New Media Interactive Development Bachelor of Science Degree
Overview for New Media Interactive Development BS
Why Study RIT’s New Media Interactive Development Major
An RIT New Economy Major: The interactive media major is part of a collection of degree programs that are forward-thinking and future-forming and help prepare you to excel in the multidisciplinary nature of our modern, dynamic economy.
Hands-on Experience: Two blocks of cooperative education (co-op) provide full-time, paid career experience working in industry.
Valuable Partnerships: Collaborate with students in RIT’s new media design major, which focuses heavily on interactive media design and emphasizes visual communication, 2D and 4D design, animation, and design strategy.
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.
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9 Majors That Launch Your Career in Digital Media
What is the Interactive Media Degree at RIT?
In RIT’s new media interactive development major, you’ll learn the programming and computing skills for multiple interfaces, and the interactive design skills needed to create outstanding user interaction. You can focus your studies on a specific area of new media to truly explore your interests and adapt your skills to a range of emerging technologies.
What is New Media?
New media is an ever-changing form of digital communication that engages, immerses, and often entertains users.
The term new media was first coined in the mid-80s to refer to the impact computing was beginning to have on traditional forms of media, like newspapers, radio, and television. But as digital platforms began to evolve beyond the internet, new media came to encompass all types of information and entertainment accessed by computers, phones, and tablets. New media now encompasses anything that integrates communication, computing, and technology – from social media networks (Facebook, Instagram) and music and television streaming services (Spotify, Hulu, Amazon Prime), to highly interactive digital technologies like wearables (Apple Watch, FitBit), virtual reality, augmented reality, and gaming.
A Dynamic Degree for New Media Interactive Development
In the degree in interactive media, your course work is concentrated on programming and interactive development with in-depth classes on topics such as:
- Mobile development and alternative interfaces
- Website design and implementation
- Physical/wearable computing
- Game design
- Game development, design and media production
- Interactive audio
You’ll build professional-quality websites, apps for mobile devices and tablets, and create social networking applications that connect people with technology and each other. In a digital environment, you’ll learn to program using current and emerging technologies for interactive web design, touchscreens, wearables, and interactive objects. In addition, coursework in design principles will make the interactive experiences you build look polished and captivating. Two blocks of cooperative education experience give you full-time, paid experience working in industry to help lead you to a career in interactive media.
New Media Courses
Compelling interactive design requires collaboration with designers. As a new media interactive development student, you’ll benefit from a close partnership with students in RIT’s new media design major. New media courses address interactive media design and emphasize visual communication, 2D and 4D design, animation, and design strategy. Both programs share core courses in programming and design, enabling students in both majors to develop the complementary skill sets needed for success in the industry.
Your fourth year concludes with a new media interactive development Capstone I and II, a two-course, two-semester experience in which you’ll work on a project for a corporate client who is seeking to identify and implement a digital solution to a challenge. You’ll gain the teamwork experience needed as you learn to develop, navigate, and leverage the designer-programmer-client relationship. With many courses, both project- and team-based, you’ll build a robust portfolio of interactive projects, positioning you to showcase your skills, capabilities, and knowledge to prospective employers upon graduation. View samples of new media team projects to see what our teams have created.
Interested in seeing what students can do in interaction design? View a collection of student work in the IGM Gallery.
Furthering Your Career in Interactive Media
Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable you to earn both a bachelor’s and a master’s degree in as little as five years of study, all while gaining the valuable hands-on experience that comes from co-ops, internships, research, study abroad, and more.
- +1 MBA: Students who enroll in a qualifying undergraduate degree have the opportunity to add an MBA to their bachelor’s degree after their first year of study, depending on their program. Learn how the +1 MBA can accelerate your learning and position you for success.
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Apply for Fall 2025
First-year students can apply for Early Decision II by Jan. 1 to get an admissions and financial aid assessment by mid-January.
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Careers and Experiential Learning
Typical Job Titles
| Web Developer | Front End Developer | Solution Developer |
| Software Developer | Software Engineer | Program Manager |
| Digital Director | Lead Usability Analyst | Quality Assurance Engineer |
| Programmer Analyst | UX Engineer | Technical Lead |
| UX Strategist | Interactive Developer | Javascript Engineer |
| Credentialing Specialist | Windows Phone Developer | IT Technician |
| Product Designer | Android Developer | Digital Technician |
| Application Developer |
Industries
Cooperative Education
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. It’s exposure–early and often–to a variety of professional work environments, career paths, and industries.
Co-ops and internships take your knowledge and turn it into know-how. Your computing co-ops will provide hands-on experience that enables you to apply your computing knowledge in professional settings while you make valuable connections between classwork and real-world applications.
Students in the new media interactive development degree are required to complete two blocks of cooperative education experience.
Careers in Interactive Media Development
Interaction designers are in demand. All kinds of companies and organizations seek interaction developers for a range of positions in which an organization needs dynamic and innovative digital experiences and creative technology solutions.
A sampling of companies that have hired graduates of RIT’s new media interactive development major includes American Greetings, Bottomline Technologies, Fidelity Investments, Forbes Media, GeekHive, IBM, JPMorgan Chase & Co, LenelS2, M&T Bank, MassMutual, Southwest Airlines, TD Bank, and Wegmans Food Markets.
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.
Featured Work and Profiles
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![group of RIT students posing together and smiling in front of a projection of a video game]()
Student Innovations at Game Jam Scores Multiple Wins
Erin Graham ’25 A game jam is the perfect blend of creativity, caffeine, and crunch – and in the November WolfJam, RIT students mastered all three.
Read More about Student Innovations at Game Jam Scores Multiple Wins -
![Starchitects video]()
Starchitects
Maddie Olszewski, Jenna DuBois, Wil Gross, Kevin Valete, Delancey Hobbs, Kenneth Wood, Alec Jones, Abraham Furlan, Felix Warner, Hugo Serinese ’24 Show us your shine!
Read More about Starchitects -
![white font spelling the word mold on a black background]()
MOLD.
Natalie Doback, Adelia Martinez, Paula Martel, Chase Glynn, Melanie Boncaro, Josiah Zehr, Ev Apostolico, Max Lama, Jacob Goodwillie, Shencheng Fu Come and play to your heart's content on an interactive table with some sick awesome visuals, sound, and atmosphere.
Read More about MOLD. -
![Constellation Cove video]()
Constellation Cove
Megan Garcia, J.P Bungart, Tina Chen, Judy Derrick, Jessica Foronda, Nihal Karim, Johan-Marc Miango, Brooke Portz, Jailyn Talavera ’24 Constellation Cove is a capstone project made by the group Bad Assets, consisting of 7 designers and 3 developers from the Rochester Institute of Technology. This is a digital installation experience...
Read More about Constellation Cove -
![Bloom - Digital bouquets]()
Bloom
Stephanie Dineen, Dennis Olmedo, Will Palmer ’23 New Media Capstone 2023
Read More about Bloom -
![Far Out video]()
Far Out
Allie Maus, Gia Caruso, and Michael Perez-Gelinas Share stories, develop connections.
Read More about Far Out
Curriculum for 2024-2025 for New Media Interactive Development BS
Current Students: See Curriculum Requirements
New Media Interactive Development, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| 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). |
4 |
| IGME-102 | New Media Interactive Design and Algorithmic Problem Solving II This course provides students a continued introduction to problem solving, abstraction, and algorithmic thinking that is relevant across the field of new media. As the second course in programming for new media students, this course continues an object-oriented approach to programming for creative practice. Topics will include re-usability, data structures, rich media types, event-driven programming, loaders, XML, object design, and inheritance. Emphasis is placed on the development of problem-solving skills as students develop moderately complex applications. (Prerequisites: C- or better in IGME-101 or equivalent course and students in NWMEDID-BS or NMDE-BFA with at least 2nd year standing or GAMED-MN students.) Lec/Lab 6 (Fall, Spring). |
4 |
| IGME-110 | Introduction to Interactive Media This course provides an overview of media in historical, current and future contexts. Incorporating lectures and discussion with hands on work involving written and interactive media assets, students examine the role of written and visual media from theoretical as well as practical perspectives. The course also provides an introduction to interactive media development techniques, including digital media components and delivery environments. Students will be required to write formal analysis and critique papers along with digital modes of writing including collaborative editing and effective presentation design. (This course is restricted to 1st - 3rd year students in NWMEDID-BS and GAMEDES-BS.) Lab 3, Lecture 3 (Fall, Spring). |
3 |
| MATH-131 | Discrete Mathematics This course is an introduction to the topics of discrete mathematics, including number systems, sets and logic, relations, combinatorial methods, graph theory, regular sets, vectors, and matrices. (Prerequisites: MATH-101, MATH-111, NMTH-260, NMTH-272 or NMTH-275 or a Math Placement Exam score of at least 35.) Lecture 4 (Fall, Spring). |
4 |
| MATH-185 | Mathematics of Graphical Simulation I (General Education – Mathematical Perspective A) This is the first part of a two course sequence that aims at providing the mathematical tools needed to manipulate graphical objects and to model and simulate the physical properties of these objects. Topics from linear algebra, primarily in two and three dimensional space, analytic geometry, and calculus will be presented. The emphasis is on linear algebra, particularly its application to problems in geometry and graphical systems. (Prerequisites: MATH-101 or MATH-111 or MATH-131 or NMTH-260 or NMTH-272 or NMTH-275 or equivalent course.) Lecture 3 (Spring). |
3 |
| NMDE-111 | New Media Design Digital Survey I This project-based course is an investigation of the computer as an illustrative, imaging, and graphical generation tool. It develops foundational design skills in raster and vector image creation, editing, compositing, layout and visual design for online production. Emphasis will be on the application of visual design organization methods and principles for electronic media. Students will create and edit images, graphics, layouts and typography to form effective design solutions for online delivery. (This course is restricted to students in the WMC-BS or HCC-BS or NMDE-BFA or NWMEDID-BS or DIGHSS-BS program.) Lab 3, Lecture 2 (Fall, Spring). |
3 |
| NMDE-112 | New Media Design Digital Survey II Through formal studies and perceptual understanding, including aesthetics, graphic form, structure, concept development, visual organization methods and interaction principles, students will design graphical solutions to communication problems for static and interactive projects. Students will focus on creating appropriate and usable design systems through the successful application of design theory and best practices. Assignments exploring aspects of graphic imagery, typography, usability and production for multiple digital devices and formats will be included. (Prerequisite: NMDE-111 or NMAD-155 or equivalent course.) Lab 3, Lecture 2 (Fall, Spring). |
3 |
| YOPS-010 | RIT 365: RIT Connections 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. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – First Year Writing (WI) |
3 | |
General Education – Artistic Perspective |
3 | |
| Second Year | ||
| IGME-099 | Co-op Preparation Workshop This course helps students prepare for co-operative education employment (“co-op”) by developing job search strategies and material. Students will explore current and emerging aspects of IGM fields to help focus their skill development strategies. Students are introduced to RIT’s Office of Career Services and Cooperative Education, and learn about professional and ethical responsibilities for their co-op and subsequent professional experiences. Students will work collaboratively to build résumés and digital portfolios, and to prepare for interview situations. (This course is restricted to NWMEDID-BS or GAMEDES-BS or COMPEX-UND students with at least second year standing.) Lecture 1 (Fall, Spring). |
0 |
| IGME-201 | New Media Interactive Design and Algorithmic Problem Solving III This is the third course in the software development sequence for new media interactive development students. Students further their exploration of problem solving and abstraction through coverage of topics such as GUI development, events, file I/O, networking, threading, and other advanced topics related to the design and development of modern dynamic applications. Programming assignments are an integral part of the course. (Prerequisites: C- or better in IGME-102 or equivalent course and student standing in NWMEDID-BS.) Lec/Lab 3 (Fall, Spring). |
3 |
| IGME-202 | Interactive Media Development In this course, students will learn to create visually rich interactive experiences. It is a course in programming graphics and media, but it is also a course on the relationship between ideas and code. Students will explore topics in math and physics by building programs that simulate and visualize processes in the natural world. Assignments will include major programming projects, such as building a virtual world inhabited by digital creatures that display observable behaviors. (Prerequisites: (C- or better in IGME-106 or IGME-116 or IGME-206 or IGME-201) and MATH-185 or equivalent courses and GAMEDES-BS or NWMEDID-BS Major or GAMEDD-MN students.) Lec/Lab 3 (Fall, Spring). |
3 |
| Choose one of the following: | 3 |
|
| IGME-230 | Website Design & Implementation This course provides an introduction to web development tools and technologies that are widely used in the development and distribution of content-focused websites and interactive web applications. Students will produce such websites and applications, and publish them using modern techniques. Programming projects are required. (Prerequisites: IGME-102 and (IGME-110 or NMDE-103) or equivalent courses and students in NWMEDID-BS or NMDE-BFA programs. Students cannot take and receive credit for this course if they have taken IGME-235.) Lec/Lab 3 (Fall, Spring). |
|
| IGME-235 | Introduction to Web Technology for Game Developers This course introduces web technologies commonly used in the production and distribution of both content focused web sites, and in the creation of interactive applications and games. Students will create web sites and web-native interactive experiences, and publish them to the web. Programming projects are required. (Students must be in GAMEDES-BS or NWMEDID-BS and have completed (IGME-102, IGME-106, IGME-116 or IGME-206) and IGME-110. Students cannot take and receive credit for this course if they have taken IGME-230.) Lecture 3 (Fall, Spring). |
|
| IGME-236 | Experience Design for Games & Media (WI-PR) This course examines the concepts of interface and interaction models in a media-specific context, with particular emphasis on the concept of the immersive interface. This course explores concepts such as perception, expectation, Gestalt Theory, interactivity, Semiotics, presence, and immersion in the context of media application development and deployment. In addition, underlying concepts of cognitive psychology and cognitive science will be integrated where appropriate. These theories are then integrated in the exploration of the immersive interface, and with related concepts such as user-level-interface modification, augmentation of identity, and the interface as a social catalyst. (Prerequisites: (IGME-102 or IGME-106 or IGME-206) and IGME-110 or equivalent courses and in GAMEDES-BS or NWMEDID-BS programs.) Lec/Lab 3 (Fall, Spring). |
3 |
| Choose one of the following: | 3 |
|
| IGME-330 | Rich Media Web Application Development I This course provides students the opportunity to explore the design and development of media-rich web applications that utilize both static and procedurally manipulated media such as text, images and audio. This course examines client and server-side web development and features common to such applications. Issues explored include framework characteristics, information management, presentation, interactivity, persistence, and data binding. Programming projects are required. (Prerequisites: IGME-230 or IGME-235 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS.) Lec/Lab 3 (Fall, Spring). |
|
| IGME-330H | Honors Rich Media Web Application Development I This course provides students a challenging introduction to the design and development of media-rich web applications that utilize both static and procedurally manipulated media such as text, images and audio. This course also examines web and interactive development and code architectures that are common to such applications. Students taking this course must be able to work independently and engage in directed research activities related to framework characteristics, information management, presentation, interactivity, persistence, and data binding. Programming projects are required. (Prerequisites: IGME-230 or IGME-235 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS and Honors Standing.) Lab 3 (Fall, Spring). |
|
| IGME-499 | Undergraduate Co-op (summer) Cooperative education is a work experience designed to supplement the educational process. Students may select from a range of activities designated as cooperative education, including relevant industrial experience, internships, entrepreneurial activities, as well as faculty-supervised research and innovation opportunities. (Prerequisite: IGME-99 or equivalent course.) CO OP (Fall, Spring, Summer). |
0 |
| STAT-145 | Introduction to Statistics† (General Education – Mathematical Perspective B) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Scientific Principles Perspective‡ |
3 | |
General Education – Ethical Perspective |
3 | |
| Third Year | ||
| Choose one of the following: | 3 |
|
| IGME-340 | Multi-platform Media App Development Interactive media applications are no longer restricted to personal computers. They can now be found on many distinct hardware platforms including mobile, tablet, wearable, and large-screened computing devices. In this course, students will learn to design, prototype and develop media rich interactive experiences that can be deployed to a wide variety of hardware devices. Programming projects are required. (Prerequisites: IGME-330 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS.) Lecture 3 (Fall, Spring). |
|
| ISTE-454 | Mobile Application Development I This course extends the material covered in the Foundations of Mobile Design course and provides students with the experience of creating interesting applications for small-size form factor mobile devices such as smartphones These devices are exceptionally portable, have unique sets of hardware and communications capabilities, incorporate novel interfaces, are location aware, and provide persistent connectivity. Students are encouraged to make creative use of these unique device characteristics and operating properties to develop innovative applications. Programming projects are required. (Prerequisites: (ISTE-252 and ISTE-340) or IGME-330 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
|
| ISTE-456 | Mobile Application Development II This course extends the Foundations of Mobile Design course in that students will learn to apply mobile design skills to develop applications in the Android platform. Students will design, develop, and test mobile applications using the Android Studio IDE. This course covers the major components such as activities, receivers, content providers, permissions, intents, fragments, data storage, and security. Programming projects are required (Prerequisites: (ISTE-252 and ISTE-340) or IGME-330 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
|
| ISTE-230 | Introduction to Database and Data Modeling (General Education) A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. Note: students should have one course in object-oriented programming. (Prerequisites: ISTE-120 or ISTE-200 or IGME-101 or IGME-105 or CSCI-140 or CSCI-142 or NACA-161 or NMAD-180 or BIOL-135 or GCIS-123 or GCIS-127 or equivalent course.) Lec/Lab 3 (Fall, Spring). |
3 |
| IGME-430 | Rich Media Web Application Development II This course provides students the opportunity to continue the exploration of Web technologies as they relate to the creation of media rich applications and experiences. Topics include backend server development, creation of Web APIs, modern web ecosystems, practical application of database management systems, Internet communication protocols, and investigations of large-scale full-stack Web development. These skills are portable to a wide variety of applications including interactive Web experiences, desktop applications, video games, and real-time communications. (Prerequisites: IGME-330 or IGME-330H or equivalent course.) Lec/Lab 3 (Fall, Spring). |
3 |
| IGME-470 | Physical Computing & Alternative Interfaces The rich variety and widespread adoption of gestural touch screens, motion-sensing devices, weight-reactive surfaces, wearable digital devices, and similar interface products demonstrates the demand for well-integrated devices and services that seamlessly couple people and environments. Such products can interface computers with real-world inputs and outputs, and give people new ways of controlling and experiencing their devices and information. This course provides a rapid technical introduction to basic electronics (components, circuits, microcontrollers, etc.) and emphasizes the application of interface design concepts to physically interactive and innovative product development. The course requires solo and team projects that blend electronics, programming, and design. (Prerequisites: IGME-102 or IGME-106 or IGME-206 or equivalent course and at least 3rd year standing.) Lec/Lab 3 (Fall). |
3 |
| IGME-480 | Current Topics in Interactive Development Interactive media development is a rapidly evolving field. This course provides an opportunity for students to learn and experiment with emerging themes, practices, and technologies that are not addressed elsewhere in the curriculum. Topics covered in this course will vary based on current developments in the field. Students will explore, design, and develop creative interactive experiences pertaining to the semester's domain area. Programming projects are required. (Prerequisites: IGME-330 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS.) Lec/Lab 3 (Spring). |
3 |
| IGME-499 | Undergraduate Co-op (summer) Cooperative education is a work experience designed to supplement the educational process. Students may select from a range of activities designated as cooperative education, including relevant industrial experience, internships, entrepreneurial activities, as well as faculty-supervised research and innovation opportunities. (Prerequisite: IGME-99 or equivalent course.) CO OP (Fall, Spring, Summer). |
0 |
Open Electives |
6 | |
General Education – Immersion 1, 2 |
6 | |
General Education – Natural Science Inquiry Perspective |
3 | |
| Fourth Year | ||
| IGME-588 | New Media Interactive Development Capstone II This course is designed to engage the New Media major in a capstone production experience. The instructor will form interdisciplinary student teams that will design, plan, prototype, and implement new media projects. Student groups are required to test their product with users and provide written feedback and analysis. Students will be evaluated on individual contributions and their team’s final capstone project. (Prerequisites: NMDE-401 or IGME-587 equivalent course.) Lab 3, Lecture 2 (Spring). |
3 |
| Choose one of the following: | 3 |
|
| IGME-587 | New Media Interactive Development Capstone I This course will focus on individual career preparation through topics such as resume development, job research, interviewing best practices, and creating or refining an online portfolio. Additional exploration and overviews will include the business aspects, practices, and workflows of the new media industry with a focus on designer/developer/client relationships. Students will integrate project workflows, management, team building, concept generation and prototyping through small team projects, and project research for New Media Interactive Development Capstone Il. (This course is restricted to NWMEDID-BS Major students with at least 3rd year standing.) Lab 3, Lecture 2 (Fall). |
|
| NMDE-401 | New Media Design Capstone I This course will focus on individual career preparation through topics such as resume development, job research, interviewing best practices, and creating or refining an online portfolio. Additional exploration and overviews will include the business aspects, practices, and workflows of the new media industry with a focus on designer/developer/client relationships. Students will integrate project workflows, management, team building, concept generation and prototyping through small team projects, and project research for NMD Capstone II. (NMDE-BFA 4YR or NWMEDID-BS 3+) Lab 3, Lecture 2 (Fall). |
|
New Media Interactive Development Advanced Electives |
6 | |
Open Electives |
9 | |
General Education – Immersion 3 |
3 | |
General Education – Electives |
6 | |
| Total Semester Credit Hours | 120 |
|
Please see General Education (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.
† Students have the option of taking Introduction to Statistics I (STAT-145) or one of the following math courses: Calculus A (MATH-171), Calculus (MATH-181), or Calculus I (MATH-181A).
‡ Students satisfy this requirement by taking either a 3 or 4 credit hour lab science course. If a science course consists of separate lecture and laboratory sections, students must take both the lecture and the lab portions to fulfill the requirement.
New Media Interactive Development Advanced Electives
| Course | |
|---|---|
| FNRT-328 | Composing for Video Games and Interactive Media |
| GCIS-410 | Vertically Integrated Projects (VIP) for Computing II The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on computation and applications of computing. (Prerequisites: Students with 3rd year standing or two semesters of GCIS-210 or equivalent courses.) Research (Fall, Spring). |
| GCIS-610 | Vertically Integrated Projects (VIP) for Computing The Vertically Integrated Projects (VIP) engage undergraduate students in long-term, large-scale, multidisciplinary project teams that are led by faculty. VIP courses are project-based, team-based courses directly supporting faculty research and scholarship. VIPs under this course number have a particular focus on computation and applications of computing. Research (Fall, Spring). |
| IGME-119 | 2D Animation and Asset Production This course provides a theoretical framework covering the principles of animation and its use in game design to affect user experience. Emphasis will be placed upon principles that support character development and animations that show cause and effect. Students will apply these principles to create animations that reflect movement and character appropriate for different uses and environments. (This course is restricted to students in GAMEDES-BS or NWMEDID-BS or GAMED-MN students.) Lec/Lab 3 (Fall, Spring). |
| IGME-219 | 3D Animation and Asset Production This course provides an overview of 3D game asset production. Basic ideas learned within the first asset production course are also revisited within the 3D environs. Topics covered include modeling, texturing, skinning and animation. Emphasis is put on low polygon modeling techniques, best practices in game art production, and effective communication strategies between artists, programmers and designers. (Prerequisites: IGME-119 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS.) Lec/Lab 3 (Fall, Spring). |
| IGME-340 | Multi-platform Media App Development Interactive media applications are no longer restricted to personal computers. They can now be found on many distinct hardware platforms including mobile, tablet, wearable, and large-screened computing devices. In this course, students will learn to design, prototype and develop media rich interactive experiences that can be deployed to a wide variety of hardware devices. Programming projects are required. (Prerequisites: IGME-330 or equivalent course and student standing in GAMEDES-BS or NWMEDID-BS.) Lecture 3 (Fall, Spring). |
| IGME-350 | International Game Industry This course will immerse students in the international games industry via a study-abroad experience in a location that will vary. The course will hold several meetings on campus before departure, but then the bulk of the course will center on a two-plus-week intensive experience abroad. While abroad, RIT students will spend half the course on the campus of a host university where they will participate in classes and/or other academic offerings, participate in a weekend game jam at the host university, and visit local and regional sites with cultural, historical, and/or game industry significance. Students will spend the rest of the course in a major city center of game development visiting game studios, governmental offices related to the games industry, and/or cultural and historical sites. This course has been offered for both Germany (the largest European games market) and Japan. Other offerings in other countries may emerge over time and the country visited varies for year to year. International travel is required. (Prerequisites: IGME-320 or IGME-330 or equivalent course.) Lecture 3 (Spring). |
| IGME-382 | Maps, Mapping and Geospatial Technologies This course provides a survey of underlying concepts and technologies used to represent and understand the earth, a form of new media collectively referred to as Geospatial Technologies (GTs). Students will gain hands-on experience with GTs, including Global Positioning Systems (GPSs), Geographic Information Systems (GISs), remote sensing, Virtual Globes, and geographically-oriented new media such as mapping mashups. Students also will develop basic spatial thinking, reasoning, problem solving, and literacy skills. Lec/Lab 3 (Fall). |
| IGME-386 | Spatial Algorithms and Problem Solving This course is targeted to students with a serious interest in geographical problem solving via underlying spatial algorithms. Students will learn how to compare and contrast different specific spatial algorithms for solving specific geographic problems and develop proficiency with encoding and implementing spatial algorithms in computer programs. Students taking this course will gain a broad interdisciplinary skill set in how to think spatially and computationally through critical engagement of geographical problem solving. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall). |
| IGME-423 | Games for Change This course provides students with the opportunity to explore games and simulations for social change and learning. Students will explore various research, design, and development techniques for applying games to addressing issues and problems in communities, from local to global. Students will learn to design and develop games and simulations as well as how to gather and analyze data about the games’ usage. Topics may include issues-based organizing and advocacy, place-based learning, and games for civics. In addition, students are exposed to current debates in the field of Games for Change. (Prerequisites: IGME-220 or equivalent course and GAMEDES-BS or NWMEDID-BS Major students.) Lecture 3 (Fall, Spring). |
| IGME-431 | Digital Video for the Web Interactive web-deployed video is an increasingly important medium. It is used by artists, influencers, instructors, and entertainers worldwide. Students working with video for the web require an understanding of its aesthetic qualities, limitations, forms of expression, and how all of it may be implemented within the context of user experience (UI/UX). This course will focus on video production, interactivity, and visual narrative. Emphasis will be placed on how to create and implement quality work optimized for responsive interaction, web delivery, and a target audience. (Prerequisites: ((IGME-236 or ISTE-260 or ISTE-264 or NMDE-201) and
(IGME-330 or ISTE-240)) or SWEN-344 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
| IGME-450 | Casual Game Development This course explores the design and construction of casual game experiences. Topics include modes of casual game play, mechanics for casual games, characteristics of successful games, development processes, and the distribution of casual games. Students will create casual games, and employ technologies to address issues of scalability, presentation, social interconnectivity, and game analytics. (Prerequisites: IGME-330 or equivalent course and restricted to students in NWMEDID-BS or IGME-320 or equivalent course and restricted to students in GAMEDES-BS.) Lec/Lab 3 (Spring). |
| IGME-460 | Data Visualization Our world is flooded with data, and making sense of it can be a challenge. Visualizations help by exposing information, trends, and correlations that might otherwise go unnoticed in the raw data. In this course, students will learn to collect, clean, organize, and filter data sets of their own choosing. They will learn and apply principles from multiple fields including visual design, the psychology of perception, user experience design, and ethics. They will create static and interactive visualizations with a variety of information structures (hierarchies, maps, timelines, etc.). Students will learn to develop exploratory experiences that tell the story within the data. Programming projects are required. (Prerequisites: IGME-330 or equivalent course.) Lec/Lab 3 (Spring). |
| IGME-529 | Foundations of Interactive Narrative This course focuses on the major elements of narrative for interactive environments. Students in this course explore the basics of narrative in the context of interactive games and media, with examination of digital storytelling in games and interactive environments of several varieties. Branching narrative, hypertext, multi- and non-linear concepts are also explored with an emphasis on balancing immersive and interactive aspects of digital narrative. (NWMEDID-BS,GAMEDES-BS) Lec/Lab 3 (Spring). |
| IGME-531 | Aesthetics and Computation Students will design and build creative applications, while studying the history of computation in the visual arts, music, and other relevant areas. Technical topics include advanced audiovisual programming techniques, while theoretical topics include foundational discussions on artificial life, generative art, microsound, participatory and process-based art, programming as performance, and computational creativity. Individual and/or group projects will be required. (Prerequisites: IGME-330 or equivalent course.) Lec/Lab 3 (Fall, Spring). |
| IGME-580 | IGM Production Studio This course will allow students to work as domain specialists on teams completing one or more large projects over the course of the semester. The projects will be relevant to experiences of the interactive games and media programs, but will require expertise in a variety of sub-domains, including web design and development, social computing, computer game development, multi-user media, human-computer interaction and streaming media. Students will learn to apply concepts of project management and scheduling, production roles and responsibilities, and their domain skill sets to multidisciplinary projects. Students will complete design documents, progress reports and final assessments of themselves and their teammates in addition to completing their assigned responsibilities on the main projects. (Prerequisites: (IGME-320 or equivalent course and GAMEDES-BS students) or (IGME-330 or equivalent course and NWMEDID-BS students).) Lec/Lab 3 (Fall, Spring, Summer). |
| IGME-589 | Research Studio This course will allow students to work as domain specialists on teams completing one or more faculty research projects over the course of the semester. The faculty member teaching the class will provide the research topic(s). Students will learn about research methodology to implement, test, and evaluate results of projects. Students will complete research reports and final assessments of themselves and their teammates in addition to completing their assigned responsibilities on the main projects. (This course is restricted to students in NWMEDID-BS or GAMEDES-BS with 3rd year standing.) Lec/Lab 3 (Fall, Spring, Summer). |
| IGME-590 | Undergraduate Seminar in IGM This is intended to allow for special one-time offerings of undergraduate topics or to allow faculty to pilot new undergraduate offerings. Specific course details (such as the course topics, format, resource needs, and credit hours) will be determined by the faculty member(s) who propose a given special-topics offering. (This course is restricted to students in NWMEDID-BS or GAMEDES-BS with 3rd year standing.) Lec/Lab 3 (Fall, Spring, Summer). |
| IGME-599 | Independent Study The student will work independently under the supervision of a faculty advisor on a topic not covered in other courses. (Enrollment in this course requires permission from the department offering the course.) Ind Study (Fall, Spring, Summer). |
| IGME-670 | Digital Audio Production Technologies and techniques for producing and manipulating digital audio are explored. Topics include digital representations of sound, digital audio recording and production, MIDI, synthesis techniques, real-time performance issues, and the application of digital audio to multimedia and Web production. (Students must be in GAMEDES-MS or GAMEDES-BS and have taken IGME-202. Undergraduate students may not take and receive credit for this course if they have already taken IGME-570.) Lec/Lab 3 (Fall). |
| IGME-671 | Interactive Game and Audio This course provides students with exposure to the design, creation and production of audio in interactive applications and computer games. Students will become familiar with the use of sound libraries, recording sounds in the studio and in the field, generating sound with synthesizers, and effects processing. Students will create sound designs for interactive media, integrating music, dialog, ambient sound, sound effects and interface sounds within interactive programs. (Students must be in GAMEDES-MS or GAMEDES-BS and have taken IGME-202. Undergraduate students may not take and receive credit for this course if they have already taken IGME-571.not if IGME-571) Lec/Lab 3 (Spring). |
| IGME-680 | IGM Production Studio This course will allow students to work as domain specialists on teams completing one or more large projects over the course of the semester. The projects will be relevant to experiences of the interactive games and media programs, but they will require expertise in a variety of sub-domains, including web design and development, social computing, computer game development, multi-user media, human-computer interaction and streaming media. Students will learn to apply concepts of project management and scheduling, production roles and responsibilities, and their domain skill sets to multidisciplinary projects. Students will complete design documents, progress reports and final assessments of themselves and their teammates in addition to completing their assigned responsibilities on the main projects. (Prerequisites: IGME-601 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
| IGME-690 | IGM Seminar This is intended to allow for special one-time offerings of graduate topics. Specific course details (such as the course topics, format, resource needs, and credit hours) will be determined by the faculty member(s) who propose a given seminar offering. (Varies) (This course is restricted to GAMEDES-MS students or (GAMEDES-BS or NWMEDID-BS students with at least 3rd year standing).) Lecture (Fall, Spring, Summer). |
| ISTE-454 | Mobile Application Development I This course extends the material covered in the Foundations of Mobile Design course and provides students with the experience of creating interesting applications for small-size form factor mobile devices such as smartphones These devices are exceptionally portable, have unique sets of hardware and communications capabilities, incorporate novel interfaces, are location aware, and provide persistent connectivity. Students are encouraged to make creative use of these unique device characteristics and operating properties to develop innovative applications. Programming projects are required. (Prerequisites: (ISTE-252 and ISTE-340) or IGME-330 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
| ISTE-456 | Mobile Application Development II This course extends the Foundations of Mobile Design course in that students will learn to apply mobile design skills to develop applications in the Android platform. Students will design, develop, and test mobile applications using the Android Studio IDE. This course covers the major components such as activities, receivers, content providers, permissions, intents, fragments, data storage, and security. Programming projects are required (Prerequisites: (ISTE-252 and ISTE-340) or IGME-330 or equivalent courses.) Lec/Lab 3 (Fall, Spring). |
| ISTE-458 | Advanced Topics in Wearable & Ubiquitous Computing This course is a sequel to ISTE-358, Foundations of Wearable and Ubiquitous Computing. In this advanced course, students will further their understanding of these technologies and what they can do. A major emphasis will be on context and activity recognition; for example, automatically understanding what a person is doing or whom they are with. This class is primarily project-based. (Prerequisites: ISTE-358 or equivalent course.) Lec/Lab 3 (Spring). |
| ISTE-470 | Data Mining and Exploration Rapidly expanding volumes of data from all areas of society are becoming available in digital form. High value information and knowledge is embedded in many of these data volumes. Unlocking this information can provide many benefits, and may also raise ethical questions in certain circumstances. This course provides students with a hands-on introduction to how interactive data exploration and data mining software can be used for data-driven knowledge discovery, including domains such as business, environmental management, healthcare, finance, and transportation. Data mining techniques and their application to large data sets will be discussed in detail, including classification, clustering, association rule mining, and anomaly detection. In addition, students will learn the importance of applying data visualization practices to facilitate exploratory data analysis. (Prerequisites: (STAT-145 OR MATH-251) and (GCIS-124 OR ISTE-121 OR CSCI-140 OR CSCI-142 OR CSCI-242 OR ISTE-200 OR IGME-201 OR IGME-106 OR GCIS-127) or equivalent courses.) Lecture 3 (Fall). |
| LING-581 | Natural Language Processing I This course provides theoretical foundation as well as hands-on (lab-style) practice in computational approaches for processing natural language text. The course will have relevance to various disciplines in the humanities, sciences, computational, and technical fields. We will discuss problems that involve different components of the language system (such as meaning in context and linguistic structures). Students will additionally collaborate in teams on modeling and implementing natural language processing and digital text solutions. Students will program in Python and use a variety of relevant tools. Expected: Programming skills, demonstrated via coursework or instruction approval. Lecture 3 (Spring). |
| NMDE-201 | New Media Design Elements II Information design for static, dynamic and interactive multimedia integrates content with visual indicators. Legibility and clear communication of information and direction is important to the success of any user interface design. This course integrates imagery, type, icons, actions, color, visual hierarchy, and information architecture as a foundation to design successful interactive experiences. (Prerequisites: NMDE-102 or NMDE-112 or equivalent course and student standing in NMDE-BFA or HCC-BS or DIGHSS-BS program.) Lab 3, Lecture 2 (Fall). |
| NMDE-203 | New Media Design Interactive II This course extends previous interactive design and development experience and skills to emphasize interactive design principles and development. The emphasis in this course will be on the creative process of planning and implementing an interactive project across multiple platforms. Students will concentrate on information architecture, interactive design, conceptual creation, digital assets, visual design and programming for interactions. (Prerequisites: NMDE-103 or ISTE-140 and NMDE-112 and NMDE-201 or equivalent courses.) Lab 3, Lecture 2 (Spring). |
| NMDE-302 | New Media Design Graphical User Interface This course examines the user-centered and iterative design approaches to application and interactive development with a focus on interface design, testing and development across multiple devices. Students will research and investigate human factors, visual metaphors and prototype development to create effective and cutting edge user interfaces. (Prerequisites: NMDE-201 and NMDE-203 or equivalent courses.) Lab 3, Lecture 2 (Fall). |
Admissions and Financial Aid
This program is STEM designated when studying on campus and full time.
First-Year Admission
First-year applicants are expected to demonstrate a strong academic background that includes:
- 4 years of English
- 3 years of social studies and/or history
- 4 years of mathematics is required and must include algebra, geometry, algebra 2/trigonometry, and pre-calculus. Calculus is preferred.
- 2-3 years of science is required and must include chemistry or physics; both are preferred.
- Computing electives are preferred.
Transfer Admission
Transfer applicants should meet these minimum degree-specific requirements:
- A minimum of precalculus is required. Calculus is preferred.
- Chemistry or physics is required.
- Computing courses are preferred.
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.
Learn more about financial aid and scholarships
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Contact
Program Contact
- Elouise Oyzon
- Associate Professor
- School of Interactive Games and Media
- Golisano College of Computing and Information Sciences
- 585‑475‑5910
- eroics@rit.edu
Offered within
the
School of Interactive Games and Media
School of Interactive Games and Media