For students entering EICC’s Game and Simulation Development program, designing video games might be the draw—but instructor Tyler Halterman says the real focus goes far deeper.
“This isn’t just about gaming. It’s about development,” he said. “We teach how to create simulations, solve real-world problems, and build immersive experiences that go far beyond entertainment.”
Halterman isn’t just the program’s instructor —he’s an EICC graduate.
With a background in fine arts and graphic design, Halterman worked in screen printing and production before a chance encounter introduced him to virtual reality development. That led him to enroll in EICC’s AVR program in 2018, where he completed a one-year certificate and quickly landed a role at a VR studio.
He’s since worked on projects for national companies, led art teams in professional studios, and developed 3D assets for Microsoft Flight Simulator—all while maintaining a deep connection to the college. Now, as the full-time instructor, Halterman brings his industry experience into the classroom, helping students develop the skills they need to thrive in a competitive and rapidly evolving field.
Students in the program can earn a diploma in as little as a year. The curriculum is project-based, hands-on learning, with courses in game design, 3D modeling, programming, and virtual simulation.
But unlike many traditional academic programs, this one changes frequently—on purpose.
“This year’s curriculum is different than last year’s. And three years from now, it’ll be different again,” Halterman said. “We evolve to meet the industry’s needs and also adapt to what students want to learn.”
That includes updates to the software itself. Since taking over as instructor, he has changed the program’s core tools three times to stay in step with what employers are using.
A recent example? Blender—once dismissed as a “non-professional” free tool—was used to create the 2024 Academy Award winner for Best Animated Feature.
“That’s the software we now teach,” Halterman said. “If professionals are using it to win Oscars, our students should be learning it.”
While most students enter the program with a love of video games, he said the skills they’re learning apply far beyond entertainment.
“We’ve had students develop simulations for the Child Abuse Council, VR training environments, and product demos,” Halterman said. “Games are one possible outcome. But the same development process powers serious tools in healthcare, education, and business.”
Students build a portfolio of projects while learning industry tools and workflows. They leave the program with real experience and real assets—along with the knowledge of how to market themselves in a competitive field.
Halterman is open about the challenges students may face, especially in a field that’s fast-moving and often gig-based. He encourages students to take initiative and continue learning even outside the classroom.
“You don’t graduate and walk into a six-figure job,” he said. “You might freelance, work for free at first, or build your portfolio for a while. But if you work hard and stay curious, there are real opportunities.”
And he speaks from experience. After graduating from the program, he worked for award-winning studios, taught himself new tools, and led creative teams—often while freelancing and teaching at the same time.
Now, Halterman channels that energy into teaching fulltime and giving students a realistic, but inspiring view of what’s possible.
“This field is challenging, but it’s exciting,” he said. “We’re not just making games—we’re preparing students to develop the future.”