What is the game university for?

I did not go to game design school -- not that I had a choice, since only a handful of game design programs existed when I attended college. Like many in the industry, I'm "self-taught" -- which is to say, I relied on informal learning from a network of creative communities and random online tutorials. Today, I teach in one of the better-rated and better-funded game design programs in the world. With my self-taught background, I'm often suspicious of the idea of formal technical education. So here's my experience with teaching game development for the past 5-6 years:

There's often very loud implications from students, parents, and industry developers that we, as universities, are never doing enough to prepare students for the "real world". This criticism exists alongside the skyrocketing cost of US higher education, the ivory tower elitism of academia, and a societal shift toward privileging "practical" "hard" skills like science and engineering, instead of "useless" "soft" skills like literature or ethics. This anxiety is understandable, but it also plays into a very politically conservative vision of universities: that we exist only to train a productive and compliant workforce.

Danette Beatty recently tweeted something that seems very reasonable and actionable, and her thoughtful thread started a long important conversation on generalism vs specialization and how we ought to teach game development... but a lot of people don't read beyond the first tweet in a Twitter thread so I'd like to get into why "set your students up with the skills to actually get jobs that are in demand in the industry" has been complicated for me as a game dev teacher.

Radiator University, Summer 2018 course catalog

Hello prospective student. We here at Radiator University would like to apologize for the hiatus -- due to circumstances Beyond Our Control, all our course catalogs (printed materials, digital copies, and all backups) for Fall 2017 and Spring 2018 semesters were dumped off the side of the New Jersey Turnpike. We were puzzled as to why absolutely zero students enrolled in any classes throughout the whole academic year, but please rest assured that we have switched to a different vendor for all our printed materials in the future, and This Will Never Happen Again.

On behalf of RU, I'd like to invite all new and returning students to quadruple-enroll in various summer courses to make-up for the lost time. Here is a sample of our Summer 2018 course offerings:

ARTM 252: SPECULATIVE GUN LAB (4 credits)
Modern assault weapons are not just controversial, but also extremely ugly. In this class, we will conduct an art history analysis of firearms as aesthetic objects to understand how it all went wrong -- and link the decline of gun aesthetics with the decline of American moral authority since World War II, or maybe even before? Students will be expected to travel every weekend to apprentice under artistanal heritage gun smiths, and as a final project, design and manufacture a new type of firearm that reimagines the gun's relationship to nationalism -- the only constraint is that this new "speculative gun" cannot fire bullets or shells. What else can a gun do or be?

Offered only at West Virginia campus. Lab fee of US$11920.87, including accidental firearm discharge insurance, will be assessed by the university bursar. Prerequisites: at least 1 semester of both METL 200: INTRO TO METALURGY as well as HIST 92B: WESTERN THEORIES OF JUST WAR.

Radiator University, Spring 2017 catalog

Registration for most students at Radiator University has already begun. Make sure you sign-up for these classes soon before they completely fill-up! Here's a selection from our Spring 2017 catalog:

• ARTD 282: SPECULATIVE MENU DESIGN (2 credits)
  
  It is said that no game developer enjoys developing menus for their games. We believe this is a fucking lie, or at best, a misleading myth that reflects a developer's anxiety about framing their work. A game menu is the first thing most players see upon starting a game, it is the first second of the first minute of the first five minutes of a game.
  
  Does the game's options menu feature a field-of-view slider? How does the game describe "easy mode"? These trivial choices in menu UI design, while seemingly insignificant and boring, constitute a powerful paratext that suggests the intended audience for such games.
  
  To bypass unproductive fears about a menu's power, we will instead design and prototype main menus for video games that do not actually exist. What new games can we imagine into being, by simply imagining their menus?
  
  (Only offered at Lisbon campus.)
  

Radiator University, Fall 2015 catalog (excerpts)

CENG 395: ESCAPING A ROOM OF ONE'S OWN (STUDIO INTENSIVE)
In this class, we will analyze a variety of escape narratives, from stage magicians to US slave narratives to feminist memoirs to prison break films to the modern war refugee story, to articulate a robust "aesthetic of escape." When is escape possible and honorable, and when is escape futile or cowardly? From this cultural survey, we will conceptualize and construct a real-life "escape room" puzzle installation that attempts to invoke and honor this long and complex tradition of escapism in its materials, environmental storytelling, construction process, and puzzle design. (2 credits, Sao Paulo campus.)
Prerequisites: ARCH 211 History of Prisons, CENG 200 Intro to Plumbing Electrical and HVAC.

HTECH 201: HAMLET ON THE HOLODECK
Using a combination of 3D scanning, motion capture, and virtual reality technologies, we will literally attempt to recreate a scene from Hamlet on a "holodeck." In doing so, we will also critique the rhetoric of immersion that permeates popular fantasies about virtual reality and narrative, and align it with contemporary interpretations of Hamlet. For instance, in Shakespeare's time, the ghost-revenge plot was already a well-established trope -- thus, one could argue that Hamlet is essentially a self-aware character who knows he is in a cliched video game, and wonders whether he can transcend the military-entertainment complex's demand for graphic violence. (3 credits, Spring semester only.)
Prerequisites: ENGL 314 Elizabethan Literature, HTECH 100 Intro to Holographic Interfaces, at least 1 semester in any Melee Combatives lab.

EDUC 999: STANFORD UNIVERSITY EXPERIMENT (cross-listed: PSYCH 999)
The Stanford Prison Experiment was a notorious battery of mandated sadism that masqueraded as a scientific exploration of human nature. Using similar terms, we will attempt to build and perform a model "Stanford University" within our existing university, replete with its own facilities, students, faculty, and administrators. In the best case scenario, basic legal and ethical concerns for humane treatment of human test subjects will prevent us from running the experiment at all, thus implying that Stanford University itself is an oppressive institution barely distinguishable from a supposedly artificial and isolated prison. (no-credit pass-nopass only, Fall semester only.)
Prerequisites: CENG 395 Escaping a Room of One's Own

Previous semesters are available here: Fall 2014, Spring 2013

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Course catalog at Radiator University, Fall 2014

If I had a university, these are some of the courses I'd run:

PE822 -- CS:GO SPORTIFICATION INTENSIVE (2 units, Detroit campus)
In 1999, Counter-Strike changed the face of multiplayer shooters -- sci-fi gothic fantasy died and "realistic" squad maneuvers became the dominant discourse. The series then languished until 2012, when Counter-Strike: Global Offensive triggered a renaissance in player and level design theory. In this studio intensive course, we will critique this development history and "sportification" of the series while iterating on small levels designed for public and competitive play. (PREREQUISITES: Sculpture I, War Crimes seminar, Basketball II or higher.)

KL72 -- MAKER MAKER (3 units)
Tools like FPS Creator or RPGMaker bring new blood into development communities while manifesting structural critiques of game genres. If something is difficult to do in RPGMaker, can it be said that RPGs should generally not implement that feature? How do the workflows and "grains" of our tools affect our abilities to make things? This course argues that making a new generation of "maker" tools, grounded firmly in new genres, is imperative for articulating a new praxis of game development. (PREREQUISITES: at least 1 linguistic determinism seminar.)

R20A -- COLLAB WORKSHOP, "PERVASIVE ARGS" (2 units, Montana campus)
The "magic circle" refers to the idea that many games clearly demarcate the boundaries between players and those not playing -- e.g. you must be playing a game in order to score a goal, otherwise you're just some person kicking a ball on a grass field. Taking cues from David Fincher's thriller "The Game" (1997), we will act as "puppetmasters" to construct elaborate "alternate reality games" that surround / swallow our players' lives, blurring the line between playing and living. (PREREQUISITES: Metalworking II, Improv Studio 201, and/or equivalent professional experience)

E100 -- ENGLISH 1
Writing expository, analytical, and argumentative essays; developing critical reading and research skills. Review of sentence structure and grammar.

Course catalog at Radiator University, Spring 2013

If I had a university, these are some of the courses I'd run:

GD 202: LEVEL DESIGN STUDIO: SPACE AND DATA
There are two paradigms of level design in video games: the level as a constructed space, an architectured environment -- and the level as pattern of challenges, a series of situations and encounters. Students will build floorplans in Doom and engineer enemy attack waves for bullet-hell SHMUP games, build custom chess and checkers boards, and populate Skyrim dungeons with systemic parameters. We will also read an introductory body of architectural criticism and attempt to realize that theory as first person levels in Unity. In the end, we will argue that space and data are actually the same.
(4 credits; meets twice a week; satisfies "Spatial" breadth req.; Paris campus only)

DH 100: INTRODUCTION TO DIE HARD 1 STUDIES
This is the introductory course to Die Hard 1 Studies for students interested in majoring in Die Hard 1. We will watch Die Hard 1 every three weeks. In between screenings, we will read the novel it is based upon ("Nothing Lasts Forever" by Roderick Thorp), play Die Hard Arcade, tour several local modernist skyscrapers, and re-create scenes from the film in both analog and digital formats. By the end of the semester, students will be able to argue persuasively that Die Hard 1's many sequels do not actually exist.
(3 credits; meets once a week; bring your helicopter pilot license to the first class)