The author reviews the works of multiple authors in the field of design methods, spatial composition and architectural studio pedagogy to pose a framework for understanding and defining the realms of knowledge relevant to architectural education and the formation of developing core competency in comprehensive and integrative design studies in architecture. The premise is that architectural design education should develop from a clear understanding of the epistemology in the field. Design education in architecture should work from known and recognized or established design methods and link them to clear strategies in forming physical solutions embodying the evidence- based performance-based characteristics, narrative concepts that engage models for compositional strategies in architecture. The author will refence both work samples drawn from assignments and assessment methods used in the course.
The author is an Associate Professor in the Department of Architecture. Teaching and coordinating the structural systems courses in the Department of Architecture and teaches upper division comprehensive and capstone studios in the senior year of the Architecture and Architecture Engineering Departments. The author has lectured, presented and published multiple papers on architecture and sustainability and co-authored a section of a monograph on research in professional ethics in architecture . The author has co-authored research in applied and professional ethics. The author’s interests involve design methods the use of technology in education and assessment methodologies, energy conservation, bio-climatic design, building simulation and buildings systems integration. He is active in the dept. Assessment Planning and recently was the Assessment coordinator for the Dept. is a paper reviewer for ARCC, ACSA , TAD, and SCOPUS.