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

2019 ◽  
Vol 42 (2) ◽  
pp. 170-171
Author(s):  
Julie Hawks
Keyword(s):  
Rochester Institute Of Technology ◽  
Institute Of Technology

Final Outcomes Report: Rochester Institute of Technology: Advance RIT

2019 ◽  
Author(s):  
Margaret Bailey ◽  
Maureen Valentine ◽  
Elizabeth Dell ◽  
Carol Marchetti
Keyword(s):  
Rochester Institute Of Technology ◽  
Institute Of Technology ◽  
Technology Advance

The electronic museum of graphic design history at Rochester Institute of Technology

1988 ◽  
Vol 13 (2) ◽  
pp. 21-23
Author(s):  
R. Roger Remington
Keyword(s):  
Graphic Design ◽  
Interactive Videodisc ◽  
Design History ◽  
International Network ◽  
Rochester Institute Of Technology ◽  
History Of ◽  
Institute Of Technology

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.

Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

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.

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

2006 ◽  
Vol 118 (839) ◽  
pp. 162-171 ◽  
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

An Undergraduate Human Factors Workbook

1995 ◽  
Vol 39 (6) ◽  
pp. 384-388 ◽  
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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