Archive for the ‘Faculty’ Category

Silicon Valley’s Cogswell College Now Offers Uniquely Immersive Masters Degree in “Entrepreneurship & Innovation”

Friday, December 5th, 2014

Entrepreneurship Masters at Cogswell College

Noted Entrepreneur Shawn Sadowski is Named Cogswell College’s “Entrepreneur in Residence”
Sunnyvale, CA -Cogswell College, a leading educational institution based in the heart of Silicon Valley offering a unique, project-based curriculum fusing Digital Art, Engineering and Entrepreneurship, has revitalized the school’s Masters Degree program in Entrepreneurship & Innovation. Concurrently, noted entrepreneur Shawn Sadowski has been named Cogswell’s “Entrepreneur in Residence,” after Sadowski worked closely with the Cogswell faculty on the Masters program, set to be launched online in January 2015.  The announcements were made today by Dr. Deborah Snyder, President and Chief Academic Officer of the school. Please see:  http://youtu.be/Z0qTNwxaAfo Cogswell is one of only a handful of colleges and universities in the U.S. offering an advanced degree in Entrepreneurship and Innovation. With the addition of Sadowski to the school’s faculty roster, Cogswell becomes uniquely positioned to provide an immersive learning experience, by capitalizing on his years of start-up experience and insight from having interviewed hundreds of entrepreneurs across the United States.

Please see video here: http://youtu.be/Z0qTNwxaAfo

Enrollment in Cogswell’s Masters Degree program in Entrepreneurship & Innovation will be limited to a cohort of 25 students for the Spring 2015 semester, beginning January 20. Interested prospective students should call (855) 361-5930 or visit http://www.cogswell.edu/entrepreneurship/masters.html to apply, while space is still available.

Sadowski made national headlines during the summer of 2014, when he and two colleagues rode bicycles from the west coast of Oregon to the east coast of Virginia to meet with and document the stories of 100 entrepreneurs in 100 different U.S. cities. Much like Sadowski’s cross-country tour, Cogswell’s MA program provides opportunities for students to cultivate and vet their own business ideas by engaging and interacting with real world entrepreneurs. Cogswell students will have the ability to build their own networks of industry professionals, and learn from established business builders who have already paved their way to entrepreneurial success.

The Cogswell MA program has been developed to help students apply entrepreneurial principles and innovative decision-making both in and outside of existing organizations. Many people dream of “firing” their boss and owning their own thriving business. Others want to be more innovative and empowered in their current line of work – or learn skills that will add value to their current employer. This program allows for that flexibility in expanding each student’s careers goals. A Cogswell MA Degree in Entrepreneurship & Innovation, less costly than one might think, is designed to help students develop the qualities and skill sets of successful entrepreneurs, and to directly apply those qualities and skills to achieving their career aspirations.

Said Dr. Snyder, “The Cogswell Master’s Degree program in Entrepreneurship & Innovation is a truly unique and highly interactive one. The program offers students the opportunity to learn and practice concepts necessary to helping them accomplish their career dreams. It provides additional tools to the graduate’s professional tool kit. Our curriculum is designed to motivate students to go out into the ‘field,’ meet and interview entrepreneurs from a variety of fields, and discover how entrepreneurs ‘do what they do’ to make companies successful. In addition to approaching local entrepreneurs, developing relationships, and learning by their example, students will also get a better understanding of how they, themselves, fit into their entrepreneurial ecosystems. Ours is a soup-to-nuts program, one that is certain to help our students plot the course to their own career destinies.”

About SHAWN SADOWSKI<

Shawn Sadowski is the co-founder and CEO of My New Enterprise. He has extensive experience as a successful entrepreneur and business consultant, and during the Summer of 2014, embarked on the adventure of a lifetime, as he and two colleagues traveled by bike from the west coast of Oregon to the east coast of Virginia to interview successful entrepreneurs across the country. The trio passed through 100 cities, interviewing 100 entrepreneurs to film and document their stories.

In addition to My New Enterprise, Sadowski has built two companies and sold them to top leaders in the Transportation and Logistics Industry. He has directed business plan competitions and advised countless entrepreneurs on launching and growing successful ventures. He has held faculty positions at Utah State University in the areas of New Venture Development and New Venture Management. In addition, Sadowski has consulted with numerous small businesses to create strategic execution plans for business expansion and growth.

Sadowski has helped create performance-training systems for corporations, small businesses, and direct sales companies. He is deeply passionate about entrepreneurship and helping others build and grow thriving companies. Sadowski received a BS Degree in Accounting and an MBA from Westminster College.

About COGSWELL COLLEGE

Designed as a “fiercely collaborative, living laboratory,” Cogswell College is located in the heart of the legendary Silicon Valley in Sunnyvale, California. The school is a WASC accredited, four-year institution of higher education with a specialized curriculum that fuses digital arts, audio technology, game design, engineering and entrepreneurship.

Numerous alumni of Cogswell College have secured prominent positions within the entertainment, videogame, technology, computer, animation, and motion graphics industries throughout California and beyond. Several of these alumni have established careers with such high profile companies as Activision, DreamWorks Animation, Disney, Electronic Arts, Pixar, and Microsoft Game Studio. Many other alumni have launched their own creative ventures.

Recent Cogswell alumni were members of the Academy Award-winning production teams which worked on the blockbuster films “Frozen” and “Life of Pi.” Some of the other well-known consumer projects to which Cogswell alumni have contributed include the feature films “The Boxtrolls” and “The Avengers,” and the popular videogames “Call of Duty: Advanced Warfare,” “Halo 4″ and “Battlefield Hardline.”

Additionally, animated short films conceived and produced by Cogswell students have gone on to win prestigious awards, including those presented by the California International Animation Festival, the Colorado Film Festival, the Oregon Film Festival, the Miami Film Festival, the Philadelphia Film & Animation Festival, the San Jose Short Film Festival, and Canada’s International Film Festival.

Cogswell College is located at 1175 Bordeaux Drive, Sunnyvale, California, 94089. For more information, please call 1-800-264-7955 or visit: http://www.cogswell.edu/ <

Contact:

Cogswell College
Rachael Sass
Creative Services Manager
Sunnyvale, CA
408/498-5150
Contact Rachael via email

Contact:
Media Contact for Cogswell College:<
Dan Harary
The Asbury PR Agency
Beverly Hills, CA
310/859-1831
Contact Dan via email

SIGGRAPH Selects Cogswell College Dean Jerome Solomon as 2017 Conference Chair

Saturday, November 8th, 2014

Jerome Solomon selected=

ACM SIGGRAPH is pleased to announce the selection of Jerome Solomon, Dean of the College at Cogswell College, as the SIGGRAPH 2017 Conference Chair. Solomon has been previously involved within the ACM SIGGRAPH community and will undoubtedly bring his knowledge and experience to his new role. “His superb skills, grasp of the industry, and professionalism will tremendously benefit SIGGRAPH,” said Rebecca Strzelec, SIGGRAPH Conference Advisory Group Chair. “I am confident that Jerome will take SIGGRAPH 2017 to the next level.”

Jerome Solomon has 17 years of industry experience in Hollywood. He has worked at Industrial Light and Magic, DreamWorks Animation, Electronic Arts and Rhythm & Hues Studios. During his career, he received film credits on “Avatar,” “Madagascar,” “Shrek 2,” “Babe,” “Ace Ventura II,” and “Batman & Robin.” In addition, he has shipped 3 AAA game titles: “Star Wars: Force Unleashed,” “Tiger Woods 07″ and “The Godfather Game.”

Solomon holds a Bachelor of Science Degree in Computer Engineering from UCLA and a Masters of Science Degree from Georgia Institute of Technology in Computer Animation. SIGGRAPH 2017 takes place from July 30 to August 3, 2017, in Los Angeles, California. Solomon will follow SIGGRAPH 2015 Conference Chair Marc Barr from Middle Tennessee State University and SIGGRAPH 2016 Conference Chair Mona Kasra from University of Texas at Dallas.

For further information on this announcement, please contact media@siggraph.org.

Watch Solomon’s interview with Steve Waskul here:
Jerome Solomon interview with Steve Waskul

About SIGGRAPH 2015

The annual SIGGRAPH conference is a five-day interdisciplinary educational experience in the latest computer graphics and interactive techniques, including a three-day commercial exhibition that attracts hundreds of exhibitors from around the world. The conference also hosts the international SIGGRAPH Computer Animation Festival, showcasing works from the world’s most innovative and accomplished digital film and video creators. Juried and curated content includes outstanding achievements in time-based art, scientific visualization, visual effects, real-time graphics, and narrative shorts. SIGGRAPH 2015 will take place from August 9-15, 2015, in Los Angeles, California. Visit the SIGGRAPH 2015 website or follow SIGGRAPH on Facebook and Twitter for more detailed information.

- See more on the Siggraph website

Industrial Strength Graduates and Commercially Viable Apps

Friday, October 3rd, 2014

Industrial Strength Graduates and Commercially Viable Apps

by John Duhring, Education Technology Specialist, Cogswell Polytechnical College

Introduction

To prepare students to enter today’s ecosystems, academic institutions are challenged to create environments in which students can learn not only what skills they need to acquire but also how to work as part of an ensemble of other talented individuals with the goal of producing something extraordinary. Learning as a group requires practice and the best practice is through the experience of making products together.  It is the assertion of the group described here that in addition to embracing what is called “collaborative learning,” colleges can graduate students who are ready to contribute to startup teams the moment they leave college with their experience enabling them to function at a high level.  In many cases, the curriculum for educating students for professions within startups and high–tech ventures draws heavily on the practice of publishing and the Cogswell approach we describe provides one approach.  While it is beyond the scope of this paper to discuss the learning objectives and assessments in place, the course described brings the process of publishing into a classroom experience in which the participating students earn credits towards their WASC accredited bachelor degrees.

For our purpose of examining how publishing processes can be experienced within an academic institution, we first extract the practice of publishing from the myths surrounding the publishing business.  The world of traditional publishing is filled with powerful narratives.  For instance, a publishing company is often called a “house.”  In it, a mythical editor diligently molds an author’s work into a “best–seller” while un–seen production planners and managers bring physical products to market.  Early electronic publishing ventures molded themselves on this model, particularly in the realm of gaming and animated films.  Hidden from view are the specialists and professionals who bring their talents to bear on each work.  It has been well understood: the only way to learn publishing is to work in publishing and that learning takes place over years of apprenticeship and mentoring.  Typically, students from colleges with liberal arts backgrounds are encouraged to give publishing a try.  They migrate to production or marketing, and they discover the roles of myriad specialties: cover design, publicity copywriting, developmental editing, ancillary rights management and royalty distribution.  Here’s a somewhat typical example.

With the current rise of mobile apps as a driving force in electronic publishing, the “house” model is migrating to a “studio” model in which the author team crafts its own works and sells directly to its own audience.  Double Fine Studios provides but one example. As small teams of college students embrace publishing, otherwise hidden facets of what makes the traditional publishing world work can be adapted into production pipelines tailored for each project.  The craft of turning inspiration into product is being embraced by organizations with no background in traditional publishing.  Innovative teams, often operating within larger organizations, look to hire professionals who understand their skillset, their place in production pipelines and the adaptability required to bring products to market.

Skills and Passion

Professor Thomas Applegate of Cogswell College in Sunnyvale, California organized a studio course within a college that is dedicated to bringing engineers and artists together in projects that reflect industry practice. “The students are learning another form of storytelling, from the inside.  They see what it takes to bring the story to life using modern tools to engage today’s audiences,” says Applegate.  The studio’s first work is about a seven year-old boy named Sebastian, his adventures and his personal transformation.  His experiences are delivered as a seven minute animated film bundled with an interactive book as an app for the iPad:   “Each of us is a Sebastian.  This project celebrates what it means to see the world through the eyes of a kid.  It’s for children of all ages and calls forward memories we sometimes salt away without much reflection.  The students are putting their skills to work as part of a collaboration, which means they themselves are in the process of transformation into professional roles even as they reflect on the story as it aligns with their own experiences.”

Drawing on his experience designing games for Sega, DreamWorks and others, along with his 16 years teaching at Cogswell, Applegate brought an original story to Cogswell and recruited students to join the team.  His example illustrates the academic and professional benefits surfaced through collaborative learning when the goal is to instill professional practices while developing a unique curriculum for students.  Participating students earn credit for the course and gain a rich portfolio to take with them into their professional careers.  Mirroring industry methods, the outcome of this project will be distributed through Apple’s App Store.  Such globally available publication vehicles enable Applegate to acknowledge the contributions of the participating students, much like the practice in publishing where a professor thanks those who helped in the production of his manuscript.

Video 1. Developing an inter–disciplinary project involves rethinking how traditional courses are taught.

The mix of skills students bring to the team are enhanced by the roles they take on during the project.  At one stage of production, physical sculpts are produced as reference models, storyboards rendered to document the arc of the narrative and color studies painted to orient the team.  At the same time, engineers build frameworks that will animate page turns, light scenes and bring sounds into the user experience. Since a seven minute animated film is rendered at 24 frames per second, literally thousands of versions of the film are produced as each character is rigged and their moves polished.  Students I’ve interviewed say the major value working on such an inter–disciplinary project comes from what they experience as part of a team.

Video 2. Students gravitate to the challenge of collaborating with talented peers.

Applegate interviews students who show potential as team members.  All Cogswell students are used to critique and presenting their work for class projects, but in order to function as part of his team, the personalities he finds must be complimentary to what is already in the collaboration. He looks for not only a deep–rooted skillset but also the ability to solve problems through critical thinking and to adapt as needs change.  He says, “At the front end, students are attracted to working on a project that is as sophisticated as what they aspire to work on in the industry.  While that is attractive to them, what holds their commitment to the project is what they bring to each other as a team.  Team members shift jobs as the work changes.  Team leaders become novice helpers and vice versa.  It’s a fiercely collaborative environment.”

Measurable Performance

Cogswell College has no varsity sports teams but project teams take on many of the characteristics of athletics with regards to teamwork, performance, roles and capacity.  Individuals in project teams such as described here are graded much like those within an athletic department at a major college.  Participation is not only essential it becomes the quality indicator.  People show up when they feel indispensable.  They challenge themselves to make the team work effectively and within that structure the creativity contributed by team members exceeds expectations.  Something transformational occurs as individual step beyond their own limitations and take on greater responsibility or embrace new challenges.  Cogswell’s faculty serves as “coaches” in this paradigm.  They establish norms and alignment with project goals and cheer on their team members to consider their opportunity to learn and develop their skills and value to the team.

As a WASC–accredited institution, Cogswell measures Learning Outcomes at a course, program and institutional level.  Proficiency in written and oral communications is required as part of every graduate’s performance.  Rubrics are structured to indicate whether a given student meets, exceeds, or goes above and beyond expectations in a variety of measures.  The rich communications fabric that develops between team members within projects provides ample opportunity to observe and measure proficiency and progress.

In the project we are examining here, which awards 3 credit units per term, Applegate requires a self–assessment from each student at the beginning and end of each semester.  The start point serves as a base–line and the end–point provides critical self–reflection on what has been accomplished in the period.  For each student to articulate their role and how it interacts with others forms one level of awareness.  To go beyond this to include how the pipeline or a production process adjusted based on participation moves the needle in a way that reflects professional practice and helps identify which students have the potential to take on greater mentoring or team leadership responsibilities.

As part of the project course, each student is required to write a paper that describes something they learned during the term.  This can be simply a description of some component of their skillset that they enhanced during the period or an observation about working with the team. When evaluating his students, Applegate also asks them to be teachers and to describe how they have helped their teammates to learn from their example or guidance.  He believes in shifting roles from student to teacher, and vice versa.  He says, “If the students have the opportunity to try teaching they get a completely different perspective.”

Better Together

Observing the course in action often takes the casual observer by surprise.   “This is what education should look like,” said one recent visitor, a corporate lawyer. The production goal is to evoke a single emotion around each scene in the animated film while at the same time to faithfully simulate that telling through the form of an interactive book.  For both the film and book sub–projects the work is broken out into animations and assets.  The storytelling takes on unseen sophistication by using the iPad to view the film and to interact with the book.  For instance, the sound track for the film is linear but for the book, sounds respond to user behaviors.  Likewise, animations throughout the book invite interaction.  For instance, users can pause in their reading of a nighttime scene in Sebastian’s back yard and trace stars in the sky to make up their own constellations.

Roughly speaking, the film animations focus on what is known as “character development.”  Each character in the work is examined at a level of detail that goes far beyond what is revealed in the story itself.  For instance, the only hint that Sebastian’s mother plays a major role in his life is revealed when a user discovers his sketchpad in the interactive app and flips through pages to see what he has written about her there. Technically, the images of the characters are sketched in a variety of situations and story–boarded before being constructed digitally.  This construction involves a complex structural design, or “rigging,” that creates a personality to the movements of the character.  The expressions, skin, hair and clothing are stretched and textured onto these structures and fine–tuned to the artistic demands of the project.

Alongside the characters, the props and objects that populate both the book and film require a team dedicated to their production.  Natsumi Nishi is a texture artist on the assets team.  She describes her job as not only designing everyday objects, like a clock that sits on a mantle, but as guiding and mentoring other students who like her have never been challenged to take on such a role that they might choose to pursue in their professional career.

Video 3. Roles in a digital production pipeline involve mentoring and learning new techniques.

From a management perspective, there is a weekly “all hands” meeting, in which the four major sub–teams come together to update their progress and describe their challenges.  These group meetings provide a level of problem solving that rarely happens in traditional academic settings.  The interplay between the sub–groups enables parallel production pipelines to result in orchestrated results and at the same time serves to keep everyone focused and on track.  The discussions lead to what ultimately appears on the upcoming schedule of jobs to be done.  They also serve to establish a common language about the project, for the entire team to gain a new perspective and appreciation for what they are accomplishing.

In addition, the sub–groups formally review their progress on a daily basis.  These “tracking meetings” provide a forum for timely suggestions and advice.  “There really is no place to hide,” says Applegate.  “It’s easy for students to micro vision the problem without seeing the big picture.”  Since the story is about childhood, stories from the students’ own narratives inevitably find their way into the work. In order for the work to be a good story, well told, the students are challenged to reset their perspectives regularly.

Present throughout the process is Applegate, who works with team leaders one–on–one to mentor and model the dynamics of team leadership.  He says, “Students will do what you say in many cases, but they will always do what you model. That’s what they pick up.”  He has created a laboratory that illustrates how teamwork, mentoring and ventures work together.

A Look Forward

As of this writing, the commercial possibilities for the story of Sebastian mirror the dynamics within this self-publishing venture.  No longer do the means to an audience reside exclusively in the promotional machinery of major publishing partners.  In very real terms, participation in a creative endeavor as described here involves communities that come together around what is produced.  The work will be made available through Apple’s ecosystem, but how the creators are able to engage with users directly is still to be seen.  As an academic exercise, the learning stands by itself, yet the meaningfulness of the work expands as audiences respond to the artifacts that are published and that story is yet to be told.

The learning outcomes of the approach described here might provide the strongest measure of their effect.  While we have described skill–building and team–oriented learning that comes into play, the profession–readiness aspects also deserve mention.  In the past year, two hires evolved from similar projects at Cogswell, one to Google and one to Industrial Light and Magic (Lucasfilm).  These Cogswell recent alumni now sit alongside the best and brightest in the world, working on projects with the potential to change lives.  Last year, another recent alum, Chris Evart, received an Academy Award in recognition for his contributions to the Disney film, Frozen.

Whether students matriculate into a studio, an enterprise, or a startup, preparing them to serve vital roles, contributing to the success of any venture, point to the skills and behaviors that they develop as a consequence of their involvement with their peers in producing commercial–grade media.  Typically, students graduating with a bachelor’s degree even from top–rated institutions rarely have the experience of managing multiple groups of people over extended periods of time, or over multiple projects.  Their ability to commit fully to a project or opportunity has been cited as a key reason for their hiring after all other factors have been taken into consideration.  Further studies into the educational value of “head–to–hand” and project–based learning would be well–served to adopt publishing frameworks for their model.


John Duhring (@duhring) is an Education Technology Specialist at Cogswell Polytechnical College.

2014 NCIIA Papers Feature Cogswell Authorship

Friday, March 14th, 2014

The National Collegiate Inventors and Innovators Alliance (NCIIA) supports technology innovation and entrepreneurship in higher education, and has a membership of nearly 200 colleges and universities from across the country. This 17-year-old national nonprofit organization engages with over 5,000 student & faculty entrepreneurs each year, by helping them to commercialize their concepts.

The NCIIA is holding their 18th annual conference from March 21-22, 2014, right in Cogswell’s backyard in San Jose, California. It is an intensive two-day conference for practitioners of technology entrepreneurship in high education. Conference sessions explore policy, programs, funding and insights into what is happening in higher education today; and how that will impact tomorrow.

Cogswell Polytechnical College is proud to share the 2014 peer-reviewed papers written by our very own Christopher-John Cornell & John Duhring! Topics include Project-based Learning Kickstart Tips, The Metamophosis of Business Plan Competitions, and Crowdfunding: More Than Money Jumpstarting University Entrepreneurship. Follow the links for the full publications.

Visit our website for more information about Cogswell’s Master’s Degree Program in Entrepreneurship & Innovation, the Immersion Program for visiting students and entrepreneurs, or the Kauffman Fasttrac Program.

An Interview with Tim Heath, New Director of Cogswell’s Project X Studio

Wednesday, February 5th, 2014

Tim Heath, Director of Cogswell's Project X Studio

Question:  Tell us a little about your background.

Tim:  I earned my Bachelor degree in Business Administration and an Art Minor from James Madison University. After graduation I was in marketing planning to focus on the creative side of advertising but when I did an internship at an advertising agency in Richmond, Virginia, I felt more comfortable with the production side of things – posting commercials and doing a little bit of effects work.  After graduation this led me to a company that was doing this kind of work. They were all Silicon Graphics – really expensive machines and state-of-the art software – but it was for government entities, three letter words basically, and while really interesting work but with security clearances none of my work was going to see the light of day. I met my future wife in college and she was from New York. My goal was to get into film or television and more opportunities existed in New York so we moved up there.

Question:  So how did you move from advertising to film?

Tim:  I did some freelance work for ABC and eventually landed a job with Post Perfect, a big post-production house. Still all the film work was mostly being done in California and I figured that was where I eventually wanted to end up. However, life doesn’t always go in a straight line. I got my first film-gig job with Square Pictures in Hawaii where I was Lead Animator for “Final Fantasy: The Spirits Within.” When that studio closed, I got my chance to move to California. I got a job with Electronic Arts as Animation Supervisor.

Question:  That’s still not film work, so how did this help you achieve your goal?

Tim:  Well, Final Fantasy: The Spirits Within was the first feature film I worked on; I then worked on a short film for the Wachowski Brothers’ Animatrix series before Square Pictures closed. It’s also when they were trying to do a lot of film work in video games, trying to push the technology in games themselves and trying to push storytelling in games. I have game credits for Lord of the Rings and The Godfather.

Question:  When did you get your film break?

Tim:  From Electronic Arts, I had the opportunity to go to ILM and work on “Pirates of the Caribbean 2: Dead Man’s Chest,” as one of the senior animators but it was a huge crew. So I just kind of came in and did my shots and it was a great experience because that’s exactly the kind of movie I wanted to work on when I first got into the mix. Back when I saw Jurassic Park, I thought, “That’s what I want to do. I want to work at ILM.”

Question:  Why did you leave ILM?

Tim:  After that show, one of the short films I had made entitled, Lagerheads, while I was on my own caught the attention of some guys at Nvidia. They we remaking some rendering software and asked me to come on board to make short films for them using their rendering software.  To me that was like the dream job part two where you go in and you get to make whatever you want, within reason, whatever you want and plus I was with some of the brightest guys in the industry doing rendering. That’s what I would like to eventually do at AMD where I am now – to make short films.

Question:  So what made you decide to teach at Cogswell College?

Tim:  It hasn’t gone that way just yet at my day job but I have this bug of still wanting to make short films and the chance to do that is one of the reasons that brought me to Cogswell.

Question:  Tell us about your work with the Project X Studio at Cogswell.

Tim:  As you know, this will be the fourth film to come out of Project X. Two did quite well in the film festival circuit and the third, “Driven” is just getting started but I’m sure it will do well too. I’m working with a team of about 18 students right now and I think we’re going to be able to get something really nice done. The goal is to have the film ready by early 2015 – about 1 year from now. The students are all very eager to work hard to make something incredible. While I brought a story, I’m also involving the students in helping develop the story. I brought the characters and an outline of what I think we can accomplish. Right now we’re going over story beats and revising it. We have a little story team of four or five of the students and we’re pounding it out and adding things and taking things out and making it better together as a group. I’m also not the only faculty who is mentoring students. David Perry is animation lead, Kong Vang is lead concept design and Rob Garcia is overseeing the pipeline, rigging and modeling issues. Richard Schimpf is consulting on the story development. Finally Julius Dobos will lead the audio portion of the film when we get to that point but we’ve consulted with him to give him a frame of reference for the eventual music and sound effects we’re going to need. I’d like to utilize all the great talent we have at Cogswell.

Question:  So what is it like to be a student working in the Project X Studio?

Tim:  Even though we just got started, you don’t walk past the Project X room without seeing people in there working and diving into it. Because we are using different software than previous films, they’re learning new software.  We’re rendering with V-Ray and composting with Nuke. They’re also learning fur technology. The goal is to push the look of the film we are making.

Question:  Any other plans for the project?

Tim:  As we develop the story and are a little further into the production pipeline, I’d like to be more open about the project and let everyone know what we are doing. I think it would be fun for everyone on campus watch it develop. Maybe we can even put up a production blog so people can follow our progress.

Question:  Any final thoughts?

Tim:  I’ve led teams of animators but never led a team of students so this is really exciting for me. I want us to learn from each other and produce a film that we will all be proud of. Given the amazing work done by students in the past, I think we will create something incredible together.

Learn more about our Digital Art & Animation degree program.

Cogswell Faculty Shares His Expertise with DreamWorks Artists

Tuesday, January 28th, 2014

Even professional artists who are at the top of their game still have things to learn. Cogswell faculty, Thomas Applegate, brings inspiration and a new perspective to the artists who take his workshops through the Artistic Development Office.

Applegate designs the workshop content to meet DreamWorks goals which typically focus on expressive narrative and character design and expression. Most of his workshops run for 6 weeks and average 15 to 25 participants.

Some of the classes he has taught include: Character Development, Character Sculpture and 2D Water color Character Portrait. His most recent class was Character Expressions.

“When you teach a class to professional artists,” said Applegate, “the expectations are really high. It requires a lot of energy on my part to make sure I challenge them. But on the other hand, these very talented artists come in with lots of humility and are eager to learn. I feel honored that they approach our time together with that attitude and do my best to reciprocate.”

Thomas is an Assistant Professor in the Digital Art and Animation program at Cogswell and is the Director of the Studio E project class.

Cogswell Faculty, Bret Sweet, Announces Publication of First Book

Tuesday, September 3rd, 2013

If you are looking for a fantastic read that will transport you to another time and place, grab you by the lapels and keep you enthralled from beginning to end, then Cogswell faculty, Bret Sweet’s, first work of fiction completes your quest. “Among the Veils,” the first book in the Paper Thrones series, was released in paperback on August 19th and Kindle version on September 4th.

Bret conceived the book during a difficult period in his life. His father suffered from dementia and eventually spent time going from assisted living to emergency rooms for extended periods. A musician friend told Bret that he wrote songs in his head when he was worried. Bret took the suggestion to heart, though he didn’t want to write music, he challenged himself to write a book in his head during the many long hours devoted to making sure his father would not be alone and received the best care.

“The story just sort of came to me,” said Sweet. “I started feeling isolated because caregivers I met at groups seemed to have more resources than I did. I began feeling like maybe the odds were against me. The book was how I stayed on point.”

“Among the Veils” plot follows Clay Durward who works with young people in San Francisco. When he is called to a crime scene and asked to protect a small old boy, he learns the child carries the spirit of a ten thousand year old energy locked in his subconscious. In trying to help his ward, Clay finds himself embroiled in a civil war between two factions of Ancient Egyptian deities fighting out their rivalry among the darkest streets in America’s crumbling cities.

“The conception process took about 3 months,” said Sweet, “and about another 3 months to get it down on paper. The hardest part was the editing and getting it ready for print. About the 4,000th time I had to read through the book, it was really hard to concentrate.”

Bret said he wrote the book for people who are taking care of their parents or other loved one suffering from some kind of neurological disease. He understands that these people are burning the midnight oil as they try to take care of the people they love. He hopes they will feel less alone, that they will feel validated. He wants them to know that they are his heroes.

The book embraces the culture of today with an effective use of modern technology through the use of a sound track, illustrations and wiki. The goal was to create an interactive experience for the reader and really involve them in every aspect of the story. Bret calls his unique genre, ‘urban sci-fi’ or ‘street sword and sorcery.’  His wife calls the style, ‘Harry Potter meets The Wire.’

“Brilliant is an overused word, but appropriate for this story. Bret is an exceptionally talented writer and clever speaker. I’m sure he relates to Clay’s character because Bret is also connected to the minds of the youth and has an unwavering passion for helping them….even if it means putting himself at risk among the darkest streets of America.”
— Enitan Bereola II, Author ‘Bereolaesque’

You can purchase a copy of “Among the Veils” at CreateSpace or Amazon.

About Bret Sweet

Mr. Sweet is the director of Digital Media Management at Cogswell, following his work in launching the College’s Entrepreneurship initiative in 2010. He continues to develop Cogswell’s entrepreneurship curriculum and teaches a variety of “business for artists” courses. He is certified by the National Foundation for Teaching Entrepreneurship (NFTE), and has taught business building strategies to thousands of Bay Area low-income youths and their families. From 2003-2007, Mr. Sweet was the lead entrepreneurship instructor at BUILD, which provides entrepreneurship education to high school students in low-income areas boasts an excellent college acceptance rate for its seniors. His activities have garnered him a host of accolades, including the NFTE’s prestigious Teacher of the Year Award in 2004 and a speaking engagement at the 2012 NAACP National Convention. Mr. Sweet’s background is as an entrepreneurial musician, music promoter and restaurateur. He received a B.A. in Television and Radio Production from San Francisco State University and a dual-MBA from the University of San Francisco.