Guidelines for Yale Learning Spaces

Yale University Classroom Design Review Committee Version 2.2 May 16, 2007

Revision History: v2.0 (1/28/07) Revised Security Guidelines v2.1 (5/11/07) Updated Media Services Tiers v2.2 (5/16/07) Updated references to Media Services Tiers

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1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2

2.1 Table of Contents Guidelines ...............................................................................................3 Classroom Taxonomy 3 General Considerations 3 Classroom Fixtures and Furniture 6 Classroom Media and Technology Systems 10 Electrical and Cabling Infrastructure 12 Lighting Systems 14 Security/Access Control 15 Bibliography........................................................................................... 15

We know too much about how learning occurs to continue to ignore the ways in which learning spaces are planned, constructed, and maintained.(Chism and Bickford 2002) This document is intended to provide basic guidelines for the design and implementation of spaces at Yale University that are intended for teaching and learning. It focuses on those aspects of physical space that impact most directly the effectiveness of presentation, communication, and interaction in a classroom, either with or without technological enhancement.

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Guidelines
Yale employs the following classification scheme for our classrooms (cf. (Niemeyer 2003)):

1.1 Classroom Taxonomy

Seminar: One or more tables in center of room, armless chair seating around table, optionally additional tablet seating around perimeter of room. Typically seats 10-20 Standard Classroom: Flat (non-raked or tiered) floor, with a variety of furniture configurations, including tablet arm chairs or long tables with armless chairs and one or more instructor tables. Typically seats 20-50, but may seat up to 80 - 85. Lecture Hall: Tiered or raked floor with fixed seating with tablet arms or fixed tables and chairs. Typically seats 80 or more. This category also includes Auditorium, typically rooms whose capacity exceeds 150. Similar requirements apply to other Assembly spaces.] Computer Laboratory: Fixed desktop computers for every student and instructor. Fixed tables, armless chairs with casters. Studio classrooms - a highly reconfigurable room (movable tables and seating) with possibility of notebook computer use. Within any of the above classroom types, various levels of media technology may be deployed. In some cases, the installation of analog and digital media devices might be quite minimal, whereas in others it might be quite extensive and include sound reinforcement, multiple digital displays, fixed computers, etc. Yale Media Services, which should be consulted during design and installation, provides several levels of classroom media installation, provides four media packages that are defined in Appendix A. See also Section 1.4.2 (Media Packages / Technology System Levels).

1.2 General Considerations

1.2.1 Location and Environment To facilitate access by students and support activities, and reduce disruptive traffic near upper floor offices and workrooms, classrooms should be concentrated on the lower floors of multi-floor buildings. Classrooms should not be adjacent to areas that generate significant noise, (dining facilities, mechanical equipment rooms, elevator shafts, vending machines, etc.). External noise influences should be minimized by separation and/or acoustic isolation from streets, athletic facilities, performance halls, restrooms, trash pickup sites, loading docks, etc. Acoustical treatment within the room should be provided to achieve reverberation times in the range of .4 - .6 seconds and noise levels should not exceed Noise Criterion (NC) 25 to 30. Acoustical shaping should be considered depending on room size and configuration. Guidelines for Learning Spaces 5/16/2007 3 of 19

Where possible, designs should incorporate spaces for students to meet and work before and after class sessions in the immediate vicinity of, or along the circulation paths to, formal classrooms. Variously referred to as Waiting/Meeting Alcoves, Commons, Breakout Areas, these spaces should contain flexible seating, adequate lighting for reading, power outlets and wireless data access, and writeable surfaces. Designs should incorporate an appropriate degree of acoustic isolation from the adjacent classroom spaces. 1.2.2 Doorways, Corridors, and Traffic Flow For large lecture halls, the primary entrances should be towards the rear of the room, with double doors positioned along the side walls. Doors should swing into the hallway, but be recessed into the room to minimize their obstruction of hallway traffic per code. For smaller rooms, entrance should be opposite the instructional wall, or at the side no closer than 8 from instructional wall. Each door leaf should be at least 36 wide, and should have a vision panel, with the area of glass not to exceed 100 square inches, The base should be no higher than 42 inches above the floor, and extend at least 62 inches above the floor (Allen 1996). Doors should be accousticaly treated. Beyond basic building code requirements, the design of entrances, and exits, as well as exterior paths such as stairs and corridors should be scaled tp accommodate between-class traffic, which might be as high as twice the classroom occupancy. Where possible, exterior paths should be designed in a way to accommodate informal learning spaces as described above (0) University-standard signage should be attached to the wall at each entrance to a classroom, and identify the room number. If a classroom has a common name (e.g. Statlab, Phelps Computer Classroom,) this should also be indicated on the sign. 1.2.3 Dimensions and Orientation Classrooms that have a well-defined instructional wall may be characterized as wide and shallow or long and skinny. Each has its advantages and disadvantages. A wide and shallow design keeps the instructor closer to the students but presents challenges to the off-axis visibility of the front writing and projection surfaces. Long and skinny facilitates display but isolates students at the rear of the classroom, and creates additional challenges for the visibility of materials. Where fixed seating is not a requirement, consideration should be given to the development of a space that can be used in a variety of orientations to accommodate particular learning designs. Examples are provided in the monograph by Lennie Scott-Weber (Scott-Weber 2004)

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For general-purpose classrooms with the instructional wall on the narrow side of the rectangle, the width-to-length ratio should be approximately 1.5 (Allen 1996). Ceiling heights are subject to several considerations. To maximize visibility of material at the bottom of a projected image, the bottom of the screen should be 6 feet above the floor, with a 4 foot minimum (Burnett, Wagner et al. 2003), The ceiling height will then be determined by the height of the screen. The following are suggested minimum ceiling heights for general purpose classrooms, based on the recommendations of Allen et al (Allen 1996). Room Capacity 20-49 50-75 Flat Floor (Clearance, in Feet) 12 ft 12 ft Sloped or Tiered Floor Not recommended 10 ft in rear, 12 ft in front

Similarly, for large lecture halls, the recommendations are Distance to Last Row 50 ft 75 ft 100 ft Rear of Lecture Hall 10 ft 10 ft 10 ft Front of Lecture Hall 17 ft 22 ft 28 ft

The above are based on the following assumptions: Screen aspect ratio is 4:3. The bottom of the screen is at the top of the chalkboard. The distance from the screen to the farthest viewer is no more than 4 times the screen width. The distance from the screen to the first row is no less than two times the screen width.

In rooms with fixed seating and a single projection surface on the instructional wall, students should be seated within the horizontal and vertical viewing angles specified by the manufacturer of the projection screen, typically with 45 degrees of the central horizontal axis and 35 degrees vertical. Also, in classrooms with fixed seating, floors should be sloped or tiered to optimize sight lines.

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Windows should be located on a side wall, perpendicular to the main instructional wall. 1.2.4 Accessibility Students and faculty with disabilities require special considerations during the design and building of classrooms. In addition to overall compliance with the Americans with Disabilities Act (ADA), the Provosts Advisory Committee on Resources for Students and Employees with Disabilities provides a document entitled Guidelines for Making Buildings Accessible to Persons Who Have Disabilities, (Revised: May 12, 2005). Therein, it provides the following guidelines for classrooms Classrooms and other assembly areas should be designed to provide integrated seating for wheelchair users, with a variety of seating options, which permit them to be seated with friends or guests who do not use wheelchairs. Seating that is permanently fixed to the floor, should not be specified. In renovations of classrooms and auditoriums where fixed seating already exists, and will not be removed, the perimeter of the room should have aisle clearance equal in width to that of the wheelchair turning diameter, at least 5 feet wide. When such classrooms also have fixed tables, or tablets, one or two seating areas with free, separated chairs and tables should be provided. In classrooms with tables, at least one should have an ADA specified knee clearances in order to accommodate a large wheelchair. Wheelchair seating locations should be identified with signs. Projector screens should be able to be operated from a seated position. Instructor tables, lecterns, and/or desks should be accessible and accommodate various heights. They should be accessible to persons who must be seated when they lecture by providing a 5 feet minimum turning radius behind any fixed counters, lecterns, or furniture. All electronic devices should be accessible from a seated position and have handheld remote controls. A floor level speaking area is preferable to a raised podium, or stage in tiered assembly rooms. Ramps, not wheelchair lifts, should be used to provide access to different levels of the auditorium including the stage level. Wheelchair lifts accessing a podium must not be used in new construction. Wheelchair users should be able to enter and exit along the same primary routes as everyone else. Consult with the Resource Office on Disabilities about the type of assisted listening systems to be installed in classrooms and assembly areas.

1.3 Classroom Fixtures and Furniture

1.3.1 Writable Surfaces: Types and sizes Guidelines for Learning Spaces 5/16/2007 6 of 19

All chalkboards should be installed 34 above floor and equipped with chalk trays; along the upper edge, provide 2-inch tack strips and map hooks that cannot be removed. For classrooms that require large sliding tiered chalkboards, separate cork boards with map hooks should be provided near the front of the classroom. Ideally, chalkboards should extend the full length of the instructional wall of the classroom. The following should be used when determining the minimum chalkboard size requirements for classrooms: Number of Students 0 - 25 25-75 76-100 Lecture Halls tiers high Minimum Chalkboard Size 12 ft long x 4 ft high 20 ft long X 4 ft high 30 ft long X 4 ft high 3 sections at 12 ft long X 4 ft high, each section 2 or 3

In all classrooms, chalkboard space should be provided that can be used when the projection screen is down and in use. The projection screen should be positioned so that one contiguous chalkboard section of at least 8 feet in length is available when the screen is down. If it is necessary to have a door near the front of the room, the portion of the chalkboard which is available when the screen is down should be on the opposite side of the room from the door so students coming in late do not have to cross in front of the instructor. If possible, additional chalkboards and a bulletin board should be mounted on side and back walls so announcements do not take up space on the front boards and so that students can work on group projects using chalkboards when directed. Whiteboards (markerboards) should be considered as alternatives to blackboards whenever possible, but the choice should be driven by local preferences. Also, portable writing surfaces (huddleboards) should be incorporated into seminar rooms and other areas that have potential for collaborative work. A dedicated lighting system must illuminate the chalk and/or whiteboard. 1.3.2 Projectors and Projection screens All classrooms should be equipped with at least one motorized projection screen. In most cases, the size of the projection screen is related to the Media Package specified for that room. Sometimes it is desirable to install two or more screens for various presentation purposes. In large classrooms, a secondary projection screen should be provided for use with a standard Guidelines for Learning Spaces 5/16/2007 7 of 19

overhead projector. This screen should be located so it can be used when the main screen is also in use. ((cf (Burnett, Wagner et al. 2003)) There are often times when faculty will want an image on the projection screen while simultaneously using the chalkboard. Screens and chalkboards should be located with this need in mind. In some cases, it may be desirable to install two side-by-side screens and another, larger screen centered in front of them. This allows use of both the screen and chalkboard when desired, while still allowing theatrical projection on the larger screen when needed. Screens should be installed a sufficient distance in front of chalkboards so that light fixtures illuminating the chalkboard are positioned behind the screen. Chalkboard lights should be aimed toward the chalkboard to avoid light spilling onto the screen. Align screen so that 45-degree sight lines left and right of the perpendicular centerline cover all student seats within the 90-degree cone. The vertical angle for the front seated viewer to the top of the screen should not exceed 35-degree to floor at student viewing height. A/V designs should include sight line diagrams that verify these requirements. Construction Documents should note angle and dimensions on plan to allow exact placement in field. Screen Mounting Height Set high and fully recess the housing to keep bottoms of viewing area 48 in. (preferably 72 in.) or greater above floor. Screen Size size screen width to most distant viewer - use a ratio of 1 to 4. Example 32 ft. to most remote viewer gives an 8 ft. wide screen. (provision for 16:9?). Alternatively, the maximum distance to the back row should be 6X image height, and the minimum distance to the front row should be 2x image height. Recessed Screen Housing & Ceiling System do not tie together. Build box around screen unit not equipped with box so that components of the unit can be dropped out for maintenance without destroying ceiling, soffits or other surrounding finish. Allow expansion room to accommodate future upgrades to larger screens, i.e. 16:9 dimensions. A motorized main screen should be recessed into ceilings at ALL locations unless identified otherwise. Mount so that in the down position it will clear wall-mounted lights at chalkboards.. Use engraved UP, STOP, DOWN control switch to operate screen movement. Do not use momentary screen control switches. Screen units have limit switches that stop operation. Screens 8 ft. wide and wider to be motorized. In rooms with over 60 student seats, two main screens should be provided possibly three in auditoriums. In such case the manual second screen is not necessary. A manual second screen should be sized width to room, but no less than 5 ft. wide or 1 to 6 ratio screen width to most remote seating position. Identify Guidelines for Learning Spaces 5/16/2007 8 of 19

exact height from bottom of screen housing to floor, again as high as possible and no less than 36 in. AFF Fixed Screens: May be used where bottom is over 7 ft. AFF and wall space from this level to the ceiling is sufficient exception in auditorium where all viewers can see a lower bottom (generally in tiered spaces). This would be the case in an auditorium type classroom. The screen should be angled to minimize keystone effect from cart-mounted overhead projectors Front projection screens are recommended over rear projection screens for general purpose classrooms, lecture halls, and seminar rooms. However, some of the advantages of rear projection include (a) better rejection of ambient light; (b) a higher level of room lighting is possible, facilitating notetaking; (c) the presenter has more flexibility in their position at front of room without casting a shadow; and (d) it provides a more aesthetic technology environment. Rear projection should be considered when some or all of the above criteria are significant. Air supply vents should not be located above screens in order to prevent movement. Window shading treatment should be provided as appropriate for the characteristics and intended use of the room. For example, if the orientation of the room is such that strong direct sunlight will strike a projection surface, room darkening shades must be provided. In cases where a projector of sufficient brightness to generate an acceptable image in the presence of ambient light is not available or practical, room darkening shades must also be provided. 1.3.3 Seating Classrooms under a programmed capacity of 50 should have movable seats and tables unless there are special design requirements. Preferred characteristics of movable furniture include (a) casters, compatible with floor surface finish, on all legs (b) horizontal stackability of chairs and tables; (c) chairs with tablet arms with at least 130 sq in of surface area. Chairs with arms are preferred over armless models. Any classroom with non-fixed seating should have interior signage near the entrance that indicates the designed capacity of the room, and provides schematics of several possible room layouts. These layouts should be developed as part of the room design and provided by the architects as part of the final furniture plans.

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1.4 Classroom Media and Technology Systems

1.4.1 Guiding Concepts (cf (Burnett, Wagner et al. 2003) Instructional technology is an essential, integrated part of our learning spaces, and classroom media systems should be designed for flexibility and the ability to accommodate future technology. New and renovated room designs should reflect close consultation with Media Services, Network Operations, and the Instructional Technology Group to ensure that the technology environment of the room satisfies the present and anticipated needs of instructors and students. All media equipment, whether provided by the University or by contractors, should conform to the following guidelines, and to the media package specifications provided later in this document. Projection screens should be provided with: o a matte white surface o a quiet motor o automatic stop settings o controls at the instructional wall; screen control should also be integrated with the media control system where feasible. Lenses and screen heights should be optimized so the vertical heights of SD and HD video images, 16/35mm film images, and vertical slides are the same. Projectors/screen combinations should be selected such that room darkening (through window shades or light dimming) is unnecessary during projection. If this is not possible, zoned lighting must be installed to deliver 30-40FC at student seats simultaneous with appropriately dimmed illumination over the projection screen(s). Equipment should be secured in a rack, located in a media equipment cabinet, a podium, or an equipment closet which provides easy access to the back of the equipment for service and maintenance. A closet for media equipment storage and maintenance should be located within each cluster of classrooms with access from a hallway outside of a classroom. The closet should allow room for equipment on carts to be stored and should provide sufficient power for testing equipment, recharging battery packs and other needs. The closet should have a light and should be keyed independent of the classroom key. A sound system should be provided in all classrooms containing media equipment. In all but the smallest classrooms, the sound system should provide voice reinforcement as well as sound from media equipment. After all equipment and seating is installed, the sound system should be optimized using a calibrated microphone spectrum analysis system. 10 of 19

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Loudspeakers should be aimed to provide a coverage pattern for the entire seating area. Where a sound system provides voice reinforcement, an Assistive Listening Device (ALD) is required as specified by the Yale Resource Office on Disabilities. An FM system is preferred rather than an infrared system. The minimum number of receivers must be equal to 4 percent of the total number of seats, but never less than two receivers. A sign indicating the availability of the system should be installed in the classroom. A drawer should be available in the media equipment rack or Faculty Workstation Podium for storage of wireless microphone transmitters, batteries and a battery charger. A secure control system is required for all classroom media systems. In small- and mid-sized rooms, the control system should provide a central location for controlling the video/data projector, switching between projection sources, and adjusting the sound level. In large rooms, the control system should use a touch panel to provide a central location for controlling the video/data projector, switching between projection sources, adjusting the sound level, and viewing video and computer images as they are projected. The control system should also provide for control of lights, screens and shades or drapes as necessary. Each classroom media system should have an Auxiliary Input Panel. The Auxiliary Input Panel allows portable equipment to be connected to and displayed by the installed media system.

1.4.2 Media Packages Classroom technology system levels (Tiers 1-4) were developed as functional standards for Yale University learning spaces. Media Services will alter specific equipment standards based on current technology trends and product availability, however, the operational outline of the Tiers will remain within established parameters. All systems are monitored remotely over the university network by Media Services and each clearly displays contact information in the event that assistance is required. Media Services provides room specific details, such as necessary screen size for proper viewing, projector requirements, audio system and signal flow diagrams, using industry accepted standards to ensure that each learning space is adequately equipped. The operational features of the four system levels developed by Yale Media Services are defined in Appendix A. Consultation with Media Services is required to ensure that the correct package and appropriate modifications are included in the room design. 1.4.3 Instructor Station Each room design should identify one or more possible instructor stations. These locations are determined by the possible room layouts, the location of one or more instructional walls, and a consideration of the various kinds of Guidelines for Learning Spaces 5/16/2007 11 of 19

instructional activities that the space might support. Each instructor station should have easy access to: a horizontal surface (table, desk, podium) to position a laptop computer, notes and other materials 110V power outlet for a laptop computer Technology access points, including data projection, Ethernet, auxiliary video, and audio. lighting, A/V, screen controls, preferably at or slightly below eye level.

The locations of the power and technology ports should be within 3 feet of the podium or table surface, and located in a position to eliminate or minimize cable hazards. This may require appropriate podium, wall or floor locations for the ports. Particular attention should be paid to the traffic patterns associated with the various possible room layouts, and locate cable routes to minimize tripping hazards. All ports should be appropriately labeled, preferably with engraved lettering, to clearly identify their function. Lighting at the instructor station should be sufficient (30-40 FC), even during projection, to enable reading of notes and manipulation of controls.

1.5 Electrical and Cabling Infrastructure

Conduit and plenum should be installed throughout new and (where possible) renovated classrooms to provide for future technology expansion. Raised floor systems should be considered where feasible, and hidden wall and ceiling conduit delivered to existing and anticipated data, control, power, and networking locations. 1.5.1 Circuits Utility AC outlets on separate circuits from the media equipment should be provided inside the classroom for overhead projectors, portable media equipment, laptop computers, vacuum cleaners, etc. There should be at least one duplex outlet on each wall, as well as on the front, classroom side, of the projection booth. In larger rooms which have fixed seating on risers, an outlet should be provided in the face of the first riser (centered in the room), and on the face of a riser mid-way back in the middle of seating (centered in the room). There should be at least one duplex outlet every ten feet along the front wall of the classroom, on the underside of any teaching tables and on any fixed lecterns.

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There should be one duplex outlet approximately 12 feet in front of the center of each projection screen for portable projection equipment. These outlets may need to be in recessed floor boxes. A dedicated circuit with quad outlet should be provided for the media equipment, in a location coordinated with Media Services. The number and locations of outlets will increase with the size of the room. Consult Media Services for specific requirements pertaining to outlet quantities for media equipment. Video Projection - Provide a duplex 120V outlet in the ceiling at each video projector location. In addition, provide two 1.25-inch conduits from each video projector location to the instructor station and to the location of the media equipment rack. This conduit is to be used for low voltage projector control and signal cables.

15.2 Signal Cable and Wiring for Media and Data To provide sufficient bandwidth for existing and future data and video needs in classrooms: Each building should be provided with single mode fiber (SMF) connectivity to the campus data network, and parallel connectivity to the campus CATV network. Each classroom must be located within 100 meters of a data closet Each classroom should have, in addition to the twisted pair Ethernet described below, 2 SMF pairs connecting the classroom to the data closet. Data (twisted-pair Ethernet) outlets should be located as follows: the main instructional wall of the classroom (1) at each data projector location (2) all wireless network access points (1) the media equipment rack (2) The projection booth (if present) (2) If a raised floor is present, data and power access points should be located on a 6 foot grid. SMF should be distributed to (a) each video projector location, and (b) the wall opposite the main instructional wall, or a location otherwise suitable for video camera placement. Data cabling should be CAT6, and all active RJ45 data outlets clearly labeled with jack number and consistent color code (blue) to distinguish from telephone outlets (red). Inactive outlets should be removed or covered with an appropriate wall plate. Telephone (Voice) circuits should be installed in projection booths and provision should be made so telephones may be installed in the classroom near the instructor station. Voice signal cabling should be CAT6 and terminated with appropriately labeled red RJ-11 jacks. Guidelines for Learning Spaces 5/16/2007 13 of 19

Cable Television (CATV) Media Services should be consulted for details on the installation of cabling infrastructure to support he distribution of video to classroom locations.

1.6 Lighting Systems 1

1.6.1 Lighting Zones All classrooms should have a minimum of four lighting zones: One zone should control the classroom's general-use fluorescent lights to provide full brightness for general activities. One zone should control low level lights for note taking. These lights should not shine on the screens and must not shine in the eyes of the audience. These should be fully dimmable. One zone should control chalkboard lights (either incandescent or fluorescent) to illuminate the writing surface at the front of the room. Optionally, a zone can control incandescent spot lights that highlight the instructor and demonstration area. In special circumstances, this zone can be further divided into two zones, one for the instructor's area and one for the demonstration area.

Classroom lighting levels must be carefully selected and coordinated with furnishings, walls and blackboards. High levels are not necessarily better than low levels. Energy use is an important consideration. Contrast between chalkboard and background and between screen and background is the key to good lighting design. 1.6.2 Lighting Levels Classroom lighting should generally utilize the following three lighting levels: Full Lighting: 25-50 Foot-candles: Overall illumination adequate to read, at the worst, poor photocopies. Our experience has shown that a range of 25 to 50 foot-candles is generally acceptable, but these levels must be designed to not overpower chalkboard and lectern illumination. Fixture glare control should be provided to avoid annoying bright spots in the field of vision from an audience position looking toward the front. Note-Taking Lighting: 2 Foot-candles at the Desktop: Note-taking light levels must be designed to avoid washing out video images. Two footcandles has been found to be an acceptable level in large classrooms with high ceilings allowing separate fixtures to be used. Uniformity, again, is important. Presentation Area Lighting: Chalkboard and demonstration table lights should be designed to provide visibility with room lights at full intensity and

From Burnett et al, 2003 Guidelines for Learning Spaces 5/16/2007

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consequently must be at least as bright as the room levels. Uniformity of illumination and lack of shadows is at least as important as level. Bright bands of light directly above a dark chalkboard should be avoided.

1.6.3 General Requirements All light switches should be clustered and simple to use, with clearly labeled functions on the switch plates. Light controls should be conveniently located at the front of the room and in the projection booth (if provided). All light switches should be in the UP position when the fixtures are ON, and in the DOWN position when in the fixtures are OFF. Aisle lights (on a separate circuit) should be provided for safety. All fluorescent light fixtures should have electronic ballasts for noise control. Dimmers must not hum or inject electrical noise into audio systems. Some light controls should be placed at every entrance to control enough lights that instructors can see to cross to the room to the main switches. For rooms with entrance vestibules, the switches should be inside the classroom itself, not in the vestibule. The light switches at the front of the room which control these safety lights should be clearly labeled as such so instructors know which lights they can leave on until they reach the door when leaving.

1.7 Security/Access Control

Security Guidelines for Learning Spaces (Modified January 24 2007) These guidelines apply to learning spaces in new construction or newly renovated buildings. These guidelines DO NOT apply retroactively to existing learning spaces. The following Security installation guidelines are for new construction/major renovation projects involving both the security and control of classrooms, seminar rooms, meeting rooms and auditoria with permanently installed audio-visual-computer equipment or high-value furnishings: 1. In Tier 2, 3, or 4 learning spaces (as defined in Appendix A), the permanently installed audio-visual-computer equipment will be fitted with security sensors and remote/local alarm annunciation. 2. Projection booths will be fitted with: Electronic access control on the entry door (s), with alarm contacts. Glass break sensors. 3. Large learning spaces that, in the future, will likely house permanently installed audio-visual-computer equipment or high-value furnishings will be Guidelines for Learning Spaces 5/16/2007 15 of 19

prepped for future media and security equipment. This includes empty conduit runs within the space, and to the entry doors and telephone-datasecurity-power closets. Full application of the above security measures will also depend on the type, quantity, location and design of the specific learning spaces, and exemptions can be made by Yale Security and the Classroom Design Review Committee during their reviews of the project.

2 Bibliography
Allen, R. F., J. Thomas Bowen, Sue Clabaugh, Beth B. DeWitt, JoEllen Francis, John P. Kerstetter, Donald A. Rieck (1996). Classroom Design Guidelines. College Park, MD, University of Maryland. Burnett, H., J. Wagner, et al. (2003). Classroom Guidelines for the Designa nd Construction of Classrooms at the University of California, Santa Cruz. Santa Cruz, University of California at Santa Cruz. Chism, N. V. N. and D. J. Bickford (2002). The Importance of Physical Space in Creating Supportive Learning Environments. San Francisco, Jossey-Bass. Niemeyer, D. (2003). Hard Facts on Smart Classroom Design. Lanham, MD, Scarecrow. Scott-Weber, L. (2004). In Sync: Environmental Behavior Research and the Design of Learning Spaces. Ann Arbor, The Society for College and University Planning.

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APPENDIX A Classroom Technology System Levels (Tiers 1-4)

Overview Classroom technology system levels (Tiers 1-4) were developed as functional standards for Yale University learning spaces. Media Services will alter specific equipment standards based on current technology trends and product availability, however, the operational outline of the Tiers will remain within established parameters. All systems are monitored remotely over the university network by Media Services and each clearly displays contact information in the event that assistance is required. Media Services provides room specific details, such as necessary screen size for proper viewing, projector requirements, audio system and signal flow diagrams, using industry accepted standards to ensure that each learning space is adequately equipped. The following sections describe the operational features of the four system levels developed by Yale Media Services. Tier 1 Display with source interface and control Tier 1 systems are intended for classrooms in which laptop presentations are primarily utilized. There is no installed source equipment (computer, DVD, VHS deck) in a Tier 1 system. The system does allow the user to connect a laptop through VGA and mini audio connectors and/or an AV playback device such as DVD, VHS deck, or camcorder through an Auxiliary Input with standard RCA video and audio jacks. Additional features include an Ethernet cable (for connecting to the university network) and VGA/audio cable (for laptop connections). A ceiling mounted digital projector with an electric Guidelines for Learning Spaces 5/16/2007 17 of 19

projection screen and two wall mounted speakers is considered the standard output configuration for Tier 1 installations. The use of a plasma screen with built in speakers may also be considered on a case-by-case basis. All Tier 1 systems are controlled by a convenient, wall mounted interface that easily allows for control of system power, selection of the source to be projected, video mute control and program audio volume. Tier 2 Display with laptop interface, playback devices and control Tier 2 systems are the standard installation package for FAS seminar style classrooms. These systems employ the use of an equipment rack (22W x 20D x 41H) to house a DVD player (multi-region), VHS deck (multistandard), laptop input, Auxiliary Input (with standard RCA video and audio jacks) and control interface. Additional convenience features of an electrical outlet, Ethernet cable (for connecting to the university network), VGA/audio cable (for laptop connections) and storage drawer are also installed in the equipment rack. A ceiling mounted digital projector with an electric projection screen and two wall mounted speakers is considered the standard output configuration for Tier 2 installations, though the use of a plasma screen with built in speakers may also be considered on a case-by-case basis. All Tier 2 systems are controlled by a convenient, easy to use control interface mounted in the rack. The interface allows for control of system power, selection of source for projection, video mute control and program audio volume. Tier 3 Digital projection and lectern with laptop interface, playback devices and control Tier 3 systems are the standard installation package for FAS lecture style classrooms. These systems utilize a custom built lectern (34W x 33D x 47H), finished to match the paneling or furniture of the specific classroom. A DVD player (multi-region) and VHS deck (multi-standard) are mounted in the lectern. An installed computer with LCD monitor and USB connector is optional. On either side of the lectern is a VGA input for a document camera or additional laptop. The top of the lectern is a level surface with adequate space for a laptop and notes. The dashboard of the lectern includes an Auxiliary Input (with standard RCA video and audio jacks) and a control touch panel interface. As an added convenience, LED lighting fixtures illuminate working surfaces. An electrical outlet, Ethernet cable (for connecting to the university network) and VGA/audio cable (for laptop connections) are provided within a low profile cable cubby on the top of the lectern. A ceiling mounted digital projector with an electric projection screen and two wall mounted speakers is considered the standard output configuration for Tier 3 Guidelines for Learning Spaces 5/16/2007 18 of 19

installations. Voice reinforcement systems may be considered on a case-bycase basis. All Tier 3 systems are controlled by a touch panel interface mounted within the dashboard of the lectern. The interface allows for control of system power, selection of source for projection, video mute control and program audio volume. Tier 4 Multiple projection system with teaching station, playback devices and control Tier 4 systems are specialized, larger scale lecture hall and auditorium systems that utilize multiple projection screens, projectors and/or plasma displays. Source devices include a DVD player (multi-region), VHS deck (multi-standard), document camera, installed computer, Auxiliary Input (with standard RCA video and audio jacks), laptop interface. An interactive white board system for capturing digital notes and annotating projected materials is optional. The teaching station may be a custom lectern or presentation table with equipment mounted in an equipment rack, the teaching station or both. A voice reinforcement system may be integrated as appropriate for the size and desired functionality of the room. All Tier 4 systems are controlled through a touch panel display.

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