Curriculum Development

The Media Design Programs at Hostos involve a wide range of general education requirements including credits in English, foreign language, science, and mathematics. With over 58% of our majors unable to pass the CUNY mathematics skills tests on enrollment into the college, it is of primary importance that we first apply G-FMS to developmental courses in this discipline. Professor Baker from mathematics will, with the assistance of the research team, take the existing MAT010 and MAT020 courses and rework them. The committee members will then be developing a MAT110 college math course built upon foundation of MAT100.

Once the Mathematics classes, the curriculum development team will then approach the sciences. Hostos Media Design majors traditionally sign up for Biology and Environmental Science courses, while our music majors are required to take an introductory physics course. For this reason the introductory classes BIO110, ENV110, and PHY105 will be analyzed and repurposed by professors Nunez-Rodriguez and Fernandez with the help of the G-FMS research team.

Professors Disanto & Rosa will play important supportive roles in all of the above. Professor Disant’s education background will bring state of the art practical knowledge and research to the process helping her colleagues in their rethinking and redesign of the selected courses. Professor Rosa whose primary role is in the Office of Educational Technology when he is not an adjunct professor of Biology will help these professor’s on the technological front with online resources, interactive design, and delivery systems.

Student Learning outcomes

MAT 015 Intro to Game Framed Mathematics

Student Learning Outcomes [ MAT 010 BASIC MATHEMATICS SKILLS FOR SCIENCE STUDENTS ] :

  • Set up a Real Number Line and plot on this line: whole numbers, fractions, decimals as well as integers
  • Read and write real numbers including: Whole numbers, fractions and decimals.
  • Compare and order real numbers using the less than or more than symbols
  • Round off whole numbers and decimals
  • Convert between representations of real numbers including: decimals, fractions, and percents as well as between scientific notation and either decimal or whole number.
  • Perform operations in correct order (order of operations): addition, subtraction, multiplication and division on real numbers
  • Set up and solve application problems involving selecting and applying operations on real numbers. Set up and solve application problems involving ratio, rates and proportions as well as percent application problems.
  • Simplify complex fractions
  • Conversions within and between systems of measurements including the English (US) and metric system.
MAT 035 Game Framed Intermediate Algebra

Student Learning Outcomes [ MAT 020 ELEMENTARY ALGEBRA ] :

  • Perform operations on and simplify numerical and algebraic terms
  • Solve linear equations in one variable
  • Translate word problems into algebraic equations and solve them
  • Factor polynomials using one or more techniques and apply these techniques to solve quadratic equations and to simplify rational expressions
  • Perform operations on and simplify radicals and roots
  • Write and graph linear equations in the Cartesian coordinate plane using various techniques and properties of linear equations
  • Solve systems of equations in two variables
MAT 110 Game Framed College Math
BIO 115 Intro to Game Framed Biology
ENV 115 Envisioning Environments
PHY 106 Game Framed Physics

Hostos Summer Games Institute

With our collaborative community complete and active, we will then be able to expand the focus of G-FMS to include local high school students. The Hostos Summer Games Institute will bring together area high school students with Hostos faculty and technology tutors, “Game Techs” picked from our college student population. The three-week long summer intensive will provide the opportunity to develop and assess the initiative for a wider audience while also illuminating pathways for students to pursue degrees in game design and STEM educational programs. The Summer Games Institute, centered on the G-FMS approach, will encourage exploration of STEM courses and initiate students in design methodologies through the development of their own games as well as the testing of games created by Hostos college students during the academic year. This later point is an incredible opportunity for our community college students to perform game design research while acting as an avenue of exploration for students to be inspired to pursue alternative career trajectories and commit to continuing on with their education. For the college students who are in the digital or education programs at Hostos, the Summer Games Institute will also be a wonderful opportunity to further explore game-framed teaching methodologies and Game Testing usability research. This will afford students the opportunity to have experiences that they may take on into their professional careers, and the pursuit of higher degrees.

The G-FMS Workshop Series

Commitment to the concept must go beyond the student body, however. The G-FMS Workshop series will bring this pedagogy to secondary school educators within the Bronx and Harlem communities, and has the potential to be a model in similar communities nationwide. It is important that the project’s outcomes and assessment strategies be promoted to other relatable programs and professionals. In our project summary we use the term 21st Century skillset, which suggests a modern era requiring different training. It carries a suggestion of technological adaptation on the part of the modern educator. What it does not suggest is the alteration undergone by those acquiring the skillsets. 21st Century students consume data on a wholly different level than previous generations. Negotiating these new learning styles is as essential to successful teaching as the subject matter at hand.

Sharing our Findings

Our mission is not only to design and perfect the concept of engaging students in subjects that they often fear through the gaming they love. We also intend to work toward propagating the practice. Throughout the process of developing our initiative we will be writing about and reporting on our developments and assessments on our website as well as in journal articles. In the end we plan to develop a working model to use as the central element in a variety of workshops. These workshops will be designed for presentation at professional conferences to engage educators in Game-Framing.