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McGILL UNIVERSITY

Facilities Development

CLASSROOM DESIGN GUIDELINES

Rev. 0 May 1996

I. GENERAL CLASSROOM CHARACTERISTICS

Designing a space for teaching and learning requires careful planning and organization. It requires close collaboration between architect, mechanical engineer, electrical engineer, lighting designer, audio-visual specialist and instructor. A well designed space is the result of careful coordination of information gathered from architectural and engineering disciplines as well as established instructional technology principles.

a. Locating Classrooms

The learning environment, or classroom, must be located within a building with easy access by students and equipment, yet the space must be isolated from noisy gathering places. Classrooms should be concentrated on the lower floors of buildings to provide an easy avenue for students, as well as provide convenient access for the disabled and support services. The uses of adjacent spaces must be carefully chosen to avoid distracting noises and sounds. A classroom should not be adjacent to mailrooms, reception areas, dining facilities, rest rooms, bicycle parking, loading docks, mechanical equipment rooms, and other similar noise producing areas. Care must be taken in the location of the classroom in relation to the exterior environments as well as to direct air paths between rooms. For example, in classrooms that rely on the presentation of materials through audio-visual equipment, south and west facing windows require a higher degree of blackout capability than do east and north facing windows.

The success with which a student receives information from an instructor or can effectively participate in class activities, is affected by factors of the classroom design, the shape of a classroom as well as the classroom's placement within a building. In spaces planned for extensive media use, the configuration can be one of the most significant factors contributing to the effectiveness of the display system, the student's comfort and ability to interact with the instructor and other students, and the strength and clarity with which the instructor's voice is heard.

For new facilities, consideration should be given during the site planning process for access and parking of vehicles which deliver and maintain audio-visual equipment. Items which need to be considered are ramps, level vehicle access points, and other provisions for the ease of movement of heavy or bulky equipment.

b. Classroom Entrances

The flow of students should be the major factor in determining the location of entrances. Entrances should be located to avoid student traffic passing through non-instructional areas. In addition, large numbers of students traveling in corridors and hallways can generate unwanted noise for classrooms still in use. In determining the size of classroom entrances and exits, building codes should not be the only criteria. The flow of students in and out of classrooms can have a major impact on size of entrances and exits. The design of entrances, exits, stairs, corridors, and exterior paths should take into account between-class student traffic. For example, it is not realistic to assume that a classroom will be completely vacant when students begin arriving for the next class. If classrooms must be located on upper floors, it is necessary to consider the width of the stairs as well as the doors in and out of the stair wells.

c. Capacity and Support Space

The size of the classroom should be designed to accommodate the programmed number of occupants as well as provide for additional support space. The support space must take into consideration both the set up and use of audio-visual equipment, access for the disabled, layout of the instructor's materials, circulation space and empty floor space needed to keep students from being seated too close to a chalkboard, projection screen, or video monitor.
d. Ceiling Height

The ceiling height is another important consideration when designing a classroom space. For example, because a projection screen must be large enough to display images of adequate size, it must be placed high enough from the floor to provide unobstructed sight lines. This usually requires a ceiling height higher than the standard eight feet.

e. Orientation

The orientation of a room's surfaces play a major role in how sound is reflected from the sending end of a room to the rear of a room. Careful consideration must be given to the configuration of each wall surface, ceiling plane, and floor finish. In classrooms that require fixed seating, floors should be sloped to provide good sight lines. The ceiling section over the sending end should be inclined toward the students, angled upward from the sending end, to project the instructor's voice towards the rear of the classroom.

f. Accessibility

All classrooms must be designed to comply with the McGill University Standards for Barrier-Free Access, available from the Office for Students with Disabilities, and the Office of Physical Resources.

g. Noise control

Other important factors must be considered in the design of classrooms. To avoid the noise generated by their operation and use, vending machines must be located as far away as possible from classrooms. Trash and recycling containers should be located near the vending machines. Restrooms and drinking fountains should be located near classrooms and should be designed to handle student use between classes, rather than minimum code requirements which are based solely on room occupant load. To prevent unwanted noise transmission, classrooms and restrooms should not share common walls, floors, or ceilings.
The McGill University Classroom Guidelines are intended to be used as the criteria for the design and construction of new and renovated classrooms on the McGill Campus. These guidelines are meant to supplement the Design Guidelines for McGill University, which can be obtained from the Department of Facilities Development.
Any proposed design which deviates from these guidelines must be reviewed and approved by the Department of Facilities Development.

II. DEFINITIONS

The classrooms are identified by size:

A. Small size: Classrooms with a seating capacity of fewer than 30 seats;

B. Medium size: Classrooms with a seating capacity of more than 30, and fewer than 60;

C. Large size: Classrooms with a seating capacity of more than 60, and fewer than 100;

D. Lecture Halls: Classrooms with a seating capacity of 100 and more.

III. CLASSROOM SURFACES AND FINISHES

Some sound absorption is desired in classrooms, regardless of size. The following is the basic criteria for the surface treatment for the sending ends. side walls, rear walls, ceilings, and floors of classrooms. An acoustical engineer may be required for the design of large classrooms and Lecture Halls. In addition, small specialty classrooms, such as video-conferencing rooms or similar media intensive rooms, may have special surface treatment needs which may require design and review by an acoustical engineer.

Following is a description of the required finishes and surfaces in a typical classroom, organized by location in the room.

A. Front End

1. The instructor needs to keep student's interest and attention. The area where the instructor stands should be well visible from all the seats in the room. This may be obtained by having the lecturer on a raised platform, or by banked riser seating.

2. Medium size classrooms should have the sending end hard-surfaced (gypsum board, blackboards) with no special acoustical shaping required.

3. Large size classrooms may require the sending end to be hard-surfaced, with special acoustical shaping, depending on the overall room-design and configuration.

4. Lecture Halls should incorporate some or all of the following design features as feasible (the larger the classroom the more the features are required):

a. Chalkboards should be divided into two or three sections. Outer sections are to be angled to help reflect sound to the rear of the classroom and to reduce the acuteness of viewing angle for viewers on the opposite end of front row seats. Typical angle is 15° - 30°. The wider a room, the more angle is required for the outer blackboards.

b. The side walls (to the immediate left and right of the chalkboards) need to be angled to help provide useful reflection to the rear of the classroom.

c. The surface above the chalkboard should be angled to help reflect sound reflections to the rear of the classroom.

d. For viewing 35 mm slides, 16 mm film and overhead transparencies, the projection screen width should be equal to 1/5 of the distance between the screen and the furthest viewer.

e. For computer data viewing, the projection screen width should be equal to 1/4 of the distance between the screen and the furthest viewer.

f. The minimum distance from the chalkboard and/or projection screen to the first row of seating should be at least 2 times the width of the image size.

  1. Wherever image distortion is a problem, the screen should be tilted (held in place by a hook in the floor for example).

B. Side Walls

1. Classrooms with seating capacity fewer than 100, shall have hard side wall surfaces with no special acoustical treatment required .

2. Lecture Halls shall have hard side wall surfaces designed to reflect desired sound (early reflections) and to absorb undesired sound (late reflections), as follows:

a. The front three-quarters of each side wall should be of hard (acoustically-nonabsorbent) materials, e.g., gypsum board, masonry, or wood paneling. These hard walls can be painted or vinyl-surfaced, but should not employ fabric covering or any other acoustically-absorbent finish.

b. Install acoustically-absorbent finish on rear one-fourth of side wall. This is to absorb useless reflections and to dampen standing waves (this reduces the room's "boominess").

C. Rear Wall

1. Small and medium size classrooms shall have a rear wall with a hard surface, with no special acoustical treatment required.

2. In large size classrooms, the shape of the room, the orientation of the seating, and the type of seats, shall determine the acoustical treatment for the rear wall.

3. Lecture Hall rear walls shall be of an acoustically-absorbent finish.

D. Ceiling

1. In small and medium size classrooms, ceilings may be acoustically-absorbent, although a nonabsorbent finish is preferred. Large size classrooms shall have ceiling surfaces acoustically-nonabsorbent.

2. Lecture Halls require the following measures:

a. Ceiling should be hard, acoustically-nonabsorbent, such as painted gypsum board.

b. Ceilings should have minimum openings and penetrations if noisy conditions exist above (lighting fixtures surface-mounted rather than recessed).

c. Lighting fixtures should be designed for a minimum trapping of sound. For example, diffuser panels on fluorescent fixtures should be acoustically reflective rather than open eggcrate type.

d. Front one-third of ceiling (as viewed in longitudinal section) should be sloped to assist in projecting early sound reflections to rear seats.

E. Floor and Seating

1. Small and medium size classrooms: the ceiling may be made acoustically-absorbent, and thus the floor may be non-absorbent.

2. Flat floor large size classrooms require that one or all of the following is installed:

a. Rear wall is surfaced with acoustically-absorbent material.

b. Upholstered seating is installed.

c. Ceiling is acoustically-absorbent.

d. Carpet flooring.

3. In Lecture Halls the following requirements apply:

a. Fixed seating is suggested. Fixed seating enables the use of a sloped floor and/or risers toward the rear of the room (as well as more seating per assignable square foot and improved sight lines).

b. If a flat floor is dictated by physical or budgetary constraints, rear risers should be installed. If only a one-step riser is feasible, due to limited ceiling height, two or three gradations are possible within normal safety criteria, and in compliance with building code and accessibility guidelines. No more than 7 rows of seats should be allowed on a flat floor.

c. When fixed seating is used, it should be upholstered for acoustical absorption. The floor surface under the seating should have a hard finish such as sealed concrete or sheet vinyl. Side-aisles require floor carpeting (for standing-wave damping as well as reverberation control).

d. When fixed seating is used, the first row of seating is to be placed at a continuous fixed-in-place table. The location and length of this table must not impede the flow of foot traffic in and out of the room (or the Faculty Lectern, if applicable). This table provides;

1) additional seating for wheelchair users by removing a chair and setting it aside;

2) additional seating when used with stacking chairs;

3) table support for an overhead projector or an occasional demonstration.

F. Architectural Finishes and General Guidelines

1. Architectural materials specified should be primarily chosen for durability, maintainability, and acoustical properties.

2. Whenever possible, composite vinyl flooring should be used for ease of maintenance and durability.

3. Floor carpet should be of good institutional quality. Floor carpet should be cut-pile, stain resistant, and low static.

4. Cut-pile carpet is acceptable as an acoustically-absorbent material for wall installation at lower frequency ranges. It has proven the most durable and cost-effective acoustically-absorbent wall finish in an institutional setting.

5. Each classroom must be equipped with a black (not colored) porcelain on steel chalkboard. A white chalkless board may be used in certain instances. In some cases, both may be desirable.

6. All classrooms requiring projection should have effective, easily operated, and durable closures over the windows in walls and doors allowing the room to be completely darkened.

7. Student entrances and exits should be at the back of the room, or if not possible, at the sides. The audience should not enter at the front of the room, as it interferes with the instructor. Students arriving late should not have to disrupt a class in progress in order to sit down. The use of an entry vestibule is desirable to control external noises as well as prevent daylight from spilling into the classroom and interrupting a presentation using media. Doors into the classroom should be provided with vision panels to allow students to see if the classroom is in use or that they have the right class. The vision panels should be narrow enough to reduce exterior light that may spill into the classroom or be equipped with durable shades. As required by Code, all doors shall have illuminated emergency exit signs, and all classrooms should have emergency lighting for safe evacuation during power failures.

8. The projection screen's lower limit stop should be set at a minimum 1200 mm (4 ft) above the finished floor.

9. The instructor should be able to control the lights, the sound levels, raise and lower the projection screen, and control the slide projector in a convenient location at the front of the room. The control panel should be positioned in a cluster at a height in compliance with accessibility standards. If the room is equipped with a projection booth, all these functions should also be clustered and duplicated in the booth. See Section VII, Classroom Audio-Visual Systems, for information regarding projection booth requirements.

10. Adequate storage space must be provided (in close proximity to classrooms) for audio-visual equipment.

11. Sufficient number of coat hangers should be provided close to the access doors, at the rear of the room.

12. Chair guards should be installed around the walls of classrooms with movable chairs and tables, and be wide enough to prevent furniture of different heights to damage the walls.

IV. CLASSROOM FIXTURES AND FURNITURE

A. All fixed furniture (platforms, tables, tablet-arm seating, etc.) should be permanently attached to the floor. All furniture should be selected for durability and be of a brand, model, and color to permit efficient repair, exchange, and replacement.

B. Predominant paint colors should be selected from the standard color tables (see appendix IV), for ease of maintenance. Accent colors and materials should be used to create a pleasant learning environment.

C. Fixed continuous tables, minimum 400 mm (16 in.) wide are recommended as this provides more room for students to spread out their material. Tables should be arranged in long concentric arcs, spaced at 750 (30 in.) to 900mm (36 in.). Use of movable chairs is recommended. Either tables or chairs should have a rack to store books and personal effects.

D. All media cabinets should be mechanically fixed to wall(s) and all hanging equipment (video projectors, speakers, televisions/monitors, etc.) should be fixed with securely fastened safety cables (designed to meet seismic requirements).

E. Left-handed writing tablets should be provided for 10% of the seats, evenly distributed throughout the room.

F. All fixtures, cabinets, table and counter tops, and furniture should be covered with high pressure plastic laminate unless selected surfaces must match existing materials in the room.

G. Projection screens over 2400mm (8 ft) wide should be motorized. In most cases, the size of the projection screen is related to the Media Package specified. Sometimes it is desirable to install two or more screens for various presentation purposes. In large classrooms, a separate projection screen should be provided for use with a standard overhead projector. This screen should be located so it can be used when the main screen is also in use.

There are times when faculty will want an image on the projection screen while simultaneously using the chalkboard. This requires careful design. The screen will be installed a sufficient distance in front of the chalkboard so that light fixtures illuminating the chalkboard are positioned behind the screen and aimed toward the chalkboard to avoid light spilling onto the screen.

H. All chalkboards should be equipped with chalk trays, and along the upper edge, cork strips and map hooks that cannot be removed. For classrooms which require large sliding tiered chalkboards, separate cork boards with map hooks should be provided near the front of the classroom. The following should be used when determining the minimum chalkboard size requirements for classrooms:

Classrooms size Minimum Chalkboard Size

In all classrooms, chalkboard space should be provided that can be used when the projection screen is down and in use.

I. For the design of new classrooms, 1.4 m2 (15 square feet) per seat should be used for preliminary planning purposes, as defined by the Ministry of education. This will allow for seating, circulation, media equipment, space requirements to meet accessibility standards, and lecture space within each classroom.

J. A large, easy to read battery operated electric clock is desirable. The clock should be located where it is easily seen by the presenter, and be protected by a locking clear plexiglass dome.

K. Seats should be minimum 530 mm wide.

L. Every seating place in classrooms with fixed seats and/or tables should be numbered. The numbering system should be in the format YZ, where Y is a letter corresponding to the row (A being the first row), and Z the seat number in the row (01 being the first seat). Numbering should start with the front right seat (looking towards the front of the room). An engraved metal seat/row plate, 34 X 75 mm, should be glued or screwed to the seat or table. Font should be Helvetica narrow, 25 mm high.

V. CLASSROOM MECHANICAL SYSTEMS

Classrooms must be designed to promote a level of comfort and effectiveness which will promote optimum conditions for study, listening, reading, and interaction.

1. All classrooms (including the projection booths) shall be equipped with mechanical ventilation. Classrooms with fixed seating shall also include air conditioning.

2. Air handlers (including heating and ventilating units) serving classrooms shall be equipped with economizer cycle controls to allow for cooling with outdoor air.

3. All classroom HVAC systems shall be designed to provide outdoor air for ventilation as called out in ASHRAE Standard 62-1989; "Ventilation for Acceptable Indoor Air Quality".

4. Classroom thermostats shall be equipped with tamper proof covers.

5. Start / stop control of classroom HVAC systems shall be provided by the campus Energy Management System controlled from Facilities Management.

6. Classroom systems shall use the following criteria as the basis of design;

a. Indoor air temperatures;

20° C (winter) , with RH of min. 15%

25.5° C(summer, for rooms with air conditioning), with RH of max 50%

For rooms without air conditioning (small classrooms without fixed seating); provide a ventilation rate sufficient to maintain the indoor temperature within 6 degrees of outdoor air temperature under summer design conditions.

b. Outdoor air temperatures;

-20° C (winter),

30° C (summer dry bulb)

7.Diffuser locations shall be selected to distribute supply air uniformly in the classroom at occupant level velocities as recommended by applicable ASHRAE design standards. Diffusers shall be selected based on design air volume and a maximum sound rating of NC-30. Supply diffusers shall be equipped with opposed blade dampers. Balancing dampers shall be provided at ductwork branch connections.

8. Projection booths shall be equipped with separate HVAC systems or zoned independently of the classroom. Projection booths shall be equipped with 2 hour manual timers toactivate the HVAC system serving the booth.

9. Classroom HVAC systems shall not produce room noise in excess of NC-30.

10. System components (fans, ductwork and diffusers) shall be selected to meet the following sound criteria:

New Classrooms: NC 20 to NC 25

Renovations: NC 25 to NC 30

11. For small classrooms, ventilation may be enhanced by windows that open. Air movement, aided by ceiling fans as required, may be desirable to avoid the feeling of air stagnation in a completely enclosed room.

12. In areas where heat generating audio-visual equipment will be located, such as projection booths, audio-visual equipment closets, and cabinets, ventilation and/or cooling must be provided to lengthen the life of the equipment.

VI. CLASSROOM LIGHTING SYSTEMS

Classrooms require lighting that can produce enough brightness for note taking and reading. Lighting systems also require illumination on chalkboards, demonstration areas, and other work surfaces. Control of illumination is extremely important in classrooms where audio-visual equipment is used.

Lighting fixtures and lamps should be specified for minimum light intrusion onto projection screens, for energy efficiency, low heat generation, and easy maintenance. General guidelines for the selection of light fixtures should include the use of recessed lamps in sharp cutoff luminaries to provide controlled lighting with minimal light spill on projection screens and to avoid shining light directly in the audience's view. The use of incandescent lamps should be avoided in order to reduce maintenance, conserve energy, and reduce heat generation.

For large classrooms, a possible system is low-intensity PL fluorescent downlighting for note-taking during projection screen use plus higher-intensity fluorescent fixtures for general illumination purposes. The note taking light fixtures should provide enough light for the students to read and take notes, while not bouncing light around the room or washing out the image on the projection screen.

For smaller classrooms, fixtures in the front half of the room should have the capability to be switched off. Fixtures in the rear of the room should have the capability to be switched to half level and/or every other fixture turned off.

A. Lighting Systems Guidelines

1. All classrooms over 30 seats should have a minimum of three lighting systems.

a. One system should control the classroom's general use of fluorescent lights. A master ceiling-mounted occupancy sensor should be installed. The light fixtures should be installed in rows parallel to the front wall. Separate switches should control the front, middle and rear rows.

b. One system should control low level lights for note taking. Special care should be taken for uniformity of lighting, and to avoid shine on the screens and reflection toward the audience.

c. One system should control board lights, to illuminate the writing surface at the front of the room. Contrast between chalkboard and background, and screen and background is the key to good lighting design. Uniformity of illumination and lack of shadows is at least as important as level. Avoid bright bands of light directly above a dark chalkboard.

d. Optionally, a fourth system could control incandescent spot lights that highlight the instructor and demonstration area.

B. Lighting Level Guidelines

Classroom lighting levels should be preset at 2, 5, 10 and 50 fc.

1. General lighting at 50 fc (+/- 10fc). This is overall illumination adequate to read, at the worst, poor photocopies. Fixture glare control should be provided to avoid annoying bright spots in the field of vision from an audience position looking toward the front.

2. 10 fc for overhead projection. Reflection off screen should be taken into consideration for the front rows of seats.

3. 5 fc for slide projection.

4. 2 fc for video data projection.

C. General Requirements

1. All light switches shall be clustered, simple to use, with clearly labeled functions on the switch plates. Light controls should be conveniently located close to the entrance doors, and duplicated at the chalkboard or lectern (front of the room, except for small classrooms), and in the projection booth (if available).

2. Aisle lights (on a separate circuit) should be provided in tiered Lecture Halls, in order to prevent late arriving students from tripping in the dark.

3. All fluorescent light fixtures shall have dimmable electronic ballasts.

4. Lighting levels required should be obtained through the use of progammable low voltage controls, such as manufactured by Lutron Electronics Co. All buttons should be labeled.

VII. CLASSROOM ELECTRICAL SYSTEMS

All electrical equipment (including contactors, lighting fixtures, dimmers, etc.) should be of selected brands, models, and specifications to conform to campus standards (see Design Guidelines for McGill University).

A. All conduit should be of continuous EMT electrical metallic tubing (conduit) type material where possible.

1. Areas and situations where EMT is not possible, junction boxes or flexible conduit should be installed only by prior approval of the University.

2. Junction boxes should not be located in hidden or inaccessible corners.

3. All conduit should be at least 3/4" inside diameter or larger. Larger conduit is generally installed to ensure space for expansion.

B. Low voltage cables (e.g. audio, video, and control cables) are all required to run in a separate conduit from any AC wiring.

C. All conduit and electrical circuits should have the same ground reference.

D. All audio, video, computer and control electrical circuits should be fed from "clean" legs from the transformer free of high inductive loads. There should be no elevator motors, compressor motors, blower motors, etc. on the side of the power transformer that feeds the media equipment.

E. All electrical control circuits (per classroom) should come to a single location.

1. This location should be large enough for the lighting contactor cabinet, and when there is control of the lights from a faculty workstation podium, a NEMA type l box that contains the low voltage media control system. This NEMA box of adequate capacity must be fitted with internal threaded studs to accept the panel that the control modules are mounted on.

2. The location should be convenient for maintenance and secure from vandalism.

3. If possible this location should be isolated from the classroom to eliminate repair and contactor noise.

F. Utility AC outlets on separate circuits from the media equipment should be provided inside the classroom for overhead projectors, portable VCR's, computer terminals, etc.

1. 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 midway back in middle of seating (centered in the room).

2. The number and locations of outlets will increase with the size of the room. Consult the Instructional Communications Center (ICC) for specific requirements pertaining to outlet quantities for audio-visual equipment.

G. Whenever possible power and audio/video outlets shall not be floor mounted to avoid the intrusion of water and debris. Outlets shall be mounted on the rear stage wall and/or the front stage wall or other vertical surfaces (such as the risers of tier seating). If this is not possible, as a last resort, the use of electrical flush-mounted outlets with threaded covers is permissible.

H. Video Projection - Provide continuous 120V A/C power to the video projector, and a conduit to the projector control station at the front of the classroom and to the projection (or control) booth. This conduit is to be used for low voltage projector control cables.

VIII. CLASSROOM MEDIA EQUIPMENT PACKAGES

McGill has defined standard "Media Packages" of audio-visual equipment for classrooms. Media Package l should be provided for small classrooms; Media Package 2 for medium and large classrooms; and Media Package 3 for Lecture Halls. These media packages are designed as the minimum audio-visual packages that support teaching requirements for particular classroom sizes.

An experimental Media Package 4 is being developed, which is intended as a portable computing demonstration podium that may be moved from classroom to classroom to meet computer display requirements without the expense of a permanently fixed Faculty Workstation Podium. The infrastructure for all classrooms should be designed to accommodate this type of external platform.

Media Packages are developed and refined with five principles in mind. First, ease of use. All equipment purchased, instructions for use posted, and installations are done with long term 'ease of use' a primary consideration. Second, self-service operation is important. Faculty will be expected to independently use audio-visual equipment that has been installed in the classrooms. Third, off-the-shelf technology is important. Equipment must be use proven and easily interchangeable to permit maximum 'up time' of our classrooms. Fourth, the media packages must allow for future technology to be integrated as new products and concepts become available. Finally, the media packages and their individual components must allow for high reliability and fast repair. In McGill classrooms that have audio-visual equipment installed, a presenter on our campus will find a standard media package that incorporates these principles.

Where a sound system is installed that allows microphone usage, an assistive listening device is desirable. FM systems are preferred over infrared systems. The McGill University Standards for Barrier-Free Access requires that for Lecture Halls with fixed seating, an assistive listening system must be permanently installed. All FM systems should be on the same crystal frequency, since McGill is providing portable receivers to students with hearing disabilities.

The following equipment lists give the equipment requirements for each media package. This equipment is provided by McGill, however classrooms must be designed to accommodate the particular specified media package. In addition, the basic elements of a Media Package 4 are listed below so that rooms may be designed to accommodate such workstations.

Since needs and teaching styles vary greatly, each room's requirements will be different; the following can be used as a guideline:

Media Package 1 (Small classrooms)

Media Package 1 Options:

Media Package 2 (Medium and large classrooms)

Media Package 2 Options:

Media Package 3 (Lecture Halls)

This package is a custom installation which has included the following equipment (this list can fluctuate depending on the needs)

For all fixed media packages, a small lamp or light strip is necessary adjacent to the equipment to illuminate control panels and consoles.

Media Package 3 Options:

Media Package 4 (Portable)

Note: Due the variety of platforms and software, Faculties are to provide computers as required.

IX. FACULTY LECTERN

The Faculty Lecterns for small classrooms should consist of either a small free-standing podium, or a small podium resting on the lecturer's desk.

For large classrooms and Lecture Halls, the lecterns should house controls to all lighting, audio/visual and public address systems. It should also contain the overhead projector, video cassette player, video disk player, laser pointer and audio cassette recorder, contained in a secure locking cabinet.

Medium size classrooms would only be equipped with this type of podium if so required.

As with the other standardized media packages, the objectives in designing and building the Faculty Lecterns remain:

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