Program Director Self-Study Report For Program: Game Design and Development (GDD) Submitted by Program Director Name: Diane Christie

(1)

Program Director Self-Study Report

For Program:

Game Design and Development (GDD)

Submitted by Program Director Name:

Diane Christie

Year:

2014

Planning and Review Committee

1. UW-STOUT’S STRATEGIC PLAN

1.1 UW-Stout's Strategic Plan

1.1.1 Describe early and ongoing experiential learning opportunities to students

within the program.

The concept of “learning through experience” is implemented in two major places in the

Game Design and Development (GDD) curriculum. Although students have early

hands-on learning experiences in the many lab, project, and studio courses, a major experiential

learning opportunity comes in the capstone courses. Students learn a great deal when they

have the experience of designing, building and implementing a complete game with a

team in each of the junior and senior capstone courses. This process requires research,

problem solving, teamwork, communication skills, project management, documentation,

design, prototyping, and testing to successfully complete the game projects. In GDD-325,

students are required to build and deliver a serious game to meet client requirements. In

GDD-450, students research and propose game ideas, create conceptual designs and

working prototypes to prove feasibility. In GDD-451, students create a finished, shippable

game.

Students have another major experiential learning opportunity when they participate in the

co-op/internship program. Although participation in this program has been voluntary up to

this point (but highly recommended), some students have participated. In response to

comments from the Program Advisory Board and accreditation agencies, co-op

participation is now required in the GDD-CS curriculum and a co-op, internship or field

experience will be required in the future for GDD-Art.

1.1.2 Describe program initiatives employed to support and/or increase student

enrollment, retention and graduation rates?

The GDD Program was approved by the Board of Regents in June 2009 with

concentrations in computer science and art. Students were accepted into the program

beginning in fall of 2009. The first year, there were only a few months between the

approval and the beginning of the school year, so there had been no time to market the

program to prospective students. By the second year, the number of students entering the

program had increased dramatically. In order to be able to deliver a quality program, we

instituted program admission requirements for students entering the program in fall 2011.

(2)

The program is expected to continue to grow a little in the next few years, but is probably

leveling off.

GDD-Art Students

GDD-CS Students

Total Students

2009

21

5

26 2010

66

61

127 2011

77

89

166 2012

89

107

196 2013

96

127

223 2014

108

151

259 The Board of Regents has given permission for the GDD-Art concentration to plan a

separate BFA Game Design and Development-Art program. The Authorization to

Implement is in the process of getting on-campus approval and will go to the Board of

Regents for approval in December. It is planned to be implemented in fall 2015. The BS

Game Design and Development will be renamed as BS Game Design and

Development-Computer Science to be effective when the split is complete.

GDD-Art

2009

2010

2011

2012

One-year Retention in Program

81%

48%

66.7%

68.5%

UW-Stout Average in Program

57.9%

57.4%

57%

49.8%

One-year Retention at UW-Stout

85.7%

66.7%

81.0%

71.9%

UW-Stout Average

74.6%

70.6%

69.2%

72.8%

GDD-CS

2009

2010

2011

2012

One-year Retention in Program

80%

57.8%

65.9%

66.4%

UW-Stout Average in Program

57.9%

57.4%

57%

49.8%

One-year Retention at UW-Stout

80%

73.3%

82.9%

76.6%

UW-Stout Average

74.6%

70.6%

69.2%

72.8%

Admissions standard initiated in fall 2011 has raised and stabilized the one-year retention

in program rate, which is higher than the average at UW-Stout. One-year retention in any

program at UW-Stout is also higher than the university average.

Currently the GDD program participates in Preview Days, individual preview visits,

STEM Career Day, Wisconsin Science Olympiad, UW-Stout Scholar Day, Summer

Pre-College Program and various other special group visits to campus to help with program

enrollment. We have also traveled to participate in High School Career Days at

Menomonie High, Baldwin-Woodville High and Altoona High as well as an 8

th

Grade

Career Clusters Day for regional students at WITC-Rice Lake. All students who

participate in a co-op experience are required to present back at their high school or at

UW-Stout. This presentation is used as a recruiting tool for our program. Students discuss

the skills they have learned, courses they have taken, and how they applied these during

their co-op experience.

(3)

integrates diversity efforts, functions and contributes to the program in

support of Inclusive Excellence: “

UW-Stout’s plan to intentionally integrate

diversity efforts into the core aspects of everything we do. Diversity is

broadly defined and includes, but is not limited to, race/ethnicity, gender,

sexual orientation, age and disability status.”

According to The Entertainment Software Association

(http://www.theesa.com/facts/index.asp), 48% of all game players are women. However,

the game development industry is not so evenly represented. The International Game

Developers Association states that women made up only 22% of the game industry

workforce in 2013, which was nearly doubled since 2009

(http://www.igda.org/news/179158/Press-Release-IGDA-Developer-Satisfaction-Survey-results-are-released.htm). This is compounded by the fact that only 26% of computing

professionals in the 2013 workforce were women and only 12% of computer science

undergraduate degree recipients were women in 2012 according to National Center for

Women & Information Technology.

(http://www.ncwit.org/sites/default/files/resources/btn_02282014web.pdf). At UW-Stout,

there are 16.7% (16/96) of GDD-Art students and 3.9% (5/127) of GDD-CS students are

female.

In 2013-2014, 8.3% (8/96) of GDD-Art students and 10.2% (13/127) of GDD-CS students

were minorities. This is similar to the UW-Stout population in general which is 8.8%

(821/9286) minority students. The GDD program has conducted recruiting activities to

increase diversity by offering courses in Multicultural Student Services’ PreCollege

Program in 2009 and 2010. The PreCollege Program serves all Wisconsin students who

qualify for a Department of Public Instruction (DPI) scholarship (receive free or reduced

lunch at their school or are income-eligible).

The faculty and staff which support the GDD program are very diversified including

persons of different gender, race/ethnicity, and sexual orientation, modeling the benefits of

a diverse community.

Testing and classroom accommodations are made for students with disabilities, including

hiring student assistants to help students with disabilities.

1.1.4 Describe environmental sustainability initiatives embedded and supported

by the program: “

UW-Stout’s attempt to make students, faculty, and staff

more aware of the importance of sustaining our environment through energy

conservation, waste reduction, and other measures that will not bring harm

to the environment, and to provide students with innovative research

opportunities in these areas.

”

Due to the nature of our program, game design and development, computer science and

various other courses are paperless using D2L to post materials and grades. Students also

use the course management systems to submit assignments.

(4)

2.1 Curriculum Design

2.1.1 State the approved program objectives.

Original program objectives were approved by the Board of Regents in June 2009. Upon completion of the B.S. in Game Design and Development, graduates will:

1.

Have a basic understanding of the historical, cultural, sociological, and psychological aspects of computer and video games.

2.

Have a basic understanding of the narrative, visual, audio, and level design principles for computer and video games.

3.

Be able to work effectively in goal-oriented game development teams and have well-developed project leadership and management skills.

4.

Have developed a solid portfolio illustrating their abilities and work experience. This may include examples of industry experiences, research, writing samples and creative works.

5.

Have experience in a complete realistic game design and development process through

participation in an interdisciplinary team-oriented game production project.

6.

Show strong evidence of success as a team player with a variety of programmers, artists, and other non-technical team members.

7.

Have a clear understanding of current game technology. In addition, students in the Computer Science concentration will:

1. Have an understanding of the mathematics, physics, computer science, software engineering, and writing skills and concepts used in the design, development, and documentation of computer software and video games.

2. Have developed the skills to be able to quickly learn and adapt to new technologies, environments, and methodologies.

In addition, students in the Art concentration will:

1.

Have an understanding of issues related to aesthetics, art and design theory, and critical evaluation of artifacts.

2.

Be able to synthesize creative ideas, concepts and technology toward the creation of meaningful and compelling artistic artifacts.

The Game Design and Development—Computer Science concentration was accredited in August 2014 by the Computing Accreditation Commission of ABET. This is the only Game Design and Development program to be accredited under the computer science curriculum standards. To meet ABET accreditation requirements, the program advisory board approved new program educational objectives (PEOs).

The Game Design and Development Program develops computer scientists who are:

 In demand by employers

 Recognized for their ability to apply computing expertise  Recognized for their leadership and teamwork skills

 Demonstrate an ability to learn and adapt to the changing environment created by societal and technical influences

 Demonstrate continued career growth and professional development The program must enable students to attain, by the time of graduation:

(a) An ability to apply knowledge of computing and mathematics appropriate to the discipline. (b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution.

(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.

(5)

(d) An ability to function effectively on teams to accomplish a common goal.

(e) An understanding of professional, ethical, legal, security and social issues and responsibilities. (f) An ability to communicate effectively with a range of audiences.

(g) An ability to analyze the local and global impact of computing on individuals, organizations, and society.

(h) Recognition of the need for and an ability to engage in continuing professional development. (i) An ability to use current techniques, skills, and tools necessary for computing practice. (j) An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

(k) An ability to apply design and development principles in the construction of software systems of varying complexity.

The Game Design and Development-Art concentration has received pre-authorization to convert the current concentration to a B.F.A. in Game Design and Development-Art. The proposed B.F.A. has submitted the following program objectives to conform to NASAD requirements. Upon the completion of the program, the student will be able to:

1. Understand and apply knowledge, techniques, and methods necessary to become a successful game designer and artist.

2. Define, understand, and identify the elements and principles of art and design and apply them to a variety of art and design solutions within game design.

3. Have a basic understanding of the historical, cultural, sociological, and psychological aspects of computer and video games.

4. Communicate successfully using various means, including speaking, writing, and graphic communication.

5. Have a basic understanding of the narrative, visual, audio, and level design principles for computer and video games.

6. Utilize industry standard software, equipment, production technologies and materials. 7. Apply methods and theory (best practices) through all research and development phases of

the art and design process.

8. Understand and apply standards of practice for the game design profession including ethics, professional development, and business models.

9. Draw, model (digital 3D), animate and render using a variety of digital tools and techniques used in the games industry.

10. Have developed a solid portfolio illustrating learned abilities and work experience. This may include examples of industry experiences, research, and creative works.

11. Have experience in an advanced game design and development project through participation in an interdisciplinary team-oriented game production pipeline.

12. Show strong evidence of success as a team player with a variety of programmers, artists, and other non-technical team members.

2.1.2 Describe processes and initiatives employed in determining the need for

program revision?

The program constituencies consist of the faculty, Advisory Board, alumni, employers,

students and the state of Wisconsin.

Faculty:

Stout faculty teaching core program courses and advising program students.

Advisory Board:

The advisory board consists of faculty, alumni, employers and students.

The advisory board meets twice a year to discuss program issues.

(6)

Assessment, Research and Quality (PARQ). The graduates are provided surveys that are

used to assess whether program objectives are being met.

Employers:

Companies that have and continue to hire program graduates. The PARQ office

surveys employers to assess whether program objectives are being met.

Students:

Informal and formal methods of student feedback. Students have representation

on the program advisory board, and complete an exit survey during their final semester.

Each of these constituencies supplies important information for the direction of program.

The program faculty have primary responsibility for curriculum, instruction and advising of

the students. Faculty are also primarily responsible for direction of the laboratory facilities.

The Advisory Board is highly valued for immediate input related to the skills they are

seeking from graduates and making faculty aware of new practices in the industry. Alumni

can share a valuable perspective on what they feel their education has provided and allowed

them to proceed in their career. They are the product of the program and hopefully will

become strong supporters and donors. Employers demonstrate support for the program by

hiring well trained graduates and providing cooperative work experiences for current

students. Current students provide valuable feedback for program improvement because they

are immediately affected by changes in curriculum, facilities, faculty, advising, and many

times have very current industrial practice related to their cooperative work experience.

The diagram below shows the relationship between the Program Mission, the Program

Educational Objectives (PEOs) and the Student Outcomes. Constituents have a direct line of

input into the PEOs though participation in advisory boards; student, employer and alumni

surveys; faculty meetings and informal feedback to the faculty and program director.

(7)

2.1.3 Check all that apply regarding the program:

_x_Traditional, on campus program

___Offsite location

___Online program

2.1.4 Briefly describe the components of your program where students

participate in scholarly activity such as: research, scholarship, experiential

learning and creative endeavor.

“programs are presented through an

approach to learning which involves combining theory, practice and

experimentation” (UW-Stout’s Mission Statement)

As mentioned earlier, all students in the program participate in experiential learning and

creative endeavor through a series of capstone classes (GDD 325, GDD 450, and GDD

451). These courses are designed to simulate an industry environment where the students

work together in interdisciplinary teams with instructors from both disciplines, developing

entertainment and serious video games from ideation to release to the public.

Beginning fall 2014, participation in the co-op program is required by all GDD-CS

students. Co-op/internship or field experience will also be required by all GDD-Art

students upon authorization by UW-System to implement the BFA. With that said,

voluntary co-op participation has yielded an average GDD co-op pay rate for students of

$16.01/hour in 2012-2013.

Because of the nature of the disciplines in the GDD program (art/design and computer

science), many of the required courses are lab, project, or studio courses allowing students

hands-on experience starting as freshmen and continuing throughout their years at

UW-Stout.

2.1.5 Does your program currently have an accreditation or certification agency

that reviews the program? If so, which agency and to what extent does it

influence the structure of the curriculum?

Each concentration has a different accreditation agency with specific curriculum

requirements which are very different from each other. This is a driving reason for the

pre-authorization of a B.F.A. in Game Design and Development-Art. The B.F.A. in Game

Design and Development-Art proposal modifies the concentration curriculum slightly to

meet

National Association of Schools of Art and Design (NASAD) Handbook 2013-14

(NASAD14) guidelines to conform to NASAD accreditation, while addressing the

concern NASAD expressed regarding the title of the degree in relation to the curriculum

content.

The Association for Computing Machinery (ACM) and the Institute of Electrical and

Electronics Engineers-Computer Society (IEEE-CS) created a joint task force on

Computing Curricula and released the

Computer Science Curricula 2013

(CS2013)

guidelines. The B.S. in Game Design and Development—Computer Science

(8)

concentration curriculum content is designed to meet ABET accreditation requirements as

previously stated, as well as meet these guidelines.

Both the B.F.A. and B.S. curriculum requirements also conform to the International Game

Developer’s Association’s (IGDA) most recent

Curriculum Framework for the Study of

Games and Game Development

(CFSGGD).

2.2 Faculty/Academic Staff Expertise

2.2.1 List key instructors in the program. A key instructor is one who teaches at

least one required professional course in your program (this should be the

combined faculty of Key A and Key B who were surveyed by the PRC).

Terrence Mason

Wan Bae

Amitava Karmaker

Brent Dingle

Dennis Schmidt

Seth Berrier

James Dean

David Beck

Kevin Pontuti

2.2.2 What additional faculty/academic staff expertise is needed?

One of the major strengths of the program is having students from 2 disciplines

(Art/Design & Computer Science) and faculty from 2 disciplines (Art/Design & Computer

Science) working together in the capstone courses. By having faculty work together, it sets

an example for the students and they are able to see the faculty "walk the talk" while they

are having the students from both disciplines work together. The combined classes

simulate the industry standard, in that art/design students work together with the computer

science students to create a good end product.

Unfortunately, the capstone courses have not been consistently staffed by permanent

Art/Design faculty. Last year and this year, although the computer science instructors

have been faculty, the Art/Design instructors for GDD courses have been temporary

academic staff. This is currently being address with a search in the Design department

with a new faculty position. We are just beginning to see the larger freshmen classes

hitting the upper level courses. As the number of sections increase, we may need to

address this issue again.

With the increasing demand for computer science courses by other majors on campus as

well as the GDD-CS program, the number of computer science faculty are insufficient to

cover the all CS and GDD courses that need to be offered currently. This need is being

addressed in the short-term by the MSCS department using a vacant Mathematics position

for a computer science faculty search. This is in addition to a current computer science

adjunct staff member that will continue to be needed. Long-term, additional computer

science faculty positions will be needed by this department. Additional course offerings

(9)

need to be developed and taught to keep up with the ever increasing variety of technical

demands of the industry. We must also meet the demand for upper level electives in

computer science as indicated by our program advisory board and student surveys (see

section 3.3). With faculty already stretched to the limit and current deficiency in the

number of computer science positions, this situation will only get worse in the future. If

we do not adjust to the demand, the quality of the program will suffer and students will go

elsewhere.

2.3 Facilities

2.3.1 Describe facilities and or capital equipment currently used and how it

supports or strengthens the program? What program specific facilities

(unique classrooms, labs, additional space involving minor construction)

have been requested and provided?

On the GDD-Art side, MICH 176 received new Macs and a new PC lab was created in

MICH 178 this summer through Lab Mod funding. On the GDD-CS side, JHSW 316

received new PCs this summer through Lab Mod funding as well. However, there needs

to be a long-term plan for replacement of computers other than hoping to receive lab mod

funding. Even with the lab mod funding that we received, we are still in need of another

computer lab. Although the GDD-Art students have access to both a Mac and a PC lab,

the computer science students have no opportunity for experience with Apple products.

The laptops they receive are PC and there is no Mac lab available to them, restricting the

creation of games and apps to mobile devices that use the Android operating system. The

MICH 176 Mac lab is booked with classes for the School of Art and Design and is not

available for use by the computer science students in the GDD-CS concentration. Lack of

iOS knowledge and experience puts our students at a disadvantage when they are

competing for full-time and co-op positions, as well as creating a gap in their knowledge

as compared to the current industry expectations. We need a lab with 25 Mac stations and

software for use on the computer science side of the program.

The need for a long-term plan for computer lab replacement has been recognized outside

of this university. Facilities were noted as a concern in the ABET accreditation report for

the GDD-CS concentration. “Since there is no lifecycle replacement plan for computers in

the program’s upper-level computer laboratory, the potential exists for the program’s

computer laboratories to fall short of student needs over time.” This short-fall is already

being experienced by the program’s computer science students with a lack of access to

iOS. This problem will compound when the current labs need to be refreshed again.

2.3.2 What added facilities needs (if any) such as unique classrooms, labs,

additional space involving minor construction exist in the program?

The GDD-CS students do not have access to Macs. This is a problem since many games

are designed for Apple products such as iPads and iPhones. Students cannot get

programming experience with this platform since programs that run on iOS cannot be

created on PCs. A Mac lab for the GDD-CS students is essential if we want our students

to be competitive upon graduation. Currently they are missing key skills that are now

(10)

essential in the industry. Closing this skill gap will require the addition of Mac hardware

and software as well as a dedicated lab space with a layout conducive to teamwork. It

will create a teaching lab in which students can learn to program in Cocoa and objective C

as required for iPad and iPhone apps. It can also be used for students who create games in

commercial game engines to export the game to multiple platforms including iOS. This

will allow students to understand differences in software requirements for different

hardware configurations. As stated above, we need a lab with 25 Mac stations and

software for use on the computer science side of the program.

2.4 Resources for the Program

2.4.1 Evaluate the quality, relevance, and quantity of the library resources to

support the program. Include a brief statement as to how these needs

have been met by the library.

Library resources are adequate for the GDD program. The addition of the Gaming and

Digital Innovation Lab is a great resource for our students. Most journals are now

available online and have decreased the use of the resources through the library. However,

the program sends lists of books requested to help support the program. Our most recent

request was last spring and was fulfilled. Resources such as Lynda.com and Digital Tutors

are also very valuable to students in the program.

2.4.2 List any special resources used to meet program and/or student needs such

as: Learning Technology Services for curriculum materials development,

ASPIRE, Research Services, Advisement Center, Disability Services,

Multicultural Student Services, etc.

Currently the department owns two servers maintained by LTS and has four servers

locally to help support class activities and ongoing research. The four local servers are

currently maintained by staff members of the MSCS department.

Our program also encourages all faculty/staff to work closely with the ASPIRE office to

ensure courses are accessible to all students. With the large use of laptops in the program,

it is essential to maintain open communication with their office.

Faculty/staff supporting the program also make use of the Nakatani Teaching and

Learning Center for implementing innovative teaching methods and impacts of technology

in the classroom.

2.4.3 Describe other resources (if any) needed to meet the program objectives?

As mentioned before, a Mac lab for computer science students is required. Student should

also be exposed to other equipment that allows for user interaction with games beyond the

keyboard, mouse, or game controller. This will require acquisition of equipment such as

touch screen/mobile devices, Oculus Rift, Kinect, etc. Sound considerations for games are

currently poorly addressed. Sound engineering equipment and a room that is sound proof

will be needed to improve this facet of the students’ knowledge.

(11)

3. Quality of the graduates of the program

3.1 Describe program graduate demand and/or anticipated changes or trends

impacting the future demand.

National projections from the U.S. Bureau of Labor Statistics

(http://www.bls.gov/emp/ep_table_102.htm) indicate that: “the employment of software

developers and web developers is expected to grow approximately 20.1 - 22.8% between

2012 and 2022. The employment of multimedia artists, animators, graphic designers, and

other designers is expected to grow approximately 6.3-8% between 2012 and 2022.”

Projections from the Wisconsin Department of Workforce Development

(http://worknet.wisconsin.gov/worknet/default.aspx) predicts a 21.9 percent increase in the

number of computer software application engineers and a 11.1 percent increase in the

number of multimedia artists and animators from 2010-2020.

3.2 Interpret the data provided by the Planning, Assessment, Research and Quality

(PARQ) office of the alumni follow-up surveys.

The program began in 2009, so students graduating in 2012 did so when the program was

only 3 years old. None of these students entered as freshmen into the program, but were

transfer or change of major students. There were only 7 GDD program graduates in 2012;

all were students in the GDD-Art concentration. Of the seven graduates, only 2 responded

to the alumni one-year follow-up survey. However, there were also 8 students taking the

GDD-CS coursework on the computer science side of the program that also graduated in

2012. These students were in the GDD concentration of the Applied Math and Computer

Science program. This is where the GDD program was housed when they entered the

program in 2008 (prior to GDD program creation). They did not transfer to the GDD

program after it was created since the curriculum did not change. Because they were not

in the newly created GDD program, they were not included in this survey. The very small

sample of 2 out of the 15 students who graduated that year was not very representative of

the group as a whole.

Of the responders, one student was employed as a part-time game artist, the other student

was employed part-time outside the major. This had a direct effect on the responses with

one student rating the overall effectiveness of the program as satisfactory and the other

ranking it as very low. When asked if you have to do it again, one student would

definitely enroll in the same program at UW-Stout and the other student would definitely

not. However, both students indicated that they were better prepared by their education at

UW-Stout compared to other people from other colleges. The cost of that education as

well as investment of time and effort was exceptional to one of the students and acceptable

to the other.

One student noted program strengths as the knowledgeable, helpful instructors who

worked really hard to teach and prepare students for the industry. The other student noted

working with a real world client as a strength. When asked how UW-Stout could improve

its education and services, it was noted that as a new program we are working to connect

with potential employers, but that industry connections are an area for improvement.

Other comments indicate that more focus should be placed on portfolio creation,

(12)

developing a student's personal strengths, and teaching them how to market

themselves/build a web presence. One student wanted to focus less on group projects.

The classes to which these comments refer have already been refined to address some of

these issues.

3.3 Interpret program specific surveys (students, faculty and advisory committee)

conducted by the Planning and Review Committee.

This section provides an analysis of data collected by the PARQ office of the student,

faculty, and program advisory board surveys.

Student surveys:

The GDD program had 115 students who were surveyed for this report with 30 responding

(26% response rate). Out of the 30 who responded they were split evenly among juniors

and seniors. On a scale of 1 to 5 for their questions, all mean scores were higher than a

3.5, with the highest scores in enhancing critical thinking skills, enhancing problem

solving skills, accessibility of professors, and professors achieving stated objectives in

course syllabi.

Strengths listed are knowledgeable and helpful faculty/staff, course content related to their

concentration, rigor of program, and job preparedness. In general many of the weaknesses

mentioned have to do with the newness and quick growth of the program. Weakness

mentioned include the need for better lab equipment, additional courses in the program,

more industry veterans, availability and scheduling of courses, and keeping current with

new technology.

Faculty surveys:

The GDD program had 9 faculty who were surveyed for this report with 7 responding

(78% response rate). Faculty surveyed are from two different areas, art/design and

computer science. Some instructors teach only in their discipline, but some instructors

from each discipline also teach GDD courses. For these instructors, turnover has been an

issue. In the last five years, 5 of the 10 instructors who taught GDD courses are no longer

teaching at UW-Stout.

On a scale of 0 to 5, all aspects of the program listed were rated at a 3.5 or higher with the

exception being quality of classroom facilities which was rated at 3.29. This may have

been related to the comments about ventilation issues, which have been resolved, and

comments about classroom layout not being conducive to team work. Highest scores were

in clerical support, program director leadership, and communication with the program

director. Faculty are pleased with library resources. The biggest strength of the program

is the collaboration between the disciplines. Integration of art and computer science

students working on teams under the guidance of instructors from both departments was a

theme that was reiterated in every comment.

Because of the interdisciplinary nature of this program, communication between

departments in two different colleges will continue to be an opportunity for improvement

for both sides. The collaboration required to keep this interdisciplinary program

(13)

moves to a B.F.A., collaboration between the programs will become more critical to the

success of GDD’s future at UW-Stout. Although the program has grown considerably in

the last five years, resources have not. As large number of students are becoming upper

classmen and taking more program courses, there is a need for multiple sections in upper

level courses for the first time. This requires faculty and departmental supply budgets.

Competition with other growing programs that these departments serve will affect the

scheduling of courses, therefore student progress. Continually changing faculty and

technology is a challenge that needs to be addressed. Game development is exceptionally

demanding and requires the ability to respond to technology changes quickly. Lab mod

funding has addressed some short-term hardware needs, but a long-term plan for

hardware/software updates needs to be put into place. More faculty positions should be

created to address turnover and ability to create and schedule new courses and additional

sections of existing courses to address student demand.

Program advisory board surveys:

The GDD program advisory board is made up of students (both concentrations),

faculty/staff (School of Art and Design and Math, Statistics, and Computer Science

Department) and industry professionals. Since students and faculty had separate surveys,

only industry professionals were included in this survey. The GDD program had 7

industry professionals who were surveyed for this report with 4 responding (57% response

rate), most of whom have been on the committee since the beginning of the program. Our

program board meets every semester to discuss the current state of the program, any

revisions or changes, and open discussion on future plans. The industry representatives

unanimously agreed that meeting twice a year is sufficient, that they are well informed of

program data, and that they have had the opportunity to provide recommendations that

impact program decisions leading to the improvement of the program.

Strengths listed include the interdisciplinary classes, strong foundations in chosen

discipline, broad overview of different topics, and quality of staff and students.

Opportunities for improvement indicated were a lack of higher level electives on the

computer science side of the program, a need for a course addressing the business side of

creating games/opening a studio and the need for additional funding for the program.

There was also concern that the introductory course was no longer team taught since this

is where the students are given a view into the process that carries forward into their

careers, setting the groundwork for art and computer science students to work together.

Overall the industry professionals were pleased with the program, faculty, and students.

4. Program evidence of continuous improvement

4.1 Describe program strengths distinguishing it from similar programs. Describe

and explain program weaknesses?

One of the biggest strengths of the program is the interdisciplinary classes that simulate

industry by integrating art and computer science students who work in teams under the

guidance of instructors from both departments to create fully-functional games. GDD is a

rigorous program that provides students with a strong foundation, a broad overview of

different topics, and depth in their chosen discipline to prepare them for careers in

(14)

industry. The quality of the program is demonstrated in the quality of the staff and

students. In just 5 years, the program has gone from being approved by the Board of

Regents to a large program of over 250 students with international accomplishments.



2013 E3 College Game Competition Winner—Flash Frozen, senior capstone project



Ranked by the Princeton Review in 2013 as a Top Undergraduate Game Design

Program



2014 CHI-Play International Student Game Competition finalist



Ranked by Animation Career Review in 2014 as a Top Undergraduate Game Design

Program



The B.S. Game Design and Development - Computer Science concentration was

accredited by the Computing Accreditation Commission of ABET in 2014 under the

Computer Science curriculum criteria, making it the only Game Design program to

achieve this standing.

The need for continual communication between the faculty of departments in two different

colleges will continue to be the biggest challenge to keeping the program successful. As

the program separates into a B.F.A. and a B.S., collaboration between the programs has

the potential to become the biggest weakness in the program. Because the program is

new, there are still many course offerings that are needed. The industry requirement of

responding to rapidly changing technology requiring a long-term plan to fund equipment

is a weakness that has been noted by ABET accreditation. The rapid growth of the

program requiring more faculty and funding, has put strains on the resources of both

departments. We will continue to work with administration in both colleges to create

solutions to the weaknesses that have been identified by students, faculty/staff, and our

industry professionals on the advisory board.

4.2 Submit evidence of program response to the concerns and recommendations

from previous program review.

This is the first program review.

4.3 In the next seven years, what major improvements or changes are planned for

implementation to improve program quality?

A Notice of Intent has been approved by UW-System to change the B.S. Game Design

and Development-Art concentration to a stand-alone B.F.A. Game Design and

Development-Art program to meet NASAD accreditation requirements. The

Authorization to Implement is scheduled to be considered by the UW-System Board of

Regents in December.

Additional courses in each concentration as well as a sophomore level GDD course will be

implemented. This is the result of input from our industry representatives at the last

program advisory meeting.

The acquisition of a Mac lab for the computer science students is critical to the quality of

the program. Additional courses will be developed to make use of this resource. As the