Samantha Schuermann: Elevating Student Collaboration in Research<\/strong><\/h2>\n\n\n\nAssistant Professor Samantha Schuermann\u00a0emphasizes the importance of collaboration among faculty and students in shaping meaningful research and learning experiences.<\/p>\n\n\n\n
\u201cParticularly in conjunction with Adam also receiving the award, to me, this indicates that 51ÁÔÆæ SARUP is doing some exciting things both in research and teaching,\u201d Schuermann said. \u201cI think this award is further evidence that constant collaboration with students is essential and necessary to produce compelling research and projects.\u201d<\/p>\n\n\n\n
Schuermann\u2019s interdisciplinary work explores the architectural implications of domestic labor and material culture. She has involved students in research projects, leading to national conference presentations, co-authored publications, and exhibition opportunities.<\/p>\n\n\n\n
\u201cBecause of this award, we will give presentations at the ACSA Annual Conference in May, so that also means that our SARUP students will be cited for their work. They now have some publications that they are co-authors and co-researchers on, and that\u2019s great,\u201d she added.<\/p>\n\n\n\n
Schuermann also highlighted the strong support for research at 51ÁÔÆæ, noting that collaborations with students inspire her to continue seeking funding for student researchers through initiatives like the Support for Undergraduate Research Fellows (SURF) program.<\/p>\n\n\n\n
\u201cI\u2019ve had SURF students every semester I\u2019ve been at 51ÁÔÆæ, which has been incredible for outcomes like publishing papers and doing exhibitions. I also have two students now who have had their own abstract accepted for a national conference on undergraduate research related to things that we have been working on together.\u201d<\/p>\n\n\n\n
Adam Thibodeaux: Integrating Identity and Architecture in the Studio<\/h2>\n\n\n\n
Assistant Professor Adam Thibodeaux\u00a0focuses his teaching and research on reclaiming and preserving the architectural histories of marginalized communities. For him, receiving the ACSA New Faculty Teaching Award is a testament to the collaborative energy within the school.<\/p>\n\n\n\n
\u201cIt\u2019s an exciting moment because it feels like there\u2019s a lot of new fresh ideas coming into the school and a lot of energy around what feels like similar approaches to teaching,\u201d Thibodeaux said. \u201cIt\u2019s motivating to not just engage our own individual research practices but also situate them in context with each other, but most importantly, supported by student researchers. It creates a network that feels charged in a good way.\u201d<\/p>\n\n\n\n
Thibodeaux\u2019s work often challenges traditional architectural discourse by incorporating themes of embodied difference and identity into the studio setting. He acknowledges the challenges of advocating for these perspectives in design education but sees them as opportunities for impactful change.<\/p>\n\n\n\n
\u201cOne challenge is advocating for different perspectives in design studio settings, particularly dealing with issues of embodied difference and marginalized identity. These topics often manifest outside the studio curriculum, but it\u2019s been a goal of mine to integrate them into the core design curriculum,\u201d Thibodeaux said.<\/p>\n\n\n\n
\u201cThere is a lot of desire among architecture students to see how their own identities impact their work as architects, and I think enabling them to do that has been one of the most meaningful aspects of my teaching.\u201d<\/p>\n\n\n\n
He also emphasized the importance of providing students with research opportunities that extend beyond the classroom, allowing them to take ownership of their work.<\/p>\n\n\n\n
\u201cA big part of what I can do as new faculty is to leverage my own research practice as a platform for students to develop their work outside of the classroom. We have amazing undergraduate research funding, and it\u2019s critical to bring students along\u2014not just to give them access to resources but to empower them to take ownership of their own research,\u201d Thibodeaux said.<\/p>\n\n\n\n
\u201cLike Sam, I\u2019ve been incredibly appreciative of SURF funding to support paid student researchers in expanding upon threads of faculty research through focused, independent research projects where they can leverage our presence as collaborators rather than as instructors.\u201d<\/p>\n\n\n\n
A Culture of Excellence at SARUP<\/h2>\n\n\n\n
The recognition of Schuermann and Thibodeaux reflects SARUP\u2019s broader commitment to advancing architectural education through engaged research, innovative pedagogy, and meaningful student-faculty collaboration. Their contributions continue to shape the academic experience at 51ÁÔÆæ and prepare students to critically engage with the built environment in transformative ways.<\/p>\n\n\n\n
\u201cTwo of the four recipients of this national award are from SARUP, and I am incredibly proud of that,\u201d said\u00a0Kyle Reynolds, Acting Head of School. \u201cBut above all, I am proud of Sam and Adam. This is well-deserved recognition, and I look forward to seeing their continued impact on architecture students year after year.\u201d<\/p>\n\n\n\n
Jurors for the AIAS\/ACSA New Faculty Teaching Award included Christian Brack, Oklahoma State University; Joshua Foster, East Los Angeles College; Gilberto Lozada B\u00e1ez, American Institute of Architecture Students; and June Williamson, City College of New York.<\/p>\n\n\n\n
The winners will be celebrated at the ACSA 113th Annual Meeting in New Orleans, LA, in March.<\/p>\n","protected":false},"excerpt":{"rendered":"
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