The document discusses plans to redesign classrooms at Golden Gate University. It covers key elements of classroom design including furniture, storage, technology, utilities, and circulation. The agenda includes an introduction and a discussion of classroom design. Best practices from other schools and examples of existing GGU classrooms are presented. Components like tiered seating, moveable furniture, acoustic panels, and primary teaching walls are highlighted. Next steps in the project will also be discussed.
This document outlines plans to redesign classrooms at Golden Gate University. It discusses key elements of classroom design including furniture, storage, technology, utilities, circulation and materials. Specific classrooms are highlighted as examples of best practices. Design components like moveable desks, ample power outlets, projectors and natural light are recommended. Next steps to implement the new classroom designs are also mentioned.
This document outlines plans to redesign classrooms at Golden Gate University. It discusses key elements of classroom design that should be standardized, including furniture, storage, technology, utilities, circulation and materials. Specific classroom designs are examined as best practices. The agenda covers introduction to the project, classroom design components, and next steps. The goal is to create classrooms that support the university's pedagogy and maintain the original building architecture.
The document discusses plans to redesign classrooms at Golden Gate University. It covers key elements of classroom design including furniture, storage, technology, utilities, and materials. Examples of best practices from GGU and other design guidelines are provided. Specific components are discussed for each area, such as movable and reconfigurable desks and chairs for furniture, and ensuring strong wireless network access and sufficient power outlets for technology. The next steps in the process are also mentioned.
Blake Lapthorn Construction green breakfast - 5th Studio presentation - 20 Ma...Blake Morgan
On Wednesday 20 March, Blake Lapthorn's Construction law team were joined at the Construction green breakfast by Oliver Smith of 5th Studio. Oliver's talk was titled 'the challenges and rewards of making our built heritage sustainable – lessons from Trinity College Cambridge'.
This document provides information from the Norfolk District of the US Army Corps of Engineers, including:
1) Greetings from Colonel Paul B. Olsen, the district commander, and Lieutenant Colonel Rob Haupt.
2) Recognition of employees who received achievement awards for their work.
3) A graph showing the district's workload and number of full-time employees from FY12 to FY14.
Made of non-woven nylon impregnated with abrasive grain and patented smear-free resin, Norton Rapid Prep surface conditioning discs are ideal for surface finishing applications such as removing surface defects, oxides and corrosion, de-burring, mould cleaning and blending uneven edges and marks, across industries ranging from aerospace and transportation, to energy and metal fabrication.
The first grade writing curriculum map outlines standards and objectives for teaching narrative writing, the writing process, use of details, and conventions over the course of the school year. Key areas of focus in the first quarter include writing narratives that incorporate a main idea, characters, and sequence of events, as well as using details in pictures and text. Students will learn the importance of the writing process, including checking and revising their work, and using best handwriting. The curriculum map provides standards, learning targets, vocabulary, and assessments to guide instruction.
This document outlines plans to redesign classrooms at Golden Gate University. It discusses key elements of classroom design including furniture, storage, technology, utilities, circulation and materials. Specific classrooms are highlighted as examples of best practices. Design components like moveable desks, ample power outlets, projectors and natural light are recommended. Next steps to implement the new classroom designs are also mentioned.
This document outlines plans to redesign classrooms at Golden Gate University. It discusses key elements of classroom design that should be standardized, including furniture, storage, technology, utilities, circulation and materials. Specific classroom designs are examined as best practices. The agenda covers introduction to the project, classroom design components, and next steps. The goal is to create classrooms that support the university's pedagogy and maintain the original building architecture.
The document discusses plans to redesign classrooms at Golden Gate University. It covers key elements of classroom design including furniture, storage, technology, utilities, and materials. Examples of best practices from GGU and other design guidelines are provided. Specific components are discussed for each area, such as movable and reconfigurable desks and chairs for furniture, and ensuring strong wireless network access and sufficient power outlets for technology. The next steps in the process are also mentioned.
Blake Lapthorn Construction green breakfast - 5th Studio presentation - 20 Ma...Blake Morgan
On Wednesday 20 March, Blake Lapthorn's Construction law team were joined at the Construction green breakfast by Oliver Smith of 5th Studio. Oliver's talk was titled 'the challenges and rewards of making our built heritage sustainable – lessons from Trinity College Cambridge'.
This document provides information from the Norfolk District of the US Army Corps of Engineers, including:
1) Greetings from Colonel Paul B. Olsen, the district commander, and Lieutenant Colonel Rob Haupt.
2) Recognition of employees who received achievement awards for their work.
3) A graph showing the district's workload and number of full-time employees from FY12 to FY14.
Made of non-woven nylon impregnated with abrasive grain and patented smear-free resin, Norton Rapid Prep surface conditioning discs are ideal for surface finishing applications such as removing surface defects, oxides and corrosion, de-burring, mould cleaning and blending uneven edges and marks, across industries ranging from aerospace and transportation, to energy and metal fabrication.
The first grade writing curriculum map outlines standards and objectives for teaching narrative writing, the writing process, use of details, and conventions over the course of the school year. Key areas of focus in the first quarter include writing narratives that incorporate a main idea, characters, and sequence of events, as well as using details in pictures and text. Students will learn the importance of the writing process, including checking and revising their work, and using best handwriting. The curriculum map provides standards, learning targets, vocabulary, and assessments to guide instruction.
This document summarizes the kick-off meeting for developing design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the goals of defining classroom requirements that support new teaching approaches and technologies. Key principles are that facilities should align with curriculum changes and enable evolving technology uses. Examples from other schools demonstrate design principles like facilitating student engagement and collaboration. Next steps include creating a website for updates and holding individual meetings to gather input for draft guidelines.
This document summarizes the kick-off meeting for developing design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the goals of defining classroom requirements that support new teaching approaches and technologies. Key principles are that facilities should align with curriculum changes and enable evolving technology uses. Examples from other schools demonstrate design principles like facilitating student engagement and collaboration. Next steps include creating a website for updates and holding individual meetings to gather input for draft guidelines.
The document provides design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines key components for new and renovated classrooms, including the need for flexible classroom configurations, appropriate furniture and equipment, robust technology infrastructure, adequate utilities, and accommodations for specialized programs like STEM and exceptional children. The guidelines are intended to support Common Core and Next Generation Science Standards, allow for different teaching pedagogies, and prepare classrooms for evolving technology needs over the long lifespan of school buildings. Flexible, multi-use classrooms that can accommodate various teaching and learning styles are prioritized.
The document provides design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the vision to support evolving teaching and learning through flexible classroom configurations, furniture, technology infrastructure and utilities. The guidelines aim to accommodate different learning styles and abilities. Key components discussed include flexible and portable furniture, robust wireless connectivity, projectors and interactive whiteboards. The guidelines also address considerations for STEM facilities and programs for exceptional children.
The document provides a case study analysis of a business school building in Denver, Colorado. It includes details on the location, surrounding area and accessibility of the site. Floor plans are presented for each level that show the arrangement and allocation of spaces like classrooms, seminar halls, faculty offices, and service areas. Services analysis identifies the provision of amenities like toilets, electrical, HVAC systems. The requirements analysis lists existing spaces but notes additional needs like parking, libraries, computer labs and fire safety provisions.
The document is a campus map of Metropolitan State University of Denver showing various buildings labeled with their names and square footages. It includes designations for areas of campus like the academic core, social core, housing, and greenspace. Buildings range in size from the Tivoli Student Union at 292,003 square feet to houses of around 1,000 square feet. Future developments are marked like a wellness center and aerospace building.
The document describes a typical day for a student named Jamie:
1) Jamie takes public transportation to campus early in the morning to study on the way. They arrive early for class and visit the writing center for help with a term paper.
2) After class, Jamie does research at the Auraria Library, getting coffee and a smoothie along the way. They work individually at the library until meeting with classmates to further develop a class project.
3) Jamie participates actively in class but notes potential technology issues. Furniture needs to accommodate wheelchair access. After class, Jamie takes public transportation home and goes straight to work with only an hour for lunch on campus.
This empathy map summarizes the experiences of two individuals - Jamie, a first generation part-time student, and Sherman B., an adjunct/full-time faculty member in his late 50s. For Jamie, the map describes feelings of being overwhelmed by the new college experience and wondering around campus trying to find resources like food and computer labs. For Sherman, it describes the challenges of getting around campus in a wheelchair, wishing for more opportunities for full-time positions and feeling the campus is not accessible and does not value adjunct faculty.
141008_Kane Hall Programming and Planning MeetingMKThink Strategy
This document summarizes a meeting to discuss the space blocking and program layout for University of California Hastings College of the Law. It reviews the proposed conceptual organizational model which groups clinics, centers, and other program spaces. Requirements for enclosed spaces like offices are also reviewed, noting additional walls, electrical, lighting, HVAC, and other systems needed. Standard office sizes are established for different user types. A breakdown of proposed square footage allocations is also provided.
The document summarizes a meeting for a digital signage programming project at Golden Gate University. It discusses personas that have been developed for different types of users on campus. It also reviews the project schedule and agenda for an upcoming journey mapping workshop. Additional personas were added to represent more user groups like international students, undergraduates, and prospective students. Guiding principles for the content and functions of the digital signs were presented.
The document summarizes three potential scenarios for blocking space in Kane Hall at UC Hastings College of the Law. Scenario 1 prioritizes flexibility and clear delineation between programs but limits identity development. Scenario 2 optimizes identity development but could limit expansion. Scenario 3 relocates journals and most classrooms to the first floor to activate the space and follow campus planning goals, but reserves the first floor for future uses. The scenarios are compared based on pros and cons related to flexibility, identity, traffic flow, and responsiveness to the long range campus plan.
The document outlines five scenarios for blocking out space for programs relocating to the 1st and 6th floors of 200 McAllister Hall at UC Hastings College of the Law. Scenarios 1 and 2 prioritize directly translating the conceptual organizational model, while Scenarios 3 and 4 aim to maximize flexibility. Scenario 5 works around existing infrastructure. Floor plans are provided for the different scenarios, which were discussed at a space blocking meeting to help finalize the relocation program.
This document outlines an agenda and materials for a meeting regarding the development of digital signage at Golden Gate University. It includes a schedule, guiding principles for content on the signs, and the beginning of persona profiles to help define needs and functions for different types of signage users. Next steps are to further develop requirements and select appropriate vendors.
The document provides an agenda and overview for a meeting to discuss programming and planning for Kane Hall at UC Hastings College of the Law. It includes an introduction of the consulting firm MKTHINK, an overview of the project goals and engagement process, and an assessment of existing conditions including space plans and inventories of current uses in 100 and 200 McAllister buildings. The discovery phase involves understanding the existing space allocation and constraints to inform future planning scenarios.
The document outlines an initial meeting to kick off the development of a digital signage program for Golden Gate University, including an overview of the process, context on the university's current analog signage and how digital signage can provide additional engagement and content, developing personas to represent key audiences, and next steps to refine guiding principles and requirements.
This document summarizes a meeting to discuss renovations and upgrades to the 5th floor west wing at Golden Gate University. The meeting agenda covers the project scope, classroom inventory, finalized test fit layout, space program, and auditorium configuration options. Renovations will include right-sizing classrooms, general upgrades to the west wing, and creating a new auditorium. Two test fit options were presented that layout the classrooms in different configurations to meet the university's classroom needs.
This document summarizes a meeting between Golden Gate University and a design firm regarding renovations to the university's 5th floor and other areas. The meeting agenda included reviewing the project scope, test fits of classroom layouts, a space program, and digital signage plans. For the 5th floor, the scope involves right-sizing classrooms, creating a new auditorium, and building infrastructure upgrades. Two test fit options were presented to optimize classroom sizes. The space program compared existing and proposed areas for instructional, common, office and support spaces. Digital signage concepts and precedents from other universities were also reviewed.
The document discusses Phase 7D of a remodeling project at Golden Gate University. It includes an agenda for a kick-off meeting covering an overview of the process, project schedule and scope, classrooms, and a mapping exercise for a new 5th floor auditorium. The project involves right-sizing classrooms, upgrading HVAC, electrical, and IT systems, and potentially repurposing existing auditorium and moot court spaces. Classroom renovations aim to improve flexibility, technology, acoustics, and lighting.
This document summarizes plans to renovate classroom and office spaces at Golden Gate University's 536 Mission St location in San Francisco over several phases. Phase 7D involves renovating the 5th floor west wing, including relocating the existing auditorium space to create larger classrooms with movable walls that can also function as an event space. The renovation aims to optimize classroom sizes to match enrollment data and create more study areas for students.
The document provides an agenda and materials for a UC Hastings Kane Hall Programming & Planning Committee meeting. The agenda includes updates on timelines and space planning, a review of conceptual organizational models, and proposed conceptual organizational models. Key details include a space program test-fit showing existing space needs exceed available relocation space, and conceptual organizational models proposing different layouts of offices, workstations, resources, and meeting spaces for faculty, clinics, journals, and students.
Conceptual Organizational Model Presentation - 140407MKThink Strategy
The document discusses plans for programming and planning the use of space in UC Hastings Kane Hall. It includes an agenda for an upcoming meeting that will discuss updates to the timeline, a test-fit of program space, and review of conceptual organizational models and potential shared resources. Three conceptual organizational models - Main Street, Spectrum, and Clustered - are proposed and diagrammed to show different approaches to organizing clinics, centers, journals, and other functions within the available space.
This document summarizes the kick-off meeting for developing design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the goals of defining classroom requirements that support new teaching approaches and technologies. Key principles are that facilities should align with curriculum changes and enable evolving technology uses. Examples from other schools demonstrate design principles like facilitating student engagement and collaboration. Next steps include creating a website for updates and holding individual meetings to gather input for draft guidelines.
This document summarizes the kick-off meeting for developing design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the goals of defining classroom requirements that support new teaching approaches and technologies. Key principles are that facilities should align with curriculum changes and enable evolving technology uses. Examples from other schools demonstrate design principles like facilitating student engagement and collaboration. Next steps include creating a website for updates and holding individual meetings to gather input for draft guidelines.
The document provides design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines key components for new and renovated classrooms, including the need for flexible classroom configurations, appropriate furniture and equipment, robust technology infrastructure, adequate utilities, and accommodations for specialized programs like STEM and exceptional children. The guidelines are intended to support Common Core and Next Generation Science Standards, allow for different teaching pedagogies, and prepare classrooms for evolving technology needs over the long lifespan of school buildings. Flexible, multi-use classrooms that can accommodate various teaching and learning styles are prioritized.
The document provides design guidelines for 21st century classrooms in the Oakland Unified School District. It outlines the vision to support evolving teaching and learning through flexible classroom configurations, furniture, technology infrastructure and utilities. The guidelines aim to accommodate different learning styles and abilities. Key components discussed include flexible and portable furniture, robust wireless connectivity, projectors and interactive whiteboards. The guidelines also address considerations for STEM facilities and programs for exceptional children.
The document provides a case study analysis of a business school building in Denver, Colorado. It includes details on the location, surrounding area and accessibility of the site. Floor plans are presented for each level that show the arrangement and allocation of spaces like classrooms, seminar halls, faculty offices, and service areas. Services analysis identifies the provision of amenities like toilets, electrical, HVAC systems. The requirements analysis lists existing spaces but notes additional needs like parking, libraries, computer labs and fire safety provisions.
The document is a campus map of Metropolitan State University of Denver showing various buildings labeled with their names and square footages. It includes designations for areas of campus like the academic core, social core, housing, and greenspace. Buildings range in size from the Tivoli Student Union at 292,003 square feet to houses of around 1,000 square feet. Future developments are marked like a wellness center and aerospace building.
The document describes a typical day for a student named Jamie:
1) Jamie takes public transportation to campus early in the morning to study on the way. They arrive early for class and visit the writing center for help with a term paper.
2) After class, Jamie does research at the Auraria Library, getting coffee and a smoothie along the way. They work individually at the library until meeting with classmates to further develop a class project.
3) Jamie participates actively in class but notes potential technology issues. Furniture needs to accommodate wheelchair access. After class, Jamie takes public transportation home and goes straight to work with only an hour for lunch on campus.
This empathy map summarizes the experiences of two individuals - Jamie, a first generation part-time student, and Sherman B., an adjunct/full-time faculty member in his late 50s. For Jamie, the map describes feelings of being overwhelmed by the new college experience and wondering around campus trying to find resources like food and computer labs. For Sherman, it describes the challenges of getting around campus in a wheelchair, wishing for more opportunities for full-time positions and feeling the campus is not accessible and does not value adjunct faculty.
141008_Kane Hall Programming and Planning MeetingMKThink Strategy
This document summarizes a meeting to discuss the space blocking and program layout for University of California Hastings College of the Law. It reviews the proposed conceptual organizational model which groups clinics, centers, and other program spaces. Requirements for enclosed spaces like offices are also reviewed, noting additional walls, electrical, lighting, HVAC, and other systems needed. Standard office sizes are established for different user types. A breakdown of proposed square footage allocations is also provided.
The document summarizes a meeting for a digital signage programming project at Golden Gate University. It discusses personas that have been developed for different types of users on campus. It also reviews the project schedule and agenda for an upcoming journey mapping workshop. Additional personas were added to represent more user groups like international students, undergraduates, and prospective students. Guiding principles for the content and functions of the digital signs were presented.
The document summarizes three potential scenarios for blocking space in Kane Hall at UC Hastings College of the Law. Scenario 1 prioritizes flexibility and clear delineation between programs but limits identity development. Scenario 2 optimizes identity development but could limit expansion. Scenario 3 relocates journals and most classrooms to the first floor to activate the space and follow campus planning goals, but reserves the first floor for future uses. The scenarios are compared based on pros and cons related to flexibility, identity, traffic flow, and responsiveness to the long range campus plan.
The document outlines five scenarios for blocking out space for programs relocating to the 1st and 6th floors of 200 McAllister Hall at UC Hastings College of the Law. Scenarios 1 and 2 prioritize directly translating the conceptual organizational model, while Scenarios 3 and 4 aim to maximize flexibility. Scenario 5 works around existing infrastructure. Floor plans are provided for the different scenarios, which were discussed at a space blocking meeting to help finalize the relocation program.
This document outlines an agenda and materials for a meeting regarding the development of digital signage at Golden Gate University. It includes a schedule, guiding principles for content on the signs, and the beginning of persona profiles to help define needs and functions for different types of signage users. Next steps are to further develop requirements and select appropriate vendors.
The document provides an agenda and overview for a meeting to discuss programming and planning for Kane Hall at UC Hastings College of the Law. It includes an introduction of the consulting firm MKTHINK, an overview of the project goals and engagement process, and an assessment of existing conditions including space plans and inventories of current uses in 100 and 200 McAllister buildings. The discovery phase involves understanding the existing space allocation and constraints to inform future planning scenarios.
The document outlines an initial meeting to kick off the development of a digital signage program for Golden Gate University, including an overview of the process, context on the university's current analog signage and how digital signage can provide additional engagement and content, developing personas to represent key audiences, and next steps to refine guiding principles and requirements.
This document summarizes a meeting to discuss renovations and upgrades to the 5th floor west wing at Golden Gate University. The meeting agenda covers the project scope, classroom inventory, finalized test fit layout, space program, and auditorium configuration options. Renovations will include right-sizing classrooms, general upgrades to the west wing, and creating a new auditorium. Two test fit options were presented that layout the classrooms in different configurations to meet the university's classroom needs.
This document summarizes a meeting between Golden Gate University and a design firm regarding renovations to the university's 5th floor and other areas. The meeting agenda included reviewing the project scope, test fits of classroom layouts, a space program, and digital signage plans. For the 5th floor, the scope involves right-sizing classrooms, creating a new auditorium, and building infrastructure upgrades. Two test fit options were presented to optimize classroom sizes. The space program compared existing and proposed areas for instructional, common, office and support spaces. Digital signage concepts and precedents from other universities were also reviewed.
The document discusses Phase 7D of a remodeling project at Golden Gate University. It includes an agenda for a kick-off meeting covering an overview of the process, project schedule and scope, classrooms, and a mapping exercise for a new 5th floor auditorium. The project involves right-sizing classrooms, upgrading HVAC, electrical, and IT systems, and potentially repurposing existing auditorium and moot court spaces. Classroom renovations aim to improve flexibility, technology, acoustics, and lighting.
This document summarizes plans to renovate classroom and office spaces at Golden Gate University's 536 Mission St location in San Francisco over several phases. Phase 7D involves renovating the 5th floor west wing, including relocating the existing auditorium space to create larger classrooms with movable walls that can also function as an event space. The renovation aims to optimize classroom sizes to match enrollment data and create more study areas for students.
The document provides an agenda and materials for a UC Hastings Kane Hall Programming & Planning Committee meeting. The agenda includes updates on timelines and space planning, a review of conceptual organizational models, and proposed conceptual organizational models. Key details include a space program test-fit showing existing space needs exceed available relocation space, and conceptual organizational models proposing different layouts of offices, workstations, resources, and meeting spaces for faculty, clinics, journals, and students.
Conceptual Organizational Model Presentation - 140407MKThink Strategy
The document discusses plans for programming and planning the use of space in UC Hastings Kane Hall. It includes an agenda for an upcoming meeting that will discuss updates to the timeline, a test-fit of program space, and review of conceptual organizational models and potential shared resources. Three conceptual organizational models - Main Street, Spectrum, and Clustered - are proposed and diagrammed to show different approaches to organizing clinics, centers, journals, and other functions within the available space.
The document discusses initial findings from a survey on the programming and planning of UC Hastings Kane Hall. It presents results on preferences for working alone or with others, lighting, meeting locations and frequencies, and top activities and places to work. It also outlines existing conceptual organizational models for Kane Hall, including independent, co-located, clustered and scattered models. Variations on these models are discussed to address critical program areas and adjacencies.
This document summarizes MKThink's process for developing a relocation strategy for UC Hastings programs currently located on the 3rd and 4th floors of 100 McAllister. It will involve assessing current space utilization, developing scenarios to improve efficiencies and collaboration, and designing a new space for the relocated programs. A stakeholder group will provide input bi-monthly. The process will establish guiding principles and involve extensive stakeholder engagement from January to March 2014. A final design will be completed in October 2014 and construction will begin in April 2015 for occupancy in Fall 2015.
This document outlines a 3-phase renovation plan for Woodside Priory School over 3 years from 2014-2016. Phase 1 involves renovating the Church and Benedictine squares and removing portables. Phase 2 adds a new Benedictine square and 2nd floor. Phase 3 adds a new science square and assigns faculty to new and existing buildings. The plan provides building assignments for staff each phase.
131002 woodside priory programming fall 2015 spring 2016MKThink Strategy
This document provides a floor plan layout for Woodside Priory School showing the assignment of classrooms and portables to faculty for the 2015-2016 school year. Key areas include the new Benedictine Square, Church Square, and the Student Center. Specific faculty names are assigned to classrooms labeled B1 through B24 as well as rooms C2 through C12.
2. Phasing 7A-7D: Classroom Redesign
Agenda
I. Introduction
II. Classroom Design
• Furniture
• Storage
• Technology
• Utilities
• Circulation
• Materials
III. Next Steps
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 2
3. Phasing 7A-7D: Classroom Redesign
I. Introduction
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 3
4. Classroom Design
Key Elements
Key Elements
I. Classrooms belong to the University, not a specific school or group. As
such, they should have a standard level of performance and quality.
II. Classroom design should be forward-thinking and support the
University’s pedagogical stance towards practice-ready education.
III. All design elements should be mindful of the original architecture of the
building at 536 Mission Street, and help support the Brutalist aesthetic.
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 4
5. Classroom Design
Key Elements
Key Outcomes for Today
What are the essential components of a classroom at Golden Gate
University?
What are some of the components that are not essential but good to
have?
What do we want in some rooms that can be modular/mobile, and
possibly moved from room to room?
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 5
6. Phasing 7A-7D: Classroom Redesign
II. Classroom Design
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 6
7. Design Guidelines 21ST CENTURY CLASSROOMS
Classroom Design
Best Practices
21st Century Classroom Components
Illustrative Example
Best Practices - OUSD Design Running Water
Large-Capacity,
Multi-Use Conduits
Guidelines
T
Acoustic Tiles Transparent Entrance
F
Speakers and
District-wide Classroom Design
A
Distributed Sound Mounts for Teaching
Permanent & Wall Surfaces
Guidelines for Oakland Unified
R
Secure Storage
(Cabinets or
School District.
D
Closets)
Network Access
Teacher Station Portable Storage
Adequate Re-configureable
Power Furniture Intercom/Phone
& Wiring
Artificial Lighting Controls
Classrooms must be at least 960 SF, as per the Title 5 California Code of Regulations. Rooms larger than
1,000 SF require two exits. Refer to http://www.cde.ca.gov/ls/fa/sf/title5regs.asp and the Educational
Specifications for further information about minimum specifications of performance.
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 Oakland Unified School District Design Guidelines 6
7
8. Classroom Design
Best Practices
Best Practices - GGU
• 3208 (1,307 SF, tiered)
• 3214 (1,539 SF, tiered)
• 3201 (1,589 SF)
• 3205 (513 SF)
Room 3208
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 8
9. Classroom Design
Room 2203
Acoustic Panels Moveable Chair
Tiered Seating Built-in Outlets
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 9
10. Classroom Design
Room 3214
Acoustic Panels
Variable Lighting
Tiered Seating Teacher Podium Waffle Ceiling
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 10
11. Classroom Design
Room 3211
Moveable Seating (but built-in electrical) Built-in Electrical
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 11
12. Classroom Design
Room 3323
Moveable Seating Chalkboard Primary Teaching Wall
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 12
13. Classroom Design
Room 4206
Primary Teaching Wall Electrical Raceway Ceiling
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 13
14. Classroom Design
Room 6210
Moveable Partition Acoustic Panels & Finishings Primary Teaching Wall
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 14
15. Classroom Design
Desks and Chairs
Most desks are 24” x 60” (seats 2). Some desks are 30” x 60”.
Conference Tiered (24” deep) Built-in Moveable
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 15
16. Classroom Design
Walls, Panels, and Finishes
Wood Finishes Built-in Acoustic Panels Acoustic Panels View Panel
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 16
17. Classroom Design
Hallways
2nd 3rd 4th
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 5th 6th 17
18. Classroom Design
Moot Courtroom
Courtroom Judge’s Bench Lawyer’s Table
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 18
19. Classroom Design
Design Components
Design Components
• Furniture
• Storage
• Technology
• Utilities
• Circulation
• Materials
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 19
20. Classroom Design
Furniture
Furniture
• Desks
• Moveable
• Reconfigurable for lecture and small group work
• Narrower
• No modesty panels to allow for group work
• Desks with built-in outlets
• Chairs
• Moveable
• Comfortable chairs
• Soft covering, adjustable up and down, arm rests
• Teacher’s Podium
• Moveable
• Side Table
• Moveable
• For demonstration items
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 20
21. Classroom Design
Storage
Storage
• Casework
• Closets
• Mobile Storage
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 21
22. Classroom Design
Technology
Technology
• Computer (w/ wireless mouse) • Storage
• Multiple USB ports • Permanent
• Projector • Portable
• Mounting? • Phone
• Document Camera • Video-conferencing tool
• DVD Player • Large Clock
• Placement? • Recycling, Trash, & Compost
• Whiteboard
• On every wall
• Blackboard
• Keep or remove? Specialty
rooms with blackboards?
• “Too hard to read”
• Smartboard
• Consider evolving
technologies..
• Printer
• Wireless
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 22
23. Classroom Design
Utilities
Utilities
• Network Access • Replicate treatment used for
• All classrooms should have GGU Center Room 6211
strong network access • Artificial
• Classrooms should be WIFI • Provide good light conducive
enabled to learning (white light)
• Power & Wiring • Standardize fixtures with
• All classrooms should have a existing - use 6-West as a
sufficient amount of outlets (one precedent
• Dim and zone controls
per seat)
• Ground outlets? • Acoustics
• Wall outlets? • Distributed sound
• Classrooms should have a • Speakers?
sufficient number of USB ports • Climate
• Lighting • HVAC
• Natural • Adjustable temperature?
• Provide windows where • AC blows in “one place”
possible • Water
• Windows should have shades • Water fountain
to reduce glare and
overheating
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 23
24. Classroom Design
Hallways & Adjacencies
Hallways & Adjacencies
• Doors & Entryways
• Secure, lockable
• Standardized (Color, style, hardware, etc.)
• View panel in/next to door
• Storage Rooms
• Bulletin Board
• Outside door of classroom
• Show classroom availability and schedule
• Post announcements
• Lockers
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 24
25. Classroom Design
Materials
Materials
• Walls • “because of allergies”
• Support acoustics • Hallways
• Clean/refurbish/replace existing • Cork flooring - use 5th Floor
fabric on walls Elevator Lobby as precedent
• Wainscot protection?
• Light, calming wall colors • Ceiling
• HVAC
• Flooring • Ceiling conduits for electrical
• Classrooms • Acoustic panels?
• Standardize with existing • Aesthetic paneling?
rooms • Exposed ducts are “ugly”
• General Classrooms -
use 3-West rooms as • Art/Photos
precedents
• 5th Floor Auditorium -
use 6-West rooms as
precedents
• Hard material, not carpeting
proprietary and confidential
Golden Gate University SF Remodel Project Phase 7-9 25
26. Phasing 7A-7D: Classroom Redesign
III. Next Steps
proprietary and confidential
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