DS 123: Proceedings of the International Conference on Engineering and Product Design Education (E&PDE 2023)

Year: 2023
Editor: Buck, Lyndon; Grierson, Hilary; Bohemia, Erik
Author: Thandlam Sudhindra, Shravya; Khan, Sumbul; Hendra, Immanuel; Binte Abdul Muthalib, Nur Liyana; T.M. Blessing, Lucienne
Series: E&PDE
Institution: Singapore University of Technology and Design, Singapore
Section: Design and engineering as agents of regeneration and transformation
DOI number: 10.35199/EPDE.2023.86
ISBN: 978-1-912254-19-4


This paper presents the use of the Design Competency Assessment (DesCA) framework to enhance collaboration between courses in an interdisciplinary design-based curriculum at the Singapore University of Technology and Design (SUTD). The paper illustrates the use of this framework in SUTD’s second term Design Thinking Project (DTP). DTP explicitly bringing together the learnings of the courses taking place in that term, in particular the introductory Design Thinking and Innovation (DTI) course. DTP as a joint project is facilitated by faculty from different disciplines. Students have to demonstrate how different disciplines have influenced their design project. DesCA was introduced in the planning of the project to identify competencies needed for DTP and overlay these onto the existing course schedule. The results of this case study suggests that DesCA, as a competency-based approach, provides a common language between faculty of different disciplines and is an effective means: to gain a common understanding of the required competencies: to obtain coherence between courses in an interdisciplinary curriculum: and to form the basis for assessment. This should allow for a more coherent and integrated approach to design education, which is essential for producing graduates with a broad range of knowledge and skills and attitudes to tackle complex global challenges.

Keywords: Design education, Engineering education, Competency-based education, Design competencies


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