Course Descriptions

Through creating games in two industry standard game engines, this course is intended to introduce the student to the essentials of game development, including Game Editor, Assets Store, Prototype, Game Physics, Character Animation, 2D Features, C#, and C++ Game Scripting. Upon successful completion of this course, the student will be able to use two industry standard game engines to develop both 2D and 3D games; evaluate different engines in game design & development process; and develop collaboration skills through working in game development studio format.

This is the third and final course focusing on core game design fundamentals. This course will build on GAME 145 and GAME 245 with a focus on designing for a target demographic, playtesting, and iterative game design of a complete game in a collaborative context. The student will create two short games in pairs. They will utilize playtesting methods and techniques to gather player data, evaluate, and implement feedback into the game design process.

This course expands on the content from GAME 250 and introduces the student to a range of digital prototyping tools and techniques for game design. Through developing original, small scale game projects in solo and group contexts, the student will learn how to ideate, plan, and create digital prototypes and vertical slices of games.

This is the second of two courses in visual design and animation for digital games. This course expands on the materials taught in GAME 270 and introduces the student to advanced concepts and principles of art and asset creation for digital games. Focusing on semiotics and aesthetics of visual design as it relates to genre and gameplay communication, the student will learn to use industry standard tools for 3D animation techniques to create game assets, characters, and environments. The student will create art and assets for their own games for their portfolio throughout the course.

In this course, the student will expand their understanding of the connection between game mechanics, object and environment rules, and ludo-narrative devices in digital game worlds. Structured as a studio course, the student will work on a narrative-based game idea of their choice. With a focus on the design of gameplay progression through game mechanics, scalable challenges and difficulty levels, and tasks and rewards that aim to advance the narrative, students will develop relevant industry informed documentation and create a playable prototype demonstrating narrative design principles. In doing so, the student will learn to implement effective ludo-narrative elements as they are related to designing engaging digital gameplay experiences.

In preparation for jobs in the games and adjacent creative industries, the student will build upon previous coursework to gain an understanding of career opportunities, topics of study, and current issues in the game design industry. The seminar will include relevant guest speakers. This seminar will also provide the student with a guided structure to engage in professional development activities and maintain professional profiles and memberships in industry-connected associations.

Drawing on the range of creative and technical skills and conceptual knowledge learned throughout the program, the student will brainstorm, ideate, document and plan their game concept following industry standards. Following their plan, the student will create an analog and digital prototype for their game.

In this course, the student will draw on the range of creative and technical skills and conceptual knowledge learned throughout the program. The student will re-evaluate the project plan based on the playtesting results from GAME 485 and implement any game design changes. Throughout the course, the student will continue development of their digital game as well as collaborate with classmates on distinct aspects of each other’s games. Successful coursework will result in a complete and polished game for the student’s portfolio.

This course introduces the student to the range of self-publishing platforms, publishing costs, intellectual property regulation, publishing policies, and the technical processes and requirements of the different game platforms.

This project must be in the student’s program of study or concentration. It should demonstrate application of the skills, methods, and knowledge of the discipline to an applied creative project. As with Project I, this is undertaken with the close mentorship of a faculty member, and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

GAME 270 – Game Art, Assets & Animation 1
(3 semester hours)

This course, the first of two in visual game design, will introduce the student to foundational concepts and principles of art and asset creation for digital games. Focusing on game art, aesthetics, and genre, the student will learn analog and 2-d animation techniques to create game assets, characters and environments.

GAME 370 – Game Art, Assets & Animation 2
(3 semester hours)

This is the second of two courses in visual design and animation for digital games. This course expands on the materials taught in GAME 270 and introduces the student to advanced concepts and principles of art and asset creation for digital games. Focusing on semiotics and aesthetics of visual design as it relates to genre and gameplay communication, the student will learn to use industry standard tools for 3D animation techniques to create game assets, characters, and environments. The student will create art and assets for their own games for their portfolio throughout the course.

GAME 145 – Introduction to Game Design
(2 semester hours)

This course will introduce the student to foundational elements of introductory game design. The student will examine a range of digital games to learn how to identify the fundamental structure, principles, and methodologies behind the design process. The student will be introduced to entry level game engines and learn how to develop creative ideas through the implementation of the key game design elements, principles and practices in an applied manner.

GAME 245 – Game Design 2: Principles & Practice of Game Design
(3 semester hours)

This course expands on content taught in GAME 145 and introduces the student to fundamental principles of design as they relate to game flow and player engagement. With a focus on advanced game mechanics, object rules, gameplay loops, game elements and rewards, balancing of skill and chance, and incremental challenge and difficulty, the student will demonstrate their understanding of these principles through a series of solo and collaborative game design projects, game pitches, and structured peer assessment.

GAME 345 – Game Design 3
(3 semester hours)

This is the third and final course focusing on core game design fundamentals. This course will build on GAME 145 and GAME 245 with a focus on designing for a target demographic, playtesting, and iterative game design of a complete game in a collaborative context. The student will create two short games in pairs. They will utilize playtesting methods and techniques to gather player data, evaluate, and implement feedback into the game design process.

GAME 485 – Game Studio 1: Ideation to Beta
(3 semester hours)

Drawing on the range of creative and technical skills and conceptual knowledge learned throughout the program, the student will brainstorm, ideate, document and plan their game concept following industry standards. Following their plan, the student will create an analog and digital prototype for their game.

GAME 495 – Game Studio 2: Prototype to Release
(4 semester hours)

In this course, the student will draw on the range of creative and technical skills and conceptual knowledge learned throughout the program. The student will re-evaluate the project plan based on the playtesting results from GAME 485 and implement any game design changes. Throughout the course, the student will continue development of their digital game as well as collaborate with classmates on distinct aspects of each other’s games. Successful coursework will result in a complete and polished game for the student’s portfolio.

This course will addess learning and creativity by drawing from three fields of study: psychology, English literature and sociology. More specifically, learning and creativity will be explored by focusing on the theme of creating self-identity through self-analysis and creating self-identity through interactions with other individuals or small groups.

This course will address learning and creativity by drawing from the three fields of study: psychology, English literature and sociology. More specifically, learning and creativity will be explored by focusing on the theme of serving a community through involvement with its social policies.

This course investigates the historical, geological, physical, chemical and biological characteristics of the ocean environment. The basic language of marine science, and its underlying principles, are explored. The student pursues an understanding of the underwater history of the planet and the importance of the sciences, including the scientific method of research.

This course presents a broad overview of modern science by integrating basic scientific principles and methodology to various disciplines of the natural and applied sciences. The overall emphasis of the scientific mind series is to begin the development of critical thinking, problem solving, experimental, mathematical, and information research skills that lie at the heart of scientific inquiry. The course emphasizes how the interplay between theory and experiment has led to our current understanding of physical science and chemistry and how this knowledge has found application towards the advancement of technology.

This course presents topics from the natural sciences with the underlying framework of basic scientific principles and methodologies. This course stresses the interconnectedness of the natural world, demonstrably built on the foundations and building blocks of the basic physical sciences. Classwork will include technology applications for observing and understanding the natural world. The student explores the areas of cosmology and astronomy, earth sciences, and finally the biological sciences including genetics, ecology, and modern concepts of evolution. A student completing this sequence should have an understanding of scientific thought, advancement and philosophy that will prepare them for higher-level courses.

Sociology focuses on the systematic understanding of the way self-identity, social interaction, social organization, social institutions and social change occur in west societies like the United States. Major themes in sociological thinking include the interplay between and society, how society is both stable and changing, the causes and consequences of social inequality, and the social construction of human life. Understanding sociology helps discover and explain social patterns and see how patterns change over time and in different settings, in interaction with different people and groups. Through analyzing, discussing and writing about the social basis of everyday life, sociology also develops critical thinking, by revealing the social structure and processes that shape diverse forms of human life.

This course is a survey presentation of the fundamental theories, principles, and research methods of psychology. Emphasis is placed on psychology as the scientific study of behavior and cognitive processes. Students will be expected to demonstrate critical evaluation and creative thinking skills, an understanding of the data-gathering methods of psychology, and an ability to utlize information technology.

This course draws on topics related to American history and government, macroeconomics and ecology. The course demonstrates the interconnection between these fields of study by focusing on the civic responsibility involved with decisions regarding the distribution of the nation’s resources. The course provides a historical look at the American democratic system, political institutions, fiscal policy, monetary institutions and the national economy and examines the influence of these structures on public and environmental health.

This survey course investigates major movies, historical events, schools of thought, and developments in the history of film and mass communication. Through readings, lectures, and independent research, the student will focus on the relationships between history, technology, and media development and explore the impact motion media and mass communication have on society and the economy.

This course explains how gender affects people’s lives in a variety of ways. Most people consider gender the learned or social differences between girls and boys, and women and men. Gender is a variable, and members of both sexes can vary in the extent to which they conform to gender roles and expectations. The course reviews the impact of gender on education, science, language, employment, history and politics.

This course integrates the study of culture and art and introduces the student to a global and comparative study of culture as a key to understanding human behavior in different societies. The formation and application of art and culture is studied in relation to the impact of religious belief and tradition in different societies. The course explores similarities and differences in the world’s major cultures and attempts to pinpoint the impacts on social institutions and human behavior.

The student is familiarized with professional fiction writing through the short story, with a focus on idea generation, scene setting, characterization and plot. Other forms of fiction writing, appropriate to student needs and interests, such as gaming, screenplays, or works of various lengths, are discussed. This course is cross-listed with ENGL 310 & IMED 320.

Consulting is the practice of assisting organizations or individuals through the analysis of existing situations and development of plans and solutions to address problems. The course introduces the principles and practice of consulting in modern settings through case studies, examples, and real-life projects. The course explains different types of consulting models (for internal as well as external users) and covers the consulting life cycle from engagement start to finish. Topics include: business requirements gathering and analysis; teamwork and conflict resolution; consulting skills; problem-solving ; and communications skills. Emphasis is placed on producing deliverables in a timely and professional manner.

This course introduces the student to organization, leadership, and decision-making in firms and businesses by drawing from the fields of organizational theory, leadership, and microeconomics. The objective is to encourage the student to understand the significance of organization and leadership in professional, economic and entrepreneurship activities. The role and impact of organizational theory and leadership is also explored in relation to a firm’s microeconomic decisions, while attempting to be successful and productive in the marketplace.

This course explores a topic or collection of topics of special interest that is timely and in response to critical or emerging topics in the broad field of general education.

The student studies and compares key features of entrepreneurship from two important vantage points: business entrepreneurs and social entrepreneurship. The drive and creativity of individuals who question the status quo and explore new opportunities are examined. The student reads stories, completes case studies, and speaks with community entrepreneurs. Examples are taken from business and others from ordinary people who do remarkable work. The objective of this course is to help the student identify a specific entrepreneurial spirit, set goals, and develop skills in entrepreneurship.

This course provides the foundation for a study of various current health issues. The student will investigate a topic related to personal, community or environmental health to conduct research, formulate an opinion of the topic, discuss relevant facts, and write about the topic. The projects in this class focus on the development of competence in both oral and written communication and information literacy.

This course examines current issues in digital technologies from a range of ethical frameworks. While professional codes of conduct and ethical workpace practices are addressed and examined, the course focuses on critical thinking about the role of the software designer in the workplace, community, and world.

This course covers contemporary concepts and fundamental values in moral, ethical, and professional decision-making. Through case analysis, the course covers topics such as professional client relations, confidentiality, professional dissent, and professional virtue in a professional setting. The course examines contemporary professional and clinical ethics issues that influence a professional practice discipline, and to a lesser degree, it introduces the student to ethical issues at the organizational level in health care. The relationships between ethical and legal principles are also examined. Various models of ethical decision-making are explored as the student applies these frameworks to resolve ethical dilemmas. The student will also examine the role of professional codes of ethics and the legal standards that influence ethical professional practice.

This course explores the rapidly evolving field of generative AI and its applications in content creation and interactive media. The student will gain hands-on experience with cutting-edge AI tools while developing a critical understanding of their impact on creative processes. Through a combination of lectures, workshops, and projects, the student will explore various generative AI technologies, their practical applications, and ethical considerations. Topics include text-to-image generation, natural language processing, and AI-assisted design. The course emphasizes both technical proficiency and creative problem-solving, preparing the student for the growing integration of AI in media production and STEM fields. By the end of the course, the student will have developed a portfolio demonstrating their ability to leverage generative AI tools in innovative content creation projects.

This is an academic writing course designed for international graduate students who are not native speakers of English, but who have at least an intermediate level of language proficiency. The purpose of the course is to help students develop the skills they need to become competent writers in their chosen academic fields. Students will analyze the structure and language of a variety of academic texts and produce work using the conventions of American academic writing based on these models. Students will position themselves as participants in the scholarly conversations of their disciplines by summarizing, analyzing, critiquing, and synthesizing the work of other members of their academic and professional communities.

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the course.

This course guides the student to develop and finalize a selected research problem and to construct a proposal that effectively establishes the basis for either writing a thesis or launching an experiential capstone project. The course provides an overview of strategies for effective problem investigation and solution proposal. Research methodology is studies and applied as part of suggesting a solution to a problem. Writing and formatting techniques are also explored and applied as a communication tool for cataloging the investigation and recommending the solution.

In consultation with the advisor, the student conducts research designed in GRAD 695 to address a problem as identified in the solution proposal.

This educational course aims to positively impact the skills and abilities of participants by enhancing their capabilities to: Understand the fundamental concepts of Geographic Information Systems (GIS); Make substantive use GIS software tools, methodologies and spatial data; Integrate GIS analysis techniques into research and course instruction. Upon successful completion of training, participants will be able to: Gain a practical understanding of GIS concepts, techniques and real world applications. Learn how GIS is utilized in the larger context of business needs and IT strategies. Understand the concepts of geography necessary for appropriate use GIS technology. Understand basic GIS analysis concepts and practical applications of GIS. Understand the technical language of GIS and gain practical experience using GIS tools.

This course focuses on the concepts of geospatial technology, including topology, projects, data modeling and spatial operations managed by geographic information systems (GIS). The course includes lectures on GIS concepts and usage as well as laboratory exercises designed to introduce the student to the basic functionality of GIS. GIS exercises include data capture, storage, query, analysis, display and output using ArcGIS software. The student is also introduced to other geospatial technology such as Global Position Systems and Remote Sensing.

This course has three specific ways of looking at the geography of the world: 1) World Geography – where regions of the world are examined based on human and physical features; 2) Applied Geography – which focuses on applying physical and human geography concepts to phenomenon such as environmental, political, and economic; and 3) how modern geospatial technology is changing the way geographic information is studied and used. Laboratory exercise include research and map exercises for world geography, worksheets and diagramming for physical geography exercises, and final project research into a selected applied geography topic of interest to each student.

This course focuses on the first of three primary Geospatial Technologies, Geographic Information Systems, but also introduces students to Remote Sensing and Global Positioning Systems (GPS). The course includes both lecture on concepts and applications as well as laboratory exercises designed to develop students abilities in core GIS functionality. GIS exercises include spatial data capture, storage, query, analysis display and map output using the industry standard, ArcGIS software. Practical applications of GIS to areas such as environmental analysis, land use planning, emergency management and fundamental mapping techniques. Students finish the course by completing a custom mapping project on a topic of interest to them.

The presentation of data is both an art and a science. The student uses GIS to produce high-quality maps that expose complex spatial information and relationships in a clear and easy-to-understand display. Cartographic concepts and techniques, used to create not only hard copy printed maps but also prepare cartographic data for modern devices such as web pages and digital media, are explored. The class emphasizes laboratory work and a final project that uses GIS from an initial map concept, through data collection and analysis, to a final product.

This course bridges the gap between the concepts and tools introduced in GSTC 140 and the more advanced functions of ArcEditor/ArcInfo, including spatial operations and data modeling. The student integrates diverse datasets, creates methodologies for data conversion/migration, and develops guidelines for spatial data quality control. The course continues to build competency in alternative GIS software solutions including Open Source GIS. Advanced modules of ArcGIS, including Spatial Analyst and 3D Analyst, will be introduced.

Through the use of geospatial technology examples, the current policy on managing data for public administration and public policy is explored. The student will utilize knowledge and skills in geospatial technology to understand the impact and constraints it places on both public and corporate policies. Knowledge of GIS is used to explore emerging public policy, professional standards, ethics, and future directions of geographic data.

This first project in the student’s experiential program challenges the student to identify, investigate and analyze a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member, and may involve a community partner. Projects can involve scientific-based research or laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals.

Through the use of geospatial technology examples, current policies and spatial data/analysis management methods are explored. The student utilizes foundational knowledge and skills in geospatial technology to understand the impact and constraints required in both public and corporate policies and mangement. Knowledge of GIS is used to explore emerging public policy, management practices, professional standards, ethics, and future directions of geographic data

This course is intended for the student who is interested in designing and implementing a spatial database also teaches them to write spatial queries that solve real-world problems through retrieving data from a spatially enabled database. The course is designed to cover the basics of the relational model for database management where data can be accessed and reassembled in different ways that are of relevance to both geographic and non-geographic context, the student will learn a domain-specific language such as Structured Query Language (SQL) to be able to manage data, it also gives the student a solid background in vector, raster, and topology-based Geographic Information System (GIS) in order to be able to analyzing, viewing, and mapping data.

This course focuses on critical evaluation of real world case studies to determine the appropriate spatial data and advanced-level geospatial technology and tools to analyze, replicate and improve upon past solutions. The student works independently and in teams to develop and apply geospatial problem solving skills to a range of real world scenarios. The growing requirement for the integration of GIS and 3-D building information modeling (BIM) for use in facilities management and emergency response is explored.

Remote sensing through the use of satellites and other aircraft is the science of acquiring and analyzing information about feature or phenomena from a distance. Satelliteborne sensors observe, measure and record the electromagnetic spectrum reflected or emitted by the earth and its environment for subsequent analysis and extraction of the information. Applications for satellite remote sensing include military surveillance, oil, insurance, real estate, transportation, city planning, environmental monitoring and other uses. The student works with raster-based satellite and aerial images to manipulate and analyze the electromagnetic signatures gathered from this technology.

This course introduces the student to basic topics in spatial web-based software design and creation. Building on skills acquired in prerequisites in both GIS and Computer Science, the student uses industry standard tools and technologies to explore and develop foundational components of a functioning spatial web application and database. The bulk of the classroom time will be spent on a practical project in small groups with guidance from the instructor. The student must demonstrate a final project at the end of the semester.

This course exposes the student to the application of geographic and geospatial technology knowledge in a field studies environment. Learning activities focus on regional and cultural geography, geomorphology, climatology and GPS/GIS field data collection. Exposure to different cultures and environments is intended to provide practical experience with global awareness and a broader, more external, understanding of informational literacy.

An internship allows the student to put theory into practice. The student applies classroom experiences to the workplace at an off-site placement, where ideas are tested and competencies and skills are developed. Throughout the internship, the student works regularly with a faculty supervisor, the Office of Experiential Programs, and a site supervisor who guide the learning process. The student integrates the collective observations, analyses, and reflections of this experiential team into an internship portfolio that showcases the accomplishments of the experience. The unique portfolio is constructed throughout the internship, and represents the evolutionary and dynamic nature of the learning process.

This course covers emerging topics in geospatial technology. It is an in-depth study of a selected specialized area and the content varies by semester.

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. A directed study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be part of that contract.

This course immerses the student into desktop GIS software design and creation. Building on skills acquired in prerequisites in both GIS and Computer Science, the student uses industry standard tools and technologies to design and create a functioning spatial desktop scripts and applications. The bulk of the classroom time will be spent on practical project in small groups with guidance from the instructor. The student must demonstrate a final project at the end of the semester.

Remote sensing through the use of satellites and other aircraft is the science of acquiring and analyzing information about feature or phenomena from a distance. Satellite-borne sensors observe, measure and record the electromagnetic spectrum reflected or emitted by the earth and its environment for subsequent analysis and extraction of the information. Applications for satellite remote sensing include military surveillance, oil, insurance, real estate, transportation, city planning, environmental monitoring and other uses. The student works with raster-based satellite and aerial images to manipulate and analyze the electromagnetic signatures gathered from this technology.

This project must be in the student’s program of study or concentration(s). It should demonstrate application of the skills, methods, and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member, and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

This course will introduce the student to the fundamentals of Human-Centered Design, using the Double Diamond Model, which forms the foundation of HCID’s program and process. Current research in disciplines from neuroscience to anthropology is applied to derive design principles which prioritize human needs. The student then applies these principles to identify, research, and analyze human needs in fields of their choice in a guided exploration of the first diamond of the procedural model.