The structure of the educational program of Industrial Design Engineering at the University of Twente is based on project-led education. Consequently, students are experienced in working as a group in dynamic settings with changing characteristics for every project. The first and second year of the BSc. curriculum provides the students with four projects per year, in which the scheduled educational meetings are the same for all students. However, the broad scope of the industrial design engineering domain should challenge students to participate in the education in such a way that it is most in line with their personal interests. For this reason, students are stimulated to focus on certain aspects of the domain by assuming a specific role in project groups, and by selecting specializations in individual assignments in the third year. To further increase the room for individualization, a new project has been introduced in the second year of the curriculum. This project allows students to pursue personal interest and expertise, by selecting a subset of the educational elements provided. In doing this, any student is able to focus on only approximately half of the topics offered. While the students are still working in a team setting, the education becomes more individual. Nevertheless, the group is responsible for establishing a setting in which every field of expertise is present. Therefore, selecting the educational elements is not only a personal choice but directly affects the group. This publication depicts the structure and principles of the project. It also discusses experiences with the new approach, while paying specific attention to the challenging type of assessment of the project.
Damgrave, R. G. J., & Lutters, E. (2016). Designing Individual Education in a Group Setting. In Procedia CIRP (Vol. 50, pp. 733–738). Elsevier B.V. https://doi.org/10.1016/j.procir.2016.04.187