13-12
CST 1102: Programming Narratives: Computer Animated Storytelling
City Tech New Course Proposal Submission Form 2013-10-08
2014-03-23
Page 1 of 24
13-12
CST 1102: Programming Narratives: Computer Animated Storytelling
2014-03-23
New York City College of Technology, CUNY
CURRICULUM MODIFICATION PROPOSAL FORM
This form is used for all curriculum modification proposals. See the Proposal Classification Chart for
information about what types of modifications are major or minor. Completed proposals should be
emailed to the Curriculum Committee chair.
Title of Proposal
CST1102 – Programming Narratives: Computer Animated
Storytelling
Date
2/13/14
Major or Minor
Major
Proposer’s Name
Candido Cabo & Reneta D. Lansiquot
Department
Computer Systems Technology
Date of Departmental Meeting in 2/7/14
which proposal was approved
Department Chair Name
Hong Li
Department Chair Signature and
Date
Academic Dean Name
Kevin Hom
Academic Dean Signature and
Date
Brief Description of Proposal
This is a new interdisciplinary course designed to help
(Describe the modifications
students develop computational thinking skills through
contained within this proposal in a
computer programming combined with English writing
succinct summary. More detailed
skills. It is intended for non-CST majors.
content will be provided in the
proposal body.
Brief Rationale for Proposal
(Provide a concise summary of why
this proposed change is important to
the department. More detailed
content will be provided in the
proposal body).
Proposal History
(Please provide history of this
proposal: is this a resubmission? An
updated version? This may most
easily be expressed as a list).
Computational thinking and writing skills are necessary
skills for all City Tech students. Additionally this course
will satisfy the Interdisciplinary course requirement of the
College Option component of City Tech’s general
education.
Rev1: This is a revised version of the original proposal
incorporating suggestions by the sub-committee of the
College Council Curriculum Committee evaluating the
proposal. The date of submission of the revised proposal is
03/14/14.
Rev2: This is a revised version after meeting with the
Provost, Associate Provost and Dean on 3/19/14.
Please include all appropriate documentation as indicated in the Curriculum Modification Checklist.
For each new course, please also complete the New Course Proposal and submit in this document.
Please submit this document as a single .doc or .rtf format. If some documents are unable to be
converted to .doc, then please provide all documents archived into a single .zip file.
City Tech New Course Proposal Submission Form 2013-10-08
Page 2 of 24
13-12
CST 1102: Programming Narratives: Computer Animated Storytelling
2014-03-23
ALL PROPOSAL CHECK LIST
Completed CURRICULUM MODIFICATION FORM including:

Brief description of proposal
x

Rationale for proposal
x

Date of department meeting approving the modification
x

Chair’s Signature
x

Dean’s Signature
x
Evidence of consultation with affected departments
List of the programs that use this course as required or elective, and courses that use
this as a prerequisite. This course is not a pre-requisite to any other course.
Documentation of Advisory Commission views (if applicable).
Completed Chancellor’s Report Form.
x
NA
x
EXISTING PROGRAM MODIFICATION PROPOSALS
Documentation indicating core curriculum requirements have been met for new
programs/options or program changes.
NA
Detailed rationale for each modification (this includes minor modifications)
NA
City Tech New Course Proposal Submission Form 2013-10-08
Page 3 of 24
13-12
CST 1102: Programming Narratives: Computer Animated Storytelling
2014-03-23
New York City College of Technology, CUNY
NEW COURSE PROPOSAL FORM
This form is used for all new course proposals. Attach this to the Curriculum Modification Proposal Form
and submit as one package as per instructions. Use one New Course Proposal Form for each new course.
Course Title
Proposal Date
Proposer’s Name
Course Number
Course Credits, Hours
Course Pre / Co-Requisites
Catalog Course Description
Brief Rationale
Provide a concise summary of why this
course is important to the department,
school or college.
Intent to Submit as Common Core
Programming Narratives: Computer Animated
Storytelling
2/13/14
Candido Cabo & Reneta D. Lansiquot
CST 1102
3 credits, 3 hours
Prerequisites: ENG 1101 and CUNY proficiency in Math
In this interdisciplinary course, through the study of
the structure of narrative, concepts of problem
solving, and the logic of computer programming
languages, students develop a narrative-driven video
game prototype. Emphasis is placed on creative
writing and computational thinking.
Computational thinking, writing skills, and
interdisciplinary thinking are necessary skills for all
City Tech students. Additionally, this course will
satisfy the Interdisciplinary course requirement of
the College Option component of City Tech’s
general education.
NA
If this course is intended to fulfill one of
the requirements in the common core,
then indicate which area.
Intent to Submit as An
Interdisciplinary Course
Intent to Submit as a Writing
Intensive Course
Yes
No
Please include all appropriate documentation as indicated in the NEW COURSE PROPOSAL Combine all
information into a single document that is included in the Curriculum Modification Form.
City Tech New Course Proposal Submission Form 2013-10-08
Page 4 of 24
13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
NEW COURSE PROPOSAL CHECK LIST
Use this checklist to ensure that all required documentation has been included. You may wish to use this checklist
as a table of contents within the new course proposal.
Completed NEW COURSE PROPOSAL FORM

Title, Number, Credits, Hours, Catalog course description
x

Brief Rationale
x
Completed Library Resources and Information Literacy Form
x
Course Outline
Include within the outline the following.
Hours and Credits for Lecture and Labs
If hours exceed mandated Carnegie Hours, then rationale for this
x
Prerequisites/Co- requisites
x
Detailed Course Description
x
Course Specific Learning Outcome and Assessment Tables


Discipline Specific
General Education Specific Learning Outcome and Assessment Tables
x
Example Weekly Course outline
x
Grade Policy and Procedure
x
Recommended Instructional Materials (Textbooks, lab supplies, etc)
x
Library resources and bibliography
x
Course Need Assessment.
Describe the need for this course. Include in your statement the following
information.
Target Students who will take this course. Which programs or departments, and
how many anticipated?
x
Documentation of student views (if applicable, e.g. non-required elective).
Projected headcounts (fall/spring and day/evening) for each new or modified course.
x
If additional physical resources are required (new space, modifications, equipment),
description of these requirements. If applicable, Memo or email from the VP for
Finance and Administration with written comments regarding additional and/or new
facilities, renovations or construction.
x
Where does this course overlap with other courses, both within and outside of the
department?
x
Does the Department currently have full time faculty qualified to teach this course?
If not, then what plans are there to cover this?
x
If needs assessment states that this course is required by an accrediting body, then
provide documentation indicating that need.
x
Course Design
Describe how this course is designed.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Course Context (e.g. required, elective, capstone)
x
Course Structure: how the course will be offered (e.g. lecture, seminar, tutorial,
fieldtrip)?
x
Anticipated pedagogical strategies and instructional design (e.g. Group Work, Case
Study, Team Project, Lecture)
x
How does this course support Programmatic Learning Outcomes?
x
Is this course designed to be partially or fully online? If so, describe how this benefits
students and/or program.
x
Additional Forms for Specific Course Categories
Interdisciplinary Form (if applicable)
x
Common Core (Liberal Arts) Intent to Submit (if applicable)
NA
Writing Intensive Form if course is intended to be a WIC (under development)
NA
If course originated as an experimental course, then results of evaluation plan as
developed with director of assessment.
NA
(Additional materials for Curricular Experiments)
Plan and process for evaluation developed in consultation with the director of
assessment. (Contact Director of Assessment for more information).
NA
Established Timeline for Curricular Experiment
NA
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
COURSE NEED ASSESSMENT
1. Target Students who will take this course. Which programs or departments, and how
many anticipated? Documentation of student views (if applicable, e.g. non-required
elective).
This course will be an interdisciplinary elective. We believe that a course that
incorporates problem-solving, computational thinking and writing skills, in the context of
developing a video game prototype, will be of interest to City Tech students.
Moreover, for the specialization component of the English Department’s new Bachelor of
Science in Professional and Technical Writing program, the CST department
recommended a sequence of 6 courses (18 credits) beginning with our traditional CST
1101 Problem Solving with Computer Programming. The proposed CST 1102
Programming Narratives: Computer Animated Storytelling will offer a more suitable first
course for non-majors as students will study various kinds of narrative structure as well
as write original stories and a game design document. Furthermore, our previous
research shows that introducing narrative elements into problem-solving courses
improves student performance in general as well as in computer programming-related
problem-solving skills (cf. Cabo & Lansiquot, 2013; Lansiquot & Cabo, 2011; Mayer,
Dyck, & Vilberg, 1986).
Cabo, C., & Lansiquot, R. D. (2013). Development of interdisciplinary problem-solving
strategies through games and computer simulations. In R. D. Lansiquot (Ed.),
Cases on interdisciplinary research trends in science, technology, engineering,
and mathematics: Studies on urban classrooms (pp. 268-294). New York:
Information Science Reference.
Lansiquot, R. D., & Cabo, C. (2011). Alice’s adventures in programming narratives. In C.
Wankel & R. Hinrichs (Eds.), Transforming virtual learning: Cutting-edge
technologies in higher education (Vol. 4, pp. 311-331). Bingley, UK: Emerald.
Mayer, R. E., Dyck, J. L., & Vilberg. W. (1986). Learning to program and learning to
think: What’s the connection? Communications of the ACM, 29(7), 605-610.
2. Projected headcounts (fall/spring and day/evening) for each new or modified course.
Two course sections will be co-taught per semester with 24 students each during the day
and possibly during the evening, as needed.
3. If additional physical resources are required (new space, modifications, equipment),
description of these requirements. If applicable, Memo or email from the VP for
Finance and Administration with written comments regarding additional and/or new
facilities, renovations or construction.
No additional physical resources are required.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
4. Where does this course overlap with other courses, both within and outside of the
department?
While there is some content overlap with Problem Solving with Computer Programming
(CST 1101), its interdisciplinary nature makes this course unique and it goes beyond a
special topics course in the major or a writing-intensive disciplinary course.
5. Does the Department currently have full time faculty qualified to teach this course? If
not, then what plans are there to cover this?
Yes.
6. If needs assessment states that this course is required by an accrediting body, then
provide documentation indicating that need.
NA.
COURSE DESIGN
1. Course Context (e.g. required, elective, capstone)
Elective Interdisciplinary course (College Option).
2. Course Structure: how the course will be offered (e.g. lecture, seminar, tutorial,
fieldtrip)?
Interdisciplinary course. The course will be co-taught and it includes lectures, individual
and team project work.
3. Anticipated pedagogical strategies and instructional design (e.g. Group Work, Case
Study, Team Project, Lecture)
Combination of lecture and individual and team project work.
4. How does this course support Programmatic Learning Outcomes?
It supports the College Option requirement of an interdisciplinary course.
5. Is this course designed to be partially or fully online? If so, describe how this benefits
students and/or program.
No.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
COURSE OUTLINE
NEW YORK CITY COLLEGE OF TECHNOLOGY OF THE CITY UNIVERSITY OF NEW YORK
Department of Computer Systems Technology
Department of English
CST 1102 Programming Narratives: Computer Animated Storytelling
(3 credits, 3 hours)
Prerequisites
ENG 1101 English Composition I and CUNY proficiency in Mathematics.
Course Description
In this interdisciplinary course, through the study of the structure of narrative, concepts of
problem solving, and the logic of computer programming languages, students develop a
narrative-driven video game prototype. Emphasis is placed on creative writing and
computational thinking.
Course Objectives
Upon successful completion of the course, students should be able to:
 Exhibit an understanding of the steps required in solving a problem using a computer.
 Solve problems by referring to solutions from a problem bank covered during class.
 Create an application based upon object-oriented concepts using a code generation tool.
 Demonstrate understanding of flowcharting techniques to solve an algorithm.
 Organize, contextualize, and access digital information as applied to content mapping.
 Demonstrate an understanding of the structure of game stories.
 Explicate computer programs that include repetition loops, decision statements, arrays
and modules.
 Use a range of language, formal to informal, appropriate to subject, purpose, and
audience.
 Demonstrate understanding of various narrative structures.
 Write, proofread, and revise clear and logical sentences using correct spelling,
conventional punctuation, correct grammar and syntax. Use varied sentence structure.
Order and connect sentences and paragraphs effectively, using transitions and
parallelism.
 Cite sources within the text and on a reference page using appropriate documentation
format (i.e., APA).
General Education Outcomes
 SKILLS
Communication
Communicate in diverse settings and groups, using written (both reading
and writing), oral (both speaking and listening), and visual means, and in
more than one language.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Inquiry/Analysis
Employ scientific reasoning and logical thinking.

INTEGRATION
Work productively within and across disciplines.
Make meaningful and multiple connections among the liberal arts and
between the liberal arts and the areas of study leading to a major or
profession.
Information literacies
Gather, interpret, evaluate, and apply information discerningly from a
variety of sources.

VALUES, ETHICS, RELATIONSHIPS/
Professional/Personal Development
Work with teams, including those of diverse composition. Build
consensus. Respect and use creativity.
Required Textbooks
Gaddis, Tony. Starting Out with Alice: A Visual Introduction to Programming. 3rd ed. New
York: Addison-Wesley, 2012. (Alice)
Lebowitz, Josiah and Chris Klug. Interactive Storytelling for Video Games: A Player-Centered
Approach to Creating Memorable Characters and Stories. New York: Taylor & Francis,
2011. (LK)
Additional readings of short narrative of various kinds are available online (see Course Outline).
New York City College of Technology Policy on Academic Integrity:
Students and all others who work with information, ideas, texts, images, music, inventions, and
other intellectual property owe their audience and sources accuracy and honesty in using,
crediting, and citing sources. As a community of intellectual and professional workers, the
College recognizes its responsibility for providing instruction in information literacy and
academic integrity, offering models of good practice, and responding vigilantly and
appropriately to infractions of academic integrity. Accordingly, academic dishonesty is
prohibited in The City University of New York and at New York City College of Technology
and is punishable by penalties, including failing grades, suspension, and expulsion. The complete
text of the College policy on Academic Integrity may be found in the catalog.
Attendance and lateness:
You are expected to attend each class meeting. A student may be absent without penalty for ten
percent (10%) of the number of scheduled class meetings during the semester. This percentage
translates to three allowable absences from class. Two instances of lateness will equal one
absence.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Final Course Grade Breakdown:
Annotated bibliography
Midterm
Final
Problem-solving assignments
Writing assignments
Game design document
Project
10%
10%
10%
10%
30%
10%
20%
Project: In the course project, you will develop a videogame prototype. You will use Alice, a
free interactive 3D graphics program that can be used to create animations. Students can
download Alice from www.alice.org for free. The site also contains information, tutorials, and
forums on how to use Alice, which will be helpful for the course project and problem-solving
assignments.
The following are the project milestones with their due dates:
1. Prepare a flowchart (www.visuallogic.org) and concept map (vue.tufts.edu) of the video
game prototype (Week 3)
2. Write and program a setting for the video game (Week 4)
3. Write and program characters (protagonist and antagonist) for the video game (Week 5)
4. Integrate videogame setting and characters (Week 6)
5. Implement the characters’ interactions among themselves and with their world (the story)
(Week 8)
6. Develop individually a character side-quest within the group-developed video game
(Week 10)
7. Use events to allow user interactivity with the story (Week 12)
8. Integrate the main story and side-quest (Week 14)
Game design document: analysis, design, and project description.
The following are possible contents of each section of the game design document:
 Analysis: Game narrative summary, target audience, review of existing projects, and media
selection.
 Design: Player characteristics, content analysis, goals and objectives, and description of
the delivery platform.
 Project Description: Narrative of project design, review of relevant literature, flowchart,
concept maps and storyboards.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Course Outline:
Week
Writing
Computing
Reading Assignments
and Project Milestones
Read Chapter 1/LK and
Preparing an annotated
bibliography
1
Game Stories, Interactivity,
and What Players Want
Introduction to different
kinds of narratives and
literary devices
Introduction to Concept
Mapping.
General problem-solving
methods.
Introduction to logical step
solutions.
Introduction to flowcharting
2
A Brief History of
Storytelling in Games
Short Stories—brief stories
focusing on one character and
event
The Hero’s Journey and the
Structure of Game Stories
Myth—ancient stories meant
to explain nature or life
Plays—stories in the form of
dialogue, meant to be
performed on the stage or in a
movie
Introduction to Alice and
Programming Objects
(Alice/Chapter 1)
Read Chapter 2/LK and Leo
Tolstoy’s “Three Questions”
Programming in Alice
(Alice/Chapter 2)
Read Chapter 3/LK and
Sophocles’ “Oedipus Rex”
3
4
5
Prepare a flowchart and
concept map of the story
The Story and the Characters Programming in Alice (cont.)
Fantasy—fiction stories about (Alice/Chapter 2)
unrealistic characters and
events that would never
happen
Read Chapter 4/LK and
Alexandra Duncan’s
”Rampion”
Making Stories Emotional
Horror—fiction stories that
are scary or horrific
Read Chapter 5/LK and
Shirley Jackson’s “The
Lottery”
Variables and Functions
(Alice/Chapter 3)
Create the setting for the
background story in Alice
Create the characters for the
background story in Alice
6
Defining Interactive and
Player-Driven Storytelling
Quest narratives—the
character(s) must work to
achieve a goal
Variables and Functions (cont.) Read Chapter 6/LK and
(Alice/Chapter 3)
Richard Connell’s “The Most
Dangerous Game”
Integrate setting and
characters of the background
story in Alice
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
7
8
Midterm
Fully Traditional and
Interactive Traditional Stories
Midterm
Decision Structures
(Alice/Chapter 4)
Multiple-Ending Stories
Decision Structures (cont.)
Science Fiction—fiction
(Alice/Chapter 4)
stories based on scientific fact
Read Chapter 7/LK
Draft sections of game design
document
Read Chapter 8 /LK and Ray
Bradbury’s “A Sound of
Thunder”
Implement the interactions
between characters and the
setting in Alice
9
Branching Path Stories
Historical Fiction—fiction
stories set in the past,
containing some true facts
Repetition Structures
(Alice/Chapter 5)
Read Chapter 9/LK and
Nathaniel Hawthorne’s
“Young Goodman Brown”
Review relevant literature for
game design document
10
Open-Ended Stories
Repetition Structures (cont.)
(Alice/Chapter 5)
Read Chapter 10/LK and
Frank Stockton’s “The Lady
or the Tiger?”
Individually develop a
character side-quest to the
background story in Alice
11
Fully Player-Driven Stories
Events
(Alice/Chapter 7)
Read Chapter 11/LK
Submit complete annotated
bibliography
12
The Argument for the
Supremacy of Player-Driven
Storytelling
Events (cont.)
(Alice/Chapter 7)
Read Chapter 12/LK
The Argument Against the
Supremacy of Player-Driven
Storytelling
Methods and Functions
(Alice/Chapter 6)
13
Using events to allow user
interactivity with the story
Write literature review
Read Chapter 13/LK
Complete game design
document
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
14
What Players Really Want:
The Most Important Issue
Methods and Functions (cont.) Read Chapter 14/LK
(Alice/Chapter 6)
Integrate main story and
side-quest
15
The Future of Storytelling in
Games
Review and final
Read Chapter 15/LK
Project presentation
Assessment Criteria:
For the successful completion of this course a
student should be able to:
Exhibit an understanding of the steps required in
solving a problem using a computer.
Evaluation methods and criteria
Students will describe problem, identify inputs,
processes and desired outcomes in problemsolving assignments, class work and tests.
Students will solve problems in assignments, class
work and tests.
Solve problems by referring to solutions from a
problem bank covered during class
Students will demonstrate problem-solving
abilities in assignments, class work and tests.
Create an application based upon object-oriented
concepts using a code generation tool.
Students will use object-oriented programming
concepts to create a video game prototype or
animation with Alice in problem-solving
assignments and the project.
Demonstrate an understanding of flowcharting
techniques to solve an algorithm.
Students will solve problems in assignments, class
work and tests.
Organize, contextualize, and access digital
information as applied to content mapping.
Students will create and share non-linear visual
representations of their game stories.
Demonstrate an understanding of the structure of
game stories.
Students will write interactive stories for video
games.
Show reading comprehension of software
showing the coding paradigms of repetition loops,
decision statements, arrays and modules.
Students will identify coding paradigms in
problem-solving assignments, class work and
tests.
Use a range of language, formal to informal,
appropriate to subject, purpose, and audience.
Students will write both a game design document
and interactive stories for video games.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Demonstrate understanding of various narrative
structures.
Students will read for structure, annotate, and
discuss short narratives of various kinds (e.g.,
myth, fantasy, science fiction, horror, historical
fiction, plays, short stories, and quests).
Write, proofread, and revise clear and logical
sentences using correct spelling, conventional
punctuation, correct grammar and syntax. Use
varied sentence structure. Order and connect
sentences and paragraphs effectively, using
transitions and parallelism.
Students will complete writing assignments and a
game design document.
Cite sources within the text and on a reference
page using appropriate documentation format.
Students will successfully research and document
relevant literature for the game design document.
General Education Outcomes and Assessment:
Learning Outcomes
SKILLS/Inquiry/Analysis Students will employ
scientific reasoning and logical thinking.
Assessment Method
Students will describe problem, identify inputs,
processes and desired outcomes in problemassignments, class work and tests.
Students will solve problems with in assignments,
class work and tests.
Students will identify coding paradigms in
problem-solving assignments, class work and
tests.
SKILLS/Communication
Students will communicate in diverse settings and
groups, using written (both reading and writing),
oral (both speaking and listening), and visual
means, and in more than one language.
Students will compare and contrast different kinds
of narrative during class discussions of readings.
Students will create a game design document in
which they describe the Alice project and how it
was implemented through oral presentations.
Students will demonstrate fluency in writing and
presenting interactive stories for video games,
including concept maps.
INTEGRATION/Work productively within
and across disciplines
Students will make meaningful and multiple
connections among the liberal arts and between
the liberal arts and the areas of study leading to a
Students will merge their understanding of the
reading of short narrative of various kinds, writing
and programming to create a video game
prototype.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
major or profession.
INTEGRATION/Information literacies
Students will gather, interpret, evaluate, and apply
information discerningly from a variety of
sources.
Students will apply their understanding of the
different kinds of narratives to their own creative
writing and programming.
Students will access and use relevant literature for
their game design document.
VALUES, ETHICS, RELATIONSHIPS/
Professional/Personal Development
Students will work with teams, including those of
diverse composition. Build consensus. Respect
and use creativity.
Alice project in which students will work in
groups, build consensus and respect and use
creativity.
Bibliography
Gaddis, Tony. Starting Out with Alice: A Visual Introduction to Programming. 3rd ed. New
York: Addison-Wesley, 2012.
Gee, James Paul. Good Video Games and Good Learning: Collected Essays on Video Games,
Learning, and Literacy. 2nd ed. New York: Peter Lang, 2013.
Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. 2nd ed.
New York: Palgrave MacMillan, 2007.
Lebowitz, Josiah and Chris Klug. Interactive Storytelling for Video Games: A Player-Centered
Approach to Creating Memorable Characters and Stories. New York: Taylor & Francis, 2011.
Vogler, Christopher . The Writer’s Journey: Mythic Structures for Writers. 3rd ed. Studio City, CA:
Michael Wiese, 2007.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
LIBRARY RESOURCES & INFORMATION LITERACY: MAJOR CURRICULUM MODIFICATION
Please complete for all major curriculum modifications. This information will assist the library in
planning for new acquisitions; it will not affect curriculum proposals either positively or
negatively.
Consult with library faculty subject selectors (http://cityte.ch/dir) 3 weeks in advance when
planning course proposals to ensure enough time to allocate budgets if materials need to be
purchased.
Course proposer: please complete boxes 1-4. Library faculty subject selector: please complete
box 5.
1 Title of proposal
CST 1102 – Programming Narratives:
Computer Animated Storytelling
Proposed by (include email & phone)
Candido Cabo (ccabo@citytech.cuny.edu)
Reneta D. Lansiquot
(rlansiquot@citytech.cuny.edu)
Department/Program
Computer Systems Technology
Expected date course(s) will be offered
Spring 2015
# of students will vary from semester to
semester
2 Are City Tech library resources sufficient for course assignments? Please elaborate.
Yes, there will be two textbooks reserved for students. The library does provide an ample
collection of journals needed in their studies.
3 Are additional resources needed for course assignments? Please provide details about
format of resources (e.g., ebooks , journals, DVDs, etc.), author, title, publisher, edition,
date, and price.
No. The resources are satisfactory for the course.
4 Library faculty focus on strengthening students' information literacy skills in finding,
evaluating, and ethically using information. We can collaborate on developing
assignments and offer customized information literacy instruction and research guides
for your course.
Do you plan to consult with the library faculty subject specialist for your area? Please
elaborate.
Yes, we may decide to contact the Library liaison for suggestions on information literacy
and research guidance to students.
5 Library Faculty Subject Selector Junior Tidal
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Comments and Recommendations
After surveying the collection, I recommend the library acquire more monographs to
supplement this course. This includes journals and books that focus on video game
development through Alice, interaction design, new media, and interactive story telling.
Although the library has some materials that focus on Alice and video game development,
these texts could be updated for more recently published editions. Pending course
approval, I also suggest that the library add the course required text to the collection.
Date 02.14.2014
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
Section AIV: New Courses
AIV.1. Computer Systems Technology
Course Number: CST 1102
Title: Programming Narratives: Computer Animated Storytelling
Hours: 3 Class Hours
Credits: 3 Credits
Prerequisite: ENG 1101 English Composition I and CUNY proficiency in Mathematics.
Corequisites: None
Course Description: In this interdisciplinary course, through the study of the structure of
narrative, concepts of problem solving, and the logic of computer programming
languages, students develop a narrative-driven video game prototype. Emphasis is
placed on creative writing and computational thinking.
Rationale: Writing and problem-solving skills, as well as computational and
interdisciplinary thinking are necessary skills for all City Tech students. Additionally, this
course will satisfy the Interdisciplinary course requirement of the College Option
component of City Tech’s general education.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
New York City College of Technology
Interdisciplinary Committee
Application for Interdisciplinary Course Designation
Date February 17, 2014
Submitted by Candido Cabo and Reneta D. Lansiquot
Department(s) Computer Systems Technology and English
1. Identify the course type and title:
 An existing course____________________________________________________________
 A new course CST 1102 Programming Narratives: Computer Animated Storytelling
 A course under development ____________________________________________________
2. Provide a course description In this interdisciplinary course, through the study of the
structure of narrative, concepts of problem solving, and the logic of computer programming
languages, students develop a narrative-driven video game prototype. Emphasis is placed on
creative writing and computational thinking.
3. How many credits will the course comprise? 3 How many hours? 3
4. What prerequisite(s) would students need to complete before registering for the course? Corequisite(s)?
ENG 1101 English Composition I and CUNY proficiency in Mathematics.
5. Explain briefly why this is an interdisciplinary course. Our proposed course for non-majors is
interdisciplinary because it combines the perspectives and methodologies of two academic
disciplines in pursuit of a common goal. The common goal is to create a narrative-driven
videogame prototype that students can identify with that is immersive, engaging and
rewarding. To complete this videogame prototype, students need the perspectives and
methodologies in two distinct academic disciplines, English and computing. Students will
rely on the perspectives and methodologies learned in the English component of the course to
develop a story. Students will implement the story as a computer program with the
perspectives and methodologies learned in the computing component. The distinct
perspectives and methodologies in English and computing are presented by two faculty
members who are experts in their fields and will be co-teaching the course. Students will
merge and leverage the different perspectives and methodologies needed to pursue the
common goal.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
6. What is the proposed theme of the course? What complex central problem or question will it
address? What disciplinary methods will be evoked and applied?
The common goal is to create a narrative-driven videogame prototype that students can
identify with that is immersive, engaging and rewarding. To complete this videogame
prototype, students need the perspectives and methodologies in two distinct academic
disciplines, English and computing. As students study the structure of narratives and learn
problem-solving strategies for writing, they are introduced to concepts of problem solving using
constructs of logic inherent in computer programming languages. Gained knowledge will
facilitate creative writing and the application of solutions to computer programming problems.
7. Which general learning outcomes of an interdisciplinary course does this course address?
Please explain how the course will fulfill the bolded mandatory learning outcome below. In
addition, select and explain at least three additional outcomes.
 Purposefully connect and integrate across-discipline knowledge and skills to
solve problems
Throughout the semester, students will draw on readings of short narratives of various
kinds. Students will connect effective narrative elements to write and program
engaging stories.
 Synthesize and transfer knowledge across disciplinary boundaries
Students will prepare an annotated bibliography and game design document, which requires
knowledge transfer across disciplinary boundaries as they endeavor to create an engaging,
narrative-driven video game prototype.
 Comprehend factors inherent in complex problems
Implementing a narrative written in English into a machine executable computer
program is a complex task. Students will be challenged to map the structure of their
narrative, including character and setting development into constructs of logic inherent
to computer programming languages. These challenges will likely result in more insight
into both their creative writing processes as well as their computer programming writing
processes.
 Apply integrative thinking to problem solving in ethically and socially responsible ways
 Recognize varied perspectives
The reading of various kinds of short narratives will be very valuable in helping the
students make the kinds of connections necessary to recognize synergies between
writing stories and writing programs. Students will read, annotate, and discuss short
narratives of various kinds (e.g., myth, fantasy, science fiction, horror, historical fiction,
plays, short stories, and quests) and apply appropriate narrative structure to the
construction of their video game prototype.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
 Gain comfort with complexity and uncertainty
 Think critically, communicate effectively, and work collaboratively
Although this course is housed in the Computer Systems Technology department, it engages
narrative-driven computer programming. Throughout the semester, students are challenged to
understand, to think critically to solve problems (both writing and computing), to analyze
narrative structure, to compare and contrast stories, and to apply various narrative structures
to their project. Students work collaboratively on this group project to create a video game
prototype and an accompanying game design document.
 Become flexible thinkers
 Other
General Education Learning Goals for City Tech Students
 Knowledge: Develop knowledge from a range of disciplinary perspectives, and hone the
ability to deepen and continue learning.
 Skills: Acquire and use the tools needed for communication, inquiry, creativity, analysis,
and productive work.
 Integration: Work productively within and across disciplines.
 Values, Ethics, and Relationships: Understand and apply values, ethics, and diverse
perspectives in personal, professional, civic, and cultural/global domains.
8. How does this course address the general education learning goals for City Tech
students?
See attached course outline.
9. Which department would house this course1? Computer Systems Technology
Would all sections of the course be interdisciplinary?  No  Yes
a) Would the course be cross-listed in two or more departments?  No  Yes
Explain.
Eventually, this course will be cross-listed in the English Department.
b) How will the course be team-taught2?  Co-taught  Guest lecturers  Learning
community
If co-taught, what is the proposed workload hour distribution? 1.5 workload hours each
 Shared credits  Trading credits
1
An interdisciplinary course for the College Option requirement may be housed in a department that is not liberal
arts.
2
Attach evidence of consultation with all affected departments.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
If guest lecturers, for what approximate percentage of the course?  Minimum 20%3 
other: __%
Please attach the evaluation framework used to assess the interdisciplinarity of the
course.4
Attached are assessment rubrics for the concept map and literature review, which will be
used to evaluate relevant sections of the game design document such as the project
description section (i.e., literature review, concept maps, etc.). An annotated bibliography
and project milestones serve as scaffolds for the game design document and final group
narrative-drive video game prototype, respectively.
c) What strategies/resources would be implemented to facilitate students’ ability to make
connections across the respective academic disciplines?
Students will apply problem-solving strategies for creative writing and computer
programming. They will write original narratives that will be coded as a computer
program to create their video game prototype. Students will also develop an
accompanying game design document (i.e., analysis, design, and project description).
Moreover, students will prepare and revise an annotated bibliography to facilitate their
ability to make connections across academic disciplines. This strategy requires students
to write one paragraph summarizing and assessing narrative structure and reflecting on
assigned course readings as these relate to interactive storytelling.
10. Would the course be designated as:
 a College Option requirement5?  an elective?  a Capstone course6?  other?
Explain.
This course will satisfy the Interdisciplinary course requirement of the College Option
component of City Tech’s general education.
3
While an interdisciplinary course must be team-taught, there is no formal percentage requirement, but this minimum is a
guideline.
4 In the case that a course is equally taught, include proposed plans for faculty classroom observation and
student evaluation of teaching.
5
To qualify for the College Option, such a course must also meet the New York State definition of a liberal arts and sciences
course.
http://www.highered.nysed.gov/ocue/lrp/liberalarts.htm
6
A course proposed as a Capstone course must be separately approved by the Capstone Experience Committee.
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13-12 Curriculum Proposal - CST 1102: Programming Narratives: Computer Animated Storytelling
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