Comprehensive Course Structure
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | DS101 | Introduction to Design | 3-0-2-4 | - |
| 1 | DS102 | Design Thinking & Problem Solving | 3-0-2-4 | - |
| 1 | DS103 | Fundamentals of Visual Communication | 3-0-2-4 | - |
| 1 | DS104 | Basic Mathematics for Design | 3-0-2-4 | - |
| 1 | DS105 | Introduction to Computer Graphics | 3-0-2-4 | - |
| 2 | DS201 | Design Research Methods | 3-0-2-4 | DS101, DS102 |
| 2 | DS202 | User Experience Design | 3-0-2-4 | DS101, DS103 |
| 2 | DS203 | Prototyping & Modeling | 3-0-2-4 | DS104, DS105 |
| 2 | DS204 | Design Ethics & Sustainability | 3-0-2-4 | - |
| 2 | DS205 | Introduction to Data Visualization | 3-0-2-4 | - |
| 3 | DS301 | Advanced Design Thinking | 3-0-2-4 | DS201, DS202 |
| 3 | DS302 | Service Design & Innovation | 3-0-2-4 | DS201, DS204 |
| 3 | DS303 | Digital Fabrication Techniques | 3-0-2-4 | DS203 |
| 3 | DS304 | Human Factors in Design | 3-0-2-4 | DS104, DS202 |
| 3 | DS305 | Design Studio I (Specialization Track) | 3-0-2-4 | - |
| 4 | DS401 | Design Studio II (Specialization Track) | 3-0-2-4 | DS305 |
| 4 | DS402 | Research Methods in Design | 3-0-2-4 | DS301, DS302 |
| 4 | DS403 | Design for Emerging Technologies | 3-0-2-4 | DS303, DS304 |
| 4 | DS404 | Capstone Project Preparation | 3-0-2-4 | - |
| 5 | DS501 | Advanced Capstone Project | 3-0-2-4 | DS404 |
| 5 | DS502 | Thesis Proposal Development | 3-0-2-4 | - |
| 6 | DS601 | Final Thesis / Capstone Implementation | 3-0-2-4 | DS502 |
| 6 | DS602 | Design Portfolio Development | 3-0-2-4 | - |
| 7 | DS701 | Internship Preparation & Application | 3-0-2-4 | - |
| 7 | DS702 | Industry Exposure & Networking | 3-0-2-4 | - |
| 8 | DS801 | Final Internship & Reflection | 3-0-2-4 | - |
Advanced Departmental Electives
The following advanced departmental elective courses are offered to provide depth and specialization in specific areas of design:
- Design for Accessibility: This course explores the principles and practices of designing inclusive products and services that cater to diverse user needs, including those with disabilities. Students learn about assistive technologies, universal design standards, and compliance regulations.
- Behavioral Design: Focused on understanding human behavior through psychological theories, this course teaches students how to influence user actions and create engaging experiences using behavioral science insights.
- Design for Sustainability: This course addresses environmental challenges in design by exploring sustainable materials, lifecycle assessment, circular economy models, and green architecture principles.
- Neurodesign: An interdisciplinary field combining neuroscience and design, this course helps students understand how brain functions impact user experience and decision-making processes.
- Interactive Media Design: Students learn to create dynamic media experiences using motion graphics, interactive installations, and multimedia platforms that respond to user input.
- Design for Emerging Technologies: This course examines the intersection of design and emerging fields such as AI, blockchain, IoT, and biotechnology, preparing students to innovate in these domains.
- Product Lifecycle Management: Designed to help students understand how products evolve over time, this course covers manufacturing, supply chain logistics, branding strategies, and end-of-life considerations.
- Service Design & Innovation: This course focuses on designing services that deliver value to customers and stakeholders by examining the entire service ecosystem from front-end to back-end operations.
- Design Research & Evaluation: Students learn qualitative and quantitative research methods used in design, including surveys, interviews, ethnography, A/B testing, and usability studies.
- Visual Identity Design: This course teaches the fundamentals of creating brand identities that communicate effectively across various platforms and mediums, including logos, typography, color palettes, and visual systems.
Project-Based Learning Philosophy
Our department's philosophy on project-based learning is centered around experiential education. We believe that real-world application enhances understanding and prepares students for professional environments.
The structure of our project-based learning includes mandatory mini-projects in each semester, culminating in a final-year capstone project. Mini-projects are designed to reinforce theoretical knowledge through practical implementation and collaboration with peers and faculty mentors.
Each mini-project follows a defined timeline with milestones for ideation, prototyping, testing, and evaluation. The assessment criteria include creativity, technical feasibility, user impact, documentation quality, and presentation skills. These projects are typically completed in teams, promoting teamwork and communication abilities.
The final-year thesis or capstone project is an individual endeavor where students select a topic aligned with their interests or industry needs. They work closely with faculty mentors to develop a comprehensive solution or innovation that demonstrates advanced design thinking and execution capabilities.
Students are encouraged to propose projects based on real-world problems identified through internships, industry partnerships, or personal initiatives. The selection process involves peer review, faculty evaluation, and alignment with departmental resources and expertise.
Evaluation of these projects is conducted by a panel comprising faculty members, external experts, and industry professionals. This ensures that students receive feedback from multiple perspectives and are exposed to industry standards and expectations.