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It is widely agreed that ‘Design Studio’ is central to architectural education. Therefore, many process-based models have been developed for teaching architectural design. One of these models was developed by the Author. Its main challenge was to regulate the amount of information students need to handle in their first studio, yet within a sound integrated design process. The model is described in two phases. The first phase comprises six steps that set the medium for gradual and cumulative learning about the principles of architectural design. The second phase comes in four steps, which aim at introducing students to a systematic design process that they can pursue in their future work. The above model has been in use for several years now, the present paper is meant to be one step towards its empirical validation. To realise this objective, the study employs a purpose-designed questionnaire survey, which involves a sample (113 participants) of former ‘Design I’ students and co-tutors – who took part in the application of this model. The questionnaire examines the extent to which every step in the model has responded to the aforementioned challenges. Then, descriptive analyses and analyses of variance are applied to the data gathered using SPSS ver. 22, to identify the points of strength as well as the areas of potential improvement in the studied model, as addressed by different respondent groups. It is hoped that the findings of this study would contribute to further students’ development, hence promote better architectural education and practice. |
