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]
