الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
Both the design process and teaching styles are critical components of contemporary architectural design studios. The design process was ambiguous and had been passed on through passive transition of knowledge. However, when the design discipline was integrated in many industries, there were many concerns about elaborating the design process and many studies were conducted in that field to make the process more clear. There are many models that demonstrate the design process in its nature as a repetitive process that integrates problem formulating (discovering the need) instead of problem definition. It can go in linear and nonlinear way, and the starting point of this process depends on the level of expertise of a designer. The output of this process depends on the individual-level of creativity that is affected by outside factors. The essential step of any design process is the framing or conceptual development step; this is what makes it different from regular problem solving. On the other hand, teaching issues regarding student centered education were raised; educators tend to use their own modalities in teaching, this puts certain students who cannot learn in that same way at a disadvantage. Combining the understanding of both design process and students‟ different ways of learning can create a new tailored design studio where students have equal chances of experiencing each step of the process.