The faculty of Industrial Design Engineering (IDE) is renewing its bachelor programme. For the new bachelor curriculum, to be implemented in September 2020, more flexibility and a focus on self-reflection and professional positioning are aimed for.
By reflecting on one’s personality and qualities, more understanding of motives and ambitions is created, which results in better study decisions (Mittendorf, 2014). Therefore reflection can form a steppingstone for navigating through a flexible bachelor and for professional positioning.
The aim of this project is “to design a concept for self-reflection, navigation through the new bachelor and professional positioning for IDE bachelor students.” The renewal of the bachelor provides the perfect opportunity for this.
A literature study about reflection and motivation formed the basis for the conducted field research consisting of: interviews with students, teachers and experts, current practices from the IDE bachelor and master programme and case studies at the Design Academy Eindhoven, Industrial Design at the TU/Eindhoven and the Gerrit Rietveld Academy.
The literature and field studies show that reserving time in the curriculum, motivation to reflect, learning how to reflect and assessment, are key aspects to be considered for a new self-reflection concept.
To design a concept multiple idea-generating sessions were conducted involving different end-users (students, IDE staff). The preliminary concept was tested by means of interviews and different prototype tests, resulting in the final concept: Echo.
Echo is a concept for self-reflection, navigation and positioning in the new bachelor curriculum of IDE. It aims to let students explore what kind of designer they want to be, their bachelor path and their design vision.
Echo proceeds through the three years of the bachelor consisting of modules with assignments in between.
The modules are seperated by an semester, this stimulates an overarching reflection, which supports positioning.
Each module consists of a reflection, positioning and conversation element. The elements are filled with different activities like making a collage, expressing who you are as a designer and portfolio and vision workshops. Some modules have a navigation element as well.
At the end of every module a conversation with the design coach (from a following design course) is integrated to motivate the student. Contributing to the motivation are explaining why Echo is implemented during the first module and workshops concerning how to reflect in the first semester.
Echo itself is not assessed and the way students engage with it is their own responsibility. Though, assessment is integrated by means of using your design vision as an assessment criterium in the bachelor final project.
Contributing to the concept, an implementation plan is developed.
Echo was evaluated from multiple perspectives. The evaluation showed that all participant think Echo is valuable in design education and can be imagined into the education of IDE.