3D Visualization Option - 3D Digital Design BFA
Program Overview
3D Visualization Option - 3D Digital Design BFA
Overview
RIT’s 3D design visualization degree emphasizes the creation and simulation of environments and objects for virtual spaces for a growing number of real-world opportunities.
Why Study Digital Visualization at RIT
- 3D Visualization Lecturers: 3D Visualization professionals are invited to RIT to lead lectures, discussions, and demos that give you an informed industry perspective.
- Industry Networking: Take part in Creative Industry Day, which allows you to connect with professionals in your field of study.
- Strong Career Paths: Alumni of the 3D visualization option can be found designing solutions to a broad range of challenges at top companies around the world in medicine, robotics, and other fields.
- STEM-OPT Visa Eligible: The STEM Optional Practical Training (OPT) program allows full-time, on-campus international students on an F-1 student visa to stay and work in the U.S. for up to three years after graduation.
3D Visualization Option Curriculum
From your first day in 3D design visualization, you’ll learn the design software professionals use for real-world digital design. You will also have the opportunity to:
- Use the computer labs in the College of Art and Design, which will provide you with access to professional-level 3D and animation software
- Collaborate with engineers, musicians, scientists, animators, and medical professionals, putting your 3D design abilities to use before you even graduate
Our digital visualization degree teaches you how to combine traditional design skills with the aesthetic and technical expertise to create virtual elements featured in TV and movies, virtual worlds, motion and broadcast graphics, and instructional multimedia. The 3D design visualization option also teaches skills such as:
- Data visualizations
- Augmented reality
- Medical and scientific simulations
- Architectural and engineering modeling
- Simulation for synthetic data generation
- Machine learning
Careers and Experiential Learning
Cooperative Education and Internships
What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top companies in every single industry. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart.
Co-ops and internships take your knowledge and turn it into know-how. Your art and design co-ops will provide hands-on experience that enables you to apply your artistic capabilities in dynamic professional settings while you make valuable connections between classwork and real-world applications.
Students in the 3D visualization option are strongly encouraged to complete a cooperative education or internship experience.
Creative Industry Days
Connect with Design Industry Leaders
RIT’s Office of Career Services and Cooperative Education hosts Creative Industry Days, which connects students majoring in art, design, film and animation, photography, and select computing majors with companies, organizations, creative agencies, design firms, and more. Creative Industry Days are a series of events that allow you to network with company representatives and interview directly for open co-op and full-time employment positions.
Featured Work and Profiles
- Building a Virtual Production Curriculum
Supported by MegaGrant from Epic Games, MAGIC Spell Studios has brought groundbreaking research and filmmaking techniques to RIT.
- 3D Digital Design Reel
A compilation of student work from the last few years.
- Bringing Board Games to Life
It's game night! For the 2025 installment of the RIT 3D digital design program's annual 100 Hour Project, the theme was virtual game boards. The 100 Hour Project annually challenges teams of students...
- Recent alumna receives industry recognition
Priscilla Nascimento Priscilla Nascimento ’24 (3D digital design) was recognized in the 2024 Rookie Awards, a showcase organized by The Rookies that highlights exemplary work by young creatives as judged by industry...
- 100 Hour Project - Into the Wormhole
RIT's 3D digital design program went into the wormhole with 12 teams of students designing their own corner of spacetime. The project was for the program's 100 Hour Project, an annual community...
- School of Design Reel
Samples of work from each BFA program in RIT's School of Design — 3D digital design, graphic design, industrial design, interior design and new media design.
Admissions and Financial Aid
This program is STEM designated when studying on campus and full time.
This option is part of the 3D digital design BFA. Please visit the degree program page for admission requirements.
Financial Aid and Scholarships
100% of all incoming first-year and transfer students receive aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Faculty
- Jennifer Indovina - Lecturer
- Shaun Foster - Professor
- David Halbstein - Associate Professor
Facilities
- 3D Digital Design World Lab
- Motion Capture Suite
- 3D Digital Design - Black Box Theater
Related News
- April 29, 2025 - Student brings photographic precision to 3D visual effects
- March 21, 2024 - Innovation unleashed: students forge transdisciplinary projects at RIT's a2ru summit
- February 15, 2024 - Inside the making of 'That Damn Goat,' RIT's latest video game
Program Outline
The 3D visualization option gives you the flexibility to pursue a broad range of applications that use digital design as the platform for 3D content creation. The option emphasizes creation and simulation of environments and objects for virtual spaces for a growing number of real-world opportunities. This option is part of the in the 3D digital design BFA degree.
3D digital designers use the aesthetic and technical expertise acquired in the 3D digital design major to create virtual elements featured in everything from TV and movies, virtual worlds, motion and broadcast graphics, and instructional multimedia. The option also includes data visualizations, augmented reality, medical and scientific simulations, architectural and engineering modeling, simulation for synthetic data generation and machine learning, and more. The vehicles, avatars, lighting, and environments you make are all designed to imagine something new, visualize an idea, or simulate a process. As you progress through the option you will discover new applications for your skills while working with advanced tools in a growing industry. From day one, you will learn and operate the same 3D software that professionals use to create projects with technologies like motion and facial capture, projection mapping, 3D scanning, and 3D printing, all of which are right at your fingertips.
As a students on the 3D visualization option you can easily collaborate with engineers, musicians, scientists, animators, and medical professionals. the curriculum affords you ample opportunity to apply your 3D design abilities in a variety of ways. You will take traditional design skills of shape, size, color, time, motion, lighting, and rendering, and expand upon them using 3D tools and emerging technologies to create the designs of the future. Alumni of the program can be found designing solutions to a broad range of challenges at top companies, and across medical, robotics, and other growing fields around the world.
Careers and Experiential Learning
Cooperative Education and Internships
What’s different about an RIT education? It’s the career experience you gain by completing cooperative education and internships with top companies in every single industry. You’ll earn more than a degree. You’ll gain real-world career experience that sets you apart.
Co-ops and internships take your knowledge and turn it into know-how. Your art and design co-ops will provide hands-on experience that enables you to apply your artistic capabilities in dynamic professional settings while you make valuable connections between classwork and real-world applications.
Students in the 3D visualization option are strongly encouraged to complete a cooperative education or internship experience.
Creative Industry Day
RIT’s Office of Career Services and Cooperative Education hosts Creative Industry Day, which connects students majoring in art, design, film and animation, photography, and select computing majors with companies, organizations, creative agencies, design firms, and more. You’ll be able to network with company representatives and interview directly for open co-op and permanent employment positions.
Rochester Institute of Technology (Dubai)
Overview:
Rochester Institute of Technology (Dubai) is a branch campus of the renowned Rochester Institute of Technology in the United States. Located in Dubai Silicon Oasis, a special economic zone for knowledge and innovation, RIT Dubai offers a comprehensive range of undergraduate and graduate programs in various fields, including engineering, business, computing, and design. The institution is committed to providing students with a high-quality American education in a dynamic and international setting.
Services Offered:
RIT Dubai provides a wide array of services to support student success, including:
Academic Support Center:
- Offers tutoring, study skills workshops, and other resources to enhance academic performance.
Advising Resources:
- Provides guidance on academic planning, career exploration, and personal development.
Health and Wellness:
- Offers access to healthcare services, counseling, and wellness programs.
Athletics and Recreation:
- Provides opportunities for students to participate in sports, fitness activities, and recreational programs.
Student Leadership:
- Encourages student involvement in clubs, organizations, and leadership initiatives.
Student Accommodation:
- Offers on-campus housing options for students.
Parking and Transportation:
- Provides parking facilities and transportation services for students.
Student Life and Campus Experience:
RIT Dubai fosters a vibrant and inclusive campus community where students can engage in a variety of activities and experiences, including:
Student Life at RIT Dubai:
- Offers opportunities for students to connect with peers, participate in social events, and explore cultural activities.
New Student Orientation:
- Provides a welcoming introduction to campus life and resources.
Co-op and Internship Program:
- Offers students practical work experience through co-op and internship opportunities.
Key Reasons to Study There:
American Degree:
- RIT Dubai offers a true American degree, recognized globally for its quality and rigor.
State-of-the-Art Campus:
- The campus features modern facilities and technology to support learning and research.
Co-op and Internship Program:
- Provides students with valuable work experience and career development opportunities.
Study Abroad Options:
- Offers students the chance to study at other RIT campuses or partner institutions around the world.
Global Connectivity:
- RIT Dubai is located in a dynamic and international hub, providing students with diverse perspectives and networking opportunities.
Academic Programs:
RIT Dubai offers a range of undergraduate and graduate programs, including:
Undergraduate Programs:
- Bachelor of Fine Arts in New Media Design
- Bachelor of Science in Psychology
- Bachelor of Science in Industrial Engineering
- Bachelor of Science in Cybersecurity
- Bachelor of Science in Computing and Information Technologies
- Bachelor of Science in Electrical Engineering
- Bachelor of Science in Mechanical Engineering
- Bachelor of Science in Marketing
- Bachelor of Science in Finance
- Bachelor of Science in Global Business Management
Graduate Programs:
- Master of Science in Organizational Leadership and Innovation
- Masters of Science in Professional Studies: Future Foresight and Planning
- Masters of Science in Engineering Management
- Masters of Science in Mechanical Engineering
- Masters of Science in Professional Studies: Data Analytics
- Masters of Science in Professional Studies: Smart Cities
- Masters of Science in Cybersecurity
- Masters of Science in Electrical Engineering
Other:
- RIT Dubai has a strong focus on innovation and entrepreneurship, with dedicated labs and centers supporting student projects and research.
- The institution boasts a diverse student body representing over 75 nationalities, creating a rich and multicultural learning environment.
- RIT Dubai has a high employability rate, with over 80% of graduates securing employment within six months of graduation.
- The institution has a strong network of alumni, providing students with valuable connections and career support.
3D Digital Design - 3D Visualization Option, BFA degree, typical course sequence
Course | Sem. Cr. Hrs. | |
---|---|---|
First Year | ||
DDDD-101 | Introduction to Modeling and Motion |
3 |
This course is an introduction to the representation of form and motion in three-dimensional software. The course focuses on the development of visual and verbal vocabulary as a means of exploring, developing, and understanding composition and motion with digital geometry and in virtual spaces. Topics include the basics of lines, planes, contour, transforming lines into form, composing images with a software camera, interaction of light and surface, perspective, resolution of geometry, and rendering. Perception and visual thinking are emphasized in the development of projects. Projects will include modeling organic and inorganic forms, composition, level of detail, creation of spaces and motion. Structured assignments develop skills in concept generation, basic form making, techniques for creating motion, and craftsmanship. Emphasis is placed on workflow, teamwork, and the technical and aesthetic aspects of each project. Lecture 2 (Fall). | ||
DDDD-102 | Introduction to Visual Design |
3 |
This course is an introduction to the development of surface materials in three- dimensional software, using the basic concepts covered in Intro to Modeling and Motion. Principles of additive and subtractive color are developed as they relate to the interpretation of physical phenomena within a virtual world. The vocabulary expands to include the interaction of light and surface attributes including: color, relief, specularity, transparency, and more. Projects focus on using color, value and texture to enhance the representation of form and space. The basics of node based materials design is introduced. Additional techniques for UV layout are introduced. Concepts are introduced through lectures, discussions, demonstrations, research, assigned projects, and critiques. Assignments develop skills in surface design, lighting and rendering. (Prerequisites: This class is restricted to students who have completed DDDD-101 with a C or better or equivalent course.) Lecture 2 (Spring). | ||
DDDD-103 | Imaging for 3D |
3 |
This course provides experience in generating images, both still and moving, for use with the three-dimensional software environment. Students learn techniques for drawing perspective and orthographic views as well as cabinet drawings, oblique drawings, and other techniques. Students learn to create curves to import for model creation, to capture images photographically to use as textures, to create wrapping textures, to compile multiple frames into a movie, to merge segments together into a single movie, to record and incorporate audio elements, and to export results to the web and other media. Students learn to use a green screen to add live elements to their work. (Prerequisite: DDDD-101 or equivalent course.) Lecture 2 (Spring). | ||
FDTN-121 | 2D Design I |
3 |
This course is a structured, cumulative introduction to the basic elements and principles of two-dimensional design. Organized to create a broad introductory experience, the course focuses on the development of both a visual and a verbal vocabulary as a means of exploring, developing and understanding two-dimensional compositions. Concepts are introduced through lectures, discussions, demonstrations, research, assigned projects and critiques. The course addresses a wide variety of media, tools, techniques both traditional and technological, and theoretical concepts to facilitate skill development and experimentation with process. Visual comprehension, the ability to organize perceptions and horizontal thinking that crosses other disciplines and theories, are key foundational components to the development of problem solving skills. Accumulative aspects of the curriculum included the exploration of historical and cultural themes and concepts intertwined with aspects of personal interpretation and experience. (Undergraduate Art and Design) Studio 6 (Fall, Spring). | ||
FDTN-131 | 3D Design I |
3 |
This course presents a progressive study over two-semesters in terminology, visual principles, exploration, concept generation, process, and techniques of three-dimensional design. Using hands-on problem solving, student will develop an informed understanding of the 3D form and space with an emphasis on the elements and principles of visual design and their function as the building blocks and guidelines for ordering a 3D composition. A heightened awareness of form and space will be developed through lecture, assigned projects, and critiques. Students will also develop a personal awareness of problem seeking and solving, experimentation, and critical analysis. **Note: May be taken as a one-semester offering** (Undergraduate Art and Design) Studio 6 (Fall, Spring). | ||
FDTN-141 | 4D Design |
3 |
4D Design introduces students to the basic concepts of art and design in time and space. The course explores elements of moving images such as continuity, still and moving image editing, transitions and syntax, sound and image relations, and principles of movement. Computers, video, photo, sound and lighting equipment are used to create short-form time-based work relevant to students in all majors and programs required to take this course. The course addresses the both historical conventions of time in art and recent technological advances, which are redefining the fields of Fine Art and Design. In focusing on the relations between students' spacing and timing skills, 4D Design extends and supplements the other Foundation courses, and prepares students for further work with time-based media. (Undergraduate Art and Design) Lab 5 (Fall, Spring). | ||
YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring). | ||
General Education – First-Year Writing (WI) |
3 | |
ARTH-1## | Any 100-level ARTH course (General Education-Artistic Perspective) |
3 |
ARTH-1## | Any 100-level ARTH course (General Education-Global Perspective) |
3 |
3 |
||
General Education – Natural Science Inquiry Perspective |
||
General Education – Scientific Principles Perspective |
||
General Education – Mathematical Perspective A or B |
||
Second Year | ||
DDDD-201 | Modeling and Motion Strategies |
3 |
This course provides extensive coverage of methods for modeling where evaluation of the appropriate modeling method to use in various situations is key. The emphasis in the course is on problem solving. Modeling challenges of various types are incorporated into the projects. With these techniques students create complex models of organic and inorganic forms using many techniques. (Prerequisites: This class is restricted to students who have completed DDDD-101 with a C or better or equivalent course.) Lab 2 (Fall). | ||
DDDD-202 | Layers and Effects |
3 |
Students learn to utilize render layers and to create effects using software that makes it possible to incorporate multiple layers of image and audio into a single project. Issues related to integrating images created using different renders is covered. Emphasis is placed on incorporating various elements into a cohesive whole matching lighting and perspective. (Prerequisites: DDDD-102 and DDDD-103 or equivalent course.) Lab 2 (Spring). | ||
DDDD-203 | Scripting |
3 |
This course covers the use of scripts to control various aspects of three-dimensional environments, models, textures, motion, production workflow and more. Students develop scripts to control particles, models, textures, motion, and interaction with the environment. Additionally students gain experience downloading scripts to micro controllers. (Prerequisites: DDDD-101 or SOFA-215 or IGME-219 or equivalent course.) Lab 2 (Fall). | ||
DDDD-209 | Project Planning and Production |
3 |
In this course students learn to develop design documents, timelines, budgets, marketing plans, and supporting material for potential projects. A project of their own design is then fully implemented and presented at the end of the term. (Prerequisites: DDDD-102 or equivalent course.) Lecture 2 (Spring). | ||
DDDD-207 | Lighting, Materials, and Rendering |
3 |
The course will focus on advanced techniques in lighting, materials, and rendering. Students will light objects and spaces. Students will use shading networks to incorporate groups of two-dimensional and three-dimensional textures into realistic and non-photorealistic materials. Students will learn to use texture maps instead of detail in models to increase interaction speeds. Textures are used to prototype simple models into complex scenes before completion of final geometry. Normal maps and displacement textures are used to create detail in model UVs. Use of the node-based system to control many aspects of the 3D environment is covered. Use of textures to simulate non-dynamic lights and shadows is introduced. Planning for the economical use of textures and for the replacement of models with texture maps in level of detail (LOD) situations will be addressed as well. Students will learn to design effective render layers and explore the strengths and weaknesses of various renderers to make effective judgments about which renderer to use in a given situation. (Prerequisites: DDDD-202 or equivalent course.) Lecture 2 (Spring). | ||
DDDD-208 | Anatomical Figure Drawing |
3 |
Lessons introduced in lecture will be applied during figure drawing sessions. These lessons describe a proportion system developed by Robert Beverly Hale to define the human skeleton. After studying the skeleton, the course focuses on all major muscle groups and their influence on the human form. Lab 3 (Spring). | ||
General Education – Ethical Perspective |
3 | |
General Education – Social Perspective |
3 | |
Art History Elective† |
3 | |
Programming Elective |
3 | |
Third Year | ||
DDDD-301 | Professional Practice (WI-PR) |
3 |
The course focuses on preparing students to enter the professional world. Projects include the development of a resume, cover letter, artist's statement, bio, and portfolio. Focus is placed on submitting work to competitions, both visual and written, related to their work. (Prerequisites: DDDD-103 or equivalent course and completion of First Year Writing (FYW) requirement.) Lecture 3 (Fall). | ||
DDDD-302 | General Education Elective: History of Digital Graphics (WI-PR) |
3 |
This course will focus on three-dimensional design, covering the development of digitally based 3D graphics and imagery from their prehistory to the present. Additionally, the course will explore related technologies and the growth of the computer graphics industry. Major pioneers and their contributions to the field are reviewed. The course traces the use of 3D digital tools in the creation of graphics for design, interactive media, fine art, animation, visualization, and performance: providing students with a solid foundation in the history and development of the discipline. Lecture 3 (Fall). | ||
DDDD-303 | Collaboration Project |
3 |
This course contextualizes mid-career acquired technical and aesthetic 3D Digital Design skills within a professional production setting. Students join or are assigned to collaborative teams that work with internal or external clients in the design, development, and completion of a long-form 3D Digital Design project that meets specific client-centered goals. Project scope, outcomes, milestones, deadlines and deliverables are negotiated and agreed upon between the client and the student team. The course focuses on the development of collaboration skills among the team members, and in the differentiation between team objectives and individual goals. Students will learn the process of clear communication with a client in a professional setting. (Prerequisites: DDDD-206 or equivalent course.) Lab 2 (Fall or Spring). | ||
3DDD Professional Electives |
6 | |
Open Electives |
6 | |
General Education – Immersion 1, 2 |
6 | |
Art History Elective† |
3 | |
Fourth Year | ||
DDDD-402 | Senior Capstone I |
3 |
The course focuses on implementation of a three-dimensional digital design project from the planning stage, through completion and presentation. By the end of the term the student will have completed at least half of the project and have made all of the aesthetic decisions relative to the project in preparation for an intense critique at the end of the term. (Prerequisites: DDDD-306 or equivalent course.) Lecture 3 (Fall, Spring). | ||
DDDD-403 | Senior Capstone II |
3 |
The course focuses on the completion of a major three-dimensional digital design project from the planning stage, through completion and presentation. Based on the feedback received in the critique at the end of the previous sections of Senior Capstone I, students will refine and complete their project and prepare to submit their work to competitions and integrate it into their portfolio. Finished projects are presented in a Senior Capstone show. (Co-requisite: DDDD-402 or equivalent course.) Lecture 3 (Spring). | ||
3DDD Professional Electives |
12 | |
Open Electives |
9 | |
General Education – Immersion 3 |
3 | |
Total Semester Credit Hours | 120 |
Please see General Education Curriculum (GE) for more information.
(WI) Refers to a writing intensive course within the major.
Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
† Art History electives are non-studio courses searchable in SIS with the Art History attribute of ARTH.
Electives
3DDD Professional Electives
Course | ||
---|---|---|
DDDD-304 | 3D Motion Graphics |
|
This course addresses the technical and aesthetic concerns in the production of 3D motion graphics for various implementations, including station identifications for television networks, film titles, public service broadcast, music video, scoreboard graphics and logos for advertising. The course also examines current trends and implications for future application of 3D motion graphics in the broader field of 3D communication design. Major areas of focus are the use of three-dimensional typography, design development and presentation, screen composition, timing, transition and content. 3D Visual Effects as they pertain to 3D motion graphics are also addressed. (Prerequisite: DDDD-101 or equivalent course.) Lab 3 (Fall or Spring). | ||
DDDD-516 | Advanced Studio: Topic |
|
This course will focus on working in a studio environment to explore or refine skills in an area of three-dimensional digital design. Students will work closely with the instructor to research and complete tutorials in a new area. They will develop skills in that area and then articulate what they have learned. An area of exploration will be defined by the topic for the course. Topics can not be re-taken. (Prerequisite: DDDD-306 or SOFA-226 or ILLM-506 or equivalent course.) Lab 2 (Fall or Spring). | ||
DDDD-517 | Experimental Workshop |
|
The course focuses on implementing, advanced, newly developing ideas in three-dimensional computer graphics. The specific topic varies and is determined by the instructor. A specific course outline is provided each time the course is taught. Potential topics include the creation of interactive installations, game asset design, digital performances, cyber fashion, network art, locative media, scientific visualization, information visualization, event design, projection design, or any new area in digital design. This course has a subtopic and may be repeated with different subtopics; subtopics cannot be repeated. (Prerequisites: DDDD-206 or equivalent course.) Lecture 2 (Fall, Spring). | ||
DDDD-521 | Character Design and Rigging |
|
This course will cover the design of characters and then the creation of them using three-dimensional software, inverse kinematics, parent and rigid binding, bones, and deformers. Students will design characters using techniques like interpretant matrices, model sheets, sketches, and maquettes followed by development of actual characters in software. Characters are designed for incorporation into motion graphics, games, real time applications, performance, or visualization. (Prerequisites: DDDD-201 and DDDD-203 or equivalent courses.
Co-requisite: DDDD-208 or equivalent course.) Lecture 2 (Fall). | ||
DDDD-522 | Environment Design |
|
This course covers modeling techniques useful in developing environments, both interior and exterior. The content of the course covers proportions appropriate to a variety of environments, lighting for spaces, surface design to replicate real world materials, and building to an appropriate level of detail for the circumstance. (Prerequisites: DDDD-201 and DDDD-207 or equivalent courses.) Lecture 2 (Fall). | ||
DDDD-523 | Hard Surface Design |
|
The course focuses on designing and constructing hard surface models including machinery, furniture, vehicles, electronics, and robots. Students explore the use of different modeling techniques in the process and are particularly interested in the flow of the topology within the geometry. Some attention is given to creating controls for moving the hard surface models. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Fall). | ||
DDDD-526 | Physical Interface Design |
|
This course covers the use of basic electronics so that students can develop embedded systems or controllers for games, design environments with ambient intelligence, design interactive museum exhibits and point of purchase installations, or embed electronics in clothing. Students use micro controllers, sensors, switches, lights, and motors to implement their designs. Lecture 2 (Spring). | ||
DDDD-527 | Real Time Design |
|
In this course students design levels for games or virtual worlds for a variety of applications. Once the design is complete, the design is implemented using high-end three-dimensional software. In many cases the projects will be large and will be executed by teams of students. Versioning systems will be used to keep track of the most recently developed assets. Models are imported into real time software engines for manipulation. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Fall or Spring). | ||
DDDD-528 | Simulating Natural Phenomena |
|
Students will learn to simulate gasses, liquids and forces as well as develop complex organic systems in natural environments. Students will employ particle systems, physics engines, l-systems, and software designed especially for developing richly detailed natural environments. The content of the course encompasses both modeling natural environments and also phenomena in motion, such has windstorms, fire, cloth, hair, fur, and water. (Prerequisite: DDDD-201 or equivalent course.) Lecture 2 (Spring). |
Programming Electives
Course | ||
---|---|---|
CMPR-271 | Computational Problem Solving for Engineers |
|
This course introduces computational problem solving. Basic problem-solving techniques and algorithm development through the process of top-down stepwise refinement and functional decomposition are introduced throughout the course. Classical numerical problems encountered in science and engineering are used to demonstrate the development of algorithms and their implementations. May not be taken for credit by Computer Science, Software Engineering, or Computer Engineering majors. This course is designed for Electrical Engineering and Micro-Electronic Engineering majors and students interested in the Electrical Engineering minor. (Prerequisites: (MATH-181 or MATH-181A or MATH-171) and (MCEE-BS or EEEE-BS or ENGRX-UND or EEEEDU-BS or ENGXDU-UND) or equivalent courses.) Lecture 3 (Fall, Spring). | ||
CSCI-141 | Computer Science I |
|
This course serves as an introduction to computational thinking using a problem-centered approach. Specific topics covered include: expression of algorithms in pseudo code and a programming language; functional and imperative programming techniques; control structures; problem solving using recursion; basic searching and sorting; elementary data structures such as lists, trees, and graphs; and correctness, testing and debugging. Assignments (both in class and for homework) requiring a pseudo code solution and an implementation are an integral part of the course. An end-of-term project is also required. Lec/Lab 6 (Fall, Spring). | ||
GCIS-123 | Software Development and Problem Solving |
|
A first course introducing students to the fundamentals of computational problem solving. Students will learn a systematic approach to problem solving, including how to frame a problem in computational terms, how to decompose larger problems into smaller components, how to implement innovative software solutions using a contemporary programming language, how to critically debug their solutions, and how to assess the adequacy of the software solution. Additional topics include an introduction to object-oriented programming and data structures such as arrays and stacks. Students will complete both in-class and out-of-class assignments. Lab 6 (Fall, Spring). | ||
GCIS-127 | Software Development for Transfers |
|
IGME-101 | New Media Interactive Design and Algorithmic Problem Solving I |
|
This course provides students with an introduction to problem solving, abstraction, and algorithmic thinking that is relevant across the field of new media. Students are introduced to object-oriented design methodologies through the creation of event-driven, media-intensive applications. Students will explore the development of software through the use of a range of algorithmic concepts related to the creation of applications by writing classes that employ the fundamental structures of computing, such as conditionals, loops, variables, data types, functions, and parameters. There is an early emphasis on object oriented concepts and design. (This course is restricted to students in NWMEDID-BS or NMDE-BFA with at least 2nd year standing or GAMED-MN students.) Lec/Lab 6 (Fall, Spring). | ||
IGME-105 | Game Development and Algorithmic Problem Solving I |
|
This course introduces students within the domain of game design and development to the fundamentals of computing through problem solving, abstraction, and algorithmic design. Students will learn the basic elements of game software development, including problem decomposition, the design and implementation of game applications, and the testing/debugging of their designs. (This course is restricted to GAMEDES-BS Major students.) Lec/Lab 6 (Fall, Spring). | ||
ISCH-110 | Principles of Computing |
|
This course is designed to introduce students to the central ideas of computing. Students will engage in activities that show how computing changes the world and impacts daily lives. Students will develop step-by-step written solutions to basic problems and implement their solutions using a programming language. Assignments will be completed both individually and in small teams. Students will be required to demonstrate oral and written communication skills through such assignments as short papers, homework, group discussions and debates, and development of a term paper. Computer Science majors may take this course only with department approval, and may not apply these credits toward their degree requirements. Lec/Lab 3 (Fall, Spring). |