Hudson Valley Community College

Three Classrooms. Three Different Needs. One Collaborative Design Process.

How Computer Comforts worked directly with Hudson Valley Community College faculty to create three technology-rich learning environments designed around the unique needs of each curriculum and program.

THE CHALLENGE

When Hudson Valley Community College set out to update three distinctly different learning environments, a one-size-fits-all furniture solution was not going to work.

Each classroom served a different academic purpose, incorporated different technologies, and supported different methods of instruction. Just as importantly, each space had a dedicated faculty member with specific ideas about how the classroom needed to function.

The challenge was to create three individualized classroom solutions that balanced technology, student capacity, collaboration, instructor needs, accessibility, and the physical constraints of each room.

STARTING WITH THE FACULTY

Computer Comforts began the process on campus, measuring each classroom and meeting directly with the faculty members responsible for the individual spaces.

Rather than beginning with a predetermined furniture configuration, the planning process started by understanding how each room would actually be used.

How many students should the classroom accommodate? What technology would students use? How would instructors teach in the space? Would students work individually, collaboratively or move between the two? What type of instructor lectern would best support the faculty member? How much circulation and aisle space was required?

Using field measurements and the information gathered during these conversations, Computer Comforts developed room-layout options for each classroom. Faculty members could evaluate different configurations and refine the designs before selecting the layout that best supported their curriculum and teaching methods.

Once the layouts were finalized by the college, the process continued with product and finish selections, coordinating table laminates, powder-coat colors and seating colors to create a cohesive environment for each classroom. 

THREE ROOMS. THREE SOLUTIONS.

Earth Science Lab — SCI 152

Designing Around Collaboration

The Earth Science Lab required a classroom environment that could support both individual coursework and small-group interaction while giving students convenient access to power for the technology they use throughout class.

The final layout incorporated five collaborative tables, each designed to accommodate four students for a total classroom capacity of 20.

Integrated power directly in the tabletops provides students with convenient charging access without requiring them to leave their work areas.

The furniture layout works in conjunction with the room’s AV system, which includes a 98-inch front display and three perimeter displays. Students can work together at their tables and share content throughout the classroom, supporting both instructor-led activities and smaller collaborative breakout sessions. 

DESIGN PRIORITIES

20-student capacity • Four-person collaboration • Integrated tabletop power • Technology access • Student sightlines • Instructor presentation 

Training & Professional Development Lab — BTC 1033 

Integrating Technology Without Sacrificing Collaboration 

BTC 1033 presented quite a different challenge.

Each perimeter collaborative table needed to accommodate four all-in-one Windows computers along with an integrated tabletop power interface while still providing students with adequate working space.

Each collaborative table was also paired with its own wall-mounted large-format display, creating an individual technology-enabled collaboration zone for each group.

The furniture dimensions and overall room layout therefore had to account for the computers, integrated tabletop power, sightlines to the displays, student seating, adequate working space around the technology, and proper aisle spacing for comfortable movement throughout the classroom.

The completed environment combines technology-intensive perimeter stations with a flexible central collaboration area, allowing the room to support multiple teaching and training methods. 

DESIGN PRIORITIES

Four computers per table • Integrated tabletop power • Dedicated group displays • Work-surface space • Clear sightlines • Proper aisle spacing • Flexible collaboration 

Digital Media Lab — BTC 1053

Designing Around Large-Format Desktop Technology 

The Digital Media Lab presented yet another furniture challenge: accommodating substantial desktop technology without allowing that technology to become a barrier to student interaction.

Each workstation needed to accommodate two large iMac computers, one desktop scanner and an integrated tabletop power interface, while still providing adequate working space for students.

Computer Comforts addressed these requirements using an 84-inch-wide recessed monitor table design.

By recessing the iMac displays into the work surface, the overall height of the monitors was reduced. This improved sightlines between students and created a more open environment for communication and collaboration.

The tables were arranged in back-to-back pairs, creating collaborative clusters where students could work individually at their computers while remaining connected to the other students within their group.

The recessed monitor design was particularly important in this configuration because it reduced the visual barrier normally created by large desktop displays.

The room also incorporates mobile tables in the center of the classroom, providing additional flexibility for hands-on creative activities such as stop-motion animation.

DESIGN PRIORITIES

Two iMacs per table • Desktop scanner • Integrated tabletop power • Recessed displays • Improved student sightlines • Collaborative clusters • Flexible creative workspace 

FROM REQUIREMENTS TO REALITY

Although all three classrooms were part of Hudson Valley Community College, each presented a distinctly distinct set of requirements.

SCI 152 needed to support four-person collaboration and an Earth Science curriculum.

BTC 1033 required technology-intensive collaborative workstations incorporating four Windows computers and dedicated large-format displays.

BTC 1053 required a furniture solution capable of accommodating large iMac displays and scanners without allowing the technology to interfere with student interaction.

The common thread was the process.

By starting with the room, the technology and—most importantly—the faculty members who would use the spaces, Computer Comforts was able to develop furniture layouts and product solutions around the way each classroom needed to function.

The result is three very different learning environments, each designed around its own curriculum, technology, and teaching methods.

CCI SPACE PLANNING PROCESS

LISTEN

Understand faculty needs, technology, student capacity, and teaching methods.

MEASURE

Field-measure the classroom and identify physical constraints.

DESIGN

Develop furniture layouts around technology, capacity, sightlines, and circulation.

REFINE

Review layout options with faculty and make adjustments.

COORDINATE

Select furniture configurations, laminates, powder-coat finishes and seating colors.

DELIVER

Turn the approved classroom concept into the completed learning environment.