Course Descriptions

DHET 125 Basic Maintenance

• Follow industry standard safety practices while performing basic maintenance tasks
• Perform preventative maintenance tasks using industry provided schedules
• Locate specifications and capacities using OEM data sheets and electronic online sources
• Successfully complete a proficiency exam that meets industry standards

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 131 Engine Principles/Components

• Follow industry standard safe practices while working on engines
• Explain internal combustion engine operating principles
• Identify an engines major components and describe the function of each
• Describe the difference between two cycle and four cycle engine operation
• Successfully complete a proficiency exam that meets industry standards

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 132 Gasoline/Liquid Propane Gas Systems

• Follow industry standard safe practices while working on engines
• Effectively use OEM terminology related specifically to gasoline or LPG engines or subsystems
• Performeffective gasoline or LPG engine diagnostic procedures
• Perform effective gasoline or LPG engine removal and installation procedures
• Perform effective gasoline or LPG engine repair procedures
• Perform effective gasoline or LPG engine maintenance procedures

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 133 Diesel Systems

• Follow industry standard safe practices while working  on engines
• Explain the operation of diesel engines throughout each cycle to include relative component position in rotation by degree, action by direction, or reaction caused by pressure or temperature change
• Effectively use OEM terminology related specifically to diesel engines or subsystems
• Perform effective diesel engine diagnostic procedures
• Perform effective diesel engine repair procedures
• Perform effective diesel engine maintenance procedures

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 134 Fuel Injection

• Follow industry standard safe practices while working with fuel injection systems
• Describe fuel injection systems operating principles
• Describe the difference between fuel injection systems operation used by modern engine manufactures
• Use OEM terminology related to fuel injection systems operation and component identification
• Perform effective diagnostic procedures used on fuel injection systems
• Perform effective repair procedures used on fuel injection systems
• Successfully complete a proficiency exam that meets industry standards

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 135 Diagnostics/Adjustments/Emissions

• Follow industry standard safe practices while working with fuel injection systems, electronically controlled engine subsystems and emission control system
• Identify electronically controlled engine subsystems and emission control components
• Diagnose and repair electronically controlled engine subsystems and emission control components 
• Describe differences between electronically controlled engine subsystems and emission control components used by modern engine manufactures
• Successfully complete a proficiency exam that meets industry standards

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 211 Hydraulic Fluid Power I

• Follow industry standard safe practices while working with hydraulic fluid power systems
• Diagnose open and closed center systems
• Repair variations of open and closed center systems
• Use hydraulic systems by researching and compiling data to varied uses of hydraulics
• Disassemble, inspect, and adjust hydraulic systems according to manufacturers’ specifications

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 213 Hydraulic Fluid Power II

• Follow industry standard safe practices while working with hydraulic fluid power systems
• Test oil filtration systems by demonstrating how to inspect, select and change filters in accordance to manufacturers specifications
• Maintain hydraulic systems by performing assignments related to system care in accordance to manufacturers specifications
• Interpret basic schematics and symbols, and  read hydraulic symbol drawings and flow diagrams
• Disassemble, inspect and explain the functions and principles of the operation of hydraulic systems
• Disassemble, assemble and repair hydraulic motors in accordance to manufacturers specifications
• Disassemble, assemble and repair hydraulic accumulators in accordance to manufacturers specifications
• Repair reservoirs, oil coolers, hoses, pipes, tubes, couplers, and seals
• Disassemble, assemble and repair hydraulic cylinders by disassembling and reassembling cylinders

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 214 Diesel Mechanical Practices

• Follow industry standard safe practices while working with mechanical, fluid and thermal systems
• Apply math and formulas to resolve mechanical problems
• Apply math and formulas to resolve fluid problems
• Research electronic resources  and use technical information to make troubleshooting and repair decisions

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 221 Power Trains/Standard

• Follow industry standard safe practices while working with Power Trains/Standards
• Disassemble, inspect, install and adjust clutches in accordance to manufacturers specifications
• Disassemble, inspect, repair, reassemble, and adjust manual transmissions in accordance to manufacturers specifications
• Repair all variations of drive shafts
• Disassemble, inspect, repair and reassemble, install and adjust differentials in accordance to manufacturers specifications

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 222 Power Trains/Power Shift

• Follow industry standard safe practices while working with Power Trains/Power Shift
• Disassemble, inspect, repair and reassemble power shift transmissions, planetary gears, hydraulic clutch packs, planet carriers
• Inspect, test, remove and replace  torque converters
• Inspect, test, remove and replace hydraulic couplers and hydraulic retarders

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 223 Traction and Components

• Follow industry standard safe practices while working with Tractions and components
• Disassemble, inspect, repair and reassemble tractor type undercarriage components
• Adjust tracks to O.E.M. specifications
• Comply with industry standard safe practices while working with traction systems

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 231 Steering/Suspension/Frames

• Follow industry standard safe practices while working on heavy duty steering, suspension systems and frame systems
• Identify all major components of heavy duty steering, suspensions, and frame systems
• Troubleshoot, remove and replace components of heavy duty steering, suspensions and frame systems
• Perform adjustment tasks to industry standards

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 232 Pneumatics

• Follow industry standard safe practices while working on pneumatice operated systems
• Troubleshoot, maintain, and repair pneumatic system components
• Adjustment and inspect for travel and applied angle

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

DHET 233 Foundation Brakes

• Demonstrate industry standard safe practices while working on foundation brake systems
• Demonstrate understanding of foundation brake system operating concepts
• Demonstrate repair and maintenance procedures of foundation brake systems to industry standard
• Test foundation brake system component operation and compare to DOT specifications
• Demonstrate how to measure lining wear and determine compare to legal limit specifications
• Demonstrate proper adjustment procedures and inspect for travel and applied angle

• perform repairs on various diesel vehicles, vehicle components and equipment
• be prepared to succeed on the ASE certification and OEM certification exams
• meet minimum competency in eight categories identified as essential for employability: adherence to policy and procedure, technical knowledge, skill application, work planning, quality of work, quantity of work, interpersonal skills, oral and written communication
• demonstrate advanced skills in: diagnostics, repair and maintenance, electronics, hydraulics, power train, engines, pneumatics, undercarriage, brakes and welding

GAME 101 Introduction to Video Game Development

• Analyze the significant elements and principles of interactive media
• Describe the historical context of games and interactive media
• Assimilate the aesthetics of games and interactive media
• Design user experiences based on classic game play mechanics
• Create game design documents based on successful games
• Produce gameplay structure, mechanics, and scenarios
• Integrate social interactions into game design
• Evaluate the social outcome of gameplay and interactive experiences
• Articulate the social responsibility of game design creators
• Research industry job roles
• Develop realistic personal career goals
• Develop critical thinking, teamwork, and social awareness

• be prepared to obtain an entry-level position in their field
• compare and evaluate electronic games taxonomy and design theory

GAME 105 Storyboard Development

• Demonstrate an understanding of transferring an idea to a drawn visual image
• Demonstrating an understanding of transferring a set of ideas into a visual image that directly relates to a time line of events
• Demonstrate a solid understanding of transferring a group of ideas to drawn images presented in a sequential fashion - a storyboard

GAME 108 Interactive Media Design

• Develop professional awareness through research and networking
• Define concepts and terminology in interaction design
• Define the processes for developing interactive applications from concept to final product
• Analyze various types of interactive media based on game theory and strategy, their historical context, future applications, and current trends
• Evaluate interactive applications critically

• manage files and content in a manner suitable for industry
• compare and evaluate electronic games taxonomy and design theory
• create and edit basic scripts in related software
• present ideas, pitches, and portfolios to industry and peers

GAME 124 Introduction to 3D with Maya

• Model small scenes using Maya
• Create, manipulate and render 3D content
• Build basic scenes within Maya
• Create simple animations within Maya
• Manage files and content congruent with Industry
• Devise multiple ways to build objects in 3D

• demonstrate technical proficiency and creative skills as related to the digital gaming field
• manage files and content in a manner suitable for industry
• create and edit basic scripts in related software
• create props, levels, and textures in current 3D tools

GAME 127 Level Editing 1

• Design their own small game level (mod) in Unreal (UDK)
• Present and defend their mod
• Identify, critique, and explore different game types within Unreal
• Perform basic editing of level textures and lights in Unreal
• Import 3D objects from Maya into Unreal
• Place procedural objects in Unreal
• Place and manipulate a skydome in Unreal
• Create water volumes and edit terrain in Unreal

• demonstrate technical proficiency and creative skills as related to the digital gaming field
• compare and evaluate electronic games taxonomy and design theory
• mod game levels in current level editing tools
• create props, levels, and textures in current 3D tools

GAME 130 Concept Art - Characters

4 credits

ART 205  recommended

Course Outcomes
Upon successful completion of this course students will be able to:

• Draw characters in action poses
• Draw characters from written descriptions
• Draw characters in “turnaround” poses
• Describe how Photoshop is used in the game  industry to render concept art
• Recognize the importance of openness in interactions when critiquing
• Present characters and defend technical and artistic choices

GAME 134 3D Materials and Textures

• Create realistic looking textures in Photoshop
• Apply various textures to 3D objects in a scene
• Create Alpha channels
• Create Bump and Normal maps
• Model props in a using current 3D software

GAME 137 Lighting and Effects

• Add and test lighting within a scene
• Add and adjust shadows in a scene
• Create a layered shader in Maya
• Use dynamics in Maya
• Use particle effects in Maya
• Use fog effects in Maya
• Create, document, and/or relay processes or information to peers and instructor

GAME 138 Introduction to Environmental Art

4 credits

Note: The GAME 134 prerequisite was added on 10/28/2019. It was previously ommitted in error. The skills developed in GAME 134 prepare students for GAME 138.

Course Outcomes
Upon successful completion of this course students will be able to:

• Design props and textures for a game level
• Edit basic level textures and lighting
• Use “lipsticking” techniques and layered shaders to create blended textures
• Model props for levels using Maya
• Create tileable textures
• Create fog and related special effects for level
• Expand upon ideas received by creating 3D environments from written descriptions

• mod game levels in current level editing tools
• create props, levels, and textures in current 3D tools

GAME 148 Concept Art - Digital Painting

• Draw from existing levels from in-game views
• Draw multiple variations of a similar landscapes
• Draw landscape and cityscape scenes
• Use Alias Sketchbook at a basic level
• Use Sketchup at a basic level
• Use various Photoshop techniques to embellish a landscape or scene
• Troubleshoot the basic methods of making a landscape look compelling and realistically drawn

GAME 150 Character Animation I

• Rig 3D models
• Skin and weight in Maya
• Effectively use various animation techniques in Maya
• Lip sync in Maya

GAME 165 3D Character Design

• Utilize various modeling techniques
• Apply high quality textures to Model
• Troubleshoot polygonal issues

GAME 182 Level Editing II

• Use advanced tools in a level editing to create game levels
• Create particle effects within the Unreal Developer Kit (UDK)
• Create triggers and procedurally generated content within the UDK
• Create traditionally drawn schematics and maps of levels to relate to a team
• Pitch your vision of a game prototype to industry peers
• Play different roles on a game development team

• demonstrate technical proficiency and creative skills as related to the digital gaming field
• compare and evaluate electronic games taxonomy and design theory
• mod game levels in current level editing tools

GAME 210 High Resolution Sculpting I

• Construct basic models in 3D using Zbrush
• Edit existing models with Zbrush
• Paint textures using Zbrush
• Compare and analyze various modeling techniques
• Troubleshoot technical problems

GAME 215 High Resolution Sculpting II

• Create high end models for game production
• Implement high end skills like topology, extraction, and normal mapping
• Paint textures using Zbrush and export to Maya
• Create a portfolio piece to show potential employers
• Customize the interface, create macros, and tweak Zscripts

GAME 266 Character Animation II with Maya

4 credits

This course develops a mastery of character acting and emotional facial animation in Maya with advanced rigging techniques with the goal of producing a professional quality demo sample reel. Students will learn to animate looping and linking game play animation cycles- walk, run, jump, fall, hit, recoil, gesture, idle, etc.

Prerequisites: GAME 124  and GAME 150  

GAME 165  recommended

Course Outcomes
Upon successful completion of this course students will be able to:

• Create and implement a rig for biped character animation in Maya
• Utilize key frame and procedural animation
• Adjust and edit skin weights
• Create looping cycles of key-framed actions
• Create fluid, dynamic character animation
• Create emotionally expressive facial and body gestures.
• Create lip sync facial animation
• Utilize Motion Capture data
• Produce professional quality animation demo reel

• rig and animate characters and props in current industry tools

GAME 267 C# Programming in Unity Game Engine

• Create object oriented design and implement interactive software in Unity game engine
• Incorporate 3D interactive graphics including modeling, animation, transformations, lighting, shaders, and ray casting
• Write gameplay code in C# programming language, classes, inheritance, and event-driven programming
• Create C# code that allows for high level control of gameplay behavior, movement, and events
• Write programming sequences of gameplay AI (Artificial Intelligence)
• Simulate the physics principles of gravity and collision detection with C# code
• Collaborate on interdisciplinary projects

GAME 272 Game Development - Team Projects

4 credits

Students will develop the disciplines and skills of concept art, game design, story narrative, character creation, animation, game mechanics, environmental art, event triggering, level editing, game programming, sound creation and audio editing, project management, promotion, presentations and play testing.

The teams will develop projects on  current and next-gen gameplay engines and technology including mobile, PC, MAC, Oculus Rift and consoles.

Prerequisites: GAME 108 , GAME 124 , GAME 127 , GAME 148 , and instructor permission

Course Outcomes
Upon successful completion of this course student team members will be able to:

• Develop an original game concept and produce a game design document
• Collaborate effectively with other team members to develop playable interactive experiences that are congruent with the game industry standards
• Present games at PAX Game Expo in Seattle

• demonstrate technical proficiency and creative skills as related to the digital gaming field
• present ideas, pitches, and portfolios to industry and peers

GAME 273 Digital Gaming Workshop - 3D Portrait Modeling

4 credits

The project will result in a final digital file format that can be rendered and 3D printed by the student. Blender is a free 3D modeling program that the student can continue to use after the workshop.

This course covers Facial Concept, Design and Development, Modeling, 3D Materials & Textures, UV Mapping, Digital Painting Texture. Previous game design and creation, traditional art and digital graphics programs and coding experience are a plus.

This course is exempt from the underage enrollment process.

Prerequisites: Passion for gaming, familiarity with different gameplay genres, strong computer software skills. Instructor permission required.

Course Outcomes
Upon successful completion of this course students will be able to:

• Create original character concepts and designs
• Create professional-quality 3D models
• Develop digital painting skills
• Create textures in Adobe Photoshop
• Create UV texture maps and apply co-ordinates to 3D character
• Apply digital lighting principles to 3D Model
• Output files to create physical models with 3D printers

GAME 274 Digital Gaming Workshop - A Game in a Month

4 credits

Projects are developed using current industry-standard Unity Game Engine, which is available free for students to use after the workshop to continue developing and refining their projects.

This course teaches Interactive Concept, Design and Development, Gameplay U.I., U.X., Team Dynamics, Leadership skills. Previous game design and creation, traditional art and digital graphics programs and coding experience are a plus.

This course is exempt from the underage enrollment process.

Prerequisites: Passion for gaming, familiarity with different gameplay genres, strong computer software skills. Instructor permission required.

Course Outcomes
Upon successful completion of this course students will be able to:

• Create original game play concepts
• Design gameplay interaction
• Design and layout gameplay levels
• Collaborate with teams based on professional models
• Conceptualize and implement gameplay mechanics
• Balance game play principles of obstacles, difficulty, and reward
• Play, test, and evaluate gameplay
• Self-publish game
• Present original game or application

GAME 275 Capstone Team Project

GAME 280 Game Industry Internship

GAME 290 Portfolio and Job Search

GAME 310 Digital Storytelling: Components of Narrative and Mythology

GAME 312 Interactive Media Studies

3 credits

• Investigate the social, cultural, and historical contexts and aesthetics of games and interactive media
• Analyze the significant elements and principles of interactive media
• Develop demographic and psychographic profiles based on user data
• Design user experiences and user interfaces
• Produce gameplay structure and mechanics
• Integrate social interaction into game design
• Create gameplay scenarios
• Write game design documents
• Utilize statistics in demographics and gameplay mechanics and calculate probability outcomes
• Balance the difficulty level of gameplay and challenge versus reward scenarios
• Evaluate the social outcome of gameplay and interactive experiences

• analyze all of the core areas of digital game design and interactive development while allowing for in-depth focus and development on a small subset targeted at industry specialization

 
Global Outcomes
This course teaches to the global outcomes of intercultural appreciation and teamwork.

Total Hours: 40 Lecture Hours: 20 Lab or Clinical Hours: 20

GAME 315 Principles of Game Play Mechanics

• Analyze the psychology and principles of play in all forms
• Conceptualize, visualize, and document the flow of interactive experiences
• Create meaningful and compelling gameplay experiences
• Balance gameplay experience with levels of difficulty
• Analyze and incorporate user feedback into game design
• Implement the principle of “Easy to learn - but difficult to master”
• Design and balance risk/reward scenarios for the player
• Determine which elements can be automated to enhance gameplay
• Design interactive experiences based on traditional core gameplay mechanics
• Assess the social and ethical consequences of games and gameplay

• analyze all of the core areas of digital game design and interactive development while allowing for in-depth focus and development on a small subset targeted at industry specialization
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• apply the science and foundations behind UX and solve business problems via design, including analysis of human behavior, and how users use UI, and think about user interface to solve problems and game play challenges

GAME 318 2D Game Design

• Develop a keen observation of gameplay
• Define how game mechanics and interface define gameplay
• Define the overall gameplay
• Create compelling aesthetics  
• Design and build game levels
• Balance game level flow and progression
• Devise intuitive gameplay controls
• Implement scripting and coding to initiate and control gameplay events
• Construct gameplay mechanics including frame rate and interaction of play to objects
• Compare and contrast vector and raster art and generate graphics for 2D
• Enhance frame rate performance through optimization of code and graphics

• analyze all of the core areas of digital game design and interactive development while allowing for in-depth focus and development on a small subset targeted at industry specialization
• develop expertise in concepting, designing, and building in-engine game play environments with interactive elements, with emphasis on technical proficiency in workflow, rendering pipelines, shaders, and effects
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• apply the science and foundations behind UX and solve business problems via design, including analysis of human behavior, and how users use UI, and think about user interface to solve problems and game play challenges
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 330 Advanced Character Rigging

• demonstrate proficiency in character design, rigging, and animation - 2D and 3D
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 332 3D Game Design

• Design and create 3D gameplay and interactive experiences
• Apply conceptual design and aesthetics to create an interactive experience
• Analyze the impact of games on individuals and society
• Design for different types of genres and platforms
• Explore game design on different game software engines
• Create compelling core gameplay mechanics
• Design within technical and hardware constraints
• Demonstrate the impact of visuals and music on gameplay

• analyze all of the core areas of digital game design and interactive development while allowing for in-depth focus and development on a small subset targeted at industry specialization
• demonstrate proficiency in 3D modeling - characters, hard surface, environments and props, and lighting and effects in Maya and Z-Brush
• develop expertise in concepting, designing, and building in-engine game play environments with interactive elements, with emphasis on technical proficiency in workflow, rendering pipelines, shaders, and effects
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• apply the science and foundations behind UX and solve business problems via design, including analysis of human behavior, and how users use UI, and think about user interface to solve problems and game play challenges
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 335 Advanced Animation

• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 410 Interactive System Design

GAME 412 Designing for Platforms and Hardware

• develop expertise developing for a wide range of devices and interaction models, including desktop, mobile, and emerging technologies such as virtual and augmented reality
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• create game play and interactive experiences utilizing mobile, augmented, and virtual reality technologies
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• apply the science and foundations behind UX and solve business problems via design, including analysis of human behavior, and how users use UI, and think about user interface to solve problems and game play challenges
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 415 Production Team 1: Preproduction

• develop expertise in concepting, designing, and building in-engine game play environments with interactive elements, with emphasis on technical proficiency in workflow, rendering pipelines, shaders, and effects
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 420 Technical Design

GAME 422 Production Team 2: Production

• develop expertise in concepting, designing, and building in-engine game play environments with interactive elements, with emphasis on technical proficiency in workflow, rendering pipelines, shaders, and effects
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 430 Production Team 3: Postproduction

• develop expertise in concepting, designing, and building in-engine game play environments with interactive elements, with emphasis on technical proficiency in workflow, rendering pipelines, shaders, and effects
• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• create multi-disciplinary software development projects that mirror professional work flow, incorporating game design, conceptualization, and creation of digital assets, sound design, audio production, software integration, and project management

GAME 432 Capstone Portfolio

• produce project architecture, workflow, and pipeline working with data structures, porting to mobile platforms, and utilizing inter-process communication techniques and graphics processing units programming
• develop proficiency creating and integrating user interface (UI) and user experience (UX) into interactive projects with an emphasis on human-centered design theory and principles of inclusive and accessible design
• create and present a professional-quality portfolio and demo games to obtain an entry-level position at a game development company, interactive media studio, or animation studio 

ECED 130 Practicum II - Teaching Young Children

4 credits

• Evaluate the interests and developmental needs of children, then create and implement learning experiences based on the evaluation
• Use scaffolding to support individualized learning and reflect on the results
• Collaborate and communicate with children, co-teachers, and families to design developmentally and culturally appropriate environments and curriculum
• Identify ways to become an advocate for children and their needs in the classroom setting
• Design a professional development plan to build teaching skills and support professional growth

 
Program Outcomes
This course teaches to the following program outcomes:

• be prepared for a lead teacher or entry level management position in the early care and learning field
• plan, implement, and evaluate children’s programs using current child development knowledge
• apply developmentally appropriate guidance techniques
• document children’s skill development and plan programs based on documented observations
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents

ECED 145 Science, Math, Music, and Creative Activities in ECE

• Identify and create age appropriate skills and objectives
• Explain the importance of science, math, music and art activities in the classroom
• Develop written activity plans to provide practice in each of the course topics
• Implement and evaluate planned activities
• Set up appropriate interest centers to provide practice in science, math, music and art
• Work as a cooperative member of a small group

• plan, implement, and evaluate children’s programs using current child development knowledge
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children

ECED 199 Independent Study

• Identify and examine a specific area of study in early childhood education
• Design and implement outcomes and assessment methods for their specific project
• Select, evaluate, and synthesize appropriate research to complete a research paper on the chosen topic
• Evaluate completed research paper

ECED 200 Practicum III - Reflection

4 credits

• Apply observation and assessment methods, then utilize the teaching cycle to adjust teaching and curriculum based on the observations
• Design a system or tool for completing recurring observations in the classroom
• Modify teaching strategies for individualized learning experiences based on observation data and collaboration with families and co-teachers
• Evaluate curriculum based on observations of children, their developmental needs, and family culture

 
Program Outcomes
This course teaches to the following program outcomes:

• be prepared for a lead teacher or entry level management position in the early care and learning field
• plan, implement, and evaluate children’s programs using current child development knowledge
• apply developmentally appropriate guidance techniques
• document children’s skill development and plan programs based on documented observations
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents

ECED 215 Capstone Practicum

5 credits

• Assess a childcare program, formulate ideas for improvement, and then discuss the ideas with co-teachers and administration
• Demonstrate best practices to improve the classroom environment, curriculum, and program
• Analyze and reflect on supervisor and peer evaluations, and then implement changes based on the feedback
• Create an evidence-based portfolio that demonstrates knowledge and skills related to prior early childhood education coursework
• Modify professional development plan and goals for future growth as a teacher

 
Program Outcomes
This course teaches to the following program outcomes:

• be prepared for a lead teacher or entry level management position in the early care and learning field
• plan, implement, and evaluate children’s programs using current child development knowledge
• apply developmentally appropriate guidance techniques
• document children’s skill development and plan programs based on documented observations
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents

ECED 300 Early Childhood Education Theories and Current Trends

ECED 310 Culturally and Linguistically Diverse Learners

ECED 320 Practicum: Communication with Young Children

ECED 330 Assessing and Enhancing Environments

ECED 340 Creative Expression

ECED 350 Practicum: Building Connections to Guide Behavior

ECED 355 Social and Political Context of Early Childhood Education

ECED 375 Professionalism in Early Childhood Education

ECED 400 Math, Science, and Technology

ECED 410 Practicum: Individualizing Learning

ECED 420 Integrating Curriculum

ECED 430 Program Development and Administration

ECED 440 Practicum: Advanced Application of Project-Based Curriculum

ECED 450 Supporting Healthy Growth and Development

ECED 460 Collaborative Approaches to Early Childhood Education

ECED 470 Practicum: Earl Childhood Education Specializations

ECED& 105 Intro to Early Childhood Education

• Explain current theories and ongoing research in early care and education
• Describe the role of play in early childhood programs.
• Compare early learning program models.
• Explain the importance of developing culturally responsive partnerships with families.
• Identify appropriate guidance techniques used in early care and education settings.
• Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.
• Apply the professional code of ethics for early care and education to resolve dilemmas.
• Describe major historical figures, advocates, and events shaping today’s early childhood education.

• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 107 Health/Safety/Nutrition

• Describe federal and state mandated health, safety, and nutrition practices.
• Identify indicators of illnesses/ infectious diseases and steps to prevent the spread of them.
• Outline safety procedures for providing emergency care and daily care.
• Evaluate program safety policies.
• Describe food programs and practices that support the development of children.
• Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
• Describe the responsibilities of mandated reporters.
• Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services.

• be prepared to communicate in verbal and written format with the parents
• be prepared to plan and monitor food service in an early childhood program
• be able to create and maintain a safe and healthy environment, both indoors/outdoors
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 120 Practicum - Nurturing Relationships

• Describe the characteristics of nurturing relationships built between teachers and children.
• Practice ideals of professionalism in work with children, families and peers.
• Recognize cultural responsiveness when observing professionals and programs.
• Identify practices that promote health, safety, growth and development of children.

• apply developmentally appropriate guidance techniques

ECED& 132 Infant/Toddler Care

• Discuss developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships
• Design a plan to support reciprocal, culturally sensitive partnerships with families
• Select positive guidance techniques that are appropriate and effective with infants and toddlers
• Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities
• Describe a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.

• plan, implement, and evaluate children’s programs using current child development knowledge
• be prepared to plan and monitor food service in an early childhood program
• be able to create and maintain a safe and healthy environment, both indoors/outdoors
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 134 Family Childcare Management

• Describe strategies for complying with Family Childcare Minimum Licensing Requirements.
• Describe strategies for meeting the developmental needs and guiding the behavior of all children in multi-age groups.
• Identify strategies for family childcare business management including tax planning and record keeping.
• Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families.
• Develop strategies for creating reciprocal, culturally responsive relationships with families.
• Articulate knowledge and skills that define Family Childcare Providers as professionals.

• plan, implement, and evaluate children’s programs using current child development knowledge
• be prepared to plan and monitor food service in an early childhood program
• be able to create and maintain a safe and healthy environment, both indoors/outdoors
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 139 Administration of Early Childhood Education

• Crosswalk program policies and practices with licensing and professional standards.
• Create a plan for appropriate staff, food, equipment, materials and programing for specific age groups and settings.
• Prepare a balanced budget.
• Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff. 
• Describe a variety of strategies for building relationships with all families.
• Review tools used to evaluate program effectiveness and identify areas for improvements.
• Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study).

• be prepared for a lead teacher or entry level management position in the early care and learning field
• plan, implement, and evaluate children’s programs using current child development knowledge
• apply developmentally appropriate guidance techniques
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents
• be prepared to plan and monitor food service in an early childhood program
• be able to create and maintain a safe and healthy environment, both indoors/outdoors
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 160 Curriculum Development

• Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments.
• Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum.
• Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state and local standards.
• Design curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development.
• Design curriculum that is inclusive and represents the diversity of children and families.
• Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning.
• Observe, document and assess individual and group needs, interests and skills for the purpose of curriculum planning and on-going modifications of plans.

• plan, implement, and evaluate children’s programs using current child development knowledge
• document children’s skill development and plan programs based on documented observations
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 170 Learning Environments

• Design healthy, respectful, supportive, and challenging learning environments for children.
• Identify strategies to achieve compliance with Washington Administrative Code and other state or federal regulations.
• Create environments that promote growth in all developmental domains and academic disciplines.
• Establish environments, routines, and schedules that promote children’s age-   appropriate, self-regulated behaviors.
• Establish environments that promote the cultural diversity of children, families, and their communities.

• plan, implement, and evaluate children’s programs using current child development knowledge
• apply developmentally appropriate guidance techniques
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

ECED& 180 Language/Literacy Development

• Explain the continuum of language acquisition and early literacy skills
• Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills
• Describe strategies for responding to children who are culturally, linguistically, and ability diverse
• Develop ways to facilitate family and child interactions as primary contexts for heritage language and English development
• Analyze images of culture and individual abilities reflected in children’s literature and other learning materials
• Utilize developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills

• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children

ECED& 190 Observation/Assessment

• Describe reasons for collecting observation and assessment data
• Identify indicators of growth, development, learning and social behaviors in all children
• Identify techniques for avoiding bias, judgments, and assumptions in observations
• Collect factual, descriptive data using a variety of assessment tools and strategies
• Document and analyze assessment data for use in planning curriculum for individual and groups of children

• apply developmentally appropriate guidance techniques
• document children’s skill development and plan programs based on documented observations
• be prepared to communicate in verbal and written format with the parents

EDUC 140 Diversity in Education

• Identify and define appropriate terminology in multicultural education
• Describe and critically evaluate and communicate the social, political and cultural origins and manifestations of racism, classism, sexism, heterosexism/homophobia, ableism, and ageism in the current education system
• Identify and critically analyze the cultural contexts that have shaped the student’s experiences as well as those of the children and families served in the educational setting
• Explain the impact of bias on the healthy growth and development of all children
• Define and describe the following approaches: anti-bias, multicultural, culturally relevant, and bilingual/bicultural
• Design, assess, and adjust a culturally relevant anti-bias curriculum

• apply developmentally appropriate guidance techniques
• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents

EDUC& 115 Child Development

• Discuss prominent child development research and theories guiding parenting and care giver’s practices.
• Describe the developmental sequence from conception through early adolescence in all domains.
• Analyze critical stages of brain development as influencers of child development.
• Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
• Explain individual differences in development.
• Identify how family, caregivers, teachers, community, culture, and trauma influence development.

• document children’s skill development and plan programs based on documented observations
• be prepared to communicate in verbal and written format with the parents

EDUC& 130 Guiding Behavior

3 credits

• Identify developmentally appropriate individual and group behaviors of children
• Compare at least three approaches to guiding behavior
• Recognize positive, respectful, culturally responsive approaches to guidance
• Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function
• Articulate strategies to promote social/emotional competence and positive sense of self

 
Program Outcomes
This course teaches to the following program outcomes:

• apply developmentally appropriate guidance techniques
• be prepared to communicate in verbal and written format with the parents
• follow the Washington Administrative Code (WAC) as it relates to early childhood programs

EDUC& 136 School Age Care

3 credits

• Describe the physical, cognitive, social and emotional stages of children ages 5-12.
• Develop a plan to create reciprocal and culturally sensitive relationships with children and families.
• Analyze the effectiveness of an environment and recommend changes that are culturally retentive, developmentally appropriate, and conducive to positive social interactions.
• Identify guidance strategies that promote cognitive and social growth in the context of school age care environment.
• Describe state and local school age care regulations and procedures related to group size, health, nutrition and safety.
• Describe strategies supporting curriculum that is developmentally appropriate and culturally responsive.
• Identify community resources supporting school age care/youth development program personnel.

• plan, implement, and evaluate children’s programs using current child development knowledge
• be prepared to plan and monitor food service in an early childhood program
• be able to create and maintain a safe and healthy environment, both indoors/outdoors

 
Total Hours: 30 Lecture Hours: 30

EDUC& 150 Child, Family and Community

• Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities.
• Examine the concept of family, school, peers, media and community as socialization agents.
• Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
• Identify how one’s own family history and life experiences may impact relationships with children and families.
• Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators.

• be prepared to communicate in verbal and written format with the parents

EDUC& 203 Exceptional Child

• Describe the history and philosophy of special education in the United States
• Describe the primary conditions for which children need additional support for optimal development and learning
• Explain the process used to identify children with special needs
• Explain the purpose and components of the IEP and an IFSP
• Identify and describe different intervention programs designed for children with special needs and local resources available to children and their families
• Identify professional and ethical guidelines for early childhood special educators
• Identify, research and apply effective ways to work with children with disabilities and their families

• be prepared to create a learning environment that fosters language, social, cognitive, and motor skills in young children
• be prepared to communicate in verbal and written format with the parents

EDUC& 205 Introduction to Education

• Describe the historical origins and philosophical beliefs of public education in the United States
• Explain the nature and purpose of public education
• Identify the current issues facing the State of Washington as they relate to governance and funding along with the impact these issues have on the classroom
• Examine current issues in education, including the roles of unions, political influences, school reform, and school choice
• Articulate the current requirements for teacher certification programs in Washington State
• Examine the breadth of diversity reflected in public school populations
• Identify current theories related to how children learn and relate these theories to possible implications for teaching
• Identify and employ specific techniques for motivating students to learn, for dealing with disruptive behaviors, and for dealing with the challenges presented within the classroom
• Identify and critically evaluate their own personal philosophy of education, professional goals, and positive communications skills when working with students, peers and supervisors

ECON 310 Business Economics

• Interpret and analyze the principles essential for understanding the economizing problem, specific economic issue, and policy alternatives
• Apply the economic perspective and reason accurately and objectively about economic matters that can be used in the firm’s decision making process.
• Analyze applied macroeconomic issues relevant to the firm.

ECON& 201 Micro Economics

• Evaluate economic examples as related to personal incentives and voluntary exchanges
• Explain the concept of opportunity cost
• Define how traditional, command, and market forces affect the production and distribution of goods and services in a market economy and identify and analyze the interaction among these forces
• Use economic reasoning, principles, and models to identify the possible causes and evaluate possible solutions for current microeconomic issues, such as productivity growth, wage differentials, and poverty
• Compare and contrast the major traditions of economic thought as they apply to microeconomic theory and policy, in particular to the role of government in the market system.
• Identify and explain the major forces impacting the distribution of income and wealth in modern U.S. capitalism, including the impact of discrimination
• Identify and describe situations where market outcomes are socially undesirable, analyze the causes of market failure, and compare and contrast alternative remedies
• Use graphical representations and economic models
• Evaluate newspaper articles dealing with micro-economic issues 

ECON& 202 Macro Economics

• Explain economic policy
• Apply economic theories to personal and business situations

BMDT 100 Biomedical Electronics for Technologists

BMDT 101 Optics and Imaging for Technologists

BMDT 102 Metrology and Quality Assurance

BMDT 103 Career Management Success

BMDT 104 Computer Systems and Applications

BMDT 105 Biomedical Devices and Systems

BMDT 106 Manufacturing and Production Control