The transitionary phase that sits between the architectural research and schematic design phase is often overlooked by curriculum developers and its contribution to student creativity and the development of concept has not been adequately researched with consideration of an outcomes-based environment.
To investigate whether the inclusion of a predesign transitionary phase would increase productivity of creativity,
To examine students’ change in design quality at the end of course before and after a predesign transitionary phase,
To examine the impact of the predesign transitionary phase on students’ conceptual depth and originality of their design outputs.
A mixed-methods approach including a pre/post experimental design studio with and without bridging phase,
Assessment will include creativity rubrics and peer/expert assessments,
Conducting group and focused interviews with students and tutors,
Students final project outputs will be reviewed with qualitative content analysis and visual metrics and exploration of the influence of a bridging phase to stimulate students’ creativity.
Experiential Learning Theory (Kolb)
Design Thinking Frameworks
Zone of Proximal Development (Vygotsky)
Creative Process Models in Design Education
Salama, A. M. (2015). Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond. Ashgate.
Lawson, B. (2005). How Designers Think: The Design Process Demystified. Elsevier.
Schön, D. A. (1983). The Reflective Practitioner. Basic Books.
To examine the effectiveness of mind mapping, sketching, and modeling in concept development.
To compare student outcomes based on teaching tool preference and application.
To assess how these strategies improve clarity and coherence in concept formulation.
Action research in studio settings with controlled use of different teaching tools.
Surveys and reflective journals from students.
Analysis of process sketches, models, and final conceptual outputs.
Multiple Intelligences Theory (Gardner)
Visual Thinking in Design Education
Constructivist Learning Theory
Embodied Cognition in Creative Learning
Oxman, R. (1999). Educating the designerly thinker. Design Studies, 20(2), 105–122.
Goldschmidt, G. (2014). Linkography: Unfolding the Design Process. MIT Press.
Salama, A. M. (2016). Spatial Design Education. Routledge.
To investigate how peer and self-assessment affect learning and creativity.
To evaluate their role in enhancing reflective thinking during predesign.
To examine correlations in terms of student satisfaction and quality of their outputs
Implement self and peer critique models in design studios.
Use rubrics to guide structured reflection.
Compare feedback cycles and final design clarity.
Reflective Practice (Schön)
Social Constructivism (Vygotsky)
Assessment for Learning (AfL)
Studio Culture Narratives
Nicol, D. (2010). The foundation of graduate attributes: Developing self-regulation through self and peer assessment. Studies in Higher Education.
Schön, D. A. (1987). Educating the Reflective Practitioner. Jossey-Bass.
Blair, B. (2006). At the end of a huge crit in the summer. Art, Design & Communication in Higher Education.
To design a curricular module that bridges research and design.
To evaluate its impact on design coherence and depth.
To explore adaptability across institutions and teaching methods.
Curriculum prototyping and pilot testing in multiple design schools.
Pre/post evaluation of student work.
Faculty feedback and focus group discussions.
Pedagogical Content Knowledge (Shulman)
Research-Based Design Education Models
Integrative Design Thinking
Curriculum Mapping and Innovation Frameworks
Salama, A. M., & Wilkinson, N. (2007). Design Studio Pedagogy: Horizons for the Future.
Boyer, E., & Mitgang, L. (1996). Building Community: A New Future for Architecture Education.
Cuff, D. (1991). Architecture: The Story of Practice. MIT Press.
To identify prevalent cognitive learning styles among architecture students.
To adapt bridging phase methods to accommodate learner differences.
To explore design outcomes under personalized teaching strategies.
Use learning style inventories (e.g., Kolb’s LSI, VARK).
Segmented learning interventions per student learning style.
Measure design innovation and student satisfaction across variants.
Cognitive Load Theory
Experiential Learning Theory (Kolb)
Differentiated Instruction in Higher Education
Studio Pedagogy Frameworks
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Felder, R., & Silverman, L. (1988). Learning and Teaching Styles in Engineering Education.
Demirbaş, Ö. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender. Learning and Instruction.
To correlate structured bridging phase interventions with final project scores.
To measure student satisfaction and perceived learning outcomes.
To provide evidence-based recommendations for curriculum redesign.
Quasi-experimental, comparing control and intervention groups.
Performance rubric-based assessment, and student feedback forms.
Regression analysis and inferential statistics to assess impact.
Outcome-Based Education (OBE)
Constructive Alignment (Biggs)
Learning Transfer Models
Studio-Based Learning Theory
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Open University Press.
Salama, A. M. (2015). Spatial Design Education. Routledge.
Dutton, T. A. (1987). Design and Studio Pedagogy. Journal of Architectural Education
