Different teaching methods make students’ educational experience hard and even frustrating. This article
suggests a framework for architectural design courses that aims to provide a general road map according
to which information is addressed in pa
rallel with theoretical information gained from other courses. It is
based on the three main issues of architectural design as defined by Vitruvius; namely, function,
structure, and form. Two other issues are also addressed: the social and the environmental side. The
framework was applied for two semesters at the International University for Science and Technology in
Damascus; open juries were also used for the first time. Results obtained from questionnaires and
interviews indicate acceptance of the proposed framework and the idea of open juries by faculty and
students. However, the application of the framework requires longer time to be fully and seriously
accepted and then adopted by faculty. Students were enthusiastic about the open jury.
Architectural design subject is the backbone of the architectural education
curriculum. Moreover, the outcome of architectural design subject of first year is the base
that will form the students’ architectural thinking and skills in the upper leve
ls.
In this research, the author is attempting to examine architectural design educators'
views (36 teachers) of the First Year on the subjects of design education and the design
process. Since students' views are very important in formulating an educational model of
the design process, the author will also collect some students' views (114 students) from
architecture faculty, where he is employed at the University of Damascus.
The Study reveals several suggestions for improving the design methodology for
architectural design education in general and in first year in specific.
