Providing a critical synthesis of design studio pedagogy this chapter articulates an approach for expanding design studio outcomes. The approach aims at empowering transformative pedagogy in architecture and urbanism. In generic terms, it establishes several constituents, scenarios, and techniques that help integrate an architect’s creativity and his/her social responsibility by bridging the gap between re­ search/knowledge and design. Constitutes for transformative pedagogy involves a critical understanding of relationships between the need for knowledge, the creative act, and critical inquiry processes. It involves the adoption of community de­ sign and short real-life exercises regarded as pedagogical events that foster the in­ corporation of active and experiential learning modes. Empowering transformative pedagogy in architecture and urbanism requires and adoption of three concepts– that can enhance the role of the architect and urban designer to be socially and ethically responsive, and that can increase the effectiveness of the profession in society. These concepts are the architectural and urban programming, post-occupancy evaluation, and user participation. They form social and ethical approaches to architecture both in education and practice. I argue that future architects will have to adopt these concepts in order to espouse social and ethical concerns. They should be regarded as integral components that can be adapted within the educational objectives of any studio teaching practice. An approach for expanding the design studio outcomes is introduced. It calls for a new, more effective integration of research and design activities. Such integration is proposed to effectively utilize knowledge and information that are derived from social needs and concerns. Encompassing a wide spectrum of techniques that are student-centered, process-oriented, and knowledge-based, the approach is to achieve the needed linkage between the artistic paradigm and the social paradigm. In this context, the ultimate objective is t to invigorate a new evidence-based culture in design studio teaching practices.