Published Paper Details:

Architectural pedagogy relies on a complex interplay of theoretical knowledge, practical skills, and creative exploration. While conceptual freedom is crucial for fostering innovation, students often struggle to translate abstract concepts into coherent and well-resolved designs. This paper demonstrates that the strategic integration of guiding parameters from faculty members within the design process can significantly improve students' design development and ultimately lead to better outcomes. Exploration on the types of parameters, their impact on various stages of the design process, and the pedagogical strategies that facilitate their effective implementation are focused. Through a review of existing literature and anecdotal evidence from architectural education, this paper advocates for a balanced approach that leverages guiding parameters from faculty members as scaffolding to support students in navigating the complexities of architectural design.