Below is the seventh of thirteen sections of the CAS Standards and Guidelines for Learning Assistance Programs. Background information about the document can be found in a previous message dated 5-18-95. This section, FACILITIES AND EQUIPMENT, differs from the first two sections placed on learnasst in that the general standards are incorporated into the learning assistance text instead of appearing separately at the beginning of the document. Instead, the general standards appear in CAPS. We invite you to comment on any or all the thirteen sections that will eventually appear on learnasst. We ask that you e-mail your responses within the next few weeks. If you prefer, you can also print the section on hard copy, write your comments, and mail your responses. Sincerely, Martha Maxwell and Georgine Materniak e-mail responses to [log in to unmask] or send to : Georgine Materniak University of Pittsburgh Learning Skills Center 311 William Pitt Union Pittsburgh, PA 15260 BEGIN FACILITIES AND EQUIPMENT VII. FACILITIES AND EQUIPMENT LEARNING ASSISTANCE PROGRAMS AND SERVICES MUST HAVE ADEQUATE, SUITABLY LOCATED FACILITIES AND EQUIPMENT TO SUPPORT ITS MISSION AND GOALS. Facilities for the learning assistance program must occupy a central location that is convenient and accessible to students, faculty, and other clients. The facilities and equipment must support the nature of programs and services that are provided and also the means by which these programs and services are delivered. As changes in the Learning Assistance Program's missions and goals necessitate alterations in programs and services, funds must be available for necessary facilities and equipment. Facilities and equipment should include: -classrooms, learning laboratories, resource rooms, media and computer centers, small group and one-to-one tutorial space; -private, sound-proofed areas for affective skills programming, testing, counseling, and other activities that require confidentiality or intense concentration; -adequate office space for professional, preprofessional, paraprofessional, and clerical staff; -a prominent reception and general information area with comfortable seating; -appropriate and adequate acoustics, lighting, ventilation, heating and air-conditioning; -instructional materials and equipment, including texts and workbooks; filmstrips, audio and videotape, projection equipment and other media equipment; computers, printers and software; calculators; chalk and bulletin boards; -office supplies and equipment to support word processing, computing, duplication and printing, voice and electronic communication; -adequate and secure storage for equipment, supplies, instructional and testing materials, office correspondence and confidential records; -sufficient electrical conduits, circuits, wiring, and outlets to support current and future technology; -space design that allows for simultaneous activities without confusion, disorder, discomfort, or loss of confidentiality; Sufficient funds should be availableto properly maintain facilities and equipment including periodic replacement or repair of furniture, equipment, flooring, window covering, and wall surfaces. FACILITIES AND EQUIPMENT MUST BE IN COMPLIANCE WITH RELEVANT FEDERAL, STATE, PROVINCIAL, AND LOCAL REQUIREMENTS TO PROVIDE FOR ACCESS, HEALTH, AND SAFETY. The Learning Assistance Program facilities are accessible to physically challenged students. Instructional materials and media can be adapted to accommodate physically challenged students and students with learning disabilities as required by the Americans with Disabilities Act (ADA) and other federal regulations. END FACILITIES AND EQUIPMENT SECTION CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES FACILITIES AND EQUIPMENT SECTION RATING OF REVISION DRAFT Using a scale from 1 (do not agree) to 5 (agree), please rank the FACILITIES AND EQUIPMENT Section. 1. This section addresses the essential elements of the topic. 2. This section is comprehensive in addressing the topic. 3. Choice and usage of terminology is appropriate. 4. Language is easy to comprehend. 5. This section could be useful for the intended purposes of: - Measuring of program and services effectiveness. - Designs for program and service development and assessment. - Criteria for institutional self-studies and preparation for accreditation. - Opportunities for staff development. - Directions for student learning and development. - Frameworks for accountability. 6. This section of the document reflects the major concepts, beliefs, and practices involving the FACILITIES AND EQUIPMENT of a learning assistance program. 7. Have you ever used the original version of the CAS Standards and Guidelines forLearning Assistance Programs? Yes or no? If "yes", please let us know for what purpose you used it and if it was useful for that purpose. Please feel free to add your specific comments, suggestions, ideas. Thank you for your participation. E-MAIL RESPONSE TO: [log in to unmask]