

l o cat i on f or t he f i e l d house i s adj acent t o t he

mai n gymnasi umbui l di ng and t he natatori um

I f space i s not avai l abl e i n pr o xi m t y t o t he

gymnasi um t he f i e l d housew l l serve wel l f or

i ntr amural act i vi t i es and i ntercol l eg iate sports,

even though i t i s constr ucted i n a peri pheral

area of t he campus . I t shoul d, however, be

pl aced i n an area conti guous t o at hl e t i c f i el d s

andwhere parki ng problem are not c r i t i c a l

SIZE

The s i ze of t he f i e l d house should be deter-

mned by careful st udy of i t s f uncti ons ; con-

s i derat i on should be gi ven t o t he s i z e andnum

ber of groups (cl asses, squads, t eam) l i k e ly

t o part i c i pate si mul t aneousl y i n the program

There s houl d be a mnimumof i nterf erence of

groups w t h each ot her . The area surrounded

by a %- m track can i ncl ude t he f o l l ow ng

f a c i l i t i e s : a regul at i on basketbal l cour t ; a t en-

ni s cour t on each s i de of the basketbal l cour t ;

broad-j ump, hi gh-j ump, andpol e-vaul t runways

and pi t s ; and a shot - put area.

The mnimum l ength of t he f i e l d house



Educat i onal


Fi el d House Dormtories

shoul daccommodat e a 60-yd st rai ght away f ormen' s trac k pl us suf f i c ient di s tance f ors tar t i ng and st oppi ng Awde door at t he endof the st rai ghtaway t o perm t competi tors t orun out s i de t he f i e l d house would preventi nj ur i es and el i mnate a ment a l haz ar d wherespace i s l i m t e d . Si x r egul a t i on l anes aredes i rabl e . The track around t he portab le orpermanent basketbal l f l oor s houl d be of suchs i z e as t o be a conveni ent f r ac t i on of a l ongerst andar d dis t ance .

Bal conies and B eachers

When permanent bal c oni es ar e pl anned, theyshoul d be constructed wthout suppor t i ngp i l l a r s which woul d i nter fere i n any way w th

t he pl ayi ng or vi sual area . Bal coni es shoul d beserved by ramps whi ch connect di re ct l y, or bymeans of wde corr i dors, w th conveni entent r ances and ex i t s . Temporary bl eachers ,when pl aced i n f ront of and bel owt he per-manent bal coni es, s houl d c ont i nue t he s i ghtl i nes of t he bal coni es. B eachers can be pl ac edi ns ide a 1 / H - m t r ac k on both si des and ends of

a basket bal l court t o accommodat e approx-i matel y 5,000 spectators . Such bl eachers

shoul dbe i nspect ed t hor oughl y before they areused thei r capaci ty should never be t a xed

The f i e l d house s houl d be s o desi gned thatnormal f l ow of t r a f f i c w l l not encroach upont he act i vi ty areas. I t i s essenti al t hat t hi s bedone i n or der t o avoi d i nterf erence w t h i n -

s t ruct i on and part i c ipat i on and t o decr easemai ntenancecost s .

Press, Rad o, and Scout Accommodati ons

Accommodati ons f o r repor te rs , sports br oad-casters, andscouts s houl d be pl anned i n t heori ginal desi gn. Soundproof broadcast i ngand te levi s i on boot h s s houl d be pr o vi ded f orthese servi ces when t he f i e l d house w l l beused f or at t ract i ons of consi derabl e publ i ci nterest .

Entrances

Ent r ances t o t he f i e l d house should be l ocatedw t h reference t o parki ng f a c i l i t i e s and t r a f f i capproaches . The mai n l obby s houl d be l argeenough t o accommodat e anti ci pated crowdsseekingt i ckets andadmssi on Thi s i s parti c-ular ly i mportant i n nor t her n cl i mates . Thel obby shoul d be s o desi gned f or ti cket sel l i ngand col l ect i ng that the t r a f f i c w l l f l ow i n astr aight l i n e , or nearl y so, f romt he ent r ancest o t he box of f i ces t o t he ti cket col l ectors . Toavoi d congest i on, approxi mate y two-t h ir dsof t he l obby s houl d be planned f or accommodati ng box of f i ces and ti cket purchasers ;t he remai nder s houl d be r es er v ed f or ti ckethol ders , who should have dir ect access t oadmssi on gat es.

Di nki ng Fountai ns

Dri nki ng f ountai ns shouldbesuff i c ient i n number and so l ocated that they do not i nter ferew t h t he c i rcul at i on of t he crowd

Service Uni ts

I f t he f i e l d house i s adj acent t o t he main gym

nasiumbui l di ng and t he natator i um t he re-quirements f or l ockers, showers, and to i l etscan, i n some i nstances, be reduced An under-pass f romthe gymnasi umt o t he f i e l d housemy be des i rabl e i n or der t o make the gym

nasiumservi ce uni ts avail abl e t o some part i ci-

pant s i n t he f i e l d house I f t he f i e l d house i s

not adj acent t o t he gymnasi um consi derat i on

s houl d be gi ven t o t he erecti on of a smal lbui l di ng or a basement, si mpl e i n desi gn, w t hdressi ng, shower, and t o i l e t fac i l i t ies , ratherthan usi ng space f or such purposes whi chmght be ut i l i zed more advantageousl y f oract iv i ty uni ts .Convenient and accessi ble dress i ng uni t s

equi pped w t h chal k and tack boar ds f or t he

homeand

vis i t ingteam

s houl d beprovi ded

When t he f i e l d house i s t o be used f or i nter-schol ast i c basketbal l tournaments and i ndoortrack meet s, consi derat i on shoul d be gi ven t oprovid i ng s epara t e l oc ker room w t h ad-j oi ni ng shower andt oi l et f aci l i t i es . These uni tscoul d be used regul arl y throughout the year

by i ntr amural parti ci pants and i ntercol l egiatesquads .I t i s des ir abl e t o provi de passageways f r o m

dressi ng room di r ect l y t o t he basketbal l f l oort o avoi d crowd i nterference

Adress i ng roomw t h adj o in i ng shower andt o i l e t f a c i l i t i e s s houl d be pr ovi ded f or staffmembers . Theseaccommodati ons can al s o beused by game o f f i c i a l s .

Separ ate t o i l e t f a c i l i t i e s i n suff i c ient number f or menand f or womenspectators shoul dbe provi ded i n c l o se pr oxi m t y t o t he seat i ng

areas . Toi l ets s houl d be provi ded near t r a f f i cl anes . Where l arge crowds attend games, i t i sadvi sabl e t o pl ace suppl ementary t oi l e t f a c i l i -

t i es of f the mai n l obby

F i r s t - A i d and Trai ni ng Room

Aroomf or f i r st - ai d t r eatment should be pro-vi ded i f the f i el d- house program i s plannedt o attract spectators . Thi s roommyal s o s er v et he purpose of a tra i ni ng roomf or emergencyt r eatment of parti ci pants, and t he prevent i on ofi nj ur i es .

Lounge and Trophy Room

Prov is i on f or a l ounge roommybe advi sabl eafter consi derat i on of such factors as avail abl espace and f unds, and the f unct i ons of such a

roomf or cl u bs , members of at hl et i c squads,l etter men, of f i c i al s and coaches, and vi s i t o r s .An adj o in i ng ki tchenette i s des i rabl e .

StorageSpace

Suf f i c i ent st orage space s houl d be pr o vi dedt o accommodat e physi cal educati on and mai n-

tenance suppl i es and equipment Supplyroom, bui l t so that suppl i es and equi pmentmybe c ared f or w t h i n themand i ssued f romt hem s houl d be pr ovi ded where they areneeded

Concessi on Booths

When t he f i e l d house i s planned t o accommodate l a rge crowds, concessi on booths

shouldbe const r ucted They shoul d be equi ppedw t h el ect r i c or gas st oves, si nks, r unni ngwat er, and sewer connecti ons and shoul d bel ocated where t hey do not i nter fere w t h t henormal f l ow of t r a f f i c .

Scoreboards and T mng Devices

Scoreboards and t im n g devi ces shoul d be ofsuff i c ient number and be so pl aced that t heyc an be s een readi l y by pl ayers and al l spec-tators . They should be eas y t o operate andreadil y accessi ble f or mai ntenance purposes .

Publ i c-Address System

Provi s i on s houl d be made f or the i nstal l at i onof a publ i c- address system Acoust i cal t r e a t -ment of the bui l di ng i s des i rabl e .

Light i ng, Heati ng and Vent i l at i on

Wndows should be equi pped w th means t opr event t he i nterference of sunl i ght w t h pl ayerperformanceat any t i me duri ng t he day Wal l sandcei l i ngs s houl d be l i ght i n col or . Catwal ks

are necessary f or serv i c ing the cei l i ng l i ghts,

spot l i ghts , andnet .Condensati on probl em shoul d be g venma-

j or consi derat i on, part i cul ar l y where there areextremes of t emperat ur e, where spr i nkl i ng of

sur f ace or di rt areas i s requi red, andwherel arge crowds wtness events i n t he f i e l d house

As a means whereby some of t he excess con-

densat i on my be reabsorbed, the bui l di ng

s houl d be heat ed by t he c i r cul at i on of warm

ai r i n addi t i on t o f i xed radi at i on . Adequatemeans shoul d be provi ded t o suppl y f resh ai r

and t o exhaust f oul ai r . The wal l s i ns ide and

out si de shoul d be i mpervi ous t o vapor pres-sure . Techni cal heati ng, venti l ati ng, andl i ght i ng probl em shoul d be referred t o aspec ia l i s t

Fl oors

The f l oor of t he f i e l d house shoul d be of an

all - weather- resi stant constr uct i on Rubberasphal t and severa l patented rubber l i ke syn-thet i cs should be consi dered Aportabl e woodf l oor for basketbal l my be us ed. D rt f l oor sare not recommended

DORMTORIES

Area Requi rements f or Student Roomur n i t ur e

1 . Furni t ure s i z es and use spaces ar e t heaverage f or ex is t i ng f urni sh ings .

2 . Each furni ture l ayout assumes t he i t ems)pl aced al ong a wal l .

Use Space Theusespace of one i t emmyover-l ap t h e us e space of anot her, but no usespaceshould overl ap an adj acent i t emof furni ture .

desi gnati ons An i t em of furni ture aut omati call yrequir es add it i onal spacearound i t t o make i t s

useposs ib l e . Thi s spaceshould be al l owed f ori n t he planni ng of t he room

User Requi rements, URBS Publ i cat i on 5 ,Uni vers i ty Resi denti al Bui l di ng System Uni ver-s i t y of Cali fornia, Berkel ey, Cal i f . , 1969

Fi g . 1



Educati onal


Dormtori es

the room I f i t i s desi rable to mve

the bed f romone secti on t o the other,

the twosecti ons w l l be approxi matel y

equal i n s i z e . I f i t i s not desi rabl e, the

i nterchangeabi l i ty of other pi eces of

furni ture w l l control the di mensi ons

and s i z e of each secti on of the room

d Anof fset roomw l l i ncrease the pos-

s i b i l i t y of space d i v i s i b i l i t y . I n a rectan-gular room the i tem mst create the

space i n an off set roomthe wal l s d i -

vide the space

Student Room The st udent rooms the smal l est

el ement and the basic space i n the housi ng f a-

c i l i t y . I t i s the core envi ronment of the st udent

who spends mny of hi s waking hours here

(undergraduate g i r l s , 8 hr ; boys, 6 hr) . I n t hi s

space the st udent stud es, sl eeps, dresses, and

soci ali zes . Hestores al l of hi s clothes, books,

and personal possessi ons here except f or non-

seasonal cl othing and l ar g er - s i z e sports equip-

mnt . I n a very r eal sense, i t i s here t hat hi s

i dent i t y wthi n the uni versi ty i s establ i shed,

si nce i t i s the onl y space on camus whi ch he

hi mel f can control i n any way

1 . Study I nd vi dual study i s accompl i shed

wthi n an amazi ng spectr um of act i v i t i es I t

takes pl ace whi l e stand ng, wal ki ng, s i t t i ng ,

l y i ng, si ng ng, whi stl i ng, eati ng dri nki ng-

alone or wth another person . Fewpart i ci pate

i n group studyi ng

Peopl e study at di f f er e nt rates . Somesubj ect

themel ves t o l ong peri ods of monkl i ke con-

centrati on; others appl y themelves f or rela-

t i vel y short peri ods i nterspersedwth i nt e r val s

of s oci al or recreati onal ac t i v i t y . The i nd vidual

prefers to study i n hi s own roomand, f or i n-

tensestudy, by hi me f . For t hi s type of study,

the roommtemst be el sewhere

Thedesk apparentl y i s usedf or read ng onl y

i n cases requi ri ng extensi ve note-t aki ngor use

of several reference sources . Oherwse, i t i s a

reposi tory f or study and personal equi pment

i ncl ud ng typewi ters, cal cul ators, draft i ng

equi pment, rad os, and phonographs . Yet i t

does not have the heght accommdations or

acousti cal paddi ng needed to use these mate-

r i a l s qui etl yand ef f ec t i vel y . I t s l ength i s i nade-

quate f or any use-the42 i n . standard desk i s

overtaxed wth books and wi ti ng materi al [as

we l as personal paraphernal i a . The space r e-

qui rements f or mul ti pl e references, col l ati on of

materi al s, or l arge bel ong ngs create overf l ow

onto the bed or f l oor Consequentl y, work i s

of ten done on the f l oor of the room parti cu-

l a r l y i f i t i s carpeted, andon the bed

Somtimsan apparent student i d osyncrasy

has a real f uncti onal basis . Many st udents were

observed typing on the f l oor whenan adequate

tabl e was avai l abl e Thestudents then dernon-

strated the drumi ke sound of the unmuff l ed

typewi ter whi ch conf l i cted wth t hei r room

mate' s sl eepi ng Students of ten used the cor-

ri dors and bathroom as study spaces when

typing andstudy roomweremssi ng or occu-

pied and roommtesweresl eeping

Bookshelves are general l y i nadequate i n s i z e

and l ength . Moreover, the shel ves are usual l y

i n places of d i f f i c u l t access and are poorl y i l -

l umnated There i s a need f or mre she ves,

preferabl y ad ustabl e and f l ex i bl e as to place-

mnt .

B u i l t - i n f urni shi ngs are resented because

t hei r r i g i d i t y i mpedes both i nd vi dual l i v i n g and

study habi ts Students are f orced to suppl e-

mnt the uni versi ty furni shi ngs wth such

things as orange crates to create an i nd vi dual

study envi ronment The resul ts my appear

cluttered to some, but they accommdate the

occupant . C earl y then, a book, pen, read ng

l i ght , str ai ght back c hair , anda 42-i n. - l ong desk

Fi g 2

Pl anning Studi es- Si ngl e and Doubl e Room

General1 . Roomdi mensi onsmst accommdate

a . Furni ture sizes and desi gn ( wal l

mounted, f reestand ng)

b Furni ture use spaces

c . Combi nati on of furni ture i tem

2 . Roomi ze (andshape) w l l aff ec t two l ev-

el s of possi bl e roomchange

a . Adaptabi l i ty of furni ture arrangements

b D vi s i bi l i t y of spaces-physi cal or vi -sual separati on of ac t i v i t i es

RoomAreas1 . Def i ni ti on of term used

a . Mn mmaccess to furni ture i tem ;

overl ap of i tem and use space some

r es t r i c t i on i n the use of furni ture

b . Optimmnooverl ap of i tem and use

space

c Generous-beg nn ng of space d i v i s i -

bi l i t y

2 S ng e Room

a . Mn mmecommendedarea-90sq f t

b . Optimmrecommended area-110 sq

f t

c . Generous recommendedarea-120sq

f t

3 . Double roomwth bunked beds

a . Mn mmrecommendedarea-140 sq

f t

b Optimmrecommendedarea-160 sq

f t

c . Generous recommended area-180 sq

f t

4 . Doubl e room wthout bunked beds

a . Mn mmrecommended area-180 sq

f t

b Optimmrecommendedarea-220 sq

f t

c Generousrecommendedarea-240 sq

f t

Of f s et S i n g l e Room1 . Concl usi ons

a . The area of the roomwth an off set

my be comparabl e to a rectangular

roomwth l i t t l e or no l oss i n the adapt-

a b i l i t y of furni ture

b I f di mensi ons of theroomand f urni ture

s i z es share a commnmodul e, an of f -

set roommy have a s l i g h t l y greater

amunt of furni ture adaptabi l i ty than a

rectangul ar roomof equal area .

c I n an off set room the control l i ng ob-

j ect i s the bed i n determni ng the pro-

porti onal areas of the two secti ons of



Educat i onal


Dormtori es

B Bed

D Desk

D2 Desk 2 6X' 6

WardrobeSC Sof t c hai r

BC Bookcase

Fi g 3 Exampl es of f ur ni t u re l ayouts depicti ngsom possi bl e arrangements i nvolved i n thepl anni ng of thestudent

room



Educat i onal


Dor mt or i es

F i g . 3 ( c o n t . Exampl es o f f u r ni t u r e l a y ou t s d ep i c t i n g some p os s i b l e ar rangements i nvol ved i n t he pl anni ng of t he

st udent room



Educat i onal

COLLEGEANDUNVERSITYFACI LITI ES

Dormtori es

vi de the s l i ght sl ope f or proper s i t t i n g some

adjustment therefore i s necessary . Beds could

bemdeto resembl ecouches andhave a mech-

ani smal l owng a sh i f t f romsl opi ng f or s i t t i n g

t o l evel f or sl eepi ng posi ti on .

3 Social i zi ng The student' s roomhas al -

waysattracted soci al d scourse Wth mre l i b -

eral rules, the student' s roombecomsmreof

a social center f or both sexes . The st udent

room however, wth i t s s pl i t emhasis of

study-sl eep, presents di f f i c ul t i es as a soci a l

envi ronment . The bed i s thechi ef offender . The

bed as a bed conjures al l sorts of soci al prob-

l em i n i nt e r vi s i t at i on . Abed wth cushi ons or

pi l l ows tossedabout i s not acceptabl e because

of t he di f f i c ul t y of s i t t i n g upri ght comortabl y .

I t s conversi on to a sofa, wth i t s contr i buti ons

as a l i v i n g roomurni shing, i s most desi rabl e

not t o menti on i t s mre comort abl e use f or

mul ti pl e seati ng

Cl othes and storage of personal posses-

si ons are al soa bedroomymbol Cl osets l ook

l i k e closets ; dressers l ook l i k e dressers Con-

temporary furni ture desi gners, however, have

provided storage uni t s f or stud o-apartment

(whi ch are qui te acceptabl e as l i v i n g room

pi eces . Suchpi eces have yet t o mket hei r ap-pearance i n st udent room I t shoul d be pos-

si bl e t o have ei t her i nti mate conversati ons or

sessions wth a numer of add ti onal i ndi vi d-

ual s wthi n one' s own pri vate roomThebed,

hard and soft chairs, andeven a desktop my

be brought i nt o use as s i t t i n g surf aces t o ac-

commdate a congeni al group. The space

shoul d besuch that furni ture can be qui ckl y ar-

rangedto mkegroup conversati on easy .

4 Dressi ng The concentr ati on of cl othes

storage i n the st udent roomnot onl y precl udesi t s use as a social envi ronment but also r e-

s t r i c t s i t s use f or dressi ng Onestudy d scl oses

that the normal 4-ft closet and f i ve-drawer

dresser j us t s at i s f i es themal e student, and i t

provi des only half the femal e student' s storage

requi rements . Both sexes requi re di f f er i ng vol -

ums and types of storage Smal l er combi ne-

ti on-storage uni ts mght wel l accommdate

st udent preferenceandal l owf l e xi b i l i t y of room

ar rangement

Types of Spaces1 . S ng e room The si ng e roomprovi des

control l ed pri vacy f or i t s occupant wth respect

to al l other students . I t my open d rectl y to a

corr i dor and thus provi de compl ete pri vacy

comngand going, or i t mybe par t of a sui t e or

apartment . Pri vacy f or sl eepi ng can be con-

t r o l l ed i f adequateacousti c separati on between

adj acent spaces i s provi ded

Thesi ng e roomhould bearranged sui tabl y

so t hat i t i s possi bl e to study ef fecti ve y wth

an i nvi t e d second person . I n add ti on, the stu-

dent shoul d be abl e t o pl ay the radi o, phono-

graph, tape recorder, or qui et i nstruments and

to i ndulge i n reasonabl e recreati onal ac t i v i t ywthout creati ng an acousti cal probl em f or hi s

nei ghbors .

One authori ty be i eves the si ng e room s

unl i ke yto be r ea l l y humney sati sfactory i f

i t i s l es s than 120 square f eet . The furniture

should be movabl e, not f i xed, to al l owthe stu-

dent to organi ze hi s own envi ronment .

2 Spl i t doubl e room The spl i t double

roomprovi des the soci al contact obtained by

twostudents shari ng a commn space but , at

the sam t i me, recogni zesandsolves the prob-

l emof conf l i c t of i nterest i n thestudent' s soci al

and study ac t i v i t i es . The s p l i t doubl e roomcon-

si s t s of twospaces wt h a connecti ngopeni ng

When connectedwth a door, there i s a degree

of acousti c pri vacy . Wthout a door, the ar-

Fi g . 4 D agrammati c ar r angements rectangul ar room,s i n g l e room .

consti tute l ess than theoptimmanswer to the

study probl em

Thetelephone i s a most i mportant tool to the

st udent I t s use i s restr i cted onl y by theuni ver-

s i t y' s a b i l i t y to provi dean i nd vi dual i nstrument

andthestudent' s a b i l i t y to pay thetol l The tele-

phone i s fi nd ng i ncreased use-both as a

study and a s oc i a l ai dThet remendous and conti nui ng advances of

the e ectr oni cs i ndustry are onl y beg nni ng to

be noted i n the educati onal sector . A though

the st udent of today i s requi red to att end uni -

l atera l communi cati on l ectures i n l arge ha l l s ,

the st udent of tomrrowmy view the l ecture

on TV i n hi s room comng out f or semnars or

l aboratory sessi ons . Future student housi ng

mst accommdate t h i s .

Thestudents of al l camuses coul d si mul -

taneousl y be abl e to rece ve the l ecture of one

outstand ng professor or professi onal team

Much of t h i s communi cati on w l l be at t he di s -

creti on of the st udent . I t i s but one i nd cati on

of thegrowng i mportance of the st udent room

as a study aid . Onl y the provi si on of condui t

access i s neededto expand the hori zons of the

st udent roombeyond i mag nati on .

2 . S eep . The student' s pattern of ac t i v i t y i sr a r el y consistent ; he my sl eep at any t i me of

theday or night . Twooccupants of a roorn very

r a r el y fol l ow the sam schedul e . Exam and

soci al ac t i vi t i es modi f y t hei r patterns even

more extensi ve y . I t i s the varyi ng patterns thatpresent conf l i cts i n mul t i pl e-occupancy room

I nteresti ng i mprovi sati ons-hangi ng blankets,

re ocated wardrobes and beds, and stacked

dressers--were observed i n si tuati ons where

one st udent wshed to study whil e the other

sl ept Perhaps beds wth sui tabl e acousti cal

l i ght- separati on screens coul d be one answer ;

si ng e-occupancy room woul d be better .

Present provi si ons f or sl eepi ng range f rom

the stud o bed i n si ng e room to bunkabl e

beds i n mul t i -occupancy room Beds acqui red

a decade ago are i ncreasi ng y l i m t i ng t o the

succeed ng generati ons of t a l l er st udents

Read ng i s mre of ten done i n the compara-

t i vel y re axed at t i t u de of the bed or easy chair

However , the bed i s sel domdesi gned to pro-



At present , thearea of a doubl e roomvari es

between145and250sq f t . W t hi n t h es e areas,

possi bi l i t i es f or a lt ernat i ve furni ture l ayoutsand room shapes are part i cul ar ly i mport ant .

Some roomconf i gurat i ons make poss ib l e t he

separati on of t he two st udent s i n thei r st udy

acti vi ti es ; other s s i t uate t he desks i n parall el

arrangements f or study The use of movabl e

wardrobes t o shi el d t he beds f romdesks pro-

vi des t h e degree of separati on between acti vi -

t i es w t h i n a room but reduces t he apparent

s i z e of t heroomWardrobeswhi ch are grouped

t o provi de dress i ng al c oves or t o l i ne corr i dors

remove val uabl e spacef romt he room t s e l f . I f

doubl e room are t o be provi ded, there should

be suff i c ient area t o conver t them i nto s p l i t -

doubl e, s i ngle , or ot her t y pes of room i n t he

future . More t han enough conventi onal doubl e

f a c i l i t i e s al ready exi st on most campuses .

4 Tri pl e room Thi s f orm has been popu-

l ar w t h some st udents on a s mal l number of

campuses . Where th is arrangement has been

used w t h movabl e furnit ure, t he extra area

pr ovi ded i n t he s ingl e spacehas made possi b le

a l arge number of dif f erent space arrange-

ments . The resul t i ng i ndi vi dual i ty of t he l ayout

of t heroomwouldappear t o be a maj or r eason

f or t he populari ty of such spaces, si nc e some

st udent s do seem o prefer a t hree-s t udent t o a

two-student room The t r ip le room however,

tends t o breed more ser i ous i nte rpersonal

probl em .

5 Four- st udent room Four students

shari ng one roomhave t h e same probl em as

t he st udent s shar i ng doubl e- or tr i pl e-occu-

pancy room . Therei s a s l i ght advantagei n that

t he space i s us ual l y l ar g e enough t o be subdi -

room w th dir ect communi cati on between

themThen t he spaces mybe separated on an

act iv i ty basi s , w t h t he desks, study, and l i v ing

fac i l i t i e s i n onespaceand sl eepi ng and dress-

i ng f a c i l i t i e s i n t he ot her . When one of t he two

spaces i s l arge andthe ot her smal l i n si ze, the

st udent s l i v e t oget her much as t hey wouldw t h-

Fi g 5 D agrammati c arr angements rectangul ar room,doubl e room .

rangement provi des onl y vi sual pri vacy and

shi el di ng f rom i l l umna t ion sources . The pro-

vi s ion of two spaces makes i t poss ib l e f or one

st udent t o sl eepwhi l et he other studi es or ta lks

w th f r i ends .The best arrangement wouldper m t t he stu-

dent s t o treat each of t he two spaces as a s ingl e

i n a tr adi ti onal doubl e roomWhere the habit s

of two st udent s come into conf l i ct , the second

smal l er space c an re l i eve t he s i tuat i on . For ex-

ampl e, the secondroomcan provi de f or a l ate-

hour study stat i on . Thi s t y pe of arrangement

w l l not necessar i l y suf f i ce t o pr o vi de t h e ap-

propri ate separati on between social and sl eep-

i ng habi ts, but i tmydo s o i f t he smal l er space

has suff i c ient roomf or an extra chai r.

I f two st udent s must share space, t he sp l i t

doubl e represents an opti mumarrangement,

becauseeasy choi ce exist s f or pri vacy or socia-

b i l i t y .

Here agai n, the space w t h t he two beds

should have t he atmosphere of a s i t t i ng room

so that one i s not consci ousl y i n a bedroom

3 Double room . The doubl e room i s t he

pr esent st andard i n st udent housi ng, l argel y be-

causeof t he t r adi t i on andeconomes i t presum

abl y bri ngs t o i n i t i a l constr uct i on cost s . Thi s

economy i s decept i ve, however Si nce these

room i r r i t a t e thei r i nhabi t ants becauseof l ack

of pri vacy andqui et andbecause of i nsuff i c ient

st udy andst orage space, i t becomes necessary

t o provi de typing room, i ndi vidual study car-

rels, and l ar ge publ i c l ounges ( f urn i t ure show

room) . These factors should be consi dered

when c i t i ng t he economes of t he st andar ddouble-roomr esi dence h al l .

Educat i onal


Dormtori es

Fi g 6



commnarea when going between one' s room

and bathroom

Wth ei ght or mrest udents i n doubl e room,

mrethan one commn space i n a sui te i s r e-qui red At l eas t one separate study as wel l as asoci al roomshoul d be provi ded to accom

modat e pri vacy f or study and typing l at e at

night and the noi sy social sessi ons t hat i nevi -

t a bl y occur wthi n a sui te Obvi ousl y, si ng e

roomdesi gned so t hat pri vacy my be mai n-

tained represent the mst i deal sol uti on .

I f t he sui t e i s entered through a commn

space, t hi s space i s useful only f or purposes

where qui et and pri vacy are not essenti al . A-

tempts t o provi de a comined l i ving-study

roomn the sui te are not successf ul because

students soon r ever t t o usi ng t hei r bedroom

f or study . The s ui t e tel ephone mst not i nter -

fere wth study ac t i v i t i es .

7 . Apartments . Anapartment di f f er s from

t he s ui t e i n provi d ng a ki tchen I t my consi st

of si ng eor doubl e room bui l t around commn

spaces as i n a sui te , or i t my have a numer ofstudents i n a sl eeping roomwth the other

spaces i n commn f or s oci al , di ni ng, and study

purposes .

Aconsensus of opi ni on amng students i ndi -

cates t hat three to f i ve si ng e st udents forman

optimmgroup f or apartment l i v i n g This num

ber tends to work we l i n arrang ng cooki ng

chores f or t he week, wth weekends l e f t on an

i ndi v idual basis . Wth mre than f i ve students,

assi gnment of cooking chores becoms d i f f i -

c ul t . I nd ana Uni versi ty and Mchigan State

Universi ty haveextremely popul ar f a c i l i t i e s ac-

commdating four st udents .

Somestudents be i evetheyget bet t er f ood al

l es s cost i f they do t h ei r own cooki ng andshoppi ng Therefore, the apartment requi res

adequate f ood supply capaci ty to hand e a

posed f or t hi s reason, especial l y i n regard to

f reshman students who desi re mximmop-

portuni ti es to met fe low students .

Another probl em i n sui tes comosed of fourto seven students i s t he pos si bi l i t y t hat str ong

f ri endshi p patt erns my have a detr i mental i n-

f l uence ona student' s academc l i f e . Thepeer

group pressure to go out f or cof fee or a hamburger i s qui te str ong on one out of si x . R es-

mnnotes t h i s encapsulati on. One s i z e of an

encapsul ated group has been equatedwth the

si x occupants of an automobi l e Therefore, the

organi zati on of space i nt o sui tes must besuch

t hat t he students i n di f f er e nt sui tes my i nt er r e

l at e I f , f or exampl e, threesui tes of si x st udents

share a l arger l i v i n g roomso t hat a group of

ei ghteen have somethi ng i n commn, i t i s qui te

unl i ke y t hat a smal l group desi ri ng a cof fee

break could i nterrupt the study pattern of the

other e even . More l i kel y , they w l l fi nd onl yoneor twoothers wll ing to goalong

The shared l i v i n g rooml so provi des a l arger

base f or f ri ends andtends to reducestr ess Theval ue of grouping students i n t o a sui t e where

an ordered pattern of re ati onshi ps my deve -

op ( f i r s t wth a roommteor perhaps wth two

or four add ti onal st udents and then wth al arger number) provi des some bal ance i n the

wayoutsi deattachments aref ormed Such rela-ti onshi ps are not wel l stud ed at t h i s t i me andthe patternsof change i n the futuremy be very

considerabl e . Therefore an approach t o the useof sui tes should l eave open the mximmnumber of opti ons f or future l i vi ng patterns

Wthi n the s ui t e i t i s i mportant to organizethe commn spaces so t hat pri vacy i s mai n-

tained between the sl eeping room and thebathroom Probl em occur wherethe commn

rooms) i n a sui t e my be open f or coed acti v -i t i e s and i t i s necessary to pass through the

Fi g 7

vided bywardrobes, l i ghtwei ght part i t i ons , and

other elements

A though fewst udents woul d choose to l i v e

i n a si ng e space wth three other strangers,

four f ri ends mght choose to be together and

succeed at i t i f provi ded s uf f i c i e nt opti ons f or

the d sposit i on of t he space and f or theappro-

pr i at e screening of di f f er ent ac t i v i t i es .

Large numers of students my share a

space, but mrethan four requi re t hat separateadj acent spaces be provi ded f or conf l i cti ng

ac t i v i t i es . At t hi s poi nt , onemust consi der the

sui te pl an.

6 . Suites . A s ui t e i s an ar rangement i n

whi ch four or mre st udents share the total

space i n s i ngl e anddouble room, wth or wth-

out a bathroom and at l east one extra commn

space I n t hi s way, the group of students

worki ng and l i v i n g together have at l east one

space under t h ei r own control whi ch my be

used f or any of t he three maj or facets of room

l i f e : sl eep, study, or soci al ac t i v i t i es . Thema-

j or val ue of the s ui t e pl an i s the opportuni ty i t

aff ords f or closer student associ ati on and the

f reedom i t g ves students usi ng the vari ous

spaces as they wsh . The commn spacewthi n a sui t e ( 1) reduces some of t he pres-

sures fe l t by twostudents tr yi ng t o share a s i n -gl e room( 2) provi des f or social ac t i v i t i es as

does a residenti al l i v i n g room and (3 ) i ncl udes

i n soci al ac t i v i t i es those st udents who mght

not have d rect or easy associ ati on wt h other

students .

The shari ng of a f a i r amunt of space by a

group of st udents mkes possi bl e a var i et y of

usage patternsandprovi des considerabl e f l e x i -

bi l i t y i n roomrearrangement so the space my

be organi zed i n the best possi bl e way

Typi cal patterns are a commn roomal so

usedas a study roomone roomused onl y f or

sl eeping, wth separate room f or study and

soci al purposes ; and f our si ng e roomor twodoubl e roomwth a commn l i vi ng room

Sui tes comosedof si ng e room rather thandoubl e room i ncrease the potenti al f or pri -

vacy However , i f onedesi res a separate roomf or each student, add ti onal square f ootage

above t hat normal l y requi red f or four studentsw l l be necessary . This space can be regai ned

through a reducti on i n t he l ar ge l ounge spaceson the ground f l oor

Another way to obtain s uf f i c i e nt area f or as ui t e i s t o i ncorporate some corri dor space i nthecommnroomCorr i dors my not be neces-

sary f or a four-student s ui t e ; therefore, t hi s ap-proach works best when perhaps e ght or ten

st udents sharea sui t e Amaj or probl em i n op-

ti mmuse of the commnroomof a sui te con-

cerns doors t hat do not provi de s uf f i c i e ntacousti cal separati on between the commn

roomndthe i ndi vi dual ' s roomI n such a case,

spaces f or study outsi de t he s ui t e becomenec-essary

Bathrooma c i l i t i e s pose one of the maj or

quest i ons i n thedesi gn of sui tes : should thesef a c i l i t i e s be avai l abl e j ust f or the s ui t e or f or a

l arger group of students? A though i n i t i al l y i t i s

l es s expensi ve t o bui l dgang f a c i l i t i e s f or l arger

groups, l ong-t ermeconomcan beobtai ned by

provi d ng resi denti al-scal e bathroom f or

sui te s wherein students, i nstead of mai ds,

cleanthe f a c i l i t y . Thereducti on i n mai ntenance

requi rements w l l mre than amort i ze the i n -

creased f i r s t cost of smal l er bath f a c i l i t i e s ,

whi l e al so consi derabl y i mprovi ng the humn

qual i ty of the housi ngenvi ronment f or the stu-

dent .

Sui tes must al so beconsi deredf or the soci ali mpact resul ti ng fr om them Students deve -

opi ng a str ong soci al l i f e around the ac t i v i t i es

of t hei r sui t e my have l es s i ncenti ve to mke

f ri ends outsi de t h ei r ci r cl e . Objecti ons mght be


Dor mt or i es

Educat i onal



Educat i onal


Dormtories

week's supply of groceri es . The apartment' s

d ni ng area must beof a si ze t o permt the oc -

cupants to have d nner guests .

Experi ence i nd cates t hat most students

l i v i n g i n apartments t i r e of the responsi bi l i ty of

cooki ngandcleani ng I t wouldseemappropri -

ate to devel op centr al f ood servi ce t o r el i eve

apart ment groups of the cooki ng chores whi l e

s t i l l retaini ng the benef i ts of apartment- typel i v i n g .

For exampl e, I nd ana Uni versi ty has two

l i v i n g groups of 60 students having commn

ki tchen f a c i l i t i e s wt h another resi dence hal l

whi ch provi des the f ood servi ce of the smal l

l i v i n g uni t Trol l eys containi ng food f or 60 stu-

dents are wheel ed f romthe central ki tchen to

the serving ki tchen wthi n the l i v i n g uni ts . Al l

servi ces and cl eanup are then hand ed by the

l i v i n g uni t s at a very consi derabl e savi ngs i n

cost . Thesetwo f a c i l i t i e s are themst popul ar

ones on the enti re camus

Muchof the att racti on of the apartment i s i t s

comparat i ve f reedomfr ombehavi oral c ontr ol ,

part i cul arl y i n regard to coeducati onal acti v -

i t i e s . This does not meancompl ete re i nqui sh-

ment of responsibi l i ty on the par t of the uni ver-

s i t y but r a t her themreposi ti ve recogni t i on of

the student' s adul t qual i t i es .

Students l i v i n g i n apartments tendto devel op

a very close re ati onshi p wth those shari ng the

space I t i s a pattern perhaps mreappropri ate

f or upper d vi sion and graduate students than

i t i s f or l ower d vi sion students . These students

have devel oped a range of acquai ntances on a

camus and noware i nterested i n c ul t i vat i ng

s pec i f i c f ri endshi ps . Apartments, l i k e sui te s,

can be grouped to provi de ac t i v i t i es through

comineduse of spaces f or recreati on, study,

and s oci al af f ai r s so t hat a wde range of f r i end-

shi p i s possi bl e

S nce the key d f ference between the s ui t e

and the apartment i s the kitchen, provi si on

shoul d be i ncl uded i n sui tes f or a pl ug-i n ki tc h-

enette so t hat conversi on f rom sui t e t o apart-

ment my be accompl i shed qui ckl y . This w l l

enhance f l e x i b i l i t y of use duri ng the summersessi ons f or conferences i nvol vi ng famli es or

f or fore gn students .

Space Al l ocat ion

1 . Dmensi ons of st udent room Room of

mn mmi ze causemnycompl ai nts fromstu-

dents ; t hi s was ref l ected i n both the URBS

and another recent study . The si tuati on has

changeda great deal i n the past 25 years . Stern

Hal l at Berkeley was bui l t i n 1940andal l owed

480gross sq f t per st udent wth 250sq f t i n the

st udent roomPresent roomof 85-95 sq f t per

st udent create seri ous probl em of constri c-

t i on .

B u i l t - i n furni shi ngs comound t h i s probl em

by preventi ng an expressive control by stu-

dents of the l ayout of t hei r room Movabl e

f ur n i t ur e , i n mst i nstances, wouldnot al l evi at e

the problembecause the smal l rooms i z e dic-

tate s onl y one possi bl e ar rangement . Theneed

f or expressi on i s so i mportant t o t he st udent

t hat he someti mes resort s to an i r ra t i ona l l ay-

out , such as pl aci ng the bed across the door

openi ng, i n an e f f o r t t o control hi s envi ron-

mnt .

Theall ocati on of spacew l l be thedecisi on of

the camus Adequate space al l ocati on wthi n

the st udent roommust have f i r s t pr i or i t y so

t hat enoughspace i s provi ded to al l owboth i m

med ate i nd vidual expressi on by the st udent

and future ar rangement by the uni versi ty .

Several stud es have recommended t hat a

si ng e st udent roomof rectangular shape con-

t ai n 100 to 115 ac t f t . Therati onal e f or t hi s rec-

ommndation i s t hat a roommst contai n

enough space to provi de the st udent wth ( 1)

F i g . 8 Suite organizati on 1 .

the f urni tureheneeds, (2 ) spacefor the useand

servi ce of t hi s furni ture (mkebeds or open

drawers) , and ( 3) possi bi l i ty of a vari ety of fur -ni t u r e l ayouts .

Envi r onment1 Thermal . Student room requi re an ap-

propri ate thermal envi ronment f or the func-

t i ons carr i ed on wthi n them The envi ronment

i s aff ected by temperature, vent i l at i on, humd-

i t y . radi ati on, andthequal i ty of ai r produced by

f i l t r a t i o n

The thermal system i n st udent housi ng al -l ows f or i nd vi dual requi rements and the wde

range of cond ti ons whi ch personal preference

mydemnd I n a mxed commntyof smkers

and nonsmokers, i t i s i mportant t hat the ai r be

kept mvingand cl ean, parti cul arl y i n st udent

room, i nte r io r spaces, l ounges, andstudy ar-

eas . Because of vari ati ons i n st udent hygene,

TABLE 1 Recommnded Space Standards per Student f roma Group o f Recent Studes

Assi gnabl e square f eet per st udent .1 , Outsi de gross square f e e t pe r st udent

I Universi ty of C a l i f o r n i a . UC Standi ng Comm t t ee on Resi dence H a l l s , Meeti ng of August 29 and 30, 1966, Hi l ton I n n ,

San Franci sco I nternati onal Airport .

dDevel opment Gui de f or Campus Housi ng, Cali forni a State Col l eges , J u l y 1968, Table 1, Summar y of Project Norm , o . 13

Universi ty of Guel ph Student Housi ng Study, Evan H Walker, Student Housi ng Consult ant, November 1965, pp 56-66.

t Universi ty of Pennsylvania . Study of Undergr aduate Men' s Housi ng System Geddes, Bracher, Dual l s and Cunni ngham

Archi tectural Consul tants .

KMassachuset t s I n s t i t u t e of Technol ogy . A Program f or Undergraduate Men' s Housi ng, MT Pl anning Of f i c e , August

1965h Eugene E . Hi ggi ns, M Loui se Steward, and L inda W ight , Resi dence Hall Pl anning Aids, Report OE- 51004- 9A, Col l ege

and Universi ty Physi cal F a c i l i t y S e r i e s , Depart ment of Heal th, Educati on and Wel f are, U. S Of f i c e of Educati on, Washi ngton,

D C

Universit y

ASP

Si ngl e Doubl e No dini ng

OGSFb

Wth dining

Universi ty of Cali forni a ' . . . . . . . . . . 100 100 239 265

Cal i forni a State Col l eg8S d . . . . . . 94-110 5 84-91 215. 5 230. 5

Uni vers i t y of Gue ph' . . . . . . . . 115 NR 230

Uni vers i t y of Pennsyl vani a I . . . . . . . . 108 NR 271 . 5 290

MI . T . 9 . . . . . . . . . . 140 470 486

Aggr egat e Uni ted States h

Men . . . .. . . . . . . . . . . . 96. 7 211 . 1 234 . 7

Women . . . . . . . . . . . . . . . . . . . . 103. 5 237. 4 261 . 4



Educat i onal


Dormtori es

uni vers i ty ' s need f or ease of mai ntenanceneednot conf l i ct . Wal l s can be coveredw t h safe,removabl e wall - coveri ng panel s that provi det h e s t udent w t h unrestr i cted f reedomof colorand decorati on . At t he same t i me, t hese wal lcoveri ngs can s t i l l protect t he underl yi ng mate-

r i a l s t o the uni ver s i t y ' s sat i s f ac t i on . I t shoul dbe poss ib l e f or t he st udent t o r o l l up hi s wal l

coveri ngs at t h e c onc l us i on of use and usethemagai n e sewhere i f desi r edSuch panel s wouldal l owwomenst udent s t o

compensate f or t he uni ver s al i nsti tuti onal as-pect of st udent housi ng by soft eni ng the en-vi ronment through the useof f emni ne col ors,textures, and materi al s .I t was observed that i n room w t h har d

wall s, pi nup materi al s are often fastened t o t hesofter acousti cal t i l e cei l i ngs . Resawn woodwal l panel s , however, would per m t unr e-str i cted tacki ng up of decor ati ons .I t was notedthat carpeted r esi dence hal l s are

f ar more qui et and that t he behavi or of t he stu-

dent wasmore adul t . Si nce many study andsoc i al ac t i vi t i es are performedon t h ef l oor, t hecomort and qui et pr o vi ded by carpeti ng arequi te des ir abl e .

5 Appl i ances . Arevoluti on i n the desi gn,producti on, andmarketi ng of economcal per-sonal appl i ances has been occurr i ng i n recentyear s . As a resul t, t he number of el ec t r i cal ap-pl i ances brought by t he st udent t o col l ege i n -

vari abl y exceeds t he number anti ci pated by t h edesi gners of present- day resi dence hal l s . Con-

sequent l y, th is has precipi tated probl em ofgeneral safety, f i r e hazards, i nto l erabl e odor ,

noi se l evel s, and f r equent i nterr upti on of elec-t r i c a l servi cesAnother s i gni f i cant new rend i s i n t he per-

sona l i zat i on of enter t ai nment andcul tural me-di a ; t ape recorders, radios, phonographs, andmni ature TV sets are w t h i n t he economcr each of most students . The trans i s tor radi opermts t he st udent t o l i s t en t o the worl d be-yond t he campus even as he wal ks f r o mone

c l ass t o another . Si ml ar l y , t he per sonal , tran-

s i s tor i zed TV i s maki ng t he TV roomout ofdat e, j ust when most r esi dence hal l s are specif -i c a l l y provid i ng such space

Hot pl ates, coff eepots , andpopcorn poppersare sources of potenti al f i r e hazar ds andodors .

At t he mnimal l evel of f ood service, t here i s

need f or f ac i l i t i e s enabl i ng st udent s t o makethei r owncoffee . Thi s requi res but an appr o -pri ate surface andan outl et, w t h t he s t udentprovid i ng t he appli ance . At the next l evel i s adesi re f or c ol d dr i nk s t o r age f a c i l i t i e s . Studentsw l l someti mes buy ol d re f r i gera to rs -o f t enhazardous and awkward i n s i z e and arrange-ment . The i d ea of part i t i oned ref r i gerato rs, asi n Eng l i sh r esi dence hal l s where students my

keep track of t hei r own bel ongi ngs, woul dseem t o be a good sol ut i on The mnimalcooki ng done on a hot pl ate i nt r oduces t heneed f or cl ean-up f ac i l i t i e s . The s i nk becomesnecessary ; t he probl embecomes one of t hemnimal ki tchen f aci l i t y - a pr oj ect expensi ve

enough t o requi re careful consi derat i on of how

many st udent s i t i s goi ng t o serve Wheresuchki t chens are provi ded i n add it i on t o f u l l f oodservi ce f a c i l i t i e s , t hey must i nevit ably be f ewand f ar between Women are f ar more i n t e r -

ested than men i n s uch a f a c i l i t y

Tel evi si on, radios, tape recorders, stereos,movi e proj ectors, andphonographs create di s-

t u rbi ng noi s es f or others . These requi re, i n

most buil dings, ext ensi ve andexpensi ve noi seabatement pol i c ing . The better sol ut i on t o t heprobl emof appl i anc e noi se, previ ousl y men-ti oned, i s good pl anni ng f or adequate i s ol at i onbetween room .Most of a l l , newbui l di ngs must r ecogni ze

t he evolut i on of el e ct r i cal useby provid i ng i n i -

c l uding a readi ng l i ght f or a bunk bed, i s nec-essar y Because of t he hi g hl y i ndi vidual i zednature of acti vi t i es performed i n st udentroom, l i ght f r o m a number of wel l - pl aced butrel ocatabl e poi nt sources i s f ar more usefult han l i ght f romone central source

3 Acousti cs Qui et i s t he most desi r edcharacter is t i c of any l i v ing arrangement i n t heopi ni on of students, so acousti cal consi dera-t i ons are of great i mportance Fundamental t oprovi di ng qui et envi ronments are wall s, f l oors,wndows, anddoors pr ovi di ng adequate reduc-t i on of soundf romadj acent acti vi ti es Doors donot f a c i l i t a t e noi se reduct i on . Si nce standarddoors ar e poor i n acoust i c performance andhigh-performance doors are t oo expensi ve f orst udent housi nguse, a s ol ut i on i s ol at i ng noi seat l owcost w l l havet o be deve oped The besti nhi bi tor of noi se i s good pl anni ng of t he rela-t i onshi ps between room . Wherever possibl e,social ar eas s houl d be i sol ated f rom st udentroom by at l east two doors .4 Col or, texture, materi al s Materi a ls pres -

entl y used are hard, unyi el ding, andchosen f or

thei r durabi l i ty andease of mai ntenance However, t hose used i nvar i abl y l ead t o a depress-i n g, s ter i l e, i nsti tuti onal appearanceThe student' s need f or expressi on and t he

separate venti l at i on of i ndi vi dual spaces i s re-qui r ed, espec i a l l y i n the more ath le t ic men' s

hal l s Theodors i n many r esi dence hal l s werefoundby vi s i t or s t o be overpoweri ng

Athough convent i onal ai r condi t i oni ng i s

more economcal w t h i n a seal ed space, i t i s

i mpor t ant t hat student s be abl e t o open thei rwndows t o enj oy the s o f t , f resh morni ngand

eveni ng a i r , and i n t he l ower - hei ght bui l di ngs t o

enj oycommuni cati on (but not access) through

an open wndow2 Li ght i ng . The qual i t y of l i ght i ng i n stu-

dent room i s determned by t he quant i t y andbri ght ness of bot h t h e l i ght sources and thei rgeneral surroundngs . Hgh i l l umnat i on l evel sare appropri ate t o s t udy l ower l evel s t o soci alf unct i ons . I n t he dayti me, natural dayl i ght my

pr ovi de much of the necessary i l l umna t ion i f

wndows are wel l pl aced and the gl are e l im -

nat ed However , h igh i l l umnat i on l evel s are

necessary i n areas where concent r at ed study i s

t o be done, but t he bri ght ness contrast betweent he work and i t s surround ngs must be at a

mnimumLight i ng sources i n st udent room shoul d be

i ntegrated w t h t he movabl e f urni shi ngs . Thi s

t ends t o mnimze mai ntenance and f i x t hel i g h t ' s pr oper l evel . Li ght f or readi ng i n bed, i n -

Fig 9 Sui te organizati on 2



F i g 1 0

spaces and f a c i l i t i e s are i mpor t ant i n provid i ng

envi ronmental support t o t he personal i nterac-

t i on of students, bot h newandold, s i nce aca-

demc as s im l at i on and i nvolvement are not re-

s t r i c ted t o t he classroom or st udent room

However , care must be t aken i n t heareas pro-

grammed f o r rec reat i on so that they t r ul y ac -

commodate t he i ntended act iv i t i es . Oherwse,

the spacesw l l

f a i l t oaccompl i sh

t he i nt endedpurposes . Eval uat i on of t he success of s oci al

spaces i n meeti ng thei r i ntended needs i ndi -

cat es that a vari ety of smal l er spaces are l i k e l y

t o be t he most popul ar and useful .

Student complaints are uni versal concerning

the typi cal r esi dence h a l l ' s mai n l ounge . I t hasbeen relati vel y unpopul ar w t h s t udent s be-causeof i t s l arge s i z e and l ack of i nd iv i dua l i zed

space Thetendency i s f or t hi s spacet o become

monopol i zedby one smal l gr oup, or even one

coupl e, maki ng ot her i nd iv i dua ls or groups

hesi tant t o i nt rude . Arecent st udy shows that

32 per cent of st udent resi dents us e t h e l oungesl ess than once a week and that 36 percent of

themuse t he l ounge onl y one t o three t i mes a

week Thel ounge f a i l s because i t cannot si mul -t aneousl y accommodat e i ncompat i bl e acti vi -

t i es . Thepi ano, TVset, ands of a ar e not appr o-

pri ate compani ons Themai n l ounge, f ur ni shedw t h expensi ve, hote l - l i ke furni shings, i s usu-

a l l y desi gned, and i s mai nl y suit ed, f or l arge,

qui et groups . I t i s se domus ed by t h e st udent s

f o r ent er t ai ni ng f r i ends .Thes ui t e l i v ing roomc an accommodat e bot h

qui et andacti ve uses, al t hough confl i ct occurs

when t he space at t empt s t o serve soc i a l i z i ng

and studySmal l date room, as observed on some

campuses, are popul ar when not overl y super-

vi sed However , dat e room seem o be an a r t i -

f i c i a l sol ut i on t o a probl embet t er sol ved by a

wder range of s oci a l room

Tel evis i on room are l os i ng thei r eff ecti ve-

ness as soci al centers because t he di m ni s hi ng

cost of t el evi s i on sets makes i t possi bl e f or

st udent s t o have i ndi vi dual sets i n f l oor

l ounges or i n thei r roomSpaces al l ow ng vi gor o us act iv i ty ar e i mpor-

tant t o al l students, especi all y men . At present,

suchact i vi t i es ( i f provi ded for) are usual l y l o-

cated i n drab, i l l - equi pped basements . I n those

r esi dence hal l s where sui tabl e spac es are ac-

cessi b le t o f ood sources andopen occas i onal l y

t o bot h sexes, t h ey ar e very popul ar and used

cont i nuousl y

Thecompari son of expenses f or f urni sh ings

between mai n l ounges and recreati on spaces

shows t he l e t t e r t o be l ess expensi ve S nce

mai n l ounges are i nf r equent l y used, money

spent on them i s l argel y wasted To pr ovi de

more useful vari ety t han i s nowvai l abl e, t he

quest i on of area al l ocat i on t o mai n l ounge-recreati onal spaces shoul d be car ef ul l y c on-si dered

One way t o pr o vi de c l os e at hand recrea-

ti onal space i s t o equi p t he rooftops of resi -

dence hal l s for recreat i onal act iv i t i es . Probl em

ar i s e i n regard t o const ructi on, cost, contr ol-

l i n g vents, andf l ues ; nevert hel ess , rooft ops are

a des i rabl e l ocat i on f or many acti vi ti es

Another i mportant f orm of recreati on, but

se dom provi ded f o r , i s st udent hobbies The

mess andequi pment i nvol ved i n many hobbi es

suggest that perhaps ol der ut i l i t y bui l di ngs on

campus coul d pr ovi de spaces f or t h es e act iv i -

t i es . I t i s mored i f f i c u l t t o f oresee t he needs of

hobbyi st s andexpensi vet o i nt r oduce i n t o r es i -

dence hal l s t he suff i c ient acoust i cal l y i sol ated

spaces f or them

4 Cult ural . Resi dencehal l s can part i c ipate

i n t he overal l academc envi ronment of t he uni -

vers i ty w t h t he i nc lus ion of f a c i l i t i e s f or l i -

brary, musi c, and discuss i on I t i s part of t he

Educati onal


Dor mt or i es

t i a l h igh capaci ty w t h provi s i on f or easi l yaddi ng t o that capaci t y w t h mnimumdisr up-t i on .

F a c i l i t i e s1 . Bathi ng The gang bat h i s one of t he

most persi stent f eat ures of r esi dence hal l s . I thasbeen defendedon t h e bas i s of economy and

i t s contr i but i on t o soc ia l i zat i on .Cert ainl y, t he i n i t i a l constructi on cost of onecentral gang bat h i s l es s t han t hat of smal l eri ns ta l l at i ons i n severa l l ocat i ons . I t i s al so evi -

dent t hat when a bathroomser ves more t h an afewstudents, mai ntenance becomes nobody' s

busi ness but t he uni vers i ty ' s ; t he st udent doesnot real i ze that he i s payi ng extra f or t he uni -

vers i ty ' s mai ntenance of t he gang bathroomThe i n i t i a l extra expense f or smal l er bat hs w l l

actual l y resul t i n l ong- t er mcost savings i f t hest udent s theme ves mai ntai n t he smal l er bat h-room because i t el i mnates t he need f or mai dservi ce throughout the l i f e of t he bui l di ng .

Another economc factor agai nst t he gang

bath i s i t s i n f l e x i b i l i t y . Resi dence hal l s w t hgang baths are f ar l ess appropri ate f or parti ci -

pant s i n conventi ons, reuni ons, and i nst i tutes

where f am l i e s or bot h sexes are i nvol ved thanare areas w t h smal l er baths servi ng a f ewper-

sons .2 D ni ng There i s uni vers al agreement

that t he si ngl e, l arge room f or hundreds ofstudents i s not t he sat i sfactory sol ut i on t o t he

probl emof st udent di ni ng f ac i l i t i e s . Athought he l arge ki t c hen w t h i t s ext ensi ve equi pment,

servi ce l i n e arrangements, andbui l di ng area i s

t he most economcal and eff i cient method off ood preparati on, t he onel ar g e di ni ng roomf oral l st udent s negates a c ongeni al atmospheref or s oc i al i nteract i on duri ng mealti me

D ni ng f a c i l i t i e s t hat combi ne t he bes t ad-

vantageof t he l arge k i t chen- ef f i c iency, econo-my, andf l exi bi l i t y -whi l e at t he same t i me pro-vi di ng a pl easant andsocial di n ing envi ronment

canbe b u i l t Proper pl anni ng permts l arge cen-

t r a l areas t o be di vided by movabl e wall s i n tosmal l er or i nt i mate di ni ng room . Thewall s canbe moved when a l ar ge s cal e i s needed f or

social event s such as dances, etc .

Food preparati on i n st udent room presents

a safety and sani tary probl em but t he need f or

between-meal snacks can be sol ved i ndepen-

dentl y of t he central di ni ng room St udent s can

be accommodated by automati c vendng ma-

chi nes l ocated at st rategic points i n the resi -

dence hal l or by provi s i on of f a c i l i t i e s i n whi ch

t h ey c an pr e par e snacks theme ves . Student

foodpreparati on problem c annot be s ol ved by

unenf orceabl e prohi bi t i ons but onl y by con-

st ruct i on of appropri ate ar eas w t h automati c

cooking devi ces and contr ol l ed f ood s t or agef ac i l i t i e s .

3 Recreat i on andsoci al act iv i ty . As s im l a-

t i on i nto t he st udent soci ety i s t he foremost

concern of most newst udent s Recreati onal



Economy i s t he obvious f eature of doubl e-l oaded corr i dors because c or e pl ans requi remore c i r cul at i on area When each st udent has

a s ingl e room economy of c i r cul at i on space i sd i f f i c u l t s i nce each roommust have awndowon t h e per i pher y of t he bui l di ng Thi s arrange-ment , i n i t s s i mpl est conf i gurat i on, requi res ex -t remel y l ong frontages . I r regul ar bui l di ng con-f i gurat i ons t o r educe corr i dor space must beconsi der ed i n a c os t c ont e xt al so .

Elevators f or fr ei ght and disabl ed st udent sare usef ul i n a l l bui l di ngs . I n high- r i se bui l d-i ngs, passenger el evators are essenti al , al -though t hey t end t o make i nsul ar enti ti es ofeach f l oor Thi s probl emcan be reduced byskip-s t op el evators st oppi ng at uni t l oungesl i nki ng two f l oors . The i n i t i a l expense of goodelevators i s not offset by cheapones requi r i ngmuch , mai ntenance Competent servi c i ng c anbe pr ovi ded by i nc l udi ng mai ntenance con-t racts i n purchase agreements The bet te r ser -vice an el evator gi ves , t he l ess l i k e ly i t i s t o be

l i s h a uni t . Al l t he room on one f l oor havi ng

common access andservi ces myal so be con-si dered as a uni t .The predomnant tr adi ti onal pattern i s t he

f aml i a r doubl e-l oaded corr i dor ar rangement

whereint he uni t i s onef l oor of a resi denc e hal l .

Thi s pl an offers easy control opport uni ti es .

W t h a groupof 48 t o 72 students, i t faci l i tates

t he organi zat i onof

i ntr amuraland academc

acti vi ti es . Another source of group s ize deri va-

t i on i s t he opti mumnumber shari ng bathroom

f a c i l i t i e s

Eff i cient space ut i l i z at i on requi res that t he

c i r cul at i on area compri se t he smal l est possi -

bl e percent age of t he total area Studi es of ex-

i s t i ng st udent housingshowt he ef f i c iency per-

cent age var yi ng f rom7 percent t o 25 percent .

Athough i t i s advantageous t o r educe cir cul a-

t ion areas , bui l di ng safe ty codes prescri be mn-

i mum areas and arrangements Corr i dorswhi ch are mean, cramped, and poss ib l y dan-

gerous i n an emergency are not ac cept abl e .

Educat i onal


Dormtori es

j ob of housing t o smooth t he t r ans i t i on f rom

green f reshmen t o sophis t i cated seni ors AtHarvard Universi ty, house l i br ar i es r el i eve

some pr essur e on central f a c i l i t i e s , creati ng a

sense of academc communi ty as wel l asmaki ng books more readi l y avai l abl e . I nexpen-

s ive paperback l i brar i es are qui te adequate f or

provid i ng bot h st i mul at i ng and enj oyabl e

r eadi ng mat er i al s w t hi n a resi denti alatmos-

phere Event ual l y t hese l i brar i es w l l i ncl uderandomaccess l i s teni ng stat i ons i t i s there-fo re advisab le t o i n i t i a l l y pr ovi de adequate di s-

tr i but i on access into t he structure .Musi c room can al so s er v e as t a pe and rec-

ord l i brar i es, al t h ough t h e centr al l y l ocated

equi pment w l l be used l ess f requentl y as more

st udent s can af ford thei r ownequipment . Al l

musi c i nvol ves a noi s e factor whi ch must be

consi der ed.For mal academc cl asses i n r esi dence hal l s

pr esent dif f icu lt ies i n mechanical servi ces and

densi ty beyondt he capabi l i ty of most r esi dence

hal l s t ructures , but i nfo rmal cl asses andsem-nar s can be successfu l l y hel d i n t he social

spaces i n t he h al l .

5 Servi ce and st orage The uni vers i ty

must pr ovi de f a c i l i t i e s f or ( 1) mai ntenance of

bui l dings, ( 2) t he mechani cal and el ectri calequi pment, and ( 3) overf l ow storage f romstu-dent room .

I ncreasing aff l uence of st udent s and thegrowh of di s pos abl e arti cles have i nc reasedspace requi rements f or eff i cient t rash col l ec-t i on and removal . Trash chutes, cent ra l col l ec -t i on f a c i l i t i e s , anddumpi ng trucks are requi redt o handl e present vol umes of t rash . Too oftenth is i nvolves t he ugl y exposure of t he t r a shwhi l e awai t i ng col l ecti on, as wel l as t he con-s i derabl e f i r e hazar d

Ef f i c ient mai ntenance of el ectri cal andmechanical system requi res easy access w t h-out t he i nvasi on of st udent pri vacy . Equi p-

ment shoul d be so l ocated.Out- of- season and seldomused st udent

property i s usual l y st ored i n i nexpensi vear eas

of a bui l ding, but t hes e ar e often t he l east ac-cessi b le . Thi s s i t uat i on coul d be rel i eved bymore adequate st orage provi si ons i n t he stu-dent room St udent and servi ce st orage shoul dbe i n separate areas andaway f romheavy t r a f -

f i c areas suchas l aundry and recreati on room

B ke shelt ers, surf boards, ski s , andscuba gear

pr esent spati al storage probl em that requi recareful consi derat i on . Al l st udent st orageareasmust be l ockabl e .

6 Ci rcul at i on and i nterrel at i on of spaces .Ther esi dence h a l l i s a social organi s t The re-l at i onshi p of st udent room one t o another and

t o t he publ i c and servi ce room make up a totalenvironment most conveni ent l y studi ed as a

hierarchy of spaces . The hierarchy i s deter-

mnedby t he st udent act iv i t i es andt he physi calcharacteri st i cs of t he bui l di ng . F ol l ow ng i s a

hierarchy of typi cal uni t s i zes i n uni vers i ty

housi ng

Uni t s i z e i s def i ned by bui l di ng spaces, acti v-i t i e s related t o space, and by agent s of regu-l at i on and control . For exampl e, a number ofroom served by a bathroom const i tutes a

sui te, gr oup, or f l oor . Anumber of room undert he di rect i on of a resi dent assist ant w l l estab- F i g 1 1

HERARCHY DAGRAM

DOUBLE LOADEDCORRIDOR, HGHRI SE BULDNG

DNNG

RECREATION

MUSICPRACTI CE

MA LSEMNAR

RECORDROOMS

LI BRARY

VENDNG

LOUNGE

LIBRARYLAUNDRY

HEADRESIDENT

3KITCHENETTES

DATEROOMS

2RESIDENTADVISORS

LOUNGE

STUDYBEDROOM

N0 OF571-)06N75

BATHROOM

Student uni t Students

Room . . . . . . . . . 1- 2Sui te . . . . . . . . . . . 4-12Group . . . . . . . . . . 16-24House or f l oor . . . . 48-72H a l l , bui l di ng orcol l ege . . . . . . . 120-800

Compl ex of hel l s . . 1,200-4,800

Campus . . . . . . . 12000-27,500



Fi g 12 Basi c roomhal l pl an t ypes .

Educat i onal

COLLEGEANDUNVERSI TY FACI LITI ES

Dormtori es



Educat i onal

COLLEGEANDUNVERSITY FACI LI TI ESDor mt or i es

abused El evator sw tches , as common targetsof st udent pranks, must be t amper - proof . Esca-l ators are t oo expensi veandhave f ar t oo greatapassenger capaci ty t o be viabl e al ternat i ves

i n r esi dence hal l sThel ocat i onand i ntens i t y of such f i xed f a c i l -

i t i e s as baths, stai rs , andelevators ar e t h emai ni n hi b i t or s of future rearrangement . The URBS

approachper m t s choi ce

basedon requi re-ments rather t han customandmakes poss ib l e

al t erat i on t o newni t s i zes t o s a t i s f y rapi d so-ci al change Hence t he i n i t i a l pl acement of t hef i xed f a c i l i t i e s i s a cr i t i cal deci s i on .

Amaj or determnant of envi ronment i s t heaccess t o movement f rom space t o spaceThose spaces grouped about a roomor wdecorri dor make up a more resi denti al envi ron-ment through t he useof att racti ve carpets, col -

ors, andmateri al s . Corr i dors can be more f u l l yut i l i zed f or exampl e, conversat i on spaces that

do not i mpede c i r cul at i on can be pr ovi ded bywndow seat s and ra i led l andi ngs . Athough

s tai r s must conform t o f i r e regulati ons, thei rconf i gurat i ons can be a pl easant cont r i but i ont o t he envi ronment .

S t r u c t u r a l S p a n s

The 40-f t span w t h a 20-ft bay l ength deri vedf romst udy of many ex is t i ng dormtorypl ans as

wel l as proposed i deal envi ronment spaces Ont he nat i onal scale, ol der dormtory t ypes werest udi ed al ong w t h t he newer ones be ngbui l t .Whereas 10 year s ago most structures werea si mpl e, rect angul ar shel l , a present- day trendseem t o i nvol ve more compl ex conf i gurat i onsrel at i ng t o more compl ex hierarchi es i n t he

soci al s t ruc tu re .As a f rameof r eference, r esi dence hal l s were

c l ass i f i ed i n f ive basi c pl an t ypes:1 . The Double-l oadedCorri dor-a seri es of

peri met er room on both si des of a f i ve- f oot1 corr i dor, usua l l y w t h gang bat hs and

s t ai r s at ei t h er end2 TheGall ery Pl an-a var i at ion of t he Dou-

bl e- l oaded Corr i dor w t h room on one s i de

onl y of an open or c l o sed c or r i dor3 The Extended Core Pl an-a seri es ofperi met er room around f our si des of a struc-ture I n t he center i s a c or e of servi ce room i n-c l udi ng gang toi l ets, j ani to r ' s cl osets, el eva-tors, etc . Acorr i dor usual l y surrounds the coreon four si des

4 Verti cal House-aseri es of 4, 6 , 8 room,sui tes, etc . Astai r servi ng oneor twosuch con-f i gurat i ons of room or sui tes i s provi ded, cre-

ati ng t he feel i ng of an i ndi vi dual house5 Poi nt Tower Pl an-usual l y but not al ways

hi gh- r i se w th vert i cal c i r cul at i on such ass tai r s andelevators i n a center core al ong w t hgang baths and servi ce room . The room,sui tes, andarrangements are on t he peri meter .Shared baths ar e often usedw th sui tes of 4, 6 ,

8 personsOnce t hese f ive t ypes were def i ned, al l pl ans

were c l as s i f i ed accordi ngl y, and a st udy of

thei r structural r equi r ements was begun Thesepl ans were st udi ed not as actual l y constr uct edbut rather as t h ey would need t o be f ramed t o

permt mximmdaptabi l i ty .Basedon t h es e studi es, f requency of occur-

r ence charts showed that very f ewl ong spansover 35 f t were used and that a correspondngmximmhort span of 20 f t was adequate

Coupl i ng th is s t udy w t h spati al needs and as-sumng a f i xed t o i l e t space, i t was concl udedthat a mximm5- by 20-ft bay would be re-qui red . Provi s i on by a gi ven systemof baysl arger than 35 by 20f t wi l l , of course, be accep-tabl e provi ded t he requi red spans ar e t a kencare of .Avari ety of bay s i zes w l l be needed i n addi -

t ion t o accommodat e bal coni es, overhangs,

st ai rways, and elevators . The preci se condi -t i ons f or t heseaccommodati ons w l l be defi nedi n t he performancespec i f i cat i ons fo r structurei g 13

I¢%

RATIOS OF CIRCULATION TOGROSSAREA



Fi g . 2 Fi g 4

RESIDENCEHALLS

Sl eepi ng and Study Quarters ( F i g 1 )Space There must be a mnimumcl ear f l oor

space i n such areas of 6 ' [ 183 cm by 6 ' [ 183

c m enabl i ng a360° turn by awheel chai r .

WorkingAea Space cl earance under count er,

tabl e, anddesk t ops t o be us ed by a wheel chai rst udent s h al l be a mnimumof 271/ 2 [ 69 8 c m

i n hei ght and32 [ 81 . 3 c m i n w dt h

Beds Beds s h al l have mnimumdi mensi ons of3 ' [92cm by 6' [ 1 83 c m andbetween 19 [ 48 3

c m and22 [ 55 9 cm i n matt ress hei ght f r o mf l oor l evel .

M rr or s M rr or s shoul d be adj ustabl y hung ( a

mnimumof 2' - 0 [ 61 . 0 c m i n l ength) s o t hat

t he bottom i s 30 [ 76 2 cm above f l oor l e v el .Where t h i s l ower hei ght i s not f eas i bl e, m r r or s

of greater hei ght s h al l be t i l t e d f r o m t he t op t oadegr ee t o suff i cient l y accommodate i ndi vi dual s

descri bed i n rati onal .

E l e c t r i c a l Outl ets E l e c t r i c a l outl ets s h al l bemountedno l ower t han 20 [ 50 8 c m abovef l oor

l e v e l .

Handl es and Sw tches Protr udi ng desk anddresser drawer handl es s h al l be i nstal l ed .

Sw tches f or e l e c t r i c a l f i xtures and equipment

s h al l be of a toggl e or push- but t on t ype orequi pped w t h pul l - c hai ns of amnimuml ength

of 15 [38 cm .

Cl oset s Whereone cl oset i s provi ded f or eachoccupant , t he cl othes bar s houl d provi de two

di f ferent hei ghts.

Three-quarters of t he totall ength shoul d be at 52 [132 cm and t he

r emai ni ng quarter at 62 [ 157 . 5 cm. To achi eve

t h i s , the l ower bar, three-quart ers of t he total

l ength, c an be suspended f r o m t h e hi gher bar .

Wal l hooks s h al l be i ns tal l ed w t h i n ahei ght r ange

of 40 [ 1 01 . 6 c m t o 56 [ 142. 2 c m . Shel ves

of vari ous hei ght i nterval s shal l be i nstal l ed on

t he si de- cl osed wal l . Thet op shel f s h al l not exceed45 [ 114. 3 c m i n hei ght . Shel ves above t he

cl othes bars s h al l be provi ded f or l ong- termstorage . ( See Fi g . 2

Wndows, Heati ng, and Ai r Condi t i oni ng

Wndows s h al l cl ose andopen easi l y, us i ng hard-ware l atches, cranks, or sl i des whi c h are w t h i nt he accessibi l i ty r ange l i m t s of 20 [50 8 c m

t o 48 [ 121 . 9 c m above f l oor l e v el . Heat i ngand

air - condi ti oni ng controls and t hermost ats s h al l bemounted w t h i n t he same hei ght range

Power Curtai n Traverse Rods Power traverse

rods shoul d be i nstal l ed i n room occupi ed byt he physical l y hand capped Al l control s shoul d

be pl aced w t h i n an accessibi l i ty hei ght range

of 20 [ 50 . 8 cm t o 48 [ 121 . 9 c m .

PERFORMNGARTS

Ai sl es Where possibl e al l new t heaterconstr ucti on shal l have ramped a i s l e s ( no greater

Archi tectu ral Access ib i l i ty f o r the D s abl ed of Col l egeCompuses, Stephen R C ot l e r and A l f r e d H Degraf f ,State U n i v e r s i t y Constr ucti on Fund, Al bany, NY . , 1976

t han 1 i n 12) w t h no steps (si ght l i n e s shoul dbe consi dered) I f t h i s i s not poss i bl e, access ib le

and l e v el cross ai sles between seati ng secti ons

s h al l be provi ded w t h mnimumw dt h of 7' - 6[ 228 . 6 cm. ( See Fi g . 3

The pl acement of seati ng areas f or t hephysi cal l y hand capped shoul d not bl ock egressroutes used i n the case of emergency

Seati ng Seati ng space shal l be set asi de f orthose i n wheel chai rs whomust remai n i n t h e i r

wheel chai rs and cannot transfer t o t he regul arseati ng . The number of l evel f l oor spaces of atl east 36 [ 92 cm i n w dt h and 4' -4 [ 1 32 c m

i n l ength t o be provi ded s h al l be as fol l ows :

LECTUREHALLS

Lecture Seat i ng Lecture hal l s providi ng f i xed

seat i ng and desk f a c i l i t i e s s h al l provide spacesof l e v e l f l oor area of at l east 36 [ 92 cm i n

Fi g . 3

Fi g . 1

Educati onal


HandicappedStudents

Capaci ty of Mni mumnumber of

assembl y space seati ng spaces

0-75 2

75-300 3

over 300 3 + f or each

a dd ' t l . 100



Educat i onal


HandicappedStudents

w dt h and 4' - 4 [ 1 32 c m i n l ength . Desk space

provi ded i n t hi s area s h al l have aknee cl earance

of at l east 32 [ 81 . 3 c m i n w dt h anda height

of 27/2 [ 69 8 c m . ( See Fi g . 4 The numberof desk spaces and accompanyi ng l e v el f l oor

areas s h al l be provi ded as f oll ows:

[ 92 cm i n w dt h f or passage as measured f rom

t he outer edge of t he tray s l ide ( See Fi g . 5

Sel f - Service Ar eas Sal ad bars, condi ment areas,

beverage di spensers, utens i l r acks , and otherareas where sel f - service i s requi red s h al l provi de

access w t h i n t he uni l ateral vert i cal reach r angeof 20 [ 50 . 8 c m t o 48 [ 121 . 9 c m .

D ni ng Ar ea Tabl es shal l be provi ded w t h i n t he

di ni ng area whi c h provi de a knee cl earance of

at l eas t 27 / 2 [ 69 8 c m i n hei ght and32 [ 81. 3

c m i n w dt hPedest al tabl es are not recommended because

t he center pos t hi nders wheel chai r footrests

A i s l e w dths shal l be at l eas t 6' - 0 [ 183 c m

as measured f rom tabl e edge t o tabl e edge ( F i g

6 , pl an A ) , or 3' - 0 [ 92 cm f rom tabl e corner

t o tabl e corner ( F i g . 6 , pl an B ) , i n those areas

used by persons i n wheel chai rs .

The w d t h of mai n a i s l e s , i n areas of nor mal

t r a f f i c pedestr i an f l ow shal l be at l e as t 6' - 0

[ 183 c m t o a l l ow two wheel chai rs t o pass each

other (F igs . 7 and8) .

CAFETER AS

Food Li nes Food l i n e s of cafe ter i as shal l empl oy

t ray s l i d es no hi gher t han 34 [ 86 4 c m i n hei ght

and, where a securi ty wal l or r a i l i ng runs t he

l ength of t he l i n e , the area s h al l be at l east 36

STANDARDWHEELCHAIR

ELECTRICWHEELCHAIR

MANUAL WHEELCHAIR

WTHRIMPROECTI ONS

Fi g . 7 Fi g . E

MN SPACENEEDEDUNDERCOUNTERORDESK

Fi g 5

Fi g 6

Lecture h al l capacit yM ni mumnumber of

spaces provided

0- 50 2

50-100 3

101-200 4

over 200 4 + f or each

a d d ' t l 100



By KEYESDMETCALF

LI BRARIES, ACADEMCANDRESEARCH

Formulas and Tabl es

Thef i gures gi ven here are at bes t onl y approxi -

mati onsandmybe alt ered by l ocal condi t i ons ;

t hey are not arri ved at by exact sc ient i f i c calcu-l at i on .

Si x groups are deal t w t h; t hose r el at i ng t o :

I . Col umn spacing11 . Cei l i ng hei ghts and f l oor s i z e areas

I I I . Reader accommodati ons

I V . Book st orage (excl udi ng problem that

are affected by col umn spaci ng)

V Card catal ogsVI . Government standards

Pl anni ng Academc and Research LibraryBui l d ngs, McGrawH l l Book Company, NewYor k 1965

' Col umns s h o u l d not be w der than t he dept h o f r a n g e . 14 b y 1 4 i n . u p t o 14 by 1 8 i n . s suggested .

TABLE2 Squar e Modules w t h Column Spaci ng Mul t i pl e of 3 f t '

Col umns s h o u l d not be w der than t he dept h o f t he r a n g e . 18 by 32 i n . s suggest ed .

Fr g 9

Educat i onal


Li brari es

ai s l es at r i ght angl es t o t he r anges i s al so of

i mportance ( See Fi g 10 .

I f practi cabl e, col umns shoul d be no greater

t han 14 i n . i n t he di rect i on of a r ange, and t hed mensi oni n t he ot her d irect i on shoul d be keptdown t o 18 i n . I f over 14 i n . i n t he di rec t i on ofthe range i s necessary, t he col umn mght al -

most as wel l be 32 i n . i n that di rect i on . I t coul d

t hen occupy t he space of a f u l l st ack sect i onandperhapsencl osea heati ng duct . I f acol umn

i s wder than t he r ange, i t w l l j ut i nto thestac ka i s l e . I rregular l ength st ack secti ons are i ncon-

veni ent , andcanoften be repl aced t o advantageby a l ectern or consul ta t i on tabl e .

Tabl es 1 and2deal w t h standard l ayout s i n

commonl y usedmodul es i zesThe f o l l ow ng comments my be usef ul i n

connecti onw t h Tabl es 1 and2

1 Spaci ng3 f t 9 i n . or l ess s houl d be usedf or cl osed-access storageonl y, w t h r a nges not

more t han 30 f t l ong and not more t h an 16 i n .

deep2 Spaci ng3 f t 9 i n . t o 4 f t 1 i n . can be used

t o advantage f or l arge, l i t t l e used, l i mted-ac-

I . Col umn Spaci ng

AStack Areas Noones i z e i s per f ect f or col umns i zes or col umn spacingOher th i ngs bei ng equal , t he l arger t he bay

s i z e , t he better .

Col umn spacing-that i s, t he di s tance be-

tween col umn centers-i s general l y more i m

port anti n c onc ent r at e d s t a ck ar e as than i n

combi ned st ack and readi ng areas because i n

t he l a t t e r sui tabl e ad ustments are easi er t o

makeC ear space between col umns-t hi s i s not

t he space between col umn centers-i n a col -

umrange shoul d pref erabl y be a mult i pl e of

3 f t (pl us an addi t i onal 4 i n . t o pr o vi de f or i r -

regul ar i t i es i n t he col umn s i zes and f or t he end

upri ghts i n t he range) .

Range spaci ng and range l engt hs have a

greater effect on book capaci ty t han t h e di s-

t ance betweencol umns i n a col umn range The

reducti on of spacebetween range c enters by 1

i n i ncreases bookcapaci t y by approxi mate y2

percent . The reduct i on of spaceused f or cross

AMPS

graft Aramp s h al l be at l east 4' [ 1 22 c m i n

+, d x h -

Lesyfl U The i ncl i ned secti on of a ramp s h al l not

eueed 30' [ 9 . 14 m i n l ength . At both ends of

each 30' [ 9. 14 m ( or smal l er) secti on andat each

s r r r r i rg poi nt s h al l be a l e v e l area of at l east6' [ 183 cm i n l ength and t he w dt h of t he ramp

ad ewM I n modi f yi ng e x i s t i n g spaces : I f an

area t o be romped has a vert i cal drop of 3

6 c m or l ess and i s s i t uated ei ther i n an open

^ ea or at adoor w t h no cl osing-device pressure,

-- _ - gradi ent of not greater t han 1 : 4 (25

ee used .

An Modi f yi ng E x i s t i n g Spaces I f an area t o

be romped has a vert i cal drop of 2 [ 5 . 1 cm

or l ess and i s s i t uated at adoor w t h acl osing-

devi ce pressure, t hen a gradi ent of not greater

*bon 1 : 6( 16. 66 s h al l be used

I n NewConst ructi on Any vert i cal drop over

' - j ' [ 1 . 27 c m s h al l be ramped usi ng a gradi ent

not greater t han 1 : 12 ( 8 . 33 and pref erabl y1 : 16 ( 6 . 25I ) where feasi bl e . ( See Fi g . 9 TABLE 1 Square Modul es w t h t he Column Spaci ng a Mul t i pl e of 3 f t

(P l us 1 ' / ~ f t f or t he Column i t s e l f ) '

Sect i ons

bet weencol umns, Ranges t o Range spaci ng

Bay s i z e standard 3 f t a bay on cent ers

19 f t 6 i n b 19 f t 6 i n . 6 5 3 f t 10 n .

6 4 4 f t 10y i n

6 3 6f t6i n

22 f t 6 i n by 22 f t 6 i n 7 6 3 f t 9 i n

7 5 4 f t 6 i n .

7 4 5 f t 7y i n .

25 f t 6 i n b 25 f t 6 i n 8 7 3 f t 7/, i n .

8 6 4 f t 3 i n .

8 5 5 f t 1 y , i n .B 4 6 f t 4y, i n .

28 f t 6 i n by 28 f t 6 i n 9 8 3 f t 6 / , i n

9 7 4 f t Oy, i n .

9 6 4h9in

9 5 5 f t 8% i n .

Bay s i z e

Sect i ons

bet weencol umns

standard 3 f t

Ranges t o

a bay

Range spaci ng

on cent ers

18 i t by18ft 5 5 3f t 7y, i n.

5 4 4f t6i n.

5 3 6 f t

2 1 f t by 21 f t 6 6 3 f t 6 i n .

6 5 4 f t 2/ s i n .

6 4 5 f t 3 i n .

24 f t by 24 f t 7 7 3 f t 5y, i n .

7 B 4 f t

7 5 4 f t 9' / i n .

7 4 6 f t

27 f t by 27 f t 8 8 3 f t 4y i n .

8 7 3 f t 10 n .

8 6 4f t6i n

8 5 5 f t 4/ . , i n

8 4 6 f t 9 i n .



Educational

COLLEGE NUNVERSTYFACILITIES

Librar i es

TABLE 3 Long Rectangular Modul es, 22 f f

6 I n I n OneD r e ct i on'

case stacks wth ranges up to 30 f t l ong

Cl osed-access ranges up to 60 f t l ong have

been used successful l y wth ranges 18 i n . or

l ess deep, 4 f t or 4 f t 1 i n . oncenters .

3 . Spaci ng 4 f t 2 i n . t o4 f t 6 i n . can be used

f or open-access stack, preferabl y he d t o 18 i n .

i ndepth wth the range l ength based on the

amunt of use

4 Spaci ng 4 f t 6 i n . t o5 f t i s generous even

f or heavi l y used open-access undergraduate

stack i f ranges are 15 f t l ongand4 f t 6 i n . on

centers, and i n someci rcumt ances up to 30

f t i f 5 f t on centers .

5 . Spaci ng 5 f t to 5 f t 10i n . i s unnecessari l y

generous for any regular stack -she vi ng and i s

often adequate f or peri od cal d spl ay cases and

f or heavi l y used reference col l ecti ons .6 Spaci ng 6 I t or greater i s adequate f or

newpaper shel vi ng andgenerous f or peri od -

cal d spl ay casesSquarebays aremref l ex i b l e then those t hat

f orma l ong rectang e andare general l y some-what cheaper i f the ce li nghe ght i s l imted Buti f the l ett er are used, the numer of sui tabl e

si zes can be greatl y i ncreased Tabl e 3show

pos si bi l i t i es wth 22 f t 6i n . i n one d recti on and

d f ferent spaci ng i n the other one

S mlar tabl es can be prepared f or l ong rec-

tangular bays 18 f t , 19% f t , 21 f t , 24 f t , 25%t ,

27 f t , and 28j i f t i n one d recti on .

I f secti on l engths are changed f rom 3 f t t o

someother s i ze, such as 3 f t 1 i n . , 3 f t 2 i n . , 3 f t

3 i n . , 3f t 4 i n . , 3 f t 5 i n . , or 3 f t 6 i n . , or i n coun-

t r i e s usi ng the metri c systemt o 90, 95, 100 or

105 cmtabl es comarab eto Tables 1, 2and

3 above shoul d bepreparedwth those l engths

as a base

B Seati ng Accommodati ons

Co um spaci ngi s of l es s i mportance i n con

necti on wth seati ng accommdations than

wth shel ving Tabl es 4and5showthemaxi -

mmnumer of carre s avai l abl e on one si de of

standard-si ze bays and the numer of stud es

avai l abl e i n such bays .

I I C e i l i n g Hei ght s and Fl oor Areas

Mnimmand mximmcei l i ng he ghts and

f l oor areas i nvol ve basi c functi onal and aes-

t h et i c probl em . Suggesti ons from the f unc-

ti onal poi nt of view are proposed as an aid i n

reachi ng decisi ons

A Cei l i ng Hei ghts

Tabl e 6suggests f unct i onal mnimum and maxi -

mm

B Fl oor Areas Both the numer of f l oor s i n a

l i br ar y and the area of each f l oor my be i m

portant functi onal l y and aestheti cal l y . Deci-

si ons i n regard t o themmy properl y be i n-

f l uenced by the s i t e surround ngs, the sl ope of

theground, and the val ue of the property

Tabl e 7 mkes suggest i ons, whi ch at beatare only approximati ons, as to the percentage

of the gross square f ootage of a l i br a r y bui l d-

i ng whi ch functi onal l y should be on the en-

trance or central -services l evel i n a typical aca-

demc l i br ar y .

I I I Accommodat i ons f or Readers

Seati ngaccommdations f or readers and the

servi ce to readers are the l argest space con-sumers i n most l i br a r i e s . The required areasdependon

A Thenumer of accommdationsprovi dedB The types of accommdations and the

percentage of each

A bay of t h i s s i ze w l l give seven secti ons 3 f t l ongbet ween 14-i n . col umns i n t he d i r e c t i o n of t he col umnrange The col umn si zes suggest ed i n Table 2 are sui tabl ehere .

TABLE 4 Car r el s '

Ac a r r e l , as used here, i s anarea i n whi ch a reader i s cu t of f f romany neighbor who i s cl oser than 3 f t on e i t h er s i d e orfront and back and one s i d e . The mni mumdesi rable w dt h of anadequat e c a r r e l worki ng surface i s 2 f t 9 i n . , whi ch i s as use-f u l as 3 f t f or each person at a tabl e w th two or mor e per sons s i t t i n g s i de by s i de . Mni mumdepth suggested i s 20 i n .

t D stance apart oncenters shoul d be not l e s s than 4 f t 3 i n . , unl ess the fr ont tabl e l eg i s s et back 4 t o 6 i n . and armess

chairs are used, i n whi ch case t he dist ance on centers can be reduced t o 4 f t Any dis tance over 4 f t 6 i n i s unnecessari l ygenerous A cl ear space of 27 i n or mor e bet ween worki ng surface and p a r t i t i o n at t he rear i s recommended A shel f above t h e

table in ter feres w th overhead l i g h t i n g and makes a deeper table desirabl e .

t D stance bet ween centers shoul d sel dombe l e s s than 4 f t 6 i n . ; 5 f t i s preferred, anythi ng greater i s unnecessari l y gen-

erous W t h tri pl e-staggered c a r r e l s , t he back of t he center one shoul d be hel d down t o no mor e than 10 i n . above t h e tabletopThedist ance between centers shoul d be no t l e s s than 4

i t6 i n . ; and 5 f t i s preferr ed . Wat ch ou t f or ventil ation . Awndow

i s psychological l y des ir abl e Cl osed c a r r e l s are no t recommended f or undergr aduat es or any st udent n ot actual l y engaged i n

wri ti ng e di ssertati on . G ass i n t he door or g r i l l s shoul d be provi ded f or supervisi on .T A r oom ess than 6 f t l ong at r i g h t angl es t o t h e desk w l l permt shelves above t he desk or a bookcase behi nd t h e occupant

but preferabl y not both . One l e s s than 6 f t p ar a l l e l t o t h e desk w l l no t permt a 4 - f t l ong desk, and a second c h ai r , and maymake i t necessary t o open t he door outward .

TABLE S Fac ul ty Stud es and Smal l

Multi purpose Roam

' A r oomof t h i s s i z e c an house a l arge desk, shel ving,

a f i l i n g case, and permt a door t o open i n .

t Thi s w l l provi de f or confer ence room f or f o u r , an ade-quate smal l s t a f f o f f i c e , or a generous facul ty study I t

shoul d be at l east 8 f t i n t h e cl ear i n one d i r e c t i o n and havee t o t a l area of over 70 sq f t .Any smal l r oomw l l seem ess confi ning i t i t has a w ndow

and s i nce wndowwal l space i s general l y at a premum a

room c an wel l have one o f i t s shor t s i des on t he wndow

wal l

C D mensi ons of t he worki ng surf aces f or

each type of accommdation

D Average square footage requi red f or eachtype of accommdation

E . Add ti onal space requi red f or service to

readers

A For mul as f or Percentage of Students f or Whom

Seati ng Accommodati ons Are Requi red The formula

used shoul d depend on

1 . Thequal i ty of the st udent body and fac-

ul t y The hi gher the qua l i t y , the greater the l i -

brary use

2 . The l i br ar y f a c i l i t i e s provi ded Themre

sati sfactory the seati ng accommdations and

the services provi ded, the greater the use

3 . The qual i t y of t he col l ecti ons Superi or

col l ecti ons i ncrease use4 . The curr i cul um I n general , students i n

the humani t i es and social sci ences use the l i -

brary mre then do those i n the pure and ap-

pl i ed sci ences .

5 . The emhasis pl aced on textbook i n -

structi on, whi ch tends to reduce l i br ar y use

6 Whether the st udent body i s resi dent or

commting and, i f the former, whether the

dormtori es provide sui tabl e study f a c i l i t i e s .

Heaviest l i br ar y use i n most re si denti al i nst i t u -

t i ons i s i n the eveni ng ; i n commting ones,

duri ng thedayti me hours .7 Whether the l ocati on i s rural , suburban,

or urban . Large popul ati on centers tend t o de-

crease eveni ng use because of other avai l abl e

ac t i v i t i es and attr acti ons .

8 . Whether the i ns t i t ut i on i s coeducati onal

or f or one sex onl y . Coeducati on tends to i n-

crease l i br ar y use, part i cul arl y i n the eveni ng

9 . Theemphasi s pl aced by the facul ty on

the l i br a r y and on nontextbook read ng

10 Thepercentage of graduate students and

the f i el ds i n whi ch they work

11 . Thei ns t i t u t i o n' s pol i cy i n regard to use

by persons other than thoseconnectedwth i t

12 The departmental l i br ar y arrangements

whi ch my mkeavai l abl e other read ng f a c i l i -

t i es and reduce the use of the cent r al l i br a r y

Tabl e 8suggest s f ormul as for percentage of

students f or whomeati ng i s suggested

B Suggest i ons f or Types of Seati ng Accommodati ons

and t he Percentage of Each Type

1 . For Undergraduates

a . Tables f or four or mre Not mrethen

20percent Shoul d be l arge y restri cted

Doubl e- or

t r i p l e - Smal l Large

Bay s i ze Opent st agger ed$ cl osed§ cl osedq

18 f t 4 4 4 3

19h f t 4 4 4 3

21 1t 5 4 4 4

22 ,h i t5 5 5 4

24 f t 6 5 5 4

25y, f t 6 5 5 5

27 f t 6 6 6 5

Bay s i ze

Ranges t o

a bay

Range spacing

on cent ers

22 f t 6 i n by 18 f t 4 4 f t 6 i n .

22 f t 6 i n by 20 f t 5 4 f t

22 f t 6 i n by 20 f t 10 i n 5 4 f t 2 i n .

22 f t 6 i n by 21 f t 8 i n 5 4 f t 4 i n .

22 f t 6 i n . by 24 f t 6 4 i t

22 i t 6 i n . by 25 f t 6 4 f t 2 i n

22 i t 6 i n . by 26 i t 6 4 i t 4 i n .

22 i t 6 i n . by 27 f t 6 4 i t 6 i n

Bay s i ze

Smal l

facul ty

study'

Smal l conference

roomor gener ous

facul ty studyt

18 f t 3 2

19; 1, f t 3 221 f t 3 2

22 h f t 3 2

24 f t 4 3

25%t 4 3

27 f t 4 3



Educati onal


Lihrnri ws

TABLE 8 Formul as f or Percentage of Students

f or WhomSeati ngAccommodat i ons Are

suggest ed

t i t i ons i n both dir ect i ons . See Fi g .

3 Agreat i mprovement over a t abl e

f or f our wthout part i t i ons .

( 4) P nwhee ar rangement f or four. See

Fi g . Bc Sati sf actory , but requi res

more space than ( 3) above.( 5) Doubl e carrel s wth readers faci ng

i n di f f er ent di r ec t i ons . See Fi g . 56

Not as sat i sf act or y as ( 6) be-

l ow

( 6) Double-staggered carr els . See Fi g .

7a

( 7) Pai r s of double-staggered carrel s on

both s i d es of a screen . See Fi g . 76

( 8) Tri ple-staggered carr els i n place of

t h r ee s t a ck ranges or i n a l a r ge read-

i ng area .

( 9) Row of s i n gl e carr els at r i ght ang es

t o a wal l i n book-stack or read ng

area See Fi g I a

(10) S ng e carr el s i n place of l ast stack

sect i o n of t he end of a bl i nd stack

a i s l e.See

Fi g . I b

(11) Typing c ar r el s s im l ar t o ( 10) above,

but w th speci al acousti c protec-

t i on .

(12) Row of double c ar r el s i n a read ng

area or i n placeof two stack ranges

See Fi g . 6 .

C osed carr el s are r a r el y recommnded f or

undergraduates . She ves i n c ar r el s tend t o en-

by ai sl es or part i ti ons on one, two, or

three si des . The part i ti ons should be

high enough-52 i n . f or men-so t hat

heads do not bob up or down above

themand cause vi sual d straction

These accommdations my i nclude(1 ) Tabl es f or one These can be

qui te sati sfactory along a wal l or

screen i f the readers al l face i n

thesamed recti on .

( 2) Tabl es for two wth part i ti ons

down the center Sae Fi g Bb For

l i mteduse only

( 3) Tables for four or mrewth par-

to those i n reserve-book and reference

room

b . Loungechairs . Not mre than 15 per-

cent . Shoul d i n general be restr i cted

to l ounge areas, smkingroom, cur-

rent-peri od cal room, or used to break

up unpleasantl y l ong row of other

types of accommdations I n mny l i -

brari es 8 t o 10 percent of seati ng of

t hi s ki nd i s adequate .

c . I nd vidual accommdations Up to 85

percent . These shoul d provi de i n mst

cases f or working surf aces cut off

f rom i mmed atel y adj acent nei ghbors,

TABLE 7 Suggested Formul as f or Percentage of

Gross Square FootageFunc ti onall y Desi rabl eon the

Central -Services Leve '

TABLE 9 SuggestedWorki ng Surf ace Area f or Each Person

Recommended onl y f or reserve- book use o r f o r a coll ege f or women .

t A space of 33 by 20 i n goes farther i n an i ndi vidual acc ommodat i on than at a l a r ge table because others do no t i ntrude

on t h e spacet Shel ves a r e n ot recommended over open carrel s because they make i t easier f or an unauthori zed student to monopol i ze

one .

§ A shel f over a c a r r e l tabl e requires additi onal dept h because i t i nterf eres w t h l i g h t i n g . Acl osed c a r r e l shoul d preferably

have a w ndow glass i n t h e door, and mor e space around t h e tabl e than an open one, or cl aust rophobia may r e s u l t .

Centr al services as used here i ncl ude t he mai n c o n t r o l

p oi n t , circul ation end reference s e r v i c e s , reference and

bibl i ographical c o l l e c t i o n s , t he publ i c catalog, and acqui si -

t i o n and catal og depart ment s .

These computati ons are approxi mati ons o n l y , but smal l er

fi gures than those i n t he l e s t col umn w l l often necessit ate

s h i f t i n g part of t he central s er vi c es t o other l e v e l s andi n c i d e n t a l l y may add considerably t o s t a f f payroll s .

TABLF 6 C ear Co i l i ng He ghts

Hei ghts l ower than specif i ed have been used successfull y on occasi on, but c e i l i n g l i g h t s shoul d be recessed and good

venti l ation assured Fi nancial savings w l l be comparati vel Y smal l

t Gr eater hei ghts may be useful aesthet i cal ly and provi de added f l e x i b i l i t y by maki ng areas avail abl e f or a w der range of

purposes .t 7 f t 8 i n . i s t h e l owest height whi ch permts an adequate protecti ve base and seven shel ves 12 i n oncenters (st andard

f or academc l i b r a r i e s ) w t h sui tabl e cl earance at t h e t op The t op shel f w l l be 8 t t 4 i n above t he f l o or , the greatest hei ght

that can be reached w thout d i f f i c u l t y by a person 6 f t t e l l . Space above 7 f t 6 i n . s no t useful f or storage of open- access c o i -

l ecti ons and w l l be conf usi ng i t used f or other shel ving.§ This hei ght used w t h f l uorescent tubes, at r i g h t angl es t o t he ranges, perm t s s t ac k ranges t o be shift ed cl oser together

or f a r t h e r apart w thout rewri ng, and i s high enough so t h a t heal f r om t he t ubes w l l not damage t he books on t he t op shel f

I t t he fi xtures ar e f lush or nearly f lush w th t h e c e i l i n g , t he cl ear hei ght can be r educed a f ew i nches .1 ( Mezzani nes provi de i nexpensi ve square f ootage i f they occupy at l east 80 percent of t he f l o or area ( b u i l d i n g codes may

prohibi t t hemunl ess mezzani ne i s parti t i oned of f and made a separate u n i t ) , and i f t he o v er a l l hei ght of t he two r e s u l t i n g

l evels i s not much more then 611 greater then woul d be provi ded i f there were no mezz ani ne .

Type of i ns t i t ut i on Percentage

Superi or residenti al coeducati onal

l i b er a l arts col l ege i n rural area or

smal l t own . . . . . . . . . . . . . . . 50-60

Superi or residenti al l i beral a r t s coll ege

f or men or women i n rural area or

smal l town . . . . . . . . . . 45-50

Superi or residenti al l i beral arts col l ege

i n a smal l c i t y . . . . . . . . . . 40-45

Superi or residenti al uni vers ity . . . . . 35-40

Typi cal res ident i al uni vers i t y . . . . . 25-30

Typi cal commuti ng uni versi ty . . . . 20-25

Area

Suggest ed

mnimum

Suggest ed

functi onal

maxi mum

Book stacks* . . . . . . . . . . . . . . . 7 f t 8 i n 8 f t 6 i n

Stacks w th l i g h t s at ri ght angl e

t o ranges§ . . . . . . . . . . . . . . . . . 8f t 4 i n . 8 f t 9 i n .

Stacks w th l i g h t s on range tops

functi oni ng by cei l ing

ref lect ion . . . . . . . . . . . . . . . 9 f t 0 i n . 9 f t 6 i n

Read ng areas under 100 sq f t . . . . . . . 7 f t 6 i n . 8 f t 6 i n

I ndi vidual seati ng i n l arge

areas . . . . . . . . . . . . . . . . . . . . 8 f t 4 i n . 9f t 6 i n Large reading r oom over 100

f t l one broken by sc reens or

bookcases . . . . . . . . . . . . . . . . . . 9 f t 6 i n . 10 f t 6 i n .

Audit ori um up t o 1,500 sq f t . . . . . . . 9 f t 6 i n . 10 f t 6 i n .

Entrance or mai n l evel w th

over 20 000 sq f t . . . . . . . . . . . . . 9 f t 6 i n . 10 f t 6 i n .

Fl oor w t h mezzani neg . . . . . . . . . . . . . 15 f t 6 i n . 18 f t 6 i n

Type of accommodati on

Mni mum

s i ze Adequate s i z e

Table f or mult i ple seati ng . . . . . . 33 i n by 21 i n . ' 36 i n . by 24 i n .

I n di v i d ual t abl e or open

c a r r el f o r under graduat e . . . . 33 i n by 20i n . t

36 i n .by 22 i n .

Open c ar r el f o r graduat e

st udent w thout book shel f

over i t . . . . . . . . . . . . 36 i n b y 24 i n t

Carrel, open or cl osed, f or

graduate st udent wri t i ng

di ssertati on, w t h a book

shel f . . . . . . . . . . . . . . . 36 i n . by 27 i n . § 48 i n by 30 i n .

Facul ty st udy . . . . . . . . . . . 48 i n . b y 30 i n . 60 i n . by 30 i n . i f

there i s shel ving

over i t

Mni mum

percent ages

of gross

area on

central-

Gr oss bui l di ng Si z e of col l ecti ons services

area i n sq f t i n vol umes l evel

Under 20 000 Under 100 000 40-50

20 000-45,000 100 000-250 000 33S-40

40000-80 000 250 000-500 000 25-33h

75,000-150000 500 000-1,000 000 20-30

135,000 + 1,000 000 + 18 25



Fi g 2 Carre l s w th sheves . ( a) Shelf i n f ront of reader . The t a bl e should be S i n . deeper than onewthout a shel f , and adequate spaci ng between carr els my be di f f i cul t to arrange ( b) Shel f at one

s i de i nstead of i n f ront . ( I t can be of eit her s i de . ) Thi s requi res more wdth but l ess depth . ( c) Shel f atone s i de f a ci ng t he a i s l e . Thi s can provide more shel f capaci t y and greater pri vacy ; i t al s o demands

greater total wdth .

Fi g 1 Car r el s at r i ght ang es t o a wal l . ( a) Suggests s i zes and spaci ng and shows e evati ons. (b)Carr el i n pl ac e of l ast s t a ck s ec t i on next to a wal l . The worki ng s ur f ace of t he carrel should be i n l i n ewth t h e s t ac k range i nstead of the ai s l e i n order to mke i f eas i er t o get i n t o the chai r .

courage undesi rabl e monopol i zati on. A shel f

outsi de the carrel wth anopen or l ocked cup-

board provi des f or books and papers t o be r e-

servedandmkespossi bl e l onger hours of car -

r el use

2 Graduate Student Accommodat i onsa . At tabl es f or mul ti pl e seati ng Not rec-

ommended .

b . Open carre s of any of t he types pro-posed i n t above . Graduate carre s my

have shel ves over the worki ng surf ace,

but t hi s w l l requi re deeper tabl e tops

because of l i ght i ng problem, unl ess

the shel ves are i ns t al l ed at one si de

SeeFigs . 2a, b, and c .

c Cl osed c ar r el s . See C and Dbel owf or

worki ng surf ace di mensi ons and

square-footage requi rements Cl osed

c ar r e l s requi re speci al care f or sat i s -

factory l i ght i ng and venti l ati on . Unl ess

l arger than necessary to provi de ade-

quate worki ng surf aces, claustropho-

bi a tends t o r es ul t . A wndow or each

carre or an at t r a ct i ve g r i l l on at l east

one si de w l l he p .

3 . Facul ty Accommdations I f possi bl e,

cl osed stud es shoul d be provi ded f or facul tyMemers engaged i n research proj ects whi ch

requi re theuse of l i br a r y materi als . Li mted as-

si gnment peri ods are suggested They should

not be used as of f i c es . See C and Dbel ow f or

working surf ace di mensi ons and square-f oot-

age requi rements .

C D mensi ons of Working Surface f or Each Type of

Seati ng Accommodati on Tabl e 9 g ves suggested

mn mmand adequate di mensi ons .

Educat i onal


Li brari es



Educat i onal


Li brari es

0 . Average Squar e Footage Requi re d f or D ff erent

Types of Accommodati on The square-footage r e-

qui rements suggested i n Tabl e 10 are at best

approximati ons, but my be hel pful i n pre-

l i mnary stages of planning

E . Addit i onal Space Requi red f or Servi ce t o Readers

Space f or d rect access to seati ng accomm-

dati ons i s deal t wth i n Tabl e 10 and e se-

where Add ti onal space requi red i ncludes :

Assi gnabl e Areas

The publ i c catalog

Space around the bibl i ographical and refer -

ence and curr ent-peri od cal col l ecti ons whi ch

i s requi red because of heavy use

Publ i c areas outsi de service desks

Speci al accommdations f or mcrofi l mrepro-

ducti ons, maps, manuscri pts, archives, and

other col l ecti ons not shel ved i n themai n stack

area . These my i ncl ude aud ovisual areas of

vari ous types .

Staf f worki ng quarters

Nonassi gnabl e Areas

Entrances, vesti bul es, and l obbi es

Corri dors

Areas used pri mari l y as t r a f f i c arteri es

Stair we l s and e evator shaf ts

Toi l ets

Wal l s and coums

I t i s suggested t hat not l es s than 25 sq f t

per reader i n assignabl eor nonassi gnabl eareas

w l l be requi red for the servi ces i n these

groups, and t hat unl ess the speci al accomm-

dati ons menti onedabove are he d to a reason-

abl e mn mmand caref ul planni ng i s provi ded

throughout, the 25 my have to be i ncreased to

35 sq f t .

Seati ng Accommodati ons As an aid i n pl anning

l ayouts, suggesti ons are presented f or arrange-

ment s f or seati ng accommdations i n read ng

areas and book stacks . Rememer t hat aca-

demc and research ( not publ i c) l i br a r i e s are

under consi derati on, and the si zes and arrange-

ment s suggested ar e f or academc and re -

search use

1 . S ng e open carre s wth the l ong axi s of

the tabl etops at ri ght ang es to a wal l . These

my be i n read ngareas, or i n book stacks wth

wal l s on one si de, a subsi d ary cross a i s l e on

the other, wth the end of stack ranges beyond

the ai s le , or they my take the place of t he l as t

stack secti on i n a range S ng e carre s should

preferabl y be f astened to the wal l or f l oor i n

somewaysoas not to get out of posi ti on . (See

Fi g . 1a and b . )

2 . S ng e cl osed carre s along a book-st ack

wal l and openi ng i nt o a subsi d ary stack ai s l e .These are qui te si m l ar t o the open carre s

descri bedabove, but have part i ti ons and a door

and, unl ess considerabl y l arger, they my be

d i f f i c u l t t o vent i l at e and t o l i ght and tend to

cause claustrophobia Part i ti ons t o the c ei l i ng

are not recommended f or undergraduates, but

i f the area, i ncl ud ng the adj acent a i s l e , i s

at l east as mchas 5 f t by 6 f t 8 i n . , i t can be

used f or graduate students i f there i s g ass i n

the door . Li ght f rom an outsi de wndoww l l

Fi g . 3 Read ng-room t abl e w t h di vi di ng parti -

t i ons . Not very sa t i s f acto ry i f fabl e seat s morethan

f our and reader i s hemmd i n on both si des . I f

he l eans bock, he i s too c l ose t o hi s nei ghbor . I fl i ght i s hung fr om the part i t i on, i t fends t o cause

an unpl easant gl ar e I f par t i t i ons between readers

s i t t i n g s i de by si de are extended on both si dest o provi de more pri vacy, they become too conf i n-i ng

TABLE 10 Approxi mate Square-f ootage Requi rements f o r D f f er ent

Types of Seati ngAccommodati ons

The fi gures used here i ncl ude : ( 1 1 area of worki ng surface i f any; 121 area occupi ed by chair ; ( 3) area used f o r d i r e c t access

t o t he accommodat i ons and ( 41 reasonabl e share of al l t he assignable space used f or mai n a i s l e s i n t he r oomunder consi der-

ation .b These chairs i f i n p ai r s shoul d be separat ed by a smal l tabl e t o prevent congest i on and t o hol d books not i n use .

r ' Large l ounge chairs ar e expensi ve, space- consumng, and an ai d t o sl umber Rarel y r ecommendeddl ndiv idual tabl es ar e space- consumng, ar e general l y disorderl y i n appearance because they are e a s i l y moved, and r e s u l t

i n a restl ess at mospher e from t r a f f i c on al l si des Not recommended except al ong a wa l l or screen .

Tabl es f or f o u r a r e t h e l argest ones r ecommended, unl ess pressure f or addit i onal capacit y i s great

(Tabl es f or more than tour are space savers, but f ew readers l i k e t o s i t w t h someone on each si de They w l l avoi d using

t hem as f ar as possi ble .KIndivi dual c ar r el s a r e economcal i n use of space i t pl aced at r i g ht angl es t o a wall , adj acent t o an a i s l e that mus t be p r o -

vided under any ci rcumtances . Theyreduce v i s u a l di stracti on i f p ar t i t i o n s 52 i n or mor e i n height ar e provi ded on at l e a s t two

of t he four s ides . See F i g . 5a and d

4 Double carrel s are useful , but t he st agger ed ones descri bed be oware preferred .

Doubl e-s t aggered carrels are as economcal of space as t abl es f or f our and re duc e vi sual di s t ract i ons See

Fi g 7aJ Tr i pl e-st aggered carrels are as economcal of space as t a bl e s f or s i x or more and r educe v i s u a l di stract i on .

kDouble r ows of carrel s ore economcal i n space useand reduce vi sual di straction See F i g . 6

Fi g . 2 ( c ont . ) Car r el s w t h she ves .

Type of accommodati ons Mni mum

Requir ement s, sq f t

Adequate Generous

Smal l l ounge chai r b . . . . . . 20 25 30

Large l ounge chai r . . . . . . . . . 25 30 35

I ndi vidual tablert . . . . . . . . . . . 25 30 35Tabl es f or tour . . . . . . . . . . 22y, 25 27 , / ,

Tabl es f or more than

fourf . . . . . . . . . . . . 20 22, 4 25

I ndi vidual carrel sg . . . . . 20 2 2 ~/ , 25

Doubl e carrels h . . . . . . . . 22' , 25 2 7' , A

Doubl ed-s t agger ed

carrel s' . . . . . . . . . . . . . 2 2' / , 25 27h

Tri ple- staggered carrels r . . . . 22, ~ 25 27 ; ,

Doubl e rowof car rel s

w t h parti ti ons

between, pl aced i n a

reading roomor i n

place of two stack

r anges k . . . . . . . . 22y 25 27f



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he p . Fi g . 46 shows a closed carrel w t h a

door .

3 . Si ngl e carre l s i n place of a st ack sect i on

of the end of a book range (See Fi g . 16 As

f ar as space use i s concerned, th i s i s the most

economcal wayto provide a seati ngaccommda-

t i on, and i t gi ves agreat deal of seclusi on, whi ch

mny readers want . I t presents f our probl em,

however, as foll ow

a . The space f rom f r ont t o back i s l i m t e d t o

the d stance between range centers, whi ch i n

somcases i s mnimal .

b Unl ess t he t abl e top i s s pec i a l l y desi gned

to occupy the f u l l depth of t he double-faced

range, as shown i n Fi g . 3, i t my be di f f i cul t

to get i nt o the chair because the t a bl e top w l l

j ut out i nto t he ai s ) e .

c Some readers, part i cul arl y i f there i s no

adj acent outsi de wndow w l l f eel too shut i n

f or comort

d . S nce theseat i s at theend of a bl i nda i s l e ,

thel ength of therange shoul d not be mrethan

hal f t hat of a range wth cross ai sl es at both

ends4 . S ng e seats facing a read ng roomor

stack wal l or a high par t i t i on down the center

of a regular read ng roomtable, somtims

wth a high par t i t i on at the si des proj ecti ng 6

i n . beyond t he t abl e top i nt o the ai s le , to cut

oneoff f romhi s nei ghbors . There i s noplace to

l ook out, except di r ect l y at the nei ghbor t o t he

r i ght or l e f t when l eani ng back i n the chai r .

They are not recommnded, except i n an open

area i n groups of four where the reader can

l ook out i n at l east one di re c ti on, because

f ew students enjoy faci ng a blank wal l , unl ess

they can l ook out at l eas t a f ewf eet on one si de

wthout seei ng a nei ghbor close at hand (See

Fig . 3. ) S ng e carre s i n a sawooth . or what i sknown as a dog-l eg arrangement, shown i n

Fig . 4c, ar e preferabl eto those d rectl y f acing

a wal l , as the reader can l ook out on one si de

and s t i l l i s protected fromhi s nei ghbors . They

requi re no add ti onal space

5 . Doublecarre s i n rows i n a read ng room

Fi g . 4 Oher types of s i ng le carrel s . ( a) Par t l y open typing carrel i n place of l ast s t a ck s ec t i on wthacous t i cal l y protected wall s and c ei l i ng ai ded by ad acent books. Absence of ot her seati ng c l ose athand makes doors unnecessary . (b) C osed carrel w th door and shel f . I f t here i s no wndow wderspacing i s desi rabl e t o prevent claustr ophobia . Vent i l at i on and l i g ht i ng w l l present probl em . ( c) Adog-l eg carrel i s a compromse f or one faci ngawal l , which i s di s l i ked by many, i f par t i t i ons are extendedenough to provide sec l usi on . The carrel i s open on one s i de



Fi g 5 Open carre l s along a wal l or a par t i t i on at l east 52 i n . high ( a) Carre l s along a wal l al l f a ci ng t he samway (Recommended. ) (b) Carre s along a

wal l i n pair s . (Possibl e, but they back up to each other unpl easantl y . ) ( c) Carre s faci ng a wal l . (Not recommended I f there are s i de parti t i ons, reader has

bl i nders. I f he l eans bac k, hi s ne ghbor i s c l o se at hand ) ( d ) Car r e l e evati on to show desi rabl e heght of par t i t i ons t o prevent vi sua l di s t r a c t i on . The l e f t -

handcarrel shows aroundedtypeof constr uct i on and the ri ght-hand one a square type

separated by part i ti ons whi ch are at l east 52

i n . i n he ght i n the f ront and on onesi de of the

worki ng area . Part i ti ons i n f ront can be he d

down to no mrethan 3 t o 10 i n above the

t a bl e top because a fu l l viewof one' s nei ghbor

al l the t i me i s l es s d stracti ng than a head

bobbi ng up and down occasional l y ; but 52 i n .

abovethef l oor i s preferabl e ( Fi g 5d

6 . Doubl e carre s i n row i n place of two

stack ranges . A s i z e of 33 by 22i n . can be used

i n placeof two stack ranges when ranges are

4 f t 3 i n . on centers . As i z e of 36by 22 i n can

be used comortabl y wt h ranges 4 f t 6 i n . on

centers . By pl aci ng one or both end pai rs at

r i ght ang es t o the others, the carrel range

and the stack range l ength can be mde to

match wth t a bl e tops and d stances between

centers of standard s i z e . (See Fi g . 6 )

7 . Doubl e-staggered carre s wth the adj a-

cent t a bl e tops overl appi ng by one-half t hei rdepth, placed alongwal l s, wth 4' f t mn mm

on centers and 5 f t preferred

8 . Pi nwheel groups of f our car r el s , pr ef -

erably i n a read ng alcove I f the al cove i s 12

by 12 f t i n the cl ear , t a bl e tops 22 by 36 i n .

are recommnded, wth part i ti ons at l east 52

i n . i n hei ght , whi ch extend 6 i n beyond the end

of each tabl e Shelves are ord nari l y not r ec-

ommended f or these cases, part i cul arl y i f the

t a bl e top i s l es s than 27 i n . deep .

This ar rangement f i t s perf ectl y i n a 27- f t

co umspacing wth twoal coves to a bay . I f

themdules i z e i s 25 f t 6 i n . , the space i n each

alcove w l l be reduced a total of 9 i n . , and one

of theshe f secti ons w l l beonl y 27 i n . I t canbe

used f or shorter she ves or set up as wal l space

f or a bul l et i n board or f or a pi cture or other

decorati on

I f venti l ati on i s adequate, alcoves can bepar t i al l y cl osed i n onthe fourt h si de by a s i ngl e

or double-faced book secti on, whi ch my he p

to use space to advantage and mke possi bl e

the best u t i l i z a t i o n of t he avai l abl e bay s i z e

Themai n a i s l e between double row of al coves

canbeas narrowas 4 ' , h f t . (See Fi g 86and c . )

Pi nwheel groups havebeen successful i n l ar g e

read ng areas, but they tend t o g ve an i mpres-

si on of d sorderl i ness whennot i n an al cove

9 Carre s i n al coves wth t abl es f or four

i ns t al l ed wth 52- i n . - hi gh part i ti ons i n each

d recti on . These al coves my be as l i t t l e as 9

f t deep and 11 f t 3 i n t o 12f t wde i n the cl ear .

Wth a 25 f t 6 i n . bay and 4 f t 6 i n . mai n ais l e,

an unusual l y l ar g e capacity i s possi bl e (See

Fi g 8b and c . ) Wth a 27-f t bay, the space

ut i l i z at i on i s s t i l l good, and the min ai s l e

can be wdened to 6 f t .

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Fi g 6 Doubl e rows of carr els i n booksf ack or read ng area i n place of two stack ranges.

I V . Book-Stack Capaci ty

Book-st ack capacity i s based on

A The numer of vol umes shel ved i n a

standard stack secti onB The square-f ootage requi rements f or a

standard stack secti on .

A The Number of Volumes Shel ved i n a Standard

Stack Secti on Thenumer of vol umes t hat can

be shel ved i n a standard stack secti on depends

on (1 ) Book he ghts and the numer of shel ves

per secti on ; ( 2) book thickness ; (3 ) the deci -

si on i n regard t o what i s consi dered a fu l l

secti on .

1 . Book Heights and Shel ves per Secti on.

Stack secti ons i n academc l i br ar i es ar e con-

si dered standard i f they are 7 f t 6 i n . high and

3 f t wde Secti ons of t hi s he ght mkepossi bl e

seven shel ves 12 i n . on centers over a 4- i n.

base Thi s spaci ngi s adequate f or books whi ch

are 11 i n . ta l l or l ess , whi ch, as shown i n Tabl e

11, i nclude 90percent of the books i n a typi cal

col l ecti on .

I t i s suggested t hat mst of the remai ning

10percent w l l beconcentr ated i n a compar e-

l i v e l y fewsubj ects, t hat 70 percent of t h i s 10

percent w l l be between 11 and 13 i n . t a l l , and

that si x she ves 14 i n . oncenters w l l provi de

f or them

2 . Book Thi ckness and the Numer of Vol -

ums That Can BeShel ved Sati sfactori l y on

Each Li near Foot of Shel vi ng Notwol i br ar i es

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Fi g . 7 Doubl e-staggered carr els . (a) Doubl e-staggered cartel ad acent t o a wal l . The carrel by the

wal l w l l be he ped by a wndowPar t i t i ons should be S2 i n . high or hi gher . Recommnded ( b) Doubl e-

st aggered carrel s on each s i de of a screen or par t i t i on . Aspace s aver , but recommended only when

necessary t o provide requi red seati ng capaci ty The backs of the i nsi de carrel s should be no more than

40 i n hi gh.

3 The Deci si on on When a Secti on I s Ful l .

I n Tabl e 10 a suggested numer of vol umes

per si ng e-f aced secti on i s proposed h i s ev i-

dent that i f books are shel ved by subj ect, i t i s

unwse to f i l l the shel ves completel y, and any

est i mate mst bean approximati on. For mny

l i br ar i es 125 vol umes per stack secti on i s con-

si dered safe

B Squera- f oot age Requirements f or a Standard Stack

Secti on The square-f ootage requi rements

f or a standard stack secti on depend pri mari l y

on ( 1) range spaci ng ; (2 ) range l engths ; ( 3)

the numer of cross ai s l e s and t hei r wdths

(4 ) cross ai s l e area charged against adj acent

reader accommdations; (5 ) nonassi gnabl e

space.

1 . Range Spaci ng Range spaci ng shoul d

bebased on coum spacing, on shel f depths,

whi ch are di scussed i n a bel ow and on stack-

ai s l e wdths, deal t wth i n 2 beow

a . She f depths . Depths as used here are

based on doubl e-f aced bracket she vi ng wth

2 i n . between the back of the shel f on onesi de

of the range and the back of t he she f on the

other s i de . She f depths speci f i ed by stack

manufacturers are 1 i n . greater than the actual

depth, t hat i s, a 7 - i n . actual she f i s cal l ed

an 8 - i n . nomnal shel f , because 8 i n . s ava i l -

abl e i f hal f t he 2 i n . noted above i s assi gned

' Thi s tabl e i s i n common use by s t ac k manuf actur ers .

Adapt edf rom Ri ders Compac t Storage, p 45, whi ch

was based t o a considerable extent on research done byVan Hoesen and Ki lpatr i ck on t h e height of books i n aca-demc l i b r a r i e s .

vol ume ; ( b) bi nd ng pol i cy, par t i cul ar l y f or

pamphl ets and s er i al s and peri od cal s ; ( c) the

col l ecti on under considerat i on .

A commn y used f ormula f or thi ckness of

books i s shown i n Tabl e 12

TABLE 12 Vol umes per l i near Foot of Shel f

f or Books i n D ff erent Subj ect s

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ar e al i ke i n t hi s connecti on. Theaverage thi c k-

ness w l l depend on ( a) Thedef i ni ti on of a

TABLE 11 Book He ghts`

Volumes per Volumes per

foot of si ngl e-f aced

Subj ect shel f secti on

8 i n . or l ess . . . . . . . . 25°10. . . . . . . .

9 i n . or l ess . . . . . . . . 54. . . . . . . .

10 i n . or l ess . . . . . . . . . . . . . . . . . . 79

11 i n . or l ess . . . . . . . . . . . . . . . . . . 90

12 i n . or l ess . . . . . . . . . . . . . . . . 94

13 i n . or l ess . . . . . . . . . . . . . . . . . 97

Ov er 13 i n . . . . . . . . . . . . . . . . . . 3

Ci rcul ating (nonfi cti on) . 8 168

F ict ion . . . . . . . . . 8 168

Economcs . . . . . . . . 8 168

General l i terature . . . . . . 7 147

Hi story . . . . . . . 7 147

Ar t (not i ncl udi ng

l arge f o l i o s ) . . . . . . 7 147

Techni cal and sci ent i f i c . 6 126

Medi cal . . . . . . . . 5 105

Publi c documents . . . 5 105Bound peri odi cal s . . . 5 105

Law . . . . . . . . . 4 84



Fi g . 8 Tables i n book alcove (a) Standard f abl e w t h no part i t i ons . ( b) Tables f or two to four persons,wth part i t i ons f i tt ed i n dif ferent col umn spacingand w t h exhi bi t space re pl aci ng a s hor t s ect i on ( c)Nest of tabl es i n pi nwheel formto g ve add ti onal pri vacy.

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TABLE 14 Suggested Stack-A sl o Wdths and Stack-Range Lengths'o the she ves on each si de of a double-faced

shel f secti on .

Tabl e 13 show depths of books . I f these

f i gures are correct ( t h e author be i eves they

TABLE 13 Percentage of Books I n an

Academc Co l l ec t i on BelowD f f er e nt Depths

Measured f romthe Back of the Spine to the

Fore Edgeof t he Coven*

These are suggesti ons onl y and n ot t o be consi dered defi ni te r ecommendat i ons . Ci rcumt ances a l t e r casestS tack-a is l e w dths of 24 i n shoul d be consi dered an absol ute m ni mum and are r a r e l y j u s t i f i a b l e . Anythi ng under 28 i n

i s d i f f i c u l t w t h a book truck, even when t h e use i s l i g h t The mni mumrange l engths suggest ed$ Stack-r ange l engths are often determned by avail abl e space, r a t h e r then by t h e i r s u i t a b i l i t y The maximum engths shown

i n t he tabl e shoul d general l y be used o n l y w th t h e maximuma i s l e w dths suggest ed .

*Adapt ed f rom R der ' s Compac t Book Storage, p 45 .tAn8 - in actual, i . e . , a 9 - in nomnal dept h s h e l f , w l l

house a 10 - in . - deep book w thout d i f f i c u l t y , unl ess there i s

anot her deep book i mmedi atel y behind i t . Mos t books over10 i n, deep w l l be mor e than 11 i n . t a l l and shoul d besegregated on speci al shel ving whi ch i s mor e then 9 i n . i n

nomnal dept h .

represent the average i n research and aca-

demc l i br ar i es ) , a she f wth 8 i n . actual depth,

together wth the space avai l abl e between

shel ves onthetwosi des of a double-f aced sec-

t i on, w l l provi de for practi cal l y any book t hat

does not have to be segregatedbecause of i t s

hei ght , and 8 - i n . act ual depth shel ves (the y

are desi gnated by the manufacturers as 9 - i n .

she ves) are recommended i n place of the T-

or 9 - i n . actual -depth shel ves which are com

monl y used I n mny l i br a r i e s a 7- i n actual -

depth she f i s sui tabl e f or a l arge part of the

col l ecti ons .

2 . Stack-ai sl e Wdths and Stack-range

Lengths. Stack-ai sl e wdths shoul d be based

on the amunt of use by i nd vi dual s and by

trucks and the l ength of the ranges before a

cross ai s l e i s reached Oher things bei ng

equal , thel onger the range, thewder the ai s l e

should be Tabl e 14 suggests desi rabl e stack-

ai s l e wdths i n conj uncti on wt h stock-range

l engths under di f f er e nt types and amunts of

use

Do not f orget that stack-ai sl e wdths mst

be based, i ndi r ect l y at l east , on the co um

spacing, and are aff ected as we l by t he s hel f

depths d scussed i n 1 s above, i f col umns are

not to obstruct the ai sl es The d stance be-

tweenco umcenters should be an exact mul -

t i pl e of the d stance between the center of

paral l e l stack ranges wthi n the stack bay,

whi ch i n t u r n i s determned by thesumof t he

depth of a doubl e-faced range and the wdth

of a stack ai s l e .

3 Wdths f or Mai n and Subsi d ary Cross-

stack A sles. Cross-ai sl e wdths shoul d bebased on amunt of use and are i nevi tabl y af -

fected by theco um spaci ng Co um spaci ng

often mkes i t d i f f i c u l t to provi de any cross-

a i s l e wdths except 3 f t or a mul ti pl e of 3 f t

Tabl e 15 suggests desi rabl e cross-ai sl e

wdths under di f f er e nt types and amunts of

use

4 . Cross-ai sl e Area Charged agai nst Adja-

cent Reader Accommdations The ef f ec t on

square-f ootage requi rements per stack secti on

and vol ume capaci ty per net square foot of

stack area, resul ti ng f rom the provi sion of

reader accommdations i n the f orm of stack

carr el s, i s shown i n Figs . 10and 11 These

i nd cate t hat the assi gnment of one-hal f of t he

adj acent cross-ai sl e areas to reader space

whencarre s are ononesi de of the cross ai s l es

* Based on Fi g . 10, w t h a 15-f t b l ind -a i s le rangeon each s i de of a 3 - f t center a i s l e .

t Based on two 3 - f t si de a i s l e s and a 6 - f t center a i s l e separat ed by 30- h stack r anges .

t Bas ed on 3 - f t s i de ai s l e s bet ween c a r r e l s and 30- f t s t ack ranges, t he l a t t e r separat ed by a 4 f t 6 i n . center a i s l e

One- hal f of t he si de a i s l e s a r e charged agai nst t h e c a r r e l s , b u t even on 5 - f t centers t h e c a r r e l s occupy onl y 221 so f t , and

square footage f or a secti on i s l ow

TABLE 16 SquareFootage Requi red f or OneS ng e-f aced Standard Secti on

*These are suggesti ons onl y and not t o be consi dered definit e r ecommendati ons . Ci rcumtances aher cases .

t I n determ ning m ni mumor maximumw dths , keep i n mnd t h e l ength and w dt h of t h e book trucks used, as wel l as t he

amount of use . Mni mumw dt h stack a i s l e s shoul d n ot be accompani ed by mnimumcross a i s l e s Fromthew dths shown i n

t h e t a b l e , up to 4 i n . may have t o be subtracted to provi de f or adj acent stack upri ghts and i r r e g u l a r i t i e s i n col umn sizes

t I f open c a r r e l s adj oin a subsi diary a i s l e , they w l l make i t seemw der, b u t t r a f f i c w l l tend t o be di sturbi ng to t he c a r r e l

occupant s .

I f cl osed c a r r e l s open f roma subsi diary a i s l e , they w l l make d seemnarr ower .

TABLE 15 Suggested Cross-AsleWdths*t

Typi cal use of s t ac k

A i s l e

w dth, i n . t

M n . Max.

Range

l engths$

Mn Max.

Cl osed- access storage

stack . . . . . . . . . . . 24 30 30 60

Li mt ed- access, l i t t l e-used

stack f or over 1,000 000

vol umes . . . . . . . . . . 26 31 30 42

Heavil y used open- access

stack f or over 1,000 000

vol umes . . . . . . . . . . . 31 36 24 38

Ver y heavi l y used open-

access s t ac k w t h l ess than

1,000 000 vol umes . . . . 33 40 15 30

Newspaper stack w th 18 i n .

deep shel ves . . . . . . . 36 45 15 30

Ref erence and current-

peri odi cal r oom stacks . . 36 60 12 21

Current- peri odi cal display

stacks . . . . . . . . 42 60 12 21

5 i n or l ess . . . . . . . . . . . . . 25%

6 i n or l ess . . . . . . . . . . . . . . . 54

7 i n or l ess . . . . . . . . . . . . . . . . 79

8 i n or l ess . . . . . . . . . . . . . . . . 90

9 i n or l ess . . . . . . . . . . . . . . . . . 94

10 i n or l ess . . . . . . . . . . . . . . . 97t

Over 10 i n . . . . . . . . . . . . . . . . 3

Typi cal use of stack Mn

Mai n a i s l e

Max M n .

Subsi diary

c r os s ai s l e*

Max.

Cl osed-access storage . 3 i t 4 f t 6 i n . 2 f t 6 i n . 3 f t 6 i n

Lim ted- access stack . . 3 f t 4 f t 6 i n . 3 f t 3 f t 6 i n

Heavil y used open- access

stack . . . . . . . 4 f t 5 f t 3 f t 4 f t

Heavi l y used open- access

stack f ar l arge col l ect ion

and r anges 30 f t or more

l ong . . . . . 4 f t 6 i n 6 f t 3 f t 3 i n . 4 f t 6 i n

Squar e f eet w t h

Square f eet Squar e f eet adequat e cross

Range w th mnimum w th generous ais les combi ned

spacing cross a is l es* cross a i s l es t w th carr els

5 f t 0 i n 8 . 25 9 . 00 8.4375

4 f t 6 i n 7 425 8 10 7 . 60

4 f t 3 i n 7 .0125 7 . 65 7 . 225

4 1 t 0 i n 6 60 7 . 20 6 . 75



ducat i onal

LLEGEANDUNVERSITY FACI LITI ES

i brari es

TABLE 17 Vol ume Capaci ty per 1,000 sq f t of StackArea w th D ff erent Numer of Square Feet and

D f f er e nt Number of Vol umes per Secti on

and book-stack ranges are on the other, my

i ncrease r ather than decrease book capacity

per square f oot of net stack area, and i n add -

t i on provide desi rabl e and economcal seati ng

accommdations adj acent to the books See

Tabl e16.

I t i s evi dent that a l arge numer of vari abl es

are i nvol ved i n book-st ack capaci ty Tabl e 16

i s based on the square f ootage requi red f or asi ng e-f aced standard secti on i n stack l ayouts,

wth di f f er e nt range spacing, range l engths,

and cross-ai sle wdths, as wel l as stack carre s .

Tabl e 17 show stack capaci ty per square

foot of area i f 100 125, 150 or 160 vol umes

per standard stack secti on i s used i n connec-

t i on wth 7, 8' / 9, or 10 sq f t occupiedby each

secti on .

5 . Nonassi gnabl e Space . Nonassi gnabl e

space i ncl udes, as f ar as i t s ef f ec t on book

capaci ty i s concerned, t he f l oor space occupied

by col umns, mechani cal services, and v ert i c al

transport ati on of al l kinds. Wementi on i t here

si mply to cal l attenti on to i t I n a careful l y de-

si gned stack f or 25, 000 vol umes or mreon

one l evel , nonassi gnabl e space shoul d not

amunt to mre than 10 percent of the gross

stack area, and wth a l ar ger i nst al l at i on

considerabl y l ess than t hat .

V Card Catalog Capaci ty

I n planni ng a card-catalog room est i mates

qui te siml ar to those used f or book-stack

capaci ty mst be mde They should i nclude

A The capaci ty f or each card catalog uni t

used

B The square footage of f l oor space r e-

qui red t o f i l e 1,000 cards comort abl y

A The Capaci ty of Each Card Catal og Uni t The

capaci ty of each card catalog uni t depends

on

1 . The numer of tr ays i t contai ns

2 . The depth of each t r a y and the numer of

i nches of cards that can be f i l e d i n i t wthout

undesi rabl e and uneconomcal congest i on3 . The thickness of the card stock, t hat i s ,

the numer of cards t hat w l l occupy 1 i n . of

f i l i ng space

1 . The Numer of Trays i n a Card Cabi net .

This depends onthe numer of tr ays i n each

di re c ti on, that i s, ver t i c al l y and hori zontal l y .

Cabi nets are mde i n a great mny di f f ere nt

s i zes , but f or l arge i nstal l ati ons 6 trays wde

and 10 t o 12 high are consi dered st andard,

g vi ng 60 or 72 t o a uni t

Acabi net wth tr ays 14 or even 16 hi gh i s

possi ble, wth f a i r l y l ow bases so t hat t he top

one w l l be wthi n reach. This w l l g ve 84 or

96 t r ays t o a uni t .

Cabi nets 5 trays wde of di f f er ent hei ghts

are al so avail abl e, but my be mre expensi ve

per t r a y unl ess purchased i n l arge quanti ti es .

They have the advantage of f i t t i n g i nt o s t an-

dard 3-f t-wde stack uni ts .

2 . The Depth of the Trays . Trays can be

purchased i n al most any depth, but j us t over

15, 17, and 19 i n . mght be consi dered st an-

dard A t r a y under 15 i n . i s uneconomcal i n

f l oor space used i f the catalog i s l arge Those

over 19 i n are so heavy when fu l l as to mke

t hei r use a doubtf ul bl essi ng

3 . The Thi ckness of Cards and the Numer

That W l l Occupy 1 i n of F i l i n g Space Ex -

peri ence i nd cates t hat 100 average cards to

1 i n . of f i l i ng space i s a safe f i gure to usetoday .

Cards tend to thicken somewhat as they get

older .

Tabl e 18 show the capaci ty f or cabinets 6

trays wde wth d fferent he ghts andd fferent

t r a y depths, based on 100 cards to 1 i n . , wth

the net avai l abl e f i l i ng space f i l l ed to a com

fortabl e worki ng capacity . The term tray

Cabi net s si x trays w de occupy approximatel y 40 i n .i n w dt h . Five- t ray-w de cabi nets occupy appr oxi matel y33y, i n i n wd t h and can be placed i n a standard 3 - f t -wdestack secti on . They w l l probabl y cost mor e per t r a y , butthey may f i t i n t o t h e avail abl e space t o advantage, some-t i mes combi ned w th t he w der uni ts

t o 15 - in t r a y i s est i mated t o provi de 12 i n . of net f i l i n g

space, whi ch, i t f i l l e d t o 7. 1 percent capaci ty, w l l housecomortably approxi mately 850 cards whi ch average 11100i n i n thi ckness,

t o 17-i n . t r a y i s est i mated to provi de 14 i n of n et t i l i n gspace, which, i f f i l l e d t o 72 percent of capaci ty, w l l housecomortably appr oxi matel y 1, 000 cards whi ch average

1 /100 i n n thi ckness .§ A 19- i n t r a y i s est i mated t o provi de 16 i n . of net f i l i n g

space, whi ch, i f f i l l ed t o 73 percent of capaci ty, w l l housecomortabl y approx imatel y 1, 150 cards whi ch average1/100 i n . n thi ckness These trays may be uncomort-

abl y heavy when t i l l e d t o capacit y .

Fi g . 9 Stackcapacity w th dif ferent rangespaci ngNoal l owance i s i ncl uded here f or cross a i s l e s . SeeFi gs 10 and 11 f or thei r effect . Stack c apaci ti esused here areon t he bas i s of 125 vol umes t o each

si ng e-f aced sect i on .

TABLE 18 Card Capaci ty f or Standard Card

Cabinets Si x Trays Wde*

depth refers to the overal l depth of thecabi neti n whi ch the tr ays are housed From t 3 i n .

should be subtracted to obtain the gross

f i l i ng spaceavail abl e, andcomortabl e worki ng

capaci ty can be esti mated at between 70 and

75 percent of the gross f i l i n g space, wth asomewhat l arger percentage usabl e wth the

l onger tr ays .

Thecapaci t i es notedabovecan be i ncreased

by at l east 10 percent before they become

compl etel y unmanageabl e, but i t i s strong y

recommended t hat t he l ower f i gur e be used i n

esti mati ng comortabl e worki ng capaci ty .

B Square Footage of Fl oor Space Requi red t o F i l e

1,000Car ds Comort abl y Thespace requi rements

depend on :

1 . The depth of the trays i s a somewhat

vari abl e f actor, as al ready noted

2 . The heght of t he cabinets .

Examnati onof Table 16 and Figs 9 t o 11 shoul d hel p i n determ ning area t o al l owf or a si ngl e-f aced secti on

Thi s mat t er has been covered i n I V9° Volumes per secti on has been covered i n detai l i n I VAr l f a per i od i s used i nstead of a comma i n t he vol ume count i n t he l a s t f our col umns shown above, i t w l l give

the number of vol umes per square foot avail abl e under dif ferent condit i ons .u 10 sq f t per secti on i s t he cubook f ormul a proposed by R . WHenderson .

SeeTabl e 16 f or an exampl eJ The author suggests that t h i s i s a sati sfactory and saf e f i gur e t o use f or a l a rge col l ect ion accessi ble t o

graduate students and a l im t ed number of undergraduates .

KAdequate f or a very l arge c ol l e c t i o n w t h l i m t e d access .

.100 vol umes pe r secti on i s t h e cubook f ormul a .

. The author suggests that t h i s i s a sate f i g u r e f o r comortabl e working capacit y i n an average l i b r a r y See I VA .

I The number of 150vol umes pe r secti on i s t oo often proposed by archi tects and l i b r a r i a n s . Whi l e i t i s a possibl e f i g u r e ,i t shoul d be real i zed that i t approaches f u l l capacit y and shoul d be used onl y i n cases where addit i onal space i s i mmedi at el yavail abl e when capacit y i s r eached The t i me to consi der what comes next w l l have passed .

~ The number of 160 vol umes pe r secti on shoul d n ot be consi dered f or mos t academ c l i b r a r i e s , unl ess t he col l ecti on hasanunusual l y high percentage of abnormal l y th in vol umes and i n d i v i d u a l l y bound pamphl et s .

3 Thespace between cabinets set aside f or

consul tati on tabl es and f or those who use the

catalog Thi s shoul d dependon the i ntensi ty

of use at the t i me of peak l oads . A smal l cata-

l og wth heavy use requi res mchmresquare

f ootage f or 1,000 cards than does a l arge one

wth l i ght use

4 Thespace assi gned to mai n and second-

ar y ai s l es used to approach the cards .

Tray l eng t h

Trays high 15 i n t 17 i n $ 19 i n . §

10 51, 000 60000 69,000

12 61, 200 72000 82 800

14 71,400 84,000 96, 60016 81,600 96,000 110 400

Volumes per 1,000 sq f t w th

dif ferent no, of vol s .

per sec t i on f `

Sq f t per

secti on

No of secti ons

i n 1, 000 f t 100 h 125' 1501 160q

10`f 100 10000 12 500 15, 000 16,000

9 111 11,100 13,875 16, 650 17,780

By, i 120 12000 15,000 18 000 19,200

79

143 14,300 17,875 21,450 22 880



Fi g . 10 Stack capaci ty wth dif ferent range spaci ngand mnimumcross a i s l e . Cross a i s l e = ; , area .

Educat i onal


Li brari es

Fi g 11 Stack combi ned w t h s t ack al coves Nonstandard bay s i zes can someti mes beused t o advantage

wthout s er i ous l y a f fec t ing capaci ty per squaref oot .



Fi g . 12 Wdth of c atal og cases ( a) Cases whi ch are f i ve tray s wde can be f i t ted i nto a standard 3 - f twde book secti on, an arrangement whi ch i s someti mes useful . ( b) The ri ght-hand case i s a standards i x - f r a y wdth both cases are i n twoparts, each seven f r a ys hi gh f o r addi t i onal capacity Add ti onal

hori zont al support provi ded by th i cker cross pieces ( not shown) w l l be requi red i n each par t .

Fi gs . 17and18showd f ferent ar rangements

based pri mari l y on the i nt ens i t y of use and

secondari l y on the si z e of the catalog whi chre sul t i n al l the way from1,000 to 4, 000cardsper sq f t of f l oor space f or the whol e area

Every l i br a r y bui l d ng program should i ndi -catethenumer of cards that shoul d be housed

and any avai l abl e i nf ormati on about the amunt

of use at the ti me of peak l oads .Card catalogs are general l y pl aced i n doubl e-

faced row paral l e l to each other, at sui tabl e

d stances apart , so spaced that i t i s possi bl e togo around ei t her end of each row o reach the

next one As catalogs becomel arger, i t my bedesi rabl e and perhaps necessary to f i l l i n one

of t he ends, maki ng an al cove cl osed on three

si des . Thi s myadd t o t he capaci ty of the area

by as mch as 50 percent, but i t mst be r e-

memered that , i f corners are f l i g ht together,

there i s danger of brui sed knuckl es when a

t r a y f romthe rownext to the corner i s pul l ed

out . A4- t o 6- i n break, preferabl y coveredwth

a f i l l e r, i s desi rable oneach si de of t he corner

Adoubl e rowof al coves wth a corri dor i n be-

tween, perhaps 6 f t wde, my gi ve t he l argest

possi bl e capaci ty i n a g ven area .

Suggest ed l ayouts f or three l i br a r i es , eachrepresenti ng a d ff erent si tuati on as f ar as

s i z e and use are concerned, are shown i n Fi gs16, 17, and 18

YI . Government Standards

i t i s possi bl e and i n somecases necessary to

base space-assi gnment f i gures on st andards

promul gated by governmental authori ti es

supervi si ng the i nsti tuti ons concerned. These

st andards can be he pful but , l i k e al l f ormulas

and t abl es, they shoul d be used wth cauti on

because, as has been emphasi zed throughout

t hi s secti on, si tuati ons di f f e r and ci rcum

stances a l ter cases . Wth t hi s word of warni ng,

standards f or three di f f ere nt groups are noted

A Cal i forni a State Col l eges Library Standards Based

upon l i br ar y vol umes to be housed, the f o l -

Educat i onal


Li brari es



Educati onal


L ibrar i es

Fi g . 13 Consultati on t a bl e ad acent to catalog cases . ( a) I f the t a bl e i s placed between paral l el rows

of cases w th ai s l e s of sui tabl e wdth, i t w l l prevent obstr uc ti on and not r equi r e the tray s t o be c ar r i ed

uncomortabl y l ong di stanc es . ( b) Thi s shows anendand f ront e evati on of ac ons ul t a t i on t a bl e i ndi c at i ng

possi bl e wdths, hei ghts, and accessori es .



ducati onal


r i es

Fi g . 14 Consultati on t a bl e along a wal l at r i ght ang es t o catalog cases. Wth th i s arrangement, cases

canbe placed cl oser together but t r a ys must bec ar r i ed considerabl y farther, and therew l l be a tendency

t o tr y t o c ons ul t c ar d s wthout removi ng trays Congest i on and damget o c ar ds my resul t .

Fi g . 15 Consultati on tabl es i n l i ne wth and between cat al og cases . Consul tati on tabl es arranged i n

t h i s way save ste ps but par t i al l y obst r uct use of ad acent tray s.

Fi g 16 Catal og f or a smal l l i br a r y . Wth 3-f t-wde a i s l e s at end of each row of standard cases si x

f rays wde and te n hi gh, 720 000 cards can be housed i n 480 sq f t , g vi ng 1,500 t o a square foot . Thi s

i s adequate spacing f or a l i br a r y wth 300 seats



Educati onal


Librar i es

Fi g . 17 Catal og room f or a s mal l uni ver s i t y l i br ar y w th 1,000 seat s . A l arger proporti on of t he areai s requi red f o r c ons ul t a t i on t a bl es and onl y 1, 000 c ar d s per square f oot of f l oor space i s provi ded

Fi g 18 Catal og roomf or typi cal l ar g e uni versi ty l i b r ar y . Provisi on i s mde f or 1, 500 cards per square

f oot of area w th adequate space at t abl es f or readers c onsul ti ng them



ucational

OLLEGE NUNVERSTYFACILITIES

brari es ; I ndi vi dual Study Carrel s

l owng space st andards are to serve as gui de-

l i nes f or the desi gn of newbui l d ngs or add -

ti ons to exi sti ng bui l d ngs :

1 . Book-st ack areas at t he r at e of 0. 10 ac t f t

per vol ume

2 . Readers' stati ons at the r at e of 25 sq f t

per stat i on, wth stati ons t o be provi ded f or 25

percent of pred cted FTE ( f u l l - t i me equi valent

students) .

3 . Speci al materi al s . An add ti onal area

equal t o 25percent of the bound-vol ume area

shoul d be the budget standard f or speci al mate-

r i a l s : unbound peri od cal s, maps, courses of

study, and sampl e textbooks .

4 . Speci al f uncti ons

(These data r el at e t o each person emloyed

i n any of these categori es)

Square f eet

I ND V DUAL STUDY CARRELS

FromanEducati onal F a c i l i t i e s

Laboratori es Report*

Square f eet

I Not e : The t o t a l fl oor area al l owed by 1 and 2 above w l l ,i t i s est i mated, provi de f or t he necessary c a r r e l s , mcro f i lmand audio- visual f a c i l i t i e s , et c . )

3 . S ze of col l ecti on :

State col l ege 30 vol umes per f u l l - t i me stu-

dent f or the f i r s t 5,000 students, pl us 20 vol -

umes per f ul l - t i me st udent beyond 5,000

students .

Uni versi ty : 100 vol umes per f ul l - t i me st u-

dent f or the f i r s t 10000 students, pl us 75

vol umes per st udent f or the second 10, 000

students, pl us 50 vol umes per st udent beyond

20 000 students

C TheUni ted States Veterans Admni stra-

t i on has prepared tabl es to i nd cate l i br ar y

space assi gnments whi ch are based on the

numer of beds i n di f f er ent types of hospi tal s .

They are hopi ng by the use of these tabl es to

determne through a comuter the square f oot -

age to be assi gned i n a l i br ar y f or each groupof space users, l i br ar y s ta f f , hospi tal s ta f f ,

pat i ents, shel ving equipment, and so f o r t h

B . TheCal i forni a State Department of Edu-

cati on i n 1955 i ncl uded t hi s st atement i n A

Restudy of the Needs of Cal i forni a i n Hgher

Educati on.

Li brari es . -Total l i br ar y space requi rements,

i ncl ud ng study hal l s and al l l i b r ar y - s t a f f

workareas, werecomutedon the basi s of the

foll owng est i mates :

1 . Readi ng roomandstudy hal l s , i ncl ud ng

ci rcul ati on desks and s t a f f off i ces : 30 net

square f eet per stati on and one stati on f or

every f our f u l l - t i me students, or 7. 5 net square

f eet per f u l l - t i me st udent .

2 . Col l ecti ons housi ng the vol umes l i s t ed

be ow i ncl ud ng work areas, assumng pro-

gressi ve y greater use of cl osed stacks ascol l ecti ons i ncrease i n s i ze, and the use of

cent r al storage f a c i l i t i e s for the l arger col -

l ecti ons :

* TheSchool Li brary, F ac i l i t i e s f o r I ndependent Studyi n t he Secondary School, by Ral ph E . Ell sworth, Ph. D ,

and Hobart DWagerer, A I . A . , edi ted by Rut h We n-

stock, Educati onal F a c i l i t i e s Laboratori es, NewYork,1963

Fig . 1 Avari ety of pos si bl e shapes and arrangements f or smal l -group room .

Fi r s t 150 000 vol umes . . . . . . 0 . 10 net act f t

per vol ume

Second 150 000 vol umes . . . . 0 . 09

Next 300, 000 vol umes . . . . . 0 . 08

Next 400, 000 vol umes . . . . . . 0 . 07

Second 1,000 000 vol umes . . 005

Publ i c servi ces

Dvi sion head . . . . . . . . . . . . . . 150

Department head . . . . . . . . . . . . 150

Reference l i br ar i an . . . . . . . . . . . . 110

Speci al servi ces . . . . . . . . . . . . . . 110

C rcul ati on l i br a r i a n . . . . . . . . . . . 110

Cl eri cal -per posi ti on . . . . . . . . . 80

Publ i c servi ces poi nts

Per l i br a r i a n' s s t at i on . . . . . . . . . . 125Per c le r i cal stati on . . . . . . . . . . . 80

Admnistr at i on . . . . . . . . . . . . . . 150

Admni str ati ve conference

room . . . . . . . . . . . . . . . . . 150

Secretary-recepti o. . . . . . . . . . . . . 160

Technical servi ces

Dvi si on head . . . . . . . . . . . . . . . 150

Department head . . . . . . . . . . . . . 110

Asst . catalog l i br ar i an . . . . . . . . . . 110

Asst order l i b r a r i a n . . . . . . . . . . . . 110Seri als l i br ar i an . . . . . . . . . . . . . . 110

Documents l i br ar i an . . . . . . . . . . . . 110

Cl eri cal -per posi ti on . . . . . . . . . . 80



Educat i onal


I nd vi dual Study Carrel s

Fi g 2 Avar i et y of possi bl e carrel arrangements .



Fi g . 4 Conventi onal l i br ar y t a bl e subd vided by pane s.

Fi g . 3 Car r el s w t h pane di v iders .

ucat i onal


nd vi dual Study Carrel s



Educat i onal


I ndi vi dual Sfudy Carrel s

Fi g . S Carre l s wth storage d viders

Fi g . 6 Li br ar y t abl e w t h storage uni ts as di v iders



Fi g . 7 Arrangement of carrel s f or three-student pl aces Base i s a hexagonal t a bl e

ducati onal


nd vi dual StudyCarrel s



Educat i onal



Fi g . 8 Carre l s f or f our student pl aces usi ng octagonal t a bl e .



Fi g . 10 Car r el s wth typing uni t .

Fi g . 9 Hexagon-based carrel w th mechani cal core .

Educati onal


I nd vi dual StudyCarrel s



Educat i onal



Fi g 11 C osed carre l s f or sound and vi sual equi pment .

Fi g . 12 Car r el s wth mechani cal equi pment bui l t i n , based on a steel or alumnum

Xf rame Frame f ol ds up l i k e a card table, can be used f or other purposes as wel l .



Educat i onal



Fi g 13 Carr el arrangements using standard bookcases and tabl es .



Educati onal



Fi g . 14 Carrels wth storage l ockers f or books.



Fi g . 16 ( a) Vari ous panel di vi der mat e r i al s : ( 1) perforated metal or pegboard wth acousti cal l i ne, ( 2)

cork wth har dwood or metal f rame, ( 3) transl ucent pl a st i c s et i n wood or metal f rame, and ( 4) f abr i c

covered f i berboard set i n metal f rame ( b) D v ider pane and center d vider : s i de pane s or storage

uni ts can be s l i d along t r a cks of center di vi der t o change carrel s i z e .

Fi g . 15 Vari ous storage uni ts : ( 1) pl an, ( 2) el evati on, ( 3) tambour door , and ( 4) s l i di ng doors openi ng to opposi te si des .

Educat i onal





Educati onal


Student Uni ons

By CHESTER ARTHUR BERRY Ed. D

STUDENT UNI ONS

Organi zati on

Si nce by d e f i n i t i o n t he termcol l ege uni on hast wo meani ngs- organi zati on and bui l di ng- i ti s necessary t o i nvesti gate the nature of eachThe organi zati on of students, f a c u l t y , andal umni whi ch composes t he uni on usuall y oper-ates w t h a governi ng board at i t s head Thisboard, whi ch may or may not i ncl ude r e p r e -sent ati ves of t he three groups, i s responsi bl ef or t he operati on o f t he uni on, al t hough much

of t he d e t a i l i s handl ed by tr ained s t a f f members and much of t he gui di ng phi l osophy i so r i g i n a l l y that of t he professi onal s t a f f Theboard i t s e l f i s concerned l a r g e l y w th ques t i ons

of pol i cy and i mpl ement s i t s pol i cies t hrought he work of vari ous vol unteer comm t t ees andt he pai d s t a f f of t he uni on

The comm t t ees consi st al most e n t i r e l y o fstudents and may or may not i ncl ude membersof t he governi ng board At M chi gan State Uni -versi ty t he f ol l ow ng st andi ng comm t t eesoperate : educati on, l i b r a r y , meri t , out i ngs,publ i cati ons, p u b l i c i t y , s o c i a l , and t our nament At the Uni versi ty of Nebras ka st andi ng commt -t ees f or 1950- 51 i ncl uded : general e n t e r t a i n -ment speci al a c t i v i t i e s ; convocati ons and hos-p i t a l i t y ; musi c a c t i v i t i e s ; house and o f f i c e ;publ i c relati ons ; recreati on ; dance and bud-g e t s , ori entati on, end eval uat i on Regardl esso f t h e t i t l e s and varyi ng f uncti ons, mos t of t hecomm t t ees serve as t he l i nks whi ch connectt he boards w t h t he general campus popul ati on The comm t t ees pl an and execut e program,att endi ng t o such d e t a i l s as schedul i ng, pub-l i c i z i n g , decorati ng, and budget i ng They maychoose records f or t he musi c l i b r a r y , p r i n t s f o rt he ar t c o l l e c t i o n They may hel p i n t he ori enta-t i o n of f r eshmen or study a proposed change i nf u r n i t u r e ar r angement They may r un t he b i l -

l i a r d s t our nament or a book revi ew hour Thecommt t ees, sensi ti ve t o campus needs andi n t e r e s t s , keep t he union dynamc, f l e x i b l e , andbusy

Bui l di ng

The nature of a col l ege uni on bui l di ng vari esw t h each s t r u c t u r e , whet her appr oached f r o me i t h e r the functi onal or t he physi cal stand-poi nt Functi onall y i t i s a communi ty center oft he f i r s t order I t may be a l i b r a r y , ar t g a l l e r y ,

ar t wor kshop, theater, b i l l i a r d and bow i ngroom dance center, scene of concerts and f o-rum, i nf ormal outi ng and sports headquarters,o f f i c e bui l ding, h o t e l , publ i c relati ons agency,t i c k e t bureau, general campus i nformati on bu-reau, conventi on headquarters, and post off i ce The uni queness of col l ege uni ons demands

cust ompl anni ng, w t h t he r e s u l t t h a t , physi -c al l y , uni on bui l di ngs d i f f e r as l o c al si tuati onsd i f f e r Whi l e t he o v e r a l l purposes of uni ons r e -

mai n r e l a t i v e l y a l i k e, t h e i r f uncti onal ands t r u c t u r a l natures very

The f uncti ons housed by t he uni on bui l di ngi d e a l l y are those needed t o make i t t he f ocus

Pl anning a C ol l e g e Uni on Bui l ding, T e a c h e r s C ol l e g eNew Y o r k , 1960

of t he r e c r e at i o n al , c u l t u r a l , s o c i a l , and c i v i cl i f e on t he campus Needl ess t o s a y , many e x -i s t i n g campus f a c i l i t i e s such as t he l i b r a r y ,ar t museum gymnasi um or theater cannot andshoul d not be dupl i cated i n a new uni onb u i l d i n g , but t he i nclusion of as many suchf a c i l i t i e s as are feasi bl e i s desi rabl e t o assuret h a t t he w dest possi bl e range of educati onalexperi ences ar e made avail abl e by t he uni on

S t r u c t u r a l l y , of course, t he uni on bui l di ngmus t house e f f i c i e n t l y t he f a c i l i t i e s requi red byt he uni on f uncti ons whil e suggest i ng i t s p u r -poses by i t s appear ance and desi gn I t s at mo-sphere shoul d meet t he l o c al r equi r ement s I f

t he uni on i s consi der ed t he l i v i n g r oomo f t hecampus, i t i s l o g i c a l that i t r e f l e c t t he f r i e n d l i -ness and war m h of a l i v i n g room I f i t exist sl a r g e l y t o serve as a conventi on center and ho -t e l , i t mght wel l o f f e r a mor e f ormal envi ron ment b u t , i t shoul d be poi nted o u t , such anapproach may resul t i n a bui l di ng and an opera-t i o n whi ch do not meet t he term of d e f i n i t i o nof a col l ege uni on What ever t he l o c a l requi re-ment s may be , i t seem wel l t o remember t h a tmuch of t he a c t i v i t y o f a uni on i s i nformal i n

nature end that mos t of t he parti ci pati on i n i t sa c t i v i t i e s i s carri ed on by i nfor mal col l ege s t u -dents The nat ure of a col l ege uni on b u i l d i n g ,t hen, mght wel l be l argel y i nf ormal t o r e f l e c tt he character of t he a c t i v i t i e s whi ch i t houses

The wel l - pl anned uni on bui l di ng separat es i t sareas by f uncti ons t o permt e f f i c i e n t communi -cati on, supervi si on, and operati on I t does notpl ace bow i ng areas next t o conference r oomor i nf ormati on desks on upper l evel s By sepa-

rati ng y e t coordi nati ng i t s components, i t con-t i n u a l l y o f f e r s t he opport uni ty f or new experi -ences, so that t he wal k f r omthe cof f ee shop t ot hegames area, f or exampl e, may l ead studentspast a musi c roomor by an a r t e x h i b i t I t l i t e r -a l l y surrounds those who use i t w t h oppor t u-n i t i e s , and t h i s per vasi veness i s a part of t henature of a uni on

F a c i l i t i e s and A c t i v i t i e s

The di versi ty of f a c i l i t i e s and a c t i v i t i e s of auni on bui l di ng makes t h e i r classi f i cat i on i n t o af ew maj or categori es d i f f i c u l t Nevert hel ess,there ar e some aspects o f s i m l a r i t y o f use,such as noi se, service, or supervi si on, whi chappear t o recommend i t The ei ght c l a s s i f i c a -ti ons i ncl ude :

1

Admni str ati ve, service, and mai nt enance2 Food3 Qui et4 Theater5 Hobby6 Games7 Out door8 M scel l aneousI nsi stence on r i g i d separati on of a c t i v i t i e s

i n t o areas i s , of course, f r u i t l e s s Thus, l i s -teni ng t o records or worki ng on t he col l egenewspaper are hobbi es whi ch mght wel l takepl ace i n t he qui et area, and a bri dge t our namenthel d i n t he mai n l ounge woul d def y catal ogi ng,i nvol vi ng as i t does a qui et hobby whi ch i s agame

Far f r om d e f i n i t i v e , t he tabl e merel y i n d i -

cates t he type of pr ogr amwhi ch can f i t i n t oeach area Much of t he dupl i cati on of f uncti on

whi ch occurs among areas i s caused becausea l l f a c i l i t i e s are not l i k e l y t o be f ound i n anyuni on b u i l d i n g , w t h t he r e s u l t , f or exempl a,t h a t t he bal l room or meeti ng room of a t h e -

starless bui l di ng may assume many of t hef uncti ons whi ch are best perf ormed i n t he the-a t e r Confl i cti ng events al so demand a l t e r n a t eexpedi ent s, such as show ng mot i on pi cturesi n a l arge meeti ng r oom on dress- rehearsalni ght or hol di ng a cl ub meet i ng i n a rehearsalr oomon aneveni ng when meeti ng r oom are at

a premumThe tabl e does n ot exhaust t he f l e x i -

b i l i t y of use by any means Obvi ousl y t he smal lbui l di ng w thout cardroom chess room andbal l room can use i t s l ounges f or many of t heevent s l i s t e d f or those areas The success andatt endance (not necessari l y synonymous) of

vari ous progr ams al so determne t h e i r l o c a -t i o n s , so t h a t an excepti onal musi c r e c i t a lmght wel l be hel d i n t he theater whi l e a bri dget our nament mght never requi re the use of t hebal l room

Not a l l of t he f a c i l i t i e s ment i oned are d i s -cussed here Some, such an cooperati ve gro-ceri es or i c e skati ng r i n k s , occur so sel dom i n

connect i on w t h uni ons that they can scarcel ybe cons i der ed as uni on f a c i l i t i e s Ohers-bookstore, facul ty space, hotel u n i t , swmmngpool , uni vers i ty admnist rati ve o f f i c es , beaut yend barber shops, or chapel - are f a c i l i t i e sabout whi ch there i s w del y varyi ng opi ni on andar e usuall y j u s t i f i e d onl y by l o c al ci rcumstances

Admnist rati ve, Servi ce and Mai ntenance Areas

Agl ance a t t he Cl assif i ed F a c i l i t i e s Tabl e r e-

veal s t h a t uni on program a c t i v i t i e s as such arei nfr equentl y hel d i n most of these f a c i l i t i e s Theprogram p ot e n t i a l of t he barber shop and checkroom, f or exampl e, i s not very hi gh Cl oserexamnati on of t he t a b l e shows t h a t nearl y a l lof t he a c t i v i t i e s are i n t he nature of servi ces andmost of them i n a l l p r o b a b i l i t y , are perf ormedby pai d s t a f f members I f t he uni on board hasi t s o f f i c e s l ocated away f r om t he admnist ra-t i v e o f f i c e s , the funct i on of s t a f f members i s

even mor e pronounced, si nce many of t he s e r -vi ces r endered, such as i ntervi ew ng andtrai ni ng uni on comm t t ee appl i cant s or oper-ati ng a t a l e n t agency or a date bureau, are c a r -r i e d on i n t he st udent off i ces

Food AreasExamnat i on of the Cl assi f i ed F a c i l i t i e s Tabl eshows t h a t t he vari ety of food services off eredby uni on bui l di ngs equal s t h a t o f l a r g e, moder nhotel s They i ncl ude soda f ountai ns and g r i l l ,

c a f e t e r i a s , pri vate di ni ng room, servi ce di ni ngroom, coffee shops, facul ty di ni ng room,commut er s ' l unchroom , women' s di ni ngroom, and banquet r oom

Si ncet he di ni ng service i s t he mai n source of

uni on r evenue and caters regul arl y t o a l argesegment of t he campus , i t i s ext remel y i mpor-

t a n t that i t be pl anned, constructed, and oper -ated properl y

F u nc t i o n a l i t y As i n other uni on bui l di ng f a c i l i -t i e s , t he f uncti ons of t he food servi ce areasvar y w t h t he i n s t i t u t i o n s The exi st ence of



Educati onal


Student Uni ons

other eati ng f a c i l i t i e s on and of f the campus,

the pol i ci es of such f a c i l i t i e s (a l a cart e, f i ve-

or seven-day board b i l l s , semester contracts),

thel ocati on of exi sti ngpl aces as we l as that of

the uni on bui l d ng the preval ence and si z e of

conferences and conventi ons, and the i n s t i t u -

t i on' s future pl ans are some of the i tem

whi ch should be consi dered

F e e d Aea Components An al l - i nc l u si ve uni on

f ood operati on, embraci ng soda f ountain and

g r i l l s ; cafeteri a pri v ate , womns, f acul ty ,

banquet, and servi ce d ni ng room; cof fee

shops ; and commters' lunchroomi ncl udes

mny comonents i n commnwt h other f ood

operati ons el sewhere, si ncethef l owprocess i s

basical l y the same Such comonents i nclude

rece vi ng storage, meat c utt i ng, vegetable

preparati on, cooki ng, bakery, i c e cream sal ad,

servi ce (cafeteri a counter or wai tress pantry),

d ni ng pot-washi ng, d shwashing, garbageand

trash storage, mai ntenance, empl oyees' f a c i l i -

t i es , rest room, coat room, and of f i ces . A l

uni ons ne ther need nor are abl e to af ford such

a comprehensi vepl ant, andonl y the l argest can

use al l comonents Cert ai nl y f ewsmal l uni ons

can af ford t o hi r e a butcher f or a meat-cutti ng

room and mny provi de onl y refreshment ser-

vices through a soda f ountai n or gri l l room

Recei vi ng The rece vi ng f a c i l i t i e s of the f ood

area need not be separate f rom those f or the

r est of theuni on bui l d ng I f comined to serve

al l the other arses, they my permt the empl oy-

mnt of a rece vi ng cl erk . A central st oreroom

f or nonperi shabl e i tem i s qui te feasi bl e as

wel l , and such ar rangement my mke i t pos-

s i bl e f or even the smal l er uni ons to use a r e-

ce vi ng cl erk-st orekeeper . Obvi ously, both

v ert i c al and hori zontal tr ansport ati on i s needed

i n such anoperati on and, si nce the f requency

and peri shabi l i ty of f ood de i veri es are high,

the rece ving roomshould be near the f ood

servi cedepartment .

Storage Storage i n the f ood area i ncl udes dry

stores or nonperi shabl ea, day stores, r e-

f ri gerated stores, f rozen stores, garbage and

tr ash storage Somemy i ncl ude several sub-

d vi sions such as f reezers f or meat , f r ui t , vege-

t abl es, and i ce creamor dai ry and meat, f r ui t ,

andvegetable refr i gerators .

Service Areas The servi ce areas are di r ec t l y

between the vari ous preparat i on areas and the

d ni ng areas i n the f l owchart . They are usual l y

the pl aces where the f ood i s placed onthe i ndi -

vi dual pl ates and d stri buted andmy take the

formof a cafeteri a counter, a servi ng ki tchen or

pantry, a wai tress s t at i on, a servi ng counter i n

theki tchen, or a stati on i n a short-order kit c h-

en . I n t hi s area f ood mst be kept hot or col d

and d shes stored D spensi ng of f ood occurs

here f or consumpti on i n the d ni ng area . Re-

f i nements and vari ati ons of t hi s basic operati on

di f f e r accordi ng to the type of f ood servi ce

bei ng of fered

Theprepared f ood i n l arger uni on bui l d ngs

my go i n several d recti ons from the central

ki tchen Cafeteri as, counters, banquet servi ce

kitchens, soda fountai ns, cof feeshops, empl oy-

ees' cafeteri a counters, pri vate and publ i c

d ni ng roomki tchens, and commter l unch-

roommy al l beserved f romt hi s si ng e area,

wth auxi l i ary f ood preparati on compl eted at

the servi ng scene

Supplyi ng f ood to these servi ce areas cal l s

f or vari ous ki nds of transport ati on . Cafeteri as

demnda rather st eady streamof f ood f or two

or mre hours at a t i me, whi l e banquets and

pri vate d nners demnd that al l persons be

C l a s s i f i e d F a c i l i t i e s Ta b l e

Admni str ati ve, Servi ce, and Mai ntenance

O f i ces Dupl i cat i ng area

Check and coat room Res t r o om

I nformati on center J ani tor ial spacesBookst ore Bul let in boards

Non-uni on off i ces Bank

Ticket of f i ce Del i very area

Barber shop Trash room

Beauty shop Elevator

Post of f i ce Mechani cal room

Mai ntenance shop Storage

Lobby Empl oyees' l ockers and rest r oom

Western Uni on of f i ce Pay t el ephones

Shops Corri dors

Lost and f ound P- A s ys t e m

Food

Soda fountai n and g r i l l Banquet room

Cafeteri a Of i c e s

Pr ivate dini ng room Kit chen

Serv ice di ni ng room D shwashi ng r oomCoff ee shop Garbage room

Facul ty dini ng room Refr i gerati on r oom

Commuters' l unchroom Trash room

Women' s dini ng room

Qui et :

Meeti ng r oom Commuters' l ockers

Lounges Box l unch l ockers

Musi c l i st ening room Commut er s' sl eeping r oom

Li brary I nt ernat i onal center

Guest room Student act i vi t ies area

Dorm t or y St udent organizati on offi ces

Chapel Art room

Ot her facul ty space

Games :

Tabl e tennis room Bowi ng all eys

Cardroom Chess room

B i l l i a rd r oom

Hobby :

Photographi c studi o Outi ng cl ub headquarters

Art shop Amateur radi o transmtter

Craft shop Lendi ng ar t l i brary

Theat er :

Audit ori um Stage house

Stage Costume shop

Dressi ng room Costume storage

Shops Rehearsal room

Lobbi es Ticket o f f i c e

Pro jecti on boot h O f i c es

Out door

Cement s l ab Games

Sun decks Parki ng

Picn ic areas

M scel l aneous :

Ball room Swmmng p o o l

Musi c r e c i t a l room I ce skati ng r i nk

Musi c practi ce room Cooperat i ve grocery

Tel evi s i on r oom Ski s l i de

Convent i on h a l l

Non-Uni on :

Campus newspaper Student amat eur r adi o cl ub

Coll ege yearbook Rel i gious advisi ng

St udent government Outi ng cl ub

St udent r adi o s t at i o n Ot hers



Educati onal


Student Uni ons

l ounge a women' s col l ege probabl y f i nds amen' s l ounge superf l uous, al t hough i t my

wsh t o have a room avai l abl e whi ch can be

converted t o serve such a purposeon speci al

occasi ons . The exi st ence and l ocat i on of afac-

u l t y cl ub my determne the desi rabi l i ty of afacul ty l ounge, end t he f ac i l i t i e s and enter-t a in ing regulat i ons i n l i v ing uni t s bear on t hes i z e and

number ofmxed l ounges. The

pres-ence andavai l abi l i ty of ot her l ounges on campus should be consi dered i n pl anni ng t heuni onbui l di ng l ounges .

Readi ng Room whi l e al l col l eges have l i -brari es, they seemt o be c onsi dered pri mari l y

pl aces f or work, so that much canbedone by auni on browsi ng or r e adi ng roomt o sti mul ategood recreati onal r eadi ng habit s on t he cam

pus . Avoi dance of t he l i brary st i gma my beachieved by us i ng comortabl e surr oundngsw t h ai r condit i oni ng, f i repl aces, decorati vepl ants, pr oper l i ghti ng, by not numberi ng t hebindi ng of books and by meeti ng t he readi ng

needs through a sel ect i on commttee Cert ai nl y

atmosphere i s i mportant i f t he browsi ng roomi s t o be t he sor t of pl ace where st udent s and

other s go f or i ntel l ectual st i mul at i on or sat i s -f act i on, or t o whi l eaway some t i me .

Thenormal f uncti ons most l i k e ly t o be car-r ied out i n t hebrowsi ng roomare book, per i od-

i c al andnewspaper storage, r eadi ng and book

sel ect i on. Books are usual l y shel ved aroundt h e per i pher y of t h e room end t h i s area shoul dbe separated f romf urni sh ings and equi pmentby an a i s l e wde enough t o perm t persons t osel ect thei r books easi l y . Peri odi cal s andnews-papers requi re l ess browsi ngroomandmay bei ncor porated i n a l ounge arrangement of f ur ni -ture by us e of st andar d racks, or by s t or a ge oncoffee or ot h er tabl es .

Wl k ROOMS Markedchanges have occurred i nt he f i e l d of musi c l i s teni ng . Record changers,

t he l o ng pl ayi ng record, t ape recorders, and

high f i d e l i t y have i ncr eased tremendousl y t hei nterest i n reproducedmusic and have offereduni ons, amngothers, a real opport uni t y f ori mproving the l evel of musi cal understand ngandi nterest of thei r students . At t h esame t i me,problem of control and usage have beenrai sed s i nce record andt ape pl ayi ng equipmenti s cos t l y and compl ex, records easi l y damagedand t h e noi s e potenti al great enough t o trans-form t he so- cal l ed qui et areas of t he uni onbui l di ng i nto pandemoni umThewhol e musi cl i s t eni ng programmust bethought out wel l i n

advance because t hi s aspect of t he uni onbui l di ng i s dependent t o a ver y great extentupon t he manner i n whi ch t he programf unc-t i ons . I nd iv i dual s l i s teni ng t o musi c mydo so

i n boot hs, smal l room or l ounges of varyi ngs i zes . They mybeusi ngearphoneswhi ch c an

di sturb no one, commerci alcombinati on

pho-nograph-r adi os, or custombui l t h igh f i d e l i t y

sets . They my be pl ayi ng t he r ecords themsel ves or myhave requested selecti ons whi chan at t endant i s pl ayi ng f romthe contr ol poi ntRecords andt apes mybe kept w t h t he pl ayerandused by anyone, t hey mybe i s sued by anat t endant or they mybe pri vate property . Per-sons usi ng record pl ayers mybe requi red t o

pas s a test i n t he operati on of t he equi pmentP annedgroup l i s teni ng such as r ec ord c of f eehours my be hel d i n a mul ti purpose l oungeequipped w t h a pl ayer or a speaker f rom a

master system or t hey my take pl ace i n e

musi c l ounge speci f i cal l y desi gned f or musi cl i steni ng, recordedand l i v e . Economy myde-

mand t hat l i s teni ng booths be connected w t h

t he r eadi ng roomwhere group conc er t s ar ehel d . Obvi ousl y, many of t hes e i t em must be

used by al l students, shoul d adj o in each other,i nc ludi ng thei r l unchroomand l ounge . Thel oca-

t i on of meeti ng room near each other permts

f l e x i b i l i t y of use, easy transfer of furni ture and

equi pment, pr o per s uper v i s i on and mai nt e-

nance result i ng f romconcent r ati on of peopl e,

and economy of t i me between meeti ngs .

Lounges my be spread throughout t he

bui l di ng t o servevari ous sect i onsandmyvary

i n ki nd w t h t he sect i ons t hey serveSome of t he qui et areas mywel l be ser ved

by separat e ent rances, i ncl uded amngwhi ch

coul d be t he chapel , guest quarters, facul tyl ounge, i nternati onal cent er, and st udent acti v-

i t i e s and o f f i c e spaces . Problem of control

ar i s e when t h i s s i tuat i on occurs and i t my

have somedi vi s i ve effect on t he uni on, but l ate

operati ng hours i n t he newspaper o f f i ce orguest wng myd ictate separati on of such ar-

eas f romt he whol e bui l di ng, as mythe parti aloperati on of t he bui l di ng dur i ng vacati on peri -

odsMusi c l i s t eni ng (properl y soundproofed),

l i br ar y or browsi ng, andar t di spl ay room canbe l ocat ed t ogether i n a sort of cul tural center .I f t hi s i s done, the i s sui ng of records, books,

andper i odi cal s andpri nts f r o m a cent ral l oca-

t i on and super vi si on of t hat area proves eco-nomcal . These ar eas ar e l i k e ly t o offer l essattract i on t han t he game ar eas , f or exampl e,

whi l e suppl yi ng exper i ences of val ue i n broad-eni ng t he hori zons of undergraduates. Thei r l o-

cati on, however, i n a f a i r l y promnent spot my

encourage more pat ronage, but si nc e heavyt r a f f i c andaccompanyi ng noi si ness myresul t,a choi ce my be necessary between prom-

nence and peacef ul ness of posi t i on .

Me e t i n g Room E x pa n s i b i l i t y Agl ance et t heCl ass i f i ed Faci l i t ies Tabl eshows e wde vari etyof uses t o whi ch meeti ng room and l oungesmay be put and t he degree of i nterchangeabi l i tywhi ch exist s between the f unc ti ons of t he twoareas I f l ounges are not t o be used f or f ormalprogram but s ol el y f or spontaneous, i nfor mal

use, t he number of meeti ng room requi red i sl arger than that demanded when the use ofl ounges permts more f l e x i b i l i t y . I t seem qui tecert ain, at any rate, that t he meeti ng roomf a c i l -

i t y w l l requi re expansi on ear ly

Theneed f or many smal l meeti ngroom does

not el i mnate t he demand f or l arger ones

Enough of each i s expensi veand t he compro-

mseof di vi di ng l arge room i nto smal l er onesby means of f o ld ing or s l i d i ng wal l s i s awde y

accepted one, even though i t i s a compromse

w t h faul ts centeri ng l argel y around theacous-t i c probl emSome smal l meeti ng room, equi pped w t h

tables and seati ng, mydouble as conference

room, and the tabl es theme ves myserveasrostrum f or meeti ngs as wel l as conference

tabl es .

The addi t i on of a smal l 16 mmproj ecti onbooth at t he endof a meeti ng rooms i mpl i f i est he showngof moti on pi ctures t o smal l groupsand el i mnates much of t he need f or t r ans -

port i ng and set t i ng up equi pment i n a room

where i t s noi se, l i ght and ext ensi on cords de-

tract f rom t he f i l m showng Such a boot h,

separat ed f romt he meeti ngroomby awal l and

glass port, can serve many groups and re l i evemuch of the l oad normal l y pl aced on a theatre,

part i cul ar ly i f t hi s booth l ooks i nto a l arger

roomwhi chmy be subd vided

L Ol l a g es A vari ety of l ounges-men' s, wom

en's, facul ty, commuters' , mxed--may be i n-cl uded i n a uni on bui l di ng . To a cer t a in extent,t he kind of i n s t i tu t i on i nvol ved determnes t heki nds of l ounges whi ch are des ir abl e . Aresi -denti al col l ege does not need a commuters'

served nearl y si mul t aneousl y . Publ i c di ni ngroom, cof f ee shops , and soda f ount ai ns re-qui r e more i ndi vi dual servi ce .Many uni ons do a br i s k t ake-out busi ness

w t h coffee, sandwches, and s im l a r refresh-ment bei ngpurchasedf or consumpti on out si det he bui l di ng . Much of t hi s busi ness occurs l ate

i n t heeveningwhen f ood i s taken back t o l i v ing

uni t s f or consumpti on duri ng study hours . Thesoda- f ounta in- short - order f ac i l i t i e s w t h thei rl ong operati ng hours endparti cul ar menu are

best equi pped t o handl e t hi s operati on

D i n i n g Room Basi cal l y, t he funct i on of t hedi n ing room i s t he housing of eaters . I f t h i swere i t s onl y f uncti on, t he most economcal

andef f i c ient wayt o f u l f i l l i t wouldbe achi eved

by usi ng l ong tabl es w t h s t ool s s t or ed under

themand w t h one l ar g e roomused f or al l

eati ng . S ncesomeof t he uni on' s educati onand

servi ce program are carr i ed out i n t he din i ng

areas, they must domuch more than j ust house

eaters . I n add it i on t o eat i ng, such acti vi ti es ascar d andchess playi ng, dances, carnivals, en-

t ert ai nment , concer t s or r ec i t al s , radi o forum,

or speeches my occur i n them They my

house di spl ays or ser ve as pol l i ng pl aces.

Meeti ngs andpri vate parti es myt a ke pl ac e i n

some of them cl asses i n et i quett e or home-maki ng i n others . I n some, conferences or con-venti ons f or hundreds mybe oc curr i ng si mul -t a neous l y w t h i nt i mate tote-a-t otes i n other sTherefor e, more t han more f eedi ng stati ons,t he di ni ng room are real l y gather i ng pl aces f or

peopl e . They are i mport ant i n bri ng i ng stu-dents , facul ty, al umni , s t a f f , and the publ i c t o-gether, and t hey further the uni fy i ng concepts

of t he termuni onThe vari ety of di n ing f ac i l i t i e s found i n t he

l arger uni on bui l di ngs attests t o the vari ety ofdi ni ng func t i ons demandi ng servi ce . There aret hesoda f ount ai ns or snack bar e wherea qui ckbi te or cup of coffee mybe obt ai ned or where

acquai ntanceshi ps are made and f r i endsh ipscemented Thi s, more t han any ot her s i ngl e

spot on campus, i s apt t o be t he gat her i ngpl ace Smoke, j uke box musi c, l aughter, con-versat i on andcrowds typi fy i t , and i nformal i ty

i s i t s keynote The coffee shops offer i nfor mal

dini ng, w t h or wthout tabl e serv i ce, f or a re-

l axed meal or casual entert aini ng ; t he cafeteri a

pr o vi des t h el ow pr i c ed t hr ee meal s a day and

t he di ni ng room w t h i t s l i nen, servi ce, crystal ,

and other f i ne appointments, i s t h e pl ac e f or a

f u l l - course meal , speci al date, or fo l ks f rom

home The banquet hal l pr ovi des f or t he nu-

merous student, facul ty, and other organi za-

ti onal di nners that occur throughout t he year

but whi ch abound each spri ng, and the pri vatedin i ng room cater t o l uncheon or di nnermeeti ngs f or groups, cl asses, gues t s , or ot h er s

Qui et Areas

Al l t he qui et areas of t he uni on bui l di ng need

not be connected, but they should be i sol ated

f rom t he noi s i er sect i ons such as ki tchens,

workshops, or game areas. Act ual l y, q ui et

areas subd vi dequi te eas i l y by funct i on t o per -

mt separati on . Thus, t he l i v ing quarters such

as guest room, guest dorm tori es, or com

muters' s l eepi ng room s houl d be separated

f romt he busi er l ounges and meeti ng room,

and thei r combinati on permts more eff i cient

operati on, supervi si on, andhousekeepi ng Stu-

dent act i vi ty areas (room w t h desks and

f i l e s not permanentl y assi gned) and st udent

of f i ces (permanentl y assi gned spac es) shoul d

be t oget her f or ease of communi cati on and

supervi si on The f a c i l i t i e s f or day students, i f

t hey are dist i nguished f rom those normal l y



consi dered before t he bui l di ng i s pl anned,becauses uch i t em as condui t s, st orage racks,acoust i cs, equi pment, f ur ni t u r e, el e ct r i c al out -l e t s , gl azed doors f or supervi si on, and cata-l og ing methods determnemuch of t he ut i l i t yof t he musi c room

Commuter s' Areas Nonresi dent students at col -

l eges near or i n metr opol i t an centers af ford

many problem t o uni ons, a number of whi chcenter around thei r nonpart i c i pat i on i n mostof t he uni on' s program Thei r demands on t hecol l ege natural l y di ff er f romt hose of t he resi -dents . Theyneed parki ng spaceon thecampus,a pl ace t o eat a bagor l i g h t l unch, st orage pl acef or books, l unches, and s im l a r equi pment, espot f or rest i ng or, per h aps , an occasi onalover ni ght stay . Whil e t h e uni on i s not neces-s a r i l y the onl y l ocat i on on t he campus wheresuch servi ces mybe r ender ed, i t seem t o bet he l ogi cal pl ace f or many of them Further-more, many of t he day st udent s are qui tel i k e ly t o eat i n t he uni on and t o use i t as thei r

headquart ers , and so i t seem l ogi cal t o pl ant o meet as many of thei r demands As poss ib l ei n advance I f the uni onbui l di ng i s t o be a uni -

f y i n g factor on the campus, i t must be prepared

t o s er ve t he of f t i mes l arge[nonresident]seg-ment of t hestudent body .

Guest Room Many uni on bui l di ngs cont ai nover ni ght guest f a c i l i t i e s , t he extent of whi chranges f roma s ingl e room or s ui t e throughl arge, barracks - l i ke hal l s t o elaborate hotel sw th f u l l commerci al servi ce The f ac i l i t i e s my

be i ntended pr imar i l y f or uni vers i ty guest s,such as convocati on speaker s, f or v i s i t i nggroups such as ath le t i c t eem, f or parents orreturni ng al umni , f or t he guest s of st udent s orf or conventi ons . They add t o t he ser vi c e as -pect s of t he uni onbui l di ng andoffer l i t t l e t o i t seducat i onal programasi de f rom t he t ra iningt he l ar ger uni ts af ford t o st udent empl oyeesand t o students who are majori ng i n hoteladmnis t ra t i on . The i nc lus ion of guest roomi n t he uni on bui l di ng depends upon many d i -

verse e ements, such as present and futureneeds, f ac i l i t i e s ex is t i ng el sewhere, nearbyhotel s, curr i cul ar deve opment, operati nghours , opera t i ng costs and other uni on f a c i l i -

t i es, and careful study i s i ndi cated . The factt hat t he Associ ati on of Col l ege Uni ons l i s t shotel uni ts among the doubt f ul f a c i l i t i e s t o bei ncl uded i n uni on bui l di ngs should serve t o re-i nforce the need f or careful st udy

Student A c t i v i t i e s Area Ast udent acti vi ti es areai s a spacehousi nga number of desks and f i l i n g

cabi net s whi chcanbe used by var yi ng st udentorgani zati ons f or a port i on of t he academcyear . Thus groupswhich do not need an of f i ceor roomof thei r owncan be accommodatedw t h a mnimumof space al l ocat i on . The number of groups end acti vi ti es on each campus

that mght usesuch an area determne i t s si ze,and i t appears wse t o consi der that t he exis-t ence of s uc h an area mght wel l i nc r ease re-quest s f or i t s use, t hus maki ng a somewhatoversi zed ori ginal pl an advi sabl e .

Theat er

Need Like so many ot her parts of the uni onbuil di ng, t he theater must be cus tombui l t t osui t i t s campus I t i s qui te l i k e ly that a uni onbui l di ng l ocat ed near a modern, wel l - equi ppedt heater c an u t i l i z e t hese f a c i l i t i e s f or i t s pro-gramandnot need a t heater of i t s ownOn theother hand, t he demands on such a t heater bydramat i c andot her groups myr ender t he the-ater unavai l abl e f or t he vari ety of acti vi t i es

Educat i onal


SudentUnons

whi ch t he Cl as s i f i ed Faci l i t ies Tabl e i ndi catesmybe hel d therei n, t hus maki ng des i rabl e t hei nc lusi on of a t heater i n t he uni on bui l di ngWth a we l -houseddrama programal ready i n

operat i on, t he t heater requi rements my bepareddown so t hat nothi ngmore t han an audi -t o r i umand pl at f o rm s ui t s t he union' s needs .Such a sol ut i on appears most questi onabl e,

however, si nc e i t provi des l i t t l e more t han a

forumf or s peaker s , a l ocat i on f or moti on pi c-tures and st age f or f or mal musi c concert s .Such act i vi t i es as vari ety or vaudevil l e shows,fashion shows, orchestral andchora l concer t s ,s i ng cont ests anddancerec i t al s become d i f f i -

cul t t o pr e sent w t h out pr o per st age, scenery,dressi ng, shops, wng and l i ght i ng f a c i l i t i e s .The useof r oad shows-bal l et, drama, opera,and t he l i ke-by t he uni on i s obvi ated I t my

be that such acti vi ti es can be housed els e-where, but t he demands on theaters of dramati cgroups f or pract i ce and f or rehearsal andst agi ng t i me, of musi c groups f or practi ce and

concer t t i me, of assembl i es, meeti ngs and con-f erences f or audi t ori um t i me, of departmentsand organi zati ons f or space f or moti on pi c-tures, l ectures and demonst rati ons, i ndi catethat a c l ose study of al l pres ent demands upon

t heater f ac i l i t i e s be st udi ed and that future pos-s i b i l i t i e s , part i cul ar ly as suggested by othercampuses w t h adequate uni on theaters, beconsi dered bef ore pl ans are drawn up. Thepl ace of ot her ex i s t i ng theate rs and assembl yhal l s i n t hecampus scheme of thi ngs, i nc ludi ngpol i c ies governing thei r use, shoul d be gi vengraveconsi derati on

Auni on t heater wouldseemt o sui t most ofi t s purposes i f i t houses therequi rements of af a i r l y orthodox col l eg iate drama programandadds such i t em as an elevati ng forestage-orchestra pi t ; aud ence access t o st age f orvari ety shows, s i ng contests end the l i k e ;f l uc tuat i ng seat i ng capaci ty by means of s l i di ngpanel s or draperi es ; recept i on or l obby l oungebroadcasti ng f ac i l i t i e s ; poss ib l e combi nati oncraft-scenery shops, and s t i l l and moti on-pi cture equi pment t o ac hi eve t h e f l e x i b i l i t y

whi ch i s an earmark of t he uni on bui l di ng .To f unct i on compl etel y, the union t heater

would be composed of :

Aud tori um Proj ect i on boothStage SoundsystemForestage ScreenOchestra pi t StagehouseProsceniumarch LobbyDessing room Ti cket o f f i ceScene shop Scenery storeroomCost ume shop Cont r ol boardLi ght booth Rest room

Makeup room Coat roomRehears al room Lounge or green room

Some of these f a c i l i t i e s , such as l ounge,coat room rest roomor rehearsal room my

be a par t of t he uni on bui l di ng and s er v e a

double pur pose, so that a near by l ounge mybeused f or recept i ons or a properl y shapedmeeti ng roomdoubl e f or use duri ng l i v e re-

hearsal s .

Arts and Crafts Shops

The vari ety of offeri ngs whi ch t he uni on' sshops can provi de i s l arge. Some of theseoff eri ngs, such as phot ogr aphy, demand spe-c ia l i zed f ac i l i t i e s andequi pment ; others, such

an l eat herwork or j ewel ry maki ng, requi re l i t t l e

and can be accommodated i n a gener al shoparea. The tool s of some craf ts my be us ed i n

commn by parti ci pants i n ot her uni on acti vi -t i es, so that t he scene, mai ntenance, andwood-workingshops myuse t he same power tool s

and central materi al s sources and t he cameracl ub and campus publ i c at i ons t he same stu-

di os . The s i ze of t h e uni on and t he uni versi ty,t he organizati onal scheme and expect ed use oft he vari ous shops would determne t he pos -s i b i l i t y of such a combinati on Amngthe artsand cra fts acti vi t i es whi ch a uni on mghtembrace are

Pai nt i ng General woodworki ngSketchi ng P ic tu re f ramngB ock pr i nt i ng Cabinet maki ngPoster maki ng Metal andj ewel ry workS i l k screening CeramcsC ay model i ng Draft i ngWeavi ng Photography

Rugmaki ng Leatherwork

Drawng Graphic artsFl y ty i ng SewngP las t i c work Kni t t i ng

Whil e adher ents of nearl y each art or craftcoul ddevel op a l i s t of reasonswhythei r f avor .

i t s act iv i ty should be al l ocated separate spaceandequi pment, much of i t w t h speci al requi re-ments such as nor t h l i g h t f or s ket c hi ng or hu-

md i t y control f or cl a y mode i ng, enough com

promses andcombinati ons can be effected t o

provi deavari ety of ac t i vi t i e s w t h i n a r eason-abl e area .

Out door Games

The extent t o whi ch t he games area s houl d be

deve oped i s dependent i n l arge degreeon whati s avail abl ee sewhereon t hecampus . Thenum

ber of games w t h i n t he union' s pr ovi nce whi chcan be pl ayed out si de mght i ncl ude badmnton,

bowi ngon t h e green, bocci e, c roquet , curl i ng,c l oc k gol f, horseshoes, shuf f l eboard, tabl et enni s , gi a nt checkers, deck tennis, roque,quoit s, and a var i ety of tabl e games such aschess, checkers . or car ds .

I ntegrati on of Ar eas

Some uni on f ac i l i t i e s must be l ocated on t he

street l evel ; others operat e most eff i c ient ly onother l evel s There are strong r eas ons f or

pl aci ng f ood servi ces, i nformati on cent er,

bookst ore, t i cket of f i ces , ba l l room andadmn-

i s t ra t ive of f i ces on the ground f l oor, whi l e

other areas such as publ i cat i on of f i ces or s tu-

dent act iv i ty of f i ces may be i n l ess accessi bl e

l ocat i ons . Guest room, whi ch recei ve rela-

t i vel y l i t t l e t r a f f i c and funct i on better i n qui -

et , f i t ni c el y i n t o hi gher f l oors andmore remote

wngs . Thetask of put t i ng the vari ous elements

of a uni on bui l di ng t oget her so that each f u l f i l l s

i t s own f unct i on whi l e compl ementi ng t hat of

t he others i s nearl y cert ai n t o demand com

promses . Real i smmyd ictate that such r eve-nue-producingf ac i l i t i e s as a bookstoreor s oda

f ountain t ake precedence i n l ocat i on over a

musi c roomor browsi ng l i brary, even though

i t mybe educati ona l l y des i rabl e t o expose,at

l east by propi nquit y, t hose enteri ng t he

bui l di ng t o the l atter rather than t he f ormer .Traf f i c t o t he most popul ar areas of t he uni on

bui l di ng shoul d not be so di rected that i t

causes great crowds of peopl e t o t hr ong i t s

passages andst ai r ways t o t he di st urbance of

other sect i ons and t o t he detr i ment of bui l di ng

mai ntenance Some se domused f a c i l i t i e s ,

such as a bal l roomor hobby shop, my f i na l l y

be pl ac ed on t he t o p f l oor because t here i s noroome sewhere f or them

Segregati on by Functi on Whenever practi cal , ar -eas s houl d be s epar a t e d by f uncti on, as previ -ousl y desc ri bed i n t he sect i on on game room,where supervi si on, i nstr ucti on, and equipmentcont ro l f o r al l weremade poss ib l e . Such areas



Educat i onal


SudentUnions

j o i n the f oot-meeti ng-room secti on . A review

of t hi s port i on of t he bui l d ng so f ar reveal s i t

to be a busy place wth mny persons usi ng i t

f or eati ng meeti ng, and theater work Service

f a c i l i t i e s such as coat room, t o i l et s , and publ i c

tel ephones are needed, and mul ti purpose

l ounges prove val uabl e I f the costume and

stage shops ar e t o have any connecti ons wth

the hobby shops, the l a t ter must bei ncl uded i n

t hi s secti on of the bui l d ng By the sam token,

i f thedarkrooma c i l i t i e s are to be used by the

camus publ i cati ons, these of f i ces mght wel l

be l ocated here

Recept i on Center Themai n entrance, l obby, and

i nformati on desk go together I n som uni on

bui l d ngs the i nformati on center i ncl udes t i ck-

et , c i garett e, and other sal es, a l ost and f ound

servi ce, and, possi bly, some of f i ce f uncti ons .

Fi gures 1- 21 ar e repri nted f r o m P l a nni ng Col l e geUni on Fac i l i t i es f or Mult i ple- use, Associ at i on of Col l egeUnions- I nternati onal , Mad son, Wsconsi n , 1966

roomcan be worked i nt o a uni t whi ch i s ser-

viced and supervi sed by one centr al control or

whi ch, at l east duri ng rest peri ods or emer-

gencies, can be s at i s f ac t or i l y admni stered by

one person .

Theki tchen should connect wth the ba l l -

roomand wth cert ai n of the l ounges and

meeti ng room, even i f onl y by conveyors or

e evators, to provi de adequate servi ce f or r e-

cepti ons, cof fee hours, i ntermssi on refresh-

ments, and, possi bl y, banquets . Thus, those

areas served by theki tchenbut not on thesame

l evel mst bever t i c al l y al i gned wth i t i f they

ar e t o be servi ced by a dumbwai ter .

Publ i c Spaces So far , then, the f ood areas are

best l ocated l ar g el y on the ground l evel wth

thegames room not too remote f rom the r e-

f reshment area andwth somemeeti ng room

and l ounges d rectl y above the ki tchen The

theater crowds at i ntermssi on my use the r e-

f reshment servi ce i f i t i s not too f ar di s t ant ,

hence t hi s wng, whi ch of fers somemeeti ng

space whi l e somtims needng add ti onal

recepti on and rehearsal room mght we l ad-

my assist others i n t hei r f uncti ons when

properl y l ocated and so, whi l e compl ete i n

themel ves, they can neverthe ess he p andbe

hel ped by others. Thus, a se f -contai ned game

area rece ves players f rom a nearby cof fee

shop, and the presence of such a shop i nduces

gamesters to stop f or refreshments when

l eavi ng I t i s to be hoped that persons wal ki ng

by a corri dor case containi ng a cr af t d spl ay

mght be i nterested i n ut i l i z i n g the out- of- the-

way hobby shop

Some pri ncipl es i n combi ni ng the elements

of the union bui l d ng i nto an ent i t y are el emen-

t a r y . Thegamesarea i s noi sy and shoul d not be

next to sl eepi ng room or pr i vat e d ni ng or

meeti ng room K tchens demnd considerabl e

del i v ery , removal , and storage, hence they

shoul d be near dri veways, storeroom, and

rece vi ng spaces . The i nformati on center

should be near themai n entr ance. The theater

shoul d have i t s own exi t s and entr ance and i s

probabl y best si tuated i n i t s own wng S mlar

or re ated ac t i v i t i es my suggest combi nati ons

such as the bal l roombanquet roomor t heatr e-

rad o station . The browsi ng, musi c, and art

Fi g 1 The cor e of uni on f a c i l i t i e s at t he Uni ver s i t y of Del aware-sol i d l i nes . And the planned f ut u r e extensi ons, showng c i r cu l a t i on and i nt e gr a t i on of al l

uni ts ( i nc l u di ng how ood woul d be de i vered t o the future bal l roomand pr i vat e d ni ng room) -dashed l i nes .



Fi g 4 Separate TV l ounge-At mnimum s i z eneeded f or speci al event broadcasts Fi g . 8 Combi ned f a c i l i t i e s .

Fi g . 6 I nformati on desk-Requi res f u l l - t i me at - Fi g . 7 Pr i vat e d ni ng or meeti ng room .tendant .

Fi g 3 Uni on audi tori umNeeded f or uni on cul -tural program movi es, conferences .

Fi g 2 Auni on embraci ng typical f a c i l i t i e s usual l yrequi red at a uni versi ty f or about 6,000 students :

Food Service Soci al F a c i l i t i e s. Recreati on Room Smal l Aud tori um Meeti ng &ConferenceRoom. O f i ces Servi ce Aux i l i a r ie s

Fi g S Mai n l ounge-Used to expand TV viewngarea duri ng speci alevent broadcasts, w t h f ol di ng par t i t i o n open

Educational


Student Un ons

Smal l er uni ons combi ne t hi s center wth an

admni strati ve of f i ce and even mke i t the i s -

sui ng and supervisi ng center f or the musi cand

browing room Many uni ons my wsh toplace a l ar ge l ounge f or recepti ons next to the

minentr ance. Coat room should ad oi n t hi sarea, and t o i l et s shoul d be near by

Admnist rati ve Spaces I f the advantages of ad-

j oi ni ng of f i ces outwei gh those of decentr al i zed

of f i c es , an admni str ati ve s ui t e can be pl annedwherein equi pment and personnel can be usedwth f l e x i b i l i t y . Someof f i ce space i s needed i n

the vari ous departments but can be reduced i f

central i zati on i s adopted . Shoul d decentr al i zed

of f i ces be used, the soci al d rector mght we l

be housed i n the st udent ac t i v i t i es secti onwherethe vari ous student government organi -zati ons, uni on commttees, and publ i cati ons

hol d f orth . I n t hi s way communi cati on amng

thevari ous groups and wth the soci al d rector

i s i mproved and a re la t i vel y qui et group ofac t i v i t i es kept together . I f decentral i zati on ofof f i c es i s adopted, other of f i c es besi des the

soci al di r e ct o r ' s can serve doubl e duty . The

busi ness o f f i c e near thef ood or bookstore areacan of f er cl oser supervisi on and emrgency as-

si stance A mai ntenance superi ntendent' s of -

f i c e near themai ntenance shop or a reservati onof f i ce near the i nf ormati on center can provi de

bonuses i n the f ormof added servi ce

Qui et Areas The qui et areas, l ogi c al l y enough,

occur awayfromhe no i s i er , hi ghl y tr af f i cked

ones . Of i ces ; conference and meeti ng room

art, musi c, and browsi ng room; and l ounges

go we l together, but they cannot enti re y be

separated from the noi si er secti ons . Meeti ng

room wth t h ei r peri od c t r a f f i c i ntroduce

somenoi se to an otherwse qui et f a c i l i t y , par-

t i c u l a r l y when l arger room are i n use, and i t

my be t hat l arger meeti ng roomand l ounges

f i t i nt o the noi sier secti on, whi ch i ncl udes the

f ood services, whi l e smal l er meeti ng room

and l ounges and conference room are com

bined i n a qui et secti on whi ch emraces of -

f i ces and other l es s noi sy f a c i l i t i e s Whi l e

outsi de noi se can i nt e r f er e wth the musi c

room the considerabl e amunt of sound whi ch

ori g nates there n mkes the musi c rooma

most unl i ke ycomonent of a qui et area unl ess

i t i s wel l soundproofed

By and l arge, the qui et areas of the bui l d ng

present most of t he demnds f or l a t e or vaca-

ti on-t i me operati on Guest roomand admni s-

t r a t i v e and publ i cati ons of f i ces ar e qui t e l i k e l y

to functi on l a t e at night or duri ng theChri stmas

or summer vacati ons, and l ocati ng these to-

gether wth separate access permts t hei r use

after the uni on' s normal operati nghours Wth

t hi s i n mnd i t myseemadvisabl e to pl ace the

camus rado stati onalongsi de thevari ous stu-dent of f i c es Separate use of other areas of the

bui l d ng shoul d al sobeconsi dered i n l ayi ngout

the f l oor plans .



Educati onal


Student Uni ons

Fi g . 9 Normal mai n-f l oor f a c i l i t i e s : ( a) conference room ( b) coat checkroom

Fi g 10 Uni on food servi ces

Fi g . 11 Space f or vari ous functi ons

Fi g . 12 Fac i l i t i e s f or social functi ons



ucati onal


udent Uni ons

Fi g 17Fi g 18

Fi g . 16 Gamef a c i l i t i e s.

Fig . 15 Separate bri dge-chess room

(game-playi ng onl y) .

Fi g . 14 Meeti ng room(pl us storage) .Fi g 13 Multi -use spectator area



Educat i onal


Student Uni ons Computati on Centers

F i g 1 9 S p e c i a l d i n i n g f a c i l i t i e s

F i g 20 Gymnasi um F i g 21 Uni on ball room

COMPUTAT ONCENTERS

Mos t experts i n t he f i e l d agree t h a t a comput a-t i o n center f o r a col l ege or universi ty shoul d bean al l - campus f a c i l i t y , admnist rati vel y undert hecontr ol e i t h e r o f t he Graduat e School o r o f

an all - campus commt tee, rather t han an ad -

j unct of an academ c depart ment such as mat h-emati cs, s t a t i s t i c s , or e l e c t r i c a l engi neeri ng Acurr entl y emergi ng pattern i s t he f ormati on of a

separate depar t ment of comput er sci ence w t hsome t eachi ng duti es ; i t usual l y has some af -

f i l i a t i o n w t h t he depar t ment of mat hemat i csand i s possi bl y not f u l l y responsi bl e f or t heservi ce a c t i v i t i e s o f t he comput at i on center

Locati on of a Comput at i on C e n t e r ,P u b l i c Access, and Parki ng

I n choosi ng a central or peri pheral l ocati on f ora computer , t he rapi d devel opment of comput eruse by medi cal school s, busi ness school s, andbehavi ori al sci ence groups, as wel l as by physi -ca l s c i e n t i s t s and engi neers, shoul d be con-si dered Proxim ty t o users mus t be wei ghedagai nst t he al most cert ai n needs f or expansi oni n t he near future Newmeans are bei ng de -vel oped wher eby a f a s t c e n t r a l comput er canservi ce si mul taneousl y a number o f d i f f e r en ti nput- out put stati ons t h a t may be pl aced s t r a t e -

g i c a l l y at several poi nts on a campus A comput at i on center i s vi si t ed d a i l y by

l a r g e number s of peopl e who come e i t h e r asc l i e n t s t o have probl em done on t he com

Bui l di ngs and F a c i l i t i e s f o r t h e Mat hemat i calSci ences, Confer ence Board of t he Mat he-mat i cal Sci ences, Washi ngton, D C . , 1963

puter or a s v i s i t o r s t o see t he f a c i l i t i e s Hence

i t i s i mport ant t h a t adequate parki ng be pro-vi ded near t he computat i on center t o accommo-date both i t s own s t a f f and these v i s i t o r s

Access t o t he comput er f a c i l i t i e s mus t al sobe provi ded f or t he computi ng machi ner y and

f o r t h e suppl i es t h a t w l l be needed i n i t s opera-t i o n

The f uncti ons of a comput at i on center maybe d i f f e r e n t at d i f f e r e n t i n s t i t u t i o n s , and mus tbe consi der ed i n pl anni ng i t s l ocati on andspace r equi r ements Asmal l center w t h mor e l imted obj ecti ves

may requi re a r e l a t i v e l y smal l amount of spaceat f i r s t However , experi ence has often i n d i -

cated t h a t a f t e r a smal l comput er has i n t r o -duced research workers i n many areas on t hecampus t o t h e p o t e n t i a l i t i e s of comput er use,a l a r g e r center i s n ot onl y desi red but j u s t i f i e d

Wse pl anni ng mus t take t h i s i n t o account

Fur t hermore, exper i ence both on uni versi tycampuses and i n i n d u s t r i a l organi zati ons sug-gests t h a t a si ngl e comput er of great c a p ab i l i t y

i s preferabl e t o a col l ecti on of several muchsl ower machi nes, si nce both t he machi ne costand programng cost per u n i t of computi ngare cheaper on t he si ngl e l arge machi ne thanon several mnor machi nes I t i s assumed t h a t

t he l arge machi ne i s sati sfactory t o a l l part i es

concerned, i s capabl e of handl i ng t he combi ned workl oad, and i s n ot i d l e much o f t h e

t i me The tenfol d i ncrease i n cost requi red f or

a f a s t machi ne may possi bl y provi de a hundred-f o l d i ncrease i n c a p a b i l i t y , thereby reduci ngt he cost per u n i t o f comput i ng by a factor of

t en This i s a r e a l savi ng i f t h e f a s t machi nei s used t o c a pa c i t y , bu t not i f i t i s used onl y10 percent of t he t i me

Perhaps even mor e seri ous than t he d i r e c t

doll ar cost i s t he f ragment ati on of know edget h a t takes pl ace when each smal l comput erhas i t s own s t a f f , communi cat i ng poorl y, i f

at a l l , w t h s imlar groups on t he same campusDespi t e t h i s , gr oups frustrated by i nconveni entor i nadequat e access press str ongly and some-t i mes successful l y f o r t h e i r own i n s t a l l a t i o n A separate probl emhere i s t he need f or ana-l ogue or d i g i t a l equi pment t i e d d i r e c t l y i . e on l i n e ) t o a r e a l t i me exper i ment, such as

a r e a c t o r , j et engi ne t e s t stand, or a human

bei ng under some f o rm of medi cal obser-vati on or t reatment Techni ques f or i n t e r -rupti ng l arge- scal e probl em f or b r i e f uses oft he comput er are under very act ive devel op-ment , but i t i s d i f f i c u l t at t h i s t i me t o predi ctwhet her a d d i t i o n al machi nes of about t hepresent s i ze w l l be i n s t a l l e d o r whet her evenl arger machi nes w l l be shared by many users,perhaps w t h t he ai d of o f f - s i t e i nput and o u t -put devi ces

Publ i c Vi ew ng and B r i e f i n g

The mai n comput er r oom t s e l f i s an i mport antshowpl ace Good publ i c r e l a t i o n s requir e t h a t

i t be l ocated wher e v i s i t o r s can e a s i l y see i t

f r om a corr i dor or vi ew ng room through a

gl ass wal l Otherw se, there w l l be cr owdi ngt h a t i n t e r f e r e s w t h t he wor k A cl assroombri efi ng room or audi tori um equi pped w th

adequat e chal kboard i n f r o n t , shoul d be pl acednear t he vi ew ng area Thi s roomcan be usedboth f or bri efi ng groups who may come t o seet he comput er and f or regul ar i n s t r u c t i o n i n

comput er sci ence, e i t h e r i n short courses,i n s t i t u t e s , or regul ar uni versi ty courses



Fi g . 1 Pl an of comput at i on center, Uni versi ty of Texas .

Educati onal


Comput at i on Cent ers

Computer Space

Themai n computer room s the heart of a computi ng center . I t must be accessibl e t o t he comput er staff whooperate the machi nes and t o

the mai ntenance engi neers who repai r t hemachi nes andkeep them n r unni ng order, aswel l as bei ng strategi cal l y l ocated f or publ i cviewng ( F i g s . 1 and 2 )

I tmust al so

be ac-cessi bl e t o appr opr i ate st or age spaces and t o

the power suppl y . Ef f i c ient operati on requi resthat t he i ndi vi dual machi ne uni t s i n t he mai n

computi ng room be so pl aced that t hey ar eeasi l y accessi bl e f or qui ck repai r i n emergency,as wel l as be ng conveni ent l y l ocated f or t heoperat ors andt he publ i c . I f t he dis t ance f romthe back of t he computer uni ts t o t he wall swere made 18 i n . greater t han t he dis t anceneeded t o open t he cabi net doors and carryout repair s, thi s wal l spacecoul dbe used f orst orage that woul d be accessibl e except dur i ngmai ntenance (However, f i r e regul ati ons de-mand that onl y t he absol ute mnimumof rec-

ords requi red f or eff i cient operati on shal l bekept i n t he computer room i t s e l f . An upperl i mt t o t he di st ances between computer uni tsmy be set i n some i ns ta l l at i ons by t he a v a i l -

abl e l engths of i nformati on cabl eThe machi nes i n t h e mai n computer room

need proper support, cabl e connect i ons, andai r condi t i oni ng . I n t he mai n machi ne roomf or most of the l arger computers, t he under-l yi ng f i xed f l oor i s bui l t about 18 i n . l owerthan the f l oors i n adj acent preparat i on roomor corri dors, and i t i s covered by a strongel evated f l oor beneathwhi ch cabl e connecti ons

can be i ns tal l ed w t hout obstr ucti ng t he pas -sageways ( F i g 3) . The panel s mybe covered

w th carpeti ng or ot her t ypes of f l oor i ngmateri al s, but i t i s i mportant that the f l oor bekept free f romdust, l i n t , and s t at i c el e ct r i c i t y

I n bui l di ngs w t hout a r ecessed subfl oor,such as t hos e remodel ed f or computer use,ramps s houl d be us ed t o connect the el evated

f l oor w t h f l oor areas at a dif ferent l evel i n

order t o permt carts w t h t ape or punch cards,or other equi pment , t o be ro l l ed i n .

Aux i l i ary card-punchmachi nes, t ape prepara-t i on uni t s , andpri nters mybe i ncluded w t hi nt he vapor seal enc l os ing t he mai n computeruni ts, but they s houl d pr o babl y be s epar a t edf romt he mai n roomby glass panel s t o r educe

t he noi s e l evel and di rt Acoust i c t r eat mentof the cei l i ngs i s i mportant f or noi se reduct i on .Adequate and wel l - di f f used l i ght i ng shoul dal so be i ns tal l ed i n t he cei l i ngs of t he comput er areas .Some i nf ormat i on storage medi a, such as

punched Hol l er i th cards, punched t ape, ormagneti c t ape, are needed f or current use andshoul d be readi l y accessi ble ; a f i reproof stor-age cl o set f or s uch i t em s houl d be adj acentt o thecomputer roomMagneti c t apes ar e commonl y stored i n f l a t , cyl i ndri cal c ans , pl ac edon r acks s o that t h ei r c i r c ul ar bases are i n avert i cal pl ane Metal f i l e cabi nets w t h drawersdesi gnedf or standard punchedcards are al socommerci al l y avai l abl e .

Mai ntenance and Mechani cal Areas,

Power, and A r Cond ti oni ng

Adequate space s houl d be pr o vi ded near t hemai n equi pment roomf or t he use of mai nt e-nanceengi neers, whether they be l ocal pers on-nel or representati ves of the equi pment manu-facturer on contract t o r epai r t he machi nes .Undueeconomy i n t he space avail abl e t o mai n-tenanceengi neers mybe no economy at a l l i n

t h e l ong run, s i nc e t i me wasted i n repair i ng afast computer mybe worth several dol l ars amnute

Spaces f or auxi l i a r y mechanical equipmentf or t he computer, i nc ludi ng t he power suppl yandai r condi ti oni ng, must be provi ded c l oset o the mai ncomputer roomThere are somead-vantages i n havi ng th is area adj acent t o t heworkingareas f or mai ntenance personne .

Preparati onAeas

For programmngthere shoul d bea preparat i onroom or ready room near t he aux i l i ary ma-chi ne room whereprogrammers may put thei rprogram on t ape or cards that t he computercan read, andwhere they mycheck thei r pro-gram f or er r or s A r eady root should beequi pped w t h work tabl es anddesk cal cul atorsi n add it i on t o t he aux i l i ary punch uni ts that

mybe needed f or prepari ng program t o ber ead by t he computer .

For eff i cient operati on, many peopl e whodo

not have permanent of f i ces i n t he computer

area need temporary work space there

Arecepti ondeskor counter may be provi ded

i n or near t he ready roomt o accept andchecki n program t o be r un on t he machi ne, record

completed work, and return i t t o an appr o-pri ate cubbyhole i n a l ar ge rack, where i t my

be pi cked up by t h e person whosubmtted i t .

Of i ce s , ConferenceRoom, Li brary,

and Lounge

Spaces requi red by the computer per sonnel ,i n addi t i on t o t he preparati on areas j ust

des cr i bed, i nc l ude off i ces, conference room,l i brary, and l ounge or refreshment cor ner .

Conferenceroom are needed i n whi ch several

persons, i nc l udi ng t he proposer of t he prob-l em my get t o get h er t o di scuss poss ib l emethods of at t ack f or i t s sol ut i on Pr i vate

of f i ces are needed where peopl e working on

problem c an c onc ent r at e w t hout i nterrup-t i on on t he compl i catedseri es of st eps neces-

sary t o programa probl em

Aref erence l i br ar y s houl d be readi l y avai l -

abl e t o computer per sonnel . This l i br ar y shoul d

i nc l ude not onl y a col l ect i on or l i brary of sub-

routi nes andother program that mybestoredon t ape or punched cards but al so at l east amnimal col l ect i on of t echni cal books and

j ournal s r el a t i ng t o computi ng and numeri cal



Fi g . 2 P an of computati on cent er, Stanford Universi ty

anal ysis . A l arger departmental col l ecti on i n

a separate room i ncl ud ng dupl i cates of som

perti nent mathemat i cs books, my be j us t i f i ed

i f the computi ng center cannot share a l i br ar y

wth mathemati cs or s t a t i s t i c s and i s not near

the min l i br ar y .

Of i ces f or comuter personnel shoul d i n-

cl ude thesameessenti als as f or mathemat i cs

professors, namel y, a desk, chairs, book-

she vi ng te ephone, and adequate chal kboard

on at l east onewal l . However , the comuter

s pec i a l i s t my have mre need than the pure

mathemati ci an f or el ect r i cal equi pment such

as desk cal cul ator or a tape punch These r e-

qui re el ec t r i cal outl ets and e ther a tabl e or

witi ng she f on whi ch to work

Regul ar sta f f memers of a comuter center

should not onl y have i nd vi dual of f i c es where

they can work wthout d stracti on but also a

sta f f l ounge where they can get together to

exchange i deas and charge t h ei r mental bat-

t e r i es . At the Universi ty of Texas Computati on

Center (Fi g 1) , ten off i ces of 180 square

f t each and si x cubicles of 100 sq f t each are

provi ded f or t he use of sta f f and graduate

students, and there i s a smal l l ounge i n whi ch

cof feecan be served S ncea comput er my be

i n operati on 24 hours a day and programmng

ac t i v i t i es requi re l ong peri ods of meti cul ous

work, a ki tchenette or at l east a hot pl ate my

be needed to restore the energy and ef f i ciency

of the sta f f .

Recepti on, Admnistrati on,

Dupl i cat i ng, and Storage

The admni str ati ve space f or t he comuting

center my cl ose y resembl e theadmni strati ve

space f or a mathemat i cs department . Not to be

forgott en are of f i ces f or the d rector and hi s

assi stant, of f i ce space f or recepti on and f or

secretari es and typi s t s , and a workroom

equi pped wthdupl i cati ng machi nesandplenty

of shel vingspace f or al l the reports and notes

t hat mst be reproduced O course, adequate

spacewth control l ed temperature andhumd-

i t y must beprovi ded f or t he storage of punched

cards . C ear l y, such general f a c i l i t i e s as t o i l et s

mst not be overl ooked

Acomuter i ns t al l at i on uses l argequanti ti es

of materi al s, such as punchcards, paper tapes,

di t t o paper, andpaper f or a hi gh-speed pri nter .

Sui tabl e provi si on mst be mde f or rece vi ng

andstori ngthesesuppl i es . Pri nti ngby machi ne

at sl ower speeds di r ec t l y on mul t i l i t h mast ers

permts the reproducti on of computer-pro-

duced i nf ormati on wthout the errors ari sing

f rom humn i nterventi on . Suppl i es f or such

work w l l requi re storage

F i r e Protecti on and Emergenci es

Toprevent damget o t he comuter by f i r e or

water hazards ari sing outsi de the comput er

room tse l f , the equi pment should be housed

i n a f i r e- r e s i s t i ve bui l d ng and should be pro-

tected by f i r e doors f rom the r est of t he

bui l d ng ; the fl oori ng shoul d be of noncom

busti bl e constr ucti on, and the roof or f l oor

above the comuter roomshould be a water-

t i ght sl ab to whi ch the wal l s are sealed

Waterproofed wal l s and proper drai nage my

be needed to prevent water damge i n a base-

ment i ns t al l at i on Local f i r e protecti on f or cer -

t ai n key comuter uni ts my be provi ded by

approved automati c carbon d oxi de f i r e

exti nguishers rather than by water spri nkl ers .

Educat i onal


Comput at i on Cent ers



Educat i onal

COLLEGE ANDUNVERSITYFACI LI TI ESComput at i on Cent ers Communi cat i ons Cent ers

Fi g . 3 El evated f l oor f or a comput at i on center .

Cards, disks, and drum should be kept i nwat erproof , noncombust i bl e met al cabi netsw t h contr ol l ed temperature and humdi ty i frequi red Those not i n c ur r ent us e should bestored i n a separate roomc l ose t o t he computer roomMagneti c tape i t s e l f i s h ighl y f l ammabl e Dupl i cate copi es of program and rec-ords mght be stored i n a remote pl ace asi nsurance agai nst thei r total l oss by a f i r e i n

t he computer center . Adequate control s shoul dprevent t he ducts of t he computer ai r- condi -t i oni ng systemfromc i r cul at i ng smokeand f i r e

i n case of emergency i t i s best t o have t h ecomputer ai r duct s i ndependent of t h e ot h er ai r

ducts i n t he bui l di ng . Al l of f i ce furni ture i n thecomputer roomshoul d be met al .Hazards other than f i r e andwater that my

need t o be consi dered i n pl anni ng and mai n-t a in ing a computer

i ns tal l at i on ar e t h os ef rom

radi ati on, magneti c f i el ds, s tat i c electric ity,dust, i ns ect s, or r odent s . To pr ot ect s t or edr o l l s of magneti c tape f roml oss of i nformati ondue t o l ocal magneti c di st urbances, i t i s bestt o pl ace thei r contai ners on edge i n a mag-neti cal l y protect ed storage pl ac e To mnimze

t he effects of dust and stat ic el ectr i cit y, car-pet s and dr apes shoul d be made of materi al sf ree f roml i n t and s ta t i c ; the useof dustc l othsor drymops f or c l eani ng should be avoi dedI f t he i ncomng power suppl y f or t he com

put er i s subj ect t o occasi onal i nterrupti ons,a secondary source of power my be needed

t o pr ovi de cont i nui ty of operat i ons Fai l ureof t he ai r - condi t i oni ng systemmay, al so causet he computer t o shut down w t h i n a s hor t t i me,so there shoul d be a warni ng al armthat w l l

i mmed ate y cal l attenti on t o s uch a f a i l ure .

COMMUNI CATI ONS C E N T E R SA newbui l di ng t ype r es ul t i ng f rom newth i nki ng and practi ce i s t he communi cati onscenter . The emphasi s of th is t ype of f a c i l i t y i son l arge- group i ns t ruct i on andon t he med a t osuppor t i t For t hi s reason, i t i s becomng acol l ege bui l di ng, centra l l y l ocated on t hecampus t o accommodat e many hundreds ofst udent s i n l arge groups throughout t he dayI t may al so be par t of an educat i onal par k w t hi t s f a c i l i t i e s avai l abl e t o al l school groups i n

t h e ar e a. ( See Fi g . 1 .The phi l osophy behind t he communicati ons

center i s a s i mpl e one I f t he i ns t i t ut i on feel sthat l arge- group i ns t ruct i on f i t s i t s needs f oreconomcal but ef f ec t ive i ns t ruct i on ( as manycol l eges do bel i eve), i t makes sense t o putt hese expensi ve support i ng f unct i ons t o-gether The communicati ons center c aneconomcal l y pr ovi de:

Shared proj ec t i on areas , al l ow ng expen-s i ve equi pment t o be kept t oget her i n one roomThi s not onl y ensures better care of t he equi p-ment , but through consol i dati on, ut i l i z at i onrates cango up

Speci al and expensi ve l i ght i ng and me-chani cal system . I t i s cheaper and l ess cumbersome, f or i nstance, t o ai r - condi t i on onewholebui l di ng rather then l i t t l e pi eces of manybui l di ngs

Educat i onal Faci l i t ies w t h NewMedi a, De-partment of Audi ovi sual I ns t ruct i on . Nati onalEducati on Associ ati on i n col l aborat i on w tht he Cent er f or Archi tectural Research, Rens-sel aer Pol ytechni c In s t i tu te

Speci al and expensi ve el ectri cal i ns tal l a-t i ons .

Accommodati on f or we rd room shapes ;pl aci ng one pi e-s haped l ecture room i n manys epara t e bui l di ngs c reat es waste space andodd conf i gurat i ons . Put t i ng many such roomt oget her i n one bui l di ng al l ows t he good de-si gner t o c ut down i f not el i mnate t hesewasted spaces ( See Fi g . 2

Centra l i zat i on of product i on f a c i l i t i e s .Si nce many of t he i t em producedw l l be usedi n t he l arge- group l ectures, i t makes sense t oconsol i date al l product i on and suppor tacti vi ti es i n t he bui l di ng ( F i g . 2 )

Acent r al f o cal poi nt f or facul ty t r a in i ngi n eff ecti vel y usi ng presentati on and ot heri nstr ucti onal med aThe communicati ons center does not be-

come t he property of any one di s ci pl i ne ordepartment on campus i t s use w l l be en-couraged f or al l departments need ngi t . I t w l loccupy a f ocal poi nt on t he campus, probabl yat t he crossroads of maj or c i r cul at i on paths.The types of f a c i l i t i e s t he communi cati ons

cent er my i nc l udecover those i n many areas( See F i g . 3

Lobby and Ci rcul at i onI nc l ude di s pl a y, exhi b i t i on, recepti on,

ki t c hen areasGenerous t o accommodate many l argegroups i n t he bui l di ng

I nstructi onal SpacesLect ure hal l s (capaci ty determned by

l ocal programmng)Storageand preparati on areasSemnar andsmal l - gr oup room



Fi g . 2 Communi cati ons l ecture hal l center, State Universi ty of NewYork, Oswego, N Y Ski dmore Owngs

8 Merri l l , Archi tects .

Fi l mand TV Producti on

TV and f i l m stud os

Central eng neeri ng and control

Dressi ngandante areas

Equipmnt storage and work room

Prop storageandwork room

Staf f and f a cul t y of f i ces

Fi lm processi ng and edi t i ng

Previ ewend conference room

Graphi cs and Ads Product i on

A t and f i ni shi ng stud os

Photo and f i ni shi ng stud os

Staf f and previ ew areas

I nstr ucti onal Materi al s D stri buti on

Storage of materi al s and equi pment

Check-out area

O f i ce, records, andwork area

Admni str at i on and Research

Ofi ce and conference

Li brary

Records storage

General Servi ces

Workshop areas

Shi ppi ng and rece vi ng

Bui l d ng mai ntenance

Educat i onal


Communi cat i ons Cent ers

Fi g . 1



Educat i onal


mmuni cati ons Centers ; Reg onal Educati on Center

Necessary wor k areasShi ppi ng and recei vi ng

Producti on Servi cesRegi onal o f f i c e and conf erenceResearch, t e s t i n g , and eval uat i onEqui pment mock- up and repai rRadi o ori ginati on studi os and supportTV ori gi nat i on and supportF i l m origi nati on and supportPhot ographi c and f i l m processi ngGraphi cs centerW i t i n g and edi ti ng publ i cati ons areasPubli cati ons mock- up areasCent ral reproducti on f a c i l i t y

Shi ppi ng and recei vi ng Curri cul um Servi ces

Regi onal o f f i c e and conf erenceCurri cul um devel opment and proj ect

centerResource r oom f o r t h e vari ous di sci pl i nesSpaces f or adj unct and consul ti ng s t a f f sStudent testi ng areaPupi l per sonnel servi ces s t a f f areaI n - s e r v i c e trai ni ng areasDemonst r at i on cl assr oomsExhi bit areas

Admni str ati ve Servi ces

Legal advi sory o f f i c eFi nanci al pl anni ng, a u d i t , and control

o f f i c eTransport ati on, mai ntenance, e t c off i cesCent ral personnel i nterview ng and records

center Support i ng Servi ces

Lobby and central exhi bi ti on spacesLarge- group areaConfer ence and ass embl y areasCafeteri a and ki tchenCent ral recei vi ng and storageCent ral wor kshopMai nt enance, t o i l e t , s e r v i c e s , etc

Many of these f a c i l i t y types have al readybeen di scussed el sewhere The desi gn of t heregi onal center w l l necessari l y become a p r o -cess of putti ng t hemtogether w t h the neces-sary o f f i c e s , conf erence areas, c i r c u l a t i o n , andother support areas

Fi gures 1 and 2 showt he ki nds of spacerel ati onships t h a t mght e x i s t i n a regi onalcenter undert aki ng a broad r ange of progr amsand servi ces

Regi onal Educati on Laboratori es

Whi l e t he regi onal suppl ementary center canperform services and conduct l ocal i zed r e-

search f or i t s member s, there i s s t i l l a need f oreducati onal research on t he l a r g e r scal e This

l a r g e r - s c a l e research has been grow ng s t e ad i l yi n t h i s post- Sputni k e r a , but much r emai ns t obe done Mor eover, o v e r a l l coordi nati on of

proj ects and w despread reporti ng of fi ndi ngsare needed i f t he research i s t o become an e f -fecti ve p a r t o f cont emporar y educat i on

These concerns stand behi nd t he creati on oft he regi onal educat i on l aboratory The l a b o r a -t o r y steps i n t o under t ake the research andf i l l t he gaps al ways present bet ween proj ectsand di ssemnat i on of resul ts

So f a r , at t empts at these regi onal researchand devel opment centers have been sporadi c ;some hi ghly successf ul ones have been s e t upi n l arge uni versi ti es t o attack s p e ci f i c educa-t i o n a l probl em, but the educati onal l aboratoryconcept has y e t t o be adopt ed on any scal e T i t l e I V o f t he El ementar y and Secondary Edu-cati on Act of 1965 c a l l s f or ai d t o support andmai ntai n these ki nds of centers, t hough, andgrowt h i n t h i s di recti on i s bound t o resul t

Whi l e these l aboratori es w l l take on d i f f e r -ent tasks, they w l l have some s imlar goal s i n

mnd, such as t he fo l l ow ng :

F i g 3 Communi cat i ons l e c t u r e h al l c e n t e r , State U n i v e r s i t y of NowYork, Oneont a, NY Tool e &Anger ame, A r c h i t e c t s

REG ONAL EDUCATI ON CENTER ( SUPPLEMEN-TARY)

Thi s concept i s not new There are al readymany at t empts t o provi de regi onal program,resources, and servi ces ; some are l i t t l e morethan country f i l m l i b r a r i e s whil e others ( l i k eToronto' s Educat i on Centr e) provi de a whol e

vari ety of s e r v i c e s , classes, materi al s , andpubli cati ons T i t l e I I I money w l l begi n t o f i l l i nt he gaps i n our f r agmented efforts so f a r , andt he future points t oward mor e comprehen-si ve suppl ementar y centers

Despi t e theconstant use of t he term c e n t e r ,these regi onal a c t i v i t i e s may not be accompl i shed i n a central f a c i l i t y at a l l The best pos-s i b i l i t i e s f or coordi nati on and c r o s s - f e r t i l i z a -t i o n e x i s t i n t h e c en t r a l f a c i l i t y , bu t economcsmay precl ude t h i s Many of t he progr ams and

Educat i onal F a c i l i t i e s w t h New Medi a,Depar t ment of Audi ovi sual I n s t r u c t i o n , Na-t i o n a l Educat i on Associ ati on mcol l aborati onw t h t he Center f or Archi t ectural Research,Renssel aer Pol ytechnic I n s t i t u t e

servi ces can be accompl i shed i n outl ying oradj acent bui l di ngs ; mos t centers w l l proba-bl y be a combi nati on of a central bui l di ng w t hmany of these scattered adj unct bui l di ngshousi ng vari ous parts of t he e f f o r t

The types of spaces t h a t mght be i ncl uded i n

t he suppl ementar y center ar e many, i n -cl udi ng

Regi onal Admnist rat i onAdmni strat i ve o f f i c e and conf erence areasCl eri cal s t a f f areasRegi onal research and conference areasCent ral records and storage areasData processi ng center

Program Coordi nat i onAdmni str ati ve and s t a f f areasF a c i l i t i e s f or t he progr ams t hem el ves

Resource Servi cesRegi onal o f f i c e and conf erenceProfessi onal resource l i b r a r ySearch and bibl i ographic wor k areaCent ral examnat i on area f or books, r e-

sources, and equi pmentCent ral orderi ng and processi ngCent ral c o l l e c t i o n of materi al s f or area

borrow ng



Fi g . 2

To c ar r y on aconcent r at ed and coordi nat-ed programof educat i onal r esearch acti vi ti es

These act iv i t i es w l l most l i k e ly be accom

pl i shed by emnentl y qual i f i ed persons andw l l have wdespread rather t han l i m t e d appl i -

cat i on and use

To deve op newcurr i cul um uni ts, w th

speci al attent i on t o ways of support i ng them

Thi s w l l make med a research, testi ng, and

eval uati on an i mpor t ant par t of the l aboratory' s

program To test, eval uat e, and d ssemnate i nnova-

t i ons on a broad scal e .

To provi de di rect i on and t o encourage i n -

novati on i n other quarters .

To supplement and coor di nate research

throughout t he regi on .

To provi de a t ra ini ng ground f or- educa-

ti onal r esearch per sonnelI n order t o achi eve t hese goal s, t he vari ous

regi onal educati on l aboratori es w l l have a

number of commn character is t i cs , Proj ects mybe undertaken i n-house or

i n col l aborat i on w t h ot her educat i onal and

communi ty groups . Staf f i ng w l l i nc l ude at l east a corps of

admni str ators t o coordi nat e act iv i t i es , a pro-

fess i onal eva luat i on s t a f f , and a prof essi onal

di ssemnati on uni t . Actual proj ect r esearch

mybe carr i ed on by ot her staff member s, i n -

t er i m s t a f f , consul t ants, or a combinati on of

t hese The l aboratory w l l remai n f l exi bl e . I t w l l

adapt t o t he s i t uat i on as necessary, chang ng

i t s own character as i t undertakes dif ferentkinds of proj ects i n dif ferent f i el ds .

The r egi ons covered by t hes e l aboratori es

w l l be necessari l y l arge ; some nowenvis i onperhaps a dozenl arge centers aroundt he coun-

t r y . Smal l er, morespec i a l i zed uni ts i n col l eges

and uni vers i t i es may suppl ement t he l abora-

tor ies or ext end thei r work i n t o spec i f i c areas .

I mpl i cat i ons f or fac i l i t ies , t hen, are not con-

crete Most l aboratori es w l l requi re a vari ety

of spaces, some of whi chmybe ekedout of

l ocal c ol l ege bui l di ngs or t hose of ot h er c o-

operati ng groups Whi l e many of t he l abora-

t or y' s act i vi t i es my be scattered around t he

regi on i t serves, i t i s r easonabl e t o bel i eve that

there w l l be at l east a cent ral admnis t ra t i ve

f a c i l i t y and staf f . K nds of f ac i l i t i e s may i n -

cl ude Admni s t ra t i ve and Pro ject

Cent ra l admni s t r a t i ve of f i cesConference areas

Fi g . 1

Educat i onal


Regi onal Educati on Center

Smal l pr oj ect of f i c es c l os el y t i ed t o cen-t r a l med a and i nformati on compl exes

Centr al I nformati on Compl exWarehouse of resources, reports, dat a

f i l e s , etc .

May i nc l ude i nformati on retri eval and

st orageEnt i re compl ex readil y accessi ble t o al l

i n t he center andwred t o adj unct uni t s

of t he l aboratory

Cent ral Med a Compl exProduct i on and or i g inat i on f a c i l i t i e s as

requi redWork areas f or test i ng and mocki ng-up

med a uni tsAccessi bl e t o al l f unct i ons i n the l abora-

toryCan be used f or med a r esearch and sup-

port f or other r esearch

Eval uat i on and Processi ng

Off i ce and conf erence area f or t he eval ua-

t i o n team



Educat i onal


Regi onal Educati on Center ; Resource F a c i l i t i e s

Dat a proc essi ng center ser vi ng al l uni t s

of the l aboratory Demonst rati on andMock-up

Aea f or mocki ng-up dif ferent f a c i l i t y

t ypesLargeopen space that can be arr anged i n

many waysCentral l ocat i on f or access by s t a f f , stu-

dent s, vi s i t ors

Pr o vi s i on f or vi s i t o r s and viewng

Dssemnati on Ar ea

Off i ce area f or professi onal d ssemnati on

staffPubl i cat i ons edi t i ng andmock-up areas

Pr in t ing and f i ni shi ng areas

Shi ppi ng and recei vi ng Servi ce andWorkshopLarge workshop t o serve f or al l car pen-

try act iv i t i es i n t he l aboratory

Conventi onal bui l di ng servi ce spaces

RESOURCE FACI LI TIES (LI BRARY)

No ot her educat i onal f a c i l i t y i s recei vi ng moreattent i on today t han t h e l i br ar y and i t s des-cendant, the resources center . There are manyconcepts andphi l osophi es f or t he newormof

t he l i brary, and as i s appropri ate i n a t i me of

changeand i nnovati on, t he f orm of t he l i br ar y

i s certa i nl y not set . Onefact i s certa i n t he l i -

brary i t w l l be cal l ed the resources center

f rom her e on) i s more than a reposi t ory f or

books and pri nted materi al s avai l abl e f or

checkout or f or useby student s at l ong, drab

t abl es w t h s t i f f chair s . The f uncti onal charac-

te r i s t i c s of t he l i br ar y are s t i l l present- the

acquir i ng, catal ogi ng, i ndexi ng, stori ng, r e-

tr i evi ng, use, and res tor i ng of i nformati on, but

t he i nformati on has t akenon many neworm .

I t i s i n the form of books, peri odi cal s, and

st andar d ref erences, but al so f i l m and sl i des,

aud o t apes andprogram, vi deot apes and ki n-escopes, f i l m str i ps and mniatu r i zed equi p-

ment The probl em i s howt o handl e t h es e

vari ous t ypes of r esour ces l o g i s t i ca l l y and s t i l l

have themread i l y avail abl e f or st udent use as

r equi r ed by theeducati onal phi l osophy of t hei ns t i t ut i on ( See F igs . 1 and2 )

I t i s cert ai nl y the educat i onal phi l osophy andt he way i t i s tr ansl ated by facul ty and staff

t hat di c tate howa resources center i s used I t

mybe s i mpl y a more compl exl i br ar y -a pl acewhere st udent s come and check out materi al s

as requi red t o compl ete assi gnments . I t my

al so be t he whol e f ocus of t he educat i onal pro-

gramf or the i ns t i t u t i on- a pl ace where a stu-

dent comes and l earns i ndependentl y, and a

pl ace f romwhi ch i nformati on i s del i vered t ost udent s throughout the ent i re school pl ant

working i n anumber of dif ferent l earni ng si tua-t i ons . More andmore, the r esour ces center i s

becomng the focal point, phi l osophical l y and

physi cal l y, f or many newchool pl ants . What -

ever t he phi l osophy, i t must be spel l ed out i n

termof educat i onal obj ect i ves before anyarchi -

tectural planni ng can begi n

Ar esour ces center may f unct i on as part of

thesystemof educati onw t h i n aschool pl ant i n

a number of dif ferent ways . Fi gure 3i ndi cates

a l i t t l e school or schoo l - w th i n- a- s choo l

concept i n whi cheach subdi vis i on cont ai ns a

Educat i onal Faci l i t ies w th NewMedi a, De-partment of Audovi sual I nstr ucti on, Nati onalEducati onAssociati oni n col l aborat i on w t h t heCent er f or Archi tectural Research, Renss el aerPol ytechni c Inst i tute

Fi g . 2

resources center , ei t her di sc ipl i ne-o r i ented or

gener al i n content . I n such an i nst i tut ion, the

resources center w l l contai n i ndependentst udy f ac i l i t i e s andsemnar andproj ect room,

as wel l as t he r esour ces theme ves Theseresources cent ers my be i nterconnect ed f or

cal l - up of mater i al f romany one of t hem and i n

turn, al l t h e r e s our c es c ent e r s my be con-

nect ed w t h a l arge, regi onal el ec t r oni c st orageand retri eval f a c i l i t y .

Fi gure 4a i ndi cates a s ingl e resources cen-

t er as thefocus of t he school andser vi ng the

ent i re school Not onl y wouldst udent s cometo Fi g . 3



Fi g . 5 Resources center .

Fi g . 4

the resources center to use the resources, but

aud o and vi deo materi als woul d be d stri buted

f rom the center to carre s and i ndependent

study f a c i l i t i e s , classroom, semnar room,

and other kinds of spaces throughout the

school plant . I n t h i s case, a st udent does not

have to comephysi cal l y t o t he resources center

to partake of i t s resources .

Fi gure 4bmght i l l ustrate a l arge educa-

t i onal comlex-a col l ege or uni ver s i t y , an edu-cati onal park, or a l a rge, central i zed school

plant A l arge centr al resources center serves

t he ent i r e compl ex and, i n t ur n, a numer of

subcenters l ocated wthi n special i zedacademc

uni ts Here resources w l l be d stri buted i n a

numer of ways and the student w l l have the

choi ceof ei t her usi ng hi s l ocal subcenter or

goi ng to the l arger central i zed f a c i l i t y . I n t ur n,

thecentr al uni t could draw rom l ar g e reg onal

or nati onal i nformati on centers .

I n Fig 4c a central , el ectr oni cal l y based

storage and re tr i eval f a c i l i t y serves a numer

of school s wthi n a di s t r i c t , and each school

contai ns a smal l resource subcenter . I t should

be notedthat i n t hi s type of systemal l materi als

mst be d stri butede ectroni cal l y or physi cal l y

f romthe central f a c i l i t y to the school s f or st u-

dent useI n programmngandpl anning resourcef a c i l i -

t i e s , the fol l owng poi nts my prove of assi s -

tance1 . Theresources center i n school bui l d ngs

should be consi dered as a l earni ng f a c i l i t y as

we l as a place to store and usemateri als This

means that the spaces mst be read l y acces-

s i b l e , i nvi t i ng i n character and envi ronment,

we l equi pped, humney admni stered, and an

i nt egr al par t of the school plant .

2 I ndependent study and l earni ng f a c i l i t i e s

wthi n or associatedwth resources centers are

mre than e ectroni c carre s. A comortabl e

l oungec hair , somecarpeted f l oor i ng, a seat at

a t a bl e, tabl es wth l owdi v iders, smal l separate

room, andwi ti ng cubi cl es are al l i ndependent

study f a c i l i t i e s and shoul d be represented

al ong wth the e ectr oni c carrel . There should

not be a choice of onl y wet or dry c arr el s,

but amxture of these andother accommda-

ti ons f or i nd vidual students l earni ng wth r e-

sources .

3 Aconcern wth spaceu t i l i z a t i o n has l ed t o

somesol uti ons f or i ndependent study f a c i l i t i e s

i n resources centers that consist of monoto-

nous rowupon mnotonous rowof carre s .

Suchplanni ng seem to completel y deny a ba-

si c phi l osophy of the resources center-i nd -

vi dual i zati on .

4 I n bri ng ng a resources center to physi cal

real i t y , i t my fol l ow a vari ety of sol uti ons-

central i zed i n a si ng e l ar g e space, decentral -

i z ed i n smal l uni t s whi ch are d spersed about,

or a combi nat i on of both . Whatever the plan-

ni ng scheme, the resources center w l l i nclude

a numer of commn comonents These

woul d i nclude admni strati ve andwork areas,medi a storage, book and peri od cal storage,

sof t read ng area, i ndependent study area,

si mpl e producti on and reproducti on f a c i l i t i e s ,

and conference, proj ec t, andsemnar f a c i l i t i e s .

5 . I n pl anning a resources center, considers-

t i on shoul d beg ven to the rapi d advances t hat

have been mde i n computer-based l i br ar y op-

erati ons-processi ng acqui si ti ons, pri nti ng out

bi bl i ographi es and speci al l i s t s , hand i ng

checkouts and due and reserve noti ces, and

requi si ti oni ng materi al s Cert ainl y t hi s type of

system shoul d be stud ed wth the i dea of i n i -

t i a l l y i ncorporati ng compati bl e comonents

al l owngexpansi on of t he basi c systemservi ng

several centers and subcenters .

6 . E ectroni cal l y based i nformati on storage

and re tr i ev al system w l l cert ai nl y be a

Educat i onal


Resource Faci l i ti es



Fi g 6

Educat i onal


Resource Fac i l i t ies

pl anni ng factor i n desi gni ng resources centers .Somecarre l s w l l be w r ed i nto such systemf o r i ns t ant access t o i nformati on, and i n somecases, t he resources cent ers mybe par t of t he i nput i nto a retri eval system The hardwareandeconomes of such system have not beenc lear l y def i ned, and they ar e not uni versa l l yavai l abl e . However , pl anni ng must anti ci patethei r eventual rol e .

Resource F a c i l i t y St udy- 1

Thi s resourc es center combi nes many di ff erentt ypes of f a c i l i t i e s i nto a s i ngl e center . As such,i t would formt he resources f ocus f or a hi ghschool , mdd eschool , and, w t h modi fi cati ons,an e ementary school I n addit i on, i t has manyof t he character i st i cs appropri ate f or a re-source subcenter found at many poi nts i n al arge educat i onal compl exThecent ra l area consi s ts of st orage f ac i l i t i e s

f or books, medi a, i ndependent audi ovi sualequi pment, anda vari ety of f a c i l i t i e s f or i nde-pendent st udy and l earni ng-soft r eadi ng ar-eas, electroni c carrel s, r eadi ng and wri t i ngcarr el s, r eadi ng tabl es and chai r s , et c . Sur-round ngt hi s center areanumber of s i gni f i cant

supplementary f a c i l i t i e s . Smal l viewngroomprovi de f or i ndependent and teamwork usi ngproj ect ed med a Typi ng or aud o room pro-vide soundproof cubi cl es f or i ndi vidual useSemnar room, pro j ect areas, and conf erencef a c i l i t i e s al l provi de f or t he use of var i ous ki ndsof resources by smal l groups workingt oget her .Natural l y, storage, workroom, and o f f i cef ac i l i t i e s must be provi ded, as wel l as ref erencef i l e s , i ndexes anda control cent er . Final l y, t heteachers' planni ng, previ ew and si mpl e pro-ducti on f a c i l i t y i s pr ovi ded as part of t hi s par -t i cul ar resources cent er ( See F i g . 5 )

Thi s center wouldbe l ocated at t heheart of aschool pl ant w t h other educat i onal f a c i l i t i e ssurround ng i t , al l easi l y accessi ble

Resource F a c i l i t y Study- 2Thi s r e s our c es center woul d be appropri ateas a subcenter i n schoo l s - w th i n- school s .I t can be eit her a general resources subcenteror disci pl i ne-ori ented, and provi des f or l ong-te rm i ndependent st udent u t i l i z a t ion . Carrel sf or aud o and vi deo use, and r eadi ng andwri ti ng, are provi ded, as ar e a soft r eadi ngarea, tabl es andchair s, andencl osed andsem-encl osed room used f or typing andr ecordi ngThe adj unct f a c i l i t i e s i ncl ude smal l group

vi ewng room, proj ect room, conference

room, a smal l t e ac her product i on f a c i l i t y ,

and o f f i ce work and st orage space f or t headmni str ators of t hec ent er ( See Fi g . 6 .

As a resources subcenter , t h i s f a c i l i t y wouldbe surrounded by ot her t ypes of l earni ngspaces, and t he l i ne of demarcati on between

t he r esour ces and ot her educat i onal f a c i l i t i e swouldbe i ndi s t i ngui shabl e . I n f a c t , i f properl ydei gned, s tudents would move between t hesespaces f reel y wthout feel i ng t hat t hey weremovi ng f romoneeducat i onal worl d t o another .

Resource F a c i l i t y St udy- 3

Thi s r e sour c es center i ntr oduces t he bas i cphi l osophi c concept that teachers theme vesare s i gni f i cant r esour ces and coordi nat ors i nt he useof resources . Therefor e, they shoul dbe par t of t he r esour ces cent er, and t h i s st udyi ncludes a t e acher pl anni ng and conf erencesu i te composed of teachers' work cubi cl es Fi g . 7



surround ngacommnconferenceandworkarea

Mere students my come on appoi ntment, or on

a drop-i n basi s, and consul t wth thei r i nstruc-

tors as r eadi l y as they could consul t w t h t he

other resources contai ned i n thecenter . Thi s type

of f a c i l i t y woul d bemost appropri ate f or anon-

graded or conti nuous-progress type of educa-

t i onal phi l osophy. I t mght serve eit her as a r e-

source subcenter i n a school -wthin-a-schoolconcept or as the basi c resources cent er i n a

school whi ch i s moving toward conti nuous prog-

ress, but whi ch i s i n i t i a l l y desi gned f or a s ign i f i -

cant programi n teamplanning and teaching (See

Fi g . 7 . )

The remai nder of t he resources center i n-

cl udes access i b i l i t y to a vari ety of resources

whi ch my be used i ndi v idua l l y and i n smal l

groups .

LARGE-GROUPFACI LIT ES

I t seem t hat the ef fecti veness of med a i n

educati on has been tested most extensi ve y

i n l arge-group l earni ng sit uati ons . Cert ai nl y

i n the l ast te n years mny publ i c school s and a

l argenumer of col l eges and uni versi ti es have

adopted l arge-group i nstructi on usi ng medi a

f or an i ncreasi ng y l arge proporti on of the

i nstr ucti onal l oad I n f ac t , i t i s through the

ut i l i z at i on of l earni ng medi a t hat l arge-group

i nstructi on my become t r ul y ef fecti ve-by

bri ng ng to t h i s type of l earni ng systemmeans

f or magni fyi ng and d spl ayi ng i nformati on,

presenti ng i nformati on f roma remote l ocati on,

i ntroducing i nformati on t hat otherwse would

be i mpossibl e to present, and i ntroduci ng

i nformati on i n a mre demonst rati vel y effec-

t i ve way

There i s a current reexamnati on of l ar ge-

group i nstructi on f ol l owng on the hee s of a

general concern for mre i ndependent and

i nd vi dual i zed l earni ng experi ences . Even

though there are proponents of each t o the

exclusi on of the other, the l ogi c al sol uti on

f or most i ns t i t u t i ons w l l be the i ncorporati on

of both types of l earni ng experi ence-and

i ndeed a var i et y of l earni ng experi ences i n

between-and i n turn the necessary f a c i l i t i e s

f or t hei r ef f ec t i ve use Thi s mx of l earni ng

experi ences i s the basi s f or mny organiza-

t i onal patterns, and i s at the heart of the sys-

tem approach to desi gning l earni ng

For these reasons anexamnati on of theplan-

ni ng of l arge-group f a c i l i t i e s wth medi a i s

es sent i al , par t i cul a r l y because the desi gn

c r i t e r i a and pl anning considerati ons i n l arge-

group f a c i l i t i e s wth medi a are probabl y the

mst c r i t i ca l of any type of space that mght

be provided The foll owng poi nts summrize

these desi gn and planni ng c r i t e r i a :

1 . Anoptimmvi ewng area, as def i ned by

the vari ous d spl ay surf aces whi ch are con-

si dered c r i t i ca l f or st udent vi ewng, w l l det er-

NewSpaces f or Learni ng Desi gning col l ege

f a c i l i t i e s to u t i l i z e i nstr ucti onal aids andmedi aReport of Research Project DASFEE (Desi gn

of Aud tori umStud o F ac i l i t i es f or Eng neeri ngEducati on) supported by grant from Educa-t i o nal F ac i l i t i es Laboratori es, I nc . , revised ad ,J une 1966

Educational


Resource Faci l i ti es ; Large-Group Faci l i ti es

mne the most ef fecti ve roomshape This

optimmarea i s not a f i xed functi on of t he

combi nat i on of screens and/or moni tors but

w l l vary wth the type of materi al presented,

the durati on of the presentati on, the qual i ty

of the equi pment, the type of screen, andother

factors of envi ronment . (See detai l s of projec-

t i on system and viewng areas . )

2 . Stepped or sl oped f l oor s w l l always be

requi red i n order to provi de optimmviewng

cond ti ons . Both hori zontal end vert i cal si ght

l i nes i n these room are maj or desi gn factors .

Aso, rai sed seati ng i ntr oduces mrei nti macy

i n these roomand my al l ow the i nteracti on

desi redf or casepresentati ons andd scussi ons .

3 . Once the viewng area has been estab-

l i shed, the actual capaci ty of the l arge-group

space becoms a functi on of t he seati ng type

and ar rangement . Seati ng types run the gamt

f rom l oose seats to fi xed seats and b u i l t - i n

counters . Whenever possi bl e, ai s l es and c i rc u-

l at i on spaces shouldbe kept out of the vi ewng

area to assure themximmnumer of seats

l ocated wthi n optimmvi ewng cond ti ons.

4 . As l ong as the d spl ay of i nformati on

andthe use of medi a are a si gni f i cant functi on

i n the l arge-group room wndow and natural

l i ght ar e a l i a b i l i t y rather than an asset . A -though mans my be f ound f or control l i ng

natural l i g h t , the s i z e of requi red i mages i n the

roommti gates against natural l i ght wth i t s

i nherent probl em of control and washedout

i mages caused by ambi ent l i gh t .

5 . Comletecl i mati c cond ti oni ng i s neces-

sary f or t hi s type of space by vi r t ue of t he

numer of st udents i nvolved, the l ack of natural

wndowand vent i l a t i on, and theconcentr ati on

requi red by t hi s type of l earni ng experi ence

Such cond ti oni ng w l l i ncl ude cool i ng, ai r

change, f i l t r a t i o n , and humd ty control .

6 . Proper acousti cal desi gn, f rom the out -

set, i n necessary f or thesuccessf ul f uncti oni ng

of t hi s type of roomNot onl y shoul d sound

ori g nati ng wthi n the roombe eas i l y heard

by al l students but the space shoul d be thor-

oughl y acousti cal l y i sol atedf rom i nterf eri ng

soundsfromhe outsi de

7 . Li kewse, thepl anni ng of l i ght i ng i s an

i mportant considerati on . General l y, three l evel s

of i l l umnati on w l l be necessary f or the d spl ay

methods used i n these spaces ; control of

ambi ent l i g ht on proj ecti on screens i s l i kewse

essenti al .8 Because l i ght i ng, acousti cs, andcl i mati c

cond ti oni ng are such c r i t i ca l desi gn f eatures

i n the l arge-group room t h ei r i ntegrati on and

desi gn must be consi dered from the outset .

Too often t hi s ki nd of space suf fers bad y

because these desi gn features are neg ected

unt i l too l a t e i n the pl anni ng process .

9 . Educati onal l y, the key t o the proper

f uncti oni ng of t hi s type of space i s the i ntegra-

t i on of the system for d spl ayi ng i nformati on

end other medi a uses . The stud es whi ch f o l -

l ow l l u s t r at e t he f act t hat the d spl ay surf aces

arean i nt egr al par t of the room and t hat equi p-

mnt should be l ocated f or proper functi oni ng

andnot t o i nt er f e r e i n anywaywth the process

of l earni ng Thi s consi derati on i ncl udes the

l ocati on and planning of the teacher' s l ectern

or contr ol center and suggests t hat l i ghti ng

and equi pment be t i ed i n and control l ed from

t h i s l ectern .

10 F i nal l y , the success of these room w l l

depend on the i ncl usi on and re ati onshi p of

ad unct storage, projecti on, and preparati on

areas . This i s part i cul arl y t r u e when room

are to be used f or sci ence courses requi ri ng

equi pment and demonstrati ons I n add ti on,

these adj unct spaces my i nclude project

areas, conference room, end other smal l er-

group ac t i v i t i es used to comlemnt l ar g e,

group presentati on .

Large-group i nstructi on can i nclude l earni ng

functi ons other than the si mple presentati on of

i nf ormati on . Mani pul ati ve and l aboratory types

of experi ences have been emloyed f or mny

years, andt hi s study suggests a combi nati on of

l aboratory and l ecture-demonst rati on functi ons

wthi n the samef a c i l i t y . Theresul ti ng l ecture

l aboratory permts the experi mental and i nfor -

mati on presentati on f uncti ons to be carr i ed on

si mul taneousl y and wthout chang ng room

The advantages of bei ng abl e to demonstrate

andpresent i nformati on to a group of students

seated at l aboratory stati ons i s one t hat my

he p overcom the probl em of amal gamat i ng

medi a and i nstructi on i n science areas .

Thel ecture l aboratory i s a sui t e of f a c i l i t i e s

i ncl ud ng a l ar g e area contai ni ng over a hun-

dred st udent l aboratory-desk stati ons, two

smal l er demonstrati on and special equi pment

areas, a r ear proj ecti on ar ea, a special proj ects

room and storage and preparati on space

serving al l part s of t he f a c i l i t y . The st udent

area i s arrangedon threepl atform wth a ram

at one si de f or wheel i ng i n speci al equipment,reagents, and other materi als f or st udent use

Eachl aboratory stati on consi sts of a stand-up,

si t-down work area wth compl ete u t i l i t i e s

servi ng every two students . The smal l er

demonst rati on areas i n the f r ont of the room

permt smal l groups of st udents to workmre

i nti mate y as a team or wth an i ns t r u ct o r ,

andal so provi des space f or speci al equi pment

used by students duri ng the l aboratory exer-

cises ; these can be shi el ded f rom the l arger

area by movabl e part i ti ons. (See Fi g . 1 . )

Theproj ecti on area al l ows two 10 - f t i mages

to be projected si mul taneousl y, and further i n-

f ormati on d spl ay can beprovi dedthrough two

overhead projectors . Thef ront of the roomal so

provi des area f or demonst rati ons whi ch are

prepared and suppl i ed f romthe adj acent work

and storage roomThese types of demonst ra-

ti ons w l l probabl y be magni f i ed by cl osed-

c i r c ui t TVand projectedonthe rear proj ecti on

screen .

Producti on-Support F ac i l i t i es

To r e i t er a t e a basi c poi nt , t he ef fecti ve and

ef f i c i ent ut i l i z at i on of l earni ng medi a i n educa-

t i on requi res three broad types of space-

l earni ng spaces, resource f a c i l i t i e s , and pro-

ducti on-i nstr ucti onal support f a c i l i t i e s . I n

add ti on to classroom, l ecture room, l abora-

to r i es , and semnar room desi gned and

equi ppedwthappropri atemed a, i t i e necessary

t hat f i l m s l i de, and tape materi als and other

medi a resources be mde accessi ble t o st u-

dents end sta f f f or i nd vidual use Aso, f a c i l i -

t i es must beprovi ded i n whi ch l earni ng medi a

my be produced and whi ch house the sta f fand functi ons t hat support the teachi ng facul ty

i n t hei r work

The f ol l owngpoi nts are of feredas gui dance

i n the desi gn and planning of producti onal -

i nstr ucti onal support f a c i l i t i e s :

1 . Producti on and support f uncti ons and i n

turn t h ei r f a c i l i t i e s vary i n complexi ty and s i z e

wth t h ei r l ocati on and l evel wthi n the educa-

t i onal system Wthi n an academc depar tment

or l i t t l e school , si mple f a c i l i t i e s should be

avai l abl e f or teachers and students to produce

transparenci es, photocopi es, s l i des , mul ti pl e

copies, graphs, and charts . Usual l y, t h i s l oca l ,

si mple producti on area w l l be l ocated wthi n



Educati onal


Large-Group F a c i l i t i e s

the complexi ty and needs of the parti cul ar

l earni ng si tuati on .

2 . Producti on support centers my be com

posed of a vari ety of components, each ofwhich i s re l ated accord ng to the echel on of

producti on and the types of servi ces to beof fered Someof these comonents are

Graphic a r t s producti on

Photographic producti onMoti on pi cture producti onAudi o record ng

Animati on

Te evi si on ori g nati on

Te evi si on cont r ol , di s t r i but i on, and r e-cord ng

Fil m edi t i ng and processi ngGraphic materi al s producti on and assembl yScene, set, andmodel producti on

Equipmnt storage and repai r

General storage

Admni strati on and of f i ces f or producti onsta f f and v i s i t i n g f ac ul t y and teachers

Conference and previ ew f a c i l i t i e sFil mand tape materi al s and equi pment stor -

age and d stri buti on .

I n programmng an i nstructi onal supportcenter, i t i s the mnner i n whi ch these com

ponents are arr anged and placed together t hat

creates the appropri ate center f or a parti cul ar

i ns t i t ut i on .

3 . The i nstr ucti onal support center can per -formseveral maj or servi ces i n add ti on to

produci ng f i l m , sl i des, tapes, and other

i nstr ucti onal materi als :

I t can desi gn and produce materi al s t hatare not commerci al l y avai l abl e but which are

needed f or speci f i c i nstructi onal purposes

- I t can provi de technical assistance to

teachers and professors i n usi ng i nstr ucti onal

technol ogy ef f ec t i vel y I t i s t hi s type of assis-

tancewhi ch hel ps teachers overcoma f ear of

mechani cal devi ces about whi ch they have

l i t t l e knowedgeand great anxiety .

I t can be the catalyst whi ch causes

teachers to beg n planni ng i nstructi on and

l earni ng together . Producing te evi sed i nstruc-

t i on my bri ng cooperati on amng teachers

who otherwse woul d al ways f uncti on as

i ndependent ent i t i es

An i nstructi onal support center can pro-

vide pedagog cal assi stance to teachers i n

desi gning l earni ng The l earni ng systemdesi gners- the pedagog cal consul tants-

woul d l ogi cal l y be housedwthi n t hi s center .

These f a c i l i t i e s can provi de the profes-

si onal f ocus for teachers and facul ty memers

by maki ng avai l abl e professi onal references,

materi al , j ournal s, and consul tants.4 I nstr ucti onal support f a c i l i t i e s my be an

i nt egr al par t of an educati onal pl ant or a

separate, f ree-stand ng bui l d ng or uni t . I n

ei t her case, considerati on should be g ven to

desi gning the area to permt changes i n areasand re ocati on of wal l s , services, and cabl es .

F l e x i b i l i t y of t hi s type i s very i mportant, as the

functi ons, s ta f f , and facul ty develop A l o f t

space, f reeof i nt er i or part i ti ons andpermt ti ng

economcal changes, my be the best type of

space

5 . One of t he changes anti cipated above

i nvol ves the planning of TV stud os O ten

when stud os are i ni t i al l y pl anned, the facul ty

w l l wsh to provi de f or a class of students to

be present i n the stud o duri ng producti onHowever , as t he f acul t y becoms mrecom

fortabl e wth t el evi s i o n, t he need f or studentsi n t he stud o i s l ess si gni f i cant The bui l d ng

should be desi gned to permt t h i s evol uti onarychange.

6 . Obvi ousl y there i s not si ng e i nstr ucti onal

al l the i nsti tuti ons l ocated i n an educati onal

park .

Thei mportant objecti ve i s t o provi de several

echel ons of producti on and support rang ngfrom the very l arge and compl ex coveri ng areg on to the very si mpl e and l ocal serving a

f ew teachers . Aso, to adequatel y support the

uses of med a, al l of these echel ons of pr o-ducti on and support should eventual l y be

represented so t hat the i nstr ucti onal sta f f

has mny l evel s t o drawupon, dependi ng on

the resources center or i nstr ucti onal materi als

center .

At the other end of the spectr ummybea

very l arge and compl ex producti on f a c i l i t y aspart of a l arge reg onal service and producti oncenter . Such f a c i l i t i e s my f orm a par t of the

reg onal servi cecenter or educati onal l abora-tory . I n between these two extremes are pro-

ducti on centers whi ch w l l serve a uni versi ty,

a col l ege, a l arge hi gh school , several school s

wthi n a d i s t r i c t , an enti re school d i s t r i c t , or

Fi g . 1



Fi g . 3

support f a c i l i t y whi ch sol ves al l needs at al l l e v e l s .

There are many, many di f ferent syst em of pr o-

ducti on and support whi ch c an bed agrammed

Fi gure 2a i ndicates a regi onal center whi ch sup-

ports a number of subcent er s w t hi n school s

t hroughout t he system Fromthe subcenter, further

producti on and support a c t i v i t i e s are provi ded

t o i ndi vidual cl assroom, resources center, i nde-

pendent study f a c i l i t i e s , andspeci al room

I tshoul d be noted t hat w t hi n the resources center

there i s t he smal l , si mpl i fi ed producti on area f or

t eacher use . The same d agrammght i l l u s t r a t e

t he a c t i v i t i e s w t h i n acol l ege or uni versi ty campus

wher e, f rom a central l ocati on, maj or producti on

and support f eeds out into school s and depart -

mentsandthen into i ndi vidual f a c i l i t i e s andareas .

Fi gure 2b i l l u s t r a t e s a center w t h i n a l arge

cent ral school whi ch not onl y supports that school

but f eeds into other, small er school s t hroughout

a school d i s t r i c t . Thi s mght be t he appropri ate

d agramt o i l l u s t r a t e producti on- support f a c i l i t i e s

w t h i n an educati onal par k .

Producti on- Support - 1 Thi s producti on- support

center mght serve a high school , a coupl e of

mddl e school s, several el ement ary schoos r or a

combi nat i on of al l . Fi gure 3 shows t he bas icf a c i l i t i e s t o support us es of televi si on, graphi c

a r t s , and proj ected med a whi l e provi di ng t he

admnist rat i ve and i nstructi onal support a c t i v i t i e s

necessary f o r such a si tuati on . Themult i - use studi o

can be used fo r l i v e andr ecor ded televi si on pro-

ducti on, f i l m producti on, s t i l l phot ography, and,

possi bly, aud o recording . Control of al l of these

producti on a c t i v i t i e s wouldcome f r o mt he central

cont rol and di stri buti on room

The graphi cs room i n cl udes dr af t i ng space,

copying machi nes, f i l m edi t i ng and copyi ng

equi pment , assembl y and wor k tables, and other

equipment associ ated w t h these types of pr o-

ducti on . The preparati on and storage area adj a-

cent t o t he studi o i s used fo r bui l di ng and stori ng

sets andmode s next t o i t i s mai ntenance and

repai r ar ea f or AV equipment used bot h w t h i nt h i s producti on f a c i l i t y and t hroughout the schoo ls

i t serves . The admnist rat i ve f a c i l i t i e s i nc l ude wai t-

i ng and exhi bi t areas, previ ew and conf erence

room, andoff i ces .

Producti on- Support - 2 Fi gure 4 i l l u s t r a t e s a

center produci ng basi c i nst i tut ional aids and me-

dia, w t h an emphasi s on f i l m producti on . The

product i on process i s i ni t i ated by a conf erence

between facul ty and producti on s t a f f , at whi ch

t i me the nature and i nstructi onal r equi r ements of

the materi als are def i ned anda producti on sched-

ul e i s set up. After product i on, t he f i ni shed mater i -

al s are di str i buted t o t he facul ty concerned Even-

tual l y t he mater i al may be deposi t ed i n t he l ib rary

of resources center where i t i s avail abl e t o t he

st udent f or review; i t my al so be di str i buted

t o cooperat i ng i nst i tut ions .

Producti on- Support er Fi gure 5 i l l u s t r a t e s a

center desi gned f or or i g i n at i ng t el e vi s ed i n -

structi on f or di stri buti on t o a number of r e-

cei ving points on t he campus or t o cooperat -

i ng i nst i tut ions . Thi s center my f u l f i l l anumber

of rel ated f uncti ons s uch as recepti on and d i s -

t ri but i on of of f t he ai r progr am, recordi ng

of tel evi sed i nstructi on ( vi deotape or ki nescope) ,

di stri buti on of f i l m materi al s, and coordi nati ng

of r emot e or ig i nat i on f r o m l abs, research cen-

t e r s , and other potenti al st udi os. These r e-

l ated functi ons affect space consi derat i ons

onl y as f ar as r equi r ements of engi neeri ng

Fi g . 2

Educati onal


Large-Group F a c i l i t i e s



Educat i onal


Large-Group Fac i l i t i e s

and c o n t r o l , and s t orage of materi al s andequi pment D str i but i on of t he t e l e v i s i o n i magemay be by open or cl osed c i r c u i t or both ; t hemet hod of tr ansmssi on does not basi cal l y af -

f e c t t h e desi gn of t he f a c i l i t y Such a u n i t woul d probabl y serve an enti re

campus , or , possi bl y, i n t he case of t he l argeu n i v e r s i t y , one or mor e col l eges on t he campus

Product i on- Support - 4 An i n s t i t u t i o n venturi ngi n t o a broad program u t i l i z i n g t he ai ds andmedi a may wel l consi der providi ng a si ngl ef a c i l i t y t h a t combi nes a l l t he producti on f unc-ti ons I n t he l ong run s uch an appr oach canprobabl y be j u s t i f i e d f r om t he st andpoi nt ofeconomy of space, equi pment , and personnel ,as often a si ngl e a c t i v i t y w l l support severalproducti on processes A graphi c arts studio,

f or exampl e, can produce not onl y visual s andgraphi c materi al s f o r d i r e c t cl assroomuse butal so t he materi al s used i n f i l m producti on andt e l e v i s i o n producti on Thi s t o t a l , mor e compl excenter i s r epr esent ed i n Fi g 6

P r o j e c t i o n Syst em

Too f requent l y t he hardware used i n audi ovi su-

al presentat i ons i s regarded as a c o l l e c t i o n ofi n d i v i d u a l i t em - a p r o j e c t o r , a screen, and aspeaker- each performng i t s functi on mor e orl e s s i ndependentl y Amuch broader concept i s

e s s en t i a l i f medi a are t o be used w t h maxi mumef f ect i veness Not onl y these hardwar e i t embut al so t he seati ng area and t he envi r onmenti t s e l f mus t be consi dered as i ntegrated component s of a system each i nfl uenced by anddependi ng on a l l o f t h e others i n produci ng t he

t o t a l e f f e c t None of these components, event he hardware, can be sel ect ed on i t s meri t sal one

Regardl ess o f t h e proj ect ed materi al or met h-o d , t he eff ecti veness of t he presentati on de -pends upon t he ease w t h whi ch t he vi ewersrecei ve the mes sage W t h any nor mal a u d i -ence, t he qual i ty of vi ew ng condi t i ons i s

c h i e f l y determned by f our factors :

1 The appropr i ateness and e f f i c i e n c y of t heproj ecti on equi pment and screens

2 The qual i ty o f t he proj ected mater i al3 The l ocati on of t he vi ewer i n relati on t o

t he screen4 The v i s u a l and audi t ory envi r onment

F r o n t and f l 8 8 r P r oj e c t i o n Bef ore consi deri ng anyof t he above matt ers, i t i s i mpor t ant t o recog-n i z e t h a t t wo d i f f e r e n t met hods may be used