A Competency-Directed Curriculum for Industrial Design Engineering

The Delft Faculty of Industrial Design Engineering developed a new bachelor curriculum which was introduced in September 2007. The school aimed for a radical revision of its bachelor curriculum in order to overcome some long-lasting weaknesses of former programs, in particular, the lack of utilization of engineering science and behavioral science in design projects. The new curriculum comprises of large thematic multi-disciplinary courses in which knowledge and skills are acquired in the context of realistic problems typical of the practice of product development. A persistent problem of the Delft Industrial Design Engineering (IDE) program has been the gap between theory and practice. IDE students take courses in engineering sciences, human sciences, mathematics, statistics and the like; however in tackling practical design projects, they fail to apply this knowledge to the extent that their design would benefit. In our view this derives from the compartmentalized disciplinary structure of the former IDE curriculum. Like in most engineering curriculums, mechanics, mathematics, material science, as well as ergonomics and consumer behavior, etc., were taught in isolation and often with an emphasis on abstract theory without much reference to concrete practical problems. As a consequence many IDE students are not motivated to study these topics, and tend to postpone the courses concerned. Moreover, students who have passed these courses, are often unable to apply their new theoretical knowledge. To address this problem in the new curriculum more attention will be paid to the development of the student's competencies. Knowledge, skills and attitudes will not be conveyed in mono-disciplinary courses in isolation from practice. Instead, the new curriculum shall comprise large thematic multi-disciplinary courses in which new knowledge and skills are acquired in the context of realistic problems typical of the practice of product development. 1.2 The new program In the first two years two 7.5 ects courses per quarter have been scheduled (1 ects = 28 hrs). The courses cover much more ground than in the old curriculum, and consequently the number of courses is much smaller. Students will no longer need to divide attention among many different parallel courses. In the third year students follow a one-semester minor program of their own choice and two optional courses. A ten-