Student Work
Here is a selection of student work from the program I directed and created, courses I’ve taught and managed, and course that my faculty taught. My primary teaching areas where this content was created include Texture and Lighting, Game Production I & II, Final Content, Shader Materials, Graphic Design, Motion Graphics, Intro to Animation, 3D Modeling, Digital Sculpting, and several additional courses across the digital art and game development curriculum as well as media programs at Los Medanos College, Ohlone College and Rocky Mountain College of Art and Design (RMCAD)
Student Reels
All Student work in the video was modeled, textured, lit, and animated by the students. NO STOCK OBJECTS WERE ALLOWED. All work in the videos is student-created content.
About the Videos:
Student 3D Art
Student Graduation Reel - Finals
This is a student Grad Reel from when I was a Program Director of Game Art and Design. While in this program, I taught several of their courses, which included:
Game Production 1 and 2, Texture and Lighting for Games, and Final Content, which was their polish portfolio class. I also did check-ins with all the students in the program to guide their portfolios and prepare them for the industry.
Student Graduation Reel - Finals
Most of these students are now working for either the games or movie industry. They've worked on titles such as Halo, Gears of War, Call of Duty, XCom, and worked at companies such as Epic, Ubisoft, EA, 2KGames, Zynga, and many others.
I'm still in contact with most of these students to this day.
Student Motion Graphics and Videos
Student Environments
Unreal Engine
Maya
Mudbox
Texture and lighting
Game Production 1
Photoshop
Zbrush
Final Content
Game Production 2
Every student deserves the opportunity to shine.
“My greatest satisfaction doesn’t come from seeing a learner earn straight A’s or perfectly recite facts. It comes from watching a student move beyond surface‑level, behavioral learning into true cognitive understanding. I love seeing them not only grasp the concepts, but extend them—adding their own ideas, pushing beyond what was taught, and demonstrating real problem‑solving. When a student can explain their thinking and walk through how they achieved their solution, that’s when I know authentic learning has happened.”