WHAT WE HAVE
In late 2018, 75 centrally controlled classrooms were inventoried and evaluated by a Campus Services team to assess the physical condition of the spaces. This summary addresses room components considered important from the faculty perspective.
In addition, there are 80 departmentally controlled classroom spaces. This report does not attempt to assess those spaces but acknowledges a future need to evaluate them.
SPACE DISTRIBUTION & MANAGEMENT
The registrar-managed classrooms are distributed across campus in 20 buildings which date between the late 1800’s and 2016. They comprise 2.5% of our campus footprint [73,000/2,842,000 assignable square feet].
More than 50% of our classrooms are housed in buildings over 100 years old.
The inventory categorized the rooms into typologies defined by teaching style.
Physical attributes further defined classrooms as S, M, L, XL. Six percent of these meet the criteria for flexible space allowing students to assemble/disassemble into groups with adequate work, presentation, and circulation space.
See appendix 5 for room type definitions.
PEDAGOGICAL SUITABILITY
Most classrooms support traditional teaching styles with students sitting in a row-column formation and a clearly defined front of room.
This layout aligns to the majority of faculty members' preferred teaching style according to the referenced survey.
PHYSICAL CONDITIONS SNAPSHOTS
Life-safety, ADA compliance, lighting, acoustical environment, quality of finishes, and the condition and style of the furnishings were rated. Averages are presented in a snapshot summary aligned to the results of the faculty survey is presented below. The detailed data can also be used to review spaces in more detail. See appendix 5 for detailed assessment data.
Most of our classrooms meet ADA requirements, but the buildings may not comply.
Interior and exterior access in many older buildings is out of compliance or challenging. Additionally, departmentally controlled classrooms with specialty equipment should be evaluated as substitute rooms cannot be provided for faculty and students with either a temporary or permanent disability.
Recommendation: Fund an ADA assessment of our academic buildings.
ACOUSTICAL ENVIRONMENT
Classroom performance is negatively affected by noise from within and outside the building.
Interior noise sources are the heating, ventilation, and air conditioning systems. When windows are opened for ventilation, nearby traffic and grounds maintenance significantly impact the classroom experience.
Recommendation: Work with Student Accessibility Services and FOM mechanical engineers to create design guidelines for achieving appropriate acoustical standards. Assessment was subjective. Calibrated tools and testing should be done before and after renovations to properly evaluate the acoustical environment.
LIGHTING
Lighting in most M, L, XL classrooms is adequately zoned for their intended uses.
However, control systems for lighting and other classroom features are inconsistent and present challenges for infrequent users. Shades on large windows and rooms with many windows should be automated and integrated into standardized control systems.
Recommendation: Work with FOM engineering team to create design guidelines for lighting and controls. Work with Classroom Services Team to standardize and optimize the user experience for control systems at the lectern.
FINISHES
Paint, carpet, and ceiling treatments require regular renewal.
Additionally, the quality and aesthetics of finishes should be improved to ensure good service, to boost acoustics, and to provide a refined ambiance. Finishes also serve to create teaching & learning zones in a classroom. Carpet pattern can define areas of focus as well as accent colors on vertical surfaces.
Recommendation: Create design guidelines for finishes quality, palettes, and replacement cycles.
FURNITURE
Nearly all chairs and tables are static.
The general condition and quality of furniture is below average due to age and wear. Collections of mismatching furniture accumulate in rooms further contributing to a sense of neglect.
Recommendation: In small & medium sized classrooms, replace fixed furniture with caster based chairs and tables. Establish standards and replacement cycles.
WRITING SURFACES
Writing surfaces are the most versatile technology in a learning space.
Chalkboards remain the prevalent primary writing surfaces. However, it is not clear if this is the majority preference. Whiteboards are often present in the room as auxiliary writing surfaces and can provide better contrast for students with visual impairments. Chalkboards can present problems for those with visual impairments if they are not keep clean to maximize contrast.
Recommendation: Additional survey work needs to be undertaken to determine the best choice for board upgrades. Replacement decisions should be made on a room by room basis.