Current Courses

Fall 2024

  • GAMES 3620-001
    Environ. Art for Games
    Location: 295 CH 4N390 (295 CH 4N390)
  • GAMES 3630-001
    Hard Surface Modeling
    Location: BLDG 72 117 (BLDG 72 117)
  • GAMES 6100-001
    Rapid Prototyping
    Location: 295 CH 4S400 (295 CH 4S400)
  • GAMES 6100-002
    Rapid Prototyping
  • GAMES 6620-001
    Environ. Art for Games
    Location: 295 CH 4N390 (295 CH 4N390)
  • GAMES 6630-001
    Hard Surface Modeling

Spring 2024

Professional Organizations

  • UDEN, Utah Digital Entertainment Network. 06/01/2016 - present. Position : Member.
  • HEVGA, Higher Education Video Game Alliance. 06/01/2016 - present. Position : Voting Member.
  • IDGA, International Game Developers Association. 06/01/2016 - present. Position : Member.
  • Gapp Lab, Therapeutic Games and Apps Lab. 08/12/2013 - present. Position : PI & CO-PI.
  • Polycount . 09/2012 - present. Position : Member.

Teaching Philosophy

Create a learning environment that stimulates student’s imaginations and helps them reach creative solutions to challenging problems.  My approach incorporates lectures, demonstrations and one-on-one instruction adapted to the particular needs of the class with a focus on interdisciplinary projects that parallel industry pipelines.

I have taught many different types of students, including high school students, undergraduates, graduates, and other professionals at small independent game companies.  From experience, I have found that students are the most prepared for success after graduation when immersed in a curriculum that gives them an opportunity to work in multiple interdisciplinary groups. These groups blend the boundaries between art, technology, design, and production. Students become experts in their respected fields with firsthand knowledge of the effects their decisions have on the creative process. This makes them better teammates, colleagues, and professionals by understanding complex production pipelines used in interactive media from multiple perspectives. 

New students are taught in algorithmic systems that allow them to learn new tools quickly by seeing the immediate results of their actions. As students develop they are given more freedom and chances to explore creative solutions, knowing that failure is an acceptable outcome. This process leads to deeper thinking and more innovative products. By having a project driven work environment students learn by doing, resulting in tangible assets they can show and real experience they can articulate.

I love game art, but even more I love teaching others how to create beautiful games.  For me, there is nothing more fulfilling then helping someone else learn the tools necessary to create something out of their imagination. Seeing students learn, grow, and applying their knowledge to create something others can experience is why I continue to develop and teach courses in Games.