Guest Feature: Remote Sensing Research and Education at Rochester Institute of Technology [Education]

Much of the original and printed material which constitutes the history of graphic design is in danger of being lost. The efforts of libraries and museums to preserve this material can be enhanced by the use of interactive videodisc to record, and to facilitate access to and exploitation of, the contents of graphic design archives. At the Rochester Institute of Technology, a project which aims to create an ‘electronic museum’ alongside an extensive archive of graphic design has achieved the production of a prototype videodisc and of accompanying software. While the Rochester Archive is focussed on American graphic design of the 1930s to 1950s, an international network of graphic design collections, and of electronic databases, is envisaged.

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Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

Volume 5: Education and Globalization ◽

10.1115/imece2013-66486 ◽

2013 ◽

Author(s):

Amitabha Ghosh

Keyword(s):

Learning Outcomes ◽

Student Performance ◽

Core Curriculum ◽

Assessment Process ◽

Learning Outcomes Assessment ◽

Rochester Institute Of Technology ◽

Engineering Sciences ◽

Engineering Department ◽

Institute Of Technology ◽

Behavioral Influences

A formal two-loop learning outcomes assessment process has been evaluated in the mechanical engineering department at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum (ESCC), provided systematic course learning outcomes and assessment data of student performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports detailed analyses with some important observations in the Statics-Dynamics sequence to determine obstacles in student performance. New data shows that students’ mastery of Dynamics is affected largely by incorrect interpretations and weak retention of fundamentals in Statics. Further evidence of students’ behavioral influences are discussed requiring a future focus in this area. This report completes the 5 year feedback loop designed to achieve the ESCC goals on the Statics-Dynamics sequence.

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Graduate programs in color science at Rochester Institute of Technology

Color Research & Application ◽

10.1002/col.20666 ◽

2010 ◽

Vol 36 (1) ◽

pp. 14-14

Keyword(s):

Graduate Programs ◽

Color Science ◽

Rochester Institute Of Technology ◽

Institute Of Technology

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The Comics Scare Returns: The Contemporary Resurgence of Horror ComicsTerrence R.Wandtke. Rochester Institute of Technology Press, 2018.

The Journal of American Culture ◽

10.1111/jacc.13054 ◽

2019 ◽

Vol 42 (2) ◽

pp. 170-171

Author(s):

Julie Hawks

Keyword(s):

Rochester Institute Of Technology ◽

Institute Of Technology

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RYTSI: The Rochester Institute of Technology–Yale Tip‐Tilt Speckle Imager

Publications of the Astronomical Society of the Pacific ◽

10.1086/498222 ◽

2006 ◽

Vol 118 (839) ◽

pp. 162-171 ◽

Cited By ~ 9

Author(s):

R. D. Meyer ◽

E. P. Horch ◽

Z. Ninkov ◽

W. F. van Altena ◽

C. A. Rothkopf

Keyword(s):

Rochester Institute Of Technology ◽

Institute Of Technology

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An Undergraduate Human Factors Workbook

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129503900602 ◽

1995 ◽

Vol 39 (6) ◽

pp. 384-388 ◽

Cited By ~ 1

Author(s):

Jacqueline Reynolds Mozrall ◽

Jasper E. Shealy

Keyword(s):

Human Factors ◽

Undergraduate Students ◽

Large Set ◽

Questionnaire Data ◽

Support Materials ◽

Rochester Institute Of Technology ◽

Manufacturing Engineering ◽

Institute Of Technology ◽

Selection Of

The Industrial and Manufacturing Engineering (IME) Department at Rochester Institute of Technology (RIT) requires undergraduate students to take two courses in human factors, with both courses possessing a laboratory requirement. In an effort to consolidate support materials for the undergraduate human factors courses, a supplemental workbook was developed. The workbook provides both the students and instructors with a varied selection of laboratory exercises and homework problems which are directly relevant to the material being covered in the lectures and laboratories. The workbook includes specific guidelines for the required laboratory format, a selection of laboratory exercises and homework problems, and appendices which include supplemental material related to the laboratory exercises and a large set of human factors references. The workbook has been very beneficial for instructors, for it provides an organized set of information which directly supports both the lecture and laboratory material. Questionnaire data obtained from students identified good features of the workbook, as well as areas which needed improvement.

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