Describes the family and consumer sciences learning environment, the space, general planning guidelines, location, and space allocation in square footage requirements in New York State. In the Middle School/Junior High School, flexibility and adaptability are the key words in redesigning the facility. The family and consumer sciences high school level clusters must be taught in facilities that allow for classrooms to be supplemented with laboratory settings. 21p.

The information in this guide was developed to assist in planning space and equipment for a family and consumer science education facility. Includes a description of classrooms, work centers, and a summary of recommended space, as well as problems to avoid, and a checklist. 12p.

Minimum equipment needs for the following Family and Consumer Sciences Education facilities are included: 1. Apparel and Housing 2. Comprehensive High School 3. Culinary Arts and Hospitality 4. Early Childhood Education 5. Exploring Life Skills 6. Food Science.

Presents design concepts and considerations for planning and developing middle and high school family and consumer sciences education facilities. Includes discussions on family and consumer sciences education trends; the facility planning process; and design concepts for multipurpose laboratories, science laboratories, child development, teacher and student work areas, and spaces for food/nutrition. General design considerations cover facility accessibility, safety, finishes, climate control, lighting, outdoor educational resources, telecommunications distribution systems, and utilities. A summary of minimum space requirements concludes the guide. 42p.

This teaching guide for a high school nutrition and food science course includes introductory information about the course, course design, facilities and equipment. 345p.

Designed to help teachers work with school and vocational administrators as they plan new or renovated facilities to energize the Work and Family Studies program. 93p.

This guide provides general information on facilities design, including the following: background and overview; work force development education; using the guidelines; facility design; flexibility and expandability; work force development education spaces such as classrooms, laboratories, teacher work stations, storage areas, and outdoor spaces; shared spaces; space location; lighting; electricity; and security and safety. The second section of the guide provides program-specific information for facilities for the following courses: agricultural education, business education, career development, family and consumer sciences education, health occupations education, marketing education, technology education, and trade and industrial education. The last section lists seven resources. 128p.

Wisconsin K-12 family and consumer education teachers implemented the Family, Food, and Society Resource Guide in their classrooms. Feedback was gathered from teachers who had used or were using the modules. A consultant developed a plan for assessing existing facilities that would be used for the teaching of Family, Food, and Society as well as Food Service courses. One of the appendices includes this consultant's report on K-12 family and consumer education facilities that concludes with such attachments as assessment of facility needs, food equipment needs list, food equipment resource list, and four models of family and consumer education facilities. 45p.

This vocational program guide is intended to assist in the organization, operation, and evaluation of a program in interior design technology in school districts, area vocational centers, and community colleges. The following topics are covered: program content; facilities (design criteria, suggested equipment and supplies, and safety); program implementation; professional considerations; and instructional resources. 86p.

Suggestions and recommendations presented in this 1977 guide are intended to provide teachers, administrators, and architects who plan and equip home economics departments with the objectives and an overview of home economics education programs so that functional facilities will be designed. The first section, consumer and homemaking education, lists instructional goals. Facilities requirements are then given including (1) suggested homemaking areas for instruction in multi-purpose rooms, (2) general recommendations for space and equipment, and (3) equipment lists for each subject matter area. The second section contains short course of study descriptions, space requirements, and equipment lists for home economics occupational programs. Floor plans are included. 42p.

Provides the educational planner and the architect with some suggestions concerning models by which they may plan new flexible-use, shared-space occupational education facilities. Guidelines for these educational programs include a discussion of program and space relationships, an identification of the individual stations and areas within each of the cluster laboratories and of the relationships between these stations and the shared services of the laboratory and the cluster as a whole, and a table of space requirements for most of the individual stations required in each laboratory. 51p.

Guidelines are presented to encourage logical, systematic and creative facility planning, as well as to designate pertinent information to be incorporated when writing educational specifications for home economics facilities. Part II considers the kinds of teaching and learning activities to be carried on which will determine facility needs. Part III describes in detail the distinct spaces to be provided to house occupational preparation programs. Forms and checklists are provided to facilitate the detailed planning of lecture/demonstration, seminar, and laboratory areas. Part IV is an annotated bibliography on facility planning. 86p.

Describes the design and programming of four multi-purpose higher education facilities: Cornell's school of hotel administration, continuing/vocational education centers in Illinois and Texas, and a community athletic facility at New Jersey's Raritan Valley Community College.

Describes the award-winning designs of four specialized school facilities, including an alternative learning center, two vocational/industrial arts facilities, and an athletic center. Lists of project participants, costs, specifications, and photographs are included.

Describes this vocational education facility created by a consortium of eight secondary, higher, and vocational education agencies. The planning, design, and construction phases of the project are detailed.

Describes the design of Eastland Career Center's new cosmetology laboratory in Columbus, Ohio; the aim was to provide a hip, high-end salon image that operates functionally for classroom purposes and draws more students to the school's cosmetology program.

An environmental scan conducted at Colorado State University assessed how college units welcome diverse students. Ways to make the physical space more inclusive were developed.

The multimedia classroom provides an ideal setting for teaching nutrition for wellness at the college level. Such a classroom uses computers, laserdisc players, TVs/VCRs, document cameras, or any combination of these features to present lecture materials. Keypads installed at each seat enable students to respond to multiple-choice questions, and the results are tabulated and displayed for discussion. There is evidence to show that the multimedia classroom may be more effective in delivering lecture material than the traditional classroom for psychology classes.

Discusses modernizing, remodeling, or developing new home economic facilities. Equipment considerations, curriculum objectives, the making of a master plan, and planning reminders are provided along with a basic sketch to review prior to planning home economics laboratories.

AAFCS activities include public policy action on issues such as child care legislation and nutrition research, promotion of family and home economics research, awarding of educational and research fellowships, meetings and workshops, accreditation of educational institutions, publications, and outreach programs.

Paxton/Patterson, a commercial vendor, provides Technology Education and Technology and Family & Consumer Sciences modular learning systems, as well as tools, equipment, furniture, and supplies for vocational and industrial education.

Commercial site of Lab-Volt Systems, Inc featuring modular, multimedia-based educational programs in Family and Consumer Sciences. Supported by an electronic classroom management system, TECHLife provides hands-on instruction using state-of-the-art technology and equipment.

NCEF's resource list of links, books, and journal articles on the planning and design of technical laboratories and technology education facilities in schools and colleges for teaching vocational education, industrial design, construction, and other technical and career arts.