1. Research problemSubtitle: relation between cultural diversity and architectural design education. The research problem of the study is, ‘Is there any relation between cultural diversity and architectural design education?’ and if yes, ‘What are the effects of the cultural diversity on architectural design education?’ If no, ‘Should there be any relation between them? 2. Cultural/urban/architectural context in which study is conductedSubtitle: culture, socio-cultural issues, cultural diversity, architectural design education. Cultural diversity is about the recognition and celebration of the differences that exist in our society and is the strength of our social structures. At the cultural or societal level, diversity challenges us to broaden our ideas about what is right and good. Architectural design education as a whole, and particularly the architectural design studio, should be considered as sort of an initiation process where students are introduced to architectural knowledge and the activities with projects of the studio should emphasize the context at a community, regional and global level. Since the primary concern of architects is to produce three dimensional space and form, which is necessary to accommodate the human activities related to the daily life, the teaching process should focus on two concerns: first, is the balance between formal and socio-behavioral aspects and second, is the balance between students’ searching and thinking capabilities and their other mental activities.As it is obvious form these definitions that cultural diversity, architectural design education and accordingly teaching strategies essentially have connections. Around these for to make any correlation and determination it is necessary to manifest a study that contains the connection of cultural diversity with architectural design education. 3. Theoretical framework/relevant literatureSubtitle: Teaching methods, Topical areas, Disciplines/sub disciplines, Students’ cognitive stylesFramework will address these themes: 1. Teaching methods2. Topical areas3. Disciplines/sub disciplines 4. Students’ cognitive stylesSome of the relevant literatures are;1. SHOSHI, B. ve OXMAN, R., “The architectural design studio: current trends and future directions “,Design studio: The melting pot of architectural education Conference (2000)2. Sachs, A, “Inquiries in the Design Studio”, Design studio: The melting pot of architectural education Conference, (2000)329-3353. Uluoglu,B., Design Knowledge communicated in Studio Critiques, Design Studies, Vol:21, no:1, 20004. Oxman, Rivka, Think-maps: teaching design thinking in design education, Design Studies, Volume 25, Issue 1, January 2004, 63-915. Friedman, Ken, “Theory construction in design research: criteria: approaches, and methods”, Design Studies , Volume 24, Issue 6, November 2003, 507-5226. G. Lee, C. M. Eastman and C. Zimring, Avoiding design errors: a case study of redesigning an architectural studio, Design Studies, Volume 24, Issue 5, September 2003, 411-4357. Barker, Chris, Cultural studies : theory and practice; with a foreword by Paul Willis, London : SAGE, 20008. Mulhern, Francis ,Culture/metaculture, London ; New York: Routledge, 20009. Kathryn H. Anthony, Designing for Diversity: Implications for Architectural Education in the Twenty-first Century, Journal of Architectural education, May2002, Vol. 55 Issue 410. Schermer, Brian, Client-Situated Architectural Practice: Implications for Architectural Education, Journal of Architectural Education, Sep2001, Vol. 55 Issue 1 4. Research questions, objectives and/or hypothesesSubtitle: What is the meaning of cultural diversity? How diversity is perceived and valued by architecture faculty members?What is the meaning of cultural diversity? How diversity is perceived and valued by architecture faculty members? How diversity is being addressed in the educational process of architectural design education? How diversity is practiced?As to find out the answers of these research questions two hypothesis are proposed: 1- Architectural schools are often acquire in the literature that they place emphasis on functional, technical and formal issues in their education processes while being largely unconcerned with cultural diversity. 2- If some schools of architects introduce cultural issues there is a serious lack comprehensive understanding of how to go about introducing diversity and teaching practice.5. Research strategy/methodology developed for tackling researchSubtitle: Content analysis, Questioners Surveys Observations, Curriculum reviews The aim of this study is to investigate the relation between cultural diversity and architectural design education. Initially, the descriptions of the main themes of the study; culture, diversity, cultural diversity, socio-cultural issues and architectural design education will be performed. After the general analysis of these concepts the examination of the diversity as practiced in schools of architecture (only 2 schools) will be used as to construct the case study of this study. Briefly the methodology of the study based on: a- Content analysis b- Questionnairec- Surveys d- Observations e- Curriculum reviews The content analysis of the study will based on: Literature review of books, journals, reports in order to understand how diversity is integrated Teaching methodsTopical areasDisciplines/sub disciplines Students’ cognitive stylesAccordingly, sub-themes like,globalization; linked to cultural condition in this global world; teaching methods; related to architectural design education and system; students cognitive styles; related to teaching methods and architectural design educationwill be investigate as to point out the meaning and statement of culture and cultural diversity around architectural design education. 6. State of development of thesis: research proposal (theoretical framework, literature review, hypothesis), data collection Subtitle: Architectural schools are often acquire in the literature that they place emphasis on functional, technical and formal issues in their education processes while being largely unconcerned with cultural diversity.The development of the thesis will be based on:1. Theorical framework:Content analysis: General investigations of the main themes: culture, cultural diversity and architectural design education and sub-themes: globalization, cognitive styles and teaching methods.Observations: Relation between cultural diversity and architectural design education in architectural departments in different countries. 2. Case Study Survey: Questionnaire: will be achieved as to find out and compare at least two different architectural schools in different countries and will be performed by online and with people. The content of the questions will based on to find out the relation between cultural issues and teaching methods in the architectural schools. Data: The results will be examined by, •Positive tendencies •Negative aspects •Potentials (there are smt. for diversity but they don’t do)•Constraints – what limits as an educators from introducing cultural diversity