Video Games, Creative Industries and Society

2026-2027 - UG - Major Program Modification (Create New Calendar Entry)

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(A) Proposal summary
Next

  • Generate a GroupID code, if applicable.

  • GroupID
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • Content type*
    Choose ‘program’, unless you are certain the content you are creating should be a shared core. Contact ciqe@ontariotechu.ca if you require assistance.
  • Major Program Modification type*
  • Summary of proposed changes*

    We propose the addition of a new Specialization in Video Games, Creative Industries and Society to the Game Development and Interactive Media (GDIM) program in the Faculty of Business and Information Technology (FBIT), developed in partnership with the Communication and Digital Media Studies (CDMS) program in the Faculty of Social Science and Humanities (FSSH). This new specialization will be added to the Ontario Tech University Academic Calendar for the 2026–2027 academic year, expanding undergraduate program offerings and advancing the university’s strategy for cross-faculty integration, interdisciplinary teaching and research, and enrollment growth.

    Provide a brief point by point summary of the changes included in this proposal.
  • Is there a change to total credit hours in the program?*
  • Is a new course associated with this proposal?*
    Select 'yes' only if you are adding a brand new course to the calendar copy in this proposal.

  • If applicable, list new course codes, course titles and include hyperlinks to course proposals in Curriculog in the 'new courses' field below. To hyperlink, open a new window and search for the new course proposal in Curriculog. Copy the url from your web browser, return to this form and select the hyper link icon. Paste the url into the url field and save.

  • New courses
  • Are you creating a new minor that is not associated with a standalone major?*
  • If you answered yes to the above question, please describe in detail the capacity available to deliver the minor.
  • Calendar start date*
    Choose when the change should first appear in the academic calendar (e.g., Fall 2021).
  • Registration start date*
    Specify the first active term (e.g., Fall 2021).
  • Have you generated a GroupID code and added to all applicable proposals?*
    A GroupID code is used to match related proposals in the system. Use the link at the top of the proposal to generate a code, if needed.
  • STEP 2 - Attach supporting documents, if applicable

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

  • Are you attaching any supporting documents*
(B) Program component information and calendar copy
Next
  • STEP 3 - Complete Section B
  • Title of new program component*
    Video Games, Creative Industries and Society
    Video Games, Creative Industries and Society
    This will be the title of the program or shared core in the calendar.
  • Program type*
    Select the corresponding program type from the list of options. If you feel an option is missing, please contact ciqe@ontariotechu.ca.
  • Degree type*
    Select the corresponding degree type from the list of options. If you feel an option is missing, please contact ciqe@ontariotechu.ca.
  • Description of new program component*

    Video games are more than entertainment—they are profitable digital products, powerful communication tools, and popular art forms at the heart of the global creative industries. As a leading edge of technological innovation, a dynamic means of cultural storytelling, and a source of fun, joy and play for billions, video games exert far-reaching economic, social and cultural influence in the digital age. The Video Games, Creative Industries and Society specialization in the Bachelor of IT in Game Development and Interactive Media (GDIM) offers students a unique interdisciplinary education that integrates the professional, sociological, cultural, and ethical frameworks and skills of communication and social media studies alongside the entrepreneurial, technical, and creative dimensions of interactive game development, design and storytelling. Students will take most of their courses through the Faculty of Business & IT’s Game Development & Interactive Media (GDIM) program, complemented by specialized courses in the Faculty of Social Science and Humanities Communications and Digital Media Studies (CDMS) program. Through this specialized interdisciplinary program fusing development, communication, design, entrepreneurship, art and creativity, students will learn about video games and other digital products in relation to: the industries that produce and sell them, the technologies that we use to interact with them, the legal, policy, and ethical frameworks that shape them, the stories they tell and the representations they communicate, and the broader psychological and social impacts they have on everyday life. This specialization’s professionally and socially relevant curriculum provides students with a strong foundation in applied theory, research, analysis, and communicative, creative and digital literacies and practices, with a focus on video games and the wider creative industries. Rooted in Ontario Tech’s commitment to “tech with a conscience,” the program challenges students to think professionally, act creatively, and engage ethically with the fast-changing world of digital media, including video games, Hollywood films, TV series, advertising, podcasts, and social media such as Instagram, YouTube and TikTok. Graduates will be well-prepared for diverse careers across the creative and digital media sectors—as developers, digital storytellers, social media managers, online community organizers, entrepreneurs, content creators, researchers, and critics—ready to lead and shape the future of media in society.

    The description of the new program component will be included in the Academic Calendar.
  • Admission requirements*

    Admission is competitive. The specific average or standing required for admission varies from year to year. Students are selected by taking into consideration a wide range of criteria including school marks, distribution of subjects taken, and performance in subjects relevant to the academic program. Possession of the minimum requirements does not guarantee acceptance. Preference will be given to applicants with the best qualifications.

    Current Ontario secondary school students must complete the Ontario Secondary School Diploma (OSSD) with six 4U or 4M credits including English (ENG4U) with a recommended minimum average of 60 per cent and one of Advanced Functions (MHF4U) or Calculus and Vectors (MCV4U) or Mathematics of Data Management (MDM4U) with a recommended minimum average of 60 per cent or Computer Science (ICS4U) with a recommended average of 70 per cent. All other applicants should refer to admissions for the requirements for their specific category of admission.

    An outline of the requirements for admission to the new program component, including additional requirements or procedures, and recognition of prior learning experience.
  • Program map*
    Use this section to build a program map for the academic calendar that shows courses and/or research components offered each academic year.
  • Program structure*

    Students enrolled in the BIT specialization will complete core and elective GDIM courses, along with specialized courses offered by FSSH-CDMS. Just as in GDIM, 1x Experiential course is mandatory. The curriculum includes additional experiential and applied learning opportunities directly in the GDIM COMMON CORE studio courses (Game Development Workshops).

    Additional experiential and WIL opportunities are offered as they become available.

    Describe any experiential or other applied learning opportunities that are part of the new program component.
  • Program learning outcomes*

    The BIT program’s learning outcomes remain unchanged

    If you do not have a recent version of your program’s learning outcomes and alignment with the Degree Level Expectations, or would like to make a modification to them, please contact ciqe@ontariotechu.ca.

  • If you do not have a recent version of your program’s learning outcomes and alignment with the Degree Level Expectations, or would like to make a modification to them, please contact ciqe@ontariotechu.ca.

(C) Detailed proposal information
Next
  • STEP 4 - Complete Section C
  • Introduction
  • Brief background on existing program*

    Game Development and Interactive Media (GDIM) is designed to provide students with a wide range of game design development and interactive media expertise. Students are immersed in the game development process from day one and develop complete video games beginning in their first year. Successful students develop their knowledge and skills in a diverse team environment and learn to work effectively with programmers, artists, and designers to create innovative products that push the medium to its limits. Each semester students participate in the Game Development Workshop (GDW) that integrates knowledge in all disciplines in a back-to-back semester-long team project to design/develop/extend/polish an interactive game.

    Students work in multidisciplinary teams to apply their specific discipline developing and delivering a game at the end of each year. Students gain further experiential learning opportunities through the FBIT Experiential Options available (e.g. Capstone, Internship, Venture Creation etc.). Please see the Game Development and Interactive Media Handbook available on the Faculty of Business and IT website for more details on these and other program related options (SEE Appendix E and available online at: https://shared.ontariotechu.ca/shared/faculty/fbit/game-development/gdim-program-handbook.pdf). Our state-of-the-art Game Development lab features state-of-the-art and emerging technologies allowing students to explore new and exciting ideas in their projects. The lab contains exciting technologies such as Virtual Reality headsets, 3D scanners, Volumetric/Motion capture facilities, an audiometric sound recording booth, and the latest in interaction devices to provide students with real-world experience using technologies that they would not have access to otherwise.

    Students have opportunities to acquire business and management knowledge and develop entrepreneurial skills through the core and elective Business courses, allowing graduates to quickly advance their careers in the game industry as employees or entrepreneurs in charge of developing and managing their own gaming businesses.

  • Rationale for the new component*

    Augmenting GDIM with CDMS: The Video Games, Creative Industries, and Society specialization will augment the BIT program by adding a unique interdisciplinary curricular option for students. It will formally integrate the complementary researching and teaching strengths of both the Faculty of Social Science and Humanities’ (FSSH) Communication and Digital Media Studies (CDMS) program and the Faculty of Business and IT’s (FBIT) Games Development and Interactive Media (GDIM) program. This will enhance the GDIM program by augmenting one of its core areas of focus in the creative industries with CDMS’s game studies, digital/social media, and communications expertise. It will provide students with an innovative curricular map that blends the strengths of both CDMS and GDIM.

    In the recently completed GDIM Program Review, the external reviewers outlined some recommendations to improve the current GDIM. Specifically:

    • “Recommendation 5: Develop a required Game Studies course. While recognizing that GDIM is a largely technical program, a Game Studies course which focuses on the cultural and social impact of games outside of a serious games/gamification context (e.g., gender representation,

    cultural toxicity, etc.) would benefit the student body, support the “considering the societal implications of interactive content” PLO, and more closely align the program with the University’s stated aim of “tech with a conscience.” Student understanding of their creative output as a cultural object that both emerges from and impacts social conditions is vital to innovation. Ideally, this course would be offered in the second year of the program.”

    This proposed specialization addresses this recommendation by improving alignment with the “Tech with a Conscience” mandate (more info on this in the next section) and enhancing GDIM with core knowledge/practice of game studies (critical thinking, analyzing, understanding) from the social sciences perspectives in CDMS. Our proposed specialization goes beyond this recommendation (of inclusion of a single new course) to allow students to specialize in this field and deepen their game design, analysis, and critical thinking skills.

    A New GDIM Enrollment Option / Growth Strategy: This specialization will be a new enrollment pathway to the program in support of its (re)growth strategy, This program will add a distinctive offering to Ontario Tech, providing a unique enrollment option for prospective students. Its interdisciplinary, joint appeal may positively impact recruitment for both FSSH and FBIT, potentially increasing overall enrollment in both faculties.

    This BIT specialization will enhance Ontario Tech University by supporting the “tech with a conscience” mission by fostering a hybrid curriculum that combines game design and development with an analysis of the cultural, social, and ethical dimensions of digital games and creative industries in society.

    A Uniquely Differentiated BIT Specialization: this BIT specialization addresses a gap in Ontario’s higher education landscape, as there is no program that currently offers courses from game development and design, business, digital media, creative industries, social media, communication, cultural studies, and critical game studies. Currently, there are only two game “studies” programs in the Greater Toronto Area (GTA): the “Game Studies” Minor at the University of Toronto-Mississauga and the Digital Media – Game Arts Stream at York University.

    University of Toronto – Mississauga – Games Studies MINOR: The University of Toronto’s Game Studies Minor, developed through the Department of English and Drama, offers an analysis-based approach to games as cultural, artistic, and narrative forms. Other programs in the GTA focus on the technical aspects as embedded within computer science programs with a small set of courses focused on the critical aspects of understanding games, its history, and implications on society. The UTM minor program emphasizes a social science and humanities (SSH) perspective, examining the historical, theoretical, and rhetorical aspects of games and their role in storytelling. Students gain critical analytical skills and experience what it’s like to play and interpret tabletop, role-playing, and digital games. However, as a minor, this program does not offer a comprehensive degree in game studies, nor does it integrate the business, technology, design, creative industries, narrative, play, and socio-cultural studies of interactive games that our proposed joint program would.

    In this way, our program would be the first of its kind in the GTA, offering a uniquely comprehensive approach that bridges business insight, technical skills, and critical socio-cultural analysis.

    York University - Digital Media – Digital Media Game Arts Stream: At York University’s Keele Campus, the Digital Media Game Arts Stream within the School of the Arts, Media, Performance & Design provides a primarily technical and hands-on experience in game design and production. Students explore game development from concept to production, using various professional game engines across platforms like mobile media, web applications, gallery installations, and urban gaming. The program also examines emerging themes, such as alt-gaming, queer games, Not Games, and urban gaming. While innovative, this stream does not offer a full undergraduate degree, but rather serves as a pathway within the broader Digital Media program.

    In contrast, our proposed joint program will offer a unique, comprehensive curriculum integrating business, technical design skills, industry insight, interactive narrative storytelling, and the socio-cultural and ethical implications of video games. The proposed program bridges technical skills and theoretical and socio-cultural analysis within a full BIT structure, providing students with both hands-on experience in game creation and critical perspectives on games as socio-cultural artifacts and storytelling mediums, in relation to a wide range of other digital media products, from TV series to social media to movies.

    In sum, our BIT specialization addresses a gap in Ontario’s higher education landscape.
    How will this change enhance the program and/or opportunities for students and graduates?
  • Fit with the mission, mandate, strategic plans of the University and broader array of program offerings*

    The Game Development and Interactive Media (GDIM) program?s Specialized Bachelor of IT in Video Games, Creative Industries and Society is deeply aligned with Ontario Tech University?s mission, vision, values, and strategic goals, as outlined in the Integrated Academic-Research Plan (2023?2028). GDIM has long exemplified the university?s commitment to ?tech with a conscience,? and the new BIT specialization extends this commitment by combining technical, creative, entrepreneurial, and critical approaches to the study and practice of interactive media, digital storytelling, and the global creative industries.

    This specialization will serve as a new enrollment pathway that supports the ongoing growth strategy of the GDIM program.

    It offers a distinctive addition to Ontario Tech?s academic portfolio by providing a unique, interdisciplinary option for prospective students. Its joint appeal?bridging the Faculty of Social Science and Humanities (FSSH) and the Faculty of Business and Information Technology (FBIT)?has the potential to enhance recruitment efforts and increase overall enrollment across both faculties.

    The specialization is expected to attract students with an interest in both the technical, creative and socio-cultural aspects of video gaming and digital media, including those who seek careers in game development, creative industries, digital storytelling, social media communication, and cultural analysis. Graduates from high school or diploma programs in areas like creative entrepreneurship, digital arts, IT, and communications (including PR, marketing and advertising), as well as current OTU students from various disciplines, are expected to find this program highly attractive. Please see here for a profile of creative industries / information and cultural industries in Canada, here for video games or interactive entertainment in Canada, and here for an overview of the interactive digital media (IDM) industry in Ontario. The global gaming industry is rapidly growing, with job opportunities increasing across the division of labor, including research and development, design, social media communication, news and publicity, esports competitions, and more. Ontario?s investment in creative industries and the rise of interactive digital media (IDM) as a key sub-group in Ontario?s overall creative industries underscore the relevance of this program. Over the next 5-10 years, demand for skilled professionals in game design, interactive storytelling and social media communications is projected to increase, driven by advancements in technology and the growing importance of digital engagement. Graduates of the specialization will be well-prepared for professional roles in game design, social media and digital communications about games, content creation, socio-cultural analysis, and more. Graduates of the specialization will have a wide range of career options, reflecting the program?s interdisciplinary strengths in business, game design, technical skills, socio-cultural analysis, and written, oral, and digital communication. Potential career paths include roles such as Game Producer, overseeing the entire lifecycle of game development and coordinating teams across design, development, and marketing, or Interactive Narrative Designer, crafting immersive story experiences for games and interactive media. Graduates might also pursue positions as User Experience (UX) Designers, enhancing player engagement through intuitive design, or as Esports Managers, managing events, partnerships, and sponsorships within the growing esports industry. For those interested in EDID considerations, roles like EDID Consultant provide opportunities to guide the integration of equity, diversity, inclusivity, and decolonization in game content. Other potential careers include Gaming and Tech Policy Analyst, developing policy recommendations for digital games and media, and Community Manager, fostering engagement and addressing player feedback within online gaming communities. Roles in social media creation and communication are also expanding, such as Games Publicist, Social Media Strategist, and Content Creator (e.g., YouTube or TikTok gaming content creator). Graduates interested in educational applications may pursue roles like Learning/Game-Based Instructional Designer, focusing on developing educational games and interactive learning tools. Additional career paths include AR/VR Specialist, Interactive Media Researcher, and Scriptwriter. These diverse career options reflect the program?s holistic approach, equipping graduates to apply their skills across the creative, technical, business, and social dimensions of the gaming and digital media industries. Additionally, just as existing graduates in GDIM develop careers as Game Programmers/Designers/Artists and Entrepreneurs, this specialization will offer a unique opportunity to enhance and deepen their design, analysis, and critical thinking skills to make them even more competitive in this increasingly competitive job market.

    Vision: Embracing ?tech with a conscience? to advance knowledge and promote sustainability. We aim to understand the social and ethical implications and applications of technology to improve the lives of humans and the planet. The new specialization embraces this vision through research, teaching, and engagement that foregrounds the ethical, social, and cultural dimensions of video games and related technologies. The Video Games, Creative Industries and Society specialization enables BIT students to ethically and critically assess the implications of video game technologies and the global creative industries, while also providing them with the professional skills to harness these new and emerging technologies for creative expression, storytelling, innovation, and social good. Faculty and students examine the ways digital media technologies?especially social media and games?can be both harmful and transformative, promoting values such as democracy, equity, sustainability, and cultural inclusion. The specialization directly supports the development of a social conscience about the role and application of video games in society.

    Mission: Equipping future leaders to solve complex problems; responding to student and societal needs; telling our story through innovation, ethics, and engagement. The GDIM program exemplifies the university?s mission by cultivating student capacity to critically engage with complex social and technological issues, while building creative and professional skills for success in a rapidly evolving media landscape. The new specialization in Video Games, Creative Industries and Society extends this mission in the following ways: it bridges design, technical and business knowledge (from FBIT) with sociocultural and ethical understanding (from FSSH), offering students a well-rounded interdisciplinary education. It responds directly to growing student, industry, and society interest in video games and interactive media as dynamic sites of employment, work, creativity, and critical inquiry. It prepares students to work across sectors?as designers, entrepreneurs, communicators, storytellers, and researchers.

    Description of how the proposed modifications fit into the broader array of program offerings, particularly those areas of teaching and research strengths, and complementary areas of study.
  • Resource requirements
  • Faculty members*

    The specialization is co-led by Tanner Mirrlees (FSSH–CDMS) and Andrew Hogue (FBIT–GDIM), with support from a joint sub-committee composed of faculty members from both programs. Full-time faculty from CDMS and GDIM—with expertise in game development and design, communication and digital media teaching and research, and the socio-cultural study of games—will form the core instructional team for the specialization. As student interest and enrollment to the specialization grow, additional instructional support may be needed through limited-term faculty appointments, academic associates, and sessional instructors. To ensure smooth program delivery, ongoing coordination between Budget and Planning Officers and Academic Advisors in both FSSH and FBIT will be essential—particularly in relation to annual course scheduling and annual academic pathway mapping for students enrolled in the specialization.

    List of core faculty associated with the program, including appointment status, home unit, areas of teaching and research interests, and any new faculty requirements and gaps they would be expected to fill.
  • Additional academic and non-academic human resources*

    N/A

    Details of any administrative requirements, including support staff, adjunct and part-time faculty, supervision of experiential learning opportunities, and any other additional academic and non-academic human resources.
  • Physical resource requirements*

    No new physical resources are required, as the BA specialization will utilize the existing infrastructure and facilities of both the Faculty of Social Science and Humanities (FSSH) and the Faculty of Business and Information Technology (FBIT). The specialization will be supported by Ontario Tech’s current resources.

    Details of any physical resource requirements, including library holdings, information technology support and student services, special equipment, and space requirements (classrooms, laboratory, graduate student work/study space, other).
  • Business plan
  • Statement of funding requirements*

    No new funding is required initially, as the BIT specialization draws on existing courses offered by FSSH’s Communication and Digital Media Studies (CDMS) and FBIT’s Game Development and Interactive Media (GDIM) programs. Should enrollment in the specialization increase, additional funding may be required to support new course sections in each program (and costs related to new sessional instructors, etc.)

    A summary statement of the funding required to support the modification, including projected enrolments, start-up and continuing costs, if applicable.
  • Statement of resource/funding availability*

    The existing resources are adequate to support the launch of this BIT specialization. The program draws on existing and regularly scheduled courses from the CDMS program in FSSH and the GDIM program in FBIT. Should enrollment in the specialization grow, additional budgetary resources may be required on an annual basis to support the offering of additional course sections in both faculties.

    Statements attesting to the adequacy of resources to support the modification from Deans who may have faculty members involved in or are contributing resources, the Registrar or the Dean of Graduate Studies, the Chief Librarian and the Provost.
  • Transition and communication plan
  • Transition plan for both new and current students*
    • Planned Launch Date: The new specialization will launch in the 2026–2027 academic year.
    • Marketing and Promotion: The Registrar’s Office and Marketing team should develop dedicated promotional materials for the specialization, including web pages, postcards, and a feature in the Ontario Tech viewbook. The specialization should also be promoted at standard Faculty of Social Science and Humanities (FSSH) recruitment events. Marketing pitch: Join Ontario’s first-ever Video Games, Creative Industries and Society specialized BA at Ontario Tech University! Integrating business, creativity, technology, and critical thinking, this program is ideal for those looking to learn how to make games and analyze their social and cultural dimensions. Gain hands-on skills and deep insights into game industries, design, interactive storytelling, and societal impact, and become part of a new generation of games makers with a conscience. Marketing Outlets: Ontario University Fair; Social Media platforms (LinkedIn, Instagram, YouTube, TikTok); Partnerships with local gaming companies and tech hubs; OTU Open Houses and webinars; Promotion at key academic conferences, including the Canadian Games Studies Association (CGSA), Canadian Communication Association (CCA)
    • Admissions and Registration: The specialized BIT must be added as a distinct enrollment option on the Ontario Universities' Application Centre (OUAC) platform.
    • Planning and Scheduling: Budget, planning and scheduling officers from both FSSH and the Faculty of Business and Information Technology (FBIT) should coordinate planning and scheduling.
    • Academic Advising: Advisors from both faculties must be informed of the specialization’s specific requirements and how they differ from the GDIM BIT and CDMS BA. Advisors will be responsible for ensuring that enrolled students’ course selections align with the specialization’s academic pathway.

    Program Oversight: A cross-faculty subcommittee should be established to oversee the specialization. This committee will include at least one representative each from CDMS (FSSH) and GDIM (FBIT) and should meet at least once per revie to review curriculum, enrollment trends, and student feedback. If the specialization results in massive enrollments, it may be beneficial to convert it to a full undergraduate degree program, overseen by a dedicated UPD.

    Semester (e.g., Fall 2025) for the implementation of the proposed changes; include a plan for all current students in the program, by year level. If this change impacts students that are not new and/or 1st year students as of the start date, then a transition plan is required. Please remember to consider off-map students.
  • Communication plan for both new and current students*

    No major communication plan is required, as the addition of the new program specialization will not impact current students. The overall degree requirements and curricular pathways for both new and existing students remain unchanged. The specialization functions primarily as an enrollment mechanism within the existing program structure. Academic Advising will be informed of the students enrolled in the specialization and will ensure that their annual course planning aligns with the specialization’s requirements.

    Please explain how the current students will be made aware of this change (e.g., Who will be responsible for notifying students? How? Is Academic Advising aware?). Please remember to consider off-map students.
  • Converting to online options
  • Does this proposal contain any intended conversion of progam components to online options? If yes, please complete the remaining items below.*
  • Adequacy of technological platform
    Describe the adequacy of the technological platform to be used for online delivery.
  • Maintenance of and/or changes to the quality of education
    Describe how the quality of education will be maintained and/or changes when moving to online delivery.
  • Maintenance of and/or changes to program objectives
    Describe how the current program objectives will be maintained and/or changed when moving to online delivery.
  • Maintenance of and/or changes to program-level learning outcomes
    Describe how the current program-level outcomes will be maintained an/or changed when moving to online delivery.
  • Sufficiency of support services and training for teaching staff
    Describe the support services and training for teaching staff that will be made available when moving to online delivery.
  • Sufficiency and type of support for students in the new learning environment
    Describe the sufficiency and type of supports that will be available to students when moving to online delivery.
  • Other
  • Additional supporting information, if applicable
    Describe any additional information needed to support the proposal.
(D) Impact and consultation
Next
  • STEP 5 - Complete Section D

  • Consultation is central to governance at Ontario Tech. Faculties are required to consult with all areas impacted by this change, and the home faculty dean is responsible for all consultation decisions in this section of the form. Note that any false statements related to consultation may require re-submission of proposals.

  • Faculty Consultation
  • Will this change impact any other faculties? Some examples may include, but are not limited to, the scenarios listed below.*

  • Examples:

    • A course from another faculty is being added or removed from the program map.
    • Changes to joint and/or service programs (e.g., 'and Management' programs, targeted minors).
    • Changes to year of offering for courses from another faculty (e.g., moving a course from Year 1 to Year 2).

    Additional examples can be found in the Resources section of the CIQE website.

  • If you answered yes to the question above, please explain and outline the consultation process in detail. Attach relevant documents (emails, Faculty Council minutes, etc.) or include links to corresponding documents. *

    This BIT specialization has been in development for the past three years and is the result of sustained consultation among Tanner Mirrlees (CDMS UPD) and Andrew Hogue (former GDIM UPD), James Robb (GDIM UPD), faculty members in the Communication and Digital Media Studies (CDMS) and Game Development and Interactive Media (GDIM) programs, as well as with deans, administrative staff, and academic support units. The core developer team shared ideas and plans on a Miro board (https://miro.com/app/board/uXjVN2r3zPA=/). The specialization proposal has the full support of both faculty and program teams. Dean Peter Stoett (FSSH) and Dean Carolyn MacGregor (FBIT) fully endorsed the idea. As part of the development process, Tanner Mirrlees and Andrew Hogue held a substantive meeting with Kimberley McCartney and Darryl Papke (CIQE), Joe Stokes (Registrar?s Office), and Dana Reeson (Institutional Research and Analysis) to discuss the Notice of Intent (NOI) for a joint CDMS?GDIM program in Video Games, Creative Industries and Society. Following the December 2024 Academic Resource Committee meeting, it was determined that the best path forward would be to structure the offering as specializations within each faculty?s program, rather than as a standalone joint degree. Dean Stoett also presented the specialization to the FSSH Faculty Council in Fall 2025.

    From: Tanner Mirrlees
    Date: Thursday, January 9, 2025 at 5:45 PM
    To: Peter Stoett , Carolyn McGregor
    Cc: Andrew Hogue
    Subject: Update: FSSH-FBIT Games, Creative Industries & Society (Specialization?)

    Dear Peter and Carolyn,

    Andrew Hogue (cc?d here) and I met for a substantive discussion with Kimberley McCartney and Darryl Papke (CIQE), Joe Stokes (RO), and Dana Reeson (IRA) regarding our NOI for the joint CDMS-GDIM - Games Creative Industries and Society program (as required, following December?s ARC meet). After today's discussions with Kimberley and Joe, there is now a very strong preference to build specializations, not a new program. The rationale provided was that this approach represents the "path of least resistance," offering the highest likelihood of success while still retaining the primary differentiated growth and enrollment benefits to both faculties and programs of a new joint program.

    Here is the gist of the justification for building the specializations instead of a new joint program:

    1. Efficiency in Curricular Proposal Process: a specialization requires only a major program modification by CIQE, which is far less resource and time-consuming than developing a full new program proposal. A new program involves extensive curricular documentation; the specialization does not.
    2. Efficiency in Curricular Approval Process: the specialization proposal is likely to be approved more swiftly than a full new program, which involves many many more governance steps. Unlike a new program, the specialization does not require the resource-intensive and 2-year steps of formal proposal development, external reviews, or ministry approval.
    3. Efficiency in New Specialization Launch / Enrollment Potential: if completed and approved by April 2025, the specialization could be marketed in the Fall / Winter recruitment cycle, with first cohort starting in Fall 2026. In contrast, a full new program, subject to development, external review, and approval timelines, might not be ready to launch until AY 2027 or even 2028.

    Other benefits of specialization:

    • Andrew and Tanner have already designed / put together specialization curricular maps, so this is near complete. Each curricular map represents parity in CDMS and GDIM course sharing, an even split, meaning this is a true collaboration, for mutual benefit.
    • Specialization supports OTU Strategic Plan: differentiated growth via two new offerings (support enrollments to faculties).
    • Curriculum: comprised of existing CDMS and GDIM courses
    • Enrollment: the specialized BA and BIT will be two new and ideally successful enrollment mechanisms for FSSH and FBIT. Students can enroll in either the FSSH version or the FBIT version.
    • Marketing: the specialized BA and BIT will be marketed on The Ontario Universities' Application Centre (OUAC), and through distinct public materials (postcards, web pages, and so on)
    • Teaching / course service: credited to both faculties regardless of the student?s home faculty; FSSH and FBIT are both credited by upper Budget and Planning administration, for teaching contribution.
    • If these specializations succeed and enroll many students, there is option to upscale to full new program. In short term, there is no requirement for new undergraduate program director (UPD). Existing UPDs could continue to communicate with each other, and the specializations can be communicated about by CDMS and GDIM leads at Open House / University Fair, in the same fashion that the existing program specific specializations are marketed.



    From: Peter Stoett
    Sent: Thursday, January 9, 2025 6:18:56 PM
    To: Tanner Mirrlees; Carolyn McGregor
    Cc: Andrew Hogue
    Subject: Re: FSSH-FBIT Games, Creative Industries & Society (Specialization?)

    Thanks Tanner and Andrew, this is all fine with me. We can always convert to a program in a few years if numbers warrant (one downside: it will be very difficult to justify new hire(s) based on specializations alone).
    As for the timeline scenarios, I?d say blast forward with number 1. I see no gain in waiting another year for this to start up and would love to be able to advertise it next fall.
    Over to Carloyn.

    Peter

    From: Carolyn McGregor
    Sent: Wednesday, February 19, 2025 11:54:46 PM
    To: Tanner Mirrlees; Peter Stoett
    Cc: Andrew Hogue
    Subject: RE: FSSH-FBIT Games, Creative Industries & Society (Specialization?)

    Hi Tanner,

    You have my support with pursuing this route. This makes sense to me to be responsive more quickly than the time it would take to develop out and receive approval for a new course.

    Warmest regards

    Carolyn

  • Student Consultation
  • How have current or prospective students been consulted about this change? (e.g., informal conversations, attendance at meetings, survey, indirectly through academic advising). Please provide details below. *

    Students in the Faculty of Business and Information Technology (FBIT) already enroll in a number of Communication and Digital Media Studies (CDMS) courses as electives, and Game Development and Interactive Media (GDIM) students have frequently expressed interest in greater integration between the two programs. Similarly, CDMS students have expressed a strong desire to take more GDIM courses and to see increased curricular flexibility that would allow them to combine the strengths of both faculties—merging the creative, critical, and sociocultural focus of CDMS with the entrepreneurial and design expertise of GDIM. Current students will not be impacted by the new specialization.

  • Equity, Diversity and Inclusion
  • What considerations have been made for equity, diversity, inclusion and decolonization?*

    The proposed specialization has considered interdisciplinary perspectives from business, technology, social, and cultural studies to interweave Equity, Diversity, Inclusivity, and Decolonization (EDID) ideas in gaming and creative industries research, development and education into the curriculum. The integrated curriculum addresses complex dynamics of power, labor force inclusion/exclusion, representation, and the communities within and surrounding the digital gaming and creative industries. This interdisciplinary approach enables students to not only develop professional knowledge and technical design skills for the games industry, but also, to critically examine and challenge inequities and oppressions embedded in the wider creative industries, media design and development, narratives and play experiences, and within digital communities and digital cultures. By blending business insights, technical skills and critical socio-cultural analysis, students will learn to create and evaluate digital games “tech with a conscience,” in line with EDID principles. This commitment is reflected in both the curriculum and the faculty’s research expertise. GDIM courses will focus on the business, technical, and design aspects of games, while CDMS courses will engage students in examining digital games within the broader creative industries, social mediatized, and cultural and societal problems and contexts, addressing intersecting issues of race, class, gender, sexuality, ethnicity, religion, and ability within the games industry, and beyond. Additionally, CDMS courses will explore themes of colonialism, environmental sustainability, ethics, and power. Students will also engage with decolonial approaches to game studies, exploring real-world developments in Indigenous gaming industries and digital cultures. In this way, the specialization offers a comprehensive approach games and the creative industries in society, preparing students for the professional world as it undergoes rapid social and cultural change.

  • For more information and guidance on incorporating equity, diversity and inclusion principles in curricula, please visit the Diversity, Inclusion and Belonging resource section of the CIQE website.

  • Indigenous Content and Consultation
  • Does this change include any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
  • What was the advice you received from the IEAC? And, how has it been included in your proposal? Please attach or provide links to documents that outline the consultation process and advice given.

    The specialization may include Indigenous content through elective courses in the Indigenous Studies Minor offered by the Faculty of Social Science and Humanities (FSSH), particularly those that explore themes of history, representation, digital storytelling, and media. These electives—such as INDG 2100U: Endaayaang – Storying Home in Michi Saagiig Territory, INDG 2200U: Indigenous Digital and Visual Media, INDG 2500U: Two-Eyed Seeing in the Natural Sciences, INDG 3200U: Contemporary Indigenous Literature, and INDG/ENGR 4570U: Indigenous Design and Technology—have already been reviewed and approved by the Indigenous Education Advisory Council (IEAC). As such, no additional review of these elective courses is required for inclusion in the specialization.

  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
  • Other Consultation
  • Have you consulted with the Office of the Registrar, Student Life, the Library and/or any other areas on campus that may be impacted? *
  • If yes, please explain and outline the consultation process in detail.*

    Student and registrar consultation are described above. Consultation with library staff has been positive and productive. Catherine Davidson, Chelsey Lalonde, and Amelia Clarkson ( whose expertise includes video game research and console preservation/curation), all expressed their support for the proposed specialization. Tanner Mirrlees and Andrew Hogue had an online meeting with the Ontario Tech Library team, who responded with enthusiasm and affirmed their commitment to supporting the specialization through existing and emerging library resources.

  • Does this change involve co-op?*
  • If yes, please acknowledge that you have consulted with the Director, External Relations and Partnerships by checking the box below.
(E) Routing
Next
  • STEP 6 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

    Please note that changes to joint or collaborative programs do require approval at Faculty Council of each faculty involved in the program. You do not need to include other faculties in the routing, however, consultation with other faculties should be noted and any required approval by other Faculty Councils (and date of approval) should be noted in the comments section as approval is logged on the home Faculty Council step.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program or program which requires Engineering Curriculum Committee approval?*
  • Are there departments associated with your faculty?*
  • Is this change for the Sustainability Studies program?*
(F) End of proposal
Next
  • STEP 7 - Save and ensure all required fields are complete
  • STEP 8 - Validate and launch proposal
  • STEP 9 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

(G) CIQE use only
Next

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