Education guide 'Eindhoven designs' - Technische Universiteit ...

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Bachelor’s projects
The focus of first-year projects is on awareness
of the design process and the competency
areas. A first-year project consists of several
parts, with a ‘fresh start’ for every part.
Students can use their own results from a
previous part or, if necessary, the results
of another student or team. Distinguishing
several parts in a project allows students
to experience the various activities and
phases of a design process (for example
by using the 1:10:100 method) as well as
to see the relationships with the various
competency areas. The 1:10:100 process is
an iterative design process that may refer to
time, for example: 1 day-10 days-100 days
for subsequent design iterations, but also to
focus, for example, on variety in users: in the
1-phase the product or prototype is for the
student him/herself or a very limited number
of people, in the 10-phase the product or
prototype is for a selected group of highcontrast
users, and in the 100-phase a larger
group of selected users is given a product for
“normal” use (Brombacher, Funk, Karapanos,
Koca and Rozinat, 2009). Given the focus on
awareness, students should get acquainted
with different Themes by varying the Themes
they choose for their projects. A first-year
Bachelor’s project also provides students with
the opportunity to work and learn individually
as well as in a team.
Projects in the second year focus on
integration as well as on in-depth experience
with and knowledge of the various activities
in the design process. Likewise, depth
should be reflected in the quality of students’
deliverables and in their competency
development. Despite the overall theme of
depth, second-year students are advised to
broaden their scope and choose their projects
from Themes they have not yet been involved
with. Like first-year projects, projects in the
second year are partly teamwork and partly
individual work.
The focus of the third-year project or final
Bachelor’s project (FBP) is a continuation of
in-depth experience with and knowledge of the
design process. In addition, the FBP should
reflect students’ vision on designing. With the
minor and FBP combined, students should
demonstrate the stage of depth for their overall
competence of designing and their vision on
designing, and corresponding deliverables
and competency development. Contrary to
the final Master’s project, the default for an
FBP is an off-the-shelf project. Excellent FBPs
are included in ID’xx (e.g. ID’09), the yearly
exhibition which shows all Master’s graduation
projects and a selection of excellent Bachelor’s
and Master’s projects.
Master’s projects
First-year Master’s students do two projects
which, as a rule, are individual: a designeroriented
project and a design-researcheroriented
project. Both types of projects are
off-the-shelf, offered by the Themes. The focus
of these projects is expertise building in and
control over the various activities in the design
process, backed up by a corresponding quality
of deliverables and competency development.
Students’ process and deliverables should
convincingly express their vision on designing.
Second-year Master’s students only do
one project, their individual Final Master’s
Project (FMP). The focus of the FMP, too, is a