Guidelines for Yale Learning Spaces
Yale University Classroom Design Review Committee
Version 2.0
March 9, 2016
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1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
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Table of Contents
Guidelines ............................................................................................. 3
Classroom Taxonomy 3
General Considerations 3
Classroom Fixtures and Furniture
7
Classroom Media and Technology Systems 9
Electrical and Cabling Infrastructure 12
Lighting Systems 13
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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1
Guidelines
1.1 Classroom Taxonomy
Yale employs the following classification scheme for our classrooms (cf.
(Niemeyer 2003)):
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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, as
follows….
Tier 1 – Digital Projection with Control Interface: For classrooms that primarily
utilize projection for laptop presentations
Tier 2 – Digital Projection with Audio-Visual Equipment Rack; Standard
package for FAS seminar style classroom
Tier 3 – Digital Projection with Audio-Visual Podium; Standard package for
FAS lecture style classroom
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Details are available at
http://www.yale.edu/mediaservices/projects/Design%20Guidelines.pdf and
are reproduced in the Appendix. See also 1.4.
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
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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.
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.
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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)
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
Flat Floor (Clearance,
in Feet)
Sloped or Tiered
Floor
20-49
12 ft
Not recommended
50-75
12 ft
10 ft in rear, 12 ft in
front
Similarly, for large lecture halls, the recommendations are
Distance to Last Row
Rear of Lecture Hall
Front of Lecture Hall
50 ft
10 ft
17 ft
75 ft
10 ft
22 ft
100 ft
10 ft
28 ft
The above are based on the following assumptions:
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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
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classrooms with fixed seating, floors should be sloped or tiered to optimize
sight lines.
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 Provost’s 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
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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.
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1.3 Classroom Fixtures and Furniture
1.3.1 Writable Surfaces: Types and sizes
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
Minimum Chalkboard Size
0 - 25
12 ft long x 4 ft high
25-75
20 ft long X 4 ft high
76-100
30 ft long X 4 ft high
Lecture Halls
tiers 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
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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
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.
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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
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.
1.4 Classroom Media and Technology Systems
1.4.1 Guiding Concepts
(cf (Burnett, Wagner et al. 2003)
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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.
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Projection screens ( see also 0) should be provided with:
a matte white surface
a quiet motor
automatic stop settings
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.
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
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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
Yale University Media Services provides three levels of media packages for
classrooms:
Tier 1 – Digital Projection with Control Interface - For classrooms that
primarily utilize projection for laptop presentations
Tier 2 – Digital Projection with Audio-Visual Equipment Rack - Standard
package for FAS seminar style classroom
Tier 3 – Digital Projection with Audio-Visual Podium - Standard package for
FAS lecture style classroom
These packages are described at
http://www.yale.edu/mediaservices/projects/Design%20Guidelines.pdf and
are reproduced in the appendix. 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
instructional activities that the space might support. Each instructor station
should have easy access to:
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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.
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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.
 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
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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.
 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 Systems1
1.6.1 Lighting Zones
All classrooms should have a minimum of four lighting zones:
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1
One zone should control the classroom's general-use fluorescent lights to
provide full brightness for general activities.
From Burnett et al, 2003
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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:
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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
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.
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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)
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 by
http://www.yale.edu/mediaservices/projects/Design%20Guidelines.pdf ),
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
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.
These guidelines apply to learning spaces in new construction or newly
renovated buildings. These guidelines DO NOT apply retroactively to existing
learning spaces.
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.
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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 Levels – Tier 1, 2, 3 and 4
Design Guidelines - November 2006
Tier 1 – Digital Projection with Control Interface
For classrooms that primarily utilize projection for laptop presentations (Auxiliary input
available for external audio and video source)
Tier 2 – Digital Projection with Audio-Visual Equipment Rack
Standard package for FAS seminar style classroom
Tier 3 – Digital Projection with Audio-Visual Podium
Standard package for FAS lecture style classroom
Tier 4 – Digital Projection using Multiple Projectors with Audio-Visual Teaching Station
Specialized package for FAS classrooms that require multiple projectors
Note: The following guidelines are subject to change based on individual project
requirements.


Tier 1 – AV Installation
Projector Control Interface (on/off, source select, volume,
video mute)
Extron MLC 104 IP – (wall mounted)
IP Monitoring (GlobalViewer)




Ceiling Mounted LCD Projector
Epson projector (Brighter Futures Program)
Epson 835 – XGA, 3000 Lumens
Epson 6100- XGA, 3500 Lumens
Epson 7900 – XGA, 4000 Lumens
(select short, medium or long
throw lens)
Chief RPA 6000 or RPA 149 projector mount
Extron projector mounting kit
Kensington security lock
Security STOP tag

Motorized Projection Screen
DaLite Cosmopolitan screen with low voltage controller

Projector Control
Interface
Extron MLC 104 IP

Video Display Sources
4 gang AAP adapter plate with dual RJ-45, single “F” connector for CATV, RCA for video and
audio, VGA female and 3.5mm stereo connector (wall mounted, near MLC 104 IP)
25’ VGA cable with audio


Audio System
Extron MPA – 122 pole mounted amplifier
JBL Control 25 speakers

Emergency Contact Information Plate
Wall-mounted plate (adjacent to MLC 104 IP)

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Tier 2 – AV Installation


Projector Control Interface (on/off, source select, volume, video mute, aspect ratio 4:3, 16:9)
Extron System 5IP – (rack mounted)
IP Monitoring (GlobalViewer)



Ceiling Mounted or Cantilevered LCD Projector
Epson projector (Brighter Futures Program)
Epson 835 – XGA, 3000 Lumens
Epson 6100- XGA, 3500 Lumens
Epson 7900 – XGA, 4000 Lumens
(select short, medium or long
throw lens)
Chief RPA 6000 or RPA 149 projector mount
Kensington security lock
Security STOP tag

Motorized Projection Screen
DaLite Cosmopolitan screen with low voltage controller


Video Display Sources
Samsung SV5000W – Multi-standard VHS player
Denon DN-V300 – Multi-region DVD player
Aux plate with RCA pass through for video and audio; LAN
connection (RJ-45 pass through), and emergency contact
information
25’ VGA cable with audio

Audio System
JBL Control 25 speakers




Equipment Rack
Middle Atlantic ERK 2120
4 rack space drawer
Furman Rack Rider (light and power) – do not connect components to Furman Rack Rider
Tether (8’ black loom from rack to NEMA Box)

NEMA Box
Custom plate with



Standard AV Equipment
Rack -
5 BNC RGBHV pass through
1 BNC Video pass through
1 9 pin female serial connection for projector control
1 F-type pass through for CATV
3 NE8ADP-B Neutrik pass through for Ethernet
2 Neutrik type audio connections to left/right speakers
1 4 pin female XLR for screen control
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Tier 3 – AV Installation



Projector Control Interface (on/off, source select, volume, video mute, aspect ratio 4:3, 16:9)
Crestron Touch Panel TPS-2000 L (with engraved buttons and emergency contact info)
MP2E Crestron Controller
IP Monitoring w/ E-Control (RoomView)




Ceiling Mounted or Cantilevered LCD Projector
Epson projector (Brighter Futures Program)
Chief RPA 6000 or RPA 149 projector mount
Kensington security lock
Security STOP tag

Motorized Projection Screen
DaLite Cosmopolitan screen with Low Voltage
Controller




Video Display Sources
Samsung SV5000W – Multi-standard VHS player
Crestron TPS
Denon DN-V300 – Multi-region DVD player
2000
Aux plate on dashboard with three RCA pass through
Cable cubby for LAN connection (RJ-45 pass through), VGA female and 3.5mm stereo
connector, and power


Audio System – Venue Specific
Program Audio – TBD
Speech Reinforcement - TBD


Custom Built Podium
Standard podium (stained to match paneling and/or furniture)
Tether (8’ black loom from podium to NEMA Box)

NEMA Box
Custom plate with
5 BNC RGBHV pass through
1 BNC Video pass through
1 9 pin female serial connection for
projector control
1 F-type pass through for CATV
3 NE8ADP-B Neutrik pass through for
Ethernet
2 Neutrik type audio connections to
left/right speakers
1 4 pin female XLR for screen control

Variables
Audio system and projection equipment will vary based on
programmatic requirements and the size of the venue
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Standard AV
Podium
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Tier 4 – AV Installation





Projector Control Interface (on/off, source select, volume, video preview, video mute, aspect
ratio 4:3, 16:9)
Crestron Touch Panel TPS-15 or larger (venue specific)
MP2E Crestron Controller
IP Monitoring w/ E-Control (RoomView)
Matrix Switcher
Video Scalers




Multiple Ceiling Mounted or Cantilevered LCD Projectors
Epson projectors (Brighter Futures Program)
Chief RPA 6000 or RPA 149 projector mount
Kensington security locks
Security STOP tags

Motorized Projection Screen
3 DaLite Cosmopolitan screens with Low Voltage Controllers





Video Display Sources
Samsung SV5000W – Multi-standard VHS player
Denon DN-V300 – Multi-region DVD player
Document Camera (ceiling mounted when possible)
Aux plate on dashboard with three RCA pass through
Cable cubby for 2 LAN connection (RJ-45 pass through), 2 VGA female and 3.5mm stereo
connector, and power


Audio System – Venue Specific
Program Audio – TBD
Speech Reinforcement - TBD

Custom Built Podium or Custom Teaching Station
Standard podium or Teaching Station (stained to match paneling and/or furniture)

Variables
Audio system and projection equipment will vary based on programmatic requirements and
the size of the venue
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