|
| Curriculum Objectives |
| The broader objectives of education programmes at NID, both at GDPD stream and PGDPD stream are listed here. The education programmes under each discipline are designed to meet these objectives so that students are able to progress through their courses in an integrated manner. |
| |
1. |
The curriculum should generate the scope for opportunities to integrate experiential and explorative learning in order to understand and achieve a high degree of creative innovation and quality. |
|
|
2. |
A flexible framework for student-centered learning, whereby courses and assignments are able to harness the potential each student has in terms of creative expression and multi dimensional learning. |
|
|
3. |
Each programme must provide the opportunity to identify, plan and achieve learning goals through an understanding of cultural, social and technological developments in the context of historical, contemporary and individual concerns. |
|
|
4. |
The objective, learning value and standard for each course are predetermined but context and relevance is repositioned by the faculty depending on the changing realities of the design profession and the level of professional competence achieved and demonstrated by the each group of students. |
|
|
5. |
To provide interdisciplinary and progressive knowledge of design but with a focused understanding of an area of specialisation suiting to the professional design practice. |
|
|
6. |
There should be ample opportunity to develop innovative and exploratory thinking, necessary technical skills and the ability to locate individual design approaches within the appropriate professional context. |
|
|
7. |
To enable the students to develop a sense of social and professional commitments. They must learn to own the responsibility for their professional decisions. |
|
|
8. |
The ability to develop critical, analytical, speculative and reflective problem-solving skills in an integrated manner. To understand the scenario cum user based and culture centric approach of design. |
|
|
9. |
To provide thorough understanding of technical, managerial and design fundamentals along with a strong exposure to the real life situations so that they are able to experience as how the intellectual, creative and other skills acquired could be adopted to benefit the user, society and industry. |
|
| |
Academic Goals
Education at NID prepares students for providing leadership to design professions. In a continually changing world, the most important qualities imparted through NID's academic approach are the abilities to think independently and holistically, to innovate and to learn through creative exploration and experimentation. As design professionals, the students must have the courage to act, be sensitive to the needs, understand and study cultural diversity. The institute has historically provided exceptional depth of educational experience, including interactive learning, a focus on creative problem solving, and opportunities for design led research. To broaden the curricular experience, the approach is to integrate the learning opportunities outside the classrooms to enhance experiential learning opportunities. |
| |
Academic Ethos
The essential characteristic of a profession is that its practice is required by society. Professional education, therefore, involves the imparting of theoretical knowledge, along with practice, under supervision. NID believes in the culture of ‘learning to know' and ‘learning to do.' Education at NID endeavours to impart not just design skills and knowledge, but also ensures that students graduate from the Institute as mature, responsible professionals who understand the social and ethical implications of their work
The NID education system calls for some attitudinal adjustments by the students in terms of exercising their own initiative to make maximum use of the resources and facilities available on the campus. All students are also expected to extensively utilize the Knowledge Management Centre, workshops, laboratories and studios, over and above creating a strong link with industry.
The overall structure of NID's programme is a combination of theory, skills, design projects, and field experience. Sponsored design projects are brought into the classroom to provide professional experience. Complementary studies in Science and Liberal Arts widen the students' horizons and increase general awareness of contemporary issues. A unique feature of NID's design programme is the open-classroom system, where students from different faculties can interact with each other. The benefit of learning within such an atmosphere is immeasurable. |
|
|
