Senior Lecturer

Computer Games Design - UH-000025

Details on course entry requirements and University of Huddersfield general entry criteria is available via the University website or from the Admissions office.  Students with entry requirements lower than those specified may be accepted if they can demonstrate sound requisite skills that would be suitable and appropriate for this course.
The course is multidisciplinary in nature and should appeal to applicants with a breadth of technical and creative skills and interests. Applicants whose background is primarily either technical or creative and who can demonstrate the necessary interests and commitment are also encouraged to apply.

UH-000025 - Computer Games Design

Foundation Optional

Foundation Core

Foundation Compulsory

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Honours Optional

Honours Core

Honours Compulsory

Honours Level

Structure

Bachelor of Arts

Diploma of Higher Education

Certificate of Higher Education

Professional design development issues sufficient to enable the development of appropriate design solutions and the ability to critically appraise and discuss relevant issues.

Select, test and make appropriate use of materials, processes and environments. 

Creative practice in computer games design and an appreciation of how it is developing. 

Work effectively as a member of a multi-disciplinary development team. 

Effective use of general IT applications. 

The technical requirements and constraints affecting the design and implementation of computer games production. 

Critically evaluate and assess the extent to which a computer game or project satisfies the criteria defined for its use. 

Work as a member of a multidisciplinary development team, recognising the different roles within a team and the different ways of organising teams. 

Plan and produce visual assets for computer games to technical specifications. 

Articulate ideas and information in written oral and visual form. 

A range of design methods and tools used in the development and production of computer games. 

Demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to computer games design.

Demonstrate good communication skills and successfully present ideas through written, verbal and visual means. 

Manage one’s own learning and development including time management and organisational skills. 

Deploy effectively appropriate tools and techniques for the production of computer games assets. 

Develop ideas through to material outcomes using traditional and digital tools and techniques. 

Generate concepts, ideas, proposals or solutions in response to a set brief or self initiated activity. Devise and present original concepts for computer games. 

Key principles and concepts needed to design     compelling computer games.

Respond to a design problem or brief with appropriate solutions and explain and justify design decisions.

Exercise initiative and take personal responsibility, demonstrating the ability to manage their own learning. 

Quality and Standards
<ul>
<li>The University’s Teaching and Learning Committee has ultimate responsibility for quality and standards of teaching and learning in the University.</li>
<li>The School Board, via the School Teaching and Learning Committee has responsibility for implementing university policy through school-defined procedures.</li>
<li>Periodic school and subject reviews take place on a rolling quinquennial programme and focus inter alia on the arrangements for quality management and enhancement, teaching, learning and assessment, C&amp;IT strategies, the articulation and assurances of standards, external examiner reports and evaluation and links with professional bodies, employers and other external organisations.</li>
</ul>
Monitoring, Development and Evaluation
<ul>
<li>The Course Committee is responsible for the monitoring and development of the course or programme, taking account of feedback from staff, students and external examiners. Feedback is sought as follows:
<ul>
<li>from students through annual course and module evaluation questionnaires, termly student panel meetings and input from student members of the Course Committee;</li>
<li>from external examiners through annual reports, course assessment board minutes, assessment moderation reports and informal verbal communication during the year.</li>
</ul>
</li>
<li>The annual evaluation of the course/programme is the responsibility of the School Board. The Course Committee prepares an annual evaluation report comprising reporting and evaluation, informed by feedback from staff, students and external examiners and by statistical data.</li>
</ul>
Validation of Courses, Modules and Changes 
<ul>
<li>Course validation takes place under the University's Quality Assurance Procedures for Taught Programmes.</li>
<li>Amendments to course/programme and module documents are validated by the School Accreditation and Validation Panel.</li>
</ul>
Teaching and Learning
<ul>
<li>The School Teaching and Learning Panel, a sub-committee of the School Teaching and Learning Committee, is tasked with implementing the University's teaching and learning strategy and with fostering innovation in teaching and learning and the dissemination of good practice.</li>
<li>A process for the peer observation of teaching is in place with the object of enhancing teaching practice and sharing ideas between staff.</li>
</ul>

UH-000025

Course Validation
External Examiners’ Reports
National Student Survey
University Course Evaluation Survey

<ul>
<li>Year tutors are available to provide guidance on academic progress.</li>
<li>Module tutors are available to help with academic problems both inside and outside timetabled hours.</li>
<li>Supporting documentation is provided, either online or printed in the form of student handbooks, module handbooks, programme specifications and module specifications.</li>
<li>All modules and year groups are supported on the virtual-learning environment.</li>
</ul>