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Portugal, Eugene J9A Preliminary Report on the Application of the SpaceAdequacy Survey-College at Seventeen SelectedCalifornia Junior Colleges.California Junior Coll. Association, Sacramento. ;California State Dept. of Education, Sacramento.Bureau of School Planning.; California Univ.,Berkeley. Field Service Center.Nov 6167p.Bureau of School Planning, State Department ofEducation, Sacramento, California 95814

EDRS Price MF-$0.50 HC Not Available from EDRS.Building Design, *Campus Planning, CollegeBuildings, Community Colleges, EducationalAdministration, *Facility Requirements, *FacilityUtilization Research, Interior Space, *JuniorColleges, *Space Utilization

The space adequacy survey-college is a procedure bywhich a junior college administrator may determine how many and whatkinds of teaching spaces are needed for a specific enrollment in a

given educational program. Included in this report is a presentationof the major characteristics of the space adequacy survey-college anda description of the procedures used in applying it at seventeenCalifornia public junior colleges. Also included is a summary of thefindings, and normative data derived from the application of thesurvey at each school, together with observable trends. (FS)

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Q A PRELIMINARY REPORT ON THE APPLICATION OF THE

C:1 SPACE ADEQUACY SURVEY-COLLEGE AT SEVENTEENLa

SELECTED CALIFORNIA JUNIOR COLLEGES

By

Eugene J. Portugal

Santa Rosa Junior College

Santa Rosa, California

In Cooperation With

The Bureau of School Planning

California State Department of Education

Sacramento, California

The Field Service Center

School of Education, University of California

w+w Berkeley, California

Oil

and the

Plant and Facilities Committee of the

California Junior College Association.

Santa Rosa, California. November 1961.

U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

FOREWORD

It is a truism that a profession advances in step with its develop-

ment and perfection of devices and procedures to solve its difficult

and recurring problems. One of the difficult and recurring problems in

the field of school administration is the precise matching of teaching

spaces to a given educational program and enrollment.

The Space Adequacy Survey approach to this problem was devised some

years ago by Dr. Charles Bursch and Charles D. Gibson of the California

State Department of Education, Bureau of School Planning staff, for use

in translating junior and senior high school programs into school plant

needs. Several years ago the secondary school approach was re-examined

in the light of applying it to the collegiate level. Dr. Charles Bursch

and Mr. John Branigan of the Bureau staff began preliminary work toward

adapting the space adequacy process to the junior college specifically.

During the past few years the collegiate instrument was refined considerably

by Bureau of School Planning members; however, Gene Portugal undertook

a complete study and, through cooperation with junior college districts

and the Bureau of School Planning staff, further developed and refined it.

The Portugal study preliminarily reported here attacks the space

adequacy problem at the collegiate level. The resulting refinement of the

original procedures and data forms constitutes a substantial improvement

in this instrument as a working tool for educational administrators. With

the constructive use of these forms and procedures as refined by Mr.

Portugal, an administrator can plan ahead with confidence to supply needed

Instructional spaces and can justify thoroughly the facilities provided.

The summary sheets for each school and the normative data tables can serve

as a "library of information" for anyone interested in junior college plan-

ning procedures.

Dr. Charles W. Bursch

Charles D. Gibson

TABLE OF CONTENTS

Chapter I

Space Adequacy Survey-CollegeA. What is it?

B. How is it Used?

C. Some Precautions To Be Observed

Chapter II

Application of the Instrument at 17 Selected Junior Colleges

5

8

14

A. Selection of the Colleges

B. The Method of Application1. Definition of Terms

2. Standards Used in the Study

3. 'data Collection

Chapter III

Presentation of Data for Each School

19

19

19

21

24

American River 27

Antelope Valley College 28

Bakersfield College 29

Compton Junior College 30

El Camino College 31

Allen Hancock 32

Los Angeles Valley College 33

Mt. San 'Antonio 34

Orange Coast 35

Reedley College 36

San Diego Junior College 37

College of San Mateo 38

Santa Rosa Junior College 39

Sierra College 40

Stockton College. 41

Ventura 42

Yuba College 43

Chapter IV

I. Normative FindingsA. Enrollment 44

B. A.D.A. 44

C. Student Hours Per Week 45

D. Curriculum Emphasis 45

Table 1

48

E. Table II "Class Size" 49

Table II 50

F Rooms Required to House the Programs 51

Table 111 52

G. The Normative Junior College 54

Table IV2. Observable Trends

A. In Class Size 57

B. Curriculum Emphasis 58

C. Size of Plant 59

AppendixSample Forms of the Space Adequacy Survey-College

ACKNOWLEDGMENTS

A report such as this is seldom the result of the efforts of any

one person. It is the result of the contributions of many individuals

and several organizations. The writer acknowledges with sincere apprec-

iation the contributions of the following individuals:

Dr. Theodore Reller, Prof. of Education, University of California,Berkeley, for his counsel and guidance.

Dr. Charles Bursch, Chief, Bureau of School Planning, (Retired) Calif.State Department of Education, Sacramento, for the original developmentof the "Space Adequacy Survey-College".

Charles D. Gibson, Chief, Bureau of School Planning for his assistanceand for making the resources of The Bureau of School Planning availablefor this study.

Mr. Clyde E. Goudie, AEA, donor of the grant which made this study possible.

Mr. Elwood Lehman, Field Representative, Bureau of School Planning whofirst suggested the study and helped guide its progress.

Mr. John Branigan and Mr. Aubrey Calvert, Field Supervisors Wm helpedgather data for the project.

The Field Representatives of the Los Angeles and Sacramento offices of theBureau of School Planning who aided in the collection of the massiveamounts of data necessary for completion of the forms.

The Administrators of each of the junior colleges studied, who gave oftheir time and advice in preparation of these data.

And the following organizations:

The Bureau of Junior College Education, Calif. State Dept. of Education

The Bureau of School Planning, Calif. State Dept. of Education

The University of California, School of Education

The University of California, Field Service

The California-Junior College Association

The Building & Facilities Committee of the CJCA

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INTRODUCTION

In the pages which follow these introductory remarks will be found:

(1) The major characteristics of the "Space Adequacy Survey-College",

(2) The procedures used in applying it at 17 California public Junior

Colleges. (3) A summary of the findings and (1 +) Normative data derived

from the application of the survey at each school, and observable trends.

The project was first suggested to the writer by Mr. Elwood Lehman,

Field Representative for the Bureau of School Planning, California

State Department of Education, Sacramento, California. Mr. Lehman

indicated that Clyde E. Goudie, AIA, had given a modest grant to the

University of California to finance a study of junior college building

programs. Dr. Theodore Reller, Professor of Education at the University

of California accepted the responsibility of guiding the writer in the

conduct of the study. The Goudie grant was used to pay the expenses

incurred in preparing this report.

The study, titled "Space Adequacy Determinations for Junior

Colleges" is in the process of preparation as a doctoral dissertation

at the University of California. It will cover a review of the liter-

ature, giving the formulae and procedures that have been used for

determining how many rooms are needed to house a given educational

program at the junior college level, a comparison of the results of

these procedures with the results obtained by using the "Space

Adequacy Survey-College", a detailed analysis of the instrument, a

summary of opinions regarding the instrument, a review of the tests

applied and recommendations for changes in the procedure, as well as

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revised instructions for its use. it is expected that the study will be

completed by 1962 and that abstracts will be abailable soon thereafter.

This report is but a small part: of the entire study. Presented

here are only the summaries of the results obtained from the application

of the instrument and normative data which play be of interest to junior

college administrators.

It is the sincere hope of the writer that the data herewith pre-

sented will be of some aid to those junior college districts planning

to modify or expand existing facilities or to build a new plant,

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CHAPTER 0

SPACE ADEQUACY SURVEY-COLLEGE

A. What Is It?

Essentially the "Space Adequacy Survey-College" is a device or

instrument by which a junior college administrator may determine how

many teaching stations he will require for a specific enrollment for

a given educational program. It was developed by the Bureau of School

Planning of the California State Department of Education in 1958.

Dr. Charles Bursch and Charles D. Gibson originally developed the

instrument for high school use. The high school forms have been used

successfully for the past ten years in the planning of se ondary school

buildings in California. The present form, adapted for use by junior

colleges, is rather recent and until this study was begun, had been

applied at only a few California junior colleges.

In response to the question, "What is the space adequacy survey-

college?" Dr. Bursch replied, "It is a procedure for determining how

many, and what kinds of teaching spaces are needed for an estimated

number of students for a known educational program." In the ;itro-

ductory material which the Bureau of School Planning distributes with

the forms for the Space Adequacy Survey-College, the following state-

ments are made in regard to the Space Adequacy Survey.

Major Features

In Junior Colleges there has long been need to construct afirm bridge from any given instructional program to appropriateand adequate teaching spaces to implement such a program forany specified number of enrollees.

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Space. Acleatlaca Survey for Junior Colleges undertakes to fillthat need.

In cases where there is a stabilized enrollment pattern buta crowded building situation, precisely how many of what kindof teaching spaces are needed to make the plant adequate?

In cases where enrollments are increasing, what preciselywill be the requirement when the enrollment reaches 1000?1500? 2000? or 3000?

In newly formed Junior College Districts, after an educationalprogram has been adopted, precisely how many of what kind ofteaching spaces will be required for each of several stages ofenrollment growth?

In order to supply answers to these and other related questions,;t is necessary:

1. To determine courses to be offered.

2. To determine the relative emphasis desired among coursesoffered. (When the emphasis upon each course is expressedas a percentage of the total program, a good check isprovided against departmental imbalance.)

3. To determine a manageable unit for computing programemphasis and teaching space need, it is proposed thatsuch a unit is one enrollee in a class for one teachingperiod. (Student hour per week.)

Li. To determine an average or ideal class size for eachcourse to be offered.

5. To determine which courses are to be taught in generaltype classrooms and which require special rooms orlaboratories.

6. To determine the percentage of full utilization of roomsthat will be considered a practical workable maximum interms of making good class scheduling reasonably possible.(Data presented here use 80% for general classrooms and70% for special classrooms and laboratories as maximumpractical utilization.)

To determine the number of class periods available forscheduling classes during a normal college day.

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To move in an orderly and objective manner from these determin-ations to the desired goal, the number of each kind of teachingfacility required for a given enrollment requires a well workedout and detailed procedure. Such a procedure is provided inthe Space Adequacy Forms available from the Bureau of SchoolPlanning, California State Department of Education,Sacramento,California.

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B. How is it Used?

No attempt will be made in this brief presentaton to give the

detailed instructions for the use of the instrument. These instructions

will be supplied with the forms when they are distributed by the Bureau

of School Planning, State Department of Education, Sacramento, Calif-

ornia. Generally the procedure is as follows:

Upon the request of any Public California Junior College, a field

representative of the Bureau will call at the college with the

necessary forms for starting the survey. In order to complete Form A

(as found in the appendix) it is necessary for the administration to

select the most recent semester which is to be studied in detail, and

to analyze the present, curriculum emphasis, class size, and other

material. In order to complete Form A, the administration should be

able to furnish the name of each of the instructors on its staff, the

classes he teaches, the hours he teaches these classes and the number

of students in each of these classes. These data are then entered on

Form A in the appropriate spaces and the totals and necessary mathe-

matical computations are completed. Sample forms will be found in the

appendix.

For Form B, it is necessary to have the grand total of student

hours per week as determined from Column 7 of Form A. This will in-

clude the number of students enrolled, times the numbers of hours they

attend in any one complete week. Eliminated from this figure is the

number of student hours which are derived from attendance at classes in

physical education or si ilar activities which do not require the use

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of any regular classroom. For example, the physical education classes

out on the field, on the tennis courts, in the swimming pools, in

gymnasiums, or I specialized exercise rooms, tumbling rooms, etc.,

etc., would not be included in this total. The reason being that

uniformity is seldom found in this field and when such special rooms

are needed, they are usually built in response to a local request.

When the total number of student hours per week for each subject has

been derived, it is then divided by the grand total of student hours

per week to arrive at the percentage of curriculum emphasis as indicated.

on Column 4 on Form B. This figure indicates the total number of

student hours which are generated by this particular subject in regard

to the total curriculum of the junior college in question.

At this point the field representative of the Bureau will meet

for a conference with the department heads or division heads, the

deans of instruction and such other administrators of the college as

it might be deemed advisable to have present, to determine what shifts

in curriculum emphasis may be expected or desired in the future. For

instance, if currently the number of student hours per week generated

by English is 12.7% of the total student hours per week, and the

college is planning to increase the English requirement for graduation

from the college from 3 units (as it may currently stand) to 6 units

for future use, then a large increase in the number of student hours

in English may be expected for the future. For this situation, it may

be determined that this percentage may rise to 16 or 17 percent of the

total number of student hours per week. To arrive at the computed

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student hours per week for Column 6 it is simply necessary to multiply

the grand total of "student hours per week" by the percentage emphasis

for the future. The L or 5% increase in English requires an off-set of

similar magnitude in other subjects so that the total does not exceed

100%. This will complete Form B.

Form C is a comparison of the present and future curriculum

e phasis for several schools selected by the administration. It is

used to make a comparison with other schools having similar curriculum

emphasis and to find out whether or not the particular school being

studied varies greatly from other schools of the same size located in

similar type of community.

Form D of the study is completed by supplying the data required

at the top which indicates the predicted enrollment, the present en-

rollment and the predicted increase. For the purposes of the study at

hand, it was determined that the word "enrollment" should refer only

to students carrying 12 or more units and that these would be consid-

ered as full-time students. This figure was derived from the October

report presented to the State Department of Education in October of

1959. It is recognized that this eliminates the thousands of students

who attend in the evening and many part-time students who attend in

the day time, but who carry fewer than 12 units. However, it should

be recognized that at the present time there is no standard way of

computing "enrollment" for the junior colleges of California, other

than this figure. Even the use of the Average Daily Attendance figure

would be misleading since many junior colleges carry some of their

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ADA in adult classes which do not meet on their own campus, and would

therefore not be included in calculations for a particular site.

Until such time as a "full time equivalent student" is acceptably

defined for all the junior colleges of California, we have no

standardized figure to use except that used in the October report.

Since these figures are used only to determine the anticipated

growth of the institution, the fact that we arrive at a working growth

factor does not jeopardize the accuracy of the computations. If the

administration will recognize that the future enrollment should also be

considered in terms of students carrying 12 or more units, no mathemat-

ical inaccuracies will occur in the use of this procedure.

Another conference with the administration of each college is

necessary to determine average class size. This conference may be held

immediately following the one regarding curriculum emphasis so that

another visit need not be scheduled. In determining class size, we are

considering enrollment in each of the classes A$ it would usually occur

on approximately October 1st or the third week after classes have

started and most, if not all, the 'adds° and 'drops' in each class have

been completed. In many junior colleges, some of the classes have

limited enrollment, in which case this figure should be chosen as the

average class size for this subject. If there is a laboratory section

which has student stations of a specific number, then this would

determine the 'class size' for this purpose. Using these data, the

number of class groups meeting per week at this institution can be

determined.

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This is not a utilization study, nor is any attempt made here to

recommend what utilization is desirable or recommended. The report of

the Master Plan Study has given recommended figures for the colleges of

California. For the purposes of this study, it was determined that we

would use the hours between 8 a.m. and 5 p.m. from Monday through

Friday and exclude any classes occuring after 5 p.m. or on Saturdays.

It is recognized that this may be a serious omission, and that perhaps

In future studies there should be recognition of the utilization of the

plant by evening classes. As has been noted frequently in the litera-

ture, most of the utilization studies made in the past have not included

this material in the study. The reason given is that usually the

administration will schedule evening classes in the existing structures

built to house the day time program. Seldom if ever, are rooms or

buildings constructed specifically to house an evening or adult program.

It is hoped that future studies will recognize this omission and make

provisions for it.

The committee guiding this study agreed that we would use 80%

availability of the 35 hour week, or 28 hours for lecture, discussion,

and similar classes and 70% of the 35 hour week, or 241 hours for

laboratory-classroom availability. These figures are in excess of the

recommendation of the Master Plan Survey team, but are not unattainable.

At present there are several junior colleges which exceed this utilization

and many which match it in many subject areas.

By a simple arithmetical process we arrive at the computed teach-

ing space needs as indicated in Column 7 of Form D. At this point

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another conference must be called with (usually) the Chief Administrator,

the Dean of Instruction, the Business Manager, and other administrators

responsible for the planning of classroom needs for the future. Since

most of the teaching spaces computed will be in the nature of decimal

figures, these must be rounded off to whole numbers. It would be

illogical or impossible to build fractional rooms. Frequently several

of the courses such as English, Mathematics and Foreign languages, may

use rooms interchangeably, provided the classes do not vary too much

in size. In which case, the total of the figures for these subjects in

Column 7 can be combined to arrive at the teaching space needs as

shown in Column 8.

If the college 15 planning a new campus, no further computations

need be made. If however, it plans to add to its present campus, then

we must know the number of adequate teaching spaces available. For

the purpose of this study,unsafe buildings, temporary buildings, port-

able buildings, or "Army surplus" buildings, quonset huts, and build-

ings of a similar nature were not determined to be adequate. Sub-

tracting the number of teaching spaces available presently, from the

teaching space needs determined by conference, we arrive at the

additional number of teaching spaces which it will be necessary to

build in the future.

magrammoimumpumummour

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C. Some Precautions To Be Observed

For the public junior colleges of California, the task of preparing

these forms is relatively simple, since they will have the help and

guidance of the Field Representatives of the Bureau of School Planning.

For administrator 5 of other junior colleges, there are some precautions

which should be observed in order to arrive at the correct figures on

the final form. On Form A, where we enter the instructor°s name, the

classes he teaches and the number of students enrolled in each class,

it is extremely important that each sheet contain not more than one of

the subjects listed in Forms B and D. As we will be entering the total

number of student hours for each subject on these latter forms it could

become a rather difficult task to separate the courses later. For

example, should Mr. Jones teach some courses in mathematics and a few in

physics, the physics classes must be entered on the sheet labeled

"physics", otherwise confusion will result later.

If the local junior college administrator is already familiar with

the class size in each of the subjects being taught at his institution,

and does not ePsire to make any comparative studies beyond what he

already has on hand, then Columns 5 and 6 of Form A may be omitted,

since these simply yield the total enrollment divided by the number of

classes to determine the average class size in existance for this

particular semester being studied. The completion of these columns is

not required to determine the necessary data for the following forms.

In regard to Form B of the Space Adequacy Survey, another precaution

to be observed is the substitution of the words "student hours per week"

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for the word "enrollment" at the top of Column 2 of the old Form B.

Some of the older forms use the word 'enrollment', Should enrollment

figures be used rather than student hours per week, then a second

calculation would be necessary.

Perhaps the most Nrdortant caution to be observed occurs in com-

puting the curriculum emphasis for the future. One must understand

that if the enrollment of a school is expected to double, and that

therefore the number of students in any one particular subject would

also be doubled, then the curriculum emphasis indicated by the per-

centage figure in this column will be identical to the original figure.

It must be remembered that the curriculum emphasis for the future is

based on the opinions of the department heads or division heads, the

deans of instruction and the others at the institution who should be able

to estimate, with some degree of accuracy, what the curriculum emphasis

of the college will be in the future.

Perhaps it may be planned to add some new courses in areas which

are not currently being taught. Perhaps some of the areas, in which

enrollment has been constantly dropping, will continue to drop. Perhaps

new industries moving into the area will require the college to add

new courses to help train students for employment in this industry.

Perhaps the requirements of the transfer institutions are expected to

change and new courses will have to be added to meet these changes.

Many factors are involved. We must recognize at this point that the

instrument is a mathematical procedure, but that human judgment now

becomes a factor in the answers received. -11.0s need not be a

detriment or a weakness; it may in fact, be one of the strengths in

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this instrument that a degree of flexibility to meet future needs

becomes an inherent part of the instrument.

In making comparisons between schools, it is well to observe that

schools which have a vocational orientation will necessarily show greater

curriculum percentages in thcm fields, while those schools which are

primarily transfer institutions, will show higher percentages in the

academic fields.

The most significant figure in attempting to compare schools in

regard to size or capacity is that called the "grand total of student

hours per week." This is the number of students attending classes

between the hours of 8 a.m. and 5 p.m. multiplied by the total number

of hours they attend in any full week. This figure is, in the writer's

opinion, a more significant figure than any other in attempting to

compare the size of the institution with that of any other.

Another note of caution to be observed when looking at the 'figures

for the number of rooms required to house a given program, is that in

the final analysis, the number of rooms required, is what the admini-

strators of these colleges feel is necessary. For instance, if we find

that the numbers of rooms needed for certain subjects, as computed by

the instrument, is determined as tenths or hundredths of single units,

then these must be rounded off to whole numbers. Frequently (as had

been indicated previously,) these can be combined into whole numbers.

But occasionally a situation such as the following may occur, and in

fact did occur. The number of Art Laboratories computed for one small

college was .8 of one room. This particular college is in a community

which feels that the teaching of Art in its college is to be encouraged.

It has a very strong Art department with two instructors. College

authorities decided that they wanted one room for ceramics and sculpture,

one room for pottery, mosaics and other crafts and one room for painting

and drawing, The instrument therefore, will show a total of three art

laboratories for this particular school, when actually the mathematical

formula indicated that one room would house the whole prcoram if we were

to seek the utilization figures desired. Obviously, two of these three

rooms will remain empty and unused for many hours during the week.

The other extreme of planning, that of building fewer rooms than

the instrument indicated, occurred rarely. On the two situations

where this did occur, the colleges were operating on very stringent

budgets. The administration would attempt to schedule most rooms

solidly from 8 until 5, (even including the noon hour). In some cases

the normally 'open' periods on Tuesdays and Thursdays would be filled

in by the use of hour and a half sessions on these two days to achieve

the three hours per week necessary for three unit courses.

Many excellent and rather standardized procedures currently exist

to help a junior college estimate its future full time enrollment.

Surveys of the high schools in the area that normally 'feed' a partic-

ular junior college will reveal a percentage of the graduates that

usually enroll at this college. Local administrators frequently will

use data from the local department of health. Given the number of

births each year they can calculate how many 18 year old persons may

be expected to be available for enrollment in any given future year.

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By taking the percentage of eighteen year olds that normally attend the

school, a rough estimate may be made. Surveys of this nature and more

extensive ones, including other factors, are frequently made for the

junior colleges by the Superintendent of Schools Office for that partic-

ular county. An authoritative source for similar information is

available from Dr. Carl Frisen, Demographer for the California State

Department of Finance. Figures from the Chamber of Commerce, from

public utilities and other sources will reflect the anticipated growth

or decline of the area usually served by the junior college. There

are many factors that influence the final estimate. The administrators

usually have to consider whether or not the area is growing from immigra-

tion into the area, and whether or not industry is expanding. They

must consider any plans for new and adjacent schools in the area, and

the presence or absence of State Colleges, or branches of the University

which may be built.

The figures shown here for the 1970 anticipated enrollment, are the

enrollment figures as anticipated for the number of students carrying 12

or more units. Where these differ from the figures originally used,

(which in some cases were ADA) they were adjusted to provide the same

proportionate increase as other figures that may have been used, using

the October 1959 enrollment report as the basis upon which to calculate

the forecast enrollment for 1970. For a more complete understanding of

the data presented in Chapter lei of this paper, it would be well to

look at the definition of terms in Section B-2 of Chapter II.

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CHAPTER II

APPLICATION OF THE INSTRUMENT AT i7 SELECTED JUNIOR COLLEGES

A. Selection of the Colleges

The 17 schools selected for this study were chosen to represent

examples of the urban, the rural, the academically oriented, the

vocationally oriented, the large, the small, the old, the new, and

as far as is possible, to attempt to achieve a representative sampling

of the 63 public junior colleges in the State of California in 1959.

The committee which selected these schools was composed of Mr.

Charles Gibson, Chief of the Bureau of School Planning, State Depart-

ment of Education, the late Dr. Hugh Price, Chief of the Bureau of

Junior College Education, State Department of Education, and the writer.

B. The Method of Application

1. Definition of Terms

ENROLLMENT: Total number of students carrying 12 or more units ateach California junior college as reported to the State Depart-ment of Education on the "Octobeo (Statistical) report."

ADA: Average Daily Attendance. Legally defined in section 11451California Educational Code 1959 edition. Generally computedfor junior colleges by multiplying total number of students bytotal number of lours attended per year and dividing by 525.

STUDENT/HOURS/WEEK: Student hours per week. Calculated by multi-plying the total number of students in each class by thenumber of hours each class meets in any full week.

GRAND TOTAL-STUDENT/HOURS/WEEK: The total of all student/hours/week.For the purpose of this study only those classes using classroomsare included. P.E. classes using gymnasiums, playing field,exercise rooms, special equjpment rooms are excluded.

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SHOP: A Specialized classroom with considerable machinery, tools,test equipment, etc. for use by vocational or trade andindustrial classes.

CLASS: An academic unit of one or more students formally organizedfor instruction in a specific course under the supervision ofan instructor.

CLASS MEETING: A regularly scheduled meeting of one or more studentsassembled for instruction.

CLASS SIZE OR SIZE OF CLASS: The number of students enrolled in aclass. Normally the number appearing on the instructor's officialclass list as of the standard census date is considered the"size of the class." For this study, the enrollment as of thefirst week of October 1959 was used. Where the class had limitedenrollment, or where a laboratory section was limited by thenumber of student stations available, this was the figure usedfor class size.

PERIOD: As used in space utilization studies, a period is a unit oftime approximating one hour. Generally in institutions of highereducation a :lass period consists of 50 minutes of instruction,with an allowance of 10 minutes for changing classes, A classmeeting scheduled for two consecutive hours, possibly a total ofHO minutes, should be considered as two class periods in a spaceutilization study. A class meeting scheduled for an hour and ahalf, which in most colleges would amount to 75 or 80 minutes ofactual instruction, should be processed as 1.5 class periods.

STATION: The total facilities necessary to accommodate one person ata given time. A student station is a chair, or a seat, or alaboratory desk, or some other facility necessary to accommodateone student during an instructional period.

TEACHING STATION: One room, (lecture, discussion, activity orlaboratory) having one teacher conducting one class.

INSTRUCTIONAL SPACE: Any room scheduled for class meetings.

A room regularly used for or available for class meetings shouldbe classified as "instructional space" regardless of the desig-nation of the building in which it is located. On many campuses,instructional rooms are found in the "administration building",or the "library building," or the "field house," or the "studentunion building."

tv.

Following are descriptions of the major kinds of instructionalspace found in institutions of higher education:

(a) A GENERAL CLASSROOM is an instructional room usedchiefly for lectures, recitation, and seminar type of class meet-ings. Other common terms for this are "non-specialized in-structional space" and "lecture room."

(b) LABORATORY is an instructional room equipped for aspecial purpose such as chemistry experiments, food preparationand service in home economics.

(c) A SHOP is an instructional room fitted out withspecialized machines, tools, and technically equipped usuallyused in vocational, trade and industrial or technical instruction.*

2. Standards Used in the Study

The standards agreed upon for this study were determined by

several committee meetings. The committees involved were the Junior

College Building and Facilities Committee of the California Junior

College Association, Junior College Building Advisory Committee

assembled at the University of California and the Committee composed

of members of the Bureau of School Planning of the State Department

of Education at Sacramento, California.

a. Schools Selected

Only those California Junior Colleges which were public, tax

supported institutions were used in the study. Included were in-

dependent districts, junior colleges that were part of secondary

districts and junior colleges which were part of unified districts.

No schools which share their facilities with a high school program

were included for the obvious reason that it would be difficult to

,1=IlMr..* The definition for "class size," "period," "station" and"instructional space" are condensed and freely adapted from RussellS Doi Manual for Studies of Space Utilization in Colleges and Univer-sities, American Association of College Registrars and AdmissionOffices, Ohio U. Athens, Ohio, 1957.

-22-

make any statistically accurate survey of a plant which was shared by

another institution.

b. Enrollment

For enrollment figures we used the figures given for the number

of students carrying 12 or more units bn the fall semester of 1959 as

recorded by the institution on its 'October report' of 1959. ADA,

the average daily attendance for each institution, was derived from the

official publication of the State Department of Education distributed

in 1960.

c. Student Hours Per Week

The "grand total student hours per week" was the sum of all the

hours produced in any one full week between the hours of 8 a.m. and

5 p.m. for each institution, derived by multiplying the number of

students in attendance by the number of hours attended during the hours

indicated. Eliminated from this grand total are student hours generated

in physical education classes which meet on playing fields and gymnasiums,

or in special exercise rooms set aside for special purposes such as judo,

trampoline, etc. Physical education classes in Coaching or in Theory

of individual sports were included.

d. Utilization

It was determined by conference that we would use 80% of a 35

hour week as saturated utilization for all lecture, discussion,

seminar and similar type classes. This would yield a figure of 28

hours of availability for these classes and to use 70% of a 35 hour

week for laboratory and shop classes yielding an availability of 2 4-1.

-23-

hours for these latter classes.

e. Class Size

Class size was determined by using the enrollments which occur

on or about the third week of the fall semester of 1959. If the

college had a policy of limited enrollment in certain classes, this

was selected as the class size. Whenever the college determined

that they would prefer to change to the larger type lecture situation

in certain classes, the larger figure was used in computing the

room needs for the future.

f. Forms Used

The standard forms developed in 1958 by the Bureau of School

Planning for the "Space Adequacy Survey-College" were used on the

first three schools studied. A minor change was made in Forms B

and D in order to include the greater variety of classes being offered

at the larger junior colleges. This made for a more accurate presenta-

tion of the curriculum emphasis and room needs for these institutions.

It did not affect the results in any way. No major changes were

made in the forms during the application of the instru ent of the

17 schools studied.

g. Future Curriculum Emphasis and Room Needs

It was determined that we would use the year 1970 in considering

future curriculum emphasis and future room needs based on the in-

stitutions own determination of what its "enrollment" might be in

the year 1970.

-24-

h. Classes and Hours Omitted

Any hours for any class which were DHR (or hours by arrangement)

in which the students attended on their own time, and without an in-

structor in charge, were not included in the study. An example of

this might be the extra hours put in by mechanical drawing students.

Also, excluded were such hours as might be put in as 'work experience'

classes in down town stores, or nursing classes conducted at the

hospitals and aviation flight time at the airport. Only those

classes which met on campus, under the supervision of an instructor,

in courses related to fields as indicated in the previous sentence

were included.

3. Data Collection

Because of the large number of people involved in the collection

of the data for the study, there were several minor variations in the

procedure. This however, has no serious effect on the validity of the

statistics collected. Although the procedures may have differed in

the original application, the data were rearranged to fit the standard

procedure and no changes in totals or results occurred.

On occasion it was found that the classification of certain

courses by the various people involved differed from the classification

of the same course at another institution. For this reason, confer-

ences with the Field Representatives were held periodically to

standardize the classification of courses which might have no

traditional classification. An example of this would be a course

such as Law Enforcement. One field representative classified this

class as a political science. It was determined that it should appear

1

a a

-25-

with the vocational, T and 1 classes.

After the masses of data for each institution were collected and

assembled, conferences were held to determine if there were to be any

shifts in curriculum emphasis and what the college felt was desirable

as optimum class size.

At all of these conferences, the writer was directly involved and

met with the members of the administrative staffs of the colleges and

with the field representatives of the Bureau of School Planning who

were present.

The staff of the Bureau of School Planning, assisted in most cases

by the writer, then computed the mathematical figures for the student

hours per week in each subjedt as required for the completion of Form D.

After the number of rooms required for each course had been determined,

another conference was held with the Administrative Staffs of each of

the colleges at which time the writer and the members of the Bureau of

School Planning determined by conference what adjustments should be

made in these figures.

Radically condensed :summaries of the findings at each institution

will be found in Chapter Ill.

After the data collection had been accomplished, all mathematical

computations completed, and all conferences held, the writer then held

interviews with the administrative staff personnel who were directly

involved in the completion of the study at each institution. The

results of these interviews will be published in the dissertation

currently being prepared at the University of California at Berkeley.

-26-

CHAPTER III

INTRODUCTION

On the following pages will be found the summary sheet for each

of the seventeen schools studied. It should be recognized that these

summary sheets contain only those data regarded as absolutely essential

for determining the current and future curriculum emphasis and the

number of rooms needed to house a given educational program in 1970.

At the average junior college with a day time enrollment of 1500-2000

It will take sixty or seventy pages of data to complete Form A yielding

the current curricular percentage emphasis, and six pages each for

Forms B and D to arrive at future curricular emphasis, class size and

the number of rooms needed. On the summary sheets which follow are

found only those data which are considered essential for making

comparisons between schools and to aid in the planning needs for future

schools.

Where no figures or no changes appear in the column headed

"Future," it was the decision of the local junior college authorities

that no significant changes in curriculum emphasis were anticipated or

that they did not desire to attempt to estimate the extent of such

changes.

Note: The data for the future for the College of San Mateo is

for 1961, not for 1970.

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Lec

ture

(L

ittle

The

atre

).

IC

S ta

mile

.r a

. Cis

.,.s

s ro

°T

vle

H g

iene

100

1ab

0.

SiZ

r;77

51aS

SrO

OT

:iS &

Slo

ts!F

ir t

. dL

abra

tori

es...

.....7

L22

11...

.1

reng

to

,-...

at.

Stat.

q ..1

.00

100

IL

LCoachin

.,...

r-4

Eng

inee

rinc

s D

rw.

2.44

2.2

124

,

Surv

e in

g11

1111

M11

1111

M1

L-

tA

JOU

RN

AL

ISM

* FU

LL

TIM

EI?

OR

MO

RE

UN

ITS

.40

e35

20I

410

1

1

1- 1 z 1_

41 0

r

0

{

0

1 aI I

I

GM am. rivonaora, cvisramocu

Ii

4111

at

A

$

4

1

.10

I.

,

AO

1

1 1

I .4

I Ik

41

I

'

;

1

1.1111111111111

1:

II 1 ICIO 11111111111 11

11 111111111111

1

1

1

I 16 1

'

0 1 -

0 111.

1'

00 HS MO Gnarl 7.1 49 '&1 S-i10 DOI SC1M SHIM HO ITIT rlITH:19111

WM

II11 ,

1, i

I

1

I

1

1 ,g

a

CO

1$

1$

TI

44 4

I

0,

I

I

SW

I 4

,1111

1

I

,

I

NAVE OF SCHOOL:

:tudent Hours

s

YuB

A C

OL

LE

GE

LO

CA

TIC

H t

MA

RY

SV 1

LL

EC

AL

IFO

RN

IA

er W

ee00

.t.xc

ude

.E. not n U EISSTOOM

.11.

201i

1211

1a.

1959

Future

,neflish

ramaS

each

U4

Ei

Vatherv,tics

roc

tt) i (-)

aB

Tot

al:

11.8

Foreign Language

al Science

Anthropoloo

Lconomics

ueopraoh

is tort/

=1.manities

11.8

MO

M1.

7

25 20 28

lentation

Philosoohv

sTcholog

Sociolog

Other

91

Soc.Sci.

Total: .R.cademic

'ADDrec.,Bist.,

Theory

urawina

nCrafts

H

1111

1111

1111

111m

em2.

011

1111

3111

4.4

4.4

1111

1111

,111

1111

1111

1111

11=

E

18.2

4

01.

2.3

4.4

18.2

4

2.3

6o2

sotography

11111

Lecture

Lab.

WWI

Lecture

Hist.,Theory,

Ap. eciaticn

1.6

'.66o

Choral

instruxental

Practice

Gr-

os.

40

Health Educatim.:!_

OM

ITT

ED

4 aiene

first

d

RE

AD

ING

LA

BJO

UR

NA

LIS

M

VIGS crt

-::3

7---

- Imc;

Department

Courses

ct., B

TShorthnd

Off. Trng. Mach.

rt

1E11

111

111M

IIIM

MII

=28

1111

111M

1111

1117

M15

13PF

TE

RV

I111

1111

1111

1111

1171

1m

iligm

arta

mm

tni

. 0us

I-.

Sale

sW

ork

aner

ieno

Biol.,Zool.,Baot

Lecture

b.

Anatontyp'sysio

Lecture

Lab.

otanyiNatr.bta

Lecture

Lab

Physical Science

Lecture

Lab.

eology

Lecture

Labe

Astronom7

Ntecrolof:

Chenis try

Lecture

Lab

nysics

Lecture

.T.sc-kt,6

Mr

Engineering

Drw

.Surve

ng

1.00

1 00

2.60

2.6o

28

4.A0

4.40

242

U

Aero Grd.School

ME

=iz

e

=11

1111

1le

r°1-

t. trot`.

Architectural

Draftin

viation Mecham.

Agriculture

Lecture

Lab.

Eul dingy lades

Electronics

Lecture

Lab,

aw Enforcement

Tee nice

Dra

ft.

Shops

Automotive

Machine

ketals

z.1.

201.

2024 24

EPA

Iow

uwm

rma

Iveldina

Refrig.

t Ter

Bone Econ.

Lecture

Lab.

Vam

il00.

,IN

UrS

lng

R.. F. Program

L;7

7[77

1t-o

i=ra

r.

2.50

2.50

24

.10

24

5.8.

24

iottbOax*COOC,LAS

Led. Lest.

Total Rooms Needed

Lare

ecture

Little Theatre

SS ta

riaa

ra (

3.1.

1sF_

room

s

47 2

Special classrooms & Shops

Latratories

20 14 11

CHAPTER IV

I. NORMATIVE FINDINGS

A. Enrollment. The word "enrollment" as used in this study is the

number of students enrolled (at each junior college) carrying 12

or more L-its of work as reported to the California State Depart-

ment of Education on the "October (statistical) Report," This

excludes all part-ti e students, all "adult" students and all

students enrolled in "classes for adults". In comparing these

enrollment figures with the usual use of the term it will be

found to be about 30-35% less than the figure usually quoted. For

example, one typical junior college which usually indicates to the

press that it has a day time enrollment of 1750, reported to the

state that its "full-time enrollment" was 1331. This ratio is

fairly typical of the schools in this study and should be borne in

mind in comparing these figures with other studies which give a

definite number of rooms needed for a stated enrollment.

1. Full time student enrollment for October 1959:

Mean for 17 schools, 1548

2. Full time enrollment, estimated for 1970:

Mean, 3012

Indicating an anticipated growth of 94.9% between 1959 and

1970 for the 17 junior colleges studied.

A.D.A. or Average Daily Attendance.

This is legally defined in the California State Education Code,

1959 edition, section 11451. It is generally co puted for California

VOW

My

-45-

Junior colleges by multiplying the total number of students times

the number of hours attended, divided by 525.

Total A.D.A. (including Adult A.D.A.) 2850 Mean for all schools

Adult A.D.A. 637 of 00 00 01

Total less Adults 2213 11 el 00 00

C. Students Hours per week

It is the opinion of the writer that more significant than

" enrollment" or "A.D.A." in comparing schools is the figure used

for student/hours/week. This figure represents the total number of

students enrolled during the first week of October, times the number

of class hours attended (between 8:00 a.m. and 5:00 p.m.) during

one full school week. Since this study is primarily concerned with

space needs for a given curriculum and specific enrollment, the

figure for student/hours/week yields a more valid figure for use in

comparing the 17 junior colleges studied.

Average Student Hours per Week for the schools studied:

1221426 student hours per week during October 1959.

D. Curriculum Emphasis

In Table I on the next page will be found the normative data

for percentage curriculum e phasis. This was determined by dividing

the total student hours per week in each course (or group of

similar courses) by the total student hours per week. The data for

each school appeared in Chapter III. Table I shows the arithmetic

mean for each subject for all the schools studied. Several

difficulties became apparent in attempting to achieve statistical

-46-

validity. For instance it was discovered that not all schools

classified their courses under the same major headings. A course

such as "Surveying" might appear as part of the lower division

transfer engineering course at one institution but as part of the

terminal or trade and industrial education at another junior

college. The institutions ow-t designations were respected in all

cases where it was possible to do so, for although the two classes

bore the same Title, obviously the subject matter, the degree of

difficulty of the class, the standards for grading, etc. would

probably differ as much as they ordinarily would for transfer arm,

terminal courses.

Another problem was the determination of the norm for each

subject. There was no problem in regard to courses that were

common to each school. It was only necessary to total all the

individual percentages for this course at each school and divide by

17. (The total number of schools involved in the study.) However,

in a subject such as Aeronautics, which was found at only five

schools, if the total is divided by 5 we arrive at the average

percentage curriculum emphasis for these schools only. Because of

the tremendous diversification of terminal, trade and industrial

courses found at the junior colleges (each one attempting to meet

the needs of the local industries in their communities) if this

procedure were used our totals would be in excess of 100%.

Therefore all subject areas were in each case divided by 17 so that

the percentage indicated for each course in Table I is representative

-47-

of a "composite" school offering all these classes. The 'orange"

indicates the range only for those schools offering these classes.

The low figure in each range is actually "Ou except for the few

courses common to all schools such as English, History, Mathematics,

Business, etc.

DEPARTMENT

COMES

Tab

le I

Cur

t-ic

e's/

Am

Em

phas

isAVERAGE PERCENTAGE OF STUDENT HOURS

PER

WE

EK

FOR EACH SUBJECT IN ALL SCHOOLS

1970

1959

1959

1970

1959

1970

cepARImENT

1959

1970

1959

RANEE

RANGE

COPSES

ENGLISH

DRAMA-SPEECH

FOREIGN LANGUAGE

23 11.24

146

14

6Bus I NESs

JGE

NA

CCT -Bove

.14

.14

MATHEMATICS

SOCIAL SCIENCE

IHISTORY

,GEOGRAPHY

OFF. TANG.

0Bus. ENGLISH

LAW. MATH

80-1

DISTRI8. Ewe

2 02

ADVERTISING

1 20

DATA PROCESS.

1/3

ORIENTATION

PH

Ia.,

lin POLITICAL SCI

PSYCHOLOGY

SCOOLOGY

:.DUCATI

11

&JOURNAL' sm

264

RO

SE2,05 -2,05

00-

2.00

4.02

14

1.68

RELATIONS

1

.30 -1.09

46-4 00

1970

DEPARTMENT

RANGE

COURSES

1959

1970

RANGE

RANGE

241-2,32

AERo.,GR0o ScH004.

1 00 .1211

LAB

2.00-5.90

ARCHITECTURAL

. 1

2.10

0-2

10

1.09

o32

.32-

42

*80-2.71

.40-2.60

.20- .20

.20- .20

.14

.84-1

.8

.59

.20-2.00 /

.20-2,00

10

.16.1.00

.16- .21

I

40-4 40

2 00-8

.20 I.

WORK EXPERIENCE

TOTAL

40

40- tie

.03

.03

.50- .50

READINC

LA

B.

THEATER ARTS

10 -2.40

22. 2

118

.00iat:ALE

.12-1 20

12-1 /0 1

.10-1.20.4 .10-1.20

I

TOTAL: six. SCI.

TOTAL: uACADEmfon

APPREC., HIST.

THEORY

DRAWING - PAINTING

RAFTS

PHOTOGRAPHY LECT.

Of

LAS

.04

TOTAL

4.1

LEC

TU

RE

.HISTORY

THEORY

.--REC

CHORAL

PHYSICAL SCIENCE

0 -2

LECTURE

.10

LAB.

2.6o

1%22 27

TOTAL

HEALTH EDUCATION

GIDE

cIASI ,ID

;7; itRECREATION

kToTAL

1

84

IOTA_

GEOLOGY

LECTURE

LAB.

.4:ASTRONOMY

8METECROLOGY

,PORISTRY - LECT.

LAB.

PHYSICS - LECTURE

40

I.02

1.0

.21- .20

.30

.20

.21

.29

.20

.20

2

4.10

.10-1.70

=.10-1.70

.20-1.50

t.20-1.50

.62-2.70

1 .62-2.70

-4.40 '1.60-4.40

4.1

41.

11.28

1.48

I.48

.40-2

0

LAB

.1

1.10

.40-

i11.

82

.20-9.07

.4

.4

.40-

1.00

-4111-31940-

.01'

.01

i.05- .125_ .05-

0.5.

22

2.60

10

60

58I

STRENGTH OF MAT.

STAT.

EN3R. DRAWING

*SURVEYING

t_ITOTAL

INS

20

AGRICULTURE - LEO.

j21.__&214L&0-1 0

LAB

.14

.35

.80.1,9412

BROADCAST

.01

41

.08- .os

INDUSTRIAL MATH

LECTRONICS

LEC.

LAB

INDUSTRIAL SCIENCE

LECTURE

LAB

LAW

ENFORCEMENT

TEOHNI I CAL DRAFTING

TECHMAL MATH

a PETROLEUM

ITr-CPS

AUTOMOTIVE

METALS

WELDING

wow

HOP LECTURE

.03

.0,.

.50- .50

.81

1.A0 -4.00

20-

10

10-

1 .1(0-494

-1.10

1.42-1

.08-.08

1 20-

20

.50- .50

.40-6.60

01

.01

.10- .10

.10- .10

.0

1.20-1 20. 1.20-1.20

TOTAL

.15

.14

.86 -1.10

.24-1.00

.12'

.13

.01- .50

At- .50

.18

.18'

.21-442

.21-1.42

.0

.08'

1.20-1.20

Ii

HOME ECONOMICS

LECTURE

LAB

NuRSING, R.N.

LECTURE

St

LAB

L.V.N. PROGRAM

LECTURE

LAB

IDENTAL ASSISTANT

LINURSERY SCHOOL

00-1401

.10-4.80

.16-1.69:

.30 -1.60

..18

.30 -1.65

.30 -1,85

.02

.02

.30- .30

.30- .30

28

2.06

.50-11.2

.p-10.2

2.2'

1-2.28

1.00-2 28

.01

.01

.10- 00

00- .10

040

.40-

.40

!.29-23.7

...=

mor

*RANGE:

THESE FIGURES SHOW THE HIGH AND LOW PERCENTAGES OF STUDENt HOURS PER WEEK FOR EACH COURSE OR DEPARTMENT ONLY IN THOSE

SCHOOLS OFFERING THESE CLASSES.

EXCEPT FOR ENGLISH, MATHEMATICS, HISTORY, FOREIGN LANGUAGE, ETC. (COMMON TO ALL SCHOOLS) THE LOW FIGURE FOR RANGE IN MOST CASES IS O.

a-

-49-

TABLE 11

E. Class size as indicated in Table II is the average enrollment of each

class as it existed in the instructor's roll-book as of the first

week of October, or in the case of classes with limited enrollment,

the limit for the class as indicated in the registration instructions

for that institution.

To keep the figures for the class size in true perspective,

it was decided to separate the large lecture classes from the

normal or traditional sized classes. The average class size in

conventional classes in history might be about 35 or 40 students.

Some schools have started using large lecture halls seating 100

to 300 students for lecture classes. If we were to group these

two together we might find that the average was somewhere between

70 to 80 students which is unrealistic. Therefore an arbitrary

separation was made at 72 (a common class size found in many

science lecture classes), and separate averages determined for

all classes below 72 students and another average for all large

lecture classes in excess of 72. Many schools having laboratories

with 24, 25 or 30 student stations in each laboratory section will

group 3, 4 or 5.1aboratory sections to one lecture section.

Therefore the large lecture section is usually a small multiple

of the laboratory sections.

TA

BL

E I

raC

lass

Si a

sAVERAGE SIZE OF CLASSES IN EACH

COURSE

IN ALL SCHOOLS.

Class size as reported during the first week

of October or'limited'enrollment inilimited'cl

Large

Mean

Lect.

Size

Cif any)

Department

Courses

Engfish

Drava Speech

Forel- L

Range

1100

20- 100

Mathematics

Social Science

Anthropology

Economics

Geo ra

ol

History

44

Humanities

Orientation

120

3o- 140

540

1 o

r4 CO 1.4

Political Sci.

Psychology

elEli

Sociology

0 Library Science

Philos°

12

Department

Courses

Mean

Large

Size

Lect.

Typity Shorthand

Off. Trng. (Mach.)

toBusiness English

w Lem Math., Etc.

0 Distrib. Education

.14

Data Processing_

co)...

Human Relations

46Marketing

Sales

general Business

150

150

20

35. 150

30- 150

20- 45--

Total: Social Sei.

Total: "Academic"

135

w40

0

Apprec., History,

Theory

43Drawin&-Painting

25

n4E-I Crafts

21

Photography

Lecture

23

20-

25

Lab.

11 -

1

cl Hist., Theory,

r1 Appreciation

163

Choral

Z Instrumental

Practice G

s.

4

100

18-

loo

40 3 31

32-

25- _35

25-

40

24-

Biol.: Zool., Beet.

Lecture

Lab.

Anatomy, Physiol.

Lecture

Lab.

Botany: Nature Stdy.,

Lecture

84

34- loo

24-

36

4-77

32- 100

24-

32

Lab.

1

Health Education

Wk5A20---

'a:First Aid

100

16- 300

22- 100

0-10

0

Physical Science

.14

Lecture

OLab.

00

-3-

86

86

=72- loo

28

212120, - Lecture

Lab.

Astrono

"4 Meteorology

coChemistry - Loot.

Lab.

AI Physics - Lecture

Lab.

49

46= loo

1 -

2

100

y2

100

30

10-

50

g36

86

28- 1 0

C)

Lab.

25

27

232

2Nursing - R.N. Pros.

30

4133

30- 100

"4

L.V.N. Program

26

2:

16-

30

al$4E

aDental Assistant

41

ill 0 :3

Medical Assistant

Department

Mean

Large

Range

Courses

Size

Lect.

Navigation

32

32-

32

Aero Grnd. School

22q-

2O Work Experience

35

35-

33

1.4 Architectural

Drafti

as44 0

Lect.

Lab.

100

24- 100

2LL___

Agriculture

Lecture

4Lab.

2

24-

020-

Construction

Cosmetology

Broadcast

30--22:_11--.

0 c3

__2_,...,1L.L--15

?5

r4 c.)

I.r4

37

75

:24- loo

42

16-

30

C.)

Law Enforcement

324-

o4:0TeclicalDrtilhraf00-0,

E4 44

th06

7-A

llt(M

ioill

ie--

---5

----

---2

4..-

21=

ji20-

20

'15-

30

1

22

20-

25

11

Welding

220

---i--------44--------.44

oo

4

a C) Itinii-24- 24

f

.t>

Plumbing

/OF

20-

20

Electronics

Lecture

Lab.

-4

Carpentry

20

03

Machine

22

0Metals

Home

Eco

n.L

ect.

2

118

10. Strength of Mat.

Stat.

211

tLpLErgineerir

Drawl

28

ci Surveying - Lecture

27

41

Lab.

1"

85

18- loo

ZI

20-

40

Journalism

Reading Lab.

22

25

-51-

F. Rooms Required to House the Programs Indicated by the Normative Data

In Table III an attempt has been made to show how many rooms

will be required for each of the courses or departments shown in

Tables I and II.

Using the average percentage curriculum emphasis for 1970,

(from Table I) and the average class size (as indicated by Table II)

these figures for each course were then processed by the procedure

found in Form D of the Space Adequacy Survey-College.

In rounding off the figures to whole numbers an attempt to

combine classes that could use the same rooms was used as would

normally be done in the administrative conferences required by

the procedures of the Space Adequacy Survey-College.

Table 300E , 400is d'AF 'DornNUMBER OF ROOMS NEEDED TO HOUSE THE PROGRAM INDICATED BY USING

NORMATIVE CURRICULUM EMPHASIS 1FROM TABLE ONE) AND THE NORMAL

CLASS SIZE(FROM TABLE TWO) AS PREDICTED BY USING FORM D OF THE

SPACE ADEQUACY SURVEY - COLLEGE.

DEPARTMENT CR CWRSEPERCENTAGE CF. (STUDENT HOURSCURRICULUM PER WEEK

ENGLISHDRAMA- SPEECH 2.09 $328

ORE GP= 14THEM TICS 4920

52

CLASS SIZE CLASS GROUPS 'COMPUTED ADJUSTED(LARGE LECTURE) PER WEEK TEACHING TEACHING

IF ANY SPACE NEEDS SPACESJ IN PARENTIfS %it

8

27 (LL 79F-- 49.1 x.75 2TTLE Ti-E4

-"EostitspHYHISTORYHUMANITIESORIENTATIONI 1110PSYC OGY

OTAL SOCIALSCIENCES

tram.MVIV Lk.--0 8

28 4, I L

LECTUREM DRAWL. PAINT. 2.31

C Ts

I

LIFE SCIENCEBIOLOGY, ZOOLOGYBACTERIOLOGY, ETC

jr.322LABORATORY 2

ANATOMY, PHYSIOLOGY

1720I 0

47 ( 84) 1 311

ECTURE 40 2 4 r *. I

AMMINNIMMINIIMIL

LABORATORY ,* 0 1

BOTANY, NATURE

Mi Lg 16LABORATORY

r a

8611L.=LBO .1.01131.=aTORY 14

Le4a21

12 4,ASTRONOMY 1."-"----91,43

i

IA 4.8TEOR 1 4

11111.1MilleallMMINEMEND

L B TORY ;! 4$11I *48

LABORATORY I .10 9540.MIPIONINIMOINOIMrm,

LECTURE 44, p8 I 0 46 ILL.0

VIWEY Ira

MUS I C lateg_486

INSTRUMENTAL

ItfQ, ENEFIRST AIDCOACHINO

I 0 2

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2e,

0' 240

177 14 ftemrst.

I /, - +1.1110.711110.6.+.MI11.'

LL

DEPARTMENT OR COURSE

err*I I NMI*

PUS MSSI NES

TABLE H I CONTINUED

PERCENTAGE CFCURRICULUM

STUDENT HQJRS

PER WEEK

CLASS SIZE

(LARGE LECTUREIF ANY

CLASS GROUPS .CCMPUTED ADJUSTED

PER WEEK 'TEACHING TEACHINGSPACE NEEDS SPACES

14 _Ai 1..2L_ .0

4 0402 4

.1 82 --t 40lorwoommeememnwommsoM414M

. EmaLism

DIM' TIVE EDUC TIONBus, 1,04,w . MATH. -ETC. ,____LAL____I,...L142___.______22____. 10.8

iI 12 Iatnw_r___

*IA..NR.......... E T I c_m.,_2__Ns 8

. - ssING ,........÷...pm_. 4.22 1

40 __.__as.V._._20L±_ 1____.,..1A4 WET I Wil 410.,..__22._ 1 1 0

SALES .09.....

*04

40. 0 i 4.

.0

88 1.094 t!.....mdm

.._ .-_ _--- .....- uu ,

ARCHITECTURAL

--2BAETIN4 ............t51._._...,__._2L

NOR ThRiLjsu ja;_r. ..._;___12........1....ato8 TORY

N2L_L__49_4_.,i_....1

8 .2

08 : f10"40 TOW11.---------,------Lia------,- 2p 24 40 . I

OSMETOLOGY 4 .14LEC ONICS ECT.

...:11129...1411.......15,...I o 1 WO JA___I

I. 1:.,..4M3 TORY 0

LAW ' 2 . 24SHCPS

GENER 1.08 68 , 24 440 1 81....

AUTO 1.25 715 25 _28 .0---2-------

1.19 I

LD I NO

0-7

MININGRO DC ST ETC*

22

24I I 4 102

Fac"------*41411MMEN=41111.111

41= 414 41411111.

amorlIECJIMALABORATORYmwrrWm....arrione.ammirrravaMovmen.1~w.uoi.0Av......4 C-.....

4.

ECTURE IS

tvrvrAR.tyrc..Ry_.____. 0

B TORY 48...4Temetcr 2

Irm"IrIGRYOURNAL I SM

41

41,. b

W.14§.4.4.4...4

talowcur

rr wwwwwaw

p ,**InetriallTh..41.44.***140m*ts*** 1.0.14441114014401**CM044

IIMMENIIMIPIN.M.A.11M01144 4N4.44 ram. 44, , ft...W. OM, Icermslowomiew,mmx.Walim!'I

TOTAL 88

GE t,E. RAL 4

LARGE LECTURESPECIAL

TORIES

THE NJIBER OF ROOMS NEEDED TO MUSE THE PROGRAM INDICATED BY NOMATOYE CURRICULUM EMPHASIS (FROM TABLE I)AND THE NOMAT I VE CLASS SIZE (FROM TABLE II) AS PREDICTED BY USING FORM D OF THE SPACE ApEquAcvSURVEY-CoLLEGIE.

-54-

G. The Normative Junior College

The number of rooms required to house the normative junior college

is shown in Table IV. These figures were derived by averaging the

summaries for each school found in Chapter 110. The number of rooms

indicated as the average for all the schools studied is meaningful

only if it is remembered that these figures apply to the average

school or one having the average curriculum emphasis and average

enrollment. Where special vocational, or trade and industrial

classes are typical for a particular school, or where highly

specialized programs exist, such as aircraft mechanics, then

separate facilities will usually be found for these classes.

Multiple use of such facilities is seldom found nor is it generally

desireable. Obviously, this will increase costs and lower

utilization of the plant. Yet the educational philosophy of the

college which encourages such specialized courses, to meet

community needs, will usually justify the additional expense

involved. Students in these special programs also attend some

elective courses and required liberal arts classes, thereby in-

creasing the total ADA.

Table III differs from Table IV because of the methods used

to arrive at the total rooms required. Table III is the result

of applying the standard procedures of the Space Adequacy Survey-

College to the normative data for curriculum emphasis and class

size (from Tables I and II). Table IV is the arithmetic mean of

the totals on each of the summary sheets from the 17 schools studied.

-55-

In arriving at the adjusted teaching spaces for Column 7 of

Table III it was the writer's judgement that it would be better to

use 6 large lecture halls and one little theatre, rather than only

the four (including one little theatre) as found in Table IV. This

reduced the total number of rooms needed from 94 to 88 and the

general classrooms needed Prom 49 to 42.

-56-

TABLE IV

THE NORMATIVE JUNIOR COLLEGE

Normative data for ell schools showing average enrollment, student hours

per week and the number of rooms needed to house the normative curriculum

as determined by numerically averaging the summaries from 17 California

Junior Colleges.

1. Enrollment (full time) 1959-60 1548

2. Enrollment (full time) 1969-70 3012 (estimated)

3. Average daily attendance (incl. Adults) 2850 (1959-60)

4. Student hours per week 32,406 (1959-60)

5. Student hours per week 63,180 (1970 est.)

Total rooms needed 93.5 room!,

Divided as follows:

'Standard classrooms 48.3

Large Lecture Halls 4.0

Spec. Classrms, Shops 22.0

Laboratories 19.2

-57-

2. 06SERVABLF, TRENDS

A. In Class Size

A close look at Table II, page 50 will reveal that the most

significant change for the future is the increased use of large

lecture halls for classes in the social sciences. In classes such

as Anthropology, History, Political Science and Psychology we find

plans to use rooms seating 100 to 400 students. In one or two of

the schools the plan is to have 2 lectures per week in large

lecture halls and to have the third hour each week devoted to the

same class divided into small quiz and discussion groups. Three

schools are currently using large lecture halls for social sciences

but only one of these divides the class into smaller groups on a

scheduled basis. One school has a large lecture class in English

Literature.

The planned use of large lecture halls for science classes is

not new. Most schools combine a multiple of the laboratory sections

to form each lecture class. The few schools still using the lab-

lecture combined section plan to shift to the use of separate large

lecture sections for the future.

The use of the large lecture hall for Music Appreciation,

Hygiene, and some technical courses appears to be a new trend in

junior colleges.

"Class size" for the balance of the curriculum shows no marked

differences from current and past practices in junior colleges of

California.

-58-

B. Curriculum Emphasis

The average percentage of student hours per week for each

subject (as shown in Table I, page 48) expressed as a percentage

of the total program, indicated the extent of emphasis of that

particular course in the entire curriculum.

It is significant to note that no major changes in a

junior college curriculum are indicated for the future. At some

schools, as indicated in Chapter III, no changes were anticipated

or there was no desire to hazard a prediction of changes in

curriculum.

If we look at the division or departmental totals of Table I

we find the greatest Increase is anticipated in the area of

Business courses which are expected to change from 11.14% to

11.54% of the total curriculum. The next highest rise in emphasis

is indicated in the area of Vocational, Trade and Industrial

Training which Is expected to change from 9.69% to 10.02%.

Individual courses which show significant increases for the

future are Foreign Languages (3.23 to 3.51), Accounting and

Bookkeeping (2.26 to 2.43), Office Training and Machines (1.54 to

1.68), Biology, Bacteriology and Zoology (2.63 to 2.72).,

Aeronautics Ground School (.98 to 1.40), Electronics lectures

(.81 to 1.13) and Electronics Lab (.97 to 1.25), Law Enforcement

(.26 to .36) and R.N. Nursing Lecture (.13 to .18).

Because these figures are percentages, the total must still

be 100%, regardless of the anticipated growth of the institutions.

-59-

Therefore we will find declines indicated for some departments and

courses despite an anticipated increase in total enrollment. For

example if the anticipated enrollment of a school is expected to

be doubled, yet the total student hours per week in any one course

Is not quite doubled, then the percentage curriculum emphasis for

that course will show a decline.

The divisions or departments that indicate slight declines

for the future are Art (4.17 to 4.11), Physical Education (2.82

to 11.77) Engineering (3.86 to 3.79) and the LVN Nursing courses

(3.74 to 2.82). The LVN nursing program shows a decline because

the State requirements for the license now specifies fewer student

hours for completion. The R.N. Nursing program for junior colleges

has been changed from a three year program to a two year program

but shows a slight increase due to the fact that several schools

which had no R.N. program in the past plan to add one in the future.

Individual courses that show significant declines in student

hours per week (expressed as a percentage of the total) are

Mathematics (7.79 to 7.34), Physical Science (.63 to .59), Surveying

(.59 to .53), Architectural Drafting (.51 to .43) and Automotive

Shops (1.62 to 1.25).

In light of these figures one may speculate that perhaps the

emphasis for the future will be slightly more on the terminal,

vocational, trade and industrial classes and on the business

training classes, and somewhat less on the transfer programs.

This does not mean there will be fewer students in these programs

-60-

but that they will develop a smaller percentage of student hours

per week. The planned growth of the State College System and the

addition of several new campuses for the University of California

may have been factors in influencing the results obtained.

C. Size of Plant

'Although the junior colleges included in the study show an

anticipated growth from 1548 to 3012 for full time students, there

was no individual school that planned to go beyond the 4000 mark

on any one campus. Most schools facing markedly increased enroll-

ments plan to add additional campus facilities to handle the

anticipated growth.

The trend toward specialization in the vocational fields calls

for more shop facilities. The trend toward the use of large

lecture halls shows there will be at least four to six of these at

the average junior college.

The total plant for an enrollment of 3012 full time students

will have 93.5 rooms divided into 48.3 general classrooms, 4

large lecture halls, 22 special classrooms and shops and 19.2

laboratories, as determined by averaging the summary sheets for

each of the seventeen schools In the study.

APPENDIX

Actual samples of Forms A,B,C,and D of the

Space Adequacy Survey- College as used in

the conduct of the study.

Department

Sub -Dept.

or Subject

Student-Hour Enrollment

(Use at least one line for each Instructor

Separate Line for Lab Courses

Separate sheet for each Sub-Dept. or Subject)

College

- Sheet No.

April 1t4,

142 1960

DatE

Patterson and

Prepared by Portugal

1.01

.111

MC

ON

ICa

24

6

Instructor

(name)

Course

Enrollments b hour & das er

MEM/

12:00

week*

1:00

72:00

3:00

9 :00

Total

Enrol.

Co1.3

Number

Classes

Average

Size

(4

+ 5

)

Student

Hours

Week**

(name)

12

9:00

3 10:00

11:00

:00

Moe

ccount Prin Le

liell

ww

wLab

126-2

26-2

26

.1111

1

_I 26

;

Grig:

.lied Accountinl

=26-

130

Morris

nn,

lk

21

211

Morris

Mathematics

6_

1...

102

Henrie

alculatin: Machines

124

2

Crowe

n.

n28-1

28

128

Crowe

n lish Corre

10

1

'yang

Ilk

A.inl

11A

10-

18-5

28

2 11

.

.=14.er

Or .-

Gri:,!s

Inter.

_.12A

34-5

71

236

355

-..C121e

Prescott

Office Practice

12

212-2

12-2

8

Shorthand

20A

25.5

16-5

?2

21

20

Miller

n20A

10-5

10

11

50

Prescott

n21A

28-5

28

128

140

Prescott

Dictation

22L

11-5

11

1Il

Crowe

Office Practice

2=

11-2

11-2

22

211

Crowe

Crowe

nit

25B

iu

n2-C

2-2

5-2

2-2

5-2

42

28

10

220

Total Hour Enrollments

(t[ here totals should be transferred to Form B

CALIFORNIA STATE DEPARTITNT OF EDUCATION

OFFICE OF SCHOOL PLANNING

-1960

A

3.

0=28

3.20

* Number of days class meetsper week

shown after dash line.

Enrollment for class multiplied by

number

ofbarmltaa=glallggE:=Bonn's

0111

11M

.1=

1.1,

.

Col

lege

Gra

nd. T

otal

cade

nt. 7

,Fo

rm A

b -

ttsD

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PaE

e 1.

of

3Fo

rm B

- S

pace

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quac

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ia-r

vey

2121

159

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le

Prep

ared

by

AA

%C

alve

rt

23

4p

5

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ugal

,

re-r

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ours

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artm

ents

(C

olum

n 3

Form

Szud

ent

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.per

Wee

k1

24

56

-78

1111

1;fi

sh Lib

rary

Sci

ence

IJou

rnal

ism

--.:1

Rea

ding

lab.

455

14 56

1128

10g6

861 853

12

6129 52

348

334

282

11D

ram

a -

Spee

ch10

4E

duca

tion

40

IFor

eign

Iang.

Stat

istic

s61

40

MI

them

atic

s

Soci

al S

cien

ces:

EcE

ffic

Sitg

ogY

Geo

grap

hyH

isto

ry4n

thro

pPhilcsopny

Political Sci.

Sociolo

026

115

501 855

21549

576

46

10

10

279

3214

616

821

2

3o

1069 977

288

90

6 1 545

7147

123

735

108

70

893

207

177

978

120

160

168 6o

350

j155

3201 30

5982

4114 81

4080

585

549

6101779

477

Col.

)ist

Item

I

10.8

2.0

1.5

2

.28

3.37

.29

6.01

.05

11.2

3

7.66

1.09

11.46

1.03

1.16

.89

Col

. 4 P

erce

nt-

Com

pute

d St

ud e

mt

ages - adjusted

Hou

rs D

er W

eek

Col

.I

Item

. 3by

con

fere

nce

r:

10.1

7.0

1.52

.28

3.70

.29

5.78 .0

59.

23

541g

279

150

1969

155

3076

30

4913

7.39

1.09

1.11

1051

_t1.

39 .89

App

reci

atio

nIi

ist,

The

ory

Cra

fts

324

8647

215

042.

82

3056

.10

Hist., Theory,

Appreciation

(Lecture Groups)

Choral

Tnstrumental

(Practice Groups)

108

369

7

--00L PLANITMC.;-1 - 19

7279

9_.

50

3 50

57

0 54

332

590

1.10

396

.74

2.58 .1

0

1.38

1.10

393

5385-

5561091

740

477

1373

56

735

590

396

PER

CE

NT

AG

E C

OM

PAR

ISO

NS

- JU

NIO

RC

OL

LE

GE

PR

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RA

MS

Stat

e D

epar

tmen

t of

Edu

catio

nFo

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Spac

e A

dequ

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Surv

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of

2dM

IFIL

LM. I

GIIM

AJi

. .41

+1.

IIJI

RL.

LIM

PW

.ar

......

......

_.

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Juni

or C

ope:

e.,A

I.

iliB

igtic

iiiT

I.,

Stud

ent H

rs p

er w

eek

39,9

6223

,394

7,29

15,

491

-

39,3

816,

414

Act

ual

.-...

.

Adj

.A

ctua

lA

dj.

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ual

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.A

ctua

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dj. .

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ctua

l AcF

Act

ual.

Adj

.

4 'pi

4c 0 4 14E

414 U ; I) eaC

hora

lA FA m

g m 1 Id '4 ryi 0

Eng

lish

Rea

ding

T e

c h

.jo

urna

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Lab

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ram

a &

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ech

Fore

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Lan

g-M

athe

mat

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Soci

al S

cien

ceO

rien

tatio

n

4.0

1.7 -6 2.2

4-0

6.4

22.2 -_

9.7

-

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4_ 2

9.7

16.7 --

11.3

8.4

_8

.8-7

.T2.

82.

12.

94.

013

.711

.015

.916

.0--

- _

9.3

-- 1.9

1.2

2.3

3.7

13.1

6.7

6.3

1.0 .7 2.0

4.0

9.0

17.0 - -

13.7

--.4 1.5

2.8

10.0

14.4

4 5

'12.

311

.8-_

.5

.7.7

1.4

2.0

3.1

3.0

8.1

8.0

20.7

17.3

1.1

1.1

Subt

otal

App

reci

atio

n, T

heor

yD

raw

- ,Pa

int,

& C

raft

s

41.1 .7 1.7

43.0

".7 2 5

48.1

43.0

....

.51.

31.

5

-

..,8.

2

1.5

5.6

40.0 .7

2.-3

47.3 .4 2.1

47.4

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1.0

1.0

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1.2

Subt

otal

Z. 4 -

81

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-

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.1.

32.

0

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1.5

1.5

7.1 .6 .6

3.0

1.0

1.0

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-

.9 I. 9

2.9

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1.4

1.4

51

2In

st.,.

The

ory.

Apg

ar_

k In

stru

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tal

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c.ct

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ag,

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h- ,

etc-

Dis

trib

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duc-

, Mar

ketin

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orth

and

2_ 3

E 1

2.1 -8

4-3

1.8

1-3

2.5

2.0

3.0

2.6 .9 . t.

2.3

2.2

2.2

2.3

2.6

2.1

2.5

1.1

1.4

1.6

1.7

--1.

51.

21.

2

1.2

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3.2

-1.

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13.

6

2.0

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1.7

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- - 1.

4

- 1.

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6

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01.

71.

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41.

2I.

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btot

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ture

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btot

al

11.4 E 0 ._

7

11.0 _,

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0

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9.6 - .

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9 1

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.4..

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2._0

--1.

54.

8,.

54

College

Teaching

Spac

eNeeds

dieted =raiment* 7900 1975

(date)

Page 1 of 3

2. Present Enrollments

3. Predicted Increas=e

6 Working Factor (Line 1 fp tin? 2

2.5

5. Hours Available /wk. for Scheduling** IA

gIN

MIII

MIII

[

Department:

Course

English

Reading Tech

Journalism Lab.

Drama

Foreign Lang.

Mathematics

Social Science

Police Science

Orientation

Appreciation,

Theory

Draw, Paint

titgAN Photo

Hist. ,Theory,

Appreciation

C)

kg liChoral

Instrumental

lass Group

per Week

Col. 2 4.

i------

Class Groups

per Week for

Predicted En

Col.

tem

11

e

154

1098

2216

2895

11914

583

1113

30

705

389

390

35

35

35

32

40

35

so 50 20

20

92.6

1.0

4.4

34.3

55.4

82.7

238.3

6----7

-71g Space

Colputed

(College

Needs: Co1.5

leaching Space

Utilization n

11.7_

55.6

-1.5

Ito

17.6

100

3.9

30

2.5

11.0

85.8

138.5

206.8

595.8

29.3

139 3.8

44 9.8

33

Item 5x.001.6)

80

8.26

80

.08

80

1

.39

80

3.06

-80

4.94

80 80

2::::

80

I1.04

80I

4.96

80

I.13

80I

1.57

Form D

. Space Adequacy Survey

College

Prepared

8

iTeaching Spac

Needs

Adjusted by

Conference

8 1 1 54 8

22 2 1 5

ee Journalism

80 go

.35

1.17

2 1 1

Adequate

Teaching

Spaces

Available

10Additional

Teaching

Spaces

Remixed

35

10

10

2 41

71

12

10

02

10

50

20

10

1

CALIFORNIA STATE DEPARTMENT OF EDUCATION

BUREAU OF SCHOOL PLANNING-1958

* Day Students taking 12 or more units.

414- Clock hours from start to finish of

satie

dulin

gday -less 1.