This page is under development.

University of Waterloo
Classroom Standards
Version 1.1




Approval Date: Version 1.1 February 2021
Next Review Date: February 2021

Submitted by: Teaching and Learning Spaces Operations Group
Contact: scott.nicoll@uwaterloo.ca




TABLE OF CONTENTS

1.1 Introduction
1.2 Purpose
1.3 Revision Policy
1.4 Vision
1.5 Classroom Design Principles
1.6 Additional Standards

2. CLASSROOM DESIGN
2.1 Configuration by size/purpose
2.2 Layouts
2.3 Tiers
2.4 Aisles/rows
2.5 Sightlines
2.6 Doors
2.7 Windows
2.8 Flooring
2.9 Surfaces and Finishes
2.10 Ceilings
2.11 Signage
2.12 Writing surfaces
2.13 Furniture
2.14 Electrical Systems
2.15 Mechanical Systems
2.16 Heating, Ventilation and Air conditioning (HVAC)
2.17 Storage
2.18 Waste and Recycling

3. PRESENTATION TECHNOLOGIES
3.1 Acoustics
3.2 Noise Levels
3.3 Sound Systems
3.4 Lighting
3.5 Instructor Podiums
3.6 Projectors and Projection Screens

Appendix A 24
Appendix B 25








Introduction

These design standards have been compiled by the {link to our new TLSC web page} to address the need for a current set of classroom standards at the University of Waterloo and are intended to provide a resource during the design phase of each renovation/new build.



Purpose

The purpose of these classroom standards is to set out minimum requirements for the design of teaching and learning spaces on the University of Waterloo campus. These standards are not intended to limit what is possible, but instead to define a minimum baseline standard to ensure consistency in existing/future teaching and learning spaces.

Classroom space design documents help to minimize recurring design and construction problems, minimize change orders and expensive renovations and eliminate inconsistencies in layouts, labeling, and controls. They also serve as a place to record what aspects of classroom design have been proven to support a productive and proactive learning process. All standards will meet or exceed accessibility requirements.

These standards should be considered a living document, regularly reviewed and updated as pedagogy and technologies evolve.



Revision Policy

The University of Waterloo Classroom Standards will undergo a full review by the Teaching and Learning Spaces Operations Group every two years. However, the committee may make minor revisions in between official reviews.















Teaching and Learning Spaces Values


Our vision serves as the foundation for our minimum classroom standards and defines how UWaterloo’s core beliefs regarding teaching and learning are reflected in the quality of our teaching environments.

UWaterloo’s Vision:
Classroom spaces at the University of Waterloo foster the best work of our instructors and students because their design and redevelopment is user-centered, inclusive, and forward-thinking, performed with transparency of process.

Classroom Design Principles

• Plan classrooms that fit with institutional needs and directions
• Enable innovative and diverse instructional practices that facilitate interactivity
• Apply an iterative, consultative, and informed design and feedback process to classroom planning
• Ensure our classroom designs are inviting

Additional Standards:

In new buildings and when retrofitting existing classrooms, the following must be considered in combination with these classroom standards:

• Accessibility for Ontarians with Disabilities Act (AODA)
• CSA B651 Accessibility of the Built Environment Standard (CSA)
• Ontario Building Code (OBC)
• Ontario Fire Code

2. CLASSROOM DESIGN
____________________________________________________________________________________
2.1 CONFIGURATION BY SIZE/PURPOSE

Seminar-style Classroom (10 – 50 capacity)

Configuration:

• Seminar rooms should be built in close proximity since more than one are often booked as break-out discussion rooms
• Allow for visual contact between all occupants
• Square or rectangular set up preferred
• Avoid long narrow rectangles
• At least 2.4m between edge of table and front wall
• At least 1.5m from the edge of tables to side and rear walls
• Room entry should not be at the front of the room if possible
• Windows can be on any wall except the front and should be equipped with black out blinds.
• An alcove near the entrance for waste and recycle containers.
• Adequate space to allow a chair to be placed to the side without compromising circulation in the room, allowing for wheelchair access

Furnishings/Room characteristics:

• Moveable tables should be of standard size, 2ft by 4ft where possible
• Chairs should be loose and stackable
• Whiteboards and/or chalkboards at the front and where possible, on side walls (Note: no whiteboard-painted walls)
• Coat hooks, one per student

Presentation Technologies:

• At least one projection screen
• Document camera and data projector or other display device

Small Lecture-style Classroom (10 – 40 capacity)

Configuration:

• Square or rectangular set up preferred
• Avoid long narrow rectangles
• At least 2.4m between edge of table and front wall
• At least 1.5m from the edge of tables to side and rear walls
• Room entry should not be at the front of the room if possible
• Windows can be on any wall except the front and should be equipped with black out blinds.
• Include an alcove near the entrance for waste and recycle containers.
• Provide adequate space to allow a chair to be placed to the side without compromising circulation in the room, allowing for wheelchair access

Furnishings/Room characteristics:

• Lectern desk or table and chair for the instructor
• Moveable tables should be of standard size, 2ft by 4ft where possible
• Chairs should be loose and stackable
• Whiteboards and/or chalkboards at the front and where possible, on side walls (Note: no whiteboard-painted walls)
• Coat hooks, one per student

Presentation Technologies:

• At least one projection screen
• Document camera and data projector or other display device

Mid-size Lecture-style Classroom (41 – 79 capacity)

Configuration:

• Square or rectangular set up preferred
• Avoid long narrow rectangles
• At least 2.4m between edge of table and front wall
• At least 1.5m from the edge of tables to side and rear walls
• Two points of entry should be provided if possible. If not, the single entrance should not be at the front of the room
• Windows can be on any wall except the front and should be equipped with black out blinds.
• Include an alcove near an entrance for waste and recycle containers.
• Provide adequate space to allow a chair (or chairs) to be moved without compromising circulation in the room, allowing for wheelchair access

Furnishings/Room characteristics:

• Lectern desk or table and chair for the instructor
• Moveable tables should be of standard size, 2ft by 4ft where possible
• Chairs should be loose and stackable
• Whiteboards and/or chalkboards at the front and where possible, on side walls (Note: no whiteboard-painted walls)

Presentation Technologies:

• At least one projection screen
• Document camera, data projector, computer and fully-equipped podium with a/v control system

Large Lecture-style Classroom (80 – 149 capacity)

Configuration:

• Square or rectangular set up preferred
• Avoid long narrow rectangles
• At least 2.4m between edge of table and front wall
• At least 1.5m from the edge of tables to side and rear walls
• Two points of entry should be provided.
• Windows can be on any wall except the front and should be equipped with black out blinds.
• Include an alcove near an entrance for waste and recycle containers.
• Adequate space to allow a chair (or chairs) to be moved without compromising circulation in the room, allowing for wheelchair access

Furnishings/Room characteristics:

• Lectern desk or table and chair for the instructor
• Continuous fixed tables or moveable tables of standard size, 2ft by 4ft where possible
• Chairs should be loose and stackable
• Whiteboards and/or chalkboards at the front and where possible, on side walls (Note: no whiteboard-painted walls)

Presentation Technologies:

• At least two 4:3 projection screens
• Document camera, two data projectors, computer and fully-equipped podium with a/v control system

Lecture Halls (150+ capacity)

Configuration:

• An alcove near an entrance for waste and recycle containers.
• Adequate space to allow a chair (or chairs) to be moved without compromising circulation in the room, allowing for wheelchair access

Furnishings/Room characteristics:

• Lectern desk or table and chair for the instructor
• Continuous fixed tables
• Chairs should be loose and stackable
• Whiteboards and/or chalkboards at the front and where possible, on side walls (Note: no whiteboard-painted walls)

Presentation Technologies:

• At least two 4:3 projection screens
• Document camera, data projector, computer and fully-equipped podium with a/v control system

Flexible Classroom (25 - 50 capacity)

Configuration:

• Square set up preferred
• Avoid long narrow rectangles
• Windows should be avoided but if necessary, should be equipped with black out blinds.
• Include an alcove near an entrance for waste and recycle containers.
• Adequate space to allow furniture to be moved without compromising circulation in the room.

Furnishings/Room characteristics:

• Moveable 2ft by 4ft table and two chairs for the instructor
• No larger than 36-inch guitar pick-style, moveable tables create an interactive learning environment
• Chairs should be loose and wheeled
• Whiteboards on all available wall space (Note: no whiteboard-painted walls)

Presentation Technologies:

• At least one data projector and document camera
• Lighting should be dimmable, LED panels with Crestron controls
• Carpet and sound panels should be installed to assist with acoustics

Active Learning Classroom (10 - 25 capacity)

Configuration:

• Square or rectangular set up preferred
• Avoid long narrow rectangles
• Include an alcove near an entrance for waste and recycle containers.
• Adequate space to allow the movement of tables and chairs
• Instructor podium should be installed in the center of the room

Furnishings/Room characteristics:

• Moveable 2ft by 4ft table and two chairs for the instructor
• No larger than 36-inch guitar pick-style, moveable tables create an interactive learning environment
• Chairs should be loose and wheeled
• Whiteboards on all available wall space (Note: no whiteboard-painted walls)
• Black out blinds should be installed due to the extensive amount of presentation technologies used.

Presentation Technologies:

• At least one touchscreen television on each wall with interactive software on the podium to allow instructors to work with the information students provide on the TV screens
• Lighting should be dimmable, LED panels with Crestron controls
• Carpet and sound panels should be installed to assist with acoustics

CLASSROOM LAYOUTS

• Room layouts should be designed to encourage active and collaborative learning and student/faculty interaction.
• Rooms with moveable furniture should provide multiple optional layouts. All furniture must be stored within the room without impeding movement. 

TIERS

• To encourage active and collaborative learning, tiers should be wide enough to accommodate two rows of fixed desks and moveable chairs.  
• Room design should take into consideration the ease of movement of the instructor through the room as well as sightlines.

AISLES/ROWS
___________________________________________________________________________________
Aisles

Aisles, both vertical and horizontal, need to be of sufficient size and number to allow instructors to interact with students and to invigilate exams.

• Middle aisles are required to provide better student access to seating. 
• Aisles should be available at both ends of each row, with no aisles coming to an end at a wall.

Rows

• Rows should be designed to allow instructors to move throughout the room to assist students. Consideration should be given to the distance between rows when students are seated.
• The spacing of rows should also consider the minimally disruptive and efficient movement of individuals or groups of students in and out of the room both during class changeover time and while class is in session.
• Thought should also be given to where students will safely store their belongings such as bags and heavy winter coats without obstructing movement between seats.
• The distance between the projection screens and student seating is outlined in A/V specifications.

SIGHTLINES
____________________________________________________________________________

Visuals / Sightlines
The goal for every classroom is for each seat to have an unobstructed view of the instructional area and for instructors to be able to contact every student from the front of the room. There should be no columns or other visual obstructions, and all seating in a classroom should be within optimal viewing areas for projected images.


DOORS
_____________________________________________________________________________

Location

• While the minimum number of exits is determined by building code, two doors should be provided whenever possible.  
• Considering classroom size, usage, and adjacent spaces, vestibules may be considered to control the amount of noise or light that may interrupt a class.

Hardware / Dimensions

• Doors should be as quiet as possible when opening and closing, with hardware that minimizes noise. 
• In rooms that are likely to have noisy areas outside the entrance, doors should have seals along the frame. 
• Doors should have a kick plate on both sides of the door. 
• All doors should have shatter-resistant, transparent vision panels or side lights immediately adjacent to the door. Glass should be double-paned and acoustically sealed and should be tinted to reduce light spillage. 

Accessibility
Doors should be designed with opening force, hardware, width, thresholds, and maneuvering clearances in keeping with accessibility standards. 

• Automatic door openers should be included on at least one entrance to each classroom.
• Any vision panels in doors must be positioned at a height that is accessible to all users. 
• Card access or security systems should be accessible to individuals with vision and learning impairments.

WINDOWS
_____________________________________________________________________________________

Exterior Openings
Wherever feasible, windows that provide natural light and a direct view to outdoors, or indirect access to natural light via skylights should be provided in classrooms. 

• Exterior windows should be placed in locations that will not cast direct or reflected daylight onto writing surfaces or screens or create glare that will cause visual discomfort to users.
• Windows are ideally located near the rear of the room, allowing the front and side walls to be used for writing surfaces. 
• Windows should not be located behind the instructor or in such a way as to be distracting to users.

Window Coverings
Window coverings are necessary where any natural or ambient light is present, especially in rooms equipped with projection screens or video recording or streaming equipment.

• Manual window blinds are acceptable in smaller rooms with accessible windows, however controls for lighting and window coverings should be integrated into the podium system wherever possible.
• Window coverings should consist of a light diffusing roller shade in conjunction with a room darkening roller shade, with the percentage of diffusion determined by evaluating the individual window’s orientation and exposure to sunlight. Total blackout shades may be required in specific rooms depending on their usage.
• To prevent light spills, window coverings should be mounted tightly to window frames. Particularly tall windows may require a fixed valence or sun blocking panel at the top of a window, with an adjustable roller shade at the bottom
• Metallic window blind chains are preferred to plastic as plastic chains tend to get tangled more easily and break more frequently. Metal chains are heavier and more durable and perform better than plastic chains in a shade pulley system
• Wall power outlets should not be installed in proximity of the metal chain as it can be a shock hazard.

Accessibility - Window Coverings
The control mechanisms for window coverings, whether automatic or manual, should be accessible. Manual window covering mechanisms must be within the reach of individuals in wheelchairs.


FLOORING
_____________________________________________________________________

The type of flooring chosen should be selected based on the size, configuration, and intended use of the room. 

• Standard classroom floors should be in neutral colors, easy to clean, and inexpensive to maintain.
• A flooring material that has a slight give or cushion should be used in the instructional area to reduce the strain on instructors who must stand at the front of the room for extended periods of time. 
• The acoustic impact of flooring material selected on must be considered.
• In rooms with movable furniture, contrasting colours can be used to help align classroom furniture.

Sustainability - Flooring

• Flooring should be long lasting and made of environmentally preferable materials.

Carpet
When carpeting is deemed necessary, the following standards should guide the selection of appropriate carpet for use in learning spaces:

• Carpet material should be long lasting, anti-static, high traffic, stain and moisture resistant, commercial grade carpet. 
• Carpet should be multi-coloured or patterned rather than solid.
• Carpet should be installed in tiles, allowing for selective replacement of damaged or worn areas. 
• The impact of carpet on sound distribution within the room must be considered.

Accessibility - Carpet

• Carpet selection must take accessibility into consideration and must not restrict the movement of users with mobility aids. Carpet must be compliant with CAN/CSA-B651 Accessible Design for the Built Environment.

Steps / Ramps / Aisles

• Stair nosings should be durable and long lasting, with metal preferred over plastic and vinyl.
• Stair nosing should be highlighted with a wide, high-contrast, photo-luminescent strip.
• Larger rooms may require stair lighting integrated into seating or risers.

SURFACES AND FINISHES
_____________________________________________________________________

Colours and Finishes

• Paint should be highly durable and easy to maintain.
• Colours and finishes should be chosen for their ability to enhance ambient illumination for students and the instructor. 
• Warm colours are preferred. Pure white reflects too much light from projectors. Dark colours should be avoided as they absorb too much light.
• Accent walls or thematic wall graphics should never be used at the front wall or on any wall that could reflect onto the projecting screen. They must never be in high-contrast repetitive patterns, as this can cause problems for recordings of class sessions.
• Chair rails should be installed on all non-masonry back and side walls with moveable student furniture.

Sustainability - Colours and Finishes 

• Paint should be zero VOC and contain no glycol and no other toxicity. 
• Only latex (water-based solvents) paint should be used. 
• Where possible, paint should be EcoLogo certified or contain recycled content (i.e., re-processed or re-blended).

Moveable walls

• Moveable walls should be simple to operate and allow for a quick conversion of the space by room users without special tools or support from building staff.
• Walls should operate silently and should be designed to prevent sound intrusion from either side of the barrier. Sound ratings should consider the intended usage of the room, however higher values are preferred to allow for future flexibility in room usage. It should be possible for one room to screen a film while students in the other complete an exam without disturbance.

CEILINGS

Ceiling Height

• Minimum ceiling height above the finished floor can be determined by room capacity, however, ceilings should be as high as possible. The larger the room, the higher the ceiling should be. 
• Ceiling height must accommodate appropriately sized projection screens placed high enough to allow viewing by students seated in the back of the room.

Material and Finishes

• Ceilings should be made of humidity resistant lay-in acoustical tile that provides overhead access to technology and power. .
• The ideal finish is matte, light in colour, and highly reflective. .

WRITING SURFACES
____________________________________________________________________________

Writing surfaces should be provided on at least two walls, one of which must be the teaching wall. In large lecture halls tiered or sectional boards are desirable. 

• Where possible, writing surfaces should not cover by the projection screen when extended. If the writing surface must be covered by the screen, there should be a minimum of eight feet of writing surface still available when the screen is in use. This writing surface should ideally be contiguous, rather than split into two smaller sections.

Blackboards

• Blackboards should have a tack board strip and clips mounted at the top and continuous eraser tray at the bottom.

Whiteboards
 


FURNITURE
_____________________________________________________________________
Furniture - Sustainability

• Where possible, furniture should be selected that is Eco-Logo and FSC Certified, contain natural fibers over synthetic fibers and latex over polyurethane foam, and locally manufactured and Canadian-made.
• Furniture should be made from high recycled or salvaged content, contain no or low VOC levels, and sourced from an environmentally preferable supply chain and manufacturing process
• The life cycle and post-life recyclability of furniture should be considered.

Desks/Work Surfaces

• Each student should have a workspace that is large enough to accommodate a laptop, and notebook or to have an exam booklet and textbook open at the same time. 
• Tables should not be white but light colours are encouraged to keep the classroom bright however, they should have an uneven grain to hide markings. 
• Writing surfaces must be available to students in wheelchairs.
• Table legs should not block the students’ knee space. Table legs should not impede configuration that allow additional students to work collaboratively. 
• Writing surfaces must be sturdy enough to withstand students sitting on them. 

Continuous Desks


Movable Desks
The ideal moveable desks are ones that can be combined into groups without table legs interfering with student movement or comfort.

• Movable desks should seat two students and ideally be 60 inches wide by either 24 or 30 inches deep. When room capacity must be increased, 48 inches by 24 inches is the absolute smallest size for a two-person table. Moveable desks should be on locking casters.
• If round tables are to be used, they should seat no more than six students with a minimum diameter of five feet.

Seating
All seating should be selected based on features that define the level of comfort, such as width and lumbar support, as well as the availability of replacements, ease of maintenance, cost, appearance, and versatility. Seating should be appropriate for the greatest range of people in terms of height and weight.

• Seating should have proper lumbar support and a backrest that conforms to the natural curvature of the spine.
• Seats should have either casters or gliders in order to facilitate movement and to avoid damaging the floor.
• Seating should be selected to coordinate with the finishes in the room.
• Cushions should be resistant to staining and easy to be cleaned or replaced.

Accessibility - Seating

All classrooms must provide accessible seating and writing surfaces for students in wheelchairs or with mobility issues.

• In rooms with fixed seating, additional seating should be provided that provides flexibility for students who are unable to utilize the fixed seating but conforming in design and appearance to the fixed seating. Wheelchair accessible seating must be provided in a variety of locations and meet all viewing angle requirements. 
• At least one companion seat must be provided alongside each wheelchair location. Thought should be given to the potential presence of service animals and the space they would require in order to not interfere with the movement of other students through the room.
• In tiered rooms, accessible positions must be included in the front, back, and middle of the room and sightlines must be maintained between all students, the instructor, and the projection screens.

 
Tablet-Arm Chairs

Because tablet-arm chairs prevent students from using both a laptop and a notebook, or exam booklets and textbooks, and prevent collaboration, they should only be used in auditorium-style classrooms when necessary.

• Tablet size must be a minimum of 22 inches wide and 12 inches deep.
• A minimum of 10 to 15 percent of the tablet-arms chairs should be designed for use by left-handed students and should be distributed throughout the room.

ELECTRICAL SYSTEMS
_____________________________________________________________________

MECHANICAL SYSTEMS
_____________________________________________________________________

HEATING, VENTILATION AND AIR CONDITIONING (HVAC)
_____________________________________________________________________
All classrooms should have operable windows or ventilation systems that provide air movement.

• In rooms with blackboards, ventilation systems should be designed to draw air away from blackboards without passing over any other part of the room, keeping chalk dust away from any electronic components in the room.

Accessibility - HVAC

In rooms without operable windows, thought should be given to students with cardiopulmonary medical problems who may need fresh or clean recirculated air.


STORAGE
_____________________________________________________________________

Wherever possible, a supply closet in addition to any media closets should be included inside a room, or outside the classroom, or serving groups of classrooms. Storage rooms should be accessible by keycard or passcode, allowing instructor access.


WASTE AND RECYCLE
_____________________________________________________________________

Each room must be equipped with waste and recycling containers, ideally located near entrances without infringing upon egress routes.


PRESENTATION TECHNOLOGIES
_____________________________________________________________________________

All new builds and upgrades to centrally managed classrooms must be designed in consultation with Instructional Technologies and Media Services (ITMS) to ensure the ongoing maintenance and service can be supported by the expertise and equipment provided by our in-house technicians.

Audio Visual Components

• All audiovisual equipment and installations shall comply with federal and local building codes and regulations.
• All audiovisual equipment and installation shall comply with Infocomm International standards and best practices.
• All classroom control processors shall be connected to fire alarm mutes to allow for sound systems to be muted in an emergency.

Acoustics

Acoustics
Walls should be designed to provide the optimum acoustical environment.

• Exterior walls that are in common with classrooms should be designed to prevent sound intrusion, with sealed penetrations and wall elements. 

All rooms should have the proper acoustical treatment to ensure that noise does not travel from within the classroom to surrounding spaces, nor allow sound to travel from outside the classroom to the inside. Design should take into consideration not just spaces adjacent to the classroom but also spaces above and below the classroom, including noise generated by HVAC systems, elevator banks, and media systems. Classroom design should also consider vibrations and other interference caused by nearby transit lines or generators.

Acoustical treatment should be distributed evenly throughout the room. Special treatment may be required for media intensive rooms such as those that will be used for videoconferencing or that are in locations vulnerable to excessive noise pollution, such as from busy streets. 

• Floors should prevent sound transmission into the room.
• Ceilings should be acoustically non-absorbent. 
• In larger rooms with a defined front, the ceiling surface above the instructional area should be sloped to help reflect sound to the rear of the classroom. 
• Equipment such as fans, ductwork, and other HVAC systems with the lowest noise criteria should be prioritized. 

Sound Zones

Acoustical treatment should be used not only to prevent noise pollution from exterior sources, but to create sound zones that can maximize instructor-student, student-student, student-instructor, and group interaction, depending on the pedagogical purpose of the room.
Lighting

Lighting in classrooms should be compliant with the "American National Standard Practice On Lighting For Educational Facilities" (ANSI/IESNA RP-3-13).
Placement / Fixtures

• Lighting fixtures should be energy efficient, low heat generating, silent, and easily maintained. Lamps, drivers, and boards should be easily accessed for replacement or repair.
• Lighting fixtures should be placed and angled so that they don’t spill light onto or cause glare on projection screens or bleed through screens from behind. Ambient lighting cast onto screens must be kept to a minimum.

Colour / Temperature / Brightness

• The minimum lighting intensity absent of natural light, in any classrooms at desk level must be at least 500 lux. Measurements should be taken at several student desks and the instructor podium and any deviations of ±100 lux should be corrected
• Where possible, circadian lighting systems with different colour settings for different times of the day, should be installed.
• Absent of circadian lighting, colour temperature for all lights should be consistent, and supportive of focus and wellbeing.

Switches and Controls

• All room lighting controls should be clearly labeled and simple to use.
• Illuminated and labeled ON/OFF controls are required at each room entrance. 
• Lighting controls at the instructor podium should be illuminated. 
• Dimming controls should be located at the instructor podium and at any projection equipment areas. 
• Controls should be integrated with room automation wherever possible. 

Zones/Scenes

Lighting should be organized into zones that can be combined and dimmed by zone to create a variety of different lighting scenarios depending on the intended use of the room. There should be a minimum of four zones:

• Projection (room lights on, lights on screen off)
• Multimedia viewing (lights on screen off, minimal overhead lights to allow for note taking)
• Discussion / Board work (room lights on, lights on boards on)
• Customized lighting (instructor can manually override zone settings).

The instructor podium should be provided with independently operable lights that allow them to read notes and navigate equipment even while room lights are off.  
Accessibility - Interpreters

Depending on room design there may also be an additional zone required to provide illumination to sign language interpreters.
Motion and Sound Sensors

• Rooms should be equipped with auto-off, manual-on vacancy sensors.
• When installing sensors, the time limit should be set so as to avoid lights shutting off during low-motion activities such as exams. 

Instructor Podiums

Instructor podiums should be designed with both the aesthetics and the functionality of the room in mind. Podiums should not obstruct the view of writing surfaces or projections screens, nor prevent the podium user from being able to see the audience.

• For active learning or collaborative spaces, movable podiums or wireless technology should be explored based on the intended pedagogy and flexibility of the space.

Projectors and Projection Screens

The number, size, and placement of the projection screens included in a classroom is determined by the room’s seating capacity, configuration, size, and primary intended instruction style.

• Screens should be fully visible to all users of the room, with no obstructions caused by architectural elements (columns, bulkheads), or the podium or room furniture. 
• In rooms with moveable furniture, screens should be installed on multiple walls allowing students to view what is being displayed from different sitting positions. 
• In rooms that are wider than deep, multiple screens should be provided along the front of the room. In rooms that are deeper than wide, screens should be installed to support users sitting in the back. 
• Screen housing should be independent of the ceiling, so that the screen unit can be removed for maintenance or replaced without damaging the ceiling or surrounding finishes.
• An AV room is required for active learning classrooms and any classrooms with a capacity of greater than 90 students. AV rooms should be used to house AV equipment rack and secure loose equipment (e.g., remotes, microphones) and contain charging stations for wireless devices, providing a secure location, and allowing for operation and maintenance without disturbing classes while in session.

Screen Positioning and Location

• Screens should be placed so as not to completely block writing surfaces. If the writing surface must be covered by the screen, there should be a minimum of eight feet of writing surface still available when the screen is in use. See: “Writing Surfaces.” 
• There should be an uninterrupted projection path from the projector location to the screen location. This should consider instructor movement as well as room features. 
• See “Visuals / Sightlines” for more information on the relationship between screen and room size and for a more detailed discussion of proper screen placement.

Flat panel displays

• Flat panel displays with touch screens can be considered in classrooms of fewer than 75 seats and with low ceilings.
• Flat panel displays should be wall or ceiling mounted. 
• Screens must be mounted to be visible from the back of the room but also at an accessible height for users.

Sound System

All rooms should have a wireless microphone and speaker system for in-room public address, presentation reinforcement and voice-lift, as well as assisted listening devices and transmitters.
Accessibility - Assisted Listening Devices (ALDs)
All classrooms with a capacity of greater than 50 should be equipped with assistive listening systems that enable persons using hearing aids and persons with cochlear implants to be able to hear what is being said without having background noises also amplified.  
Soft Videoconferencing
Classrooms that are to be used for videoconferencing must be carefully designed to minimize ambient noise, echoes, and reverberation, and to transmit fully realistic sound and images.

• Videoconferencing rooms should have enhanced lighting control, providing lighting for the instructor that will improve the recording without causing glare.
• Microphones should be carefully placed to pick up both the instructor’s voice and questions and comments from students. In addition to a wireless lapel microphone, there should be ceiling-mounted microphones that can capture both instructor and student voices. 
• Large flat panel displays should be placed at the front of the classroom for the students to view and at the rear of the room for the instructor to view.

Telephones

There should be a telephone included in every classroom located on the wall closest to the instructor podium or, in the absence of a podium, at the instructional end of the room. Signage should be placed besides each phone including the room number and building name, and the phone numbers for the technology helpline, facilities, and security.