RIT Special Task Force on Scheduling and Time in Learning reports, 1972-1974.

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RIT Special Task Force on Scheduling and Time in Learning reports, 1972-1974.

http://www.worldcat.org/oclc/765399686

Reports and minutes relating to the RIT Special Task Force on Scheduling and Time in Learning. The task force was created in 1972, and was charged with studying and recommending efficiencies for the creation of class schedules and sections, registration procedures, and student learning models. The RIT Special Task Force on Scheduling and Time in Learning mainly consists of preliminary reports by the RIT Steering Committee regarding the need and creation of the task force. Only the second part of the final report is included in this collection. A Study on Time and Learning at RIT was issued in October 1974, and focused on learning and instruction processes rather than on scheduling and registration inefficiencies. Also included are a small amount of Steering Committee minutes regarding the task force.

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RIT Library, Wallace Library

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SNAC Resource ID: 8160244

RIT Library, Wallace Library

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Rochester Institute of Technology. Special Task Force on Scheduling and Time in Learning,

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In December 1972, amid complaints from faculty, staff, and students regarding the cumbersome system of scheduling classes and sections, the RIT Steering Committee created the Special Task Force on Scheduling and Time in Learning. The task force was charged with defining existing problems in scheduling, and providing a plan of action for solving those problems. A second charge was to determine if ways could be found to enhance student learning methods, increase the rate at which students learn, a...

Rochester Institute of Technology. Steering Committee.

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Rochester institute of technology

http://n2t.net/ark:/99166/w6x968d8 (corporateBody)

It is unclear when the Rochester Institute of Technology (RIT) first admitted minority students. However, it appears as though the first African American students entered the Rochester Athenaeum and Mechanics Institute (renamed RIT in 1944) during the early 1900s. For instance, in 1906 Fredericka Sprague, the granddaughter of Frederick Douglass, took classes at the Institute. There are several other instances of African American students attending the school during the early 20th century as well...