Suzanne is a design principal in HMC’s Sacramento studio. She has over 20 years of education design experience working with school districts to infuse interior design into educational programming to help create innovative learning spaces. Read on as she shares more about her background and the current trends in material sustainability.
Q: What is your educational background, and what made you want to enter architecture?
A: As a kid, I wanted to be a Disney animator, so I spent a lot of time doing art. When I applied for colleges, my mom said, “Please find a career path that’s not going to have you coming back and living with me until you’re 40.” She encouraged me to find a creative outlet that was somewhat practical. I spent a lot of time researching creative jobs, and I found myself teetering between interior design and photography–and I settled on interior design, just kind of on a gut feeling.
I fell in love with it because it was one of those things where, as a kid, I always walked into a space and just took everything in. I would step in the doors and stop and perceive the interior space. I had never really put together the fact that somebody had to create that space. Being allowed to create those spaces became exciting.
My internship in college was for a firm supporting the interiors team for their education practice, and that’s how I fell in love with designing schools. It is different than designing restaurants, hotels, and other commercial spaces. I wanted to do something where I felt I was making a difference. Working on school projects allows me to make a positive impact on kids. I remember going to my first ribbon cutting and watching the kids walk into a space for the first time, and the look of wonder in their eyes makes all the stress of getting a project done worth it.
Q: You lead a high-functioning team of interior architects and designers. Can you describe what that’s like and your current role at HMC?
A: I’m a design principal with expertise in PreK-12 interior design and manage a team of four designers in the Sacramento office. I have a fantastic team. They all have their strengths, and when you put them together, they’re (we’re) an unbeatable team. We all get through significant challenges together. There’s this complementary aspect of the team in that someone’s weakness might be someone else’s strength; in this way, we help each other.
In my leadership role, I encourage my team members to think outside the box, push them to do things differently and stretch their boundaries. At this point in my career, my job is to see how far I can push people and help them reach new heights. My goal is to guide and mentor them and help them grow into the best designers they can be. There are three educationfocused designers for PreK-12 and higher education, and one focuses on healthcare. It’s nice to see them talking to each other about the projects that they’re not working on and to see that kind of collaboration and teamwork. Fostering that environment is very important.
I inspire my team to think beyond conventional limits, challenge the status quo, and expand their capabilities. At this stage in my career, my mission is to push boundaries, unlock potential, and empower others to achieve new heights.
Q: Materials and material specifications are important in interior design. Can you share a bit about that and some of the current trends in material sustainability?
A: There are two big things that we’ve been doing here at HMC. One of them is creating a database, like a virtual Rolodex, where we ask our manufacturers to register to meet with designers. We’re using that as an opportunity to collect sustainability information. We have a materials intake form where they provide all their data about what certifications their projects have and the positive features of their products. We also ask about their internal sustainability commitments and, for instance, whether they have a sustainability director. This is valuable information for our Director of Sustainability, Jennifer Wehling. This database represents our due diligence to make sure that we’re bringing the best, most sustainable products into the firm for our designers to choose from.
The second big thing we’re doing is signing on to the AIA Materials Pledge. We did our first year of reporting last year, and we’re currently collecting data for our second year of reporting, which would be any of our projects that reached 100 percent construction documents in 2024. We list which products we used and what impacts they have on creating healthy environments. This is important beyond just the abstract idea of sustainability for the people inhabiting our spaces —we need to ensure products are healthy and equity in the manufacturing process, making sure products are made by people who are treated fairly. We can see all our projects and associated products across the firm via our database and sort them by office and practice. This creates a baseline for us to reflect on and say that the product met one pledge category. How can we do better on the next one? Or how do I go back to that one manufacturer and challenge them to do better to get a product certified?
We need to ensure products are healthy and equity in the manufacturing process, making sure products are made by people who are treated fairly.
Q: This is a big-picture question: You’ve been in PreK-12 educational design for quite a long time. What are our clients’ biggest challenges right now, and how are we helping them solve them?
A: I have been designing schools for my entire career, a little over 24 years now. At that time, I watched the evolution of schools, and they changed a lot. The typical answer to the “challenges” has been technology. Still, I’m finding that some of the biggest struggles have to do with funding and trying to ensure we’re securing as much money from the state funding programs and other sources as possible. I spend a lot of time working with our district partners on the funding programs’ requirements to ensure we meet them and maximize the money they will get.
For instance, recently, we received a call informing us that they would not fund a particular room because the square footage didn’t qualify. And so, it became, “Make the electrical room smaller. Move the wall. Get me to 702 SF to get the funding.” I’m not going to lose funding because of a mechanical closet. It can sometimes be as simple as naming a space to get it funded. That’s why people should work with an architect familiar with educational design.
Q: Can you share a little about what you do when you’re not designing school campuses, your family, and the things you are passionate about?
A: I am married, and my husband Scott and I have an eight-year-old daughter, Emiko. My husband is also in the AEC industry, so from the moment we met, there has always been a balance in our relationship between home and work. We talk about our projects over dinner, which in turn creates a child who will ask about random construction or design questions when we’re driving around. She’ll see something and ask what it is. That’s pretty cool. I try to spend as much time with my daughter as possible. In my younger days, I spent a lot of time volunteering. I was on three nonprofit boards. I participated in mentorship programs at middle school, high school, and college. Even after I got married, I continued to do that. I’ve had a strong sense of giving back to the community since my teenage years. I realized I needed to step back and focus on my family when I got pregnant. Nowadays, I focus on ensuring I spend as much time watching my daughter grow up as possible because it goes way too fast. I’m trying to guide her into being the best person that I can. I’m a soccer mom, and my daughter has decided she loves being a goalie, which is terrifying. There is a lot of pressure as a parent sitting on the sideline. Also, I’m always in the kitchen at home, especially on the weekends. I love cooking meals from scratch, baking, and other fun kitchen projects!
