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classrooms that were consistent in their quality and technology infrastructure.
technical infrastructure that they require. Although the JBA report determined
the Mines Campus Program Plan. JBA focused on the quantity of classroom
better space is required. The fundamental point of departure for the analysis
ort,
anecdotal evidence of classroom deficiencies communicated by faculty and
a lack of classroom space stems from the notion that all classrooms are not
This analysis was built on the classroom utilization data compiled by JBA in
by providing the exact same number of student stations in the JBA report in
er the flexibility, quality, and
space, while the Classrooms Assessment Report focused on the quality of
utilization target rates. The second aspect contributing to the perception of
the classroom environments. Additionally, the analysis tried to address the
The core of this discrepancy was attributable to two things which were not
which indicated a surplus in the amount of classroom square footage and
perceived contradictions between the results of the JBA programming eff
ASSUMPTIONS OF THE ANALYSIS

Faculty tend to avoid classrooms that do not off
Existing Conditions
addressed in the JBA report. First, the JBA report dealt with all classroom space conceptually being controlled or scheduled from a single source, most likely the Registrar. Currently there are a number of spaces that are departmentally controlled an as a consequence are not achieving the that there was not a need for classroom space, in reality additional and within this report was to, in effect, actualize the fin

. equal.
staff