ALEJANDRO PEREZ
About Alejandro Perez
I am Alejandro Perez Sanchez, an Assistant Professor at the Rochester Institute of Technology (RIT), specializing in 3D digital design for 3D films, visual effects (VFX), and video game arts. My tenure-track position at RIT allows me to unite my robust industry experience with my passion for academic research. Even to this day I still contract with top-end VFX studios for example in 2022/2023 I contracted as an FX artist at Framestore to create crowd simulations for a Superbowl commercial for Netflix and GM, I bring an understanding of industry practices to the courses I develop at RIT. My aim is to provide students with an education that is both rooted in theoretical understanding and directly applicable to the current industry.
My research extends into emerging technologies such as 3D Proceduralism, AI integration, augmented reality/virtual reality (AR/VR), and online platforms. I focus on exploring these tools for pedagogical applications, and their practical integration into creative production pipelines. I am passionate about sharing my findings and have presented at significant events like the AI@RIT Summit, a TEDx event, and the renowned SIGGRAPH conference.
My dedication to innovative learning is further evidenced by my work on the Character and Crowds Course Collaboration. This initiative, supported by the PLIG Grant, fosters interdisciplinary learning by providing students with a comprehensive understanding of crowd simulation workflows and a glimpse into current industry practices.
In addition to my roles in academia and industry, I have utilized my expertise to generate educational content on my YouTube channel, CGI Nerd. This platform enables me to reach a global audience, contributing to a broader educational context beyond the confines of a traditional classroom. It also gives my students additional high-quality supplemental content to use as resources for their projects.
In conclusion, my work is characterized by a unique blend of industry experience, academic research, and a commitment to shaping the future of 3D digital design. As a tenure-track professor, I am devoted to further reinforcing these connections and advancing the fields of 3D films, VFX, and video game arts. I look forward to the opportunity to share my work with external reviewers and receive their valuable feedback.
TEACHING PHILOSOPHY
I firmly believe in the transformative power of education and the potential for anyone to master any field with time, effort, and focused dedication. Over my two decades in the entertainment industry, both as a professional and an educator, I’ve seen this principle proven time and again.
I challenge the notion that individuals are exclusively “creative” or “technical.” Instead, I view these skills as capable of being cultivated and honed, regardless of a person’s initial inclination or talent. Natural aptitude in a particular subject can provide an initial advantage, but it’s by no means a predictor of ultimate success.
In my teaching, I strive to identify and nurture each student’s inherent strengths while also encouraging them to confront and conquer their perceived weaknesses. My objective is not just to guide students through what comes easily to them, but also to support them in tackling what they find challenging. I am committed to fostering an environment where difficulty is not feared but seen as an opportunity for growth and eventual mastery. This, I believe, empowers students to become stronger professionals in their chosen field.
My teaching methodology centers on project-based learning, with an emphasis on practical deliverables that reflect the professional setting. I implement swift project turnaround times to encourage efficient workflows, mirroring the pace of the industry. This approach allows for repeated application of concepts in various contexts throughout the semester, fostering a comprehensive understanding of how these principles can be adapted to different situations.
Critiques are an integral part of the learning process, providing students with valuable feedback that they can incorporate into their work. At the end of the semester, I require a portfolio or demo reel showcasing the student’s refined work, demonstrating their ability to learn, adapt, and improve over time.
While I encourage students to create all elements for their projects, I acknowledge that in certain courses this may be impractical due to time constraints. For such cases, I provide pre-made assets, offering students the choice between using these resources or creating their own. This flexibility respects students’ diverse capabilities and learning styles, while emphasizing the importance of personal artistic expression and design sensibility in their work.
My teaching methods aim to equip students with the skills, knowledge, and adaptive thinking necessary to thrive in the dynamic world of 3D digital design.
My approach to student engagement is fundamentally rooted in understanding the unique aspirations, backgrounds, and excitement of each student about the subject matter. At the beginning of every class, I solicit input about each student’s professional objectives and their specific interest in the course. This process allows me to adapt my teaching approach to the unique needs and dynamics of each class, fostering a learning environment tailored to the collective and individual aspirations of the students.
By relating the course content to my professional experience, I strive to forge connections with each student, providing them with relevant insights that can directly contribute to their career goals. Furthermore, I adapt the course to accommodate the entire class, while maintaining flexibility for outliers to pursue their unique objectives. This approach demands a high level of mastery and continual content development, deviating from the ease of repeated projects, to ensure each cohort’s needs are met effectively.
To further engage students, I create live demos for each assignment, providing a practical example of how to complete the task within the given timeframe. These demos are refreshed each semester, tailored to the interests of the current class. During lab sessions, I make it a point to meet with every student individually, ensuring their understanding and tracking their progress.
Critiques form a crucial part of our learning process, offering students valuable, constructive feedback on their work from their peers and myself. The goal is not to dissect a student’s work, but to foster an environment of shared learning and improvement, helping each student create the best possible version of their project.
My approach to student engagement is characterized by understanding, flexibility, and a commitment to continual adaptation and development, all aimed at ensuring that each student has the opportunity to reach their full potential in the field of 3D digital design.
In my courses, assessments are primarily bifurcated into two categories: projects and participation. The lion’s share of the assessment is devoted to project work, which enables students to apply the techniques and skills acquired during lab sessions. For each project, I provide a comprehensive overview, which includes the focus skills, a selection of project prompts (students also have the option to propose their own prompt, provided it aligns with the focus skills), a detailed rubric outlining key evaluation factors, and the expected final deliverables.
Grading of projects is based on a clear set of standards: meeting the basic expectations of the project earns a grade of C; exceeding those expectations and achieving industry standards results in an A; while a lack of understanding or effort results in an F. Grades B and D serve as gradients between these evaluation points.
Participation is another crucial aspect of assessment, reflecting the time and effort students invest in their own projects and in enhancing the educational experience of their peers. This takes into account both individual diligence and collaborative engagement, rewarding students for their commitment to personal learning and to the class as a whole.
My professional development strategy is multifaceted, encompassing Pedagogy, Technological Updates, Personal Skill Enhancement, and Industry Experience.
Pedagogy: As an educator, I am committed to refining my teaching techniques to foster an engaging and effective learning environment. I strive to stay informed about the latest research in teaching methodologies and continually experiment with innovative approaches to instruction. I attend educational seminars, participate in teaching workshops, and seek feedback from peers to improve my pedagogical skills and practices.
Technological Updates: In the rapidly evolving field of digital design, keeping abreast of technological advancements is vital. I regularly explore new software, tools, and digital trends to ensure that my teaching remains current and relevant. I attend industry conferences, subscribe to technology-focused publications, and engage with online communities to stay up-to-date with the latest developments.
Personal Skill Enhancement: I firmly believe that lifelong learning is key to personal and professional growth. Thus, I persistently work on developing new skills and enhancing existing ones, not only in the realm of digital design and teaching but also in related areas that can enrich my professional portfolio. I take online courses, read books, and challenge myself with personal projects to maintain a continuous learning trajectory.
Industry Experience: Real-world industry experience provides invaluable insights, and I strive to stay connected with the professional world. I engage in freelance projects and collaborations with industry professionals, which allows me to stay in tune with the demands and expectations of the industry. This experience also aids in bringing a practical, industry-focused perspective to my teaching.
My courses strongly emphasize contextual relevance, drawing from two primary sources: my professional experience within the entertainment industry and my cutting-edge research.
Professional Experience: The structure and content of my courses are informed by my extensive industry experience and a clear understanding of its current demands. This context allows students to gain practical insights and skills that are directly applicable in professional settings.
State-of-the-Art Research: My research interests, particularly in procedural workflows, artificial intelligence, virtual reality, and online knowledge platforms, shape the other component of my teaching. These areas of exploration allow me to introduce students to the forefront of technological innovation and encourage them to think critically about the future of the field. This research context not only enriches the learning experience but also fosters an environment of intellectual curiosity and innovation.
By blending these elements, I strive to create a classroom environment that is both grounded in industry realities and forward-thinking in its exploration of emerging trends and technologies.
SCHOLARSHIP
Research Interests
My research interests primarily lie at the intersection of emerging technologies and creative workflows within the domains of 3D films and games. This includes the integration of Artificial Intelligence (AI) into these workflows, procedural methodologies for modeling, 3D FX, and crowd simulations, and the exploration of Virtual Reality (VR) in storytelling and filmmaking. Concurrently, I have a keen interest in leveraging online platforms as modern conduits for content dissemination. These platforms not only provide an expansive audience for immediate feedback and improvement but also serve as testing grounds for pedagogical content. The insights garnered through these platforms significantly inform my approach to teaching, ensuring my coursework is comprehensible, current, and engaging.
Technology | Art | Design Course Design Grant
2023
In Progress
Allendale Columbia TEDx
2020
One Take Film Festival
2018
SIGGRAPH
2017
PROFESSIONAL EXPERIENCE
With a professional journey spanning across various roles in education, visual design, game design, and film , I bring a unique blend of technical expertise and creative vision. My experiences range from working as a Technical Director at Image-Metrics, where I automated facial rigs and developed modeling tools, to managing graphics production for Channel 62 KRCA at Lieberman Broadcasting Inc. I’ve also contributed to post-production VFX at D-Right Image, and have played a key role in compositing for music videos and films. My work has consistently involved leveraging cutting-edge technology to create compelling visuals and solve complex problems, demonstrating my proficiency in Python, rigging, simulation, and visual effects.
DEMO REEL
This demo reel showcases a curated selection of projects that I’ve created and presented to my students as exemplars of class assignments. Each clip serves as a practical demonstration of the concepts and techniques we explore in class, embodying the kind of work students can expect to undertake. From complex 3D modeling to intricate motion design, these examples exemplify the technical and creative challenges my students engage with as they learn and grow in the field of digital design.
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