2011

Table of contents: New Programme Proposal Form Details of Programme Course Organisation
Three Year Modular Framework Table
Year 1
Year 1 Design Faculty (week 1-10) Year 1 Design Faculty (week 11-20) Year 1 Industrial Design (week 21 – 30) Year 1 Learning Outcomes
Year 2 Year 3
Year 2 Learning Outcomes
Year 3 Learning Outcomes Methods of Assessment
2 3 - 4
5 - 10
11 – 25
11
12-20
12 -17 18 19 20 21 - 23 23 24 - 25 25 26-27

Please refer to the criteria for assessment of New Programmes
Level:
Duration of Programme: Total Credits: Total Learning Effort:
Full-time or Part-Time: Proposed Award: NUI Level 8, Undergraduate 3 years
180
3600 hours including tutor contact time, self-directed learning, peer learning and learning taking place in supervised/unsupervised facilities Full-Time B.Des (Hons), (30 contact weeks per year) Name of Proposer: Signature of Proposer:
Signature of Director:
Signature of Registrar: Industrial Design Department National College of Art and Design ___________________________ ___________________________ ___________________________ Date: _____________ Date: _____________ Date: _____________

Anticipated Enrolment Figure Per Annum: 28 students per year Is similar programme offered elsewhere in Ireland:
Yes If yes, please name the institution(s): NUI Maynooth Letterkenny Institute of Tech Dublin Institute of Tech Carlow Institute of Tech University of Limerick IT Sligo ________________________________________________________________________
Year 1
Semester 1 Semester 2 September 2012 January 2013 Year 2 Semester 1 Semester 2 September 2013 January 2014 Year 3 Semester 1 Semester 2 September 2014 January 2015

Industrial Design Course Philosophy
The course philosophy is based on the need to provide the design profession with graduates whose education will enable them to initiate, sustain and support new developments and radical thinking in the exercise of a wide range of industrial responsibilities. This calls for a broad-based Industrial Design education comprising primary design activities, supported and integrated with science, engineering, professional and historical subjects. Graduates will attain levels of professional and personal competence as industrial designers, commensurate with the future anticipated demands of industry, commerce and society. The graduate will have the ability to establish and fulfill human needs, identify and solve problems creatively and perceive the significance of social, economic and environmental influences as they relate to the design of manufactured artifacts. They will also be proficient in the skills of clear communications and effective presentation of their innovatory ideas, to consider the wider implications of their chosen profession and to understand the personal and social responsibility inherent in all design activities. These abilities will be achieved through the development of analytical, creative, imaginative and visual skills coupled with a broad technological understanding. Studies will encourage and exercise individual talents and strengths. It is imperative that graduates of a course combining design, science and technology maintain a broad view of employment opportunities. The course is designed to encourage a highly flexible approach to the creative application of their knowledge and skill as industrial designers. The course will involve the progressive development of independence of judgement and critical self-awareness. We believe that the encouragement of the individual, working within course parameters, is an effective method of inspiring and motivating towards high standards of intellectual development and professionalism. We believe that this philosophy, and the resultant structure of the course itself, guarantees a successful combination of design, technology, commercial and social sensitivity, all attributes which are essential to the future role of the industrial designer.

A human-centred design approach
Industrial design is a maturing profession which is increasingly independent of engineering and this independence has led to an increasing emphasis should be on what products to make rather than how they are made. This suggests a more human-centred approach, focussing more on those areas of human interaction with products – usability, ergonomics and aesthetics. Nevertheless, the evidence strongly suggests that technical knowledge is still important, even more so for graduates working in indigenous industry than in large multi-national companies.
Student Integration
Although ring fenced at the point of entry onto the degree programme, Industrial design students will be integrated with the wider NCAD student body during the first 10 weeks of year 1. During this time they will receive a more general visual literacy foundation and the opportunity to work across a wide range of disciplines before entering the Industrial Design department at week 11.
Visual Culture
20% of Industrial Design student’s time will be devoted to visual culture, undoubtedly enriching their understanding of the social context of design. In common with all other NCAD students, their time will be allocated to art and design theory, history and complimentary studies.
Graduate destinations
The vast majority of our graduates work as designers or in design-related professions. However, not all are product designers and so the programme offers a wide range of modules that incorporate ‘transferable skills’ (CAD/CAM; visual & verbal presentation skills; communication skills; research methods; team work, and self-motivation).
Recruitment to the course
Students hoping to enter the Industrial Design Programme apply directly to the NCAD. The Industrial Design Department interviews their own applicants. The interview panel consists of Industrial Design academic staff, Industrial Design student representatives, as well as a staff member from year 1 Core Studies. All accepted applicants enter year 1 as

Industrial Design students. The majority of ID students are usually certain of their career choice and do not seek the opportunity to look at other options within an art and design school. Every applicant to the Industrial Design Degree is required to attend for interview with a portfolio of personal work. Candidates successful at interview are required to meet the following minimum academic entry requirement: The Leaving Certificate examination or approved equivalent is 2 subjects at Grades A1–C3 on Higher Level papers and 4 other subjects at Grades A1–D3 on Ordinary or Higher Level papers, in NUI recognised subjects. These subjects must include: 1. Irish.* 2. English. 3. A third language or Art. 4. Grade B3 or Higher in Ordinary Level Mathematics (Grade D3 Higher Level Maths is acceptable) OR 5. One of the following subjects at Grade D3 on a Higher Level paper or C3 or higher on an Ordinary Level paper: Applied Mathematics, Physics, Chemistry, Physics with Chemistry, Engineering, Construction Studies, Agricultural Science, Technical Drawing, Biology or applicants may be accepted on the basis of exceptional talent or industrial experience supported by a portfolio of personal work. Leaving Certificate results may be combined. The College does not operate a Leaving Certificate point’s scheme. *Exemption from the subject Irish may be granted in accordance with UCD/NUI regulations.
Links with Industry/Work experience
Client based research and work experience is a priority not only in Industrial Design Department but across the Design Faculty. Academic staff actively seek clients who will fund short research modules that meet specific teaching and learning objectives as an integral component of our course. Advanced students are frequently assigned to small research teams to fulfill Innovation Research Vouchers funded by Enterprise Ireland. Factory visits are also organised throughout the course and frequently supported by industry (e.g. Miele – German factory visit).

The 3+2 programme structure specifies that all Erasmus exchanges now occur in year 4. Therefore, the Industrial Design department encourages its undergraduate students to seek paid work experience, relevant to their academic interest and career plans, in the design industry during the summer recess periods over the 3 year undergraduate degree course. Such work placement is an invaluable lifelong learning experience. On completion of the employment period, a report by the employer and a report by the student, including examples of work completed, are highly recommended.
How will the programme be delivered?
The Industrial design Department has developed a programme that builds student competencies enabling them to become confident, well informed, self-motivated design practitioners. Students work closely with staff throughout the programme. Students must be accountable for obtaining essential learning outcomes at strategically determined points on the degree course. The teaching and learning environment demands high level research action, practical solutions, and written rationales that address diverse user-centered design problems. All our graduates receive comprehensive industrial design training, including business studies, professional practice and working with industry.
Module Delivery:
   All project based modules are taught in a sequential manner. All lecture based modules are delivered in a linear mode throughout the year. Contextual knowledge and awareness, design research methodology, visual literacy and technical skill are developed as learning outcomes or proficiencies in a progressive way.  A high level of cross-fertilisation of ideas and influence is encouraged through a framework of short intensive modules within specific disciplines and longer interdisciplinary modules run in collaboration with departments across the college.
Minor Field Trips
Throughout the course staff arrange a series of field trips to indigenous manufacturing companies. These product development research visits are organised to provide the student with a greater understanding of the entire design and manufacturing process.
Information Technology
Throughout the course students must present their work in digital format. Information technology is used extensively during the course to augment traditional drawing skill and 3D sketch modelling. Before entering year one, students must purchase their own PC lap-top in order to become familiar with design software programmes such the Adobe Creative Suite, Google Sketch-up and also Microsoft Word. During weeks 11-20

students should receive an introduction to 3D Design software programmes such as Rhino and Solidworks. In year 2 and 3 students will receive more advanced 3D modeling training including rendering and 3D animation. Large scale digital prints for industry sponsored project presentations, critiques and exhibitions are produced in the NCAD Digital Research Laboratory (Roland). This facility can be booked in advance & students are given introductory demonstrations by the part-time Technical Assistant.
Library
The College Library has an unrivalled collection of over 63,000 books and exhibition catalogues. Subscriptions to about 300 magazines offer an international view of the subjects taught in the College. Over 180,000 slides of art and design subjects are available for use by staff and students.
Industrial Design Programme Learning Goals
a) To train and educate students to enter the industrial design profession and to progress to postgraduate study if desired.
b) c) d) To provide graduates with a highly developed intellectual capacity to make critical assessments of human needs and to analyse, synthesise and evaluate imaginatively the problems attending design and its associated disciplines. To perceive the nature of problems in depth, and to pursue innovative and creative solutions to design problems. To recognise the significance of social, economic and environmental influences as they relate to the products of industry. e) To recognise the diversity of industry and the evolving role of industrial design. f) To sufficiently educate to allow graduates to make a broader contribution to small indigenous industry, in recognition of its importance in Ireland.
Objectives of the Course:
On completion of the course the student should be able: a) b) to create and interpret a brief and to make competent judgements and decisions at all levels of design activity. to assess human needs, and to relate social, cultural, environmental and economic criteria to function, aesthetics, human factors, materials selection and manufacture. c) d) to review and appraise own work through logical and reasoned judgement to communicate design concepts, visually and orally to multi- disciplinary teams.

e) f) g) h) i) k) to produce complete design data in appropriate formats. to understand aesthetic factors in design. to understand ergonomic factors in design. to understand basic physics and mechanical, electrical and electronic systems. to understand materials and their potential and the related technologies of forming and finishes. to understand business practice and marketing, and the professional practice of industrial design. l) to understand the function and structure of industry and its influences in society.
Teaching methodology
This is a course which will encourage an interactive participatory and practical approach. Methods of delivery will include lectures, seminars, tutorials, field trips and factory visits, practical work experience as well as studio work.
General Industrial Design Programme Learning outcomes
On completion of the course, students should have developed a capacity to work efficiently and professionally in the field of industrial design. Specifically, students will be able to:  recognise the primacy of human needs in the development of products, services and systems  identify the factors that shaped the development of industrial design and the characteristics that describe the profession  recognise and articulate clearly the relationship between industrial design, users, the social context and technology  express a critical understanding of the 'industrial design process' in product, service and system design, in the context of business objectives  articulate the value of industrial design within social/business contexts using a range of presentation techniques,  demonstrate and articulate an understanding of the process involved in responding to an industrial design brief i.e., establishing client needs, research, conceptualisation, development and communication to all involved in the design/manufacturing system  demonstrate a capacity to draw on their own broad knowledge base in the creation of imaginative solutions to a design brief  identify relevant sources of information and expertise for application within an industrial design project to work effectively as part of a team in developing and delivering design solutions

B.DES (HONS) INDUSTRIAL DESIGN - THREE YEAR MODULAR FRAMEWORK YEAR
1 Module 1 [5 credits] Materials & Practice The User / Audience COMMON Module 2 [5 credits] Materials & Practice The User / Audience Negotiating the Fields Negotiating the Fields Visual Culture [5 Credits] Module 3 [5 credits]
FACULTY MODULES Fundamentals of Design
[5credits] Choice of Workshops Materials & Practice The User / Audience Negotiating the Fields Interdisciplinary Physics [5 credits] Visual Culture [5 Credits] DEPARTMENT Ergonomics[5 credits] Formal Literacy Physics 2 Materials & Manufacturing Human Factors & Ethnographic Research 3D Computer Aided Design / Engineering drawing [2.5 credits] [2.5 credits] [2.5 credits] [2.5 credits]
YEAR
2 Design Research Methods 1[5 credits] Advanced Materials [5 credits]
Professional Practice [5 credits]
3D CAD [5 credits] Inter - departmental collaborative module [5credits] CGM & I.D Visual Culture [5 Credits] Mini Project [15 credits] Design Research Methods 2 [5 credits] Ergonomics / Human Factors [5 credits]
Professional Practice [5 credits]
Inter - departmental collaborative module [5credits] F&T & I.D Visual Culture [5 Credits] Advanced Presentation [5 credits]
YEAR 3 Professional Practice [5 credits]
Major Project [25 credits] Visual Culture Thesis (continues into next Semester) Visual Culture [15 Credits]

The course is full-time. The academic year is of 30 weeks duration, consisting of two 15 week semesters. Students who successfully complete the course are awarded the Degree of Bachelor of Design by the National University of Ireland (NUI).
st
Note 1: Nomenclature
The contested use and meaning of certain terms in the process of curriculum design in NCAD continues to be a challenge. Thus terms such as ‘interdisciplinary’ are the subject of much legitimate intellectual contestation. Other terms that have emerged in the process of curriculum review associated with the 3+2+3 process, such as ‘thematics’ and ‘negotiating the field’ can support different interpretations. This draft document tries to adopt language that is non-contentious and neutral. Thus the three underpinning motifs that will run through Year I (variously referred to as ‘thematics’, modules, strands, themes etc) are called ‘core themes’ in this draft. The term ‘core’ itself has its own history and connotations in NCAD but is here used in a literal sense. The concept of interdisciplinarity is highly contentious. It is of course perfectly true to state that the study of a particular discipline can in itself adopt interdisciplinary approaches. When used in this document, however, the proposed meaning is an educational context where teachers and researchers from different disciplines pool their approaches and modify them so that they are better suited to the task in hand, which will tend to be problem-based learning projects. The term ‘thematic’ is not used in this document, as that term is understood to be a conceptual frame within which different disciplines can be accommodated and applied. Such thematic concepts might include abstract entities such as ‘The City’ or ‘Silence’ and they would be likely to change regularly over time.
Note 2: Issues for resolution
In setting out the curriculum framework for the 10-week Common Block, a number of critical operational issues emerge. One central issue is the logistical one of dealing with up to 250 students. Finding sufficient space for such numbers will be difficult at any time. This difficulty will be exacerbated in the first few years (2013-16) when full classes of second, third and fourth year students will continue to be taught by Faculty staff. Provision of dedicated ‘workshops’ will be particularly challenging for a first year cohort of such a scale.
Another issue that is highlighted within a three-year undergraduate cycle is the mechanism for progression or ‘repeat’ facility. For instance if a student’s work in the first 10-week Block is deemed unsatisfactory, what are the implications for
progression?

NCAD Undergraduate Programme: Year 1
NCAD Undergraduate Year 1 comprises three parts, each of 10 weeks duration – 1. Common Block (15 credits) 2. Faculty Block (15 credits) 3. Departmental Block.(20 credits) These three Blocks are complemented by a 10-credit common programme of Visual Culture running through both semesters. The first Block is designed on an interdisciplinary basis to facilitate and orient learners in finding the pathway that will best suit their aptitudes and interests in Design, Fine Art or Education 1 . The second Block is intended to introduce students to the general fields of practice, in terms of knowledge, skills and understanding, of dispositions and attitudes and of modes of working as typically practiced in the fields of Design, Fine Art and Education (a schematic outline of provision for undergraduate studies in Education is contained in the appendix to this document). The third Block provides a specific disciplinary engagement within specialist departments. This disciplinary engagement will be pursued by the student up to degree level over the subsequent four semesters.
Year One Block One: Common Course for all NCAD first year students
Three core themes underpin all Year 1 courses:  Materials and Practices   The User/Audience Negotiating the Fields
Materials and Practices
This theme involves the learner in a process of making and doing, informed by ideas and shaped by the materials being used, the activities organised and the contexts within which they are experienced. The theme is fundamentally concerned with studio practice and the development of dispositions and aptitudes of self-management, experimentation and application of appropriate research methods. The theme is characterised by the acquisition of appropriate skills and techniques, with due reference to Health and Safety issues. Students are engaged in problem-solving in diverse environments, incorporating 2D and 3D work. 1 The nature of undergraduate Education provision within the 3+2 (+3) format is summarised in the appendix to this document.

User and Audience This theme is concerned with the context within which art and design work is generated. It addresses questions such as – for whom is the work intended? For what purpose or with what intention? With what potential effect or impact? It is centrally concerned with communication in diverse contexts and through diverse media, with evaluation and with presentation. Through engagement with this theme, learners will develop practice in working individually and collaboratively, working with others in teams or on shared projects and they will develop an appreciation of the challenges of mediating, explaining and engaging with others through their own practice.
Negotiating the Fields 2
Successful NCAD graduates will be able to engage with and ultimately shape the professional environment for which they have been prepared. This process commences with the start of First Year. At this first stage, the emphasis is on the development of knowledge, understanding and awareness of the history and contemporary practice of the various fields to which the learner is exposed. These fields will include those within the fine art and design domains, history and cultural studies and education contexts and structures. Learners will develop an understanding of the various structures and the range of practices within the various fields, the diversity of career paths available and the possibilities for development and enterprise. They will develop competence and confidence in engaging in the various discourses of the fields, in developing a critical literacy in relation to these fields and a capacity to communicate their own practice to others in and associated with the field.
Structure of Block 1
Each of the three themes will be explicitly addressed in each accredited module or unit of study in the course. Fifteen credits will be assigned for Part 1 of the First Year course. Design and implementation of all units within Part 1 will be undertaken by inter disciplinary teams of staff drawn from all college faculties. The 10 week block will be structured as follows:
Weeks Title Credits
1, 2, 3 4, 5, 6 7, 8, 9 10 Project 1 Project 2 Project 3 Assessment 5 5 5 2 Some dissatisfaction exists with this title in terms of its comprehensibility for young students entering from school. Some other titles which might be considered, without affecting the meaning of the theme are: Engaging with the Field, OR The Spectrum of Art and Design Activity OR Making Sense of the Field OR
…?

While all three ‘core themes’ will be addressed in all projects, there will be a particular focus on Materials and Practice in the early stage, with a view to embedding learners within the culture of studio practice. The latter part of the block, especially the final week, will be especially concerned with feedback and advice to students in respect of their subsequent Faculty orientation.
Learning Outcomes for Part 1 (first 10 weeks) of year 1:
Student should be able to 1. Demonstrate through production of notebooks and other evidence, an ability to describe, record and explain through visual observation 2. Show evidence of experimentation and research with materials and processes 3. Present, describe and explain an artwork/image/object to a group of peers and tutors using appropriate vocabulary 4. Respond to and apply instruction with due regard to health and safety regulations 5. Demonstrate an ability to identify fields of practice and key areas of individual interest and competency that will inform Faculty choice
Course Content of 10 week Common Block:
As set out, above, each student will engage in three projects, each of three week duration. The final week will be devoted as appropriate to student presentations, assessment and feedback. Project tasks will be designed and taught by staff from all faculties and departments in the college. These projects will be problem-based learning tasks, in which students will gain experience in working in an interdisciplinary manner. Project tasks will reflect the model and approach set out in Core Studies tasks in recent years (samples to be included in Appendix). In designing and teaching the projects, staff will ensure that students develop knowledge, skills and understanding in a wide-range of art and design practices as well as other forms of disciplinary knowledge. These will include
Drawing
Drawing as a communication tool, the discipline of looking (visualising ideas and concepts) Figure drawing, observational drawing, analytical drawing
Colour
Theory and psychology of colour

How colour can be used to convey mood, describe reality and codify information
3D literacy
Creation of 3D outcomes and prototypes in a wide range and combination of materials through the exploration of structure, form, texture and functionality.
Research methodologies
Undertaking relevant research, idea/concept exploration and development, leading to an appropriate and creative outcome While the programme will be student-centred and project-led, a number of skills-based workshops may be provided to augment the intrinsic dynamic of the projects. Such workshops are likely to include
Photography
Competence in use of digital camera as a research tool
Computer literacy
File format, file management Microsoft Word Adobe Photoshop (in the context of image manipulation) While each Project will carry 10 credits, ancillary credit-free workshops may be provided, as an additional resource for students to acquire specific skills, such as the above, that are required for successful progression through first year. These workshops might be provided at ‘off-peak’ times such as late afternoon/early evening (4.00 - 7.00pm).
Assessment
During the 10-week Common Block, assessment will be predominantly of a formative nature. The main purpose of assessment at this time is to facilitate the learners in finding the form of art and design practice that best suits them individually. In this respect, continuous feedback and advice from staff to students will be particularly important. While some summative assessment will be expected at the end of the 10 week block, this will tend to be of simple judgements of ‘satisfactory’ or otherwise, or possibly pass/merit/distinction, rather than rank-ordered percentages.

The rationale for this emphasis on formative assessment is two-fold:  It should minimise the competitive component of study, allowing for collaborative learning among students and encouraging learners to take risks in their work, even to fail perhaps in some tasks but to learn from those failures;  It should facilitate staff in adopting a supportive and facilitatory, rather than an overly judgemental role.
Project Specifications:
The three projects to be carried out by first year students will each be shaped by the criteria set out above in terms of learning outcomes, learning content and assessment procedures. The project tasks will be designed jointly by staff from the former Core Studies department and from the various Faculties and Departments in NCAD. The project tasks will be assigned to students working in small groups, facilitated by inter disciplinary teams of staff.

st
From week 11 onwards the Industrial Design staff is responsible for two 5 week interdisciplinary design modules. These modules are orientated towards visual literacy and science and technology learning outcomes. During weeks 11-20 an additional interdisciplinary common module is also taught across the Design Faculty. The objective is to deliver a range of transferable design skills to students.
Module Content:
(interdisciplinary) Design Fundamentals - Formal Literacy 1 (1 module = 10 weeks = 5 credits)  Work Shop Skills  Concept Sketching  Sketch Modeling 
2 D Computer Aided Design/Information
Technology
Physics in Design (interdisciplinary)
(1 module = 5 weeks= 5 credits)  Fundamentals of Physics for Art and Design  Mechanics, Structures and Sound  Heat, Light and the Electromagnetic Spectrum  Electricity, Electronics and control systems design
Human Factors 1 (interdisciplinary)
(1 module = 5 weeks= 5 credits)  Ergonomics 1: Understanding the Human System  Design Research Methods 1
Visual Culture
(1 x semester 1 module = 5 credits)  Design Theory & Practice

st
Module Content:
Formal Literacy 2 (10 wks = 2.5 credits)  Drawing  Concept Sketching   Advanced Rendering Idea Generation
Physics 2 / Materials and Manufacturing
(10 wks = 2.5 credits)  Product Analysis  Material analysis/properties/selection  Metals  Polymers  Wood and Natural Materials  Field trip to Manufacturing Plants
Human Factors 2
(10 wks = 2.5 credits)  Human-Product Interaction  Ethnographic Research Methods
3D Computer Aided Design
(10 wks = 2.5 credits)  Computer Aided Design Modeling
Visual Culture
(1 x semester 1 module = 5 credits)  Design Theory & Practice
st

On successful completion of this year of the programme the student will be able to:
1. Demonstrate a knowledge of drawing/visualisation techniques in a range of media and an ability to apply these in the development and realisation of creative solutions. 2. Exercise appropriate judgment in a number of key compositional considerations, among them: line; figure/ground; rhythm & balance; framing & cropping; pattern and scale. 3. Demonstrate a knowledge and understanding of human anatomy, physiology, and psychology 4. Demonstrate a knowledge of the fundamentals of physics and how they apply to the functioning of products 5. Realise 3-D outcomes and prototypes in a wide range and combination of materials through the exploration of structure, form, texture and functionality. 6. Realise creative solutions using professional design 2D software & digital technologies, and traditional & manual craft skills and techniques. 7. Analyse a hypothetical design problem and devise a strategy for solving it by undertaking relevant research, idea/concept exploration & development, leading to an appropriate and creative outcome. 8. Present, describe and explain a finished design solution to a group of peers and to lecturers/tutors using appropriate vocabulary.
nd

During year 2, the student will continue studying the primary subjects at a more advanced level. Several projects within specific modules may be sponsored by industry.
Module Content:
Design Research Methods 1 (weeks 1-15 = 5 credits)
Advanced Materials
(weeks 1-15 = 5 credits)  Composite materials  Manufacturing Methods  Product Costing  Product Sustainability 3D CAD/CAM (weeks 1-15 = 5 credits)  Engineering Drawing  Detailed Design Specification  Computer Rendering CGM (Interdisciplinary 1) (weeks 1-15 = 5 credits)  Material Sustainability  Market Analysis
Professional Practice 1
(weeks 1-15 = 5 credits)  Intellectual Property  Branding  Sales and marketing
Ergonomics and Human Factors
(weeks 16-30 = 5 credits) Advanced Presentation (weeks 16-30 = 5 credits) F&T ( Interdisciplinary 2)

(weeks 16-30 = 5 credits)  Smart Materials  Material Sustainability  Biomimicry  Ergonomics
Professional Practice 2
(weeks 16-30 = 5 credits)  Business set-up  Law and Contracts
Visual Culture
(1 x semester 1 module = 5 credits)  Design Theory & Practice
Major Field Trip
The aim is to expose the 2 nd year Industrial Design student to a broader design environment, both in terms of modern and historical design. The research content and timing of this visit varies and usually includes a trade show and specialist exhibitions. Field trips are viewed an in integral part of course requirements and therefore student participation is recommended. Should a student not be able to participate on a field trip an alternative project or period of investigative study with similar aims and objective is arranged. Where appropriate, all students present a written and visual report that is assessed.
2 nd
Year Industrial Design Learning Outcomes

rd
On successful completion of this year of the programme the student will be able to: 1. Undertake industry based research projects appropriate to independent exploration and creative expression of design concepts. 2. Demonstrate an understanding of human based research methods and be able to apply these methods to address a design problem 3. Synthesise the results of research, idea generation and concept development and demonstrate selective and personalised use of media and skills in the realisation of challenging design solutions. 4. Creatively apply 2D/3D digital technologies in the development and realisation of design concepts, and integrate traditional skills & techniques in the creation of design solutions. 5. Make formal presentations of design research, concepts and solutions to peers, lecturers and external experts. 6. Demonstrate the ability to work individually and as part of a team in an environment modelled on the professional studio setting. 7. Communicate a personal understanding of the design industry based on observation and primary research.

In year 3, the student undertakes two advanced design modules that integrate all of the primary subjects. The first module is ‘team-based’ (groups of two students) and invariably is linked to industry through sponsorship. Miele have sponsored a short research project for final year students in our programme for the last three years. This partnership also includes a research visit to the Miele factory headquarters in Germany. The second module will be the 'major’ module, starting in January for completion by the end of May. In addition to the design modules, a major thesis related to Visual Culture will be completed. Mini Project (15 weeks) (15 credits) Major Project (15 weeks) (25 credits) Professional Practice (15 weeks)(5 credits) Core Subjects: Visual Culture (20 weeks) (15 credits) Human Focused Research Methods Creative Idea Generation Design Detailing Advanced Presentation Methods Professional Practice Visual Culture
rd

On successful completion of this year of the programme the student will be able to:
1. Work independently and as part of a team on the development of concepts in response to design briefs, and undertake research leading to effective problem-solving in a variety of contexts. 2. Propose, structure and schedule a multi-faceted self-directed design project. 3. Demonstrate an ability to conduct primary and secondary research as part of a human focused design project. 4. Research and identify appropriate media, materials and ancillary professionals in realising design solutions. 5. Devise personal approaches to the use of media – from craft-based technique to digital technologies – in the development, realisation and presentation of design concepts. 6. Articulate a personal understanding of contemporary and historical practice in their discipline, and communicate an understanding of the relationship between personal work and the work of established designers. 7. Demonstrate an understanding – based on observation and research – on industrial processes; and demonstrate an ability to complete production of solutions to the relevant professional standard. 8. Make formal presentations of design research, concepts and solutions to peers, lecturers and external experts.

Year 1 Industrial Design Assessment Structure Week 11-20:
All Inter-disciplinary Design modules consist of a specific set of marked components or learning requirements. These components are clearly specified on each module design brief. Module learning outcome requirements vary depending on the nature of the project.
Year 1 Industrial Design Assessment Structure Week 21-30:
From week 21 all year one Industrial Design students are issued modules within the department. All Industrial Design modules consist of a specific set of marked components or learning requirements. These components are clearly specified on each module design brief. Module learning outcome requirements vary depending on the nature of the project. The following marked learning outcomes are typical: 1. Conceptualization 2. Research and Development 3. Physical Presentation 4. Oral Presentation 5. Professional Practice 6. Written Research Reports 7. 3D prototype or finished design object
Year 2 Assessment Structure:
All Industrial Design modules consist of a specific set of marked components or learning requirements. These components are clearly specified on each module design brief. Module learning outcome requirements vary depending on the nature of the project.
Year 3 Assessment Structure:
All Industrial Design modules consist of a specific set of marked components or learning requirements. These components are clearly specified on each module design brief. Module learning outcome requirements vary depending on the nature of the project.

Year 1 Assessment Panel: Year 2 Assessment Panel: Year 3 Assessment Panel: Final Year Exam Panel: Enda O’ Dowd Sam Russell Katharina Pfutzner as above as above 2 EPL’s Enda O’ Dowd Katharina Pfutzner 1 Part-time lecturer Sam Russell