Project Package 1 - Airman Leadership School Design Guide.pdf

AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE

A I R M O B I L I T Y C O M M A N D

Air Mobility Command’s goal is to ensure our junior airmen have a professional learning environment in which to develop their leadership and management skills. To achieve this goal, AMC must invest wisely and deliver quality facilities for those who will help lead our command in the next century.

Commanders at all levels, senior enlisted advisors, and edu-cation program managers must be committed to upgrading our Airman Leadership Schools. This guide will serve as a blueprint for developing a facility investment program to bring your facilities up to AMC standards.

“The Air Mobility Team... Responsive Global Reach for America... Every Day!”

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Table of Contents

Chapter 1 Introduction

A. Purpose B. Design Guide Scope and Use

1. Project Initiation

2. Design

Chapter 2 Functional Analysis

A. Functional Requirements

1. Education Areas

2. Interaction Areas

3. Administrative Areas

4. Support Areas

B. Functional Area Relationships

1. Education Areas

2. Interaction Areas

3. Administrative Areas

4. Support Areas

C. Space Requirements D. Concept Floor Plan

Chapter 3 Design Standards and Criteria

A. Standards

1. Window Treatments

2. Artwork

3. Wallcoverings

4. Floor Coverings

5. Ceilings

6. Doors

7. Signs

8. Support Systems

9. Special Requirements

10. Plants and Accessories

Chapter 3 Design Standards and Criteria (Cont’d)

11. Rest Rooms

12. Color Concepts

13. Communications

B. Interior Finish Schedule

Chapter 4 Education Areas

A. Seminar Room(s) B. Auditorium C. Projection/Storage Room D. Guest Speaker Waiting Room E. Learning Resource Center

Chapter 5 Interaction Areas

A. Enlisted Heritage Room B. Student Lounge

Chapter 6 Administrative Areas

A. Waiting and Reception Area B. Administrative Area C. Program Manager’s and Instructors’ Offices D. Computing/Test Analysis Room

References

List of Publications iii

Table of Contents iv

Table of Contents (Cont’d.)

List of Figures

Figure Number Page Number Description Figure 1-A 1 Functional Area Relationships for the Airman Leadership School Figure 2-A 4 Functional Area Relationships for the Administrative, Education, Interaction, and Support Areas Figure 2-B 6 Concept Floor Plan for the Airman Leadership School

List of Tables

Table Number Page Number Description Table 2-A 5 Seminar Room(s) Requirements for the Airman Leadership School Table 2-B 5 Functional Space Requirements for the Airman Leadership School Table 3-A 10 Interior Finish Schedule for the Airman Leadership School he Airman Leadership School’s motto — “Developing Leader-ship Through Quality Education” — is indicative of its important mission.

Senior airmen with at least four years of active duty experience may enter this first level of enlisted Professional Military Education (PME). These future leaders are immediately pre-pared for greater responsibilities as supervisors, trainers, and reporting officials.

A. Purpose This design guide provides the basic criteria to organize, evaluate, plan, program, and design Air Mobility Command (AMC) Airman Leader-ship School (ALS) facilities.

The information presented should make commanders and their staffs aware of important design considera-tions and aid designers in project development. ALS facilities must project an atmosphere of professional-ism in which students can achieve their educational objectives. This document has been developed for use by commanders, base civil engi-neers, senior enlisted advisors, ALS program managers, AMC staff, design architects, engineers, and other involved personnel. It should help all participants better understand the requirements and design criteria for an ALS facility so they can effectively participate in the project development process.

Introduction Chapter 1

Figure 1-A: Functional Area Relationships for the Airman Leadership School.

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EDUCATION

AREAS

INTERACTION

AREAS

ADMINISTRATIVE

AREAS

SUPPORT

AREAS

B. Design Guide Scope and Use

This guide is applicable to all design projects for ALS facilities. It applies to new construction and renovation projects, and it provides standards and criteria for determining facility requirements, evaluating existing facilities, planning, and overall facility design.

This document provides the prelimi-nary information needed to identify project requirements and successfully prepare project designs, and it is organized to provide information needed at each stage of project devel-opment. The designer should use it in conjunction with other command, Air Force and Department of Defense documents, and the current AMC Master Plan for enlisted PME. At the installation level, additional infor-mation is available on the unique program and design requirements of the ALS.

1. Project Initiation This design standard provides information for preparation of the DD Form 1391, Military Construction Project Data, which initiates project development. This includes consider-ations of space criteria, overall facility size, and special factors to be included in the project cost estimate. Complete site selection prior to preparation of DD Forms 1391.

2. Design ALS facilities should present an image in keeping with AMC’s standards of excellence and provide a quality tool for commanders to manage education-al programs for career-committed senior airmen. The overall design should be attractive, operationally efficient, and maintainable.

The design phase of project develop-ment includes concept design, design reviews, and construction documents.

It is important for civil engineering and the user to actively participate throughout the design process to bring about a successful project.

Chapters 2, 3, 4, 5, and 6 provide design guidance for all the phases, including spatial relationship dia-grams, floor plans, considerations for space criteria, and special factors to be considered.

Complete a comprehensive interior design (CID) package for your facility before beginning any major design project. A CID addresses interior finishes, artwork, signs, and furnish-ings for all design projects. It ensures that even small upgrade projects meet the design objectives for the entire facility. Refer to the AMC Interior Design Guide for an expanded discus-sion of interior design.

Integration of engineering, architec-tural, and interior design consider-ations during project development creates a well-coordinated interior design. Analyze an existing facility’s structural, electrical, communications, and mechanical systems before plan-ning interior design upgrades. The designer should include infrastructure improvements concurrently with interior finish work. ■

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 1

Chapter 2

Functional Analysis quality ALS facility reflects the AMC standard of “under-stated excellence” and creates an environment where instructors can provide first-rate training and educa-tion in a comfortable setting.

Developing considerations for plan-ning, programming, and designing an ALS facility normally requires exten-sive coordination. This coordination is important because of the different organizations involved in developing facility requirements.

Personnel likely to have facility planning and design inputs are:

◆ Wing commander

◆ Wing safety officer

◆ Support group commander

◆ Mission support squadron commander

◆ Communications squadron commander

◆ Civil engineer squadron commander

◆ Security police squadron commander

A. Functional Requirements

1. Education Areas

a. Seminar Room(s) - For student class work, case studies, and class exercises.

b. Auditorium - Supports instructional requirements and guest speaker presen-tations before the entire student body.

c. Projection/Storage Room - Rear screen projection, audiovisual images, as well as storage of ALS equipment and material.

d. Guest Speaker Waiting Room - For speakers who have scheduled presentations in the auditorium.

e. Learning Resource Center - Students study and conduct research related to ALS course work.

2. Interaction Areas

a. Enlisted Heritage Room - Display for enlisted accomplishments and related memorabilia.

b. Student Lounge - Student interac-tion area before, during, and after the academic day.

3. Administrative Areas

a. Entry - Include an airlock vestibule at the main entrance.

b. Waiting/Reception Area - For receiving new students and guests.

c. Administrative Area - For support-ing administrative activities.

d. Program Manager’s Office - Used by the program manager to conduct school management activities and staff counseling sessions.

e. Instructors’ Offices - For preparing lesson presentations and conducting student counseling sessions.

f. Computing/Test Analysis Room - For scoring examinations, computing and analyzing data, and storing sensi-tive information regarding student progress.

4. Support Areas

a. Mechanical Room - For environ-mental control and fire alarm equipment.

b. Communications/Electrical Room - For circuit breaker panel, telephone distribution panel, Local Area Net-work (LAN) server commu-nication equipment, and intrusion alarm controls.

c. Rest Rooms - Rest rooms should provide accommodations for the disabled and be large enough to fulfill the needs of full training classes.

B. Functional Area Relationships

1. Education Areas

a. For easy student access, locate the seminar room(s) near the auditorium.

b. Locate projection/storage room adjacent to the auditorium for audio visual storage.

A

SCHOOL DESIGN GUIDE —

AUDITORIUM

SEMINAR ROOM(S)

GUEST

SPEAKER

WAITING

ROOM

LEARNING

RESOURCE

CENTER

REST

ROOMS

MECH.

ROOM

STUDENT

LOUNGE

ENLISTED

HERITAGE

ROOM

PROJECTION/

STORAGE

ROOM

COMM/

ELEC.

ROOM

PROGRAM

MANAGER'S

OFFICE

INSTRUC-

TORS'

OFFICES

COMPUTING/

TEST

ANALYSIS

ROOM

PROGRAM

MANAGER'S

OFFICE

WAITING/

RECEP-

TION

AREA

ADMIN.

AREA

ENTRY/

EXIT

EXIT

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 2

Figure 2-A: Functional Area Relationships for the Administrative, Education, Interaction, and Support Areas.

EDUCATION AREAS

INTERACTION AREAS

ADMIN. AREAS

SUPPORT AREAS

c. Collocate the guest speaker waiting room and the auditorium.

d. Position the learning resource cen-ter centrally in the facility for the staff and students to share.

2. Interaction Areas

a. Locate the student lounge near the seminar room(s) and auditorium, but away from the instructors’ offices.

b. Locate the Enlisted Heritage Room to ensure accessibility by staff, stu-dents, and guests.

3. Administrative Areas

a. The instructors, students, and guests should have easy access to the administrative area.

b. The waiting and reception area should be adjacent to the program manager’s office.

c. Place the program manager’s office near the waiting/reception and administrative areas.

d. Isolate the instructors’ offices from the education area. These offices are used for lesson preparation and stu-dent counseling.

e. Locate the computing/test analysis room near the instructors’ offices.

4. Support Areas

a. The communications/electrical room supports voice, data, visual, and alarm equipment.

b. Locate the mechanical room adja-cent to the communications/electrical room.

c. Provide rest rooms near the seminar room(s) and student lounge.

SCHOOL DESIGN GUIDE — Chapter 2

Table 2-A: Seminar Room(s) Requirements for the Airman Leadership School.

Seminar Room(s) Requirements for the Airman Leadership School

Number of 1 2 3 Seminar Room(s)

ALS Instructors 3 4 6 Students Per Class 12-20 24-40 36-60

Functional Space Requirements for the Airman Leadership School

Number of Seminar Room(s) 1 2 3

SF SM SF SM SF SM

Education Areas Seminar Room(s) 760 71 1,520 141 2,280 212 Auditorium NA 1,410 131 1,780 165 Projection/Storage Room 100 9 300 28 300 28 Guest Speaker Waiting Room NA 150 14 150 14 Learning Resource Center 320 30 520 48 720 67

Interaction Areas Enlisted Heritage Room 440 41 440 41 440 41 Student Lounge 220 20 330 31 500 46

Administrative Areas(2)

Waiting/Reception Area 140 13 150 14 160 15 Administrative Area 140 13 150 14 160 15 Program Manager’s Office 200 19 200 19 200 19 Instructors’ Offices 260 24 390 36 650 60 Computing/Test Analysis Room 180 17 180 17 180 17

Support Areas Mechanical Room 150 14 240 22 280 26 Communications/Electrical Room 100 9 130 12 160 15 Rest Rooms 250 23 280 26 330 31

Net Subtotal SF 3,260 303 6,390 594 8,290 771 Circulation Space (20% of Net) 652 61 1,278 119 1,658 154

Total Square Footage(2) 3,912 364.(1) 7,668 713..(1) 9,948 925..(1)

Legend: SF - Square Footage; SM - Square Meters = .0929 x SF; (1) All measurements are rounded; (2) Includes square footage for “Conference Room” when required.

Table 2-B: Functional Space Requirements for the Airman Leadership School.

C. Space Requirements

Use Tables 2-A and 2-B to determine the overall size of the ALS facility.

Development of specific space criteria should take into consideration existing facilities relative to current and future needs. Provide adequate circulation space for the enlisted her-itage display, and the administrative, student lounge, and education areas.

SCHOOL DESIGN GUIDE —

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 2

Figure 2-B: Concept Floor Plan for the Airman Leadership School.

REST ROOMS

COFFEE

COMPUTING/

TEST

ANALYSIS

ROOM

ADMIN. AREA

ENLISTED

HERITAGE

ROOM

LEARNING

RESOURCE

CENTER

PLATFORM

GUEST

SPEAKER

WAIT. RM.

COATSCOATS

WAITING/

RECEPTION

AREA

PCs

PLATFORM

PLATFORM

H H H

AUDITORIUM

PROGRAM

MANAGER'S

OFFICE ENTRY

EXIT

PROJECTION/

STORAGE ROOM

MECHANICAL

ROOM

SEMINAR ROOMS

STUDENT

LOUNGE

H

H

H

INSTRUCTORS' OFFICES

V V V

H H

COMM/

ELEC.

ROOM

JAN.

COFFEE

LEGEND: H = HERITAGE DISPLAY CASE

PCs = PERSONAL COMPUTERS

V = VENDING MACHINE

D.Concept Floor Plan

Figure 2-B is an illustrative conceptual floor plan of the minimum require-ments for a typical ALS facility.

Room sizes may vary in accordance with Table 2-B, page 5.

Organize the design around a central circulation spine that will provide effi-cient traffic flow through the facility.

A one-story design is preferred.

Local conditions may warrant further variations to deal with site restric-tions, unique operational needs, or to comply with local architectural styles. ■

LS facility finishes should be chosen for cost-effectiveness in terms of life cycle maintenance, as well as aesthetics. Interior finishes that are durable and easy to maintain are essential to user satisfaction. Interiors finished in good taste produce environ-ments that encourage improved job performance and satisfaction.

A. Standards Supplemental information for interior standards can be found in the AMC Interior Design Guide.

1. Window Treatments Decorative window treatments add to the overall decor of a facility and can effectively aid energy conservation and efficiency. Select blinds and draperies for the seminar room(s), lounge areas, offices, and other rooms used by instructors and students.

2. Artwork The wall decor and artwork should complement and reinforce the facili-ty’s use and design theme.

Design Standards and Criteria

Chapter 3

Coordinate comfortable, functional furniture to complement interior finishes.

Select only professionally-framed pictures, paintings, and awards with color schemes and images that con-tribute to the facility’s decor.

3. Wallcoverings Use fabric or vinyl wallcoverings throughout the student and instructor areas, and the seminar and auditorium rooms. Provide a wood chair rail to allow for a transition of different wall-coverings, when appropriate. This will improve the professional appear-ance of these rooms.

Bare concrete or concrete block walls (painted or unpainted) are unaccept-able for ALS facilities.

4. Floor Coverings Floor coverings are an important part of the interior design. They greatly influence the overall visual impression of a facility.

a. Use wall-to-wall carpeting in all areas occupied by staff and students.

b. Coordinate the colors throughout the ALS facility. Patterned carpet helps to “mask” soiling in high-traffic areas. Avoid stripes and linear designs that are difficult to line up with walls in corridors, vestibules, or irregularly shaped rooms.

c. For durability, select a sealed concrete finish for the janitor’s closet, mechanical room, and communica-tions/electrical room.

5. Ceilings Use drop ceilings with recessed and/or track lighting and ceiling fans in the auditorium and seminar room(s).

6. Doors Install solid wood doors in seminar and auditorium rooms. Use glass doors at the primary entry, exit, and between the education and adminis-trative areas.

7. Signs Use professionally made signs, appro-priately sized for viewing distance.

Surface-mount interior signs at a con-sistent height. Exterior identification signs can be surface mounted or free standing. The exterior sign for this facility must identify it as “Airman Leadership School.”

8. Support Systems Provide efficient, cost-effective systems to meet standards typical of professional civilian educational facilities for air conditioning, plumbing, heating, ventilating, fire protection, lighting, communications, and electrical services.

9. Special Requirements Additional support equipment, finishes, and training aids are required to meet the needs of the ALS training environment. Address items such as raised and tiered flooring, special seating, audiovisual/communication equipment and distribution systems, special lighting, marker boards, display cases and other unique built-in equipment for each project.

10. Plants and Accessories Use live plants and accessories to soften the waiting/reception area, office areas, lounges, and other rooms as appropriate. Live plants are desir-able; however, professional quality silk plants are a suitable substitute.

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 3

Signs should identify room names and numbers with directional arrows.

11. Rest Rooms Centrally locate public rest rooms for the primary student functional areas.

Use ceramic tile in rest rooms where frequent water spills may occur.

12. Color Concepts Designers need to direct special atten-tion to color selection. Use neutral colors in interior design plans for permanent background finishes.

These colors will stand the test of time and express understated excel-lence longer than overly bold or trendy schemes.

Select accent colors for carpets, wall-coverings, upholstery, and systems furniture wall panels that are subject to periodic change. Incorporate accent colors in graphics, borders, accessories, and artwork for design theme consistency.

13. Communications The designer should contact the base civil engineer and the base communi-cations unit for specific requirements before planning major building upgrades or modifications.

a. Provide telephone and computer system wiring to support voice, data, visual, and alarm connectivity requirements.

b. Incorporate internal and external connectivity requirements in the build-ing’s design/modification project documents.

B. Interior Finish Schedule

The interior designer must strive for sound, economical, functional, and aesthetic design achievements. Well-designed facilities satisfy the user’s needs, instill pride of ownership, and promote focused academics in the classroom. See Table 3-A, page 10, for a listing of the interior finishes.■

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 3

Durable materials allow for ease of maintenance. Ensure each rest room meets disabled accessibility requirements.

Provide furnishings which create an atmosphere that enhances the learning environment.

SCHOOL DESIGN GUIDE — Chapter 3

Education Areas

Seminar Room(s) ♦ ♦ ♦ ♦

Auditorium ♦ ♦ ♦ ♦

Projection/Storage Room ♦ ♦ ♦ ♦

Guest Speaker Waiting Room ♦ ♦ ♦ ♦

Learning Resource Center ♦ ♦ ♦ ♦

Interaction Areas

Enlisted Heritage Room ♦ ♦ ♦ ♦

Student Lounge ♦ ♦ ♦ ♦ ♦

Administrative Areas

Waiting/Reception Area ♦ ♦ ♦ ♦ ♦ ♦

Administrative Office ♦ ♦ ♦ ♦

Program Manager’s Office ♦ ♦ ♦ ♦

Instructors’ Offices ♦ ♦ ♦ ♦

Computing/Test Analysis Room ♦ ♦ ♦ ♦

Support Areas

Mechanical Room ♦ ♦ ♦

Communications/Electrical Room ♦ ♦ ♦

Rest Rooms ♦ ♦ ♦ ♦ ♦

Corridors ♦ ♦ ♦ ♦

C ar pe t

V in yl C om po sit io n Ti le

C er am ic

T ile

Q ua rry T ile

C on cr et e, Se al ed

V in yl B as e

C er am ic

T ile

B as e

Q ua rry T ile B as e

W oo d Ba se

Pa in t

V in yl W al lc ov er in g

A co us tic

W al lc ov er in g

C er am ic

T ile

A co us tic

C ei lin g T ile

Pa in te d

G yp su m

B oa rd

Interior Finish Schedule for the Airman Leadership School

Table 3-A: Interior Finish Schedule for the Airman Leadership School.

FLOORS BASE WALLS CEILING

SCHOOL DESIGN GUIDE — Chapter 4 student’s success is directly influenced by the professional quality of the facility’s education areas. Designers should employ the standards in Chapter 3, as well as additional items listed in this chapter.

A. Seminar Room(s)

Instructors and students use these rooms as the primary area for academic lectures and discussions. Distinctive finishes and furnishings are essential elements in promoting professionalism and learning.

Considerations ◆ Install individual climate and lighting controls in each seminar room. Minimum illumination should be 50 foot-candles.

◆ Use durable quality furnishings.

Allow for flexibility in the seating arrangement.

◆ Furnish a raised platform for the lectern.

◆ Install prewired connectivity and equipment to support instructional aids. This includes video projec-tors and cameras, cable-ready and closed-circuit television, VCRs, audio systems, LAN computer, lighted podium, and integrated control panels.

◆ Meet applicable building codes for ventilation requirements.

◆ Use acoustically-rated walls (mini-mum sound transmission class rating of 45).

◆ Provide chair rail molding throughout the seminar room(s).

Chapter 4

Education Areas

Furnish seminar room(s) with tables and chairs that are comfortable, durable, and coordinated with the interior design of the facility.

B. Auditorium Provide an auditorium in schools with two or more seminar rooms.

This area is the central meeting place for the student body to participate in group discussions. In addition to academic programs, the auditorium supports conferences and briefings presented by guest lecturers, digni-taries, and various special programs.

Considerations ◆ Design the auditorium to accom-modate the maximum class load plus an additional seating capacity of 20 percent for distinguished visitors and other invited groups.

◆ Include individual lighting con-trols. Use recessed spot lighting for the raised platform area and fluorescent and adjustable incandescent light-ing in the audience seating area.

◆ Ensure this area provides an unob-structed view of the speaker and projection screen.

◆ Use fixed seating with retractable desk tops for note taking.

◆ Furnish a raised teaching platform with lighted lectern.

◆ Install prewired connectivity and equipment, as required, to support the following instructional aids:

dual video projectors, 45-inch cable ready television (minimum), video/visual information equip-ment (VCRs, cameras, etc.), computer network connectivity, lighted podium containing computer, keyboard, and monitor, cable television connectivity, closed-circuit television capability, wireless microphones, speakers, audio cassette player/recorders, video teleconferencing capability, and/or rear projection room.

◆ Locate administrative phone con-nectivity in or near the auditorium.

◆ Ensure the climate control and ventilation systems provide a com-fortable environment, even for a full auditorium. Install separate climate control and ventilation systems.

◆ Use acoustically-rated walls (mini-mum sound transmission class rating of 45).

Provide a raised, centrally located teaching platform equipped with lectern and instructional aids. Select floor, wall, and ceiling finishes that will enhance quality sound reproduction.

C. Projection/ Storage Room

Today’s PME facilities use high technology audiovisual projection equipment to enhance student learn-ing. The dual-screen rear view projection capabilities found in the auditorium provide state-of-the-art support for group instruction and guest speaker presentations.

Considerations ◆ Locate the projection/storage room behind the stage area of the audi-torium. Include rear projection screen and projectors.

◆ Provide an additional secured stor-age area to ensure that high-value equipment and materials are ade-quately protected.

◆ Install adequate shelving/cabinets to support storage requirements and a key or cipher lock to entrance door(s) for equipment security.

◆ Install prewired connectivity to support and control the following auditorium instructional aids: dual (or single) video projectors, video/ visual information equipment (VCRs, cameras, etc.), dual/single computers with computer network connectivity, cable television con-nectivity, closed circuit television capability, wireless microphones, speakers, audio cassette player/ recorders, video teleconferencing capability and/or rear projection room.

◆ Include normal administrative phone connectivity in the projection room.

All interior surfaces of the projection room should be flat black. Locate projection equipment in a manner to maintain proper alignment of the image.

D.Guest Speaker Waiting Room

Provide a comfortable, private area for guest speakers to perform last minute preparations and to relax prior to their presentations. Ensure this area presents a professional appearance.

Considerations ◆ Furnish waiting area with a com-fortable sofa, chairs, coffee table, credenza, and full-length mirror.

◆ Preinstall wiring for cable televi-sion and phone connection.

◆ Provide the capability to support a coffee service and a small refrigerator.

◆ Accessories should include plants and professionally framed and matted artwork.

The waiting room provides a quiet, comfortable area for the guest speaker to review notes prior to a presentation.

E. Learning Resource Center

Locate this area where staff and students can perform comprehensive research and study in quiet, academic surroundings. Use furnishings and accommodations that are conducive to a study atmosphere with easy access to research materials.

Considerations ◆ Use suitable displays of enlisted heritage memorabilia to enhance the professional setting.

◆ Provide furnishings for study tables with comfortable and durable seating; include student study carrels.

◆ Include inset-wall or free-standing wood shelving for reference materials.

◆ Install individual lighting controls.

Use lighting that is bright but not glaring; allow for track or accent lighting, as required for displays.

◆ Use sound-dampening wall treat-ments and carpeting.

◆ Furnish video monitors and recorder/players for individual viewing of video cassettes at appropriate study areas.

◆ Provide the capability to support the following instructional aids: video monitors, personal computer work-stations (instructional laboratory), laser printer, overhead projector, and wall-mounted marker board.

◆ Use prewired data connectivity at work areas for LANs for every possible location of computer connectivity (testing, etc.), for common LAN printers, and for specialized computers connectivity. ■

The learning resource center should provide a quiet, non-disruptive environment with furnishings and accommodations for staff/student research and study.

SCHOOL DESIGN GUIDE

Displays of awards, plaques, photographs, models, and other items of memorabilia that convey the history and tradition of the United States Air Force.

Enlisted Heritage Display hese areas are important for student social interaction and display of unique accomplishments of distinguished airmen. Designers should employ the standards in Chapter 3, as well as additional items listed in this chapter.

A. Enlisted Heritage Room

This room provides important pictorial and static displays of unique and noteworthy missions, aircraft, and people. AMC personnel who visit this area can take pride in the many significant contributions of fellow professional airmen.

Considerations

◆ Area should occupy a significant, highly visible space within the facility to lend emphasis to its importance and to the school’s professional mission.

◆ Design the Enlisted Heritage Room for convenient access and for ease in changing and updating the displays.

◆ Install individual lighting controls, track lighting, ceiling-mounted accent lighting, and individual display case lighting, as required for the displays.

◆ General themes for displays may take the following forms:

• Local Air Force/AMC enlisted decoration recipients

• USAF enlisted Medal of Honor recipients

• Uniform displays

• Historical perspectives focusing on enlisted personnel involved in recent and past air campaigns.

• Current and former CMSAF displays/memorabilia

• Order of the Sword

• History of AMC/Wing senior enlisted advisors

• History of the US flag and other patriotic themes

• POW displays

• Important historical US and Air Force documents

◆ Use wood and stone pedestals, glass cases, wall-mounted cabi-netry, and other high-quality display furnishings.

Chapter 5

Interaction Areas

Use high-quality displays in the Enlisted Heritage Room to complement room decor and to highlight historic articles on display.

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SCHOOL DESIGN GUIDE — Chapter 5

The student lounge should be designed for comfort and durability, while portraying a relaxed atmosphere. Use plants to “soften” the lounge area.

B. Student Lounge The lounge should provide a comfort-able, attractive setting for student interaction. Staff, students, and guests may use this area for events such as course icebreaker, pregraduation social, and ALS orientation. Make every effort to ensure the room presents a professional appearance.

Considerations

◆ Use a comfortable seating area with coffee tables, chairs, sofa, and wood magazine and periodical rack.

◆ Maintain current biographies and photos of instructors for student information.

◆ Include storage cabinets, serving counter, and a double sink.

◆ Use plants and accessories to soften the student lounge environ-ment. Live plants are desirable;

however, professional quality silk plants are a suitable substitute.

◆ Preinstall wiring for cable television and phone connection.

◆ Provide the capability to support the following lounge equipment:

25-inch cable-ready television monitor (minimum), microwave oven, and an upright refrigerator. ■ hese areas provide for person-nel administration activities and educational services, as well as a receiving area for new students.

Designers should employ the standards in Chapter 3, as well as additional items listed in this chapter.

A. Waiting and Reception Area

This high-visibility area is the first part of the school visited by most students, guests, and dignitaries. Because first impressions are long lasting, this area should establish the professional tone for the entire facility.

Considerations

◆ Design this area so that it is locat-ed at the entry of the facility.

◆ Include individual lighting con-trols; track- and ceiling-mounted accent lighting to highlight special displays when used in this setting.

◆ Furnish quality hardwood furniture to support comfortable seating areas; coffee tables, overstuffed chairs, sofa, and table lamp.

◆ Preinstall wiring for LAN computers.

◆ Use sound-dampening wall and floor covering treatments.

Chapter 6

Administrative Areas

Professionally matted and framed pictures along with potted plants provide a professional accent to the area.

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SCHOOL DESIGN GUIDE — Chapter 6

Modular systems furniture offers flexibility for the administrative office.

B. Administrative Area

Accommodation of traffic and conve-nient customer service are essential elements of an efficient school admin-istration area. Design this open area with enough space to support staff, students, and base personnel.

Considerations ◆ Locate the administrative area so that it is adjacent to the waiting area. Include a reception counter adjacent to the waiting/reception area.

◆ Use individual lighting controls;

lighting should be bright and nonglaring.

◆ Preinstall phone connections, modem connections, and special requirements to support the maxi-mum planned number of people in each room.

◆ Provide the capability to support the following administrative equipment: personal computers, photocopier, file cabinets, facsimile machine, and laser printer.

◆ Use quality systems furniture with adequate storage. Arrange for convenient use and easy move-ment of people within the office.

◆ Preinstall wiring for LAN computers.

The program manager’s office should have a professional, business-like character.

AMC AIRMAN LEADERSHIP

SCHOOL DESIGN GUIDE — Chapter 6

C. Program Manager’s and Instructors’ Offices

These offices support several important functions, such as staff/student counsel-ing, lesson plan reviews, peer consul-tations, and research. Ensure these offices reflect professional standards.

Considerations ◆ Provide the capability to support the following office equipment:

file cabinets, personal computer, photocopier, facsimile machine, and laser printer.

◆ Use quality case work or systems furniture with adequate storage.

Provide an administrative desk and comfortable guest chairs. Arrange the layout for convenient use and easy movement of people within the office.

◆ Ensure that the offices have telecommunications capability as required.

◆ Preinstall wiring for LAN computers.

SCHOOL DESIGN GUIDE — Chapter 6

The computing/test analysis room is a private area to conduct testing evaluation of students enrolled in ALS.

D.Computing/ Test Analysis Room

This room provides a secure area for exam processing, records manage-ment, and storage of sensitive materials.

Considerations ◆ Install a key or cipher lock on the entrance door.

◆ Use key lock or combination lock file cabinet for test and student data storage, and paper shredder for destruction of obsolete test and student information.

◆ Provide systems furniture and adequate storage for equipment and testing. Arrange furniture for convenient use.

◆ Prewire LANs for the administra-tive computer connectivity, common LAN printers, and spe-cialized computer connectivity. ■

References List of Publications

AFI 32-1023 Design and Construction Standards and Execution of Facility Construction

AFI 32-1024 Standard Facility Requirements

AFI 32-1032 Planning and Programming Real Property Maintenance Projects Using Appropriated Funds

AFM 88-3 Structural Design Criteria Loads

AFP 88-40 Sign Standards

AFR 125-37(1) The Installation and Resources Protection Program

ADA Americans with Disabilities Act

DoD 4270.1-M Construction Criteria Manual

FED STD. 795 Uniform Federal Accessibility Standards

MIL-HDBK 1008B Fire Protection for Facilities Engineering, Design, and Construction

MIL-HDBK 1190 Military Building Code

NFPA 101 Life Safety Code 101

NFPA 220 Types of Construction

10 CFR (Code of Federal Regulations) Energy Conservation Voluntary Performance Standards for Chapter 11 New Buildings; Mandatory for Federal Buildings

AMC Commander’s Guide to Facility Excellence

AMC Interior Design Guide

AMC Architectural Compatibility Plans

AMC Landscape Design Guide

Legend for References

(1) When published, AFI 31-209 (Air Force Resources Protection Program) will supersede AFR 125-37.

SCHOOL DESIGN GUIDE

Developing Leadership Through Quality Education

STRENGTH THROUGH KNOWLEDGESTRENGTH THROUGH KNOWLEDGE

A I R M A N L E A D E R S H I P S C H O O LA I R M A N L E A D E R S H I P S C H O O L

AIR MOBILITY COMMAND…

…GLOBAL REACH FOR AMERICA

Prepared by Directorate of Civil Engineering, Directorate of Personnel, and The Senior Enlisted Advisor February 1999