Educational Specifications from SPL The University of Tennessee 1972
The following suggestions and recommendations should serve
as tentative guidelines for collecting and recording data necessary
in writing educational specifications. Read this information carefully
prior to attempting to develop the written material.
The purpose of educational specifications is to serve as a guide
to all concerned with developing physical facilities to suitably
house an effective educational program. It is also expected that
study groups will examine alternative solutions to problem areas
and in so doing will experience professional growth in their areas
of competence.
When developing educational specifications data should be carefully
scrutinized by all members of the assigned committee. Care must
be taken to avoid allowing individual prejudices and/or traditions
to dictate decisions, as final plans should represent the best
information and objective thinking of the entire committee.
There are no exact prescribed categories suitable for all educational
specifications; however, there are a number of areas that are
usually considered important for an adequate description of the
program and identification of suitable spaces to house the desired
program. It is requested that you utilize the following outline
insofar as possible in your writing.
Introduction: Statements regarding the proposed subject area.
Educational Objectives: Objectives (Goals) of the subject
area should be presented so that they are relatively complete
and easily understood.
Discernible Trends: Attention should be given to new ideas
or innovations that are taking place within the particular subject
area being developed. This usually includes trends in curricular
offerings, course content, activities within the classroom, organizational
schemes, and the like.
Activities: Specific activities to be conducted in the
new facility should be identified as they affect the location
and size of the proposed teaching space. These factors will have
a substantial bearing on the type and amount of space required.
Enrollments: Enrollment projections should not only consider
immediate needs, but should indicate long-range needs as accurately
as possible.
Space Requirements: The size of teaching spaces is
dictated by several factors. Among the more important ones are:
enrollment data, proposed activities, and furniture and equipment
necessary to implement the proposed educational program. Space
requirements should be expressed in terms of square feet for each
teaching space. Describe dimensions, specify building materials,
and emphasize color to give guidance to the architect. Workspaces
and conference rooms to be located bear teaching areas should
be identified.
Description of Spaces: Each space should be described in
some detail. Recommendations should be based on utility, flexibility,
comfort, and safety. Only those items of furniture and equipment
to be utilized in the immediate future should be specified. Special
consideration should be given to the utilization of portable equipment
to permit maximum flexibility and ease in future changes.
Specific information regarding type and desired location of needed
storage facilities should be considered. Quite often storage space
will involve permanent storage facilities (cabinets on casters
).
Special Requirements: This includes physical features and
facilities not normally included in teaching spaces. For example,
sub-requirements may be found in vocational shops, laboratories,
gymnasiums, auditoriums, and music areas. Special education needs
must be completely met.
Desired Space Relationships: Some teaching spaces should
be located in proximity to one another: Careful consideration
should be given to developing functional relationships between
instructional spaces, and with all other segments of the school
plant.
School Design and Planning Laboratory
125 River's Crossing
The University of Georgia
Athens, GA 30602
Phone:706-542-4067
Fax: 706-542-4054
sdpl@coe.uga.edu
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