Industrial Design BFA

Program Purpose


The industrial Design program at Brigham Young University is an undergraduate Bachelor of Fine Arts program. It is designed to serve the industrial design profession by graduating students who provide positive and immediate impact for their employers and demonstrate the ability to advance into leadership positions.

Curricular Structure

Major Academic Plan (MAP)

Undergraduate Catalog

Learning Outcomes


Learning Outcomes (NASAD)

Design Products

A foundational understanding of how products can be made to work better for people; what makes a product useful, usable, and desirable.

A foundational understanding of how products are manufactured, assembled and materials used.

A understanding of how ideas can be presented using state-of-the-art tools.

Courses that Contribute: INDES 130 INDES 132 INDES 210 INDES 214R INDES 430R
Linked to BYU Aims: Think soundly, Human knowledge, Competence
Technology

Knowledge of computer-aided design in developing 3D geometry and appropriate 2D image development and communication software. 

Courses that Contribute: INDES 130 INDES 210 INDES 231 INDES 233 INDES 340
Linked to BYU Aims: Quantitative reasoning, Competence
Design History

Understanding of the history of industrial design. 

Courses that Contribute: INDES 339
Linked to BYU Aims: Human knowledge
Basic Business Practices

Functional knowledge of basic business and professional practice. 

Courses that Contribute: INDES 388 INDES 399R
Linked to BYU Aims: Competence
Structured Creativity and Design Thinking

The ability to investigate and synthesize the needs of marketing, sales, engineering, manufacturing, servicing, and ecological responsibility and to reconcile these needs with those of the user in terms of satisfaction, value, aesthetics, and safety. To do this, industrial designers must be able to define problems, variables and requirements; conceptualize and evaluate alternative; and test and refine solutions.

Courses that Contribute: INDES 131 INDES 214R INDES 230R INDES 330R INDES 340 INDES 430R
Linked to BYU Aims: Quantitative reasoning, Human knowledge, Competence
Communicate Ideas

The ability to communicate concepts and requirements to other designers and colleagues who work with them; to clients and employers; and to prospective clients and employers. This need to communicate draws upon verbal and written forms, two-dimensional and three-dimensional media, and levels of detailing ranging from sketch or abstract to detailed and specific. 

Courses that Contribute: INDES 131 INDES 133 INDES 230R INDES 231 INDES 233 INDES 330R INDES 339 INDES 430R
Linked to BYU Aims: Communicate effectively
Human Connection

Studies related to end-user psychology, human factors and user interface. 

Courses that Contribute: INDES 230R
Linked to BYU Aims: Human knowledge, Competence
A Deeper Understanding

Opportunities for advanced undergraduate study in areas which intensify skills and concepts already developed, and which broaden knowledge of the profession of industrial design. Studies might be drawn from such areas as engineering, business, the practice and history of visual art and design, and technology, or interdisciplinary programs related to industrial design. 

Courses that Contribute: INDES 399R
Linked to BYU Aims: Quantitative reasoning, Competence
Available Resources

Easy access to computer facilities; woodworking, metalworking, and plastics laboratories; libraries with relevant industrial design materials; and appropriate other work facilities related to the major. 

Courses that Contribute: None
Linked to BYU Aims: Think soundly
Experience

Opportunities for internships, collaborative programs, and other field experiences with industry groups. 

Courses that Contribute: INDES 399R
Linked to BYU Aims: Competence
Team Projects

Participation in multidisciplinary team projects.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Character

Evidence of Learning


Assessment Tools

Student achievement of these learning outcomes will be assessed by:

  1. Internal Portfolio Reviews
  2. Exit Interviews
  3. External Portfolio Reviews
  4. Sponsored Project Feedback
  5. Internship Work Experience Reviews
  6. Professional Placement Data

Internal Portfolio Reviews: As part of the professional program application process in the ID program, students are asked to submit a portfolio for review. This provides a basis for the faculty to evaluate the effectiveness of both class content, and their presentation of that content. Portfolios are evaluated on the basis of skill mastery and understanding. If there is a consistent gap/weakness in the portfolio content across a particular group of students, the opportunity to improve the program can be quickly identified.

Exit interviews: Each graduating senior is required to complete an exit survey assessment of their industrial design experience and review that assessment with the undergraduate coordinator. The interview questions cover the student's view of their mastery of learning outcomes.

External Portfolio Reviews: As part of the evaluation of the ID program, students are asked to provide portfolios for review by practicing professional designers. This allows for an outside look at the program to help evaluate its effectiveness and industry relevance. Consistent feedback as to a gap/weakness in the student's portfolios provide an opportunity to improve the programs course content.

Sponsored Project Feedback: Our third year curriculum provides students with real world experience by providing sponsored projects.  Industry professionals work with the students to design products related to their professional expertise.  The professionals are presented with the students ideas and they give feedback to the students and also the program's ability to provide relavant content to industry.  

Internship Work Experience Reviews: Internship work experience reviews can provide a measurement of successful mastery of the learning outcomes and there relevance to the profession.

Professional Placement Data: Students are tracked after graduation to assess the speed at which they get placed and the type of work they are placed in.

Learning and Teaching Assessment and Improvement


The main analysis/evaluation/implementation of program assessment comes in August and September, between the main portfolio review and the deadline in October when course changes are due.

The curriculum committee meets after the portfolio advancement reviews and evaluates the results.

  1. Student Evaluations are gathered and summarized by the School of Technology advisement office for the past three-graduation periods: December, April, and August.
  2. Program Advancement Portfolio Review exposes potential weaknesses in the program.
  3. Proposed changes are outlined in the September faculty meeting.
  4. Curriculum improvements/changes are submitted to the college curriculum committee yearly in October.