July 9, 2010 Sheridan College Institute of Technology and Advanced Learning 1430 Trafalgar Road Oakville ON L6H 2L1 (905) 845-9430

Submission: Bachelor of Game

Applying for Ministerial Consent Under the Post-secondary Education Choice and Excellence Act, 2000

Postsecondary Education Quality Assessment Board 900 Bay Street 23rd Floor, Mowat Block Toronto, Ontario M7A 1L2

Tel.: 416-325-1686 Fax: 416-325-1711

E-mail: [email protected] Web: http://www.peqab.ca

Sheridan College Institute of Technology and Advanced Learning

Section 1: Introduction

1.1 College and Program Information

Full Legal Name of Organization: Sheridan College Institute of Technology and Advanced Learning

URL for Organization Homepage (if applicable): http://www.sheridaninstitute.ca/

Proposed Degree Nomenclature: Bachelor of Applied Arts ()

Location 1430 Trafalgar Road, Oakville, ON L6H 2L1

Contact Information: Person Responsible for this Submission:* Elka Walsh, Dean, Academic Strategic Planning and Development Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 Telephone: (905) 845-9430 x2119 Fax: (905) 815-4002 E-mail: [email protected]

Site Visit Coordinator (if different from above):** Name/Title: Nancy Riddell, Coordinator Administrative Services Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 Telephone: (905) 845-9430 x2666 Fax: (905) 815-4168 E-mail: [email protected]

BAA (Game Design) 1 Sheridan College Institute of Technology and Advanced Learning

1.2 Table of Contents

Section 1: Introduction ...... 1 1.1 College and Program Information...... 1 1.2 Table of Contents ...... 2 1.3 Executive Summary...... 4 1.4 Program Abstract...... 10

Section 2: Degree ...... 11 2.1 Depth and Breadth of Knowledge...... 11 2.2 Conceptual and Methodological Awareness/Research and Scholarship ...... 12 2.3 Communications Skills...... 13 2.4 Application of Knowledge ...... 13 2.5 Professional Capacity/Autonomy...... 14 2.6 Awareness of Limits of Knowledge...... 14

Section 3: Admission, Promotion and Graduation ...... 15 3.1 Admission Requirements for Direct Entry...... 15 3.2 Admission for Mature Students...... 15 3.3 Promotion and Graduation Requirements ...... 16 3.4 Advanced Standing Policies and Requirements...... 16

Section 4: Program Content...... 17 4.1 Program Advisory Committee...... 18 4.2 Professional Accreditation ...... 26 4.3 Learning Outcomes ...... 27 4.4 Course Descriptions ...... 35 4.5 Course Schedules ...... 39 4.6 Work Experience ...... 45 4.7 Course Outlines ...... 53 4.8 Bridging Course Descriptions ...... 131 4.9 Bridging Course Outlines...... 131 4.10 Gap analysis...... 131

Section 5: Program Delivery ...... 132 5.1 New Program Development...... 132 5.2 Faculty Hiring and On-boarding Full-time ...... 132 5.3 Faculty Hiring and On-boarding Part-time ...... 133 5.4 Ongoing Professional Development ...... 133 5.5 Student Feedback...... 133 5.6 Quality Assurance of Delivery...... 133

Section 6: Capacity to Deliver...... 137 6.1 Learning and Physical Resources ...... 138 6.2 Resource Renewal and Upgrading...... 144 6.3 Support Services ...... 145 6.4 Faculty ...... 147 6.5 CV Release...... 147 6.6 Curriculum Vitae of Faculty Delivering Core Courses...... 148 6.7 Curriculum Vitae of Faculty Delivering Non-Core Courses...... 175

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Section 7: Credential Recognition...... 186

Section 8: Regulation and Accreditation ...... 200

Section 9: Program Evaluation ...... 201

Section 10: Nomenclature ...... 203

Section 11: Academic Freedom and Integrity ...... 204 11.1 Academic Freedom...... 204 11.2 Academic Honesty...... 204 11.3 Intellectual Products of Employees and Students – Copyright Ownership...... 205 11.4 Research at Sheridan – Human Subjects Policy ...... 206 11.5 Research at Sheridan – Integrity Policy...... 207 11.6 Management of Research Funds ...... 208

Section 12: Student Protection ...... 209 12.1 Student Protection Regarding Academic Calendar ...... 209 12.2 Student Awareness of Policies and Procedures...... 209 12.3 Resolution of Studentsʼ Academic Appeals, Complaints, Grievances, and/or Other Disputes...... 209 12.4 Student Protection via Policies/Procedures on Harassment /Discrimination and Violence, and through the Student Code of Conduct ...... 210 12.5 Student Dismissal...... 211 12.6 Current Academic Calendar ...... 211

Section 13: Economic Need ...... 212 13.1 Summary ...... 212 13.2 The Value of Ontarioʼs Interactive Digital Media Sector ...... 212 13.3 Student Interest ...... 221 13.4 References ...... 224

Section 14: Duplication...... 225 14.1 Similar College Programs ...... 225 14.2 Similar or Related University Programs...... 230

Section 15: Optional Material ...... 232 15.1 Program Map...... 232 15.2 Matrix of Program Learning Outcomes and Courses ...... 234

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1.3 Executive Summary Introduction

The global digital games sector is projected to reach $1.48 trillion (US) in 2009.1 Canada is a major player in this sector and currently ranks fourth across the globe, accounting for about 3% of the total global games consumer market.2 Within the Province of Ontario the top interactive digital media clusters (of which gaming is a key component) generate more than 20% of Canadaʼs GDP.3

Canadaʼs potential for strengthening its game development market lies both in its supportive infrastructure and its human resources.4 For example, it is currently home to world renowned game developers, its presence in the middleware market is expanding, it has one of the highest broadband penetration rates in the world, it attracts investment by American publishers and it has a supportive policy environment that includes provincial tax credits.5

Digital games have developed significantly in complexity, sophistication and popularity and now represent a rapidly growing, significant cultural industry. The Government of Ontarioʼs economic strategy is focusing on the digital game market. The recently released Ontario 2012 report6 recommends that the province double the number of developers jobs (from 850) in order to create a competitive critical mass. In the last year alone, the Ontario government has pledged more than three million dollars to the gaming industry in the form of tax credits and business training for entrepreneurs. The Governmentʼs $260 million development partnership with Ubisoft has brought that leading company to Toronto along with the promise of 800 jobs.

With the arrival of Ubisoft, Ontario now boasts a rich and multi-faceted game industry landscape, ranging from young startup studios to multi-national companies. And yet, apart from the University of Ontario Institute in Technologyʼs Bachelor of Information Technology (with a dedicated stream to Game Development and Entrepreneurship) there are no baccalaureate programs in Game Design in Ontario that would prepare workers for the complex demands of the gaming industry. Sheridanʼs proposed Bachelor of Applied Arts (Game Design) would address these demands for highly skilled workers who can communicate, solve complex problems, and fuse artistic, cultural, commercial, and technical concepts within the production process. Sheridan has a global reputation in and Animation, which positions it well to deliver a high quality degree-level program in Game Design.

Sheridanʼs Mission and Academic Goals

This degree proposal responds directly to Sheridanʼs mission to “provide students of all ages with knowledge and skills to thrive in a rapidly changing world.” Curriculum for the proposed program will address state-of-the-art trends in this rapidly developing industry. The program is designed to “help students develop their full potential” (Sheridan goal #1) through the balancing of artistic, technical, and conceptual skill development. Particular hallmarks of the program will include the integration of practical and theoretical training, the support for students to create innovative work and the

1 Ontario Technology Corridor (2009) Ontario Fires Up Digital Gaming Revolution (www.ontariotechnologycorridor.com) 2 Price, Waterhouse, Coopers (2007) Global Entertainment and Media Outlook: 2007-2011, Video Games 3 Digital Interactive Media Partnership (2008), “Supporting the Interactive Media Revolution”, www. http://www.dipontario.com/10gr/top10.pdf 4 Ibid. 5 Ibid. 6 Secor Consulting (2008), Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry, http://www.omdc.on.ca/AssetFactory.aspx?did=6290

BAA (Game Design) 4 Sheridan College Institute of Technology and Advanced Learning preparation of graduates to engage in entrepreneurial work and project management. Sheridan anticipates that this program will “be a destination of first choice for applicants, employees and businesses” (Sheridan goal #2) because it provides a unique baccalaureate opportunity that builds on the collegeʼs renowned arts reputation. At the same time, the game design degree will “benefit our communities socially and economically” (Sheridan goal #3) because it will deliver skilled graduates into a rapidly growing industry for which there are few baccalaureate training institutions.

College Strength

Sheridan Institute of Technology and Advanced Learning educates 15,000 full time and 35,000 part- time students annually at its campuses in Oakville and Brampton, Ontario, with a new campus in Mississauga under construction. It is a leader in providing learning-centred, performance-based curricula as praxis—a unique integration of theoretical and skills-based education—in visual and performing arts, digital media, business studies, community service, as well as in various technical fields.

Sheridan has the largest critical mass of programming and expertise in visual communications and digital media in the country. For this reason, Sheridan has a significant role to play in the . The importance of these industries for the Ontario economy has attracted a lot of attention recently. Gaming is an industry experiencing great growth and is still defining its potential. Sheridan is uniquely positioned to participate in and contribute to the refinement and development of the industry. Leveraging its international reputation in Animation, Sheridan can attract great interest with this closely related program.

The proposed program will increase the number of applied degrees at Sheridan and will form part of a full suite of applied arts degree programs. This program is being planned in concert with a related baccalaureate degree program in . Along with the established BAA (Animation), these three programs will form a critical convergence in digital interactive media.

In addition, the Bachelor of Applied Arts (Game Design) is being planned in consultation with Sheridanʼs School of Applied Computing and . The development of this program maximizes the interdisciplinary nature of the curriculum to prepare graduates for the new economy while also maximizing the use of existing Sheridan resources. It also uniquely positions both Schools in their capacity to jointly deliver innovative programming.

School Strength

The School of Animation, Arts, and Design (SAAD) is the largest of its kind in Canada. It offers programs with credentials ranging from one-year certificates to two- and three-year diplomas, graduate certificates, and select baccalaureate programs. Of these latter programs, the Animation and Illustration degrees are among the most successful in Ontario. In addition, a number of long- standing and highly successful collaborative degree programs are offered through partnership with the University of Toronto at Mississauga (Art and Art History, Theatre and Drama Studies and Communication, Culture, and Information Technology) and with York University (Bachelor of Design). Articulation agreements have been developed with a number of other colleges and universities, including Griffith University in Australia, Fleming College, and the Ontario College of Craft and Design (OCAD). Other programs in development or recently submitted to PEQAB include , , and Interaction Design.

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Specifically, the proposed Bachelor of Applied Arts (Game Design) is an excellent fit within the School of Animation, Arts and Design, in terms of the schoolʼs proven strength in professional education and preparation for careers in art, media, the performing arts, and design. Key thrusts in the development of new curricula in the SAAD include:

1. the creation of educational pathways to higher levels of academic achievement and credentialing for Sheridan students, alumni and faculty 2. delivering educational programs that use the most recent literature in the field of teaching and learning in higher education to maximize student engagement and success 3. a strong commitment to the current and future needs of individuals, industries, and society through the design of curriculum; and 4. the development of programs that are designed using a variety of models and processes to realize collaboration and integration across disciplines

The scope and rigour of the proposed program design ensure a wide range of educational pathways. Graduates from this proposed program will have the opportunity to pursue graduate degree programs. Even though only a handful of graduate programs in Game Design exist in North America, there are other graduate programs in digital media and interactive design that would be appropriate pathways for our graduate, and whose support for our proposal is noted within this submission.

Whether or not they opt for further graduate studies, the curriculum of this proposed degree program ensures that they will be prepared to engage in research and development within the digital media industry.

Program Rationale

Currently in Canada, there are no baccalaureate programs in Game Design. While a number of diploma programs exist, as well as university undergraduate programs that offer concentrations in programming for games, there is no comprehensive degree program in the country for game and artists.

The proposed program is closely aligned with highly successful programs of this type in the US, UK and Australia. It would be the first baccalaureate program of its kind in Canada, a response to a clear call from industry for workers who can produce game art assets while being conversant in the language of programmers and developers.

This program is uniquely multi-disciplinary. It will engage faculty in diverse fields of computer programming, social networking theory, animation, 2D and 3D rendering, game development and project management, and storytelling strategies—in order to design and implement a comprehensive curriculum that will deliver practical, hands-on training built on a strong theoretical foundation.

The curriculum provides students with an advanced knowledge base and will also promote critical thinking and problem solving skills that are necessary to meet the challenges of the technological revolution and changes in professional roles within our visual culture. Graduates of the program will acquire knowledge and skills core to the gaming field, as well as game project management.

Students will become fluent and skilled in diverse elements required to develop a game from developing strong story concepts, creating art, animation and utilizing scripting and programming

BAA (Game Design) 6 Sheridan College Institute of Technology and Advanced Learning required for movement and interactivity. In addition, students will learn entrepreneurial skills to guide them in creating their own small studio or company.

Program Design

The proposed Bachelor of Applied Arts (Game Design) program addresses the key conceptual areas in the domain of computer game design including: • game art and design; • theory and history, including business studies; • computation and technology; • game narrative; and • game development, including project management .

The core principles that guided the design of the program are vertical and horizontal integration of all conceptual areas. Areas of knowledge are vertically integrated by laddering with each area—from introductory to more complex and divergent concepts. Furthermore, many strategies have been considered to ensure horizontal integration, by linking all areas of knowledge concurrently, at any moment of time during the course of studies. Specifically, the expectations for students within each conceptual area, are as follows:

Game Art and Design Students apply techniques and methods in the production of a diverse portfolio of industry-standard game-art, animation assets, game prototypes and documents.

Theory, History and Business Studies Students apply the appropriate skills necessary for proper project production planning and management of computer and video games.

Students deploy a comprehensive knowledge of the historical, cultural, sociological, and psychological aspects of computer games to engage with an audience.

Students lead, or participate in an interdisciplinary team-oriented game production project, while engaging with gaming industry best practices to enable an entrepreneurial position in the gaming marketplace.

Students are expected to create compelling game content for multiple gaming applications, including triple-A, serious, casual, and mobile games, utilizing industry-standard tools and software and to implement game assets to execute the production of a game within a team setting.

Computation & Technology Students deploy technology as a discipline, understanding its relationship to other disciplines and its implications and impact upon the individual, society and the future, while utilizing the basic principles of computer science, mathematics, physics, and other technical skills necessary for the design of computer games.

Students are expected to adapt to new technologies and environments, and quickly learn new skills and methodologies.

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Game Narrative Students design within the framework of an overall narrative structure to create interesting plots, subplots and for an area or level.

Students develop game design solutions having significant theoretical, narrative, perceptual, and aesthetic coherence, and evaluate the degree to which a game can be intuitively engaged by a user.

Game Development and Project Management Students participate creatively in every level of game development from initial design to publishing.

Students manage the production of a computer game, allocating resources and developing an effective and efficient schedule, budget and milestone plan to develop the game, and demonstrate the ability to communicate orally, graphically and in writing, employing the professional skills and techniques used in the design, development, and documentation of computer games.

Curriculum Approach and Design

Students learn the aesthetic, artistic, design, and technical skills needed to become leading artists, level designers, game designers, producers, and innovators. Specifically, as stated in the Program Critical Performance:

The graduate of the Bachelor of Applied Arts (Game Design) Program will have demonstrated the ability to synthesize research, theory and concepts of gaming in order to design video games. Students research social, political, historical and aesthetic aspects in order to develop game concepts. Students create game art assets and use scripting languages, along with techniques of interactive storytelling. Students employ project management and design documentation as producers of games in order to work effectively in inter-disciplinary industry structured or entrepreneurial development teams.

Game design courses will include topics in narrative, character and level design, social and psychological impacts, user interaction, animation, modeling, rendering, game , mechanics, cinematography, individual and multi-player games, and mobile games. In addition, the program includes a mathematics/physics course, an artificial intelligence course and program scripting courses.

As part of the program and its assignments, students gain a comprehensive understanding of business models and current best practices in game design and development, and apply these skills to complex problems with the ability to communicate with specialist and non-specialist audiences.

A special feature of this program is the emphasis on horizontal integration amongst all conceptual areas. One important way to achieve this is through project-based learning, where the project itself addresses multiple areas of expertise, and is shared across a number of courses throughout a semester.

The program culminates in a capstone project where students apply the knowledge and skills gained in the program to the design, development, and documentation of a complete game prototype. The capstone project aims to simulate an industry environment where multi-disciplinary teams are assembled to produce a game from conception to distribution.

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Students are required to complete an internship of 14 weeks at the end of the third year, designed to enhance their applied skills and to maximize their employability. Business and entrepreneurial studies will augment their experience in industry to prepare graduates for work opportunities, as well as the capacity to build their own businesses.

Institutional Capacity to Deliver

Sheridan has invested heavily in , hardware and software to meet the growing demand in its digital media programs. The proposed program in game design has support from resources used in related programs in Computer Animation, Digital Character Design, Digital Visual Effects, and the Bachelor of Applied Arts (Animation). There is also a link with the School of Applied Computing and Engineering Sciences and the Communication, Culture and Information Technology degree program.

Sheridan has provided state-of-the-art facilities and equipment to ensure that students graduating from the renowned animation programs are industry-ready. In 2009, Sheridan opened a new, 37,000 square foot facility to house the Bachelor of Applied Arts (Animation) program. It includes specialty classrooms, computer labs, and production spaces. The Computer Animation post graduate certificate is housed in a facility that is reflective of the professional environment in which the graduates will work.

There are seven full-time faculty members in the School of Animation, Arts and Design and five in the School of Applied Computing and Engineering Sciences who are credentialed to teach in the proposed program in their respective areas of expertise.

Research and library resources, a computer commons, student assistance in co-op placement, student advisement, and a strong technical infrastructure will provide solid support for the students in the Game Design program. There is also a pool of industry leaders, many of whom are on the ad hoc professional advisory committee and have expressed interest in supporting the program through on-site studio tours, mentoring, and guest lectures.

Over the first four years of operation in Ontario, Sheridan plans for 75 full-time students entering the program each year. Accounting for some attrition, this would indicate an accumulation of 143 students in the program by Year 2, 208 in Year 3 and 268 in Year 4. Consequently, staffing requirements will grow from two full-time faculty equivalents, one part-time faculty equivalent and one technologist in the first year to six full-time faculty equivalents, 5.75 part-time equivalents and three technologists by Year 4. Sheridan commits to hiring as needed to fulfill these requirements.

Support for the Program and Employment Possibilities for Graduates

The Game Design program proposal has met with enthusiastic support from potential employers, many of whom have expressed an interest in hiring graduates and/or offering work placements. These include Spongelab, Vast Studios, Electronic Arts, Cerebral Vortex Games, Big Blue Bubble, Bitcasters, Digital Extremes, Metanet Software, and Ubisoft.

Graduates of the program may choose to seek further education and will be eligible to apply to York Universityʼs Graduate Program in Interdisciplinary Studies and Rochester Institute of Technologyʼs Department of Interactive Games Masters program.

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1.4 Program Abstract

The Bachelor of Applied Arts (Game Design) program prepares graduates for positions as innovative game designers/artists/developers, as employees of the burgeoning Ontario gaming industry or as entrepreneurs. Graduates can create art assets, use scripting languages and the techniques of storytelling, and have skills in project management and design documentation, all enhancing their ability to function effectively within a multidisciplinary game development team. Graduates can conceptualize and create compelling game content for multiple gaming applications based on technical skills, aesthetic coherence, and an understanding of best business practices and industry standards.

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Section 2: Degree Level

The Bachelor of Applied Arts (Game Design) program fully meets the six generic competency areas specified by the Ontario Qualifications Framework. Each graduate is expected to demonstrate depth and breadth of knowledge, conceptual and methodological awareness, communication skills, knowledge application, and professional capacity representative of a baccalaureate level and transferable to the workplace. At the same time they will be aware of the limitations of their knowledge and sensitive to how those limitations may affect them. The ways in which the Game Design program meets the Qualifications Standards are outlined below.

2.1 Depth and Breadth of Knowledge

The proposed Bachelor of Applied Arts in Game Design will provide students with theoretical knowledge, and the breadth and depth of applied practical skills required to create and produce digital games. The program locates game design as a field of technological practice, aesthetic exploration, and entrepreneurial innovation.

The first year of study focuses on developing an understanding of the fundamentals of practice, the creative process and theoretical concepts. Students are introduced to the concepts, principles and theories that are studied all through the program. During the second year of study, students build on the foundations from the first year to gain further understanding of theories of game design, scripting and narrative. The second year emphasizes the foundation for more advanced work in the following two years.

Third and fourth year students further synthesize their comprehension of the highly multidimensional demands placed on game professionals working in a variety of business environments using different platforms. Students explore the range of tools and processes required to face real world industry related challenges. Year four prepares students for independent entrepreneurial work as well as for industry based work. As part of their portfolio, students prepare a publishable game in year four.

Concentrated course work in game design is based on five topic areas:

Game Art / Design Students begin with foundational studies in drawing and animation, and build to more advanced work in character modeling, motion capture, and interface design.

Computational / Technical Students begin with foundational work in media computation, and principles of platforms and networks, and then move to more advanced work in scripting, math, physics and artificial intelligence.

Game Design Profession Students examine the industry from a historical perspective, and critique the games produced. Focusing on current professional practices, students learn project planning, documentation, business and entrepreneurial practices.

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Game Development Students begin with an overview of the game development process, and acquire skills in level design, game mechanics and playtesting methods.

Narrative Students study the methodology for constructing linear and non-linear stories, and developing character. They learn the theoretical and practical underpinnings of cinematographic techniques including sound. These topic areas consist of courses that increase in levels of complexity in concepts, knowledge and skills.

The areas of knowledge in Game Development and Business Studies will provide a rich opportunity for students to develop skills in applied research. Students will investigate case studies of games as they are developed from concept to market and will research best practices for distribution and development of games as marketable products. Furthermore, the Applied Research Methods course in this program is designed to provide the student with the ability to review, present, and critically evaluate qualitative and quantitative data (as appropriate to the area of study), and apply underlying concepts, principles, and techniques of analysis.

The areas of knowledge in Game Design and Narrative Studies will provide students with ample opportunity for theoretical research into the history of ideas of Visual Language, Storytelling and communication theories in general.

This program meets the PEQAB requirement for depth and breadth of knowledge outside the field. At least 20 per cent of the program hours in the degree-level courses are outside the professional or main field of study. Courses in the fields of psychology and arts are required and there is significant diversity in the free-elective curriculum available to students. These free-elective courses ensure that students are aware of (a) the distinctive assumptions and modes of analysis of at least one discipline outside their main field of study, and (b) of the society and culture in which they live and work. They will develop critical thinking and analytical skills in one or more areas outside their discipline.

As part of the program and its assignments, students gain a comprehensive understanding of business models and current best practices in game design and production. They learn to apply these skills to complex problems with the ability to communicate with specialist and non-specialist audiences. Business and entrepreneurial knowledge augment their experience in industry to prepare graduates for work opportunities, as well as the capacity to build their own businesses.

Students implement processes involving research, critical thinking, team work, analysis, communication, and project management skills. They synthesize theories, concepts, principles and industry practices and apply them to the solution of complex problems and challenges. Students learn the breadth and depth of knowledge and skills in the field of game design supported by a variety of interdisciplinary knowledge from various fields.

2.2 Conceptual and Methodological Awareness/Research and Scholarship

Courses in this program (including breadth courses) are designed to expose students to increasingly complex theory at the degree level. Discipline-based coursework involves analysis and critical assessment of current practice, discourse and research. An individually focused fourth year game

BAA (Game Design) 12 Sheridan College Institute of Technology and Advanced Learning project provides an opportunity to apply theory, research and advanced problem solving skills during the preproduction and game production cycle.

The case study method allows students to assess other experiences which increase their awareness and improve their problem solving, decision making and analytical skills. Students further develop these skills by integrating different areas of knowledge in the creation and production of digital games. They compare and contrast different platforms to design digital games that satisfy different customersʼ needs. They develop characters and narrative to fully involve the player in the game experience.

Graduates create digital games integrating customersʼ and industry perspectives and produce interactive, quality and cost-effective games to satisfy customerʼs expectations. The internship also provides further opportunities for the application of theory and reflection on practice-related problem solving and decision making.

2.3 Communications Skills

The program meets PEQAB requirements for communication skills through coursework, breadth electives, and work placement assignments. While creating their portfolios, students contribute to critiques, make oral presentations, and complete written assignments. The internship provides the opportunity to advance communication skills to a range of audiences.

Throughout the program students work in teams, develop documents according to industry standards, and produce reports and presentations which allow them to communicate with potential customers, employers, supervisors, investors and peers. This means they are prepared to communicate effectively with both specialist and non-specialist audiences.

2.4 Application of Knowledge

Coursework in this program is designed to provide the student with the ability to review, present, and critically evaluate visual communication of information of all kinds, and apply underlying concepts, principles, and techniques of analysis. Research, mathematics and computation courses allow students to research, manipulate, analyze and manage information from a variety of sources in the context of creative practice and industry requirements, which permit students to critically and creatively think and solve game design problems and challenges.

The pre-production and production methodologies, project and digital asset management tools and techniques allow graduates to consider their work as creative, disciplined and qualified. Graduates learn to creatively analyze customer and industry requirements to design, test and troubleshoot digital games.

Students working in studios, labs, on assignments and projects have the opportunity to address practical and theoretical challenges in the design and implementation of digital games, which also provides an opportunity to develop individual learning, team work and interpersonal skills. In anticipation of the interdisciplinary teams in which graduates will work professionally, the studio curriculum is designed flexibly and in partnership with Sheridanʼs School of Applied Computing and Engineering to build interdisciplinary teams for project-based work. The 14 week internship will further enhance studentsʼ applied skills and their employability. The program culminates in a senior capstone project where students apply the knowledge and skill gained in the program to design,

BAA (Game Design) 13 Sheridan College Institute of Technology and Advanced Learning develop, and document a complete game prototype, which results in a rich portfolio that demonstrates the range of their capabilities.

Through interactive lectures, projects, guided discussions, case studies, studio work and field experience, students learn how to approach problem-solving with the use of hypothesis-testing and relevant methodologies and analysis. In game project assignments, students are required to integrate theoretical knowledge of mathematical principles to the practice of rendering characters and environments.

2.5 Professional Capacity/Autonomy

Initiative, self-monitoring, adaptability, collaboration, interdisciplinary group work and decision- making are fostered continually in project-based, deadline-driven learning.

The internship places students in positions where they are required to further learn and apply leadership attributes in the field of their choice.

The development of interpersonal skills is included in significant portions of the curriculum in the form of group study and group assignments.

Teamwork skills are expanded in the internship, as well as in all discipline-based courses where students work in teams to complete assignments.

Research opportunities allow the exploration of topics beyond the lectures and studio work, which allow students to take responsibility for their learning.

2.6 Awareness of Limits of Knowledge

In all discipline-based coursework, students are exposed to the ambiguities of knowledge and confront these ambiguities through projects in which they are required to propose multiple solutions supported by a range of critical arguments.

Critical analysis of cultural frameworks and assumptions give students the opportunity to reflect on the subtleties and nuances of game design.

Digital games are increasingly complex, sophisticated and popular. Game designers must keep current in their field and anticipate existing and new market demands. Professionals in this field require constant upgrading in their skills. The program provides students with a clear understanding of their role as game designers, team members, and entrepreneurs. Students learn that the scope of their field extends into interconnected topic areas. The need for lifelong learning and professional development as requirements for success in their field are emphasized.

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Section 3: Admission, Promotion and Graduation

The admission requirements for a BAA (Game Design) are diverse and demanding. Since Sheridan has experience with other high demand BAA programs (notably BAA Animation and BAA Illustration), we know from our applicant data that high entry requirements are realistic. With the diverse demands of art, technological and computational skills, the proposed BAA (Game Design) must require a minimum of one U-level Math credit, as well as one senior-level credit at the (M) or open level, in addition to a comprehensive portfolio, in order to gauge student success.

3.1 Admission Requirements for Direct Entry

Program Admission Requirements Academic Ontario Secondary School students must have a minimum of one U-level English credit, one U-level Math credit, one senior-level Visual Arts credit at the (M) or open level and three M-level credits (the highest scored), and an overall average of 65% for these six courses.

Other (e.g. portfolio, specialized A comprehensive portfolio, which demonstrates samples of testing, interview, G.R.E., etc.) visual work executed both by hand and using digital media. In addition, a writing sample should demonstrate good communication skills.

3.2 Admission for Mature Students

Sheridanʼs policy and procedures for Admissions for Mature Students are designed to: • provide a pathway for applicants who have not completed the Ontario Secondary School Diploma (OSSD) or equivalent into degree level studies, while • ensuring the applicantʼs ability to work at a degree level.

Sheridanʼs Mature Students policy defines mature students as: • applicants who have not achieved the OSSD or its equivalent, and • who are at least 19 years of age on or before the commencement of the program in which they intend to enroll. • In order to meet the academic entrance requirements, mature applicants must demonstrate the ability to handle degree level academic work through successful completion of two terms of post secondary education including any prerequisite courses, at a minimum overall GPA of 65%. All other supplemental requirements (e.g. portfolio, audition etc.), must be submitted, where applicable to the program.

BAA (Game Design) 15 Sheridan College Institute of Technology and Advanced Learning

3.3 Promotion and Graduation Requirements

Sheridanʼs policy and procedures for Promotion and Graduation are designed to: • be consistent with the learning outcomes for the program, and • ensure a minimum level of demonstrated achievement as demonstrated by the Grade Point Average (GPA)

The process for calculating the Grade Point Average (GPA) is defined within the Sheridan policy and guidelines. Students are required to achieve a minimum GPA in Core courses of 2.5 for both promotion and graduation. They are required to achieve a minimum GPA in Non-Core courses of 2.0 for both promotion and graduation. The overall minimum GPA for graduation from the program is 2.4.

3.4 Advanced Standing Policies and Requirements

Sheridanʼs policy and procedures for Advanced Standing are designed to: • be fair and consistently applied across programs, • provide students with credit for previous learning, • allow students the opportunity to appeal decisions made under the policy, and • limit the number of credits that can be granted for previous studies.

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Section 4: Program Content

The graduate of the Bachelor of Applied Arts (Game Design) program will have demonstrated the ability to create assets, including level art, world art, backgrounds, models, textures, animation, and architectural renderings. Additionally, they will be able to use existing scripting languages and to learn new scripting languages quickly along with techniques of interactive storytelling. To complement these skills, students will learn project management and design documentation in order to work effectively in inter-disciplinary game development teams. Students study business practices and standards of the gaming industry, which will prepare them to engage with the industry as employees or entrepreneurs.

The program content and concepts were developed in alignment with members of our Program Advisory Committee, most of whom are entrepreneurial game designers and developers who founded their own companies. As such, they gave us a unique and authentic view of the nature of this rapidly evolving and expanding industry and the complex and detailed requirements of the curriculum. They applauded the notion of developing an applied degree program, one of the first of its kind in the country. The demands of the industry are complex and will favour a student who has exposure to critical thinking, research skills and project-based learning, as well as experience with multi-disciplinary teams.

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4.1 Program Advisory Committee

Name Occupation Related Credential(s) Professional Employer Affiliation(s) Warren Currell – President Diploma, Niagara College International Sherpa Games Chair Game Developers Association Raigan Burns Game BA, University of Toronto N/A Metanet Software Inc. Programmer Dr. Jeremy - Scientist - Honours BSc. Genetics N/A Spongelab Interactive Friedberg - Educational - PhD. Molecular Genetics & Game Developer Biotechnology Douglas Gregory Lead Designer at OCAD N/A Frozen North Productions Kyle Johnson Technical Support - Digital Communications N/A Bank of Montreal Analyst Certificate, Sheridan College - HBA: Communication Culture and Information Technology, University of Toronto Keith Makse President BA, A+ International Cerebral Vortex Games Game Developers Association Steve Mays CTO MBA, U of Phoenix N/A X2 Technologies Inc. Devon Powell Lead Technical Computer Science BSc N/A Frozen North Artist Wilfred Laurier University Productions Julian Spillane CEO Software Engineering N/A Frozen North University of Waterloo Productions Marjo Tremblay Creative Director Certificate in Graphics, Visual Effects Six Foot Two Centre NAD, Montreal Society Productions Diploma, St. Lawrence Producer's Guild College of America

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Program Advisory Committee Meetings

Minutes from May 5, 2009 PAC Meeting

Chairperson of Advisory Committee: Warren Currell,

PAC Members Warren Currell, CEO Sherpa Games, Raigan Burns, Metanet Software Inc., Kevin Eldred, Consultant, Jeremy Friedberg, Sponge Lab Interactive, Kyle Johnson, Punch Thought, Jon Mak, Queasy Games, Keith Makse, President Cerebral Vortex, Devon Powell, CTO Frozen North Productions, Julian Spillane, CEO Frozen North Productions

Sheridan College Mike Collins, Dean, Ronni Rosenberg, Associate Dean, Angela Stukator, Associate Dean, Jocelyn Piercy, Dean, Petra Bennett, Marisela Strocchia Faculty: Avrim Katzman, Elizabeth Littlejohn, Kevin Eldred, Satyendra Narayan, James Sayers

Regrets: Steve Mays, CTO X2 Technologies, Mare Sheppard, Metanet Software Inc., Marjolaine Tremblay, CEO ElementFX

Item 1: Introduction and Welcome – Ronni Rosenberg, Angela Stukator

• Membersʼ input was solicited by phone before PAC meeting by Petra Bennett. • From this input, learning outcomes for program were developed and then a preliminary program map. • PAC will review both during this meeting. • In addition, researcher Petra Bennett developed a report describing Economic Need and Viability of new program.

Item 2: Summary of Research – Petra Bennett • The viability report was presented and discussed. • Need to reach entire mass. • Need an anchor company (EA, Ubisoft) • Tax credit gives Ontario and advantage, but Quebec system of tax credit may be superior since it is activity-based and not project-based. • Interim financing is a key part of what is needed for smaller companies.

Item 3: Review of Program Map – Ronni Rosenberg • Explanation of streams for game design. • Game art – interactivity should be earlier. • Game design – mechanics of game NOT art. • Game art/design goes hand in hand with game development. • Digipen – curriculum used as a model for program map. • Julian agreed Digipen has one of the best curriculums. Need to promote fluidity within the program-- find a way to connect the boxes (of topics). • Raigan: Students should play lots of games in general since itʼs an interactive and iterative process. • Start with prototype and build more complexity. • Have projects for each semester. - -- Keith: Thought process is paramount. • critical thinking and problem-solving solving • Julian: Doesnʼt care where they got education rather what they can do with what they have.

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• Need creative emphasis. • Going into game design is like saying you want to go into science – way too broad. • Warren: Issue of who is going to teach these courses? • Julian: Concern in game design (as opposed to programming): formal education is not typical way into industry. • Warren: Programmers have degrees and are making a lot of money. Are we competitive? • Artists not likely to have a Master Degree. • Julian: Internship good although some studios donʼt like taking students. • Keith: Has background in theatre with BAA degree from the Academy of Arts. • Critical writing and critical thinking are a must. • Jon and Raigan: Are both U of T graduates. • All learned from doing. • Julian: Went to Waterloo and does not credit his accomplishments as a result of his University experience. • Whom are you hiring? • Julian: People who are passionate about gaming. • Is a stressful industry and will need to be dedicated. • Try and foster their passion. • Coop experience best part of the experience. • Perhaps a couple of coop opportunities – Electronic Arts is very different from small independent companies. • Sheridanʼs name is reputable – leverage the brand. • Hire an artist. • Issue of jack of all trades but master of none – reframed as spectrums of expertise.

Item 4: Program Outcomes Ronni: Are we hitting all marks? How do you deliver curriculum? • Julian: Programming languages donʼt need to be specified, as in Python or C++ can be generic principles. • Mathematics and physics (these take scripting) must come much earlier. • Raigan: Good to learn vector algorism early in the program. • Jon: Will end up rejigging existing code in many cases. • Julian: Plug math into computation stream needs to be offered early as it is foundational. • Need to know some kind of math – calculus, algebra, geometry at Grade 11 U level. • You have to know math algebraically to understand movement in space. • Jocelyn: Important to require some theoretical math from high school, can be Grade 11 U math. Theoretical math is easier to teach in a visual context than applied math, and more appropriate to this program. • Julian: Computation stream least important. • Art, design, narrative are most important to differentiate Sheridan from other game programs. • Jon: Game design only 40 years old. Donʼt necessarily know what we are doing or where itʼs going. • Keith: Red flag – playtesting – should be moved earlier in program. • Will be doing all the way through the program. • Julian: Hone in on wise design instructions with real game development from the start. • Kyle: Reinforces the suggestion that the program has to be project based. • Interactive process of program is necessary. • Raigan: Need strong teachers with passion and creativity. • Julian: No unified process (which you find in film). Games process in not consistent.

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• Julian: Would be good to have the semesters common in first and second year but then let students specialize in 3rd and 4th through streams.

Item 5: Other/New Business

Item 6: Set Next Meeting Date: TBA

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Minutes from January 6, 2010 PAC Meeting

Chairperson of Advisory Committee: Warren Currell,

PAC Members Warren Currell, CEO Sherpa Games, Jeremy Friedberg, Sponge Lab Interactive, Douglas Gregory, Frozen North Production, Keith Makse, President Cerebral Vortex, Devon Powell, CTO Frozen North Productions,

Sheridan College Mike Collins, Dean, Ronni Rosenberg, Associate Dean, Angela Stukator, Associate Dean, Jocelyn Piercy, Dean, Brian Jervis, Joan Condie, Marisela Strocchia Faculty: Avrim Katzman, James Sayers

Regrets: Raigan Burns, Metanet Software Inc., Kevin Eldred, Consultant, Kyle Johnson, Punch Thought, Jon Mak, Queasy Games, Steve Mays, CTO X2 Technologies, Mare Sheppard, Metanet Software Inc., Marjolaine Tremblay, CEO ElementFX, Julian Spillane, CEO Frozen North Productions

Item 1: Introduction and Welcome – Ronni Rosenberg and Angela Stukator

Curriculum Review: Groups formed to review curriculum by year, then switched so that all members had a chance to review four years of curriculum.

Item 2: Curriculum Review

Year One: Game History: Analysis, Theory and Criticism • should be on bibliography: Csikszentmihalyi, Mihaly: (2008) Flow, The Psychology of Optimal Experience. New York: Harper Perennial Modern Classics • use case studies • emergence of game as a business enterprise • cognitive function of games; how we learn • theory of flow describes the psychology of users etc.

Year Two: 3D Level Design and Environment Development • critical performance fails to mention skill in analyzing and improving levels, or developing levels to meet specific objectives • should include a focus on storytelling through design o visibility / readability of objectives at each stage o exposition through set dressing o placements of characters o NPC encounters, scripted events o may be described and analyzed rather than created by the students

Architectural Spaces, Design and Lighting • should Rename as Game Spaces: Atmosphere and Lighting • understand the impact of: o lighting, shadows

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o post-processing o particle systems o volumetric effects / HDR o shader effects and how to create them • “What does it take to polish a game into a living world” ?

Character Modeling and Animation for Games • may be worth offloading digital sculpting, normal, occlusion, specular aspects entirely to “Fundamentals of 3D Modeling for Games” where these are also investigated • this course may do well to focus entirely on rigging, animation, controls, and physics or make it clear in the description that this course includes “advanced character modeling techniques”

Fundamentals of Game Mechanics • should include specific focus on tools/processes for analyzing game mechanics • “implement” may be the wrong word in Critical Performance—analyze/test and specify may be better • specification of how the mechanic behaves in every possible case, not just the general behaviour, is a vital skill. Grads must be able to clearly communicate their within a team.

Visual Language and Film Analysis • creating a film may not be the best learning experience and deliverable, if the aim of this course is to build visual literacy and analytical skills • may waste a lot of time wrangling video software, not analyzing how films communicate • suggest a focus beyond analyzing and discussing existing films, and describing (in writing and storyboards) how a student might create his or her own film

Game Design Documentation • learning objectives 1-6 are excellent • structuring game design docs to be friendly for different audiences is an important lesson—the worst design doc is the one nobody wants to read • manage a living doc that evolves over life cycle of project

Year Three: Applied Math and Physics for Game Designers • this will do well to marry its projects with Advanced Game Mechanics (learning to mathematically specify and analyze game rules) and Cinematography for Games e.g.: o learn about co-ordinate transforms / basis matrices—look at camera project o learn about spring[-mass ]physics (modified by RR in map)—spring-based camera project • if the aim is to produce grads with strong programming / algorithm design skills, it may be important to foster mathematical-visual intuition in earlier courses of this vertical [stream] shader design would be a good way to do this.

Advanced Game Mechanics • in this course and its predecessor, critical performance should include ability to prototype mechanics, designing ways to test ideas without building a whole game first • critical performance may do well to specifically refer to interactions between game mechanics and the ability to analyze and refine those systems

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Cinematography for Games • learning about pre-authored camera hints, when/how to use them and how they interact with real- time AI controlled camera will be important • a good assignment could be presenting students with a game level and asking them to storyboard out how they would want the camera to behave in play through of the level and be judged on: o visibility of goal and spaces o cinematography and visual storytelling o handling of edge cases, player input

Project Planning and Production Management • excellent idea • project planning and management are critical skills, especially in entrepreneurial and small companies • include budgeting and human resource allocation could also be important points to cover, especially for students with an entrepreneurial bent

The Game Industry: Professional Practices and Processes • critical performance: By the end of this course, students will have demonstrated the ability to lead and work effectively in teams creating a game prototype • the prototype isnʼt the test, itʼs the teamwork • may be interesting to include content related to participating in teams remotely, as telecommuting becomes more common in the industry • entrepreneurialism needs to be more represented in course

Artificial Intelligence and Procedural Techniques for Games • a fruitful area to explore here is the interface / overlap between procedural and pre-authored aspects of the game (note RR already incorporated into detailed map) • i.e. when a character has an aiming pose modified by the playerʼs aiming direction or when a character transitions between behaviours, or the camera moves from auto-follow into specific angles set by the level designer • the takeaway is how to build animations/assets that “play nice” with procedural manipulation at runtime, and how to design game systems that marry procedural and pre-authored elements (where to draw the line, how to describe and specify the transitions and overlaps) • these grads will not be AI authors

Game Playtesting Methods • overall course layout is an extremely detailed and comprehensive package. Essentially all facets of the industry are covered here to some extent which should lead to some well rounded graduates. • good to see some film study and art in a social and cultural context incorporated in to the program. Students need to realize that video games are a form of interactive art so they should be exposed to the forms that came before so they can develop a strong foundation. • include some mention of community management and utilization • perhaps setting up a program wide online community would help the students get used to managing hype for their games and learn new marketing techniques at the same time

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Interface Design for Games • suggest minimizing implementation and industry tools in favour of greater focus in design and pre-implementation testing (paper prototypes, slides etc)

Year Four: Game Project 1 • needs more clarity that project 1 is pre-production of same game that is completed in project 2

Item 3: Motion Moved by Keith Makse and seconded by Jeremy Friedberg to approve the curriculum and the program moving forward. Motion carried unanimously.

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4.2 Professional Accreditation

Not applicable to this new program.

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4.3 Learning Outcomes

The graduate of the Bachelor of Applied Arts (Game Design) Program will have demonstrated the ability to create video game art assets, including level art, world art, backgrounds, models, textures, animation, and architectural renderings. Additionally, they will be able to use existing scripting languages and to learn new scripting languages quickly along with techniques of interactive storytelling. To complement these skills, students will learn project management and design documentation in order to work effectively in inter-disciplinary game development teams. Students study business practices and standards of the gaming industry, which will prepare them to engage with the industry as employees or entrepreneurs.

Degree Level Outcomes

Degree Level Outcomes Course, course segments or workplace requirements that contribute to this outcome 1. Depth and breadth of knowledge The Language of Drawing and Design for Games, a) a developed knowledge and critical Introduction to Digital Media Concepts, Foundations understanding of the key concepts, of Game Design and Development, Game Writing: methodologies, current advances, theoretical Narrative Skills for Game Content Development, approaches and assumptions in a discipline Game History: Analysis, Theory and Criticism, overall, as well as in a specialized area of a Fundamentals of 2D Animation, Platforms and discipline Networks, 2D Level Design and Development, Non b) a developed understanding of many of the Linear storytelling, Fundamentals of 3D Modeling for major fields in a discipline, including, where Games, Applied Game Programming and Scripting: appropriate, from an interdisciplinary Game Level Mods, 3D Level Design and perspective, and how the fields may intersect Environment Development, Character Development with fields in related disciplines for Games, Game Spaces: Atmosphere and c) a developed ability to: i) gather, review, Lighting, Character Modeling and Animation for evaluate and interpret information; and ii) Games, Applied Game Programming and Scripting: compare the merits of alternate hypotheses or Game Prototyping for Multiple Platforms, creative options relevant to one or more of the Fundamentals of Game Mechanics, Visual major fields in a discipline Language and Film Analysis, Game Design d) a developed, detailed knowledge of and Documentation, Motion Capture for Games, Applied experience in research in an area of the Math and Physics for Game Designers, Advanced discipline Game Mechanics, Cinematography for Games, e) developed critical thinking and analytical skills Project Planning and Production Management, inside and outside the discipline Interface Design for Games, Artificial Intelligence f) the ability to apply learning from one or more and Procedural Techniques for Games, Game areas outside the discipline Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context 2. Knowledge of methodologies The Language of Drawing and Design for Games, An understanding of methods of enquiry or creative Introduction to Digital Media Concepts, Foundations activity, or both, in their primary area of study that of Game Design and Development, Game Writing: enables the student to: Narrative Skills for Game Content Development, a) evaluate the appropriateness of different Game History: Analysis, Theory and Criticism, approaches to solving problems using well Fundamentals of 2D Animation, Platforms and established ideas and techniques Networks, 2D Level Design and Development, Non b) devise and sustain arguments or solve Linear storytelling, Fundamentals of 3D Modeling for problems using these methods Games, Applied Game Programming and Scripting: c) describe and comment upon particular aspects Game Level Mods, 3D Level Design and of current research or equivalent advanced Environment Development, Character Development scholarship for Games, Game Spaces: Atmosphere and

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Degree Level Outcomes Course, course segments or workplace requirements that contribute to this outcome Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context 3. Application of knowledge The Language of Drawing and Design for Games, a) The ability to review, present and critically Introduction to Digital Media Concepts, Foundations evaluate qualitative and quantitative of Game Design and Development, Game Writing: information to: Narrative Skills for Game Content Development, - develop lines of argument Game History: Analysis, Theory and Criticism, - make sound judgments in accordance with Fundamentals of 2D Animation, Platforms and the major theories, concepts and methods Networks, 2D Level Design and Development, Non of the subject(s) of study Linear storytelling, Fundamentals of 3D Modeling for - apply underlying concepts, principles and Games, Applied Game Programming and Scripting: techniques of analysis, both written and Game Level Mods, 3D Level Design and outside the discipline Environment Development, Character Development - where appropriate use this knowledge in for Games, Game Spaces: Atmosphere and the creative process Lighting, Character Modeling and Animation for b) The ability to use a range of established Games, Applied Game Programming and Scripting: techniques to: Game Prototyping for Multiple Platforms, - initiate and undertake critical evaluation of Fundamentals of Game Mechanics, Visual arguments, assumptions, abstract concepts Language and Film Analysis, Game Design and information Documentation, Motion Capture for Games, Applied - propose solutions Math and Physics for Game Designers, Advanced - frame appropriate questions for the Game Mechanics, Cinematography for Games, purpose of solving a problem Project Planning and Production Management, - solve a problem or create new work Interface Design for Games, Artificial Intelligence c) The ability to make critical use of scholarly and Procedural Techniques for Games, Game reviews and primary sources Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context 4. Communications Skills The Language of Drawing and Design for Games, The ability to communicate information, arguments, Introduction to Digital Media Concepts, Foundations and analysis accurately and reliably, orally and in of Game Design and Development, Game Writing: writing, to a range of audiences. Narrative Skills for Game Content Development, Game History: Analysis, Theory and Criticism, Fundamentals of 2D Animation, Platforms and Networks, 2D Level Design and Development, Non Linear storytelling, Fundamentals of 3D Modeling for Games, Applied Game Programming and Scripting:

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Degree Level Outcomes Course, course segments or workplace requirements that contribute to this outcome Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context 5. Awareness of limits of knowledge The Language of Drawing and Design for Games, An understanding of the limits to their own Introduction to Digital Media Concepts, Foundations knowledge and ability, and an appreciation of the of Game Design and Development, Game Writing: uncertainty, ambiguity and limits to knowledge and Narrative Skills for Game Content Development, how this might influence analyses and Game History: Analysis, Theory and Criticism, interpretations. Fundamentals of 2D Animation, Platforms and Networks, 2D Level Design and Development, Non Linear storytelling, Fundamentals of 3D Modeling for Games, Applied Game Programming and Scripting: Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context 6. Professional capacity/autonomy The Language of Drawing and Design for Games, a) Qualities and transferable skills necessary for Introduction to Digital Media Concepts, Foundations further study, employment, community of Game Design and Development, Game Writing: involvement and other activities requiring: Narrative Skills for Game Content Development, - the exercise of initiative, personal Game History: Analysis, Theory and Criticism, responsibility and accountability in both Fundamentals of 2D Animation, Platforms and

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Degree Level Outcomes Course, course segments or workplace requirements that contribute to this outcome personal and group contexts Networks, 2D Level Design and Development, Non - working effectively with others Linear storytelling, Fundamentals of 3D Modeling for - decision-making in complex contexts Games, Applied Game Programming and Scripting: b) The ability to manage their own learning in Game Level Mods, 3D Level Design and changing circumstances, both within and Environment Development, Character Development outside the discipline, and to select an for Games, Game Spaces: Atmosphere and appropriate program of further study. Lighting, Character Modeling and Animation for c) Behaviour consistent with academic integrity Games, Applied Game Programming and Scripting: and social responsibility. Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Game Project 1, Game Project 2, Theory of Digital Asset Management, Composition and Rhetoric, Theory of Social Media, Principles of Psychology, Applied Research Methods, Art in a Social and Cultural Context

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Program Level Learning Outcomes

Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Game Art & Design Topic area: 1. Apply techniques and methods in the production of The Language of Drawing and Design for Games, a diverse portfolio of industry-standard game-art, Foundations of Game Design and Development, Game animation assets, game prototypes and documents. Writing: Narrative Skills for Game Content Development, Fundamentals of 2D Animation, 2D Level Design and Development, Non Linear Storytelling, Fundamentals of 3D Modeling for Games, Applied Game Programming and Scripting: Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Motion Capture for Games, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 2. Create compelling game content for multiple The Language of Drawing and Design for Games, Game gaming applications, including triple-A, serious, Writing: Narrative Skills for Game Content Development, casual and mobile games, utilizing industry- Fundamentals of 2D Animation, 2D Level Design and standard tools and software. Development, Non Linear Storytelling, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Visual Language and Film Analysis, Cinematography for Games, Digital Sound for Games, Internship, Game Project 1, Game Project 2 3. Implement game assets to execute the production Foundations of Game Design and Development, of a game within a team setting. Fundamentals of 3D Modeling for Games, Applied Game Programming and Scripting: Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Game Design Documentation, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 Business and Theory Topic area: 4. Apply the appropriate skills necessary for proper Foundations of Game Design and Development, Game project production planning and management of Design Documentation, Game Playtesting Methods, computer and video games. Digital Sound for Games, The Game Industry: Professional Practices and Processes, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 5. Deploy a comprehensive knowledge of the Foundations of Game Design and Development, Game historical, cultural, sociological and psychological Writing: Narrative Skills for Game Content Development, aspects of computer games to engage with an Game History: Analysis, Theory and Criticism, Character audience. Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Visual Language and Film Analysis,

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Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Cinematography for Games, Game Playtesting Methods, Digital Sound for Games, Internship, Game Project 1, Game Project 2 6. Lead, or participate in an interdisciplinary team- Foundations of Game Design and Development, 3D oriented game production project. Level Design and Environment Development, Game Design Documentation, Project Planning and Production Management, Internship 7. Engage with gaming industry best practices to Game Design Documentation, Project Planning and enable an entrepreneurial position in the gaming Production Management, The Game Industry: marketplace. Professional Practices and Processes, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 Computation & Technology Topic area: 8. Deploy technology as a discipline, understanding Introduction to Digital Media Concepts, Foundations of its relationship to other disciplines and its Game Design and Development, Game History: implications and impact upon the individual, society Analysis, Theory and Criticism, Fundamentals of 2D and the future. Animation, Platforms and Networks, 2D Level Design and Development, Theory of Social Media, Fundamentals of 3D Modeling, Applied Game Programming and Scripting: Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 9. Utilize the basic principles of computer science, Introduction to Digital Media Concepts, Platforms and mathematics, physics and other technical skills Networks, Fundamentals of 3D Modeling for Games, necessary for the design of computer games. Applied Game Programming and Scripting: Game Level Mods, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Motion Capture for Games, Applied Math and Physics for Game Designers, Advanced Game Mechanics, Artificial Intelligence and Procedural Techniques for Games, Internship, Game Project 1, Theory of Digital Asset Management, Game Project 2 10. Adapt to new technologies and environments, and Fundamentals of 3D Modeling, Applied Game quickly learn new skills and methodologies. Programming and Scripting: Game Level Mods, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Applied Game Programming and Scripting: Game Prototyping for Multiple Platforms, Fundamentals of Game Mechanics, Visual Language and Film Analysis, Game Design Documentation, Motion Capture for Games, Applied Math and Physics for Game Designers,

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Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Artificial Intelligence and Procedural Techniques for Games, Game Playtesting Methods, Digital Sound for Games, The Game Industry: Professional Practices and Processes, Internship, Game Project I, Theory of Digital Asset Management, Game Project 2 Game Narrative Topic area: 11. Design within the framework of an overall narrative Game Writing: Narrative Skills for Game Content structure to create interesting plots, subplots and Development, Game History: Analysis, Theory and gameplay for an area or level. Criticism, Non Linear Storytelling, Character Development for Games, Visual Language and Film Analysis, Cinematography for Games, Digital Sound for Games, Internship, Game Project 1, Game Project 2 12. Develop game design solutions having significant Foundations of Game Design and Development, Game theoretical, narrative, perceptual and aesthetic Writing: Narrative Skills for Game Content Development, coherence. Game History: Analysis, Theory and Criticism, 2D Level Design and Development, Non Linear Storytelling, Fundamentals of 3D Modeling for Games, 3D Level Design and Environment Development, Character Development for Games, Game Spaces: Atmosphere and Lighting, Character Modeling and Animation for Games, Visual Language and Film Analysis, Cinematography for Games, Digital Sound for Games, Internship, Game Project 1, Game Project 2 13. Evaluate the degree to which a game can be Foundations of Game Design and Development, Game intuitively engaged by a user. Writing: Narrative Skills for Game Content Development, Non Linear Storytelling, 3D Level Design and Environment Development, Character Development for Games, Visual Language and Film Analysis, Cinematography for Games, Interface Design for Games, Game Playtesting Methods, Digital Sound for Games, Internship, Game Project 1, Game Project 2 Game Development Topic area: 14. Participate creatively in every level of game Foundations of Game Design and Development, Game development from initial design to publishing. History: Analysis, Theory and Criticism, 3D Level Design and Environment Development, Game Design Documentation, Motion Capture for Games, Advanced Game Mechanics, Cinematography for Games, Project Planning and Production Management, The Game Industry: Professional Practices and Processes, Internship, Game Project 1, Game Project 2 15. Manage the production of a computer game, Game Design Documentation, Project Planning and allocating resources and developing an effective Production Management, The Game Industry: and efficient schedule, budget and milestone plan Professional Practices and Processes, Internship, Game to develop the game. Project 1, Theory of Digital Asset Management, Game Project 2 16. Communicate orally, graphically and in writing, The Language of Drawing and Design for Games, employing the professional skills and techniques Foundations of Game Design and Development, Game used in the design, development and Writing: Narrative Skills for Game Content Development, documentation of computer games. Game History: Analysis, Theory and Criticism, Fundamentals of 2D Animation, 2D Level Design and Development, Non Linear Storytelling, Theory of Social Media, Character Development for Games, Character Modeling and Animation for Games, Visual Language and Film Analysis, Game Design Documentation,

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Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Cinematography for Games, Project Planning and Production Management, Interface Design for Games, Game Playtesting Methods, The Game Industry: Professional Practices and Processes, Internship, Game Project 1, Game Project 2

Breadth Level Learning Outcomes

Breadth Level Outcomes Breadth courses that contribute to this outcome 1. The development of critical thinking, quantitative Composition and Rhetoric ENGL17889GD reasoning, written, and oral communication. Applied Research Methods SOCS1737GD Principles of Psychology PSYC16571GD Art in a Social and Cultural Context HIST18653GD Theory of Social Media Elective courses 2. More than introductory knowledge in the Advanced level elective courses humanities, sciences, social sciences, global cultures, and/or mathematics. 3. Knowledge of society and culture, and skills Art in a Social and Cultural Context HIST18653GD relevant to civic engagement. Theory of Social Media Elective courses 4. More than introductory knowledge of the distinctive Advanced level elective courses assumptions and modes of analysis of a discipline outside the core field(s) of study.

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4.4 Course Descriptions Core Courses

Core Course Title Calendar Course Description Year 1 Semester 1 The Language of Drawing and Students explore the nature of drawing as a language skill and the use Design for Games of drawing by game designers. Design principles, basic research, and the design process are introduced and applied to a series of practical problems. Students explore basic drawing technologies, drawing sequence, design strategy, storyboard methodology, practice, and theory. Introduction to Digital Media Students learn the basic computational principles underlying Concepts contemporary digital media. Students learn how to capture, edit, transform, display, store, and transmit various kinds of data using common development tools, programs and programming environments. Foundations of Game Design and Students explore the theory and practice of games and game design. Development They discover what the components of games are, and what parts of games are influenced by their design. Students learn several ways to approach the design of a game, and processes and best practices for prototyping, play-testing and balancing a game after it has been designed. Game Writing: Narrative Skills for Students learn how to write stories with three-part narrative structures, Game Content Development and generate narrative content utilizing established story conventions, such as Greek and Roman mythology, and the Hero's Journey, and use these historical constructs to generate narrative content for games. Game History: Analysis, Theory Students acquire the skills and knowledge required to theorize, analyze, and Criticism and critique computer games in an historical and cultural context. Year 1 Semester 2 Fundamentals of 2D Animation Students analyze the history of animation, and classical animation principles, and apply effective methods for envisioning, planning, designing and producing 2D animation. Platforms and Networks Students learn the concepts, technologies, and underlying infrastructure to develop network games that uses a network communication to connect the game with the players and the players with each other. 2D Level Design and Development Students learn to design and develop levels for a two dimensional digital game. Non Linear Storytelling Students learn to write and generate content for effective nonlinear narrative game scripts, and present these non linear scripts in a professional script format for game production. Year 2 Semester 1 Fundamentals of 3D Modeling for Students learn the fundamental concepts and techniques for creating Games three-dimensional assets for integration into computer game platforms. Applied Game Programming and Students learn to write clear and re-usable scripts using the basic Scripting: Game Level Mods building-blocks of scripting in the context of a game. 3D Level Design and Environment Students explore how video game levels function on logical, artistic, and Development technical levels. Students navigate a video game level editor to assess its technical advantages and limitations. Students also explore architectural, cinematic, and game play concepts, and implement those concepts into an engaging experience for the player. Character Development for Games Students focus on the creation of a character, emphasizing the appeal of the character through its personality, psychology and design, while drawing upon artistic techniques and design principles used by renowned character designers and animators. Game Spaces: Atmosphere and Students study spatial and formal architectural language as a key Lighting element in game environments and investigate methods to render the effect of light on architectural form and space.

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Core Course Title Calendar Course Description Year 2 Semester 2 Character Modeling and Animation Students learn the theoretical and practical approaches to the design, for Games creation, rigging and animation testing of three-dimensional computer game characters, reflective of industry practice. Applied Game Programming and Scripting languages have become a mainstream in game production. Scripting: Game Prototyping for Students learn to program 2D and 3D games for multiple platforms Multiple Platforms using game prototyping tools. Fundamentals of Game Mechanics Students explore the mechanics of contemporary digital games, understood in this context as sets of rules which determine a range of possible player interactions in order to facilitate an intended gameplay experience. Visual Language and Film Analysis Students learn the fundamental concepts of language of film and visual culture. Students explore theories of visual culture, and aspects of film language such as narration, cinematography, mise-en-scéne, editing and sound, as well as key concepts including genre, auteur, representation, and spectatorship. Game Design Documentation Students acquire the skills and knowledge required to produce and maintain the various documents necessary for the game design and development process. Year 3 Semester 1 Motion Capture for Games Students explore the motion capture process pipeline for computer game applications. Students are led through motion capture studio setup, performance capture, the motion data editing and enhancement process, to the re-targeting of data for 3D computer animated assets for games. Applied Math and Physics for Students learn basic applied mathematics and physics concepts to Game Designers create realistic game content. Advanced Game Mechanics Students learn how to implement complex sets of game mechanics into the design of a digital game and examine the recent trend of integrating popular game mechanics into non-traditional game domains such as mobile and social-networking applications. Cinematography for Games Students design and implement real-time camera systems for interactive digital games. Project Planning and Production Students learn several tools, methodologies and project management Management practices employed by professional project leaders from the . Year 3 Semester 2 Interface Design for Games Students study the design, evaluation, and implementation of interactive interfaces and the metaphors, design languages and genres of game interfaces. Artificial Intelligence and Students learn fundamental techniques and data structures that are Procedural Techniques for Games frequently used in various game applications that incorporate artificial intelligence (AI). Students explore AI challenges involved in the creation of games and how to include intelligent Non Player Characters (NPCs) in games. Game Playtesting Methods Students learn about the various types of playtesting that contribute to the successful development of highly polished video games. Digital Sound for Games Students create digital audio for games, by recording, mixing and editing music, dialogue and effects with current production tools. The Game Industry: Professional Students learn several practical processes employed by professional Practices and Processes project managers and team leaders working in the video game industry. Year 4 Semester 1 Game Project 1 Game Project 1 is the first stage of an intensive capstone experience in game production. The primary creative objective of the course is completion of a substantial game that includes professional-quality content and is produced using industry best practices.

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Core Course Title Calendar Course Description Theory of Digital Asset Students gain a complete theoretical understanding of the technological Management and business rationale behind the planning, implementation and management of computer based systems for the organization, storage and distribution of digital content. Year 4 Semester 2 Game Project 2 Students work in teams under faculty supervision to produce a substantial game that includes market-quality content using industry best practices.

Non-core courses

Course Title (Non-Core) Calendar Course Description Year 1 Semester 1 Composition and Rhetoric Composition & Rhetoric is an advanced level communications course which focuses on the art of argument and persuasion. Students explore the function and strategies of argument through reading, writing and oral presentations. In this course, students examine different theoretical models for organizing arguments and presenting evidence, employ primary and secondary sources in research, and construct their own arguments. Year 1 Semester 2 Theory of Social Media Students study the history and theoretical underpinnings of social media as an evolution of communication infrastructures and associated social practices in the context of new technologies. With the development of internet and cellphone technologies, new forms of infrastructure and social mediation have developed together with evolving notions of the self and its relation to the public sphere. Through interactive lectures, discussions, projects and research papers, students investigate the interactive potential of new media as they affect social connectedness, information retrieval, and authorship and distribution of creative content. Principles of Psychology This is a survey course in psychology, exploring psychologyʼs orientation and subfields, its guiding principles and research strategies. Through learning about the scope of psychologyʼs subfields and the interrelationships among them, students are encouraged to appreciate the diversity and richness of human behaviour. Major topics in the following areas are covered: biology underlying behaviour, consciousness, sensation and perception, learning and memory, language and cognition, personality, psychological disorders and therapy, motivation, emotion and stress. Students acquire knowledge about the key concepts that constitute the core of the introductory psychology curriculum. Year 2 Semester 1 Applied Research Methods Students identify and examine the various components of the research process and how they relate to the development of supportable conclusions, the generation of new ideas and the reliability of research findings. The entire research process, including formulating research questions; understanding qualitative and quantitative research; sampling (probability and non-probability); measurement (surveys, scaling, quantitative, unobtrusive); (experimental and quasi-experimental); data analysis; as well as the development and presenting of research projects is included. The major theoretical and philosophical underpinnings of research are examined including the idea of validity in research; reliability of

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Course Title (Non-Core) Calendar Course Description measures; and ethics. Year 2 Semester 2 Art in a Social and Cultural Context Students acquire a working understanding of visual language, and with a survey of western European art within a social and cultural context. Students become familiar with terminology, how to apply this terminology, and how to analyze artworks in a variety of media. This is achieved through a series of written exercises, and oral discussions. Students also learn the evolution of major art movements in the west by a chronological survey beginning with the Stone Age and culminating in the modern era.

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Undergraduate Course Schedule 2

Course Title Core Non- Pre- & Co-Reqs. Highest Qualification earned & Hrs. core disc. of study Hrs. Year 1 Semester 1 The Language of Drawing and 42 Not Applicable Masters degree in a related Design for Games discipline and at least 3 years of relevant experience. Introduction to Digital Media 42 Not Applicable Masters degree in a related Concepts discipline and at least 3 years of relevant experience. Foundations of Game Design and 42 Not Applicable Masters degree in a related Development discipline and at least 3 years of relevant experience. Game Writing: Narrative Skills for 42 Not Applicable Masters degree in a related Game Content Development discipline and at least 3 years of relevant experience. Game History: Analysis, Theory and 42 Not Applicable Masters degree in a related Criticism discipline and at least 3 years of relevant experience. Composition and Rhetoric 42 Not Applicable Masters, PhD preferred Year 1 Semester 2 Fundamentals of 2D Animation 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Platforms and Networks 42 P: Intro to Digital Masters degree in a related Media Concepts discipline and at least 3 years of relevant experience. 2D Level Design and Development 42 P: Foundations of Masters degree in a related Game Design discipline and at least 3 years of relevant experience. Non Linear Storytelling 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Theory of Social Media 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Principles of Psychology 42 Not Applicable Masters, PhD preferred Year 2 Semester 3 Fundamentals of 3D Modeling for 42 Not Applicable Masters degree in a related Games discipline and at least 3 years of relevant experience. Applied Game Programming and 42 Not Applicable Masters degree in a related Scripting: Game Level Mods discipline and at least 3 years of relevant experience. 3D Level Design and Environment 42 P: 2D Design & Masters degree in a related Development Development discipline and at least 3 years of C: Game Spaces: relevant experience. Atmosphere & Lighting Character Development for Games 42 P: Non Linear Masters degree in a related Storytelling discipline and at least 3 years of relevant experience. Game Spaces: Atmosphere and 42 C: 3D Level Design Masters degree in a related Lighting discipline and at least 3 years of relevant experience.

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Applied Research Methods 42 Not Applicable Masters, PhD preferred Year 2 Semester 4 Character Modeling and Animation 42 P: Fundamentals of Masters degree in a related for Games 3D Modeling discipline and at least 3 years of relevant experience. Applied Game Programming and 42 P: Game Level Masters degree in a related Scripting: Game Prototyping for Mods discipline and at least 3 years of Multiple Platforms relevant experience. Fundamentals of Game Mechanics 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Visual Language and Film Analysis 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Game Design Documentation 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Art in a Social and Cultural Context 42 Not Applicable Masters, PhD preferred Year 3 Semester 5 Motion Capture for Games 42 P: Character Masters degree in a related Modeling and discipline and at least 3 years of Animation relevant experience. Applied Math and Physics for Game 42 P: Game Prototyping Masters degree in a related Designers for Multiple discipline and at least 3 years of Platforms relevant experience. Advanced Game Mechanics 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Cinematography For Games 42 P: Visual Language Masters degree in a related & Film Analysis discipline and at least 3 years of relevant experience. Project Planning and Production 42 Not Applicable Masters degree in a related Management discipline and at least 3 years of relevant experience. Breadth Elective 42 Masters, PhD preferred Year 3 Semester 6 Interface Design for Games 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Artificial Intelligence and Procedural 42 P: Applied Math & Masters degree in a related Techniques for Games Physics for Game discipline and at least 3 years of Designers relevant experience. Game Playtesting Methods 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. Digital Sound for Games 42 Not Applicable Masters degree in a related discipline and at least 3 years of relevant experience. The Game Industry: Professional 42 Not Applicable Masters degree in a related Practices and Processes discipline and at least 3 years of relevant experience. Breadth Elective 42 Masters, PhD preferred Year 4 Semester 7 Game Project 1 168 P: Game Design Masters degree in a related Documentation, discipline and at least 3 years of Project Planning, relevant experience. Non Linear

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Storytelling, Character Development, Cinematography, Game Playtesting, Game Industry C: Theory of Digital Asset Management Theory of Digital Asset Management 42 C: Game Project 1 Masters degree in a related discipline and at least 3 years of relevant experience. Breadth Elective 42 Masters, PhD preferred Year 4 Semester 8 Game Project 2 168 P: Game Project 1 Masters degree in a related discipline and at least 3 years of relevant experience. Breadth Elective 42 Masters, PhD preferred Breadth Elective 42 Masters, PhD preferred Subtotal Course Hours 1596 420 Total Program Hours 2016

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4.6 Work Experience

Sheridan College has a successful system of facilitating work placements for students. We have personnel—and will continue to develop human resources for the proposed program—who are dedicated specifically to Degree program internships and who are thoroughly familiar with the scope and requirements of these placements. In addition, the School of Animation, Arts and Design is increasingly dedicated to facilitating partnerships with industry practitioners who may want to avail themselves of our state-of-the-art facilities, with access to student interns during their internship term to work on such projects at Sheridan. Such partnerships can be extremely attractive to industry, and have great benefit to our students as internal work placements.

In addition, with the increasing growth of the gaming industry, we anticipate that external work placements will be widely available and highly sought after by industry. In our experience with the related BAA (Animation) program, we no longer focus exclusively on provincial or national placements. It has become a much more internationally oriented work experience – with students in Asia, South America, and Europe. Students can expect such work placements to entail the following types of assignments: character animators and modellers, scenic painters, effects artists, character riggers, level designers, narrative designers, assist with project management, assist with community development, public relations and marketing.

Work Experience Learning Outcomes

Work Experience How work experience puts into practice the program Method of Outcomes outcomes evaluating student during placement By the end of the co-op work During the work experience, students may perform some or all Question(s) on the placement, students will of the following types of tasks with support achievement of Employer have demonstrated the program learning outcomes: Evaluation (follows) ability to: Function effectively and Meet with other members of the game design team (animators, Interpersonal skills professionally as part of a level designers, producer) to plan the production. Collaboration creative work team. Collaborate with the team on the execution of the game.

Supports program learning outcomes: 1, 3, 4, 7, 9, 11,13

Exhibit adaptive and Collaborate with the creative team to find appropriate and Initiative innovative responses to a innovative solutions to production challenges. Creativity variety of professional needs Anticipate actions required to support the game designer or Judgment and situations. his/her assistants to perform a task. Problem solving Identify workflow processes and areas that could be improved. abilities

Supports program learning outcomes: 3, 5, 9, 10, 12, 13

Exhibit knowledge of Participate in research to support the development of a Technology processes and requirements concept or idea. in the professional working Contribute to the iterative improvement of the game. environment. Supports program learning outcomes: 2, 4, 7, 10, 13

Communicate clearly, Communicate effectively with members of the creative team. Communication, concisely and correctly as Participate in meetings. verbal appropriate to the Use listening skills in order to correctly follow instructions from requirements of the position. supervisor.

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Work Experience How work experience puts into practice the program Method of Outcomes outcomes evaluating student during placement Supports program learning outcomes: 6, 8 Manage the use of time and Assist in the preparation of project schedules. Organization and other resources to attain Assist in the preparation of studio and/or equipment. Planning work goals within Assist in arranging for resources required for production. established timelines. Complete assigned work on schedule.

Supports program learning outcomes: 1, 3, 11

Exhibit improvement after Reflect on performance of duties and make necessary Response to receiving constructive adjustment to performance. Supervision feedback and take Solicit and respond to supervisor feedback on performance. responsibility for own actions and decisions. Supports program learning outcomes: 4, 8

Identify combination of Exhibit appropriate behaviours in the studio. Interest in Work personal skills, work ethics, Discuss requirements of job and performance with supervisor. Ability to Learn positive attitude and Identify and integrate behaviours that contribute to success in Quality of Work behaviours required to the profession. Quantity of Work secure, maintain and Dependability advance on the job. Supports program learning outcomes: 1, 3, 4, 9, 11, Attendance Punctuality

Work Placement Types and Activities

Employment Area Activity Description Technical Artist Liaison between programmers and artists/designers to aid in the development of technical design tools and scripts. Animator Create motion data for game characters and objects. Motion Capture Assistant Assist in the digitization of character motion and edit captured data. Marketing/Public Relations Assistant Assist in the dissemination of game-product related information to the public and media. Environment Artist Design and develop immersive environments for game-play. Character Riggers Prepare character models with the skeletal structure necessary for animation. Modeller Generate 3D models of characters and objects for inclusion in games. Interface Artist Design and implement user interfaces for games. Character Artist Design interactive and non-player game characters. Environment Artist Design and develop immersive environments for game-play. Concept Artist Create to illustrate game design ideas. Level Designer Design and script game mechanics for game levels. Writerʼs Assistant Assist the head writer in the development of the game narrative. Assistant Producer Organize and facilitate game production, help manage budgets. Maintain the schedule of activities and resource allocation related to Production Scheduler games production. Game Tester Ensure that the quality of a game meets the guidelines set by the development studio. Play Test Specialist Facilitate, supervise, and analyze public beta-testing of games User Support Specialist Field questions and solve problems for end users, online and via telephone.

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Internship Services The Sheridan Student Services Cooperative Education and Internship Office (CEIO) employs over 24 staff and partners with over 4000 employers to provide curriculum related work experience for students.

The CEIO makes every effort to ensure students have a positive experience while on the work term. As such, it is involved in every step from initial contact to on-the-job follow up and evaluation. The CEIO delivers a preparatory workshop where students develop a range of work search and career planning skills including self-assessment, résumé and cover letter preparation, job search techniques and effective interviewing skills.

In addition to offering this workshop, CEIO markets the Co-op Program to current and prospective employers, posts job opportunities online, provides individual mock job interviews and interview coaching sessions, arranges interviews with prospective employers, monitors co-op studentsʼ work term with site visits and telephone consultations with students and employers. Evaluation forms are completed by the employer and students to determine how successful the student was and how valuable the work experience was for the student and employer.

Work term Evaluation Grading of the work term is Pass/Fail. Evaluation of the work term is based on timely submission of:

• the Confirmation of Employment form • the Employer Evaluation of Internship student • the Work Term Report

The Confirmation of Employment Form is a written contract outlining the parameters of the internship, including roles and responsibilities, start and end dates, who will be supervising the student, and expected learning outcomes. It represents an agreement among the employer, the student, and Sheridan.

Using a form provided by Sheridan (provided at the end of this section), the employer evaluates the studentʼs performance on a range of dimensions (e.g., quality of work, ability to learn, attendance, punctuality, overall performance). The employer provides a written assessment of both areas of strength and areas of improvement for the student.

At the end of the internship, the student prepares a Work Term Report. This provides information on the company, a synopsis of duties performed, and a full description of one technical and one transferable skill enhanced or learned while on the work term. This report illustrates the understanding and experience acquired during the internship and provides an opportunity to update the studentʼs résumé.

Employer and student reports are reviewed by Sheridan faculty and staff and a final grade of pass or fail is assigned.

Eligibility requirements Students must pass all core courses and have at least a 2.0 GPA to be eligible for placement.

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Options for Placement Although every attempt is made to place students with an employer for their internship, occasionally there is a shortage of suitable placements so that alternative arrangements need to be made. Sheridanʼs experience with its BAA (Illustration) and BAA (Animation) programs has led Sheridan to generate creative solutions when this challenge occurs and the college anticipates similar approaches will be effective for the BAA (Game Design) students when needed. For example, a free- lance option has been created for Illustration students, who work on independent projects under the supervision of a faculty member. Companies with specific projects have been invited to use Sheridan facilities to produce/direct their own Animation productions, providing Sheridan students with an internship opportunity. A group of Animation students have been working on an international co- production in China with students, artists and faculty. Sheridan anticipates that, given the frequency with which gaming companies contract out to freelancers beyond their core staff, there will be opportunities for Sheridan students to take on freelance contracts. Regardless, whenever an alternative to a traditional employer-based internship is considered, Sheridan requires that the student dedicate at least 420 hours of relevant applied work under the supervision or mentorship of a suitable person.

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SHERIDAN INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING

EMPLOYER EVALUATION OF STUDENT INTERNSHIP BAA GAME DESIGN

Name Student Number: Campus:

Program/Option: Academic Semester Completed: Work Term: 1 2 3 4 5 6

Work Term Duration: (YY/MM/DD to YY/MM/DD) Total # of hours worked:

Company Name: Address:

Supervisor’s Name: Title: Phone Number:

This evaluation form should be completed by the individual in the best position to provide a candid evaluation of the student’s performance.

Each student will benefit from constructive criticism and would recommend this evaluation is discussed with the student. The student should also complete the designated section entitled “Student’s Comments.”

After completing this form, please provide the student with a copy and have the student forward the original to Sheridan’s Co-op Office.

Students – Please note: Work term grading is based on submission of the following:

1. Confirmation of Co-op Employment form 2. Work Term Report 3. Employer Evaluation of Student Internship form

Employer Evaluation of Student Internship BAA Game Design Page 1 of 4

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Grading System 5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable Interest in Work o High interest in job. Takes o More than average o Satisfactory o General interest. o Little interest or o Not pride in doing job well. amount of interest interest and Occasionally enthusiasm for job. applicable. and enthusiasm for enthusiasm for job. enthusiastic. job Initiative o Self-starter. Asks for new o Acts voluntarily in o Acts voluntarily in o Relies on others. o Always waits to be o Not jobs and looks for work to most matters. routine matters. Must be told what to told what to do next. applicable. do. do. Organization and Planning o Outstanding job of o Usually organizes o Does normal o More often than not o Consistently fails to o Not planning and organizing work and time amount of planning fails to organize and organize and plan applicable. work and time. effectively. and organizing. plan work effectively. work effectively. Ability to Learn o Excellent o Quick to learn. o Average. o Slow to understand o Very slow in o Not new information. understanding new applicable. information. Quality of Work o Very thorough in o Usually thorough. o Work usually o More than average o Work usually done in o Not performing work. passes review. number of errors. careless manner. applicable. Quantity of Work o Highly productive o More than expected o Expected amount o Less productive than o Very low o Not amount of of productivity. expected. productivity. applicable. productivity. Creativity o Continually seeks new and o Frequently suggests o Has average o Occasionally comes o Rarely has a new o Not better ways of doing new ways of doing amount of up with a new idea. idea; is not very applicable. things; is extremely things. imagination; has imaginative. innovative. reasonable amount of new ideas. Judgment o Exceptionally good. o Uses good common o Judgment usually o Average judgment. o Poor judgment. o Not Decisions based on sense. Usually good in routine Jumps to applicable. thorough analysis of makes good situations. conclusions without problems. decisions. sufficient knowledge. Dependability o Can be depended upon o Can usually be o Can be depended o Average. Needs o Unreliable. o Not in any situation. depended upon in upon in routine checking. applicable. most situations. situations. Interpersonal Skills o An excellent team player. o Congenial and o Most relations o Average worker. o Sometimes o Not Contributes to group helpful. Works well with others are antagonizes others applicable. relationships and with associates. harmonious under or tends to be overly effectiveness. normal quiet. circumstances. Response to Supervision o Expresses appreciation o Willingly accepts o Accepts o Accepts suggestions o Resents suggestions o Not and takes prompt action suggestions and suggestions and and criticisms by and criticism by applicable. on suggestions and criticism by criticism by supervisor. supervisor. criticism by supervisor. supervisor. supervisor in Sometimes fails to satisfactory recognize own manner. limitations. Employer Evaluation of Student Internship BAA Game Design Page 2 of 4

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Grading System 5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable Communication, Written o Always clear, well o Normally very clear, o Usually clear and o Occasionally o Not clear to the o Not organized, concise, well organized and concise. encounters difficulty extent of causing applicable. readable with few errors. easily read. in writing clearly and confusion and concisely. interfering with work. Communication, Verbal o Concise information in a o Very clear and o Usually clear and o Occasionally o Weak o Not clear, well organized and understandable. concise. encounters difficulty communication applicable. easily understood manner. in speaking clearly skills. and concisely. Leadership Qualities o Excellent. Promotes o Above o Average. o Less than average. o Does not show this o Not enthusiasm. Can direct average. skill. applicable. others. Adaptation to Formal Organizations, Rules and Policies (including safety guidelines) o Excellent. Adapted to and o Above average. o Adequate. o Poor. Refused to o Unacceptable. o Not recognized formal recognize formal applicable. organizational structures, procedures and rules. rules and policies.

Attendance Punctuality Problem Solving Abilities o Regular o Irregular o Regular o Irregular o Excellent o Average o Poor

Overall Performance: o Excellent o Above Average o Satisfactory o Needs improvement. o Unsatisfactory

USE OF TECHNOLOGY: 5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable The student is competent in creative technologies: o Excellent. o Above average. o Satisfactory o Below average. o Unacceptable o Not applicable. The student uses technologies appropriately to create creative concepts: o Excellent. o Above average. o Satisfactory o Below average. o Unacceptable o Not applicable. o Areas of Strength: Areas for Improvement:

1. ______1. ______

2. ______2. ______

3. ______3. ______

Based on your experience this year, would you be interested in participating in our BAA, Illustration Internship Program next year:

! Yes ! No

Employer Evaluation of Student Internship BAA Game Design Page 3 of 4

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Comments on Overall Performance:

______

Comment on the student as a potential candidate for permanent employment following graduation:

______

Student’s Comments:

______

Supervisor’s Signature: Title: Date:

______

Student’s Signature: Position: Date:

Employer Evaluation of Student Internship BAA Game Design Page 4 of 4

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4.8 Bridging Course Descriptions

Not applicable to this submission.

4.9 Bridging Course Outlines

Not applicable to this submission.

4.10 Gap analysis

Not applicable to this submission.

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Section 5: Program Delivery

Sheridan assures the quality of program delivery through a variety of approaches: • New program development • Hiring and on-boarding practices for new full-time and part-time faculty • Ongoing professional development for faculty • Regular student feedback • Quality Assurance of Delivery

The last area is addressed later in this submission under Program Evaluation Standard. The remaining approaches are described below.

5.1 New Program Development

New program development is a collaborative process involving faculty in the School(s), curriculum developers in the Network for Innovation and Leadership in Education at Sheridan (NILES), an ad hoc program advisory committee, senior management and representatives from the various service areas of the college. The three-step development process ensures fit with college strategy and ministry standards, viability of the program in terms of student and employer support and college resources, rigour and relevance in the curriculum, and support from the various areas of the college.

Sheridanʼs culture invites creativity and innovation, welcoming input from the college community for the creation of new programs. Once an idea has been formulated, the next step is to examine the industrial and educational context for the proposed program, its competition, and industry trends. Input is solicited from industry through interviews and the creation of an ad hoc program advisory committee.

Once the research for the proposed program has been completed, a curriculum specialist from NILES works closely with the program development team from the school to ensure degree level standards are met in outcomes, course content and evaluation methods. Requirements for vetting and/or approval by several internal bodies ensure proposals are scrutinized closely for both pedagogical strength and functional viability before the proposal is submitted to an external approval body.

5.2 Faculty Hiring and On-boarding Full-time

Faculty hiring ensures appropriate credentials and expertise, and teaching effectiveness. Both academic and professional credentials are required. Faculty teaching in applied degree programs have a minimum of a Masterʼs degree in a field of study related to the subjects to be taught; many have their doctorates. In applied discipline-related courses, faculty also have appropriate experience related to the subject matter. The hiring process takes at least three steps: team interviews, thorough checking of credentials and references, and a teaching demonstration.

Once hired, all full-time faculty are required to complete a professional development program specifically geared for new faculty. The Teaching and Learning Academy (TLA) consists of several intensive short-term modules and on-going weekly support sessions during the first two years of employment. The aim is to ensure teacher readiness and effectiveness, and to create a community of teachers who share expertise and support.

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During the probationary period, new hires are monitored regularly (at least once a semester observed teaching and given feedback by their supervisor), and work with their immediate supervisor to address any concerns.

5.3 Faculty Hiring and On-boarding Part-time

Part-time faculty members are required to complete a faculty development program called Fundamentals of Teaching and Learning (FTL) by the end of their first term of teaching. FTL consists of a series of workshops that integrates theory and practice, culminating in teaching demonstrations critiqued by peers.

5.4 Ongoing Professional Development

At least twice a year, the faculty community as a whole is invited to seminars on teaching practices and technologies organized by the College, and ongoing technical training support is offered. TLA workshops are open to experienced faculty. Individuals are also encouraged to organize their own professional training and development opportunities and supported in this endeavour through professional development funding up to $800 a year, sabbatical leaves, and tuition reimbursement (up to $15,000 for doctoral degree programs). A peer coaching program links college faculty interested in developing aspects of their teaching with peers who offer feedback that is voluntary, timely, confidential and non-evaluative.

5.5 Student Feedback

As student feedback on their learning experiences is an essential component in the process of supporting and improving student learning, Sheridan gathers feedback from all students for each course in every program and uses the information in confirming, improving, rewarding and enhancing the learning experiences of students and faculty. The survey used in this process was developed over a number of years with faculty, administrators and students. All responses are confidential and all data including comments are compiled by an outside company. Surveying is done using a paper survey in some programs or electronically through the external company's web site. Results are tabulated off-campus by the third party company and returned to the individual faculty and their supervisors in a timely way. Issues are flagged and addressed, and recognition is offered for strong results.

Key Performance Indicators on student satisfaction, graduate satisfaction, employer satisfaction and employment rates after six months are collected annually for each program.

5.6 Quality Assurance of Delivery

Sheridan uses technology extensively to enhance teaching and learning. As electronic resources are an inevitable component in most professions today, it is essential to prepare students to be effective and efficient in using those resources.

Sheridan uses technology for learning in various ways: • technology-based learning resources in the classroom, the lab or studio, the library and the Learning Commons; • web-based resources are used by students and faculty for reference, communication, collaboration and research;

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• on-line learning, either as a course component (blended and/or hybrid course) or for an entire course.

In the case of the Game Design degree, familiarity with up-to-date professional software is a foundation of the program. Technology is an integral part of the learning experience. None of the core courses is on-line or hybrid but several courses within the pool of breadth electives are taught on-line.

The following sections describe the depth and breadth of support for the use of information technology at Sheridan, including the IT structure, wireless connectivity, infrastructure and staff, the Learning Commons, library on-line resources and the learning management system.

Information Technology Structure IT's Administrative Systems Unit (ASU) provides administrative support for the Information Technology (IT) department and for the Sheridan community. ASU promotes integrated systems that ensure operational effectiveness and fiscal responsibility while supporting Sheridanʼs mandate to provide quality service. Specifically, ASU is responsible for the business operations of the technology unit, including contract and lease management (hardware and software), software distribution, inventory management, human resources management, coordinating technology unit training, providing administrative support to the Chief Information Officer, and managing IT components for College-wide projects and initiatives.

The Information Technology (IT) department is the hub for technology-based services at Sheridan. IT supports and enriches the experience of all users – students, faculty and staff – by providing the technology resources and infrastructure necessary to connect the community to their goals. Fostering the spirit of innovation through technology, Sheridan's IT department has been, and will continue to be, at the forefront of many technological initiatives and achievements, including pioneering the integration of mobile computing technology into the teaching environment and optimizing the teaching environment for the delivery of new technologies.

The IT department has several support mechanisms in place to help students, staff and faculty find solutions and resources to address their technology challenges:

• Self Help Desk is an online resource that helps with a broad range of technology topics, including: accounts, email, printing, security; network and telecom and Sheridan's enterprise systems. • Instructional Technology Support Centre (ITSC) provides walk-in support to students and faculty who use laptops or hardware, and software located on campus. The technical staff based in the ITSC at Davis and Trafalgar Road Campuses provide walk-in support to students in mobile computing programs and to faculty and staff who use technology in Sheridan's teaching and learning environment. Equipment loans and maintenance of the open access computing labs are some of the additional functions they perform. Classroom support for technology related issues is also available through the ITSC for evenings and weekends. • The IT Help Desk provides telephone and email support and is a central point of contact for the analysis and the resolution of problems and queries relating to information technologies at Sheridan. The Help Desk typically resolves the majority of calls it receives on first contact. If there are issues they can't resolve directly, they are passed on to second line technical specialists.

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Wireless versus Wired Connectivity Sheridan offers wireless access points at all campuses that provide laptop users with convenient and easy access to the campus data network and the internet. Wireless nodes, or hotspots, have been set up to cover hallways and other public gathering areas. Coverage also reaches beyond the walls of Sheridanʼs buildings and you may sit outside with your laptop using wireless in many areas.

Information Technology Infrastructure and Staff The infrastructure of the IT unit consists of the following: • 300 production servers • 285 technology enabled classrooms • over 200 tb storage utilized • dedicated fiber connections between 3 campuses • connected for research: ORION , SHARCNET, internet

Systems • ERP/SIS - Oracle/PeopleSoft Environment • LMS One of the Largest Utilized WebCT LMS implementations for an Higher Ed Institution • 130+ Applications used in our Mobile Programs • Approximately 5000+ students participate in our mobile programs

The IT department at Sheridan has 61 full-time and 44 part-time team members with a combined experience of 663 years.

The structure the IT Department consists of the following sections: • Information & Communications Technology - 14 full-time resources • Enterprise Systems – 15 full-time resources • Client Support & Operations – 30 full-time resources

Learning Commons at Davis and Trafalgar Campuses The Learning Commons are state-of-the-art study support environments designed with studentsʼ comfort, convenience and stimulation in mind. Created in response to student demands for enhanced access to space, equipment and personal assistance to support their studies, the Learning Commons are dynamic, collaborative, student-centred spaces, both physical and online, with a primary purpose of enabling and enriching learning.

As an integral component of Sheridanʼs educational offerings, each Learning Commons supports and enhances teaching and learning by providing one-stop assistance to all students with their information and research needs. It is a learning environment designed to help all students, including those with special needs. In the Learning Commons, you will find:

• computer workstations (PC & Mac), multiple power connections for laptops, group study rooms, quiet study rooms with carrels, training and presentation practice rooms, peer tutoring rooms and video conference rooms • staff to help find research materials for assignments, assist with software and technology questions, and provide academic support services. • access to Sheridanʼs electronic resources (books, articles, encyclopedias, etc) 24 hours a day, 7 days a week (see Sheridan Library Online Resources below) • orientation tours and • an online booking system for Learning Commons group study rooms

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Sheridan Library Online Resources The following is a collection of online resources available to the learning community at Sheridan College:

• 106 databases (including full text and indexes, articles from journals, magazines, and trade publications, book reviews, reports, images) • 80 online journals • NetLibrary (e-books, e-audio books, e-journals) • Books 24x7, currently 14,369 titles currently available (this number expected to double by June 2010 with the addition of 2 new e-book collections) • Video on Demand-Nursing from Ontario Colleges Curriculum Video Service • Online BIBCAT catalogue • Website (with tutorials and links) • Refworks and Write-N-Cite citation management system • VTC online training including over 400 titles • Skillport course content (courses, simulations, express guides, test prep exams, live mentoring, skill briefs, job aids, business exploration series)

Learning Management System Sheridan adopted a blended learning approach to their pedagogy utilizing the WebCT learning management system (LMS) in 1998. In 2005 Sheridan completed a major review of their system and upgraded to WebCT Vista, now owned by Blackboard. Our current LMS version is WebCT Vista Enterprise addition is 8.0.3. Sheridan continues to evaluate our online learning environment in an effort to constantly improve and adapt to both new emerging technologies and the needs of our online learning community. In the spring of 2010, Sheridan began another LMS review, anticipating the new system will be in place by September, 2011.

Since 1998 Sheridan has experienced a steady adoption by faculty and has increased infrastructure capacity and staffing to support faculty and student use. Sheridan now has a manager, two learning management system technologists, a learning management system trainer, and associated learning designers. IT supports the product infrastructure and database, and provides essential personnel to monitor and improve the performance of our online learning environment. Sheridanʼs deployment is scalable and continues to grow based on demand and needs from our online community.

Faculty use the product in many ways, from enhancing their face to face courses to providing hybrid courses and the building and teaching of fully online courses. In additional to regular course sections, there are also a number of virtual communities. These are special LMS courses which allow other groups in Sheridan to share resources and communicate and collaborate in an online platform.

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Section 6: Capacity to Deliver

Sheridan is in a strong position to deliver the BAA (Game Design), building upon its current faculty and facilities. In terms of learning resources, there are extensive on-site and electronic library resources to facilitate student research in gaming. Annual funds are dedicated to library resource renewal, and Sheridanʼs degree programs contribute $150 per student per year to library funds.

In terms of physical resources, the number of computers with Internet access available to students, computer labs, beta testing labs, classrooms and lecture halls fully meets the programʼs anticipated needs. Sheridan campuses are fully wireless and the college maintains a three-year greening schedule for all technology.

The student community is supported with extensive services including academic advising, career and personal counseling, disability services, tutoring, a centre for international students, a library learning commons, a health centre, athletics and recreation centre, financial aid office, and computing skills centre. Sheridanʼs long-time commitment to offering co-operative education means the Cooperative Education & Internship Office has a depth of experience and network of contacts that is invaluable to the newer applied degree programs.

The BAA (Game Design) program is a natural development from Sheridanʼs Animation programs and benefits from the experience and reputation of its faculty. Currently, nearly 60% of BAA (Animation) graduates find employment in the gaming sector, demonstrating the degree to which faculty already facilitate the development of relevant gaming skills. The joint effort of faculty in the School of Animation, Arts & Design and in the School of Applied Computing and Engineering Sciences merges complementary fields of expertise and resources.

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6.1 Learning and Physical Resources On-site and Electronic Library Resources

Library Resources Number of Holdings Books (printed) 354 Audiovisuals 56 Books (electronic) 14170 Online Databases 49 Journals (print subscriptions) 3 Journals (Online full-text) 39

Printed books A search in our online catalogue (Bibcat) retrieved 354 books and 56 CDs/videos/DVDs on gaming.

Electronic Books Books 24/7 http://library.books24X7.com Provides access to online versions of thousands of books.

NetLibrary http://www.netlibrary.com Provides access to Sheridan library's e-Content collection i.e. electronic version of books, journals in more than 30 subject areas including: art, business, computers, education, history, literature, nursing and sociology.

Online Databases Forty-nine out of the total database subscriptions have been identified as publishing articles relating to aspects of gaming. A list is enclosed.

Printed and online journals subscriptions The library subscribes to three printed and at least 39 on-line journals that publish articles on various aspects of gaming. A list is enclosed.

Inter Library Loan Sheridan students have access to and can utilize the resources of all Ontario College Learning Resource Centres through the BIBCAT union catalogue and can either: 1) Use their direct borrowing privileges at 16 of the Ontario College Learning Resource Centres who have signed the reciprocal direct borrowing agreement, or 2) Borrow resources at no charge (except from Cambrian College) through interlibrary loan.

Sheridan students can also borrow resources at cost through inter-library loans from a large variety of sources, five of which are listed below as examples: 1) Any Canadian University 2) National Library of Canada 3) Public Safety & Emergency Department of the Federal Government 4) Canada Department of National Defence

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5) Montreal Polytechnic

Journals Print Subscriptions – Gaming CADalyst. Ed. AutoCAD Usersʼ Group (Vancouver): Cadalyst Pub, 01/2006- Geek monthly. Geek Monthly. Los Angeles, CA: CFQ Media, 2008- Step Inside Design. Peoria, IL: Dynamic Graphics, 1985-

Sheridan Databases With Articles On Gaming

ACM Digital Library ARTbibliography Modern (CSA) Academic Search Premier (EBSCO) AccessScience Alt HealthWatch (EBSCO) Bibliography of the History of Art (BHA) Business Source Complete (EBSCO) CINAHL (EBSCO) Canadian Academic Universe- Lexis/Nexis Canadian Business and Current Affairs (CBCA) (Proquest) Canadian Encyclopaedia Online Canadian Legal Information Institute Canadian Newsstand (Proquest) Canadian Periodical Index (CPIQ) (Gale) Canadian Reference Centre (EBSCO) Computer & Applied Science Complete (CASC) (EBSCO) Computer Science Index Computing Reviews Credo Reference - Online Reference Library Criminal Justice Periodical Index (Proquest) Design and Applied Arts Index (CSA) E-STAT ERIC (EBSCO) Electric Library (Proquest) Environment Complete Factiva®, from Dow Jones Film & Television Literature Index with Full Text Health Source-Consumer Edition (EBSCO) Health Source: Nursing/Academic Edition Historical Abstracts Humanities International Complete IEEE Xplore® Digital Library International Bibliography of Theatre & Dance with Full Text

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MEDLINE MasterFILE Elite (EBSCO) Military & Government Collection (EBSCO) Primary Search (EBSCO) Physical Education Index (CSA) Proquest Science Journals PsycARTICLES (EBSCO) PsycINFO (EBSCO) PubMed (NLM) Regional Business News (EBSCO) ScienceDirect SocINDEX with Full Text (EBSCO) Telecom (Proquest) Vocational & Career Collection (EBSCO) Wilson Applied Science and Technology Abstracts (Proquest) Wilson Art Full -Text

A Selection of Online Full text Journals

Journal Titles Fulltext (Start Year) Database Animation Magazine 1994- Wilson Art FullText Computer-Aided Design 1995- Science Direct Computer Animation & Virtual Worlds 08/01/1990 (6 month Computers & Applied Sciences Complete embargo) (EBSCO) Computer Gaming World Jan 1, 1999 – Dec 1, 2006 Gale Academic OneFile Computer Graphics Forum 1998 (12 month embargo) Academic Search Premier (EBSCO) Computer Graphics World 1995- Academic Search Premier (EBSCO) Computer Protocols 1998- Gale Academic OneFile Computer Security Update 2000- Gale Academic OneFile Computers & Graphics 1995- Science Direct Computers in Entertainment 2003- ACM Computers in Human Behaviour 1995- Science Direct 1995- Science Direct Digital Creativity 3/01/1998 (12 month Computers & Applied Sciences Complete embargo) (EBSCO) Digital Media 01/31/1994 to 05/31/1997 Academic Search Premier (EBSCO) Digital Rights Management and New 04/01/2006- Gale Academic OneFile Entertainment Business Models Electronic Gaming World 10/1/1991-01/01/2009 Gale Academic OneFile Expert Systems with Applications 1995- Science Direct Foundations & Trends in Computer 2006- Computers & Applied Sciences Complete Graphics & Vision (EBSCO) Games & Economic Behaviour 2002- Academic Search Premier (EBSCO) Human IT 03/01/25- Computers & Applied Sciences Complete (EBSCO) IEEE Computer Graphics & 1996- Academic Search Premier (EBSCO) Applications IEEE and Computer 1999- IEEE Xplore® Digital Library Graphics

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Imaging Update 07/01/1999- Business Source Complete (EBSCO) Information and Software Technology 1995- Science Direct Interacting with Computers 1995- Science Direct Interactions 1994- ACM International Journal of Computer 2008- Computers & Applied Sciences Complete Games Technology (EBSCO) International Journal of Game Theory 1998 (12 month embargo) Academic Search Premier (EBSCO) International Journal of Human- 1995- Science Direct Computer Studies International Journal of Performance 2005- International Bibliography of Theatre & Dance Arts & Digital Media (EBSCO) Journal of Visualization & Computer 08/01/1990- Computers & Applied Sciences Complete Animation (EBSCO) Journal on Educational Resources in 2001- ACM Computing (JERIC) Journal of Experimental Social 1995- Science Direct Psychology Knowledge-based Systems 1995- Science Direct Music, Sound & the Moving Image 03/01/2007- Film & Television Literature Index (EBSCO) Optimization 2002 (12 month embargo) Academic Search Premier (EBSCO) Science of Computer Programming 1995- Science Direct Simulation & Gaming 1990- Academic Search Premier (EBSCO)

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Computer Resources and Web Access

Year Number of Number of computers Number of computers Location of computers students available to students with Internet access On-site √ Other (specify) (cumulative) in proposed program available to students in proposed program

60 PC – program 60 01 74 *LC: 200 PC LC: 30 Mac, 200 PC √

90 PC – program 90 02 143 √ LC: 200 PC LC: 30 Mac, 200 PC

90 PC – program 90 03 208 √ LC: 200 PC LC: 30 Mac, 200 PC

90 PC – program 90 04 268 √ LC: 200 PC LC: 30 Mac, 200 PC

* LC = Learning Commons

Classroom Space and Seating Capacity

Year Number of students Number of classrooms Location of Classrooms (cumulative) (include seating capacity) On-site √ Other (specify) Year 1 74 1 lecture hall for 120 2 classrooms for 37 √

Year 2 74 + 69 = 143 1 lecture hall for 120 1 lecture hall for 160 √ 4 classrooms for 37

Year 3 74 + 69 + 65 = 208 1 lecture hall for 120 1 lecture hall for 160 √ 6 classrooms for 37

Year 4 74 + 69 + 65 + 60 = 268 1 lecture hall for 120 1 lecture hall for 160 6 classrooms for 37 √ senior studio for 60

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Specialized Equipment, Workstations and Laboratory Space

Number of Type and Specifically equipped Location of Year students number of workstations and/or specialized laboratories/equipment (cumulative) labs equipment* Number Ratio of On-site √ Other students to (specify) equipment 01 74 1 beta testing 4 modules for 1:5 √ lab groups of 4 students

2 computer 52 1:1 labs workstations* 02 143 1 beta testing 4 modules for 1:10 √ lab groups of 4 students

2 computer 52 1:3 labs workstations* 03 208 2 beta testing 8 modules for 1:6 √ labs groups of 4 students

3 computer 156 1:3 labs workstations* 04 268 2 beta testing 8 modules for 1:8 √ labs groups of 4 students

3 computer 156 1:4 labs workstations*

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6.2 Resource Renewal and Upgrading

Sheridan maintains a three-year greening schedule for technology regardless of whether the technology is in the hands of students, faculty or administrators. Sheridan campuses are fully wireless including dedicated student study rooms and wireless seating in casual areas at both major campuses.

Classroom teaching and learning equipment is refreshed on a priority need basis. Virtually all classrooms, studios and labs at Sheridan are equipped with standardized teaching podiums, VCR/DVD combos, data projectors, document cameras and where necessary, sound systems. One hundred and twenty classrooms are fully mobile which means that in addition to the standard teaching equipment, there is also a data and power connection at each student seat.

The Sheridan library resource has an annual budget allocation of $100,000 for renewal of research resources, both for text-based and on-line resources. In addition, Sheridan Baccalaureate degree programs contribute $150 per year, per student to the library funds.

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6.3 Support Services Academic Advising The Student Advisement Centre helps with program change advisement, college form completion, college policy and procedure explanation, general education and program elective selection, orientation and student success programs, course/program withdrawal consultation and transfer information for other programs and institutions. Each program at Sheridan includes faculty release time for academic advising.

Career Counseling The Career Centre is one-stop shopping for academic and career success, offering tutoring, career planning, and employment services.

Personal Counseling Sheridanʼs professional counselors work with students on a confidential basis to help them achieve their personal goals. Consultation is available to any student seeking advice on non-academic issues on a drop-in or appointment basis.

Placement Cooperative Education: The Cooperative & Internship Office administers the internships that are required for successful completion of degree programs.

Services for Students with Disabilities Disability Services: Staff work in collaboration with students with disabilities, faculty and support staff to ensure that fair, equitable and appropriate accommodations are developed and implemented.

Tutoring: The Career Centre offers English and Math tutoring free and available on either a drop-in basis or by appointment.

The International Centre provides assistance with processing international student applications, advice on housing, residence, off-campus housing or home stay, Health Insurance Coverage/claims and medical referrals, advice on student authorization/visas and extensions, visa and travel information, immigration regulations regarding co-op terms, internships or field placements, personal concerns or emergency situations.

Alumni Association: programs and services for Alumni include Insurance & Credit Card Affinity Benefit Programs; access to Athletic Centres, Libraries & Career Services; free parking when visiting Sheridan; Traditions Magazine twice a year.

Bookstore provides textbooks – new and used, stationary and professional grade fine art and paper supplies, Sheridan logo clothing, gifts and backpacks, software, general interest books & magazines, personal care items.

Cafeteria: Full service cafeteria facilities and vending machines.

Child Care/Preschool: Full-day early childhood programs are available for children 18 mos. to 5 years of age at Trafalgar Road Campus in Oakville, the Mississauga Civic Centre and on the Davis Campus in Brampton.

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The Financial Aid Office can assist with Ontario Student Assistance Program (OSAP), Part-time Canada Student Loan, Canada Study Grant funding for students with Dependent Children, Ontario Special Bursary Program Funding, Bursary for Students with Disabilities Funding, Child-care Bursary Funding, Sheridan Tuition Reinvestment Bursaries, Ontario Student Opportunity Trust Fund Assistance (OSOTF)

Computing Skills Centre provides computer workstations, network access for mobile computing students, software access, self-serve username lookup, telephone technical support.

Athletic Therapy Centre provides treatments for recreational/sports injuries.

Athletics and Recreation: Membership to the Athletic Centres is included with tuition fees.

Sheridanʼs Health Centres offer professional health care, lifestyle and health counseling, and referrals for students.

Sheridan has two Residence buildings, one in Oakville and one at the Davis Campus in Brampton. Students enjoy the comforts of home with easy access to all College services and facilities. Both residences are conveniently located close to many sports and entertainment opportunities in the Greater Toronto area.

Facilities Management supports and enhances the quality of the teaching and learning environment by providing a service oriented approach to maintaining the integrity and efficiency of college facilities, in a cost effective manner.

The Library Learning Commons is a state-of-the-art study support environment designed with studentsʼ comfort, convenience and stimulation in mind. The LLC brings together in one place the services that support students in their learning, writing, research, and use of information technology.

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6.4 Faculty Enrolment Projections and Staffing Implications

Staffing Requirements – Projected Cumulative Cumulative full- Cumulative part- Add columns for Ratio of Enrolment* time faculty time faculty technical full-time equivalents equivalents support, TAʼs, students/ (F.T.E.) = 420 (P.T.E.) – 336 etc. full-time TCH TCH faculty Full-time Part- time Yr. 1 74 0 2 F.T.E. 1.04 P.T.E. 1 technologist 1:37 Yr. 2 74+69=143 0 3 F.T.E. 3.25 P.T.E. 2 technologists 1:47.6 Yr. 3 74+69+65= 0 5 F.T.E. 4.5 P.T.E. 3 technologists 1:41.6 208 Yr. 4 74+69+65+60 0 6 F.T.E. 5.75 P.T.E. 3 technologists 1:44.6 = 268

6.5 CV Release

The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review and final status of the program application.

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Section 7: Credential Recognition

Sheridan College has received letters of support for graduates of the Bachelor of Applied Arts, Game Design. The schools have stated that the proposed program includes courses that will provide excellent preparation for continued study at the graduate level.

York Universityʼs Graduate Program in Interdisciplinary Studies has reviewed Sheridanʼs proposed baccalaureate degree in Game Design and they give their support to it. They state that the program meets and possibly exceeds degree requirements in the game design field. They conclude that graduates from the BAA (Game Design) will have met the standards of their candidates and therefore will be eligible to apply to their graduate program.

Sheridan graduates of the Bachelor of Applied Arts, Game Design may also apply to Rochester Institute of Technology, Department of Interactive Games. The Masters program will be available for students who are interested in continuing their study of game design. They applaud the proposal, stating that the proposed program offers a unique vision in the academic field.

Graduates of a Bachelor of Applied Arts are eligible for admission to a graduate degree at an Ontario University and therefore to a professional degree provided they meet the review process and portfolio assessment.

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Section 8: Regulation and Accreditation

Not applicable to this submission.

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Section 9: Program Evaluation

Program reviews are done informally on an annual basis and formally every five years at Sheridan.

The formal program review process is regarded as an opportunity both to reflect on what has been accomplished and to consider how the program can be enhanced. The program is examined from various perspectives: within the context of Ministry standards, within the context of the changing professional environment and changing body of knowledge for the discipline, within the context of the changing student population, and within the context of the changing College environment in terms of facilities, resources and complementary programs.

In January 2010 Sheridan drafted a new program review process that is being piloted during the spring and summer of 2010. The review process includes a self-assessment phase that generates recommendations and an action plan for their implementation and an external review phase that assesses both the current program and the plan for improving it. A final report, including both the self-assessment and the external review, is submitted to the Senior Vice President Academic & Research. The next annual review (the year following the official review submission) results in a follow-up report to the SVPAR detailing progress on the program modifications.

The self-assessment is carried out by the Program Area Review Team (PART), a team created by the Associate Dean and consisting of the program coordinator, up to three program faculty members, and a support staff person. The PART works closely with the Network for Innovation in Learning and Education at Sheridan (NILES) to review the curriculum, plan and carry out focus group sessions with students and faculty, review survey data (KPI, Sheridan course surveys) and address any shortcomings in the program. NILES facilitates the entire program review process and independently carries out an environmental scan examining the industry (e.g., for changes in skills or employment) and academic competitors (e.g., comparative admission requirements) that helps inform the review process.

Data collection in the self-assessment focuses on a range of themes including: • Program context (e.g., congruence with College mission and strategic plan, relation to other Sheridan programs, relation to field of practice requirements and key trends, credential recognition) • The learner (e.g., student interest/demand, student loan default rates, competition for students, recruitment strategies, student selection and admission requirements, attrition rates and reasons) • Curriculum quality and effectiveness (e.g., program learning outcomes meeting Ministry standards and accreditation body standards, effectiveness of Program Advisory Committee, curriculum quality as indicated by employer/graduate satisfaction and student feedback, effectiveness of delivery methods) • The learning environment (e.g., faculty qualifications, performance and professional development, school facilities, office support, budget, institutional learning resources) • Student success (e.g., quality of learning experience for the student, quality of evaluation methods, quality of individual student work, graduation rates, graduate employment)

The self-assessment generates a report that includes specific recommendations for improving the program and an implementation plan to put those recommendations into place. The conclusions of the report are shared with the focus groups who generously shared their time and insights.

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Following the completion of self-assessment the external review committee is assembled, consisting of two reviewers external to the college (one from industry or business and one from another academic institution) and one who is from the college but outside of the program area. The main objective of this committee is to comment on the program under review, identifying strengths, challenges and areas for improvement. They are asked to address (but not restricted only to) currency and relevance of the curriculum, quality of the faculty, the learning environment, resources both financial and physical, and the programʼs current plan for improvement. This committee is asked to review all the research data submitted as part of the self-assessment, the feedback from the student focus groups as well as the contents of the full self-assessment report.

Both the external review report and the self-assessment are submitted to the SVPAR. The School is expected to enact its implementation plan for enhancing the program immediately. A formal follow-up one year later examines the success of those modifications.

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Section 10: Nomenclature

Consistent with the Nomenclature Standard, Sheridanʼs proposed degree is named Bachelor of Applied Arts (Game Design), specifying both the applied nature of the baccalaureate program and the subject of study.

Though the terms Game Design and Game Development are sometimes used interchangeably, generally educational institutions, as well as the industry itself, observe a nuanced differentiation between the two. Game Development is generally associated with the programming and scripting aspect of creating a game, while also referencing the business and publishing dimensions of the process. Game Design generally references the overarching creation of a game concept, its story and art assets. While entrepreneurship and scripting are always important dimensions of this undertaking, the focus of a Game Design nomenclature is on the artistic production for a game.

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Section 11: Academic Freedom and Integrity

11.1 Academic Freedom

Sheridan recognizes the right of faculty and staff to carry out their teaching and learning activities; to pursue research and disseminate and publish the results thereof; to produce and perform creative works; to engage in service to the institution and the community; and to express oneʼs opinion about the institution, its administration and society at large, within the parameters established by the Colleges of Applied Arts and Technology Act (2002), College policies, ethical guidelines and all applicable legislation.

In classes, laboratories, studios, etc. faculty members are free to discuss any aspect of a topic pertinent to the achievement of the learning outcomes of the course being taught as documented in the course outline.

Faculty and staff are free to act and to speak in their capacity as public citizens without institutional censorship or discipline, but must indicate in such instances particularly when speaking as professionals that they are not acting as representatives of Sheridan. As professionals and representatives of their disciplines, faculty and staff take upon themselves a responsibility for honesty and accuracy in professional statements and activity. As members of the Sheridan community, faculty and staff should show respect for the opinions of others.

Alleged violations of the academic freedom policy are reported to the Dean of the School in which the alleged violation occurred. The Dean is responsible for investigating the incident and determining how to handle it. Appeals are handled through the Office of the Senior Vice President Academic & Research.

11.2 Academic Honesty

A clear sense of academic honesty and the corresponding responsibilities are fundamental to the effective learning environment enjoyed by all members of the Sheridan community and to the reputation of Sheridan programs. Sheridan recognizes the responsibility of all faculty members, staff, current and former students, and applicants to foster standards of academic honesty, and to be knowledgeable of, and act in accordance, with such standards.

It is a breach of academic honesty to falsely claim credit for the ideas, writing, projects, or creations of others either by presenting such works as oneʼs own or through impersonation. Similarly, it is a breach of academic honesty to cheat, attempt or actually alter, suppress, falsify or fabricate any research data or results, official academic record, application or document.

All Sheridan faculty members, staff and students are expected to be vigilant regarding breaches of academic honesty and are responsible for taking appropriate action when it is believed that a breach of academic honesty has occurred. All suspected breaches of academic honesty are investigated. A finding of guilt leads to the imposition of a penalty from a range of sanctions. A lack of familiarity with the Policy and Guidelines on Academic Honesty on the part of any member of the Sheridan community does not constitute a defence against misconduct.

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The Academic Honesty Policy applies to all members of the Sheridan community including faculty members, staff, students and applicants. Breaches of this policy by employees are handled in a manner consistent with the conditions of their employment. Anyone suspecting a faculty or staff member of a breach of Academic Honesty is asked to report the concern to the Associate Dean or other staff member to whom the person reports.

Academic Honesty-Information, Compliance & Sanctions Students and faculty members are informed about College policies in a number of ways. By the time a policy is adopted, it has been reviewed by a number of internal operational committees and councils, many of which include student and faculty member representation. Relevant policies are discussed at Orientation Sessions, and at the beginning of courses. Policies are referenced on course outlines and in the student handbook and appear on the Sheridan web site. Faculty members regularly receive an internal communications bulletin, Information Sheridan, which highlights new policies. Prior to receiving their timetable, each student is asked to read the Academic Honesty policy and to agree to abide by its terms. All students are subject to the terms of the Academic Honesty Policy whether they read the policy and agree to abide by its terms or not.

If a member of the Sheridan community suspects that an individual or individuals are violating the Academic Honesty Policy it is their responsibility to investigate the situation. In the case of a student, he/she reports his/her suspicions to the faculty member responsible for the course. If a student believes that a faculty or staff member is violating the Academic Honesty Policy, then, he/she reports this suspicion to the Associate Dean. Where a violation of the Academic Honesty Policy is suspected, but where the suspected offence is not related to a course, those with knowledge of the offence contact the Registrar.

Disciplinary sanctions for breach of the Academic Honesty Policy are levied consistently across the College. Discipline is progressive and tied to the severity of the offence. Penalties for second and subsequent offences are significant. Student penalties can range from assigning a grade of “0” for the assignment, test, exam, creative work, or project with no opportunity to resubmit the work, through termination from the course, to suspension or withdrawal from the college. Applicants who falsify transcripts, cheat on admission testing, or in any other way violate the Academic Honesty Policy, will not be granted admission to the College (and will be ineligible for admission to any Sheridan program or course for a period of not less than 1 year).

11.3 Intellectual Products of Employees and Students – Copyright Ownership

The College recognizes and values the contribution of employees and students in the Works they produce and seeks to balance the rights of the creators with the interests of the College while encouraging educational innovation and creativity.

As an employer, the College claims ownership of copyright in Works created by employees in the normal course of their employment. Such Works include the curriculum (e.g., teaching support materials), and administrative materials (e.g., professional, technical and artistic Works produced on assignment).

The College recognizes the employee ownership of copyright in Works created by employees on their own initiative and own time where an extensive use of College facilities, resources or funds are not used in the creation or reproduction of the Works.

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Students own the copyright to the Works they produce. The College does not claim ownership of any Works created except where the student received compensation as an employee of the College for the creation of the Work; or the creation of the Work required the extensive use of College facilities, resources or funds.

The College will automatically be licensed to present student-produced Works for instructional purposes in Sheridan College courses for up to five years after the creation of the Works. The use of these Works for non-instructional purposes (e.g. College publicity) or for instructional purposes beyond the five-year period requires the consent of the creators of the Works.

Potential consequences of non-compliance with Sheridan copyright depend upon the specific situation and may range from having the issue dealt with by administration at the College to formal legal action.

Applied Research Intellectual Property Policy Sheridan is engaged in Applied Research the main purpose of which is to generate ideas and innovations while encouraging educational innovation and creativity. Sheridan supports and values the contribution of its Employees and Students to the intellectual property (IP) produced as part of Applied Research and seeks to balance the rights of those contributing to the development of IP with the interests of Sheridan, which provides the facilities and resources for research. Sheridan wishes to facilitate the commercialization of inventions, discoveries, and creative works developed by employees and students of Sheridan.

Sheridan is committed to encouraging creativity and thus reserves the right to be flexible in the application of the IP policy on a case-by-case basis. For example, the policy may be superseded by an agreement between Sheridan and the creator governing ownership of IP or by an agreement with a public or private funding organization or other external body, provided such agreement is reached prior to the commencement of the research and is approved by Sheridanʼs Office of Research.

In the absence of any written agreement to the contrary between Sheridan and an employee, Sheridan shall be the first owner of all IP created by the employee in the course of normal administrative or professional duties with Sheridan and such IP shall remain the property of Sheridan.

In the absence of any written agreement to the contrary between Sheridan and an employee, where IP has been created or developed outside the scope of normal administrative and professional duties, the creator will retain ownership of the IP unless the Creator created or developed the IP using Sheridanʼs resources. Where an outside organization has sponsored Applied Research and the agreement between Sheridan and the outside organization deals with IP ownership, the ownership of the IP generated by the sponsored research is dealt with in accordance with the terms of such agreement.

11.4 Research at Sheridan – Human Subjects Policy

Sheridan recognizes the importance of the preservation of human dignity and the ethical treatment of any human participants involved in research.

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Therefore Sheridan maintains a research ethics board (SREB) that has responsibility for all research conducted at the college, must approve all research projects involving humans before participants are recruited, and that monitors the implementation of policies regarding the treatment of human participants. The SREB normally allows research to be carried out only after the voluntary free and informed consent of the participant or his/her authorized third party has been given. Researchers must provide full and frank disclosure of all information relevant to free and informed consent. Research approvals are guided by the principles of respect for human dignity, respect for free and informed consent, respect for vulnerable persons, respect for privacy and confidentiality, respect for the law, respect for fairness and equity, respect for trustworthiness and honesty and protection of participants and researchers from injury or harm.

11.5 Research at Sheridan – Integrity Policy

Sheridan is committed to the highest standard of integrity in research. Sheridan expects all of its researchers and others conducting research within Sheridan to adhere to ethical principles in their research activities and monitors conformity with those principles. These principles include: a. using rigour and integrity in obtaining, recording and analyzing data, and in reporting and publishing results; b. recognizing the substantive contributions of others, including co-researchers and students, ensuring that authorship of published work includes all those who have materially contributed to, and share responsibility for, the contents of the publication, and only those people; c. acquiring permission to use and acknowledging the contribution of others, whether published or unpublished; d. using archival material in accordance with the rules of the archival source; e. obtaining the permission of the author before using information, concepts or data originally obtained through access to confidential manuscripts or applications for funds for research or training that may have been seen as a result of processes such as peer review; f. revealing to sponsors, universities, journals or funding agencies, any material conflict of interest, financial or other, that might influence their decisions as to whether the individual should be asked to review manuscripts or applications, test products or be permitted to undertake work sponsored from an outside source.

Sheridan regards any action that is inconsistent with integrity as misconduct. The misconduct may apply to misconduct in scholarly research, data collection, gathering and retention, authorship, responsibilities of principal researchers, conflict of interest, or other misconduct.

This policy applies to all individuals at Sheridan involved in research, as defined in the Applied Research Policy, in any capacity whatsoever. Anyone working under the aegis of Sheridan engaging in research, using Sheridanʼs facilities, or seeking approval of Sheridan for research must adhere to the highest level of ethical standards. This includes research conducted in other jurisdictions or countries.

All researchers, including employees, students and volunteers, are covered by this policy. Sheridan promotes the understanding of integrity issues within the institution through Sheridan Research workshops, written materials and by posting the policy and related procedure on the Sheridan website.

Sheridan does not carry out research involving biohazards or the use of animals.

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11.6 Management of Research Funds

Sheridanʼs Research department is the coordinating and documentation point for Sheridan research proposals, and oversees the disbursement of research funds. When a letter of confirmation is received from a funding body, Research works with Finance to ensure Sheridan meets all criteria for the conditions of the grant (e.g., certificate of liability). Once the cheque for the funds is received Research sets up an account for the project with Finance, creates a template informing Finance of the critical information regarding the research project (e.g., time line, audit requirements), provides Finance with all documentation regarding the project, and budgets the funds as per the proposal. Research processes and monitors all research-related expenses (wages and benefits, non-salary, capital equipment), ensuring the legitimacy of expenses and their alignment with the terms of the research grant conditions. Research provides progress reports to funding agencies regarding projects and expenses, and Researchʼs financial activities undergo external audit along with Sheridanʼs other financial activities.

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Section 12: Student Protection

12.1 Student Protection Regarding Academic Calendar

All printed and online communications regarding program information are checked out with the relevant college areas before publication/going live. The Office of the Registrar is vigilant in ensuring all information regarding the program name (MTCU approved), duration, credential, campus, code, intake date and admission requirements is accurate. The academic Schools vet the program information to confirm it is accurate, up-to-date and does not misrepresent a course or program in any way.

12.2 Student Awareness of Policies and Procedures

Every student who applies to Sheridan gets a Sheridan Access account and cannot proceed with their application unless they enter that Access account number online. The first screen that comes up when they enter that account is a notification (provided in the electronic “Policies” file) requesting that the student read the linked policies. The student has access to all Sheridan policies and procedures from this page.

Special emphasis is made regarding the importance of familiarity with the Academic Honesty Policy, the potential usefulness of the Advanced Standing Policy for those who have studied at another institution, and the helpfulness of the Academic Appeals and Consideration Policy if the student has concerns in future regarding decisions that affect his/her academic performance. The student is asked to check off the box that indicates they have read, understand and agree to abide by Sheridanʼs policies. If they do not check off that box, the notification page appears every time they log on to that account and will not disappear until they have checked the box. Given this account is the studentʼs access to check grades, view their timetable, and work with many course materials, they cannot avoid the policy notification. The student is also reminded on the screen that, if they do not check off the box, they are still bound by Sheridanʼs policies.

12.3 Resolution of Studentsʼ Academic Appeals, Complaints, Grievances, and/or Other Disputes

Sheridan expects the academic judgments of its faculty members and staff to be fair, consistent and objective. Its policy and procedures regarding academic appeals ensure that students whose academic status has been adversely affected will have access to a thorough, respectful, and impartial review of their concerns. In situations where students experience unforeseen personal circumstances that disrupt or impact their academic performance, faculty members may provide reasonable, alternate arrangements to enable the student to meet the course/program requirements.

The expected process for dealing with academic appeals starts with the student approaching the faculty member to discuss the issue. If no resolution is reached, the student submits an Informal Academic Appeal Application accompanied by all pertinent documentation to the School office. The Associate Dean or designate sets up a meeting to review the appeal. If the appeal is denied at this point, the student may choose to undertake a formal academic appeal. For a formal appeal, the Dean of the relevant School or designate convenes a meeting of the Academic Appeal Committee. This committee reviews all relevant documentation and meets with all relevant parties (including witnesses, student and faculty member). The Appeal Committee consists of the Dean or designate of the School (who serves as Chair of the committee), one faculty member from the School, one

BAA (Game Design) 209 Sheridan College Institute of Technology and Advanced Learning faculty member from outside the School, one student from the School (selected by the coordinators) and one additional member chosen by the student making the appeal. A written decision is issued as a result of the appeal. The decision of the Appeal Committee is final. A student who believes that he/she has not received a fair hearing may request an Appeal Review. This is permitted if there was a substantial procedural error committed by the Appeal Committee that denied the student a fair hearing or if new evidence is available that, through no fault of the student, was not available at the time of the appeal to the Appeal Committee. The Annual Review Committee (consisting of the Vice President Academic (who serves as Chair of the committee), one Dean, two faculty members, and the Sheridan Student Union President or designate) meets with the student, faculty member and witnesses, reviews the evidence and issues a written decision. The decision of the Appeal Review Committee is final and binding on all affected persons.

12.4 Student Protection via Policies/Procedures on Harassment /Discrimination and Violence, and through the Student Code of Conduct a. Harassment/Discrimination Sheridan College does not tolerate any form of harassment or discrimination as defined by the Ontario Human Rights Code. In the event that harassment or discrimination is alleged, every effort is made to work with the people involved to find a fair and timely resolution of the matter. It is recognized that the most effective way to deal with harassment and discrimination is through preventative action, including informing, educating and good management. All staff, including faculty, technologists and management, are expected to be familiar with the policy and procedures and to prevent or discourage harassment and discrimination. The college is committed to deal quickly, fairly and effectively with harassment and discrimination should it take place.

A multi-step complaint resolution process provides information, support and constructive facilitation. The first step in this process is individual action, encouraging the student to resolve the issues in conflict with the person causing the problem, with the support of a Human Rights advisor if requested. If the issues cannot be resolved or they continue, the complainant or the respondent can move to stage 2, informal complaint with assistance. Assistance is provided by a Human Rights Advisor, student Peer Advocate, student representative, supervisor, manager or union steward. The complainant is advised whether the complaint falls under the jurisdiction of the Sheridan policy, given information about the process and their rights under the policy and the Human Rights Act, and advised if alternative dispute resolution activities might be an option in this case. If a resolution is not achievable, then a formal complaint may be commenced. The Human Rights Coordinator meets with each person to try to resolve the complaint. If after consultation, the complaint cannot be resolved, an investigator or investigative team is appointed to review everything pertaining to the complaint. If the investigator advises that there is no jurisdiction, the Coordinator so advises everyone. If there needs to be further investigation, the Coordinator directs the investigator to continue. An appeal can be submitted to the President. The President shall be informed of all investigations and outcomes. The President may call a meeting to speak to all parties with a view to seeking information. Within ten days he/she makes a written decision which is binding and cannot be appealed.

Confidentiality is required in all procedures. At any point in the complaint process, either party may request that formal mediation be instituted to assist the resolution of the complaint. A substantiated act of discrimination or harassment may be cause for disciplinary action by the college up to and including the possibility of discharge in the case of an employee or expulsion in the case of a student.

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b. Violence Sheridan is committed to establishing and maintaining an environment that is free of violence and intimidation where all members of the community are treated with respect. Sheridanʼs Violence in the Workplace policy outlines the procedures and responsibilities of Sheridan, its employees, students and visitors. It is intended to be preventive and educational in nature, and to deter acts of violence through a series of strict measures and penalties. c. Student Code of Conduct Sheridanʼs Student Code of Conduct operates as an umbrella pulling together the policies and procedures relating to behaviour on campus (including in residence) and at activities sponsored by Sheridan. Based on the premise that all students have the right to be treated with dignity and respect, it provides guiding principles and rules for behaviour that contribute to everyoneʼs success in the learning and social environment.

12.5 Student Dismissal

Students may be dismissed based on academic dishonesty, for severe breach of policy regarding harassment/discrimination or for gross violation of the student code of conduct. Such decisions are not made lightly and are based on thorough investigation of the circumstances, a chance for the student and all relevant parties to contribute evidence, and a view to what is fair to all concerned. Appeal processes allow further consideration where necessary.

12.6 Current Academic Calendar

Please see the insert following this page.

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Section 13: Economic Need

13.1 Summary

The Ontario Government is turning its attention to the The Canadian games market • digital game market as a serious competitor for experienced a record C$2.09 billion consumer media spending.7 The recently released in revenues in 2008. Ontario 2012 report recommends that the Province

double the number of developer jobs in Ontario (from Ontario has been growing a strong 850) in order to create a competitive critical mass. base of digital game companies

since 1982. Despite the fact that there are ten college programs in • game development within the Province of Ontario, the The Ontario 2012 report majority of game developers interviewed by Sheridan recommends a doubling of the felt that they were not meeting industry needs. game developer jobs in Ontario

(from 850) in order to achieve a The current trend toward more complex games critical mass. • implies a greater need for the level of designers that

Source: SECOR Consulting (2008) help to build this complexity. Projects that are more Ontario 2012: Stimulating Growth in “content heavy” are expected to require more game Ontarioʼs Digital Game Industry and level designers.

• One of the prevailing trends that speaks to the need for a greater breadth and depth of learning includes the increasing complexity of game design. Central to this complexity is an increased focus on providing greater depth to stories (i.e. with branching plots, multiple endings and player directed content), deeper dialogue and the provision of higher levels of immersion through sound and visuals.

• Although the education requirements for game developer positions vary, an analysis of the Canadian and American game developer job sites reveals that many companies are seeking a minimum of a bachelorʼs degree to fill these positions.

13.2 The Value of Ontarioʼs Interactive Digital Media Sector The 2009 Ontario Budget The release of this yearʼs Ontario Budget (2009) revealed significant improvements to the Provinceʼs interactive media sector including upgrades to the Ontario Interactive Digital Media Tax Credit, as well as the provision of $20 million to the Ontario Media Development Corporation.8 It is expected that this will help to foster new growth, make it easier to market interactive projects and allow companies to stay competitive in a global market.9

7 SECOR Consulting (August 2008) Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry 8 Interactive Ontario (2009) Ontario Budget Clicks with Interactive Media Industry (www.interactiveontario.com) 9Ibid.

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Canada is a Major Player in the Digital Games Sector The global digital games sector is projected to reach $1.48 trillion (US) in 2009.10 Canada is a major player in this sector and currently ranks fourth across the globe, accounting for about 3% of the total global games consumer market.11 Within the Province of Ontario the top interactive digital media clusters (of which gaming is a key component) generate more than 20% of Canadaʼs GDP.12

Canadaʼs potential for strengthening its game development market lies in both its supportive infrastructure and its human resources.13 It is currently home to world renowned game developers, its presence in the middleware market is expanding, it has one of the highest broadband penetration rates in the world, it attracts investment by US publishers and it has a supportive policy environment that includes provincial tax credits.14

Ontarioʼs Digital Game Market is a Serious Competitor for Consumer Media Spending The Ontario Government is now turning its attention to the digital game market as a serious competitor for consumer media spending.15 The recently released Ontario 2012 report for example, provides seventeen key recommendations that are designed to address gaps that have been impeding the sectorʼs capabilities for success.16 Table 1 outlines six of these recommendations. Central to this is the goal of doubling the number of developer jobs in Ontario (from 850) in order to create a competitive critical mass that can work on a diversified portfolio of platforms.17

Table 1: Summary of Six of the Twelve Recommendations Identified in the Ontario 2012 Report

1. Double the number of game developer jobs from 850 in order to achieve a competitive critical mass.

2. Invest $6 million over three years to establish a technology incubator to support the development and commercialization of market ready game technologies,

3. Leverage Next Generation of Jobs Fund for the digital game industry.

4. Coordinate the development of an Ontario digital game industry portal that marketʼs Ontarioʼs content and employment opportunities.

5. Create a public/private investment fund for digital game development.

6. Consolidate the Interactive Digital Media Fund and Interactive Digital Media Export Fund into a single fund that is accessible to a broader range of developers.

(Source: SECOR Consulting (2008) Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry

10 Ontario Technology Corridor (2009) Ontario Fires Up Digital Gaming Revolution (www.ontariotechnologycorridor.com) 11 Price, Waterhouse, Coopers (2007) Global Entertainment and Media Outlook: 2007‐2011, Video Games 12 Digital Interactive Media Partnership (2008), “Supporting the Interactive Media Revolution”, www. http://www.dipontario.com/10gr/top10.pdf 13 Ibid. 14 Ibid. 15 SECOR Consulting (August 2008) Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry 16 SECOR Consulting (August 2008) Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry 17 Ibid.

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The Demand for Game Developers

In general the digital games industry has relatively high turnover. The International Game Developers Association reports that only 51% of the members they surveyed plan on staying in the industry for their entire career, and that 34% plan to leave within five years.18 This continuous loss of experienced developers suggests that newcomers must be able to adapt quickly in order to be promoted early in their careers.19

Countries like the UK continue their struggle to find good game developers/designers. Despite the fact that there are currently 81 video games degree courses at British Universities, David Braben, a game developer guru and the creator of the space trading game Elite, claims that 95% of the courses offered in Britain are not “fit” programs. Evidence from Sheridanʼs interviews with employers reveals that here in Ontario there are several game development programs across the Ontario College system, but few, if any, are meeting industry needs.

Employment Growth for Game Developers

The Ontario 2012 recommendation to double the number of game developer jobs in Ontario is part of a larger employment trend signaling the decline of some of the “traditional” computer programming jobs and substantial growth in the jobs that are integral to digital media. US employment projections estimate above average employment growth for multi-media artists (the larger occupational category that includes game developers) but declines in the number of computer programmers between 2005 and 2016 (Table 2).

Table 2: Projected Employment Growth – Multi-Media Artists (2005-2016)

OCCUPATION 2005 2016 % CHANGE (2005-16) All Occupations 150,620 166,220 10% Computer Programmers 435,000 417,000 -4.14% Multi-Media Artists 87,000 110,000 25.83% (Source: US Bureau of Labour Statistics)

The Unemployment Rate of Game Developers

Table 3 profiles the unemployment rate (as of 2007) for selected occupations including the six official classifications defined by Statistics Canada. The unemployment rate for the occupations that include game designers (interactive media developers) was lower than the average for all occupations, and lower than the larger occupational group to which they belong (i.e. the Natural and Applied Sciences).

18 International Game Developers Association “The Professional Identity of Gameworkers” (www.igda.org/articles) 19 Ibid.

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Table 3: The Unemployment Rate for All Occupations vs. Selected Occupations in Canada

OCCUPATION UNEMPLOYMENT RATE (as of 2007) All Occupations 6.6% Trades/Transport 8.7% Sales And Service 7.3% Art/Culture/Recreation and Sport 7.0% Natural and Applied Sciences 5.0% Social Science/Education/Government 4.7% Interactive Media Developers 4.4% Computer, Network Operators and Web Technicians 4.1% Web Designers and Developers 3.4% Health Occupations 1.7% (Source: Canada Job Futures)

Game Developer Roles in Highest Demand

Within the smaller game developer companies (which predominate within the Province of Ontario), there is a considerable overlap of knowledge and skills between the roles that comprise this team. Information gleaned from the Sheridan interviews suggests that our graduates should have an area of primary expertise but at the same time, a sound understanding of the fundamentals involved in all of the roles that comprise the multi-disciplinary team.

In general the primary roles involved in game development can be classified as artists, game designers and programmers. In general approximately 50% of game development teams are comprised of programmers while the remaining 50% is divided between the artists and the game/level designers. Most of the game developers surveyed by Sheridan felt that while they tend to hire fewer game designers than either programmers or artists, the game designer job is one of the most difficult positions to fill. Finding a designer with the right combination of skills has proven to be challenging. In that context most of the employers felt that good game designers will always be in demand. Adding to that, the current trend toward more complex games implies a greater need for the level designers that help to build this complexity. Projects that are more “content heavy” are expected to require more game and level designers.

Table 4 profiles a sample analysis of five of the top US and Canadian game developer job sites. Common to each site is that the largest share of the total jobs posted is for the programmers and artists. This bodes well for graduates of Sheridanʼs proposed program since they will be able to assume positions as artists and/or game designers.

Table 4: An Analysis of Game Development Employment by Job Category (Canada and the USA)

Employment Site Total Game Game Programmers Artists/Animators Design Designers Related Jobs www.gamasutra.com 179 29 89 53 www.seriousgamessource.com 53 10 32 11 www.gamesondeck.com/jobs 54 9 33 12 www.gamesetwatch.com/jobs 72 15 37 20 www.creativeheads.net 102 16 37 49

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The Education Requirements of Game Developers

Since there have been few, if any, game programs within the Ontario College and University system prior to 2005, there has been no standard requirement for jobs in this industry. Moreover, because the game designer role is not an entry level position, many programmers (who are typically degree educated) have assumed these positions.

One of the prevailing trends that speaks to the need for a greater breadth and depth of learning includes the increasing complexity of game design. Much of this is attributed to the evolution of existing platforms and the demand for high definition, which increase the need for greater detail.

In addition user created content and multiplayer cooperative games have added to this interactive complexity, thus making the game designerʼs role more challenging. Central to this complexity is an increased focus on providing greater depth to stories (i.e. with branching plots, multiple endings and player directed content), deeper dialogue and the provision of higher levels of immersion through sound and visuals. Underlying this is the increasing demand to facilitate more of an emotional engagement with the audience.

Other industry trends that suggest the need for this greater breadth and depth of knowledge include high turnover across the industry and the fact that the majority of the Provinceʼs game developing companies are small. Graduates will therefore be expected to acquire broader expertise to assume multiple functions and to effectively move up in the industry in a relatively short time.

Table 5 profiles some of the jobs for game developers (i.e. designers and artists) and reveals that the minimum requirement is a bachelorʼs degree.

Table 5: An Analysis of Job Postings for Game Developers (Canada and the US)

EMPLOYER JOB TITLE EDUCATION SKILLS AND EXPERIENCE • At least two shipped AA titles for current Bedlam Studios Game Designer Bachelorʼs Degree generation technology. • Previous fighting/adventure design experience. • Direct Multiple teams in creating compelling Carbine Studios Lead Quest Bachelorʼs Degree quest content for an upcoming massively Designer multiplayer online role-playing game. • Collaborate with both the and the Lead Creative Designer to ensure representation the overall design vision (systems & story) of the game through quest content. • A thorough understanding of game play Electronic Arts Game Designer A degree in Game theory. Design would be a • Storytelling and narrative skills. plus • and skills. • Systematic and strategic thinking. • Understanding of the conventions of game Electronic Arts Level Designer A degree in Game playing. Design would be a • An awareness of the target market. plus • Competency in programming principles. • Use 3D modelling packages.

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• Be responsible for game design on a new Harmonix Senior Games Bachelorʼs Degree musical videogame. Designer • Work with the production team to maintain solid documentation and organization of design vision. • Work with artists, engineers and designers to implement and tune game play while maintaining the creative vision and “fun- focus.” • Work closely with members of the production team to execute design and work through design revisions as needed. • creation. Koei Canada Game Bachelorʼs Degree • Game specification document creation. Planner/Designer • Game design evaluation. • Instruction of game design and specification documents development. • Assist the director in production tasks. • Quality control of data. • Task coordination. • Translation of documents (Japanese <-> English). • Act as a liaison between Koei Canada and Koei Co., Ltd. (Japan).

• A Game Planner works on and prepares Koei Canada Entry level Game University plans and specifications for game concepts, Planners Degree/College rules, scenarios, messages, commands, Diploma events and the required data for each area.

• Working knowledge of a scripting language. Silver Birch Senior Wii Bachelorʼs Degree in • Comfortable with a Linux based development Studios Developer Computer Science environment. or equivalent • Comfortable with ʻmakeʼ.

Source: www.gamasutra.com, www.creativeheads.net)

Game Developer Earnings

As of 2007 the earnings of people employed as interactive media developers (the category that includes game developers) were higher than the average for all occupations and higher than the average for all six of the main occupational groups defined by Statistics Canada (table 6).

Table 6: Average Hourly Wages by Selected Occupations in Canada (2007) Occupation Average Hourly Wage

All Occupations $18.07 Computer Programmers and Interactive Media Developers $26.56 Natural and Applied Sciences $25.73 Web Designers and Developers $23.60 Health Occupations $22.20 Social Science, Education, Government $22.66 Business, Finance and Administration $18.86 Trades, Transport and Equipment Operators $18.78 Art, Culture, Recreation and Sport $18.81 Sales and Service $12.90 (Source: Canada Job Futures)

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Within the game development industry salaries vary and are influenced by several factors. Figure 1 profiles the average annual salary for game designers in the USA by industry and credential. The highest earnings are associated with the ʻgaming softwareʼ employers while the lowest earnings are associated with the ʻgaming productsʼ industry.

Figure 1: Median Earnings for Game Designers in the USA by Industry

SALARY $75,000 Software, Gaming Gaming Products $44,490 Software Development $50,050 Video Game Machines $57,325 Toys/Games $49,637 Audio/Video Entertainment 45,440 Entertainment/Game Software Production $52,232

$0 $20,000 $40,000 $60,000 $80,000

(Source: Payscale.com)

The Game Developerʼs Career Path

In general anyone entering the digital game design field will not begin their employment as a game designer. Game design positions are not entry level points regardless of education levels. Table 7 provides an overview of the general career path for the aspiring game developer. Although a degree will not increase the graduateʼs entry level opportunities, it will facilitate their mobility into game design positions, and expand their upward mobility potential. Given the high turnover in the field, it is expected that this will happen relatively quickly. Graduates of Sheridanʼs proposed program should be able to fill positions as artists and/or game and level designers.

Table 7: The Potential Career Path for Graduates of Sheridanʼs Proposed Program

ENTRY LEVEL JOBS INTERMEDIATE LEVEL JOBS SENIOR LEVEL JOBS Job Title Education Job Title Education Job Title Education Job Title Education Production Not Junior Level Varies by Creative Minimum Implementer Specified Designer Employer Director Bachelorʼs Degree Quality Not Junior Artist Varies by Lead Game Varies Senior Varies by Assurance/ Specified Employer Designer Level Employer Tester Designer Junior Computer Lead Bachelorʼs Senior Varies by Programmer Science Programmer degree or Game Employer Degree higher in Designer computer science

BAA (Game Design) 218 Sheridan College Institute of Technology and Advanced Learning

The Scope of Game Development/Design Programs – Ontario Colleges and Universities Within the Ontario College system there are currently ten (10) game development programs that have been implemented since 2005.

Table 8: Game Design Programs within the Ontario College System

Institution Program Credential MTCU Code Start Date Algonquin Game Development Advanced Diploma 61900 2005 Software Engineering Technology - Centennial Interactive Gaming Advanced Diploma 60504 2006 Centennial Game Design and Development Diploma 51900 2006 Durham Game Development Advanced Diploma 61900 2006 Game Development – Advanced Fanshawe Programming Graduate Certificate 79405 2009 George Brown Game Development Advanced Diploma 2008 George Brown Digital Design-Game Design Graduate Certificate 79405 2006 Humber Game Programming Advanced Diploma 61850 2007 Seneca Game Art and Animation Graduate Certificate 71900 2006 St. Lawrence Game Development Technician Diploma 2009 (Source: OCAS)

Within the Ontario University system there are currently ten (10) programs being offered that related to game design (Table 9).There are also a handful of private colleges/schools that offer game design programs (Table 10).

Table 9: Game Design Programs within the Ontario University System

Institution Program Credential Carleton University Computer Science: Computer Game BCS (Honours) Development McGill University Computer Science - Computer Games Option B.SC. McMaster University Software Engineering Game Design Bachelor of Engineering University of Windsor Game Development Bachelor of Computer Science University of Western Minor - Game Development Bachelor of Computer Science University of Ontario Game Development and Entrepreneurship Bachelor of Information Institute of Technology Technology (Honours) University of Ottawa Modeling and Animation for Computer Games Graduate Certificate Technology Concordia University 3D Graphics and Game Development Graduate Certificate

BAA (Game Design) 219 Sheridan College Institute of Technology and Advanced Learning

Table 10: Private Schools/Colleges and Game Development Programs

Institution Program Title Duration of Program The Art Institute of Toronto Game Art and Design Diploma Nine Months (45 Credits) International Academy of Design and Bachelor of Fine Arts Degree in Computer Technology Animation (Specialization in Games) Trios College and Development + 94 Week Diploma Program Internship University of Ontario Institute of Game Development and Entrepreneurship Four Year Degree Program Technology

Potential Applicants: High School Graduates

Qualification of Potential Applicants: English 4U and the Average Grade of the Applicants for the BAA Animation and Illustration Programs.

Table 11 profiles the number of applicants to the BAA Animation and Illustration programs that had a 65% or higher in English 4U, in relation to the total number of students that enrolled in the program. In general more than double the number of students that enrolled in these programs qualified.

Table 11: The Number of Applicants with 65%+ in ENG 4U in Relation to the Total Number of Students Enrolled in Sheridanʼs BAA Animation and Illustration Programs

2004 2005 2006 2007 2008 2009 PROGRAM Apps Enrol Apps Enrol Apps Enrol Apps Enrol Apps Enrol Apps Animation 261 131 399 113 318 120 572 114 551 118 320 Illustration 198 96 327 89 335 88 426 98 416 98 245

Table 12 profiles the average grade by year for the applicants to Sheridanʼs BAA Animation and Illustration programs. The average overall for both programs has been approximately 72%.

Table 12: Average Grade for Applicants to Sheridanʼs BAA Animation and BAA Illustration Programs

2004 2005 2006 2007 2008 2009 Average Animation 73% 69% 73% 71% 74% 72% 72% Illustration 74% 71% 73% 67% 75% 73% 72%

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13.3 Student Interest Primary Research – Student Interest Survey

In March 2009 an online survey was administered to students enrolled in several of Sheridanʼs programs including the following: • Bachelor of Applied Arts Animation Degree • Computer Systems Technician Diploma • Media Arts Advanced Diploma • Media Fundamentals Certificate • Visual and Creative Arts Advanced Diploma

An online survey was also administered to the applicants of the BAA Animation degree program. These students met the academic requirements of the program but were not accepted for various reasons (i.e. their portfolio did not meet the requirements).

Secondary Research – Existing Data

The number of applicants and registrants to the Game Design programs within the Ontario College system (Table 13)

• Between 2005 and 2008 the number of applicants increased from 127 when there were only two programs being offered, to 1535 applicants when there were a total of nine programs being offered (St. Lawrenceʼs program did not begin until 2009).

• The largest share of students applied to Algonquin and Humber College.

• The applicant enrolment ratio for 2008 when nine of the ten programs were in place was 6:1. This is higher than the average for all programs which is approximately 5:1.

Table 13: Total Applicants and Registrants to Game Development/Design Programs (Ontario Colleges)

COLLEGE PROGRAM 2005 2006 2007 2008 APPS REG APPS REG APPS REG APPS REG Algonquin Game Development 80 41 239 69 277 81 350 82 Centennial SET: Interactive 131 23 162 35 Gaming Centennial Game Design and 18 8 191 12 273 15 Development Durham Game Development 209 18 210 26 219 25 George Game Development 96 N/A Brown George Digital Game Design 47 1 51 4 56 4 62 6 Brown Humber Game Programming 283 57 348 76 Seneca Game Art and 25 8 Animation TOTAL: 127 42 795 964 1148 203 1535 247 (Source: OCAS)

BAA (Game Design) 221 Sheridan College Institute of Technology and Advanced Learning

The number of enrolments for the ICT (Information Communications Technology) programs within the Ontario College system

Although there has been considerable decline in the number of applicants to computer science and related programs, the programs that are more technologically intensive, there has been an increase in the enrolment for the more creative computer applications such as (Table 14).

Table 14: Total Enrolments for the ICT Programs within the Ontario College System

Program Change In Enrolment No. Of Colleges Reporting 2004-2007 Computer Engineering Technology -58% 6 Computer Programming -40% 3 Computer Science -36% 7 Micro Computer Systems Technician -31% 2 Computer Systems Technology -20% 3 Computer Aided Design/Drafting -11% 3 Information Technology -2% 3 Web Design +15% 9 Game Design +59% 1 (Source: Michael Campbell Robinson Consulting Inc. (2007) College Enrolment: Is Interest in the ICT Sector on the Rise? Information and Communications Technology Council)

The number of applicants and registrants to Sheridanʼs Applied Degree programs

Although Sheridan has experienced a decline in the numbers of applicants to their two applied arts degree programs, they have still had a consistent number of students who register (Table 15 and Figure 2).

Table 15: Total Applicants and Registrants to Sheridanʼs Arts Applied Degree Programs

2004 2005 2006 2007 2008 2009 APP REG APP REG APP REG APP REG APP REG APP A 961 258 829 220 869 326 854 224 828 118 834 I 985 185 782 171 696 158 656 192 607 98 604 TOTAL 1946 443 1611 391 1565 484 1510 416 1435 216 1438

A = Bachelor of Applied Arts Animation I = Bachelor of Applied Arts Illustration

BAA (Game Design) 222 Sheridan College Institute of Technology and Advanced Learning

Figure 2: Total Number of Applicants and Registrants to Sheridanʼs BAA Animation and Illustration Programs

2500 1946 2000 1611 1565 1510 1435 1438 1500

1000 443 391 484 416 500 216 0 APP REG APP REG APP REG APP REG APP REG APP

2004 2005 2006 2007 2008 2009

(Source: OCAS Data)

BAA (Game Design) 223 Sheridan College Institute of Technology and Advanced Learning

13.4 References

Cellan-Jones (2008) Skills Shortage Hits Games Firms, BBC News (www.newsvote.bbc.co.uk)

Digital Interactive Media Partnership (2008), Supporting the Interactive Media Revolution, www. http://www.dipontario.com/10gr/top10.pdf

Interactive Ontario (2009) Ontario Budget Clicks with Interactive Media Industry (www.interactiveontario.com)

International Game Developers Association The Professional Identity of Game Workers (www.igda.org/articles)

Martin Prosperity Institute (2009) Ontario in the Creative Age (www.martinprosperity.org)

Martin, Roger L. and Florida, Richard (2008) Ontario in the Creative Age, The University of Toronto

Ontario Technology Corridor (2009) Ontario Fires Up Digital Gaming Revolution (www.ontariotechnologycorridor.com)

Price, Waterhouse, Coopers (2007) Global Entertainment and Media Outlook: 2007-2011, Video Games

SECOR Consulting (August 2008) Ontario 2012: Stimulating Growth in Ontarioʼs Digital Game Industry

Skillset (UK), Game Designers (www.skillset.org/games/careers)

Meloni, Wanda (2008) State of the Game Industry 2008: Game On Finance Conference, DVC Intelligence, San Diego, CA

BAA (Game Design) 224 Sheridan College Institute of Technology and Advanced Learning

Section 14: Duplication

As the charts below indicate, there is currently nothing comparable to our proposed program available in an Ontario public institution. The program that bears the most resemblance to the proposed program would be UOITʼs Bachelor of Information Technology in Game Development and Entrepreneurship. This is a four-year baccalaureate program but its emphasis is on programming and it targets applicants seeking an education in Computer Science.

The proposed program would be the first of its kind in Ontario as a four-year baccalaureate program that targets applicants in the Arts, as opposed to Computer Sciences. However, the proposed program emphasizes holistic multi-disciplinary learning to enable graduates to work proficiently on multi-disciplinary teams of designers, developers and programmers. These kinds of teams are becoming increasingly standard to the industry. The proposed program will prepare students to function at a high level as developers of art content while achieving fluency in technology and computational skills.

14.1 Similar College Programs

1. Institution: Algonquin College Program Name & Credential: Game Development, 3-year Advanced Diploma Program Description: This program is designed to prepare students for careers as game developers. The demand for game developers comes from a variety of industries including entertainment, education, government, and consumer products. More and more people are using the Internet, CD-ROM/DVD-ROM, kiosks, computer displays, and other digital equipment to pursue games of strategy, skill, interest and entertainment. Strong emphasis is placed on developing the hands-on component, which is offered through courses in game design and development, traditional and digital imaging, authoring, animation and programming. Students complete individual and team-based projects.

Analysis of Similarities and Differences: This program offers a similar range of courses, but with less intensive emphasis on visualization concepts and skills, and a less robust stream in computational studies. It also does not offer a capstone, integrated multi-disciplinary team approach to project development.

2. Institution: Centennial College Program Name & Credential: Game Design and Development , 2-year Diploma Program Description: (from college website) Game Design + Development (GD+D) is a post diploma program developed by industry professionals and instructors – with a forward-thinking approach towards the next wave of interactive games. The curriculum has a combined emphasis on both game design and creative story development skills. Includes intensive hands-on training in order to learn how to build 2D and 3D art assets for games, develop game environment and characters.

Analysis of Similarities and Differences: This program offers a good overview of the multiple disciplines that form the core of game design study. However, in two years, students do not have the same opportunity of in-depth study, nor the opportunity to broadly integrate their project work across disciplines.

BAA (Game Design) 225 Sheridan College Institute of Technology and Advanced Learning

3. Institution: Fanshawe College Program Name & Credential: Game Development and Advanced Programming, One-Year Graduate Certificate Program Description: (from college website) Curriculum includes: Graphics effects, Animation systems, Artificial intelligence, Physical modeling, Sound, and Scripting systems.

Students learn how to create, configure, and integrate custom game engine and game. Other aspects of gaming like game models, simulation, performance and configuration of both single player and multi- player games will also be explored and implemented.

Upon graduation, each student will have assembled a portfolio of game fragments and demonstrations to showcase their capabilities to potential employers. Graduates would obtain positions such as Game Programmer, C++ Programmer, and Game Developer with opportunities in programming beyond the Game Industry.

Analysis of Similarities and Differences: This is a one-year post grad certificate, and as such does not go into the same depth as the proposed program. In addition, it focuses on technical and programming aspects. There is little reference to the art creation and story aspect of game development.

4. Institution: George Brown College Program Name & Credential: Digital Design/Game Design Graduate Certificate Program Description: Students will develop their production and design abilities in management scenarios by learning design documentation, milestone and pipeline scheduling, game and psychology. Taught by faculty with industry experience and mentored by local game industry leaders, students will develop games for commercial, educational and serious purposes.

Students will have the unique opportunity to develop commercial quality games in a simulated video game studio environment, at times developed with industry partners and game artists and programmers.

It is anticipated that graduates of the Game Design program will find employment in the game industry. Prior to graduation, each student will have assembled a portfolio/demo of their creative work demonstrating their ability in game design and highlighting their chosen area of specialization.

Analysis of Similarities and Differences: This one-year graduate certificate program stresses project development and management both from an operational and a theoretical perspective. It does not offer students training in game creation or an in- depth understanding of computational aspects.

BAA (Game Design) 226 Sheridan College Institute of Technology and Advanced Learning

5. Institution: George Brown College Program Name & Credential: Game Development 3-year Advanced Diploma Program Description: Students will develop both 2-dimensional and 3-dimensional artistic abilities by learning concept art, sprite and , modeling, texturing, animation and level design. Taught by faculty with industry experience and mentored by local game industry leaders, students will develop games for commercial, educational and serious purposes.

Students will have the opportunity to develop commercial quality games in a simulated video game studio environment, at times developed with industry partners and game programmers.

Starting in the second year, students choose whether to specialize in game modeling or game animation. Prior to graduation, each student will assemble a portfolio/demo of their creative work demonstrating their ability in game development and highlighting their chosen area of specialization. It is anticipated that graduates of the Game Development program will find employment in the game industry at an entry-level position.

Analysis of Similarities and Differences: As a three-year diploma, this program has some resemblance to the proposed baccalaureate degree program. However, there is little reference to the art of storytelling and cinematography, crucial skills in the industry today. Students acquire only a passing familiarity with computational and technical skills. In addition, students do not have an opportunity for internship in industry.

6. Institution: Humber College Program Name & Credential: Game Programming 3 Year Advanced Diploma Program Description: Game Development is an intensive program of study that combines both design and development skill sets. Students will combine these skill sets to create 2D and 3D interactive games for popular platforms such as PC, console, online casual and cell phone. In addition, Game Development students develop skills in game design and production, project management and game testing.

The three-year advanced diploma program will develop the studentsʼ artistic ability by providing training in the principles and techniques necessary to break into the gaming industry. Students will learn to create 2D and 3D games by studying concept art, level design, video game theory and game prototyping.

It is anticipated that graduates of the Game Development program will find employment in the gaming industry at an entry-level position. Upon graduation, students will have assembled a portfolio/demo of their creative work demonstrating their ability in game design and development, highlighting their chosen area of specialization.

Analysis of Similarities and Differences: This is primarily a computer science and programming program. Its focus is technical as opposed to artistic. The proposed baccalaureate program would offer a technical grounding, while also focusing on the fine art aspect and content creation of gaming.

BAA (Game Design) 227 Sheridan College Institute of Technology and Advanced Learning

7. Institution: Seneca College Program Name & Credential: Game Art and Animation Graduate Certificate (2 semesters) Program Description: This program is designed to give students the skills to develop game art using computer based software. Techniques such as modeling, animation, texturing and game engine integration will be covered using the latest high-end computer hardware and software.

The emphasis of the program is on learning the tools to develop amazing game art and to incorporate that art into real-time environments using 3D Studio Max and other game development tools.

Analysis of Similarities and Differences: This is a one-year graduate certificate program that focuses on tools for animators and level designers, while giving an overview of computing for gaming.

8. Institution: St. Lawrence College Program Name & Credential: Game Development Technician 2-year Diploma Program Description: This new program introduces you to basic game concepts, including introductory computer programming in C++, basic game console electronics, computer operating system usage, and database storage techniques. Expand your knowledge by examining and implementing 3-dimensional programs that expand into real games using industry standard libraries. Create sounds to include in games and integrate these sounds into your applications. At the advanced level, you will learn to use standard game engines to accomplish sophisticated graphics and interaction within your program control. Portability of code is emphasized at all stages of instruction.

Complementing the game development skills set is a sound background in methodology and programming. Graduates will be qualified to apply for jobs as software developers and programmer analysts. Analysis of Similarities and Differences: This program focuses on the technical aspects of game design, networking and programming. It does not offer any training in the artistic aspect of game creation.

BAA (Game Design) 228 Sheridan College Institute of Technology and Advanced Learning

9. Institution: Durham College Program Name & Credential: Game Development 3-year Advanced Diploma Program Description: The Game Development program has been developed with input from seasoned professionals in the digital entertainment industry, and continues to garner enthusiastic support from studios and artists across the country. Many of our professors come from that industry, ready to share their knowledge and experience with students. Technical expertise and creative design skills are shared with other programs offered in the school.

Game Development is a challenging and exciting program that gives students a solid base in the skills they need to explore new technology and software with confidence. Courses in drawing, film, design and theory are all part of a diverse body of study that provides a comprehensive educational experience.

Industry context is strongly emphasized with a History of Games course, and contemporary issues are also an important part of classroom discussions. Graduates from the program enter the industry with a combination of strong technical and creative abilities, a realistic understanding of the world of games and a keen sense of professionalism.

As the industry continues to experience explosive growth, program faculty remain dedicated to the ongoing development and refinement of curricula that meets the needs and demands of this expanding job market.

Students in the program are known as dedicated, creative people with a passion for games and the faculty sincerely enjoy meeting new students and receiving their feedback upon acceptance to the program.

Analysis of Similarities and Differences: This three-year program focuses on the narrative, cinematic and artistic aspects of game creation, with a cursory look at coding for games. It prepares students for work in industry by focusing on portfolio development and a game production studio. However, the proposed baccalaureate program will allow a more prolonged and sustained approach to multi-disciplinary project-based work, with more in-depth study of technical and computational aspects of game design. In addition, the Durham program would not offer students an internship.

BAA (Game Design) 229 Sheridan College Institute of Technology and Advanced Learning

14.2 Similar or Related University Programs

1. Institution: University of Ontario Institute of Technology Program Name & Credential: (Honours) Bachelor of Information Technology in Game Development and Entrepreneurship, 4 year baccalaureate degree. Program Description: Designed to provide students with a wide range of game design and programming expertise, the Bachelor of Information Technology (honours) offers this specialization in game development and entrepreneurship. Students are introduced to game technology and theory, and to the artistic and creative side of game development. The program emphasizes entrepreneurship. Students acquire knowledge in the areas of business and management and develop entrepreneurial skills.

Graduates will have the knowledge and skill set to be successful in the game industry, as employees or as entrepreneurs in charge of developing and managing their own gaming businesses.

Analysis of Similarities and Differences: This is a four-year baccalaureate degree, but its emphasis is on technology, rather than applied arts. The content of this program is geared towards computer sciences and programming, as well as the business aspects of the gaming industry. There is little offering in the way of artistic creation and production of games.

2. Institution: Carleton University Program Name & Credential: Bachelor of Computer Science/Computer Game Development Stream, 4 year baccalaureate degree. Program Description: Computer game development has become a sophisticated subject, drawing on advanced knowledge in a number of areas of computer science such as artificial intelligence and computer graphics. In this stream, students learn about both the principles and practice of designing and developing modern computer games.

Analysis of Similarities and Differences: This is a Bachelor of Computer Science degree that focuses on programming for games. There is no content regarding the production of art assets for games.

BAA (Game Design) 230 Sheridan College Institute of Technology and Advanced Learning

3. Institution: University of Windsor Program Name & Credential: Bachelor of Computer Science / Game Development Stream, 4 year baccalaureate degree. Program Description: The Bachelor of Computer Science (Honours) is a four year degree program. This program enriches the broad, theoretical and practical knowledge of the general degree with in-depth advanced theory and practice. Different fields of study in computer science are offered in the following areas:

Game Development: Built upon core Computer Science, this specialization enriches the experience with a focus on topics relevant to Computer Game Development such as Artificial Intelligence for Computer Games, Graphics, Multimedia, Team-Oriented Game Development and a game development capstone project in the final year. This program provides a solid foundation for entry level positions in the rapidly growing Game Industry and related industries. Analysis of Similarities and Differences: This is a Bachelor of Computer Science degree that focuses on the technical aspects of game development, with no content offered on the art production of games.

4. Institution: University of Western Ontario Program Name & Credential: Bachelor of Science/Minor in Game Development, 4 year baccalaureate degree. Program Description: Students elect a minor in game development as part of a major or specialization in Computer Science, and are awarded with a Bachelor of Science. Analysis of Similarities and Differences: Studies offered in artificial intelligence, computer graphics and some programming. Students develop a game as part of a capstone project. No content offered on the art production of games.

5. Institution: Brock University Program Name & Credential: Honours Bachelor of Arts / Concentration in Computer Game Development Program Description: The Interactive Arts and Science program, offered through the Centre for Digital Humanities, provides students an opportunity to study in the interdisciplinary field of new media, digital interactivity and games. In this program students will explore the interplay of digital media, games and our understanding of human identity and values with careful attention to ways in which technoculture, narrative, gameplay, computing and media production intersect. The program's new concentration in Computer Game Development enables students to focus developing a depth of understanding in the computer programming necessary for game development.

Analysis of Similarities and Differences: Students direct their learning through a series of choices of electives in interactive and game design. As such, they get an excellent introduction and taste of the field, but not an in-depth training such as the BAA in Game Design proposes.

BAA (Game Design) 231